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04 15 2009 COW AgendaTOWNSHIP OF ORO-MEDONTE COMMITTEE OF THE WHOLE MEETING AGENDA COUNCIL CHAMBERS DATE: WEDNESDAY, APRIL 15, 2009 TIME: 9:00 a.m. 1. NOTICE OF ADDITIONS TO AGENDA 2. ADOPTION OF THE AGENDA 3. DISCLOSURE OF PECUNIARY INTEREST AND THE GENERAL NATURE THEREOF: - "IN ACCORDANCE WITH THE ACT" 4. DEPUTATIONS: a) 10:00 a.m. Chris Attema, Ontario Livestock Group, re: Clean Water Act. 5. CONSENT AGENDA: None. 6. COMMUNICATIONS: a) Gerry and Carol Norman, Harold Roe and Linda Ambrose, Rob Butler and Christine Frolick, Bernice Whelan, Matt Gariepy/Simcoe Building Supplies, Klaus Jacoby, correspondence received April 6, 2009 re: Unassumed Portion of Barrie Terrace Request. b) Peter Thompson, correspondence dated March 27, 2009 re: Application for Exemption from Paying Infrastructure Renewal Fee. c) Keith Sherman, Co-ordinator, Severn Sound Environmental Association (SSEA), correspondence dated April 1, 2009 re: Formation of the Interim Sustainability Plan Steering Committee [deferred from April 8, 2009 meeting]. 7. REPORTS OF MEMBERS OF COUNCIL: a) Deputy Mayor Hough, re: Speeders on Line 14 North. b) Councillor Coutanche, re: Speeding Issues. c) Councillor Coutanche, correspondence from Jane Briscoe dated April 7, 2009; Ron and Elizabeth Dunn dated April 7, 2009; and Terry Oram dated April 8, 2009 re: Line 5 North, North of Horseshoe Valley Road, Tree Cutting. d) Councillor Allison, re: Vine Street Flooding Issue. e) Councillor Agnew, correspondence dated March 30, 2009 from Lorra Deasy re: Unsafe Walking Route from Shanty Bay Public School from Martine Crescent. 8. ADMINISTRATION, FINANCE AND CORPORATE SERVICES: a) Report No. FI 2009-10, Paul Gravelle, Director of Finance/Treasurer/Deputy CAO re: Statement of Accounts -March 31, 2009. 9. TRANSPORTATION AND ENVIRONMENTAL SERVICES: a) Jerry Ball, Director of Transportation and Environmental Services, memorandum correspondence dated April 3, 2009 re: Summary Report for Sugarbush Well Supply. 10. DEVELOPMENT SERVICES: None. 11. EMERGENCY SERVICES: a) 9:00 a.m. S/Sgt. A.J. (Andy) Mayo, Detachment Commander, Barrie Detachment, Ontario Provincial Police, re: Statistics. b) Report No. FD 2009-03, Richard Playfair, Acting Fire Chief, re: Award of RFP 2009-3 Air- Boat. 12. RECREATION AND COMMUNITY SERVICES: a) Report No. RC 2009-06, Shawn Binns, Director of Recreation and Community Services, re: Hawkestone and Area Community Association (H.A.A.C.A.) Volunteer Days, Soap Box Derby -Request for Exemption By-Law 2006-38. b) Report No. RC 2009-07, Shawn Binns, Director of Recreation and Community Services, re: Hawkestone and Area Community Association (H.A.A.C.A.) Canada Day Parade- Request for Exemption By-Law 2006-38. c) Report No. RC 2009-08, Shawn Binns, Director of Recreation and Community Services, re: Oro-Medonte Minor Ball Request for Subsidy. 13. IN-CAMERA: None. 14. QUESTIONS FROM THE PUBLIC CLARIFYING AN AGENDA ITEM 15. ANNOUNCEMENTS 16. ADJOURNMENT 2 43g914g191I1►Ti1 COMMITTEE OF THE WHOLE MEETING Wednesday, April 15, 2009 3. NOTICE OF ADDITIONS a) Gail O'Brien, re: Request for Deputation, Accommodation Review Committee (ARC), Report and Summary. 6. COMMUNICATIONS: d) Association of Municipalities of Ontario (AMO), Alert No. 09/022 re: AMO Position on Bill 150, Green Energy and Green Economy Act. 13. IN-CAMERA: a) Richard Playfair, Acting Fire Chief, re: Security of Property. ONTARIO ALUS ALLIANCE WORKSHOP STATEMENT OF SUPPORT Vision The Alternative Land Use Services (ALUS) program is adopted as a permanent provincial program which engages farmers and their lands to provide environmental benefit for the citizens of Ontario Purpose of the Ontario ALUS Alliance • to create awareness of the true value of our natural capital and the ecological goods and services produced on farm lands as part of Ontario's infrastructure and life support system • to build upon the stewardship ethic of the farm community through the ALUS program, providing incentives to farmers for the voluntary production of ecological goods and services • to maintain and enhance the health of rural ecosystems and the environmental, social and economic benefits they provide, understanding that they are the foundation of a safe, sustainable, secure food supply system • to form an alliance that crosses barriers and develops strength from its diversity by bringing together farmers, environmentalists, advocates and community groups in a positive manner Whereas explosive growth in Ontario has consumed vast areas of farmland and with it some of Ontario's natural capital, in the form of wildlife habitat, water infiltration zones, carbon sinks, woodlands, grasslands, wetlands and so on; Whereas ecological services provided on farmers' lands carry no value in the marketplace and in fact, some services, such as source water protection, may have a negative value under current regulations; Whereas the vast majority of land in southern Ontario is owned by farmers; Whereas if habitat losses are to be countered, and effective action is to be taken on climate change, the farm connmmity must be effectively engaged; Whereas the engagement of farmers will require the provision of incentive payments for the production of ecological goods and services; And whereas ALUS provides for these incentives and will enrol voluntary farmers and their lands as producers of ecological goods and services, We the undersigned support the vision and purpose of the Ontario ALUS Alliance NAME SIGNATURE TITLE ORGANIZATION The purpose of this handout is to encourage groups to indicate support for ALUS concept. Participants can sign the Statement of Support on behalf of their organization at the meeting or take a copy to go through the due process with the group they are representing. If you have any questions, feel free to contact Amber Cowie, Greenway Conservation Coordinator for Ontario Nature, at 416.444.8419 ext.273 or ambercOontarionature.org Amber Cowie Greenway Coordinator - Ontario Nature 366 Adelaide Street West, Suite 201oronto ON M5V 1R9 Tel: 416.444.8419, ext. 273 Toll free: 1.800.440.2366 Clean Water Act: General Background 0 4 • The passage of the Clean Water Act in October 2006 marked the beginning of a 6-step rlannin(r i~rnracc Action Schedule 3" Reading and Royal Assent of the Clean Water Act - enabling legislation October 2006 Series of Regulations - Ongoing Ongoing Regulation 288/07 - Formation of Source Protection Committees 2007 Regulation 287/07 -General / Terms of Reference Regulations 2007 Regulation 284/07-Source Protection Areas and Regions 2007 Regulation 231/07 - Service of Documents 2007 Mapping Symbology for the Clean Water Act Nov 2008 Technical Rules for the Preparation of Assessment Reports (58 pp) Dec 2008 Tables of Drinking Water Threats (490 pp) Dec 2008 Formation of Source Protection Committees Completed 2007 Terns of Reference Completed 2007 Completion of Assessment Reports Current [How much land & where? What Activities deemed to be significant risk?] 2009 -2010? Completion of Source Protection Report 2010 -2011? [Policies for `significant', `moderate' and `low' drinking water risks] Municipal Management and Implementation 2010 -1012? [subject to Provincial Approval] • The Province has committed approximately $120,000,000 for Source Protection Plan development. Source Protection Authorities / Conservation Authorities (SPA/CA) have directly benefited from this funding. • The Technical Rules: Assessment Report and the Table of Drinking Water Threats were released on December 12, 2008. Links to these reports can be found at: littp://www.ene. gov.on.ca/en/water/cleanwater/ewa-technicalstudies.php • Technical Rules: Assessment Report highlights o Hazard rating X Vulnerability score = Risk score o Hazard ratings for threats are determined and set by the province o Ground (GW) and surface (SW) water vulnerability scores are determined locally Risk score >80 - 100 = significant drinking water threat Risk score ?60 - <80 = moderate drinking water threat Risk score >40 -<60 = low drinking water threat • The Livestock Group key questions o How much land and where? o What activities will be classified as `significant drinking water threats'? o What risk-mitigation actions will be recognized? o How much will it cost? [Include long-term municipal operating and administration] o Who pays? The Livestock Group core position Producers inside Source Protection zones should not be at a competitive disadvantage. There should be 100% compensation for any restrictions beyond `normal farm practice'. 4 Impact of the Clean Water Act on Municipalities Ontario Livestock Groups generally support the principles of a safe and adequate supply of drinking water. We use that water, too. While livestock groups generally support the goals of the Clean Water Act, we continue to have concerns about specific aspects of the legislation. The Association of Municipalities of Ontario (AMO) has also expressed concern with aspects of the Clean Water Act. The key concern is a lack of a substantive role in policy development while having a substantive and apparently untundeci mandate to implement. We believe that the government has genuinely good intentions to protect Sources of Water, which Ontario Municipalities full heartedly share. The issue is how to protect our sources of water and fairly delineate the roles and responsibilities of managing the process, from the development of the policy to the ongoing implementation of it. AMO has reiterated its concerns with the issue of roles and responsibilities from the beginning. Unfortunately, AMO continues to have substantive issues with the lack of a municipal role in areas of policy development and, in the area of implementation, having a substantive, but apparently unfunded mandate. Source: Association of Municipalities (AMO) Response to Bill 43. Proposed Clean Water Act, 2005. February 2006. Background - Oro-Medonte 11-drinking water systems with a total of 23-wells. Drinlcin Water System Name Number of Wells Water Source Severn Sound Cedar Brook Subdivision 2 Groundwater Harbourwood well Supply 2 Groundwater Lake Simcoe Regional Airport 2 Groundwater Maplewood Estates ` I Groundwater Shanty Bay Well Supply 3 Groundwater Canterbury Subdivsion 2 Groundwater Lakes Simcoe and Couchichin -Black River Horseshoe Higlands Subdivision 2 Groundwater Medonte Hills Well Supply 2 Groundwater Robin Crest Well Supply 2 Groundwater Sugar Bush Well Supply 3 Groundwater Warminister Well Supply 2 Groundwater Not just a farm / agriculture issue! More septic systems and business /industries impacted. Estimated Number of Potential ODWSP Projects. WHPA 2-year and IPZ1 Project Type: Septic Zven Runoff Fllel: chemicRl Runoff P2 Lind Number of Nlunber Number Of Number Number properties Number of 71111,;diction i')f Septic of Number properties >2ha4 BusillesseS (if lands S °atems Private of farms- tivith fuel.%oil (excluding i Industry for we} is i to n hs' PIIre11ase= firms') alas,}: se, e7 Li 684 1.11 2 154 26 25 L-11kno n La°_.e Siracce CA 1,552 559 1101 689 226 631 L'nkuk)wn CA 2,536 438 50 404 735 2013 T.. Ali{11t7ti1'11 Sett en1 5<:,uuad E3 2,0176 211 411 289 147 95 t.'Itl,.unn ii Total Source Protection 6,547 1,319 2132 1,736 1,134 954 t"n} natiru Re,10n Source: South Georgian Bay Lake Simcoe Source Protection Region. Ontario Drinking Water Stewardship Program. April 2, 2009. Municipal Interaction With the Clean Water Act & Source Protection Planning Process The municipal interaction with the Clean Water Act can be considered in relation to the following points. 1. There are 7- nmicipal representatives on the 21-member South Georgian Bay-Lake Simcoe Source Protection Region Committee, [None directly accountable to Oro-Medonte] 2. Consultation process for the Terms of Reference and the Assessment Report: The legislation requires that the clerk of the municipality in which any part of the source protection area is located must be notified of consultation opportunities for the local Source Protection Plan. In the Terms of Reference and Assessment Report stages there is no special status for un resolved concerns raised by municipalities. There is special status for unresolved concerns raised by bands. Submission of proposed terms of reference to source protection authority: 7. 1 When the source protection committee submits the proposed terms of reference to the source protection authority under clause 9 (a) of the Act, it shall, a) give the source protection authority a summary of any concerns that were raised by bands during the preparation of the terms of reference and that were not resolved to the satisfaction of the bands Source: April 12, 2009 Regulation 287/07. littl)://www.e-laws.aov.on.ca/litml/regs/endish/elaws reps 070287 e.htm#BKI I 3. Consultation for the Source Protection Plan: The Source Protection Authority must attach written resolutions received trom municipal councils to the Source Protection Plan submitted to the Minister. Resolutions of municipal councils 24. The council of a municipality may pass a resolution expressing its comments on the proposed source protection plan and may submit the resolution to the source protection authority. 2006, c. 22, s. 24. Submission of source protection plan to Minister 25. The source protection authority shall submit the proposed source protection plan to the Minister, together with, (a) any written comments that the source protection authority wishes to make on the plan; (b) any written comments received by the source protection authority after publication of the plan under section 23; and (c) any resolutions of nuinicipal councils submitted to the source protection authority under section 24. 2006, c. 22, s. 25. Source: Clean Water Act 2006. http://www.e-laws.itov.on.ea/html/statutes/enelish/claws statutes 06c22 e.htm 4. Inclusion of non-municipal drinking systems: Residential clusters and other private wells may be included in the Terms of Reference through municipal council resolution. [See criteria set out in section 3 of O. Reg. 286/07 (Miscellaneous Reg)] [None from Oro-Medonte] 5. Municipalities will be responsible and liable for the `municipal risk management official' activities that relate to `significant drinking water threats'. Risk management official, risk management inspectors 47( "6) The council of a municipality that is responsible for the enforcement of this Part shall appoint a risk management official and such risk management inspectors as are necessary for that purpose. 2006, c. 22, s. 47 (6). Source: Section 47(6) http://www.e-laws.gov.on.ca/htnil/statutes/englisli/claws statutes 06c22 e.htm#BK55 Criteria for agreeing to or establishing risk management plan 58(15) Subject to subsection (16), a risk management official shall agree to or establish a risk management plan for an activity at a location under this section if, and only if, all applicable fees have been paid and, the risk management official, (i) is satisfied that the risk management plan complies with the requirements, if any, of the regulations, rules and source protection plan, and (ii) is satisfied that the activity will not be a significant drinking water threat if it is engaged in at that location in accordance with the risk management plan; ......2006, c. 22, s. 58 (15). Although, the resource and financial impact of the above requirements (permit official) have not been assessed, we anticipate the costs will be substantive due to the creation of a system to review applications, the high qualification requirements and potentially large number of these positions, undertaking of legal proceedings associated with issuance of orders, safety concerns of the employees and potentially high insurance rates. Source: Association of Municipalities (AMO) Response to Bill 43. Proposed Clean Water Act, 2005. February 2006. 6. Municipalities may be responsible for completing the private septic system re-inspection programs • (Municipal) Septic Re-inspections Expected in 2010 • The Clean Water Act, 2006 (CWA) made resulted in consequential amendments to the Building Code Act concerning maintenance inspections of on-site sewage systems • Amendments to the Building Code Act came into force on July 3, 2007. These amendments establish a legislative framework for sewage system maintenance inspections • These amendments authorize regulations to establish programs to enforce standards for the maintenance of existing sewage systems, and require that these programs be enforced by principal authorities • The principal authorities that would enforce programs would be the same authority that current enforces BCA requirements related to sewage systems: i) a municipality, ii) A board of health or conservation authority that undertakes enforcement under an agreement with a municipality; or iii) a board of health or conservation authority prescribed in the Building Code • Under the proposed Regulation, the mandatory inspection must be completed with-in 3-5 years after the Applicable Source Protection Plan comes into effect. Subsequent inspections must be complete at least once every 5-years. • Principal authorities may require that fees be paid for maintenance inspections, and can prescribe the amounts of the fees • An inspector may enter upon land and into buildings at any reasonable time without a warrant for the purpose of conducting a maintenance inspection Source: Feb 2008. littp://www.obc.niali.2ov.oii.ca/AssetFactory.asnx?did=778 hltp://\vww.ssmrca.c,i/Usei-Files/File/PDFs/SPC/Cligt)ed%20Building%,20Code%20SIicles`/o20foi-'/o2OSeptic'%)2OReiiispee Municipalities must amend their Official Plans to be consistent with the Source Protection Plan policies. • Source Protection Plan (SPP) prevails where there is a significant drinking water threat unless other regulation is more protective of drinking water source o Municipal action to conform to SPP o Official Plan to conform to SPP o Zoning by-law to conform o Minister can resolve OP non-conformity issues o All Drovmcial instruments must also contorm As proposed, the specific work leading up to the development of the SWPP and the approval of the Plan are all responsibilities of the Province, and as such, the logical conclusion is that the ownership of the SWPP is apparently that of the Province. On the other hand, when dealing with land uses, municipalities have the land use planning authority. We are concerned with the potential erosion of this authority, which has the potential to arise as a result of two parallel processes making decisions about land uses, albeit specific to areas relevant to SWP. AMO questions the benefits of having this duplicate process. Why must municipalities go through the Planning Act process, which requires "consistency" with provincial policy and requires "conformity" with the S WPP, when at the end of the day, the municipal decision will be a replication of that which is already approved in a SWPP? The more one looks at this proposed new regime, the more similarities one sees with other provincial plans, most notably the Niagara Escarpment Plan, and in that case, acrimony continues to exist. There is no question in our mind that municipalities will have to expend substantive resources in ensuring that Official Plans parallel the policy of the SWPP in their watershed. This will include duplication of resources, the time expended to making a decision, and the effects on other municipal program areas in order to accommodate this additional requirement. Source: Association of Municipalities (AMO) Response to Bill 43. Proposed Clean Water Act, 2005. February 2006. b. Municipalities must `have regard' for `low' and `moderate' drinking water threats identified in the Source Protection Plan. • The majority of agriculture related `normal farm practices' will be classified as a `moderate' or `low' drinking water threat over potentially a very large area. The Ontario Livestock Group is very concerned about the potential impact. 9. Most Source Protection Committees do not have a clear mandate (expressed in the Terms of Reference) to fully disclose cost or evaluate the social and economic cost of policy alternatives. The South Georgian Bay-Lake Simcoe Terms of Reference includes a line item and budget for these tasks. L'sic i :r..ie an iwi a: t ~ __mes7 to evaluate the accial, ecou_s c m-A emiteimiental is=::acts C•f r: .ip.•€iei ; -did r.sk re-licti ii Stiategie... T 1t,, ..,a_. xlient t: =.ild i.l-e.l be undeixak.e. t,". a cnasll tai.t am g-ct v ca evahl_ste , range of Policy o^uoas for oci sideiat;.u as well aid n tLe 9 ; !C v • ele ti n prCC. > , of the iiiz~;t .at) rc ;date ::n-' Sxa,, L1~ i it e. 10. Cost certainty and WHO IS GOING TO PAY for implementation? • There is no legal obligation for the Province to provide funding beyond the plan development stage. The extension of the Ontario Drinking Water Stewardship Fund beyond the committed funding schedule (2011) was "not in the scope" of the program review. • COST UNCERTAINTY remains the primary and core concern. The Provincial cost commitment is defined by the initial allocation of funds to the Source Protection Authorities (Conservation Authorities) and the contributions to the Ontario Drinking Water Stewardship Fund. Municipal implementation cost is uncertain as the final scope of what is included is not yet defined. Individual business owners potential cost is uncertain as the scope of Source Water Protection and policies related to compensation and appropriate financial support for implementation cost are not fully resolved. Potential Funding Sources: Source Water Protection Plan Implementation - Who Pays? Provincial Stewardship No commitment beyond the spring of 2011 Fund No legal obligation for the province to provide compensation to impacted property owners Municipal Water Limited capacity to raise rates - particularly for smaller municipal systems Users General Municipal Tax Limited capacity to download additional tax burden to business and property tax Base ratepayers Impacted Property Livestock producers understand and accept the need to meet normal farm Owner practices, defined as compliance with the Nutrient Mgt. Act, the Pesticide Act, the Ont. Water Resources Act, etc. Ontario livestock groups believe that no producer should be placed at a competitive disadvantage due to Source Protection policies. There should be 100% compensation for any additional cost related to implementing local Source Water Protection policy. • Almost all of livestock agricultures concerns are rooted in the failure of government to follow Reconnnendation #33 from the Source Protection Advisory Committee, 2003. "Recommendation #33: Consultation on implementation and ongoing planning, including how to pay for source protection, be undertaken with different stakeholder groups immediately following receipt of this source protection planning framework. This consultation should start from the list of potential roles and responsibilities presented by the Advisory Committee in its report." (Page 1 1 -Advisory Committee Report) 11. The Walkerton Inquiry Recommendations DO NOT suggest a municipal role in the implementation of Source Water Protection plans. Recommendation 68: The provincial government should amend the Environmental Protection Act to implement the recommendations regarding source protection Source: Walkerton Inquiry Part Two Recommendation #68 12. The Walkerton Inquiry Recommendations DOES INCLUDE a specific recommendation for Provincial support programs to assist agricultural producers to implement their Farm Water Protection Plan. Recommendation 16: The provincial government, through the Ministry of Agriculture, Food and Rural Affairs in collaboration with the Ministry of the Environment, should establish a system of cost-share incentives for water protection projects on farms. Source: Walkerton Inquiry Part Two Recommendation #16 Livestock Group Perspective / Possible Solutions 1. The Livestock Group position is that all environmental regulations should be subject to clear, concise, transparent and credible Impact Analysis. i.e following protocols similar to the Government of Canada Regulatory Impact Analysis Statement (RIAS). The Ministry of Environment (MOE) should not approve, and local municipalities should not support, Source Water Protection Plans that do not include full details on implementation cost. [How much will it cost'? Who benefits? Who pays'?] There should be recognition that the Clean Water Act is fundamentally different from other environmental legislation. Most environmental legislation is reactive. Failure to comply with performance and activity standards results in enforcement and penalties. Farmers can engage in `normal farm practice' subject to meeting the required conditions (eg. completed Nutrient Mgt. Strategy, completed Pesticide Certification). Usually the trigger for enforcement is poor performance rather than lack of attention to prescriptive activity standards. Parties are assumed to be innocent until proven guilty. Farming and agriculture is subject to many pieces of legislation that follow this model. (Ontario Water Resources Act, Environmental Protection Act, Pesticide Act, Nutrient Management Act, Minimum Distance Separation, etc) The Clean Water Act is preventative. Actions including `normal farm practices' are classified as `significant', `moderate' or `low' drinking water threats based on the type of activity and the proximity to municipal drinking water supplies. `Normal farm practices' can not continue without expressed approval from a municipal risk management official since actions classified as `significant threats' are prohibited subject to approval of `mitigation action'. In effect, parties are assumed to be guilty until they prove themselves innocent. While the existence of the `Provincial Stewardship Fund' in the Clean Water Act suggests that there is a need for cost-share and compensation, there is no currently no legal responsibility for the Risk Management Official to offer cost share or fair compensation to the impacted property owner. The agricultural conununity is not opposed to the concept of preventative action. In fact, the popular and heavily subscribed Environmental Farm Plan concept is based on the concept of preventative action with-in the context of a voluntary, peer-reviewed and confidential process. While we recognize that the voluntary and peer reviewed features of the Environmental Farm Plan do not lend themselves to meeting the Clean Water Act goals, we continue to believe that there is both a need and an opportunity to build on this existing strength. The attitude and approach of the Risk Management Official is crucial to successfal implementation. We believe that the Risk Management Official authority on private land should be conditioned by a fundamental and underlying respect for both the rights and responsibilities of the individual property owner as well as the motivational power of fair cost share and `voluntary' action. The Risk Management Official should have the mandate and the capabilities to i) negotiate solutions, ii) offer technical advice on mitigating action and iii) offer cost share support. The Province should be responsible to provide ongoing funding and support (beyond 2011) to the Risk Management Official and the associated cost share support / compensation programs. The Livestock Group suggestion is that municipal support, approval and /or comments related to Proposed Source Protection Plans should be contingent on the availability of appropriate, long-term Provincial financial support programs. 3. The recent consultation sessions for suggest that suggest that lease and land rental programs may be considered eligible items under the Ontario Drinking Water Stewardship Program. [Purchasing, easements or leasing land within 100m of WHPA or 200m of IPZ]. Most in the Agricultural community support further discussion and refinement of these type of arrangements. The ALUS (Alternate Land Use) concept builds on this idea. The Norfolk County ALUS group is requesting support for long-term provincial funding for ALUS- initiatives from agricultural, provincial and municipal stakeholder groups. A mix of public and private ownership of resources exists on private land, so the stewardship of natural capital and environmental resources must be a shared responsibility of governments and landowners. Due to this shared nature, environmental services should be cost-shared with producers. Farmers should receive annual payments or other forms of compensation to deliver and maintain environmental services Source: Ontario ALUS Alliance. http://norfolkalus.ca/ 4, 11f REPORT NO. FAC-D-1 MARCH 31, 2009 TO: The Chairperson and Members of the Facility Standing Committee FROM: Associate Director, Superintendent of Facility Services SUBJECT: ACCOMMODATION REVIEW COMMITTEE A - ORILLIA DISCTRICT COLLEGIATE AND VOCATIONAL INSTITUTE, PARK STREET COLLEGIATE INSTITUTE, TWIN LAKES SECONDARY SCHOOL 1. Background The Ministry of Education released Good Places to Learn: Renewing Ontario's Schools in February 2005. This document initiated numerous endeavors such as Primary Class Reduction, Early Learning initiatives, funding for growth schools, replacement schools and major repairs, which have impacted both program and facility planning. It states "a school's condition reflects the state of commitment of one generation to the advancement of the next," and further indicates that "new guidelines for school closing procedures by boards" would be issued. These guidelines were to include "school valuations", directly related to the school, community, school system, and local economy to be developed as a tool by each board. Pupil Accommodation Review Guidelines were issued by the Ministry of Education in October 2006. The guidelines enabled Boards to engage in constructive dialogue within communities with grass root recommendations. The guidelines first required Boards to approve new pupil accommodation review policies, and secondly approve a student valuation template. School valuation required boards to consider the value of the school(s) under review to students, community, school board and the local economy. Boards were required to approve new policies to reflect the new guidelines prior to initiating any further accommodation studies. The Board approved Pupil Accommodation Review Policy 2313 in June 2007 which recognized changing demographic patterns, enrolment fluctuations, facility conditions and environmental restrictions, and the Ministry funding model which affects the Board's ability to use its resources efficiently and cost-effectively. The policy provides for an extensive process for communities to develop alternative solutions to student accommodation within a planning area or adjacent planning area. The Board and community will centre on decision making about student accommodation through an Accommodation Review Committee (ARC) with the assistance of a generic School Valuation Framework (SVF). The policy sets out parameters regarding membership, holding a minimum of four public meetings, preparation of an Accommodation Review Report, providing final recommendations to the Board, timelines, and Ministry of Education Administrative Review. The framework will assess the value of each school in the ARC regarding its value to the student, community, Board and local economy. The SVF was approved by the Board March 20, 2008. Two sub-committees, one for each panel prepared the school valuation framework. Each framework identified values and criteria indicators that related to the assessment of a school's value to students, the community, the Board and the local economy. The framework was issued. REPORT NO. FAC-D-1 MARCH 31, 2009 - 2 The Board received a report in September 2007 that outlined a process for public meetings to consult with the public regarding student accommodation. Staff hosted information meetings in October and November 2007 regarding pressure points and factors related to planning, facilities, and finance as part of the Capital Planning Process, which included a variety of methods to consider and implement changes to student accommodation. It also provided examples of previous reviews and methods undertaken by the Board to address short and long term requirements. In December 2007 the Board approved a Capital Planning Process which recommended two secondary ARCs, two elementary ARCs and two attendance area reviews. The Capital Plan has study areas based upon three distinct criteria: condition of school facilities, program delivery, and accommodation issues. These criteria must be recognized for the delivery of quality learning environments to the current and future students of Simcoe County. This report relates to ARC A, which includes Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute and Twin Lakes Secondary School. 2. Process Membership for the ARC was approved by the Board in March 2008. The ARC held its first working meeting on April 22, 2007, had a total of 18 working meetings, and a day tour of Bear Creek Secondary School and Nantyr Shores Secondary School. Membership represented all schools, including principals, teachers, students, parents/guardians, municipal representation and community representation. Four public meetings were held for feedback regarding the purpose of the ARC, results of the student valuation framework, accommodation options, and a recommended accommodation option. Meetings were advertised through local media, website postings and provided to all students attending the schools in the review area. The ARC received an extensive source of information and material related to each school for its reference in the process. Presentations were received from the Property and Planning, Design, Construction and Maintenance, and Finance departments of the Board. The valuation framework to the student, Board, community and local economy was completed thoroughly and used when formulating the main considerations to determine nine preliminary options. Grade spectrum, additional program, community partnerships, closure and consolidation, new school construction and attendance area changes were options included for consideration of the ARC. Considerations to evaluate the options were program, enrolment/projections, facilities and the community. The initial options of the ARC indicated that the membership embraced the spirit and intent of the policy and illustrates that they recognized many different means of addressing student accommodation in the area. Staff is confident that the members of the ARC followed the Board Policy and Procedures. Staff thank the members of the ARC for their valuable time and contribution to the process. REPORT NO. FAC-D-1 MARCH 31, 2009 - 3 3. ARC Options The ARC directed staff to provide specific information to options that the group wished to further explore. The ARC considered the initial options and decided that three should be presented to the public for feedback. Each option underwent an assessment against six factors that included program, enrolment and projections, facilities and grounds, financial considerations, attendance areas and transportation, and the impact on the community and the local economy. This assessment provided a summary of the benefits and limitations of each option. Options presented included: (a) Option 1 Retain three schools (expand existing boundaries): The rationale behind this option was to increase enrolment by expanding existing boundaries and to potentially attract students with the development of specialty programming. (b) Option 2 Close one school and accommodate students at two remaining schools: The rationale behind this option was to create two new school communities, utilizing two existing facilities, having an enrolment that would maximize program opportunities for the students and use the schools efficiently. The ARC did not identify which school to be recommended for closure. (c) Option 3 Close two schools, build one new school and renovate/retrofit the remainin school: The rationale behind this option was to create two school communities with enrolment that would maximize program opportunities for the students while also addressing the facility needs of the schools in this review. The ARC identified Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute as the schools recommended for closure and Twin Lakes Secondary School as the school to be eligible for upgrades. While the ARC did recommend a new school to be built on an existing Simcoe County District School Board property, it did not identify a specific site, or the capacity, for a new secondary school. After exploring these options in detail, and subsequent to the third public meeting in which these three options were presented, the ARC membership was unanimous in its decision to move forward with Option 3. 4. Preferred Option The membership unanimously supported "Option 3". Attached as APPENDIX 1, is the final report, submitted by ARC A, which includes the considerations taken into account, the benefits and limitations of each option, the results and summaries of the School Valuation Framework, public feedback, and the full recommendations of the Committee. The final ARC recommendations were presented to Administrative Council on March 11, 2009 for its consideration. REPORT NO. FAC-D-1 MARCH 31, 2009 - 4 The preferred option reflected the ARC's strong desire to provide an enrolment base sufficient for the provision of rich programming opportunities for the students while also upgrading facilities to meet current/future curriculum and program standards and building code and accessibility issues. The ARC undertook its task with the long-term needs in mind of the current and future students accommodated from the City of Orillia and the Townships of Ramara, Severn and Oro-Medonte. 5. Staff Recommendation Staff considered and reviewed the Accommodation Report submitted by ARC A, and supports the general intent of Option 3. Option 3 closely aligns with the main principles behind the Capital Plan, ensuring that programming, facility conditions, accommodation of all students, and learning environments have all been considered in the final recommendation. Staff has recommended a site for a new Orillia secondary school as outlined in Section 12 of this report while ARC A did not include the identification of a site in its recommendations. Staff suggests that the decision to retain a property that is surplus to the Board's needs for educational purposes is outside the scope of the accommodation review process. ARC A's recommendation to retain the site not chosen for the new school will be considered when a recommendation to designate a property surplus is warranted. ARC A's recommendation that Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute be declared eligible for Prohibitive to Repair (PTR) status will be reflected in the Board's Priority Capital Projects submission as facility condition is a data factor. The following are the reasons staff supports the general intent of Option 3. 6. Capital Plan The approved Capital Plan, dated December 19, 2007 and December 10, 2008, as posted on the Simcoe County District School Board website, established criteria for the creation of ARCs. Study areas are established based on those set out in the Education Development Charge Background Study. Three distinct criteria are the basis of the Capital Plan: condition of school facilities, accommodation issues and program delivery. These criteria must be recognized for the delivery of quality learning environments to the current and future students of Simcoe County. The following factors highlight each of the criteria within the Capital Plan, specifically pertaining to the schools involved within the ARC A review. (a) Condition of School Facilities: Orillia District Collegiate and Vocational Institute: Portions of the facility, as it stands today, date back to 1899. Since that time eight additions of varying size have been completed with the last being in 1979. REPORT NO. FAC-D-1 MARCH 31, 2009 - 5 The Facility Condition Index (FCI) is currently at 21 percent and is expected to reach 65 percent by 2011 and 104 percent by 2018. Accessibility and building code compliance are major issues. It has been conservatively estimated that approximately $13,500,000 would be required to address building code and accessibility issues alone. Overall, the building is functioning but in need of major component replacement and repairs over the next 10 years including, but not limited to life safety issues, HVAC, piping systems, plumbing, electrical distribution, building automation system, lighting, roofing, windows, fittings and equipment, hardware, interior finishes and site works. The general layout of the school makes the structure difficult for supervision and has unsatisfactory functionality and flow. Orillia District Collegiate and Vocational Institute is situated on a 9.4 acre site that is irregularly shaped, shown in APPENDIX 2. Expansion and/or retrofits to this school would be extremely difficult due to city zoning by-laws, accessibility and building code requirements and could be cost prohibitive. Park Street Collegiate Institute: Park Street Collegiate Institute was constructed in 1960. Since then, major mechanical upgrades and field reconstruction have been completed. The FCI is currently at 10 percent and is expected to reach 65 percent in 2017 and 72 percent by 2018. It has been conservatively estimated that approximately $12,050,000 would be required to address building code and accessibility issues alone. Overall, the building is functional but in need of major component replacement and repairs over the next 10 years including, but not limited to HVAC, piping systems, plumbing, electrical distribution, building automation system, roofing, windows, fittings and equipment, interior finishes, storm water management and site works and services. The school is a two storey structure with a satisfactory layout for supervision, functionality and flow. Park Street Collegiate Institute is situated on an 11.6 acre site that slopes from the northwest side of the building down to the playing field, as shown in APPENDIX 3. Abutting the north property line is a French Catholic elementary school. Expansion and/or retrofits to Park Street Collegiate Institute would be difficult due to accessibility and building code requirements and could be cost prohibitive. Twin Lakes Secondary School: Twin Lakes Secondary School was constructed in 1970 and has received upgrades that include HVAC, site works and masonry due to safety issues. The FCI is currently at 5 percent and is expected to reach 61 percent by 2018. It has been estimated that approximately $1,500,000 would be required to address building code and accessibility issues. Overall, the building is in good condition but will need some major component replacements and repairs over the next 10 years including, but not limited to piping systems, plumbing, electrical distribution, building automation system, roofing, fittings and equipment, interior finishes and site works. The school is a three storey structure with a satisfactory layout for supervision, functionality and flow. Twin Lakes Secondary School is situated on a 22.2 acre site that is irregularly shaped and heavily wooded in certain areas as shown in APPENDIX 4. A Joint Use Agreement between the Board and the City of Orillia provides for flexible use of recreational facilities and playing fields. Expansion and/or retrofits to Twin Lakes Secondary School would be feasible, from both a construction and economic standpoint. REPORT NO. FAC-D-1 MARCH 31, 2009 - 6 (b) Accommodation Issues ARC A is comprised of three secondary schools. Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute are located approximately 800 meters from one another. Twin Lakes Secondary School is approximately 3 kilometers from Park Street Collegiate Institute and approximately 3.5 kilometers from Orillia District Collegiate and Vocational Institute. Staff took into consideration the fact that there are secondary schools involved in an Accommodation Review bordering the attendance areas of ARC A to the west. The schools involved in ARC A accommodate large rural areas from the Townships of Oro-Medonte, Ramara and Severn. (c) Projections Five year historical enrolment, current enrolment, and ten year projections and capacity rates are shown in APPENDIX 5. Enrolment in this area peaked in 2005. Since that time a slow decline has been experienced. Enrolment will decline at a greater rate until 2013 and will then stabilize with a much lower total enrolment. Enrolment in these schools is 2,725 (2008 ADE) and is expected to decline to approximately 2,129 by 2018, resulting in an excess capacity of approximately 725 pupil places. The current capacity of the three schools combined is 2,853. A major factor contributing to this decline has been the historical decrease within the elementary family of schools that the secondary schools service. Since 2004, the enrolment of these elementary families of schools combined has dropped by approximately 700 students, as shown in APPENDIX 6. As secondary students graduate, they are being replaced by fewer elementary students. Orillia District Collegiate and Vocational Institute has been stable since 2005, due in part to new development in the west area of the City of Orillia. As the current secondary students graduate and are replaced by smaller incoming grade 9 classes, enrolment will begin to decline by 30-50 pupils per year for the next five years. The Ministry of Education's calculation of On The Ground capacity (OTG) of the school is 933. This school does not have any portables and currently has four classrooms not in use. Park Street Collegiate Institute has declined by approximately 100 students since 2005. As secondary students graduate and are replaced by smaller incoming grade 9 classes, enrolment will decline by an additional 217 students by 2018. The Ministry of Education's calculation of On The Ground capacity (OTG) of the school is 954. This school does not have any portables and currently has eight classrooms not in use. Twin Lakes Secondary School has been stable in recent history. As the current secondary students graduate and are replaced by smaller incoming grade 9 classes, enrolment will decline by an additional 219 students by 2018. The Ministry of Education's calculation of (OTG) capacity of the school is 966. This school does not have any portables and currently has four classrooms not in use. An Extended French as a Second Language program is located at this school. REPORT NO. FAC-D-1 MARCH 31, 2009 - 7 7. Demographics The Board's Education Development Charge Background Study indicates pupil yields are declining county-wide. The Board secondary yield has dropped from 0.14 secondary students per unit in 1998 (14 secondary students per 100 units) to 0.05 secondary students per unit in 2008 (5 secondary students per 100 units). The current yields for the City of Orillia and the Townships of Oro-Medonte, Ramara and Severn are 0.04, 0.04, 0.05 and 0.10 respectively. Confirming the trend of decreasing pupil yields are the 2001 and 2006 Census statistics as outlined below: 2001 2006 City/Munic. Total Pop. Pop. Age 0.3 Dwelling Counts Median Age Total Pop. Pop. Age 0-3 Dwelling Counts Median Age Orillia 29,121 1,175 11,610 39.7 30,259 1,240 12,225 42.7 Oro-Medonte 18,315 745 6,610 40.0 20,031 755 7,320 42.5 Severn 11,135 410 4,185 41.5 12,030 380 4,625 44.3 Ramara 8,615 320 3,420 43.9 9,427 295 3,785 45.9 Total 67,186 2,650 25,825 - 71,747 2,670 27,955 - Source -Statistics Canada Not including Mnjikaning First Nation In summary, data indicates an aging total population in the area serviced by the three Orillia secondary schools. Furthermore, while the total population and the number of dwellings have experienced growth, the 0-3 age cohort, which is the future population base for elementary and secondary students, is remaining static. This trend is also reflected in public school enrolments and will continue into the foreseeable future. 8. Development The review area is diverse and consists of a variety of urban and rural land use types and residential neighbourhoods that are distinct by age, unit type and tenure. Many areas have matured resulting in lower numbers of students. New neighbourhoods are homogeneous residential developments with young families and yield a greater number of students. High density condominium/apartment developments have very few students and in many cases are adult lifestyle communities. The rural areas in the review area have seen a decline in students which is expected to stabilize. The Simcoe County Growth Plan limits the amount of residential development each municipality can attain by capping the population for 2031. The availability of servicing limits the development potential of an area, and provincial policies (Places to Grow) direct growth to existing settlements while restricting growth in rural areas. Estate subdivisions in the rural areas can no longer be developed. The City of Orillia has the greatest potential for development that will yield new students. Greenfield development is currently occurring in the western portion of the city and numerous high density developments and intensification is occurring elsewhere. There are approximately 2,080 units proposed, in various stages of approval, or under REPORT NO. FAC-D-1 MARCH 31, 2009 - 8 construction. Of these 2,080 units approximately 1,275 are high density, approximately 610 are townhouses, and approximately 195 are single family or semi-detached units. City planners are forecasting 182 residential units per year in building activity from now until 2031. Based on the current secondary pupil yield and rates of growth, staff expects this to generate approximately 75 students over the next 10 years. Staff are also monitoring the impact Lakehead University may have on public elementary and secondary school enrolment. The university, which will be phased in over 15-20 years, is expected to have an enrolment of up to 7,000 students when complete, with residences built to accommodate approximately 1,200 students, and provide approximately 400-500 jobs. While this institution may create jobs, provide an economic catalyst, and increase the population of the city, it is uncertain as to whether or not this will have a positive impact on public school enrolment. It has been the Board's experience that residential areas that are adjacent to post-secondary facilities tend to generate fewer elementary and secondary students than normally would be expected. This is typically due to housing stock transforming into rental properties tor accommodate post-secondary students. At this point in time, projections are assuming normal rates of growth and yields, but will be adjusted if necessary as the university continues to develop. The Township of Oro-Medonte is serviced by Eastview Secondary School, Park Street Collegiate Institute and, to a lesser extent, Midland Secondary School. The most significant development occurring in Oro-Medonte is the Craighurst Secondary Plan which is in the Eastview Secondary School attendance area and not applicable to this review. There are approximately 575 units proposed, in various stages of approval, or under construction in the Park Street Collegiate Institute portion of Oro-Medonte. Many of these, however, predate provincial policies and have been slow to proceed. It is expected that this area will continue to build at the average rate of 50 units per year for the foreseeable future. The Township of Ramara currently has 348 units proposed, in various stages of approval, or under construction. Most of the growth is expected to be directed to Atherly, Brechin and Lagoon City. There are 199 hectares intended to be municipally serviced in the Atherly-Uptergrove area for an undetermined number of units. There are also an additional 58 vacant lots although not all are buildable due to constraints. Lakepoint Village retirement community has 37 hectares with 300 units on leased land in three phases. In Lagoon City 51 hectares are included in the municipal service area and there are 104 vacant lots that are not all buildable because of constraints. Brechin contains 70 hectares in the municipal service area with one plan of subdivision for 95 units in phase one. The Township of Ramara has recently averaged 70 units per year and municipal planners expect this trend to continue until such time as municipal servicing is complete in the aforementioned areas. The Township of Severn currently has 1,385 units proposed, in various stages of approval, or under construction. Over 900 of these units are located in the Cumberland Beach area. Coldwater has minor townhouse and condominium development while Bass Lake and Marchmont have 152 units in various stages of approval and construction. Fesserton and Washago have minor development as well. In recent history, the Township of Severn has averaged approximately 70 building permits per year. According to municipal staff, the completed servicing in the Cumberland Beach area will result in a modest increase in development activity. REPORT NO. FAC-D-1 MARCH 31, 2009 - 9 It is important to note that residential developments can take over a decade to move from proposal to construction. It is not yet known what effect the economic downturn will have on development although anecdotal evidence from developers, building permit statistics and municipalities, indicate development is slowing considerably. Growth is factored into the projections based on available information and insight from municipal planners, building officials and developers. Staff continuously monitors all growth related data to ensure assumptions are up to date and reflect reality. 9. Program Delivery Members of the ARC provided other committee members with a valuable discussion on program delivery from a student population perspective. Secondary schools must offer 18 compulsory courses but the number and types of electives vary substantially from school to school. The major factor influencing the variety and number of courses offered is school size. Generally speaking, smaller schools offer fewer courses, offer courses less frequently and often times have to cancel courses due to lack of enrolment. A study the ARC completed compared the number of electives offered at the Orillia schools to three schools of approximately 1,300 students. It determined that the larger schools offered 26 more courses than the Orillia schools which have a current combined average enrolment of 908 students. Currently, students do not receive equal course selection opportunities as students in other communities within the Board or province. As enrolment declines, the range of program offerings and co-curricular opportunities will reduce proportionally. Creating two schools within the ARC boundaries would result in sustainable school populations of between 1,100 to 1,300 pupils. Schools of this size would increase the student's opportunity of choice for a greater variety of courses. The construction of a new school and the upgrading of Twin Lakes Secondary School would also result in up- to-date and modernized facilities capable of bringing in new program opportunities. This also allows the Board to be proactive as opposed to reactive when planning for future programming and technologies. For more detail regarding program, specifically in how it relates to students and their success, please see page 4 of APPENDIX 1. 10. Safe, Supportive Environments A positive, safe learning environment is critical for improved instruction and student learning. Cross-curricular, physical education, technology, arts, literacy, and numeracy programs depend on spaces that encourage exploration, practice, equity, inquiry-based experiences and flexible groupings. The physical design of some buildings inhibits the achievement and success of students and the creativity and expertise of teachers. Daily physical education and literacy and numeracy across the subjects and grades depend on facilities that encourage pride, risk-taking, self-esteem and cooperative learning, in safe, comfortable learning areas. Students with special needs require accessibility without restrictions to their modesty, health and safety, as well as their academic needs. The lack of accessible entrances to levels and floors in a school discourages the involvement of students with special needs. All public buildings are to become accessible by 2025. To this end the Board strives to make buildings accessible when major renovations are being undertaken. However, to REPORT NO. FAC-D-1 MARCH 31, 2009 - 10 date there has been no financial recognition supporting this objective. Limited renewal funding has and will continue to be directed towards failing building infrastructure, and a limited amount of program space. The construction of a new school will ensure accessibility. This is significant, as Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute are not accessible, thereby requiring pupils and or families with special needs to be diverted to schools that are. Option 3 opens the doors to all students and the community at large. The lack of updated and sufficient program spaces, specifically in the technology and arts areas, limits the students' opportunity to participate in certain program. School layout, storage, and overall quality of the environment also have a significant impact on the overall functionality of a school. Through the completion of the School Valuation Framework it was determined that all three of the schools involved in this review lack adequate storage and common space for a secondary school. Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute were cited as having temperature and air quality issues. There are also some sight line problems and poor visibility of visitors entering the schools. Lack of appropriate special education facilities were also identified as concerns for these schools. Park Street Collegiate Institute identified appropriate sizing of the exercise/weight room and custodial spaces as additional concerns. While school enrolment plays a large part in the provision of program, it was also shown through the SVF that the lack of adequate and properly equipped space can have an impact as well. In the area of technology, it was found that Orillia District Collegiate and Vocational Institute does not have proper facilities to offer Hairstyling and Aesthetics or Health and Personal Services. Park Street Collegiate Institute does not have the proper facilities to offer Hospitality and Tourism, Communication Technology, Hairstyling and Aesthetics or Health and Personal Services. While Twin Lakes Secondary School offers all technology programs, it was found that these areas do lack in room size. 11. Financial Analysis At this point in time the only funding sources available to maintain and upgrade the secondary schools in Orillia are annual renewal funding and Good Places to Learn funding. Generally, this funding is directed towards failing building infrastructure leaving very little to address program and functionality upgrades, accessibility issues and building code requirements. Staff determined that the cost to upgrade one or both of Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute to a current building standard, to address accessibility issues, and to provide adequate space for specialized program for all students, could exceed the Ministry of Education benchmark cost of constructing a new secondary school. 12. New School Capacity and Location The establishment of an attendance area for a new school is the major factor when determining a new school's capacity. The new capacity of Twin Lakes Secondary School and the new secondary school in Orillia will be established at such time as prioritization of Capital Projects is finalized, funding approval from the Ministry is REPORT NO. FAC-D-1 MARCH 31 2009 -11 obtained, and a subsequent attendance area review is completed. It is anticipated that the new school capacity would have an OTG of approximately 1,100. In selecting the optimal school site to construct the new secondary school many factors were considered, including site characteristics, location, walk zones and connectivity. The following summarizes the physical attributes for each site: Orillia District Collegiate and Vocational Institute: - Site size is approximately 9.4 acres; - Irregular in shape as shown in APPENDIX 2; - Uneven site as the frontage along Borland Street slopes down approximately 10 feet; - An easement and two rights-of-way currently exist; - Located in a commercial/residential area; - Reasonably central to the City of Orillia; - Good access for busing/transportation; - West frontage is on an arterial road (West Street North); - Currently accommodates 15 buses, 3 special needs vehicles that service both Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute, and two additional vans; - Currently 1,036 secondary students live within 3.2 kilometers of the site (secondary walk zone limit), excluding areas west of Highway 11; - Currently 848 JK-3 students live within 3.2 kilometers of the site (secondary walk zone limit), excluding areas west of Highway 11. Park Street Collegiate Institute: - Site size is approximately 11.6 acres; - Reverse L-shaped as shown in APPENDIX 3; - A two level site with the track and field being approximately 15-20 feet below the main floor of the school; - The property is not subject to any easements or rights-of-way; - Located in residential area; - Adjacent to a French Catholic elementary school; - Reasonably central to the City of Orillia; - Good access for busing/transportation; - Park Street and Collegiate Drive are classified as collector roads; - Currently accommodates 16 buses, 3 special needs vehicles that service both Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute, and 3 additional vans; - Currently 986 secondary students live within 3.2 kilometers (secondary walk zone limit) of the site, excluding areas west of Highway 11; - Currently 819 JK-3 students within 3.2 kilometers of the site (secondary walk zone limit), excluding areas west of Highway 11. Staff acknowledges the historical element of Orillia District Collegiate and Vocational Institute, its site and its community support. Staff has determined that to best meet the needs of future students, the Park Street Collegiate Institute site is more advantageous. The site is better suited to accommodate a greater number of students, adequately meet zoning by-law requirements, accommodate an increase in buses and vehicle parking and has greater flexibility for new construction. The site is also of a size to meet all accessibility requirements. REPORT NO. FAC-D-1 MARCH 31, 2009 -12 Staff recognize the importance of the memorial plantings located on the Orillia District Collegiate and Vocational Institute site which include those at the corner of Borland Street and Peter Street and on the playing field. The Board will assess the feasibility of relocating these memorial plantings to the new Orillia secondary school location. RECOMMENDATIONS 1. That the Facility Standing Committee recommend that the Board close Orillia District Collegiate and Vocational Institute as set out in Report No. FAC-D-1, Accommodation Review Committee A - Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, Twin Lakes Secondary School, dated March 31, 2009. 2. That the Facility Standing Committee recommend that the Board close Park Street Collegiate Institute as set out in Report No. FAC-D-1, Accommodation Review Committee A - Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, Twin Lakes Secondary School, dated March 31, 2009. 3. That the Facility Standing Committee recommend that the Board place into the Capital Plan consultation process the construction of a new secondary school on the current Park Street Collegiate Institute site, as set out in Report No. FAC-D-1, Accommodation Review Committee A - Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, Twin Lakes Secondary School, dated March 31, 2009. 4. That the Facility Standing Committee recommend that the Board place into the Capital Plan consultation process improvements at Twin Lakes Secondary School, as set out in Report No. FAC-D-1, Accommodation Review Committee A - Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, Twin Lakes Secondary School, dated March 31, 2009. 5. That the Facility Standing Committee recommend that the Board undertake an attendance area review upon approval of the Ministry of Education's Priority Capital Projects, as set out in Report No. FAC-D-1, Accommodation Review Committee A - Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, Twin Lakes Secondary School, dated March 31, 2009. 6. That the Facility Standing Committee recommend that the Board direct staff to communicate the establishment of transition teams in the September of the school year when the construction of the new Orillia secondary school begins, as set out in Report No. FAC-D-1, Accommodation Review Committee A - Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, Twin Lakes Secondary School, dated March 31, 2009. 7. That the Facility Standing Committee recommend that the Board approve that the historical and architectural features of Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute be reflected in the design and construction elements of the new Orillia secondary school, as set out in Report No. FAC-D-1, Accommodation Review Committee A - Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, Twin Lakes Secondary School, dated March 31, 2009. REPORT NO. FAC-D-1 MARCH 31, 2009 -13 8. That the Facility Standing Committee recommend that the Board direct staff to pursue community partnerships in the development and use of the new school, as set out in Report No. FAC-D-1, Accommodation Review Committee A - Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, Twin Lakes Secondary School, dated March 31, 2009. 9. That the Facility Standing Committee recommend that the Board direct staff to investigate the feasibility of relocating the existing and known memorial plantings at Orillia District Collegiate and Vocational Institute to the site of the new Orillia secondary school, as set out in Report No. FAC-D-1, Accommodation Review Committee A - Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, Twin Lakes Secondary School, dated March 31, 2009. Respectfully submitted by: Lou Brandes Associate Director, Superintendent of Facility Services Approved for submission by: Gord Campbell Director of Education March 31, 2009 REPORT NO. 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FAC-D-1 APPENDIX 6 MARCH 31. 2009 00000CD m00000co 000000 Wwwwww > >>>n CD D7 N N O1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 , ~ 0 <<<<<=r 3 C c c c c ? CD m m m m s Oh 0. Q a. a? < CL Q Q a O O0 M 0 0 0 0 0 0 o a a a a 0 n n n n n 0 0 22E=~0 o =r 0;0-~o m m m m m 0 01 SSSSS 0000c1 a;0*) n;dv 0>73~ n1a~e1nlw ~ 00000 0 0: _s _a a co m m m m -u ;U :U -0 -u o o o n CQ 1 1 S 1 m>>>> C G C c C <D c c c c c cO ra cO co -U U U v U cn cn cn cn as 3 3 3 3 3 SSSSS CAlnfAln(A fD a a a a a aaaaa f CD CDmm_m mmmmm ~___a U -0 'o Z7 =r CO CC CO CO Ua SS7'S~ N N O 01 01 << (n Cn CA Cn (n a Uf y 0 y w a a Q CL Q. m o=ri "U -O U U-0 wco wwcu O a fn (A (n N IImt N N ~ O 0 0 0 0 0 ? ? ? 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FAC-D-1 APPENDIX 6 MARCH 31, 2009 99999tH 99999W Zz==mw xxxmm n mmmmmw o o o o o 0 w w w w w n 0 0 w w w w w 0 3 0 3 3 3 3 w w w w w 0 o o n o . . . . . tl> w N t/1 N O =r 3O m (D m m m O ,W..,W..,w-..O 000000 .►-0 0 0 0..~• 0 0 0 0 33333 0 a w5 w -7 -7~-7"o O O O O O O 0 0 0 0 0 a CL CL CL CL -0 'U m M CD m - - atzfl o o tn~ncntncn m m m m m 0;vvm 0 of ni ni ni of -u -0 -0 -0 Z7 N 6 N to 6 . . . . . 6 In 6 in in . . . . . -0 -v -u -0 cn cn cn ~n cn . in cn in in ~n NNNNN-~ N NNNN-~ N NNNN-~ N NNNN-< N NNNN O OOOOtp 00000(p 00000(0 00000(p OOOOOtp O O Cl O O w O O O O O w Cl O O O O w O O O O O w O O O O O w OD -IOCn?, CO V OCn - ~ O vCD Cn4 00-lCD Cn 4, CO-! 0) CA4 -►N N - NC- NNN W NC- N W W N --►C- CA Cn.ACACAL -'NNN A C- 4-4(DODW7C 'Jco"K)t)7; - 00--4 C CnODJ0l07C ODNAW W X N W NNj NW W W WC+W""K) Cn(nCDCnO NNN -+N 4 CO -~W COQ V,C bc NN000OA~ NNNCO W C -4(nCD-4 W NNW NW co W W -•N co K) •A0)CnCAtn N W m w m -►W0) W Co OCON?C) WOD(00-J ' 004 w-4A-' 00 -a -A -a -1v"CO OWD -W►NCCAt w 04w0) cnvCcnCCA CA) ACWA" -AwWPNCNJCN 40)NONOCCO C CL"CCot0) "ONOJ(WD(WOW A0)•P CO ~ W W CWn0C)-4 CD CD -4 N A V •P ?OWD W A r%) CA 04 ~aacoo0)CA p' 0) - MOtWD P l., OODDccoOODDK) -4(WA000N(WDO W t(D"-4 CA 4 M0O ACiCA Ln l BONDCA)C)" ( wcNoCl GC.10 OWDCDW- A0 - NV WW-~O y(WD(0CO0000 CCOONCWD-NO 4 ~ " ca CCDD -4 v CWD WA O UM) -4 . - (OD W J N WJ CD N P J co vyCCAAOOW)W (WO(WAO~ W CO O0) (A N0)-~+- W OwL"r%)V0) OOOOOm N00'00M ,A O(OtD~m -(ND W-►ACOm W W CA PO m ►NNNN~ W W W W W~ W W W W W CAmt"0) ) NNNWN~ - co N O tOCnN AOII~ ~ W V v W -4 000-4 (7 W " O •A• W 0) -4 OOOD W -th~ 00 00 W co OO(o00w co CO co O co 41 W 40OW W OD(O W W W W wm CA-4 +Jk " NNN W W wmCID ACnmCA0 co NNC)v NNNNNT CA O) 0) 00 -4-~ 4Cp(O -4CD-4 W CAM ~ - v-1%- OCDCA m C>m" ODM cn(AC.NV m W co co CA W m REPORT NO. FAC-D-1 APPENDIX 6 MARCH 31, 2009 vv "o a"a chi mmmmm0 ~ ~ m ~ ~ 0 00000 KKKKK n <n co cD co cQ 0 c h n- n O O o o O 6 ~ 9 = m m m m m o 3 3 3 3 3 ~ ? 3 0 'o sp c c c c c cD co cn cQ c~ o o > > 0 w w N w w 0 m v m v w m o 3 3 0 -u T -0 _0 O O O O O _0 .0-0 lD CD cD tD CD w w w -V -u -u -0 -0 ~~_0 'U "U ~7Z1 7'C RVR 3 ~ (D CD M CD cn(nincncn -0 .V_0 -u -0 CnfnCnCnCn cn6666 n 0 C ci s co NNNNN NNNNN-~ NNNNN-~ NNNNN-< NNNNN.< O O O O O C p O O O O O C p 0 0 Cl 0 0 f D N 0 0 0 0 0 c 0 O O O O O CD D 000000) 000000 OOOOOpI 00000 CbVOM.A CO VOCn1~ ODVOtnA c CD VOU7A a) 0 ODDV~W.Op. x NNNNNC- N W NNNC- NNNN C- W GVC)CO 7K co 44 p W t_ NNNNNL ONV-4MA NWNV W7C CA 4cn(O-►V X NV(M0)4 Dl WW v N 1 N O CfOW OAS 0co0000CNntCC) AN W ~Ox v 0)00K)W (A ccoo~OODD0~7C cn N CN)1v W W-W►'~ K3OCCA00C"-• Nvm~rn~ co-c~nu~i 4 cOCCA"W 0) c OODDUl W WvN Wa0ND-W► A W N 00CCAA~AWIaN ? 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FAC-D-1 ►PPENDIX 6 AARCH 31 2009 -1 o 0 0 co 0 0 0 0 0 n~a~vcumo 0 0 0 0 0 mvvo?m c c c c c 0 w w° w v 3 ° ° o 33 A3 0 2 D ° o CD CD CD tD N v 0 0 0 0 0 to to to to N , , 3 ci cu F5 F5 m m m m m w U) co C/) (n Cl) cn in cn cn cn a 0 Q Z9 0 0 0 0 0 y N Cn in in CD o n to o m c n 0 m N w t7 < C m N N NNN-t; OOOOOCp NNNNN-~ 00000CD NNNNN-~ 0CD 000CD NN NNN- OOOOOCO Cb 00000 -l O CA 00000tH co -4 0) " b. OOOOOtV OD -l rn CA -N 00000tH OD -I O 0 45- m 00 c a m o A A A A AC- NNNNNL NW WNW` C- Cb ~COO~O~ W W 4 WCA ANTS W N WOD ~ ot C O m m CnA ACnCn N000o0 W NNNNN ANwN? T~ W W N W,p, tOONt00~ CntnCnW W x co) -►"CA0000 A W 00 ow Z A Cn Cn Cn Cn 00 " N? 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A'fi N Co-4 -►.)-400CD 0 00 - Cn ~a N 00 m m A Orn w Co v v C r+ OOWC A M WO(oCAO v CA ACCOMMODATION REVIEW COMMITTEE REPORT ARC "A" ORILLIA SECONDARY SCHOOLS ORILLIA DISTRICT COLLEGIATE AND VOCATIONAL INSTITUTE PARK STREET COLLEGIATE INSTITUTE TWIN LAKES SECONDARY SCHOOL ACCOMMODATION REVIEW COMMITTEE - AREA A Orillia District Collegiate and Vocational Institute Park Street Collegiate Institute Twin Lakes Secondary School CO-CHAIRS MEMBERS Orillia District Collegiate and Vocational Institute John Dance Superintendent of Education Melanie Moore Parent/Guardian Orillia District Collegiate and Vocational Institute Lori Beresford, Principal Kyle Frederickson, Student Greg Heron, Teacher Julianne Tersigni, Student Nancy Thatcher, Parent/Guardian Park Street Collegiate Institute Sarah Hillis, Student Laura Lee Matthie, Teacher Katie Nicholson, Student Sandie Robertson, Parent/Guardian Jim Sammon, Principal Twin Lakes Secondary School Sarah Askett, Student Heather Hamilton, Principal Jocelyn Lovell, Student Kerrie Pellarin, Teacher John McTavish, Parent/Guardian MUNICIPAL REPRESENTATIVES Councillor Ralph Cipolla, City of Orillia Linda Babulic, Township of Oro-Medonte Diane Bell, Township of Ramara Michael Gordon - City of Orillia Gail O'Brien, Township of Oro-Medonte Councillor Mark Taylor, Township of Severn TRUSTEES Peter Beacock, Oro-Medonte and Springwater Debra Edwards, City of Orillia Jodi Lloyd, Severn, Ramara, and Tay -2- TO: Administrative Council FROM: John Dance Superintendent of Education, Area 3 On behalf of the Accommodation Review Committee "A" SUBJECT: Accommodation Review Committee "A" - Orillia Secondary Schools Accommodation Review Committee Report REVIEW AREA: Orillia District Collegiate and Vocational Institute Park Street Collegiate Institute Twin Lakes Secondary School DATE: March 11, 2009 ARC A BACKGROUND AND RATIONALE The history of this Simcoe County District School Accommodation Review Committee began with the capital planning process of the Board of Trustees (here and after referred to as the Board), and is designed to address areas of enrolment growth and decline, aging school facilities, and pressure on program delivery. The Board gave approval for the creation of Accommodation Review Committees for two groups of elementary schools and two groups of secondary schools on December 19th, 2007. It was determined by the Board that an Accommodation Review Committee be struck in order to address three factors unique to the situation of the Orillia secondary schools in the SCDSB. These factors have long term effects on the provision of education for secondary school students in the public education system in Orillia and surrounding municipalities. The schools involved in this review have been Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute and Twin Lakes Secondary School. We have become known as Accommodation Review Committee `A', or more commonly, 'ARC A'. Our focus has been to address the following three areas: 1) To consider the facility conditions and the ability of these buildings to meet the current and future needs of students 2) To respond to the real and projected enrolment decline and the utilization of these schools 3) To enable the schools to provide program opportunities comparable to other communities in the Board/province Membership in this ARC has been a cross-section of community members from Orillia and surrounding municipalities. Voting members of the ARC have been students and parents of the respective schools, school principals, municipal government representatives, and local business representatives. We have also welcomed non-voting members to this ARC in our local trustees, and staff members. The ARC has sought answers to questions arising always with a focus on the best result for the students in the schools involved in this ARC. -3- Board staff provided a great deal of support to the ARC in the critical financial, demographic, and technical data to help make informed recommendations. Board staff were invited to make presentations to the ARC and also were asked to return to meetings for clarification of issues and for questions from ARC members. The membership of the ARC was approved on March 26, 2008 and the first meeting of the ARC occurred on April 22nd, 2008. It is the belief of the ARC membership that this report represents the best result for the students of Orillia's public secondary schools and for the communities these schools serve. The ARC dissolves after the final report is submitted to the Administrative Council of the SCDSB, and yet, as a collective, it is hoped that the results of this thoughtfully considered study be the basis for the future of public secondary education in the Orillia area. PROCESS At the end of its mandate, the ARC will have conducted 18 working sessions, a tour of 2 Barrie area schools, and four public meetings to share information, consult the public, and provide the basis for the content of this report. Meeting dates: April 22, 2008 7:00 p.m. Orillia District Collegiate Working Session May 8, 2008 6:00 p.m. Park Street Collegiate Working Session May 20, 2008 7:00 p.m. Twin Lakes S.S. Working Session May 29, 2008 7:00 p.m. Twin Lakes S.S. Working Session June 10, 2008 7:00 p.m. Orillia District Collegiate Public Meeting Sept. 11, 2008 6:30 p.m. Orillia District Collegiate Working Session Sept. 23, 2008 6:30 p.m. Park Street Collegiate Working Session Oct. 9, 2008 6:30 p.m. Park Street Collegiate Working Session Oct. 28, 2008 6:30 p.m. Twin Lakes S.S. Working Session Nov. 20, 2008 7:00 p.m. Twin Lakes S.S. Public Meeting Nov. 25, 2008 6:30 p.m. Orillia District Collegiate Working Session Dec. 2, 2008 6:00 p.m. Twin Lakes S.S. Working Session Dec. 10, 2008 9:00 a.m. - Bear Creek and School Tours 3:00 p.m. Nantyr Shores Jan. 8, 2009 6:00 p.m. Park Street Collegiate Working Session Jan. 20, 2009 6:30 p.m. Twin Lakes S.S. Working Session Jan. 27, 2009 6:30 p.m. Orillia District Collegiate Working Session Feb. 3, 2009 7:00 p.m. Twin Lakes S.S. Public Meeting Feb. 10, 2009 6:30 p.m. Twin Lakes S.S. Working Session Feb. 17, 2009 6:30 p.m. Park Street Collegiate Working Session Feb. 24, 2009 6:00 p.m. Orillia District Collegiate Working Session Feb. 24, 2009 7:00 p.m. Orillia District Collegiate Public Meeting Mar. 3, 2009 6:30 p.m. Park Street Collegiate Working Session Mar. 10, 2009 6:30 p.m. Twin Lakes S.S. Working Session -4- The Accommodation Review was designed to be a transparent and consultative process. Working sessions were advertised well in advance and were open to members of the public. The four public meetings encouraged the involvement of an informed community. A summary of public feedback is referenced in APPENDIX A. The committee completed a School Valuation Framework (SVF) for each school under review. The SVF is the means by which the Accommodation Review Committee assessed each school in an accommodation review. The ARC was provided with objective information about each school under review to assist in the completion of the framework. The ARC used the completed framework as the basis for discussion regarding the accommodation of students. The knowledge gained through this process assisted the ARC in the study of options, presentations at public meetings, and in the preparation of the report with recommendations about the future of the schools under review. Emphasis was placed on the value of the school to the student above the value of the school to the board, community, and local economy. The ARC's task is to provide recommendations to the Board which will address pupil accommodation. The ARC recommendations and staff recommendations are submitted to the Board. All potential recommendations are subject to Board and Ministry approval. SCHOOL VALUATION FRAMEWORK (SVF) The initial stages of the accommodation review focused on the completion of the SVF. The framework focused on the value of the school to the student, community, board and economy and was completed for each of the schools under review. The SVF enabled ARC members to become fully informed about all facilities involved in the review. A summary of the SVF findings for each school is attached as APPENDIX B and the completed SVF for each school is attached as APPENDIX C to this report. When considering accommodation scenarios, in light of the knowledge gained while completing the SVF, the ARC emphasized the value of the school to the student. MAJOR CONSIDERATIONS 1. Program A school's `program' is defined by the selection of courses it offers to its students. This includes the variety of courses and the number of sections of each. All schools must offer the 18 compulsory courses; it is the electives (of which each student must take a minimum of 12) that greatly vary between schools. Programming is a key determinant in influencing a student's motivation to stay in school. Many of the students who do not graduate cite a lack of -5- interest in courses as the main factor for their early departure. Student graduation is our ultimate goal and the drive behind the `student success' initiative. Effective programming must be implemented to support this project, to ensure schools are receiving the per-pupil grants that support the maintenance of quality education and most importantly, to ensure that students are earning diplomas that will make them marketable and contributing members of society. Programming is also key in providing maximum career exposure for our young people. Schools, if working at optimal effectiveness, are springboards for students to explore career opportunities. In other words, the more courses students access, the more pathways they have to consider for their life beyond high school. The number of electives that are offered is largely based on school population. Meaning, the larger the school the greater number of courses available. In an informal study conducted in Simcoe County by the ARC, three schools of approximately 1300 students were investigated. Population of between 1200-1300 was identified to be the optimal size to sustain diversified programming. In comparison to the average number of electives offered at Orillia District Collegiate and Vocational Institute, Park Street Collegiate Institute, and Twin Lakes Secondary School (current average enrolment at the three schools is 908), the other three schools studied presented a minimum of 26 more courses than the Orillia schools as they stand today. That is believed to be a conservative number, and clearly illustrates that students in the three Orillia schools have significantly fewer courses to choose from. In summary, it is evident that consolidating the student population into two larger schools would substantially increase the student's opportunity to choose from a greater variety of course options. In the study, many of the courses offered at larger institutions were viewed to be very relevant to the needs of the current employment climate. Some of these include: financial management, international business, robotics, food & nutritional studies and technological areas in general. In other words, students with these foundation courses are often enticed into entering careers in high demand and they are prepared to the very highest degree upon exit from secondary school. Additionally, some of the variance in courses in the larger schools were unique from a lifestyle standpoint. Some of these included: dance, music & computers, world religions, iDeology, environmental design, etc. Instilling a lifestyle, a sense of culture or a respect for learning, just for the sake of learning, is the sign of a superior education system. All schools do this to varying degrees, however, broadened programming engages more students and the success rates and personal gratification levels are obviously heightened. The number of times a particular course is offered is also affected by pupil numbers. In smaller schools, a greater number of courses are cancelled -6- because the low level of student registration in each cannot sustain them. Furthermore, if a course runs, it is often only offered once a year (or once every two years in some cases). This reduces both the flexibility in timetabling and the likelihood of a student being registered in all the single- sectioned courses requested thus increasing conflict in students' timetables. Diverse programming requires more than larger numbers, it also requires up- to-date facilities to accommodate it. This is particularly essential in the technology and arts areas. Given the study and reality of programming in Orillia, it is the belief of the committee that students in Orillia do not have course equity with students in many other parts of our Board and the province in general. Facility wise, it was evident in the SVF sections of the report that our current buildings could not sustain such `modernized' programming. It needs also to be noted that when our school enrolment drops to its projected levels, the range of programming will also reduce proportionately. This is not what we would endorse given our goal of engaging the greatest number of students possible, increasing diploma attainment and training graduates to meet the needs of the labour force. Co-curricular Program Co-curricular activities encompass the arts, athletics and clubs that run in a school. It is argued by experts that involvement in such programming increases a student's motivation, success rates, social development and overall well-being. Many students site their involvement in these activities as a highlight of their high school career. Given this data, it is crucial that schools offer as many co-curricular opportunities as possible. It has become obvious during our ARC discussions that this is of utmost importance to this committee. The range of offerings is dependant on such things as: staff interest and expertise, student interest, demographics and facility. We believe that larger schools not only have greater involvement but also a larger pool of staff expertise. Unfortunately, we see in smaller schools that some clubs or teams fold due to lack of student participation. In activities that are hosted, the number of students involved often increases in schools with larger population. A worthy example is the LINK Crew program at Twin Lakes Secondary School. In the inaugural year, 52 senior students were chosen as LINK Leaders. The number of Leaders is determined by the size of the grade 9 class. Last year, with fewer freshmen, only 45 Leaders were required. As our enrolment continues to decline, fewer students will be given this very valuable leadership opportunity. In summary, co-curricular activities are determined and affected by similar variables as the above-read program section. With our foremost importance given to the `value to the student', we contest that more opportunities are presented in schools with higher enrolment than what is currently experienced and projected in the three Orillia schools under study. -7- 2. Enrolment & Projections Enrolment and utilization of a school plays a significant role in the program offered, efficiencies, and the operational funding of a secondary facility. Projected 2008-09 Average Daily Enrolment at the three schools involved in this review are as follows: Orillia District Collegiate and Vocational Institute - 957; Park Street Collegiate Institute - 805; Twin Lakes Secondary School - 962. Capacities at the three schools involved in this review are as follows: Orillia District Collegiate and Vocational Institute - 933; Park Street Collegiate Institute - 954; Twin Lakes Secondary School - 966. Combined, the total ADE enrolment is 2,725 with a combined capacity of 2,853 for a utilization of 96%. Moving forward the three Orillia schools are expected to steadily decline over the next five years before stabilizing. Please refer to Figure 1 for the combined 10-year ADE projections. Figure 1 7,000 2,500 2,000 1,500 1,000 500 Combined Orillia Secondary School Projections ~At"e Daily Enrolment Note - 2007-08 and 2008-09 based on actuals -Capacity Year ADE Utilization 2007-08 2,762 97% 2008-09 2,725 _ 96% - 2009-10 2,614 920 2010-11 2,474 87% 2011-12 2,330 82% 2012-13 2,259 79% 2013-14 2,186 77% 2014-15 2,166 760X 2015-16 2,158 76% 2016-17 2,213 78% 2017-18 2,183 77% 2018-19 2,159 76% Total Capacity 2853 Based on these projections, the schools combined, will have an excess capacity of approximately 690 by 2018-19. Major factors that have contributed to this trend include: - Decline in the elementary families of schools for these schools over recent years is beginning to be felt at the secondary panel - Large cohorts of students are leaving the secondary panel and being replaced by fewer and fewer elementary students - Secondary pupil yields (County) have decreased from 0.14 pupils per household in 1998 to 0.05 pupils per household in 2008 - Women are having fewer children and waiting later in life - The population is aging Figure 2 demonstrates demographic characteristics affecting the declining trend in secondary students. -8- Figure 2 Age Characteristics - 2006 Census Orillia, Oro-Medonte, Ramara, Sevem 85 years and over 80 to 84 years i - - 75 to 79 years i 70 to 74 years f - -7 7 7_ - - a I 65 to 69 years L - - r--a I 60 to 64 years I - - " 55 to 59 years - _ i 50 to 54 years 45 to 49 years - - - - 40 to 44 years 35 to 39 years 30 to 34 years 25 to 29 years 20 to 24 years 15 to 19 years 10 to 14 years 5 to 9 years 0 to 4 years 0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 Statistics Canada Population It has been demonstrated that even though the total population and number of units has.been growing in the areas that the three schools service, there has been a decrease in students in both the elementary and secondary panels confirming the aging population trend. 3. Facilities & Grounds The ARC acknowledges facilities and learning environment have an impact on student outcomes, school efficiencies, community use and the teaching/staff population. When contemplating possible solutions, the ARC took into account several facility and site factors outlined in the SVF, that include, but are not limited to: renewal needs, building code compliance/accessibility, offices and safe schools, gymnasiums/libraries/specialized teaching spaces that can meet current and future needs of the school population, special education, county classes, ancillary spaces, site size and amenities, and the property's ability to be reasonably and sufficiently upgraded. Based on the condition assessment performed by Ministry of Education appointed consultants in 2003, and subsequent assessments by third party consultants hired by SCDSB, there is an estimated $47 million required for component repair and replacement across the three schools by 2018. This estimation does not include accessibility, program upgrades or regulatory requirements. To address regulatory requirements and accessibility an estimated $27 million would be necessary. Based on these estimates and assessments, it is possible that Orillia District Collegiate and Vocational -9- Institute could reach prohibitive to repair levels by 2011; Park Street Collegiate could reach prohibitive to repair levels by 2017; and Twin Lakes Secondary School would not reach prohibitive to repair levels until sometime after 2018. In terms of current amenities and possible solutions, it was acknowledged that all sites are of adequate size and configuration for a secondary school. In terms of current facility condition, Park Street Collegiate Institute and Orillia District Collegiate and Vocational Institute would have difficulty in being reasonably upgraded due to accessibility and regulatory/building code issues while remaining fiscally responsible. 4. Financial Aspects While value to the student remains the most important factor, the ARC recognizes the need for fiscal responsibility when formulating solutions. It was demonstrated to the ARC, by board Facility and Finance staff, that the current sources for renewal funding (Good Places to Learn and School Renewal Allocation) are not sufficient to address all renewal, program or functionality needs of the schools within the Board. For example, it was shown that the board wide School Renewal Allocation for 2008-09 was approximately $5.5 million. It was estimated that board wide there are approximately $138 million in needs for fiscal year 2008-09 alone, not including regulatory requirement or accessibility. Stage 4 funding for Good Places to Learn had not been announced but it is anticipated to be less than the $12 million Stage 3 allocation for 2007-08. The ARC also acknowledges there is currently no other funding for Orillia Secondary Schools to maintain or upgrade program and/or functionality at this point in time. The ARC learned that the cost to construct new pupil places is based on the following Ministry of Education Benchmark; Funding for new pupil places = Proposed Capacity X 130SgFt X $180 5. Attendance Areas & Transportation Attendance areas for the three Orillia secondary schools service the City of Orillia, Ramara, Severn and the eastern half of Oro-Medonte. The geographic configuration of the three schools is unique in the fact that Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute are approximately 800 metres apart with Twin Lake Secondary School located 3-4 kilometres from either Orillia District Collegiate and Vocational Institute or Park Street Collegiate. As such, these schools are fairly concentrated in the City of Orillia while also servicing large rural areas. The ARC is aware that including any expansion or contraction of existing attendance areas in potential solutions will have an effect on neighbouring secondary schools and elementary schools, some of which are currently involved in another Accommodation Review. Due to the nature of the attendance areas the ARC acknowledges that the effects of any potential solutions on transportation/busing, transportation costs, and the number of eligible walking students would be negligible (expansion/contraction of -10- boundaries notwithstanding). All aspects outlined in the SVF concerning attendance areas and transportation were considered. 6. Community/Economy The Orillia community values the place of the three public secondary schools of the SCDSB in the history of this area. Orillia District Collegiate and Vocational Institute is the location of the original Orillia high school established in 1877. Park Street Collegiate Institute has a shorter history in the city, at close to 50 years old, the facility has been the secondary school for many former students in and around the city of Orillia. Twin Lakes Secondary School, although built in the 1970s to meet the needs of growing enrolment pressures, has become an important part of the community. Each school has a proud tradition of serving the people of the area in a very positive manner. Students from the three schools are employees of many of the service industries and other sectors of the economy. The retail sector of the Orillia economy has a positive relationship with the schools. The secondary schools' gyms are booked throughout the week for use by community groups. The use by the community makes the schools a valuable part of the sports and recreation fabric of Orillia and area. Other facilities are also used by the community for meetings and classes. OPTIONS CONSIDERED BY THE ARC • Retain three schools • Retain three schools and expand existing boundaries • Close one school and accommodate students at two remaining schools • Close two schools and build one new school, renovate/retrofit remaining school • Keep three schools open and add speciality programs • Keep three schools open and partner with other community groups/agencies to utilize excess capacity • Create one senior public school (Gr. 7-8), two remaining schools (Gr. 9- 12) • Create one school (Gr. 7-12), two remaining schools (Gr. 9-12) • Close one school and replace on same site OPTIONS PRESENTED AT FEBRUARY 3, 2009 PUBLIC MEETING The following options were those the ARC felt best addressed the mandate of the committee. Each option has a variety of limitations and benefits with regards to the major considerations discussed previously in this report and factors as outlined in the SVF. -11- Option 1 - Retain three schools (expand existing boundaries) Benefits - Expanded attendance areas would increase the long term enrolment base to help satisfy future program needs. - The addition of specialty programs (i.e. trades school, arts, technology) could attract more students while also improving program opportunity. - Historical perspective would be retained. - The continued provision of three facilities for community use. Limitations - The continued presence of facilities still in need of repair, two of which could reach prohibitive to repair levels in the not too distant future. - A continued lack of some specialized teaching spaces at some schools which limits program opportunity. - Accessibility and building code regulatory compliance would also remain a significant issue at two of the three schools. - A reasonable boundary expansion would still result in some underutilization in the future and not be sufficient to maximize program opportunities. - A disruption for families not currently residing in the attendance areas would be necessary. - Would have a negative impact on neighbouring schools and the family of schools currently involved in ARC B, or otherwise. Option 2 - Close one school and accommodate students at two remaining schools Benefits - The ARC concluded that the largest benefit to this option would be in the area of program. - With larger school populations, this solution could provide variety and greater course selection for students, providing equity with other schools in the board in terms of number of electives offered. - A better and more efficient use of facilities. - Fewer timetable conflicts and more flexibility. - The ability to provide more relevant job training skills/exposure to potential career options. - The ability to organize more teams and clubs. - The facilities would be used at capacity resulting in sustainable enrolment. - Operational cost savings. - A potential funding source for upgrades due to the closure of a facility might be available. -12- - A greater possibility of attracting community partnerships, in which the Ministry of Education is advocating, if remaining schools are retrofit. Limitations - Significant upgrades would still be required at existing schools to address program and functionality needs. - Accessibility and building code regulatory compliance would also remain a significant issue. - There would be the question of what to do with surplus property. - Increased enrolment would put more pressure on libraries, cafeterias, washrooms, exercise rooms, etcetera. - The use of portables might be required, depending on upgrades. - There would be one less school in the community for use. - A loss of historical perspective. - An impact on neighbourhoods, specifically those surrounding a closed school. - An economic impact on local merchants, specifically those surrounding a closed school. Option 3 - Close two schools and build one new school, renovate/retrofit remaining school Benefits - The ARC concluded that the largest benefit to this option would be in the area of program. - With larger school populations, this solution could provide variety and greater course selection for students, providing equity with other schools in the Board and province in terms of number of electives offered. - A new facility that offers a wide selection of program may help retain and attract students to the Simcoe County District School Board. - Fewer timetable conflicts and more flexibility. - The ability to provide more relevant job training skills/exposure to potential career options. - The ability to organize more teams and clubs. - A potential funding source due to the closure of facilities might be available. - A brand new facility may also increase the possibility of attracting community partnerships which the Ministry of Education is advocating. - A brand new facility would also mean modernized teaching spaces and equipment while at the same time allowing the Board to be proactive rather than reactive to new initiatives. - Accessibility and building code regulatory compliance would no longer be an issue. - A new facility would allow the Board to plan for future programming in the arts, technology, ICT labs, etcetera. -13- - It would allow the Board to build to a desired capacity resulting in sustainable enrolment over the long term. - A modern facility would be available for community use. - There would be a unique opportunity to acknowledge historical elements of the closed schools in a new school by incorporating materials, landscaping, furnishings, equipment, traditions, and by taking the naming of a potential new school into account. - A business case for obtaining funding from the Ministry of Education for this option appears sensible and strong. Limitations - Upgrades would still be required at the remaining school to address program and functionality needs. - There would be the question of what to do with surplus property. - There would be one less school in the community for use. - A loss of historical perspective. - An impact on neighbourhoods, specifically those surrounding a closed school. - An economic impact on local merchants, specifically those surrounding a closed school. - No guarantee of funding amounts or availability. -14- ARC RECOMMENDATION Accommodation Review Committee `A' recommends, with strong community support, that the Board approve Option 3 as the means to increase public confidence in the public education system of Simcoe County, to provide a forward looking solution to attract and retain students, and to improve the opportunities for students in the Orillia secondary schools. Option 3 requires the following: 1. That Orillia District Collegiate and Vocational Institute be closed and declared eligible for Prohibitive To Repair (PTR) status. 2. That Park Street Collegiate Institute be closed and declared eligible for PTR status. 3. That renovations and retrofits occur at Twin Lakes Secondary School. The improvements and renovations will include upgrades to program space such as classrooms, technical shop areas, and support areas as well as building renewal as funding permits. 4. That a new Orillia Public Secondary School be built on either the Orillia District Collegiate and Vocational Institute site or the Park Street Collegiate Institute site. 5. That the Board retain the property, not used for the development of the new secondary school, to be used for the benefit of future students and the community. 6. That the attendance areas of the new Orillia Public Secondary School and Twin Lakes Secondary School be determined before the transition process for the schools begin. 7. That the transition of students to their new school locations takes place in the September of the school year when the construction of the new Orillia Public Secondary School begins. 8. That the history of the two schools to be closed be incorporated into the design and the construction elements of the new Orillia Public Secondary School. 9. That the existing and known memorial plantings (the memorial trees planted at the corner of Borland and Peter Streets and the memorial trees planted on the football field at Orillia District Collegiate and Vocational Institute) be preserved or relocated to the site of the new Orillia Public Secondary School. 10. That this Option 3 of the options considered at the third public meeting (February 3, 2009) was recommended based on the Committee's understanding that PTR funding follows the students involved in the ARC jurisdiction and the subsequent changes to the school's attendance areas. 11. That the ARC strongly recommend that the Board investigate and pursue partnerships in the development and use of the new school. It was the unanimous decision of the ARC meeting to support Option 3 at the February 1 0th working session meeting at Twin Lakes Secondary School. APPENDIX A PUBLIC COMMENTS/QUESTIONS AND COMMITTEE RESPONSES June 10, 2008 Public Meeting 1. Questions were raised with regards to the projected growth expected in the Orillia area yet future enrolment is predicted to decline. Public questioned the date of the Board's data and how efficient the planning department is at projecting enrolment trends. The Committee explained that on average family size is decreasing and the number of retirees in the Orillia area is on the rise. The Board's Planning Department uses projections from the Capital Planning Document and projections are updated annually. The Committee encouraged the public to attend the ARC working sessions in order to keep apprised of new and updated information. 2. Question was raised regarding the ARC process and if it was a new process or had committees such as this existed in the past. The Committee explained that accommodation reviews have taken place in the past, however, this is a new framework and process for the SCDSB. The policy was a requirement by the Ministry and an accommodation review must be completed before a decision can be made. Although the Trustees make the final decision at the Board level, the ministry provides the funding required and therefore the final decision rests with them. 3. Concerns were raised over programming at the Secondary Schools, in particular the culinary program at Twin Lakes Secondary School. It was expressed that these programs are of great value not only to the students but to the community. 4. Question was raised as to why Patrick Fogarty is not included in the Accommodation Review. Committee explained that Patrick Fogarty is the Simcoe Muskoka Catholic District School Board and their enrolment does not affect our numbers. The ARC applies to schools and students within SCDSB jurisdiction. 5. Question was raised as to why some schools are proceeding faster than others towards PTR. The committee explained that the ministry rates the schools according to what will need to be repaired in the near future and the expense of that repair. For example the cost of repairing a roof or a heating system compared to repairs to a floor or a window. A more rapid growth towards FCl may be a reflection of the particular repairs that need to be done and how recently work may have been completed on that particular school. 6. Question was raised as to whether or not the decision regarding the Orillia Secondary Schools had already been predetermined. Committee stated that nothing is predetermined and the decision will be based on the recommendations brought forth by the committee and that the recommendations brought forth by the committee will be considered. November 20, 2008 Public Meeting 1. Question was raised as to whether or not the committee had started to develop scenarios yet. Michael Carson, Superintendent of Education, stated that it was premature for the committee to start discussing scenarios as we still have more to learn about the different aspects of the three schools. 2. Question was raised about the separate system and if it has any impact on the Accommodation Review. The Committee explained that we are not looking at data from Patrick Fogarty as the ARC applies to schools and students within SCDSB jurisdiction. 3. Question was raised with regards to a projection of when two schools might become amalgamated. Michael Carson stated that the ARC must consider what is best for the students, schools, and community. The committee must attempt to make sense of the data we have and what works best for Orillia. Superintendent Carson reiterated that the committee is not yet prepared to make a recommendation. 4. Question was raised with regards to the inclusion of the Inter- Governmental Action Plan and whether or not that is factored into enrolment projections. Andrew Keuken, SCDSB Senior Planner, explained that the Board does factor in growth (using IGAP and other development data) when completing the projections. Counsellor Ralph Cipolla stated that he had explained the IGAP to the ARC Committee. Michael Gordon emphasized that we must grow by students not by total numbers as the growth numbers include retirees and single child families. 5. Question was raised with regards to keeping the three Orillia schools viable rather than amalgamating to avoid large schools that often become impersonal. Michael Carson reiterated that anything is possible since the committee was still in the process of collecting and assessing information. 6. Comment was raised with regards to more student opportunities and friendly competition if we keep the three Orillia Secondary Schools. Michael Carson explained that this is the type of criteria within the School Valuation Framework. February 3, 2009 Public Meeting 1. A member of the public commented that smaller communities are facing similar problems with regards to declining enrolment and Prohibitive to Repair (PTR) schools. These problems are not unique to Orillia. 2. A member of the public raised a question with regards to the optimal enrolment number in a secondary school. Superintendent John Dance replied that 1000-1200 was the midpoint enrolment number for secondary schools. 3. A member of the public expressed concerns with regards to large impersonal schools and how smaller schools often provide more opportunities as well as more one on one interaction between students and staff. Committee member Michael Gordon reminded the public that we must keep declining enrolment numbers in mind as well as the impact this will have in our schools and community. 4. A member of the public raised a question regarding the funding to build a new school. Michael Gordon replied that funding would come from the Ministry as well as PTR funds. 5. A member of the public asked what the enrolment projections look like in 15 - 20 years. Andrew Keuken, Senior Planner with the SCDSB, explained that the Board's numbers reflect the current reality and uses the elementary numbers as the base for secondary projections. Andrew stated that the planning department adheres to 10 year projections but the declining trend is expected to stabilize further into the future. He cautioned that projections beyond ten years do have a higher degree of error but staff feel confident in the trends exhibited. 6. A member of the public asked if the declining enrolment trend was also occurring in the separate board and if the SCDSB was losing students to the separate board. Trustee Debra Edwards confirmed that the same effects are being felt in the separate board and the SCDSB is losing students to the separate board. 7. A member of the public asked if the graphs were a linear curve or an exponential curve. Michael Gordon explained that it is a step function cost. 8. A member of the public inquired as to where Park Street Collegiate Institute is on the curve with regards to PTR. Michael Gordon replied that Park Street Collegiate Institute will have PTR status in 2017. 9. A member of the public questioned what the cut off is to determine PTR. Michael Gordon stated that it is 65%. 10. A member of the public inquired as to where Orillia District Collegiate and Vocational Institute is on the curve with regards to PTR. Michael Gordon stated that Orillia District Collegiate and Vocational Institute will have PTR status in 2011. 11. A member of the public raised a question with regards to a schools expected life line. Superintendent John Dance explained that the Facility Condition Index (FCI) for a new school remains low for some time. Substantial repairs generally are not required for 30 years. 12. A member of the public stated that currently there are many empty nesters in the Orillia area. However, in approximately 10 years more families may move into the area causing the demographics to change. Has the ARC taken this into consideration? Andrew Keuken confirmed that the planning department takes historical trends and census information into consideration and analyzes neighbourhood turnover in depth. 13. A member of the public commented that one of the pros for closing one school is more relevant job training skills and exposure to potential career options. Individual stated that they did not understand how closing one school would create more opportunities. The member of the public stated that at present Co-op connections in the community are strong and viable and they are unsure how closing one school will improve these opportunities. John Dance replied that it may create more community partnerships such as expanding on the High Skills Majors. Superintendent Dance also stated that it may provide opportunity for ICT labs which none of the three secondary schools in Orillia have at the present time. 14. A member of the public inquired as to what happens to the property when a school closes? Is there a procedure that is followed? John Dance explained that there is a disposition of assets with the first rights going to the co-terminus board, other school boards, universities and colleges, the Crown, and lastly the municipalities. The proceeds from these assets go into a reserve fund at the Board and the PTR funds are used towards funding the approved recommendation. 15. A member of the public inquired as to the size of land that would be required to build a new school and would it be possible to use an existing site. Individual also questioned accessibility issues and the projected timeline of getting a new school approved. John Dance explained that approximately 10 acres of land is required to build a secondary school. Both Park Street Collegiate Institute and Orillia District Collegiate and Vocational Institute approach 10 acres and Twin Lakes Secondary School exceeds 10 acres. John Dance stated that the schools will require retrofits when the provincial act takes effect with regards to accessibility. As far as timelines, the committee will develop an ARC report in which they will make a recommendation and present a business case. The committee will need to present a solution which will address the declining enrolment, facilities and program issues but will also be fiscally responsible. A public consultation will take place in the fall. Trustee Jodi Lloyd reminded the public that by 2025 all buildings must be accessible. These costs are in addition to the Facility Condition Index (FCI). 16. A member of the public expressed concerns as to how schools will handle an expansion in enrolment should demographics start to climb. Will students be placed in portables or will there be additions to the schools? John Dance explained that there needs to be a change in facilities. If the demographics change, and there is an increase in student numbers, then a new business plan can be developed for a growth high school. 17. A member of the public asked what the anticipated opening date might be for a new secondary school. John Dance explained that once we reach the stage of approval then it would be a few years before construction could begin. Superintendent Dance stated that the SCDSB would have to keep the schools operational until that time. Superintendent Dance reminded the public that other ARC's are taking place in other communities, therefore, the committee's task is to put forward the best possible business case within the timeline provided. 18. A member of the public inquired as to the goal of the ARC. Is it what's best for students and the community or is it strictly financial? John Dance stated that the committee's goal is to find a balance between what is best for the students and the community and being fiscally responsible. The ARC must put forward the best possible business plan in order for it to be prioritized. 19. A member of the public asked if the committee has any sense as to which scenario has the best chance of being selected. John Dance stated that the committee can't speak to what the Board's decision may be, however, we need to take the community's input into account. 20. A member of the public stated that two of the scenarios are very similar and questioned if the committee will be developing them further. Superintendent Dance explained that the committee will present the preferred scenario at the fourth and final public meeting and the committee welcomed the public's voice on cons and pros with regards to the three scenarios being presented this evening. Committee member Michael Gordon informed the public that retrofits of an elementary school can cost as much as $10 million whereas a new elementary school can be built for $12 million. Therefore, it would be financially smarter to build a new school on one of the existing sites. Committee member Jocelyn Lovell stated that the students look forward to a new school and new facilities. 21. A member of the public asked what would be the sense of closing one school, for example, Orillia District Collegiate and Vocational Institute, and moving students to the other two schools when Park Street Collegiate Institute will be PTR in 2017. 22. A member of the public stated that scenario 3 is very similar to scenario 2, close two schools and build one new school either on one of the other sites or a new site. Individual also questioned retrofits for the remaining school. John Dance confirmed that the remaining school would require retrofits. Michael Gordon stated that we already have the land, therefore, it makes sense financially to build on a site we already have. 23. A member of the public asked how the SCDSB would fund a new school. John Dance explained that both PTR and Ministry funds would be used. 24. A member of the public asked if there would be a possibility of obtaining a Ministry grant. For example, if the SCDSB was short $1 million, will the Ministry provide the extra funds required. John Dance explained that the Board is expected to be fiscally responsible, therefore, the Ministry will not cover an overrun. John Dance stated that Superintendent of Business Services, Carol McAulay, is very good at putting forward business cases and knowing what the Ministry is looking for. 25. A member of the public stated that they support the scenario that closes two schools and builds a new school on an existing site. The individual questioned the ARC timeline. John Dance explained that the ARC will attempt to complete the business plan by mid March. The plan will then go to the Board for consideration, it will go to Capital Funding by the fall, and the list of priorities will be forwarded to the Ministry on October 31, 2009. 26. A member of the public questioned when retrofits could begin if the new school was approved. John Dance stated that the retrofits would also have to go through the process. It would take approximately 2.5 years to build anew school. Committee member Councilor Ralph Cipolla reminded the public that it is not all doom and gloom. Orillia will soon have the only university in Simcoe County. The demographics may change in the next 5 years with the possibility of the train coming to Orillia. The City of Orillia just completed the strategic plan and this information will be shared with the ARC. 27. A member of the public asked if the Board has done an adequate job of notifying parents about the ARC. John Dance explained that communication has gone to all the schools (elementary and secondary) for distribution in their newsletters, notices of public meetings have appeared in the local newspaper, and information regarding the ARC meetings can be accessed on the Board's website. 28. A member of the public stated that they believe 3 schools is a viable option, although scenario 3 is probably the best solution in terms of fiscal responsibility. The individual commented that they would like to see school boards in Ontario being more vehement with regards to the funding formula. In the past, programming was not based on enrolment but rather what was best for the students. 29. A member of the public questioned if the ARC were to recommend a new school would stipulations be made with regards to size and attributes. John Dance replied that the ARC will form a business plan based on enrolment. As far as requesting attributes such as twin pads, a theatre, etc., that's where the community partnerships come into play. Superintendent Dance provided the new secondary school is Essa as an example. This new school will have community partnerships such as an OPP regional office and community library located within the school. Trustee Jodi Lloyd informed the public that the Ministry is very interested in, and looking for, community hubs whereby communities are working together to provide combined facilities. 30. A member of the public stated that they were glad to see these community partnerships starting to form and wanted to know when we could expect to see these partnerships take place. John Dance explained that the forming of the partnership would take place after the approval process. 31. A member of the public stated that it would be nice to see Hilicrest Public School being used as a playing field for Orillia District Collegiate and Vocational Institute. 32. A member of the public questioned the effect the scenarios would have on bussing costs. The committee explained that it would not reduce bussing costs but it would not cause an increase either. If the student was currently a bus student they would probably remain a bus student. 33. A member of the public stated that they appreciated the comments regarding the possibility of a partnership between the school Board and the City of Orillia. However, according to the GAP, by 2031 Orillia's population is expected to grow to 41, 000. Although dangling a new school is very appealing, we must keep in mind that the new public school in Orillia had to be reduced in size due to a reduction in funds. Currently, the majority of growth is taking place in the Barrie area which will have an affect on the funding for our community. John Dance explained that there are different prioritization and the needs of the community have to be considered. Superintendent Dance emphasized that not all projects are going to take place in the Barrie area. Our goal is to present the best solution possible and hopefully this will put us at the top of the priority list. 34. A member of the public asked if the committee will go forward tonight and take the public's comments and opinions into consideration. February 24, 2009 Public Meeting 1. A member of the public thanked the committee for their hard work and the opportunity to speak this evening. The individual stated that it would be difficult for some of the committee members to comprehend the emotions of this community with regards to the recommendation. It was stated that the community should be provided with a clear understanding of the plans for a new school. The individual was very glad to hear that the new school will be built on either the Orillia District Collegiate and Vocational Institute site or the Park Street Collegiate Institute site. The individual stated that he hoped consideration would be given to location in order for the new school to be located at the heartland of this community and that the new school be linked to Orillia in name and service. The member of the public commended the committee for their courage and tenacity, however, emphasis must be on keeping the students in the forefront and push the dollar to the background as the community has already witnessed the latter trend in the elementary schools. The member of the public expressed concerns that some students may find it difficult to receive praise and acceptance in a larger school which may lead to more drop outs. The individual stated that a compromise must be reached that will serve the needs of our students. John Dance stated that one of the strong recommendations of this committee is to incorporate the historical background. 2. A member of the public expressed concern over the optimum size of the new school. He explained that we do not want schools that are too small nor do we want schools that are too large. Individual asked what the maximum enrolment would be for the new school. Individual also expressed concerns with regards to transportation, transition to the new school, and naming of the new school. The member of the public stated the need to incorporate something from Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute into the new school. Individual also indicated that the new school needs to be accessible. John Dance indicated that approximately 1200 students is optimal for programming and sustainability. 3. A member of the public expressed concern with the Board's statistical numbers as well as concerns with the committee not consulting with the public prior to making the recommendation. The individual stated that it seems a decision has already been made and the only decision left is to recommend a site. The individual questioned information regarding feeder school enrolment and whether or not special education students are including in the projections. John Dance indicated that in the interest of transparency the committee could not bring forward a final recommendation earlier in the process. Superintendent Dance also indicated that the numbers referred to by the member of the public aren't exact, however, as discussed at a previous public meeting the SCDSB is losing students to the separate system as they move from elementary to secondary. 4. A member of the public expressed concerns with the recommendation of a school site stating that Park Street Collegiate Institute is 20% larger than Orillia District Collegiate and Vocational Institute, therefore, the Park Street Collegiate Institute site is more appropriate in size for the new school. The individual stated that the development of a major manufacturer in Orillia would change the statistics. John Dance explained that school size is related to student enrolment, students generate the number of sections. When the optimal size is reached the elective courses available increases, thereby, creating more opportunity for students. 5. A member of the public stated that the Board should retain all three schools. One school could serve strictly as a trades school while the other two could serve as academic schools. The land these schools are located on are highly valuable and it would be in the best interest of the Board to retain the property. The trade school could be used during the day by students and in the evening by trades people requiring upgrades. John Dance indicated that trade programs are currently viable at all three Orillia secondary schools. Superintendent Dance explained that the schools partner with other agencies to provide job training and all 3 schools are involved in the Ontario Youth Apprenticeship Program (OYAP). The school gym and a good many classroom facilities are booked almost every evening by community groups. 6. A member of the public thanked everyone on the committee for their hard work and stated it was obvious a great deal of thought had gone into the recommendation. The individual stated that it would be a shame, when we have opportunities to do new and wonderful things, not to take advantage of it. The member of the public referred specifically to building size and provided the New Orillia Public School as an example. The individual expressed concern with gym and field size in particular. The individual suggested that other buildings and properties be looked at such as Hillcrest Public School. The individual stated that the committee has to look beyond the property at Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute as the new school must be adequate and state of the art. John Dance stated that new schools are given a formula based on enrolment. There is also the possibility of building a two or three floor school in order to optimize property size. Partnerships open up the opportunity to go beyond the formula. However, once the ARC's recommendation is submitted, the committee is disbanded. 7. A member of the public wanted to know the earliest possible date the students could expect changes to occur. The individual stated that the transition will be difficult for the students. John Dance indicated that even if everything goes according to plan we are still looking at four to five years if the project is listed as a priority. It is important to have a strong recommendation as there are other priorities in queue and other ARC recommendations. 8. A member of the public indicated that bigger isn't always best. The individual admitted that a new school would create more options for programming but at what cost. Individual also questioned partnerships and wanted to know if something was in the works. John Dance replied that the more sound the business plan the better the chance for a partnership. There must be willing partners to participate with. This is something that would have to be explored at a different level other than the ARC. 9. A member of the public stated that one school on one site would not fully accommodate and service all the students. Individual stated that this is not an equation but a community. If the Board is going to go through all this at least do it right. 10. A member of the public stated that many of the comments expressed at this evening's meeting have a lot of value. Individual stated that his understanding of the vote taken last week was 7 to 6 in preference for Park Street Collegiate Institute and is concerned that this may create conflict between the two schools. Member of the public stated that there are no bad schools in this community, they all have their own identity and students have a feeling of belonging and this should not be lost. Individual has concerns with gym and field size as the demand on field requirements is extensive. Individual indicated that he hoped money would not be a factor if one site is more valuable than the other. Individual commented that Orillia has lost the community centre and now the city is going to lose a secondary school, this doesn't just affect the students in the school, it also affects the community. Obviously, Orillia District Collegiate and Vocational Institute needs to be addressed soon as it will become PTR in 2011. The individual urged the committee to think outside the box when making recommendations and made suggestions such as virtual learning, partnerships, campus type environments, keeping both schools and teach classes by remote as they do at Lakehead University as small classes often provide better quality. The individual remarked that this way the best of everything could be retained. John Dance stated that the Board cannot access funds from disposition of property in order to support the solution proposed by the ARC. These funds go into a separate capital reserve. 11. Member of the public stated that the school council at Marchmont is in favour of the ARC's recommendation and thanked the committee for their hard work. 12. Member of the public commented on the historical perspective stating that all three secondary schools are strong and it would be difficult to make a decision. Stated that the Ministry seems to want to eradicate anything that is old. Individual suggested that students travel between Orillia District Collegiate and Vocational Institute and Park Street Collegiate Institute in order to improve programming. 13. Member of the public stated that it is difficult to balance the emotional and fiscal aspects. The individual thanked the committee for their hard work and stated that the ARC had done an excellent job. Remarked that the community has a challenge on their hands and something needs to be done. Individual stated that he supports the recommendation as it is an excellent opportunity. Commented that the transition is important in terms of accommodating the students while the new school is being built. 14. Member of the public stated that some really great ideas have been expressed this evening and it's exciting that the community has the opportunity for a new school. Individual suggested building the new school and retaining the other site as a playing field. Individual commented that the committee has done a good job. 15. Member of the public thanked the committee for their hard work. Individual stated that unfortunately Orillians see themselves as a have not community. Individual expressed concerns with the gym size at the New Orillia Public School, Regent Park Public School, and Harriett Todd Public School, stating that we are losing a lot of facilities and the students and community need enhanced facilities with appropriate gym sizes. Orillia hasn't had a new school for a long time and it's due. 16. Member of the public questioned the Estimated Regulatory Compliance/Safety Costs with regards to asbestos. Individual stated that it was his understanding that the asbestos had been removed. Individual also questioned exactly what was meant by making the schools accessible. John Dance replied that the Supervisor of Building and Construction had provided the information regarding asbestos, and that despite previous asbestos abatement efforts, some areas in the schools still have asbestos. Superintendent Dance explained that he couldn't speak specifically to the amount and location of asbestos but will request more information from the Facilities Department. On the subject of accessibility, Superintendent Dance explained that the schools may require ramps, elevators, widening of doorways, and updated washrooms in order to make the schools accessible to all. John Dance stated that provincial legislation requires these updates be completed by 2025. 17. Member of the public asked if other schools are going through the same process. John Dance explained thatARC's are currently taking place in other communities. All schools must be accessible by 2025 with some schools already receiving upgrades. 18. Member of the public stated that he is opposed to doing away with some facilities as there are many viable programs which exist in the schools. However, he hoped the committee would take the environment into consideration in their recommendation and include possibilities such as solar panels and other green initiatives. 19. Member of the public stated that he has gone on record indicating his support to keep the 3 schools open, however, the committee has come up with what seems to be the best solution and he will support the recommendation. Individual stated that the new school needs to be the best new school the community can possibly get. Orillians need to ensure this school is optimal. Individual stated that he hoped the committee continues to advocate for the new school as it needs to be the best for our students. Keeping one other site for field facilities with change rooms would be a great option with huge possibilities and the member of the public requested the committee include this in their recommendation. 20. Member of the public thanked the committee for their efforts. Individual indicated that there are no perfect solutions and it is not an easy task, however, the committee has done a good job of balancing everything. Individual stated that it is important to retain and enhance the gym and field facilities as this keeps the students integrated into the school community. Individual indicated that transition would be important and perhaps Hillcrest Public School could be used as a holding school rather than having all the students in one building. 21. Member of the public commented on the naming of the new school and hoped that in order to keep some of the heritage, Orilllia District Collegiate and Vocational Institute's original name of Orillia Collegiate Institute could be used. Individual also indicated that it is important to use the history of both schools in the new school. Page 1 of 1 Attachments can contain vinises dint may harm your computer. Attachments may not display correctly. Accommodation Review A Horn: Accommodation Review A Sent: Thu 6/12/2008 9:22 AM To: Gmad Cc: Subject RE: Problem with web link - see below Attachments: J Minutes May 29AQ436KB) Thank you for bringing this to our attention. We are looking into it and will have the situation rectified shortly. 1 have attached the May 29th minutes. If you have any problems with the attachment please let me know. Thank you, Debbie Foster Area Assistant - Area 2 SCDSB 705-734-6363 ext. 11370 dfoster(Mscdsb.on.ca From: Sent: Wed 6/11/2008 8:49 AM To: Accommodation Review A Subject: Problem with web link see below r https;//wwwl.scdsb.on.ca/portal/page?_page d.=1.54,50742773&_da_d=portal& schema-PORTAL Minutes- May 29, 2008 - unable to download this report ~,rt.,~•~/~,.rt.,.,4 cr~~ci, ~n ra/arr a/ilplPtpri°/~(litemc/RF•0/7flPrnhiem°/~nwith%~(lwPh%,~(ll ~/9i?(1(14 Page 1 of 1 You replied on 2/5/2009 12:25 PM. Accommodation Review A Fran: To: CC Subject: Attachments: A ARC Meeting on Feb 3, 2009 Sent: Thu 2/5/2009 10:04 AM Hi There, I was unable to attend this meeting due to a work conflict. Are the presentation slides available? If so please send them to me... and/or make them available on the ARC web site. Thanksl! Regards, httnc-//cnitinnic scdsh_nn_ea/arc a/Inhox/ARC%20Meeting%20on%20Feh%203_%202009_F__. 2/9/2009 ACCOMMODATION REVIEW COMMITTEE PUBLIC MEETING ACCOMMODATION REVIEW AREA "A" (NORTH SIMCOE SECONDARY SCHOOLS) SPEAKER/COMMENTS FORM Please complete this form if you wish to speak at the public meeting, or if you have comments that you wish to submit to the Accommodation Review Committee. After completing this form please hand it to an SCDSB staff person. When the meeting chair person calls your name please proceed to the microphone. ❑ 1 wish to speak at the public meeting. d I do not wish to speak at the public meeting; but I do want to submit the following comments. 1 UDIG. Cfv ACCOMMODATION REVIEW COMMITTEE PUBLIC MEETING ACCOMMODATION REVIEW AREA "A" (NORTH SIMCOE SECONDARY SCHOOLS) SPEAKER/COMMENTS FORM Please complete this form if you wish to speak at the public meeting, or if you have comments that you wish to submit to the Accommodation Review Committee. After completing this form please hand it to an SCDSB staff person. When the meeting chair person calls your name please proceed to the microphone. e 1 wish to speak at the public meeting. ❑ 1 do not wish to speak at the public meeting; but 1 do want to submit the following comments. P-X p (O rPd + / 7 A15 ey~~ i v e. 0.rj ( -fip c tY)~~r _ +1 I S YI 0 d 1. oJ' 1i F-~ b V~yb0.d i 7pa, -f~ese i r~ions _ Cfini0rLs rn ears 44- o LA-r- ref YnQ.~+-,~ Ong off----+n~ +irs+ ~ Vu u. rays j ~s ~a off-- +k-Q- ~,d( e-(- rx) - w fkzy- v 4- i S ~o'f fi CA-k I CL.,- &W-vii ACCOMMODATION REVIEW COMMITTEE (ARC) PUBLIC MEETING Tuesday, February 24, 2009 Orillia District Collegiate 2 Borland St. E. Orillia ACCOMMODATION REVIEW AREA "A" Orillia District Collegiate, Park Street Collegiate, Twin Lakes Secondary School COMMENT FORM Please complete this form if you have comments you wish to submit to the ARC no later than noon on Thursday, February 26, 2009. Comments: __-~2_ 5_ i~ (~s~"(1~ I F.(~ 1 ► I ~1 I~ k Irl n I r. 1A 1 i T L4 PAA f A Jnfl ktT 10 N Pf,V 01A P (~Ga r~rr~cs AG v n~ r fnc (,~.J Ifs ~ ;07'1 ~ .c { 17~l 1 a~ S. V~1 After completing this form please hand it to an SCDSB staff person or member of the ARC. I6U l ~S~o~I$, T ~5 sUG(~ INS 4 ~AAf&bS s J ACCOMMODATION REVIEW COMMITTEE (ARC) PUBLIC MEETING Tuesday, February 24, 2009 Orillia District Collegiate 2 Borland St. E. Orillia ACCOMMODATION REVIEW AREA "A" Orillia District Collegiate, Park Street Collegiate, Twin Lakes Secondary School COMMENT FORM Please complete this form if you have Comments you wish to submit to the ARC no later than noon on Thursday, February 26, 2009. 6)11 ao, n.Z t A'0 ",V- 1 / 1 l s After completing this form please hand it to an SCDSB staff person or member of the ARC. ACCOMMODATION REVIEW COMMITTEE (ARC) PUBLIC MEETING Tuesday, February 24, 2009 Orillia District Collegiate 2 Borland St. E. Orillia ACCOMMODATION REVIEW AREA "A" Orillia District Collegiate, Park Street Collegiate, Twin Lakes Secondary School COMMENT FORM Please complete this form if you have comments you wish to submit to the ARC no later than noon on Thursday, February 26, 2009. kz ult d _ C.tM s LIA + LAI. 4-f Ae,+ItA4~Vl~ :5 T k., t, h p e ..Q..Gtc~.a T AA e, v ,c-A4 v\.eeno(5. %.4 r2.SS cw:E`' After completing this form please hand it to an SCDSB staff person or member of the ARC. VA Feb 26 09 12:19p ACCOMMODATION REVIEW COMMITTEE (ARC) PUBLIC MEETING 14 r~'~L Tuesday, February 24, 2009 Orillia District Collegiate 2 Borland St. E. Orillia ACCOMMODATION REVIEW AREA "A" Orillia District Collegiate, Park Street Collegiate, Twin Lakes Secondary School COMMENT FORM P. I Please complete this form if you have comments you wish to submit to the ARC no later than noon on Thursday, February 26, 2009. 3-4 L ►,tg'.z CL.L 4- b~ cd i r`e.-'j Lj. t r Cr-J t~.C~f` 6 L / GS r~L~C ".,J- 3 3 ti -e !~•'C./.i..+ .rte. f r. t~ ti r-' r aw Q'- •S L ~Y S "'t After completing this fo please h-a~jnd it to an SCDSB staff person or member f thRC ~'r. C Syr- ~'-LA S u t C~ a ~o~e -t• f i ^ S c-Kc~e-t'S . A- ik '3-- 4V VAM 7A Cti7"i•/ Gc Gf~ ACCOMMODATION REVIEW COMMITTEE (ARC) PUBLIC MEETING Tuesday, February 24, 2009 Orillia District Collegiate 2 Borland St. E. Orillia ACCOMMODATION REVIEW AREA "A" Orillia District Collegiate, Park Street Collegiate, Twin Lakes Secondary School COMMENT FORM Please complete this form if you have comments you wish to submit to the ARC no later than noon on Thursday, February 26, 2009. After completing this form please hand it to an SCDSB staff ~ /~0. i Comments: 7 hp oaf ~qny s~ ACCOMMODATION REVIEW COMMITTEE (ARC) PUBLIC MEETING Tuesday, February 24, 2009 Orillia District Collegiate 2 Borland St. E. Orillia ACCOMMODATION REVIEW AREA "A" Orillia District Collegiate, Park Street Collegiate, Twin Lakes Secondary School COMMENT FORM Please complete this form if you have comments you wish to submit to the ARC no later than noon on Thursday, February 26, 2009. Name:(Optional) Comments: z`~c c.G CA, V-1~15 After completing this form please hand it to an SCDSB staff person or member of the ARC. ACCOMMODATION REVIEW COMMITTEE (ARC) PUBLIC MEETING Tuesday, February 24, 2009 Orillia District Collegiate 2 Borland St. E. Orillia ACCOMMODATION REVIEW AREA "A" Orillia District Collegiate, Park Street Collegiate, Twin Lakes Secondary School COMMENT FORM Please complete this form if you have comments you wish to submit to the ARC no later than noon on Thursday, February 26, 2009. Name:(Optio- A Comments: ~et- ~v R C S ~c~ r V m 46A_ r cy -o- ~ 'ClCi,~i.~'. r _P _ CTI\ ~y~nP ~ ~ nt j ► ~ 1 y~,w 'St'd tr tI__ ~ r~'' -~r, ~ f 1 R~~~~ p~v►~.P rrorP ~'lOt t3Q ecc <r U `c. ~ I CA tin \D ( ~ h 'i['Gt tM S - -7 ` -rin1r, ram II \6 ~a ~V,nn Ct~~/mss I L After completing this form please hand it to an SCDSB staff person or member of the ARC r ACCOMMODATION REVIEW COMMITTEE (ARC) PUBLIC MEETING Tuesday, February 24, 2009 Orillia District Collegiate 2 Borland St. E. Orillia ACCOMMODATION REVIEW AREA "A" Orillia District Collegiate, Park Street Collegiate, Twin Lakes Secondary School COMMENT FORM Please complete this form if you have comments you wish to submit to the ARC no later than noon on Thursday, February 26, 2009. c ~ ~ &Cu C-C I" HA-b A- PAKY" 1A ~ P~~ 19 ~ OG{/ ` ~ l-~`T ~N4~ tffl/~~~~U I a After completing this form please hand it to an SCDSB staff person or member of the ARC. Comments: r R t---~Wk LY Rc Page 1 of 1 Accommodation Review From: Sent: Tue 2/17/2009 3:10 PM To: Accommodation Review A Cc: Subs ARC A Attachments: Dear ARC "A", I am writing to present my opinion regarding the options that are to be considered. What makes most sense to me would be to build a new facility on the existing ODCVI site and close/ consolidate Park Street into this and Twin Lakes. My logic is as follows: 1. It is a stretch to make all three facilities work number wise especially considering that the families to the south of Orillia tend to be more "Barrie Centric". This option does not address our need for updated facilities and programs. 2. The ODCVI location does not have the land size, accessibility, and walking zone issues that the Park Street location has. 3. From a city planning and neighbourhood impact point of view the property that Park Street exists on is better suited to residential infill development. / t Thank you for hearing my opinion. Please feel free to reply if you have any questions. Sincerely, h",.z-//nntlnnir crrich nn ra/arr ~[T"h^. /ADroi IAA EMAT 7!•.« 1__,__ _ _ _ _ _ Page 1 of 3 Accommodation Review A From: Sent: Wed 2/25/2009 4:49 PM To: Accommodation Review A Cc: Subject: RE: ARC A Attachments: Hi Debbie, Thank-you for your response... in light of new information I would like to add the following to my comments from earlier. 1. There seems to be some dispute/ misinformation circulating with respect to the actual size of the Park and OD properties. Can somebody confirm definitively these dimensions? 2. Apparently there was a preliminary vote amongst the ARC members that narrowly favored the Park Street location. Can somebody explain to me the logic of those who voted in favor of the Park Street site? I am trying to see the issue from this point of view; however, I am finding it somewhat difficult. Thank-you again Debbie - I look forward to a response to my questions. Sincerely, From: Accommodation Review A [mailto:arc-a@scdsb.on.ca] Sent: Wednesday, February 25, 2009 1:13 PM Subject: RE: ARC A https://outlook.scdsb.on.ca/exchange/arc_a/Inbox/P,E:%2OARC%20A.EML?Cmd=open 3/9/2009 Page 2 of 3 Thank you for your email. I will ensure it is passed on to the committee at the March 3rd Working Session Meeting. Regards, Debbie Foster Area Assistant - Area 2 SCDSB 734-6363 ext. 11370 dfos_ter@scdsb.on.ca Sent: Tue 09 3:10 PM To: Accommodation Review A Subject: ARC A Dear ARC "A", I am writing to present my opinion regarding the options that are to be considered. What makes most sense to me would be to build a new facility on the existing ODCVI site and close/ consolidate Park Street into this and Twin Lakes. My logic is as follows: 1. It is a stretch to make all three facilities work number wise especially considering that the families to the south of Orillia tend to be more "Barrie Centric". This option does not address our need for updated facilities and programs.. 2. The ODCVI location does not have the land size, accessibility, and walking zone issues that the Park Street location has. 3. From a city planning and neighbourhood impact point of view the property that Park Street exists on is better suited to residential infill development. Thank you for hearing my opinion. Please feel free to reply if you have any questions. httos://outlook.scdsb.on.ca/exchange/arc a/Inbox/RE:%20ARC%20A.EML?Cmd=oven 3/9/2009 Page 3 of 3 Sincerely, https://outlook.scdsb.on.ca/exchange/arc_a/Inbox/RE:%20ARC%20A.EML?Cmd=open 3/9/2009 To the ARC Committee February 26, 2009 Having attended the most recent public meeting, I realize that while you received much feedback, as well as new suggestions (though for too late into the process), you did not get much public input on the choice of site for a new school. Many people, myself included, begin to consider the aspects of transition as well as the possible design of a new school. Hopefully amidst the many speakers there were a few key and valuable points to bring to the table. One idea, or sentiment, which I think was voiced quite clearly by several speakers, is the need for more useable field space in a school. The idea of maintaining both properties, even if one is only for a track and field area, is a viable one. It offers greater flexibility to sports teams who do, for too often, vie for field as well as gym space throughout the year. The proximity of these two properties makes this a feasible proposal. Another field space that will become available, and could be developed, is the 3 acre Hillcrest site. This site is truly only steps away from ODCVI. Additional field space is not only a necessity for teams, but also for everyday phys-ed classes. Consideration needs to be made for the number of sections that could be run in a day with a population of 1200 students. Quality learning environments must be made available for these classes. Consideration must be made too then for quality gym space - but then that is about future design, and truly will not shape your decision making process. But the availability and use of field space must be within your range of sight. There are of course other factors to consider, and many of them were not addressed by the public at the last meeting. What follows is my quick list of factors and why, ultimately, I believe the current ODCVI site is the place to build a new high school in Orillia. Heritage Issues: I do believe ODCVI, as an institution, has great historical value. While not necessarily a proponent of recreating a new ODCVI, I do believe maintaining a school on that site is essential. The original Orillia high school stood at that site, and I believe a school should remain at that site. Additionally, there are approximately 6 trees that stand as part of ODCVI's Memorial Garden. They are relatively mature trees which stand anywhere from 15 to 40 feet high. These trees, which stand at the corner of Boland and Peter streets, have immense significance to not only the school community, but to the families who had them planted. As a Memorial Garden, these trees hold significant symbolic value, and they too must be 'accommodated' for in this process. Transportation Issues: I want as many students to be able to walk to school as possible. Choose a site that is most centrally located. I would also like buses to use arterial roads like West Street rather than residential roads. Re ur osing of Land: If either the Park Street or ODCVI site were not to be utilized by the Board, and subsequently sold to outside interests, I believe vacant land at OD would remain vacant for years to come while vacant land at Park Street would quickly be purchased to create more housing in a sought after neighbourhood. I do believe that that land, rather than ODCVI, has a greater chance of being effectively integrated back into the community. Sports Field (again): Unless SCDSB would be committed to redoing the Park Street track so it becomes a true 400m standard track, it would seem sensible to want to use the existing 400m track at ODCVI. I suppose, however, that depending on a new school design and land use, a new track may need to be built regardless. Fiscal Issues: If ODCVI truly is the most costly school to repair in the near and long term, it would seem logical that it would be 'first to go,' rather than trying to extend its life during a 2.5 year building process. That being said, and not wanting to detract the issue too much, I feel an ideal transitional process would see a new school being built while both ODCVI and Park Street remain open and operational. There is an obvious cost to doing so, but perhaps the benefits of having two staffs and two student populations merge into a new space as a new community is worth that cost. But this too, I realize, is out of your scope. I am sure the issues I have raised are all issues you have address at length around the table. Do know that these issues are discussed and valued by our community. I have had many conversations with staff at my school, and parents in the school yard of my daughter's school, and I'm sure many Orillians will be discussing them for some time to come. I offer them simply as another voice - as a parent of three young children, but also as an employee of SCDSB who has a keen interest in creating the best learning environments, and learning communities, for our students. Respectfully, To: a bSCDSB Date: 26 Feb 2009 Subject: ARC proposals I would like to thank the ARC members for their time and efforts, and to give my support to their unanimous decision to recommend closing ODCVI and Park St and replacing them with a new school, while retaining and retrofitting Twin Lakes. I feel it is important in the circumstances that both these existing high schools be closed as institutions, so that their students, staffs and traditions can be subsumed into one new institution which can retain the best of the past while looking forward to the future. I support the suggestion made at the last ARC meeting that the new name be Orillia Collegiate Institute. This former name of the high school in the centre of Orillia maintains the traditions associated with the city, and this was clearly important to many people who attended the meeting, yet it is not a direct continuation of ODCVI or of Park St. Perhaps in future students will refer affectionately to "Twin and OC" where now they might talk of "Twin and OD" or "Twin and Park." Many speakers at the meeting referred to loss of community facilities such as playing fields and gyms. I ask the committee to consider the possibility of building on one site, but retaining playing fields at the other site. For example, if the new school were on the ODCVI site, a pavilion could be built at Park St supplying changing and washroom facilities, so the field could be used both by the school and the community. Still more convenient would be using the Hillcrest site as an additional playing field, demolishing the school building but retaining the sports hall and building new facilities attached to it. However, I do not support the idea of twin campuses put forward at the meeting. This would be unwieldy and unworkable. I suggest that the ODCVI site has the advantage of closeness to the historic core of the city, within sight of the main churches, Opera House, Farmers' Market, etc., which have given Orillia its character. It also provides a central high school for those walking from most of the city, both Park and Twin being on the western edge of the city and cut off on at least one side by major highways. The ODCVI site is also easily accessible for buses and visitors. A minor point is that there is a Memorial Garden of trees to the east of the ODCVI buildings. I am not aware if there is anything similar at Park St, but obviously it is important to take into account the sensibilities of all involved. I suggest that the ARC recommend to the Board that an Implementation Committee be established on the model of the ARC, to continue the process of public consultation and accountability, and containing a similar mix of students, parents, teachers, public and. board representatives. This is particularly important in Orillia at the moment, especially as the Packet has held up the ARC as an example which others should follow. I suggest further that the ARC recommend that the Board take proactive internal measures to avoid "planning blight", i.e. loss of morale among students and staff of institutions that will be closed, loss of students as parents send them to Patrick Fogarty to avoid disruption of their education, loss of siblings in the future once a connection with P.F. has been established, postponement of spending because the institution is closing, etc. I hope the ARC will feel able to consider these suggestions. Page I of I Foster, Debbie From: Sent: Thursday, February 26, 2009 10:49 AM To: Foster, Debbie Subject: ARC recommendation for new high school in Orillia To whom it may concern, Thank you for all of the work and effort that the ARC has put forward in researching possibiliites for future high schools in Orillia I am in favor of the ARC committee recommendation in Orillia to close down Park St. Collegiate and ODCVI and to build one new high school. I believe the best location for the new school is the location that is most geographically central to the core of Orillia, and this location is the present ODCVI property. This location means - more students are able to walk to school, - more classes are able to access Couchiching Park for recreation uses of the trail, outdoor drawing classes for the arts, etc. - co-op classes and students are walking distance to the Downtown core and work placements. I also feel the ODCVI site allows for the easiest transfer routes for buses (and the least amount of traffic disturbance through residential neighbourhhoods). This location also offers wonderful partnering potential with the YMCA and the land use of the Hillcrest Public School grounds, considering the close proximity of these properties. sincerely, 2/26/2009 Page 1 of 1 Foster, Debbie From: Sent: Thursday, February 26, 2009 11:48 AM To: Foster, Debbie Subject: ARC Recommendation Comment I am in favour of the ARC committee recommendation in Orillia to close down both Park St. Collegiate and ODCVI building one new high school in replacement. I believe the best location for the new school is the ODCVI property. This location allows easier access for buses, and less disruption in a residential area. It is also more accessible to the YMCA and Downtown Orillia. I also feel that there are more options for redevelopment at the Park Street site over the ODCVI site and worry that this building would become an eyesore on one of our main streets in Orillia. Thanks to the ARC for all of the hard work they have put into this matter. 2/26/2009 A "15%, 1 Vl 1 Melanie Moore From: To: <mmoo un r. Sent: March 3, 2009 3:15 PM Subject: ARC - observations and suggestions Here are my observations and suggestions following the Accommodation Review Committee public meeting on Feb. 24. Observations included: • Respect for the history and heritage of the current schools • size of school • athletic amenities • facilities available to the community • Specialty school (trades, arts, etc.) • Environmentally friendly( LEEDS) • Transition issues • property size • Full use of exiting properties • Innovative approaches to learning Suggestions: 1. Much of the discussion centered on what should be included in the new school and very little on where it should be. Although the ARC has taken a preliminary vote on the location of the new school, it might be a useful exercise to take a step back and determine what the new school should be BEFORE it makes a recommendation on WHERE it should be "Form follows function" is a design philosophy used in many disciplines. Perhaps it would be prudent to apply the same philosophy to this project. Once the "functions" of this new school are defined it will be easier to determine the "form" (shape, location, etc.)Perhaps a first step would be consolidating the key points or themes from the public forum and start identifying those functions. 2. Ensure that the deficiencies in the current "graphs" are addressed. 3. There should also be a recognition of current constraints ( i.e. acreage at current locations) 4. Identify potential partnerships. It is been encouraged. Take advantage of it. 5. Taken into consideration the study commissioned by the Ontario government entitled " Ontario in the Creative Age" by Richard Florida 6. Determine ways of ensuring student want to come to school and stay in school 7. Do not make the same mistakes ( i.e. smoking areas) No virus found in this incoming message. Checked by AVG. Version: 7.5.557 / Virus Database: 270.11.6/1980 - Release Date: 02103/2009 11:02 PM 03/03/2009 Foster, Debbie From: Sent: Thursday, March 05, 2009 3:54 PM To: Foster, Debbie Subject: Orillia ARC Hi Debbie, I have a couple of follow-up questions from the last ARC meeting. -regarding the size of the properties at OD and PSCI....I think it is important to verify the "functional" area, ie. the contour of the Park Street property may render portions of the measured the field space virtually unuseable. -a new building on the OD site and access to a playing field at the existing Hillcrest site could benefit both the student body and the community -regardless of the site selected there is some concern at OD about several trees planted on the property in memory of students who have died while ODCVI students. Is there a way for the planning committee to recognize this in their planning and move them if required? Thanks Debbie, Page 1 of 1 Foster, Debbie From: Melanie Moore [mmoore@thunderstar.net] Sent: Friday, March 06, 2009 2:16 PM To:~ Cc: Foster, Debbie; Dance, John; Keuken, Andrew Subject: ARC "A"- ODCVI Debbie Foster passed your query on to me I asked Andrew Keuken (from planning dept.) to respond to your first question: "In terms of Park Street functionality - Facilities has explained that, with demolition and potential grading, site work, new school design, and new school placement, topography is not a concern. The site could still be fully accessible and useable". All written and verbal comments from the community following the Public meeting that we received, read or referred to, will be included as an appendix to the meeting and final Recommendation Report. That will include, also, your comment/query. There have been several concerns noted about the memorial gardens and trees in respect to the unique heritage of the building and site. This will be included in the report. As to the possible use of Hillcrest that has been noted and will be added to the report commentary from the community. In the end it will all depend on the acceptance/approval of the ARC's Recommendation Report to the Board before forwarding it to the Ministry for approval. However, before either of these happens there will be a special meeting of the Trustees and the Board to hear any further deputation, delegations, concerns etc. Although not yet confirmed Deb Edwards tells me that this Board Meeting for ARC "A" delegation may happen on Tues. 12 May 2009. I trust that this will help answer some of your questions and thank you for sending them along. Respectfully Melanie Moore co-chair ARC "A" 3/6/2009 APPENDIX B School Valuation Framework: Value to the Student Orillia District Collegiate & Vocational Institute 1.0 vatuo to tt» swdam ODCA 1.0 vawa to ft swdom oocV1 Summary and Key Findings In the area of value to the students there were 82 questions relating to the "student' perception of ODCVI where the committee appreciated the input of the students. The quality of the learning environment is generally positive. Student achievement of OSSLT graduation in provincial tests are higher when compared to the Board average and most students graduate in 4 years. Community service hours are readily achieved as opportunities are easily accessible. There is ample opportunity for community outreach in events and volunteer programs. As well, access to in-house and local recreation facilities is valued by the students. ODCVI provides for students to be enrolled in a broad selection of courses within the arts, technology, business, and social sciences. There are varied athletic and non- athletic co-curricular and intramural activities for students of all abilities. The school and grounds support a variety of community activities and are seen as open and welcoming. Although all students are not within walking distance, busing is within a reasonable bus ride to school. There are some physical difficulties with the facility that the students noted as requiring change. These include improving ventilation and temperature control as there is no air conditioning. However, the windows can be opened to allow for fresh air to circulate. There are limitations in technology, science, and social science facilities relative only to the age of the building and access. Overall the committee learned that ODCVI students are proud of being a close community housed in an older building. We learned that the students feel safe at school and enjoy coming to school. APPENDIX B Summary and Key Findings Through the valuation process, the committee learned that there is a positive community impact of the school, teachers and students. The ODCVI venue is available to numerous in-school groups. The school facilities are fully booked in the evenings and weekends to accommodate a variety of community groups including social, educational athletic and artistic events. At ODCVI there is a Healthy Living Program and a breakfast program available to students. The school grounds and track are in good condition and accessible for use by the community and are used on a regular basis. ODCVI staff and students contribute to the education and benefit of the community through volunteering. The drama and music departments engage the public and the elementary schools. These productions are also performed at many in school functions. The students are noted as ambassadors for the community through their involvement, promotion and positive attitude in athletics, drama, and music. There is a significant degree of teachers volunteering their time and expertise after school and in the evenings (e.g., sports, drama and band). The school is located central to the downtown core and has available access to business, recreation, healthcare, places of worship and government offices. We learned that many present day students have grandparents and even great- grandparents who have attended ODCVI. Most importantly the staff, students and community regard ODCVI as a historical building with significant value to the community. Significant concern has been expressed by the community regarding trees planted in a memorial garden honouring students who have died while attending ODCVI. It is the intention/recommendation of the ARC to preserve this site. School Valuation Framework: Value to the Community Orillia District Collegiate & Vocational Institute APPENDIX B School Valuation Framework: Value to the Board Orillia District Collegiate 3 Vocational Institute 3.0 Value to the Board ODCVI a,.rawa~s».aw rr~...,an 3.0 Value to the Board ODCVI ,.taFxrouwt. Summary and Key Findings In this section the committee learned that student achievement is significant in regard to EQAO testing and the grade 10 Ontario Secondary School Literacy Test. Here the students at ODCVI have exceeded the provincial and Board average. Many students have been the recipients of local, provincial, and national scholarships. All compulsory academic, applied and locally developed courses are offered each year. As well, there is a selection of elective courses available. However, given our present government funding formula being geared to enrolment, and with the enrolment of ODCVI in decline, there are numerous elective courses that cannot be offered. We did learn that there is a range of special education and student success programs available to address the learning needs of individual students. The availability of courses offered this also can be improved upon. The Library Resource Centre and g nasium are comfortable and large enough to accommodate the needs of the students. We have learned that ODCVI presents difficulties in accommodating some of the modern technologies. Sizes of the classrooms are more than adequate but access to electrical connections is difficult. Again this is noted as problematic in many aging facilities. Adequate space to comfortably accommodate multi-purpose instructional areas, for example food preparation, is noted as requiring upgrading. The condition of the school building, itself, presents a definite need for repairs and upgrading. While the size of the school is adequate, as technologies advance, ODCVI is restricted by its older physical plant (i.e. access to electrical outlets, network and internet access). Presently another challenge at ODCVI is absent or inadequate air circulation as there is no air quality/ventilation system or availability to same. Although ODCVI is highly regarded for its staff, students and history, the building requires significant remediation to keep up with the needs of the students present and in the future. The facility itself will need extensive upgrades and does impose a Prohibitive to Repair allocation within the next few years. APPENDIX B School Valuation Framework: Value to the Local Economy Oriilla District Collegiate & Vocational Institute OOM Summary and Key Findings It has been presented that the majority of staff at ODCVI reside in the immediate area. Naturally this goes to support the local economy and the community. Since ODCVI is centrally located, this lends itself to student employment and cooperative work situations. We have leaned that ODCVI is host to many extra-curricular activities which bring students and their families from areas beyond Simcoe County. ODCVI is a positive school environment with many available activities and is an anchor within the community. The school attendance area is not expecting an immediate growth in development and, therefore, may require an attendance area review. Therefore, due to the restrictive nature of the facility in its aging process, it will become imperative to plan a progressive, all inclusive facility for the future of students and its community. APPENDIX B School Valuation Framework: Value to the Student Park Street Collegiate 1.0 Value to tr» Student Psc I A Value to the Saud" PSC Summary and Key Findings In the area of Value to the Student, We learned that PSCI has a high regard for student learning and achievements and encourages involvement in a variety of programs. We learned that the students recognize that the facility has some areas of difficulty which involve floor plans with Iimited accessibility but also learned, due to design of the building, it is easy to locate classrooms and other areas of the school. We learned that the ph~rsical condition of the grounds is maintained and used efficiently for student activities during and outside of school time. We learned that in one of the inner outdoor quadrants of the school there is a peace garden that was constructed by the students for the students. We learned there is a wide variety of services and programs including guidance, library and technology, specifically Construction Craft and SHSM, offered to the students. A wide variety of activities is available and offered to the students such as inter-school sports, student leadership and the school supports student participation in extra-curricular activities. We learned that the school offers a wide variety of extra-curricular activities and including a few unique clubs, such as International Club, Song Writing Club, Social Justice Club, and Environmental Clubs to name a few. We also learned that a large number of the student body do participate in many of the extra-curricular activities. We learned that the school is available for a variety of community events throughout the calendar year. The school has space that supports student learning, specialized programs and space for general use such as the gymnasium and fiibrary activities that is highly valued by the student body. We learned that many of the students of PSCI are bused in from outside the area and that the students who walk to the school live within the city limits. PSCI provides a safe and secure environment and the students report that they feel safe, secure and comfortable within their school community. APPENDIX B Summary and Key Findings We learned that the accessibility issues that the PSCI facility presents means that its use by some community groups is limited. Nevertheless, the school is in use throughout the week by community groups. PSCI is designated as an emergency community centre. PSCI students and staff are active members of the Orillia community and they seek opportunities to explore new partnerships with community partners. A few partnerships with local community performing groups have been developed with the Music Department (ie. Orillia Wind Ensemble, Orillia Concert Association). Students in music are often asked to provide entertainment for community groups (ie. Canadian Club, Coldwater Lion's Club, Orillia Business Association, etc.). The co- op program at the school, in particular the SHSM program in construction, is a very positive reflection of the partnerships that are possible. PSCI has been a proud part of the Orillia community for almost fifty years. It is a significant contributor to the community and its neighbourhood. For many people who live to the east and north of Orillia, PSCI is the connection for those communities to the city of Orillia. School Valuation Framework: Value to the Community Park Street Collegiate APPENDIX B School Valuation Framework: Value to the Board Park Street Collegiate 3.0 Value to the Board PSC 34 Value to the Board PSC Summary and Key Findings We learned that student outcomes are a very important part of what an education at PSCI means to the community, students and staff. The goal of having most students achieve their diploma requirements at the end of four years has not yet been achieved, but the achievement level of students in the Grade 9 EQAO and Grade 10 OSSLT are approaching the provincial standard. Some split level or mixed level groupings are provided in order to offer the program at the school. Sections of specific courses may not be made available every year due to declining enrolment, thus resulting in less staff assigned to the school. PSCI will require repairs to many of its major components in its physical plant. On- going renovations will be required to forestall a number of facilities issues. We learned that extensive upgrades to the facility are required in the short and long term. We learned that student access to the school is of some concern due to the large number of students who reside outside of the walking zone. We learned that enrolment is declining with a resulting affect on the population of PSCI, and we were presented with evidence that enrolment will decline in years to come. This will have an effect on the administration and staff to provide programs in a wide range of areas if steps are not taken to rectify this situation. The transportation of students is a substantial cost in getting students to and from PSCI. APPENDIX B School Valuation Framework: Value to the Local Economy Park Street collegiate r - r9ti` r 'i Summary and Key Findings We learned that PSCI contributes to the local economy through its employment of a large well trained staff. Many staff members live and shop in the community thereby supporting the local economy. Through the purchasing of goods and services, PSCI students and staff directly and indirectly support the local economy. Park Street is host to many extra-curricular activities which brings students and their families from areas beyond Simcoe County. There is a significant economic benefit of this spending by teachers, other staff and students in the community. APPENDIX B School Valuation Framework: Value to the Student Twin Lakes Secondary School 1.0 Vatue to n» swd" TLSS I a value to tho Student TLSS roue^MS' ..~1~~r..nr Jeu ~an~.n..Mw.V+pw eMYVnnton..~p.u1... wwrp..W rp•" ap~ap~ .w.r. av.Vww%~~IM+~ MR6 u..Mw~.M~ Summary and Key Findings We learned that the quality of the learning environment for students at TLSS is very positive. The physical amenities of the school are well proportioned and allow for the students to move around the building in a functional and efficient manner. Limitations in the area of appropriate facilities only exist in the technological, arts, and social sciences areas of the academic program. TLSS provides a variety of academic programs for students will all ranges of abilities. We learned that there is a full and varied set of programs of athletic and non-athletic opportunities provided for students. Of particular note is LINK Crew, a transitional program for all Grade 9 students. This program runs only at TLSS and provides student leadership opportunities for 50 senior students who implement the year long program. Intramural programs, run at lunch times, in particular, are a popular part of life at TLSS. The school has physical spaces that are for the most part fully accessible, and that support all aspects of the school's instructional program. We learned that the students benefit from the library and gymnasium as highly regarded facilities within the building. The school grounds are spacious and well maintained providing adequate space for student activities during, and outside of class times. Student safety during the hours of the school day is well maintained, but there are concerns about safety due to lighting and security cameras being inadequate. We learned that many students who attend TLSS come to school on buses from outside of Orillia. Those who walk to school do not all have direct routes to the school due to the school's location within the city. Students consistently report that TLSS provides them with a safe, secure and positive learning environment. APPENDIX B Summary and Key Findings We learned that TLSS is for the most part fully accessible and in use throughout the week with community groups. A variety of groups use the school's facilities, and a range of activities take place at the school. We learned that the school's facilities are fully booked all through the school week by local youth, adult and community groups. The school is actively involved with community groups to establish and maintain proactive programs for student well-being (SMDHU's Healthy Living action plan). This and other partnerships are very positive aspects of the student experience at TLSS. TLSS students and staff are active members of the Orillia community, and they seek opportunities to explore new partnerships with social agencies for the betterment of students. TLSS has a prominent position in the community and its neighbourhood. Although it does not have a great deal of historical significance as a building, the TLSS community has a strong place in the city of Orillia and it draws many people from outside of the city to it because of the students' placement at TLSS. School Valuation Framework: Value to the Community Twin Lakes Secondary School APPENDIX B School Valuation Framework: Value to the Board Twin Lakes Secondary School 3.0 VMbA to M awrd Tills 3b Vahn to the Soatd TLSS Summary and Key Findings We learned that student achievement is a priority for staff at TLSS. The achievement level of students in the Grade 9 EQAO assessment has been above the provincial standard and while similar results are evident in the OSSLT, the focus of students completing their diploma requirements in four years can improve. Historically, TLSS students have been recipients of many local, provincial, prestigious institution, and national scholarships. A complete range of programs are available in all grades at TLSS. There are some split level or mixed level groupings provided in order to offer the program at the school. The number of specialized teaching spaces is sufficient for the present student enrolment with the exception of needs for the provision of Special Education programs. TLSS does require some major repairs to its physical plant. Recent and ongoing renovations have rectified some facilities issues. We learned that cosmetic upgrades to the facility are required to maintain the positive condition of the facility. Storage areas for specific program areas (technical studies, and science in particular) are needed to maintain resource inventories. TLSS does have air conditioning, however, complaints are received about the variance in temperature between rooms in the building. We learned that the location of TLSS for security purposes, especially after school hours, creates challenges in maintaining the facility. Student access to the school by those students within its attendance area is of some concern due to the large number of students who reside outside of the walking zone. We learned that while current enrolment is sustaining the population of TLSS, there is evidence that enrolment will decline in years to come. This will have an effect on the ability to provide programs in a wide range of areas should this continue. Transportation is a substantial cost in getting students to and from the school due to its relative location to the homes of TLSS area students. Within the area of this Accommodation Review Committee's jurisdiction, TLSS provides an opportunity to be a part of the solution to maximize student spaces within the community. We learned that of the three schools in this review, TLSS, due to its age and recent renovations, requires less long term capital to sustain and even expand its student population. APPENDIX B School Valuation Framework: Value to the Local Economy Twin Lakes Secondary School Summary and Key Findings We learned that TLSS contributes to the local economy through its employment of a large well trained staff. TLSS supports the local economy through purchasing of goods and services, and related economic spin offs by teachers, other staff and students in the community's businesses. TLSS has a large co-operative education program with connections throughout the broader community. TLSS students work in the community in a wide variety of future career paths. Partnerships with local labour groups, businesses and public sector employers make the co-operative programs of the school a major focus APPENDIX C SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 1.0 VALUE TO THE STUDENT ORILLIA DISTRICT COLLEGIATE Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 1.1 Quality of the learning environment 1.1.1 Learning environment - The temperature is comfortable in the school temperature throughout the year. • O O 1.1.2 Learning environment - There is fresh, clean air in the school air quality throughout the year. '/2 0 1.1.3 Learning environment - There is ample natural lighting in the school lighting and adequate shades and/or curtains to 0 0 control the lighting. 1.1.4 Learning environment - Students are able to clearly hear the teacher acoustics and classroom dialogue at all times without 0 disruption from other classes in session. 1.1.5 Communal areas The foyer, hallways, stairways, and cafeteria are bright, spacious, and inviting. The hallways are appropriately sized to facilitate 1/2 movement of staff and students during class chan es. 1.1.6 Healthy food choices Healthy food choices are available in the cafeteria and vending machines. 1.1.7 Gymnasium amenities The change rooms and showers are pleasant, suitably sized, and afford privacy to 1/2 0 the users. 1.1.8 Floor plan The layout of the school allows for an efficient and functional flow of students between classrooms, specialized teaching 0 0 areas, washrooms, the general office/ uidance area, and common areas. 1.1.9 Classroom amenities The classrooms have adequate amenities such as storage, display space, a pull-down screen, bookshelves, adequate electrical 1/2 0 outlets, network and internet access, and cable television access. 1.1.10 Class composition Classes are single grade or single level. 1.2.1 Student academic Students are achieving the OSSLT achievement - graduation requirement at the first attempt in • • 1/2 provincial tests grade 10, when compared with the board average. 1.2.2 Student academic Students are achieving 16 credits by the end achievement - report of their second year, when compared with 0 0 cards the board average. 1.2.3 Student academic Student retention is high as evidenced by the achievement - percentage of students who enter the school • '/z 0 graduation in grade 9 and go on to graduate with an OSSD within four ears. 1.2.4 Student achievement - Students have adequate opportunities within community service the community to fulfill their 40-hour community service requirement. 0 ® i Valuation Indicator Valuation Descriptor Rating Rationale f~ Rating , Valuation Factor 1.3 Range of program offerings 1.3.1 Arts program Students are enrolled in a broad selection of courses within the arts program (e.g. visual arts, media arts, dramatic arts, vocal music, i nstrumental music, dance). 1.3.2 Technology program Students are enrolled in a broad selection of courses within the technology program (e.g. construction, communications, hospitality, manufacturing, personal services, transportation, technological design). 1.3.3 Canadian and World Students are enrolled in a broad selection of Studies program courses within the Canadian and World Studies program (e.g. economics, environmental and resource management, geography, history, law, politics). 1.3.4 Language program Students are enrolled in a broad selection of courses within the language program (e.g. four years of French, three years of another language such as Spanish, German, Oilbwe . 1.3.5 Business program Students are enrolled in a broad selection of courses within the business program (e.g. accounting, business leadership, business technology, entrepreneurial studies, marketing). 1.3.6 Social science program Students are enrolled in a broad selection of courses within the social science program (e.g. anthropology, parenting, philosophy, fashion, food and nutrition). 1.3.7 Outdoor education and Students are enrolled in a selection of geo-studies program courses in outdoor education and geo- 0 0 0 0 studies. 1.3.8 Library & guidance Library and guidance services are available services to students at all times during the school day. 1.3.9 District programs All district programs are available to students on site. 0 1.3.16 Program Program enhancements (e.g. school trips); enhancements special event assemblies; and cultural and social events are scheduled for all students • . • • in each semester. 1.3.11 Cooperative Education Students have the opportunity to participate in cooperative education in a broad selection of courses, in programs that reflect employment opportunities in the community, 0 and in placements that are within reasonable walking distance of the school. Valuation Factor 1.4 Extracurricular activities 1.4.1 Inter-school sports Students have the opportunity to participate throughout the year in a wide variety of competitive sports. 1.4.2 Non-athletic activities Students have the opportunity to participate (not intramural) throughout the year in a wide variety of non- athletic activities such as public performances and inter-school competitions. 1.4.3 Intramural activities Students of all abilities and grades have the opportunity to participate throughout the year in a wide variety of intramural activities and clubs. Valuation Indicator Valuation Descriptor Rating Rationale for Rating 1.4.4 Community events Students have the opportunity for community outreach through participation in community events and volunteer programs. 1.4.5 Student leadership Students report that they have opportunities for leadership, when compared to the board 0 0 average. Valuation Factor 1.5 Adequacy of the school's physical space to support student learning 1.5.1 Accessibility Instructional, washroom, and common areas of the school are accessible for persons with 'h O 0 disabilities. 1.5.2 Space for student There is adequate space within the main learning building to support student learning without the need for portables. 1.5.3 Classroom space Classrooms are large enough to provide students with a comfortable, non-crowded • • • • learning environment with ample room for flexible seating arrangements. 1.5.4 Library resource space The library resource centre is large enough to provide work, reading, and research areas for a whole class and room for other users (including study carrels and seminar rooms) without the space being overcrowded. 1.5.5 Gymnasium space - There is adequate gymnasium space to be general able to schedule the curricular physical education program and intramurals during • • • • the school day and all extracurricular team sports after school, without unduly inconveniencing an class, team, or activity. 1.5.6 Gymnasium space - The space in the gym(s) allows students to specifications play team sports on a regulation size GBSSA • • • • court with enough height and perimeter space to allow for uninterrupted activities. 1.5.7 Gymnasium space - There is adequate space in the gym(s) for spectators spectator bleachers. 1.5.8 Gymnasium space - There is adequate space for a dedicated specialized weight and exercise room. 1/2 1.5.9 Space for public There is a dedicated stage (either in a performances gymnasium, cafetorium, or auditorium) which is adequate for rehearsals and public performances by music, dance, and drama groups. The audience space is adequate to accommodate the entire student body for assemblies and graduation ceremonies. 1.5.10 Lunchroom space The cafeteria is large enough to comfortably accommodate student requirements during lunch periods. 1.5.11 Space for student There is adequate space for the student council council to meet and to store materials and • • • O records; there is access to the telephone, computer network, and photocopier. 1.5.12 Space for specialized Classes requiring specialized amenities and REFER TO programs equipment (e.g. science, technological, arts, AMENDMENT social science) are fully accommodated in 0 0 0 0 AT END OF specially designed and appropriately sized SECTION 1 spaces, with up-to-date facilities. 1.5.13 Space for special There is adequate space to comfortably education programs support the requirements of special • . 112 education programs. 1.5.14 Support space The guidance, general office, and a conference area are located together and • • are easily accessible from both outside and inside the school. Valuation Indicator Valuation Descriptor Rating Rationale f- Rating 1.5.15 Storage space - There is an individual locker for every students student. Additional lockers are available on request to accommodate the needs of • • 1/2 students heavily involved in extracurricular activities. 1.5.16 Storage space - school There is adequate storage space for supplies and equipment so that dedicated space for student learning (including specialized areas 0 such as the gymnasium and stage) are not compromised. 1.5.17 Common space There is adequate common space to allow students to gather in small groups during non-classroom time including lunch periods 0 1/2 0 without disturbing classes that are in session. 1.6.1 School grounds The school grounds include a regulation size support a variety of football/rugby/soccer field with goal posts; a outdoor activities half regulation size practice field; and a 400- metre track with a granular surface, plus 1/2 amenities for shot put, long jump, and triple jump. 1.6.2 School grounds - The school grounds include adequate and spectators well-maintained bleachers for spectators. 0 1.6.3 Quiet space There is a visible shaded area where students may retreat for quiet time and • • • • opportunities for passive recreation. 1.6.4 Physical condition of Playing surfaces are useable during the school grounds appropriate season. • • • • 1.6.5 Property aesthetics The property is attractive and welcoming. 1/2 1.6.6 local recreation The opportunities for healthy physical activity facilities are enhanced by the availability of off-site recreational facilities within reasonable walking distance (e.g. tennis courts, rink, and swimming pool). Valuation Factor 1.7 Safety of the school 1.7.1 Sight lines There are clear sight lines inside and outside the building (i.e. there are no hiding places). 0 0 1.7.2 Student washrooms Washrooms are located in high traffic areas. 1.7.3 Visibility of visitors The parking area and main entrance can be clearly seen from the general office. 1/2 0 1.7.4 Security equipment - The property is equipped with appropriate lighting security lighting, including lighting in the parking areas. 1/2 0 1.7.5 Security equipment - There are appropriate security cameras on cameras the premises. ~ O O O 1.7.6 Vehicular safety Vehicle routes and loading areas are safe and separate from pedestrian walkways. ® . • Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 1.8 Proximity of the school to studentaAangth of the bus ride to school 1.8.1 Walking distance from Students in the attendance area live within Many students school reasonable walking distance of the school. • • O O bused from rural communities. 1.8.2 Busing distance from Students in the attendance area live within a school reasonable length bus ride of the school. 1.8.3 Nature of the walking Students have safe, direct routes to walk to routes school. 1.8.4 Student perception - Students report feeling safe on their way to getting to school and from school, when compared to the board average. 1.8.5 Location of school The school is centrally located within the attendance area so that bus rides/walking O O distances are of a similar length. 1.8.6 Student parking There is adequate dedicated parking for students in a well-maintained and well-lit 1/2 O parking lot. Valuation Factor 1.9 Student perception about the quality of the learning environment 1.9.1 Enjoyment Students report that they enjoy coming to the school, when compared to the board avera e. 1.9.2 Belonging Students report a sense of belonging at the school, when compared to the board 0 0 average. 1.9.3 Participation in Students report that there are many extracurricular activities opportunities for them to get involved at the • • • • school, when compared to the board average. 1.9.4 Comfort Students report that there is a comfortable and friendly feeling in the school, when compared to the board average. 1.9.5 Respect Students report that adults show respect for students at the school, when compared to 1/2 the board average. 1.9.6 Safety Students report that they feel safe at the school, when compared to the board 1/2 average. 1.9.7 Bullying Students report that they have not experienced or witnessed bullying at the • • . • school, when compared to the board average. 1.9.8 Trust Students report that there is an adult in the school that they can go to for help, when compared to board average. 1.9.9 Convenience Classrooms are conveniently located so students can change classes on time. 1.9.10 Washrooms Students have convenient access to suitable washrooms between classes. SVF Amendment as per Committee's request at October 28 Working Session Original Valuation Indicator Valuation Descriptor Rat In Rationale 1.5.12 Space for specialized Classes requiring specialized amenities and programs equipment (e.g. science, technological, arts, social science) are fully accommodated in specially designed and appropriately sized spaces, with up-to-date facilities. 0 Q 0 O Amended Valuation Indicator Valuation Descriptor Rat In Rationale 1.5.12A Space for specialized Classes are fully accommodated in specially programs (Science) designed and appropriately sized spaces. 1.5.12B Space for specialized Classes are fully accommodated in specially programs (Technology) designed and appropriately sized spaces. 1.5.12C Space for specialized Classes are fully accommodated in specially programs (Arts) designed and appropriately sized spaces. 1.5.12D Space for specialized Classes are fully accommodated in specially programs (Social designed and appropriately sized spaces. Science) 1.5.12E Space for specialized Classes requiring specialized amenities and programs (Science) equipment are fully accommodated in spaces with up-to-date facilities. • . • • 1.5.12F Space for specialized Classes requiring specialized amenities and programs (Technology) equipment are fully accommodated in spaces with up-to-date facilities. • . • O 1.5.12G Space for specialized Classes requiring specialized amenities and programs (Arts) equipment are fully accommodated in spaces with up-to-date facilities. . • 1/2 1.5.12H Space for specialized Classes requiring specialized amenities and programs (Social equipment are fully accommodated in Science) spaces with up-to-date facilities. • 0 1/2 O Adopted: March 26, 2008 SCHOOL: Orillia District Collegiate Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 2.0 VALUE TO THE COMMUNITY ORILLIA DISTRICT COLLEGIATE Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 2.1 Value of the school if it is the only secondary school In the community 2.1.1 School as the only The school is the primary place for residents community venue of the community to meet and enables camaraderie among residents and different 0 0 0 0 generations who attended the school. 2.1.2 School as a The school is an integral part of the community focus community and provides status to the community. The residents of the community 0 0 0 0 feel it "belongs" to them; it is the heart and soul of the community. 2.1.3 Continuity in The school provides continuity in education education in the community. 0 0 0 0 2.1.4 Community service The community benefits from students completing their 40-hour community service 0 0 0 0 requirement in local volunteer activities. Valuation Factor 2.2 Facility for community use 2.2.1 Usability of the The building (especially the gymnasium, building stage, and meeting space) is barrier-free, adequate for use by the community all year, 0 0 and is within easy access to all areas of the community. 2.2.2 Community use of The community uses the building on a building regular basis (e.g. for athletic activities, club meetings, service clubs, community after 0 school programs, and special cultural events/ performances). 2.2.3 School as an event The school is a venue for social, educational, Schools are fully venue athletic, and artistic events from outside the booked with local community. community groups 0 0 0 making them unavailable for outside community groups. 2.2.4 School as a The school is used for community functions When available. community facility providing an enhancement to the existing • . • • resource facilities available for use within the community. 2.2.5 Emergency The building is designated for use by the All 3 schools are preparedness community for emergency purposes and is 0 0 designated by the appropriate for use during power outages city. i.e. water and heat are still available). Valuation Factor 2.3 Range of program offerings at the school that serve both students and community members 2.3.1 Community A range of community programs are offered programs at the school outside of school hours and are available to students and members of the community (e.g. breakfast program, ESL, 0 0 0 0 babysitting, continuing education, general interest programs). Valuation Indicator Valuation Descriptor Rating Rationale for Rating 2.3.2 Community Schoollcommunity activities such as fairs involvement and fundraisers are held at the school. These activities provide an opportunity for • • • social contact between students, parents, and members of the community. Valuation Factor 2.4 School grounds as green space and/or available for recreational use 2.4.1 Green space The school grounds provide attractive green space (especially when enhanced by natural • • areas and trees) which contributes to the ima a of the local neighbourhood. 2.4.2 Usability of school The school grounds are adequate and in grounds by the good condition for use by the community. • • • • community 2.4.3 Community use of The community schedules the school school grounds for grounds for athletic events and other organized community activities on a regular basis. • • • recreational activities 2.4.4 Community use of Members of the local neighbourhood school grounds for regularly take advantage of the opportunities unstructured the school grounds provide for unstructured • • • recreational recreational activities (e.g. walking, running, activities and pick-up soccer outside of school hours. Valuation Factor 2.5 School as a partner in other government initiatives in the community 2.5.1 Cooperative The school's cooperative education program education places students within the community. • • • • i 2.5.2 Government The school partners with other public agency agencies (e.g. local municipality, police, fire • • • • partnership s departments, health department). Valuation Factor 2.6 Role of the school in the community 2.6.1 School as a Students and staff contribute to the contributing community by volunteering in the community. member of the • • • • community 2.6.2 School as a The school attracts families (secondary ARC felt question contributor to school-aged children) from a wide range of was redundant. community vitality occupations; this contributes to community • • growth and vitality. 2.6.3 School impact on Local property values are enhanced by the property values presence of the school. • • • • 2.6.4 School as The school provides the community with role ARC felt community identity models and a sense of identity. community should • • • • be replaced with neighbourhood. 2.6.5 School as promoter The school provides ambassadors for the of the community community when students travel beyond the community on school related activities. • • • • 2.6.6 School as a Alumni, individuals, school council, and community service clubs have a long-term interest in the investment school because of past donations of time and money to improvements, programs, and • • • awards/scholarships at the school. Valuation Indicator Valuation Descriptor Rating Rationale for Rating 2.6.7 School as a focus Alumni, individuals, service clubs, and school for community councils are actively involved in supporting support the school. 0 0 0 2.6.8 School as reflective The school reflects the nature of the of community community (e.g. size, culture, diversity). 0 O 2.6.9 School as an The school has historical value to the historical building community. Valuation Factor 2.7 Municipal considerations 2.7.1 Neighbourhood Traffic at the school has minimal impact on traffic the local neighbourhood. O 2.7.2 Transportation School bus-pick up and walking routes for safety students who attend the school are not on a highways or arterial roads and therefore • O O O fewer municipal supports (such as sidewalks, traffic lights, and crossing guards) are required. 2.7.3 Environment Environmental and natural areas in the community are protected from development. These areas provide opportunities for 0 0 passive recreation, active living, and environmental awareness for students. 2.7.4 Zoning The school site is currently zoned for educational and other institutional uses including places of worship, healthcare, and government offices. 2.7.5 Complete This is a "complete community" where there Councillor Ralph community as per is a sustainable balance of employment, Cipolla provided Inter-Governmental affordable housing, transportation options the ARC with an Action Plan (IGAP) (transit, walking, cycling) between work and excellent home, recreation facilities, and protected 0 O explanation on natural and cultural heritage features. Health, this point and also education, employment, and social needs of explained the the residents are met in the community from IGAP to the childhood throw h adulthood and later life. group. SCHOOL: Orillia District Collegiate Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 3.0 VALUE TO THE BOARD ORILLIA DISTRICT COLLEGIATE Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 3.1 Student outcomes at the school 3.1.1 Student academic Students have met or exceeded the achievement - provincial standard on the grade 9 EQAO EQAO math test (academic program). 3.1.2 Student academic Students have met or exceeded the achievement - provincial standard on the grade 9 EQAO EQAO math test (applied program). 0 Ir2 3.1.3 Student academic Students have achieved the grade 10 achievement - Ontario Secondary School Literacy Test at 0 1/2 OSSLT their first attempt. 3.1.4 Student academic The school has exceeded the board average achievement - for report card marks at all levels and in all 0 0 O report cards rades. 3.1.5 Student academic Students graduate with an OSSD within 4 achievement - years. 1/2 0 graduation 3.1.6 Student Students have received scholarships of achievement - significant monetary value for post- 0 scholarships seconda education. 3.1.7 Student Student participation in extracurricular participation in activities meets or exceeds the board extracurricular average. 0 activities. 3.1.8 Student attendance Students are either in attendance or away with an excused absence on every school 0 0 day. 3.1.9 Student respect of Incidents of student vandalism and violence persons and are below the board average. 0 0 propertv 3.2.1 Grades 9& 10 - All compulsory academic, applied, locally compulsory developed, and open courses are offered 0 0 courses each ear. 3.2.2 Grades 9 & 10 - There is a broad selection of elective elective courses courses available to allow students to (arts) choose a course(s) in the arts from each of 0 0 the visual arts, performing arts, and music options. 3.2.3 Grades 9 & 10 - There is a broad selection of elective elective courses courses available to allow students to (technology) choose a course(s) in technology from the 0 0 communication, construction, manufacturing, and transportation technical areas. 3.2.4 Grades 9 & 10 - There is a course(s) in introduction to elective courses computers, in social science, and in grade 10 0 0 • 0 other French and/or another language. 3.2.5 Grades 11 & 12 - All compulsory university and college compulsory preparation courses, workplace courses, and courses open courses are offered each year. 3.2.6 Grades 11 & 12 - A broad selection of course options are compulsory course offered each year in Canadian and World choices Studies, English, math, science, and social ® ® i science. Valuation Indicator Valuation Descriptor Rating Rationale for Rating 3.2.7 Grades 11 & 12 - Students may choose elective courses from elective courses a broad selection of subjects appropriate to their chosen pathway to allow them to complete at least the minimum twelve optional credits required to earn an OSSD. 3.2.8 Grades 11 & 12 - Compulsory courses are not combined in course delivery split-grade or split-level classes. (compulsory) 3.2.9 Grades 11 & 12 - Elective courses are not combined in split- course delivery grade or split-level classes. elective 3.2.10 Grades 11 & 12 - Students may choose a cooperative cooperative education course relative to their chosen • . . • education pathway with a placement in the local community. 3.2.11 Specialized A variety of specialized programs are programs available at the school including the high skills major program (and ancillary certificates), the dual high schoollcoilege credit program, the Ontario Youth Apprenticeship program, and the Extended French program. 3.2.12 Support programs A range of special education and student success programs are available to address the learning needs of individual students. 3.2.13 Special Education Comprehensive special education programs are available at the school. 3.2.14 Extracurricular A wide variety of athletic and non-athletic activities programs and special interest clubs are available for all students. 3.2.15 Environmental Environmental stewardship is encouraged awareness through environmental education, including 0 0 participation b students in "green" projects. Valuation Factor 3.3 Availability of specialized teaching spaces 3.3.1 Library resource The dedicated library resource centre space centre is large enough to comfortably accommodate a bank of computers, shelves for books and periodicals, several individual study carrels, and a check-out/security system. There are, separate from the common area, a classroom for instruction, two seminar rooms, and a librarian off icetworkroom. 3.3.2 Gymnasium The space is large enough to concurrently accommodate three separate activities in three discrete gym areas (e.g. full class instruction in physical education or dance, intramural games, and interschool competition on an OFSAA regulation sized • • • • court); male and female change rooms with full washroom and shower facilities; an office for each gym area; a weight room; adequate storage space for indoor equipment including a storage space with exterior access for outdoor equipment. 3.3.3 Special Education There are two classroom-size resource rooms and separate smaller testing and 0 0 counseling rooms. 3.3.4 Technology There are at least four rooms large enough to comfortably accommodate instructional and applied areas for each of the following four technologies: communications, • • • hospitality/cosmetology, manufacturing/construction, and transportation. There is adequate storage and offices ace for each room. Valuation Indicator Valuation Descriptor Rating Rationale f1r Rating 3.3.5 Arts There are specialized rooms large enough to comfortably accommodate instruction in the performing arts, the visual arts (including one room with a kiln), and instrumental music Q (with adequate practice rooms). There is adequate storage and office space for each room. 3.3.6 Science There is adequate specialized instructional and experimental space to accommodate all science classes. Each lab is approximately 1200 square feet and contains sinks, built in storage, and a prep room. Gas connections are also available in labs as required to meet program needs. 3.537 Social science There is adequate space to comfortably accommodate a multi-purpose instructional 1/2 area and four food preparation areas. 3.3.8 Computer labs There is a sufficient number of classrooms with appropriate wiring to satisfy the need for 1/2 computer instruction. 3.3.9 Special education There is an approximately 2000 square foot space with appropriate physical accommodations such as residential amenities, time-away room (approximately 1/2 40 square feet), barrier-free washroom, high needs washroom (including shower, change table, and overhead lift), and a storage room. 3.3.10 Guidance The space is large enough to accommodate separate offices (approximately 150 square feet) for each guidance counselor, and an open space to include a career centre (with sufficient computer terminals), a secretarial 1/2 work area, and a waiting area. There is lockable OSR storage space (approximately 400 square feet with high density filing) and cabinet display space. 3.3.11 Auditorium/stage The space can be used by the whole student body for assemblies, performances, and school dances. The space includes a stage area (with appropriate floor, sound system 1/2 and lighting gantries). Preferably the space is in a dedicated auditorium or incorporated into a cafetorium, rather than in a gymnasium. 3.3.12 Workroom space There is adequate space for each department to comfortably accommodate • • • 0 teachers in a workroom, with secure storage for personal items. 3.3.13 Outdoor space The school grounds include a regulation size football/rugby/soccer field with goal posts; a half regulation size practice field; and a 400- 1/2 metre track with a granular surface plus amenities for shot put, long jump, and triple jump- Valuation Factor 3.4 Condition of the school building 3.4.1 Major repairs The building requires no major repairs. 3.4.2 Facilities The FCI for the school is less than 20%. Condition Index FCI Note: an FCI greater than 65% means the • • O ( ) building is Prohibitive to Repair (PTR). 3.4.3 Cosmetic Cosmetic items (e.g. paint, flooring, trim, and upgrades ceiling tiles) are in good condition. 1/2 Valuation Indicator Valuation Descriptor Rating Rationale for Rating. 3.4.4 Physical The school is comfortable throughout the environment year, with efficient heating, cooling, and • • 1!2 O ventilation systems and good quality lighting natural or artificial). 3.4.5 Classroom size All classrooms are approximately 800 square feet in size. 1/2 3.4.6 Classroom All classrooms have the required amenities amenities to provide an effective teaching environment (i.e. storage, a pull-down screen, 1/2 Q bookshelves, electrical outlets, network and intemet access). 3.4.7 General office The general office is adjacent to the main entrance to the school and overlooks the entrance/foyer. There are sufficient dedicated work areas for secretarial staff, includin a front desk reception area. 3.4.8 General office - There is a separate work room (visible to the amenities general office) for the photocopier, main PA rack, and safe; an approximately 120 square foot health room; a fridge for ice packs and 0 0 medication; a sink and cabinets; staff mailboxes; a meeting room; and a barrier- free washroom. 3.4.9 Administrative The principal's office is approximately 200 offices square feet and the two vice-principal's offices are approximately 150 square feet ' • • • • each. The principal and/or vice-principal s office has an exterior window overlooking the main entrance. 3.4.10 Cafeteria There is adequate space to comfortably accommodate all students scheduled for a given lunch period, including adequate areas for the preparation and purchase of food and bevera es. 3.4.11 Layout- There is a common area, other than the common areas library, to act as a gathering place for groups of students during non-class hours. This area is located where classes in session will not be disturbed. 3.4.12 Layout - office The general office, guidance office, and area conference area are arranged in a complex and located near the foyer. 3.4.13 Custodial work The custodial office is approximately 150 areas square feet. There is a dedicated custodial staff room (with personal lockers) of approximately 500 square feet. There is dedicated custodial storage room and an • 1/2 0 adequately ventilated slop room on each floor with a floor mounted slop sink and room for at least one custodial cart. There is a dedicated shipping and receiving area with a loading dock. 3.4.14 Washrooms Two sets of male and female washrooms on each floor that meet the building code (i.e. 26 female students/wc and 30 male students/wc). On each floor there is a barrier • • . O free washroom and one washroom per 30 staff. 3.4.15 Staff room The staff room is a large, pleasant, and comfortable space with natural lighting and a full kitchen. There is a barrier free i 1/2 0 washroom for every 30 staff in or near the staff room. 3.4.16 Storage There are adequate book storage rooms of approximately 400 square feet on each floor. i ® 0 0 Valuation Indicator Valuation Descriptor Rating. Rationale fr Rating. i. 3.4.17 Technology There is adequate space to accommodate space the computer network (including wiring, servers, etc). The space is secure and has . • . t/2 adequate air flow, room temperature, and electrical supply. 3.4.18 Security of the The school is safe and secure (i.e. visible building - entryway, no hiding areas, clear sight lines, interior locking crash bar exterior doors, locking 0 interior doors, evacuation systems). 3.5.1 Size of school The site meets the current Ministry of site Education funding formula of 12 acres for up to 1000 students, and then in increments of 0 0 an additional 1 acre per 100 students. 3.5.2 Physical The physical condition of the site is condition of the favourable (e.g. no natural hazards, not in site flood plain, relatively flat terrain, non- contaminated soils with adequate bearing capacity for up to a three-storey building, low water table, no major improvements re uired . 3.5.3 Room for The site allows for expansion of the building Orillia District expansion with minimal grading works or site di i Collegiate could reme at on. The property will accommodate expand upwards. an appropriate septic sstem if applicable). 3.5.4 Security of site The site is a safe, secure environment (i.e. - exterior there are no areas to hide, and there are clear sight lines to the neighbours, • • • O surrounding community, and recreational areas). There is exterior security lighting and cameras. 3.5.5 Parking areas Parking is provided at a rate of 1 space per 8 students (including the provision of accessible parking) with a separation of staff, • i!2 student, and visitor parking. 3.5.6 Traffic flow Vehicle flow design is safe, effective, and one-way, and allows for emergency vehicle access. There is a sufficient dedicated area to accommodate school buses serving the • . • O school. Vehicle access to parking and bus areas are separate from pedestrian walkways so students are not required to walk in front of moving vehicles. Valuation Factor 3.6 Location of the school 3.6.1 Geographic The school is centrally located within its location attendance area. • O O O 3.6.2 Servicing The site is fully serviced by municipal water, sewer and stormwater systems. Natural gas, fibre optics, telephone, and cable services are available to the site. 3.6.3 Demographics The current attendance area of the school is projected to generate sustainable enrolment for each grade for the next ten years. 3.6.4 Proximity All students live within the walk zone or within a 75-minute bus ride. Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 3.7 Value if school is the only one In its community 3.7.1 Enrolment Potential students in the community attend the SCDSB school. Student enrolment is not O O O 0 decreased by enrolment at non-SCDSB schools in the community. 3.7.2 Community use Community groups make frequent use of the of facility facility, enhancing the community's vested O O O 0 interest in the school and the Board. 3.7.3 Transportation The need for busing is reduced because costs many students live within walking distance of 0 the school. Valuation Factor 3.8 Fiscal and operational factors 3.8.1 Current 90% of student spaces in the school are enrolment being utilized. 3.8.2 Enrolment 90% of student spaces in the school are projection projected to be utilized for the next ten years. 3.8.3 Operational Within the group of schools under review, the cost - operational cost per square foot for energy, energy and on- cleaning, and regular maintenance (e.g. going snow plowing, grass cutting) is low. maintenance 3.8.4 Operational Within the group of schools under review, the cost - allocation of teaching staff is in accordance • • • • teaching staff with the Ministry of Education funding formula. 3.8.5 Operational Within the group of schools under review, the cost - allocation of administrative staff is in • • • • administrative accordance with the Ministry of Education staff funding formula. 3.8.6 Operational Within the group of schools under review, the cost - allocation of secretarial staff is in accordance • • • • secretarial staff with the Ministry of Education funding formula. 3.8.7 Transportation Within the group of schools under review, the cost cost of busing at this school is low. 0 0 0 3.8.8 Surplus space The school plays an important role in the in neighbouring accommodation of local students because all schools available student space in neighbouring 0 0 0 schools (i.e. within a 75-minute bus ride) is bein used. 3.8.9 Funded space There is minimal unfunded space as per the Ministry of Education funding formula (i.e. <400 s it non-loaded space). 3.8.10 Cost to Minimal upgrades are required to achieve an upgrade to optimum learning environment as identified meet learning elsewhere in this valuation framework (e.g. 0 0 0 objectives accessibility, classroom environment, building code, safety). SCHOOL: Orillia District Collegiate Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 4.0 VALUE TO THE LOCAL ECONOMY ORILLIA DISTRICT COLLEGIATE Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 4.1 Value of the school if it is the only school within the community 4.1.1 Economic value The school is the only institution in the of school to the community which provides economic spin- community offs and employment opportunities. There 0 0 0 0 are no other institutions in the community such as financial or ovemment offices. 4.1.2 Contributions to Employees make considerable contributions community of time and money to local charitable and O 0 0 0 service organizations, 4.1.3 Community The community is socially and economically viability vibrant. This vibrancy is enhanced by the 0 0 0 0 presence of the school as an anchor within the community. 4.1.4 Linking school The school provides the primary contact to other point for other agencies supporting youth 0 0 0 0 agency/service (e.g. health, childcare, family services). delivery Valuation Factor 4.2 School as a local employer 4.2.1 Economic spin- There is an economic spin-off for local offs businesses such as grocery stores, gas 0 0 stations, and restaurants located near the school. 4.2.2 Spending Local businesses benefit from an increased power of customer base when visitors come to the • • • • visitors to the school for special events (e.g. tournaments, school festivals, performances). 4.2.3 Proximity of the Businesses considered the school as an school to important factor when selecting their 0 0 business location. Valuation Factor 4.3 Availability of cooperative education 4.3.1 Cooperative Local businesses regularly accommodate education students from the school in cooperative 0 placements in education placements. the community 4.3.2 School as a Post-secondary students are regularly cooperative accommodated in cooperative education education placements at the school. 0 • • placement (post- secondary) Valuation Factor 4.4 Availability of training opportunities or partnerships with business 4.4.1 Local Local businesses sponsor events, teams, sponsorships programs, and awards at the school. 4.4.2 Student Students provide an available part-time employment workforce in the community. Valuation Indicator Valuation Descriptor Rating L Rationale for Rating Valuation Factor 4.5 Attracts or retains families in the community 4.5.1 Demographics The local community has a stable population of families with school aged children and is 0 Q notexperiencing decline. 4.5.2 Family Families are attracted to settle or remain in retention the community because the presence of the • • • • school enhances the desirability of the community. 4.6.1 Property The presence of the school in the local Assessment neighbourhood contributes to higher assessment values. 4.6.2 Growth There is a sufficient supply of land designated for future development in the • • • O community for the next 25 years which will impact student enrolment. 4.6.3 Sewer service There is capacity in the municipal sewage treatment plant to service the school and • • • • additional development in the community. 4.6.4 Water service There is adequate municipal water supply for the school and additional development in the community. 4.6.5 Building Home construction in the community is permits focused on affordable family dwellings. Q SCHOOL: Orillia District Collegiate Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 1.0 VALUE TO THE STUDENT PARK STREET COLLEGIATE Valuation Indicator Valuation Descriptor Rating ] -Rationale for Rating Valuation Factor 1.1 Quality of the learning environment 1.1.1 Learning environment - The temperature is comfortable in the school temperature throughout the year. O 0 1.1.2 Learning environment - There is fresh, clean air in the school air quality throughout the year. 0 0 1/2 0 1.1.3 Learning environment - There is ample natural lighting in the school lighting and adequate shades and/or curtains to 0 control the lighting. 1.1.4 Learning environment - Students are able to clearly hear the teacher acoustics and classroom dialogue at all times without disruption from other classes in session. 1.1.5 Communal areas The foyer, hallways, stairways, and cafeteria are bright, spacious, and inviting. The hallways are appropriately sized to facilitate 0. 1/2 movement of staff and students during class Chan es. 1.1.6 Healthy food choices Healthy food choices are available in the cafeteria and vending machines. 0 0 1.1.7 Gymnasium amenities The change rooms and showers are pleasant, suitably sized, and afford privacy to 0 0 1/2 0 the users. 1.1.8 Floor plan The layout of the school allows for an efficient and functional flow of students between classrooms, specialized teaching 0 0 0 0 areas, washrooms, the general office/guidance area, and common areas. 1.1.9 Classroom amenities The classrooms have adequate amenities such as storage, display space, a pull-down screen, bookshelves, adequate electrical 0 0 0 0 outlets, network and internet access, and cable television access. 1.1.10 Class composition Classes are single grade or single level. 1.2.1 Student academic Students are achieving the OSSLT achievement - graduation requirement at the first attempt in provincial tests grade 10, when compared with the board 0 0 0 1/2 average. 1.2.2 Student academic Students are achieving 16 credits by the end achievement - report of their second year, when compared with cards the board average. 0 0 0 1.2.3 Student academic Student retention is high as evidenced by the achievement - percentage of students who enter the school graduation in grade 9 and go on to graduate with an 0 0 0 OSSD within four years. 1.2.4 Student achievement - Students have adequate opportunities within community service the community to fulfill their 40-hour community service requirement. ® • S Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 1.3 Range of program offerings 1.3.1 Arts program Students are enrolled in a broad selection of courses within the arts program (e.g. visual arts, media arts, dramatic arts, vocal music, • • • 0 instrumental music, dance). 1.3.2 Technology program Students are enrolled in a broad selection of courses within the technology program (e.g. construction, communications, hospitality, 0 0 manufacturing, personal services, transportation, technological design). 1.3.3 Canadian and World Students are enrolled in a broad selection of Studies program courses within the Canadian and World Studies program (e.g. economics, environmental and resource management, geography, history, law, politics). 1.3.4 Language program Students are enrolled in a broad selection of courses within the language program (e.g. four years of French, three years of another Q language such as Spanish, German, O'ibwe . 1.3.5 Business program Students are enrolled in a broad selection of courses within the business program (e.g. accounting, business leadership, business technology, entrepreneurial studies, marketing). 1.3.6 Social science program Students are enrolled in a broad selection of courses within the social science program • • • O (e.g. anthropology, parenting, philosophy, fashion, food and nutrition). 1.3.7 Outdoor education and Students are enrolled in a selection of geo-studies program courses in outdoor education and geo- Q O O studies. 1.3.8 Library & guidance Library and guidance services are available services to students at all times during the school day. 1.3.9 District programs All district programs are available to students on site. 1.3.10 Program Program enhancements (e.g. school trips); enhancements special event assemblies; and cultural and • • • • social events are scheduled for all students in each semester. 1.3.11 Cooperative Education Students have the opportunity to participate in cooperative education in a broad selection of courses, in programs that reflect • • • 0 employment opportunities in the community, and in placements that are within reasonable walking distance of the school. Valuation Factor 1.4 Extracurricular activities 1.4.1 Inter-school sports Students have the opportunity to participate throughout the year in a wide variety of competitive sports. 1.4.2 Non-athletic activities Students have the opportunity to participate (not intramural) throughout the year in a wide variety of non- athletic activities such as public performances and inter-school competitions. 1.4.3 Intramural activities Students of all abilities and grades have the opportunity to participate throughout the year in a wide variety of intramural activities and clubs. Valuation Indicator Valuation Descriptor Rating Rationale fr ` Rating 1.4.4 Community events Students have the opportunity for community outreach through participation in community events and volunteer programs. 1.4.5 Student leadership Students report that they have opportunities for leadership, when compared to the board average. Valuation Factor 1.5 Adequacy of the school's physical space to support student learning 1.5.1 Accessibility Instructional, washroom, and common areas of the school are accessible for persons with 1 /2 0 0 disabilities. 1.5.2 Space for student There is adequate space within the main learning building to support student learning without the need for portables. 1.5.3 Classroom space Classrooms are large enough to provide students with a comfortable, non-crowded learning environment with ample room for flexible seating arrangements. 1.5.4 Library resource space The library resource centre is large enough to provide work, reading, and research areas for a whole class and room for other users (including study carrels and seminar rooms) without the space being overcrowded. 1.5.5 Gymnasium space - There is adequate gymnasium space to be general able to schedule the curricular physical education program and intramurals during the school day and all extracurricular team sports after school, without unduly inconveniencing an class, team, or activity. 1.5.6 Gymnasium space - The space in the gym(s) allows students to specifications play team sports on a regulation size GBSSA court with enough height and perimeter space to allow for uninterrupted activities. 1.5.7 Gymnasium space - There is adequate space in the gym(s) for spectators spectator bleachers. 1.5.8 Gymnasium space - There is adequate space for a dedicated specialized weight and exercise room. 0 0 1.5.9 Space for public There is a dedicated stage (either in a performances gymnasium, cafetorium, or auditorium) which is adequate for rehearsals and public performances by music, dance, and drama 0 0 groups. The audience space is adequate to accommodate the entire student body for assemblies and graduation ceremonies. 1.5.10 Lunchroom space The cafeteria is large enough to comfortably accommodate student requirements during l h i unc per ods. 1.5.11 Space for student There is adequate space for the student council council to meet and to store materials and records; there is access to the telephone, Go 0 0 0 computer network, and photocopier. 1.5.12 Space for specialized Classes requiring specialized amenities and REFER TO programs equipment (e.g. science, technological, arts, AMENDMENT social science) are fully accommodated in 0 0 0 0 AT END OF specially designed and appropriately sized SECTION 1 spaces, with up-to-date facilities. 1.5.13 Space for special There is adequate space to comfortably education programs support the requirements of special 1/2 education programs. 1.5.14 Support space The guidance, general office, and a - conference area are located together and are easily accessible from both outside and ® ® • inside the school. Valuation Indicator Valuation Descriptor Rating Rationale for Rating 1.5.15 Storage space - There is an individual locker for every students student. Additional lockers are available on request to accommodate the needs of • • i • students heavily involved in extracurricular activities. 1.5.16 Storage space - school There is adequate storage space for supplies and equipment so that dedicated space for student learning (including specialized areas such as the gymnasium and stage) are not compromised. 1.5.17 Common space There is adequate common space to allow students to gather in small groups during non-classroom time including lunch periods • • 1/2 0 without disturbing classes that are in session. 1.6.1 School grounds The school grounds include a regulation size support a variety of football/rugby/soccer field with goal posts; a outdoor activities half regulation size practice field; and a 400- metre track with a granular surface, plus 1/2 amenities for shot put, long jump, and triple jump. 1.6.2 School grounds - The school grounds include adequate and spectators well-maintained bleachers for spectators. 0 0 0 0 1.6.3 Quiet space There is a visible shaded area where students may retreat for quiet time and • • 1/2 opportunities for passive recreation. 1.6.4 Physical condition of Playing surfaces are useable during the school grounds appropriate season. 0 0 0 0 1.6.5 Property aesthetics The property is attractive and welcoming. 1/2 1.6.6 Local recreation The opportunities for healthy physical activity facilities are enhanced by the availability of off-site recreational facilities within reasonable . • • • walking distance (e.g. tennis courts, rink, and swimming pool). Valuation Factor 1.7 Safety of the school 1.7.1 Sight lines There are clear sight lines inside and outside the building (i.e. there are no hiding places). 0 0 0 0 1.7.2 Student washrooms Washrooms are located in high traffic areas. 1.7.3 Visibility of visitors The parking area and main entrance can be clearly seen from the general office. 0 0 1/2 0 1.7.4 Security equipment - The property is equipped with appropriate lighting security lighting, including lighting in the parking areas. 0 0 0 0 1.7.5 Security equipment - There are appropriate security cameras on cameras the premises. 0 0 0 0 1.7.6 Vehicular safety Vehicle routes and loading areas are safe and separate from pedestrian walkways. 0 0 0 0 Valuation Indicator Valuation Descriptor Rating Rationale fr" Rating Valuation Factor 1.8 Proximity of the school to students/length of the bus ride to school 1.8.1 Walking distance from Students in the attendance area live within Many students school reasonable walking distance of the school. • . O O bused from rural communities. 1.8.2 Busing distance from Students in the attendance area live within a school reasonable length bus ride of the school. 0 0 0 1.8.3 Nature of the walking Students have safe, direct routes to walk to routes school. 0 0 0 1/2 1.8.4 Student perception - Students report feeling safe on their way to getting to school and from school, when compared to the 0 0 0 0 board average. 1.8.5 Location of school The school is centrally located within the attendance area so that bus rides/walking 0 0 0 0 distances are of a similar length. 1.8.6 Student parking There is adequate dedicated parking for students in a well-maintained and well-lit T 7o Is o o L I parking lot. Valuation Factor 1.9 Student perception about the quality of the learning environment 1.9.1 Enjoyment Students report that they enjoy coming to the school, when compared to the board 0 average. 1.9.2 Belonging Students report a sense of belonging at the school, when compared to the board 0 average. 1.9.3 Participation in Students report that there are many extracurricular activities opportunities for them to get involved at the school, when compared to the board • • . • avera e. 1.9.4 Comfort Students report that there is a comfortable and friendly feeling in the school, when 1/2 compared to the board average. 1.9.5 Respect Students report that adults show respect for students at the school, when compared to 0 the board average. 1.9.6 Safety Students report that they feel safe at the school, when compared to the board 1/2 average. 1.9.7 Bullying Students report that they have not experienced or witnessed bullying at the school, when compared to the board average. 1.9.8 Trust Students report that there is an adult in the school that they can go to for help, when compared to board average. 1.9.9 Convenience Classrooms are conveniently located so students can change classes on time. 1.9.10 Washrooms Students have convenient access to suitable washrooms between classes. 0 SVF Amendment as per Committee's request at October 28 Working Session Original Valuation Indicator Valuation Descriptor Ratin Rationale 1.5.12 Space for specialized Classes requiring specialized amenities and programs equipment (e.g. science, technological, arts, social science) are fully accommodated in specially designed and appropriately sized spaces, with up-to-date facilities. 0 0 0 0 Amended Valuation Indicator Valuation Descriptor Rat In Rationale 1.5.12A Space for specialized Classes are fully accommodated in specially programs (Science) designed and appropriately sized spaces. 1.5.126 Space for specialized Classes are fully accommodated in specially programs (Technology) designed and appropriately sized spaces. 1.5.12C Space for specialized Classes are fully accommodated in specially programs (Arts) designed and appropriately sized spaces. 1.5.12D Space for specialized Classes are fully accommodated in specially programs (Social designed and appropriately sized spaces. Science) 1/2 1.5.12E Space for specialized Classes requiring specialized amenities and programs (Science) equipment are fully accommodated in spaces with up-to-date facilities. • • • • 1.5.12F Space for specialized Classes requiring specialized amenities and programs (Technology) equipment are fully accommodated in spaces with up-to-date facilities. • • • 0 1.5.12G Space for specialized Classes requiring specialized amenities and programs (Arts) equipment are fully accommodated in spaces with up-to-date facilities. • • 1/2 1.5.12H Space for specialized Classes requiring specialized amenities and programs (Social equipment are fully accommodated in Science) spaces with up-to-date facilities. • 1/2 0 SCHOOL: Park Street Collegiate Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 2.0 VALUE TO THE COMMUNITY PARK STREET COLLEGIATE Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 2.1 Value of the school if it is the only secondary school in the community 2.1.1 School as the only The school is the primary place for residents community venue of the community to meet and enables camaraderie among residents and different 0 0 0 0 generations who attended the school. 2.1.2 School as a The school is an integral part of the community focus community and provides status to the community. The residents of the community 0 0 0 0 feel it "belongs" to them; it is the heart and soul of the community. 2.1.3 Continuity in The school provides continuity in education education in the community. 0 0 0 0 2.1.4 Community service The community benefits from students completing their 40-hour community service 0 0 0 0 requirement in local volunteer activities. Valuation Factor 2.2 Facility for community use 22.1 Usability of the The building (especially the gymnasium, building stage, and meeting space) is barrier-free, adequate for use by the community all year, 0 0 0 0 and is within easy access to all areas of the community. 2.2.2 Community use of The community uses the building on a building regular basis (e.g. for athletic activities, club meetings, service clubs, community after 0 0 school programs, and special cultural events/performances). 2.2.3 School as an event The school is a venue for social, educational, Schools are fully venue athletic, and artistic events from outside the booked with local community. community groups • 0 0 0 making them unavailable for outside community groups. 2.2.4 School as a The school is used for community functions When available. community facility providing an enhancement to the existing resource facilities available for use within the community. 2.2.5 Emergency The building is designated for use by the All 3 schools are preparedness community for emergency purposes and is i f 0 0 designated by the appropr ate or use during power outages city. i.e. water and heat are still available). Valuation Factor 2.3 Range of program offerings at the school that serve both students and community members 2.3.1 Community A range of community programs are offered programs at the school outside of school hours and are available to students and members of the community (e.g. breakfast program, ESL, 0 0 0 0 babysitting, continuing education, general interest programs). Valuation Indicator I Valuation Descriptor Rating Rationale for Rating 2.3.2 Community School/community activities such as fairs involvement and fundraisers are held at the school. These activities provide an opportunity for 0 social contact between students, parents, and members of the community. Valuation Factor 2.4 School grounds as green space and/or available for recreational use 2.4.1 Green space The school grounds provide attractive green space (especially when enhanced by natural • i • 0 areas and trees) which contributes to the image of the local neighbourhood. 2.4.2 Usability of school The school grounds are adequate and in grounds by the good condition for use by the community. community 2.4.3 Community use of The community schedules the school school grounds for grounds for athletic events and other organized community activities on a regular basis. recreational activities 2.4.4 Community use of Members of the local neighbourhood school grounds for regularly take advantage of the opportunities unstructured the school grounds provide for unstructured 0 0 recreational recreational activities (e.g. walking, running, activities and pick-up soccer outside of school hours. Valuation Factor 2.5 School as a partner in other government initiatives in the community 2.5.1 Cooperative The school's cooperative education program education places students within the community. 2.5.2 Government The school partners with other public agency agencies (e.g. local municipality, police, fire partnerships departments, health department). Valuation Factor 2.6 Role of the school in the community 2.6.1 School as a Students and staff contribute to the contributing community by volunteering in the community. . • • • member of the community 2.6.2 School as a The school attracts families (secondary ARC felt this contributor to school-aged children) from a wide range of question was community vitality occupations; this contributes to community O redundant. growth and vitality. 2.6.3 School impact on Local property values are enhanced by the property values presence of the school. 2.6.4 School as The school provides the community with role ARC felt community identity models and a sense of identity. community should be replaced with neighbourhood. 2.6.5 School as promoter The school provides ambassadors for the of the community community when students travel beyond the community on school related activities. 2.6.6 School as a Alumni, individuals, school council, and community service clubs have a long-term interest in the investment school because of past donations of time and money to improvements, programs, and awards/scholarships at the school. Valuation Indicator. I Valuation Descriptor Rating Rationale for- Rating 2.6.7 School as a focus Alumni, individuals, service clubs, and school for community councils are actively involved in supporting support the school. 0 0 • 2.6.8 School as reflective The school reflects the nature of the of community community (e.g. size, culture, diversity). 0 0 O 2.6.9 School as an The school has historical value to the historical building community. 0 0 Valuation Factor 2.7 Municipal considerations 2.7.1 Neighbourhood Traffic at the school has minimal impact on traffic the local neighbourhood. O 2.7.2 Transportation School bus-pick up and walking routes for safety students who attend the school are not on a highways or arterial roads and therefore fewer municipal supports (such as sidewalks, 0 0 traffic lights, and crossing guards) are required. 2.7.3 Environment Environmental and natural areas in the community are protected from development. These areas provide opportunities for passive recreation, active living, and environmental awareness for students. 2.7.4 Zoning The school site is currently zoned for educational and other institutional uses including places of worship, healthcare, and government offices. 2.7.5 Complete This is a "complete community" where there Councillor Ralph community as per is a sustainable balance of employment, Cipolla provided Inter-Governmental affordable housing, transportation options the ARC with an Action Plan (IGAP) (transit, walking, cycling) between work and excellent home, recreation facilities, and protected explanation on natural and cultural heritage features. Health, this point and also education, employment, and social needs of explained the the residents are met in the community from IGAP to the childhood through adulthood and later life. group. SCHOOL: Park Street Collegiate Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 3.0 VALUE TO THE BOARD PARK STREET COLLEGIATE Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 3.1 Student outcomes at the school 3.1.1 Student academic Students have met or exceeded the achievement - provincial standard on the grade 9 EQAO . . • 0 EQAO math test (academic program). 3.1.2 Student academic Students have met or exceeded the achievement - provincial standard on the grade 9 EQAO • . + 0 EQAO math test (applied program). 3.1.3 Student academic Students have achieved the grade 10 achievement - Ontario Secondary School Literacy Test at 1/2 OSSLT their first attempt. 3.1.4 Student academic The school has exceeded the board average achievement - for report card marks at all levels and in all 0 0 report cards grades. 3.1.5 Student academic Students graduate with an OSSD within 4 achievement - years. 41 0 0 graduation 3.1.6 Student Students have received scholarships of achievement - significant monetary value for post- scholarships secondary education. 3.1.7 Student Student participation in extracurricular participation in activities meets or exceeds the board • . • extracurricular average. activities. 3.1.8 Student attendance Students are either in attendance or away with an excused absence on every school 0 day. 3.1.9 Student respect of Incidents of student vandalism and violence persons and are below the board average. property 3.2.1 Grades 9& 10 - All compulsory academic, applied, locally compulsory developed, and open courses are offered courses each year. 3.2.2 Grades 9 & 10 - There is a broad selection of elective elective courses courses available to allow students to (arts) choose a course(s) in the arts from each of the visual arts, performing arts, and music options. 3.2.3 Grades 9 & 10 - There is a broad selection of elective elective courses courses available to allow students to (technology) choose a course(s) in technology from the communication, construction, manufacturing, and transportation technical areas. 3.2.4 Grades 9 & 10 - There is a course(s) in introduction to elective courses computers, in social science, and in grade 10 other French and/or another language. 3.2.5 Grades 11 & 12 - All compulsory university and college compulsory preparation courses, workplace courses, and courses open courses are offered each year. 3.2.6 Grades 11 & 12 - A broad selection of course options are compulsory course offered each year in Canadian and World choices Studies, English, math, science, and social a science. Valuation Indicator Valuation Descriptor Rating Rationale f! Rating 3.2.7 Grades 11 & 12 - Students may choose elective courses from elective courses a broad selection of subjects appropriate to their chosen pathway to allow them to complete at least the minimum twelve _ optional credits required to earn an OSSD. 3.2.8 Grades 11 8A 2 - Compulsory courses are not combined in course delivery split-grade or split-level classes. (compulsory) 3.2.9 Grades 11 & 12 - Elective courses are not combined in split- course delivery grade or split-level classes. 0 O elective 3.2.10 Grades 11 & 12 - Students may choose a cooperative cooperative education course relative to their chosen . . • • education pathway with a placement in the local community. 3.2.11 Specialized A variety of specialized programs are programs available at the school including the high skills major program (and ancillary certificates), the dual high school/college credit program, the Ontario Youth Apprenticeship program, and the Extended French program. 3.2.12 Support programs A range of special education and student success programs are available to address the learning needs of individual students. 3.2.13 Special Education Comprehensive special education programs are available at the school. 3.2.14 Extracurricular A wide variety of athletic and non-athletic activities programs and special interest clubs are available for all students. 3.2.15 Environmental Environmental stewardship is encouraged awareness through environmental education, including participation b students in "green" pro'cts. Valuation Factor 3.3 Availability of specialized teaching spaces 3.3.1 Library resource The dedicated library resource centre space centre is large enough to comfortably accommodate a bank of computers, shelves for books and periodicals, several individual study carrels, • • • • and a check-out/security system. There are, separate from the common area, a classroom for instruction, two seminar rooms, and a librarian office/workroom. 3.3.2 Gymnasium The space is large enough to concurrently accommodate three separate activities in three discrete gym areas (e.g. full class instruction in physical education or dance, intramural games, and interschool competition on an OFSAA regulation sized • . • • court); male and female change rooms with full washroom and shower facilities; an office for each gym area; a weight room; adequate storage space for indoor equipment including a storage space with exterior access for outdoor equipment. 3.3.3 Special Education There are two classroom-size resource rooms and separate smaller testing and 0 0 0 0 counseling rooms. 3.3.4 Technology There are at least four rooms large enough to comfortably accommodate instructional and applied areas for each of the following four technologies: communications, • hospitality/cosmetology, man ufacturing/construction, and transportation. There is adequate storage and offices ace for each room. Valuation Indicator Valuation Descriptor < Rating Rationale for Rating 3.3.5 Arts There are specialized rooms large enough to comfortably accommodate instruction in the performing arts, the visual arts (including one room with a kiln), and instrumental music O (with adequate practice rooms). There is adequate storage and office space for each room. 3.3.6 Science There is adequate specialized instructional and experimental space to accommodate all science classes. Each lab is approximately 1200 square feet and contains sinks, built in 1/2 storage, and a prep room. Gas connections are also available in labs as required to meet ro ram needs. 3.3.7 Social science There is adequate space to comfortably accommodate a multi-purpose instructional 1/2 area and four food preparation areas. 3.3.8 Computer labs There is a sufficient number of classrooms with appropriate wiring to satisfy the need for 1/2 computer instruction. 3.3.9 Special education There is an approximately 2000 square foot space with appropriate physical accommodations such as residential amenities, time-away room (approximately 40 square feet), barrier-free washroom, high needs washroom (including shower, change table, and overhead lift), and a storage room. 3.3.10 Guidance The space is large enough to accommodate separate offices (approximately 150 square feet) for each guidance counselor, and an open space to include a career centre (with sufficient computer terminals), a secretarial 1/2 work area, and a waiting area. There is lockable OSR storage space (approximately 400 square feet with high density filing) and cabinet display space. 3.3.11 Auditorium/stage The space can be used by the whole student body for assemblies, performances, and school dances. The space includes a stage area (with appropriate floor, sound system • • 1/2 and lighting gantries). Preferably the space is in a dedicated auditorium or incorporated into a cafetorium, rather than in a gymnasium. 3.3.12 Workroom space There is adequate space for each department to comfortably accommodate . • • . teachers in a workroom, with secure storage for personal items. 3.3.13 Outdoor space The school grounds include a regulation size football/rugby/soccer field with goal posts; a half regulation size practice field; and a 400- • • • 1!2 metre track with a granular surface plus amenities for shot put, long jump, and triple jump. Valuation Factor 3.4 Condition of the school building 3.4.1 Major repairs The building requires no major repairs. 3.4.2 Facilities The FCI for the school is less than 20%. Condition Index Note: an FCI greater than 65% means the • • . • (FCI) building is Prohibitive to Repair (PTR). 3.4.3 Cosmetic Cosmetic items (e.g. paint, flooring, trim, and upgrades ceiling tiles) are in good condition. 0 U2 0 Valuation Indicator Valuation Descriptor. Rating Rationale fc- Rating 3.4.4 Physical The school is comfortable throughout the environment year, with efficient heating, cooling, and • • • O ventilation systems and good quality lighting natural or artificial). 3.4.5 Classroom size All classrooms are approximately 800 square feet in size. 3.4.6 Classroom All classrooms have the required amenities amenities to provide an effective teaching environment (i.e. storage, a pull-down screen, 01 bookshelves, electrical outlets, network and internet access). 3.4.7 General office The general office is adjacent to the main entrance to the school and overlooks the entrance/foyer. There are sufficient dedicated work areas for secretarial staff, including a front desk reception area. 3.4.8 General office - There is a separate work room (visible to the amenities general office) for the photocopier, main PA rack, and safe; an approximately 120 square foot health room; a fridge for ice packs and medication; a sink and cabinets; staff mailboxes; a meeting room; and a barrier- free washroom. 3.4.9 Administrative The principal's office is approximately 200 offices square feet and the two vice-principal's offices are approximately 150 square feet ' • • • O each. The principal and/or vice-principal s office has an exterior window overlooking the main entrance. 3.4.10 Cafeteria There is adequate space to comfortably accommodate all students scheduled for a given lunch period, including adequate areas for the preparation and purchase of food and beverages. 3.4.11 Layout- There is a common area, other than the common areas library, to act as a gathering place for groups of students during non-class hours. This 0 area is located where classes in session will not be disturbed. 3.4.12 Layout - office The general office, guidance office, and area conference area are arranged in a complex 1/2 and located near the foyer. 3.4.13 Custodial work The custodial office is approximately 150 areas square feet. There is a dedicated custodial staff room (with personal lockers) of approximately 500 square feet. There is dedicated custodial storage room and an • • tP2 O adequately ventilated slop room on each floor with a floor mounted slop sink and room for at least one custodial cart. There is a dedicated shipping and receiving area with a loading dock. 3.4.14 Washrooms Two sets of male and female washrooms on each floor that meet the building code (i.e. 26 female students/wc and 30 male • • • O students/wc). On each floor there is a barrier free washroom and one washroom per 30 staff. 3.4.15 Staff room The staff room is a large, pleasant, and comfortable space with natural lighting and a full kitchen. There is a barrier free • ® Q washroom for every 30 staff in or near the staff room. 3.4.16 Storage There are adequate book storage rooms of approximately 400 square feet on each floor. • • 0 O Valuation Indicator Valuation Descriptor Rating Rationale for Rating 3.4.17 Technology There is adequate space to accommodate space the computer network (including wiring, servers, etc). The space is secure and has 0 1/2 adequate air flow, room temperature, and electrical supply. 3.4.18 Security of the The school is safe and secure (i.e. visible building - entryway, no hiding areas, clear sight lines, • . • O interior locking crash bar exterior doors, locking interior doors, evacuationsystems). 3.5.1 Size of school The site meets the current Ministry of site Education funding formula of 12 acres for up • • . O to 1000 students, and then in increments of an additional 1 acre per 100 students. 3.5.2 Physical The physical condition of the site is condition of the favourable (e.g. no natural hazards, not in site flood plain, relatively flat terrain, non- contaminated soils with adequate bearing 0 0 capacity for up to a three-storey building, low water table, no major improvements required). 3.5.3 Room for The site allows for expansion of the building expansion with minimal grading works or site • • • remediation. The property will accommodate an appropriate septic stem if applicable). 3.5.4 Security of site The site is a safe, secure environment (i.e. - exterior there are no areas to hide, and there are clear sight lines to the neighbours, • • • O surrounding community, and recreational areas). There is exterior security lighting and cameras. 3.5.5 Parking areas Parking is provided at a rate of 1 space per 8 students (including the provision of • • • • accessible parking) with a separation of staff, student, and visitor parking. 3.5.6 Traffic flow Vehicle flow design is safe, effective, and one-way, and allows for emergency vehicle access. There is a sufficient dedicated area to accommodate school buses serving the • . • O school. Vehicle access to parking and bus areas are separate from pedestrian walkways so students are not required to walk in front of moving vehicles. Valuation Factor 3.6 Location of the school 3.6.1 Geographic The school is centrally located within its location attendance area. • O O O 3.6.2 Servicing The site is fully serviced by municipal water, sewer and stormwater systems. Natural gas, • • • • fibre optics, telephone, and cable services are available to the site. 3.6.3 Demographics The current attendance area of the school is projected to generate sustainable enrolment 0 0 for each rade for the next ten ears. 3.6.4 Proximity All students live within the walk zone or within a 75-minute bus ride. 0 Valuation Factor 3.7 Value if school is the only one in Its community 3.7.1 Enrolment Potential students in the community attend the SCDSB school. Student enrolment is not O O O O decreased by enrolment at non-SCDSB schools in the community. Valuation Indicator Valuation Descriptor Rating Rationale if, Rating 3.7.2 Community use Community groups make frequent use of the of facility facility, enhancing the community's vested interest in the school and the Board. O O O 0 3.7.3 Transportation The need for busing is reduced because costs many students live within walking distance of 0 0 0 0 the school. Valuation Factor 3.8 Fiscal and operational factors 3.8.1 Current 90% of student spaces in the school are enrolment being utilized. 0 0 3.8.2 Enrolment 90% of student spaces in the school are projection projected to be utilized for the next ten years. 0 0 3.8.3 Operational Within the group of schools under review, the cost - operational cost per square foot for energy, energy and on- cleaning, and regular maintenance (e.g. going snow plowing, grass cutting) is low. maintenance 3.8.4 Operational Within the group of schools under review, the cost - allocation of teaching staff is in accordance • • • • teaching staff with the Ministry of Education funding formula. 3.8.5 Operational Within the group of schools under review, the cost - allocation of administrative staff is in administrative accordance with the Ministry of Education staff funding formula. 3.8.6 Operational Within the group of schools under review, the cost - allocation of secretarial staff is in accordance secretarial staff with the Ministry of Education funding formula. 3.8.7 Transportation Within the group of schools under review, the cost cost of busing at this school is low. 0 0 0 0 3.8.8 Surplus space The school plays an important role in the in neighbouring accommodation of local students because all schools available student space in neighbouring 0 0 0 0 schools (i.e. within a 75-minute bus ride) is bein used. 3.8.9 Funded space There is minimal unfunded space as per the Ministry of Education funding formula (i.e. 101 <400 s it non-loaded space). 3.8.10 Cost to Minimal upgrades are required to achieve an upgrade to optimum learning environment as identified meet learning elsewhere in this valuation framework (e.g. 0 0 0 objectives accessibility, classroom environment, building code, safety). SCHOOL: Park Street Collegiate Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 4.0 VALUE TO THE LOCAL ECONOMY PARK STREET COLLEGIATE Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 4.1 Value of the school if It is the only school within the community 4.1.1 Economic value The school is the only institution in the of school to the community which provides economic spin- community offs and employment opportunities. There O O O O are no other institutions in the community such as financial or government offices. 4.1.2 Contributions to Employees make considerable contributions community of time and money to local charitable and O O O O service organizations. 4.1.3 Community The community is socially and economically viability vibrant. This vibrancy is enhanced by the O O O O presence of the school as an anchor within the community. 4.1.4 Linking school The school provides the primary contact to other point for other agencies supporting youth O O O O agency/service (e.g. health, childcare, family services). delivery Valuation Factor 4.2 School as a local employer 4.2.1 Economic spin- There is an economic spin-off for local offs businesses such as grocery stores, gas • • • • stations, and restaurants located near the school. 4.2.2 Spending Local businesses benefit from an increased power of customer base when visitors come to the • • • • visitors to the school for special events (e.g. tournaments, school festivals, performances). 4.2.3 Proximity of the Businesses considered the school as an school to important factor when selecting their 0 0 O business location. Valuation Factor 4.3 Availability of cooperative education 4.3.1 Cooperative Local businesses regularly accommodate education students from the school in cooperative . • . • placements in education placements. the community 4.3.2 School as a Post-secondary students are regularly cooperative accommodated in cooperative education education placements at the school. • • • • placement (post- secondary) Valuation Factor 4.4 Availability of training opportunities or partnerships with business 4.4.1 Local Local businesses sponsor events, teams, sponsorships programs, and awards at the school. 40 4.4.2 Student Students provide an available part-time employment workforce in the community. 0 Valuation Indicator Valuation Descriptor Rating Rationale fr' Rating Valuation Factor 4.5 Attracts or retains families in the community 4.5.1 Demographics The local community has a stable population of families with school aged children and is O O note riencin decline. 4.5.2 Family Families are attracted to settle or remain in retention the community because the presence of the • • • . school enhances the desirability of the community. 4.6.1 Property The presence of the school in the local Assessment neighbourhood contributes to higher assessment values. 4.6.2 Growth There is a sufficient supply of land designated for future development in the • • • O community for the next 25 years which will impact student enrolment. 4.6.3 Sewer service There is capacity in the municipal sewage treatment plant to service the school and • • • • additional development in the community. 4.6.4 Water service There is adequate municipal water supply for the school and additional development in the community. 4.6.5 Building Home construction in the community is permits focused on affordable family dwellings. Q SCHOOL: Park Street Collegiate Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 1.0 VALUE TO THE STUDENT TWIN LAKES SECONDAY SCHOOL Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 1.1 Quality of the learning environment 1.1.1 Learning environment - The temperature is comfortable in the school temperature throughout the year. 1.1.2 Learning environment - There is fresh, clean air in the school air quality throughout the year. 1/2 0 1.1.3 Learning environment - There is ample natural lighting in the school lighting and adequate shades and/or curtains to 0 control the lighting. 1.1.4 Learning environment - Students are able to clearly hear the teacher acoustics and classroom dialogue at all times without . • . 0 disruption from other classes in session. 1.1.5 Communal areas The foyer, hallways, stairways, and cafeteria are bright, spacious, and inviting. The hallways are appropriately sized to facilitate • • 1/2 movement of staff and students during class changes. 1.1.6 Healthy food choices Healthy food choices are available in the cafeteria and vending machines. 0 1.1.7 Gymnasium amenities The change rooms and showers are pleasant, suitably sized, and afford privacy to 1/2 0 the users. 1.1.8 Floor plan The layout of the school allows for an efficient and functional flow of students between classrooms, specialized teaching areas, washrooms, the general office/ guidance area, and common areas. 1.1.9 Classroom amenities The classrooms have adequate amenities such as storage, display space, a pull-down screen, bookshelves, adequate electrical 0 0 outlets, network and intemet access, and cable television access. 1.1.10 Class composition Classes are single grade or single level. 1.2.1 Student academic Students are achieving the OSSLT achievement - graduation requirement at the first attempt in provincial tests grade 10, when compared with the board 0 1/2 average. 1.2.2 Student academic Students are achieving 16 credits by the end achievement - report of their second year, when compared with 0 cards the board average. 1.2.3 Student academic Student retention is high as evidenced by the achievement - percentage of students who enter the school . 0 0 graduation in grade 9 and go on to graduate with an OSSD within four ears. 1.2.4 Student achievement - Students have adequate opportunities within community service the community to fulfill their 40-hour 0 community service requirement. Valuation Indicator Valuation Descriptor Rating Rationale P,' Rating ` Valuation Factor 1.3 Range of program offerings 1.3.1 Arts program Students are enrolled in a broad selection of courses within the arts program (e.g. visual . • • O arts, media arts, dramatic arts, vocal music, instrumental music, dance). 1.3.2 Technology program Students are enrolled in a broad selection of courses within the technology program (e.g. construction, communications, hospitality, manufacturing, personal services, transportation, technological design). 1.3.3 Canadian and World Students are enrolled in a broad selection of Studies program courses within the Canadian and World Studies program (e.g. economics, Q environmental and resource management, geography, history, law, politics). 1.3.4 Language program Students are enrolled in a broad selection of courses within the language program (e.g. four years of French, three years of another language such as Spanish, German, O'ibwe . 1.3.5 Business program Students are enrolled in a broad selection of courses within the business program (e.g. accounting, business leadership, business 0 O technology, entrepreneurial studies, marketing). 1.3.6 Social science program Students are enrolled in a broad selection of courses within the social science program • • • 0 (e.g. anthropology, parenting, philosophy, fashion, food and nutrition). 1.3.7 Outdoor education and Students are enrolled in a selection of geo-studies program courses in outdoor education and geo- 411 studies. 1.3.8 Library & guidance Library and guidance services are available services to students at all times during the school day. 1.3.9 District programs All district programs are available to students on site. 1.3.10 Program Program enhancements (e.g. school trips); enhancements special event assemblies; and cultural and • . • • social events are scheduled for all students in each semester. 1.& 11 Cooperative Education Students have the opportunity to participate in cooperative education in a broad selection of courses, in programs that reflect employment opportunities in the community, and in placements that are within reasonable walking distance of the school. Valuation Factor 1.4 Extracurricular activities 1.4.1 Inter-school sports Students have the opportunity to participate throughout the year in a wide variety of competitive sports. 1.4.2 Non-athletic activities Students have the opportunity to participate (not intramural) throughout the year in a wide variety of non- athletic activities such as public performances and inter-school competitions. 1.43 Intramural activities Students of all abilities and grades have the opportunity to participate throughout the year in a wide variety of intramural activities and clubs. Valuation Indicator Valuation Descriptor Rating Rationale for Rating 1.4.4 Community events Students have the opportunity for community outreach through participation in community events and volunteer programs. 1.4.5 Student leadership Students report that they have opportunities for leadership, when compared to the board average. Valuation Factor 1.5 Adequacy of the school's physical space to support student learning 1.5.1 Accessibility Instructional, washroom, and common areas of the school are accessible for persons with disabilities. 1.5.2 Space for student There is adequate space within the main learning building to support student learning without the need for portables. 1.5.3 Classroom space Classrooms are large enough to provide students with a comfortable, non-crowded • • • O learning environment with ample room for flexible seating arrangements. 1.5.4 Library resource space The library resource centre is large enough to provide work, reading, and research areas for a whole class and room for other users (including study carrels and seminar rooms) without the space being overcrowded. 1.5.5 Gymnasium space - There is adequate gymnasium space to be general able to schedule the curricular physical education program and intramurals during • • • • the school day and all extracurricular team sports after school, without unduly inconveniencing an class, team, or activity. 1.5.6 Gymnasium space - The space in the gym(s) allows students to specifications play team sports on a regulation size GBSSA • • • • court with enough height and perimeter space to allow for uninterrupted activities. 1.5.7 Gymnasium space - There is adequate space in the gym(s) for spectators spectator bleachers. 1.5.8 Gymnasium space - There is adequate space for a dedicated specialized weight and exercise room. 0 0 1.5.9 Space for public There is a dedicated stage (either in a performances gymnasium, cafetorium, or auditorium) which is adequate for rehearsals and public performances by music, dance, and drama 1/2 groups. The audience space is adequate to accommodate the entire student body for assemblies and graduation ceremonies. 1.5.10 Lunchroom space The cafeteria is large enough to comfortably accommodate student requirements during lunch periods. 1.5.11 Space for student There is adequate space for the student council council to meet and to store materials and • • • O records; there is access to the telephone, computer network, and photocopier. 1.5.12 Space for specialized Classes requiring specialized amenities and REFER TO programs equipment (e.g. science, technological, arts, AMENDMENT social science) are fully accommodated in 0 0 0 0 AT END OF specially designed and appropriately sized SECTION 1 spaces, with up-to-date facilities. 1.5.13 Space for special There is adequate space to comfortably education programs support the requirements of special 1/2 education programs. 1.5.14 Support space The guidance, general office, and a conference area are located together and • are easily accessible from both outside and inside the school. Valuation Indicator Valuation Descriptor Rating Rationale fo, Rating ; 1.5.15 Storage space - There is an individual locker for every students student. Additional lockers are available on request to accommodate the needs of 0 0 students heavily involved in extracurricular activities. 1.5.16 Storage space - school There is adequate storage space for supplies and equipment so that dedicated space for student leaming (including specialized areas 1/2 such as the gymnasium and stage) are not compromised. 1.5.17 Common space There is adequate common space to allow students to gather in small groups during non-classroom time including lunch periods 1/2 0 without disturbing classes that are in session. 1.6.1 School grounds The school grounds include a regulation size support a variety of football/rugby/soccer field with goal posts; a outdoor activities half regulation size practice field; and a 400- • • 1 /2 metre track with a granular surface, plus amenities for shot put, long jump, and triple jump. 1.6.2 School grounds - The school grounds include adequate and spectators well-maintained bleachers for spectators. 0 0 0 1.6.3 Quiet space There is a visible shaded area where students may retreat for quiet time and • • • • opportunities for passive recreation. 1.6.4 Physical condition of Playing surfaces are useable during the school grounds appropriate season. 1.6.5 Property aesthetics The property is attractive and welcoming. 1.6.6 Local recreation The opportunities for healthy physical activity facilities are enhanced by the availability of off-site recreational facilities within reasonable • • • 0 walking distance (e.g. tennis courts, rink, and swimming pool). Valuation Factor 1.7 Safety of the school 1.7.1 Sight lines There are clear sight lines inside and outside the building (i.e. there are no hiding places). 1.7.2 Student washrooms Washrooms are located in high traffic areas. 1.7.3 Visibility of visitors The parking area and main entrance can be clearly seen from the general office. 0 1.7.4 Security equipment - The property is equipped with appropriate Lighting will be lighting security lighting, including lighting in the upgraded in parking areas. 0 0 Summer 2009. 1.7.5 Security equipment - There are appropriate security cameras on Expense of cameras the premises. maintaining. 1/2 0 1.7.6 Vehicular safety Vehicle routes and loading areas are safe and separate from pedestrian walkways. Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 1.8 Proximity of the school to students/length of the bus ride to school 1.8.1 Walking distance from Students in the attendance area live within Many students school reasonable walking distance of the school. 0 Q 0 bused from rural communities. 1.8.2 Busing distance from Students in the attendance area live within a school reasonable length bus ride of the school. 0 0 0 1.8.3 Nature of the walking Students have safe, direct routes to walk to routes school. 0 1/2 0 1.8.4 Student perception - Students report feeling safe on their way to getting to school and from school, when compared to the is 0 board average. 1.8.5 location of school The school is centrally located within the attendance area so that bus rides/walking 0 0 distances are of a similar length. 1.8.6 Student parking There is adequate dedicated parking for students in a well-maintained and well-lit 0 0 arkin lot. Valuation Factor 1.9 Student perception about the quality of the learning environment 1.9.1 Enjoyment Students report that they enjoy coming to the school, when compared to the board average. 1.9.2 Belonging Students report a sense of belonging at the school, when compared to the board average. 1.9.3 Participation in Students report that there are many extracurricular activities opportunities for them to get involved at the • • • • school, when compared to the board average. 1.9.4 Comfort Students report that there is a comfortable and friendly feeling in the school, when 41 compared to the board average. 1.9.5 Respect Students report that adults show respect for students at the school, when compared to the board average. 1.9.6 Safety Students report that they feel safe at the school, when compared to the board avera e. 1.9.7 Bullying Students report that they have not experienced or witnessed bullying at the • • • . school, when compared to the board average. 1.9.8 Trust Students report that there is an adult in the school that they can go to for help, when compared to board average. 1.9.9 Convenience Classrooms are conveniently located so students can change classes on time. 1.9.10 Washrooms Students have convenient access to suitable washrooms between classes. SVF Amendment as per Committee's request at October 28 Working Session Original Valuation Indicator Valuation Descriptor Rat In Rationale 1.5.12 Space for specialized Classes requiring specialized amenities and programs equipment (e.g. science, technological, arts, social science) are fully accommodated in specially designed and appropriately sized spaces, with up-to-date facilities. 0 0 0 Amended Valuation Indicator Valuation Descriptor Rat in Rationale 1.5.12A Space for specialized Classes are fully accommodated in specially programs (Science) designed and appropriately sized spaces. 1.5.126 Space for specialized Classes are fully accommodated in specially programs (Technology) designed and appropriately sized spaces. 1/2 0 1.5.12C Space for specialized Classes are fully accommodated in specially programs (Arts) designed and appropriately sized spaces. 1/2 1.5.12D Space for specialized Classes are fully accommodated in specially programs (Social designed and appropriately sized spaces. Science) 1/2 1.5.12E Space for specialized Classes requiring specialized amenities and programs (Science) equipment are fully accommodated in spaces with up-to-date facilities. • • • 0 1.5.12F Space for specialized Classes requiring specialized amenities and programs (Technology) equipment are fully accommodated in spaces with up-to-date facilities. • • • 0 1.5.12G Space for specialized Classes requiring specialized amenities and programs (Arts) equipment are fully accommodated in spaces with up-to-date facilities. 1.5.12H Space for specialized Classes requiring specialized amenities and programs (Social equipment are fully accommodated in Science) spaces with up-to-date facilities. • • 1/2 0 SCHOOL: Twin Lakes Secondary School Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcce County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 2.0 VALUE TO THE COMMUNITY TWIN LAKES SECONDARY SCHOOL Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 2.1 Value of the school if it is the only secondary school in the community 2.1.1 School as the only The school is the primary place for residents community venue of the community to meet and enables camaraderie among residents and different 0 0 0 0 generations who attended the school. 2.1.2 School as a The school is an integral part of the community focus community and provides status to the community. The residents of the community 0 0 0 0 feel it "belongs" to them; it is the heart and soul of the community. 2.1.3 Continuity in The school provides continuity in education education in the community. 0 0 0 0 2.1.4 Community service The community benefits from students completing their 40-hour community service 0 0 0 0 requirement in local volunteer activities. Valuation Factor 2.2 Facility for community use 2.2.1 Usability of the The building (especially the gymnasium, building stage, and meeting space) is barrier-free, adequate for use by the community all year, 1/2 and is within easy access to all areas of the community. 2.2.2 Community use of The community uses the building on a building regular basis (e.g. for athletic activities, club meetings, service clubs, community after 0 0 school programs, and special cultural events/ performances). 2.2.3 School as an event The school is a venue for social, educational, Schools are fully venue athletic, and artistic events from outside the booked with local community. community groups 9 0 0 0 making them unavailable for outside community rou s. 2.2.4 School as a The school is used for community functions When available. community facility providing an enhancement to the existing • • • • resource facilities available for use within the community. 2.2.5 Emergency The building is designated for use by the Ali 3 schools are preparedness community for emergency purposes and is 0 0 designated by the appropriate for use during power outages city. i.e. water and heat are still available). Valuation Factor 2.3 Range of program offerings at the school that serve both students and community members 2.3.1 Community A range of community programs are offered programs at the school outside of school hours and are available to students and members of the community (e.g. breakfast program, ESL, 1/2 0 babysitting, continuing education, general interest programs). Valuation Indicator I Valuation Descriptor Rating Rationale for Rating 2.3.2 Community Schoollcommunity activities such as fairs involvement and fundraisers are held at the school. These activities provide an opportunity for social contact between students, parents, and members of the community. Valuation Factor 2.4 School grounds as green space and/or available for recreational use 2.4.1 Green space The school grounds provide attractive green space (especially when enhanced by natural • • • • areas and trees) which contributes to the image of the local neighbourhood. 2.4.2 Usability of school The school grounds are adequate and in grounds by the good condition for use by the community. community 2.4.3 Community use of The community schedules the school school grounds for grounds for athletic events and other organized community activities on a regular basis. recreational activities 2.4.4 Community use of Members of the local neighbourhood school grounds for regularly take advantage of the opportunities unstructured the school grounds provide for unstructured recreational recreational activities (e.g. walking, running, activities and pick-up soccer outside of school hours. Valuation Factor 2.5 School as a partner in other government initiatives in the community 2.5.1 Cooperative The school's cooperative education program education places students within the community. 2.5.2 Government The school partners with other public agency agencies (e.g. local municipality, police, fire partnerships departments, health department). Valuation Factor 2.6 Role of the school in the community 2.6.1 School as a Students and staff contribute to the contributing community by volunteering in the community. member of the community 2.6.2 School as a The school attracts families (secondary ARC felt this contributor to school-aged children) from a wide range of question was community vitality occupations; this contributes to community 0 redundant. growth and vitality. 2.6.3 School impact on Local property values are enhanced by the property values presence of the school. 2.6.4 School as The school provides the community with role ARC felt community identity models and a sense of identity. community should 0 be replaced with neighbourhood. 2.6.5 School as promoter The school provides ambassadors for the of the community community when students travel beyond the community on school related activities. • ® • 0 2.6.6 School as a Alumni, individuals, school council, and community service clubs have a long-term interest in the investment school because of past donations of time and money to improvements, programs, and awards/scholarships at the school. Valuation Indicator I Valuation Descriptor Rating Rationale for Ratin 2.6.7 School as a focus Alumni, individuals, service clubs, and school for community councils are actively involved in supporting support the school. 2.6.8 School as reflective The school reflects the nature of the of community community (e.g. size, culture, diversity). O 2.6.9 School as an The school has historical value to the historical building community. • O O Valuation Factor 2.7 Municipal considerations 2.7.1 Neighbourhood Traffic at the school has minimal impact on traffic the local neighbourhood. 2.7.2 Transportation School bus-pick up and walking routes for safety students who attend the school are not on a highways or arterial roads and therefore • O O O fewer municipal supports (such as sidewalks, traffic lights, and crossing guards) are required. 2.7.3 Environment Environmental and natural areas in the community are protected from development. These areas provide opportunities for 0 O passive recreation, active living, and environmental awareness for students. 2.7.4 Zoning The school site is currently zoned for educational and other institutional uses including places of worship, healthcare, and government offices. 2.7.5 Complete This is a "complete community" where there Councillor Ralph community as per is a sustainable balance of employment, Cipolla provided Inter-Governmental affordable housing, transportation options the ARC with an Action Plan (IGAP) (transit, walking, cycling) between work and excellent home, recreation facilities, and protected 0 explanation on natural and cultural heritage features. Health, this point and also education, employment, and social needs of explained the the residents are met in the community from IGAP to the childhood throw h adulthood and later life. group. SCHOOL: Twin Lakes Secondary School Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 3.0 VALUE TO THE BOARD TWIN LAKES SECONDARY SCHOOL Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 3.1 Student outcomes at the school 3.1.1 Student academic Students have met or exceeded the achievement - provincial standard on the grade 9 EQAO EQAO math test (academic program). • • . • 3.1.2 Student academic Students have met or exceeded the achievement - provincial standard on the grade 9 EQAO • • • • EQAO math test (applied program). 3.1.3 Student academic Students have achieved the grade 10 achievement - Ontario Secondary School Literacy Test at 1/2 OSSLT their first attempt. 3.1.4 Student academic The school has exceeded the board average achievement - for report card marks at all levels and in all O report cards grades. 3.1.5 Student academic Students graduate with an OSSD within 4 achievement - years. 0 0 graduation 3.1.6 Student Students have received scholarships of achievement - significant monetary value for post- scholarships secondary education. 3.1.7 Student Student participation in extracurricular participation in activities meets or exceeds the board extracurricular average. activities. 3.1.8 Student attendance Students are either in attendance or away with an excused absence on every school 0 O da . 3.1.9 Student respect of Incidents of student vandalism and violence persons and are below the board average. 0 0 property 3.2.1 Grades 9& 10 - All compulsory academic, applied, locally compulsory developed, and open courses are offered 0 0 courses each year. 3.2.2 Grades 9 & 10 - There is a broad selection of elective elective courses courses available to allow students to (arts) choose a course(s) in the arts from each of 0 the visual arts, performing arts, and music options. 3.2.3 Grades 9 & 10 - There is a broad selection of elective elective courses courses available to allow students to (technology) choose a course(s) in technology from the 0 communication, construction, manufacturing, and transportation technical areas. 3.2.4 Grades 9 & 10 - There is a course(s) in introduction to elective courses computers, in social science, and in grade 10 0 other French and/or another language. 3.2.5 Grades 11 & 12 - All compulsory university and college compulsory preparation courses, workplace courses, and ® ® • courses open courses are offered each year. 3.2.6 Grades 11 & 12 - A broad selection of course options are compulsory course offered each year in Canadian and World choices Studies, English, math, science, and social • science. Valuation Indicator Valuation Descriptor Rating Rationale for Rating 3.2.7 Grades 11 & 12 - Students may choose elective courses from elective courses a broad selection of subjects appropriate to their chosen pathway to allow them to complete at least the minimum twelve optional credits required to earn an OSSD. 3.2.8 Grades 11 & 12 - Compulsory courses are not combined in course delivery split-grade or split-level classes. (compulsory) 3.2.9 Grades 11 & 12 - Elective courses are not combined in split- course delivery grade or split-level classes. 0 Q elective 3.2.10 Grades 11 & 12 - Students may choose a cooperative cooperative education course relative to their chosen • . • • education pathway with a placement in the local community. 3.2.11 Specialized A variety of specialized programs are programs available at the school including the high skills major program (and ancillary certificates), the dual high school/college 0 0 0 credit program, the Ontario Youth Apprenticeship program, and the Extended French program. 3.2.12 Support programs A range of special education and student success programs are available to address the learning needs of individual students. 3.2.13 Special Education Comprehensive special education programs are available at the school. 0 40 3.2.14 Extracurricular A wide variety of athletic and non-athletic activities programs and special interest clubs are available for all students. 3.2.15 Environmental Environmental stewardship is encouraged awareness through environmental education, including T 7 0 0 I participation b students in "green" rojects. Valuation Factor 3.3 Availability of specialized teaching spaces 3.3.1 Library resource The dedicated library resource centre space centre is large enough to comfortably accommodate a bank of computers, shelves for books and periodicals, several individual study carrels, . • • • and a check-out/security system. There are, separate from the common area, a classroom for instruction, two seminar rooms, and a librarian off icetworkroom. 3.3.2 Gymnasium The space is large enough to concurrently accommodate three separate activities in three discrete gym areas (e.g. full class instruction in physical education or dance, intramural games, and interschool competition on an OFSAA regulation sized . • • • court); male and female change rooms with full washroom and shower facilities; an office for each gym area; a weight room; adequate storage space for indoor equipment including a storage space with exterior access for outdoor equipment. 3.3.3 Special Education There are two classroom-size resource rooms and separate smaller testing and O O counseling rooms. 3.3.4 Technology There are at least four rooms large enough to comfortably accommodate instructional and applied areas for each of the following four technologies: communications, • • • O hospitality/cosmetology, manufacturing/construction, and transportation. There is adequate storage and offices ace for each room. Valuation Indicator Valuation Descriptor Rating Rationale fa- Rating 3.3.5 Arts There are specialized rooms large enough to comfortably accommodate instruction in the performing arts, the visual arts (including one room with a kiln), and instrumental music 0 0 0 (with adequate practice rooms). There is adequate storage and office space for each room. 3.3.6 Science There is adequate specialized instructional and experimental space to accommodate all science classes. Each lab is approximately 1200 square feet and contains sinks, built in 1/2 storage, and a prep room. Gas connections are also available in labs as required to meet r ram needs. 3.3.7 Social science There is adequate space to comfortably accommodate a multi-purpose instructional O area and four food preparation areas. 3.3.8 Computer labs There is a sufficient number of classrooms with appropriate wiring to satisfy the need for 1/2 computer instruction. 3.3.9 Special education There is an approximately 2000 square foot space with appropriate physical accommodations such as residential amenities, time-away room (approximately 40 square feet), barrier-free washroom, high needs washroom (including shower, change table, and overhead lift), and a storage room. 3.3.10 Guidance The space is large enough to accommodate separate offices (approximately 150 square feet) for each guidance counselor, and an open space to include a career centre (with sufficient computer terminals), a secretarial 1/2 work area, and a waiting area. There is lockable OSR storage space (approximately 400 square feet with high density filing) and cabinet display space. 3.3.11 Auditorium/stage The space can be used by the whole student body for assemblies, performances, and school dances. The space includes a stage area (with appropriate floor, sound system • • • . and lighting gantries). Preferably the space is in a dedicated auditorium or incorporated into a cafetorium, rather than in a gymnasium. 3.3.12 Workroom space There is adequate space for each department to comfortably accommodate . • I/2 teachers in a workroom, with secure storage for ersonaI items. 3.3.13 Outdoor space The school grounds include a regulation size football/rugby/soccer field with goal posts; a half regulation size practice field; and a 400- • • 1/2 metre track with a granular surface plus amenities for shot put, long jump, and triple jump. Valuation Factor 3.4 Condition of the school building 3.4.1 Major repairs The building requires no major repairs. 3.4.2 Facilities The FCI for the school is less than 20%. Condition Index Note: an FCI greater than 65% means the • • O (FCI) building is Prohibitive to Repair (PTR). 3.4.3 Cosmetic Cosmetic items (e.g. paint, flooring, trim, and upgrades ceiling tiles) are in good condition. 1/2 0 Valuation Indicator Valuation Descriptor Rating Rationale for Rating 3.4.4 Physical The school is comfortable throughout the environment year, with efficient heating, cooling, and • • • • ventilation systems and good quality lighting natural or artificial). 3.4.5 Classroom size All classrooms are approximately 800 square feet in size. • 0 3.4.6 Classroom All classrooms have the required amenities amenities to provide an effective teaching environment (i.e. storage, a pull-down screen, 0 bookshelves, electrical outlets, network and intemet access). 3.4.7 General office The general office is adjacent to the main entrance to the school and overlooks the entrance/foyer. There are sufficient dedicated work areas for secretarial staff, including a front desk reception area. 3.4.8 General office - There is a separate work room (visible to the amenities general office) for the photocopier, main PA rack, and safe; an approximately 120 square foot health room; a fridge for ice packs and 0 medication; a sink and cabinets; staff mailboxes; a meeting room; and a barrier- free washroom. 3.4.9 Administrative The principal's office is approximately 200 Safety concerns offices square feet and the two vice-principal's for VP Offices. offices are approximately 150 square feet ' • • • • each. The principal and/or vice-principal s office has an exterior window overlooking the main entrance. 3.4.10 Cafeteria There is adequate space to comfortably accommodate all students scheduled for a given lunch period, including adequate areas for the preparation and purchase of food and beverages. 3.4.11 Layout- There is a common area, other than the common areas library, to act as a gathering place for groups of students during non-class hours. This area is located where classes in session will not be disturbed. 3.4.12 Layout - office The general office, guidance office, and area conference area are arranged in a complex 1/2 and located near the foyer. 3.4.13 Custodial work The custodial office is approximately 150 Inadequate areas square feet. There is a dedicated custodial ventilation/air staff room (with personal lockers) of quality. approximately 500 square feet. There is dedicated custodial storage room and an • • 1/2 adequately ventilated slop room on each floor with a floor mounted slop sink and room for at least one custodial cart. There is a dedicated shipping and receiving area with a loading dock. 3.4.14 Washrooms Two sets of male and female washrooms on each floor that meet the building code (i.e. 26 female students/wc and 30 male • i/2 students/wc). On each floor there is a barrier free washroom and one washroom per 30 staff. 3.4.15 Staff room The staff room is a large, pleasant, and comfortable space with natural lighting and a full kitchen. There is a barrier free washroom for every 30 staff in or near the staff room. 3.4.16 Storage There are adequate book storage rooms of approximately 400 square feet on each floor. ® ® 0 0 Valuation Indicator Valuation Descriptor Rating Rationale fr' Rating 3.4.17 Technology There is adequate space to accommodate space the computer network (including wiring, servers, etc). The space is secure and has adequate air flow, room temperature, and electrical supply. 3.4.18 Security of the The school is safe and secure (i.e. visible building - entryway, no hiding areas, clear sight lines, • • • • interior locking crash bar exterior doors, locking interior doors, evacuationsystems). 3.5.1 Size of school The site meets the current Ministry of site Education funding formula of 12 acres for up • • • • to 1000 students, and then in increments of an additional 1 acre per 100 students. 3.5.2 Physical The physical condition of the site is condition of the favourable (e.g. no natural hazards, not in site flood plain, relatively flat terrain, non- contaminated soils with adequate bearing capacity for up to a three-storey building, low water table, no major improvements r uired . 3.5.3 Room for The site allows for expansion of the building expansion with minimal grading works or site • • . • remediation. The property will accommodate an appropriate septic sstem if applicable). 3.5.4 Security of site The site is a safe, secure environment (i.e. - exterior there are no areas to hide, and there are clear sight lines to the neighbours, • . O O surrounding community, and recreational areas). There is exterior security lighting and cameras. 3.5.5 Parking areas Parking is provided at a rate of 1 space per 8 students (including the provision of • • • • accessible parking) with a separation of staff, student, and visitor parking. 3.5.6 Vehicle flow design is safe, effective, and one-way, and allows for emergency vehicle access. There is a sufficient dedicated area to accommodate school buses serving the • . • • school. Vehicle access to parking and bus areas are separate from pedestrian walkways so students are not required to walk in front of moving vehicles. Valuation Factor 3.6 Location of the school 3.6.1 Geographic The school is centrally located within its location attendance area. • O O O 3.6.2 Servicing The site is fully serviced by municipal water, sewer and stormwater systems. Natural gas, • • • • fibre optics, telephone, and cable services are available to the site. 3.6.3 Demographics The current attendance area of the school is projected to generate sustainable enrolment 1/2 for each grade for the next ten ears. 3.6.4 Proximity All students live within the walk zone or within a 75-minute bus ride. Valuation Factor 3.7 Value if school is the only one in its community 3.7.1 Enrolment Potential students in the community attend the SCDSB school. Student enrolment is not O O O O decreased by enrolment at non-SCDSB schools in the community. Valuation Indicator Valuation Descriptor Rating Rationale for Rating 3.7.2 Community use Community groups make frequent use of the of facility facility, enhancing the community's vested O O O 0 interest in the school and the Board. 3.7.3 Transportation The need for busing is reduced because costs many students live within walking distance of 0 0 0 0 the school. Valuation Factor 3.8 Fiscal and operational factors 3.8.1 Current 90% of student spaces in the school are enrolment being utilized. 3.8.2 Enrolment 90% of student spaces in the school are projection projected to be utilized for the next ten years. 0 0 3.8.3 Operational Within the group of schools under review, the cost - operational cost per square foot for energy, energy and on- cleaning, and regular maintenance (e.g. 0 going snow plowing, grass cutting) is low. maintenance 3.8.4 Operational Within the group of schools under review, the cost - allocation of teaching staff is in accordance • • • • teaching staff with the Ministry of Education funding formula. 3.8.5 Operational Within the group of schools under review, the cost - allocation of administrative staff is in • • • • administrative accordance with the Ministry of Education staff funding formula. 3.8.6 Operational Within the group of schools under review, the cost - allocation of secretarial staff is in accordance • • • • secretarial staff with the Ministry of Education funding formula. 3.8.7 Transportation Within the group of schools under review, the cost cost of busing at this school is low. 0 0 0 0 3.8.8 Surplus space The school plays an important role in the in neighbouring accommodation of local students because all schools available student space in neighbouring 0 0 0 schools (i.e. within a 75-minute bus ride) is bein used. 3.8.9 Funded space There is minimal unfunded space as per the Ministry of Education funding formula (i.e. <400 s ft non-loaded space). 3.8.10 Cost to Minimal upgrades are required to achieve an Accessibility upgrade to optimum learning environment as identified meet learning elsewhere in this valuation framework (e.g. 0 objectives accessibility, classroom environment, building code, safety). SCHOOL: Twin Lakes Secondary School Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board SCDSB SCHOOL VALUATION FRAMEWORK (SECONDARY VERSION) 4.0 VALUE TO THE LOCAL ECONOMY TWIN LAKES SECONDARY SCHOOL Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 4.1 Value of the school if it is the only school within the community 4.1.1 Economic value The school is the only institution in the of school to the community which provides economic spin- community offs and employment opportunities. There 0 0 0 0 are no other institutions in the community such as financial or government offices. 4.1.2 Contributions to Employees make considerable contributions community of time and money to local charitable and 0 0 0 0 service organizations. 4.1.3 Community The community is socially and economically viability vibrant. This vibrancy is enhanced by the 0 0 0 0 presence of the school as an anchor within the community. 4.1.4 Linking school The school provides the primary contact to other point for other agencies supporting youth 0 0 0 0 agency/service (e.g. health, childcare, family services). delivery Valuation Factor 4.2 School as a local employer 4.2.1 Economic spin- There is an economic spin-off for local offs businesses such as grocery stores, gas • • • • stations, and restaurants located near the school. 4.2.2 Spending Local businesses benefit from an increased power of customer base when visitors come to the visitors to the school for special events (e.g. tournaments, school festivals, performances). 4.2.3 Proximity of the Businesses considered the school as an school to important factor when selecting their • • • 0 business location. Valuation Factor 4.3 Availability of cooperative education 4.3.1 Cooperative Local businesses regularly accommodate education students from the school in cooperative • • . • placements in education placements. the community 4.3.2 School as a Post-secondary students are regularly cooperative accommodated in cooperative education education placements at the school. placement (post- secondary) Valuation Factor 4.4 Availability of training opportunities or partnerships with business 4.4.1 Local Local businesses sponsor events, teams, sponsorships programs, and awards at the school. 4.4.2 Student Students provide an available part-time employment workforce in the community. Valuation Indicator Valuation Descriptor Rating Rationale for Rating Valuation Factor 4.5 Attracts or retains families in the community 4.5.1 Demographics The local community has a stable population of families with school aged children and is 0 0 0 notexperiencing decline. 4.5.2 Family Families are attracted to settle or remain in retention the community because the presence of the • • • • school enhances the desirability of the community. 4.6.1 Property The presence of the school in the local Assessment neighbourhood contributes to higher assessment values. 4.6.2 Growth There is a sufficient supply of land designated for future development in the • • • 0 community for the next 25 years which will impact student enrolment. 4.6.3 Sewer service There is capacity in the municipal sewage treatment plant to service the school and • • • • additional development in the community. 4.6.4 Water service There is adequate municipal water supply for the school and additional development in the community. 4.6.5 Building Home construction in the community is permits focused on affordable family dwellings. 0 0 SCHOOL: Twin Lakes Secondary School Adopted: March 26, 2008 Reproduction and/or distribution of the whole or any part of this document is strictly prohibited except by written permission of the Director of Education or designate of the Simcoe County District School Board ~j ~1 --- Township of Oro-Medonte Attn: Mayor Hughes and members of Council APR - 6 1009 Re: Unassumed portion of Barrie Terrace 4t~p_~~C~C3hi~'~ ...__ _ Dear Sirs: We, the undersigned, are residents/owners of the properties on the unassumed portion of Barrie Terrace. The purpose of this letter is to request that this portion of Barrie Terrace now be brought up to municipal standards and formally assumed by the Township. Discussion This work was anticipated some years ago when the Township acquired the ownership of this section of Barrie Terrace. Public safety was a primary concern mentioned because our properties at that time could only be reached from Colborne Street by means of a private laneway. This laneway did not and does not provide access for fire department and emergency vehicles, or waste collection or snow removal. The Township indicated its intention to provide us with a proper public road which would ensure access for emergency vehicles. The work of assuming and improving this section of Barrie Terrace was and is in keeping with policies set out in the Township's Official Plan which call for the elimination of private rights of way wherever possible. Our understanding is that when this section of Barrie Terrace was acquired by the Township it was the Township's intention to make the necessary improvements to it so that it could be added to the Township's road network as a public highway. Four of the properties along this unassumed section of Barrie Terrace now have driveways connecting to it; none of the residents of these houses are using the private laneway any longer. As required by the Township residents have recently paid for the overhead hydro line along the unassumed road to be removed and a new underground hydro line to be installed as part of the road's construction. The unassumed road is being used now and residents are eager to make improvements to their properties. Until the road is brought up to municipal standards and formally assumed by the township, however, obtaining approval for development of the properties is problematic in that the properties do not legally front on a public road. This has caused difficulties for residents and the planning department. By assuming this section of Barrie Terrace the township will ease the approval process for the planning department and for us residents. Until such time as this is done it is awkward for the planning department to make decisions when confronted with applications from us for minor variances and building permits. ~~ 5 Summary • Making the unassumed section of Barrie Terrace into a proper public road in order to ensure the safety of its residents was anticipated when the property was acquired by the Township. • A proper public road will ensure residents have access for the first time to important municipal services such as fire, ambulance, snow removal and waste collection. • Assuming and improving this part of Barrie Terrace is in accordance with the Township's Official Plan. • Residents have been asked for and have paid for certain improvements to the roadway already. • Residents wish to be able to get approval for improvements to their properties as soon as possible. • The Township's planning decision making and approval process will be facilitated and simplified once the road is assumed. For these reasons we request that the Township take steps as quickly as possible to assume and improve the unassumed portion of Barrie Terrace Respectfully submitted, Residents/owners of Barrie Terrace properties (all verbal agreements will be confirmed in writing as requested): #57 Gerry and Carol Norman #65 Harold Roe and Linda Ambrose #67 Rob Butler and Christine Frolick #69 Bernice Whelan #71 Matt Gariepy/Simcoe Building Supplies verbal agreement agreement pending verbal agreement verbal agreement verbal agreement #73 Klaus Jacoby verbal agreement From: Peter Thompson Sent: March-27-09 12:13 PM To: Hughes, Harry Cc: McNiven, Lisa Subject: Application for Exemption from Paying Infrastructure Renewal Fee To: Harry Hughes, Mayor and Members of Council From: Peter Thompson, registered owner of 5 Valleycrest Drive 1701-9 Deer Park Crescent, Toronto, Ontario M4V 2C4 Re: Infrastructure Renewal Fee Subject: Application for Exemption from Paying Fee Dear Mr. Hughes, I am the registered owner of a vacant lot located at 5 Valleycrest Drive. I acquired the property in 1999 from a builder who defaulted on a construction mortgage loan and abandoned the property. Since 1999 (for 10 years) I have been actively trying to sell the vacant lot, but so far have been unable. The reason is obvious: the lot's topography makes building a residential dwelling virtually impossible and cost-prohibitive. The lot is extremely steep starting at almost the street level. Any potential construction would require an extremely expensive engineered foundation system which would be cost prohibitive. The lot should really never have been approved by the Township in the first place due to the reasons outlined above. Due to the vacant lot's highly restrictive building conditions and the resulting lack of resale value, the property owner clearly gains no benefit from access to municipal water servicing. I strongly argue that I am entitled for an exemption. For this reason, I wish to apply for a total exemption from paying the infrastructure renewal fee. Should you require further information, please contact me either at the mailing address above or by phone or via email. Regards, Peter Thompson Copy: Lisa McNiven ~eYTi s~~ ~ } ~- _,~ o ~G , it ~/O 14 `J~ei~tal Asst' April 1, 2009 Mayor Harry Hughes and Members of Council, The Carporation of the Township of Oro-Medonte 148 Line 7 South Oro, ON LOL 2X0 Dear Mayor Hughes and Members of Council: aP~ - ~ zoos °~°°~~'~ Re: Formation of the Interim Sustainability Plan Steering Committee As you are aware, the Severn Sound Environmental Association is moving forward with the implementation of its Sustainability Plan. We have attached the resolution of the Board of Directors dated January 22, 2009 for your information. Section 4.0 of this plan describes an approach to implementing the plan, which is founded upon the development of an Interim Sustainability Plan Steering Committee (ISPSC). The purpose of this committee is to design and recommend an organizational model for the implementation of this plan. In addition, it will be developing cone-year work plan to ensure that the Plan implementation is initiated. The ISPSC mandate commences on April 1, 2009 and will be completed on March 31, 2010. The Committee, which reports to the SSEA's Board of Directors, will be comprised of the following members: • The Chair of the SSEA (dual role also as representative of the District of Muskoka) • SSEA Co-ordinator • Municipal partner representati~cTes • North Simcoe Community Futures Development Corporation • Orillia Area Community Development Corporation • County of Simcoe • Simcoe Muskoka District Health Unit The Committee will meet for a maximum of 10 times during its tenure. ~ ern S°~ ~ ; - ~a- ~' r O ~''~ellT21 Psi We would appreciate it if your municipality would nominate a candidate for participation on this ISPSC. We have worked with Mara Burton over the past year on the Ad Hoc Steering Committee and would be pleased to have her as a member of the ISPSC. We are aiming to confirm the membership by Apri122, 2009. Thanking you in advance. Yours sincerely, Keith Sherman Co-ordinator ~C •~ Encl: SSEA Board of Directors Resolution -January 22, 2009 ~ ~,rn So~~ _~ ~; •~~ ..~ l~~erttai PSG The Severn Sound Sustainability Plan received unanimous support from the SSEA Board of Directors after a Special Board Meeting held November 27, 2008, and the presentation of the Summary document on January 22, 2009. (From minutes January 22, 2009} MOTION: Moved by Bob Jeffery, seconded by Axel Frandsen, that the SSEA approve the Summary document (Severn Sound Sustainability Plan) to forward to municipal partners and that SSEA recommends that an Interim Sustainability Plan Steering Committee (ISPSC) be set up to address the long term implementation of the plan, beginning March 31, 2009. CARRIED UNANIMOUSLY A kli 1';~, i ,4Ciri~ a;l ".Slinlri~ 71~tic't nl f)^t,s~iew MEMBER COMMUNICATION 200 University Ave, Suite 801 Toronto, ON M5H 3C6 Tel.: (416) 971-9856 1 Fax: (416) 971-6191 E-mail: amo@amo.on.ca ALERT N°: 09/022 To the attention of the Clerk and Council FOR MORE INFORMATION CONTACT: April 9 2009 Scott Vokey, AMO/ LAS Energy Services Coordinator, (416) 971-9856 ext 357 AMO Position on Bill 150, Green Energy and Green Economy Act t W Q As AMO Alert (09/018) from March 25 indicated Bill 150, the Green Energy and Green Economy Act is currently before the Standing Committee on General Government. The following summary of the position endorsed by the AMO Board of Directors at its April 3 meeting is provided to help inform those municipalities interested in either making a submission to the committee or simply to learn more about the Bill. AMO is generally quite pleased with the intended outcomes of this Bill in terms of making it easier to bring renewable energy projects to life and creating a culture of conservation so that people can go about their daily lives using less energy. While supportive of the proposed enhancements to energy conservation and generation set out in Bill 150, AMO does have concerns about the proposed planning approval amendment as it currently sits, as well as the existing property tax regime for renewable energy projects. Planning Processes Recommendations: 1. Renewable Energy Projects should not be permitted in: • Provincially significant wetlands • Significant habitat of endangered species and threatened species • Lots adjacent to airports • Significant woodlands • Areas designated as a UNESCO World Biosphere Reserve • Intake protection zones and well head protection areas (the limits of which will be defined in the Clean Water Act assessment reports) • In addition, ground-mount solar projects should not be permitted in Class 1,2, or 3 agricultural lands 2. Pertinent issues around site planning, mitigation, and rehabilitation be addressed via a Municipal Services Permit which must be acquired by the proponent prior to being granted a Building Permit. The Province must grant municipalities the power to request compliance to the Municipal Services Permit pursuant to the provision of "applicable law" of the Building Code Act. 3. The Ministry of the Environment should complete an independent analysis of the impact of renewable energy facilities on the natural environment and human health. 4. Existing renewable energy projects should have a grandparent clause to exempt them from the new planning process and recognize existing agreements between developers and municipalities. Association of 1-2 Municipalities of Ontario 5. In terms of the process proposed for solar and geothermal micro-systems on residential and commercial rooftops, AMO recommends: gm, • All by-laws relating to health and safety, tree cutting, and heritage must remain LL in effect. Exemptions should not be extended to biomass, biofuel, ground mount solar, or wind projects. • Projects proposed on Heritage easements should be subject to Heritage Trust approval. • Ministry staff must coordinate the rules in terms of scale and integration with renewable energy facilitator process for larger projects. Renewable Energy Generation Recommendations: 6. The List of objectives under Ministerial power to direct the Feed-in Tariff (FIT) development should include combined heat and power (CHP) and `to support community-owned renewable energy and conservation projects" NOTE: AMO has an additional list of recommendations to improve the proposed FIT but this OPA-led consultation is outside of Bill 150. 7. Existing agreements between municipalities and developers should be grandparented. AMO is also pushing for a solution to the inadequate property tax regime in place for renewable energy projects. Energy Conservation Recommendations: 8. The Minister must direct local distribution companies (LDCs) to provide municipalities with their consumption data in a timely manner (4-6 weeks maximum). 9. The Minister must direct LDCs to develop a consistent bill format 10. Provide clarification that municipal conservation and demand management (CDM) plans are mandatory for the corporation only, but provide option to work with the LDC on larger community plans. NOTE: AMO has an additional list of recommendations on municipal CDM plans. 11. LDCs should be directed to conduct on-bill financing for small renewable installations and energy efficiency retrofits via a separate, self-supporting fund. 12. Municipalities should have the option of using Local Improvement Charges (LICs) to finance residential and commercial renewable energy and energy efficiency projects. 13. A new Technology Advisory Council should be created to verify claims made by proponents about the efficiency of their products. AMO's submission will also include a number of other recommendations aiming to improve technical matters within Bill 150 dealing with conservation and generation. This information is available in the Policy Issues section of the AMO website at www.amo.on.ca. Association of 2-2 Municipalities of Ontario A&HO `lc ----- Original Message ----- From: "Jane Briscoe" To: "Ward 1 Mel Coutanche" Sent: Tuesday, April 07, 2009 7:21 PM Subject: Tree Whacking > Hi Mel > Finally getting to this. It happened in December and we called Jerry > Ball. He said the snowmobile club was authorized by the township to > do this and that they needed to cut high for the groomers. The > groomers didn't go up on the banks and the machines use the road so > even if we accepted their right to do this, it had no purpose. Jerry > Ball came out to look and did say it was a mess. > This is very upsetting for those of us who love nature. I've > tolerated the noise and air pollution of snowmobiles but this has > gone way too far. It's heartbreaking to look at those beautiful trees > whacked so unceremoniously to accommodate people who don't even live > here. I walk on the road daily and talk with many people who use the > forest. There is a lot of anger from them and my neighbours about this. > I would like for two things to happen: > 1. Clean up this mess and try to restore some of the beauty that's > been hijacked. > 2. Guarantee it will never happen again. > Do you know how we can get the township to listen? Thanks for any > help you can give. > 7ane Briscoe 1 ----- Original Message ----- ~ ~- From: "Ron Dunn" To: "Mel Coutanche" <mel.coutanche@oro-medonte.ca> Cc: "Jane Briscoe" Sent: Tuesday, April 07, 2009 8:24 PM Subject: Fw: Tree Whacking > HELLO MEL; > WE WOULD LIKE TO ADD OUR OUTRAGE OVER THIS DESTRUCTION. WE ON THE 5TH LINE > ARE PRETTY FED UP WITH WHAT WE HAVE TO PUT UP WITH REGARDING THE > SNOWMOBILES > AND ATV'S. ENOUGH IS ENOUGH! BY THE WAY, ARE ATV'S ALLOWED TO USE THE > ROAD? > WE ARE GETTING A LOT OF THEM LATELY. GROUPS OF 10 OR MORE AT A TIME. > THANK YOU FOR YOUR ATTENTION IN THIS MATTER > RON AND ELIZABETH DUNN ----- Original Message ----- 'From: Terry Oram To: mel.coutancheC~3oro-medonte.ca Cc: Jane Briscoe ; 'The Dunn Family' Sent: Wednesday, April 08, 2009 8:36 AM Subject: FW: Tree Whacking Hi Mel ~1~_3 I also support both Ron & Liz Dunn and .]ane Briscoe on the mess that our line has been left in. As well, the speed that the snowmobilers go down our line. I run a b&b and I have had several guests ask me what has happened to the trees. They cannot believe the destruction. In speaking with Jerry he said the most of the trees that were cut are scrubs and scrappy trees. Well, I disagree. Even if they are, there was no need to leave such a mess. Thanks for your support. Terry Oram Terry Oram Seasons Change B&B ~C~`i _~ 4 `~ ~..,~ ^~ ., '~~ k ~ 1 t ~G. ' , ~,. ~'~~. ~~ .' ~ ~. f ~ ~ ~` ~ . ~. µ r ~aY , afI ~~ e, ----- Original Message ----- From: Lorra Deasy To: sandy.agnewQoro-medonte.ca Sent: Monday, March 30, 2009 8:05 PM Subject: school bus situation for families of Martine Cresent Hi there, We spoke a few weeks ago about my letter to the school Superintendant regarding the unsafe "walking route" to Shanty Bay P.S. from Martine Cresent. We haven't had any luck with the Superintendant and we have now come up with a Petition to present to the School Board expressing our concerns over this unsafe situation for our children. Greg Cumming thought that you were the person to contact to find out where and how we should present this Petition? I was also wondering if you would take a few minutes and prepare something in writing that would give your opinion of the sidewalk, specifically the condition of it, who's responsibility it is to plow it and if there is anything in the future plans to repair it to a safe walking condition and/or to build one on the North side of Ridge Road between Martine Cresent and the 2nd Line or Oro. The school board trustee Peter Beacock has suggested that we go back to the township and pressure them to budget for this repair and/or construction. If it is not something that is in the foreseeable future, it could help our cause to have it in writing. Any further suggestions and/or comments would be appreciated. I will wait to hear from you. Sincerely, ~orra Deasy From: Beacock, Peter [mailto:pbeacock@scdsb.on.ca] Sent: Tuesday, April 14, 2009 12:17 PM To: Hughes, Harry Cc: Agnew, Sandy , Subject: RE: school bus situation for families of Martine Cresent Hi Harry and Sandy, Hope you enjoyed Easter with Family and Friends. I did talk at length with Lorra Deasy about the bus situation at Shanty Bay. She discussed a petition that was going around which I did receive one earlier that had all names from Martine Cres. on it. As we talked, she had suggested that they were maybe going to do a delegation to the board because they want a permanent bus now. I reminded her that yourself, Sandy and I had discussed this a couple years ago and Sandy and I met to look at the situation. I then went to Superintendent Medysky to plead the case for Martine kids. We were successful at getting a bus put in that first year from about the first part of December until late March. The stop didn't work out because there was a complaint from the neighbour where the kids congregated, so the stop was moved to the corner of Martine. Again this year, we were successful in putting on the temporary bus and it has again stopped last month. I expressed to her that if they were to pressure the board, that it could go against them, as this is a special circumstance and others may not agree with it, and there could be potential to loose the bus. I then talked with her about the fact that I knew that the Twsp. had planned on plowing a section along the side of the road for better walkability. I did also suggest that a couple of years ago when we had all of our discussions with Superintendent Medysky, she said that if there was a letter of intent, to do something more with the sidewalk that she would continue to supply the bus until the work was done. My suggestion to Lorra was to talk with Sandy again to see if there were any plans on doing even a small portion of a sidewalk that could be used to further keep the bus. I am not sure that I suggested that she pressure Sandy or the Twsp. to do so. Hope this helps. If you require further information, please do not hesitate to contact me. Regards, Peter Peter Beacock, Vice Chair Trustee for Oro-Medonte & Springwater Simcoe County District School Board pbeacock @ scdsb.on.ca (705)322-7816 From: Harry Hughes [mailto:harry.hughes@oro-medonte.ca] Sent: Mon 4/13/2009 10:04 AM To: Beacock, Peter Cc: sandy.agnew@oro-medonte.ca Subject: Fw: school bus situation for families of Martine Cresent Hello Peter: The attached email was sent to Ward Councillor Sandy Agnew and will be on our Wednesday, COW meeting that begins at 9:00 AM. April 15th. Experience has shown that conversations between elected officials and residents is sometimes not fully reflected. Please send a response to let us know if the email that we have received from Lorra Deasy is a correct reflection of your recommendation and/or if additional information is appropriate. It would also be helpful if you could update our council with the transportation arrangements/options that are being provided for the students in this area. Thanks Mayor Harry Hughes Report No. FI 2009-10 To: Committee of the Whole Prepared By: Janice MacDonald Meeting Date: April 15, 2009 Subject: Motion # Statement of Accounts - Roll #: March 31, 2009 R.M.S. File #: RECOMMENDATION(S): Requires Action For Information Only It is recommended that: 1. That Report No. FI 2009-10 is received. 2. The accounts for the month of March 2009 totalling $5,613,834.60 are received. BACKGROUND: Following is the statement of accounts for the month of March. Batch No. Date Amount Cheque Registers: A000531 March 04, 2009 164,571.61 AQ00395 March 09, 2009 500.00 A000532 March 11, 2009 358,780.60 A000533 March 18, 2009 4,748,502.89 A000534 March 25, 2009 104,674.88 AQ00396 March 26, 2009 125.00 AQ00397 March 30, 2009 5,159.40 $5,382,314.38 Payroll: PR00362 March 14, 2009 111,198.86 PR00366 March 28, 2009 109,201.15 $ 220,400.01 FINANCE April 15, 2009 Report No. 2009-10 Page 1 of 2 Credit Card Registers: AE00173 AE00174 AE00175 AE00176 AE00177 AE00178 March 26, 2009 March 26, 2009 March 26, 2009 March 26, 2009 March 26, 2009 March 26, 2009 _, 642.50 - 408.57 3,418.25 937.20 1,028.23 4,685.46 $ 11,120.21 Total: $ 5,613,834.60 ATTACHMENTS: Cheque Registers. CONCLUSION: That the accounts for the month of March are received. Respectfully submitted: ;~ r Janice acDonald, Senior Revenue Clerk SMT Approval /Comments: C.A.O. Approval /Comments: ~~ FINANCE Report No. 2009-10 April 15, 2009 Page 2 of 2 MEMORANDUM To: Mayor and Members of Council cc: Robin Dunn, CAO From: Jerry Ball Date: April 3, 2009 Subject: Summary Report for Sugarbush Well Supply R.M. File #: Roll #: On March 18, 2009 the Summary Report for the Sugarbush Well Supply was received by Council to satisfy requirements of the Safe Drinking Water Act. Under the Provincial Legislation, reports must be received by Council before March 31St each year. The information in the Summary Report for Sugarbush Well Supply regarding compliance was based on the 2007/2008 inspection as the 2008/2009 inspection report had not yet been received by Township staff. It was requested by Council that when staff received the inspection report the results be provided to Council. The Ministry has since completed its inspection report dated March 31, 2009. The report gives the Sugarbush Well Supply system a 100 % rating and documents that no "non-compliances" or "Recommendations for Best Practices" were identified during the annual inspection which took place on February 24th, 2009. A full copy of the inspection report for this system is available in the Manager of Engineering and Environmental Services Office. P~~ud ~erifage, .Excif~a~ F~,ture ~- Barrie Total Hours as values ODC Blank Association 1057 Barrie 1848 - Bass Lake Provincial Park 1058 - Bradford-West Gwillimb (South Simcoe PS) 1818 Hwy 11 1815 Hwy 12 1813 - Hwy 400 _ .s 1062 Innisfil (South Simcoe PS) 1218 - Innisfil Raceway-Detachment 2 - Marine 1066 - Oro-Medonte 1 B00 - BARRIE Cadet Uniform BARRIE 988.75 31,175.01 32,163.76 290.00 290.00 48.50 48.50 3.00 3.00 w. .w 2,860.25 2,860.25 314.00 314.00 1,957.50 1,957.50 18.75 18.75 2.00 2.00 163.25 163.25 22.436.75 22,436.75 988.75 59,269.01 60,257.76 * Note: Oro - 22,436.75 hrs / 1,476 hrs per members = 15.20 officers Oro's costs are based on 13.7 officers, thus the Twp receives the beneft of 1.5 additional officers at no cost in addtion to the services/benefits of the Detchment Cadet program. Printed : April 12, 2009 Barrie Total Hours Cadet Uniform 1 B -BARRIE as values ODC - Blank Association `WY _ 504.001 ~y 7,309.00 7,813.00 1057 -Barrie PS 0.00 74.00 74.00 1848 - Bass Lake Provincial Park _ 0.00 w 0.00 0.00 1058 - Bradford-West Gwillimb (South Simcoe PS) 0.00 0.00 0.00 1818 - Hwy 11 Y 0.00 ffi 671.00 671.00 1815 Hwy 12 m w 0.00 27.50 27.50 1813 - Hwy 400 0.00 412.25 412.25 1062 - Innisfil (South Simcoe PS) _ F 0.00 2.50 2.50 1218 - Innisfil Raceway-Detachment e Hm 0.00 0.00 0.00 2 - Marine m m 0.00 ~ 0.00 0.00 1066 - Oro-Medonte 0..00 4.264.00 4,264.00 1 B00 - BARRIE 504.00 12,760.25 13,264.25 Printed : April 12, 2009 Business and Financial Services Bureau Contract Policing Finances Unit Bureau des services operationnels et financiers Unite des finances des services policiers des municipalites 777 Memorial Ave. 777, ave Memorial Orillia, (ON) L3V 7V3 Orillia, (ON) L3V 7V3 Tel: (705) 329-6852 Fax: (705) 329-6265 File Reference: 460 20 ALL OPP Police Municipalities Dear Sir/Madame: Re: 2009 Cost Estimate Revision due to New Memorandum of Understanding (MOU) The Ontario Provincial Police (OPP) has received confirmation from the Ministry of Community Safety and Correctional Services that the Uniform and Civilian Memorandum of Understanding (MOU) was ratified by Cabinet and the Ontario Provincial Police Association (OPPA). The new MOU is for a three year term commencing January 1, 2009 and extending to December 31, 2011. The agreement contains a clause allowing the OPPA an opportunity to re-negotiate the 2011 salaries. The uniform and civilian agreements include a base salary increase of 2.34% in 2009, 2.25% in 2010 and a 2.0% increase in 2011. The uniform agreement includes an increase in the Provincial Responsibility Incentive (PRI) rates for 2009 and 2010 only, being 1% higher than the 2008 rate. In 2011 the PRI reverts back to the 2008 rate. The civilian agreement includes a pay equity adjustment for various positions including detachment administrative clerks (OAG8). This OAG8 adjustment is equivalent to an additional 4.45% increase, resulting in a 6.79% increase overall for 2009. Some 2009 average salary rates have been provided in the chart below for your reference. Salary Rates for Estimate Purposes 2009 2008 inc % inc Constable $ 81,782 $ 79,342 $ 2,440 3.08% Sergeant $ 91,883 $ 89,213 $ 2,670 2.99% 0AG8 $ 51,615 $ 48,335 $ 3,280 6.79% ...2 _y Page 2 2009 Cost Estimate Revision due to New Memorandum of Understanding (MOU) The 2009 estimate that you have received was based on the 2008 salary rates. The reconciliation to actual policing costs for 2009 that will be completed by March 2010 will reflect the changes arising from the new collective agreements. If you have any questions on these changes please contact your detachment commander or Catherine McCauley, A/Manager, Financial Services, Business and Financial Services Bureau at (705) 329- 6913. Yours truly, Andrew Earner Bureau Commander Business and Financial Services Bureau c: Mayor/ Reeve Chair - Police Service Board ec: Regional Commander Detachment Commander Q Ontario Government of Ontario Gouvernement de ('Ontario 2009 ESTIMATES POLICING SERVICES • Details of the cost allocation methodology are set out in Regulation 420/97 pursuant to the Police Services Act. • The estimated number of officers and civilian members providing field services are used to prepare the 2009 estimates. The number of officers and civilians in each detachment is based on approved funding. • The approved costing formula was revised in 2008 to update the various cost components in it to reflect more up-to-date OPP costs. • Individual municipal estimates for 2009 are determined by apportioning the detachment cost attributable to municipal policing provided to each municipality based on its proportion of the detachment workload. • The negotiated 2008 salaries have been used to complete this estimate for uniform and civilian members. The current collective agreement for both uniform and civilian members will expire on December 31, 2008, and new salary rates have not been determined for 2009. • The estimate includes: o direct costs (e.g., salaries, wages and benefits of uniform and civilian members); o equipment costs (e.g., vehicles, uniforms, supplies, radio equipment, computers); o additional support personnel (e.g., communication operators and prisoner guards); and o administrative support costs of the Regional and General Headquarters required to provide municipal services (e.g., Contract Policing, Recruiting and Quality Assurance). The estimate excludes: o cost of provincial responsibilities such as traffic patrol on King's Highways, waterways policing, policing in provincial parks, unincorporated areas, First Nations Territories, and municipalities providing their own policing services; and o mandated special services such as major criminal investigations and investigative support services. • Provincial Services usage: estimates have been reduced by a 10% Provincial Services Usage to compensate municipalities for the deployment of officers from the municipality to other areas in the province to respond to emergencies/disasters/major investigations or other occurrences deemed provincial responsibilities. o The actual Provincial Services usage will be applied for the reconciliation to actual costs in 2009, with no minimum application. ~ ~C~ - ~p O.P.P. COSTING SUMMARY - TOWNSHIP OF ORO-MEDONTE Estimated Policing Costs for the period January 01, 2009 to December 31, 2009 Salaries and Benefits Uniform Members Positions $ Inspector - - Staff Sergeant-Detachment Commander 0.50 54,525 Staff Sergeant - - Sergeant 2.02 179,853 Constables 13.10 1,039,698 Total Uniform Salaries 1,274,076 Overtime (Provincial Average) 112,119 Contractual Payout (Vacation & Statutory Holidays) 39,247 Shift Premium 6,925 Benefits (22.5%a of Salaries; 2% of Overtime) 286,361 Total Uniform Salaries & Benefits Civilian Members Positions $ OAG 8 2.02 97,443 OAG 6 - - Caretaker2 - - Caretakerl - - Communication Operators 59,746 Prisoner Guards 18,733 Total Civilian Salaries 175,923 Benefits (25.1% of Salaries) 39,455 Total Civilian Salaries & Benefits OSS Pay and Benefit Charge Total Salaries & Benefits Other Direct Operating Expenses 1,718,728 215,377 1,934,105 Communication Center 3,437 Operational Support 22,639 RHQ Municipal Support 25,889 Vehicle Usage 151,662 Telephone - Office Supplies 6,875 Accommodation - Uniform & Equipment 18,780 Cleaning Contract - Mobile Radio Equipment Maintenance 11,437 Office Automation - Uniform 39,107 Office Automation - Civilian 2,724 Total Other Direct Operating Expenses 282,549 OSS ODOE Fee 3,249 2009 Total Estimated Gross Policing Cost 2,219,904 Provincial Services Usage (221,990) TOTAL ESTIMATED POLICING COST $ 1,997,914 * FTE = Full Time Equivalent. Your municipality's portion of the total detachment cost is equivalent to the FTE shown which is based on your municipality's proportion of the detachment's workload. O.P.P. COSTING SUMMARY - BARRIE DETACHMENT Actual Policing Costs for the period m. January 01, 2008 to December 31, 2008 Salaries and Benefits Uniform Members Positions $ Inspector - - Staff Sergeant-Detachment Commander 0.50 52,111 Staff Sergeant - - Sergeant 2.01 177,763 Constables 10.85 808,064 Total Uniform Salaries 1,037,938 Overtime (Actual) 116,082 Contractual Payout (Vacation & Statutory Holidays) 51,670 Shift Premium 3,073 Benefits (23.5% of Salaries; 2% of Overtime) 246,237 Total Uniform Salaries & Benefits 1,455,001 Civilian Members Positions $ OAG 8 2.01 97,184 OAG 6 - - Caretaker 2 - - Caretaker 1 - - Communication Operators 21,888 Prisoner Guards 9,354 Total Civilian Salaries 128,425 Benefits (23.5% of Salaries) 27,982 Total Civilian Salaries & Benefits 156,407 OSS Pay and Benefit Charge - Total Salaries & Benefits 1,611,408 Other Direct Operating Expenses Operational Support 8,672 RHQ Municipal Support 18,614 Vehicle Usage 98,347 Telephone - Office Supplies 3,701 Accommodation - Uniform & Equipment 9,835 Furniture & Equipment - Cleaning Contract - Mobile Radio Equipment Maintenance 7,630 Office Automation - Uniform 25,455 Office Automation - Civilian 2,662 Total Other Direct Operating Expenses OSS ODOE Fee 174,916 2,012 2008 Total Actual Gross Policing Cost 1,788,336 Provincial Services Usage (135,556) Offset Revenues Collected on Behalf of the Municipality (16,298) TOTAL ACTUAL POLICING COST $ 1,636,482 * FTE = Full Time Equivalent. Your municipality's portion of the total detachment cost is equivalent to the FTE shown which is based on your municipality's proportion of the detachment's workload. ~. ~~rr~ ~~trF~tsd~ip n~ ~~~~~~ I-'r~ud I~ea'ita~e, ~,~citit~~ Fa~ta~re Report No. To: Prepared By: FD 2009-3 Committee of The Whole Acting Fire Chief R. Pla air Mee#ing Date: Subject: Motion # April 15,2809 Award of RFP 2009-3 AirWBoa# Roll #: R,M.S, File #: REGOMENDATION(S): Requires Action For Information Only ft is recommended the#: 1. Report FD-2009-3 regarding the Award of RFP FD-2009-3 Air-Boat be received and adopted. 2. That Fire & Emergency Services RFP FD-2009-3 be awarded to Husky Air-Boats of Bolton, Ontario. 3. That an additional $5,000 is allocated from the Fire Department's Capital Vehicle Reserve and added to a previous approved $45,000 towards the purchase of a new Air-boat. 4. That the Mayor & Clerk are hereby authorized to execute a contract with Nusky Air- Boats of Bolton, Ontario to provide an air-boat described in the RFP response. 5. That the appropriate by-law be brought forward for Council's consideration. 6. And Further That the suppliers who submitted proposals be notified of Council's decision. BACKGROUND: The purpose of this report is to make recommendation to Council to award a contract for Fire & Emergency Services Flee# Equipment and to inform Council of the competitive Bid process used to arrive at this recommendation. With Councils approval in Report FD-2009-1 in February 2009 to continue the fce/Water Air-Boat service in the Township of Oro-Medonte a Selection Committee was formed shortly after, made up of Officers and Firefighters to set up the criteria of selection for an Air-Boat. This committee, under the guidance and direction of the Acting Fire Chief the terms of reference was provided to the committee #or action. DEPARTMENT Meeting Date: April 16, 2U09 Report No. FD 20119-03 Page 1 0# 4 The committee met on 4 occasions in order to identi#y the needs of the department, type of vessel, specifications required, safety and rescue capabilities and timeframe to delivery. The committee visited Barrie Fire & Emergency Services and Georgina Fire Services in order to operate and discuss each type of design vessels with the Emergency Services personnel. The other three (3) meetings were to develop the requirements set out in the RFP and to finalize the final Request for Proposal. A proposal call was send out to #hree (3) manufactuers of Air-Boats, they were: • 1000 Island Air-Boats • Polar Air-Boats • Husky Air-Boats The response to the proposal call was only 2 Air-Boat firms with bids: • 1000 Island Air-Boats $106,000 • Husky Air-Boa#s $150,000 The Bids were opened by the Clerk on April 1, 2009 at 13:08 hrs. at the Township Office with Janette Teeter Deputy Clerk, Fire Prevention Officer Murray and Acting Fire Chief Piayfair present. Once the bidders proposals were opened the proposals were returned to the Selection Committee for assessment and ability to meet the specifications set out in the criteria. During this process the committee provided a detailed grading process and ail criteria that was called for in the Request had to be measured against each proposal. Ta ensure fairness in the process the selection committee was divided into 2 teams and each team had an opportunity to grade each respondent to the Request for Proposal. The selection committee was never privy to the bidders final proposal in terms of dollars during the grading process. Once the final dollar value was attached to the Committee's final decision on which firm to recommend, the Committee was then tasked with the decision of culling back on equipment in order to meet the financial goal set out in Report FD-2009-3 of $145,000. After much discussion, the Selection Committee had decided to recommend that all equipment that was introduced into the Request for Proposal be part of the final submitted price of $150,000 as the Committee requested to keep the essential safety & rescue equipment in order to provide optimum capabilities for emergency personnel as well as far the persons requiring rescuing. Therefore in which is the request for the additional $50,000 to be allocated from the Fire & Emergency Capital Vehicle Replacemen# Reserve account. ANALYSIS: There have been a number of factors considered in the research of the criteria for the development of the Request for Proposal, some of these factors are: [?APARTMENT Mee#ing [3ate: April 15, 2009 Report No. FD 2009-03 Page 2 of 4 1. The size of the vessel 2. The type of engine and configuration of engine mounting. 3. The type of hull design. 4. The specialized rescue and sa#ety equipment required to perform at an optimum Level. Each Manufactuer was graded on a point system for the ability to satisfy the requirements set out in the RFP for the Air-boat and to ensure that a fair process of evaluation was applied. The €inal points the Selection Committee calculated was based on a simplified 1-10 scale where (1 } being the lowest and (10) being the highest grade or completely satisfying the requirement of each category. The following grade points were then calculated and provided on the attached to this report. It was identified that although 1000 Island Air-Boats had a Bid pricing of $106,000 they were unable to meet in many required and essential areas the criteria set out in the RFP. and therefore received a grading of only 174.5/460 Husky Air- Boats however, were able to satisfy almost all the required components with a grading score of 397/460. This grading system served as a valuable tool in deciding that the manufactuer of Husky Air-Boats this received a unanimous approval and support to recommend the awarding of the Request for Proposal. FINANCIAL: The financial commitment of this program is to receive approval to withdraw $50,000 from the Fire & Emergency Services Capital Vehicle Replacement Reserve. POLICIES{LEG ISLATION: Transport Canada Commercial Vessels Regulations Occupational Health & Safety CONSULTATIONS: Qro-Medonte Fire Fighters Association Fire Fighter Brian Ambeau Barrie Fire & Emergency Services Georgina Fire Services Thousand Island Air-Boats Husky Air-Boats District Chief Rob Jeremy Gapt. John Cuppage Capt. Kent Monkman Fire Fighter Andrew Hillyard Captain Garry Shoebridge Firefighter Nick Shelswell FPO Hugh Murray DEPARTMENT Mee#ing Date: April 15, 2008 Report No. i=D 2009-03 Page 3 of 4 114,-~i ATTACHMENTS: Air-Boat Grading System is attached to this report. C4NC~.USI(?N: As a result of report FD-2009-1 that received approval by Council in February of 2009 to continue the Air-Boat Rescue services for the Township of Oro-Medante the Fire & Emergency Services a committee was formed in order to prvide an accurate and effective means of evaluating these proposals and to recommend that a reallocation of appropriate funding shoals support that process, This program is directly responsible far the saving of numerous lives and assisting persons in distress. Being able to provide a measure of public safety on our waterways in wintertime conditions can and is viewed as a value added service for our residents and visitors from throughout Ontario. It should be noted #hat while researching the requirements that are necessary to operate a vessel of this kind we have noticed that the regulations have changed somewhat to include a higher level of safety for our Emergency Personnel. During the preparation, we have been in consultation with our Fire Fighters and Officers from across the Township and especially the Hawkstone Station #2 area where the former Air-Boat was based. When the Fire Fighters were asked to participate and provide a clear set of s#andards for this vessel to comply with, they stepped up to serve our community wi#h a vessel that would serve us for many years to come. Respectfully submit#ed: ~- Richard Playfair Acting Fire Chief SMT Approval /Comments. C.A.O. Approval /Comments: ~~ DEPARTMENT Meeting Date: April 15, 2009 Report No. FD 2009-03 Paged of 4 ~ - ORO-MEDONTE FIRE & EMERGENCY SERVICES RFP AIRBOAT ASSESSMENT GRADING SCALE Airboat Selection Committee 4-Apr-09 Based on Grading Scale 1-10 (1=least, 10=best) HUSKY _1000 ISLAND Basic Airboat Vessel 18-20 feet 10 10 10 10 Enclosed Compartment 10 10 10 10 Heater Defroster 40,000 Btu's 5 7 10 10 Steering Wheel/Foot & Hand Throttle 7 7 0 7 Top Mounted w/Shield Wipers 5 5 0 0 Dual Battery System remote boost 10 10 0 5 Meet Transport Can/Can Coast Guard 10 10 10 10 Maximum Height 11' 10" 0 0 0 0 Length Maximum 25' 0 0 0 0 Enaine Confiauration & Specification Low Mount Engine/Belt Drive 10 10 0 0 3 Blade Fan/6.2 Litres/383 Cu in. 10 10 0 10 Easy Access Filter 10 10 0 10 Gear Reduction Configuration 8 10 10 10 Reinforced Composition Hull Design 10 10 10 10 Red in Colour 10 10 0 10 Trailer Reauirements Tilt Trailer with capacity to handle boat 10 10 0 5 Surge Brakes 10 10 0 0 Full Roller Bed 10 10 0 0 12 Volt 9,000 Ib r/c Winch 5 8 0 0 Spare Tire 10 10 0 0 Folding Tongue Jack with Wheel 10 10 0 0 Seating Capacity One Front Bucket Seat for Operator 10 10 5 10 Seating 4 persons across back 10 10 4 10 2 additional persons on pass side 10 10 0 10 Flip up bench seat design 10 10 0 10 lce Water/Open Water Capabilities Open Water to Ice Capability 9 10 0 9 From Ice to Open Water Capability 9 10 5 9 Hard Packed Ice to Ice Breakup Conditions 9 10 5 9 Smooth Water Conditions/Rough Water 9 10 7 9 ( HUSKY 1000 ISLAND Vessel safety Options 2 Fixed Adjustable Search Lights 8 10 0 0 In dash mounted Surface Compass 10 10 0 0 GPS Lowerance or Raymarine 10 10 0 0 With Upgradable Capabilities 0 0 0 0 "Navionics" Lake Ontario Map Card 10 10 0 0 Vessel to have Positive Floatation Feature 10 10 10 10 All Safety Equipment in accordance with Transport Canada and CCG Regulations 10 10 10 10 Additional Equipment High Output Electrical Charging System 10 10 0 0 In dash mounted VHF Radio 10 10 0 0 4 Fixed Mounted Spotlights 200,000 cp 10 8 10 10 3 Blue Emergency strobe lights (LED) 10 10 0 0 Left & Right lift arm mounts 10 10 5 5 2 rear 12v outlets 10 10 0 0 Hydraulic Break Ice Picks/Lift Feature 10 5 5 0 Fully wired 4 headsets 10 10 0 0 Testina OMFD personnel to be present during Testing for Transport Canada Certification 0 0 0 0 Trainina 2 consecutive days (8 hours) 10 10 0 5 394 400 126 223 Total Assessment 394 400 126 223 Assessment for Husky Airboat 397/460 Assessment for 1000 Island Airboat 174.5 / 460 REPORT J~OLtIt2S~2t~ 0~ l _~ proud F~eritage, Exciting Future Report No. RC2009-06 To: Committee of the Whole Prepared By: Shawn Binns Meeting Date: April 15, 2009 Subject: H.A.A.C.A Volunteer Days, Motion # Soap Box Derby -Request for Roll #: Exemption By-Law 2006-38 R.M.S. File #: RECOMMENDATION(S): Requires Action XD For Information Only It is recommended: 1. That Report No.RC 2009-06 be received and adopted. 2. That the Hawkestone and Area Community Association provide proof of $2,000,000 public liability insurance naming the Township of Oro-Medonte as additional insured of as per provision 3 of By-law 2006-38. 3. That an exemption to By-Law No 2006-38 be granted to the Hawkestone and Area Community Association to hold the Volunteer Day Celebrations, Soap Box Derby on April 25t", 2009 upon receipt of proof of insurance. 4. That Line 11 South from Ridge Rd to John St. be temporarily closed on April 25, 2009 from 12:00 pm to 3:OOpm inclusively. 5. That the Hawkestone and Area Community Association be granted permission to utilize six Township Temporary Barricades on April 25, 2009. 6. And Further that the Hawkestone and Area and the Public Works Superintendent be notified of Council's decision. BACKGROUND: By-Law No. 2006-38 regulates the holding of parades or processions/events in the municipality. Section 8 of the above mentioned By-law permits that in a situation where a parade or procession/event will last less than 24 hours, Council may dispense with any or all of the requirements of the By-Law. The Hawkestone and Area Community Association is partnering with the Hawkestone Scouts, and Hawkestone Community Hall Board to organize a Soap Box Derby as part of the Hawkestone Community Volunteer Day Celebrations on April 25t", 2009. Council has historically granted permission for this event to occur. This is the third year of the annual event. Recreation and Community Services April 15, 2009 Report No. RC2009-06 Page 1 of 3 ~~ R ANALYSIS: Paul Harris, Hawkestone and Area Community Association President, has supplied the Township with information regarding the event (Attachment #1). The group is requesting the use of 6 temporary barricades to assist in the closing of Line 11 south of Ridge Rd to the Hawkestone United Church from 12:OOpm-3:OOpm on April 25th, and have indicated that volunteers will be used to re-direct traffic, via Cedarbrooke Cres. It is recommended that Council require proof of public liability insurance in the amount of ($2,000,000) from the Hawkestone and Area Community Association naming the Township of Oro-Medonte as additional insured per provision of the above mentioned By-Law as there is an element of risk in the proposed Soap Box Derby, which will be taking place on Township property. The group also plans to exercise due diligence by ensuring proper supervision, enforcing the use of helmets for all participants in the Soap Box Derby, as well as having waivers completed for each participant. FINANCIAL: Staff time to pick up and drop off barricades. POLICIES/LEGISLATION: By-Law- 2006-38 CONSULTATIONS: Hawkestone and Area Community Association Director, Transportation and Environmental Services ATTACHMENTS: 1. Hawkestone and Area Community Association Request 2. Route Map 3. Sample Waiver CONCLUSION: The Soap Box Derby is part of the Hawkestone Volunteer Day and draws significant community involvement and participation. The organizing group has taken reasonable precaution to ensure that the event will be run safely. The Township will also be protected with additional public liability coverage. It is recommended that Council grant this request to allow this event to occur again in 2009. Shawn Binns Director, Recreation and Community Services Recreation and Community Services April 15, 2009 Report No. RC2009-06 Page 2 of 3 .3 SMT Approval /Comments: ~ C.A.O. Approval /Comments: ~~-^-- Recreation and Community Services April 15, 2009 Report No. RC2009-06 Page 3 of 3 Binns, Shawn From: Paul Harris Sent: Monday, March 30, 2009 4:02 PM To: Binns, Shawn Cc: WARREN RYCKMAN; TRACEY McKILLOP Subject: APRIL 25/09--VOLUNTEER BREAKFAST-GREAT EGG RACE-SOAP BOX DERBY Hello Shawn The following HAACA sponsored events require your assistance: 1. The Soap -box Derby will be held again for kids starting on line 11 South & Ridge Road, ending at Cedar Brook Cres., from noon to 3:OOpm; this is at the top of the hill entering the village of Hawkestone; this event is coordinated by HAACA Director Warren Ryckman; request for road closure is requested from Council; all logistics are the same as last year with a request for six (6) road barriers. NB: traffic will enter the Village via Cedar Brook Cres. from the Ridge Rd; Pls. advise the Fire & Police Depts. of the traffic route diversion. 2. The great HAACA 'egg race' will be held at 10:30am., in the creek at the Hawkestone Park; HAACA Director Tracey McKillop will be coordinating this event. 3. The volunteer free 'Pancake Breakfast' will be held at the Hall from 8-10:OOam; information tables are available to local volunteer groups & the Oro/Medonte Parks dept. is invited to participate. HAACA President Paul Harris will be coordinating the volunteer info tables. Your assistance is appreciated, Regards, Paul Harris President HAACA/Hall Board Google Maps ~~.~ . E~aps ~:anada ~` . _ _\ ~ J~ '-~ i ': ,~ ,=. ,,'~. ' jj,,, `a~`: '~1 Page 1 of 1 /~. I ~ tl w .. ~... ~~~ ",,~ .. F, ..,. ~t r yam, ~6 . ___ _,. _.. ~.:___- .:---- _ Mitl St_ -__ lti ~, ,~ ' +.~. ~, {•.(Pt ®2008 Google-Maf?.~1a.~O6.NAVTECITM -Terms of Use: Ins~:rt Fi_~;1CA LC}GO i", ~ ' ~~~ Hawkestone and Area Community Association Sonp Box Derby -Hawkestone Volunteer Days Celebrntian April 21, llnm 2pm Registration Information: _ Last Name: First Name: Address: Phone: DOB: (YYIMM/DD) Emergency Contact: Phone: Health Problems/Allergies: Details: Enter Details Waiver• I hereby release the Hawkestone and Area Community Association its servants and agents from any and ail claims whatsoever, which may be caused by, or arise from my childlward's participation in activities at or sponsored by the Hawkestone and Area Community Association; except where the damage or injury is caused by the negligence of the Hawkestone and Area Community Association its agents, officers and volunteers acting wttt-gin-the scope of-their duties. I understand that my child/ward should not at#empt to take part in any activity with which they are no# familiar, without first receiving instructions from the Soap Box Derby Volunteers. 1 also agree that my child/ward must abide by any procedures as set forth by the Hawkestone and Area Community Association concerning the use and operation of the Soap Box Derby Vehicles. I further agree that I, the undersigned, have no knowledge of any physical illness, disability or other reason that could cause my child/ward participation to prove ha2ardous to their health. I understand that by signing this consent waiver, 1 am allowing my child/ward to actively participate in the activity as outlined above. 1 understand that in order to maintain an environment that safe, inclusive and positive for all participants the Hawkestone and Area Community Association reserves the right to dismiss a participant for any behavior deemed as unacceptable. Parental/Legal Guardian Name Parentallt_egal Guardian Signature Date ~~ 74Ltl~GS~t 2~'1 (l~ REPORT "~'~' Proud I~eritage, Exciting Future Report No. RC2009-07 To: Committee of the Whole Prepared By: Shawn Binns Meeting Date: April 15, 2009 Subject: H.A.A.C.A Canada Day Motion # Parade- Request for Roll #: Exemption By-Law 2006-38 R.M.S. File #: RECOMMENDATION(S): Requires Action For Information Only It is recommended that: 1. Report No. RC2009-07 be received and adopted. 2. An exemption to By-law 2006-38 be granted to the Hawkestone and Area Community Association to hold a Canada Day Parade on Wednesday July 1 S', 2009 commencing at 1:OOp.m. 3. The Director, Transportation and Environmental Services and the Hawkestone and Area Community Association be notified of Council's decision. BACKGROUND: By-Law No. 2006-38 regulates the holding of parades or processions/events in the municipality. Section 8 of the above mentioned By-law permits that in a situation where a parade or procession/event will last less than 24 hours, Council may dispense with any or all of the requirements of the By-Law. ANALYSIS: Mr. Paul Harris (Parade Marshall and President of Hawkestone and Area Community Association), has supplied information regarding the event (Attachment #1). The Hawkestone and Area Community Association will have volunteers present for the event to assist with the road closure and management of the event. The Oro-Medonte Fire Department and the Ontario Provincial Police have both been notified. The parade route will commence at the Hawkestone Pier at 1:OOp.m. travel up Line 11 S. turning right on John St, then right on Allen and then conclude at Matilda St. The parade will last approximately 45min. It is recommended that Council waive the requirements of By-Law No. 2006-38 to allow for this parade. The Hawkestone and Area Community Association will advertise the parade as a combined Hawkestone and Area Community Association /Township of Oro-Medonte event for liability purposes. Recreation and Community Services April 15, 2009 Report No. RC2009-07 Page 1 of 2 CONSULTATIONS: • Hawkestone and Area Community Association • Director, Transportation and Environmental Services • Acting Fire Chief ~a~,_ ~ ATTACHMENTS: 1. Hawkestone and Area Community Association Request 2. Parade Route CONCLUSION: The parade is part of the Annual Hawkestone Canada Day Celebrations and draws significant community involvement and participation. The organizing group is exercising due diligence to ensure that all precautions are taken and risks minimized for a safe event. It is recommended that Council grant this request to allow this event to occur once again in 2009. a Shawn Binns Director, Recreation and Community Services SMT Approval /Comments: C.A.O. Approval /Comments: ~~--- Recreation and Community Services April 15, 2009 Report No. RC2009-07 Page 2 of 2 €_ Binns, Shawn From: Paul Harris Sent: Tuesday, March 24, 2009 7:53 PM To: Binns, Shawn Cc: George M. Silvestri; JENNIFER ALTON; DOUG&SHELAGH BELL; DEBBIE BARNETT; DIANE ROSS; SUSAN & JIM COWIE Subject: CANADA DAY PARADE IN HAWKESTONE Mr. Shawn Binns The Township of Oro-Medonte Box 100, Oro Ont LOL 2X0 Hello Shawn The Hawkestone & Area Community Association will be holding Canada Day activities Wednesday July 1st, 2009. One of the many activities is the annual parade through the village of Hawkestone to the Community center; your department has on file a map indicating the parade route. Could you please arrange for Township approval to hold the parade. HAACA will have volunteers present for the event to assist with the road closure and traffic management. The parade route will commence at the Hawkestone Pier at 1:OOpm, travel up line 11 S. passing the fire hall and turning right on John St. then right on Allen St. and then conclude at Matilda St. (front of hall). The parade will last approximately 45 minutes. HAACA will advertise the parade as a combined HAACA & Township of Oro-Medonte event for liability purposes. A copy of this request going to OPP c/o George Silvestri; please fwd. copy to acting Fire Chief Richard Playfair and the Parade Marshall Doug Bell. Appreciate your assistance. Thank you, Paul Harris President HAACA p.s. Would also appreciate your assistance supplying the necessary safety vests & traffic cones. ~ 1~ ~ ~ y~cDe' ~I .1 ,_ /" ij~ /''al'it : !' ~i L-' o~ i ~~~ ~ i `,` ~ __.__----~---"~~ ~ ~ I ,~ ~ ~~ ~ • \ 4. ~_~ I{I ---~ .._ 'L~ \ ~ t ~ Y~ ,;~ ,~! '~ 41+j / ~DLttf2Sht~ 0~ ~~~~ REPORT Proud Heritage, Exciting Future Report No. RC2009-08 To: Committee of the Whole Prepared By: Margaret Prewer Meeting Date: April 15, 2009 Subject: Oro-Medonte Minor Ball, Motion # Request for Subsidy Roll #: R.M.S. File #: RECOMMENDATION(S): Requires Action For Information Only It is recommended that: 1. Report RC2009- 08 be received and adopted. 2. Oro-Medonte Minor Ball be requested to submit the applicable fee of $182.00 for the rental of Oro-Medonte Community Arena Banquet Hall on March 8th and October 1St, 2009 in accordance with Township Policy. 3. Oro-Medonte Minor Ball informed of Council's decision BACKGROUND: Oro-Medonte Minor Ball Association is volunteer organization which provides a minor baseball program for Township residents. This organization offers children and youth the opportunity to develop good sportsmanship, team co-operation, and leadership skills. It also fosters skill development in sport and healthy physical fitness habits. It has been Council's practice/policy that requests from individuals or organizations for grant/subsidies are requested to submit the applicable fee and agrant/subsidy application be submitted for Council's consideration. '~, FINANCIAL: The financial impact is: $182.00 POLICIES/LEGISLATION: Fees and Charges By-Law 2008-065 as amended CONSULTATIONS: N/A Recreation and Community Services April 15, 2009 Report No. RC2009-08 Page 1 of 2 ATTACHMENTS: 1. Grant/Subsidy Application 2. Facility Rental Permit CONCLUSION: It is recommended that Oro-Medonte Minor Ball Association be requested to submit the applicable fee of $182.00 for Banquet Hall usage indicated on rental permit #2292, in accordance with the Township policy. Respectfully submitted: -= -~ Shawn Binns Director of Recreation & Community Services SMT Approval /Comments: C.A.O. Approval /Comments: f Recreation and Community Services April 15, 2009 Report No. RC2009-08 Page 2 of 2 ~; ~. ~'ownship of ~~~~~~ Proud heritage, Exciting Future N+r~R 1 1 2009 aaa-v:~F~~ra-r~ APPLICATION FOR GRANT/SUBSIDY Instructions: In order to process the application, Appendix "A" Financial Information must be completed Note: Grants/Subsidies are not automatically renewed annually PART A -ORGANIZATION NAME AND ADDRESS INFORMATION Organization Name ~~ //{{ .-.--- Address CfIG C~(,1r1~~~ r ~ ~~~~-~~ C_ (~ ~ ~ ~ ~ ~ ;'G ~-..EUt,~Gt~. r ~' t~~~ I c~ ~f~ v'~.. ~C~Y~, jar City ~ ~ f ~ ~ I ~Jru ~ `~f t urn Prov. ~'/~ Postal Code ~--~ L -1 ~=- Contact ~ ~~ ~ ~~ ~- ;-oa~5 Telephone ~ ~~ " f.-> ~ T E-mail ~ ~~C /~ G~ ~D l ~'~ ~ . C' ~,:~ ~ ~ Fax _._---.. PART B -ORGANIZATION GENERAL INFORMATION Number of ,l Out of Town ,L~/ Membership Fee, ~' ~ Members ,~,~~ Residents - `~"'~ a ._ If Applicable ~~ ` ~ C.~if ~ C~Ci ~~ r I Geograp is Area I Date Served ~x~~'~1~~1~. ~~~~~ ~ r ~ ~ ~%/D Formed Outline the mission, purpose and objectives of your organization. 0 _ ~ Type of Organization (i.e. Registered Charity, Non-Profit Organization, no status, etc.) and registration number if applicable. 1 Indicate the products /services /benefits provided to the Township of Oro-Medonte by your organization: _f > # of individuals served::~C.>~~ \%C~L{r~1 G:~~~ Ir5 ~ ~f/'~C-f/r ~G`(f~~('(-~ PLEASE ATTACH DETAILED ANNUAL BUDGET INFORMATION INDICATING REVUNUES AND EXPENDITURES (Appendix "A"} PART C -DETAILS OF REQUEST Grant is a request for a financial contribution from Council Subsidy is a request for a reduction or waiving of fees Application is fora (please check) Grant Subsidy t/ Amount Requested: ~ ~~, ~~ / c,~U~ u,~~ ~ ~ hC~~L ~ ~ ~~~a~Q a` 1 ,,; Purpose for which the grantlsubsidy, if approved, would be used. Give complete details (i.e. projector event description, time frame, community benefits). Do you currently receive other grants or subsidies from the Township (facility subsidization, photocopying, secretarial, etc). b~ ~" i ~~.. --j-~ vim? ~t 5 ~~t i. ~.~ S~ ~~-~-~' c-t r ~ u ~`-~ v y ~~c~/ i E1 C~~~~~ I ~C~ G~ (J~ ~ ~ Cc~fl ~;~r~s ~r ~(S I ORO MEDONTE MINOR BALL ASSOCIATION FINANCIAL REPORT Se -0 Balance as per Treasures report Sept 2007 INCOME NSF (700} & misc (112.37) 812.37 ref 2007 305.00 Registration 2008 4~- @$60 190 @$70 15940.00 Sponsor 2008 2525.00 EXPENSES Bank charges Diamond Rental Equipment Insurance NSF Office Pictures Tournament Trophies Umpires Uniforms TOTAL EXPENSES ENDING BALANCE 72.38 3004.50 1670.87 446.50 630.00 449.34 1225.97 53.25 1386.28 3900.00 6030.10 2824.07 1117.37 18465.00 18869.19 3537.25 M How we did this year -404.19 APPENDIX "A" FINANCIAL INFORMATION ORGANIZATION NAME: ~ ~Y%~ ~" ~~'~ ~L~ C~ ~1 ~~ f? ~ / ~~1 ~fl ~a~ f CURRENT FISCAL YEAR: Year: REVENUE. Source: TOTAL: EXPEN DITU RESz Item: TOTAL• SUMMARY: Surplus ar deficit from previous year: Revenue Sub Total Minus Expenditures BALANCE: Amount: Amount: NEXT YEAR PROPOSED. Year: REVENUE: Source: TOTAL EXPENDITURES: Item: TOTAL: Amount: Amount: SUMMARY: Surplus or deficit from previous year: Revenue Sulu Total Minus Exp. Expenditures BALANCE: Signature: Gate: ~~ ~~-~W~ Previous grants subsidies rom the Township? Amount Requested: Amount Approved: -`~ / °~ C~ , CO _ WC~ i t~~'~ e ~. zr~ hrn ,~ ~~/-~c..t 1. peRT n _ ctr~rve-r~ iR~ nG e~ iTUnR~~cn nG~ir~e~ ~c~ ~OCt~i'1~~~/~ ~IGr(~C~'7 Name & Posi ion Name & Position Year of Request: Year of Approval: :-~~%o ~ :.boa ~ Date: ~ 2,~i/U. ~6, ~ C%C%/~ Date: ~~~ `.;`"' ~~O `'j For office use only Approved: Denied: Amount $ NOTE: Date: Personal information contained on this form is collected pursuant to the Municipal Freedom of Information and Protection of Privacy Act, and will be used for the purpose of determining eligibility for grants. Questions about this collection should be directed to the Freedom of Information Co-ordinator, The Corporation of the Township of Oro-Medonte, 148 Line 7 South, Box 100, Oro, Ontario. LOL 2X0 Please use additional sheet (and attach more if required) to complete the information requested on the GrantlSubsidy Application Form. 1 ~' Printed 07-Apr-09, 03:02 PM Township of Oro-Medonte 148 Line 7 S., Box 100 Phone: (705) 487-2171 Oro-Medonte, ON LOL 2X0 Fax: (705) 487-0133 Customer Schedule Oro-Medonte Minor Ball Mr. Steve Fors 10 Howard Drive RR# 1 Oro Station, ON LOL 2E0 Page 1 of 2 Acct ID: Permit Number: 2292 Mr. Steve Fors Home Phone: 705-487-1319 Date Day Complex Facility Event Type Start Time End Time Dur. (Min) Hourly Rate Other Charge Amount 08-Mar-09 Sun GUTH Banquet Hall Registration 10:00 AM 2:00 PM 240 28.00 0.00 112.00 O 1-Oct-09 Thu GUTH Banquet Hall Meeting 7:00 PM 9:30 PM 150 28.00 0.00 70.00 Annual General Meeting 6.5 (hrs) Sub Total $182.00 Tax $0.00 Grand Total $182.00 CONTRACT SE SIGN AND RETURN ONE COPY OF THIS PERMIT WTI'H PAYMENT IMIVVIEDIATELY. BOOKINGS ARE ATIVE UNTIL SIGNED PERMIT AND PAYMENT ARE RECEIVED. CHEQUES ARE TO BE MADE PAYABLE TO THE TOWNSHIP OF ORO-MEDONTE. .F cheques must be replaced immediately with either a money order, cash or certified cheque and a $20.00 fee must be added to :amount of the dishonoured cheque. Interest will be charged at a rate of 15% per annum on all overdue accounts. Late payments failure to replace NSF cheques may result in cancellation of your booking. is mutually agreed that in the event it becomes necessary for the Parks & Recreation Department, through weather conditions, ~akdown of equipment or any other cause, to cancel a sheduled event(s) at one of their facilities, the Parks and Recreation apartment will notify the person signing the permit. Every effort will. be made to replace a booking which has been cancelled or a Fund will be given. lotice of a booking cancellation by permit holders must be given in writing to the Township Office. cancellation in writing more than 7 days in advance of rental date: $20.00 administration charge Full (100%) refund of rental fee cancellation in writing within 7 days of rental date: $20.00 administration charge Full { 100%) refund of rental fee if rental time is used by another renter 50%o refund of rental fee if rental time is not used by another renter cancellation in writing less than 48 hours before rental date: No refund of rental fee 1o cancellation notice ("no-show"): No refund of rental fee ['he exchange of booked time between individual teams or organizations is not permitted without proper written permission from the 'arks & Recreation Department. 1o alcoholic beverages are allowed in any Township of Oro-Medonte facility without express permission from the Parks & tecreation Department. Indicates event spans multiple days. Powered by MaxEnterprise®, a product of Maximum Solutions, Inc.