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. FAC-D-1
APPENDIX 2
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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
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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
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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.
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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.
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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
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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.
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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.
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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:
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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.
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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.
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ACCOMMODATION REVIEW COMMITTEE (ARC)
PUBLIC MEETING
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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
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Please complete this form if you have comments you wish to submit to the ARC no later than noon on
Thursday, February 26, 2009.
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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
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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,
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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
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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.
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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.
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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
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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
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®
•
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
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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
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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.
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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.
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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
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O
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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
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----- 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
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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.
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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
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~~~~~~
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).
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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:
~~
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Previous grants subsidies rom the Township?
Amount Requested:
Amount Approved: -`~ / °~ C~ , CO _
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peRT n _ ctr~rve-r~ iR~ nG e~ iTUnR~~cn nG~ir~e~ ~c~
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Name & Posi ion
Name & Position
Year of Request:
Year of Approval:
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Date: ~ 2,~i/U. ~6, ~ C%C%/~
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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.