2017‐11‐03 MIDDLE YEARS PROGRAMMING OPTIONS REVIEW Presentation to Staff and Public Consultations October 30, November 1, November 2, 2017 Why? • Concerns raised by students and School Leaders regarding meeting student programming needs • Concerns with the level of truancy we are seeing in some of our Middle Years program options • Concerns with lost instructional time due to travel time of students, and the time we are committing to certain programming which exceeds the Provincial time allotments 1
2017‐11‐03 Middle Years Subject Area Time Allotment Grades Grades Subject Areas 1 to 6 7 and 8 Language Arts (English) 35% 27% Mathematics 15% 17% Compulsory Science 10% 13% Social Studies 10% 13% Physical Education/Health Education 11% 9% (mandated time) Arts Education 10% 8% e.g., French*, Other Languages, Aboriginal 9% 13% Optional Studies, Technology, etc. Total 100% 100% Challenges • Changes to the existing Middle Years program options will have implications that need to be carefully considered • It will be important that everyone understands the impact that these implications will have on the Brandon School Division’s ability to meet the needs of students, School Leaders, and parents in the community, as well as on the Division’s ability to address current research findings 2
2017‐11‐03 Student Feedback • All students expressed that changes need to be made to the Grade 7/8 options programming • Specific feedback includes: Request for more exposure to a variety of options Band is important to have as an option French instruction should be based more on conversational skills Students should have an opportunity to participate in more arts options, such as dance and theatre Options should be more cluster‐based throughout the year, where students choose among technology, arts, and sports School Leader Feedback • All School Leaders believe that changes are required to the current optional programming for grades 7 and 8 • Optional programming should be based at the student’s designated school where possible, and there should be a minimum of offsite programming • Any offsite programming provided must be supported by Division transportation • Schools should have decision‐making authority regarding the types of optional programming delivered at their school, and students should have choice in the options they take • A wider variety of options should be available for students over a shorter period of time, with a focus on personalized and relevant learning 3
2017‐11‐03 Middle Years Programming Research • In 2010, the Association for Middle Level Education published a book entitled, “ This We Believe: Keys to Educating Young Adolescents ”. The research in the book describes that an increasing number of Middle Years educators are turning their attention to the question of how to best meet the needs of Middle Years learners • Locally, nationally, and internationally, Middle Years educators are generally in agreement that early adolescence is a unique and special time in students’ lives and that change is needed to transform Middle Years education to meet the needs of Middle Years learners more effectively • Students who are more fully engaged in school are more likely to stay in school, to attend school regularly, and to discover and reach their full potential • According to researchers, student engagement reflects the meaning students give to tasks and activities that their teachers encourage them to undertake (Schlechty) • With improved engagement comes improved learning, and with improved learning comes improved self‐esteem and commitment to school and community 4
2017‐11‐03 2017 Consultant Recommendations: 1. That the Brandon School Division aligns Grade 7 and 8 school timetables to meet the recommended subject area time allotments for Compulsory and Optional programs. 2. That the Brandon School Division removes the current mandatory status of Home Economics and Industrial Arts programming and that the delivery of these programs be integrated into a more comprehensive and varied list of optional program offerings. 3. That the Brandon School Division considers developing a framework for the delivery of arts and optional programs for Grades 7 and 8 that provides schools with flexibility regarding local school‐based options based on student needs and student choice. 4. That the Brandon School Division provides Division transportation to all offsite programming for Grades 7 and 8 students. 5. That the Brandon School Division considers a model for the delivery of specialized programs where staff with specific certification and/or expertise are itinerant. 6. That the Brandon School Division maintains Band as option that students can select in the “arts” option category and that participation in the program is available to all students, regardless of socioeconomic status. 7. That the Brandon School Division maintains French as option that students can select in an “optional languages” category of programming. 5
2017‐11‐03 Scenarios are designed to reflect four broad possibilities and do not represent specific recommendations. Each scenario also has a summary of the implications. All four scenarios reflect the required change in the time allotments to align with the Provincial requirements. Manitoba Education has two categories of subject areas. • Compulsory arts curriculum is currently addressed with Band and visual arts. • Optional curriculum is currently addressed with Home Economics, Industrial Arts, French and non‐ French School based options. 6
2017‐11‐03 Student transportation only refers to the requirement for students to attend different sites. Currently Brandon School Division provides transportation for the Compulsory Arts Subject Area that occurs offsite. Currently it is the parents’ responsibility to provide transportation for the Optional Subject Area that occurs offsite. City of Brandon provides Transit passes to Grade7/8 students. Scenario 1: Status quo (with changes to meet Provincial time allotments) Compulsory Arts • Students choose visual arts or Band. • Band would be taught in central locations. Optional • Students choose one of the following: French, or Home Economics/Industrial Arts or School Based option. • Home Economics/Industrial Arts would be taught in central Locations. 7
2017‐11‐03 Scenario 1: Status quo (with changes to meet Provincial time allotments) Implications • Students cannot take French and Home Economics/Industrial Arts or School Based option. • The Optional courses offered at a school would be dependent on the teachable areas of staff that are at each school. • Student transportation would be required for students choosing Band or Home Economics/Industrial Arts. Scenario 2: Students stay on site Compulsory Arts • Band is taught by itinerant teachers in schools where school numbers warrant. • Where numbers are sufficient, school could offer one of the following: visual arts, choral, music, dance or drama. Optional • Students choose one of the following: French, Home Economics/Industrial Arts or School Based option. • Home Economics/Industrial Arts programming would only be available in schools with current labs or in schools where numbers warranted a mobile lab (if there is facility space). 8
2017‐11‐03 Scenario 2: Students stay on site Implications • Schools with space issues would have difficulties in offering Band or Optional courses that require labs even if numbers warranted. • Students from small schools are disadvantaged as it will be difficult to have enough student numbers for Band or Optional courses, resulting in limited choice. • The number of options available at each school would be dependent on the size of the school. • Transportation is not required for any schools. Scenario 3: Wide variety of student choice Compulsory Arts • Students choose visual arts, band, choral, music, dance or drama. • Schools with sufficient numbers and available space in their facility could offer onsite Compulsory Arts courses. • To ensure sufficient numbers, schools with low numbers would access courses taught in a central location. Optional • Students choose one of the following: French, other languages, Aboriginal studies, technology (including Home Economics/Industrial Arts) or other options. • Schools with sufficient and available space in their facility could offer onsite Optional courses. • To ensure sufficient numbers, schools with low numbers would access courses taught in a central location. 9
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