Summary of May 1 Meeting - Sunrise School Division

Reynolds School Community Consultation Notes
Tuesday, May 1 st , 2012
7:00 – 9:20 pm
Present:
Sunrise School Division
Wayne Leckie, Superintendent
Paul Magnan, Assistant Superintendent
Heidi Schubert, Teaching Principal
Sarah Roy, Teacher
Diane Duma, Board Chair
Don Nichol, Trustee
Gladys Hayward Williams, Trustee
Bill Zurba, Trustee
Karen Carey, Trustee
Don Mazur, Trustee
Mike Lawson, Trustee
Al Tymko, Trustee
40-50 community members
Lory Mitton, Reporter, The Clipper
The following presentation was assembled by the meeting facilitator based on information
provided by Reynolds School principal and staff and by SSD central administration. Thank
you to Heidi Schubert for the initial draft of the Reynolds School Profile. Some information
has been clarified since the initial presentation, in response to community questions.
Agenda:
‣ Review purpose of consultation and process
‣ Presentation (What We Know)
‣ Large group input (What More do We Need to Know)
‣ Small group discussion (Strengths and Areas to be Strengthened)
‣ Small group discussion (Short and Long Term Possibilities)
‣ Open mic session and Closing
Reynolds Community Consultation Purpose and Process
‣ Purpose: to gain community input for Board consideration regarding short and long term
planning possibilities for future of Reynolds School
‣ Goal: ensure residents are heard
‣ Initiated by community concerns – community consultation promised
‣ Open meeting May 1 – advertised generally in newspaper, SSD web-site and Reynolds School
web-site; residents of Reynolds School catchment area invited by letter
‣ Summary of this meeting and responses to questions raised to be posted on SSD web-site by
May 15 (note: some information will not be available until May 28)
‣ Opportunity for further community input in writing until June 1 (note: extended to June 15)
o Community members who do not have access to the internet will be able to pick up print
copies of the web-based information at the Reynolds municipal office or at Reynolds
School, or can phone the Division to have the package mailed to them.
‣ Board response by June 30
o Question: What does “Board response by end of June” mean?
Page 1 of 11

• The open meeting was an opportunity for community members to raise
questions they feel are important for the Board to consider when planning for
the future of Reynolds School. By June 30, the Board will confirm staffing for
2012-13 and will indicate its short term planning considerations and commitment
to developing a longer term plan for Reynolds School.
Reynolds School Profile
Reynolds School 2011-12 Student Enrolment
Grade # of Students
Kindergarten 2
Grade One 0
Grade Two 0
Grade Three 3
Grade Four 1
Grade Five 2
Grade Six 4
Total Enrolment 12
Current and Projected Enrolment (based on local knowledge of current community
composition)
GRADE 2011-12 2012-13 2013-14 2014-15
Kindergarten 2 2 4 6
Grade One 0 2 2 4
Grade Two 0 0 2 2
Grade Three 3 0 0 2
Grade Four 1 3 0 0
Grade Five 2 1 3 0
Grade Six 4 2 1 3
TOTAL 12 10 12 17
Possible Impacts of a Small School:
http://www.edu.gov.mb.ca/k12/docs/reports/rural_ed/rural_ed_final.pdf
‣ Class sizes
‣ Learning environment
‣ Social environment
‣ Administrative
‣ Opportunities for student growth
‣ Communication with stakeholders (parents, community groups, local businesses and government)
‣ School-community influence
‣ Finance
‣ Supportive programming
‣ Student services
‣ Transportation
Page 2 of 11

Reynolds’ Academic Programs:
‣ Writer’s Workshop
‣ Totally Unique Speakers Club
‣ Debate
‣ Destination Imagination
‣ Reading (e.g. Buddy Reading, Precision Reading)
‣ Sharing and Journals
‣ Letterland Program
‣ AIM (French)
‣ Math games and centers
‣ Spiral-multiage curriculum (definition below)
‣ Thematic, integrated units
Multiage Education:
“…All children may work on the same topic but in different ways or at their own individual speed.
Learning to read, for example, progresses on an identifiable continuum. Children are measured against
themselves in determining their growth toward a goal along that continuum.“
Bingham, Dorta, McClaskey, and O'Keefe. Exploring the Multiage Classroom. York, ME: Stenhouse
Publishers, 1995 (pps 7-8)
‣ Allows for differentiated instruction to meet student needs.
Multiage Education at Reynolds (2011-12 classes: K-4 n=6 Grade 5/6 n= 6)
‣ All students have the right to learn at their own pace in a family-like learning environment
‣ Teachers teach to the students in his/her class based on individual students’ capabilities. This
means education is individualized to optimize growth and potential for each student.
‣ Students in multiage program intended to have the same teacher for at least 3 years
‣ Helps develop student-teacher relationships
‣ Consistency has led to improved academic growth for these students
Specialized Support is available when required. Current supports that are provided:
Speech programming
‣ Every alternate day for 30 minutes with an educational assistant
‣ Regular assessments from Divisional speech pathologist
Social work
‣ SSD social worker meets with students a minimum of once a month
Additional Programs:
Collaboration with Whitemouth School
‣ Students regularly travel between schools
‣ Participate in joint field trips, sport tournaments, cultural and school activities e.g. penny
carnival
‣ Whitemouth students enjoy the opportunity to engage with a different student body (e.g.
sports) and Reynolds students can interact with larger group of children
‣ Enhances comfort level during Reynolds’ students’ transition to Whitemouth
‣ Teachers/admin collaborate for professional development
Page 3 of 11

Field Trips: Monthly field trips to enrich curriculum and provide social/academic opportunities that
may not be available in a small community. Examples: sports trips, Imax, Steinbach Corn Maze, WE
Day, Children’s Hospital, YMCA, Whitemouth Personal Care Home, Pine Point, Festival du Voyageur,
Falcon Ridge Tubing
Outdoor Education: Multiple opportunities due to location in the heart of the Whiteshell -- nature
skiing, scavenger hunt in the Sandilands, ice fishing at Poplar Bay, photographing nature scenes along
the Birch River, community clean up, etc.
Community Programs: Regular programs outside of school hours include weekly Kid’s Club and a
Play Group for parents with children that are not school age. Family Nights: Reynolds School features
weekly sports/games/movie night to offset limited extra-curricular opportunities for local children.
Parents, students and other community members are welcome to attend and have fun with their kids.
Leadership:
‣ Eldest students (grade 6) involved in various self-initiated leadership activities (e.g. beading
group to raise money for the Children’s Hospital)
‣ When students are seen as leaders/role models for younger students, natural leadership skills
emerge (e.g. often seen helping put on coats and doing up zippers without being asked)
Social Action/Citizenship Projects:
‣ Project Ethiopia (partner school): Sent homemade teaching supplies (books on tape, math
games, instruments). Planted, tended and harvested school garden: researched and prepared
healthy recipes for school fall supper to raise $ for partner school OR sold vegetables
‣ Elections Manitoba Student Vote
‣ Fund raising: Children’s Hospital (sold homemade jewelry); Pennies for Patients; Green for a
Dream
‣ Caroling (and card-making) at Whitemouth Personal Care Home
Nutrition:
‣ Breakfast Program: Three-year grant from Breakfast Clubs of Canada to teach students about
healthy eating. Hot breakfast served 3 days/week; cold breakfast 2 days/week. Students
involved in cooking and preparing food.
‣ Hot lunch: 2x/month students plan a meal to include 4 food groups, research recipes, prepare
meals (under teacher’s supervision); school shares meal in breakfast/lunch room.
Guests/Presenters:
‣ Reynolds welcomes guest presenters in various areas. Examples: SADI, Kid’s in the Kitchen
(NEHA), Cooking with Kids, Disability Awareness, Sara Riel program on Stress in Kids, Provincial
Parks Bear Safety.
Canine Empathy:
‣ Reynolds School adopted “Dakota,” an abandoned black lab cross. She is the school mascot --
has taught students how to treat animals and be empathetic. Dakota plays with the children
outside during recess, greets visitors and lays on the couch/carpet during work time. She has
become a part of Reynolds School and the kids love her.
Page 4 of 11

Academic Profile:
‣ Change over time on reading, writing and math assessment scores of students at Reynolds
School from 2009-2012
‣ Data collected from the SSD reading and writing continua, which are assessment tools used
across the school division
‣ Data for math has been collected from grade level goals
Student Performance:
Examined 3 years of assessment data:
‣ 2009/10 (n=31)
‣ 2010/11 (n=19)
‣ 2011/12 (n=14)
Comparative data were available for 15 students who attended Reynolds School for 2 or 3 years during
that period
Looked at 3 assessment scores (Reading, Writing, Maths) for each student (a total of 45 scores)
Performance was assessed as:
‣ B=below grade level expectations
‣ A=at grade level expectations
‣ E=exceeds grade level expectations
Earliest Data = 27 assessment scores at B
Final Data = 13 assessment scores at B
Students stayed at A or E (nobody dropped from E to A or A to B)
Some student improvement from A to E
Most student improvement from B to A
Generally students are improving
Finance - Revenue:
‣ Two revenue streams for school divisions:
o school tax on municipal assessment and
o funding from MB Education
‣ Aggregate municipal and MB Education contributions are about equal. Most are received into
general revenue, i.e. funds come into the school division to be used for its expenses and are not
earmarked for individual schools
‣ Provincial grants for instructional support, small schools, sparsity, curricular materials,
information technology, library, student services, transportation are based either per student or on
formula
‣ Some provincial grant money is allocated earmarked for specific types of expenses or schoolbased
needs
‣ Reynolds generates over $ 1 M through the provincial education tax on property assessments
‣ Sunrise receives a small school grant of approximately $ 82 K based on the low enrolment at
Reynolds Schools
‣ http://www.edu.gov.mb.ca
Page 5 of 11

Finance – Costs:
‣ SSD expenses/student approx. $ 12 K
‣ Reynolds School $ 292 K+ not including bussing, additional SSD Support and Administration
Services
‣ Reynolds students attend other schools in SSD and out of SSD
o In response to community questions and discussion, more information on costs and
revenues will be provided by May 28
Staff Allocation within Sunrise School Division:
‣ Base staffing:
K - 4 = 1 teacher for 18-22 students
Grades 5 - 8 = 1 teacher for 22-24 students
‣ Additional staffing is considered for compelling educational or learning reasons
• (e.g. at Reynolds School, the student population is distributed across 7 grades)
‣ Also grants around special needs, behavioural needs, cultural grants, as well as a wide variety of
other sources of money can come into play and supplement staffing
Reynolds School 2011-12 Staff Complement: (3+ Full Time Equivalent)
‣ 1 Teacher (grades 5-6)
‣ 1 Teaching Principal (multiage K-4)
‣ 0.5 Custodian (lunch monitor alternate days)
‣ 0.5 Librarian/Secretary/Educational Assistant/Speech (lunch monitor alternate days)
‣ 2 Bus Drivers
‣ Artist in School ½ day/cycle (Art and Music) – supplement
‣ Access to Divisional resource support, social workers etc…
Following is a summary of the community’s questions/comments during the Presentation.
If you were at the meeting and feel that this summary misses or misrepresents any
important points that were raised, please let us know. Contact information is provided on
the main web-page.
‣ Questions were asked about the difference in student numbers over the time period 2009-10 to
11-12 and how this might affect the performance results. Questions were also raised about the
circumstances surrounding students who transferred out of Reynolds School and the possible
impact on their performance because of the adjustment students face when changing schools.
Others mentioned that students do not always suffer trauma due to changing schools and that
students often bounce back after an initial adjustment period.
‣ “If parents could afford to transport their children to another school; it could have an impact on
the data given.”
‣ “Do you realize the trauma when a child has to face moving to another school? The transition
is extreme. Adjusting to a new school affects a child’s learning. How did this change affect their
performance? Where did these students go? What is the performance of students that left
Reynolds School?”
‣ “Is (low enrolment/transfers) a problem throughout the School Division or is it only at
Reynolds? Or is it a situation that is happening throughout the province?”
Page 6 of 11

‣ “Have you compared the decrease in Reynolds with the possible decrease of other schools
within the Sunrise school division? Other divisions?”
Sunrise does not track or compare student performance based on which schools students
attend. Student assessment information is for the benefit of individual students and compares
their performance with provincial and/or division-wide grade-level expectations. Sunrise cannot
share assessment information that might enable the identification of individual students.
There are circumstances that are unique to individual communities and schools which can
make comparisons difficult. A small number of students leaving a larger school has less impact
than when the same number leaves a smaller school. The changes in enrolment at Reynolds are
due to several reasons. An informal follow-up with the guardians of students who transferred
indicated various reasons including a lack of satisfaction with how their concerns were/were not
resolved, the size of the school and personal family matters. Other factors that affect
enrolment at Reynolds include the transience of families and children and limited population
growth in the community.
Generally, student enrolment is declining across the country as the age distribution of the
population changes. Rural areas see more decline in enrolment as people have been tending to
move to larger cities and towns. “Out-migration” from larger communities to “bedroom”
communities has re-vitalized some smaller schools.
‣ “It seems that there are gaps in the information provided; so based on this partial information it
will be difficult for the Board to make decisions.”
This open meeting was the first step in the consultation process. The Division is asking for
more information from the community. Information on how to submit questions and comments
is provided on the main web-page.
‣ Multi Age – “Many of the supports are accomplished by our principal/teachers. The value of
their contribution must be taken into consideration. Their input says something for the staff
that we currently have at Reynolds School.”
What other information is needed to Plan for the future of Reynolds School?
o
Identify strengths and areas that could be strengthened.
o Some considerations:
• quality of education and learning; social interaction; access to learning resources;
extra-curricular activities; 21 st Century Learning; ot her…
The following table is a summary of what the people who attended the open meeting stated. Thank
you to those who participated, and to Darlene Lamoureux from the Division office for taking notes.
Page 7 of 11

STRENGTHS
Small groups allow for more individualized
learning to take place
One-on-one addresses all the needs of all the
students – great for “troubled kids,” students
not left behind or “falling through the cracks”
AREAS THAT COULD BE STRENGTHENED
Need more students
Costs
Try to find a way to encourage students who
live in area to attend and to stay
Multi age classes work; some schools offer
these classes even when they have high
enough enrolment that would permit an
unblended class
Children can work above their grade level;
opportunity for more 1 on 1 learning.
Younger children are challenged by the higher
grade curriculum; students who are struggling
benefit from reinforcement of concepts through
repetition.
Students with special needs are given more
attention and special attention
Reinforcement of positive behavior (serious
student, student of the day)
Students are more comfortable
Encourage students that left to return
Pay the students/families to have their children
attend school in their community
Parents should have a form to complete why
they want to transfer their children to another
school to give the school an idea as to how
retain students.
If students are pulled out they don’t return; we
have to attract and retain. We need to find out
facts as to why students chose to leave
Reynolds.
Promote all the strengths that are listed to the
public
Mitigate public perception that small schools
offer less
Students have a greater sense of belonging
Children are more confident as they are not
afraid to ask for help
Strong personal relationships
Interpersonal relationships are positive
Less socializing
Not in the ‘real’ world with so few children.
They don’t have to face a lot of the issues that
students in larger schools face.
Family atmosphere – students learn to look
after each other, not as much bullying, more
like home schooling
Strong community bond / partnership between
staff/parents/community
Lots of people work outside the community
Page 8 of 11

Parent support is high
Teacher & parent communication is strong
Parents can feel confident that their particular
interests (vaccination / fluoride / diet) are being
adhered to – teachers are accountable and
fewer students make it easier to remember
individual needs
In this economy, stress levels are high.
Problems should be addressed immediately.
People are easily frustrated. If problems are
not addressed; parents will pull their students
and it is difficult to get them back.
Trustees should know their areas inside and
out and I don’t think they do. They should
know what is going on in their schools at all
times. They should be aware of the bus routes,
times, etc. that impact students.
Need more transparency; there have been
discussions, rumours.
Computer/student ratio is very high
Heidi is amazing! Our Principal is the best part
of the school.
Heidi creates fun activities for the students.
Awards - promotes students to try harder
Positive programs include: STORE, Bingo,
Halloween Dances, Family Nite, Kids Klub,
Closing ceremonies in June, play group, spirit
week, road clean-up, stage productions
Christmas concert has high community
support/attendance – community eager to
support
Spring picnic; good support when canvassing
for donations
Access to resources; ie: smartboards in school
Staff stability is important. Reynolds has
become a jumping off point. This has been a
large problem in the past.
Staff turnover
Don’t cut music and/or arts. Heidi has worked
hard to have Mrs. Shewchuk (artist) come in.
Better access to learning resources
Bring in teachers to teach special courses that
may be of interests – offer something new
Artist in the school
Earth Day
Children are excited
Close proximity to children’s homes; means
short bus rides
Children are close to home in case of
emergency
Seat belts on the schools buses
Drivers must do a pre-check every time prior to
picking up students
Page 9 of 11

The school is an asset for new comers and new
programs; Rec program run out of the school
Having an Elementary School is a plus to any
community
If you live or work in the area it is a plus to
have the school close
The school is used for activities for community
events
Recruit families to the area by bragging about
the school
Before and after school programs for working
parents; parents that work outside the area
may enroll their children
Increase parental involvement and
volunteer/community involvement
Rec program, Kids Club
Positively different here!
What could be done to improve the quality of student learning in the short term (1-3
years)?
o Encourage the public/community to offer supports to the school
o Increase public/parent/community involvement
o Keep the staff that believe in the students
o Keep current staff and staffing levels
o Staffing stability is so important
o Maintain quality of education
o Need to improve the level of education which means not cutting the funding
o Bring in teachers to teach special courses similar to what other schools are offering
• This may bring students back that left
o Roving teachers between schools to bring in new ideas
o Encourage Falcon Beach School to join activities as they are also a very small school
o Welcome Mennonite school population into Reynolds School on different levels; examine the
extent to which we can meet their needs; small school more accepting of religious views,
tradition
o Change school districts; join with Falcon or have them join Reynolds
o More funding for small schools
o School issues need to be dealt with immediately
o Lap tops for all students to improve technology
o Keep opportunities open and current (e.g. smart boards)
o Encourage young families to move here; cost of living is very affordable.
o Get ideas of positive economic strategies/development. This school is what will attract
people to our community. We need to get our message out there.
o Open-mindedness towards new opportunities
o Increase use of the school for community events
o Publicize opportunities for public to come into school and help with programs – many do not
even know that help is needed
o It almost takes a crisis in the community to get people involved
Page 10 of 11

o
o
What could be done over the longer term – (about 4 -10 years)?
o Keep the school open
o RM should be encouraging business opportunities
o Take pride in your community; tell people about the good things that are happening here in
this area (your friends, newcomers)
o Look at other areas for students
o Richer area school; collaborate with Richer which is still in the RM of Reynolds
Open Microphone:
o I would like the cost of running the school broken down into categories such as:
o
o
o
o
o
o
o
o
o
o
o
Maintenance
Staffing
What is being done with the $82,000 (small schools) grant?
Transportation should be reduced to one bus
Money goes from Reynolds RM taxes to other sites within Sunrise school division. We are
subsidizing the rest of the school division. Assessment has increased, mil rate has
increased. Justification is given but Reynolds should not be subsidizing the rest of the
division. New trustees don’t know the history of Reynolds School. I have been on the PAC
for 12 years; we are over paying and not getting what we are paying for. The past 2 years
have been positive. We don’t want history to repeat itself.
o SSD will provide more information on costs and revenue by May 28.
Hopefully the deadlines that were presented in presentation will be adhered to.
I would like to see a Shops (Industrial Arts) program for grades 4 & up. Students that age
are capable of creating projects. It gives them a broader range of programs.
Has anyone from the school division contacted past students that have gone on to graduate
from Whitemouth School? How many of them were on the honour roll? I want to
accentuate the positive. That they (past Reynolds students) clean up on awards day.
o
No, SSD has not tracked the performance of graduating students based on which
elementary school they attended.
My children went to school here and went on to Whitemouth School. The transition to
grade 7 was difficult. There are several very successful students that have become doctors,
lawyers, accountants, etc. I work in a school that has 70 students that does not have the
supports, computers, or the size that this school has.
Mr. Nichol commented: This school was here since 1965 and I taught here. The students
that came from Reynolds did very well. I still keep in contact with some of them. The
transition to grade 7 can be difficult with elevated stress levels. Once they are there for a
short time, the good foundation gives them to capability to cope with the change. The
Reynolds’ students do as well or better than the other schools.
The measurement of success should not be measured by whether they became lawyers,
doctors or accountants. We have a good record of adults that have generally done very
well which are contented with what they have accomplished and are well balanced people
and this school has started a lot of people on the right track.
Page 11 of 11