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Lakefield District Secondary School and Lakefield Intermediate School Final Report On Accommodation Review
Lakefield District Secondary School and Lakefield Intermediate School Final Report On Accommodation Review
TO:
TOPIC:
The Kawartha Pine Ridge District School Board (KPRDSB) aims to provide
educational programs and services of the highest quality. This is best
accomplished when facilities are conducive to creating a stimulating learning
environment designed to meet the needs of all pupils within fiscal parameters.
In addition to facilitating the delivery of our Board mission, the Board will endeavour
to optimize the use of its facilities. Various factors beyond the control of the Board
impact this commitment. These factors include declining, increasing, and shifting
populations, current funding and operational realities, new provincial legislation and
policy, changing educational objectives and physical limitations of buildings.
2.
3.
The Long Term Accommodation Plan 2015-2020 was received for information by
the Board of Trustees in May 2015. The Long Term Accommodation Plan is
intended to provide the Board with information and/or direction on:
Indicators for future directions regarding new schools and/or additions, school
consolidations/closures, boundary reviews/changes.
In the plan, it was recommended that the Board conduct an accommodation review
to close Lakefield District Secondary School (LDSS) and consolidate it with
Thomas A. Stewart Secondary School (TASSS) at the TASSS site. The report
further identified that the community indicated a strong desire for a conclusive
decision to resolve the perceived uncertainty about the future of the school.
On September 24, 2015, the Kawartha Pine Ridge District School Board reviewed
and revised Board Policy BA-1.2, Pupil Accommodation Review: School
Closure/Consolidation, which relates to pupil accommodation and accommodation
reviews, as a result of new provincial directives released in March 2015.
This policy governs the process by which schools are to be identified and
recommended for study and review. Any school, or group of schools, impacted by
the following criteria, may be identified in an individual or group accommodation
review: Program Viability, Overcrowded, Operating/Maintenance Costs,
Underutilized, and Exceptional Circumstances.
5.
6.
7.
9.
10.
The On The Ground (OTG) Capacity for Lakefield District Secondary School is
702 ADE
With the declining enrolment, there are program viability concerns at Lakefield
District Secondary School, including:
The number and variety of available courses is small and will continue to
decline
The number of teaching staff is small and will continue to decline which, in turn,
reduces the opportunities provided to students in the way of specialty teachers,
coaches, etc.
At the current enrolment levels many courses are offered in multi-grade and/or
multi-level settings and/or in alternate years
STATUS
12.
Three meetings at which the public was able to make presentations to the
Accommodation Review Committee
Three working meetings where the committee was able to discuss different
aspects of the Pupil Accommodation Review
Seventeen 10 minute delegations
Forty 3 minute delegations
Eleven presentations made to the committee by Board personnel
Twenty-six letters to the committee from members of the community
Three letters to the committee from local businesses
One letter to the committee from a local association
One letter to the committee from Curve Lake First Nation
Fifteen letters to the committee from municipal governments
All three working meetings and the final meeting allowing public presentations
were video streamed
Community members were able to ask questions and post comments online
Dedicated link on the KPR website where materials related to the
accommodation review were available.
Act as an official conduit of information shared between the school board and
the school communities
Provide feedback on the impact of declining enrolment on the delivery and
availability of program offerings and the resulting excess space
Comment on the initial staff report and consider providing other
accommodation options with supporting rationale.
Community Consultation
14.
Each of the three public meetings of the accommodation review process were well
attended. Attendees had the opportunity to speak to the committee as part of a
10 minute or 3 minute delegation, or by submitting questions at the meeting as well
as online.
15.
The Accommodation Review Committee identified key themes that were heard
during the public meetings. They include the following:
a. Transportation: The community was very concerned with the length of time
students would be on a bus if LDSS is closed and students must attend
TASSS. This issue was particularly a concern for parents living north/northeast
of Apsley.
b. Community Relationships and Partnerships: Community members emphasized
that LDSS students are actively involved in the community through formal
events and activities while the school is also supported by various community
agencies and groups. The school has a community hub and is used by several
community groups.
c. Business Partnerships: Many business leaders presented to the committee
and noted their existing relationships with the school through their support of
cooperative education students and support for other activities at the school.
Several businesses indicated support for the introduction of specialized
programming at the school should it stay open. The potential economic impact
of closing the school was raised by several individuals.
The Accommodation Review Committee actively discussed and debated the key
themes raised at the public meetings during three working meetings. The
committee discussed the public input and staff information within the context of
options being considered. Information was also shared from the Low Enrolment
working meetings that identified the following priorities for secondary school
education in Lakefield: Programming, School Culture, Community and Extracurricular Activities.
17.
The committee identified the pros and cons of a wide array of options for students
in the LDSS catchment area. The primary focus for the committee were options
that provided improved programming for students.
18.
The following options were presented but were set aside by the committee as they
were not seen as long-term solutions for LDSS: Status quo; K-12 school at the
LDSS site; Grade 7-10 junior high school with students in Grades 11-12 to attend
TASSS.
19.
Two additional options were brought forward but not discussed at length by the
committee as they are not within the mandate of the committee: Close Lakefield
District Secondary School, Norwood District High School and Kenner Collegiate
Vocational Institute and build a new school on a site east of Peterborough; adjust
the scope of the review to include the entire City and County of Peterborough area,
and potentially close a city school to allow rural students to attend a rural school.
20.
Educator Committee Members: It was pointed out by staff that inquiry based
learning is a powerful approach to engage and motivate student learning. It is
a process being supported in teacher professional learning collaborative
inquiries and in turn encouraged in KPR classrooms. Implementation of this
learning is on a continuum across our district and is unlikely to increase
enrolment in any particular school.
Extra-Curricular Opportunities: While LDSS is able to offer many extracurricular activities it has become increasingly challenging given the low
student enrolment and fewer staff to support these activities. The committee
discussed the concern for students being able to access after school activities
at TASSS with all students from Lakefield being bused. The committee
suggested that late busing should be a priority to support students living
outside the city limits so that they might have equal access to after school
athletics and activities. The committee also discussed that while there are
more choices for students at larger schools, there are concerns as to whether
students can make a school team given the greater competition.
22.
Transportation: Bus ride times from the Apsley area were discussed at length by
the committee. Student Transportation Services of Central Ontario (STSCO) staff
attended two working meetings to provide an overview of current busing to LDSS
as well as options to deal with the longer distance to TASSS if LDSS is closed.
The community identified the fact that bus times become longer with difficult
weather conditions and provided different bus lengths than STSCO.
STSCO provided the following information regarding busing at LDSS and
proposed times for TASSS if Lakefield should close. Currently at LDSS there are
190 students who are provided busing on 15 routes and of these, 22 students live
in the Apsley area. On the busing system for LDSS there are 7 routes requiring
transfer buses, the average bus ride time is 31.8 minutes and there is one student
whose travel time is over 75 minutes. The longest bus ride is currently 88 minutes.
STSCO used that same student information and applied it to a scenario for those
same students attending TASSS. Two extra buses, at a cost of $106,000
($53,000 per bus) were added into the system to streamline busing given the extra
11 km to TASSS. In this scenario, there are a total of 222 students requiring
busing (some students from the LDSS area already attend TASSS), 29 total bus
routes (including all TASSS routes) and again 22 students living in the Apsley
area. Integrating those students into the TASSS busing system would require
5 transfer buses, the average bus ride time would be 41.23 minutes and there are
26 students on the bus for longer than 75 minutes. The longest bus ride would be
94 minutes.
After the final committee working meeting administration asked STSCO if adding
any smaller vehicles for the areas farthest away from TASSS would improve
busing for the students. Adding 2 vans into the system, at a cost of $70,000
($35,000 per van) per year, improved average bus times to 36.97 minutes, the
longest bus ride time would be 86 minutes, and there would be 10 students on the
bus for longer than 75 minutes.
Utilizing extra busing to support transportation to TASSS would be offset by the
overall savings to the Board of closing LDSS. Please see the following charts for
overall busing scenarios:
Total # of
Routes into
School
15 (does not
include 7
feeder routes
which get
students to the
transfer bus)
Total #
of
Students
Bused
Longest
Ride Time
(mins)
Shortest
Ride Time
(mins)
Average
Ride Time
(mins)
Majority of
Students on
Buses
(mins)
Total # of
Students on
for Over 75
Minutes
Total # of Students
in the Apsley
Catchment Area
Requiring Busing
Total # of
Routes
Utilizing
Transfers
190
88
31.8
32
22
29
Total # of
Students
Bused
Longest
Ride
Time
(~mins)
Shortest
Ride Time
(~mins)
Average Ride
Time
(~mins)
Majority of
Students on
Buses
(~mins)
Total # of
Students on
for Over 75
Minutes
Total # of Students
in the Apsley
Catchment Area
Requiring Busing
Total # of
Routes
Utilizing
Transfers
that have
Former
LDSS
Students
222
86
14
41.23
45
26
22
Total # of
Students
Bused
Longest
Ride
Time
(~mins)
Shortest
Ride Time
(~mins)
Average Ride
Time
(~mins)
Majority of
Students on
Buses
(~mins)
Total # of
Students on
for Over 75
Minutes
Total # of Students
in the Apsley
Catchment Area
Requiring Busing
Total # of
Routes
Utilizing
Transfers
that have
Former
LDSS
Students
29
222
86
12
36.97
45
10
22
Career Planning: Information was shared with the committee related to postsecondary entrance requirements for a variety of career destinations. Students
currently attending LDSS struggle to build a timetable that allows them to access
all post-secondary destinations. It is especially difficult for students to build a
timetable to pursue a science and/or math related career such as engineering or
health sciences. Over-subscribed post-secondary programs require specific
entrance requirements and generally have a high entrance average threshold.
Some programs may also require additional experience and/or a portfolio as part
of the application process. Students at LDSS must choose from a limited number
of college and university level courses which can have an impact on the strength of
their application.
24.
920
-320
600
181
419
600
Of the 920 students, 320 full- or part-time students were attending LDSS. The
committee also agreed that the 181 students attending Board programs at other
schools should continue to do so. Therefore the focus became the 419 students
from these areas attending other KPRDSB schools for regular programming.
It is also important to note that school catchment areas are not determined based
on municipal boundaries. The following table shows, by Peterborough city and
county secondary school, the elementary school catchment areas in which the
students reside.
Crestwood
SS
Kenner
CVI
Norwood
DHS
Apsley Central PS
3
Chemong PS
204
James Strath PS
King George PS
Total
2
214
10
7
4
45
Norwood District PS
53
R.F. Downey PS
36
Ridpath Junior PS
18
Unassigned (Curve
Lake First Nation)
Warsaw PS
Total
Campbellford
DHS
Buckhorn PS
Highland Heights PS
Thomas A.
Stewart SS
272
54
37
26
10
57
74
1
1
14
50
419
In the case of the remaining 419 students, many attend secondary schools in a
different municipality that are actually closer to where they live than one within their
own municipality. As well, space permitting, students across our district may
attend other schools for personal reasons.
Appendices B and C show where elementary students in Selwyn and DouroDummer Townships reside.
A review of this information brought the focus to the proposal to have Chemong
Public School students attend LDSS. The committee was presented with a
10 year projection of what the LDSS enrolment might look like by utilizing
participation rates of both 50% and 80% with the phasing in of students beginning
in 2016. The full phasing in of students would take four years as Grade 8 students
move to Grade 9 and then Grade 10, etc. Currently, on average approximately
80% of the graduating students from Chemong Public School attend Adam Scott
Collegiate Vocational Institute (ASCVI) for secondary school each year. Enrolment
projections for LDSS (once fully phased in, in 2019) would range from 365
students to 423 students, depending upon the participation rate.
Administration does not support this proposal for a number reasons including:
Under either scenario LDSS is still a small secondary school with under 500
students; therefore programming concerns would continue
ASCVI students will be provided with less programming options due to a
smaller enrolment
Students from Chemong Public School would be provided with far less
programming opportunities at LDSS than they currently have at ASCVI
The Chemong Public School community supports the current relationship with
ASCVI that has existed for many years
Mandating this move may result in the loss of students from KPR.
25.
Rural Students Attending Urban Schools: The issue of having rural students
attend a school located in a rural community was raised by the community. All
secondary schools within KPR have students with both rural and urban addresses.
Students attend schools for a variety of reasons including; nearness to their home,
a particular specialized program, or where many of their peers attend. It is our
responsibility as a school board to provide the best learning opportunities for our
students as possible. TASSS currently has a mixture of students who live in both
urban and rural settings, with over 400 students coming from rural addresses.
26.
Change
534,957
- 534,957
TASSS
217,011
- 217,011
LIS
88,161
- 88,161
Ridpath Junior PS
44,867
- 44,867
17,317
18,006
689
902,313
18,006
- 884,307
Buckhorn PS
Total Top-up Funding
This means that the Board would be provided with $884,307 less funding but
would still have to incur operating costs if the schools remain open.
Relationship with Curve Lake First Nation: Kawartha Pine Ridge District School
Board highly respects and values our relationship with CLFN. It was clearly
communicated to the committee that the CLFN community values the historical
relationship with LDSS and the current learning conditions and supports that are in
place to support students. Board staff value this positive relationship and through
our educational agreement, will continue together to meet the needs of students
from Curve Lake First Nation.
Community Groups also had the opportunity to meet with senior staff regarding the
future of LDSS and LIS. A. McIlmoyle, S. Bell-Gastle and A. Pipher met with
superintendents on January 12, 2016 to provide further clarification of the project
based inquiry concept proposed for LDSS.
After much dialogue and conversation with the Lakefield community through the
Accommodation Review Process, administration recommends the following:
1. Consolidate Lakefield District Secondary School with Thomas A. Stewart
Secondary School at the Thomas A. Stewart Secondary School site beginning
in September 2016.
2. Close Lakefield Intermediate School and relocate Ridpath Junior Public School
into the Lakefield District Secondary School building (English, French
Immersion and Ojibwe) creating a K-8 school beginning in September 2017.
Consolidate Lakefield District Secondary School at Thomas A. Stewart Secondary
School:
Consolidating the students from Lakefield District Secondary School at Thomas A.
Stewart Secondary School will provide a number of improved opportunities for all
students. Those opportunities include:
Staff: There is significant benefit to teachers when they are part of a larger
group with the same specialization. For example, a department with several
math teachers allows for greater collaboration, sharing and professional
development compared to a department of two. It also allows for specialization
and flexibility for teachers within a subject area. Teachers are less likely to
teach outside of their specialty area in a larger school, which in turn benefits
students.
Close Lakefield Intermediate School and Relocate Ridpath Junior Public School
into the Lakefield District Secondary School Building Creating a K-8 School:
Throughout the Accommodation Review Process there was significant interest in
relocating the K-8 school in a refurbished elementary school facility at the secondary
school site if Lakefield District Secondary School was closed. Administration
strongly supports this proposal if the decision is made to close Lakefield District
RECOMMENDATIONS
1.
2.
That the Lakefield District Secondary School and Lakefield Intermediate School
Accommodation Review Committee be dissolved.
Steve Girardi
Superintendent, Student Achievement
Greg Ingram
Superintendent, Student Achievement
Appendix A
Grade 12
Total courses
204
Grade 10
382
923
1116
67
61
40
36
39
30
36
500
35
32
29
35
37
26
63
School Population
21
29
31
25
22
262
59
107
119
132
191
Grade 9
Appendix A
Semester 1
Semester 2
Period 1
Period 2
Period 3
Period 4
ALC1O
AMU1O*
SNC2D
SNC2P
ENG1D
ENG1P
MFM1P
MPM1D
PAD1OW
PPL1O*
10 AMU2O*
TFJ2O*
TGJ2O*
TTJ2O*
AMG2O*
MFM2P
MPM2D
TCJ2O*
ENG2P
GLC2O
TCJ2O*
CGC1D*
CGC1P*
CGC1DW*
CGC1PW*
LNOBO*
CHC2P
LNOC*
TCJ2O*
TFJ2O
TMJ2O*
11 AMU3M*
IDC3O*
MBF3C
MCR3U
TFT3C*
TGJ3M*
TGJ3O*
TTJ3O*
12 AMU4M*
IDC4O*
IDC4U*
MAP4C
TGJ4O*
AMG3O*
ENG3E*
PPL3O*
TCJ3C*
TFJ3E*
TFR3C*
ENG3C*
MEL3E*
NBV3C*
NBV3E*
SBI3C*
SBI3U*
TCJ3C*
ENG4E*
OLC4O*
PPL4O*
SCH4U
ENG4C*
HSB4U*
PSK4U*
MEL4E*
TCJ4C*
Period 1
Period 2
Period 3
Period 4
ENG1L*
SNC1D
SNC1P
ENG1D
ENG1P
MFM1P
MPM1D
LNOB*
TIJ1O
CGC1D*
CGC1P*
FSF1D*
FSF1P*
10 CHV/GLC
ENG2L*
ENG2D
TTJ2O*
MFM2P
PPL2O*
TGJ2O*
ADA2O*
AMG2O*
CHC2D
LNOC*
TFJ2O
ENG3C*
HPC3O
LNOD*
TCJ3C*
TMJ3C*
11 ENG3U
MBF3C
TTJ3C*
TTJ3O*
BDP3O
PAF3O*
TGJ3M*
TGJ3O*
ADA3O*
AMG3O*
ENG3C*
ENG3E*
LNOD*
MEL3E*
SCH3U*
AWA2O
CHV/GLC
FSF2D*
MAT2L
SNC2P
TCJ2O*
TMJ2O*
FSF3U*
TCJ3C*
TCJ3E*
TFJ3E*
TFR3C*
TMJ3C*
TMJ3E*
ENG4C*
LNOE*
MHF4U
12 ENG4U
PLF4M
TFR4C
TTJ4C*
TTJ4E*
CGR4M
CHY4C*
CHY4U*
PAF4O*
TGJ4O*
TUI4T
ENG4C*
ENG4E*
LNOE*
MEL4E*
OLC4O*
SBI4U
SCH4C*
CLN4U
FSF4U*
TCJ4C*
TCJ4E*
TMJ4C*
Appendix A
10
11
12
Semester 2
Period 1
Period 2
Period 3
Period 4
ENG1L*
FEF1D*
HIF1O
MFM1P*
MPM1D*
TIJ1O*
ENG1D*
MFM1P*
MPM1D*
PPL1OB*
SNC1D*
SNC1P*
SNC1L*
CHC2D*
CHC2P*
ENG2D*
PPL2OB*
SNC2L*
TCJ2O*
CGC1P
FSF1D*
SNC1D*
SNC1P*
ADA1O*
AMU1O*
AVI1O*
ENG1P*
MAT1L*
PPL1OG*
CHV/GLC
FSF2D*
MFM2P*
MPM2D*
SNC2D*
SNC2P*
ENG3C
ENG3U*
PPL3OB*
PPL3OG*
SBI3C*
SBI3U*
TTJ3C*
HSP3C*
HSP3U*
MBF3C*
SPH3U*
TCJ3C*
TCJ3E*
AVI3O
AWQ3M
IDC3O
MCF3M*
MCR3U*
TMJ3C*
TMJ3E*
AEA4O
ENG4U*
TTJ4C*
TTJ4E*
MAP4C*
MDM4U
OLC4O
SPH4C*
TCJ4C*
ENG4C
IDC4U
MHF4U
PPL4OB*
PPL4OG*
ADA2O*
AMU2O*
AVI2O*
ENG2P*
MAT2L*
PPL2OG*
TCJ2O*
AMU3M*
ENG3E*
FEF3U*
IDC3O
SCH3U*
SVN3E*
SVN3M*
TCJ3C*
TCJ3E*
TMJ3C*
AMU4M*
CHY4O*
CHY4U*
ENG4E*
FEF4U*
HSB4U
IDC4U
SCH4C*
TCJ4C*
TMJ4C*
CHC2D*
CHC2P*
ENG2L*
FEF2D*
MFM2P*
MPM2D*
10
11
12
Period 1
Period 2
Period 3
Period 4
AVI1O*
CGC1P
ENG1D*
ENG1P*
PPL1OG*
AVI1O*
BTT1O*
FSF1P
MFM1P*
MPM1D*
ENG1D*
FSF1P
PPL1OB*
SNC1D*
SNC1P*
CGC1D
ENG1L*
ENG1P*
TIJ1O
AVI2O*
CHV/GLC
ENG2D*
ENG2P*
PPL2OG*
SNC2D*
SNC2P*
ENG3C
ICS3U*
MCF3M*
MCR3U*
TFJ3C*
TFJ3E*
AMG2O*
AVI2O*
BTT2O*
MFM2P*
MPM2D*
NAC2O*
ENG2D*
HFN2O
PPL2OB*
TCJ2O*
ENG2L*
ENG2P*
ICS2O
SNC2D*
SNC2P*
TMJ2O
AMG3O*
CLU3M*
ENG3U*
HNC3C*
NBV3C*
TTJ3C*
AVI3M*
GPP3O
IDC3O
MBF3C
SCH3U*
TCJ3C*
TCJ3E*
TGJ3M*
ENG3U*
HSP3OF
IDC3O
MEL3E*
SBI3C*
SBI3U*
ENG4C
HIP4O
ICS4U*
SBI4U
AMG4M*
CLN4U*
ENG4U*
GLN4O
HNB4M*
SPH4U
TTJ4C*
TTJ4E*
AVI4M*
IDC4U
SCH4C*
SCH4U
TCJ4C*
TGJ4M*
ENG4U*
IDC4U
MAP4C
MCV4U
MEL4E*
PPL4OB*
PPL4OG*
TFJ4C*
TFJ4E*
Appendix A
Semester 1
10
Semester 2
Period 1
AMV1O*
BTT1O
CGC1D
CGC1P*
CGC1PN*
ENG1D7*
ENG1P7*
FSF1D
FSF1P
MPM1D
SNC1D
SNC1P
Period 2
AMU1O*
AMU1O6*
CGC1D
CGC1P*
CGC1PN*
ENG1D7*
ENG1P7*
LNOAO*
MAT1L*
MFM1P
MPM1D
SNC1D
SNC1D*
SNC1P*
TIJ1O
Period 3
ADA1O8
ALC1O8 (2)
AMU1O8
AVI1O8
ENG1P
FSF1D
HIF1O
PPL1OB
SNC1D
Period 4
CGC1D*
CGC1P*
ENG1D
ENG1D8*
ENG1D8
ENG1P8*
FSF1P
PPL1O8(3)
TIJ1O (2)
Period 5
AMR1O*
AMV2O*
AVI2O8
CHV2O (3)
GLC2O (3)
ENG2L
MFM2P
MPM2D
TCJ2O
TFJ2O
ADA2O8
ATC2O8
CHC2D
CHV2O (2)
GLC2O (2)
ENG2D
ENG2D7*
ENG2P7*
LNOBO*
MAT2L*
MPM2D
TFJ2O
TMJ2O
AMU2O8
ATC2O*
AVI2O
CHV2O (2)
GLC2O (2)
ENG2D
PPL2O
SNC2D
SNC2P
TMJ2O9
AMG2O*
AMU2O*(2)
ATC2O*
CHC2P
CHV2O (2)
GLC2O (2)
ENG2D8
MFM2P
MPM2D
TFJ2O
AMR2O*
10
10
Period 1
CGC1D
ENG1L*
ENG1P
ENG1P*
FSF1D
FSF1P
MPM1D
PPL1OG
SNC1D
SNC1P
Period 2
ADA1O
AMV1O*
AVI1O
CGC1D
FSF1D
FSF1P
MFM1P
MPM1D
SNC1D
SNC1P
Period 3
ALC1O8(3)
ATC1O8
AVI1O8
MAT1L*
MFM1P
MPM1D
PPL1OB
PPL1OB*
PPL1OG*
Period 4
AVI1O
CGC1D
CGC1P*
CGC1PN*
ENG1D*
ENG1D6*
ENG1D8(3)
ENG1P8
PPL1O8(2)
Period 5
AMR1O*
AMH2O*
ATC2O*
CHC2D
CHC2P
ENG2D*
ENG2D6*
ENG2D8
ENG2P
HFN2O
ICS2O*
MFM2P
SNC2D
ADA2O
AMV2O*
CHC2D
CHV2O
GLC2O
ENG2D8
ENG2P
ENG2P8
HFN2O
PPL2O
SNC2D
THJ2O*
TMJ2O9
AMG2O*
AWI2O8
BBI2O
CHC2D
CHC2P
MAT2L*
MPM2D
PPL2O
SNC2D
SNC2P
AWA2O
CHC2D
CHC2L*
CHC2P*
FSF2D
MFM2P
MPM2D
SNC2D
SNC2P
THJ2O*
TTJ2O
AMR2O*
Appendix A
Semester 1
11
12
Semester 2
Period 1
AMV3M*
AMV3O*
ATC3M*
AWC3M8
ENG3C
HPC3O
ICS3C*
ICS3U*
MCF3M
MCR3U
MEL3E*
OLC3O*
TMJ3C9
Period 2
AWQ3M8
ENG3C
ENG3C7*
ENG3E*
HSP3U
PPL3O
PPZ3C
SBI3C*
SBI3C9*
SBI3U*
SBI3U9*
TCJ3C*
TCJ3E*
Period 3
ATC3O*
CHW3M
ENG3U
HSP3C
MBF3C
SPH3U*
SVN3E
TCJ3C*
TCJ3E*
TEJ3M9
Period 4
AMG3M*
AMG3O*
AMU3M*(2)
ATC3O*
BMI3C
HSP3C*
HSP3U*
PAD3O9
SBI3C
SCH3U
TFJ3C7
THD3M*
THL3E*
TTS3C
Period 5
AMR3M*
AMV4M
ASM4M
ATC4M*
AWP4M*
ENG4U
HSB4U
MAP4C
MDM4U
MEL4E*
MHF4U
SBI4U
ADA4M
AWQ4M8
ENG4C
ENG4E*
ENG4U
HNB4M8
MDM4U
SPH4U
TCJ4C*
TCJ4E*
TMW4E*
TMY4C*
CHY4U
ENG4C
GLS4O9
PPL4O
PSK4U
SCH4U
SPH4C*
TFJ4C*
TFJ4E*
TTJ4C*
TTJ4E*
AMG4M*
AMU4M*(2)
ATP4M*
AWM4M
CLN4U
ENG4C
ENG4U
MHF4U
SCH4C
THD4M*
THL4E*
AMR4M*
11
12
Period 1
AMH3M*
ATC3O*
AWQ3O8
ENG3E*
ICS3U6*
MBF3C
MCF3M
MCR3U
OLC3O*
SBI3U
TGJ3M*
TMJ3C*
TMJ3E*
Period 2
AMV3M*
AMV3O*
ATC3M*
AVI3M
BAF3M
ENG3C
ENG3U
FSF3U*
MEL3E
OLC3O
PPL3O
SBI3C9*
SBI3U9*
THH3E*
THS3M*
Period 3
AMG3M*
AMG3O*
AMT3M9
CLU3M
ENG3C
ENG3U
MEL3E*
SPH3U
TFJ3C*
TFJ3E*
TTJ3C*
TTJ3O*
Period 4
ADB3M9
ENG3U
HNC3C8
MBF3C
MCR3U
OLC3O*
PAD3O9
SCH3U
TFJ3C*
TFJ3E*
THH3E*
THS3M*
TMW3E*
TMY3C*
Period 5
AMR3M*
AMH4M*
AWO4M*
AWT4M*
ENG4E*
MCV4U
PPL4O
TFJ4C*
TFJ4E*
TGJ4M*
TMW4E*
TMY4C*
TTJ4C*
TTJ4E*
AMV4M*
ATC4M*
CGW4U
FSF4U*
MAP4C
MDM4U
SCH4U
TFJ4C*
TFJ4E*
THH4E*
THS4M*
TTS4C
ADC4M9
AMG4M*
ENG4C
ENG4U
GLS4O9
HFA4U
ICS4C*
ICS4U*
MAP4C
MEL4E*
SBI4U
TCJ4C*
TCJ4E*
ADD4M9
BBB4M
HSB4U
PPL4O
THH4E*
THS4M*
TMJ4C*
TMJ4E*
AMR4M*
Appendix A
Grades 9 & 10
SEMESTER 1
PERIOD 1
9
10
PERIOD 2
SEMESTER II
PERIOD 3
PERIOD 4
CGC 1D1-01
CGC 1D8-01*
CGC 1P9-01*
FSF 1D1-02
FSF 1P1-01
GLS 1O1-01
GLS 1O1-02
MFM 1P1-02
MPM 1D1-02
MPM 1DM-01
PAI 1O1-02
PPL 1OG-02
SNC 1D1-02
TGJ 1O1-05
BBI 1O1-01*
CGC 1D1-02
CGC 1D8-02*
CGC 1P9-02*
ENG 1D1-03
ENG 1DM-01
ENG 1L1-01*
FSF 1P1-02
MFM 1P1-01
PAI 1O1-01
PPL 1OB-02
PPL 1OG-01
SNC 1D1-03
TIJ 1O1-03
ADA 1O1-01
AMI 1O1-01*
AMU 1O1-01*
ATC 1O1-01
AVI 1O1-01*
ENG 1D1-02
ENG 1P1-02
LNO AO1-01
MPM 1D1-03
PPL 1OB-01
SNC 1DM-01
SNC 1P1-02
TGJ 1O1-04
TIJ 1O1-01
AVI 1O1-03
BBI 1OF-01
CGC 1P1-01
ENG 1D1-01
ENG 1P1-01
FSF 1D1-01
FSF 1DM-01
MPM 1D1-01
SNC 1D1-01
SNC 1P1-01
TGJ 1O1-01*
TIJ 1O1-02
CHV/GLC
2O5-05/06
ENG 2D1-02
ENG 2P1-01
MPM 2DM-02
PPL 2OB-01
TEJ 2O1-01*
TFJ 2O1-01
THJ 2O1-01*
AMI 2O1-01*
AVI 2O1-02
BBI 2O1-01*
CHC 2D1-01
ENG 2L1-01*
ENG 2P1-03
MPM 2DM-01
SNC 2D1-04
SNC 2DM-02
SNC 2P1-02
TMJ 2O1-01
AVI 2O1-01*
CHC 2P1-01
ICS 2O1-01
MAT 2L1-01
MFM 2P1-02
MPM 2D1-01
MPM 2D1-02
SNC 2DM-03
SNC 2P1-01
TCJ 2O1-02
CHC 2L1-01
CHV/GLC
2O5-01/02
CHV/GLC
2OF-01
FSF 2D1-02*
FSF 2DM-02*
MFM 2P1-01
PAF 2OG-01*
SNC 2D1-02
TFJ 2O1-02
TGJ 2O1-01*
TTJ 2O1-01
10
PERIOD 1
PERIOD 2
CGC 1D1-03
CGC 1D8-03*
CGC 1P9-03*
CGC 1DF-01
CGC 1P1-02
CGC 1PN-01
FSF 1D1-04
MPM 1D1-06
PAI 1O1-04
PPL 1OG-03
SNC 1D1-06
SNC 1P1-03
TGJ 1O1-03
ATC 1O1-02
AVI 1O1-04
CGC 1D1-04
CGC 1D8-04*
CGC 1P9-04*
ENG 1D1-06
FSF 1P1-03
MFM 1P1-03
MPM 1DM-02
PAI 1O1-03
PPL 1OB-03
PPL 1OG-04
SNC 1D1-04
TIJ 1O1-05
ADA 1O1-02
AMV 1O1-01*
BBI 1O1-02*
ENG 1D1-04
ENG 1DM-02
ENG 1P1-03
MFM 1P1-04
MPM 1D1-04
PPL 1OB-04
SNC 1D1-05
SNC 1L1-01
TGJ 1O1-02
TIJ 1O1-04
AMI 1O1-02
AVI 1O1-05
BBI 1O1-03*
ENG 1D1-05
ENG 1P1-04
FIF 1DF-01
FSF 1D1-03
FSF 1P1-04
MAT 1L1-01
MPM 1D1-05
SNC 1DM-02
SNC 1P1-04
TIJ 1O1-06
ADA 2O1-01
CHC 2D1-02
CHC 2DF-01
ENG 2D1-04
ENG 2L1-02
ENG 2P1-02
FSF 2D1-01*
FSF 2DM-01*
SNC 2P1-04
TFJ 2O1-03
TTJ 2O1-02
CHC 2D1-03*
CHC 2DM-01*
CHC 2DM-02
CHC 2P1-02
CHV/GLC
2O5-04
FIF 2DF-01
MAT 2L1-02
PAF 2OG-02*
SNC 2P1-03
TGJ 2O1-02
TMJ 2O1-02
AMG 2O1-01
AMV 2O1-01*
BBI 2O1-02*
CHV/GLC
2O5-07
ENG 2D1-03
ENG 2DM-02
MFM 2P1-03
MPM 2D1-04
NAC 2O1-01*
PPL 2OB-02
PPL 2OG-01*
ATC 2O1-01*
BBI 2O1-03*
CHC 2P1-03
CHV/GLC
2O5-03
ENG 2DM-03
MFM 2P1-04
MPM 2D1-03
SNC 2D1-03
TCJ 2O1-01*
TFJ 2O1-04
PERIOD 3
PERIOD 4
Appendix A
SEMESTER 1
PERIOD 1
11
12
SEMESTER II
PERIOD 2
PERIOD 3
PERIOD 4
AWR 3M1-01
ENG 3C1-01
ENG 3E1-01*
ENG 3U1-01
ENG 3U1-06
FIF 3UM-01*
FSF 3UM-01*
HSP 3U1-01
MCR 3U1-01
OLC 3OL-01*
TEJ 3M1-01*
THJ 3M1-01*
TPJ 3C1-01
TTJ 3C1-01
TWJ 3EG-01*
AMI 3M1-01*
BDI 3C1-01
ENG 3U1-02
FIF 3UF-01*
HPC 3O1-02
MBF 3C1-01
NBV 3C1-01*
PAF 3OB-01
SBI 3U1-01
SCH 3U1-04
TFJ3C2/3E2-01*
TWJ 3E1-02
AMM 3M1-01*
AVI 3M1-02
CHW 3MM-01
ENG 3C1-02
HPC 3O1-01
HSP 3U1-03
PAD 3O1-01
PPL 3OB-01
SCH 3UM-01
SPH 3U1-01
TMJ 3C1-02
ADA 3M1-01
AVI 3O1-01
BAF 3M1-02
HSP 3U1-02
ICS 3U1-01*
MBF 3C1-02
MCR 3U1-02
MEL 3E1-01
PAF 3OG-01*
SBI 3C1-01
SBI 3UM-01*
SCH 3U1-02
SPH 3UM-01*
AVI 4M1-02
BOH 4M1-01
ENG 4C1-01
ENG 4E1-01*
ENG 4UM-01
MDM 4U1-01
MHF 4U1-03
OLC 4OL-01*
SCH 4C1-02
SPH 4U1-02
TMJ 4C1-01*
TMJ 4E1-01*
TWJ 4EG-01*
AMI 4M1-01*
ENG 4C1-02
ENG 4U1-01
FIF 4UF-01*
FIF 4UM-01*
FSF 4UM-01*
HIP 4O1-02
HSB 4U1-02
IDC 4U1-01*
MHF 4U1-02
MHF 4UM-01
NDW 4M1-01*
TFJ4C2/4E2-01*
TGJ 4M1-01*
AMM 4M1-01*
CLN 4U1-02
EWC 4U1-01
MAP 4C1-02
MDM 4U1-03
MEL 4E1-01
PSK 4U1-02
SCH 4U1-01
SPH 4C1-01
TTJ 4C1-01
ENG 4C1-05
ENG 4U1-02
HSB 4U1-01
ICS 4U1-01*
MAP 4C1-01
MHF 4U1-01
PPL 4OB-01*
PPL 4OG-01*
SBI 4U1-01
SBI 4UM-01*
SPH 4UM-01*
TCJ 4C1-01
PERIOD 1
11
12
PERIOD 2
PERIOD 3
BDI 3C1-02
CLU 3M1-01*
ENG 3C1-04
ENG 3U1-05
MCF 3M1-01
MCR 3U1-03
MEL 3E1-02
PPL 3OB-02
SBI 3C1-02
THJ 3E1-01*
TMJ 3M1-01*
TPJ 3C1-02
AMG 3M1-01*
CHW 3M1-01
ENG 3U1-03
MBF 3C1-04
OLC 3OL-02*
PAF 3OG-02*
SBI 3U1-03
TEJ 3M1-02*
TFJ3C2/3E2-02*
TMJ 3C1-01*
TMJ 3E1-01*
TWJ 3E1-01*
AMV 3M1-01*
AVI 3M1-01*
BMI 3C1-01
CLU 3M1-02
MBF 3C1-03
MCR 3UM-02
NBV 3E1-01*
PPL 3OG-01*
SBI 3U1-02
SCH 3U1-03
SPH 3U1-02
TCJ 3C1-02
TTJ 3C1-02
ATC 3M1-01*
ATC 3O1-01*
BAF 3M1-01*
ENG 3C1-03
ENG 3U1-04
ENG 3UM-01
HNC 3C1-01
MCR 3U1-04
MCR 3UM-01
PAD 3O1-02
SCH 3U1-01*
SVN 3E1-01
TCJ 3C1-01*
TGJ 3M1-01
CHY 4U1-01
CLN 4U1-01*
ENG 4U1-03
HPD 4C1-01
MAP 4C1-04
MCV 4U1-02
MCV 4UM-01
SBI 4U1-02
SCH 4UM-01
THJ 4E1-01*
TMJ 4M1-01*
TWJ 4E1-02
ADA 4M1-01
AMG 4M1-01*
BOH 4M1-02
ETS 4UM-01
HZT 4UM-01
MAP 4C1-03
MCV 4U1-03
OLC 4OL-02*
PSK 4U1-01
SCH 4U1-02
TEJ 4M1-01*
TFJ4C2/4E2-02*
TWJ 4E1-01*
AMV 4M1-01*
AVI 4M1-01*
CHY 4UM-01*
CPW 4UM-01*
ENG 4C1-03
ENG 4U1-05
HHG 4M1-02
HZT 4U1-01
MCV 4U1-01
SCH 4U1-03
ATC 4M1-01*
BAT 4M1-01*
ENG 4C1-04
ENG 4U1-04
HHG 4M1-01
HIP 4O1-01
MDM 4U1-02
PPL 4OB-02*
PPL 4OG-02*
SBI 4U1-03
SCH 4C1-01*
SNC 4M6-01
SNC 4M7-01*
SPH 4U1-01*
PERIOD 4
2014-2015 DATA
Appendix B
YOUNG'S
POINT
LAKEFIELD
HAVELOCK
NORWOOD
PETERBOROUGH
HASTINGS
Armour Heights PS
ROSENEATH
2014-2015 DATA
Appendix B
YOUNG'S
POINT
LAKEFIELD
NORWOOD
PETERBOROUGH
HASTING
Highland Heights PS
2014-2015 DATA
Appendix B
YOUNG'S
POINT
LAKEFIELD
NORWOOD
PETERBOROUGH
James Strath PS
HASTING
2014-2015 DATA
Appendix B
YOUNG'S
POINT
LAKEFIELD
HAVELOCK
NORWOOD
PETERBOROUGH
HASTINGS
King George PS
ROSENEATH
2014-2015 DATA
Appendix B
YOUNG'S
POINT
LAKEFIELD
HAVELOCK
Norwood District PS
NORWOOD
HASTINGS
CAMPBELLFORD
2014-2015 DATA
Appendix B
YOUNG'S
POINT
LAKEFIELD
NORWOOD
PETERBOROUGH
R.F. Downey PS
HASTING
Appendix C
BOBCAYGEON
OUT OF BOARD
YOUNG'S
POINT
DDS
LIN
ET)
E (P
RD
LAKE
EN
HOLD
ENTH
SEV
ET)
KF)
E (L
RD (P
LIN
FIEL
D
HTH
EIG
TH
SIX
LI N
KF)
E (L
TRE
CEN
E
LIN
FIFT
NE
H LI
T)
(PE
(PE
T)
LIA
HIL
RD
ST
W
T
ES
CO
MM
AT
IC
UN
N
IO
RD
O
WO
N
DLA
DD
R (P
ET)
FIFES
PETERBOROUGH
BAY
RD
LINDSAY
OUT OF BOARD
RD