February 25, 2016

TO:

Kawartha Pine Ridge District School Board

TOPIC:

Pupil Accommodation Review Staff Report: Lakefield District

Secondary School and Lakefield Intermediate School

INITIATORS: Steve Girardi, Superintendent, Student Achievement

Greg Ingram, Superintendent, Student Achievement
BACKGROUND
1.

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.

Administration conducted five Low Enrolment Focus Groups across KPRDSB at

secondary schools with less than 500 students. Staff, students and community
members expressed their concerns as secondary enrolment continues to decline.
A report was brought to Board in April 2015.
The Lakefield District Secondary School (LDSS) low enrolment focus group
described their ideal secondary school as one that provides a wide array of
programming and extra-curricular opportunities. Students also indicated that they
were frustrated with the limited number of courses and extra-curricular activities
available to them at the school. Similar concerns were expressed at each of the
low enrolment secondary school meetings across KPRDSB.

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:

School buildings which are over or under utilized

Issues regarding program viability

Ten year enrolment projections

Status of physical plant including accessibility, physical condition, and buildings

where operations/maintenance costs exceed the norm

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.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 2
4.

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.

In accordance with Board Policy BA-1.2, Pupil Accommodation Review: School

Closure/Consolidation, which relates to pupil accommodation reviews, the Board
struck a School Accommodation Review Committee to consider the closure of
Lakefield District Secondary School and Lakefield Intermediate School.
Membership for the Accommodation Review Committee was approved on this date
as well.

6.

Background Information for Lakefield District Secondary School

Lakefield District Secondary School is a 9-12 school located on Bridge Street in
the Village of Lakefield. Lakefield District Secondary School serves students who
live within the catchment areas of Apsley Central Public School, Lakefield
Intermediate School and Warsaw Public School. Average Daily Enrolment has
declined at Lakefield District Secondary School from 653 students in 2000-2001 to
the current projected September enrolment of 262 students for the 2015-2016
school year. Enrolment for Lakefield District Secondary School was expected to
remain in this population range into the future. However, the number of students in
Grade 9 declined to 34 this year. If the 2015-2016 trend for Grade 9 students
continues, the school population would be less. The school has an On The
Ground Capacity of 702 pupil places.

7.

Background Information for Lakefield Intermediate School

Lakefield Intermediate School (LIS) is a 7/8 school that serves students that live
within the catchment areas of Buckhorn Public School and Ridpath Junior Public
School. Enrolment has declined at Lakefield Intermediate School from 227
students in 2000-2001 to the current projected enrolment of 113 students for the
2015-2016 school year. The school has an On The Ground Capacity of 216 pupil
places. Enrolment is expected to remain stable in the future. While 100 students
is viable in a 7-8 school setting, if the secondary school is closed it is not
reasonable to maintain the intermediate school on a school site of almost 19 acres,
in a facility that can accommodate 918 students.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 3
8.

9.

10.

As per Board Policy BA-1.2, Pupil Accommodation Review: School Closure/

Consolidation, any school or group of schools whose Average Daily Enrolment
(ADE) falls, or is projected to fall below 85% of the pupil places as designated by
the On The Ground Capacity is considered underutilized and is to be considered
for possible accommodation review. Lakefield District Secondary School and
Lakefield Intermediate School are underutilized based on the following information:

The On The Ground (OTG) Capacity for Lakefield District Secondary School is
702 ADE

Current enrolment of Lakefield District Secondary School is 262 students which

is 37% of capacity

From 2000-2001, enrolment at Lakefield District Secondary School has

declined by 391 students

The On The Ground (OTG) Capacity for Lakefield Intermediate School is

216 ADE

Current enrolment of Lakefield Intermediate School is 113 students which is

52% of capacity

From 2000-2001, enrolment at Lakefield Intermediate School has declined by

114 students.

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

There is a limited range of specialized program and course offerings. It is

difficult to offer courses that students require for many post-secondary
programs.

Rationale for Closure of Lakefield District Secondary School Initial Staff

Report presented to Board on September 24, 2015
The low student enrolment at Lakefield District Secondary School makes it difficult
to provide a wide range of programming opportunities for the students at LDSS.
Thomas A. Stewart Secondary School (TASSS) is 11 km away from LDSS.
Consolidating the two schools together at the TASSS site would create a school
with a population of approximately 1,150 students, with the ability to provide a wide
variety of programming opportunities to meet the needs of all students. Finally,
closing LDSS reduces operating costs by eliminating a school site. No major
renovations are required to accommodate students at TASSS.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 4
The recommended option to address the accommodation issues at Lakefield
District Secondary School is to close Lakefield District Secondary School and have
students attend Thomas A. Stewart Secondary School beginning in September
2016.
11.

Rationale for Closure of Lakefield Intermediate School Initial Staff Report

presented to Board on September 24, 2015
If the students from Lakefield District Secondary School move to Thomas A.
Stewart Secondary School that would leave Lakefield Intermediate School in a
facility that is over 100,000 square feet on a property of approximately 19 acres
which is not a viable option.
The recommended option to address the Lakefield Intermediate School site if
Lakefield District Secondary School is closed is to close Lakefield Intermediate
School and have the students remain at the LDSS feeder schools. Buckhorn
Public School would become a K-8 school and Ridpath Junior Public School would
become a K-8 triple track school. In order to accommodate this transition, a
6 room addition would be required at Ridpath Junior Public School.

STATUS
12.

The Lakefield District Secondary School and Lakefield Intermediate School

Accommodation Review took place from November 9, 2015 to January 21, 2016.
Community Consultation occurred in a variety of ways including:

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.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 5
13.

The mandate of the Lakefield District Secondary School and Lakefield

Intermediate School Accommodation Review Committee was to ensure that the
Board has the information necessary to make a decision to best support students
in the Lakefield catchment area and to provide equity of access to the highest
range and quality of programs possible. The information will inform senior
administrations final staff report and subsequent decision by the Board of
Trustees.
Specifically, it is the committees mandate to:

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.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 6
d. Rural Community/Rural School: Several community members and municipal
leaders expressed support for keeping LDSS open to support the rural
community it is in. They felt that students living in a rural area should be able
to attend a rural school.
e. Positive Relationship with Curve Lake First Nation (CLFN): Community
members of both CLFN and Lakefield expressed concern for potentially losing
the positive relationship that currently exists between LDSS and CLFN.
CLFN leaders expressed the same sentiment and concern for losing this
well-established relationship that has continued to improve over a long history
together.
f. Student Employment and Cooperative Education Opportunities: Some
community members were concerned that students from Lakefield would no
longer have easy access to jobs in the community. They were also concerned
that it would be more difficult for students to participate in cooperative
education if they were moved to TASSS.
g. Regional Program Option Broad Based Technology and Project Based
Learning: Many community and business people spoke in favour of the
introduction of a broad based technology and project based learning approach
at LDSS in order to attract more students to the school. Two retired educators
provided details related to the benefits of this approach and how it could be
implemented at the school in all subject areas and in support of students
working at all academic levels. Other community members spoke in support of
this option as did a number of business owners who offered to provide
cooperative education placements and to partner with the school.
h. Consider Other Options beyond Closing the School: Several community
members felt that a secondary school should remain in Lakefield as it is serving
a wide, primarily rural, geographic area. It was suggested that KPR staff
should look at all other options to build enrolment and ensure that rural
students are able to attend a rural school. It was suggested that elementary
students living in the neighbouring municipalities should be made to attend
LDSS when they transition into secondary school.
i. Utilization of Student Spaces across Peterborough County and City: It was
suggested by some people that the Board should review the entire
Peterborough County and City secondary school needs before determining
which school should close. It was felt that looking at one school in isolation
from the rest was not the right approach and that there would continue to be
many underutilized spaces in Peterborough if LDSS were closed.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 7
Community Consultation: Working Meetings
16.

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.

The committee examined and discussed the following options in depth:

a. Realign school boundaries and direct more students to LDSS while
implementing a regional (magnet) program focused on project based learning
and broad based technology. Several community members of the committee
felt that this was a viable option in order to keep the secondary school in the
community and offer a specialized program delivery model. It was recognized
that enrolment had to increase at the school if specialized programming
changes were to be successful. It was suggested that students attending
Chemong Public School should attend LDSS, with the first class being directed
to LDSS in Grade 9 in September 2016. Other students from the area
attending regional programs in Peterborough or currently attending Norwood
District High School would continue to do so.
b. Consolidate secondary school students at TASSS site and relocate Ridpath
Junior Public School and Lakefield Intermediate School students to LDSS site,
thus creating a K-8 School (French Immersion to Grade 8). There was strong
support for this option among educators and community members on the
committee if the final decision was to close LDSS and LIS. This option would
allow current Grade 9-11 students at LDSS to access a broad array of courses
and extra-curricular activities within a state of the art facility set on the 29 acre
TASSS property within 11 km of LDSS. Students attending this school would

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 8
have fewer course conflicts and be better able to pursue a wider variety of
interests and career goals with the number of class sections and variety of
courses available. Committee members agreed that this option would provide
K-8 students and staff with an enhanced facility and property and an
opportunity to maintain and extend community partnerships, and would allow
students enrolled in French Immersion to remain in the community until
Grade 8.
c. Consolidate LDSS students at TASSS site. Intermediate students remain at
their feeder schools. This was the initial staff recommendation. The committee
did not reach consensus on this option. This option would allow all current
students at LDSS to access a broad array of courses and extra-curricular
activities within a state of the art facility set on a 29 acre property within 11 km
of LDSS. Students attending this school would have fewer course conflicts and
be better able to pursue interests and career goals with the number of class
sections and variety of courses available. While recognizing the importance of
providing program options to support all students, community members on the
committee were concerned about this option as it did not maintain the current
LDSS site and facility.
21.

Additional information was provided to the committee in the following areas:

Programming and Partnerships: The project based learning model combined with
a focus on broad based technology received a great deal of interest and support
from the community members and from some members of the committee.
Information related to this instructional approach was presented at each public
meeting, at one working meeting, and then finally to Co-chairpersons Girardi and
Ingram. Further research found the following:

W.A. Porter (Scarborough Academy of Technological, Environmental and

Computer Education): W.A. Porter is primarily a single stream (academic)
school with 1,200 students. All students must write an entrance test, 65% of
students are from outside the school catchment area, and there are 4 other
secondary schools within a 5 km radius. Every subject, regardless of
curriculum, incorporates the use of technology, the environment and computer
studies into it. Students generally pursue engineering, science or computer
studies at the university level following graduation.

Toromont/CAT: Toromont/CAT is an active partner in a Heavy Equipment

Specialist High Skills Major (SHSM) program at Bear Creek Secondary School
in Barrie, Ontario. The school has a population of approximately 1,500 with
17 students participating in the SHSM program. Four or five students in the
SHSM program attend from outside of the school catchment area.
Toromont/CAT is willing to enrich a program such as SHSM at any secondary
school by offering reach ahead activities, certification training, experiential
learning, coop placements, no charge training aids and tools. They will also
help a school to connect with other industry partners. They are interested in
partnering with any school with a motivated teacher, school and community.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 9
Toromont/CAT indicated that their support is for a specific program at a school
and not about the whole school existing based on their involvement. In
KPRDSB we offer 50 SHSM programs, involving almost 1,000 students in
13 different employment sectors. Each program has community partners and
college/university involvement. LDSS currently has a SHSM in Environment
and Hospitality and Tourism. SHSM programs begin in Grade 11 and KPR
principals have indicated that they are not aware of any students transferring
into their schools for the sole purpose of participating in a SHSM program.

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.

Course Selection Options: The committee heard a presentation from the

principals from LDSS and TASSS regarding the timetabling process, course
options available at both schools, and the various factors that impact course
availability to students (see Appendix A Course Options at Various Sized
Schools). It was noted that smaller secondary schools have significant
challenges offering all compulsory courses at the various levels of difficulty and
often must combine courses by level and grade. Senior level courses and
college and university pre-requisite courses are even more difficult to offer.
When a school is able to offer multiple sections of courses and a wide variety of
course options, students have fewer course conflicts and are better able to take
high interest options. Entrance requirements to post-secondary programs
continue to be high and students need every advantage to be considered for
learning opportunities beyond secondary 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.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 10

22.

Cooperative Education: LDSS currently has a very vibrant cooperative

education program that is well supported by the surrounding communities.
Board staff assured committee members that there are many examples of
students participating in cooperative education placements in their home town
while attending a secondary school in another community. KPRDSB provides
additional funding to support student access to various placements.

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:

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 11

Current System Students Transported to LDSS

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

Proposed Scenario #1 Students Transported to TASSS ($106,000 extra cost)

Total # of Routes
into School
(TASSS) All Vehicles
Including Transit,
Trillium
Lakelands DSB
and Curve Lake
First Nation
(band supplied) Excluding TaxiVans

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

Proposed Scenario # 2 Students Transported to TASSS ($176,000 - $70,000 extra

cost above Scenario # 1)
Total # of Routes
into School
(TASSS) All Vehicles
Including Transit,
Trillium
Lakelands DSB
and Curve Lake
First Nation
(band supplied) Excluding TaxiVans

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

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 12
23.

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.

Increasing Enrolment by Changing Boundaries: There was strong support among

the community members on the committee for the Board to look at changing
boundaries to support enrolment at LDSS. It was noted that there are many
students who live in the townships around Lakefield who do not attend LDSS. The
committee was presented with the following data related to potential boundary
changes and the potential impact on LDSS and other schools.
The Board provided information to the committee based on 2014-2015 data that
identified 920 secondary age students attending Kawartha Pine Ridge District
School Board schools who reside within Curve Lake First Nation and DouroDummer, North Kawartha, Selwyn and Trent Lakes municipalities. Please see the
table below for this information:
Summary:
Total students from identified areas
Less students attending LDSS
Students from area not attending LDSS
Comprised of:
Students from area attending Board programs
Students from area attending Regular (Non-Board) programs
Total

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.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 13
High School Attended
Adam
Scott CVI

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

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 14

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.

Financial Implications: In 2014-2015, the Ministry introduced the School Board

Efficiencies and Modernization (SBEM) strategy to provide incentives and supports
for boards to make more efficient use of school space. The introduction of SBEM
established that the goal of promoting more efficient use of school space is an
important priority for the government. As many education stakeholders have told
the Ministry through the annual budget consultations, the current approach to
managing school space, which diverts significant funding to support underutilized
space, is fiscally unsustainable.
The committee learned that the Ministry will be phasing in a new funding formula
over three years. This formula eliminates the rural school designation and
replaces it with new eligibility criteria. Elementary schools that are less than 10 km
apart from the closest elementary school and secondary schools that are less than
20 km apart from the closest secondary school will not qualify for top-up funding.
When the new funding model is fully implemented in 2017-2018, Board wide
Top-up Funding will be reduced by approximately $3.4 million. Examining the
schools identified in the Lakefield proposals results in a reduction in funding of
$884,307 and is outlined in the table below:
Prior Funding
Model in Effect
for 2014-2015

New Funding Model Fully Phased in by

2017-2018

Change

Scenario 1 - LDSS & LIS Open

Revenue Allocation
School Operations - Top-up
LDSS

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.

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 15
27.

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.

Staff Meeting with Community Group

28.

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.

Staff Recommendation and Rationale

29.

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:

Programming: By combining the Lakefield District Secondary School student

body with the Thomas A. Stewart Secondary School student body, a student
population of approximately 1,150 students would be created. This would
provide increased availability of a wide variety of programming opportunities
(see Appendix A for classes offered per semester for schools of different sizes).
Improved programming for students means that:
- Students are able to select courses at the appropriate level (single grade or
course levels)
- Students are able to pursue their interests through a wide range of course
offerings
- Students benefit from more teachers working in their area of specialization

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 16
- Students will benefit from more access to programming like Specialist High
Skills Majors and Dual Credits
- Students will experience fewer course conflicts and course cancellations,
and will have access to courses being offered every year instead of in
alternate years.

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.

Facility: Thomas A. Stewart Secondary School has been upgraded significantly

over the past few years, and continues to be upgraded to meet the needs of
students in an ever changing environment. The facility includes:
-

A newly renovated library facility (summer 2016)

State of the art track and field and artificial turf complex with lighting
Six new science classrooms
Modern dance studio with sprung floor
Photography classroom (digital and film)
Two music rooms
Four music practice rooms
Hospitality and Family studies classrooms
Twenty-nine acre site on the Otonabee River
Canoe shed with fifteen canoes
Five Technology Classrooms (auto, manufacturing, construction, welding
and a mixed use shop)
Greenhouse (2,500 square feet)
Auditorium with 800 stadium seats
Three gymnasiums with five changerooms
Fitness room with full complement of work-out machines and equipment.

Extra-Curricular Opportunities: A wide variety of extra-curricular activities are

offered at Thomas A. Stewart Secondary School and would only be expanded
upon with the addition of the Lakefield District Secondary School 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

Pupil Accommodation Review Staff Report:

February 25, 2016
Lakefield District Secondary School and Lakefield Intermediate School
Page 17
Secondary School. Creating a K-8 school at the current Lakefield District
Secondary School site would provide current and future students, staff and
community members within the Ridpath Junior Public School (and Buckhorn Public
School for Grades 7 and 8) catchment area with an excellent education facility for
the future. Our students educational opportunities would be enhanced with this
decision. Specific aspects of the refurbished facility that would support our K-8
students at the Lakefield District Secondary School site include:

Large site for the elementary students

K-8 school with approximately 550 students
Grade 7 and 8 students from Buckhorn Public School would join both English
and French Immersion students from Ridpath Junior Public School in the new
facility maintaining the Intermediate setting
Maintains Grade 7-8 French Immersion students in the Lakefield community
Space for community partnerships, including maintaining the community hub as
well as a local daycare in the school
Two large gyms for school and community use
Opportunity to provide our elementary students with improved technology/
science programming
Music room, newly designed Kindergarten rooms
Maintains the important location within the Lakefield community
Maintains Curve Lake First Nation presence with First Nation classroom and
flag at the new elementary school
Additional space for parking and buses.

RECOMMENDATIONS
1.

That the Pupil Accommodation Review Staff Report: Lakefield District

Secondary School and Lakefield Intermediate School, dated February 25, 2016, be
received for information.

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

(Posted Online: February 8, 2016)

Appendix A

February 25, 2016

COURSES OFFERED BY GRADE INCLUDING TOTAL

Grade 11

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

February 25, 2016

School Enrolment of 262 Students

MASTER TIMETABLE 2015-2016

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*

*Indicates course is combined with another during the same period

CLN4U
FSF4U*
TCJ4C*
TCJ4E*
TMJ4C*

Appendix A

February 25, 2016

School Enrolment of 382 Students - MASTER TIMETABLE 2015-2016

Semester 1

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*

*Indicates course is combined with another during the same period

Appendix A

February 25, 2016

School Enrolment of 923 Students

MASTER SCHEDULE 2015-2016

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*

*Indicates course is combined with another during the same period

Appendix A

February 25, 2016

School Enrolment of 923 Students (page 2)

MASTER SCHEDULE 2015-2016

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*

*Indicates course is combined with another during the same period

This school has a Learning Life Skills program and English as a Second Language program

Appendix A

February 25, 2016

School Enrolment of 1116 Students

MASTER TIMETABLE 2015-2016
(December 1, 2015)

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

* Indicates course is combined with another during the same period

PERIOD 3

PERIOD 4

Appendix A

February 25, 2016

School Enrolment of 1116 Students (page 2)

MASTER TIMETABLE 2015-2016
(December 1, 2015)

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*

* Indicates course is combined with another during the same period

Coop is offered each semester - 1 credit, 2 credit, 3 credit, 4 credit
OYAP is offered Semester 2
STICS is offered each semester 4 credits

PERIOD 4

Armour Heights PS (222)

Showing Douro-Dummer Township

2014-2015 DATA

Appendix B

YOUNG'S
POINT

LAKEFIELD

HAVELOCK

NORWOOD

PETERBOROUGH

HASTINGS

Armour Heights PS

ROSENEATH

February 25, 2016

Highland Heights PS (174)

Showing Selwyn Township

2014-2015 DATA

Appendix B

YOUNG'S
POINT

LAKEFIELD

NORWOOD

PETERBOROUGH

HASTING

Highland Heights PS

February 25, 2016

James Strath PS (645)

Showing Selwyn Township

2014-2015 DATA

Appendix B

YOUNG'S
POINT

LAKEFIELD

NORWOOD

PETERBOROUGH

James Strath PS

HASTING

February 25, 2016

King George PS (229)

Showing Douro-Dummer Township

2014-2015 DATA

Appendix B

YOUNG'S
POINT

LAKEFIELD

HAVELOCK

NORWOOD

PETERBOROUGH

HASTINGS

King George PS

ROSENEATH

February 25, 2016

Norwood District PS (344)

Showing Douro-Dummer Township

2014-2015 DATA

Appendix B

YOUNG'S
POINT

LAKEFIELD

HAVELOCK

Norwood District PS

NORWOOD

HASTINGS

CAMPBELLFORD

February 25, 2016

R.F. Downey PS (268)

Showing Selwyn Township

2014-2015 DATA

Appendix B

YOUNG'S
POINT

LAKEFIELD

NORWOOD

PETERBOROUGH

R.F. Downey PS

HASTING

February 25, 2016

Chemong PS Students 2014/2015

2014-2015 DATA
Chemong PS Students 2014/2015

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

  

N
ISO
EDM

RD




February 25, 2016