Programs of Choice : the Edmonton Experience

 What do Programs of Choice mean? What are the advantages and disadvantages? Here are my notes from a visit in 2003 to Edmonton which has promoted Programs of Choice. My overall impression was positive.

The trip to Edmonton was worthwhile, because we saw a Board that was focussed on improving student achievement, using a variety of approaches , one of which was hooking students’ interest through alternative programs. The alternative programs are not physically separated in the schools. In spite of stable enrolment, Edmonton Public schools had  captured an increasing number of students from private and Catholic schools even though their facilities were not impressive. Tools used effectively by the Board were communications, accountability, and a service approach to education provision.

The focus of Alternative programs is to be responsive and accountable to parents.

·         Accountability to the original group that initiated the  alternative program( Chinese mandarin Society; the Logos Group; the Nellie McClung Society etc

·         Accountability for results to the Director personally every three years, linked to a three year plan.

·         Appearance before a Review Committee of trustees( and officials?) public meeting . team up with 3 or 4 schools in the area. A chance to brag about the achievements of the school and for professional credibility two out of three years..

·         If a district program ( Logos, Nellie McClung, Mandarin etc) the  premise of the original alternative program cannot be changed

·         Regular requests for parental evaluation.

·         Schools must report monthly on their budgets, and every two months on surplus or deficit

1.      Marketing: Alternative schools are a way of clearly signaling to parents what they can expect at the school, as well as ensuring stability of program at the schools ( E.g. the Opera program at Buchanan, would be labeled in Edmonton an alternative program, and would thus not just be dependent on the current teachers who promote it: the board would promote and sustain it, so long as there was parental interest.)

2.      The major focus in all schools is good instruction, regardless of the program that is offered. Saw similar programs regardless of what the program was called.

4. We were told that there were open boundaries for all schools. However, there are still school boundaries, and  children who live in the area have a right to attend their school. In addition, Alternative programs do have boundaries:

·         the academic program at Crestwood was for the West end,

·         the Mandarin bilingual program served the central core and north.

Parents have choice to go to the nearest type of alternative program they are seeking.

3.       Disadvantaged kids may not benefit from many of the alternative programs.

Example : Entrance to the academic programs depended

·         on  the home school arranging for assessment (some schools were not willing to do this because of the fee charged to them);

·         the assessment tools did not use Ravens, which is a  tool to distinguish students with good non-verbal skills, who may be held back in the language area by their background . Thus the testing may not  provide for compensation for minority and disadvantaged students may not be compensated  for..

·         assessment seemed to be driven to some extent by parental demands( middle class parents often demand more)

·         other academic programs depended on an examination: would able children in inner city schools be properly prepared for this?

 Not sure if all kinds of  parents take advantage of the alternative programs.

·          The parents  had to pay a fee for transportation to an alternative program outside their neighborhood school: AS well there was a cost for lunch room assistants  for those children living too far away from their homes, or unable to return home, for lunch . There appeared to be no charge for these services in inner city schools.  Some school councils fundraised for these expenses. Did this deter some parents from the inner city sending their children to other schools?.( It did not seem to be a factor with the bilingual Mandarin program, which did serve very poor families, some coming from some distance.)

Have the inner city schools become ghettos ?

Edmonton is are now combining some schools together to increase the resources available, and to offer full day kindergarten.

How are community schools nurtured as well as alternative programs? Chuck Reid was told that there were now efforts to sustain community schools, and the need to do so was recognised.

4.      Support Services: School use central services because they want to use them and see they are valuable.  Satisfaction survey from schools provided in documentation: a different way of servicing schools. At least there was a recognition that services were there to support schools at the point schools’ had reached ( However the provincial cuts in funding may severely restrict the actual choices schools can make and we wondered if in fact there were other choices schools could make..) See mandarin School.

5.      Although the schools told us they were site managed there are substantial limitations;

·         Budget format, expectations etc are prescribed

·         Large repairs ( over $5000) are done on a cycle, by building site manager

·         Large amount of monitoring.

·         Principals are moved regularly: only the best go to schools with alternative programs

·         Yearly reviews by committee or Director

·         Prescribed three year plan

7: Funding  Costs for alternative programs are acknowledged. Schools are not disadvantaged by having a program in their school, that drains their resources and staff. There are start-up funds for new alternative programs for two years to cover furniture and renovations required as well as extra resources. Schools with an alternative program all receive extra funding, called a Multiple program Amount ( on a per pupil basis).This could be used for extra staff, more release time for teachers, and for more resources. ( Schools are assigned a budget, not staff. Staff comes out of this budget. Schools used this in different ways. One school had many lunch room assistants. Another had a music teacher specialist, which other schools did not have. Extra funding coming to the school for an alternative program does not have to stay with the program.. Budget format is prescribed. Must make financial reports monthly . Schools I saw all had at least a1.5 administrative assistants who do book-keeping.. Edmonton requires a three year plan for each school, with a budget. Alberta Initiative for School Improvement money from province is closely monitored.

 Judith Bishop 2003