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John  Wanless  Public  School  –  A  Unique  Community  

 

Accommodating  Full  Day  Kindergarten  and  Future  Growth  

       

 Produced  in  Partnership  with  Parents  and  Staff  

of  John  Wanless  Public  School    

 

 

January  18,  2013  

Version  3        

Submitted  by:  Michael  Coulson  Michelle  Dawson  Tim  Husband  Dana  Costin  Elaine  Rapos  Jana  Ball  

Fred  Koeman  Sara  Kussner  

Lana  Sheinbaum  Sarah  Talesnik  Sarah  Burchell  Franziska  Cape

 

 

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Executive  Summary    On  October  16th,  2012,  representatives  from  the  John  Wanless  parent  council  attended  a  meeting  held  by  Howard  Goodman  and  the  office  of  the  Trustee  to  discuss  the  upcoming  implementation  of  Full  Day  Kindergarten  in  Ward  8.    On  October  29th,  2012,  administration,  parents,  teachers  and  council  members  formed  a  Committee  and  met  with  Howard  Goodman  to  discuss  further  the  information  shared  earlier  in  October,  specifically,  to  review  the  challenges  facing  Ward  8  as  the  result  of  impending  implementation  of  Full  Day  Kindergarten  (FDK),  by  2014.    The  FDK  Committee  discussed,  investigated  and  evaluated  many  options,  and  we  now  provide  our  perspective  back  to  the  Board  on  what  is  important  to  our  school  community  through  this  document.  The  most  immediate  activity  was  to  evaluate  the  existing  space  and  usage  of  the  school  facility,  in  order  to  understand  and  assess  whether  space  is  available.  On  the  advice  of  the  Trustee’s  office,  a  thorough  space  review  was  conducted.        Many  options  for  classroom  space  were  found  to  be  available  in  the  existing  facility.  Further,  while  this  document  includes  options  that  have  been  proposed  by  the  office  of  the  Trustee  and  this  committee,  identifying  limitations  and  strengths,  this  group  is  unanimous  in  their  commitment  to  working  with  the  Board  on  a  list  of  scenarios  which  result  in  low  (or  no)  impact  to  existing  programs,  board  budget  and  perhaps  most  importantly  to  this  community  –  the  students  and  families  of  this  school.      This  Committee  has  identified  several  options  for  classrooms,  and  have  found  we  can  accommodate  the  future  number  of  expected  new  students  coming  into  the  school  based  on  future  FDK  enrolment  and  the  growth  of  our  community  –  without  making  any  changes  to  the  school’s  existing  boundaries,  programs,  or  student  population.  Having  said  that,  this  document  outlines  considerations  e.g.  strengths,  weaknesses  and  general  considerations/information  about  various  options  relating  to  the  Facility,  Programs  and  Board  Policy.    Major  Findings:  

1. JWPS  has  the  physical  space  to  accommodate  FDK  and  new  student  growth  within  its  existing  school-­‐eligible  boundaries  

2. There  are  existing  classrooms  that  can  be  modified  or  repurposed  to  accommodate  the  #  of  required  new  classrooms  

3. No  JWPS  students  will  require  bussing  to  an  alternate  school  4. The  current  JWPS  Child  Care  can  remain  on-­‐site  5. No  portables  will  be  needed  at  JWPS  6. JWPS  can  continue  to  provide  Kindergarten,  and  grades  1-­‐6  –  no  need  to  relocate  any  level  to  an  

alternate  school  to  accommodate  increased  enrolment      

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Background:  

The  John  Wanless  School  community  is  unique  in  many  ways.      As  a  united  group  of  over  600  families  strong,  we  are  committed  to  working  in  partnership  with  the  TDSB  and  the  Ministry  of  Education  to  address  space  issues.    In  this  regard  we  have  been  diligent  in  our  efforts  to  address  the  priorities  outlined  to  us  by  our  Trustee.    We  believe  we  have  a  viable  solution  that  respects  the  goals  of  the  Board  and  Ministry  as  well  as  the  wishes  of  the  community.  We  have  spent  a  great  deal  of  time  and  effort  to  come  up  with  feasible  options  which  we  believe  make  a  case  for  John  Wanless  to  be  “left  as  is”.  

A  dedicated  committee  of  parents,  teachers  and  administrators  conducted  a  comprehensive  space  review,  brainstormed,  evaluated  school  and  student  impacts,  and  are  all  in  agreement  that  John  Wanless  Public  School  is  able  to  internally  accommodate  the  projected  increase  in  enrolment  beginning  in  2014  and  continuing  forward.    We  are  proud  that  our  plan  maintains  the  childcare  centre  located  inside  the  school,  does  not  impact  the  special  needs  program,  and  avoids  the  use  of  portables.  These  were  all  communicated  to  us  as  desired  outcomes.  

Members  of  the  community  are  strongly  opposed  to  boundary  changes,  which  would  require  current  and  future  students  to  attend  other  schools.  And  we  are  also  strongly  opposed  to  changing  the  Grade  7-­‐8  (Glenview  PS)  and  Grade  9-­‐12  (Lawrence  Park  Collegiate;  our  current  high  school  path)  schools  that  we  are  currently  eligible  for  and  planning  to  send  our  children.  

In  order  to  assist  the  TDSB  by  providing  a  closer  understanding  of  what  is  important  to  our  community,  we  provide  the  following  background  which  describes  what  makes  our  very  cohesive  John  Wanless  Public  School  community  unique:  

Compact  Nature  of  Boundaries    

• The  compact  nature  of  the  boundaries  surrounding  the  school  has  created  close  relationships  and  strong  bonds  between  the  parents,  children  and  teachers  in  the  John  Wanless  community.    

• Parents  in  this  community  support  the  school  and  each  other  in  various  ways  including  fundraising,  volunteering  their  time  in  order  to  enrich  and  support  the  staff  and  student  programs,  and  collaborating  to  help  each  other  with  after  school  childcare.  

• If  students  at  John  Wanless  were  forced  to  attend  a  different  school,  relationships  and  bonds  that  have  been  formed  between  students,  parents  and  teachers  over  many  years  would  be  severed.  

• The  change  could  be  traumatic  to  children,  especially  those  who  may  have  difficulty  developing  relationships,  as  well  as  to  younger  siblings  who  have  begun  a  school  career  with  an  older  sibling  in  attendance  at  their  school,  supporting  them  in  various  ways.  Seeing  and  interacting  with  older  siblings’  friends  regularly  at  school  provides  a  level  of  comfort  and  security.  Conversely,  older  siblings  get  an  opportunity  to  behave  as  leaders,  set  an  example  for  their  younger  siblings  and  friends,  participating  in  house  leagues  together,  seeing  each  other  at  spirit  assemblies,  reading  together  as  book  buddies.  Bonds  form  between  teachers  and  students,  and  their  families  over  years.  This  is  a  fundamentally  important  aspect  of  community.  

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 A  Pedestrian  Community  

• We  are  a  pedestrian  community  with  the  vast  majority  of  children  walking  to  school.  • Parents  who  walk  children  to  school  often  subsequently  walk    to  the  subway  to  get  to  work,  or  to  

siblings’  programs  in  the  immediate  neighbourhood.  • If  we  are  forced  to  travel  further  distances,  fewer  children  will  be  walking  to  school  –  they  will  be  

driven  by  car,  or  by  bus.  Increased  traffic  will  result  in  our  immediate  neighbourhood,  and  in  fact  many  families  who  are  concerned  about  boundaries  plan  to  enrol  in  the  local  Catholic  Public  School  (Blessed  Sacrament)  due  to  its  physical  location  in  the  neighbourhood,  and  convenience  to  subway.  

• Childhood  obesity  is  on  the  rise  and  there  have  been  many  recent  initiatives  to  encourage  more  exercise  for  our  children.  We  rely  on  the  physically  active  aspect  of  this  pedestrian  school  community.    

Many  families  own  only  one  car  

• Most  families  can  only  park  one  car  on  their  property  and  our  streets  are  congested  as  it  is  with  street  parking  and  traffic  along  our  residential  streets.    Many  families  would  not  have  the  option  of  driving  one  child  to  a  farther  school  location.    This  is  a  consideration  of  families  when  they  move  into  the  John  Wanless  neighbourhood.  

• In  many  families  there  are  two  parents  working  and  caregivers  walk  the  children  to  and  from  school.    The  caregiver’s  ability  to  walk  the  children  to  school  and  other  programs  is  a  consideration  of  families  when  moving  into  the  John  Wanless  neighbourhood.  

• Driving  is  not  part  of  the  child  care  plan  at  home.  Families  rely  on  walking  and  taking  public  transit.    

Close  Proximity  of  John  Wanless  to  Current  Boundaries  

• Numerous  children  in  the  junior  grades  are  able  to  walk  to  and  from  school  without  parental  supervision  due  to  the  close  proximity  to  school  and  the  safety  created  by  a  cohesive  community.      

Narrow  lots  and  smaller  homes  than  in  neighbouring  communities;  families  are  specifically  and  consciously  choosing  the  John  Wanless  neighbourhood.      

• Residents  have  sacrificed  by  choosing  to  live  in  narrow  lots  and  smaller  homes  than  exist  in  neighbouring  communities.    

• These  smaller  homes  are  actually  substantially  more  expensive  per  square  foot  than  the  larger  ones  just  to  the  west  and  to  the  north  of  our  boundaries.    

• Residents  have  made  major  family  impacting  and  financial  decisions  in  order  to  keep  their  children  at  John  Wanless.    

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John  Wanless  as  a  Closed  School  

• When  the  school  became  “closed”  5  years  ago,  some  families  gave  up  larger  homes  and  suffered  financial  losses  in  the  market  downturn,  endured  real  estate  and  legal  fees  as  well  as  bidding  wars  in  order  to  move  into  the  Wanless  district.  

• Others  temporarily  moved  their  families  into  rental  units  while  they  bought  lots  in  order  to  have  new  homes  built  –  all  at  huge  expense  and  physical/emotional  dislocation.    

• It  would  be  heartbreaking  if  those  families  or  any  other  families  who  in  good  faith  adhered  to  the  rules  were  now  forced  to  dislocate  their  children  or  suffer  further  financial  hardship  because  they  face  now  a  different  set  of  rules.    

House  Prices  and  New  Home  Purchasing  

• A  shrinking  in  the  boundaries  would  affect  housing  prices  and  impact  the  major  investment  that  working  families  have  made  purchasing  homes  in  this  neighbourhood.  

• Many  home  purchasing  decisions  are  made  based  on  attending  our  school.    • In  many  cases,  families  who  outgrow  their  semi-­‐detached  homes  (which  are  usually  closer  to  the  

school)  carefully  wait  to  purchase  a  new  home,  and  sustain  bidding  wars  on  new  homes,  in  order  to  remain  in  the  school  district,  to  avoid  at  all  costs  disruption  of  their  children’s  relationships,  the  relationship  with  the  school  community  and  all  of  the  reasons  described  above.    

Access  and  Busy  Intersections  

• We  all  agree  the  health  and  safety  of  our  children  must  be  our  top  priority.  • There  are  very  few  streets  that  run  north/south  on  the  Northern  boundaries  of  our  school  towards  

Wilson.  Wilson  is  a  very  busy  street  which  would  make  walking  to  school  dangerous  and  almost  impossible  if  students  in  our  Northern  boundaries  were  forced  to  attend  Armour  Heights.  

• Having  to  cross  a  very  busy,  major  4  lane  intersection  with  express  busses  (Avenue  Road)  would  also  be  very  dangerous,  especially  in  the  winter  months,  if  students  in  our  western  boundaries  were  forced  to  attend  Ledbury.    In  addition,  the  visibility  for  speeding  drivers  travelling  on  any  of  the  major  streets  bordering  our  neighbourhood,  at  each  crossroad  is  blocked  by  large  municipal  bins  or  bus  shelters  making  it  more  difficult  to  see  small  children.  

• The  potential  for  accidents  waiting  to  happen  couldn’t  be  clearer.    

 

We  appreciate  having  the  opportunity  to  present  this  summary  of  what  a  unique  place  JWPS  truly  is;  and  we  are  pleased  that  a  way  has  been  found  that  JWPS  can  accommodate  FDK  and  future  student  enrolment.    We  believe  it  is  innovative,  full  of  integrity  and  connectedness,  and  shares  the  priorities  and  objectives  of  the  administration  as  well  as  the  needs  of  the  “family  of  families”  at  our  school.  

 

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Appendix  A  

John  Wanless  FDK  Committee    Space  Options  Summary  

 Objective:     To  identify  areas  that  can  be  changed  in  order  to  increase  the  number  of  classrooms  

available  for  full-­‐time  use      

2  classrooms  required  for  Full  Day  Kindergarten  (FDK)  3  classrooms  projected  need  for  15  –  20  year  population  growth      

I.  FACILITY    

The  following  are  possible  opportunities  for  repurposing  existing  space  in  the  school:  

1. RECONFIGURE  FRENCH  AND  DRAMA  PROGRAMS  ***  Result:  frees  up  2  classrooms  creating  1  new  Kindergarten  classroom,  1  grade  level  classroom  

IMPACT:  HIGH       DISRUPTION:  MEDIUM     COST:  LOW    

GENERAL  CONSIDERATIONS  • Build  new  wall  to  divide  room  003  creating  1  new  kindergarten  space  and  1  multi-­‐purpose  

teaching  space  to  accommodate  drama  and  other  programs.  • Create  1  new  grade  level  classroom  in  Room  211  by  reconfiguring  French  program  to  

leverage  a  multi-­‐purpose  space  or  ‘a  la  carte’  delivery.  

STRENGTHS  • The  French  program  can  be  supported  by  Smartboard,  materials,  dedicated  wall  space  in  

classrooms  or  multi-­‐purpose  spaces.    • Room  003  is  one  of  the  largest  in  the  school  and  has  two  doors  at  opposite  ends  • Use  plumbing  and  space  from  existing  Girls’  washroom  to  create  2  new  washrooms  for  

kindergarten  class    

WEAKNESSES  • Students  benefit  from  immersion  into  a  dedicated  classroom  for  French  with  readily  

accessible  French  materials  on  the  walls  and  throughout  the  classroom.  • Could  compromise  effectiveness  of  lessons,  teachers  would  need  to  adapt  to  new  space  or  

no  home  classroom    

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2. RECONFIGURE  SPECIAL  EDUCATION  PROGRAMS    ***  Result:  frees  up  2  classrooms  creating  1  new  Kindergarten  classroom,  1  grade  level  classroom    IMPACT:  HIGH       DISRUPTION:  LOW       COST:  LOW      GENERAL  CONSIDERATIONS  

• Take  down  both  walls  between  room  221,  Seminar  Room  and  caretaker  storage  and  build  1  new  wall  to  create  2  classrooms  (1  net  new  classroom).  

• Room  210  to  become  new  grade  class  and  for  Special  Ed  in  this  space  to  move  to  new  room  created  above.  

• Alternatively,  Special  Education  space  could  be  consolidated  and  the  seminar  room  between  221  and  222  could  be  used  as  ‘break  out’  space  

• Use  of  room  002  only  for  Primary  Special  Education  to  free  up  room  004,  004  is  currently  used  as  a  break  out  space  for  room  002  

• 004  to  become  new  Kindergarten  classroom.  This  room  is  directly  across  the  hall  from  room  003  new  kindergarten  class  option,  create  2  washroom  spaces  in  current  Girls’  washroom  for  Kindergarten  classes  to  use  

 STRENGTHS  

• Preserves  a  dedicated  special  education  room    • The  new  designated  room  is  close  to  the  students’  home  classroom(s)  • Creates  2  net  new  classroom  spaces  

 WEAKNESSES  

• Seminar  room  is  a  smaller  room    • The  number  of  special  education  students  could  grow  and  there  may  be  a  need  to  re-­‐

evaluate  the  space  in  the  future      

3. EXPAND  SHARED  CHILDCARE  SPACE  ***  Result:  frees  up  1-­‐2  classrooms    

IMPACT:  HIGH       DISRUPTION:  MEDIUM     COST:  LOW      GENERAL  CONSIDERATIONS  

• Use  of  009  &  010  and/or  use  of  007  to  create  2  new  classrooms    • Look  to  use  space  differently  to  create  new  space  for  French/Drama  Programs  

STRENGTHS  • These  rooms  are  not  used  by  the  Daycare  during  the  school  day  • Rooms  are  ideal  for  many  of  the  required  programs,  including  a  kindergarten  room  

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• Combining  rooms  9/10  would  be  a  favourable  change  to  the  Daycare,  improving  the  space  • Room  7  has  a  bathroom  adjoining  

 WEAKNESSES  

• Shared  use  needs  to  be  navigated  by  the  school  and  Daycare  to  ensure  that  both  environments’  needs  are  met  and  protected  

• Daycare  has  guidelines  as  to  the  specific  use  of  wall,  physical  space  that  must  be  followed,  Classroom  needs  could  be  limited  by  this  requirement      

4. IMPROVE  MULTIPLE  TEACHING  SPACE  IN  LIBRARY  ***  Create  multipurpose  room(s)  free  up  1  classroom  

IMPACT:  MEDIUM     DISRUPTION:  MEDIUM     COST:  HIGH      GENERAL  CONSIDERATIONS  

• Remove  desktop  computers  and  Computer  Program  could  be  delivered  ‘a  la  carte’  with  roving  laptop  lab  or  computer  lab  could  be  relocated  to  Room  114  currently  being  used  for  a  Special  Education  program  

• Resource  room  next  to  library  can  then  be  relocated  to  computer  lab  area  and  built  from  majority  glass  with  blinds  and  seen  as  an  extension  of  the  library,  not  a  totally  separate  room  

• Room  108  becomes  new  prep  delivery  /  multi-­‐purpose  teaching  space  • Potential  to  expand  Room  108  into  storage  area  behind  to  increase  size  of  room.  

   STRENGTHS  

• Separate  access  to  108  from  hallway  already  exists  • 2  entry  points  to  the  library  already  exist  • Well  located  room,  with  minor  modifications  to  wall  to  allow  additional  space  • Existing  computers  can  be  easily  re-­‐distributed  to  Room  114  which  is  already  pre-­‐wired  • In  summer  months,  computer  lab  generates  extreme  heat.  Parent  Council  plans  to  spend  

money  on  extra  Air  Conditioning  units  to  address  in  2012-­‐13    WEAKNESSES  

• No  windows    in  Room  108,  so  not  suitable  for  a  regular  classroom  • Delivering  computer  program  ‘a  la  carte’  could  reduce  lesson  time  and  could  introduce  risk  

of  damage  to  equipment,  logistics  would  need  to  be  worked  out  as  to  the  movement  of  laptops  from  room  to  room  as  required,  ensuring  locked  cabinet  at  end  of  day,  etc.  

 Note:  the  floor  plans  and  above  documented  options  are  in  response  to  the  Trustee  and  TDSB  team’s  request  for  a  recommendation  based  on  all  of  the  options  presented  in  the  original  space  review  provided  on  Dec-­‐7.  If  alternatives  to  this  plan  are  desired  based  on  feasibility,  cost  or  other  factors,  there  are  additional  suitable  options  such  as  additional  special  education  and  staff  room  classroom  spaces  to  consider.    

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In  Summary  –  options  1-­‐4  above  would  yield  the  following:    

• Existing  room  112  currently  used  as  grade  classroom  becomes  Kindergarten  classroom  • 2  new  Kindergarten  classrooms  in  room  003,  room  004  • 1  new  grade  classroom  created  by  moving  Special  Ed.  from  room  214  to  room  223  • 1  new  grade  classroom  created  by  moving  French  to  a  la  carte  or  shared  /multi-­‐purpose  space  • 2  new  classrooms  gained  by  sharing  daycare  spaces  rooms  7,  9/10  • Reconfigure  library  computer  lab  space  and  room  108  to  create  multi-­‐purpose  space  

 SUPPORTING  ATTACHMENT  –  FLOOR  PLANS  Please  note  we  have  attached  three  .pdf  floor  plans  with  color-­‐coded  markings  to  highlight  the  newly  designated  spaces:  Basement,  1st  Floor  and  2nd  Floor    

5.   PORTABLES  /  BUILDING  AN  ADDITION    IMPACT:  MEDIUM       DISRUPTION:  HIGH       COST:  HIGH    GENERAL  CONSIDERATIONS  

• Not  necessary  due  to  lower  cost  options  outlined  above  of  repurposing  existing  classrooms  without  compromising  programs  or  quality  of  life  in  the  school  

 

 

II.  POLICY  

 

1. ADJUST  CATCHMENT  BOUNDARIES    GENERAL  CONSIDERATIONS  

• Given  how  strongly  families  feel  about  the  cohesiveness  of  the  JWPS  school  community,  it  is  fully  expected  that  changing  the  boundary  to  a  different/smaller  catchment  area  would  drive  families  to  alternative  schools  as  opposed  to  neighbouring  TDSB  schools.  Many  families  have  already  formulated  plans  to  pursue  enrolment  at  local  Catholic  public  school(s)  (Blessed  Sacrament)  and/or  enrol  into  private/alternate  schools  instead.  

   

10    

WEAKNESSES  • Families  have  purchased  homes  based  on  being  in  the  John  Wanless  PS  school  district  • If  children  are  impacted  who  attend/whose  siblings  attend  the  school,  major  disruption  and  

difficult  for  families  to  adjust,  they  are  likely  to  withdraw  children  from  TDSB  to  pursue  alternatives  

• Increased  traffic  in  neighbourhood  • Increased  potential  of  accidents  if  students  required  to  cross  major  intersections  

 2. OUT  OF  DISTRICT  STUDENTS  TRANSFER  OUT  OF  JWPS  

 GENERAL  CONSIDERATIONS  

• Require  proof  of  address  from  all  families  at  the  start  of  the  school  year  • May  help  reduce  enrolment  by  having  students  transfer  to  their  new  home  school  when  

they  move  out  of  the  JWPS  catchment  area  

WEAKNESSES  • Disruptive  to  students  • Parents  might  have  students  at  different  schools  

 3. MOVE  DAYCARE  AND/OR  NURSERY  PROGRAM  OUT  OF  JWPS  

GENERAL  CONSIDERATIONS  

• Many  families  are  on  the  waiting  list,  small  percentage  of  students  have  spaces    • Perhaps  an  alternate  location  would  be  able  to  serve  more  families  • We  understand  the  TDSB  is  committed  to  supporting  Daycare  in  the  schools  • Many  in  the  community  view  a  distinction  between  the  importance  of  providing  

before/lunch/after  care  to  elementary-­‐level  students  who  are  in  the  school  and  providing  a  nursery  program  to  pre-­‐schoolers  when  space  is  limited  

STRENGTHS  • It  serves  a  small  percentage  of  families  of  JWPS  • Moving  out  the  Nursery  program  would  free  up  additional  space  for  a  Kindergarten  

classroom    

WEAKNESSES  • Daycare  is  very  important  to  the  families  that  use  it  • Daycare  has  a  lease  with  the  TDSB  until  2020  

   

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III.  PROGRAM  DELIVERY      

1. BECOME  A  GRADE  1-­‐6  SCHOOL,  OR  K-­‐3  SCHOOL    GENERAL  CONSIDERATIONS  -­‐  It  should  be  noted  the  committee  has  not  explored  this  option  fully  but  that  in  general:  

• Divisive  to  the  community  • Siblings  might  be  at  different  schools;  difficulty  for  parents  to  sort  out  pick-­‐ups  and  drop-­‐

offs,  especially  when  walking  (depending  on  distance,  children  in  grades  4-­‐6  may  not  be  old  enough  to  walk  on  their  own).  

• Transitional  difficulties  may  arise  for  children  with  respect  to  having  to  switch  schools  so  many  times    

2. MOVE  INTENSIVE  SUPPORT  PROGRAMS:  PRIMARY  &  JUNIOR  COMMUNICATIONS  CLASSES  TO  A  SCHOOL  WITH  MORE  SPACE    GENERAL  CONSIDERATIONS  

• Classes  currently  use  small  rooms  so  regular  classroom  space  is  not  regained  • If  moved  to  another  school  these  students  could  end  up  in  an  improved  physical  space  

 STRENGTHS  

• Impacts  small  number  of  students  • 16  of  the  18  students  currently  in  these  two  programs  at  JWPS  are  bussed  in  as  JWPS  is  not  

their  home  school  • Provides  two  additional  small  spaces  for  any  number  of  purposes  as  outlined  in  above  

Facility  section,  space  options  • Small  rooms  could  be  repurposed  for  other  Special  Education  programs    

WEAKNESSES  • Loss  of  staff  currently  available  to  other  students  at  JWPS  due  to  model  of  combined  

programs  • Programs  are  not  currently  occupying  regular  size  classrooms  so  only  regain  small  room  • Adjusting  to  a  new  school  and  new  peers  may  be  difficult  for  some/all  of  the  students  • The  students  would  likely  experience  a  greater  number  of  changes  in  teachers  as  a  result  • Perception  that  this  program  is  not  welcome  at  JWPS  

   

   

12    

3. CREATE  A  BEFORE,  LUNCH,  AND/OR  AFTER  SCHOOL  PROGRAM      GENERAL  CONSIDERATIONS  

• There  will  likely  be  an  increase  in  demand  for  this  especially  for  FDK  students  enrolling  in  2014  given  the  TDSB  commitment  to  providing  it  if  needed/desired  

 STRENGTHS  

• Could  increase  Daycare  footprint  in  the  school,  optimize  shared  space  between  daycare  and  school  and  help  protect  revenue  for  daycare    

• Would  support  FDK  integration  into  the  school,  and  greater  number  of  families  in  the  JWPS  community  

• Could  expand  and  improve  the  lunch  program  at  JWPS    

 

 

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