A. Resource Sharing Arrangements

1. Shared Textbook Sets

Textbook sets can be shared among one or more schools if the related courses are scheduled in alternating terms or semesters. This option is therefore feasible only for courses that are not offered each semester. Schools might use this strategy to decrease current textbook costs or to improve the quality or quantity of textbooks without increasing costs.

• Implementation Considerations
• Course scheduling must be coordinated between schools.
• Block scheduling facilitates sharing resources
• Cooperating schools must agree on text selection and replacement.
• Efficient, reliable arrangements must be made for inter-school exchange of textbooks.

• Textbook costs per school can be reduced.

• Textbook quality or quantity can be enhanced economically by pooling funds.

References and Contacts for Further Information

• Wood River School Division has textbook sharing arrangements between schools. Contact the Director (Sharon Compton, 1997) at 306-472-5242 for further information.
• Outlook School Division has also implemented textbook sharing. Contact the Program Consultant (Elaine Hanson, 1997) at 306-867-8622 for further information.

2. Shared Theme Box Resources

Portable collections of thematically-related learning resources can be stored in a central location (i.e., division office) for shared use. Theme boxes are generally compiled by teachers or division curriculum consultants to support specific curricular themes for particular grades (i.e., map skills for grades 6-7).

Implementation Considerations

• Funding is required to support initial purchase of theme box resources.
• A promotion campaign is required to encourage development and use of theme boxes.
• Efficient use requires convenient storage and access, a catalogue system, and clearly defined lending policies and procedures.
• Teachers must coordinate staggered scheduling of similar curricular themes.

Expected Outcomes

• Theme boxes are a cost-effective means of providing specialized learning resources.
• Specialized resource collections support resource-based, integrated curriculum initiatives.

References and Contacts for Further Information

• Saskatoon East School Division has instituted a theme box promotional campaign. Contact the Director (Norm Dray, 1997) at 306-374-2433 or ndray@sk.sympatico.ca for further information.
• Outlook School Division also circulates theme box resources among schools. Contact the Program Consultant (Elaine Hanson, 1997) at 306-867-2453 for further information.

3. Centralized Resource-sharing Programs

Divisions can extend resource access by pooling resources within a centralized circulation system. Pooled resources might include those contributed for circulation by individual schools and those, such as textbooks and large ticket items, purchased by division or collective school funds.

Implementation Considerations

• An efficient resource management system is essential to ensure optimal use.
• Resources can be circulated through an existing inter-school delivery system.
• The system must be designed to minimize the turnaround time required to fulfill requests.
• The catalogue should be accessible online for remote browsing, ordering, and updating.

Expected Outcomes

• Extends the variety and selection of learning resources available to any one school.
• Enables access to specialized resources which one school alone could not afford.
• An efficient resource-sharing system can reduce division-wide resource costs.

References and Contacts for Further Information

• Prince Albert Rural School Division has implemented a centralized resource-sharing program. Contact the Coordinator of Curriculum and Instruction (Bev Podborochynski, 1997) at 306-764-1511 for further information.
• Teachers and students in the Outlook School Division use an automated computer system to access all school resources centres and the division office collection. Contact Lexfile Systems (Tenho Toumi, Computer Consultant, 1997) at 306-858-2453 for details.

4. Library Partnerships

Schools can negotiate partnership agreements with regional and/or community libraries to share collections, facilities, and services. The integrated collection may be housed within school facilities, or the school may contribute to a collection housed elsewhere in the community.

Implementation Considerations

• Healthy partners with equitable assets to contribute make for strong partnerships.
• Convenient public access requires direct entry, convenient parking, and extended hours.
• All users should have equitable access to the entire collection.
• Partners may contribute their own staff, but all staff should serve all patrons.
• When a school and public libraries combine, public censorship standards should prevail.

Expected Outcomes

• Extends the variety and selection of library resources for all patrons.
• Cost-sharing enables the best possible community library service for the least cost.
• School and community interdependence is strengthened.

References and Contacts for Further Information

• Vanguard school (K-12) and the Rolling Hills Health District jointly manage a community lending library of addictions and student counselling resources in the Vanguard Health Centre. Contact the Principal, Vanguard School (Mike Hubick, 1997) at 306-582-2134 for further information.
• The Wapiti Regional Library, Tisdale School Division, Pasqua Health District, and Cumberland Regional College have formed an integrated library located in the Tisdale Composite School. Contact the Regional Director, Wapiti Regional Library (Kitty Pope, 1997) at 306-764-0712 for details.

Internet sites contain innumerable resource materials suitable for student or teacher reference, and a growing number of sites are designed specifically for educational purposes. Internet search tools enable location of resources related to specific topics. Internet access also allows communication and collaboration with other teachers and students across the globe.

Implementation Considerations

• Locate computers for convenient access and help assistance (i.e., classrooms or library).
• Teachers should become conversant enough with the Internet to benefit from access and to guide students in the art of locating useful, relevant information within a sea of trivia.
• Required computer capacity is at least 386/25 with 8 MB RAM and a 14.4 bps modem.
• Computers connected via a local area network (LAN) can share a single Internet connection.
• With a limited number of computers, student access may have to rationed and scheduled.
• Software for censuring Internet searches is available but may not be foolproof. An acceptable use policy that imposes access sanctions can effectively deter unacceptable use.
• To conserve online time and printing costs, students can be encouraged to download relevant information for later viewing instead of perusing it intently online or printing a hard copy.
• Internet service costs range between $0.30 to $0.50 per hour (1997 Sask Tel rates) with preferential rates for schools.

Expected Outcomes

• Students can gain access to a tremendous range of online information resources.
• Teachers can gain access to instructional resources and discussion forums for teachers.
• Teachers and students can become more adept at using the Internet and managing information.
• Internet access offers rich opportunities to communicate and collaborate with other teachers and students across the globe.

References and Contacts for Further Information

• Cabri School uses computer technology extensively, including student access to the Internet. Contact the Vice Principal (David Harrison, 1997) at 306-587-2229 or David.Harrison@sk.sympatico.ca for details.
• Visit Canada’s SchoolNet on the Internet at http://www.schoolnet.ca for details.
• Visit the Community Learning Network (managed by the Open School, Open Learning Agency, B.C.) http://www.ect.bc.ca/tdebhome/cln.html
• Carroll, J., Broadhead, R., and Cassel, D. (1996). 1996 Canadian Internet Handbook: Educational Edition. Scarborough, ON: Prentice Hall.
• Heide, A. & Stillborne. (1996). The teachers’ complete and easy guide to the Internet. Toronto: Trifolium Books.
• Garfield, G. & McDonough, S. (1996). Site-seeing the Internet plain and simple for teachers, parents, and kids. Peguis Publishers.

2. CD ROM Resources

Educational materials available on CD ROM, include encyclopedias, specialized reference materials, and instructional programs. CD multimedia materials incorporate sound, graphic, and video segments as well as text. CD’s can be run on single computer equipped with a CD drive or on a CD tower for electronic distribution to several computers via a local area (LAN) or wide area network (WAN).

Implementation Considerations

• Computers must be equipped with CD drives or connected via a LAN to a CD tower.
• CD ROM encyclopedias are considerably less expensive than hard copy versions.
• CD educational resources range from strictly educational materials such as science experiment simulations to "edutainment" programs with varying degrees of educational value.
• CD materials should be previewed or existing reviews consulted prior to purchase.

Expected Outcomes

• Extends the variety and selection of learning resources.
• Enhances the quality of reference material with the addition of sound, graphics, and video.

References and Contacts for Further Information

• Cabri School uses computer technology extensively. Contact the Vice Principal (David Harrison, 1997) at 306-587-2229 or David.Harrison@sk.sympatico.ca for details.
• Sorrow, B. H. & Lumpkin, B. S. (1993). CD-ROM for librarians and educators: A resource guide to over 300 instructional programs. Jefferson, NC: McFarland & Company.

3. Linking Schools Electronically

Digital electronic networks can link schools within or beyond divisions to facilitate transmission of administrative data for central processing, shared access to computer resources and Internet service, and distance education delivery. Many urban school divisions have linked schools and a central office via wide area networks (WAN). Unless schools are within local dialing distance, however, long distance charges for a wire connection are costly. An alternative technology for electronic networking across a dispersed geographic area is wireless, microwave transmission. Digital transmissions are relayed by microwave signals between towers that must be within direct line of sight. Intervening land elevations and tower height determines tower spacing, but intervals of 18-20 miles are common. While band width restricts the capacity to transmit video effectively via telephone wires, microwave signals have much greater and more versatile transmission capacity.

Implementation Considerations

• School divisions should select the network technology and transmission capacity to meet the requirements for intended use. Capacity and quality requirements for video transmission are considerably more than those for data transmission.
• Initial costs for a microwave transmission system range from $15,000 to $100,000 per site, depending on distance and desired quality and capacity of transmissions.

Expected Outcomes

• Administrative data can be centrally collected and processed for greater efficiency.
• Schools can share centralized electronic resources and Internet services.
• Classes can be delivered at a distance among networked schools.

References and Contacts for Further Information

• Prince Albert Public School Division has connected its schools via a WAN. Contact the Computer Consultant (Ron Longhurst, 1997) at 306-764-1571 for further information.
• Kinistino School Division is currently conducting a pilot study of microwave transmission of data, resources, and distance education. Contact the Secretary/Treasurer (Dennis Moniuk, 1997) at 306-764-1511 for particulars.

 II. Extend Programs and Course Offerings

A. Distributed Teaching

1. Itinerant Teaching Assignments

Teachers with specialized expertise (i.e., music, industrial arts, special education) can be assigned to two or more schools on an alternating basis. Depending on distance, scheduling, and teacher flexibility, the teacher may rotate by the partial day, full day, week, or semester block.

Implementation Considerations

• Scheduling should be designed to minimize teacher travel and costs (i.e., full days at various sites within commuting distance).
• Selected teachers should be positively disposed toward itinerant teaching.
• Itinerant teachers should be integrated staff members in schools where they teach.
• Intensive projects (i.e., science fairs) should not overlap across schools.

Expected Outcomes

• Extends subject expertise and program diversity in any one school
• Facilitates provision of full-time employment for specialized teachers

References and Contacts for Further Information

• Prairie West School Division has instituted itinerant provision of counselling and special education services as well as industrial arts courses. Contact the Director (Ken Ladouceur, 1997) at 306-773-9358 or pwsd75.off1@sk.sympatico.ca.

2. Provincial Distance Education Courses

The SaskEd Correspondence School offers over 60 courses for grades 9-12. Type A service includes full instructional services; Type B includes materials only. Materials are also available as teacher reference guides. The Correspondence School brokers elementary and additional secondary courses through the Open School, Open Learning Agency, B. C. Correspondence School delivery modes include print as well as a variety of enhanced technology services. The Saskatchewan Communication Network (SCN) facilitates satellite delivery of one-way video supplemented by two-way telephone and fax communication.

Implementation Considerations

• On-site teacher support and encouragement enhances student persistence and achievement.
• Course delivery can be adapted to fit the school or student’s schedule.
• Curriculum is standardized for large-scale, centralized delivery.
• A satellite dish, television, telephone, and fax machine are required to participate in SCN programming.

• Extends access to a wider range of course options for students.
• Students can develop independent study skills and discipline.

References and Contacts for Further Information

• or Correspondence School general information and referral, call 306-787-6024.
• The Correspondence School has an Internet Web site at http://www.sasked.gov.sk.ca/sgcs/
• For full details, the Correspondence School Calendar is available upon request.

3. Local Distance Delivery

Several Saskatchewan school divisions are currently experimenting with inter-school distance deliver. A full-service high school might transmit courses to outlying schools, or schools could exchange distance delivery to share the subject expertise of their respective teachers. Local distance delivery preserves a sense of community, retains the personal flavour of interactions and relationships, and enables timely and flexible responsiveness to local needs and initiatives.

Implementation Considerations

• Specialized technology, including computers that schools may already have on hand, is required to receive and transmit distance education courses.
• Inter-school transmission modes generally rely on telephone lines or on wireless, microwave transmission. Costs vary depending on the quality and capacity of transmissions required.
• Technical expertise is required to install and troubleshoot the necessary equipment.
• On-site teacher support enhances the effectiveness of distance delivery.
• Course and class scheduling must be coordinated among the schools involved.
• Given reasonable proximity, distance teachers can occasionally visit receiving sites in person.

Expected Outcomes

• Extends access to a broader range of courses for students.
• Class groupings and student-teacher ratios are more flexible when extended to other schools.
• Distance delivery technology can also facilitate teacher inservice and public conferencing.

References and Contacts for Further Information

• Kinistino School Division and Prince Albert School Divsion are experimenting with fully interactive audio and video delivery via wireless microwave. Contact the Secretary/Treasurer, Prince Albert School Divison (Dennis Moniuk, 1997) at 306-764-1511 for details.
• Spiritwood High School is experimenting with interactive audio and video delivery (desk-top video) to outlying schools via two telephone lines. Contact the Principal (Terry Warren, 1997) at 306-883-2282 for further information.
• Eston-Elrose School Division has an established system of division-wide distance delivery using PictureTel technology which transmits over two telephone lines. Contact the Director (Jim Gunninghan, 1997) at 306-378-2522 or esel.sch.div.12d033@sk.sympatico.ca

 
B. Transporting Students to Other Schools
1. Multi-campus Configurations

The multi-campus model generally features a centralized facility that serves as an auxiliary learning centre to supplement and support the basic services of outlying schools. The centralized facility, equipped with specialized facilities and resources, would offer courses and learning activities that cannot be feasibly offered within outlying schools. Students from outlying schools would commute to the learning center on an intermittent, rotational basis. Together, the learning center and outlying schools would constitute a unified, multi-campus system with coordinated scheduling and optimal deployment of teachers, students, and resources within the division.

Implementation Considerations

• Creating a multi-campus partnership requires multi-party negotiations over a long period.
• Stakeholder school representatives should be involved in initial planning.
• Outlying schools may be concerned that a multi-campus configuration implies downgrading of their present facilities and resources.

Expected Outcomes

• Outlying communities can retain local schools with access to enriched programs.
• Students continue to benefit from the educational advantages of local schooling.
• Students can access a wider range of courses and programs without excessive daily travel.
• Concentration of specialized facilities and resources enables economies of scale and provision of additional services.

References and Contacts for Further Information

• Tisdale School Division is currently engaged in discussions to explore the possibility of implementing a multi-campus model. Contact the Director (Dwayne Brownridge, 1997) at 306-873-2674 for further information.

2. Inter-school Student Exchange

Two or more small schools within reasonable busing distance can configure a mini multi-campus among themselves. Each school would specialize in particular courses or programs, and students would travel periodically to the other school(s) to access alternate services, courses, or facilities.

Implementation Considerations

• Each school must have unique assets to complement those in other schools.
• Block scheduling classes would make student travel more worthwhile.
• If full days are scheduled in alternate schools, buses might be rerouted to transport students directly to and from their homes to the alternate school.
• Unless transporting students enables access to additional facilities or increases student-teacher ratios, deploying itinerant teachers may be a preferable option.

Expected Outcomes

• Students can access additional facilities or courses with only occasional extra travel.
• Teachers in each school may be able to specialize more in familiar subject areas.
• Specialized facilities and resources can be utilized by more students for greater efficiency.
• Student-teacher ratios may increase if students from different schools combine into one class.

References and Contacts for Further Information

• In the Prairie West School Division, the schools in Cabri, Success, and Waldeck cooperatively offer industrial arts courses. Cabri and Success have facilities and share an itinerant teacher while the Waldeck IA teacher and students bus to Success to use their facilities. Contact the industrial arts teacher (Harold Little, 1997) at 306-587-2229 (Cabri School) for further information.

3. Short-term Residency Courses

Rural students might be transported to urban centres to attend short-term residency courses in specialized subjects. It may be possible to concentrate local courses over a shorter period to allow a block of time during the regular term for residency courses. Alternately, the school year might be altered so that residency courses can be scheduled during the normal summer break when student residences are vacant and concentrated summer courses are offered in urban centres.

Implementation Considerations

• Unless the school board covers all costs, family finances would limit access.
• Coordinated negotiations between schools, residence facilities, and urban education institutions would be required.
• Accommodation in institutional student residences rather than billeting in private homes may reduce risks for students and facilitate supervision and coordination of student activities.
• If participation is voluntary, a survey of student needs and intended commitment is advisable before pursuing arrangements.
• Additional enrichment opportunities not locally available, such as swimming lessons or museum visits, might be arranged for students during the residency period.
• If students are accompanied by a local teacher, he or she may be able to pursue professional development opportunities while students attend classes.

Expected Outcomes

• Students can gain access to a broader range of specialized courses and learning experiences.
• The experience may partially prepare students for leaving home to pursue post-secondary studies.

• Contact SaskEd, 306-787-6030, for information as to the designated sites and course schedules for summer school courses throughout the province.
• Contact student residences at universities, colleges, and residential schools for information regarding student accommodation.

C. Integrating Community Sites and Expertise

1. Community-based Curriculum Projects

Community-based curriculum projects are interdisciplinary, authentic learning activities that enrich the community and strengthen students’ sense of community membership. Examples include conducting needs assessments for community services, compiling oral histories, publishing a community newsletter, or analyzing environmental or economic patterns.

Implementation Considerations

• Projects should be designed to fulfill defined learning objectives.
• To engage their interest and commitment, students should participate in project selection and design.
• To ensure community cooperation, an advisory group of community members should also participate in project planning and project outcomes should be of value to the community.
• To minimize the risk of offending the community, particularly when dealing with controversial issues, teachers should prepare students to conduct themselves with ethical sensitivity, objectivity, and tact.

Expected Outcomes

• The curriculum is enriched and extended beyond the classroom with meaningful, authentic learning activities that are likely to engage students’ active participation and interest.
• The school and community become more interactive and mutually supportive.
• Students strengthen their sense of community membership, awareness, and responsibility.

• Nachtigal, P., Haas, T., Parker, S., & Brown, N. (1989). What’s noteworthy on rural schools and community development. Aurora, CD: Mid-continent Regional Educational Laboratory. (ED 313177)
• Miller, B. (1993). Rural distress and survival: The school and the importance of "community". Journal of Research in Rural Education, 9(2), 84-103.

2. Probationary Certification of Local Instructors

Community members with specialized and valuable expertise (i.e., accounting, industrial arts, etc.) may be granted probationary teacher certification if a certified teacher with suitable expertise cannot be found to fill the position. This situation may arise, for instance, when a specialized teaching assignment is for only a fraction of full-time. Assessing suitability and applying for probationary certification are the school board’s responsibilities.

Implementation Considerations:

• Probationary certification may be scrutinized by the STF and is not intended to replace existing staff or withhold positions from fully certified teachers.
• In conventional practice, probationary certification is granted only when certified teachers cannot be recruited to fill part-time positions in specialized, usually non-academic, subjects.
• Despite a lower salary range, probationary certification should be considered only in terms of improving the quality of education rather than as a cost-saving measure.
• Probationary teachers would likely require coaching and guidance from experienced teachers.

Expected Outcomes:

• Present staff may be relieved of pressure to extend their expertise into new subject areas.
• Specialized courses or programs can be implemented even when fully qualified teachers with appropriate subject expertise are not available to teach the subject.
• School connections with the community may be strengthened.

References and Contacts for Further Information:

• For further information or application for probationary certification, call the Certifying Official (Kathie Tenold, 1997) for SaskEd at 306-787-6085.

3. Community-Based Vocational Programs

Schools that lack facilities, equipment, or expertise to support vocational programs can explore a wealth of alternatives beyond the school. For example, private or public facilities in the community might be leased as sites for home economics or industrial arts classes. Local employers can be recruited to provide suitable sites for work experience or school-to-work transition programs. As well, local tradespersons may, under certain circumstances, be certified to provide in-school instruction.

Implementation Considerations

• Potential sites and partners vary widely among communities.
• Off-school sites must meet acceptable safety and supervision standards.
• After school or weekend scheduling may be required to accommodate community sites.
• For more information regarding the circumstances under which skilled tradespersons may qualify for probationary teacher certification, refer to entry II. C. 2., Page 15 in this guide.
• The school may choose to support community economic development initiatives as a means to provide work experience and vocational training opportunities.

Expected Outcomes

• School-to-work transition and work experience programs may enhance student retention.
• The school, with community support, can offer vocational programs to meet student needs.
• Students can develop vocational skills and work experience under real-life conditions.
• Familiarity with local employers may enhance students’ future employment prospects.
• Productive collaboration strengthens school and community interdependence.

References and Contacts for Further Information

• Cabri School has a number of students involved in a community-based work experience program. Contact the Resource Teacher (Brenda Fahselt, 1997) at 306-587-2221 for details.
• The Davidson School Division instituted a Transition to Work program with partial funding obtained from a Future Skills grant. Contact the Director (Christine Boyczuk, 1997) at 306-567-2811 for further information.
• Vanguard School rents home economics facilities from the local health district. Contact the Health District Director (Marlene Weston, 1997) at 306-773-2224 for details.
• Miller, B. (1995). Promising rural practices in school-to-work transition: Portrait Two, Saco, Montana. Portland, OR: Northwest Regional Educational Laboratory.
• Stern, D., Stone, J., Hopkins, C., McMillion, M., & Crane, R. (1994). School-based enterprise: Productive learning in American high schools (1^st ed.). San Francisco, CA: Jossey Bass.

4. Applied Technologies Program

The Applied Technologies Program is designed to offer students more relevant and meaningful preparation for work or further post-secondary education than in-school vocational programs can offer. The program offers training, accreditation, and work experience in a variety of fields including trades, technologies, and business occupations. Local employers provide sites and instructors certified by the Saskatchewan Institute of Applied Science and Technology (SIAST). SIAST provides training curriculum and resources, monitors on-site training, and assesses student performance. The school division coordinates and negotiates arrangements, integrates training with the school curriculum, and monitors work experience. Students can earn secondary work experience credit, apprenticeship credit hours, and prior credit toward SIAST post-secondary programs. In addition, they can develop a portfolio of their work, gain meaningful work experience, and obtain employer references to enhance their employability or eligibility for post-secondary programs.

Implementation Considerations

• The Applied Technologies (AT) Program is an established model of cooperative work training which has been approved by SIAST, Saskatchewan Post-Secondary Education and Skills Training, and Human Resources Development Canada.
• Establishing an AT Program requires considerable administrative coordination with industry, government, and post-secondary educational partners.
• The AT Program is welcomed by students and parents who are concerned about the relevance of secondary education for preparing students for work and post-secondary education.
• Students who participate in the AT program are not streamed into non-academic programs and may still qualify for admission into university programs.

• The individualized career development needs and interests of students can be met.
• Students develop authentic and relevant vocational skills and work experience.
• Students’ future employment and education opportunities and options are enhanced.
• Productive collaboration strengthens school and community interdependence.
• Student retention is enhanced when school programs are perceived as more directly relevant to future career development goals.

References and Contacts for Further Information

• Eston-Elrose School Division has established an Applied Technologies Program, which serves as the model for Human Resources Canada, as well as a student entrepreneurship program. Contact the Director (Jim Gunningham, 1997) at 306-378-2522 for details.
• Miller, B. (1995). Promising rural practices in school-to-work transition: Portrait Two, Saco, Montana. Portland, OR: Northwest Regional Educational Laboratory.

5. Community-based Arts and Recreation Programs

If school facilities, expertise, or budget are insufficient to support recreational, physical education or arts programs, these might be developed through school and community cooperation. Jointly developed programs supported by pooled facilities, expertise, and resources might be designed to serve the needs of both students and the general community.

Implementation Considerations

• Instructional expertise, voluntary or remunerated, may be provided by local or itinerant athletic coaches, musicians, artists, and craftpersons.
• In order to meet standards for credit, a local instructor may qualify for probationary certification or be supervised by a qualified teacher who can use the opportunity to develop expertise in the field.

Expected Outcomes

• Recreation and arts education opportunities are enhanced for students and the community.
• Cost-sharing arrangements may enable provision of programs that neither the school nor the community could support alone.
• Students may have the opportunity to interact with community members in joint programs.

References and Contacts for Further Information

• The Outlook and District Arts Council provides grants for artists and entertainers to visit schools in the Outlook School Division. Extensive use is also made of the Mackenzie Gallery Outreach Program in Regina. Contact the Program Consultant (Elaine Hanson, 1997) for Outlook School Division at 306-867-8622 for further information.
• Miller, B. A., (1995). The role of rural schools in community development: Policy issues and implications. Journal of Research in Rural Education, 11(3), 163-172.

6. Alternative High School Programs

Alternative high school programs for at-risk students can be developed in conjunction with agency and institution partners whose clients would also benefit from access to an alternative program. Potential partners might include local employers, First Nations Bands, Social Services Agencies, and Regional Colleges.

Implementation Considerations

• The division should first conduct an internal needs assessment and an inventory of resources (i.e., funding) available to contribute to a joint project.
• Negotiated agreements with partners should address the needs of each and specify respective responsibilities and commitments.

Expected Outcomes

• The needs of at-risk school students and other service populations can be met as effectively and efficiently as possible through joint cooperation.
• Combined resources can support a more robust program than the division could manage alone.
• Students may benefit from interaction with other learner populations, especially mature students.

References and Contacts for Further Information

• The Estevan Comprehensive School operates an alternative school for at-risk secondary students. Contact the Director, Estevan Rural School Division (J. Ellery Peters, 1997) at 306-634-4777 for further information.
• Northwest Regional College, the Witchekan First Nations Band, and Northern Lakes School Division have combined resources and agendas to establish an alternative education program that serves both adults and at-risk students in Spiritwood. Contact the Director of Programs (Pat Steiert, 1997) Northwest Regional College, at 306-937-5140 for further information.

III. Enhance Special Needs and Counseling Services

A. Shared Services and Contractual Arrangements

1. Transport Students to Auxiliary Services

Access to special needs or counselling services may be enhanced by transporting students to specialized services on a daily or periodic basis. Vans, contracted or division-owned, might be used if numbers or transport needs preclude busing. Public or charitable organizations may provide or subsidize transportation for students with mobility or sensory impairments. Alternatively, travel allowances may be provided for parents who agree to transport their own children.

Implementation Considerations

• Transportation arrangements must meet standards for school liability coverage.
• The benefits should outweigh any disruption and inconvenience for students.
• Transporting students to services may be more economical than providing similar services in the school, but student wellbeing should remain the primary consideration.

Expected Outcomes

• Students may access appropriate services that are unavailable in the local school.
• Specialized intervention services may improve performance in local school programs.

References and Contacts for Further Information

• Saskatoon East School Division transports students with special needs to urban services on a daily basis, and they subsidize parent-provided transportation in some cases. Contact the Director (Norm Dray, 1997) at 306-374-2433 Ndray@sk.sympatico.ca for further information.

2. Contracted Services

Where special needs or counselling expertise is not currently represented among school or division staff, these services may contracted from a private or public agency.

Implementation Considerations

• Services and expertise should be appropriate for the needs of students.
• Potential service providers include private consultants or counselling agencies, public health agencies, or other school divisions.
• Parents may be willing to share costs for provision of supplementary services.

Expected Outcomes

• Students with special needs can gain access to timely and appropriate services.
• Depending on student numbers, contracted services may be less costly than staffing.

References and Contacts for Further Information

• Outlook School Division contracts the services of a Speech/Language Pathologist as needed. Contact Outlook School Division at 306-867-8622 for details.

3. Regional Itinerant Services

Full-time specialist positions can be shared among divisions. A specialist might provide office services in one or more locations and circulate among schools as needed.

Implementation Considerations

• Costs and service coverage should be apportioned according to the needs of each division.
• Programs could be jointly developed to meets the needs of all participating divisions.
• Divisions might also share costs for specialized resources, facilities, and equipment.

• Specialist and consultative services can be provided to meet student and teacher needs.
• A full-time position may attract more qualified applicants than would a part-time position.
• Cost-sharing can enable provision of a broader range of services to meet student needs.

References and Contacts for Further Information

• West Central Shared Services share the services of an Educational Psychologist. Contact the Director (John Ulsifer, 1997), Rosetown School Division at 306-882-2677 for details.

• Dahl, H. & Sanche, R. (1997). Current and past practices: Implications for future special education services in rural Saskatchewan. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit, University of Saskatchewan, at 306-966-7626 to request a copy.

 
B. Teacher Support and Professional Development

1. Peer Coaching Programs

Peer coaching is a highly effective approach to enhancing teacher expertise and confidence for accommodating special learning needs. Refer to the following entry elsewhere in this guide for further information:

V. E. 1. Page 45 Peer coaching programs

2. Sponsor Selective Professional Development

A selected teacher with particular aptitude, interest, and need for developing special education expertise can be sponsored for intensive professional development. That teacher would then become a professional development resource for other teachers. Refer to the following entry elsewhere in this guide for further information:

V. E. 2. Page 46 Sponsor selective professional development

3. Internet Resources and Discussion Groups

The Internet offers a rich source of resources and contacts to support self-directed professional development in the area of special needs education. Refer to the following entry elsewhere in this guide for further information:

V. E. 3. Page 47 Internet resources and discussion groups

 
C. Provide Alternative Programs

1. Community-based Vocational Programs

School-to-work transition programs can be implemented in small schools given sufficient community support. Refer to the following entry elsewhere in this guide for further information:

II. C. 3. Page 16 Community-based vocational programs

2. Alternative Programs for at-risk Students

Alternative high-school programs for at-risk students can be offered in partnership with other agencies and institutions in the community or region. On a more individualized basis, individual students may respond positively to a combination of school attendance and supported home-based study. Refer to the following entries elsewhere in this guide for further information:

II. C. 6. Page 19 Alternative high school programs
VI. B. 2. Page 52 Supported home-based study

3. Individualized Education Programs

The learning needs of exceptional students often diverge from those of the class majority. Their requirements for a moderated or an accelerated pace and adapted or enriched curriculum can be accommodated with individualized education programs (IEP). IEPs also represent a viable alternative to accommodating the diverse needs of students in multi-graded classes. With IEPs, the learning pace and curriculum content transcend grade levels but are generally reconciled with standard requirements at periodic intervals (i.e., at the end of every three-grade division).

Implementation Considerations

• An efficient, effective structure and process to facilitate assessing individual needs, designing programs, and assessing progress must be established for successful IEP implementation.
• Program planning may involve consultation with learning specialists, counsellors, parents, and, at the secondary level, students.
• Periodic assessment of student progress must be rigorous, defensible, and reportable.
• Teachers must adapt and vary their instructional strategies to accommodate individualized programs and progress.

Expected Outcomes

• Students’ diverse learning needs can be more effectively identified and accommodated.
• Students may be more effectively engaged in learning and achievement may improve when programs match their capabilities and interests.

References and Contacts for Further Information

• Rabbit Lake Central School has implemented an IEP approach for all students as an alternative to multi-grade classrooms. Contact the Director (Denis Tetu, 1997), Northern Lakes School Division, at 306-883-2424 or D.Tetu@sk.sympatico.ca.

1. Integrating Career Awareness Across the Curriculum

A concerted effort can be made to integrate career awareness into existing subjects. A social studies project can include an analysis or comparison of occupational patterns. A history lesson might touch on the implications of historical events on employment trends. A science segment can incorporate a brief overview of emerging occupations in the field of study. A health lesson can focus on developing decision-making strategies, identifying personal values, or enhancing self-awareness. A language arts assignment could involve interviewing an occupational role model. Classroom guests can be asked to briefly describe their own career development. Field trips might include attention to occupations represented in the field site. The overall objectives are to increase students’ occupational knowledge, to develop their self-awareness, and to broaden their career horizons.

Implementation Considerations

• Teachers need administrative support to generate and share ideas for integrating career awareness into the curriculum.
• Beware of inflating anxiety and pressuring students to foreclose on a career choice. Students should be encouraged to identify and develop general areas of interest, to continually explore new possibilities, and to keep their options open.
• Teachers need to be aware that career development patterns have shifted significantly in recent years. Career tracks tend to be increasingly diverse, discontinuous, and changeable. Students must be prepared to be proactive, optimistic, and flexible in the face of constant change and uncertainty.

Expected Outcomes

• Students can extend their occupational knowledge, enhance their self-awareness, and develop career exploration and decision-making skills.
• Integrating career awareness into existing subjects may enhance the perceived relevance of those subjects for students.
• Teachers may benefit from updating their awareness of current career trends.

References and Contacts for Further Information

• Alberta Education Curriculum Branch. (1992). Enterprise and innovation: Teacher resource material. Edmonton: Alberta Education Curriculum Branch.
• Baldauf, G. S. (1990). Career index: A selective bibliography for elementary schools. New York: Greenwood Press.
• Jensen, J. D. & Cooley, S. G. (1982). A handbook of career education activities for use by secondary counselors and classroom teachers. Springfield, Ill: C. C. Thomas.
• Ozirney, F. N. (1984). The development, evaluation and revision of a high school work education course of study. Unpublished master’s thesis, University of Saskatchewan, Saskatoon, SK.

2. Itinerant, Shared, or Contracted Career Services

Career guidance services may be provided by contract from private agencies, through regional itinerant services, or through shared services with other community agencies and education institutions. See the following entries elsewhere in this guide for related information on each of these alternatives:

III. A. 2. Page 21 Contracted services
III. A. 3. Page 21 Regional itinerant services
VIII. C. 3. Page 62 Community-school services integration

References and Contacts for Further Information

• For current information regarding shared career service agreements, contact Jim Savage (1997), Saskatchewan Post Secondary Education and Training at 306-787-7376.

3. Support Self-directed Career Exploration

A number of resources are now available to facilitate self-directed career exploration. Computer-assisted career guidance programs, accessible by disk or Internet, provide comprehensive support for self-directed self-assessment, occupational exploration, and trial decision making. Electronic access to comprehensive data-bases of occupational and educational information is a particular strength of computerized career exploration. A growing number of Internet sites provide online computer assistance on a free or fee-for-access basis. As well, many post-secondary education institutions maintain online sites with extensive information to guide educational planning.

Implementation Considerations

• Computer-assisted career guidance programs are not designed for stand-alone use. They are most effective when help assistance is available, when students are coached with effective strategies for use, and when use is integrated with other career development activities and assistance.
• Site licenses for career guidance programs or access agreements for commercial online services tend to favour larger schools. Divisions may be able to negotiate a blanket fee based on total enrolment.
• Not all students are ready for effective self-directed career exploration. Student progress should be monitored and assistance or supplementary counselling provided as needed.
• Peer assistance may be an effective means to supplement support for self-directed career exploration.

Expected Outcomes

• Given access to appropriate resources, students can contribute self-directed effort to further their own career exploration.
• With increased career awareness, students can make informed choices in terms of program electives and future educational planning.
• A heightened sense of career awareness and a future-oriented perspective may enhance the perceived relevance of school and have a positive effect on student retention.
• Skills and confidence developed through self-directed career exploration skills may prepare students’ for a lifetime of effective career management.

References and Contacts for Further Information

• None available at this time

A. Student Transportation and Bus Routing Alternatives

1. Parent-provided Transportation

Students tolerate and sometimes enjoy busing within reason. Bus trips beyond one hour each way, however, significantly intrude on the quality of life for students and their families. Students suffer from stress, discomfort, and prolonged confinement. Their discretionary time, recreational and social activities, and family contact are diminished significantly. When school divisions cannot offer expedient bus service, one alterantive is to provide subsidies for parents who choose to transport their own children in order to reduce excessive busing time.

Implementation Considerations

• Subsidies for parent-provided transportation may be offset by reduced busing costs if low density branch lines of bus routes can be eliminated.
• Divisions could encourage and facilitate parent car pooling and arrange provision of before- and after-school care to accommodate commuting parents.
• Parent provided transportation arrangements should not create increased liability risks for the division.

Expected Outcomes

• Reducing excessive bus-time may enhance student well-being and quality of life, and may thereby improve school attendance, attitudes, and achievement.
• More discretionary and family contact may enhance the quality of life for students and their families.

References and Contacts for Further Information

• Praire West School Division has subsidized parent-provided transportation as an alternative to extra-long bus rides. Contact the Director (Ken Ladouceur, 1997) at 306-773-9358 or PWSD75.off1@sk.sympatico.ca for further information.
• Volk, J. (1992). School Busing Handbook. SSTA Research Report #92-07. Regina, SK: SSTA

2. Cross-division Re-routing

If it would significantly reduce busing time, students who live near division boundaries could be rerouted to a school in the adjacent division. The scope of inter-division cooperation could range from special case exceptions to full-scale redistribution of all students who would significantly benefit in terms of reduced busing time.

Implementation Considerations

• Since student well-being and quality of family life are primary concerns, families should have the option to choose or decline rerouting.
• Parents should be informed of any major educational implications for rerouting their child.
• Divisions may be reluctant to pursue such agreements if they may lead to a significant shift in the current balance of enrolments.

Expected Outcomes

• Reducing excessive bus-time may enhance student well-being and quality of life, and may thereby improve school attendance, attitudes, and achievement.
• A degree of enrolment competition between divisions may provide additional incentive for improving education quality.

• Saskatoon East School Division allows families the option of sending their children to urban division schools and pays tuition on their behalf. Parent-provided transportation may be subsidized in cases of special need. Though the policy is intended to facilitate access to special programs rather than to reduce excessive busing, it serves as a model for inter-divisional cooperation. Contact the Director (Norman Dray, 1997) at 306-374-2433 or ndray@sk.sympatico.ca for further information.
• Volk, J. (1992). School Busing Handbook. SSTA Research Regport #92-07. Regina, SK: SSTA.

3. Alternative Route Configurations

An optimal compromise between busing time and costs might be achieved by implementing one or more of the following bus routing alternatives, depending largely on student and school dispersal patterns:

• Routes can be organized, within reason, for overall time rather than mileage efficiency. Computer generated projections facilitate the task of calculating the optimal compromise.
• Routes can be arranged to equitably distribute busing time with a "first on, first off" theme.
• Outreach buses might collect students along a peripheral route for express delivery to the school while other buses collect students from the intermediate and proximal zones.
• Rural buses can feed into express routes to a centralized high school. Rural buses might collect and deliver high school students to express route collection points and then, on the return route, collect students for rural elementary schools.
• Students can transfer from one bus to another. For instance, when an elementary and high school are geographically separated, buses originating from either direction can collect students for both schools and exchange passengers when they meet at a turn-around point.

Implementation Considerations

• Where buses are contracted, contract agreements may have cost implications for routing alternatives. Re-negotiation of contracts may be advisable.
• Busing time concerns should be seriously weighed when considering measures to reduce student transportation costs.
• Inter-school or inter-division cooperation extends the potential for achieving greater efficiencies in terms of both busing time and transportation costs.
• School day hours may have to be staggered to accommodate cooperative busing arrangements, such as elementary school buses feeding high school express routes.

Expected Outcomes

• Reducing excessive bus-time can enhance student well-being and quality of life, and may thereby improve school attendance, attitudes, and achievement.

References and Contacts for Further Information

• Prairie West School Division has developed routing schemes to accommodate a sparsely distributed student population. These include some cross-boundary routing of urban students to rural schools. Contact the Secretary Treasurer (Vince Gaudet, 1997) at 306-773-9358 for further information.
• Prince Albert School Division also utilizes a number of alternative routing schemes. Contact the Student Transportation Coordinator (Jim Bruce, 1997) at 306-763-2323 for further information.
• Volk, J. (1992). School Busing Handbook. SSTA Research Report #92-07. Regina, SK: SSTA

4. Staggered School Day

Deploying more buses to shorten routes is a costly solution to reduce busing time. Staggered busing is a means to achieve the same end without expanding the bus fleet. Existing bus routes could be rearranged into several shorter, more direct routes. Students on half the routes are collected and delivered; then the same buses collect students on the remaining routes. The sequence is reversed for home delivery. A staggered school day accommodates split arrival and departure times. The intervals of half-attendance (ideally about 30-50 minutes) are dedicated to independent reading or study time: first period for early arrivals and last period for late departures.

Implementation Considerations

• The distribution of students and roadways must reasonably lend itself to devising several shorter routes without unduly increasing overall mileage and subsequent costs. Route conversions could be computer projected to achieve the maximum reduction in busing time with the least increase in overall mileage.
• Even if mileage increases are minimal, driver time will increase by the additional loading and unloading intervals.
• The bus fleet could be converted to smaller buses over time, which may reduce fleet replacement costs.
• This strategy should be considered only if a daily independent reading or study period is in place or on the school improvement agenda.
• Contracted transportation agreements may have cost implications for this alternative.

Expected Outcomes

• Overall busing time could be dramatically reduced and excessive busing time (beyond one hour each way) may be eliminated altogether.
• Reducing excessive bus-time can enhance student well-being and quality of life and may thereby improve school attendance, attitudes, and achievement.

References and Contacts for Further Information

• None available at this time.

B. Reduce School Attendance Days

1. Supported Home-based Study

Given recent advances in communication technology, it is increasing plausible to have students attend school without leaving home on at least some school days. Bus travel is eliminated on days when students work from home. Refer to the following entries elsewhere in this guide for further information:

VI.B.2. Page 52 Supported home-based study
VI.B.3. Page 53 Virtual schools

2. Four-day School Week

The school schedule can be arranged so attendance hours are distributed over fewer days. A reduction in school attendance days reduces overall student busing time. Refer to the following entry elsewhere in this guide for further information:

VII.B.2. Page 55 Four-day week