A. School Day and Course Scheduling

1. Block Scheduling

Block scheduling involves scheduling longer class periods and may also involve scheduling courses over single terms rather than over the entire year. One popular variation of block scheduling is the 4:4 system: four courses are offered each semester, and the day is divided into four equal periods. Block scheduling enhances student achievement because it reduces subject fragmentation (Wilson, 1995). It enables more in-depth coverage of material, employment of a greater variety of teaching strategies, and completion of intensive learning activities (i.e., science experiments) within one period. As well, it allows students to concentrate their attention on fewer subjects in one day and over one term.

Implementation Considerations:

• When courses are completed over one term, schools can organize resources, facilities, and teacher expertise to support fewer courses per term.
• Block term scheduling such as the 4:4 system facilitates resource, facility, and student sharing arrangements among schools.
• Larger blocks of class time dedicated to one subject makes student travel to other venues more feasible.
• Block scheduling may allow assigning itinerant teachers to one school for an entire term, thereby conserving teacher travel, enhancing continuity, and increasing student contact opportunities.
• Block scheduling provides greater flexibility for collaborative teaching and less fragmentation of teacher preparation time.
• Students with extended absences or periods of poor performance risk falling behind in or failing fewer subjects. On the other hand, they will fall behind very quickly without prompt intervention.

Expected Outcomes:

• Teacher preparation is simplified: teachers prepare for fewer subjects but longer periods.
• Student achievement may be enhanced.
• Possibilities for sharing arrangements with other schools are increased.
• Having fewer class transitions saves time and may reduce disciplinary problems.
• Anecdotal reports indicate that student attendance tends to improve with block scheduling.

References and Contacts for Further Information:

• Wilson, C. (1995). The 4:4 block system: A workable alternative. NASSP Bulletin, 79(571), 63-65.
• Jones, R. (1995). Wake up! Executive Educator, 17(8), 14-18.

2. Four-day Week

The four-day school week typically involves longer instructional days to accommodate the same overall student-attendance time for the year. In modified four-day schedules, weeks might alternate between four and five days or a proportion of student attendance time might be reserved to dedicate the occasional fifth weekday to field trips, sport days and other full-day special events. In either case, teachers use non-instructional weekdays for planning and preparation, staff meetings, professional development, teacher-parent interviews, supervising special student events, or earned time off.

Implementation Considerations:

• Since a four-day week represents a significant scheduling change, consultation with teachers and parents is required to explain the advantages, address concerns, and enlist support.
• Concentrating special event days and interruptions to the instructional day on the occasional fifth weekday assures continuity of classes scheduling during the regular four-day week.
• A shortened noon hour can add a major proportion of the required increase in daily instructional time without unduly lengthening the overall school day.
• The four-day instructional week is compatible with block scheduling.
• Alternative arrangements may be required for parents who rely on schools to provide child care during the regular work week. Parents may be required to cover the additional costs.

Expected Outcomes:

• An uninterrupted class schedule during the regular 4-day week enhances continuity.
• Student and teacher absenteeism may be significantly reduced.
• Full days offer quality time for teacher preparation, meetings, and professional development.
• Cost reductions may be achieved in the categories of student transportation, teacher substitutes, teacher assistants, janitorial services, and utilities.
• Student opportunities to participate in family and community activities are enhanced.

References and Contacts for Further Information:

• Scenic Valley School Division has piloted a modified four-day week for the 1996-97 school year. Contact the Director (Lynne Saas, 1997) at 306-748-2523 for further information.
• Rabbit Lake Central School in the Northern Lakes School Division implemented a modified four-day school week with additional teacher contract days for preparation as part of an overall program of innovations. Contact the Division Director (Denis Tetu, 1997) at 306-883-2424 or D.Tetu@sk.sympatico.ca for further information.
• Saas, L. & Bedel, L. (1997). Four day week: Pilot project, Scenic Valley School Division. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• Schell, A. & Penner, G. (Ed.). (1993). Rescheduling the traditional school day and year. SSTA Research Centre Report #93-08. An overview of scheduling alternatives, implications, and processes for planning and implementation.

3. Supported Home-based Study

One alternative to extending the length of school days to reduce the total number of attendance days is to substitute some school attendance days with home attendance days. Students would spend part of their school week at home under the remote direction and supervision of teachers. Refer to the following entry elsewhere in this guide for more information:

VI. B. 2. Page 52 Supported home-based study

4. Triad Scheduling

One cost-effective strategy for broadening the range of course with a small enrolment is to decrease class time for courses. With triad scheduling, class periods are doubled and each of three courses is offered in this time block over one-third the year. Thus three courses can be covered in the class time normally taken by two courses. Rather than split one class group to offer the choice of two courses, two class groups can be combined, divided into three equal cross-grade groupings, and rotated through each course.

Implementation Considerations:

• Instruction must be carefully designed for optimal effectiveness to allow students to successfully complete courses in two-thirds the normal instructional time.
• With triad scheduling, the same number of teachers can cover a greater number of courses, though preparation and planning demands will increase.

Expected Outcomes:

• Students can access a greater variety of courses.
• Offering courses in two-third’s the normal time decreases instructional costs per credit.

References and Contacts for Further Information:

• Scenic Valley School Division offers courses in triad scheduling whenever possible. Contact the Director (Lynne Saas, 1997) at 306-748-2523 for further information.
• For other scheduling ideas, refer to the following article: Canady, R. L. & Rettig, M. D. (1995). The power of innovative scheduling. Educational Leadership, 53(3), 4-10.

5. Other Class Scheduling Alternatives

For other scheduling ideas, refer to the following entry elsewhere in this guide:

V. C. 3. Page 41 Other class scheduling alternatives

 
B. School Year Scheduling

1. Adapting the School Year to Community Needs

When a community shares common lifestyle patterns, it may be advantageous to adapt the school year to accommodate those patterns. For example, if a community is dominated by a single industry, a school break might coincide with an annual shut-down to allow family vacations. If seasonal activities such as hunting, fishing, trapping, or farming are popular in the community, school breaks can be scheduled accordingly. As another example, if a significant proportion of the community observes special religious or cultural holidays, the school year can accommodate those holidays. Alternatively, if an area experiences seasonal transportation problems, such as impassable roads during spring breakup, school attendance could be suspended during those periods.

Implementation Considerations:

• Alternative school year models proposed in the literature often involve staggered attendance to extend enrolment capacity. Most small schools in Saskatchewan do not have an excess of enrolments and could not support multiple attendance schedules.
• Customizing the school schedule makes sense only if there are homogeneous life-style patterns in the community so that a majority of students would benefit.
• Regular patterns of low attendance may be indicative of needed schedule adaptations.
• Extensive community consultation is required to accurately assess needs and to ensure community support for changes.
• Revisions to the school year should be designed so they do not unduly jeopardize course continuity and academic achievement.

Expected Outcomes:

• Student attendance and subsequent achievement are likely to improve if the school schedule fits community lifestyle patterns.
• Accommodating community lifestyle patterns is likely to enhance school-community relations.
• School resources can be deployed more efficiently and effectively if the school year coincides with preferred attendance patterns.

References and Contacts for Further Information:

• Schell, A. & Penner, G. (Ed.). (1993). Rescheduling the traditional school day and year. SSTA Research Centre Report #93-08.
• Carpenter High School in the Meadow Lake School Division ends the first semester at the Christmas break so that students who complete their high school program at the end of the term can enter directly into a post-secondary program in January. Contact the Principal at 306-236-5236 for further information.

VIII. Effective Use and Extension of Facilities

A. Alternate Use of School Facilities

1. Lease School Facilities to Community

If enrolment declines create unused classroom areas, these facilities might be profitably leased to commercial or professional tenants. Examples include art or dance studios; artisan workshops; offices for itinerant or full-time professionals such as physicians, dentists, accountants, or lawyers; and municipal or social services offices. Alternatively, underused school facilities such as gymnasiums, kitchens, or classrooms may be leased for evening and weekend use for private educational, recreational, or social events.

Implementation Considerations:

• Required renovations to accommodate other uses may be negotiated as lease improvements with costs covered by long-term tenants.
• Schools might contract various additional services for the convenience of tenants, including photocopy, fax, computer, and janitorial services.
• Agreements for evening or weekend use of school facilities should stipulate conditions and responsibilities to ensure that facilities remain in good condition for school use.

Expected Outcomes:

• Unused facilities may be converted to income generating assets rather than cost liabilities.
• Unused or underused school facilities might be utilized to facilitate community economic development.
• School and community life may become more closely integrated.
• Leased facilities may enable convenient access to personal or health services for teachers and students.

References and Contacts for Further Information:

• Miller, B. A. (1993). Rural distress and survival: The school and the importance of "community". Journal of research in rural education, 9(2), 84-103

2. Community Enrichment Programs

Unused or underused school facilities can be utilized for community enrichment. In some cases, the availability of facilities may enable provision of community services that could not otherwise be feasibly provided. The school gymnasium might serve as a site for community cultural or recreational events. A school kitchen might operate as the base for a local meals-on-wheels program. The school might host evening and weekend adult education programs related to personal or community development. School workshop and recreation facilities might support an evening and weekend drop-in program for local seniors. A daycare program might be set up in unused classrooms.

Implementation Considerations:

• Division or school personnel can take a proactive role in community enrichment by inviting service organizations to an information meeting to explore potential uses of school facilities to support new or existing programs.
• While community enrichment may not be a profit-making enterprise, agreements should be negotiated to recover a proportional share of operating costs incurred by the school.

Expected Outcomes:

• Community enrichment benefits all community members, including school personnel and students.
• A strong, vital community provides a firm foundation for a strong, vital school.
• Community-school relations can be strengthened for reciprocal benefit.
• School-based community programs offer convenient opportunities for volunteer and work-experience programs and for community-as-curriculum projects for students

References and Contacts for Further Information:

• Collins, M. (1997). A rural imperative: Connecting school to community through adult and continuing education. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• Versteeg, D. (1993). The rural high school as community resource. Educational Leadership, 50(7), 54-55.

 
B. School Use of Community Facilities

1. Community-based Vocational Programs

Where school resources and facilities are limited, the community may offer facilities, sites, and expertise to support vocational programs. Refer to the following entry elsewhere in this guide for further information:

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

2. Community-based Arts and Recreation Programs

Where a school lacks the resources to offer enriched arts and recreation programs, facilities and expertise in the community may be available to support school or joint community-school programs. Refer to the following entry elsewhere in this guide for further information:

II. C. 4. Page 18 Community-based arts and recreation programs

 C. Integrated and Shared Facilities

1. Multi-campus Configurations

School divisions can concentrate specialized facilities and resources in a central location to serve the needs of several outlying, satellite schools. Refer to the following entry elsewhere in this guide for further information:

II. B. 1. Page 11 Multi-campus configurations

2. Inter-school Student Exchange

Students can be transported to neighbouring schools to access facilities and resources that are unavailable in their home school. Refer to the following entry elsewhere in this guide for further information.

II. B. 2. Page 12 Inter-school student exchange

3. Community-School Services Integration

There is a trend toward amalgamation of community services, including schools, within multi-purpose facilities to improve the overall convenience, quality, efficiency, and economy of service provision. Cooperating partners might include schools, post-secondary institutions, regional libraries, municipal governments, social service agencies, and district health boards. Existing school and community facilities can be renovated and expanded into multi-purpose community service centres, or various partners might pool capital funds to construct new multi-purpose facilities. On a smaller scale, schools might negotiate separate bilateral agreements with one or more community partners to share existing facilities on a limited or short-term basis.

Implementation Considerations:

• The potential scope for such partnerships depends largely on a convergence of opportune circumstances and timing and on a climate of good will and cooperation.
• Since negotiation and planning among several partners takes considerable time, negotiations should commence as soon as the potential for partnership first emerges.
• Primary partners may have existing agreements with others and represent multiple constituencies. Third party participation increases the scope and complexity of negotiations.
• Agreements in principal and joint land acquisition can be negotiated to facilitate potential future ventures even when immediate development opportunities are limited.
• Shared-use and operation agreements may involve more partners than initial joint capital agreements. Layers of bilateral and multi-lateral agreements will likely be required.

Expected Outcomes:

• Shared-cost agreements can be economically beneficial to all parties.
• Pooled capital and resources can enable provision of higher quality or more extensive facilities than any one partner could provide.
• Multi-purpose facilities offer convenience of access for all users; in particular, students and teachers benefit from convenient access to community services and facilities.

References and Contacts for Further Information:

• Maymont Central School, Battleford School Division, has shared or adjacent facilities with the town administration office, community recreation facilities, and itinerant health service providers. Contact the Principal (Jean Lissel, 1997) at 306-389-2045 for further information.
• Tisdale School Division’s new 6-12 school in Tisdale is integrated with facilities in partnership with the Wapiti Regional Library, Pasqua Health District, Town of Tisdale, and Cumberland Regional College. Contact the Division Director (Dwayne Brownridge, 1997) at 306-873-2674 for details.
• Cadotte, M. (1997). Co-operation and sharing initiatives in the County of Kent. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• Stoops, J. & Hull, J. (1993). Toward integrated family services in rural settings: A summary of research and practice. Portland OR: Northwest Regional Educational Laboratory.

 
IX. Enhance Community Support

A. Communication and Promotion

1. School Promotional Strategies

Many schools operate in relative isolation from the community and attract attention, usually critical in nature, only when a controversial issue or incident arises. As well, many small rural schools may be inaccurately perceived as inferior to large urban schools. In order to attract and maintain continuous community pride, support, and interest, schools can become more proactive in promoting their strengths. The following promotional strategies may prove effective:

1. Publish a school-community newsletter (refer to next entry, IX. A. 2., page 64);
2. Distribute news releases to local media outlets and cultivate news coverage of school achievements, innovations, and special events;
3. Generate greater community involvement and participation (refer to community involvement strategies in the next section, IX. B. 1-5, pages 65-69);
4. Incorporate community-based projects into the curriculum (refer to entry II. C. 1., page 14);
5. Distribute information to promote awareness of small school effectiveness qualities; and
6. Integrate community and school services (refer to VIII. C. 3, page 62).

Implementation Considerations:

• Promotion should be considered an essential aspect of effective school management.
• An effective promotional program is continuous and planned with periodic evaluation of results and revision of strategies rather than a haphazard, incidental approach.
• Promotional activities should convey a favourable but honest image of the school.
• Community involvement should include genuine opportunity to influence rather than simply follow the school agenda.

Expected Outcomes:

• The level of informed community support for school improvements can be enhanced.
• School promotion can increase student and staff morale, initiate, effort, and achievement.
• More energy can be devoted to strengthening rather than defending the school.
• Community involvement strengthens the quality of education.
• Identifying aspects of the school worthy of promotion can serve as an illuminating exercise in critical self-examination.

References and Contacts for Further Information:

• Dodd, A. W. (1996). Involving parents, avoiding gridlock. Educational leadership, 53(7), 44-47. This article includes a useful, informal questionnaire to assess the image projected by the school to parents.
• Males, A. (1993). Creating a Positive Image for Your School. The Metropolitan Toronto School Board.
• Lucas, B. & Thompson, L. (1980). School-Community Relations Handbook: SSTA Report #66

2. School-community Newsletter

A periodic newsletter is an effective means of communicating to the community. A newsletter that combines school and community coverage would likely attract wider interest and strengthen public relations with the community. A newsletter might contain any or all of the following:

• Announcements of upcoming school and community events;
• Explanation of school issues with opinion surveys and invitation for comment;
• Profiles of school and community volunteer activities and requests for volunteer assistance;
• Explanation of new school policies, procedures, programs, projects, or resources;
• Brief profiles of new community members, school staff members, and students;
• Descriptions of in-service and professional development activities;
• Notice of special achievements by school staff, students, or community members;
• Community announcements such as births, deaths, and marriages;
• Examples of student art or literary work;
• Brief profiles of community enterprises, services, historical notes, recreation programs, citizens of note, environmental issues, and other topics of general community interest;

Implementation Considerations:

• The division might provide a standard format and core content for school newsletters.
• Students might undertake the newsletter as part of a language arts program with contributions generated by art, history, social studies, science, or community curriculum projects.
• Local businesses can be solicited for acknowledged financial sponsorship.
• Community or staff volunteers might be recruited to supervise and edit the newsletter.
• The newsletter can be distributed to students’ homes and sponsoring businesses.

Expected Outcomes:

• Community awareness of school activities, programs, staff, and achievements can be enhanced.
• A regular forum is provided for educating the community about school goals and concerns.
• A well-informed community can more effectively collaborate with the school to achieve common goals and address shared concerns.
• By promoting their strengths and achievements, schools can enhance both their community image and internal morale among staff and students.
• Students’ can increase their community awareness and involvement.
• Students can gain authentic practice with writing, research, and desktop publishing skills.

References and Contacts for Further Information:

• Cross, W. & Frankcombe, B. (1994). Communicating with your community. Chapter in The Small Rural School: Manual to improve effectiveness & efficiency (43-58). Vancouver, BC: EduServ Inc.

1. School Councils (site-based management)

The community represents a potentially rich source of support and resources for small schools. Site-based management is one approach to increasing community and parent involvement in the school. While there are many variations of site-based management, most involve some form of community representation in decision-making or advisory councils at the school level. School councils may be composed of parents, community members, teachers, students, and school administrators. Community involvement in school management acknowledges that education is a shared responsibility of the school, the family, and the community. Local autonomy is more responsive to local needs and circumstances and contributes to successful implementation of school reform and improvements.

Implementation Considerations:

• Unless school councils have decision-making authority, their advisory influence depends on the principal’s receptivity. Participatory decision-making requires democratic leadership.
• Effective leadership is essential to inspire a shared vision, challenge assumptions, and encourage others to participate. Leadership training may be required.
• School councils should be involved in the initial stages of problem-identification and problem-solving, not just in the implementation of decisions that have already been made.
• Good decisions are informed decisions. School councils need sufficient background information, time, and opportunity to air diverse views and concerns.

Expected Outcomes:

• Stakeholder participation in decision-making ensures a broad base of consultation, enhances collective commitment, and increases the likelihood of effective implementation.
• Involving teachers, parents, and community members in school decision-making may increase the soundness and relevance of decisions, reduce resistance to change, and empower participants to work toward a collective vision.
• Parents and community representatives are more likely to support and contribute to the school when they have a genuine stake in determining school priorities and direction.
• Greater parent and community involvement tends to enhance student achievement.

References and Contacts for Further Information:

• Sheppard, B. & Devereaux, L. (1997). Leadership training is essential to effective site-based management. The Canadian School Exectutive, 16(8), 3-7.
• David, J. L. (1995). The who, what, and why of site-based management. Educational Leadership, 53(4), 4-9.
• Phillips, L. (1996). Collaborating with school councils. The Canadian School Executive, 16(4), 23-24.
• Phillips, L. (1997). School councils: Making collaboration real. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.

2. Community Consultation

Community resistance can often hinder school change and innovation. Too often, community consultation involves seeking support for a predetermined agenda with little opportunity for meaningful input into the decision-making process. Resistance may reflect a sense of frustration, powerlessness, and distrust more so than a reasoned response to proposed changes. An alternative approach is to involve the community in the initial stages of setting goals, identifying problems, and choosing solutions. This requires cultivating community understanding of school issues and involving the community in setting the change agenda.

Implementation Considerations:

• An ongoing community consultation process should be established in the absence of crisis so that contentious issues can be dealt with effectively when they arise.
• To participate effectively in consultation, the community needs to understand current school circumstances and issues. Education and information are essential prerequisites.
• Community consultation will undoubtedly generate conflict which, if managed effectively, can be channeled toward positive change. Educational leaders may need to develop skills in the areas of conflict management and participatory decision-making.
• The turnout at community-school meetings can be disappointing unless prior interest is generated. One strategy is to set aside a short interval to briefly discuss current issues whenever an audience is gathered for other purposes ( i.e., school concert, science fair, etc.). A meeting date for further discussion can be negotiated before moving on with the program.
• Consultation should be a two-way forum whereby communities can advise schools of their concerns and enlist support for their agendas as well as vice versa.

Expected Outcomes:

• School goals and agendas are more likely to fit local values, circumstances, and needs.
• Community resistance can be reduced and community support enhanced.
• Community consultation can generate a wider range of alternatives to consider.
• If consulted, communities may be able to contribute valuable ideas and resources.

References and Contacts for Further Information:

• Collins, A. (1995). Enhancing local involvement in education through quality leadership. St. John’s, NF: Faculty of Education, Memorial University.
• Dodd, A. (1996). Involving parents, avoiding gridlock. Educational Leadership, 53(7),44-47.
• Hudson, J. & Sackney, L. (1997). Consensual, shared decision making in a rural context. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• Moore, D. M. (1992). The case for parent and community involvement. In G. A. Hess, Jr. (Ed.). Empowering teachers and parents: School restructuring through the eyes of anthropologists (131-155). Westport, CT: Bergin & Garvey.

3. School Support for the Community

An effective strategy for attracting community support for the school is to reciprocate with school support for the community. Community-based curriculum projects, community enrichment programs, integration of community and school services, and a combined school-community newsletter represent some alternatives for providing community support. Refer to the following entries elsewhere in this guide for further information:

II. C. 1. Page 14 Community-based curriculum projects
VIII. A. 2. Page 59 Community enrichment programs
VIII. C. 3. Page 62 Community-school services integration
IX. A. 2. Page 64 School-community newsletter

4. Community Work Bees

Getting community members involved in the school is an effective strategy for increasing community support. People are more likely to support an enterprise into which they have invested a part of themselves. One strategy for involving community members who might not otherwise participate as classroom volunteers or resource persons is to organize a community work bee around a particular improvement project (i.e., building a fence or erecting a playground structure). Work bees are not necessarily the most efficient way to get something done, but they can enhance community cohesion and support.

Implementation Considerations:

• Work bees should include a social component such as a school-sponsored picnic or barbecue after the work is completed.
• Community work bees may be organized by school staff or parent committees.
• Invitations to participate should be made in person or by telephone and should include appeals to community members who are not otherwise involved in the school.
• Work bees may be particularly effective in communities where a historical tradition of collective work bees can be evoked and revived.
• Work bees, if successful, can become an annual community social event.

Expected Outcomes:

• Work bees provide an opportunity for social interaction among community members and school staff.
• Community members who invest even a small portion of their own efforts into the school are more likely to feel a sense of good will toward the school.

References and Contacts for Further Information:

• None available at this time.

5. Enhance Community-School Interaction

An effective strategy for generating community support is to dismantle the boundary between the school and community by bringing community members into the school and taking teachers and students out to the community. A number of strategies contained elsewhere in this guide can serve this purpose. Refer to the following entries for further information:

I. A. 4. Page 4 Library partnerships
II. C. 1. Page 14 Community-based curriculum projects
II. C. 2. Page 15 Probationary certification of community instructors
II. C. 3. Page 16 Community-based vocational programs
II. C. 4. Page 18 Community-based arts and recreation programs
V. A. 4. Page 34 Community resource directory
V. B. 1. Page 35 Volunteer programs
VIII. A. 2. Page 59 Community enrichment programs
VIII. C. 3. Page 62 Community-school services integration
VIII. B. 4. Page 68 Community work bees

X. Improve Financial Position

A. Cost-Saving Measures

1. Conservation and Recycling Programs

Conservation and recycling programs can reduce costs while modeling environmental responsibility to students and the community. School buses can be converted or purchased to operate with energy efficient fuels. School facilities can be retrofitted for energy efficient heating and cooling. School grounds can be landscaped for minimal maintenance. Students and staff can be taught to use computers and electronic resources efficiently to reduce paper consumption. Recycling programs can be established in the school to re-use paper, collect refunds for cans and bottles, recover a portion of costs for materials accepted at recycling centres, and reduce garbage collection costs.

Implementation Considerations:

• Education and awareness are the essential cornerstones for success in any conservation or recycling program.
• Short-term investment may be required for long-term savings, particularly with regard to converting buses and retrofitting buildings.
• Efficient coordination and collective responsibility is required to operate an effective recycling program.

Expected Outcomes:

• Energy and supply costs can be significantly reduced.
• Staff and students can develop more responsible attitudes and behaviours related to resource utilization, conservation, and cost reduction.

References and Contacts for Further Information:

• None available at this time.

2. Shared Cost Arrangements

There are numerous possibilities for reducing costs by pooling resources and sharing costs with other schools and community entities. Refer to the following entries elsewhere in this guide for ideas and further information:

I. A. 1. Page 1 Shared text-book sets
I. A. 2. Page 2 Shared theme box resources
I. A. 3. Page 3 Centralized resource-sharing programs
I. A. 4. Page 4 Library partnerships
II. B. 1. Page 11 Multi-campus configurations
II. B. 2. Page 12 Inter-school student exchange
II. C. 3. Page 16 Community-based vocational programs
II. C. 5. Page 18 Community-based arts and recreation programs
II. C. 6. Page 19 Alternative high school programs
III. A. 3. Page 21 Regional itinerant services
VIII. A. 1. Page 58 Lease school facilities to community
VIII. C. 3. Page 62 Community-school services integration

3. Contracting and Leasing

Contracting services or leasing facilities and equipment can represent an economical alternative to staffing positions and direct ownership in some cases. In other cases, ownership and staff positions may prove more economical than present contract or lease arrangements. For instance, some divisions contract buses and driver services while others find it more economical to own their own buses and hire their own drivers. Other areas which might be examined to determine whether contracting or staffing is the most economical alternative include janitorial, library, clerical, counselling, and consulting services. Similarly, cost comparisons can be made between owning or leasing transportation equipment, computer and office equipment, recreation equipment, classroom furniture and equipment, and even school facilities.

Implementation Considerations:

• Depending on the term, leasing or contracting may offer greater flexibility in responding to changing needs.
• Ownership costs may be more stable and predictable than leasing costs which may fluctuate considerably over time.
• Staff positions may offer greater continuity and generate more loyalty and commitment than contracted positions.
• Thorough and detailed short-term and long-term cost analysis is required to determine which alternative may be most advantageous.
• Since a change-over frequently incurs costs, change should not be initiated unless it will effect a significant cost reduction.
• Analysis should include an accurate projection of future as well as current circumstances.
• Leasing or contracting are viable alternatives only when the required services, equipment, or facilities are reliably available in sufficient quantity and quality.

Expected Outcomes:

• Either alternative may reduce costs.
• Either arrangement may more appropriately meet present and future needs.

References and Contacts for Further Information:

• None available at this time.

4. Volunteer Programs

Volunteer services may be deployed to reduce costs if the expense of coordinating and supervising such services does not outweigh the cost of hiring the services provided. In many schools, parent volunteers already contribute a number of services that otherwise would not be provided or would have to be hired. Regular volunteer contingents may provide valuable services on a more continuous basis. Community work bees can reduce facility improvement or maintenance costs. Refer to the following entries elsewhere in this guide for further information:

V. B. 1. Page 35 Volunteer programs
IX. B. 4. Page 68 Community work bees

Implementation Considerations:

• There is a fine line between using volunteers to augment services or using them to replace staff who might otherwise be hired. The STF and other employee unions may scrutinize volunteer programs closely to ensure that staff positions are not jeopardized.
• To avoid exploitation, volunteers should receive reciprocal rewards in lieu of remuneration for their services. Non-monetary benefits include recognition, appreciation, training, and meaningful experience.

Expected Outcomes:

• Services may be enhanced without incurring additional costs.
• Volunteers services may reduce costs in some cases.

References and Contacts for Further Information:

• None available at this time.

5. Reduce Staff

Teacher salaries represent the major proportion of education costs, but teachers play an essential role in delivering quality education. Alternative strategies for deploying teachers, grouping students, scheduling, organizing curriculum, or delivering instruction may offer opportunity to increase STRs without degrading education quality. For instance, it may be cost effective to hire several part-time staff, if locally available, rather than paying travel expenses for one full-time itinerant teacher. Refer to the following entries elsewhere in this guide for other ideas and further information:

II. A. 1. Page 8 Itinerant teaching assignments
II. A. 2. Page 9 Provincial distance education courses
II. A. 3. Page 10 Local distance delivery
II. B. 1. Page 11 Multi-campus configurations
II. B. 2. Page 12 Inter-school student exchange
V. B. 3. Page 37 Collaborative teaching
VI. A. 1. Page 48 Cooperative and independent learning
VI. A. 2. Page 24 Individualized education programs
VI. B. 2. Page 52 Supported home-based study
VI. B. 3. Page 53 Virtual schools
VII. A. 1. Page 54 Block scheduling
VII. A. 4. Page 56 Triad scheduling
VII. A. 5. Page 56 Other class scheduling alternatives

6. Streamline Administration

Administrative costs may be reduced by sharing administrative services across schools or divisions, amalgamating school divisions, eliminating administrative positions, decentralizing administrative control, and streamlining administrative procedures. Many divisions are presently involved in or contemplating shared services or amalgamation. Information and computer technology has reduced the administrative workload in some instances, making it possible to eliminate positions. Site-based management and decentralized control may allow further reductions in centralized administrative staff. Further implementation of technology to facilitate communication, data entry and processing, and pooling of resources may further streamline administrative procedures and reduce current administrative services and positions.

Implementation Considerations:

• Administration involves control, and control is difficult to relinquish. Negotiations for shared administrative services, division amalgamation, or decentralization are therefore fraught with complexity and difficulty.
• Technology offers tremendous promise for greater administrative efficiency, but its potential remains largely untapped. Full exploitation of technology requires considerably greater technological expertise than is currently typical among administrators and teachers.
• Once greater efficiencies are achieved, redundant positions may be eliminated. Administrators are thus faced with the unenviable task of perhaps administering themselves out of a position.

Expected Outcomes:

• Administrative costs may be significantly reduced without diminishing the efficiency or effectiveness of administration.

References and Contacts for Further Information:

• Mirmontahai, A. & Walker, K. (1996). Administrative uses of computer in Saskatchewan selected schools. The Saskatchewan Educational Administrator, 29(1), 7-20.
• Reddyk, M. (1996). School division amalgamation in Saskatchewan: A summary of a thesis. SSTA Research Centre Report #96-03.
• Reddyk, M., Penner, G., & McLeod, M. (1997). School division amalgamation: Challenges and solutions. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• The Prince Albert Public School Division has long shared administrative positions, services, and facilities with the Prince Albert Comprehensive High School Board and is now engaged in amalgamation negotiations with that Board, the Kinistino School Division, and the Prince Albert Rural School Division. Contact the Director (Shirley Gange, 1997) Prince Albert Public School Division, at 306-764-1571 for further information.

 B. Income-Generating Measures

1. Enhanced Service Fees

Many schools already levy student fees to cover materials and supplies. While this may not be popular with parents, it is an important source of additional revenue. In cases where enhanced services (i.e., recreation, arts, language, or counselling programs) could not otherwise be offered, parents may be willing to contribute a portion of costs for those services.

Implementation Considerations:

• Parents should be consulted directly by some means (i.e., survey) to determine the degree of support for additional fees to retain enhanced services.
• Some tactful, confidential procedure should be in place to waive fees for families who cannot afford to contribute in order to preserve equity of access.
• Alternative sources of funding for enhanced services should be pursued in schools located in economically depressed communities.

Expected Outcomes:

• Enhanced services may be maintained or introduced despite public funding reductions.

References and Contacts for Further Information:

• None available at this time.

2. Community Fund-raisers

Many schools routinely stage community fund-raisers to raise funds for specialized equipment, resources, or programs. These fund-raisers are often highly successful in smaller communities. Examples include retail sales of specialty products, walk-a-thons, craft or bake sales, and raffles. Different types of fund-raisers may appeal to different communities. Rather than learning by trial-and-error, schools might consult with or survey the community to determine their preferences.

Implementation Considerations:

• Some fund-raising strategies produce more direct profit than others. A large proportion of funds raised by selling high-priced retail items such as wrapping paper goes to the wholesaler. All funds raised for a walk-a-thon, on the other hand, go directly to the school.
• Fund-raisers that do not involve sales may be classified as charitable donations and receipts for tax purposes can be issued to donors.
• Some fund-raisers require more parent or staff work than others. For instance, it takes a large number of bake sales, and a lot of baking, to raise a significant amount of funds.
• If students are involved in public canvassing, precautions should be taken to ensure their safety.
• Fund-raisers are more likely to attract community support if the funds are earmarked for specific purposes with popular appeal, such as purchasing additional computers.

Expected Outcomes:

• Schools can raise additional funds for specialized equipment, resources, or programs.

References and Contacts for Further Information:

• None available at this time.

3. Solicit Charitable Donations

A number of school divisions have obtained licenses to solicit charitable donations and can issue receipts for tax deductions. Donations may consist of materials, resources, or equipment rather than money, and appeals are often directed toward corporations rather than individuals. Corporations may be persuaded to donate promotional items such as pens or rulers; products which carry their logo; used equipment such as computers; or even monetary contributions to support new facilities or programs.

Implementation Considerations:

• Corporations are more likely to contribute significantly if offered reciprocal value in terms of public acknowledgement and media coverage.
• Divisions that pursue corporate donations should develop policies to guard against commercialization of schools and distortion or bias in curricular materials.
• Effective solicitation requires established relationships with public relations representatives, knowledge of local corporations’ activities and products, and a clear understanding of ethical boundaries.
• Major employers in communities dominated by a single industry may be likely targets for solicitation efforts.
• Solicitation efforts are likely to be more effective if they are focused on obtaining support for specific initiatives that have popular appeal and attract public attention.

Expected Outcomes:

• School resources may be obtained without budget expenditure.
• Additional funds may be raised for major initiatives or special projects.

References and Contacts for Further Information:

• Viscount Central School obtained support from the local potash corporation, a major employer in the area, to support a major initiative to equip a technology-enhanced school. Contact the Director, Lanigan School Division, at 306-365-2015 for further information.

4. Providing Auxiliary Services for Profit

Schools or divisions can embrace an entrepreneurial philosophy in the provision of auxiliary services and products. They may offer professional development services to public, private, or even post-secondary institutions and charge at least full salary rather than substitution costs for involved personnel. They might develop and market distance education programs and courses or copyright and market curriculum guides or teacher-developed materials. Local schools could offer photocopy, fax, computer, or Internet services to the public or to private enterprises for a modest profit. They might lease unused facilities to public or commercial enterprises (Refer to VIII. A. 1., page 58, for further information). They could also lease out school facilities and services for public dances, private banquets, cultural events, adult education, sports and recreation events, and perhaps even conventions and meetings.

Implementation Considerations:

• Entrepreneurial initiatives require entrepreneurial imagination and business acumen, which may not be the forte of typical educational administrators.
• Policies and guidelines may be required to delineate the boundary between not-for-profit educational services and for-profit auxiliary services.
• Schools or divisions should not compromise their primary purpose, providing public education, in order to develop for-profit services and products; they should concentrate on taking advantage of surplus assets and by-products of the educational enterprise.
• Since schools are funded from the public purse, services to the community should likely be offered on a cost-recovery basis. It may be acceptable, however, to generate a profit on services offered to individuals, commercial enterprises, and other institutions.
• Service rates should take capital investment, not just operating costs, into account. Ultimately, however, services and products must be priced competitively to be marketable.

Expected Outcomes:

• Additional income may be generated to compensate for reduced public funding.
• Services and products can be made available to others without draining resources.
• Small-scale entrepreneurship can sharpen awareness of actual costs and the value of services in the competitive market.

References and Contacts for Further Information:

• None available at this time.

1. Retaining Students

Since grant funding is based on enrolment, retaining students can stabilize current funding levels. Besides relocation, students leave to drop out of education entirely, to home-school, or to attend other schools. General strategies to make schooling more effective, relevant, engaging, and enjoyable for students should have a positive effect student on student retention. The following strategies described elsewhere in this guide may be effective:

II. C. 3. Page 16 Community-based vocational programs
II. C. 4. Page 17 Applied Technologies Program
II. C. 6. Page 19 Alternative high school programs
III. C. 3. Page 24 Individualized education programs
IV. A. 1-4 Pages 28-31 Strategies to reduce student transportation time
VI. B. 2. Page 52 Supported home-based study
VII. A. 2. Page 55 Four-day week
VII. B. 1. Page 57 Adapting the school year to community needs

Other strategies which may be effective for retaining students are those which promote the school, invite parent and community involvement, and enhance community-school integration:

IX. A. 1-2 Page 63-64 Communication and promotion strategies
IX. B. 1-5 Page 65-69 Community involvement strategies

Implementation Considerations:

• A shift from a school-centred, monopoly perspective to a client-centred, competitive perspective may be required to retain students (representing parents) who might otherwise vote with their feet.
• A narrow focus on student achievement and academic programs should not eclipse aspects of the schooling experience that may have equal or greater weight for students and parents: relevance, engagement, respect and consideration, and enjoyment.
• Stakeholder involvement in school decision-making is important to broaden the perspective of educators and ensure that parent and student concerns receive the attention they deserve.
• Decision-makers should carefully consider the impact of cost-cutting measures on the quality of the schooling experience for parents and students.

Expected Outcomes:

• Student retention may be enhanced.
• Schools may become more client-centred rather than school-centred.
• Quality of education may be redefined to encompass the quality of the schooling experience for the school’s primary clients: students and parents.

References and Contacts for Further Information:

• Murphy, M. J. (199?). Breaking the school monopoly. The Saskatchewan Educational Administrator, 21(2), 16-18.

2. Attracting New Students

Competing for enrolments is not a new concept for educational administrators: many divisions allow families a choice in school selection. Smaller schools, however, are often at a disadvantage in the enrolment market because of an enduring myth that "larger is better". Parents and students who have the option may choose larger schools that offer a broader range of facilities, teacher expertise, and program options. If those factors were equal, however, many parents might prefer to place their children in the more intimate atmosphere of smaller schools. Rural schools might have additional appeal as an opportunity to remove children from the perceived dangers of urban malls, playground violence, drug and prostitution rings, and migrant populations. Small schools can enhance their appeal by extending programs (see Section II in this guide) and improving the quality of the schooling experience for students and parents. Then, by assertively promoting their strengths and advantages, they might attract students from larger schools. Families may even choose to relocate closer to the school of choice.

Implementation Considerations:

• A degree of healthy, open competition among divisions and schools may provide incentive for school improvements.
• Many schools or divisions may prefer to retain protectionism policies rather than risk open competition with other schools or divisions.
• This strategy is feasible only where reasonable transportation arrangements can be made for students who live beyond school district boundaries.
• Rural school divisions may be able to negotiate reciprocal agreements with nearby urban divisions regarding school choice and transportation.

Expected Outcomes:

• Schools and divisions may attract new enrolments.
• Competition may inspire and accelerate school reform.
• Families would have greater choice of schooling options.

References and Contacts for Further Information:

• None available at this time.