Toronto school board task force calls for improved access to programs

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After initially suggesting every cluster of schools offer a variety of specialized programs, a task-force report commissioned by the Toronto District School Board has softened its position, proposing that the district look at ways to improve access to these programs to include the city's poorest children.

The latest report by a task force charged with studying how to distribute resources more equitably recommended that the school board look at practices that result in inequitable access to specialized programs, including the arts and sciences, and then provide supports to schools so they can offer them.

Canada's largest school board is grappling with how to distribute resources more equitably so that students who come from socioeconomically disadvantaged households are able to access enriched learning opportunities and don't fall behind.

A draft version of the report, released in the fall, received push back from some parents who were concerned that a move to create a level playing field would also see students lose out on opportunities.

In October, the TDSB's director, John Malloy, was forced to drop a proposal from the task force's draft report to phase out specialized schools, including ones focused on the arts, after an outcry from parents and students.

More recently, parents of gifted students expressed frustration with the draft report that noted the program be "reformed," which could mean integrating gifted students into mainstream classrooms with supports. The TDSB's program includes congregated classrooms within certain schools for students designated as gifted.

However, the gifted program is not mentioned in the final report's recommendations. Instead, the task force has proposed the TDSB retain congregated sites while "exploring options" to include children with special learning needs in their home schools.

One parent, Shellie Suter, chair of the learning disabilities parent group at Northern Secondary School, said she feared that special education students were "collateral damage" for policy changes. "Not all special education students will benefit from full inclusion. Choice should be preserved for parents to choose what's best for their child," she said.

The latest report will be presented to trustees at a meeting on Wednesday. It will likely be sent to the TDSB staff for further review.

Mr. Malloy said the final report has not been watered down. He said that it reflects the diversity of voices among parents, students and community groups.

"Some might think we're softening what the draft suggested. I would suggest that … the task force is listening to what our community has suggested. And what has emerged through this last report is actually something that I think can help us strengthen public education for everyone," Mr. Malloy said in an interview on Sunday. "But [we're] not running away from the hard questions that we need to grapple with regarding who's not achieving, why they are not achieving and what must we do about that."

He added: "We do want to raise the bar for all students and we want to remove barriers that some may be experiencing. It has to be both scenarios, not one."

The task-force members have been speaking with parents and community groups to gather ideas on how to mitigate or remove social and economic barriers in schools so students can focus on learning.

Among the task force's final recommendations is that optional attendance be reviewed – a departure from its earlier proposal that optional attendance be phased out once students have equitable access to enriched programs. Optional attendance means that students can attend school outside their designated local school, often times because parents and students see it as a good school and have the economic means to do so.

Trustee Pamela Gough said the latest version of the task-force report is stronger because it strikes a balance between what's working well in the school system and what could be done better. She said the task force has listened to the backlash from parents who felt that having specialized programs and gifted classes keeps students from becoming disengaged in school or lost in a regular classroom.

"Over all, it has been adjusted to acknowledge the excellence of the current specialty programs so [it] no longer foolishly recommends disbanding them and moving the entire focus to neighbourhood schools," Ms. Gough said. "Instead, it looks at creating more equitable access to specialty programs, which is a better approach. It's less idealistic and more realistic."