A Report on Bernie Custis Secondary School

A Report on Bernie Custis Secondary School HTHSCI 3DD6 (Engaging the City) Tasneem Warwani, Gazelle Halajha, Brittany Ung, Akshat Pai, Sri Manoharan, Lulu Gareiw, Moh Abdul-Khaliq In collaboration with community partner, Nancy Reyes April 8, 2019

Introduction

3

Demographics

5

Currently in Ward 3

6

Proposal

11

Group Process

16

Conclusion

17

Introduction In 2011, conversations between the Ministry of Education and the Hamilton-Wentworth District School Board (HWDSB) began regarding the amalgamation of two Hamilton high-schools, Sir John A. Macdonald Secondary School (SJAM SS) and Delta Secondary School (DSS). These conversations stemmed from noticeable decreases in enrollment as well as large operating costs that made upkeep unsustainable, thereby necessitating the permanent closure of both schools.1 In 2012, plans for the amalgamated high school were solidified creating Bernie Custis Secondary School (BCSS), a newly constructed state-of-the-art high school located in the heart of the Crown Point Community.

While construction of this new school was initially scheduled for completion in September 2015, unforeseen delays have pushed the project back significantly, with a new scheduled start date for September 2019.2 BCSS seeks to combine two unique schools, and it is projected to hold 1250 students.

The school has a shared open space with the surrounding facilities and there are many amenities and services aimed to serve students better, such as gender neutral washrooms, quiet rooms for students with sensory concerns, and a special pick-up and drop-off entrance for students with special abilities and needs.3 There is a focus on the arts at Bernie Custis, as shown by the proposal of a drama room and arts rooms with a kiln and plenty of natural light.4 BCSS replaces Delta and SJAM, two prominent schools from Wards 4 and 2, respectively. Delta Secondary School is the oldest operational high school in Hamilton.5 It offers students a unique Cosmetology Hairstyling Apprenticeship Program, which is supported by the Ontario Youth

Teri Pecoskie, “CLOSING: Delta, Parkview and Sir John A. MacDonald,” ​The Spectator, ​May 9, 2012, https://www.thespec.com/news-story/2241907-closing-delta-parkview-and-sir-john-a-macdonald/ (accessed March 25, 2019).

2 Ibid.

3 ​ amilton-Wentworth District School Board. Meeting Minutes [Internet]. New North Secondary School H 1

Transition Committee. 2016. Available from: http://www.hwdsb.on.ca/revitalization/files/2014/03/Minutes-April-5-2016.pdf 4 5

Ibid. ​Hamilton-Wentworth District School Board. Profile [Internet]. Delta Secondary School. Available from:

http://www.hwdsb.on.ca/delta/about/profile/

Apprenticeship Program (OYAP) through co-operative education. Delta focuses strongly on their curriculum and on promoting a safe environment, in an effort to improve the rate of students that earn course credits and graduate from the school.6 Sir John A. Macdonald Secondary School is the largest high school in the HWDSB.7 The focus of its curriculum and programming is two-fold: the first aims to offer special education programs to meet the needs of all students, and the second aims to use student assessment and evaluation to improve learning. Similar to Delta, SJAM also values an environmental focus, implementing a Safe Schools Team to ensure that students are able to learn and thrive in a safe, supportive, and respectful environment. Notably, SJAM’s Art Academy and Arts Program is the oldest art program in Hamilton, producing many budding artists.8 SJAM offers a wide range of art courses in the senior grades, such as ceramics, Native Studies Art courses, digital media, photography, and sculpting.

SJAM also provides students with Alternatives for Youth, a community treatment service intended to help youth who are struggling with substance abuse and addiction.9 While there are noticeable benefits with the creation of a new high school, including (but not limited to) the opportunity for better facilities and increased funding, there are multiple drawbacks as well. The closure of Delta and SJAM greatly affects all generations of students living in Wards 2, 3, and 4. Not only does it force them to travel longer distances to reach their new high-school, but it also means that school-specific programming might not make it into the new amalgamation. With this, community members have expressed concerns regarding the ability for students to engage. Due to a lack of community consultation, many community members have felt their concerns have gone unaddressed.10

6 7

Ibid. ​Hamilton-Wentworth District School Board. Academics [Internet]. Sir John A. Macdonald Secondary

School. Available from: http://www.hwdsb.on.ca/sjam/academics/ 8

Ibid.

Ibid.

10 ​ amilton-Wentworth District School Board. June 12, 2018 – Public Meeting Feedback [Internet].

H 9

Bernie Custis Secondary School. 2018. Available from: http://www.hwdsb.on.ca/wp-content/uploads/2018/11/Public-Meeting-Feedback.pdf

In 2018, Nancy Reyes, a Crown Point Community member, partnered with a group of students from McMaster University’s HTHSCI 3DD6 (Engaging the City) class. This partnership aimed to research and address community concerns, presenting solutions to better the experience for students in the new BCSS. More specifically, this partnership sought to answer the following question: Using a retrospective analysis of factors that have been shown to affect youth development how does the amalgamation of Delta and Sir John A. Macdonald Secondary Schools in Ward 3 of Hamilton affect youth aged 12 to 18 years, and how can this situation be used to implement strategies, after-school programs, or events that aim to promote positive and sustainable youth engagement in Ward 3?

The following report outlines the findings from this year long partnership, along with actionable items for the City of Hamilton, the community, and the HWDSB. While this report is by no means exhaustive of all possible concerns, solutions, and next steps, it outlines a positive first step towards addressing the needs of the community.

Demographics To work with and collaborate with a community in an effective and adequate manner, it was necessary to have a better understanding of the identity of the community. An understanding of the people who make up the community, that is, its demographics, allows for a better understanding of the people the amalgamation is impacting, thereby leading to a better understanding of what the impacts will be. Most of the relevant data regarding the Ward 3 community was obtained from the neighbourhood profile of Crown Point from the Social Planning and Research Council of Hamilton. A vast majority of age groups reported to live in the community are children and youths between the ages of 0-19 (26%), as well as adults between the ages of 35-64 (44%). Moreover, it was reported that very few seniors (11%) live in the area. With respect to Marital status of residents, most households consist of married parents (49%) and few common in law parents (13%). Of note, a significant portion of the population were single mother households (29%).

The diversity of population groups in Ward 3 is not as high when compared to the city. A small portion of the population consists of individuals who consider themselves as being part of the visible minority (8%), immigrants (1-2%), and indigenous ancestry (8%). However, a large number of residents identified themselves as having activity limitations (26%). The overall poverty rate in Ward 3 (23%) is comparatively higher than in the city (18%). It was also noted that the poverty rate for children under the age of six (27%) was significantly higher than for overall poverty rate in Ward 3. In terms of education, the highest level of education obtained by individuals between the ages of 25 to 64 was measured. Nearly 24% of the residents in Ward 3 reported having no post secondary education (i.e. diploma, certificate, or degree), which was higher in comparison to the city (18%). Furthermore, only 32% of the population reported having a high school diploma, which was higher than the whole city (26%). It was also reported that very few residents obtain post-secondary degrees from colleges (21%) and universities (10%). As far as housing and income levels are concerned, 76% of residents are household owners which is greater than city’s rate (68%). Also a small percentage of population consists of renters (24%), of which 53% rent unaffordable homes and spend nearly 30% of their income on rent.

These statistics, while not all encompassing of the experiences within the Ward 3 community, offer important insight into resources and services necessary for the school. For example, the percentage of individuals with activity limitations (26%) indicates a necessity for the school to prioritize accessibility. In addition, the percentage of single mother households (29%) indicates that children from these households are likely responsible to care for their younger siblings; this too must be taken into consideration in the resources available and programming offered at BCSS. In the sections titled “Current Problems” and “Proposal,” these considerations will be outlined.

Currently in Ward 3 Ward 3 currently offers students many services that can be used to better their experience in BCSS. It is important to note, however, that some of these services are outside walking distance from

BCSS, thereby necessitating other means of transportation. However, these services, if used correctly, can offer many opportunities to increase youth engagement.

Based on the information presented on the Crown Point Hub website, there are several facilities, and resources that exist in the community. These include, the Ottawa Street Farmers’ Market, Gage Park, The Hamilton East Kiwanis Boys and Girls Club, The Children’s Museum, as well as Kenilworth library.11 While the Hamilton East Kiwanis Boys and Girls Club is the only “formal” youth service that operates in the Crown Point community, there are a number of other community projects and clubs in the area, which include the following: the CP Garden Club, Property Elves, Pipeline Trail, New Hope Community Bikes, CP Youth Soccer, Pollinators Paradise, and the CP Youth Council.12 The Crown Point Youth Council targets youths between the ages of 12 to 19 that are willing to take on leadership roles and participate in activities to enhance the welfare of residents in the community.13 One of the most notable services and features of BCSS, however, is the new recreation centre built beside it. Bernie Morelli Recreation Centre (BMRC), opened in December 2018, and it is situated on the same land as BCSS.14 It is connected to the Jimmy Thompson Memorial Pool through a public lobby space.15 BMRC boasts dance studios, a walking track, a gymnasium, and a leisure pool as well as open public community rooms. The main uses for the rooms are to provide programming for youth, adults, and seniors.16 BMRC’s current programming includes swimming, sports, and fitness programs for all age

​ rown Point. Available from: http://crownpointhub.ca/ C Ibid.

13 Ibid.

14 ​ ernie Morelli Recreation Centre [Internet]. City of Hamilton, Ontario, Canada. Available from: B 11 12

https://www.hamilton.ca/parks-recreation/recreation/bernie-morelli-recreation-centre 15 ​Fehir D. Ground breaks in Hamilton for Bernie Morelli Recreation Centre. Daily Commercial News [Internet]. 2017Jan17; Available from: https://canada.constructconnect.com/dcn/news/projects/2017/01/ground-breaks-in-hamilton-for-bernie-m orelli-recreation-centre-1021112w 16

Ibid.

groups. Additionally, BMRC offers adaptive programs, which are designed for individuals under 21 years old with special abilities or needs.17 The plethora of services are an important consideration in addressing the need for increased student engagement.

Model Amalgamation To find adequate solutions to the challenges the current amalgamation is presenting, as well as the lack of youth engagement across Wards 2, 3, and 4, extensive research was conducted to better understand what engagement can look like. As well, research into some successful amalgamations helped offer insight into what tools were utilized by other schools and communities to enhance youth engagement and provide a positive and beneficial outcome. Recently, the Minister of Education released a range of suggestions to increase youth engagement. Firstly, they suggested school boards offer a range of academic and applied programs available to all students; this ensures students are able to pick courses based on their academic abilities and what they want to learn. In addition, one particular distinguishing feature discussed was the implementation of an auditorium in high schools. Similar to that of a real theatre, an auditorium draws in students and community members to put on wonderful yearly production.

Co-op placements were another priority for students as they ensure students are offered experience in a wide variety of career paths so they can better identify what they were most passionate about. According to the Ministry of Education in Ontario, healthy school engagement includes, but is not limited to: student-led inquiry projects with the goal of creating change in the school and community setting with the facilitation of teachers and community members. Outcomes of past student-led inquiry projects indicated that students felt more engaged and connected with their school, community, and peers. Additionally, they had improved resiliency to cope with life challenges.

17

​Bernie Morelli Recreation Centre [Internet]. City of Hamilton, Ontario, Canada. Available from:

https://www.hamilton.ca/parks-recreation/recreation/bernie-morelli-recreation-centre

In British Columbia, students from ten different schools participated in a student-led health inquiry project under the mentorship of teachers.18 The students were randomly placed into groups that encompassed peers from different schools and were directed to come up with solutions to mitigate problems revolving around health and wellness on school grounds.19 The project’s end outcomes resulted in a healthier school environment where the students felt involved, engaged, and well connected to both their school and their community.20 At the culmination of the project, most students claimed to have gained a sense of connectedness to their school and peers, improved their awareness of health inequities, and were more engaged within their school community.21 This scenario helps to validate the importance of having opportunities and mentorship for students to be empowered and assume leadership roles within their schools to create meaningful change within their school and communities.

Current problems The BCSS amalgamation presents many challenges for students, teachers, parents, and community members. In a meeting held on June 12, 2018 with the Transition Committee, many community members expressed their concerns, some of which will be taken up through this report and partnership.22 Most notably, the community wanted to ensure that students are involved in branding the school and making it feel like their own.23 As for programs in the amalgamated school, the community expressed concerns about the accessibility to English support programs and the consequence for students

18

Stephen Berg, Sally Willis-Stewart, & Stephanie Kendall, “Creating Healthy Schools and Student Engagement: The Got Health? Initiative,” PHEnex Journal 80, 1 (n.d.), http://ojs.acadiau.ca/index.php/phenex/article/viewFile/1618/1351?fbclid=IwAR1pX5qx3Kbq5ALzsCcjA0N SXRhCW0fLidHj3L9la8DC0xsZxUO5YdjGzNg. 19 Ibid.

20 Ibid.

21 Ibid.

22 ​ amilton-Wentworth District School Board. Transition Committees [Internet]. About | H

Hamilton-Wentworth District School Board. Available from: http://www.hwdsb.on.ca/about/school-renewal/transition-committees/ 23 ​Hamilton-Wentworth District School Board. June 12, 2018 – Public Meeting Feedback [Internet].

Bernie Custis Secondary School. 2018. Available from: http://www.hwdsb.on.ca/wp-content/uploads/2018/11/Public-Meeting-Feedback.pdf

currently enrolled in the Cosmetology program at Delta Secondary School. Additionally, parking and transportation to and from the school was another primary concern;24 this includes the availability of bus stops and sobi bike hubs near the school.

While this is not an exhaustive list, these were all important considerations in determining the best course of action moving forward. In consideration of the community’s concerns outlined above as well as through additional research, five major problems were identified.

1) Accessibility: The new amalgamation brings together students from all across Wards 2, 3, and 4.

This poses a major challenge for both students and parents, for students are now required to travel far distances.

2) Busing: In addressing accessibility concerns, the HWDSB will offer students (within a certain distance of the school) school buses. However, this fails to address all possible concerns. Strict school bus schedules that align with the start and end of the school day make it increasingly difficult for students who live far to engage in before or after school extracurricular programming.

Those who opt to arrive earlier or stay later may be required to take public transit, thereby incurring additional costs. In addition, students are only eligible for buses if they live more than a 3.2 km walking distance from BCSS.25 This forces many students to take public transit without considering that a 2-3 km walk is still quite time-consuming and may be dangerous given the need to walk on busy-streets.

3) Bigger classrooms: With the amalgamation of two new schools as well as the 2019 cuts in education funding by the Ministry of Education, classroom sizes at BCSS will be significantly larger, thereby reducing one-on-one student to teacher interactions. This, combined with the change in programming and education as well as the loss of established connections from

24 25

Ibid.

Hamilton-Wentworth District School Board, “Transportation, 2017,

https://www.hamiltonschoolbus.ca/policies/hwdsb/HWDSB_Transportation_Policy.pdf​ (accessed March 25, 2019).

previous schools may result in feelings of disenfranchisement. Additionally, there exist a lack of mentorship programs in a close vicinity to the school. The combination of these factors make it harder for students to adjust to the new school environment and community.

4) Lack of established programs in close vicinity: while Ward 3 offers many services and resources, including those targeted towards youth, many of these services are outside of walking distance from BCSS. For example, Kiwanis Boys and Girls Club is a twenty-five minute walk through major roads from BCSS. In addition, BMRC is new, therefore, while it offers some youth engagement programs, these are still fairly limited. Additionally, these programs sometimes cost money, posing a financial strain for students.

5) Transition: Presently, there are few plans in place to ease the transition between a student’s original school to their new school. This poses many challenges; for example, school rivalries, established through sports and other events, may result in students not initially getting along with peers. Additionally, students may be upset at the closure of their previous school, thereby making them unwilling and unhappy to attend BCSS. It is with these challenges in mind that the research team worked to come up with tangible, creative, and sustainable solutions to ensure that youth engagement would increase rather than falter through the new amalgamated high school.

Proposal Having considered the challenges facing students that may lead to decreased youth engagement in Ward 3, the research team, using evidence-based practices from other cities and schools, developed several proposals. It is the team’s hope that through these proposed solutions, some of the challenges faced by students, teachers, parents, and community members will be addressed or mitigated. It is once again important to note that these proposals are by no means meant to be an exhaustive list that renders BCSS perfect for its students. Instead, these proposals offer initial steps towards bettering the ways in which youth can engage with their community.

1) Satellite Location for non-profit organizations, such as Eva Rothwell Center, Kiwanis Boys and Girls Club a) The current location for Kiwanis Boys and Girls Club, one of the most prominent youth-focused services in Ward 3, is a twenty-minute walk from BCSS, thereby making it highly inaccessible for many. The newly opened youth space at Centre on Barton Plaza is another important youth service, but this is also located a twenty-five minute walk from BCSS. In creating a satellite location for the Kiwanis Boys and Girls Club, either housed at BCSS or BMRC, students can have access to programming that is highly beneficial.

This includes opportunities to take on leadership roles, learn valuable skills, receive homework help, attend digital literacy workshops, and learn more about the community work done by Kiwanis. This benefits the club as well because it will receive greater promotion to its target audience, thereby likely increasing the engagement at its original location. This project requires grant funding from the City of Hamilton or the HWDSB to ensure Kiwanis can conduct its programming effectively.

2) Improved Use of BMRC a) The BMRC opened in December 2018, therefore, it has a lot of potential beneficial use.

Currently, however, only two teen programs are available, and several programs require payment. Additionally, youth nights occur only twice a week, and youth are only allowed in the recreation centre after school or lunch hours. This offers minimal programming, and the rules for being in the community centre fail to consider students with spares. As well, even if students are able to afford programs, students who are required to take care of their siblings may not be able to attend extra-curricular activities, both within BCSS

and BMRC. In order to remedy this, it is proposed that BMRC undertake community outreach initiatives. i)

First, BMRC should survey youth in the community to gauge interests in current programs, and whether or not to implement new, more diverse programming.

ii)

BMRC, in collaboration with BCSS, should develop a ‘pass,’ whereby students excused from school (e.g., have a spare) can access the community centre during that time.

iii)

Existing community organizations such as the Sherman Community Hub & Crownpoint Community Hub, in collaboration with BMRC, should lobby the municipal government to provide free rather than subsidized programming for families living below the Low-Income cut-off.

iv)

The BMRC, in collaboration with BCSS, should offer free after-school care programs to ensure that youth who are responsible for taking care of their siblings can still access programs and extracurricular activities.

3) Transportation a) A lack of transportation options, namely school buses, has been shown to put a strain on transit systems. In addition, transit is also costly to use. Free busing is an especially vital resource for lower income families, but it’s costly & resource-intensive for school to provide, so school bus schedules are often created in order to reduce costs. This means that schools buses are not catered to after-school programming. This creates many challenges for students, some of which can be remedied through institutional support. i)

Ideally, BCSS should offer two busses: one at the end of the school day and another at the end of extracurricular programming. This ensures that all students

have the ability to engage with their school community, regardless of how far they live. ii)

Through a collaboration with the City of Hamilton, the HWDSB should offer free HSR transit passes to students from lower income families.

(1) This could also be completed in a way that establishes a transit plan between HWDSB & the HSR to provide all high school students with bus passes, similar to the MSU & HSR’s transit plan. While there may be barriers in initial cost for students, this can be mitigated by offering transit passes to students from lower income families for free or at a subsidized cost.

iii)

HWDSB should revisit their policies whereby students are only eligible for buses if they live outside of a 3.2 km walking distance from their schools. This policy should instead take into consideration the time it takes students to walk, their family income, their accessibility needs, as well as the safety of the roads they would be required to walk through.

iv)

HWDSB should create a partnership with Sobi Hamilton to increase the number of Sobi stations nearby BCSS. Alongside this partnership, HWDSB should work to subsidize or waive the cost of a Sobi membership for low-income students.

v)

In the interim, while the HWDSB and the City of Hamilton look for funds and resources to increase transit options for students, BCSS should aim to run ‘after-school’ programs during school (i.e., during recess & lunch).

b) BCSS should partner with McMaster University and Mohawk College to develop a Student Walk Home team at BCSS. Similar to McMaster University’s Student Walk Home Attendant Team (SWHAT), university students would volunteer their time

alongside upper year high school students to help walk students home after extra-curricular programming or evening events. Each walk home would feature two walkers, ensuring that nobody is ever walking alone. This helps mitigate concerns that students living within the 3.2 km bus threshold are sometimes required to walk alone through busy streets.

4) Promotional Plan a) In order to ensure that students, parents, teachers, and community members alike are aware of the programming and services offered in Ward 3, it is important that BCSS and the surrounding services adopt robust promotional strategies. This includes hosting information sessions at BCSS whereby community services, including but not limited to Kiwanis Boys and Girls Club and the Eva Rothwell Centre, are invited to give presentations about their services. Hosting this during school hours ensures all students are privy to the information. In addition, increased free drop-in nights and a suggestion box at BMRC can help work towards greater youth engagement. Lastly, BCSS, in collaboration with the services in Ward 3, should make use of not only traditional forms of advertising such as pamphlets, but they should also make use of social media such as Facebook, Instagram, and Snapchat. By hosting giveaways and contests that offer free access to programming or other incentives on platforms students use frequently, students will be more likely to engage with the services.

5) School specific changes a) In order to ensure continuity between Delta, SJAM, and BCSS, the HWDSB should work to ensure that all programming previously available at Delta and SJAM is transitioned into BCSS. Most notably, this includes the Cosmetology program at Delta and the Alternatives for Youth program at SJAM.

b) BCSS should develop a formal partnership with the Hamilton Regional Indian Centre.

Through this partnership, the school should create a youth ambassador position. This ensures that Indigenous ways of knowing as well as reconciliation can be integrated into school programming and curriculum, thereby making it a priority at BCSS. c) BCSS should plan a week long orientation program for all incoming students in the 2019/2020 academic year. This orientation program should focus on team-building exercises that prioritize community engagement, health and wellness, consent culture, and academic support. In the future, this program should be offered for incoming Grade 9 students, with upper year mentors facilitating the programming. d) BCSS should ensure that the new building and all activities/programming are physically accessible. In addition to this, BCSS should hire a guidance counselor specialized in accessibility and equity. This guidance counselor should help develop procedures for students requiring both physical and other types of accommodations.

Group Process To ensure an efficient group process where all members, and most importantly the community partner, were kept up to date with the completed and pending work, a list of group expectations were made at the commencement of this assignment. In order to stay on top of the research process, group members constructed and compiled research logs to ensure adequate and valid dissemination of the research, thereby also ensuring that all members were up-to-date with research. To ensure that Nancy, the group’s community partner, was involved in all processes, the group set biweekly Skype meetings with Nancy initially before slowly transitioning to weekly meetings closer to the culmination of the project timeline. Nancy was also essential in educating the group about Ward 3, including through a facilitated community visit where Nancy showed the group around and educated the group about the community.

As a group, there has been consistent collaboration with one another through open communication. The group utilized communication platforms such as LearnLink to keep one another updated on the work that was individually and collectively completed. The group held group process meetings to discuss areas of improvement, upcoming timelines, and group evaluations. Additionally, the group ensured to maintain a centralized source for all documentation through the creation of a Google Drive folder, whereby all members of the group were held accountable for the work assigned to them.

Conclusion The next steps for this project include determining a decisive plan that will allow for the proposal to be sustainable and actionable in the communities of Ward 2, 3 and 4. BCSS is a new school full of students who deserve the best education and best support possible. A strong education should be a fundamental human right, especially given that education strengthens a community and increases cohesion. Education is a catalyst for social change, therefore it must be prioritized equitably for all students in order to help solve systemic barriers and oppressions. Not only does education help uplift a community in the long-term, but it simultaneously helps reduce poverty, increase community engagement, and better the health of a community (as seen through social determinants of health).

Therefore, the implementation of this proposal will not only ensure the wellbeing of future BCSS students, but will also help mitigate the health inequities that exists in the Ward 3 community.