PACE PROPOSAL

For further information, see PACE main page

• Ontario Association of Public School Boards;
• many families in the community;
  
• numerous Protestant and Catholic denominational leaders;
  
• Bruce Wilkinson, president, Edmonton Logos Society (alternative public school program in Edmonton)
  
• Edmonton Public School Board, Trustees and Senior Management;
  
• Del Bouk, Principal, Winterburn School, Edmonton - a dual track school with a Logos Alternative Program.
  
• principals, from Alberta, with Logos Alternative Programs operating within their schools
  
• Ray Smith, Principal, Eden High School;
  
• HWDSB supervisors and teaching staff.

B - BACKGROUND INFORMATION
Rationale; Secularism and Differing World Views; Other Jurisdictions Have Addressed
the Faith Community Issue; Legislative Regulations; Standards of Practice in the Teaching
Profession; Strengthening Public Education - Accommodate for Cultural and Spiritual Needs

C - PROPOSED PROGRAM
PACE Mission Statement, Overall Program Goals; Instructional Program and Environment; Basic Considerations; Operational Guidelines,

D - STRATEGIES FOR CREATING A SUPPORTIVE ENVIRONMENT
Specific Strategies: Personnel, Instructional Materials & Learning Environment, Acquiring
Instructional Materials, Instructional Practice; Student Conduct

E - STATISTICAL SUPPORT FOR A PACE ALTERNATIVE
FIRST PUBLIC INFORMATION MEETING; STATISTICAL EVIDENCE; OTHER
FACTORS; FINANCIAL VIABILITY; ACADEMIC VIABILITY

F - IMPLEMENTATION PLAN
Size & Location; Selecting a School; Enrolment; Parent Councils; Role of the Hamilton-
Wentworth PACE Society

G - REVIEW / EVALUATION PROCESS
H - CONCLUSION
ENDNOTES

B - BACKGROUND INFORMATION

B 1.1 - RATIONALE - FAMILIES LEAVING THE SYSTEM

As a result, many have left the public school system, are planning to leave, or are frustrated because they seem to have no other choice. They remain, but cannot actively support a public education system. These families desire a learning environment that they perceive is spiritually safe for their children.

B 1.2 - WHAT IS BEING REQUESTED - These families are not asking for:

• a sectarian approach to education, where students are instructed in the doctrine of their faith, as provided by the Catholic Education System and many private religious schools. Such an approach is presently contrary to the Regulations of the Education Act; or
• the inclusion of religious instruction or devotional activities during school hours.

What is being requested in this proposal is a program that:

1. meets Ministry of Education curriculum expectations using materials and learning techniques that are not offensive to, or undermine, the belief systems of the families; and
2. provides an educational environment, with instructional staff, that 'help students to connect their learning to their own life experiences and spiritual understandings.' (Standards of Practice in the Teaching Profession, Ontario College of Teachers/ Ministry of Education, 1999).

B 2 - SECULARISM AND DIFFERING WORLD VIEWS

B 2.1 - What Kind of Secular System is Public Education? Exclusive or Inclusive of Communities with Differing World Views

There are two common types of secularism - 'secular humanism' and 'secular pluralism'.

B 2.2 - Secular Humanism

Secular humanism was founded upon humanistic and atheistic philosophies and is often identified as 'without religion'. A secular humanistic worldview is based upon the beliefs outlined in the Humanist Manifesto l (1933), Humanist Manifesto ll. (1972), and The Secular Humanist Declaration (1980). The fundamental proclaimed beliefs are:

• That the nature of the universe, as depicted by science, makes unacceptable any supernatural or cosmic guarantees of human values;
• Morals are rooted in the human experience and that supernatural beliefs are, at best an irrelevant diversion;
• The universe is regarded as self-existing and not created;
• Man is part of nature and has emerged as part of a continuous process (evolution);
• As there is no life after death, man will take the path of mental hygiene and discourage sentimental and unreal hopes and wishful thinking;
• Religious institutions, their ritualistic forms, ecclesiastical methods, and communal activities must be reconstituted as rapidly as possible as experience allows, in order to function effectively in the modern world;
• This is the only life of which we have certain knowledge and we owe it to ourselves and others to make the best life possible for ourselves and all those whom share this fragile planet;
• We find the traditional views of the existence of God either are meaningless, have not yet been demonstrated to be true, or are tyrannically exploitive. We reject the divinity of Jesus... Secular Humanism places trust in human intelligence rather than in divine guidance.     Humanist Manifesto II

Further, the Secular Humanist Declaration (1980) states: " The authors of the first two manifestos declare that humanism is a religion and the manifestos are their 'theses of religious humanism ". In other words... their doctrine. The Supreme Court of the United States in Torches vs. Watkins, 1961, upheld the view that secular humanism is a religion.

When other religious guidelines (that were used to help us make decisions about curriculum) were removed, the default value system was secular humanism where decisions are made strictly upon rational human thought. If public education is operating, intentionally or by default, upon secular humanistic principles, and this philosophy is singularly imposed upon all families from the various culture and belief system communities of Hamilton, it could be legally argued that such a system is discriminatory and in contravention of Regulation 298 (Section 28, 29) of the Education Act. In the opinion of the families represented by PACE, the operating philosophy of our education system appears to be secular humanism; if so, the Board of Education is giving primacy to one religion. This is not inclusive and/or accommodating of people who possess other value systems and worldviews.

B 2.3 - Secular Pluralism- The new secular philosophy

The Centre for Cultural Renewal, a highly regarded Ottawa-based think-tank that advises government and courts on social and philosophical issues and trends, has identified that secular philosophy is evolving. Companies, corporations and pubic institutions are responding to the expressed concerns that their operating principles lead to moral decisions and actions that are in conflict with the values and belief system of their workers. The type of secularism emerging in Canadian society today is identified as secular pluralism.

B 2.4 - The Ontario College of Teachers' / Ministry of Education's 'Standards of Practice

• understand and use a range of teaching methods to address learning, spiritual and cultural differences and family situations;
• help students to appreciate their own identity, to learn more about their cultural history and to build self-esteem;
• accommodate for the differences in students and respect their diversity;
• help students to connect their learning to their own life experiences and spiritual understandings;
• establish safe and supportive learning environments.

B 3 - Other Jurisdictions Have Created "INNOVATIVE" Programs Based Upon Cultural & Spiritual Differences

• alternative native cultural programs (which include spiritual issues),
• Grand Erie District has a Mexican-Mennonite program,
• Niagara District School Board offers a Christian alternative high school ...Eden High School
  
• Upper Grand District School Board hosts an Old Order Mennonite school,
  
• Sturgeon Creek Alternative Program, Stratton, Ontario, an elementary equivalent to Niagara's Eden High School.

B 4 - Legislative Regulations & Statutes

B 4.1 - The Education Act

Statute 171.7 - " School Boards have the authority to determine the numbers and kinds of schools."

B 4.2 - The Education Act

Regulation 264 1(c) - states that (Teachers have a duty) ..." To inculcate by precept and example respect for religion and the principles of Judaeo-Christian morality and the highest regard for truth, justice, loyalty, love of country, humanity, benevolence, sobriety, industry, frugality, purity, temperance, and all other virtues."

B 4.3 - Regulations Do Give Opportunity for Personal Prayer

Regulation 298 (s.4) (Opening/Closing Exercises) - States that students may be allowed a period of silence. Policy Memorandum 108 states that the purpose of Opening/Closing exercises is to contribute to the social, moral, and spiritual development of students. The Memorandum further states, " the purpose of the period of silence is for personal reflection or silent prayer."

B 4.4 - Regulation 298 (s 28, 29)

The Regulation was implemented (January 1990) in response to the Elgin County case where the judges agreed 'it is discriminatory for a public school to take on the dominant religious culture of the local community and apply it to every child as though they subscribed to it.' The judges expressed concern that such action by a school or school board could cause damage to a child's belief system by imposing religious activities/values that were not consistent with the family's world views.

Part of the successful argument of the Plaintiffs in the Elgin County case was the determination that it is discriminatory for a child to be voluntarily excluded from class because their religion/values are different. The court agreed with the concerns expressed by the families that children sent out in the hall, or given alternative assignments, would be ostracized by their peers.

The PACE families concern is that the consistent presentation of curriculum through a humanistic worldview at school, is a "tables reversed" situation. Humanism is a religion with core principles based upon naturalism and rational human thought, principles highly regarded in education.

When families do express concern about curriculum areas (some aspects of sex education or literature containing profanity) that may be offensive to the values of the family, parents are told their children may be excluded from class or given an alternative assignment. Though the families appreciate the efforts of the school Board, many families feel they are put in a compromising situation. They do not want their children sitting outside the office doing nothing, nor do they want to put the teacher into the position of having to provide an alternative assignment. Furthermore, having to explain why is embarrassing to them and either action centers out their child within the classroom.

B 4.5 - Regulation 298 (s. 28, 29)

B 4.6 - Response from the Ministry of Education Legal Services Department

PACE also asked about the legality of the faith-based programs (cited earlier) that are operating in the province of Ontario. To this question Mr. Wolfish stated, " the Ministry of Education is not aware of any schools operating in contravention of the Education Act." Further, he encouraged PACE and the school board to contact the Boards of Education and discuss how these programs are operating.

B 5 - Ontario College of Teachers, Standards of Practice for the Teaching Profession (as stated earlier)

B 6 - Strengthening Public Education - Accommodate for Cultural and Spiritual Needs

This is consistent with what we know to be true in the business world. Those businesses that are prospering and growing are those which are flexible and sensitive to consumer needs and desires. Those firms that think they know best what consumers ought to have, and are rigid and inflexible in this regard, are the ones which are losing markets and even going bankrupt.

C - PROPOSED PROGRAM

C1 - Mission Statement

C 2 - Overall Program Goals

1. Educate children, who choose to attend, in an environment that does not negate, neutralize, or trivialize the traditional values of their home;
2. Create a learning environment conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual, and moral development of students; (Ontario College of Teachers, Additional Qualification Course Guideline, Developed under Schedule D, Regulation 184/97 - Teacher's Qualifications)
3. Provide opportunities for the child to apply their spirituality within their educational experiences, (e.g. to reference their values as part of a writing exercise dealing with a moral issue);
4. Provide opportunities for the children to examine issues and topics, in all curriculum areas, from Judaeo-Christian, and other, world views;
5. Provide opportunities to serve others (family, neighbours, country, and global community), through active community service.
6. Help students to appreciate their own identity, to learn more about their cultural history and to build self-esteem;
7. Create a learning environment that helps students to connect their learning to their own life experiences and spiritual understandings;
8. Establish safe and supportive learning environments.

C 3 - INSTRUCTIONAL PROGRAM AND ENVIRONMENT

C 3.1 - The proposed Alternative Program consists of two major components;

• the instructional program .... characterized by items 2, 3, 4, 5, 6, and 8 in the following
• and the instructional environment...... characterized by items 1, 7, 9, 10, and 11 of the following.

C 3.2 - These goals can best be achieved by ensuring:

1. A disciplined, secure, peaceful and productive program founded upon traditional Christian values (examples: Sermon on the Mount, Ten Commandments, and Apostles Creed).
2. That the pedagogical base be the Provincial Curriculum with standards of achievement and measurable objectives being clearly laid out for each grade level.
3. That the instructional program focus on the academic basics, the arts, physical education, and the significant advances in science and technology.
4. The use of effective instructional/learning methods, materials, and techniques and innovations may be used if shown to be effective and practical.
5. That students be fully challenged and assigned homework on a regular basis.
6. That diligence, effort, and scholastic achievement be recognized as prerequisite to self-esteem rather than its by- product.
7. That students obey regulations and accept others and treat them with dignity. Students will demonstrate respect for authority and property, and assume personal responsibility for their work habits, efforts, attitudes, and behaviour.
8. That the suppositions of secular humanism, scientific materialism, and 'New Age' beliefs and practices be evaluated from traditional Christian perspectives and teachings.
9. Devotional or religious activities (e.g. See You at the Pole- a meeting of students at 7:00 a.m. across the nation at school-yard flagpoles, on the 3rd Wednesday of September, to pray for their schools.) will:
   • be optional
   • take place outside of the instructional day,
   • be consistent with Regulation 298 section 28, 29;
10. That while P.A.C.E. recognizes and respects the educational responsibilities of the province, school boards, principals, and teachers, the contribution of parents in the operation, climate, and performance of the school will be emphasized.
11. As part of the enrolment process, parents will pledge their support for the program's mission statement and objectives.

C 4 - Basic Considerations

1. Teachers, principals, and support staff must understand and accept their responsibilities in educating children in an environment that supports these families principles, and their attitudes and behaviour must reflect and enhance the aims and practices of the P.A.C.E. program.
2. When dealing with sections of the Ontario Curriculum, such as origin of the human species (evolution), teachers are to ensure that students have a sound understanding of the subject matter. They will also be free to acquaint students with alternative views as to how life developed on earth (Christian and other world-views).
3. Both the staff and the students will maintain an attitude of respect towards all religious faiths. While the differences between various denominations represented may, on occasion, require explanation so that students might better understand the religious beliefs of their fellow students, teachers will avoid showing preference or bias in such discussions.

C 5 - Operational Guidelines

1. The P.A.C.E. program will operate under the jurisdiction and authority of the Hamilton- Wentworth District School Board and shall be subject to such rules and regulations as the Board shall determine, and in keeping with the basic regulations and the P.A.C.E. Mission Statement
2. The Hamilton-Wentworth P.A.C.E. Society will be under the direction of a Board of Directors composed of seven lay persons, no more than two to come from any one denomination whenever possible.
3. Since the P.A.C.E. Society is a non-denominational organization dealing with the public school system, members of the clergy and religious orders are specifically prohibited from being elected to the Board of Directors. All parents, however, will be eligible for election to the School Council.
4. The P.A.C.E. Program will initially serve the elementary grades (including kindergarten), providing there are sufficient student registrations at each level.
5. Transportation will be available following standard school procedures.
6. Parents residing outside of the applicable transportation boundaries will be responsible for the transportation of their children to and from the school.
7. All students, whose parents pledge to support the PACE mission statement, expectations and objectives, are welcome.

D 1 - A supportive environment would be one that:

• is spiritually safe for the children,
• supports (to the extent allowed under the Education Act and Regulations) the traditional values of the home.

  The teachers within this program would be expected to create a learning environment that supports the values of the children. As noted earlier, The Ontario College of Teachers 'Standards of Practice for the Teaching Profession' expects program adjustments for cultural and spiritual differences. The O.C.T./ Ministry of Education requires teachers to:

  • understand and use a range of teaching methods to address learning, cultural, spiritual, and language differences, and family situations.
  • help students to appreciate their own identity, to learn more about their cultural history and to build self-esteem;
  • accommodate the differences in students and respect their diversity;
  • help students to connect their learning to their own life experiences and spiritual understandings;
  • establish safe and supportive learning environments.

D 2 - Specific Strategies to Achieve Such a Supportive Environment

D 2.1 - Personnel

When selecting a new Principal for this alternative program, it is the preference that members of the PACE school committee have input in the development of the outline of the essential qualities and characteristics of the principal of such a program.

The principal, or the co-administering representative, when staffing the program will select applicants based upon their academic qualifications and their desire and ability to support the vision and objectives of the innovative program.

D 2.2 - Instructional Materials & the Learning Environment

1. Proven Effective - curricular materials and the instructional approach will be " knowledge based, academically focused, practical, effective, productive and of demonstrated effectiveness. "
2. Judaeo-Christian value perspective - the materials will be supportive of Christian values.

D 2.2i - Environmental Science / Conservation

Many of the PACE families have instructed their children that such symbols are not consistent with their worldview. Thus a child entering a class, where the teacher has put a great deal of effort into a new environmental unit, may be uncomfortable with the images presented, negatively affecting the opportunity for child to learn.

In the PACE program, environmental expectations will be successfully achieved through a Creator-centered rather than a human-centered perspective. The rationale for recycling and other conservation measures would be to 'be good stewards of what the Creator has entrusted to us.' Such an approach would help this community to be positively involved in environmental issues.

D 2.2ii - Arts, Music, Drama, Visual Arts

Just as students in the SAGE program meet some of their music expectations through the use of songs that are important to them, the PACE program could do the same. Children studying Egypt, could learn the music and lyrics to a lively song called, " Pharaoh Pharaoh O Baby Let My People Go." This is an account of the enslavement of the Jews by the Egyptians and their eventual release.

Music from contemporary productions that help the students to connect their learning (concepts and skills) to their spirituality could include songs from "Joseph and the Amazing Technicolor Dreamcoat " or the "Prince of Egypt."

If the program was looking to take on a larger production, they might choose to perform such contemporary plays. Such extra-curricular programming could unite the regular program students with the PACE Innovative Program.

Music played in the classroom, even for recreation purposes, will be carefully selected. Songs that include violence, disrespect for people, offensive language or lifestyle, will not be present. Other popular music artists whose music is positive and encouraging will be selected.

D 2.2iii - Creative Writing

D 2.2iv - Social Sciences - Origin of the Human Species

D 2.2 v - Opening Exercises

Purpose of Opening Exercises - ...intended to nurture allegiance to Canada and contribute to the social, moral, and spiritual development of the pupils. (Policy Memorandum, 108)

Many schools begin the day with " O Canada, " and a thoughtful/cultural reading. In addition the Opening Exercises Regulations allow for a period of silence. Policy Memorandum 108 clarifies that this period of silence is to be used for personal reflection or silent prayer. The PACE program will make good use of the opening exercises opportunities to enhance understanding of other cultures and to allow time for personal spiritual reflection.

Teachers of the innovative program will enhance understanding of various cultures by taking the time to discuss the cultural readings with the class and comparing the values in the reading to the values of this cultural group.

D 2.2 vi - Literature

D 2.2vii - Growth & Development - Sex Education

Teaching of conception is welcome for these families. Life is marvelous and how it begins needs to be understood and respected. The teaching will be done in a way that respects the value of life. Contraception would be explained as a strategy used by couples in an effort to prevent conception. To help the students to connect learning about conception and contraception to the spiritual understandings of their faith, an emphasis will be placed upon the reasons for abstaining from sexual activity until marriage.

Sexually transmitted diseases would be learned and how it is possible to reduce, to some degree, the transmission of the diseases. Again, emphasis will be placed on the benefits, as understood by these families, of waiting until married.

In addition to assisting the student to connect their learning to their cultural and spiritual understandings, efforts will be made to discuss how other people within our society have differing world views and values and why they may make different choices. This will help the child to understand who they are within their community and help them to resist the social pressures to participate in high risk activities.

As part of a service project, intermediate level students may visit a crisis pregnancy centre (e.g. BirthRight) to learn how it assists the people of the community. These students may then choose to organize a fundraising drive (used baby clothes, maternity clothes, diapers, formula, etc.) as part of a community support project.

D 2.2viii - Profanity

D 2.3 - Acquiring Instructional Materials

D 2.4 - Instructional Practice

D 2.5 - Student Conduct

The value that we are to love one another and that we are ultimately responsible to God for our actions would be the underlying basis for behaviour and discipline of students within this program.

E - Statistical Support for a PACE Innovative Program

E 1 - First Public Information Meeting Demonstrated Strong Support

E 2 - Statistical Evidence Suggests A Judaeo-Christian Innovative Program Could attract 3000 Students in Hamilton-Wentworth

The geographic distribution of these families is interesting. More than seventy percent are from the Central/east Mountain, lower East End and Stoney Creek. This result suggests that the location of the event may have suggested to people that the possible program to be discussed would be located in that end of the City. Although PACE has kept in touch with the people who have expressed interest, the group has not continued to generate registrations as this may be perceived by the Board as being overly aggressive. Furthermore, the first event proved there is a huge need in the City for this type of innovative program, and there was no sense in developing hope in more families.

The speaker at the first event, Dr. Bruce Wilkinson, a professor of educational economics at the University of Alberta, confirmed that, based on the total out to the first event, the total number of school age students and the numbers being serviced by the public, private, Catholic and home schooling, an innovative program in Hamilton should easily service the needs of 3000 students.

The geographic distribution of families from the first seminar supports this estimate. Considering that similar events would need to be held to inform the residents of Central/West Mountain, West Hamilton, Ancaster, Dundas and Flamboro, and considering the number concentration of Judaeo-Christian families in these areas is similar to east Hamilton and Stoney Creek, it is understandable how three thousand is very possible.

E 3.1 - Other Factors that Suggest the Response will be Very High

• Many home schoolers are interested, but are hesitant to give us their personal information for fear they will be contacted by the Board of Education regarding having their child register for regular public school.
• Many private school parents are waiting for the HWDSB to announce they are approving this innovative program. When this happens many more families will be expressing interest.
• The estimated number of non-Catholics in the elementary Catholic System is estimated to be 15 percent of their total population. In the future, if Judaeo-Christian Values Programs are available in the different areas of the City, HWDSB should be able to pick up many of these students.
• Interest has been expressed by some families outside of the HWDSB jurisdiction. Some are willing to transport their children to this program from their present location. Others are willing to move to Hamilton if such a program begins.

E 3.2 - New Families & Returnees to Public Education

Of the 505 registered at the April 2001 information session, the following represents the enrolment according to school type:

Home School - 45      Private School -35      Separate School - 10      Public School - 265      Not Specified - 152 * (approximately 118 from outside the system)
Note: Of the " not specified " submissions, a random telephone sampling of 20 families (44 students) was conducted to determine whether they were families from within the system or outside the system. It was determined that 34 (78 percent) of these students would be returning to public education. When this factor is considered, the total percentage interested in returning to public education, of the 505 registered expressions, is 42 percent.

E 3.3 - Statistics in Other Provinces Verifies People Will Return to Public Education

People will take advantage of choices available to them. Edmonton Public School Board offers more than 30 alternative programs based on culture, religion, or subject area. To date, more than 43 percent of students attend programs outside their community. Providing choice in education has led to improvement in academic achievement and the highest parent satisfaction rate of any school board.

The need for this type of program is evidenced by the growth rate of Eden High School, a Christian innovative program in the Niagara District. Since 1988 this program has grown from 125 students to more than 600. In the past five years, the growth rate has been capped by the Board to 10 percent per year. The growth rate would be much higher without the cap, as evidenced by the annual waiting list of fifty students at each grade level.

E 4 - Financial Viability

E 5 - Academic Viability

Alternative programs verify this. Prior to 1996, Edmonton was lagging behind in academic achievement. In 1996 Edmonton aggressively began expanding their alternative programs, resulting in significant gains in academic achievement. Much of this success is attributed to choice in education. As stated by a senior official with EPS, " Whenever people have an opportunity to choose, they take ownership and perform better."

F - IMPLEMENTATION PLAN

F 1 - Size and Location

For September 2003, we request establishment of two pilot sites. One in the east-central lower city, and one in the central/west mountain location of the city. With the expressions of interest received thus far, there should be enough students to offer 9 classes JK to grade 8, at each site, with 25 students per class.

F 2 - Selecting A School

The Superintendent will co-ordinate a meeting with three PACE Society representatives and the interested principal(s), to discuss placement of the PACE innovative program.

F 3 - Enrolment

It is the desire of the PACE Society that enrolment should be on a first-come basis.

F 4 - Parent Councils

1. be members of the full School Council working for the betterment of all students of the school
2. advise in matters pertaining to the PACE program. In this capacity, the PACE Parent Committee will work with the principal, staff and the PACE Society, to assure the program continues as envisioned.

F 5 - Role of The Hamilton-Wentworth P.A.C.E. Society

Once the P.A.C.E. Program is established in a school, it is expected that the P.A.C.E. School Council or the P.A.C.E. Parent Committee will act as the primary body, thereby assuring the program continues as envisioned by the P.A.C.E. Society.

The Hamilton-Wentworth P.A.C.E. Society will remain for the purpose of long-term planning, monitoring of the program, and evaluating the effectiveness of its agreement with the Hamilton-Wentworth District School Board.

G - Review / Evaluation Process

Any issues and resolutions are to be included as part of the schools action plan for the next year and are subject to the approval of the Superintendent of Education.

H - Conclusion

The Hamilton-Wentworth District School Board and the Ministry of Education are moving toward providing more educational program choice for its families. This alternative program:

1. provides an equitable choice for families, regardless of financial ability;
2. will lead to improved academic achievement;
3. will improve public approval ratings and strengthen public education in Hamilton- Wentworth;
4. has been tested and proven effective in other jurisdictions; and
5. is supportive of a value system that falls within The Education Act.

ENDNOTES