lester b. pearson school board strategic plan for 2006 – 2009 · ♦ the lester b. pearson school...

Lester B. Pearson School Board

Strategic Plan for

2006 – 2009

February 2007

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Table of Contents

Page

Introduction 3

I Context 1. Vision Statement 4 2. Mission Statement 4 3. Historical Perspective 4 4. Demographics 5 5. Facilities 5 6. Programs 6 7. Some Aspects of Our Board’s Culture 6

II Stakeholder Involvement in the Development of the Strategic Plan

1. Future Search© 7 2. Strategic Plan for 2003-2006 7

III Strategic Plan 2006-2009 9 IV Action Plan 11 V Strategic Planning Timeline 30 VI Glossary of Terms 33 VII Annexes

1. Graduation by Cohort 39

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Introduction

The Lester B. Pearson School Board Strategic Plan for 2006-2009 is composed of many elements. The Context provides background information on certain aspects of the Board’s culture, enrollment, programs, physical makeup and its history. This is followed by a description of how the Board consulted its stakeholders and identified the four Strategic Directions that it plans to focus upon for the three year period of this Plan. It must be understood that while certain groups of students are targeted in some of the strategies of this Plan, it does not mean that the other students are ignored. For example, focusing upon early intervention to improve student literacy in our elementary schools means that, in addition to the normal teaching methods used to improve the literacy of our students, specific cycles will receive particular attention. The Action Plan identifies the Objectives, Strategies, Indicators of Success, Professional Development and Resources required, as well as the individuals and/or departments responsible for the achievement of the Strategies. The Strategic Planning Timeline serves many purposes. It provides a historical record of the steps followed in the preparation of the plan and the specific groups involved in the various consultations. It describes the steps that will be taken to publicize and promote the plan and also indicates the process for review, revision and reporting. To assist the reader, a Glossary has been included that defines a number of terms used in the document. The Graduation by Cohort published by the Ministère de l’Éducation, du Loisir et du Sport (MELS) (Annex 1) gives an example of one type of data that can be indicative of the success of our students. The Lester B. Pearson School Board has been consistently among the top five school boards in the province according to this indicator. We should celebrate and acknowledge the support we offer our students as well as applaud our students’ success. There can be no doubt that these successes show clearly that the Strategic Directions elaborated in the initial Strategic Plan 2003-2006 have guided and focused the collective efforts of the entire Lester B. Pearson School Board community. We are looking forward to further improvement as a result of refinement of our approaches as outlined in the new Strategic Plan for 2006-2009. The Lester B. Pearson School Board would like to thank all those who participated in the consultations during the preparation of this Strategic Plan. The Board looks forward to working closely with its stakeholders to review and revise the Plan in the coming years.

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I Context 1. Vision Statement We, the members of the Lester B. Pearson School Board community comprising students, parents, teachers, professionals, support staff, administrators and commissioners, value:

♦ A respect for self, for each other, for our diversity and for our environment; ♦ Striving for excellence by maximizing the potential of each individual and by

promoting a commitment to lifelong learning;

♦ The fostering of responsible citizenship, cooperation and a strong sense of community;

♦ The importance of a caring, nurturing and safe environment that is responsive to

the needs of all;

♦ An atmosphere of openness, honesty, integrity and accountability.

2. Mission Statement

♦ The Lester B. Pearson School Board works with its community to provide a healthy, safe, respectful and inclusive learning environment in which there is flexibility for all students to reach their full potential.

♦ The Lester B. Pearson School Board prepares individuals to assume their roles as responsible, competent and successful citizens who are capable of working cooperatively within an ever-changing society.

♦ The Lester B. Pearson School Board measures its actions and decisions against the core values stated in the Lester B. Pearson School Board Vision Statement.

3. Historical Perspective On July 1, 1998, Quebec school boards, traditionally organized on a confessional basis, were required to establish themselves based on a linguistic orientation. This change resulted in all greater Montreal area boards losing part of their traditional clientele while gaining others. At the same time, they faced the prospects of mergers of enormous complexity, requiring the integration of personnel, of policies, of student transportation networks and of differing corporate cultures. During the year preceding the move from confessional to linguistic boards, Provisional Councils were created to implement the transition. In the case of what was to become the Lester B. Pearson School Board, the Provisional Council, known as School Board 50-08,

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was established to coordinate the merger of six founding boards. Those schools and centres designated as English in the six founding boards (parts of the Baldwin Cartier School Board; the Lakeshore School Board; the Protestant School Board of Greater Montreal; the Sault St. Louis School Board; the Trois Lacs School Board and the Verdun Catholic School Board) ultimately comprised the present Lester B. Pearson School Board. The name of the school board was chosen in honour of Lester Bowles Pearson, Prime Minister of Canada from 1963 to 1968, and Nobel Peace Prize recipient in 1957. 4. Demographics The Lester B. Pearson School Board is one of the largest of the English school boards in Quebec in terms of student enrollment, serving approximately twenty-six thousand five hundred students in the Youth sector and approximately five thousand in its Adult and Vocational Education sector. The Board’s territory includes five Boroughs of the City of Montréal (Verdun, LaSalle, Lachine, Pierrefonds-Roxboro, Île Bizard-Sainte Geneviève) and the municipalities of Dorval, Pointe-Claire, Dollard des Ormeaux, Ste. Anne de Bellevue, Senneville, Kirkland, Beaconsfield and Baie d’Urfé. In addition, the territory also includes twenty-three municipalities to the west of the island of Montreal, between the Ottawa and St. Lawrence Rivers west to the Ontario border. These are: the entire island of L'Île-Perrôt; the municipalities of Très-Saint-Rédempteur, Sainte-Marthe, Sainte-Justine-de-Newton, Saint-Clet, Côteau-du-Lac, Les-Coteaux, Saint-Polycarpe, Saint-Zotique, Rivière-Beaudette, Saint-Télesphore, Les Cèdres, Pointe-des-Cascades, Île-Cadieux, Vaudreuil-sur-le-lac, Vaudreuil-Dorion, Hudson, Saint-Lazare, Rigaud and Pointe-Fortune. 5. Facilities As of July 1, 2006, the Board is responsible for a network of thirty-six elementary schools, 11 secondary schools and six Adult & Vocational Education Centres. In addition, the Board operates three Alternative Learning Centres and four Ministry of Social Affairs schools. These buildings range in age from a new elementary school built in 2006 to some elementary schools and a high school that have provided over one hundred years of service to their communities. The elementary schools range in size from a two-room schoolhouse with an enrollment of nineteen to a school of almost six hundred and thirty students. High schools vary in enrollment from just under eight hundred to approximately fourteen hundred students. The adult education centres serve approximately four thousand full-time and part-time students while our vocational centres provide skills training to approximately one thousand three hundred students.

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6. Programs Programs throughout the system, while responding to the parameters of the Quebec Education Plan, provide choices for parents and offer flexibility with the students’ academic, socio-emotional and physical needs being a focus. At the elementary level, our school board guarantees parents the right to send their children to either a Bilingual or Early Immersion program regardless of the attendance zone in which they live. The school board also has one elementary school which only offers an International Program. High schools provide French Immersion and English education. Many high schools also provide enriched programs to further challenge their clientele e.g. International Baccalaureate Organization program, Sport Études, Art Études, Academic Plus, etc. Adult Education programs focus on basic literacy, high school certification and CEGEP/Vocational pre-requisites. The Vocational centres provide twenty-four vocational training programs that lead directly to employability and/or to a career. A variety of general interest courses is also offered at these centres. A partnership has also been established between the Board and Emploi-Québec to help students acquire skills and facilitate their return to the work force. A successful continuing education program designed by Lester B. Pearson School Board and housed in two CEGEPS is available for our special needs adult students (up to age 21). 7. Some Aspects of Our Board’s Culture The Lester B. Pearson School Board is an inclusive school board where students with special needs normally attend a community school. In each school they are members of the community receiving support services as indicated by an Individualized Education Plan. The Board believes in active parent participation and seeks to foster such involvement in many ways including the appointment of Parent Representatives to the Council of Commissioners. Support of school and centre Governing Boards, promotion of Home & School Associations, Parent Participation Organizations and Daycare Users Committee and the use of parent volunteers are considered to be essential adjuncts to school life. The Board believes in widespread consultation in the development and revision of its policies and practices, frequently extending such consultation beyond its formal consultative structure. For example, in 2002-2003 the Board began consulting its newly formed Central Students’ Committee. The Board believes that a key to successful learning for the student is the essential partnership between school and parent and encourages such cooperation. The Board promotes continued professional improvement and believes that life long learning of its staff is necessary to ensure both student and staff success. The Board is committed to providing learners of all ages the opportunity to continue their educational development through academic and/or skills training programs.

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II Stakeholder Involvement in the Preparation of the Strategic Plan 1. Future Search© Prior to the Board preparing its first Strategic Plan, the Council of Commissioners and senior administrators identified the need to develop a long-term plan for the organization in order to deliver services more effectively to its students and community. The Future Search© mechanism was selected as an efficient and tested method for bringing to consensus the views and thoughts of the varied stakeholder groups. As part of the Future Search©, the Board identified eighty individuals representing our stakeholders and brought them together for a two and one-half day conference. At this conference, they examined the strengths and weaknesses of the system and attempted to foresee educational needs of our students in the future. As a result of Future Search©, several Action Groups were formed. These groups met to continue the initiatives begun at the conference and to make further recommendations to the Board. 2. Strategic Plan for 2003-2006 The long-term planning initiative proved fortuitous in that the Board was well positioned to respond to the change in the Education Act (Bill 124) that introduced the Strategic Plan of the Ministère de l’Éducation du Québec (MEQ) and required such planning activity of all school boards in Quebec. Initial discussions on the topic took place with the Administration Group of the Board, consisting of senior administrators of all services. This group reviewed available documentation and a number of research studies prior to the development of a timeline. This was followed by a general orientation workshop of the Administration Group and the Council of Commissioners. The meaningful involvement and contribution of all stakeholders were critical to the success of this project. Initial information sessions brought together representatives of the employee unions and associations (teaching and non-teaching professionals unions; maintenance and caretaking employee union; clerical and technical support staff association). In addition, meetings of the Management Committee Executive and of the Full Management Committee were held, thus informing all managers, school and centre administrators of the intentions. The Central Parents’ Committee, Sector Parents’ Committees and representatives from school and centre Governing Boards also benefited from presentations and discussions of our strategic planning process.

Documentation provided by the MEQ on Provincial Indicators generated considerable discussion and research on the part of Board administrators. Of particular interest was age data on students leaving school with or without qualifications. MEQ examination success rates at all levels were examined. Intensive study was accorded to the data on the

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number of students receiving certification within five years, six years and seven years. Certification data for student cohorts who began Secondary One in 1991 to 1996 were compared. (see Annex 1) In late March, 2003, nine stakeholder groups met in workshop sessions to complete a questionnaire to develop benchmark data on our board-wide indicators and to recommend priorities on which the Board should concentrate over the next three years. These focus groups included students, parents, teachers, and representatives from our caretaking/maintenance personnel, support staff, school and centre administrators, commissioners, community representatives and professionals/cadres. This diverse and comprehensive representation was consistent with the emphasis and value placed on stakeholder involvement. One of the results of our focus groups was the formation of the Strategic Plan Review Committee, composed of one representative from each focus group that was assigned responsibility for reviewing all of the accumulated data, identifying challenges faced by our Board and recommending strategic orientations to be followed over the next three years. Part of their research included a review of the board-wide indicators that measured the Board’s openness to its community and the community’s satisfaction with the services offered by the Board. The level of support by the Board of its schools and centres was also examined. The committee also reviewed data and documentation from the MEQ, from the orientations elicited by the Council of Commissioners, from Future Search©, and from the individual draft School Success Plans. Soon after the work of the Strategic Plan Review Committee was compiled, Administration Group conducted an in-depth analysis of the documentation, including Board and Ministry indicators, and prepared a workshop for Administrators and Commissioners. At this workshop, the Challenges identified by the Strategic Plan Review Committee and added to by the Administration Group were reviewed. Also at this workshop, Council selected the four Strategic Directions that the Board would pursue over the duration of the Plan and along with the Administration Group drafted specific objectives and strategies to be followed to attain the objectives. A Writing Committee was also named to draft the Strategic Plan. The Administration Group further refined the strategies, benchmarks and indicators of success in the Action Plan. The Writing Committee then prepared a final draft of the Strategic Plan for presentation to the Council of Commissioners in May. The draft Plan was distributed to all Board consultative bodies and was made available to the public on June 1, 2003. Responses to this consultation were to be returned by December 12, 2003 so that it could receive Council approval on January 26, 2004. The following Strategic Directions were selected as focal points for Board activities until June 2006: Strategic Direction One: Students Strategic Direction Two: Staff Strategic Direction Three: Physical Plant Strategic Direction Four: Community Partnerships

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The Strategic Plan was reviewed in March 2005 and interim results were presented to the same nine stakeholder focus groups that met in March 2003. At that time the Board-wide indicators were again measured and compiled to those of 2003. 3. Strategic Plan for 2006-2009 Development Phase The development and creation of the 2006-2009 Strategic Plan forms part of the on-going process of measuring our achievement based on the directions, strategies and benchmarks defined in the 2003-2006 document. The 2006-2009 Strategic Plan was inspired not only by stakeholders’ input but also by the MELS Strategic Plan as well as the Success Plans of the schools and centres. These plans demonstrated a similarity of purpose with a focal point being an increase in student success through literacy and numeracy initiatives, increased use of technology and the implementation of safe and secure learning environment through the Peaceful Schools program. In spring 2006, following consultation with all school and centre administrators, the Administration Group re-convened the original four teams that had developed strategies of the Board’s first Strategic Plan. These teams undertook intensive evaluation of the success in meeting the goals of the existing Strategic Plan. This process was comprised of several small group discussions of each of the specified Strategic Directions and of indicators of progress towards their attainment. These were, in effect, the student success priorities that guided our efforts at both school/centre level and at Head Office over the three year period, once again taking into account the provincial indicators, the MELS Strategic Plan and the School Success Plans of the schools and centres. The evaluation process made clear that the combined efforts of our personnel and partners had enabled us to achieve many of the objectives in the 2003-2006 Plan. It led also to the identification and refinement of challenges likely to be faced and to be overcome during the next three years (2006-2009). Administration Group was then able to define a series of priorities from within these challenges, priorities that again maintained the focus on increasing student success. These were then re-organized into the four Strategic Directions specified below.

Strategic Direction One: Students

Strategic Direction Two: Staff and Organizational Development

Strategic Direction Three: Infrastructure

Strategic Direction Four: Community Relations It was felt that the four previous Strategic Directions that had been developed after considerable consultation with stakeholders should be maintained for 2006-2009 with a few minor modifications.

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Validation Phase The definition of the Strategic Directions was presented to in-school / centre administrators who affirmed the validity as consistent with our system needs and vision. The detailed Strategic Plan including Strategies and benchmarks was then drafted, including some modified objectives and strategies from the previous plan as well as the addition of a number of new objectives and strategies. Consultation Phase The draft Strategic Plan for 2006-2009 was reviewed at a workshop of Administration Group and Commissioners in October 2006. The document was then distributed to all consultative partners in November for response in January 2007. As required by the Education Act, an account of the implementation of the Strategic Plan will be highlighted in the Board’s Annual Report. The Strategic Plan will also be reviewed in June 2008 as described in the timeline in order to make any necessary adjustments to the strategies. Some Achievements There can be no doubt that the creation and implementation of the Strategic Plan in 2003 has led to a very clear focus on student success throughout our system, a focus that is consistent totally with the MELS statement that, “improving educational achievement and persistence at all levels of education is the main challenge we must address in the next few years”.(1) We share the MELS vision that, “l’élève, l’étudiant ou l’étudiante est au coeur de toutes les actions du Ministère”.(2) Our Strategic Plan has enabled our system to focus its energies and resources in very specific ways and to maintain that focus. An emphasis has been given to numeracy and literacy, to effective curriculum implementation through careful staff selection and mentoring, to effective and efficient resource utilization in establishing appropriate learning and teaching environments and to establishing and maintaining partnerships within our communities. In many cases, these attainments are measurable (examination success rates; retention rates; graduation rates;) and in other areas are within the affective domain in that all employee groups have a clear focus on creating and providing the best possible learning opportunities for our students. (1) Strategic Plan of the ministère de l’Éducation 2000-2003 Summary, p.5 (2) Plan stratégique du Ministère de l’Éducation, du Loisir et du Sport, 2005-2008, p.5

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Action Plan

Strategic Plan 2006-2009

Strategic Direction One: Students Increase student success by actively engaging ALL students in their own learning. Students will be engaged through the implementation of the Quebec Education Program (QEP) and effective instructional strategies which address the needs of ALL students irrespective of their ability or learning style. Student engagement will be supported in a positive learning environment.

Objective 1.1 To identify those high schools where the graduation rate is much lower than the school board’s average and support the

identified schools with a series of strategies and resources in order to help them increase their graduation rates.

Strategy Benchmarks and Indicators of Success

Professional Improvement / Resources Required

Person / Service Responsible

Create and put into place a measurable plan, with each identified high school, that targets increasing their graduation rate

• By December 2007, each identified high school will have implemented a measurable plan that targets improved success for students not attaining graduation requirements

• Additional staffing to be allocated to support the plan

Sector 4 Educational Services Student Services

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Provide professional development for those teachers teaching 416 Physical Science and 416 Mathematics in recognition of the new graduation requirement making it necessary for students to pass Mathematics 416 and Physical Science 416 to graduate. Identify strategies to support students at risk in Mathematics 416 and Physical Science 416.This will be short term support while Cycle 2 curriculum reform is being phased in

• By June 2007, teachers will have identified strategies for student success

• Board-wide and school-based team meetings

• Review/study guides for

teachers and students

Sector 4 Educational Services

Affirm Vocational Education as a viable pathway to certification

• By June 2009, the number of applications from the youth sector to vocational programs will have increase by 5%

• Regional initiatives grants and Professional Improvement grants

• Marketing measures and strategies

targeting students, staff, administration, parents and professionals

• Collaboration between Sectors 4

and 5 to develop strategies to promote vocational training

Sector 4 Sector 5

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Promote Adult Education as an alternative and flexible path leading to certification/diploma and pre-requisites for further learning

• By June 2009, the number of referrals from the youth sector to Adult Education will have increased by another 5%

• Professional Improvement for administrators, professionals and teachers to research various delivery models in order to meet the diverse needs of the students

Sector 4 Sector 5

Objective 1.2 To successfully implement the QEP mathematics program from Kindergarten to the end of Secondary Cycle 1


Prof. Improvement / Resources Required


Provide training for all teachers on the successful implementation of the mathematics program. Include specific sessions for new teachers

• By September 2007, sessions on the teaching of the mathematics program will have been presented to all teachers, including specific sessions for new teachers

• Release time from Educational Services

Educational Services

Make assessment tools available for the end of each elementary cycle and Cycle 1 high school for June 2007 and June 2008. Administer assessments at the end of Cycle 2 elementary in June 2007 and at the remaining cycles where there are not MELS exams, by June 2009

• In June 2007 and June 2008, assessment tools will have been made available at the end of each cycle at elementary and Cycle 1 high school. In June 2007, assessment will have been carried out at the end of Cycle 2 elementary and by June 2009 assessments will have been administered to all students, either through MELS exams or LBPSB assessments


• Online support


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Introduce the Prime/Prism teacher training plan in mathematics to all schools (classroom and resource teachers) by June 2009

• By June 2009, the Prime/Prism teacher training plan in mathematics will have been introduced to all schools (classroom and resource teachers)


Sector Directors Educational Services Student Services

Objective 1.3 By June 2009 every elementary student will be at their appropriate level in literacy as measured in Cycle 1 with Running Records and in Cycles 2 and 3 with Write Traits.




Provide training for all elementary teachers in the use of Running Records between June 2006 – June 2009

• By June 2009, all elementary teachers will have been trained. All new teachers will be trained within 2 years of being hired



Collect Running Records data for all Cycle 1 students from each school between 2006-2009 in their language of instruction (English or French)

• Between 2006-2009, Running Records data will have been collected for all Cycle 1 students

Elementary Sector Directors Educational Services Student Services

Provide training for Cycle 2 teachers in the use of rubrics to teach and assess writing using Write Traits

• By June 2009, training will have been provided to all Cycle 2 teachers in the use of rubrics to teach and assess writing using Write Traits



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Assess all Cycle 2 students once in 2006-07 using Write Traits

• By June 2007, all Cycle 2 students will have been assessed once using Write Traits


Assess all Cycle 2 students in November and April in 2007-2008 and 2008-2009 using Write Traits

• In 2007-2008 and 2008-2009, all Cycle 2 students will have been assessed in November and April using Write Traits


Put into place a balanced literacy program in Cycles 2 and 3 by June 2009

• By June 2009, a balanced literacy program will have been put in place in Cycles 2 and 3 in all schools


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Strategic Direction Two: Staff and Organizational Development Promote a high level of knowledge and efficiency in all Board staff and ensure that this direction is included in the school board's organizational development and in the individual career objectives of each employee.

Objective 2.1 To recruit new teachers and encourage the reassignment of teachers in order to manage the evolution of our student population as our elementary school population decreases and our high school population increases




Encourage voluntary transfers of teachers from elementary to high school

• The transfer of 15 to 20 teachers per school year

• Ad hoc assistance from Educational Services Consultants

Director of Human Resources Sector Directors Principals Educational Services

Actively recruit candidates who meet the new MELS requirements for vacant high school teaching positions

• To fill vacant high school positions with qualified teachers

• Reduce the number of non-

certified teachers by 50%

• Orientation session(s) for potential candidates

• Approval of new MELS teacher qualification process

Director of Human Resources Sector Directors High School Principals MELS

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Objective 2.2 To recruit and retain school administrators who will perform at proficient levels




Seek university accreditation for in-service educational leadership training

• Number of in-service courses accredited by universities

• New administrator budget • Teacher Professional Improvement

budgets for university accredited courses (pending approval from the Central Teachers’ Professional Improvement Committee)

Director of Human Resources Central Teachers’ Professional Improvement Committee

Actively recruit and mentor new administrators

• Annually, all new administrators will have completed a comprehensive screening process

• Annually, all new administrators will be actively participating in the Mentoring Program

• Annually, all new administrators will have participated in a comprehensive training program

• Sector Directors support New Administrators

• Principal: Support to New

Administrators

• New administrator budget

Directorate Sector Directors Service Directors Human Resources Principals and Centre Directors Assigned Administrator

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Objective 2.3 To recruit and retain teachers who will perform at proficient levels




Actively recruit the best available teachers by: • giving letters of

employment intent in April/May to new teaching candidates who rated “Excellent” in the screening process

• encouraging schools/centres to take student teachers

• increasing the number of student teachers from French universities

• Number of new teachers retained who rated “Excellent” during the screening process

• Number of student teachers

accepted by schools and centres • Number of student teachers from

French universities • Number of workshops offered in

French

• Student Teacher Budget

Educational Services Student Services Human Resources Community Services Principals and Centre Directors

Provide orientation, mentoring and professional improvement for all new teachers

Number of teachers: • participating in orientation • participating in mentoring • participating in professional

improvement workshops • successfully completing the

SEL French exams

• Experienced teachers acting as mentors

• New teacher orientation budget for workshop presenters, materials and substitution costs

Human Resources Administration Group Principals and Centre Directors New Teacher (PTU/LBPSB)Orientation Committee

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Objective 2.4 To support the new School Level Committees that will be assessing and distributing support to special needs students

Strategy Benchmarks and

Indicators of Success Prof. Improvement / Resources Required


Evaluate the needs and provide the necessary training for the School Level Committees who will be assessing and distributing support to special needs students in schools

• Evaluation of the new School Level Committees by the Parity Committee on the distribution of support to special needs

• Training sessions for School Level Committee members

• Training sessions for

administrators • Training sessions for resource

teachers and supporting teachers

Parity Committee

Objective 2.5 Teaching staff continue to perform at a proficient level

Strategy Benchmarks and



Continue the implementation of the Performance Enhancement Program

• By June 2008, ensure training for all administrators on the Performance Enhancement Program

• Training of new administrators in the Teacher Performance Enhancement Program

Sector Directors Assigned Administrator

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Strategic Direction Three: Infrastructure Increase student success by implementing and monitoring a long-range plan to ensure safe, healthy, functional, pleasant learning and working environments.

Objective 3.1 To further the implementation of a Board-wide 5 year maintenance plan which ensures an appropriate working

environment in our buildings




Prepare a list of building systems and equipment requiring maintenance, using the new MELS SIMACS System

• By June 2007 task will have been completed

• Operating budget Sector Directors Sector Managers Director of Equipment Services School/Center Caretaking Staff

Conduct regularly scheduled inspections of the state of our facilities, building systems, equipment and other safety systems

• By December 2007, next round of building inspections will have been completed, and then as required by regulations/standard practices

• 100% compliance with regulations

• Operating budget

Sector Directors Sector Managers Director of Equipment Services Principals/Centre Directors School/Centre Caretaking Staff

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Prioritize the work required, into a 5 year plan, to maintain or upgrade the buildings

• By March 2008, task will have been completed and then updated on an on-going basis

• Operating budget Sector Directors Sector Managers Director of Equipment Services Principals/Centre Directors School/Centre Caretaking staff

Perform the required capital and operating work in accordance with regulations and established practices

• Project will be completed on time and on budget

• Zero loss of regular school days as a result of planned construction/maintenance work

• Zero health and safety incidents to occupants or maintenance staff

• Capital budgets • Operating budgets • On-going Professional

Improvement for Sector/Equipment Services Management staff

Sector Directors Sector Managers Equipment Services Management staff School/Center Caretaking staff Equipment Services Maintenance staff

Objective 3.2 To develop a plan for maintaining, upgrading and renewing of hardware, software and other equipment related to

current pedagogical programs/practices and administrative systems




Conduct regularly scheduled maintenance and inspections of the Information Technology (IT) equipment in order to ensure optimal performance

• Bi-weekly visits to each school by computer operators

• By June 2009, customer satisfaction will have increased by 10% as measured by a survey of administrators regarding availability of the assets

• Operating budgets

Information Systems Sector Directors School/Centre Staff

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Maintain and upgrade all the school board software

• By June 2009, customer satisfaction will have increased by 10% as measured by a survey of administrators regarding availability of the assets

• Operating budgets

Information Systems Sector Directors School/Centre Staff ESD Student Services

Prepare a 5 year plan to replace and renew all IT equipment

By June 2007, a plan will have been put in place according to a:

• Four-year cycle for computers • Seven-year cycle for fibre optic

network

• Capital budgets

Information Systems All Administrators

Objective 3.3 To encourage students, school personnel and all other members of the school community to develop a greater sense of

pride and ownership for their buildings




Ask all schools/centres to develop and implement a plan that will foster a greater sense of pride and ownership in their building by staff, students and parents

• By June 2009, a plan will have been implemented by all schools/centres

• Qualitative indicators of success will

be site-specific and may include the following: Incidents of vandalism will

decrease All outstanding items in need of

repair are reported on a work order.

Overall cleanliness will improve Awareness regarding sustainable

• Existing budgets

Sector Directors Sector Managers Equipment Services School and Centre Administrators Governing Boards Students Community Caretaking

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development and environmental issues (e.g. energy conservation, waste reduction) will be increased and initiatives will be developed accordingly

Recognize school/centre initiatives and achievements through incentive programs

• By December 2008, the details of an incentive program for schools and centers will have been published. The targeted areas may include energy conservation, vandalism, waste reduction, and cleanliness

• By December 2009, schools and

centres will have been recognized for their achievements


Sector Directors Sector Managers Equipment Services School/Center staff Students

Objective 3.4 To manage surplus buildings in order to maximize the return on the assets and the resources available for building

maintenance




To offer all surplus buildings to municipalities and other authorities for their consideration

• In accordance with the Provincial By-law, all surplus buildings will have been offered by July 1, 2006

• Regular follow-ups will have been done with municipalities which have not responded


General Counsel Sector Directors Sector Managers

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Prepare all applications to MELS in order to be authorized to sell the surplus buildings for which municipalities have officially declined the offer

• Applications will have been sent within a period of one month after reception of response from municipalities

• Follow-up with MELS with regard to

the progress of the files will have been done on a regular basis


General Counsel

Call public tenders for all surplus buildings which are authorized for sale

• In March 2007 public tenders will have been called for all surplus buildings which have been authorized for sale

• Existing budgets General Counsel Secretary General Sector Directors Sector Managers

Prepare a plan, according to regulations, for sale of assets for which satisfactory offers were not received as part of the call for tender

• By June 2007, a plan will be ready • Existing budgets General Counsel Director of Equipment Services

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Strategic Direction Four: Community Relations Increase student success by: Effectively communicating the Lester B. Pearson vision, mission, policies and procedures, so that our internal stakeholders (students, staff, parents), by their actions, will demonstrate their understanding of these values and beliefs Enriching classroom learning through the development of community partnerships Developing and promoting student and staff dialogue and exchanges within the local, national and international communities

Objective 4.1 To ensure the school board is an effective communicator of its vision, mission, policies and procedures to its internal stakeholders




Develop and implement a Communications Plan and Procedures

• By June 2008, Communications Plan and Procedures will be implemented

• By December 31, 2008, Communications Procedures will be in use

• Information sessions will be held for all departments and sectors following the implementation of the Communications Plan and Procedures

Communications Officer Secretary General Sector and Service Directors Principals & Centre Directors Directorate

By June 2007, all departments will produce their objectives for the 2007-2008 school year. These objectives will include a communication plan for the realization of these objectives. By June 2008, objectives will be prepared for the 2008-2009 school year

• By June, for the subsequent school year, objectives with a communication plan defining the method of communication, resources required and timeline for that communication will be received by the Directorate from each department/service

• Planning session with each department/service will be held to assist in the communication plan for objectives. This will include developing timelines and defining resources

Communications Officer Secretary General Sector and Service Directors Directorate

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Objective 4.2 To meet the needs of the system and the needs of the individual by providing opportunities for professional improvement Strategy Benchmarks and



Conduct needs assessments Provide workshops as requested

• Number of workshops, conferences hosted in 2007, 2008, 2009

• Workshops will be developed and structured to respond to the needs identified

Directorate Sector and Service Directors Human Resources Principals & Centre Directors Assigned Administrator

Establishing a network/e-conference for stakeholder groups as part of an on-going learning

• Number of participants using networks and electronic forums

• Workshop on the use of electronic forums

IS Department

Objective 4.3 To develop new community partnerships and strengthen existing ones




Improve student teacher training, and stage models with university and college partners and with other school boards

• By June 2008, establish links with all Quebec institutions offering teacher certification programs

• Meetings with university and other school board partners

Directorate Sector and Service Directors Assigned Administrator

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Improve school/centre administrator training with university partners and with other school boards

• The development of new programs that reflect the current needs of school/centre administrators

• Work experience recognized for university credit

• Meetings with universities and other school board partners

Directorate Sector and Service Directors Assigned Administrator

Increase the educational level of potential adult learners

• By June 2009, enrolment of adult learners will increase by 10%

• Development of awareness programs and training resources

Directorate Sector and Services Directors Principals

Increase the opportunities for potential adult learners

• Develop Services d’acceuil, références, conseil d’accompagnement (SARCA) services

• Promotion of SARCA services to the community

Directorate Sector and Service Directors Centre Directors

Create links with Centre de la petite enfance (CPE), nurseries, pre-schools and identify information needed by parents

• By June 2009, there will be an increase of 10% to the already established 100 links with Centre de la petite enfance (CPE), nurseries, pre-schools

• Pre-identification of students with special needs

• Name of CPE’s, nurseries and pre-schools in the LBPSB territory. Flyers created and distributed

• Human, financial and material resources

Student Services Community Services

Reach out to business, organizations, agencies and municipalities, school boards and Tables de Concertations to create partnerships /ententes

• Number of new partnerships/ententes created with business, organizations, agencies and municipalities, school boards and Tables de Concertations in 2007-2008

• Human, financial and material resources

Council Directorate Equipment Services General Counsel Principal Student Services

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Objective 4.4 To promote the Board profile locally, nationally and internationally Strategy Benchmarks and



Encourage the Council, students, employees to participate in and to support and promote the LBPSB at local, national and international events

• Increased recognition and interest in the LBPSB i.e. requests for information about our Board and for our expertise

• Increase by 10% annually the

number of international students studying here for a full year under the auspices of the LBPSB

• Increase by a minimum of 20% annually the number of student and staff participants in the International Summer School project

• Maintain the England Student Exchange project and include at least one additional international student – staff exchange project

• Maintain our status as leaders in

international education by hosting at least one visiting delegation annually

• Human and financial and material

• Human Resources

Directorate Communications Officer Secretary General Sector and Service Directors Coordinator of International Studies

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Host, jointly, with the four other Montreal school boards, the annual conference of CACE, the Canadian Association of Communicators in Education in the fall of 2009

• Success of CACE Conference Increase in the number of delegates from Quebec to 20, increase in the number of delegates to 200 from across Canada; 30 sessions held during the 3 day conference

• Human and financial and material

Directorate Communications Officer Secretary General

Publicize outstanding achievements of students and other members of the Lester B. Pearson School Board community

• 2007: Minimum of two outstanding achievements highlighted per month

• 2008: Minimum of three outstanding achievements highlighted per month

• Pearson News • WEBsite • Bulletins • Council of Commissioners

Meetings Newspapers, TV & Radio Stations

• Process to be established

Directorate Communications Officer Secretary General Sector and Service Directors Principals

Support and nurture self financing employee-based sports team(s) and, artistic group(s) (e.g. choirs) to participate in local, community and charity events to benefit students and/or the community in general

• Number of events held by June 2009

• Process to be established Directorate Communications Officer Secretary General Sector and Service Directors Community Services

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Strategic Planning 2006-2009 Timeline

January 2006 – April 2006 • Preparation of Evaluation of 2003-2006 Strategic Plan by Admin Strategic Plan Sub-committees

• Discussion on future priorities by Full Management

• Determination of Strategic Directions and Objectives for 2006-2009 by Admin Strategic Plan Sub-committees

• First draft of Strategic Directions and Objectives for 2006-2009 prepared by Admin Strategic Plan Sub-committees

• Consultation with school administrators of first draft of Strategic Directions and Objectives for 2006-2009

• Meeting of Admin Strategic Plan Sub-committees to review feedback from school administrators

May 2006 • Presentation to Commissioners of first draft of Strategic Directions and Objectives for 2006-2009

June 2006 • Preparation of Strategies for Strategic Plan 2006-2009 by Admin Strategic Plan Sub-committees

August - September 2006 • Presentation of Strategic Plan Evaluation 2003-2006 to Admin Group

• Presentation at Admin Group meeting of each Strategic Plan Admin Sub-committee’s Strategies for the Strategic Plan 2006-2009

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October 2006 • Admin Group / Commissioner Strategic Plan Workshop to review Strategic Plan Evaluation 2003-2006 and Strategic

Plan 2006-2009 Consultation Document

• Adoption by Council of Strategic Plan 2006-2009 Consultation Document

January 2007 • Deadline for receipt of feedback from Consultees on Strategic Plan 2006-2009

• Review of input from Consultees and modification of Strategic Plan 2006-2009 based on input of Consultees by Admin Group

February 2007 • Presentation of modified Strategic Plan 2006-2009 to Admin Group and to the following committees:

o Management Executive

o Full Management

o Facilities and Security

o Education

• Adoption of Strategic Plan 2006-2009 by Council at February Council Meeting

STRATEGIC PLAN 2006-2009 TIMELINE

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March 2007 • Preparation of information and dissemination of publicity related to the Strategic Plan 2006-2009

• Information Sessions re implementation of Strategic Plan 2006-2009 for:

o Full Management Committee

o Governing Boards

o Head Office Staff

o School and Centre Staffs

June 2008 • First evaluation of Strategic Plan 2006-2009

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A Glossary of Terms

Administration Group

Group of Head Office administrators that meets on a bi-weekly basis to discuss items that affect both the educational and business sectors of the Board.

Administration Team

Consists of the Administration Group and Managers from Head Office services.

Balanced literacy program

A balanced literacy program includes the most efficient instructional methods that allow students to develop as readers and writers. Under the four main headings: Guided Reading, Independent Reading, Writing and Working with Words, students in a balanced literacy program are provided with learning situations that are appropriate for their individual level and are designed to offer them maximum progress in literacy.

Benchmark A Benchmark is a target.

Best Practices Those administrative and pedagogical practices that, based on research and peer review, have proven to be effective in achieving success

Central Parents’ Committee

This committee is mandated in the Education Act and brings together parent representatives from each of the Sector Parent Committees and a representative from the Special Needs Advisory Committee. Items on which this committee must be consulted are as follows:

♦ The division, annexation or amalgamation of the territory of the school board;

♦ The three-year plan..the list of schools..deeds of establishment ♦ The policy re: school openings or closures ♦ The distribution of educational services among the schools ♦ Enrolment criteria ♦ Special status schools ♦ School calendar ♦ Promotion rules ♦ Budgets ♦ Parent learning activities organized by the Board

Central Special Needs Parity Committee

This committee is composed of the Director of Student Services, the Director of Human Resources, a Sector Director, the Pearson Teachers Union president and two PTU professional staff. The committee’s mandate is:

1. To advise the board concerning its special education policy. 2. To make recommendations about the services provided at the board

level. 3. To verify the resources available for the services provided to students

with special needs. 4. To oversee the equitable distribution of the appropriate available

services and financial resources to all schools.

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Central Students’ Committee

This committee represents secondary school students and provides advice to the school board on specific matters on which it is consulted or on which it chooses to provide information.

Co-Curricular Activity (C.C.A.)

A student activity that takes place outside of the normal classroom environment but is related directly to the school curriculum.

Cohort The group of students that entered school in the same year.

Community Partnership

A formal arrangement between a school and an organization or individual in the community. This normally involves an arrangement for reciprocal service(s).

Council of Commissioners

The body that administers the school board and consists of appointed or elected commissioners plus two commissioners representing the Parents’ Committee.

Curriculum Reform Modifications to the official curriculum (also known currently as the Quebec Education Plan)

Cycles A cycle is a period of learning during which students acquire competencies in each subject area and cross-curricular competencies which prepare them for further studies. Elementary education is organized into three cycles of two years each. Secondary education has two cycles: the first of two years and the second of three years duration.

Education Act The Education Act is the law governing all aspects of public education in Quebec.

Educational Administration Group

Group of Head Office pedagogical administrators that meets on a bi-weekly basis to discuss items that affects the educational sector of the Board.

Educational Services That service of the Board that provides to the schools support in the area of curriculum and instruction.

Equipment Services That service of the Board responsible for all aspects of maintenance of the physical plants and grounds including caretaking services.

Extra-Curricular Activity (E.C.A.)

A student activity that takes place outside of the normal classroom environment but may or may not be related directly to the school curriculum.

Framework for Teaching

Based on the research of Charlotte Danielson, the Framework for Teaching provides the LBPSB with a common structure and vocabulary for looking at, and talking about, all of the components of the act of teaching. This framework serves as the structural basis for hiring, evaluation, and the professional improvement of LBPSB teachers.

Full Management Committee

This group consists of all administrators and managers at both head office and in the schools and centres.

Future Search© A process that involved various stakeholders in reflecting upon and providing guidance to assist the Board in the development of its long-term plan.

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Governing Board A board established by virtue of the Education Act and consisting of

representatives of parents, and each employee group of the school, and community representation (membership requirements are specific). The Governing Board:

♦ Shall adopt, oversee the implementation of, and evaluate the school’s educational project

♦ Is responsible for approving the student supervision policy proposed by the principal

♦ Is responsible for approving the rules of conduct and the safety measures proposed by the principal

♦ Shall advise the school board on: o Any matter the school board is required to submit to the

Governing Board o Any matter likely to facilitate the operation of the school o Any matter likely to improve the organization of the service

provided by the school board ♦ The school board must consult with the Governing Board concerning:

o The amendment or revocation of the deed of establishment of the school

o The selection criteria for the appointment of the principal

Home & School Association

An association of parents who are supportive of the school and who serve in a variety of volunteer service capacities. This organization has local, regional, provincial and national levels.

Indicator An Indicator is a measure of success that can be used to identify a particular area of strength or weakness.

Individualized Educational Plan (I.E.P.)

An educational plan for a student with special needs that is developed by the school resource team in consultation with the principal and parent(s)that specifies the student’s goals, learning activities and evaluation criteria.

LBPSB Lester B. Pearson School Board

Management Committee Executive

This group consists of the Director General or his delegate and a representative from each of the management employee groups of the Board.

Mentoring A program that provides a way for experienced staff to share their knowledge and expertise with others. New staff members gain from the coaching, guidance, and encouragement a mentor can provide. Experienced staff gains a fresh perspective and develops new relationships.

MELS In February 2005, the Ministère de l’Éducation du Québec (MEQ) was renamed Ministère de l’Éducation, du Loisir et du Sport.

MEQ Ministère de l’Éducation du Québec (prior to February 2005)

New Teacher Orientation

A Board-level program established to assist new staff members to familiarize themselves with the Board structure, human resource department needs and the organizational culture and expectations.

Objective An Objective describes what you are trying to achieve. It can include a measurable target. (e.g.: to increase the Lester B. Pearson high school pass rate on Sec. IV History examinations by 5% in June 2003)

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PTU Pearson Teachers’ Union

PTU/LBPSB Orientation Committee

This committee is composed of teachers and board members named by PTU and the Board. The mandate of the committee is to:

1. Organize workshops for new teachers and second year teachers on topics of interest such as Classroom Management; Meeting the Parents Night; Curriculum Reform.

2. Encourage the participation of as many new teachers as possible in workshops specifically designated for them.

Parent Participation Organization

At the level of the school, the Parent Participation Organization encourages the collaboration of parents in developing, implementing and periodically evaluating the school's educational project, and also encourages parent participation in fostering their child's academic success. (Section 96.2 Education Act)

The Parent Participation Organization also has an advisory function. As stated in Section 96.3 of the Education Act it may give its advice to the parent representatives on the Governing Board regarding any matter of concern to the parents or any matter of concern for which they are consulted by the parent representatives on the Governing Board.

Parity Committee

The Central Special Needs Committee is a Parity Committee made up of 3 Board Administrators and 3 union representatives.

Peaceful Schools Initiative/League of Peaceful Schools

The Peaceful Schools Initiative is a program to which the school board is committed. The League of Peaceful Schools provides a network to support and recognize schools that have declared a commitment to creating a safe and peaceful environment for their students. This is an initiative of the Halifax School Board.

Professional Improvement Network

A group of teachers from different schools who share a common interest and meet together on a regular basis to exchange ideas and teaching strategies.

Provisional Council The provisional council was established with representation from each of the founding school boards and was mandated to take all steps required to organize the new linguistic school board before its official beginning on July 1, 1998.

Quebec Education Program (Q.E.P.)

The new curriculum being introduced across the province and mandated by the Minister of Education.

Regularly Scheduled Inspections

Inspections of building assets at a frequency established by regulations, standard practice or by other technical evaluation.

Running Records

An instrument that measures reading strategies used by the student.

SARCA Services d’acceuil, références, conseil d’accompagnement

SEL This standardized test must be successfully completed by all teachers engaged to teach in the French language in the Lester B. Pearson schools.

School Success Plans A plan developed by each school and its community that specifies the improvement goals and indicators for the following year.

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Sector The school board is divided into five administrative sectors: Sectors 1,2 and 3 representing elementary schools; Sector 4 the Board’s secondary schools; Sector 5 the Board’s Adult and Vocational Education Centres.

Sector Parents’ Committee

A committee comprised of one parent representative from each school in Sectors 1-4. In turn, the Sector Parents’ Committee sends representatives to the Central Parents’ Committee.

SIMACS System Developed by GES Technologies Inc., the SIMACS software allows you to forecast maintenance and strategic rehabilitation costs of a building’s assets over a period of 25 years. SIMACS calculates the maintenance deficit, the preventive maintenance budgets, the estimated costs for repair and replacement. It allows to assess the building’s performance by using specific indexes. SIMACS provides you with accurate projections and allows you to follow the evolution of your assets as time goes by.

Special Needs Advisory Committee

This is an advisory committee comprised of parents of children with special needs, teachers, non-teaching professional staff, support staff, representatives of bodies that provide services to students with special needs and a school principal as mandated in the Education Act. In addition, a representative of the Director General is invited to take part in the meetings but not to vote. Its function is to:

♦ Advise the school board on a policy for the organization of educational services to handicapped students and students with social maladjustments or learning disabilities;

♦ Advise the school board on the allocation of financial resources to the services intended for those students

Stakeholder An individual or group that has an interest in the affairs of the Board.

Strategy A strategy is a specific activity that is employed to meet an objective. It is

usually identified in the initial planning process and can be developed and adjusted over time, based on changing circumstance and needs. The Ministry of Education refers to strategies as Focuses of Intervention.

Strategic Directions These are four priority areas on which the Board wishes to focus its efforts over the next three years in order to improve student success.

Student Services That service of the school board that provides resources to meet the special needs of students and to provide teaching staff and support staff with training and professional improvement opportunities that improve teaching strategies for such students.

Supporting Teachers The position of supporting teacher exists only at the secondary level. The position consists of two components, namely, the function of teachers and the function of supporting teacher. The supporting teacher must carry out the following duties and responsibilities: As regards students with special needs: - Assists students with special needs, particularly those with behavioral

difficulties. - Provides support (encadrement); in this context, he or she provides support

to the student with special needs in order to resolve his or her difficulties. As regards teachers in the school:

- Works with the teacher whose students have special needs. - Accompanies new teachers or teachers requiring support in performing

their duties, such as classroom management, creation of adapted material, adaptation of teaching methods, prevention and early intervention.

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Teachers’ Central Professional Improvement Committee

This committee is made up eight members four of which are named by the Board and four named by the Pearson Teachers Union. The mandate of the committee is:

1. To allow the union to contribute to the development of Professional Improvement policies and practices within the Board.

2. To annually analyze the Professional Improvement needs of Teachers and design a system of distribution of the funds for Professional Improvement based on that analysis.

3. To establish an on-going liaison with the Professional Improvement Committee at each school.

Write Traits It is a research based writing program which identifies six traits or

characteristics that help students become more effective writers. The traits are idea development, organization, voice, word choice, sentency fluency and conventions. When combined, these traits empower students to better their writing and revision techniques.

Youth Sector That sector of the school board that includes all students who attend elementary and high schools.

ANNEX 1

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TABLE 10

GRADUATION BY COHORT, OBSERVATION PERIOD AND SEX

BY ADMINISTRATIVE REGION AND SCHOOL BOARD

YEAR COHORT YEAR COHORT YEAR COHORT YEAR COHORT YEAR COHORT

1996 1997 1998 1999 2000

5 years

6 years 7 years 5

years 6 years 7 years 5

years 6 years 7 years 5

years 6 years 5 years

Total Total Total M F Total Total Total M F Total Total Total M F Total Total M F Total M F

ALL OF QUEBEC ALL OF QUEBEC ALL OF QUEBEC ALL OF QUEBEC ALL OF QUEBEC

61.2 69.0 71.7 64.8 79.1 59.7 67.7 70.9 63.2 79.1 58.2 67.6 70.5 63.0 78.4 60.2 68.4 60.8 76.2 60.6 53.0 68.7

REGION 6 MONTREAL REGION 6 MONTREAL REGION 6 MONTREAL REGION 6 MONTREAL REGION 6

MONTREAL

54.1 62.2 65.4 58.6 71.7 55.2 63.8 67.6 60.6 73.9 53.7 63.6 67.2 60.1 73.8 53.9 63.9 57.1 71.1 54.5 47.9 61.7

LESTER B. PEARSON , LA CS LESTER B. PEARSON , LA CS LESTER B. PEARSON , LA CS LESTER B. PEARSON , LA CS LESTER B. PEARSON , LA CS

69.9*4 78.4*4 80.7*4 75.2 87.1 74.0*4 80.0*4 82.8*4 77.5 88.7 74.2*1 81.8*1 83.4*2 79.2 87.9 71.7*5 79.0*5 75.5 83.1 75.5*3 70.3 80.9

* indicates Lester B. Pearson School Board provincial ranking

lester b. pearson school board strategic plan for 2006 – 2009 · ♦ the lester b. pearson school...

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