SIR WILFRID LAURIER SCHOOL BOARD STRATEGIC PLAN

SIR WILFRID LAURIER SCHOOL BOARD STRATEGIC PLAN 2004-2007 December 2004

STRATEGIC PLAN TABLE OF CONTENTS PAGES INTRODUCTION...1 THE PROCESS...2-3 DEPARTMENTAL ANALYSES: ADULT EDUCATION...4-5 EDUCATIONAL SERVICES...6-9 FINANCIAL SERVICES...10 HUMAN RESOURCES...11 INFORMATION TECHNOLOGY...12 MATERIAL RESOURCES...13 SCHOOL ORGANIZATION...14-15 EVALUATION...16 STRATEGIC GOALS: GOAL NUMBER 1...17-25 GOAL NUMBER 2...26-35 GOAL NUMBER 3...36-46 GOAL NUMBER 4...47-53

Page 1 INTRODUCTION - WHO WE ARE: We are an English-language school board serving the region of Laval-Laurentides-Lanaudière at the kindergarten, elementary, secondary, adult and professional educational levels. The board s network of schools and centres includes 25 elementary and 10 secondary schools, as well as 2 adult education centres. Serving the needs of the students, the board has over 880 teachers, 70 administrators, and 618 professional and support staff. A variety of complementary services exists to support the learning environment - namely, special education, student transportation and daycares. These are but a few examples. Academically, the Sir Wilfrid Laurier School Board consistently leads the other seven boards in the 3-L region in terms of high graduation rates and low student dropout rates at the secondary levels. Among the nine English language school boards in Québec, the Sir Wilfrid Laurier School Board, over the past two years, has been the best performing board in the annual June MEQ exams. Province wide, the Sir Wilfrid Laurier School Board is in the top half of Québec s 72 school boards. The Sir Wilfrid Laurier School Board is governed by a Council of Commissioners comprised of nineteen elected school commissioners in addition to two parent commissioners representing the elementary and secondary sectors. Sir Wilfrid Laurier School Board Territory The territory of the Sir Wilfrid Laurier School Board encompasses the totality of the Laval, Laurentides and Lanaudière (3-L) regions. The total geographic area covers over 35,000 square kilometres. Within this territory, there are 15 municipal regional councils (MRCs). Important reference points include: the Ville de Laval, the lower, middle and upper Laurentian areas beyond Mont-Laurier, the Repentigny, Joliette and Rawdon areas beyond Saint-Micheldes-Saints, and the Argenteuil region including Grenville and Lachute. Within this territory, the Sir Wilfrid Laurier School Board serves the educational needs of approximately 14,500 youth-sector students and approximately 1,000 adult and technical vocational students.

Page 2 THE PROCESS: During the 2002-2003 school year, the Sir Wilfrid Laurier School Board embarked on a process to build a Strategic Plan in conformity with the changes effected in the Education Act. This process was designed to incorporate two phases: Phase I: Setting the goals in 2002-2003; Phase II: Finalizing the Strategic Plan in 2003-2004. The reason for this approach was to allow schools to draw on the goals established by the board as they put together their own Success Plans during the 2003-2004 school year. PHASE I SETTING THE GOALS: This process relied on a development and consultation approach which involved many stakeholders and representatives ranging from students and parents to commissioners, administrators, teachers, support personnel and professionals. Through a series of focus sessions and a wide-ranging consultation-synthesis process, the Council of Commissioners approved the following four goals centered on student learning as the basis of the school board s Strategic Plan: (1) Use early intervention support in literacy to ensure student success at all levels; (2) Provide a wide variety of learning opportunities in all our high schools and centres to enable all students to attain qualifications. (3) Create safe school environments by establishing activities and practices which emphasize learning over punishment and the development of social skills which support and respect cooperation and collaboration. (4) Promote the active participation of students in the process of their own learning. PHASE II THE ELEMENTS OF THE STRATEGIC PLAN: In August of 2003, a meeting of school administrators along with board directors and coordinators was held to develop the process and to assemble content for both the school board s Strategic Plan and the schools Success Plans. During the course of the 2003-2004 school year, schools worked on their individual Success Plans. Concurrently, school board personnel, particularly directors and coordinators, met regularly to formulate the elements of the school board s Strategic Plan. The outcomes, benchmarks, indicators, targets and actions within the strategies are related to how each department in the board can support schools in implementing the four strategic goals identified. The Strategic Plan also incorporates various indicators and background information to provide a current perspective on the Sir Wilfrid Laurier School Board. A draft of the Strategic Plan was sent to the different stakeholders and to members of the focus group. Their recommendations were incorporated into a final version which was approved by Council.

Page 3 COHERENCY WITH THE MEQ STRATEGIC PLAN: The MEQ plan includes four major orientations for the schools and school boards of Quebec: Improving the educational achievement of students by encouraging them to learn as much as they can and to stay in school until they graduate. Ensuring that programs of study are relevant to the realities of today s world and a changing labour market. Providing individuals with qualifications, in keeping with their aptitudes with a view to helping them enter and remain in the labour force. Improving the efficiency of the education system by focusing on results, accountability and transparency. The Sir Wilfrid Laurier School Board goals are consistent with these orientations. We believe that ensuring all students are able to read will improve their ability and desire to succeed. We believe that offering alternatives to our high school students, in keeping with their aptitudes, will better help them become properly qualified. We believe that to achieve these goals, safe and respectful school environments will help students remain in school until they graduate. We believe that in order to achieve all of these goals, students must be involved in their own learning.

Page 4 DEPARTMENTAL ANALYSES: ADULT EDUCATION: Adult Education services have existed for over 30 years in Chomedey and for over 20 years in Lachute. In 2001, a new Training Centre was inaugurated in Lachute. It is situated in a renovated building with state-of-the-art equipment. Both Vocational and General Education courses are in full operation. The philosophy and mission are that all adults possess the right to lifelong learning. The quality services and programs are based on the ever-present needs of our multicultural clientele. The priorities are to provide academic, language, social and vocational skills to all adults in preparation for further education and/or gainful employment. Facilitating the transition from learners to autonomous citizens contributing to the economic, social and cultural development of their community is paramount to adult learning. The students all come to Adult Education with a specific goal in mind. The primary objectives are: 1. DSS (Diploma of Secondary Studies); 2. DVS (Diploma of Vocational Studies); 3. Prerequisites for CEGEP; 4. Prerequisites for vocational programs; 5. Literacy and pre-secondary courses; 6. Second Language. School Year ETP* Vocational Programs ETP* General Education 1-1998-1999 163 224.17 2-1999-2000 146.62 251.06 3-2000-2001 160.17 306.27 4-2001-2002 167.17 310.8 5-2002-2003 186.84 261.25 6-2003-2004 (Projections) 202.69 288.27 Growth of our clientele in General & Vocational Education * ETP

Équivalent Élève à Temps Plein (Full-time student) 900 hours Page 5 One of the greatest challenges in Adult Education is to offer services to the multiple pockets of English-speaking clientele scattered over the Laurentian and Lanaudière territories. These are small groups that are not geographically (conveniently) linked. At the Training Centre in Lachute, 35% of our registrations come from our two high schools in the Laurentians, whereas in our Laval Centre, 67% of our registrations come from our high schools in Laval, Rosemere and Lake of Two Mountains. Much work needs to be done to reach the Laurentian clientele, and even more to reach those in Lanaudière. One indicator (obstacle) we have come to see is a tremendous influx of immigrants who are highly motivated to succeed but need language and social integration courses as well as academic courses. Another indicator is bringing education/success and diplomas to single mothers (young and old). In order of priority, some challenges for future development are: 1. Distance Education; 2. Literacy and pre-secondary programs to ensure smooth transition between cycles; 3. Flexible programs to accommodate multiple needs, with an emphasis on English and French second language and life skills; 4. Partnering with several organizations such as Emploi-Québec, businesses, community groups, CLSCs, rehabilitation centres and Carrefour jeunesse emploi; 5. Improving social integration for immigrants; 6. Increasing the number of registrations in vocational and academic programs; 7. Acquiring adequate financing for smaller groups.

Page 6 EDUCATIONAL SERVICES: Sir Wilfrid Laurier School Board Academic Indicators In order to accurately analyze the academic performance of Sir Wilfrid Laurier School Board students, statistics are presented and compared in relation to the following: MEQ indicators; Regional indicators for the 3L region and the English school boards; Internal Sir Wilfrid Laurier School Board indicators for the elementary and secondary sectors. These statistics will enable the school board to highlight areas of strength and to focus on areas that need further attention or effort in terms of the school board Strategic Plan and individual School Success Plans. The school board has consistently led the other English boards in that its students have a high success rate in provincial and regional exams. However, we recognize that improvements can take place in the graduation rates of students and in the opportunities available for students who leave school without qualifications. Indicator # 1- Student age at entry to secondary school (age 12 years or under) PROVINCIAL S Comparison of SWLSB to Province of Quebec Entry to Secondary School (age 12 years or under) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 79.5% 84.5% 82.0% 87.8% 79.7% 80.4% 82.0% 82.9% Sir Wilfrid Laurier School Board Province of Quebec 1999-2000 2000-2001 2001-2002 2002-2003 Source: Automatisation de la gestion des indicateurs de réussite Over the past four years the percentage of students entering secondary school at age 12 years or under has consistently been at or above the provincial average. In 2002-2003, over 87% of Sir Wilfrid Laurier School Board students entered secondary school at 12 years of age. The 13% of students who entered secondary school aged over 12 years were transferred into a school of our board from a classe d accueil or were retained at some point during their elementary stage. The emphasis of the school board on early literacy support and

intervention should decrease this percentage and ensure more students reach secondary school within six years of starting elementary school. Page 7 Indicator # 2- Student Graduation rates with diploma in Secondary 5 PROVINCIAL S Comparison of SWLSB to Province of Quebec Graduation rates with diploma in Secondary 5 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 78,3% 75,9% 78,1% 78,3% 75,9% 78,1% 76,9% 77,1% 76,3% 76,9% 77,1% 76,3% Sir Wilfrid Laurier School Board Province of Quebec 1999-2000 2000-2001 2001-2002 1999-2000 2000-2001 2001-2002 Source: Automatisation de la gestion des indicateurs de réussite (Agir) At the secondary level, 78% of Sir Wilfrid Laurier School Board students leave secondary 5 with a diploma compared with a provincial figure of 76.3% for 2001-2002. This statistic refers only to those students who stay in school until secondary 5 and does not reference the students who drop out in cycle one of secondary as well as secondary 3, 4 and 5. In order to further improve upon these results, efforts will focus on the implementation of QEP initiatives and guided oriented approaches to provide alternative pathways to learning to enable more students to achieve qualifications. One of strategic goals of the Sir Wilfrid Laurier School Board is to allow students to become actively involved in their own learning in the belief that this will translate into an increase in the number of students who remain in school and graduate. In comparison to the Laval, Laurentian and Lanaudière regions (3L), Sir Wilfrid Laurier School Board students have the highest graduation rates. This is explained by the above factors as well as a thriving summer school program. However, when compared to the other nine English language school boards, Sir Wilfrid Laurier School Board ranks fifth in graduation rate statistics. This could be explained by the limited access our students have to technical-vocational programs. It must be noted, however, that of the students who write the MEQ exams, there has been a success rate of over 87% for the past three years.

Page 8 Indicator #3- Graduation of all secondary students with diploma (5, 6 & 7 year cohorts) These are the graduation rates for groups (cohorts) of students who graduated within 5 years (beginning secondary 1 and completing secondary 5 successfully in 5 years); 6 years and 7 years (after 2 years of additional time). For example: GRADUATION RATES BY COHORT, OBSERVATION PERIOD AND SEX SIR WILFRID LAURIER SCHOOL BOARD 1992 cohort Graduation rate by 1997 Graduation rate by 1998 Graduation rate by 1999 (Students entered Secondary in 1992) (5 years) (6 years) (7 years) Total M F Total M F Total M F Sir Wilfrid Laurier School Board 77.0 65.8 87.3 Province of Quebec 72.8 65.8 80.1 1993 cohort Graduation rate by 1998 Graduation rate by 1999 Graduation rate by 2000 (Students entered Secondary in 1993) (5 years) (6 years) (7 years) Total M F Total M F Total M F Sir Wilfrid Laurier School Board 74.8 70.4 80.1 Province of Quebec 72.3 65.0 76.9 1994 cohort Graduation rate by 1999 Graduation rate by 2000 Graduation rate by 2001 (Students entered Secondary in 1994) (5 years) (6 years) (7 years) Total M F Total M F Total M F Sir Wilfrid Laurier School Board 64.2 72.7 68.3 77.3 76.7 72.4 81.3 Province of Quebec 60.9 69.1 61.6 77.0 72.2 65.1 79.6 1995 cohort Graduation rate by 2000 Graduation rate by 2001 Graduation rate by 2002 (Students entered Secondary in 1995) (5 years) (6 years) (7 years) Total M F Total M F Total M F Sir Wilfrid Laurier School Board 64.0 55.8 72.6 73.5 63.6 83.8 77.3 68.6 86.4 Province of Quebec 60.9 52.9 69.4 69.1 61.4 77.3 72.6 64.8 80.8 1996 cohort Graduation rate by 2001 Graduation rate by 2002 Graduation rate by 2003 (Students entered Secondary in 1996) (5 years) (6 years) (7 years) Total M F Total M F Total M F Sir Wilfrid Laurier School Board 65.5 58.3 73.5 73.4 66.7 80.9 75.4 69.1 82.4 Province of Quebec 61.1 53.3 69.3 68.8 61.4 76.6 71.6 64.6 78.9 1997 cohort Graduation rate by 2002 Graduation rate by 2003 Graduation rate by 2004 (Students entered Secondary in 1997) (5 years) (6 years) (7 years) Total M F Total M F Total M F Sir Wilfrid Laurier School Board 66.7 59.5 73.2 74.2 67.5 82.2 Province of Quebec 59.6 51.0 68.7 67.4 59.2 76.2 1998 cohort Graduation rate by 2003 (Students entered Secondary in 1998) (5 years) Total M F Sir Wilfrid Laurier School Board 63.5 55.1 73.4 Province of Quebec 57.5 48.9 66.4 Data not available Source: Gouvernement du Québec Ministère de l Éducation Results on the June 1996 Uniform Ministry Examinations by School Board and Private School and Graduation Rates by School Board

Page 9 These charts show the trends in the 5, 6 and 7-year cohorts, as well as the difference in graduation rates between boys and girls. In general, we see a significant increase in the graduation rates from a 5 to a 7-year period. The Sir Wilfrid Laurier School Board graduation rates are consistently higher than the provincial indicators. Males however are not achieving the same graduation rates relative to females. This gap, while reduced, will be addressed through the school board Strategic Plan initiatives focusing on literacy interventions, students actively involved in their own learning and providing alternatives in high schools. Indicator #4- Sir Wilfrid Laurier School Board performance on Uniform Ministry Exams PROVINCIAL S Comparison pf SWLSB to English Language Boards Successful Completion of all Ministry Exams 84.0% 83.0% 82.0% 81.0% 80.0% 79.0% 78.0% 77.0% 76.0% 80.6% 81.3% 81.9% 83.3% 82.0% 78.9% 79.8% 78.3% 78.6% 78.9% 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 75.0% Sir Wilfrid Laurier School Board All English Language Boards Source: Gouvernement du Québec Ministère de l Éducation Results on the June 1996 Uniform Ministry Examinations by School Board and Private School and Graduation Rates by School Board In June 2003, students in the Sir Wilfrid Laurier School Board wrote MEQ uniform exams in Physical Science, Math 436 and 514, Histoire du Quebec 414, English Language Arts and French as a Second Language. In all subjects, the percentage of SWLSB students who passed was in line with the provincial averages. Pass rates for regional and school board examinations were also excellent with a high percentage of our classes achieving 100% pass rates in ELA, Math 514 and 536, Physical Science 430, Chemistry, Physics and Histoire du Quebec et du Canada.

Page 10 FINANCIAL SERVICES: The Sir Wilfrid Laurier School Board oversees an annual budget in excess of $100 000 000. Over 80% of this budget is derived from MEQ grants, the balance coming from the collection of school taxes and miscellaneous other revenues. The chart below indicates the annual revenues, excluding special projects, from the founding of our school board on July 1, 1998 through to the last complete school year. REVENUES / EXPENSES Revenues Expenses $105 000 000 $100 000 000 $95 000 000 $90 000 000 $85 000 000 $80 000 000 $75 000 000 $70 000 000 98-99 99-00 00-01 01-02 02-03 $1,000,000 $0 ($1,000,000) ($2,000,000) ($3,000,000) ($4,000,000) ($5,000,000) ACCUMULATED SURPLUS (DEFICIT) AS AT JUNE 30 98 99 00 01 02 03 As you will note above, since its creation, the Sir Wilfrid Laurier School Board has shown a trend of expenditures exceeding revenues, thereby increasing the deficit yearly to reach $3.8 million on June 30, 2002. During 2002-2003, the school board embarked on the development of a recovery plan in order to address this issue and revert to a balanced budget. The better part of the year was spent on this project, which resulted in a three-year recovery period. The school board projected that by June 30, 2006, the budget would be balanced. The recovery plan was more successful than anticipated, and the audit in the fall of 2004 indicated that the deficit was completely resolved.

Page 11 HUMAN RESOURCES: The Human Resources Department assists the school administrators and all employees with the understanding and daily application of all rules pertaining to working conditions. The department provides a wide range of services mainly related to payroll, labour relations, staffing, health and safety, insurances, pensions, as well as the employee assistance program and training for different categories of employees. The goal of our department is to provide quality services to our employees in order to improve their daily lives at work and, therefore, indirectly promote school success for all students. The current profile of our employees working on a regular basis is the following: Administrators 74 Schools 50 Centres 24 Professionals 35 Teachers 883 Support Personnel. 583 Secretaries, Office Agents, Technicians, etc. (Administration) 178 Daycare employees. 87 Special Education 66 Noon Hour Supervisors 177 Maintenance. 75 Total 1575 In a regular pay period, the board processes an average of 2,000 paycheques. The difference can be explained by temporary hiring to replace regular employees and/or to cover unforeseen overload. At the time of the merger, we had 23 elementary schools, 9 secondary schools and 1 Social Affairs Centre, for a total population of 12,000 students. For the 2004-2005 school year, we will have 25 elementary schools, 10 secondary schools, and a Social Services campus (Batshaw) as well as Maison Emmanuel. In total, we will offer programs to approximately 14,500 students in the youth sector as well as to students in the adult sector. This growth also has the following impact on teacher staffing: 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 *EFTT 721.07 692 725.83 767 785.14 Student Enrollment 12,520 12,880 13,220 13,620 13,998 *EFTT Equivalent full-time teachers (includes regular and part-time teachers)

Page 12 INFORMATION TECHNOLOGY: (1) Computer Hardware: The Sir Wilfrid Laurier School Board had 2,060 computers for student use in it schools and centres during the 2003-2004 school year. Of these, approximately 75% were Pentium II or better. One of the main challenges over the next few years will be to replace computers as they become obsolete and increase the number of computers to meet growing enrolments. (2) The SWLSB Telecommunication Network: The SWLSB was among the first school boards to deploy a fibre telecommunication network in order to offer better access to technology for our schools (Internet, Web services, etc.). 23 schools are presently linked to the SWLSB fibre network, representing 70% of the total student clientele. A T3 central high-speed Internet access (45 mbps) is available in partnership with 3 French school boards i.e., Commission scolaire de Laval, Commission scolaire de la Seigneurie-des-Mille-Îles and Commission scolaire des Affluents. The quality and the level of operational security of the central telecommunication infrastructure have been increased in order to offer reliable services to all our schools. The SWLSB fibre telecommunication network is an important SWLSB asset. (3) Services and Systems: Leading-edge corporate systems are now available in all sectors of technology activity (pedagogical systems, administrative systems, backup systems). The level and the quality of systems and services available to school teachers is a main characteristic of SWLSB technology achievements i.e., The use of GPI-Internet by all teachers from the elementary and secondary levels to enter student results and to produce report cards; The current use by three schools of the SWLSB pedagogical portal as a test site for the Grics Edu-Group portal; A full array of GRICS software such as Avante-Garde, Regard, Mozart, Perspectives which are some examples of the administrative support systems backed by the GPI database.

Page 13 MATERIAL RESOURCES: The school board owns 32 buildings for a total of 1,8 million square feet. It also rents the equivalent of 37,000 square feet in permanent buildings and 20,000 square feet of portables. The average age of the buildings owned by the school board is 38 years. The greatest challenge facing the school board is twofold: Answering the needs created by the constant growth of the student population in order to provide students with an appropriate learning environment. Obtaining from the Ministère de l Éducation the allocations required to either build new schools or enlarge and renovate the existing buildings. So far, our building needs have grown steadily due to an increase in students at the elementary level of from 6,823 to 9,173. This factor has led to major renovations/construction at: John F. Kennedy, Rawdon, Terry Fox, Jules Verne, Pierre Elliott Trudeau and Repentigny schools.

Page 14 SCHOOL ORGANIZATION & TRANSPORTATION: The Ministère de l Éducation provides school boards with statistics measuring the socioeconomic impact in communities throughout the province. It measures components such as, but not limited to, families living below the poverty line, unemployment rates and graduation rates for mothers of children in our schools. There is a correlation between school success and the socio-economic index. Within the school board, we are faced with a particular challenge given our enormous territory and the extreme socio-economic variance as demonstrated in the graph below. The socioeconomic index helps us to provide students with alternatives specifically tailored to their needs that will contribute to greater school success. The diversity within our board is represented by the following table showing the number of schools by index. The higher the index number, the greater the need. INDEX 1, 2, 3 INDEX 4, 5, 6 INDEX 7, 8, 9 INDEX 2 INDEX 4 INDEX 7 4 schools 3 schools 7 schools INDEX 3 INDEX 5 INDEX 8 3 schools 5 schools 7 schools INDEX 6 INDEX 9 2 schools 2 schools

STUDENT ENROLMENT PAST, PRESENT AND FUTURE Page 15 Since the creation of the Sir Wilfrid Laurier School Board in 1998, there has been a steady increase in the number of students enrolled each year in our schools. Half of the students are located in Laval, with another quarter in the lower north shore and the other quarter over the remaining territory with specific concentrations of students in larger centers such as Joliette, Repentigny, Saint-Jérôme, Morin Heights, Sainte-Agathe and Lachute. The Ministère de l'éducation forecasts growth in student enrolment for the Sir Wilfrid Laurier School Board until 2012. The increase is due, in part, to the migration of families to the school board's territory from Montreal. YEAR KGT ELEM SEC TOTAL 1998-1999 1119 6369 4563 12051 1999-2000 1181 6797 4542 12520 2000-2001 1123 7168 4590 12881 2001-2002 1079 7312 4829 13220 2002-2003 1068 7463 5099 13630 2003-2004 1088 7473 5437 13998 2004-2005 1108 7402 5871 14381 2005-2006 1128 7312 6257 14697 2006-2007 1180 7255 6494 14929 YOUTH SECTOR STUDENT ENROLMENT BY CATEGORY 16000 15500 15000 14500 14000 13500 13000 12500 12000 11500 11000 10500 10000 9500 9000 8500 8000 7500 7000 6500 6000 5500 5000 4500 4000 3500 3000 2500 2000 1500 1000 500 0 KGT ELEM SEC TOTAL 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007

Page 16 EVALUATION: The process of evaluation for the Strategic Plan is one which is fluid and ongoing. The Strategic Plan needs to be a document which not only helps all of us work better but draws on strategies that are supportive of schools which can lead to greater student success. Each department has established outcomes and, within the section on strategies, many elements of evaluation for their success are entrenched. For example, schools will have access to the Developmental Reading Assessment (DRA) materials to monitor improvements in literacy learning. Our Intensive Intervention and Advanced Development of Reading (ADOR) programs contain built-in evaluation tools. Our success rates on provincial exams and our graduation rates form part of our annual review of student and system performance. In order to evaluate the results of our Success Plans, we will use the information gathered within the strategies to create annual reports on our system s performance and to use the information to adjust our outcomes and strategies based on this appraisal. Further, on an annual basis, a focus group comprised of the same constituents who developed the original goals will be convened to provide feedback and ongoing evaluation of the Strategic Plan.

GOAL: USE EARLY INTERVENTION SUPPORT IN LITERACY TO ENSURE STUDENT SUCCESS AT ALL LEVELS DIRECTORATE OUTCOME: All schools will employ specific strategies on support measures to ensure early literacy success. Ensure awareness and follow up to make certain that schools are implementing this goal. A listing of current practices in each school in support of early literacy during the 2003-2004 school year. The number of schools having direct support for early literacy. All schools will employ or develop a minimum of one direct approach to early literacy support during the 2004-2005 school year. Provide schools with information and guidance regarding practices supporting student achievement and success. Organize awareness and training sessions for school principals in data analysis and on School Success Plans. Provide support for schools in the areas of human, financial and material resources to permit the development of exemplary practices in order to assist students experiencing difficulty in literacy.

GOAL: USE EARLY INTERVENTION SUPPORT IN LITERACY TO ENSURE STUDENT SUCCESS AT ALL LEVELS EDUCATIONAL SERVICES OUTCOME: By the end of cycle 1 elementary, all students will be able to meet the end-of-cycle outcomes for literacy as defined by the Quebec Education Program (QEP) or at the level targeted in their Individual Education Plan (IEP) P.S. Literacy will be measured in terms of fluency, accuracy & comprehension. Individual assessment of all students in cycle 1 elementary to establish benchmarks by October 15 th annually. Random sampling using the Canadian Achievement Tests (CAT-3). *Developmental Reading Assessment (DRA); *Running records; *Developmental continuums; *Checklists; *Report card data; *Canadian Achievement Tests (CAT-3); *Questionnaires & surveys. Progress by levels on DRA or CAT-3 by (this will be determined once the benchmarks are established (reading level of 16-18 at 94% accuracy). Offer a balanced literacy program for all elementary students. Make use of early intervention programs such as: SoundPrints, Advanced Development in Reading (ADOR), Intensive Intervention in Reading, Explicit Teaching in Reading (ETIR), Guided Reading, Phonological Awareness, Intensive Language Program (4-yr-olds), Speech Language Intervention, literacy software programs such as Wiggle Works, Abracadabra, etc. OUTCOME: All kindergarten-cycle 1 teachers will receive professional development sessions: (1) to assist emergent readers achieve literacy goals (2) in classroom management strategies. Needs assessment of present situation. All kindergarten, cycle 1 and resource teachers will have received at least one day of training in emergent-early literacy instruction and strategies. To be achieved by 2006. Encourage exchange forums through Portal and other software; Ensure generic Rubrics development; Provide website support for teachers. 18

EDUCATIONAL SERVICES continued OUTCOME : Networking opportunities will exist to provide support to teachers (kindergarten, cycle 1 and resource) in their work in early literacy interventions Needs assessment of present situation. All kindergarten, cycle 1 and resource teachers will have received at least one day of training in emergent-early literacy instruction and strategies. To be achieved by 2006. Release dollars; IT support for chat rooms, etc.; Close collaboration with teachers union; Articulation of information on students between cycles. OUTCOME: All kindergarten, cycle 1 and resource teachers will be provided with appropriate curriculum materials. Needs assessment survey. Follow-up survey To be in place by 2006. Textbook dollars; Collaboration with the Learning Materials Centre (LMC) to help develop teacher-prepared materials. OUTCOME: Early literacy interventions will be available for all students identified as needing support in speaking, reading, writing, listening & viewing (at-risk). Needs assessment; Testing DRA or similar All students identified to receive appropriate assistance. To be in place by 2006. At-risk dollars (progressive entry, targeted support, multi-disciplinary teams); Identify and provide appropriate testing materials; Facilitate and solidify the ad hoc committee process; Develop policies & manuals for Special Education and Student Services to support early identification; Identify training required for teachers and Student Services personnel and set up as needed; 19

Progress monitoring; Encourage action research as strategy. GOAL: USE EARLY INTERVENTION SUPPORT IN LITERACY TO ENSURE STUDENT SUCCESS AT ALL LEVELS FINANCIAL SERVICES OUTCOME: Reallocation of financial resources in order to support literacy on an annual basis. Current allocation. Budget and budget parameters Additional MEQ allocations. Maintain current allocation for personnel and programs. Keeping in mind priority of early intervention as goal #1, facilitate the distribution of available funds. Ensure that funds are actually spent in full and in the manner intended. 20

GOAL: USE EARLY INTERVENTION SUPPORT IN LITERACY TO ENSURE STUDENT SUCCESS AT ALL LEVELS INFORMATION TECHNOLOGY SERVICES OUTCOME: Students will have access to an educational portal and an e-portfolio. Current practices. Development of portal and support models. All schools will have access to portal by June 2005. Prepare an action plan and budget request to respect proposed timeline in the Strategic Plan. Create a support infrastructure for portals in all schools. 21

GOAL: USE EARLY INTERVENTION SUPPORT IN LITERACY TO ENSURE STUDENT SUCCESS AT ALL LEVELS HUMAN RESOURCES OUTCOME: Improve working conditions and provide information to allow teachers to focus on teaching and student intervention. Survey of teachers on what services they would require from HR and on how we could improve their working conditions. Survey teachers on their satisfaction with HR services and working conditions.. Prepare a questionnaire to assess the teachers needs for services to be provided by HR as well as their working conditions; Establish a priority list from the results of the survey; A satisfaction rate of at least 80%. OUTCOME: Create a databank of well-qualified, experienced & efficient substitute teachers who can carry out literacy activities during short-term substitution. A profile of expertise related to literacy activities for individuals presently available for short-term substitution. Number of individuals available for short-term substitution with expertise in literacy activities.. Identify requirements for substitute teachers for early intervention support in literacy; Identify the number of individual on the substitute list who are already qualified; Establish for 2004-05 a minimum number of qualified individuals; Provide a mandatory 2-day workshop for individuals who wish to be registered on such a list. Databank available for the 2004-2005 school year. OUTCOME: In order to meet the necessary requirements, ensure that teachers to be placed on the recall list are properly evaluated during their first part-time contract, with particular emphasis placed on literacy. A profile of expertise for new teachers hired by SWLSB in the past 2 years. Number of teachers meeting board requirements and placed on recall list. All teachers will have been evaluated during the previous year. 22

Identify the requirements for new teachers; Develop evaluation tools and procedures; Inform & train school principals on the importance of evaluating teachers in their first year prior to their being placed on the recall list; Provide a list of teachers who did not receive a positive evaluation & are not recommended for a second contract; Develop recruitment strategies for hiring teachers who can work in our system and support literacy. GOAL: USE EARLY INTERVENTION SUPPORT IN LITERACY TO ENSURE STUDENT SUCCESS AT ALL LEVELS MATERIAL RESOURCES OUTCOME: Planning & preparing adequate rooms, classrooms & furniture for our students in literacy projects. Survey of schools to establish an inventory and the status of library and resource rooms Have standards established on: 1. Square footage of libraries and the number of books; 2. Number of resource rooms per 100 students. Make sure all schools have adequate resources; Three-year plan; All schools; Establish standards with consultation of users; Carry out a joint survey: schools-material Resources; Finalize a 3-year plan to meet standards; 23

GOAL: USE EARLY INTERVENTION SUPPORT IN LITERACY TO ENSURE STUDENT SUCCESS AT ALL LEVELS TRANSPORTATION & SCHOOL ORGANIZATION OUTCOME: Help students develop a greater awareness of bus safety skills and issues. Support reading and comprehension skills through interesting and positive games related to transportation safety. Current practices. Survey results. Cycle 1 students.2006. Develop a newsletter for students in cycle 1 including: Simple questions to be answered; Crossword puzzles; Finding mistakes in a picture; Bus safety picture to be coloured with instructions on what colours are to be used on specific items this activity is completed in the classroom and taken home to share with parents. 24

GOAL: USE EARLY INTERVENTION SUPPORT IN LITERACY TO ENSURE STUDENT SUCCESS AT ALL LEVELS ADULT EDUCATION SERVICES OUTCOME: Develop parent partners in supporting their own children s literacy; Help parents develop an appreciation of books and other media. Current practices. Number of parents attracted to an offer of service; Number of parents who complete courses; Sustainability of courses; Feedback from different stakeholders (data) surveys, questionnaires, interviews, etc. All schools. Adult Education courses geared to parents based upon identified needs; Adult Education courses using multi-media (library, video, computers, etc.); Adult Education courses on support, parenting and prevention 25

GOAL: PROVIDE A WIDE VARIETY OF LEARNING OPPORTUNITIES IN ALL OUR HIGH SCHOOLS AND CENTRES TO ENABLE ALL STUDENTS TO ATTAIN QUALIFICATIONS DIRECTORATE OUTCOME: All high schools and centres will have a range of opportunities for students to attain qualifications. Ensure awareness and follow up to make certain that schools and centres are implementing this goal. Analysis of current practices and programs. The list of current approaches and support to students experiencing difficulty who stay in school and obtain qualifications... Provide to all students a range of options which can support and encourage students to stay in school. Provide schools with information and guidance regarding practices supporting student achievement and success. Organize awareness and training for school principals in data analysis and School Success Plans. Provide support for schools in the areas of human, financial and material resources to permit the development of exemplary practices in order to support students experiencing difficulty in literacy. 26

GOAL: PROVIDE A WIDE VARIETY OF LEARNING OPPORTUNITIES IN ALL OUR HIGH SCHOOLS AND CENTRES TO ENABLE ALL STUDENTS TO ATTAIN QUALIFICATIONS EDUCATIONAL SERVICES OUTCOME: A marked increase in the attainment of qualifications as defined by the Sanction des études. MEQ statistics on school rates as defined by the rates of certification; Success in MEQ uniform examinations; Rate of success in life skills and work skills education and the number of students who receive an attestation for a semi-skilled occupation. MEQ-AGIR statistics on the success of the seven-year cohort. School board records of life skills and work skills education and technical vocational success in semiskilled occupations. To decrease the dropout rate of all current secondary students by 5% over the next three years Increase access to alternative programs such as: 15+ & 16+ semi-skilled occupations; Phoenix alternative; ACE; GOAL; Northern Adult Ed centres, summer school; Distance education; Emphasize strategies to promote: Study skills Individualized instruction; Cooperative learning; Problem-based learning; Project-based learning; Math success plan initiatives; Laptop projects. OUTCOME: Professional development in Math Training of elementary Math teachers; Training cycle 1 HS teachers without Math background; Training cycle 1 HS Math teachers for sec. 4 and 5; Creation of a lead teacher network. When teachers become comfortable involving students in their own learning due to a mastery of their own understanding of Math concepts; Math results in sec 1 and 2 improve; Increase in number of Math teachers with a majority category in teaching sec. 4 and 5 courses; Every elementary Math teacher should be comfortable with the QEP Math component & all concepts therein; Offer basic training on cycle 1 QEP for teachers without Math background; Highlight the continuum of Math from grades 5 to 11; Have expanding network of teachers in 436-536 Math; 27

Better articulation & placement of students in Math and Science; Creation of effective multi-disciplinary initiatives; Increased communication between teachers. Have a network of lead teachers to promote the teaching of Math, Science and Technology. EDUCATIONAL SERVICES continued OUTCOME: Implementation of GOAL strategies in all schools (elementary cycle 3 & all secondary levels). These strategies are specific to School-to-Work initiatives. Present situation. Schools participating in GOAL training sessions, workshops & professional development; Schools initiating GOAL programs.. Activities in place in all schools by 2006. Increase the support to all schools (Student Services personnel); Re-evaluate delivery of services for northern schools - $ required; Career counselling focus; Professional development for teachers of Career Education in secondary schools; Encourage regional career fair initiatives for secondary schools. OUTCOME: The number of alternative models & pathways that students can follow to receive qualifications will be increased. Assess the success rate for qualification from within current alternative programs. Which alternatives exist presently? Each high school will have an alternative program to the standard academic path. Questionnaire. 28

Develop partnerships between schools; Develop, in conjunction with Adult/Tech Voc, appropriate opportunities for technical vocation options for high school students. Northern Adult Education centres. EDUCATIONAL SERVICES continued OUTCOME: Create partnerships with industry and other boards in order to help students attain qualifications. Survey of present situation. Numbers increase. Representation from diverse sectors. Develop partnerships between Adult Ed and secondary schools; Increase the partnerships with industry, community agencies and universities; Develop partnerships with other boards for our students to attend programs unavailable in our board. OUTCOME: Integration of a media/visual literacy strategy in accordance with QEP. Needs assessment; Working media/visual literacy program through all high schools. Cross-curricular media projects; Formation of Media Literacy Committee; Media Literacy professional development. Incorporation into schools testing patterns. By 2006, all high schools will have integrated media/visual literacy into their curricula. 29

GOAL: PROVIDE A WIDE VARIETY OF LEARNING OPPORTUNITIES IN ALL OUR HIGH SCHOOLS AND CENTRES TO ENABLE ALL STUDENTS TO ATTAIN QUALIFICATIONS FINANCIAL SERVICES OUTCOME: Allocation of financial resources in order to enable schools and centres to provide the services to students to enable them to attain qualifications. Current allocation Budget and budget parameters. Maintain current allocation for personnel and programs. Provide school principals with timely and accurate information. Provide assistance and explanations re financial information as required 30

GOAL: PROVIDE A WIDE VARIETY OF LEARNING OPPORTUNITIES IN ALL OUR HIGH SCHOOLS AND CENTRES TO ENABLE ALL STUDENTS TO ATTAIN QUALIFICATIONS INFORMATION TECHNOLOGY SERVICES OUTCOME: Provide technology to support ESD initiatives and school pedagogical activities. Current situation. Presently students are not given a personal SWL e-mail account. This is a feature associated with the SWLSB portal project. Number of schools where students are using their own personal user accounts. Number of schools and students with personal SWL e- mail accounts.. Provide all secondary schools with access to portal by the end of 2005. Maximize impact of limited school board budget reserved for school computer renewal. Strategy to match school investment using board allocation in order to double impact of school board investment and to reduce school surplus. Support fundraising for computers and computer donations. Prepare an action plan and budget required to respect the timeline proposed in the Strategic Plan; OUTCOME: Support an ESD or school initiative aiming to implement wireless laptop pedagogical projects. 31

Full support of pedagogical initiatives raised by ESD or schools. Number of schools and teachers using SWL pedagogical portal. Provide all secondary schools with access to portal by the end of 2005. Maximize funding sources by proposing special projects to the MEQ. GOAL: PROVIDE A WIDE VARIETY OF LEARNING OPPORTUNITIES IN ALL OUR HIGH SCHOOLS AND CENTRES TO ENABLE ALL STUDENTS TO ATTAIN QUALIFICATIONS HUMAN RESOURCES OUTCOME: Devise staffing models to enable or facilitate the creation of varied learning programs. Rationalization our own staffing model. Number of models approved/accepted by all parties (board-union-department-governing board-teacher council). Each school will have a staffing model which responds to its needs. Identify/assess the current model pros; cons; Aim to improve models; Establish flexibility to meet needs. 32

GOAL: PROVIDE A WIDE VARIETY OF LEARNING OPPORTUNITIES IN ALL OUR HIGH SCHOOLS AND CENTRES TO ENABLE ALL STUDENTS TO ATTAIN QUALIFICATIONS MATERIAL RESOURCES OUTCOME: Design and organize classrooms (furniture & fixtures) and multi-purpose rooms with furniture and fixtures that can increase teaching flexibility First phase, 2003-2004. A survey of what is out there Student success rate. OUTCOME: All high school classrooms must have proper computer network cabling Access to the network for all classrooms; Targets for elementary and secondary levels. Classroom cabling and wiring. Access to the network for all classrooms; Set targets for elementary and secondary levels.. OUTCOME: Provide the facilities necessary for students to follow a number of paths. Increase the number of cooperative work experiences for students. 33

Current benchmark for the board would be the ACE and 16+ programs. Promote vocational and professional programs. Reduced number of dropouts; Increased number entering vocational education. All at-risk children given the opportunity to experience success. GOAL: PROVIDE A WIDE VARIETY OF LEARNING OPPORTUNITIES IN ALL OUR HIGH SCHOOLS AND CENTRES TO ENABLE ALL STUDENTS TO ATTAIN QUALIFICATIONS TRANSPORTATION & SCHOOL ORGANIZATION OUTCOME: Students develop a greater awareness of opportunities in the workforce which encourages them to seek qualification. Validation with principals and teachers. Current after-school activities. The number of schools and students currently using late bus transportation. Secondary 4-5 students: o Phoenix o ACE Provide transportation at cost for students wishing to visit job fairs or businesses to learn about different opportunities and stimulate a will to attain qualifications. OUTCOME: Students can take advantage of sports and cultural activities after school. Validate with principals and teachers. Current after-school service. The number of schools and students currently using late bus transportation. Increase the number of schools using late bus transportation to include all northern schools by 2006-2007. Work closely with schools and departments to facilitate transportation solutions for new programs. 34

Work closely with northern high schools to organize a viable late bus system. GOAL: PROVIDE A WIDE VARIETY OF LEARNING OPPORTUNITIES IN ALL OUR HIGH SCHOOLS AND CENTRES TO ENABLE ALL STUDENTS TO ATTAIN QUALIFICATIONS ADULT EDUCATION OUTCOME: Provide information sessions on different literacies, and promote lifelong learning; Create a closer link to high schools to ensure that Adult Education is one of the options to help students who are 16+ attain qualifications; Increase number of cooperative work experiences for students. Number of students in Adult Education who attain their desired qualifications. The number of students directly referred to Adult Education from high school. Sensitize high school guidance counsellors, principals and teachers. Help parents and the community realize that Adult Education is a viable and appropriate option for student success. 35

GOAL: CREATE SAFE SCHOOL ENVIRONMENTS BY ESTABLISHING ACTIVITIES AND PRACTICES WHICH EMPHASIZE LEARNING OVER PUNISHMENT AND THE DEVELOPMENT OF SOCIAL SKILLS THAT SUPPORT AND RESPECT COOPERATION AND COLLABORATION DIRECTORATE OUTCOME: Schools will have rules of conduct and safety that are consistent with this goal. Proper awareness and follow up are necessary to ensure that schools are implementing this goal. Analysis of current practices regarding the use of punishment. Increase the practices emphasizing learning over punishment and decrease such practices as school suspensions. All schools will redo, as needed, the rules of conduct and safety in accord with this goal. Provide schools with the information necessary (readings, websites, etc.) to help change habits and practices. Support school initiatives in terms of professional development when requested. 36

GOAL: CREATE SAFE SCHOOL ENVIRONMENTS BY ESTABLISHING ACTIVITIES AND PRACTICES WHICH EMPHASIZE LEARNING OVER PUNISHMENT AND THE DEVELOPMENT OF SOCIAL SKILLS THAT SUPPORT AND RESPECT COOPERATION AND COLLABORATION EDUCATIONAL SERVICES OUTCOME: All schools will have a code of conduct to support this goal. Current situation. All schools have a fully-developed policy which is supported by the local community. By 2006, all schools will have revised their code of conduct to reflect this goal. ESD will support schools in developing these policies by providing models, resources, etc. To support schools with workshops on pro-social skills, class meetings, conseils coopératifs, etc. OUTCOME: A library of resources to assist schools in training staff and introducing programs to support positive behaviour initiatives. Present status. Commitment of resources and professional development activities. By 2006, a library of resources will be available on positive behaviour support. 37