EastErn shorEs school Board Strategic Plan · ThE SECOND EASTERN ShORES SChOOl BOARD STRATEgIC PlAN is the culmination of reflection, analysis, vision and action planning. The final

EastErn shorEs school BoardStrategic Plan 2008-2011

BelieveAchieveSucceed

BelieveAchieveSucceed

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CreditsStrategic Planning Steering committee:• Michael Clarke, Director of Educational Services• Natascha Joncas, Youth Services Coordinator

adminiStratorS involved in reflective workShoP and/or verification of evolving Plan:

adult education center adminiStratorS contributing to reflective workShoP and/ or verification of the Plan• Debrah Adams

• Maxine Matthews• Owen Mailloux• Marjorie Woodman • Christine Grenier• Chantal Pitt

other contributorS:• Audrey Acteson, Chair of Eastern Shores School Board • Commissioners• Donna Bisson, Director General• Nicole Cosgrove, Director of Finances• Alice Dell, Bonaventure Polyvalent• Kenneth Ward, Adult Education Consultant• Janice Beaudin, Special needs student data• Linda Woodman, Adult and Vocational Education data• Joanne Jacques & Louise C. Jones, Human Resource Department• Lally MacKenzie, Special Education Consultant• Lisa Mosher, Literacy Consultant• Hope Town Adult Secretarial Teacher & students• Corey Dugas, IT Technician

• Kelly Caldwell • Byron Edwards• Lavergne Fequet• Shaunna Goudie• Karen Kean• Howard Miller

• Brian Rock• Hugh Wood• Beryl Boyle• Jennifer Roy• Alice Dell• Judy Aitkens

• Karen Fequet• Brett Mitchell• Daryl Beebe• Kristy Larose• Jane Bradbury• Daniel Gallagher

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Strategic Planning Steering committee:• Michael Clarke, Director of Educational Services• Natascha Joncas, Youth Services Coordinator

adminiStratorS involved in reflective workShoP and/or verification of evolving Plan:

adult education center adminiStratorS contributing to reflective workShoP and/ or verification of the Plan• Debrah Adams

• Maxine Matthews• Owen Mailloux• Marjorie Woodman • Christine Grenier• Chantal Pitt

other contributorS:• Audrey Acteson, Chair of Eastern Shores School Board • Commissioners• Donna Bisson, Director General• Nicole Cosgrove, Director of Finances• Alice Dell, Bonaventure Polyvalent• Kenneth Ward, Adult Education Consultant• Janice Beaudin, Special needs student data• Linda Woodman, Adult and Vocational Education data• Joanne Jacques & Louise C. Jones, Human Resource Department• Lally MacKenzie, Special Education Consultant• Lisa Mosher, Literacy Consultant• Hope Town Adult Secretarial Teacher & students• Corey Dugas, IT Technician

Table of ContentsCredits 2

MELS Mandate 4

Introduction 5

I. CONTExT 6

1. Vision Statement 6

2. Mission Statement 6

3. Historical Perspective 6

4. Review of Strategic Plan 2004-2007 6

5. Socio-Economic Information 5.1 New Approaches, New Solutions (NANS)

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6. OverviewYouth Sector Data: • Elementary • SecondaryAdult Education Data

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121416

7. Enrollment Trends 18

8. Youth Sector Schools• Levels of Instruction, Enrollment, Staffing• A Qualitative Introduction to Each School

202021

9. Consultation Process 24

II. INTERVENTION PLATFORMS 25

EDUCATIONDelivery of best possible quality educational services

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STUDENT SUCCESSTo ensure that all students of Eastern Shores School Board have every possible opportunity to maximize their personal, academic and social potential

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SAFETY AND SECURITYTo ensure a healthy, safe, caring learning and working environment

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III. GLOSSARY AND TERMS 34

IV. BIBLIOGRAPHY 35

V. ANNExES 36

Annex 1: DRA Results 2003-2004 to 2005-2006 36

Annex 2: List of Professional Development offered in 2006-2007 36

Annex 3: Address and telephone numbers for all schools and centers 37

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• Section 209.1 of the Education Act states that, “Every school board shall adopt a strategic plan covering a period of several years stating:

1. the context in which it acts, particularly the characteristics and expectations of the community it serves;

2. the main challenges it faces, including success issues, in line with national indicators;

3. strategic directions and objectives in line with the national objectives of the strategic plan established by the Ministère de l’Éducation, du Loisir et du Sport;

4. the lines of intervention selected for the achievement of the objectives;

5. the results targeted over the period covered by the plan; and

6. the measures for assessing the achievement of objectives.”

• The Education Act, section 36 also states that, “A school shall pursue its mission within the framework of an educational project implemented by means of a success plan.” School success planning is now embedded in the Education Act. It will establish the aims and objectives of the school and its objectives for improving student success.

• Section 96.25 states that, “The principal shall participate in defining the strategic plan, policies and by-laws of the school board.”

Mels Mandate

ThE SECOND EASTERN ShORES SChOOl BOARD STRATEgIC PlAN is the culmination of reflection, analysis, vision and action planning. The final document presents three main orientations, each elaborated with an action plan. As we embarked on the development of this strategic plan, we were made aware of the board-wide impact of the first plan and this prompted concern regarding the accurateness of identification of needs and the importance of orientations and actions. In retrospect, we realized that we had focused on the orientations and platforms in the first strategic plan and not only did we experience success in these initiatives, they preoccupied our vision and our actions for three years. We realized that the identification of orientations and platforms were of critical importance; they would define our attention and actions for several years.

An extensive mid-year review of the first strategic plan in late 2005 allowed us to identify those factors that contributed to the success in the first plan and also helped us to identify the limitations of the plan. On the occasions that we consulted with the management table, we stressed the importance of “getting it right”. A clear identification of our needs and concerns coupled with our vision would lead us to the orientations, actions and allocation of resources for the duration of this second ESSB Strategic Plan.

Initially we engaged in a reality-check. Where are we today? What are our major concerns? What do we want to accomplish? An analysis of our success in each of the platforms of the first

plan, a review of our vision and mission statement coupled with an evaluation of current statistical information helped to establish the context for planning. Along with that information and the input from the Eastern Shores Management Committee on four separate occasions, the orientations and action plan for the Eastern Shores Strategic Plan 2008-2011 evolved.

Again, each orientation is accompanied with an overall vision, identification of the axes of intervention, specific objectives, means or actions, indicators and measurable outcomes. The individual and team responsible for each action, as well as a time-line, are clarified. The allocation of resources will be attributed annually as part of budget planning.

With the small overall enrolment and very small numbers in each of our schools and centers, annual statistics are very inclined to be “up-and-down”. It is for that reason that we engage in extensive discussions and count on anecdotal reporting, “gut-feelings” rather than graphs and charts. Often statistical information is intended to point out trends and factors that are blatantly obvious when we work in our small schools for many years. We can identify before statistics would indicate to us, what is happening and what concerns require attention.

This plan could not have been realized without the input of, the Eastern Shores Management Committee. We want to acknowledge all those individuals who so willingly shared ideas and helped to identify the orientations and define action plans for the second Eastern Shores Strategic Plan.

Introduction

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At Eastern Shores School Board, we are committed to be an effective learning community, which promotes lifelong learning goals. We model respect for the individual and we nurture a caring and safe environment in our Youth schools and Adult centers. We provide the quality teaching and educational leadership to ensure that each and every one of our students maximizes his or her potential for success and becomes a responsible and productive citizen.

1. viSion Statement

The Mission of Eastern Shores School Board is to provide leadership that will contribute to the best possible teaching-learning environment in each of our schools and centers. It is our mission to promote this learning in an atmosphere of mutual respect between all actors. It is our goal that students entrusted in our care will become caring, autonomous and responsible citizens of the 21st century.

2. miSSion Statement

The context is defined by a review of the initiatives in the first strategic plan, an assessment of some of our recent successes, coupled with concerns and needs expressed through recent input from all levels and validated by statistical information.

The choice of priorities and platforms for the Eastern Shores School Board Strategic Plan, 2008-2011 is influenced by several realities; recent successes and challenges, the Reform in education, technological capacity, adapting to changes in society, regional disparity and economic diversity.

3. hiStorical PerSPective

Confronted with the preparation of a second major board strategic plan, perhaps most significant was the experience of having established and implemented the initial plan. In retrospect we realize that we have focused on the platforms established in 2004. We assessed progress mid-term and have evaluated results and progress experienced. This experience encourages us to be vigilant in recognizing our priorities. Not only will the platforms that surface drive the agenda of ESSB for the next few years; we are confident that we can obtain positive results with the implementation of a well-thought out action plan with consistent follow-up.

4. review of Strategic Plan, 2004-2007

Having experienced the departure of one third of our senior teachers due to retirement, between 2003 and 2007, our challenges have changed. When we consider best practices in dealing with our specific challenges, we must acknowledge the loss of expertise acquired over many years that is a consequence of this rate of retirement. However, the stability that had been established in our schools has been replaced with a renewed vitality. Recruitment remains an annual challenge and this is accompanied with the need to support and nurture those new to the profession and often to the region or even the province. Aware of the high exodus rate of those new to the teaching profession, motivates us to recognize the challenges inherent in the classroom and in our case compounded by our distance from each other. In the revised strategic plan we will build in support to teachers and encourage collaboration and team-building.

• Staff Renewal Initiative

Context

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• Literacy initiativeLiteracy was our priority in pedagogical initiatives in the first strategic plan. Our classes are comprised of enriched students, at-risk learners and second language learners. Recognizing Literacy as the primary vehicle of learning, this focus was intended to enhance learning for all students, through early intervention. Measured results indicate that we have been successful in improving reading levels in early elementary as determined by the Diagnostic Reading Assessment tool (DRA). It is this success that motivates us at this time to be very specific with our objectives knowing that we can effect change and improve learning for our students. (The 2002-2003 and 2004-2005 results are published in annex 1, p. 36 of this plan.) As for the 2006-2007 year, results are consistent with other years and will be published in the review of this plan in 2009.

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Capacity building throughout our widely separated schools for at-risk learners is, and will continue to be, a reality and a challenge. Our strategies to improve success in this dossier have two areas of focus; that of the Resource teacher and implementation of the Healthy Schools concept.

Always attempting to minimize the distance that separates us and to maximize efficiency, the resource teacher dossier has been distributed as a part-time teacher workload in each school. Our objective is to build capacity board-wide as well as locally. To that end we have supported the building of a resource library in each school and have initiated training for the identified resource teachers. At this time we have positive qualitative feedback and we are cautiously optimistic. We know that success in this dossier is imperative and needs to be supported and monitored. On-going professional development and training will continue, possibly with technology facilitating communication and minimizing travel, as we develop a resource teacher team.

Gaspé Elementary School is ESSB’s lead Healthy School. ESSB now has a qualified trainer and gradually we will implement the Healthy School concept in each school throughout ESSB, always progressing with the support and collaboration of the essential local CLSC team. With the holistic development and well-being of the child as the focus of this program, collaboration between schools, health and social services and families, students will be closer to receiving the services required. This concept, does seem to be the most effective and logical way to manage challenging cases and we will continue to support schools in this initiative until all schools are Healthy Schools.

• Meaningful IEPs initiative

• Culture of Learning InitiativeOne of the most vocal requests from school teams has been the need for an ESSB Professional Development Plan, one that would deal with such issues as implementation of the Reform, learning evaluation situations, and effective classroom management. We engaged an education consultant to help us to advance in this dossier and at this time a framework for a Professional Development Plan has been presented to the Eastern Shores Management Team.

In addition to that board wide initiative, many professional development opportunities have been available to our teachers. Professional Development with a board-wide plan as well as support for individual Professional Growth Plans will be an integral part of the 2008-2011 Strategic Plan.For a complete list of what was offered in 2006-2007, see Annex 2 on page 36

• Lifelong Learning (Adult & Vocational Education)In 2006 a cost analysis was completed on the present buildings being used to offer Adult and Vocational services in the Chaleur Bay area. The study proved that it would be a mountainous cost just to repair and bring to standards the existing buildings. This still would not give us sufficient space to offer any type of Vocational program. At that time, it was the financial capacity of ESSB that allowed us to seek authorization from the Ministry to construct an Adult & Vocational Center. This modern facility would allow us to offer a wider variety of programs.

We cover a vast territory and strive to continue to offer quality adult and vocational services to the Anglophone clientele we serve in all of our six centers. Much of our emphasis in the Vocational sector have focused on health care programs, computer technology, secretary, accounting, carpentry, machining techniques, etc. We continue to offer “academic upgrading” that enable students to achieve the pre-requisites to enter a Vocational program and/or to obtain a Secondary School diploma. The MELS initiative, 16-24, has been piloted in the Chaleur Bay area as being recognized for its socio-economic needs. As we implement the “action plan” along with our community partners, we see the positive results thus far and the need for a continuation of this initiative.

Another important service to all our students is the SARCA-RRCSS (Reception, Referral, Counseling and Support Services). The need for services aimed at helping adults find their way in the world of education and employment has been established in Quebec and elsewhere in the Western world. The adoption of the Government policy on Adult Education and Continuing education and training in 2002 led to a review of services at MELS and to their reorganization of this service. The action plan will establish links between the community, school board and centers that will help assist the adult learner.

The collaboration with our youth sector principals along with community partners will allow us to move forward toward the many changes and challenges we will be faced with in the upcoming new Adult Pedagogical reform that will allow us to continue to offer quality service to our adult clientele.

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Context

With regards to technology serious concern has been expressed in recent years over the state of affairs in the technology dossier at ESSB. Our needs often compounded by our small student population spread over a vast territory, has given rise to the notion that effective use of technology could support initiatives in our board. ICT could contribute to such things as increasing the choices for students in our small schools, improving communication throughout our board, motivating hands-on learners, and linking our professionals within ESSB and also throughout the province.

ESSB has been and continues to be one of the leaders in implementing distance education in the province both from the perspective of delivery and reception of services. The state of hardware in our schools and connectivity problems contributed to frustration in the classroom. Our teachers and principals, and board office staff voiced concern over a lack of direction and efficiency in implementing Information Communication Technology throughout our territory. With those needs and the introduction of the fibre optic throughout most of our territory we engaged an expert to assist in the production of a Master Plan for Technology. This plan makes recommendations as to how to improve the effective use of ICT for the next several years. Our financial surplus has allowed us to dedicate monies to making improvements in this dossier both in hardware, software, staff, technical support and pedagogical applications.

• Technology

The territory covered by Eastern Shores School Board is very diverse with a wide-range of economic capacity. We have schools in highly industrialized communities such as Sept-Iles and Baie Comeau, as we have others very dependent on the increasingly unstable fishing industry on the Magdalen Islands. We also have schools in communities recently destabilized by the closure of mills, Chandler and New Richmond.

5. current StatiStical information:

See page 37 to 39 for a list of schools and centers addresses.

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• TechnologyThe social, economic and cultural conditions that define disadvantaged areas increase the risk of academic failure and social or behavioral difficulties, which increase the risk of dropping out of school and problems with integration among students. Research and experience in schools clearly show that the factors that make students vulnerable are more numerous in disadvantaged areas than elsewhere and that their effects may be intensified when they occur in combination. The success of students in disadvantaged areas can be affected, for better or worse, by: students’ experience of school, personal and interpersonal issues, family, social factors and the school itself.

Based on 1996 statistics, three schools of the Eastern Shores School Board territory with ranks of 9 and 10 have implemented the NANS strategy since the fall of 2002. These schools benefit from financial measures to allow them to implement or strengthen their practices at both school and classroom levels to ensure greater success for students from disadvantaged areas and to decrease the academic gap these students often experience.

In 2007-2008, Statistics Canada 2001 allowed for the NANS intervention strategy to be extended for participating secondary schools. It is also the year that new elementary schools with socio-economic milieu ranks of 8, 9 and 10 have been integrated, along with more secondary schools of the same ranks. Therefore, we can consider the Eastern Shores School Board a NANS district with sixteen of its eighteen schools being recognized as part of the NANS strategy. Monies received in the 2007-2008 school year will help each school develop a school portrait and begin to analyze their educational institution within a disadvantaged area.

5.1 New Approaches, New Solutions (NANS)

Indicator of low income

level (%)

Decile rank

Indicator of mother without diploma and unemployed parents (%)

Decile Rank

PRIMARY SChOOlSBelle Anse School 24,32 8 28,26 10New Carlisle High School 26,89 8 32,44 10Port-Daniel/Shigawake School 21,70 7 27,26 10Grosse Isle School 8,05 1 23,24 9New Richmond High School 14,62 4 19,66 7Gaspé Elementary 18,26 6 23,82 9Escuminac School 16,23 5 24,69 9St-Patrick’s School 30,13 9 31,88 10Flemming Elementary 18,03 6 27,24 10Baie-Comeau School 12,34 3 14,62 5

SECONDARY SChOOlSNew Carlisle High School 24,27 8 29,51 10C.E Pouliot 20,31 7 25,47 9Grosse Ile School 7,84 1 23,11 9Bonaventure Polyvalente 19,85 7 25,61 9Escuminac 15,74 4 24,09 9Baie-Comeau High School 11,90 2 13,06 3Queen Elizabeth High School 19,02 7 27,07 10

Context

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Total number

of families

Among these

families, mother without diploma

Proportion of families

of which the mother has no diploma

Total number

of families

Among these families, those of

whom the parents are unemployed

Proportion of families

of which the parents are unemployed

CS du Fer 5 455 1 675 30,7 5 685 985 17,3

CS de l’Estuaire 6 460 1 910 29,6 6 745 1 365 20,2

CS des Iles 1 690 540 32,0 1 780 240 13,5

CS des Chics-Chocs 4 120 1 355 32,9 4 260 1 095 25,7

CS René-lévesque 6 455 1 900 32,9 6 665 1 585 23,8

CS Eastern Shores* 49 330 13 305 27,0 51 390 8 920 17,4

gaspésie- les Îles 12 265 3 795 30,9 12 705 2 920 23,0

Province of Quebec 893 815 173 315 19,4 936 285 113 920 12,2

5.1 New Approaches, New Solutions (NANS) (suite)PROPORTION OF FAMILIES RESIDING ON THE ESSB TERRITORY WITH CHILDREN AND OF WHOM THE MOTHER HAS NO DIPLOMA AND THE PARENTS ARE UNEMPLOYED IN 2001.

The situations that disadvantaged areas face are complex. They are connected to different factors such as the students’ school life (failure, grade repetition, low motivation), personal and interpersonal factors (risky lifestyle habits, substance abuse, difficult relationships with peers and adults, violence), family-related factors (parents’ low education level, poverty, low value placed on education, isolation, insufficient support and guidance provided to children), social factors (lack of support and guidance for young people in the community, families’ lack of knowledge of or reliance on available services) and, finally, the school itself (staff mobility, school environment, management of learning and behaviour, collaboration between the school, family and community). Schools in a rural or semi-urban environment have specific issues. Being far from school, home or the students’ family and friends generates other problems. Small schools, of which there are many in Québec, also present their own challenges.

* These numbers include francophone and anglophone families residing on the Eastern Shores School Board territory which is comprises of three administrative regions: 01 (lower St-Lawrence), 09 (North Shore), 11 (Gaspésie-Îles-de-la-Madeleine)

Source: Statistics Canada, 2001

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5.1 New Approaches, New Solutions (NANS) (suite) EVOLUTION OF DROP-OUT RATE (OR SCHOOL LEAVERS WITHOUT DIPLOMA)1 FROM THE YOUTH SECTOR, IN THE GENERAL EDUCATION PATHWAY, WITHIN THE GASPÉSIE-ILES-DE-LA-MADELEINE REGION SCHOOL BOARDS, BY GENDER, FROM 2002-2003 TO 2004-2005

Students registered for 2002-2003 and are school leavers



Total of School Leavers

Among these students, those who are leavers Total of

School Leavers

Among these students, those who are leavers Total of

School Leavers

Among these students, those who are leavers

With diploma

Without diploma

Without diploma

With diploma

Without diploma

Without diploma

With diploma

Without diploma

Without diploma

N N N % N N N % N N N %CS des Iles 112 89 23 20,5 104 83 21 20,2 145 99 46 31,7

Masculin 49 30 .. .. 46 31 15 33 74 36 38 51,4Feminin 63 59 .. .. 58 52 6 10 71 63 8 11,3

CS des Chics-Chocs

269 201 68 25,3 282 230 52 18,4 261 207 54 20,7

Masculin 113 74 39 34,5 145 107 38 26,2 127 94 33 26,0Feminin 156 127 29 18,6 137 123 14 10,2 134 ``3 21 15,7

CS René-lévesque 394 317 77 19,5 429 336 93 21,7 408 321 87 21,3

Masculin 191 143 48 25,1 193 127 66 34,2 197 148 49 24,9Feminin 203 174 29 14,3 236 209 27 11,4 211 173 38 18,0

CS Eatern Shores 2 112 63 49 43,8 125 79 46 36,8 88 53 35 39,8


gaspésie-Iles-De-la-Madeleine 3

887 670 217 24,5 940 728 212 22,6 902 680 222 24,6


Public Sector (72 CS)

59 803 42 974 16 829 28,1 60 080 43 213 16 867 28,1 60 251 43 504 16 747 27,8

Masculin 29 424 18 845 10 579 36,0 30 021 19 382 10 639 35,4 30 162 19 582 10 580 35,1Feminin 30 379 24 129 6 250 20,6 30 059 23 831 6 228 20,7 30 089 23 922 6 167 20,5

All of Québec 4 72 730 54 543 18 187 25,0 73 989 55 553 18 436 24,9 74 595 56 289 18 306 24,5

Masculin 35 402 24 134 11 268 31,8 36 621 25 113 11 508 31,4 36 809 25 410 11 399 31,0Feminin 37 328 30 409 6 919 18,5 37 368 30 440 6 928 18,5 37 786 30 879 6 907 18,3

1. A drop-out, or leaver without diploma or qualification, is a student who is registered and answers the following two criteria’s:

a) he/she does not receive a diploma or qualification during the above mentioned year. Eligible diplomas are: SSD, DVS,AVE,AVS.

Eligible qualifications are: Professional Insertion and “CFER”

b) he/she is not registered, the following year, nor in the general education pathway(youth or adult), nor in a vocational program, nor in any given college in the province of Quebec.

2. The territory of this school board extends on more than one administrative region, but all students are counted in this region.

3. This data corresponds to the total number of students registered in all the school boards.

4. This data corresponds to the total number of students registered in all public, private and governmental sectors.

...Replaces a value lesser than 5

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Context

The national indicators provided by the MElS as a measure of success in primary school are:

• Age of students entering each cycle

• Students remaining in a cycle beyond the requisite period

• Age of students leaving elementary school

• Integration of students with Special Needs

6. overviewYouth Sector Data – Elementary

FIRST INDICATOR: AgE OF STUDENTS ENTERINg A CYClE

CATEgORIES2003-2004 2004-2005 2005-2006 2006-2007

B g B g B g B g

1st cycle: Proportion of student who are registered in a 3rd year in the 1st cycle of elementary

ESSB na na na na na na na na

Québec 4,3 2,7 4,0 2,5 4,0 2,5 3,8 2,4

2nd cycle: Proportion of students who are registered in a 3rd year in the 2nd cycle of elementary


Québec 2,0 1,2 1,9 1,1 2,0 1,2 2,0 1,3

3rd cycle: Proportion of students who are registered in a 3rd year in the 3rd cycle of elementary


Québec 1,3 0,9 1,3 0,9 1,3 0,8 1,1 0,7

SECOND INDICATOR: RETENTION RATE IN A gIVEN CYClE

CATEgORIES2003-2004 2004-2005 2005-2006 2006-2007

B g B g B g B g

1st cycle: Proportion of students who are 6 years old or less in year 1 cycle 1

ESSB 98,5 100,0 100,0 98,2 92,1 97,9 100,0 97,5

Québec 96,6 97,6 96,8 97,7 97,4 98,5 97,5 98,4

2nd cycle: Proportion of students who are 8 years old or less on year 1 cycle 2

ESSB 97,8 98,1 90,4 96,0 98,4 95,2 98,4 100,0

Québec 90,3 93,4 91,0 94,1 91,0 94,4 91,2 94,7

3rd cycle: Proportion of students who are 10 years or less in year 1 cycle 3

ESSB 83,3 93,8 91,9 98,2 92,9 97,9 84,3 94,2

Québec 85,6 89,8 87,5 91,7 88,9 92,6 89,6 93,1

NOTE: ESSB’s retention rate in any given cycle becomes irrelevant because of our small student population.

The national indicators provided by the MElS as a measure of success in primary school are:

• Age of students entering each cycle

• Students remaining in a cycle beyond the requisite period

• Age of students leaving elementary school

• Integration of students with Special Needs

6. overviewYouth Sector Data – Elementary

CATEgORIES2003-2004 2004-2005 2005-2006 2006-2007

B g B g B g B g

1st cycle: Proportion of student who are registered in a 3rd year in the 1st cycle of elementary


Québec 4,3 2,7 4,0 2,5 4,0 2,5 3,8 2,4

2nd cycle: Proportion of students who are registered in a 3rd year in the 2nd cycle of elementary


Québec 2,0 1,2 1,9 1,1 2,0 1,2 2,0 1,3

3rd cycle: Proportion of students who are registered in a 3rd year in the 3rd cycle of elementary


Québec 1,3 0,9 1,3 0,9 1,3 0,8 1,1 0,7

CATEgORIES2003-2004 2004-2005 2005-2006 2006-2007

B g B g B g B g

1st cycle: Proportion of students who are 6 years old or less in year 1 cycle 1

ESSB 98,5 100,0 100,0 98,2 92,1 97,9 100,0 97,5

Québec 96,6 97,6 96,8 97,7 97,4 98,5 97,5 98,4

2nd cycle: Proportion of students who are 8 years old or less on year 1 cycle 2

ESSB 97,8 98,1 90,4 96,0 98,4 95,2 98,4 100,0

Québec 90,3 93,4 91,0 94,1 91,0 94,4 91,2 94,7

3rd cycle: Proportion of students who are 10 years or less in year 1 cycle 3

ESSB 83,3 93,8 91,9 98,2 92,9 97,9 84,3 94,2

Québec 85,6 89,8 87,5 91,7 88,9 92,6 89,6 93,1

ThIRD INDICATOR: AgE OF STUDENTS COMINg OUT OF PRIMARY

CATEgORY2003-2004 2004-2005 2005-2006 2006-2007B g B g B g B g

Age of students who have completed their elementary education at age 12 or younger and go on to secondary education

ESSB 76,6 86,8 82,8 93,5 84,4 94,4 91,5 97,9

Québec 81,0 87,1 82,6 88,3 85,3 90,1 88,6 92,2

FOURTh INDICATOR: INTEgRATION OF SPECIAl NEEDS STUDENTS


Proportion of special needs students who are integrated in a regular classroom

ESSB 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0

Québec 77,6 80,6 77,6 80,5 77,9 80,7 77,7 80,7

FIFTh INDICATOR: WElCOMINg ClASS ATTENDANCE


Proportion of primary students whom attend or have attended a welcoming class

ESSB 2,2 5,2 2,5 3,1 3,0 3,7 2,7 3,6

Québec 4,4 4,2 4,7 4,4 4,9 4,6 5,7 5,4

This indicator measures the proportion of students who attend a welcoming class or have attended a welcoming class among all students at the elementary level.

Students having benefit from welcoming measures, without belonging to a welcoming class, are also considered in these numbers.

* given our region, immigration is not an issue, therefore ESSB only offers welcoming measures .

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Context

The national indicators provided by the MElS as a measure of success in secondary youth sector are:• Age of students entering secondary• School Leavers without qualifications by cycle• Secondary V school Leavers with diploma• School leavers with a diploma or qualification• Pass rates on MELS Uniform Exams• Integration of students with special needs into regular classes

Youth Sector Data – Secondary

FIRST INDICATOR: AgE OF STUDENTS ENTERINg SECONDARY

Category2003-2004 2004-2005 2005-2006 2006-2007

B g B g B g B g

Proportion of students at age 12 or younger entering secondary cycle one.

ESSB 73,2 86,5 76,2 85,9 79,4 91,7 82,5 95,1

Québec 80,1 86,5 81,7 87,3 82,9 88,2 85,5 90,1

SECOND INDICATOR: SChOOlS lEAVERS WIThOUT QUAlIFICATIONS PER CYClE

Category2003-2004 2004-2005 2005-2006 2006-2007

B g B g B g B g

Proportion of students leaving school without qualifications in cycle 1(sec. 1-2)

ESSB 4,2 na 6,5 na 0,0 na 5,5 6,9

Québec 2,7 1,8 2,7 1,9 2,8 2,0 3,0 2,1

Proportion of students leaving school without qualifications in cycle 2 (sec. 3-4-5)

ESSB 13,7 9,2 9,8 4,1 6,2 10,9 16,1 8,2

Québec 7,0 4,1 6,6 3,9 6,3 3,9 6,8 4,3

School leavers:

A “School leaver” is any student who leaves youth sector school. A “School Leaver with Qualifications” is a student who graduates with recognized MELS certification, for ESSB that has meant the Secondary School Diploma since we haven’t had other programs in place. A “School Leaver Without Qualifications” is any student who leaves school at any grade level without qualifications. For example, an 18 year-old graduating student missing one credit who does not register in school the following year is a school leaver. A 14-year-old secondary Sec II student who leaves the province is a school leaver without qualifications. A 16-year-old Sec III student who “quits” school and goes to Adult Ed is NOT a School Leaver.

ThIRD INDICATOR: SECONDARY 5 SChOOl lEAVERS WITh DIPlOMA

Category2003-2004 2004-2005 2005-2006 2006-2007

B g B g B g B gProportion of students who have obtained a recognized diploma from the MElS

ESSB 91,9 72,6 72,4 80,0 73,2 80,7 55,6 75,0

Québec 71,7 81,6 71,5 81,3 70,7 80,9 69,5 77,4

FOURTh INDICATOR: SChOOl lEAVERS WITh DIPlOMA OR QUAlIFICATION

Category2003-2004 2004-2005 2005-2006 2006-2007B g B g B g B g

Proportion of students leaving with a diploma or a qualification

ESSB 55,7 70,3 46,7 74,4 73,2 66,7 44,1 67,1

Québec 68,6 81,5 69,0 81,7 69,7 81,6 68,7 80,5

15

Youth Sector Data – Secondary

ThIRD INDICATOR: SECONDARY 5 SChOOl lEAVERS WITh DIPlOMA

Category2003-2004 2004-2005 2005-2006 2006-2007

B g B g B g B gProportion of students who have obtained a recognized diploma from the MElS

ESSB 91,9 72,6 72,4 80,0 73,2 80,7 55,6 75,0

Québec 71,7 81,6 71,5 81,3 70,7 80,9 69,5 77,4

FIFTh INDICATOR: PASS RATES ON MElS UNIFORM EXAMS (June 2006)

Number of Students registered Average 100% Success RateESSB 225 67.0 74.4

Québec 15623 69.6 79.4

SIXTh INDICATOR: INTEgRATION OF SPECIAl NEEDS STUDENTS

Category2003-2004 2004-2005 2005-2006 2006-2007B g B g B g B g

Proportion of special needs

students who are integrated in a

regular classroom

ESSB 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0

Québec 43,7 42,0 44,8 43,0 46,1 44,7 45,3 44,2

*Eastern Shores has included the elementary and secondary statistics into our strategic plan, however we feel that given the size of our board and our schools, some of these numbers become irrelevant.

Per Exam Average 100%

French Second Language 85.2

Physical Science 416 69.0

Math 436 55.6

Math 514 75.4

History of Quebec & Canada 414 60.0

English Language Arts 94.6

16

ContextAdult Education Sector Data

NUMBER OF STUDENTS REgISTERED BY SERVICE – gENERAl EDUCATION

Centers Wakeham grosse- Isle hopetown New

Richmond Flemming listuguj

2002-2003literacy 11st cycle secondary 5 4 5 222nd cycle secondary 28 4 3 14 10 14Social Integration 13Socio- Professional 1 2 1Preparation for post secondary courses 3 4 6 2

2003-2004literacy1st cycle secondary 13 4 3 13 252nd cycle secondary 27 8 9 20 12 38Social Integration 19Socio- Professional 8 1Preparation for post secondary courses 1 1

2004-2005literacy1st cycle secondary 9 2 10 2 5 102nd cycle secondary 8 2 4 9 7 41Social Integration 17Socio- Professional 2 1Preparation for post secondary courses 2 3

2005-2006literacy1st cycle secondary 8 1 4 5 302nd cycle secondary 11 4 17 20 6 20Social Integration 16Socio- Professional 4 8 4Preparation for post secondary courses 11 2

2006-2007literacy 11st cycle secondary 7 1 1 5 92nd cycle secondary 14 5 24 16 14 26Social Integration 16Socio- Professional 4 6 5 3Preparation for post secondary courses 5 5

17

Adult Education Sector Data

Centers Wakeham grosse- Isle hopetown New

Richmond Flemming listuguj

2002-2003literacy 11st cycle secondary 5 4 5 222nd cycle secondary 28 4 3 14 10 14Social Integration 13Socio- Professional 1 2 1Preparation for post secondary courses 3 4 6 2

2003-2004literacy1st cycle secondary 13 4 3 13 252nd cycle secondary 27 8 9 20 12 38Social Integration 19Socio- Professional 8 1Preparation for post secondary courses 1 1

2004-2005literacy1st cycle secondary 9 2 10 2 5 102nd cycle secondary 8 2 4 9 7 41Social Integration 17Socio- Professional 2 1Preparation for post secondary courses 2 3

2005-2006literacy1st cycle secondary 8 1 4 5 302nd cycle secondary 11 4 17 20 6 20Social Integration 16Socio- Professional 4 8 4Preparation for post secondary courses 11 2

2006-2007literacy 11st cycle secondary 7 1 1 5 92nd cycle secondary 14 5 24 16 14 26Social Integration 16Socio- Professional 4 6 5 3Preparation for post secondary courses 5 5

ESSB TRENDS IN PROFESSIONAl EDUCATION

School Year Wakeham grosse Ile hopetown New

Richmond Flemming listuguj Total

2002-2003 45 16 54 27 42 51 235

2003-2004 77 - 34 27 26 49 213

2004-2005 43 17 45 15 48 42 210

2005-2006 26 24 34 27 7 32 150

2006-2007 37 27 48 15 14 38 179

ADUlT EDUCATION FACTS:

When looking at these numbers, we are forced to deal with different realities:

• The Eastern Shores School Board draws from very small communities and in many of these communities, the adults have part/full time employment due to job creation projects such as call centers, guides on fishing rivers and community work;

• The needs for adult education change drastically from one community to another and students are not always mobile to follow certain programs that are offered in other communities;

• In some cases the statistics are low due to the economical situation in certain areas of our School Board territory. Many of our adult have obtained full time employment while obtaining “on the job training” at specific jobs. i.e LM Glass fiber ( building of windmills in the town of Gaspé);

• Students entering many of our Vocational programs do not necessarily require a Secondary V. In many of our vacational programs offered within our territory, students enter with a Secondary III or Secondary IV along with completing a General development test.

Nu

mb

er o

f st

ud

ents

reg

iste

red

School Year

ESSB Trends in Professional Education

Context

18

7. enrollment trendS for 2002-2022 for eaStern ShoreS School board

Tableau 1: These numbers are limited to the youth sector and include students with handicaps or learning difficulties, students in immersion or welcoming classes and also full time school leavers. They exclude part-time students and students in vocational training.

Long term projections (5 years +) are speculative and illustrate the trend that has been happening over the past few years.

19

7. enrollment trendS for 2002-2022 for eaStern ShoreS School board

20

Context8. Youth Sector SchoolS

lEVElS OF INSTRUCTION ENROllMENT STAFFINg

Pre- K K Elem Sec Sept

30-04Sept

30-05Sept

30-06Sept

30-07Average # of Teachers

Average # of Teacher

AidesAdminis-tration

Baie Comeau ø P P I-V 96 95 92 85 9.48 0.86 100%

Belle-Anse P P P ø 54 51 43 38 4.34 1.04 50%

Bonaventure Polyvalent School

ø ø ø III-V 155 173 182 167 14.03 2.12 100%

C.E.Pouliot ø ø ø I-V 110 115 115 102 11.38 2.13 100%

Entry Island Intermediate School

P P P I-II 16 10 10 5 1.91 0.00 30%

Escuminac Intermediate School

P P P I-V 96 92 88 79 10.02 1.15 100%

Evergreen high ø ø ø I-V 21 25 20 18 3.50 0.90 30%

Fermont ø P P ø 11 10 12 20 1.67 0.19 30%

Flemming Elementary P P P ø 140 134 128 136 8.53 1.18 85%

gaspé Elementary P P P ø 100 102 101 103 7.78 1.90 85%

grosse Isle School P P P I-V 82 82 79 69 9.13 1.41 75%

Métis Beach ø P P I-V 46 47 51 61 5.62 0.51 50%

New Carlisle high School P P P I-II 181 175 154 129 13.69 3.33 100%

New Richmond high School P P P I-II 89 87 74 66 6.59 1.53 70%

Queen Elizabeth high School ø ø ø I-V 93 88 101 96 8.95 0.80 100%

Riverview School P P P I-III 32 29 30 25 4.02 0.33 30%

Shigawake / Port Daniel School

P P P ø 92 89 84 77 7.34 1.74 70%

St. Patrick’s Elementary School

P P P ø 55 61 57 57 4.56 1.24 50%

YOUTh SECTOR SChOOlS, lEVElS OF INSTRUCTION, ENROllMENT AND STAFFINg

21

ESSB YOUTh SECTOR SChOOlS - A QUAlITATIVE INTRODUCTION TO EACh SChOOl

School Strengths Mission Statement Challenges

Baie Comeau high School

- Quality performances in Music& Drama

- We offer a wide range of extra-curricular activities

- Our reputation is one of having well behaved students

“Provideamus, Provocamus, Partmus”“We Care, We Dare, We Share”Our mission at BCHS is to provide instruction to our students with renewed conviction; to foster their social development; to give them qualifications while enabling them to undertake and achieve success in a course of study and at the same time provide them with as many options as possible.

1) Implement stronger actions to ensure that students speak English in the halls and on school grounds;

2) To establish a sports and cultural committee;

3) Create a PD activity for teachers every 4 weeks

Belle-Anse School

- Academic Programs- DRA, LIPS- Bully free school- Building of IEPs

To provide a quality education which encourages all learners to maximize their potential according to age, needs and capacities.

1) To structure a PD plan for teachers;

2) To develop an HEALTHY school environment;

3) To implement special measures to help student at risk

Bonaventure Polyvalent School

- Integration of at-risk students

- Team teaching- Global & international

awareness among the students

The mission of Bonaventure Polyvalent School is to provide a nurturing and secure environment designed to maximize our students’ intellectual, personal, physical, social, technological and spiritual potential and to provide them with opportunities to obtain the skills and qualifications they need to be successful in the next phase of their lives and learning.

1) Modifying Classroom Practice;

2) Paving the Pathway to reform

C.E.Pouliot Polyvalent

- Modified individual programs

- Drug use is down substantially with help from the DAMIT program

- Breakfast program

We are a personable and dedicated staff of educators, committed to the development of the whole young adolescents, such that our in-school and after-school programs and activities provide each and every one of our students with a safe, respectful, friendly and supportive atmosphere, wherein their individuality, their academic growth and their sense of social responsibility to self or other, can be fully actualized. We prepare our students to make the successful transition from youth to adulthood. Our graduates emerge with a positive self-image and are ready to take their place as productive citizens with the workforce OR are well positioned to continue on with their post-secondary studies be it in Adult Education, Trade School, College or Universities.

1) Academic, Social and Recreational Motivation;

2) Staff’s ability to deliver more specialized services;

3) Permanent work/study program/alternative educational track;

4) A safe drug- free, learning environment;

5) Elimination of high school dropouts

Entry Island Intermediate School

- Daily 5 / LIPS- Journals- Parent communication

The mission of EIS is to provide a stimulating safe environment where each student develops a desire to learn. Students will be encouraged to develop a responsible attitude and to acquire skills to succeed in a changing world.

1) Reading/ Writing2) Different teaching

levels in one classroom

3) Extremely small student population

8. Youth Sector SchoolS

22

ContextSchool Strengths Mission Statement Challenges

Escuminac Intermediate School

- Development of LES- Local history projects with

CD Rom- Two running Websites

(school and Lead School)

To provide a quality learning experience in a safe, friendly and encouraging environment is the foundation upon which this school builds. We adopt the view that education is a dynamic challenge. Meeting high academic standards is only one component of cultivating the intellectual and emotional heath of all children. It looks toward life long attitudes in each person in taking responsibility for continued learning and growth.

1) Technologies (Media Literacy)

2) Math3) Parent

Involvement

Fermont School

- Homework program;- Diverse educational

activities

Education is a lifetime of learning. Our inviting environment makes Fermont School a place where our children learn valuable educational and social skills they will carry with them the rest of their lives.

1) Increase English writing fluency

2) Modify teaching methods

3) Implementing the QEP

Flemming Elementary School

- Home/school communication

- Early intervention- Identification of at risk

students

We will work collaboratively to ensure that we sustain a welcoming community of respectful learners that prioritizes the academic and social success for all.

1) Improve literacy skills;

2) Involvement with the community

3) Furthering knowledge in educational research

gaspé Elementary School

- IEPs implemented & well organized

- DRA testing completed at all levels

- Implementation of the HEALTHY school approach very successful

We want to develop creative thinkers who are able to problem solve to their individual potential in a healthy educational environment.

1) More consistency in our approach to math;

2) Improve communication among staff members

3) Improve on extra-curricular activities offered at lunch-time

grosse Isle high School

- Preparing students for post secondary education;

- Anti-bullying program started in 2006-2007;

- Relationship with the parents & community organizations

Our mission at Grosse Isle High School is to provide a positive learning environment that will foster to each students potential, the development of academic, personal and social skills that will help them become respectful, responsible citizens.

1) Student motivation. Little school spirit during activity days;

2) School image- parents have a negative image of the school;

3) Social Consciousness- Doing something for nothing…

Métis Beach School

- CLC/VCN- Outdoor playground- A lot of community

involvement

To foster a safe and enriching environment that develops students’ social and academic potential, this providing success for all.

1) Success for all students

2) Develop Community partnerships

3) Focus on literacy and numeracy

School Strengths Mission Statement Challenges

Evergreen high

- Quality implementation of the reform

- Staff’s positive attitude- Better understanding

of kids with learning difficulties

Evergreen High provides a caring, nurturing, student-centered learning environment fostering a partnership between school, home and the community in a climate of equity to prepare students for their future challenges.

1) Better understanding of effects of social economic deprivation on learning;

2) Continued work on thinking outside the box

3) Continued integration of technology for multi level teaching

New Carlisle high School

-Team relationships- Homework program

We provide a quality, basic education, in which all learners are encouraged to maximize their potential according to age, needs, interests and capacities. We desire to connect with our cultural identity. New Carlisle High School encourages innovation and creativity in all areas of education. Respect for each individual is demonstrated and is considered fundamental. Parental involvement in the life of their child’s learning is encouraged and deemed essential.

1) Literacy2) Professional

Development3) Building of

community links

New Richmond high School

- Sporting events- NRHS Change Team- Parent volunteers

To encourage young people to learn in a safe and healthy environment that promotes cooperation between teachers, parents, students and social services.

1) Create a healthy school climate

2) PD plan for teachers

3) Parent involvement

Queen Elizabethhigh School

- Good scores on provincial exams

- Noon hour homework program

- Cycle team meetings- Extra Curricular events

Our mission is to provide a challenging academic environment for all; to create life-long learners who posses the skills, confidence and knowledge to become productive, healthy, responsible and respectful citizens.

1) More PD opportunities

2) Conflict Resolution3) Parent

involvement 4) Responsibly

student regarding their work

Riverview School

- LIPS Phonetic Awareness Program

- Literature based projects- Outside services for

students

At Riverview, I am a part of a school team where I can learn with enthusiasm in a happy and healthy English environment. My school helps me to have a love of learning. I am respected as an individual. I am responsible for and proud of my behavior and success.

1) Mastery of both French & English

2) Increase Physical Fitness & Overall health of students

3) Support for students in difficulty

4) PD for teachers

Shigawake-Port Daniel School

- Extracurricular activities- Student led Portfolios- Improved literacy skills

At SPDS we strive to maximize students’ full potential for meaningful and individual learning by introducing them to the experience and knowledge they need to become responsible citizens.

1) Numeracy2) Technology

St. Patrick’s Elementary School

.- Combined discipline policy with the French students

- Team work- Developed reading skills

Providing a caring, respectful, student-centered learning environment where partnership is fostered between school and the communities while our ultimate goal is to have the children develop their English language ability.

1) Students reading & Writing abilities

2) Strong parent partnership

3) More opportunities for self development

23

9. conSultation ProceSS

February 2006 Values, Beliefs, Mission Statement

May 21, 2006 - January 30, 2008 Eastern Shores Management Committee Workshop on Orientations

April - May 2008 Sharing of evolving document and platforms with administrators

April 16, 2008 Presentation of orientations to Commissioners

January – June 2008 Strategic Planning Steering Committee Meetings

May 6, 2008 Presentation and verification of draft document to ESMC

May 20, 2008 Discussion on MELS Statistics with all administrators

May 29, 2008 Presentation of draft document to Central Parents Committee

June 18, 2008 Presentation of draft document to ESSB commissioners

July 07, 2008 Adopted by ESSB

24

25

INTERVENTION PLATFORMS

• Each one of our goals is measurable

• All intervention strategies will be measured in terms of actual impact on students

• Action Plans for each of the Platforms must be developed

INTERVENTION PLATFORMS

1. EDUCATION Delivery of the best possible quality of educational services

1.1 Staff Renewal and Retention1.2 Professional Development

2. STUDENT SUCCESS To ensure that all students of Eastern Shores School Board have every possible opportunity to

maximize their personal, academic and social potential

2.1 Meeting Individual Needs2.2 Targeting Literacy 2.3 Targeting Numeracy 2.4 Targeting French Fluency2.5 Special Needs support2.6 New Approaches, New Solutions (NANS)2.7 Educational Enrichment

3. SAFETY AND SECURITY To ensure a healthy, safe and caring learning and working environment

3.1 Healthy Schools3.2 Social Climate3.3 Transportation3.4 Emergency Preparedness3.5 Security of Buildings and Equipment3.6 Management of Financial resources

9. conSultation ProceSS

February 2006 Values, Beliefs, Mission Statement

May 21, 2006 - January 30, 2008 Eastern Shores Management Committee Workshop on Orientations

April - May 2008 Sharing of evolving document and platforms with administrators

April 16, 2008 Presentation of orientations to Commissioners

January – June 2008 Strategic Planning Steering Committee Meetings

May 6, 2008 Presentation and verification of draft document to ESMC

May 20, 2008 Discussion on MELS Statistics with all administrators

May 29, 2008 Presentation of draft document to Central Parents Committee

June 18, 2008 Presentation of draft document to ESSB commissioners

July 07, 2008 Adopted by ESSB

AXES OF INTERVENTION OBJECTIVES / gOAlS MEANS / ACTIONS INDICATORS/ MEASURES MAIN lEADERS,

ACTORS OR PARTNERS TIMElINE

1.1 STAFF RENEWAl & RETENTION

A mentoring system will provide support for new teachers and administrators.

• Investigate mentoring systems in place in other School Boards across the province.

• Provide an induction workshop(s) for all new staff in August or early September every year.

• Consult with principals and teachers regarding existing support measures, sharing best practices on website.

• Select appropriate procedures for our context[s].• Hold in-service on mentoring models, options and procedures.• Have schools articulate and implement their plans.• Offer relevant in-service at all ESMC Meetings.

• Observe to assess impact of measures• Gather information [qualitative / anecdotal ] regarding

the effectiveness of support measures.• Target – 10% improvement in retention rate.

• DHR• DES• Principals• Teachers

Research and ImplementationBeginning in 08-09

Assistance and encouragement will be offered to existing complementary services support staff in the acquisition of professional accreditation.

• Investigate program options• Co-ordinate and make available support where required [tech services,

facilitator, etc…]• Investigate funding sources• Require all newly engaged support staff to become qualified within two years• Establish benchmark indicators for the qualifications of current employees in

this sector {% of employees without certification)

• Observe, analyze and assess impact of measures (% of employees with or in the process of acquiring certification)

• DHR• DES

Fall 2008

Teachers will feel that their efforts are appreciated and recognized.

• Measures will be taken to encourage regular recognition of staff efforts and successes at the school & district level (thanks in person, writing, publicized etc…)

• Assessment of staff professional satisfaction through survey – 80% satisfied

• Administrators• DHR

Fall 2008

1.2PROFESSIONAl DEVElOPMENT

ESSB teaching staff will benefit from enhanced, meaningful, cost effective and sustained professional development opportunities

• Schools and Centers will be surveyed to determine their particular needs• Contacts will be maintained with all PDC networks to remain informed about

alternative funding sources, service providers and cost efficient delivery methods for professional development suited to our remote context.

• Whenever possible, PED days will be synchronized to allow local schools and centers to engage in joint meetings and / or to share in-service that addresses common issues

• Teachers will be informed about the importance of a Personal Growth Planning & Evaluation

• Administrators will attempt to provide PD tailored to their specific school/ center

• Solicit and analyze staff feedback on in-service provided

• ESSB Administrative staff• ESSB Administrators

Investigation surveys and Initial Implementation 2008-2009Expansion of service 09-11

Teachers in all schools and centers will become more informed about the effective and creative use of technology in the classroom

• In-Service priority to be given to effective use of technology in the classroom• Schools and Centers will be supported to invest in technological delivery

methods (SMART boards, projectors, VCN, digital equipment, etc…)

• Assessment of current school and center use of technology in instruction.

• Assessment of needs by survey from administrators and teachers

• Observe improvements through further assessment and consultation.

• Target - 15% increase in the number of teachers who report using technology regularly in their instructional practice.

• DES / Youth Coordinator• ESSB Administrators• Récit

Professional Learning Communities for administrators and teachers in academic core disciplines at all levels and in all sectors will be established

• Investigate successful models operating in other districts• Options for alternative delivery platforms (LEARN, Video Conferencing, blogs

on website, cyber chat rooms, etc…) will be considered. • Begin by establishing an exchange forum for Math Teachers. [See 2.3]

• Document % of teachers using these services • DES / Youth Coordinator

Delivery of best possible quality of educational services

26

EDUCATION



1.1 STAFF RENEWAl & RETENTION

A mentoring system will provide support for new teachers and administrators.

• Investigate mentoring systems in place in other School Boards across the province.

• Provide an induction workshop(s) for all new staff in August or early September every year.

• Consult with principals and teachers regarding existing support measures, sharing best practices on website.

• Select appropriate procedures for our context[s].• Hold in-service on mentoring models, options and procedures.• Have schools articulate and implement their plans.• Offer relevant in-service at all ESMC Meetings.

• Observe to assess impact of measures• Gather information [qualitative / anecdotal ] regarding

the effectiveness of support measures.• Target – 10% improvement in retention rate.

• DHR• DES• Principals• Teachers

Research and ImplementationBeginning in 08-09

Assistance and encouragement will be offered to existing complementary services support staff in the acquisition of professional accreditation.

• Investigate program options• Co-ordinate and make available support where required [tech services,

facilitator, etc…]• Investigate funding sources• Require all newly engaged support staff to become qualified within two years• Establish benchmark indicators for the qualifications of current employees in

this sector {% of employees without certification)

• Observe, analyze and assess impact of measures (% of employees with or in the process of acquiring certification)

• DHR• DES

Fall 2008

Teachers will feel that their efforts are appreciated and recognized.

• Measures will be taken to encourage regular recognition of staff efforts and successes at the school & district level (thanks in person, writing, publicized etc…)

• Assessment of staff professional satisfaction through survey – 80% satisfied

• Administrators• DHR

Fall 2008

1.2PROFESSIONAl DEVElOPMENT

ESSB teaching staff will benefit from enhanced, meaningful, cost effective and sustained professional development opportunities

• Schools and Centers will be surveyed to determine their particular needs• Contacts will be maintained with all PDC networks to remain informed about

alternative funding sources, service providers and cost efficient delivery methods for professional development suited to our remote context.

• Whenever possible, PED days will be synchronized to allow local schools and centers to engage in joint meetings and / or to share in-service that addresses common issues

• Teachers will be informed about the importance of a Personal Growth Planning & Evaluation

• Administrators will attempt to provide PD tailored to their specific school/ center

• Solicit and analyze staff feedback on in-service provided

• ESSB Administrative staff• ESSB Administrators

Investigation surveys and Initial Implementation 2008-2009Expansion of service 09-11

Teachers in all schools and centers will become more informed about the effective and creative use of technology in the classroom

• In-Service priority to be given to effective use of technology in the classroom• Schools and Centers will be supported to invest in technological delivery

methods (SMART boards, projectors, VCN, digital equipment, etc…)

• Assessment of current school and center use of technology in instruction.

• Assessment of needs by survey from administrators and teachers

• Observe improvements through further assessment and consultation.

• Target - 15% increase in the number of teachers who report using technology regularly in their instructional practice.

• DES / Youth Coordinator• ESSB Administrators• Récit

Professional Learning Communities for administrators and teachers in academic core disciplines at all levels and in all sectors will be established

• Investigate successful models operating in other districts• Options for alternative delivery platforms (LEARN, Video Conferencing, blogs

on website, cyber chat rooms, etc…) will be considered. • Begin by establishing an exchange forum for Math Teachers. [See 2.3]

• Document % of teachers using these services • DES / Youth Coordinator

27



2.1 MEETINg ThE INDIVIDUAl NEEDS OF STUDENTS

Eastern Shores School Board students will have a variety of options and programs to permit them to maximize their potential.

• Every effort will be made to make all pathways available locally for students.• Administrators will be kept informed regarding the program options

mandated by the Ministry of Education. • Implementation of GOAL and POP programs will heighten student awareness

of programs and career options suitable to their aptitudes and interests.• Academic program placement will be determined after considering students’

aptitudes, abilities, and career aspirations, and consulting with their parents.• Students will be provided with support in the transition from one center

of learning to the next. {youth sector to adult ed., CEGEP, or Technical & Vocational Training programs, etc….}

• Supportive partnerships between youth sector schools and adult training centers will be exploited to enhance the learning

• % of students acquiring qualifications.• % of students completing programs.• Number of secondary schools offering the various

pathways• Number of schools implementing Goal & POP

programs

• Commissioners• DG• DES• DHR• Principals• Teachers• GOAL Leader• Center Coordinators & Staff

September 2008

Adult Education Centers will provide a variety of relevant program options for students seeking secondary and post secondary training.

• Surveys and registration will determine the level of interest and viability of programs.

• Centers will co-ordinate their services to offer the widest possible range of programs in our region.

• Academic upgrading will be offered for students without credentials seeking vocational or technical training.

• Number of students enrolled in programs• Number of students acquiring credentials• Number of students finding employment after training

• ESSB Senior Administrators• Adult Education Consultant• Center Administrators

On-going

Measures will be put in to place to reintegrate students who have dropped out and deter further student drop outs.

• Prepare a board wide action plan for the 16-24 initiative• Facilitate communication between the schools, centers and 16-24 committee• Offer services to students who have dropped out.• Provide service information to students at risk of dropping out.

• Drop out rates• Reintegration rates

• DES• 16-24 Leader• Center Administrators & Staff• Principals

Plan Completed Implementation On-going

SARCA • Prepare board-wide action plan for SARCA. Assess school and center readiness and proceed with implementation of SARCA initiatives.

• Number of centers engaging in SARCA initiatives • Adult Education Consultant• Center Coordinators

Action Plan to be completed by June 2008Implementation to begin in September 2008

2.2TARgETINg lITERACY

An assessment of literacy needs will lead to the development and implementation of an ESSB strategic plan for literacy.

• Review and update the literacy strategy implemented in the first ESSB Strategic Plan.

• Assess current literacy levels by completing an evaluation of reading ability (DRA) at the end of every cycle and in Adult Education and drawing on historical data.

• Develop a system to track and screen students.• Research effective strategies for intervention.• Produce, Communicate & Implement a consistent Literacy Action Plan

throughout elementary, secondary and adult education• Have principals integrate literacy-related initiatives into their school success

plans. • Share best practices with other administrators

• Document statistical benchmarks in reading skills at all levels of instruction.

• Target increase based on student assessment

• DES• Youth Coordinator• Educational Consultant for

Literacy• ESSB Administrators &

Teachers

Assess literacy strategies by June 2008Establish literacy intervention strategy for upper elementary by Sept 2008Evaluate Progress June 2009

2.3TARgETINg NUMERACY

A committee to develop a Mathematics Strategic Plan will be established.An assessment of mathematical abilities and needs across the Board at all levels will lead to the development and implementation of a plan for improving math literacy.

• Establish a Mathematics Strategic Plan Committee with representation from all instructional levels.

• Undertake an assessment of mathematical abilities at the end of every cycle.• Develop a system to track and screen students.• Research effective strategies for intervention.• With support of educational partners and MELS establish an intervention plan

to facilitate learning in math.

• Determine assessment strategies.• Document results and establish benchmarks.• Target increase

• DES• Youth Coordinator• Mathematics Strategic Plan

Committee

Fall 2008

28

To ensure that all students of Eastern Shores School Board have every possible opportunity to maximize their personal, academic and social potential

STUDENT SUCCESS



2.1 MEETINg ThE INDIVIDUAl NEEDS OF STUDENTS

Eastern Shores School Board students will have a variety of options and programs to permit them to maximize their potential.

• Every effort will be made to make all pathways available locally for students.• Administrators will be kept informed regarding the program options

mandated by the Ministry of Education. • Implementation of GOAL and POP programs will heighten student awareness

of programs and career options suitable to their aptitudes and interests.• Academic program placement will be determined after considering students’

aptitudes, abilities, and career aspirations, and consulting with their parents.• Students will be provided with support in the transition from one center

of learning to the next. {youth sector to adult ed., CEGEP, or Technical & Vocational Training programs, etc….}

• Supportive partnerships between youth sector schools and adult training centers will be exploited to enhance the learning

• % of students acquiring qualifications.• % of students completing programs.• Number of secondary schools offering the various

pathways• Number of schools implementing Goal & POP

programs

• Commissioners• DG• DES• DHR• Principals• Teachers• GOAL Leader• Center Coordinators & Staff

September 2008

Adult Education Centers will provide a variety of relevant program options for students seeking secondary and post secondary training.

• Surveys and registration will determine the level of interest and viability of programs.

• Centers will co-ordinate their services to offer the widest possible range of programs in our region.

• Academic upgrading will be offered for students without credentials seeking vocational or technical training.

• Number of students enrolled in programs• Number of students acquiring credentials• Number of students finding employment after training

• ESSB Senior Administrators• Adult Education Consultant• Center Administrators

On-going

Measures will be put in to place to reintegrate students who have dropped out and deter further student drop outs.

• Prepare a board wide action plan for the 16-24 initiative• Facilitate communication between the schools, centers and 16-24 committee• Offer services to students who have dropped out.• Provide service information to students at risk of dropping out.

• Drop out rates• Reintegration rates

• DES• 16-24 Leader• Center Administrators & Staff• Principals

Plan Completed Implementation On-going

SARCA • Prepare board-wide action plan for SARCA. Assess school and center readiness and proceed with implementation of SARCA initiatives.

• Number of centers engaging in SARCA initiatives • Adult Education Consultant• Center Coordinators

Action Plan to be completed by June 2008Implementation to begin in September 2008

2.2TARgETINg lITERACY

An assessment of literacy needs will lead to the development and implementation of an ESSB strategic plan for literacy.

• Review and update the literacy strategy implemented in the first ESSB Strategic Plan.

• Assess current literacy levels by completing an evaluation of reading ability (DRA) at the end of every cycle and in Adult Education and drawing on historical data.

• Develop a system to track and screen students.• Research effective strategies for intervention.• Produce, Communicate & Implement a consistent Literacy Action Plan

throughout elementary, secondary and adult education• Have principals integrate literacy-related initiatives into their school success

plans. • Share best practices with other administrators

• Document statistical benchmarks in reading skills at all levels of instruction.

• Target increase based on student assessment

• DES• Youth Coordinator• Educational Consultant for

Literacy• ESSB Administrators &

Teachers

Assess literacy strategies by June 2008Establish literacy intervention strategy for upper elementary by Sept 2008Evaluate Progress June 2009

2.3TARgETINg NUMERACY

A committee to develop a Mathematics Strategic Plan will be established.An assessment of mathematical abilities and needs across the Board at all levels will lead to the development and implementation of a plan for improving math literacy.

• Establish a Mathematics Strategic Plan Committee with representation from all instructional levels.

• Undertake an assessment of mathematical abilities at the end of every cycle.• Develop a system to track and screen students.• Research effective strategies for intervention.• With support of educational partners and MELS establish an intervention plan

to facilitate learning in math.

• Determine assessment strategies.• Document results and establish benchmarks.• Target increase

• DES• Youth Coordinator• Mathematics Strategic Plan

Committee

Fall 2008

29



2.4 TARgETINg FRENCh SECOND lANgUAgE FlUENCY

All ESSB students will be effectively supported in the acquisition of their French Second Language skills.

• Establish an effective evaluation tool for competency assessment.• Survey teachers for information on the challenges and needs in our various

schools and centers.• Research effective strategies for intervention.• Produce an action plan for second language instruction.

• % of students in our system whose Secondary School Diploma has been compromised because of poor French skill.

• Report on the current situation.

• DES• French Pedagogical Consultant

Fall 2008

2.5SPECIAl NEEDS RESOURCE SUPPORT

Support services for students with learning and/ or behavioral disabilities will be in place across the Board.

• All schools will have access to resource teachers who will have support through training (ALDI) and consultation with the Consultant in Special Education.

• Individualized educational plans for students will continue to be implemented when required as mandated in the first ESSB strategic plan.

• Special accommodations will be made in accordance with ministry guidelines.• ESSB students will have access to family and social support services.• ESSB students requiring evaluation and intervention by a Speech Language

Therapist will have access to the service. • Students requiring psychological evaluation and follow-up will have access to

a Psychologist.

• Number of teachers receiving training• Number of students with IEPs• Success rates of students with IEPs• Numbers of students qualifying for special

accommodations• Numbers of students receiving speech therapy and

psychological services.

• DES• Educational Consultant in

Complementary Services• Literacy Consultant• CLSC Social and Psychological

Services

Fall 2008On-going

2.6NANS[NEW APPROAChES NEW SOlUTIONS]

There will be a district wide implementation of the NANS initiative.

• All NANS schools will create a portrait of their school situations.• All ESSB schools will update and enhance their school success plans.• Schools will identify and share their share best practices.

• % of students graduating with qualifications• % of dropouts

• DES• Youth Coordinator• School Administrators

June 2008June 2009

2.7EDUCATIONAl ENRIChMENT

ESSB students will have a wide variety of extra curricular opportunities to strive for personal excellence.

• ESSB will continue to support and promote cultural, athletic, leadership and entrepreneurial activities.

• ESSB financial subsidies to support these endeavors will be a priority whenever possible.

• # of students participating in : - Cultural Showcase- Sports Activities- Public Speaking- Entrepreneurship Initiatives- Special cultural and leadership activities {Blue

Metropolis, Provincial Leadership conferences, student exchanges, etc.}

• ESSB Commissioners• DG• DES• ESSB Cultural Committee• ESSB Sports Committee• ESMC

On going

30

STUDENT SUCCESS



2.4 TARgETINg FRENCh SECOND lANgUAgE FlUENCY

All ESSB students will be effectively supported in the acquisition of their French Second Language skills.

• Establish an effective evaluation tool for competency assessment.• Survey teachers for information on the challenges and needs in our various

schools and centers.• Research effective strategies for intervention.• Produce an action plan for second language instruction.

• % of students in our system whose Secondary School Diploma has been compromised because of poor French skill.

• Report on the current situation.

• DES• French Pedagogical Consultant

Fall 2008

2.5SPECIAl NEEDS RESOURCE SUPPORT

Support services for students with learning and/ or behavioral disabilities will be in place across the Board.

• All schools will have access to resource teachers who will have support through training (ALDI) and consultation with the Consultant in Special Education.

• Individualized educational plans for students will continue to be implemented when required as mandated in the first ESSB strategic plan.

• Special accommodations will be made in accordance with ministry guidelines.• ESSB students will have access to family and social support services.• ESSB students requiring evaluation and intervention by a Speech Language

Therapist will have access to the service. • Students requiring psychological evaluation and follow-up will have access to

a Psychologist.

• Number of teachers receiving training• Number of students with IEPs• Success rates of students with IEPs• Numbers of students qualifying for special

accommodations• Numbers of students receiving speech therapy and

psychological services.

• DES• Educational Consultant in

Complementary Services• Literacy Consultant• CLSC Social and Psychological

Services

Fall 2008On-going

2.6NANS[NEW APPROAChES NEW SOlUTIONS]

There will be a district wide implementation of the NANS initiative.

• All NANS schools will create a portrait of their school situations.• All ESSB schools will update and enhance their school success plans.• Schools will identify and share their share best practices.

• % of students graduating with qualifications• % of dropouts

• DES• Youth Coordinator• School Administrators

June 2008June 2009

2.7EDUCATIONAl ENRIChMENT

ESSB students will have a wide variety of extra curricular opportunities to strive for personal excellence.

• ESSB will continue to support and promote cultural, athletic, leadership and entrepreneurial activities.

• ESSB financial subsidies to support these endeavors will be a priority whenever possible.

• # of students participating in : - Cultural Showcase- Sports Activities- Public Speaking- Entrepreneurship Initiatives- Special cultural and leadership activities {Blue

Metropolis, Provincial Leadership conferences, student exchanges, etc.}

• ESSB Commissioners• DG• DES• ESSB Cultural Committee• ESSB Sports Committee• ESMC

On going

31



3.1 hEAlThY SChOOlS

All ESSB schools will adopt policies and procedures to promote healthy lifestyle choices both in and out of school

• There will be adoption of the “Healthy Schools” approache in all ESSB schools and centers

• Development of an ESSB nutrition policy • Physical Education programs at all levels will promote life-long engagement

in a physically active lifestyle.• Swift access to public health services (physical, psychological etc...) will be

made available to all ESSB students.

• Number of schools adopting and implementing the “Healthy Schools” approach

• Implementation of the ESSB nutrition policy

• ESSB Commissioners• DG / DES• Healthy Schools Coordinator• P. E. Teachers• CLSC [Health Care Workers]

By June 2010

3.2SOCIAl ClIMATE

All ESSB staff and students will interact with each other in a positive and respectful social environment.

All employees will be provided with assistance during times of severe personal stress.

Substance abuse policy will be reviewed and updated

• Establish a standard for appropriate behavior of employees (Code of Conduct) that promotes an atmosphere of civility, respect and mutual support throughout the school board at all levels

• Establish a policy on bullying & aggression.

• Ensure that all employees have confidential access to personal support through ProSYS [the Employee Assistance Program].

• Implement a substance abuse policy to be followed by students

• Numbers of incidents reported • Survey for statistics on reported incidents of

aggression or abuse.• Mandate a confidential survey to assess employee

satisfaction with this service.• Implement Substance Abuse Policy

• ESSB Commissioners• DG• DES• CLSC• Complementary Services

September 2008

3.3TRANSPOR TATION SAFETY

All ESSB students will have safe and efficient means of transport to and from school.

• Undertake a review, revision and/ or development of pertinent policies to assure transportation safety:

- School Bus Safety Policy. - School Outings Policy. - Students Leaving the School Premises Policy.

• Establishment of policies• Survey schools to determine current situation

• ESSB Commissioners• DG• Transportation Department• ESMC

September 2008

3.4EMERgENCY PREPAREDNESS

Regardless of any emergency that may occur in any ESSB space, we will be able to manage the crisis responsibly and efficiently.

• Create a committee to develop a policy and create a manual.• Development of a policy for Emergency Preparedness and an Emergency

Protocol Manual for all Administrators

• A policy exists• A Manual exists

• ESSB Commissioners• DG• ESMC

June 2009

3.5SECURITY OF BUIlDINgS AND EQUIPMENT

Measures will be implemented to provide for the safety and security of all ESSB students and personnel in their place of study or work.

• Assess safety and security in all ESSB buildings.• Assess access control to school buildings to strangers.• SIMACS• Measure 50690 Maintenance of Buildings• Measure 30160 Last School in the Village

• A plan for each school exists to provide for the safety of all individuals from unwelcomed intruders.

• ESSB Commissioners• DG• Maintenance & Repairs

Department• ESMC

September 2008

3.6MANAgEMENT OF FINANCIAl RESOURCES

That ESSB engage in short and long term planning maximizing potential board-wide.

Develop guidelines with timelines for consultation, actions and decision-making for the effective development of the annual ESSB budget as it applies to school buildings.

• Guidelines are clear. • Director of Finances

32

To ensure a healthy, safe, and nurturing learning and working environment

SAFETY AND SECURITY



3.1 hEAlThY SChOOlS

All ESSB schools will adopt policies and procedures to promote healthy lifestyle choices both in and out of school

• There will be adoption of the “Healthy Schools” approache in all ESSB schools and centers

• Development of an ESSB nutrition policy • Physical Education programs at all levels will promote life-long engagement

in a physically active lifestyle.• Swift access to public health services (physical, psychological etc...) will be

made available to all ESSB students.

• Number of schools adopting and implementing the “Healthy Schools” approach

• Implementation of the ESSB nutrition policy

• ESSB Commissioners• DG / DES• Healthy Schools Coordinator• P. E. Teachers• CLSC [Health Care Workers]

By June 2010

3.2SOCIAl ClIMATE

All ESSB staff and students will interact with each other in a positive and respectful social environment.

All employees will be provided with assistance during times of severe personal stress.

Substance abuse policy will be reviewed and updated

• Establish a standard for appropriate behavior of employees (Code of Conduct) that promotes an atmosphere of civility, respect and mutual support throughout the school board at all levels

• Establish a policy on bullying & aggression.

• Ensure that all employees have confidential access to personal support through ProSYS [the Employee Assistance Program].

• Implement a substance abuse policy to be followed by students

• Numbers of incidents reported • Survey for statistics on reported incidents of

aggression or abuse.• Mandate a confidential survey to assess employee

satisfaction with this service.• Implement Substance Abuse Policy

• ESSB Commissioners• DG• DES• CLSC• Complementary Services

September 2008

3.3TRANSPOR TATION SAFETY

All ESSB students will have safe and efficient means of transport to and from school.

• Undertake a review, revision and/ or development of pertinent policies to assure transportation safety:

- School Bus Safety Policy. - School Outings Policy. - Students Leaving the School Premises Policy.

• Establishment of policies• Survey schools to determine current situation

• ESSB Commissioners• DG• Transportation Department• ESMC

September 2008

3.4EMERgENCY PREPAREDNESS

Regardless of any emergency that may occur in any ESSB space, we will be able to manage the crisis responsibly and efficiently.

• Create a committee to develop a policy and create a manual.• Development of a policy for Emergency Preparedness and an Emergency

Protocol Manual for all Administrators

• A policy exists• A Manual exists

• ESSB Commissioners• DG• ESMC

June 2009

3.5SECURITY OF BUIlDINgS AND EQUIPMENT

Measures will be implemented to provide for the safety and security of all ESSB students and personnel in their place of study or work.

• Assess safety and security in all ESSB buildings.• Assess access control to school buildings to strangers.• SIMACS• Measure 50690 Maintenance of Buildings• Measure 30160 Last School in the Village

• A plan for each school exists to provide for the safety of all individuals from unwelcomed intruders.

• ESSB Commissioners• DG• Maintenance & Repairs

Department• ESMC

September 2008

3.6MANAgEMENT OF FINANCIAl RESOURCES

That ESSB engage in short and long term planning maximizing potential board-wide.

Develop guidelines with timelines for consultation, actions and decision-making for the effective development of the annual ESSB budget as it applies to school buildings.

• Guidelines are clear. • Director of Finances

33

SAFETY AND SECURITY

34

• Decile ranking A 10-place ranking, 1 representing most advantageous and 10, most disadvantaged.

• DRA & DWA Diagnostic Reading Assessment and Diagnostic Writing Assessment: tools to analyze student reading and writing performance and determine proficiency. They provide teachers with instructional goals for each child and document student progress over time.

• Drop-out A student who leaves school without qualifications.

• Educational Project According to the Education Act, an Educational Project shall set out the specific aims and objectives of the school and objectives for improving student success.

• EHDAA Élève qui a un handicap ou qui est en Difficulté d’Adaptation ou d’Apprentissage. Students with physical, sensory, or intellectual deficiency, or severe developmental or behavioral problems.

• ESSB Eastern Shores School Board

• IEP The Individual Education Plan is a document that clarifies special measures to be considered in a student’s education. The details in an IEP are dependent on the special behavioral circumstances or academic learning profile of the student.

• MELS Ministère de l’Éducation, du Loisir et du Sport

• Mission Statement A statement based on values and principles that clarifies the purpose of an organization and intends to inspire commitment to goals and targets.

• NANS New Approaches, New Solutions (Agir Autrement) is a MELS intervention measure to assist schools with a décile ranking of 8-10 based on socio-economic data. Financial assistance is provided to foster success for secondary school students in disadvantaged areas.

• National Indicators An indicator is a factor that is considered. National indicators are those factors for which the MELS provides statistics to schools and school boards to be used in assessing success and vulnerabilities.

• PDC Professional Development Committee.

• SARCA Services d’accueil et références et d’accompagnement. (Regional refferal counselling and support services)

• School Success Plan The School Success Plan is the mean by which a school implements its Educational Project.

• SIMACS Systèmes informatisés pour la maintenance des actifs des Commissions Scolaires

• Socio-economic factors

Statistical information based on a combination of social (mother’s education, parents working) and economic (family income) factors.

• Strategic plan See page 3 of this document for the official MELS mandate as defined in The Education Act.

Glossary and Terms

35

Bibliography• Commission Scolaire Eastern Shores, année scolaire 2007-2008, Direction de la recherche, des statistiques et des indicateurs;

juillet 2007

• Directory of School Success Plan Indicators, Quebec Ministry of Education, the Société GRICS and Quebec Educational Network (http://www.reussite.qc.ca)

• Guide de la déclaration de l’effectif scolaire des jeunes en formation générale (DCS), 2006-08-22

• Portrait statistique de l’éducation, 2006, Région administrative de la Gaspésie-Îles de la Madeleine (11), June 2006, © Gouvernement du Québec, Ministère de l’Éducation

• Results on the June 2006 Uniform Ministry Examinations And Graduation Rates, © Gouvernement du Québec, Ministère de l’Éducation

• Results on the June 2005 Uniform Ministry Examinations By School Board and By Educational Institution For the Public and Private School Systems And Graduation Rates By School Board, © Gouvernement du Québec, Ministère de l’Éducation

• Results on the June 2004 Uniform Ministry Examinations By School Board and By Educational Institution For the Public and Private School Systems And Graduation Rates By School Board, © Gouvernement du Québec, Ministère de l’Éducation, Direction de la Sanction des études

• Results on the June 2003 Uniform Ministry Examinations By School Board and By Educational Institution For the Public and Private School Systems And Graduation Rates By School Board, © Gouvernement du Québec, Ministère de l’Éducation, 2004

• Results on the June 2002 Uniform Ministry Examinations By School Board and By Educational Institution For the Public and Private School Systems And Graduation Rates By School Board, © Gouvernement du Québec, Ministère de l’Éducation

36

ANNEXESANNEX 1: DRA Results for 2003-2004 and 2005-2006

ANNEX 2: liSt of ProfeSSional develoPment offered in 2006-2007

• Partnering with LEARN;

• Subject based workshops;

• ESMC – sharing among administrators;

• Sessions de Formation;

• Rencontres Nationales;

• Pedagogical leadership;

• Healthy Schools;

• QPAT;

• AQETA;

• IDC;

• ACES;

• MSSS/MELS;

• LEAD Pilot Schools;

• Leadership in Education;

• Teacher Induction Week;

• Various workshops: Autism, Ethics and Religious Culture, POP, GOAL, NANS, CLC, Pathways, 16-24, *Violence in schools, Safe schools, Challenge day, Récit, GRICS, SARCA, PROCEDE, QEP, LES, Dot Plan, Focus, DEEN, Reform Launch, Physical Education, Balanced Literacy, School Success, CCC, etc.

*Preventing

Eastern Shores School Board Comparison of DRA Result

37

ANNEX 1: DRA Results for 2003-2004 and 2005-2006 ANNEX 3: Address and telephone numbers for schools and centers

BAIE-COMEAU hIgh K – Primary – Secondary I-V39, Marquette AvenueBaie-Comeau, Qc G4Z 1K4

Principal: Brian RockStaff Assistant: Stephen KohnerSecretary: Ann Rooney

Tel: 418 296-2832Fax: 418 [email protected]

BEllE ANSE ElEMENTARY PK - K - Primary1298, Route 132, Box 28St-George-de-Malbaie, Qc G0C 2x0

Principal: Beryl BoyleStaff Assistant: SommerLynn SinnettSecretary: Helen Lucas


BONAVENTURE POlYVAlENT Secondary III-V143, Louisbourg, Door 6,Bonaventure, Qc G0C 1E0

Principal: Alice DellStaff Assistant: Guy GalliboisSecretary: Marlene Hocquard


ENTRY ISlAND PK – K – Primary 101, School House Road,Entry Island, QcG4T 1Z1

Principal: Judy Aitkens Tel: 418 986-4546Fax: 418 [email protected]@essb.qc.ca

ESCUMINAC INTERMEDIATE PK – K – Primary – Secondary I-V9, rue de l’écoleEscuminac, QcG0C 1N0

Principal: Byron EdwardsStaff Assistant: Nelson RoussySecretary: Mona Parent


EVERgREEN hIgh Secondary I-V

155, Monseigneur Ross,C.P. 640,Chandler, Qc G0C 1K0

Principal: Daniel GallagherStaff Assistant: Nancy Langlois


FERMONT K - Primary130, rue Le CarrefourFermont, QcG0G 1J0

Principal: Karen KeanStaff Assistant: Gillian O’RourkeSecretary: Jeanette Soucy


FlEMMINg ElEMENTARY K – Primary 542, Brochu AvenueSept-Iles, QcG4R 2x3

Principal: Karen FequetStaff Assistant: Danielle DaigleSecretary: Shirley Shuglo

Tel: 418 962-2166Fax: 418 [email protected]@essb.qc.ca

gASPE ElEMENTARY PK – K – Primary 234, Mgr. LeBlancGaspé, QuébecG4x 1S4

Principal: Jennifer RoyStaff Assistant: Pamela PattersonSecretary: Lana Johnson


gASPÉ POlYVAlENT (C.E. Pouliot) Secondary I-V85, boul. de GaspéGaspé, QcG4x 2T8

Principal: Howard MillerStaff Assistant: Carla ShawSecretary: Joan Lucas

Tel: 418 368-6532Fax: 418 [email protected]@easternshores.qc.ca

gROSSE ISlE PK – K – Primary – Secondary I-V448, Ch. PrincipalGrosse Isle, Qc G4T 6A8

Principal: Hugh Wood Staff Assistant: Donna AndersonSecretary: Holly Burke

Tel: 418 985-2885 / 2258Fax: 418 [email protected]@[email protected]

MÉTIS BEACh PK – K – Primary – Secondary I-V468, BeachMétis-sur-Mer, QcG0J 1S0

Principal: Brett MitchellStaff Assistant: Mark LythSecretary: Thérèse Gagné


NEW CARlISlE hIgh PK – K – Primary – Secondary I-II177, boul. Gérard-D.-LévesqueBox 10,New Carlisle, Qc G0C 1Z0

Principal: Daryl BeebeStaff Assistant: Dave DouesnardSecretary: Kelly Main


NEW RIChMOND hIgh PK – K – Primary – Secondary I-II163, Boul. Perron O,New Richmond, QcG0C 2B0

Principal: Kelly CaldwellStaff Assistant: Debbie MacKenzieSecretary: Marjorie Woodman


QUEEN ElIZABETh hIgh Secondary I-V95, rue Père DivetSept-Iles, QcG4R 3P2

Principal: Lavergne FequetStaff Assistant: Kimberly CoxSecretary: Lise Bond-Babin


RIVERVIEW PK – K – Primary – Secondary I-III67, rue AudubonPort-Cartier, QcG5B 1M7

Principal: Shaunna GoudieStaff Assistant:Debbie LaurieSecretary: Julie Hartt


ShIgAWAKE - PORT-DANIEl PK – K – Primary116, Route 132, Shigawake, Qc G0C 3E0

Principal: Kristy LaroseStaff Assistant: Sandy Astles Secretary: Margaret Hackett


ST-PATRICK / St. Joseph PK – K – Primary183, rue Commerciale, C.P. 1420Chandler, Qc G0C 1K0

Principal: Jane BradburyStaff Assistant: Marivie Dubé-Simard

Tel: 418 689-5905 Fax: 418 [email protected]

38

39

WAKEhAM

584, Montée de WakehamGaspé Québec G4x 2A1

Administrator: Debrah AdamsSecretary: laura Simon

Tel: 418 368-3376 Ext. 222 and 221Toll-Free: 1 877-668-3376Fax: 418 368-2101E-Mail: [email protected]

hOPE TOWN

80, G.-D.-LévesqueNew Carlisle, Québec G0C 1Z0

Administrator: Christine grenierSecretary: Joan Bourgaize

Tel: 418 752-3848Toll-Free: 1 866 752-3848Fax: 418 752-2434E-Mail: [email protected]: [email protected]

NEW RIChMOND / MARIA

163, Perron Blvd O.,Box 310,New Richmond, Qc G0C 2B0

Administrator: Marjorie Woodman

Tel: 418 392-4441Fax: 418 392-5754E-Mail: [email protected]

Gesgapegiag Center101, Perron Blvd.,P.O. Box 429,Gesgapegiag, Qc G0C 1Y0

FAx: 418 759-1301

lISTUgUJ

78, boul. Interprovinciale,Pointe-à-la-Croix, Québec G0C 1L0

Administrator: Owen Mailloux

Tel: 418 788-5668Toll-Free: 1 866 988-5668Fax: 418 788-5602E-Mail: [email protected]

Listuguj Center1, Riverside West,Listuguj, QuébecG0C 2R0

Fax: 418 788-5980

NORThERN lIghTS

530, Brochu Ave.,Sept-Iles, Québec G4R 2x3

Administrator: Chantal PittSecretary: Sheila Castonguay

Tel: 418 968-8412Toll-Free: 1 866 968-8412Fax: 418 962-9601E-Mail: [email protected]: [email protected]

gROSSE ISlE

448, Ch. PrincipalGrosse Isle, Québec G4T 6A8

Administrator: Maxine MatthewsSecretary: holly Burke

Tel: 418 985-2885Fax: 418 985-2955E-Mail: [email protected]

Documents

EastErn shorEs school Board Strategic Plan · ThE SECOND EASTERN ShORES SChOOl BOARD STRATEgIC PlAN is the culmination of reflection, analysis, vision and action planning. The final