STUDENT S ELEMENTARY SCHOOLS SECONDARY … · Objective B: To increase student success in Elementary Mathematics, English Language Arts and French Indicator Baseline 2016-17 Result

ANNUAL REPORT2016-2017

© 2018 Lester B. Pearson School Board

First Printing: February 2018

For more information please contact:

Lester B. Pearson School Board 1925 Brookdale Ave., Dorval, Quebec, Canada H9P 2Y7

514.422.3000

www.lbpsb.qc.ca

WellnessENSURING

AchievementIMPROVING

EngagementSTRENGTHENING

ANNUAL REPORT2016-2017

25 000STUDENTS

37ELEMENTARY SCHOOLS

13SECONDARY SCHOOLS

10CENTRES

1 VISION

We, the members of the Lester B. Pearson School Board community, comprising students, parents, teachers, professionals, support staff, administrators and commissioners, value:• A respect for self, for each other, for our diversity and for our environment;• Striving for excellence by maximizing the potential of each individual and by promoting a commitment to lifelong learning;• The fostering of responsible citizenship, cooperation and a strong sense of community;• The importance of a caring, nurturing and safe environment that is responsive to the needs of all;• An atmosphere of openness, honesty, integrity and accountability.

Vision Statement

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

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

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

Mission Statement

Strategic Plan 2015 - 2020Annual Report 2016-2017STRATEGIC

PLAN2015-2020

StudentSuccess Wellness

Engagement

As we reflect on and present Lester B. Pearson School Board’s 2016-2017 accomplishments, it becomes clear that our achievements are the result of collective efforts and strong collaboration. It is the collective effort and passion of our students, teachers, administrators, staff, parents, families, and community partners that exemplify the Lester B. Pearson School Board.

Our strategic plan - Engaging Learners for Life - is governed by 3 core values: Achievement, Wellness, and Engagement. Each of these values drives our commitment to fostering growth for our students and staff, and creating innovative programs that encompass all aspects of development.

20112012

20122013

20132014

20142015

20152016

20162017

83.7%82.8%

86.2%87.3%

87.8%88.5%

Graduation Rates

5-, 6-, 7-year graduation and qualification rate

82.2%LBPSB

PublicSchools

All ofQuébec

65.8%

70.8%

73.4%

77.2%

76.5%

80.1%

86.8% 88.5%5 years6 years7 years

The LBPSB has one of the highest graduation rates in the five year cohort for the last 5 years in the public schools of Quebec; while serving a diverse population that has access to a wide range of innovative education pathways. We celebrate our diversity as a reflection of the communities we serve.

ContentsIntroduction .......................................................................................................................................................................................... i

Achievements ...................................................................................................................................................................................... 2

Schools and Centres of the Lester B. Pearson School Board ......................................................................................................... 3

The Council of Commisioners of the Lester B. Pearson School Board........................................................................................... 4

Overview .............................................................................................................................................................................................. 5

Strategic Plan 2015 - 2020 -- Engaging Learners for Life

Direction 1 – Improving Achievement............................................................................................................................................... 6

Direction 2 – Ensuring Wellness .....................................................................................................................................................10

Direction 3 - Strengthing Engagment ............................................................................................................................................13

Financial Statements .......................................................................................................................................................................16

Independent Auditor’s Report .........................................................................................................................................................20

Office of the Student Ombudsman 2016-2017 Annual Report .....................................................................................................21

Office of the Ethics Commissioner 2016-2017 Annual Report .....................................................................................................24

Staffing Table ....................................................................................................................................................................................25

1

OUR Achievements

Achievement — This achievement is the result of a student-focused teaching philosophy, where our dedicated teachers, administrators, and staff foster students’ academic and personal interests while providing support throughout their educational paths. We offer an array of programs and courses in the Youth and Vocational sectors, capturing a variety of core competencies and learning outcomes. Technology, language reinforcement, and focused teacher attention are heavily integrated to enhance student engagement and real-world readiness.

OUR Wellness

Wellness — Maintaining physical, emotional, and mental wellness is key to student engagement and success. LBPSB organizes and promotes wellness and social integration activities during and outside of school hours. Whether through art, fitness, relationship-building, or self-care, Lester B. Pearson School Board cultivates a culture of wellness. This wellness culture thrives with its inherent openness and holistic approach.

Elementary School: Feel Safe Attending SchoolThe majority of schools are implementing annuallyTHREE OR MORE specific initiatives promoting

HEALTHYLIFESTYLECHOICES

Feel unsafe Neutral Feel safe

Secondary School: Feel Safe Attending School

Feel unsafe Neutral Feel safe

End of Cycle III ELA Reading 90%End of Cycle III Math 76%

LBPSB

SOURCE: Ministère de l’Éducation et de l’Enseignement supérieur, June 2017

Provincial Public

2016-2017 Sec. IV Math CST 73% 65%Sec. IV Math TS 91% 90%Sec. IV Math SN 83% 81%Sec. IV General Science & Technology 88% 84%Sec. IV Applied Science & Technology 89% 89%Sec. IV History & Citizenship 75% 73%Sec. IV Histoire 89% 81%Sec. V ELA 98% 97%Sec. V French Base 94% 93%Sec. V French Enriched 98% 96%

2

Region 3Region 2Region 1

Elementary

Beacon HillBirchwood Christmas ParkDorsetEdgewaterEvergreenForest Hill JuniorForest Hill SeniorMount PleasantPierre Elliot TrudeauSherbrooke Acad. Jr.Sherbrooke Acad. Sr.SoulangesSt. PatrickSt.Edmund

Secondary

BeaconsfieldMacdonaldWestwood Junior

Westwood Senior

Elementary

BeechwoodKingsdale Acad.Margaret MansonSpringdaleSt.AnthonySt. CharlesSunshineTerry FoxWilder Penfield

Secondary

AngrignonBourbonnièreDawsonHorizonJohn RenniePierrefonds ComprehensiveRiverdaleSt. Thomas

Elementary

AllionChildren’s WorldClearpointDorval ElementaryMaple GroveOrchard ElementaryRiverviewSt. John Fisher JuniorSt. John Fisher SeniorLaSalle JuniorLaSalle SeniorVerdun ElementaryWestpark

Secondary

BeurlingLakesideLaSalle Community ComprehensiveLindsay Place

Continuing Education

Adult Centres Vocational Training Centres

Gordon Robertson Beauty AcademyPearson Adult and Career Center Pearson ElectrotechnologyWest Island Career CentreSources Adult & Career CentreVerdun Adult & Career Centre

Pearson Adult and Career Centre Place Cartier Adult CentreSources Adult & Career CentreVerdun Adult & Career Centre

3

Schools and Centres of theLester B. Pearson School Board

4

Martin ShermanChair of Executive

Ward 8

Noel BurkeVice-Chairman

Ward 4

Suanne Stein DayChairman

Joshua ArlessWard 3

Eric BenderWard 9

Frank di BelloWard 2

Mary Ann DavisWard 1

Jason DoanElementary Schools

Angela BerrymanS.N.A.C.

Special NeedsAdvisory Committe

Domenic PavoneWard 10

Craig BergerWard 6

Nan BeatonWard 5

Daniel OlivensteinWard 11

Wayne CliffordWard 12

Sharad BhargavaSecondary Schools

Frank Clarke“At Large”

Laura DerryWard 7

Council of Commissioners

Parent Commissioners

Strategic Plan 2015 - 2020Annual Report 2016-2017

Three Strategic Directions for Success

● Improving Achievement● Ensuring Wellness● Strengthening Engagement

Eight General Objectives

Twenty-Six Reporting Points

This is our first official reporting of the Lester B. Pearson School Board’s 2015-20 Strategic Plan. This is a plan that was built collaboratively from the ground up over the course of a ten month consultation. The plan took shape with direct input from school and center administrators. That input allowed the management team to identify and focus on the three directions of Achievement, Wellness and Engagement. Within those three domains we have identified specific objectives as well as indicators and targets for each objective. It is upon those specific objectives that we are organizing our annual report.

The previous strategic plan had five directions originally, 14 general objectives and 44 reporting points

STRATEGIC

PLAN2015-2020


Engagement

5

Objective A: To increase the number of students under 20 who graduate or acquire a qualification to 90% by 2020.

Indicator 2016-17 Result Target

Secondary school graduation rate

Baseline

78.2%1 (LBPSB 5yr.

cohort June 2014)88.5 79.50%1

Secondary school qualification rate0.6%2

(June 2014)1.8 2.00%

Percentage of students with special needs

aged 18-21 exiting the youth sector with a

Transition école vie active (TEVA) planNew Indicator

100%(Achieved)

100%

Continuing education graduation and

qualification rate before the age of 20

7.4%3

(AVE contribution to LBPSB 7 yr. cohort June

2014)

6.4 8.5%

Direction 1: Improving Achievement

Lester B. Pearson School Board’s outcomes in the domain of achievement remain exemplary. Our overall success rate of 88.5, once again places us within the top three public school boards in the province for graduating and/or qualifying students. We are enormously proud of our academic successes. They are the product of the hard work, dedication, and innovative spirit of all parties in our system. Those results only happen when students and parents value educational outcomes and work collaboratively with schools and strive for excellence. We are extremely proud of the achievements of our students and we commend all parties who worked to support them on their journey. Of additional note is the early achievement of the TEVA (Transition Ecole Vie Actif) objective of providing exit plans for all eligible students. These plans are now mandatory for high needs students exiting our system and transitioning to the community. Fifteen of our high needs students qualified for TEVA plans in June 2017 and each exited with a plan of action for this transition.

Strategic Plan 2015 - 2020Direction 1Annual Report 2016-2017

STRATEGIC

PLAN2015-2020


Engagement

6

Objective B: To increase student success in Elementary Mathematics, English Language Arts and French

Indicator Baseline 2016-17 Result Target

Success Rate: End of Cycle III Elementary Math exam

80%: June 2014 LBPSB

Uniform Cycle III Exam76.05%

83.00%

Success Rate: End of Cycle III Elementary English Language Arts exam (Reading)

85%: June 2015 LBPSB

Uniform Cycle III Exam

(new indicator)89.57% 88.00%

Success Rate End of Cycle III Elementary

French exam (Reading)

90%: June 2015 LBPSB Uniform Cycle III Exam

(new indicator)87.10%

Maintain Rate of Success


Results remain strong in each of the three indicators of elementary school academic achievement. We have noted that in two of the three targeted subjects, Cycle III Mathematics and Cycle III French reading, our outcomes recessed slightly in 2016-17. At the same time, we observed a 4.5% increase in our success rate on the reading portion of the Cycle III ELA Reading examination. We will be monitoring these results moving forward and maintaining our targets for the plan’s end.

It is worth noting that over the span of the previous five years (2013 - 2017, we have regularly witnessed variances in outcomes on these specific evaluations and that relatively minor deviations positively or negatively are always assessed in the context of a longer timeline and not simply evaluated on the basis of an annual comparison.

Math 81 81 78 73 76ELA Reading 83 90 85 88 90French Reading 86 90 90 91 87

2013-17


STRATEGIC

PLAN2015-2020


Engagement

7


STRATEGIC

PLAN2015-2020


Engagement

Objective C: To increase student success in Secondary Mathematics, Science and Technology, History and Citizenship, English Language Arts and French


Success Rate: Secondary IV Math Options71%: success rate across

Secondary IV options 77.12% 73.00%

Success Rate: Secondary IV General and Applied Science and Technology

80%: success rate across

Secondary IV options 88.22% 82.00%

Success Rate: Secondary IV History and Citizenship Education

72%: success rate across

Secondary IV options79.05% 74.00%

Success Rate: Secondary V EnglishLanguage Arts

90%: success rate 97.90%Maintain Rate of

Success

Success Rate: Secondary V French91%: success rate across

Secondary V options95.55%

Maintain Rate of Success


Lester B. Pearson School Board students continue to achieve exemplary outcomes at the Secondary level, particularly in the subject areas targeted in our five year plan. As the chart indicates, results in these subject areas exceeded the target objectives which were set for the end of the plan in 2020. Readers should note that all results are for the final course outcomes in each subject, including the uniform exam results in the respective subjects. Math results take into account success rates in all three Secondary IV Mathematics options: Cultural Social and Technical, Technical and Scientific and Science Math.We are enormously proud of the achievements of our students in this area and recognize that these outcomes translate directly into the attaining of Secondary School Diplomas for our students.

8


STRATEGIC

PLAN2015-2020


Engagement

In tracking our success rates in Secondary IV subjects between 2012-13 and 2016-17 we take particular pride in the higher rate of success students are experiencing in Secondary IV CST Mathematics. Secondary IV Mathematics is a required course for graduation and it has long been a difficult hurdle for our students to clear. Through student persistence and commitment, and a collective effort by all in the system we have seen the success rate in this particular course rise by over 10% since 2012-13. This is a remarkable achievement for our system and, more importantly, it translates directly into a higher percentage of our students achieving their graduation requirements.

2013-17

9


STRATEGIC

PLAN2015-2020


Engagement

Tracking wellness indicators and identifying areas where those indicators suggest students are ill at ease or struggling remains a priority for Lester B. Pearson School Board. Student wellness, whether individual or collective is a product of a multitude of interrelated factors, unique, at times, to individual students. Whereas outcomes in the academic realm can sometimes be isolated and targeted for specific intervention, socio-emotional outcomes and indicators often speak more broadly. Our Strategic Plan has identified student sense of belonging, as measured by our annual Tell Them From Me survey, as our primary indicator of student wellness. Other indicators are available to us at both the board and school level. Of concern is that at the secondary level, only 63% of students are indicating a strong sense of belonging at school. This is down 4% from our three-year baseline average from 2012-15. More importantly, it is 9% below the national average for secondary schools. Similarly the elementary indicator has also dropped from the 2012-15 average result and sits a full 8% below the national average outcome.It is noted that at the secondary level the disparity between the LBPSB results and national norms is far more pronounced with girls (59%/71%) than boys (70%/72%). This disparity is a bit more balanced at the elementary level: girls (77/86) boys (79/85).

Objective A: To strengthen healthy lifestyles and positive mental health


Tell Them From Me Survey (TTFM)Social Engagement Indicator: Sense

of Belonging in School

Elementary School

84.00%: 3 yr. survey average 2012-15

78% (-8% from Canadian average)

2% above the National

average by 2020

Secondary School

67.00%: 3 yr. survey

average 2012-15

63% (-9% from Canadian average)

2% above the National

average by 2020

Staff portrait of school/center based wellness initiatives and activities

New Objective DelayedCreate and administer

survey by 2017-18 School Year

Direction 2: Ensuring Wellness

TTFM 2016-17 Sense of Belonging in School

TTFM 2016 - 2017 Sense of Belonging in School

10


STRATEGIC

PLAN2015-2020


Engagement

At the elementary and secondary level, 38 of 49 schools in the system engaged in three or more specific initiatives promoting healthy lifestyle choices. These activities included participation in Nutrition Month challenges between March 13 and April 7 and six elementary schools piloting the My Daycare is Physically Active program in 2016-17. This program is expanding in the 2017-18 school year, making daycare programs critically active cogs in the healthy lifestyle domain. Riverview Elementary continued as one of the nineteen pilot schools for the MEES “Sex Education” program. Evergreen elementary in St. Lazare is assuming pilot status for 2017-18.Health fairs were organized by local FLASH Committees at Pierrefonds Comprehensive High School and John Rennie High School. The Student Services Department held its annual Partners in Prevention Programs at Riverdale High School and Westwood Jr. High School.In the Continuing Education Sector, activities included environmental initiatives such as composting and urban gardening, potluck lunches to help build supportive social relationships in Adult Centers, lunchtime walking clubs, drug prevention workshops and smoking cessation support groups. The Allancroft campus of Place Cartier offered weekly aerobics classes to staff and students and sponsored a neighbourhood walking club. Place Cartier also introduced option courses in Whole Body Health and Leadership to encourage and develop a range of healthy lifestyle choices.

Objective B: To encourage learners to adopt a healthy and physically active lifestyle


The number of continuing education centers with initiatives promoting a

healthy and physically active lifestyle3 of 7 Centers 5 7 Centers

Number of schools implementing annually three or more specific initiatives

promoting healthy lifestyle choicesNew Indicator 77% 80.00% of Schools


11


STRATEGIC

PLAN2015-2020


Engagement

Objective C: To foster safe and caring relationships within the school, the community and the digital environment

Indicator Baseline 2015-16 Result

Target

Tell Them From Me (TTFM)

Elementary School Indicator: Feel Safe Attending School (Bullying and School

Safety Report)

Girls 8.10%/Boys 8.10%

Feeling unsafe at school June 2015

Girls 7.60%/Boys 8.90% (Nov. 2015)

Girls 5%/Boys 5%

by October 2019

Tell Them From Me (TTFM )

Secondary School Indicator:

Feel Safe Attending School (Bullying and School Safety Report)

13.90% Girls/16.3% Boys

Feeling unsafe at school11.70% Girls/14.6%

Boys (Nov. 2015)

10% Girls/13% Boys

by October 2019


Fostering safe and caring relationships within the school, the community and the digital environment is the third and final wellness objective. Again, taking advantage of indicators available in the annual Tell Them From Me Student survey, the plan identified student safety (self-reported) as the appropriate indicator for this objective. Reported outcomes are drawn from the November 2015 TTFM survey as there was no November 2016 TTFM survey conducted. At both the elementary and secondary levels, outcomes in this area were mixed. The percentage of girls indicating that they feel unsafe at their elementary school decreased from 8.1% to 7.6% from the 2014-15 survey while boys at the same level showed an increase from 8.1% to 8.9%. At the secondary level, both girls (13.9%-11.7%) and boys (16.3%-14.6%) showed marked decreases in this domain.

12


STRATEGIC

PLAN2015-2020


Engagement

Objective A: To have students engaged in their learning


Tell Them From Me:Secondary Skills Challenge -

Optimal Quadrant.

6% above the National Average 2014-15

(52%/58%)

8% Above National Average 2016-17

(52%/60%)

10% Above

2017-20 Composite

National Average

TTFM Elementary SurveySocio-Emotional OutcomeStudents Interested and

Motivated

Elementary School Baseline:

8% above the Three Year

National Average Composite

2013-2015

Elementary 90% Interested and Motivated. National

average 71%

10% Above

2017-20 Composite

National Average

TTFM Secondary Survey

Socio-Emotional Outcome

Students Interested and

Motivated

Secondary School Baseline:

4% above the Three Year

National Average Composite

2013-2015

Secondary 34% Interested and Motivated. National

average 30%

6%

Above the National

average

2017-20 Composite

National Average

Direction 3: Strengthening Engagement

Strengthening Student Engagement is the third and final direction in the LBPSB Strategic Plan. Having interested, motivated and engaged students is the ultimate goal for any educator and any educational institution. Novel instructional approaches, searching for interesting and relevant course material and leveraging technology are some of the ways our schools strive to engage students. Indicators from the annual Tell Them from Me survey show levels of engagement at both the elementary and secondary levels to be above national averages and within range of 2020 targets. At the elementary level 90% of Grade 4-6 students surveyed indicated that they were interested and motivated in their classes. This result is a full 19% above the Canadian average. At the secondary level, 34% of students surveyed indicated that they were interested and motivated in their classes, 4% above the national average. It is important to note that this indicator declines steadily from Secondary I-V in each school in the system. Despite results which are above Canadian averages, we recognize that having only one-third of students reporting positively begs a investigation and investment.

13


STRATEGIC

PLAN2015-2020


Engagement

TTFM Skills (Grades) - Challenge

June 2017 TTFM Survey - Secondary Students only. Optimum quadrant is upper right.

Charts extracted from the April 2017 TTFM survey for all LBPSB schools with indicator broken down by grade level. This indicator, along with intellectual engagement indicators, is what we are trying to help redefine as success in our system.

TTFM Students Interested and Motivated (June 2017)

14


STRATEGIC

PLAN2015-2020


Engagement

The Lester B. Pearson School Board recognizes that learning is not limited to the classroom and that engaging community and business partners to participate in the educational projects of schools only serves to enhance the educational experiences of students. Furthermore, the LBPSB understands that its students are living in a dynamic, global environment dominated by digital technology while at the same time living locally as primarily English speakers in a predominantly French culture. Community engagement, therefore, takes on a multi-faceted shape.

LBPSB has identified 9 Domains of Interest where it is seeking to build partnerships with the broader community. Those domains are: Science and Technology; Media and Entertainment; Health Services; Environmental Sciences; Business and Entrepreneurship; Law and Public Safety; Industries Aligned with Vocational Programs; Sports and Recreation; Community Service. In the youth sector, students benefited from active partnerships in 7 of 8 of the relevant domains. In the adult sector, 6 of the 9 domains were active.

The LBPSB Educational Services Department proudly embraced the Common European Framework of Reference for Languages (CEFRL) as a guiding instructional blueprint for its French Second Language programs. A plan for the implementation of this framework and the administration of the Diplôme d’études en langue française (DELF) exam for Secondary III students was launched in six schools. This training will be ongoing with a target of all secondary schools and 25 elementary schools trained in administering the DELF exam and teaching the Common European Framework by 2020.

Objective B: To have students engaged in the world around them


The number of Digital Citizenship Program (DCP) workshops offered

3 per year 4 Sessions Maintain 3 per year

The number of Educational Technology Summer Institute days

3 days per year11.70% Girls/14.6%

Boys (Nov. 2015)

10% Girls/13% Boys by

October 2019

The number of schools/centers with active

social media links integrated into their

home web page

37%

of schools and centers82% FB/42%Twitter

100% of schools and

centers by June 2020

The number of active partnerships

by domain of interestNew Indicator

Youth: 7/8 DomainsAVE: 6/9 Domains

2 partnerships per

domain each year

Development and implementation of

board wide criteria for students to qualify

for a bilingual certificate

New Indicator

DELF Certificate Implementation Plan in place. Six schools with

trained staff June 2017.

Framework in place

system wide by June

2020

Direction 3: Strengthening Engagement

15

16

Lester B. Pearson School Board Statement of financial position As at June 30, 2017

Page 3

Notes 2017 2016 $ $

Financial assets Cash 2,110,357 1,553,738 Operating grants receivable 4 32,522,404 31,327,053 Grants receivable specific to the acquisition of property and equipment — 90,306 Financing grants receivable 34,113,080 33,165,672 Accounts receivable 5 19,252,033 9,156,684

87,997,874 75,293,453

Liabilities Accounts payable and accrued liabilities 6 52,760,038 44,690,970 Deferred contributions related to property and equipment acquisitions 7 6,200,859 6,559,307 Deferred revenues 8,661,953 7,478,514 Accrued employee future benefits 8 17,266,603 16,869,021 Environmental liabilities 2,190,170 2,647,309 Other liabilities 9 203,598,022 204,349,826

290,677,645 282,594,947

Net debt (202,679,771 ) (207,301,494 )

Non-financial assets Property and equipment 10 237,986,443 236,691,783 Prepaid expenditures 51,326 132,732

238,037,769 236,824,515

Accumulated operating surplus 35,357,998 29,523,021

The accompanying notes are an integral part of the financial statements.

Lester B. Pearson School Board Statement of operations Year ended June 30, 2017

Page 4

2017 2016 $ $

Revenues Ministère de l’Éducation et de l’Enseignement supérieur (MEES) operating grants 176,575,425 159,035,962 School taxes 62,439,428 61,602,761 Other operating revenues 55,387,977 58,099,197 Transportation grants – MEES 5,532,463 5,443,445

299,935,293 284,181,365

Expenditures Teaching services 142,852,024 134,505,319 Educational support activities 67,564,443 66,913,144 Extra-curricular activities 11,919,589 11,713,721 Transportation 13,374,671 13,151,877 Administrative activities 11,898,668 11,634,389 Energy 5,275,588 5,623,127 Amortization of property and equipment 13,557,521 13,105,553 Maintenance and caretaking 15,094,857 14,930,917 Financing costs 197,137 268,213 Subsidized schools in the public interest 9,832,021 9,107,237 Other 1,964,096 4,163,263 Net change in accrued employee future benefits 397,582 988,343 Losses on disposals of property and equipment 172,119 —

294,100,316 286,105,103

Excess (deficit) of revenues over expenditures 5,834,977 (1,923,738 )

The accompanying notes are an integral part of the financial statements. Lester B. Pearson School Board Statement of accumulated operating surplus Year ended June 30, 2017

Page 5

2017 2016 $ $

Accumulated operating surplus, beginning of year 29,523,021 31,446,759 Excess (deficit) of revenues over expenditures 5,834,977 (1,923,738 )Accumulated operating surplus, end of the year 35,357,998 29,523,021

The accompanying notes are an integral part of the financial statements. 17

Lester B. Pearson School Board Supplementary information Year ended June 30, 2017 (Unaudited)

Page 17

2017 2016 $ $

Breakdown of operating expenditures Teaching services Kindergarten 8,393,644 7,584,902 Elementary 51,054,325 50,043,401 Secondary 49,609,496 45,756,609 Technical vocational 24,478,971 24,443,425 Educational intervention 2,958,608 486,560 Adult education 6,356,980 6,190,422

142,852,024 134,505,319

Educational support activities Management of schools and centres 19,636,957 18,921,317 Educational material 4,120,206 4,329,446 Complementary services 26,002,468 24,710,685 Pedagogical services 10,816,473 12,780,034 Animation and pedagogical services 2,232,780 1,815,732 Professional development 483,551 433,725 Social, cultural and sports activities 4,272,008 3,922,205

67,564,443 66,913,144

Extra-curricular and transportation activities Living allocation — 21,000 Food services 1,035,899 1,025,712 Transportation 13,374,671 13,151,877 Daycare 10,883,690 10,667,009

25,294,260 24,865,598

Administrative activities Council of commissioners 303,109 299,334 Management 9,404,334 8,908,451 Corporate services 2,146,330 2,382,399 Professional development 44,895 44,205

11,898,668 11,634,389

18

Lester B. Pearson School Board Supplementary information Year ended June 30, 2017 (Unaudited)

Page 18

2017 2016 $ $

Breakdown of operating expenditures (continued) Property and equipment activities Furniture and equipment 135,668 113,961 Amortization of furniture 5,038,527 5,156,123 Building upkeep 4,414,523 4,144,352 Amortization of buildings 8,518,994 7,949,430 Caretaking services 9,381,645 9,344,281 Energy 5,275,588 5,623,127 Rental 275,374 263,675 Computer development – not capitalized 319,787 319,787 Security 567,860 744,861

33,927,966 33,659,597

Other Financing costs 197,137 268,213 Special projects 1,049,983 3,540,873 Subsidized schools in the public interest 9,832,021 9,107,237 Retroactivity 135,895 720,911 Job security 30,378 27,805 Change in allowance for doubtful accounts 180,768 500,247 Environmental liability – revaluation 391,429 (975,164 ) Loan of service (77,152 ) 118,235 Miscellaneous 252,795 230,356

11,993,254 13,538,713

Net change on the accrued provision for fringe benefits 397,582 988,343

Losses on disposals of property and equipment 172,119 —294,100,316 286,105,103

19

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.

Opinion In our opinion, the financial statements present fairly, in all material respects, the financial position of Lester B. Pearson School Board as at June 30, 2017 and the results of its activities, changes in its net debt and its cash flows for the year then ended in accordance with Canadian public sector accounting standards.

Others Matters The financial statements of Lester B. Pearson School Board for the year ended June 30, 2016, were audited by another auditor who expressed an unmodified opinion on October 7, 2016.

Lester B. Pearson School Board has prepared another set of financial statements for the year ended June 30, 2017, in accordance with Canadian public sector accounting standards, to conform to the mandatory format prescribed by the Ministère de l’Éducation et de l’Enseignement supérieur, on which we issued an Auditor’s Report to the Council of Commissioners of Lester B. Pearson School Board dated October 13, 2017.

October 13, 2017

____________________ 1 CPA auditor, CA, public accountancy permit No. A110078Member of Deloitte Touche Tohmatsu Limited

Deloitte LLP La Tour Deloitte 1190 Avenue des Canadiens-de-Montréal Suite 500 Montréal QC H3B 0M7 Canada

Tel: 514-393-7115 Fax: 514-390-4116 www.deloitte.ca

Independent Auditor’s Report

To the Council of Commissioners of Lester B. Pearson School Board

We have audited the accompanying financial statements of Lester B. Pearson School Board, which comprise the statement of financial position as at June 30, 2017 and the statements of operations, accumulated operating surplus, changes in net debt and cash flows for the year then ended, and a summary of significant accounting policies and other explanatory information.

Management’s Responsibility for the Financial Statements Management is responsible for the preparation and fair presentation of these financial statements in accordance with Canadian public sector accounting standards and for such internal control as management determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditor’s Responsibility Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with Canadian generally accepted auditing standards. Those standards require that we comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.

Member of Deloitte Touche Tohmatsu Limited

Deloitte LLP La Tour Deloitte 1190 Avenue des Canadiens-de-Montréal Suite 500 Montréal QC H3B 0M7 Canada

Tel: 514-393-7115 Fax: 514-390-4116 www.deloitte.ca

Independent Auditor’s Report

To the Council of Commissioners of Lester B. Pearson School Board

We have audited the accompanying financial statements of Lester B. Pearson School Board, which comprise the statement of financial position as at June 30, 2017 and the statements of operations, accumulated operating surplus, changes in net debt and cash flows for the year then ended, and a summary of significant accounting policies and other explanatory information.

Management’s Responsibility for the Financial Statements Management is responsible for the preparation and fair presentation of these financial statements in accordance with Canadian public sector accounting standards and for such internal control as management determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditor’s Responsibility Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with Canadian generally accepted auditing standards. Those standards require that we comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.

October 30, 201720

LBPSB Student Ombudsman Annual Report 2016-2017 –p.1

Annual Report Student Ombudsman – 2016-2017 By Caroline Lemay October 1st, 2017. Introduction It is my pleasure to submit my first annual report as the Lester B. Pearson School Board Student Ombudsman, as required by the By-Law 9 and the section 220.2 of the Education Act. I have been nominated by the Council of Commissioners in October 2016, in replacement of Mme Joanne Doucet, who acted as the School Board Student Ombudsman for the last 3 years. The report will therefore be covering the period of October 1st, 2016 to August 31st, 2017 in which 100 contacts have been made with both parents and students, that the Student Ombudsman calls “visitors” to designate the users of its services. Amongst the number of interventions, 19 of them were visitors looking for information. The chart below breaks down the interventions into different categories. Those categories are an adaptation of the categories listed in the “Uniform Reporting Categories” published by the International Ombudsman Association in October 2007. After discussion with the Administration, it was thought that it would be useful to use those categories in order to have a consistent classification of the requests received over time. The full list of Categories can be consulted through this link: https://goo.gl/VGPBX4 The fact that no investigation has been carried by the Student Ombudsman suggests that the Administration has handled the visitors’ requests in a fair and satisfactory manner. Very few visitors came back to me following a first referral to the relevant administrative service, even though they were each time invited to contact me if they had any questions or needed advices and support in advancing their requests or the complaints they had towards the decisions they are facing. Visitors also contacted me once a solution has been found with the administration, to thank me for the time I took to listen to them. Listening has an important added-value in fostering trust between the parties subjected to the administration’ decisions and the institution. In fact, it provides a neutral place where they can vent, validate their discontent and clarify their thoughts before taking contact with the administration. Most visitors greatly appreciated this space as they showed a will and sought guidance to bring their grievances to the administration in the most respectful and objective manner. In this sense, it also benefits those who are designated to respond to the complaints as they dealt with parents or students that have took time to prepare and showed concerned on how to better address their concerns. Being listened to by an impartial third-party has also been mentioned as a relevant step to take in order to preserve trust towards the administration for the visitors that felt very strongly about the unfairness they felt they faced themselves or their children. Some parents mentioned their will to talk to me as a last resort to resolve in an informal manner their difficulties with the administration, before going to report it to the Medias.

2014-2015 Annual Report – Student Ombudsman Page 1

Office of the Student Ombudsman

2014-2015 ANNUAL REPORT

It is my pleasure to submit my annual report as Student Ombudsman, as required

by Article 12 of By-Law 9. This report covers the period from September 2014 to August

31, 2015.

A total of fifty-eight (58) cases were brought to my attention. The majority of

complainants, both parents and students, located me through the Lester B. Pearson website;

however some parents mentioned that they were referred by the Ministry of Education.

Most parents and students contacted the Student Ombudsman by phone, and very few cases

were handled exclusively by email. Out of fifty-eight (58) complaints processed, four (4)

were of the formal variety and came after a decision of the Council of Commissioners.

While no specific type of problem stands out, the statistics show that 28% of the

complaints concerned conflict with staff members, mainly teachers (16 cases); 22% related

to accessing information; and 16% concerned school regulations and code of conduct. The

large majority of the complainants were parents (86%). Some parents or students expressed

their appreciation of the Student Ombudsman’s function, mostly because they felt listened

to, therefore giving them a better understanding of the complaint process.

Annual ReportOffice of the Student Ombudsman

21


Annual Report Student Ombudsman – 2016-2017 By Caroline Lemay October 1st, 2017. Introduction It is my pleasure to submit my first annual report as the Lester B. Pearson School Board Student Ombudsman, as required by the By-Law 9 and the section 220.2 of the Education Act. I have been nominated by the Council of Commissioners in October 2016, in replacement of Mme Joanne Doucet, who acted as the School Board Student Ombudsman for the last 3 years. The report will therefore be covering the period of October 1st, 2016 to August 31st, 2017 in which 100 contacts have been made with both parents and students, that the Student Ombudsman calls “visitors” to designate the users of its services. Amongst the number of interventions, 19 of them were visitors looking for information. The chart below breaks down the interventions into different categories. Those categories are an adaptation of the categories listed in the “Uniform Reporting Categories” published by the International Ombudsman Association in October 2007. After discussion with the Administration, it was thought that it would be useful to use those categories in order to have a consistent classification of the requests received over time. The full list of Categories can be consulted through this link: https://goo.gl/VGPBX4 The fact that no investigation has been carried by the Student Ombudsman suggests that the Administration has handled the visitors’ requests in a fair and satisfactory manner. Very few visitors came back to me following a first referral to the relevant administrative service, even though they were each time invited to contact me if they had any questions or needed advices and support in advancing their requests or the complaints they had towards the decisions they are facing. Visitors also contacted me once a solution has been found with the administration, to thank me for the time I took to listen to them. Listening has an important added-value in fostering trust between the parties subjected to the administration’ decisions and the institution. In fact, it provides a neutral place where they can vent, validate their discontent and clarify their thoughts before taking contact with the administration. Most visitors greatly appreciated this space as they showed a will and sought guidance to bring their grievances to the administration in the most respectful and objective manner. In this sense, it also benefits those who are designated to respond to the complaints as they dealt with parents or students that have took time to prepare and showed concerned on how to better address their concerns. Being listened to by an impartial third-party has also been mentioned as a relevant step to take in order to preserve trust towards the administration for the visitors that felt very strongly about the unfairness they felt they faced themselves or their children. Some parents mentioned their will to talk to me as a last resort to resolve in an informal manner their difficulties with the administration, before going to report it to the Medias.


Those feedbacks confirmed that parents and students appreciate the Student Ombudsman service as a mean to achieve fairness in administrative decisions rather than a mean to overturn them. In many contacts, visitors pointed out their will to find a mutual agreement while respecting the regulations and understanding the administration’s constraints. In this sense, it reinforces the idea that the Student Ombudsman service should be seen as a mean to promote justice and fairness through which their voices can be heard rather than a surveillance mechanism that can overturn the administration’s decisions, as it is often mistaken for in public fora. I also have been happily surprised to hear visitors mentioning they have been referred to me by police officers, lawyers or the Ministry of Education. It shows that regulatory agents are increasingly aware of the importance of the Student Ombudsman whose actions can precede and be complementary to their mandate. It has been a pleasure to bring my humble contribution to support the School Board to provide quality services to the actual citizens and the ones in becoming. I would like to take this opportunity to give a warm thank you to the Secretary-General Geneviève Dugré for her guidance and support in the pursuit of my mandate. Caroline Lemay

Rapport du vérificateur externe

22


Statistics Number of contacts

Student Parents Other Total Number of investigations

LEVEL Elementary 0 34 0 34 0 High School 2 23 0 25 0 Adult 4 2 0 6 0 Vocational 20 2 0 22 0 International 2 3 0 5 0 N/A 1 4 3 8 0 Total 29 68 3 100 0

Nature of interventions Nb 1. a - Priorities, Values, Beliefs 1 1. b - Respect/Treatment 4 1. c - Trust/Integrity 3 1. e - Communication 2 1. f - Bullying, mobbing 2 1. h - Retaliation 1 1. j - Assignments/Schedules 1 1. k - Feedback 1 1. l - Consultation 1 1. m - Performance Appraisal Grading 3 1. o - Supervisory Effectiveness 2 2. a - Quality of services 10 2. b - Responsiveness / Timeliness 8 2. c - Administrative Decision and Interpretation and Application of Rules 16

2. d - Behavior of Service Provider 12 3. a - Criminal Activity 2 3. e - Disability, Temporary or Permanent, Reasonable Accommodation 4 3. j - Other: legal, regulatory, financial and Compliance 2 4. b - Leadership and Management 5 4.c - Use of Positional Power/Authority 1 Information 19 TOTAL 100

Annual ReportOffice of the Student Ombudsman

23

ANNUAL REPORT FOR YEAR ENDING JUNE 30, 2017Of the Ethics officer charged with the enforcement of the Code of Ethics and

Professional Conduct of the Commissioners of the Lester B. Pearson School Board

For the year ending June 30, 2017, the undersigned, in my capacity as Ethics officer charged with the enforcement of the Code of Ethics and Professional Conduct of the Commissioners of the Lester B. Pearson School Board, received a total of four (4) complaints

1. One (1) complaint which was reviewed and rejected.

2. Three (3) complaints directed at one commissioner which after review were decided as follows:

a. The three (3) complaints were maintained as being well-founded;

b. The commissioner against whom the complaints were directed was declared to have derogated from and com-mitted infractions under articles 3, 5.1, 5.6 of the Code and 177.1 of the Education Act (Chapter I-13.3) which Act forms part of the Code of Ethics by reference.

c. A reprimand was imposed on the said Commissioner for having so contravened the Code of Ethics and the Education Act.

Me Vincent GuidaPerson charged with the enforcement of the Code of Ethics and Professional Conduct of the Commissioners of the Lester B. Pearson School Board. - Montreal, January 17, 2018

The council of commissioners must, by by-law, establish a code of ethics and professional conduct which is applicable to the commissioners.

The code shall set out the duties and obligations of the commissioners, and may prescribe standards that vary according to the various classes of commissioners or that apply only to certain classes of commissioners. The code must, among other things,

(1) include preventive measures, in particular rules for the disclosure of interests;

(2) deal with the identification of situations of conflict of interest;

(3) regulate or prohibit practices relating to remuneration;

(4) specify the duties and obligations of commissioners even after they leave office;

(5) include enforcement mechanisms, in particular the designation of the persons charged with the enforcement of the code and provide for penalties.

No member of the council of commissioners or employee of a school board may be responsible for determining if the code has been contravened or for imposing a penalty.

The school board must ensure public access to the code, and publish it in its annual report.

The annual report shall, in addition, state the number of cases dealt with and the follow-up thereon and set out any breaches determined during the year by the disciplinary authorities, the determination thereof, any penalties imposed by the competent authorities and the names of any commissioners divested of office by a court during the year.This section must not be construed so as to restrict the freedom of speech inherent in a commissioner’s function.

24

Code of Ethics & ConductSection 175.1 of the Education Act

http://www.lbpsb.qc.ca/content/policies/By_laws/ByLaw5_EN.pdf

888000 Lester-B.-Pearson

JANVIER À DÉCEMBRE 2014

Heures travaillées Heures

supplémentaires Total d'heures rémunérées

Nombre d'employés pour la période

visée

1 Personnel d'encadrement 265 041,49 0,00 265 041,49 164 2 Personnel professionnel 218 543,58 6,83 218 550,41 152 3 Personnel infirmier 0,00 0,00 0,00 0 4 Personnel enseignant 2 530 662,97 6 492,23 2 537 155,20 2 671 5 Personnel de bureau, technicien et assimilé 1 511 632,39 1 595,26 1 513 227,65 1 803 6 Agents de la paix 0,00 0,00 0,00 0 7 Ouvriers, personnel d'entretien et de service 461 703,87 8 926,74 470 630,61 377 8 Étudiants et stagiaires 0,00 0,00 0,00 0 Total 4 987 584,30 17 021,06 5 004 605,36 5 167

888000 Lester-B.-Pearson

AVRIL 2016 À MARS 2017

Heures travaillées Heures

supplémentaires Total d'heures rémunérées

Nombre d'employés pour la période

visée

1 Personnel d'encadrement 262 303,02 0,00 262 303,02 159 2 Personnel professionnel 213 318,74 0,00 213 318,74 153 3 Personnel infirmier 0,00 0,00 0,00 0 4 Personnel enseignant 2 490 766,41 9 608,15 2 500 374,56 2 533 5 Personnel de bureau, technicien et assimilé 1 523 243,81 3 388,40 1 526 632,21 1 815 6 Agents de la paix 0,00 0,00 0,00 0 7 Ouvriers, personnel d'entretien et de service 455 620,93 10 743,44 466 364,37 380 8 Étudiants et stagiaires 0,00 0,00 0,00 0 Total 4 945 252,91 23 739,99 4 968 992,90 5 040

20. A public body must report on the application of this chapter in its annual report. The report must set out the public body’s staffing level and the distribution of its staff by job class.If a public body was assigned a staffing level under subdivision 2 of Division III, the public body must also (1) indicate whether the staffing level was complied with and, if not, state the extent of the overstaffing as well as the means it has taken to correct the situation; (2) include the information determined by the Conseil du trésor regarding service contracts involving an expenditure of $25,000 or more.

25

Annual Report - Table regarding s. 20 of the Act respecting workforce management and control within government departments, public sector bodies and networks and state-owned enterprises.

© 2018 Lester B. Pearson School Board

First Published: February 2018

For more information please contact:

Lester B. Pearson School Board 1925 Brookdale Ave., Dorval, Quebec, Canada H9P 2Y7

514.422.3000

www.lbpsb.qc.ca

Documents

STUDENT S ELEMENTARY SCHOOLS SECONDARY … · Objective B: To increase student success in Elementary Mathematics, English Language Arts and French Indicator Baseline 2016-17 Result