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STE-ADELE ELEMENTARY SCHOOL

EDUCATIONAL PROJECT

2019-2022

This educational project is a strategic tool through which SCHOOL has defined its policy orientations, priority actions, and expected results to inform its community in this regard, with a view to ensuring educational success for all students regardless of age. This educational project reflects the characteristics and needs of the students who attend SCHOOL, as well as the community’s expectations with regard to education.

MISSION STATEMENT: To ensure that students will learn while engaged in meaningful activities that foster their curiosity and persistence. To provide them with a nurturing atmosphere where all students feel included, the needs of each student are considered, and every student has opportunities to experience success. Additionally, our students are encouraged to show kindness toward others and to care for the environment that we share with others, in our school community and in the wider world. Our small school makes a BIG difference!

VISION STATEMENT: At Ste-Adele Elementary, we aim to build a supportive community where students and staff have a strong sense of belonging. Students will learn and grow as responsible, bilingual citizens who show concern for others and for the environment. We want our students to understand that their actions have an impact on their learning and on the world around them. We wish to become increasingly flexible in how our students are engaged in learning. We will provide further opportunities for: hands-on learning, the use of technology, connections between objectives in ELA and French, experiences outside the classroom walls, increased movement, and more input from students in our planning.

SCHOOL PROFILE Located in the town of Ste-Adèle (pop. 12 900) in the Laurentian Mountains approximately sixty-seven kilometres north of Montreal, Ste-Adèle Elementary School serves a community of less than 100 students from Pre-Kindergarten to Grade 6 who come from several towns in the Laurentians: Ste-Adèle, Ste-Marguerite, St-Hippolyte, Piedmont. In recent years, 80-85 students have attended the school although that number is expected to increase beginning in 2019-2020 as the Pre-K program will be offered for the first time. Our small school, built in the 1950s, consists of 2 floors with seven classrooms, one resource room, a small gymnasium with a stage, and a library. The daycare uses one of the classrooms before and after school. The schoolyard contains playground equipment, a basketball court and a small field. Each of the classrooms and the library have an interactive white board and wireless internet access is provided throughout the building. A mobile computer lab consisting of 26 laptop computers is available to all students as well as a set of 20 iPads and 5 Chromebooks. These are used in all grades and are appropriately integrated into teaching and learning. We also acquired some small robots and began a robotics and coding club this year. Students eat their lunch in classrooms during much of the year. When weather permits, during the first and last few weeks of the school year, students eat at picnic tables outside. Lunch is supervised by 3 lunch monitors providing an approximate supervisor-to-student ratio of 1:30. About 35 students use the before/after school daycare service where there must be at least one supervisor for every 20 students. The community is comprised primarily of Francophone families. The mother tongue of 60-65% of our students is French and English for the remaining 35-40%. We have an effective Governing Board and parents who regularly volunteer their help during school activities. We make an effort to communicate regularly with parents through the students’ agendas, with email and through our Facebook page. Our Parent Participation Organization (PPO) is active, volunteering their time and working hard to put together fun events at the school for students and to raise funds for special activities and field trips. This year, they also began organizing Friday pizza lunches every two weeks for the students. We encourage parental involvement and our student-led conferences, following the end of Term 2, are attended by approximately 90% of our families. The socio-economic environment index for our school zone is 7 on a 10-point scale where a 10 represents the most disadvantaged areas. The population of the town is growing at a modest rate of 1.25% per year. We anticipate our student population remaining stable over the next 5 years. The CISSS des Laurentides offers health services in the area as well as support for youth and families although these services are provided predominantly in French. The 4 Korners Family Resource Center is a non-profit community organization dedicated to assisting youth, adults, seniors and their families in the Laurentian region to access information, resources and services in English. They have helped to provide opportunities for our students to take Red Cross babysitting and Stay Home Safe courses free of charge at our school. The Partenaires pour la réussite éducative dans les Laurentides (PREL) is an organization whose mission is to raise awareness, mobilize and engage young people, their families and all stakeholders regarding perseverance and success in school. Again, these services are offered predominantly in French.

La Barbouille, also located in Ste-Adele, is the closest Centre de la Petite Enfance (CPE) to our school and accommodates 80 children. The Commission scolaire des Laurentides (CSL) operates French public schools in the area and has an elementary school, Saint-Joseph, and a high school, École Secondaire A.-N.-Morinin in Ste-Adele. An announcement has been made that the CSL will also be opening an alternative Elementary school for the 2019-2020 school year. After Grade 6, many students from Ste-Adele Elementary attend Laurentian Regional High School in Lachute while some also go to Sainte Agathe Academy. Both of these schools are also part of the Sir Wilfrid Laurier School Board. We also typically have a few students who attend a French high school, either public or private, after their time at Ste-Adele Elementary. The closest CEGEP is the Cégep de Saint-Jérôme located 28 km to the south. It is a French CEGEP and so many of our students are more likely to eventually to go to Montreal to pursue post-secondary education in English. The school’s staff is currently comprised of a principal with part-time teaching duties, five teachers with tenured positions, one teacher on a full-time replacement contract, two part-time teachers, four attendants, a daycare technician, an administrative assistant, a part-time caretaker, and someone filling the role of a part-time special education technician (for behaviour issues). Our daycare technician and attendants also provide supervision during the lunch hour. There has been a fair amount of continuity in the workforce with six teachers on staff having been at the school for at least 5 years. The current principal was new to the school in 2018 and endeavours to provide a mix of servant and democratic leadership. Through the School Board, we also have access to the services of an educational psychologist, a speech and language pathologist, and an occupational therapist. As these professionals work with students in several schools, they are in our school once every two or three weeks. Currently, 29.6% of our students have an individualized education plan (IEP). Over the past 4 years, we have observed a minor difference (1.8%) in the success rates on summary results between students with an IEP and students without one. 6.2% of our students have diagnosed social or learning challenges corresponding to a MEES code. These students are 100% integrated into our regular classes and receive additional support from a resource teacher. One of the challenges for our community is the lack of services in our area – especially in English, compared to more urban centres, for children with social maladjustments or learning difficulties. Within the School Board’s Commitment to Success Plan, there is the objective to reduce to the gap in success rates between various groups of students by 50%. At Ste-Adele Elementary, we do not currently have significant differences in success between boys and girls or between students with an IEP and students without one. The average gap over the last 3 years between these groups has been 2.5% and 1.8% respectively. The feedback in a recent survey of our parents indicated that they felt the school’s biggest success is that with the school’s size combined with our dedicated staff, we have a community-oriented, family atmosphere and this helps us in being attentive to the students’ needs. The challenges that the parents identified are also related to the size of the school. Our gym is small, and can feel a little crowded when the older groups are in there for Physical Education classes. We also do not have a cafeteria. Enrolment is a concern that parents mentioned as well although our numbers are remaining steady in K-6 and with our new Pre-K, the total for the school will be higher next year than it has been for several years. What some parents said they would like to see more of are activities that take place outside of the school including team sports and projects with other schools. From tracking over the past two years, there have been an average of 22 instances of bullying or violence per school year. Certainly, we take these instances seriously and work to keep them to a minimum. The current rate of absenteeism is 5.9%. This is generally not a significant concern but is at times an issue for a few students.

Our teachers make an effort to create interesting learning situations for students. We work hard to engage students with meaningful tasks and through projects, we encourage students to be creative. We use a variety of methods to evaluate our students’ progress.

Types of Evaluation Tools Used at Ste-Adele Elementary

English Language Arts

French as a Second Language

Mathematics

Written work (assigned and self-selected topics, journals)

Written and oral reading responses

Guided Reading levels

Teacher observations

Oral participation/oral presentations;

Class activities and projects

Rubrics

Benchmark Reading Assessment (Terms 1 and 3 – as needed)

Learning Evaluation Situation will be considered for final mark

Teacher observation and checklist

Rubrics

Reading Assessment

Written and oral reading responses

Learning Evaluation Situations (LES)

Written composition

Oral participation

Individual student interviews

Quizzes

Monthly/Term evaluations

End of year diagnostic tools

Class assignments

Situational and application problems

Teacher judgement, observation and anecdotal notes

Small group activities

The suggested Board Exam will be taken into consideration for the final mark

Over the past three years, the success rates on the both the reading and writing portions of the Grade 6 MEES English Language Arts exam have been 86.7% on average. Bearing in mind that we have a small student population, one student often represents 8-10% in a given year. The bar graphs on the following page show that 8% of our Grade 6 students were not successful (level 1 or 2) on the reading portion of the most recent exam in 2018 and 17% were not successful on the writing portion.

OVERALL ELA READING MARK JUNE 2018

(Levels 3, 4, and 5 represent students who have successfully passed the assessment.)

OVERALL ELA WRITING MARK JUNE 2018

On the Grade 6 MEES Math exam, the success rate over the last 3 years in Competency 1 (Solves a Situational Problem) has been 79% while in Competency 2 (Uses Mathematical Reasoning) the rate has been 66%. For our students to be successful in eventually obtaining a high school diploma, mathematical reasoning is an area we will need to focus on. The following graph shows that 67% of the Grade 6 students were successful on the most recent June assessment in 2018.

Uses Mathematical Reasoning Portion of the June 2018 Grade 6 Math Exam

(Levels 3, 4, and 5 represent students who have successfully passed the assessment.)

The success rate on the year-end Grade 6 French assessment has been 100% in two of the last 3 years on the reading portion and 100% in all 3 years (2016-2018) on the communication portion. As a large number of our students do speak French at home, their communication and comprehension skills are a strength for many of them. That said, we have been providing a few students in grades 1—3 with some support from a resource teacher. This has proved to be beneficial and we plan to continue this practice. One of the current objectives with regard to the teaching of French at Ste-Adele is to help students see that the skills they are working on are very similar to those they are acquiring in their ELA classes.

Our staff is very much involved in creating a positive atmosphere in the school for the students. Everyone contributes to providing extra-curricular activities, special events and outings for the students to take part in. A majority of our students participate in extra-curricular activities such as leadership, Green Team, games club, robotics club, and after-school basketball. We involve all students in some activities such as singing Christmas carols at a local residence for seniors and a clean-up day in the spring, where students take time to pick up trash in the schoolyard and in a nearby park. From the 2018 OurSchool survey of students in grades 4-6, 100% of the students believe that education will benefit them all of them also said that they try hard to succeed. According to the survey results, 30% of our students had moderate to high levels of anxiety and this is something we will work to address.

Extra-Curricular Activities Offered to Students

Green Team

Student Council

Variety Show

Running Club

Music Lessons

Leadership

Board Game & LEGO Club

Arts & Crafts Club

Basketball

Drama

Robotics Club

IDENTIFIED CHALLENGES CHALLENGE #1: Student Success

POLICY ORIENTATION 1A: Improve literacy skills in both English and French

Objective 1.1 Improve the success rate on the MEES Grade 6 ELA exam

Objective 1.2 Maintain the success rate on the reading and interaction components of the SWLSB Grade 6 French assessment

POLICY ORIENTATION 1B: Improve Mathematical Reasoning

There is a need to ensure students are numerate and prepared for the content in Mathematics classes at the Secondary Level after completing Grade 6.

Objective 1.3 Improve the success rate in Competency 2 (Uses Mathematical Reasoning) on the SWLSB year-end Math assessment and on the MEES Grade 6 exam

CHALLENGE #2: Psychological and physical well-being of students

POLICY ORIENTATION: Provide a healthy, safe environment

Objective 2.1 Reduce the number of students who have moderate to high levels of anxiety at school

Objective 2.2 Increase opportunities for physical activity during the school day and encourage students to be active during these times

Objective 2.3 Help students become aware of the impact of their actions on the environment

SCHOOL ORIENTATION:

MEES OBJECTIVE 1

SWLSB OBJECTIVE 1

SCHOOL OBJECTIVES TARGET INDICATORS MONITORING

By 2030, reduce to the gap in success rates between various groups of students by 50%

By 2022, reduce the success gap between boys and girls from 8.7% to 6.2%

The success gap in our school between boys and girls is not significant at this time. We will continue to monitor it.

By 2022, reduce the success gap between students with an IEP and students without an IEP from 31.4% to 25.4%

The success gap in our school between students with an IEP and students without one is not significant at this time. We will continue to monitor it.

By 2022, reduce the success gap between students who start secondary school in a millieu défavorisé and those that don’t from 12.6% to 10.2%

This issue needs to be explored further for students in our school to know more precisely, what the impact is on academic performance.

SCHOOL ORIENTATION:

MEES OBJECTIVE 2

SWLSB OBJECTIVE 2


By 2030, reduce to 10% the proportion of students starting public secondary school at age 13 or older

Maintain a target of below 5% of students who enter high school at 13 years or older.

SCHOOL ORIENTATION: Improve Mathematical Reasoning

MEES OBJECTIVE 3

SWLSB OBJECTIVE 3


By 2030, have 85% of students under the age of 20 obtain a first diploma (SSD or DVS), and 90% obtain a first diploma or qualification.

By 2022, increase the success rate of students under 20 obtaining a first diploma or qualification from 85.9% to 88%

Increase the success rate in Grades 2-6 in Math Reasoning (Competency 2) By 2022, increase the school-wide success rate from 60-65% to 75-80%

Year-end SWLSB Math assessments in Grades 2-5 and the MEES exam in Grade 6

Math team meetings to occur at least once per term. Principal will be present and will participate in the discussions.

SCHOOL ORIENTATION: Improve literacy skills in both English and French

MEES OBJECTIVE 4

SWLSB OBJECTIVE 4


By 2030, increase to 90% the success rate on the composition component of the Elementary 6 (Cycle 3, Year 2) language of instruction ministerial examination in the public system.

By 2022, increase the Grade 6 English Language Arts Reading Competency from 90.1% to 92.5%

Improve the success rate on the MEES Grade 6 ELA exam. Average over last 3 years (2016-2018) on the Reading Competency has been 86.7%.

91.7-94.4% based on all Grade 6 students over next 3 years (projecting 33 or 34 out of 36 students will be successful 2020-2022)

MEES Grade 6 end-of-year Assessment

ELA team meetings to occur at least once per term. Principal will be present and will participate in the discussions.

By 2022, maintain the Grade 6 English Language Arts Writing Competency at 94%

Improve the success rate on the MEES Grade 6 ELA exam. Average over last 3 years (2016-2018) on the Writing Competency has been 86.7%.

91.7-94.4% based on all Grade 6 students (2020-2022)

MEES Grade 6 end-of-year Assessment

ELA team meetings to occur at least once per term. Principal will be present and will participate in the discussions.

By 2022, increase the Grade 6 Français Langue Seconde, programme de base, Reading Competency from 94% to 95%

Success rate in two of the last 3 years has been 100% so the objective is to maintain a high level of success.

SWLSB Grade 6 end-of-year Assessment

By 2022, increase the Grade 6 Français Langue Seconde, programme de base, Interaction Competency from 94% to 95%

Current rate based on the last 3 years is 100% so the objective is to maintain a high level of success.

SWLSB Grade 6 end-of-year Assessment

SCHOOL ORIENTATION:

MEES OBJECTIVE 5

SWLSB OBJECTIVE 5


By 2030, ensure that all school buildings are in good condition

By 2022 ensure that 50% of our buildings are in good condition with learning environments that will promote the health, wellness and safety of our students and staff

SCHOOL ORIENTATION:

MEES ORIENTATION 1

SWLSB ORIENTATION 1


Increase the level of literacy competencies among the adult population on the school board territory

Increase the level of literacy competencies among the adult population on the school board territory

SCHOOL ORIENTATION: Provide a healthy, safe environment

MEES ORIENTATION 2

SWLSB ORIENTATION 2


Elementary school students will engage in physical activity (60 minutes a day for elementary school students)

Elementary school students will engage in physical activity (60 minutes a day for elementary school students)

Implement an afternoon recess in 2019-2020.

Morning recess: 20 minutes

Lunchtime recess: +/- 35 minutes

Afternoon recess: 20 minutes Encourage students to be active during these times by introducing whole-school challenges during recess that also foster cooperation. (Ex: relay race, obstacle course) Increase the number of Extra-curricular opportunities for playing sports.

Ensure opportunity for physical activity increases to 60+ minutes At least 3 times per month by 2022 Maintain after-school basketball and add at least one more in 2019-2020

New Schedule for 2019-2020 The number of times these challenges are done with nearly 100% involvement of students The number of extra-curricular sports offered.

Principal & Teacher Council Principal & staff will track activities on calendar in the staffroom Principal & Teacher Council

SCHOOL ORIENTATION:

SWLSB ORIENTATION 1


Retaining and supporting high-quality and effective school and board teams to improve the learning experience and success of learners

Release teachers for team meetings to review student progress, ensure good communication, to provide an opportunity for collaborative work and learning from one another. Release ELA teachers together with the French teacher in order to collaborate and align objectives.

At least once per term for ELA and Math Two half-days for each of the four ELA teachers and 2-4 days for the French teacher.

Meetings take place. Meetings take place. Students are given some tasks where the links between ELA and French are evident.

Principal will also participate in meetings. Teachers will report on this at a staff meeting.

SCHOOL ORIENTATION:

SWLSB ORIENTATION 2


Developing and implementing curriculum, programs and educational initiatives that provide authentic learning experiences and promote student engagement


SWLSB ORIENTATION 3


Promoting learning and working environments that promote health, safety and well-being

Develop/implement school-wide programs that promote positive interactions and social engagement. Training for staff and for parents Integrate social-emotional learning and development of skills into curriculum at all levels.

In 2019-2020, training/workshop(s) for staff and parents takes place. School-wide approach is developed. Plan in place for 2020-2021

Approach is in place by end of 2019-2020. Students begin to recognize their emotional states and can express them to some degree. Students make more conscious attempts to self-regulate.

Principal will ensure that training is scheduled. Small team including principal will be formed among staff to help oversee implementation.


SCHOOL ORIENTATION


Promoting eco-friendly attitudes and habits

Help students become aware of the impact of their actions on the environment and encourage them to make choices that help to preserve a wealth of plant and animal life in the world.

Determine a school-wide goal for each year (Ex: reducing the amount of garbage we produce)

Participation rate of the school community

Led by our Green Team

CONSULTATIONS

Teachers: February 15, 2019 and April 15, 2019

Other staff members: February 15, 2019

Students:

Parents: Survey sent to parents April 8, 2019

Governing Board: April 29, 2019

Community Partners:

Governing Board ADOPTION

G.B. 05-27-2019-53 Moved by Nathalie Losier and Seconded by Chloee Alary to adopt the 2019-2022 Educational Project as presented.

CHAIR PRINCIPAL

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