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Strategic Plan 2011-2016 Believe Achieve Succeed EASTERN SHORES SCHOOL BOARD
Strategic Plan2011-2016
BelieveAchieveSucceed
EASTERN SHORES SCHOOL BOARD
Acknowledgement of Contributions
ADMINISTRATION: Dave Royal, former Director General Howard Miller, Director General LisaMosher,DirectorofEducationalServices EugeneWillett,(formerDirectorofEducationalServices)
CENTER ADMINISTRATORS: Debbie Adams, Wakeham ChristineGrenier,Anchor Marjorie Woodman, New Richmond/Maria OwenMailloux,Listiguj ChantalPitt,NorthernLights
COMMUNITY PARTNERS: CommitteeforAnglophoneSocialAction(CASA) NorthShoreCommunityAssociation(NSCA) VisionGaspe-PerceNow
CONSULTANTS: SherylHayes,EnglishLanguageArts AnnGuilbeault,MathandScience PatRyan(formerConsultant)MathandScience NancyLanglois,FrenchSecondLanguage CharlotteRoy,(formerConsultant)FrenchSecondLanguage LiliSun,Librarian Melanie Hayes, Analyst BrettMitchell,RECIT RayVenables,(formerRECIT)
COORDINATORS: GregMcWhirter,(formerCoordinator)IntegrativeTechnologies CoreyDugas,IntegrativeTechnologies KenWard,AdultEducation GailAtkinson,ComplimentaryServices
SARCA: MarjorieRobinson,SARCA
SCHOOL ORG. TECHNICIAN:LindaWoodman,AdultEducation
TRANSLATION: MargaretAnnCooke,SecretaryGeneral
SCHOOL PRINCIPALS: LauraHurley,(formerTeacher-Principal)BaieComeau Alice Dell, Bonaventure Poly HughWood,GrosseIleandEntryIsland ByronEdwards,(formerPrincipal)Escuminac DanielGallagher,GaspePolyvalent JenniferRoy,(formerPrincipal)GaspePoly JaneBradley,EvergreenandSt.Patrick’s Karen Kean, Fermont Karen Fequet, Flemming BerylBoyle,GaspeElementaryandBelleAnse MaxineLemieux(formerTeacher-Principal)BelleAnse BrettMitchell,MetisBeach Kristy Larose, New Carlisle BrianRock(formerPrincipal),NewRichmond Lavergne Fequet, Queen Elizabeth and Baie Comeau ShaunnaGoudie,Riverview JohnPrince(formerTeacher-Principal),Shigawake-PortDaniel
2
Table of Contents
Introduction 4
Context 9Vision Statement 9
Mission Statement 9
Economies of Scale 9
Socio-economic conditions 12Unemployment 13Low income 13Government Assistance 14Bilingualism 14LowEducationLevels 14Note 14
Outside of Administrative Region 11 – the North Shore or Region 09 of ESSB 14
Incomelevels 14Unemployment 14CommunityProfile 14Educationallevelsofattainment 15Linguisticprofile 15
Health and Social Service Conditions 16LimitedAccesstoHealthServicesinEnglish 16CulturalIdentifyandSenseofBelonging 16CommunityLoyaltyandLeadership 17SchoolSafetyandSecurity 17TellThemfromMeSurveyInstrument 17ViolenceinSchools 17
Special Needs Students and Required Services 18
Adult and Vocational Education Centers 18Diverse Needs 18Sharedconcerns 19
Orientations 20
Glossary and Terms 23
3
Annex 1 25NORTH SHORE COMMUNITY ASSOCIATIONSOCIO-ECONOMICPROFILESUMMARYOFQUEBEC’S ENGLISH-SPEAKINGCOMMUNITIES
Introduction
EasternShoresSchoolBoardistheonlyschoolboardthat occupies three administrative regions in theprovinceofQuebec:Region11 (Gaspesie-Iles-de-la-Madeleine), Region 09 (Cote Nord) and Region 01(BasSt.Laurent).SeeChartI.Thereare18schoolsand6adulteducationcenters. Ofthe18schools,6areelementary, 4 are secondary, and the remaining 8 are combinedelementary-secondaryschools. 13ofthe18schoolsand5ofthe6adulteducationcentersarelocatedinRegion11. Fiveschoolsand1adultedu-cationcenterarelocatedontheNorthShore(inBaieComeau,PortCartier,SeptIlesandFermont.Finally,MetisBeachSchoolislocatedbetweenRimouskiandMatane, just outside the border of what is considered tobetheGaspésie(BasSt.Laurent).
Youthsectorenrolment,asofSeptember30,2011,was1,238students,adecreaseof51studentsfromthepre-
viousyear.However,officialenrolmentasofSeptember30,2012,was1236students,indicatingsomestabilityintheyouthsector.Adulteducationenrolmentfortheschoolyear2010-11was352and256for2011-12(aninternalcalculationoffull-timeandpart-time)studentsengagedinacademicupgradingandvocationaltraining.In2000-01,youthsectorenrolmentwasat1,530,repre-sentinganoveralldropof294studentsor19%fromourcurrentsituation.Ourrateofdeclineinstudentregis-trations is greater than that of all other Anglophoneschoolboardswhobetween2001and2010droppedbyapproximately9%(Chart2).MELSenrolmenttrendssuggestthatthenumberofAnglophonestudentsmaybeontheincreasebetweennowand2025,1.1%prov-incially(Chart3)and20.6%forEasternShoresSchoolBoard(Chart4). Thisgovernmentforecast instudentnumbers could serve as a regional catalyst for ensuring the life of our schools and centers, and the viability of ourcommunitiesandtheirinstitutions.
09
01 11
11
01 Bas-Saint-Laurent
09 Côte-Nord
11 Gaspésie–Îles-de-la-Madeleine
[ CHART 1 ] Administrative regions
in the province of Québec
Believe4
[ CHART 2 ]
Evolution of the Anglophone student population by school board from 2000-2001 to 2009-2010
2000-01 2004-05 2009-10
CQSBPrésecondaire 2777 2977 2812Secondaire 1415 1674 1764Total 4192 4751 4626
ESSB*Présecondaire 925 858 720Secondaire 605 607 562Total 1530 1465 1282
ETSBPrésecondaire 3938 3751 2968Secondaire 2388 2616 2462Total 6326 6367 5430
RSBPrésecondaire 6890 6640 5310Secondaire 3926 4482 4289Total 10816 11122 9599
SWLSBPrésecondaire 8278 8484 7929Secondaire 4569 5984 6721Total 12847 14408 14500
WQSBPrésecondaire 4909 4142 3652Secondaire 3293 3608 3251Total 8202 7750 6903
EMSBPrésecondaire 16882 15596 11856Secondaire 9246 10488 9923Total 26309 26084 21779
LBPSBPrésecondaire 17288 16181 13274Secondaire 10395 11481 11685Total 27683 27662 25959
NFSBPrésecondaire 2932 2512 2024Secondaire 1903 2077 1809Total 4835 4589 3833
Commissions Scolaires anglo
Présecondaire 64820 61141 50545Secondaire 37920 43023 42466Total 102740 104164 93911
Sources:MELS:P21sc1:Tableau1:Prévisiondel’effectifassociéàlacommissionscolaire(uneficheparcommissionscolaireanglophone)réseaupublic,18février2011.
*Note:ESSBservices1.3%ofstudentsenrolledinAnglophoneschoolboards.
Ach
ieve
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[ CHART 3 ]
Enrolment trends over the province of Québec (Excluding the territories covered by the Cree, Kativik, Littoral School Boards) public network, youth sector, full-time academic, language of instruction: English
Observations Prévisions
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
2024-2025
Maternelle 4 ans 553 480 457 475 531 509 549 591 581 577 573 568 562 561 560 560 559 557 556 555
Maternelle 5 ans 7 086 6 872 6 604 6 730 6 628 6 952 6 885 7 366 7 885 7 819 7 770 7 739 7 701 7 662 7 667 7 695 7 719 7 737 7 750 7 757
Total 7 639 7 352 7 061 7 205 7 159 7 461 7 434 7 957 8 466 8 396 8 343 8 307 8 263 8 223 8 227 8 255 8 278 8 294 8 306 8 312
Primaire 1.1 7 331 7 163 6 947 6 688 6 873 6 742 7 073 7 006 7 499 8 030 7 963 7 912 7 879 7 841 7 801 7 806 7 834 7 858 7 876 7 891
Primaire 1.2 7 836 7 460 7 260 6 977 6 730 6 927 6 800 7 134 7 064 7 565 8 102 8 035 7 983 7 949 7 911 7 870 7 876 7 905 7 929 7 947
Primaire 2.1 8 339 7 706 7 390 7 213 6 970 6 702 6 902 6 776 7 109 7 040 7 540 8 075 8 009 7 956 7 924 7 886 7 845 7 852 7 881 7 906
Primaire 2.2 8 722 8 364 7 705 7 430 7 306 7 029 6 760 6 962 6 838 7 175 7 104 7 611 8 153 8 086 8 031 7 999 7 960 7 919 7 926 7 955
Primaire 3.1 9 411 8 674 8 303 7 692 7 484 7 318 7 041 6 772 6 978 6 852 7 190 7 118 7 626 8 168 8 101 8 046 8 014 7 975 7 935 7 942
Primaire 3.2 9 577 9 418 8 708 8 346 7 787 7 549 7 382 7 104 6 834 7 042 6 919 7 259 7 186 7 703 8 249 8 181 8 124 8 092 8 053 8 013
Total 51 216 48 785 46 313 44 346 43 150 42 267 41 958 41 754 42 322 43 704 44 818 46 010 46 836 47 703 48 017 47 788 47 653 47 601 47 600 47 654
PRÉ- SECONDAIRE 58 855 56 137 53 374 51 551 50 309 49 728 49 392 49 711 50 788 52 100 53 161 54 317 55 099 55 926 56 244 56 043 55 931 55 895 55 906 55 966
Secondaire 1.1 9 146 8 905 8 706 8 162 7 699 7 233 7 015 6 856 6 602 6 357 6 556 6 450 6 761 6 689 7 178 7 686 7 623 7 569 7 540 7 503
Secondaire 1.2 9 367 9 361 9 132 8 915 8 437 7 922 7 444 7 220 7 052 6 796 6 543 6 747 6 643 6 962 6 885 7 392 7 913 7 850 7 794 7 764
Secondaire 3 9 146 9 493 9 429 9 471 9 255 8 715 8 174 7 696 7 465 7 277 7 024 6 762 6 960 6 868 7 195 7 114 7 643 8 191 8 119 8 062
Secondaire 4 8 704 8 820 9 139 8 990 8 900 8 783 8 267 7 753 7 290 7 072 6 902 6 654 6 406 6 602 6 493 6 809 6 737 7 226 7 747 7 669
Secondaire 5 7 522 7 951 7 972 8 264 8 284 8 174 8 048 7 576 7 100 6 675 6 471 6 320 6 085 5 855 6 024 5 912 6 199 6 143 6 575 7 050
Secondaire 7,8 45 21 31 4 67 37 36 37 32 30 28 29 28 25 25 26 25 27 25 27
Total 43 930 44 551 44 409 43 806 42 642 40 864 38 984 37 138 35 541 34 207 33 524 32 962 32 883 33 001 33 800 34 939 36 140 37 006 37 800 38 075
ENSEMBLE 102 785 100 688 97 783 95 357 92 951 90 592 88 376 86 849 86 329 86 307 86 685 87 279 87 982 88 927 90 044 90 982 92 071 92 901 93 706 94 041
Enrolment evolution by order of instruction (September 30, 2009= 100)
40
60
80
100
120
140
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024
maternelle primaire secondaire
40
60
80
100
120
140
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024
Table:Thisdata,limitedtotheyouthsector,includeEHDAAstudents,infrancizationandinwelcomingclass,aswellasfull-timedropouts.Theyexcludepart-timestudentsandthoseinprofessionalstudies.
Sources:Directiondelarecherché,desstatistiquesetdel’information;Entrepôtdedonnéesministériels(EDM)
Succ
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[ CHART 4 ]
Enrolment trends for Eastern Shores School Board (882) Public network, in the youth sector, full-time academic training, language of instruction: English
Observations Prévisions
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
2024-2025
Maternelle 4 ans 73 51 39 61 85 75 90 114 98 98 96 94 92 92 91 90 89 88 87 86
Maternelle 5 ans 89 97 89 62 96 97 87 104 132 113 113 110 109 107 106 105 104 103 102 101
Total 162 148 128 123 181 172 177 218 230 211 209 204 201 199 197 195 193 191 189 187
Primaire 1.1 110 86 102 93 65 100 101 91 109 138 118 118 115 114 112 111 110 109 108 107
Primaire 1.2 122 112 89 105 99 68 105 106 95 114 144 124 124 120 119 117 116 115 114 113
Primaire 2.1 103 112 101 86 104 96 66 101 102 92 110 139 120 120 116 115 113 112 111 110
Primaire 2.2 105 101 120 110 91 111 103 70 108 109 98 117 148 128 128 124 123 121 120 119
Primaire 3.1 103 103 94 116 110 89 108 101 68 106 107 96 114 145 125 125 121 120 118 117
Primaire 3.2 121 104 112 102 120 116 94 114 107 72 112 113 102 121 153 132 132 128 127 125
Total 664 618 618 612 589 580 577 583 589 631 689 707 723 748 753 724 715 705 698 691
PRÉ- SECONDAIRE 826 766 746 735 770 752 754 801 819 842 898 911 924 947 950 919 908 896 887 878
Secondaire 1.1 125 126 97 110 95 114 110 89 108 102 69 107 108 97 115 146 126 126 122 121
Secondaire 1.2 142 133 121 111 118 102 123 119 96 116 110 74 115 116 105 124 157 136 136 131
Secondaire 3 134 172 163 163 148 155 134 162 157 126 153 145 97 151 153 138 163 207 179 179
Secondaire 4 138 94 127 109 115 103 108 94 113 110 88 107 101 68 106 107 96 114 145 125
Secondaire 5 98 122 76 105 92 96 86 90 78 94 92 73 89 84 57 88 89 80 95 121
Secondaire 7,8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 637 647 584 598 568 570 561 554 552 548 512 506 510 516 536 603 631 663 677 677
ENSEMBLE 1 463 1 413 1 330 1 333 1 338 1 322 1 315 1 355 1 371 1 390 1 410 1 417 1 434 1 463 1 486 1 522 1 539 1 559 1 564 1 555
Enrolment trends for 0-4 year old preschool population2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
Estimate of the population (by correspondence preference: English) by age on September 30
0an 87 81 90 118 1051 an 108 105 93 115 148 1262ans 88 111 110 97 122 155 1323 ans 107 92 113 113 105 126 160 1364 ans 137 116 105 125 129 116 139 176 150 150
Kindergarten 4 years old (the attendance rate is the proportion of enrolment in relation to the population of 4 year olds in the same year.)
taux(%) 53 44 37 49 66 65 65 65 65 65
effectifs 73 51 39 61 85 75 90 114 98 98
Kindergarten 5 years old (the passing rate is the proportion of enrolment in relation to the population of 4 year olds of the previous year.)
taux(%) 71 77 59 77 75 75 75 75 75
effectifs 97 89 62 96 97 87 104 132 113
Chart 4.1
Chart 4.2
7
Passing rate of enrolment (in %)2005 to 2006 2006 to 2007 2007 to 2008 2008 to 2009 PRÉVUS
M5-P1.1 97 105 104 105 105P1.1-P1.2 102 103 103 106 105P1.2-P2.1 92 90 97 99 97P2.1-P2.2 98 107 109 106 107P2.2-P3.1 98 93 97 100 98P3.1-P3.2 101 109 109 103 106P3.2-S1.1 104 93 98 93 95S1.1-S1.2 106 96 114 107 108S1.2-S3 121 123 135 133 132S3-S4 70 74 67 71 70S4-S5 88 81 83 84 83S5-S78 0 0 0 0 0
Evolution of enrolment by order of instruction (September 30, 2009 = 100)
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024
maternelle primaire secondaire
40
60
80
100
120
140
40
60
80
100
120
140
Chart 4.3
Chart 4.4
Table:Thisdata,limitedtotheyouth sector, include EHDAA students,infrancizationandin welcoming class, as well asfull-timedropouts.Theyexcludepart-timestudentsandthoseinprofessionalstudies.Thelong-termtrends(over5years)arespeculative;theyillustratethecontinuationoftrendsobservedoverpastyears.
Sources:Directiondelarecherché,desstatistiquesetdel’information;Entrepôtdedonnéesministériels(EDM)
Bel
ieve
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Context
Vision Statement
At Eastern Shores School Board,we are committedtobeinganeffectivelearningcommunity,whichpro-moteslife-longlearninggoals.Wemodelrespectforthe individual and we nurture a caring and safe en-vironmentinourYouthschoolsandAdultcenters.Weprovidequality teachingandeducational leadershipto ensure that each and every student maximizes his orherpotential forsuccessandbecomesarespon-sibleandproductivecitizen.
Mission Statement
TheMissionofEasternShoresSchoolBoardistopro-vide leadership thatwillcontributeto thebestpos-sible teaching-learning environment in each of ourschoolsandcenters.Itisourmissiontopromotethislearninginanatmosphereofmutualrespectamongallstakeholders.Itisourgoalthatstudentsentrustedto uswill become caring, autonomous and respon-siblecitizensofthe21stcentury.
Economies of Scale
Eastern Shores School Board has the territorialboundariesofacountryandastudentpopulationthesize of a village. Froma geographic standpoint, thegovernment provides no statistical comparisons ofschoolboardsizeapartfrombudgetsandstudenten-rolment.Sowehaveestablishedourowncalculation.Traveling in a circular route, with the New CarlisleBoardofficeasthestartingpoint,andthenvisitingallschoolsandcentersbyroad,bysea,andbyair (fornot all our schools and centers are accessible by road alone),theround-tripjourneyencompassesacircum-ferenceof2,134kilometers(Chart5).Ourterritoryisso large, that even the Quebec government could not include all our schools and centers within one desig-natedadministrativeregion(Chart6).
[ CHART 5 ]
Eastern Shores School Board Territorial Size - Establishing approximate-estimated travel/road and/or nautical distance between school communities
Location Distance in Kilometers
New Carlisle Board office 0Bonaventure Poly 15New Richmond High School 46Escuminac 107Metis Beach 239Ferry transport (Matane - Baie Comeau) 263Baie Comeau 305Port Cartier 467Sept Iles 517Fermont 881Les Iles de la Madeleine 1763Gaspé 1959Belle Anse 1994Chandler 2061Shigawake 2111New Carlisle Board office 2134
Sources:http://distancecalculator.globefeed.com/Country_Distance_Calculator.asp
ESSBTravelPolicyES-233,December15,2010
Achieve9
GASPÉPoly. GASPÉElem.
WAKEHAMAdultEd.
FLEMMING
FERMONT
QUEEN ELIZABETH
RIVERVIEW
BAIECOMEAU
MÉTISBEACH BELLEANSE
ST-PATRICK
EVERGREENSHIGAWAKEPORT-DANIEL
NORTHERNLIGHTSAdultEd.
NEWCARLISLEBONAVENTUREGROSSEISLEAdultEd.
GROSSEISLE
ENTRYISLAND
NEWRICHMONDESCUMINAC
LISTUGUJAdultEd.
Conversely,ESSBhasthesecondsmallestenrolmentof the 72 public school boards (Anglophone andFrancophone) intheprovinceofQuebec(Chart7).AmongthenineAnglophoneschoolboards,werep-resent1.3%ofthestudentpopulation(Chart2).Theimplicationsofourterritorialsizeandsparsepopula-tionaremanyandvaried,impactingondistributionofhumanandmaterialresourcesandtimelydeliveryofservicestoEnglish-speakingfamilies-notjustineducation,butinhealthandsocialservicesaswell.
From a financial standpoint, Eastern Shores SchoolBoard has the second highest cost per student at$11,668; the lowest Anglophone cost per student
inQuebecis$6,007(Chart7).BecauseESSBhasnoeconomiesofscaletobenefitfrom,provincialacross-the-board cutbacks in funding, even though theymightbeproportionatelyscaled,haveamoredevas-tating impact on our operations, stretching alreadylimited resources beyond reasonable limits. For ex-ample, meetings of our school board commission-ersorofourprincipalsandcenteradministrators,orworkshopswithteachersandothersupportperson-nel,costmanythousandsofdollarsintransportationandovernightstaysformostparticipants,nottomen-tionworkhourslostduetotraveltime,oftenmeas-uredindays(toandfromthemeetinglocation).
[ CHART 6 ]
Map of Eastern Shores School Board Territory
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[ CHART 7 ]
Indicateurs du Gestion 2006-07 (latest version available on MELS website) donnés par lacommission scolaire - Coût par élève des dépenses retenues (formation générale des jeunes et des adultes et professionels)
School Board Education Administration Buildings Total EnrolmentEnglish Montreal $5 375 $390 $688 $6 453 30 209Lester B. Pearson $5091 $419 $591 $6101 29 072Sir Wilfred Laurier $5079 $484 $641 $6204 15 086Riverside $5020 $438 $549 $6007 10 980Phares, des $6090 $406 $739 $7228 10 389Western Quebec $5247 $384 $839 $6 469 7 971Eastern Townships $6129 $514 $651 $7294 6 601René-Lévesque $6 863 $572 $818 $8252 6 522Fer du $6826 $790 $1059 $8 675 5 170New Frontiers $5332 $629 $572 $6712 4 980Central Quebec $5 735 $734 $660 $7128 4 817Fleuves et des Lacs $7 147 $723 $978 $8 848 4 505Harricana $6 744 $738 $847 $8330 4 229Chic Chocs $7258 $980 $789 $9027 3 921Hauts-Bois-de-l'Outaouais $6 538 $705 $818 $8061 3 809Charlevoix $6340 $767 $796 $7903 3 534Lac Abitibi $6 966 $780 $908 $8 654 3 512Lac Temiscamingue $7828 $909 $953 $9960 2 436Baie-James $8056 $1629 $1370 $11055 2 427Les Iles $6 839 $1206 $1002 $9048 1 713Eastern Shores $9 157 $1 357 $1 154 $11 668 1 561Moyenne-Côte-Nord $10395 $1 948 $1 979 $14322 0,752
Notes: Forcomparativepurposes,theabovechartincludesthenineEnglishschoolboards,theneighborhoodFrancophoneschoolboardsofEasternShores,andallFrancophoneschoolboards,whoseenrolmentis0-4999accordingtoMELSclassificationof“strata”.Only5schoolboardshaveenrolmentbelow2,500students.EasternShoresisthesecondsmallestschoolboardintheprovincewiththesecondhighestcostperstudent.ESSBalsocoversthelargestterritoryofanyschoolboardinQuebec.
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Ourschoolsandcentersdo,however,alsobenefitfrom our small size and large territory insofar as governmentparametersprovidelowerclasssizes.Relationships among staff, students, and familiesarestrongerbasedonmoreintimateconnections(seeHealthy Schools).Making a virtueof neces-sity,ourschoolshavetraditionallybeenthehubofourcommunities,aroundwhichmanysocial,cul-tural,andphysicalactivitestakeplace.Currently,ESSBhassixCommunityLearningCenters(CLCs)inGaspe,MetisBeach,BaieComeau,NewCarlisle,NewRichmondandGrosseIle.Mostofourschoolsand centers are already modelled after the CLCconcept.InsofarasthereareveryfewAnglophoneorganizationstorespondtoAnglophonecommun-ityneeds,ourschoolsandcentersfillthatvoidofsports and recreational activities by providing avarietyofextra-curricularenrichment toour stu-dentsandtheirfamilies.Chart8providesasum-mary overview of the number of ESSB school/centerpartnerships.Thishasbeenanaturalpro-gressionofresponsestoevolvingsocio-economicandcultural-linguisticneeds.
Socio-economic conditions
In 2007-08, 16 of our 18 schoolswere classifiedand funded as NANS (New Alternatives, NewSolutions)schools,recognizedwithingovernmentdesignatedmilieudefavoriseterritorialmaps.Sixofthoseschoolshaveadecilerankingof10(thelowestsocio-economicconditions),sixwitharank-ing of 9, two with a ranking of 8, and one with a rankingof7 (Chart9). This leavesonly threeofoureighteenschoolswithslightlybettersocio-eco-nomiccircumstances.
What are the statistics that bear witness to theAnglophone economic reality? And what is theimpactofthatrealityonourstudents,theirfam-ilies,and thecommunitiesofour territory? Thebelowmentioned socio-economic statisticswereprovidedbytheCommitteeforAnglophoneSocialAction(CASA):“APortraitoftheEnglishSpeakingCommunity, March 2010” (www.essb.qc.ca/ACPESCC.pdf).
[ CHART 8 ]
Overview Summary of the Number of Community Partnerships existing in ESSB Schools and Centers
Number of Partnerships
SCHOOL
Baie Comeau 23Bonaventure Poly 45Fermont Elementary 6Flemming Elementary 14Gaspe Elementary 27Gaspe Polyvalent 25Grosse Ile 16Entry Island 8Metis Beach 100New Carlisle 27New Richmond 60Queen Elizabeth HS 16Riverview Elementary 8Shigawake-Port Daniel 13St. Pat's Elementary 24
ADULT ED CENTERS
The Anchor New Carlisle 5New Richmond 5SARCA 10Wakeham 18
Believe12
UnemploymentIn2006,English speakers in theGaspesie-Iles-de-la-Madeleine region experienced an unemploymentrateof28.2%ascomparedto16.5%Frenchspeakersofthesameregion,andmorethanthreetimeshigherthanthatofEnglishspeakersacrossQuebec(StatisticsCanada,2006Census).
Low incomeCompared to the Francophone population on theGaspeCoast,English speakersaremore likely tobewithout income, are less likely to be in the high in-come category, and are more likely to live below the lowincomecut-off.Thelowincomecut-off“identifiesthosewhoaresubstantiallyworseoffthantheaver-age”(StatisticsCanada,2006Census).
[ CHART 9 ]
Indices de défavorisation par école - 2010-2011 - Eastern Shores School Board
ÉCOLES PRIMAIRES Indice du seuil de faible revenu
Rang décile (SFR)
Indice de milieu socio-économique
Rang décile (IMSE)
Nombre d’élèves
(30/09/2010)Code de l’école
Nom de l’école
882002 École secondaire de New Carlisle 16,88 7 15,70 8 49882003 École de Métis-sur-Mer 10,16 4 14,10 7 31882004 École de Shigawake--Port Daniel 13,12 6 23,19 10 49882008 École secondaire de Grosse-Île 1,08 1 19,42 9 36882011 École secondaire de New Richmond 10,44 4 14,82 8 50882015 École Primaire de Gaspé 12,73 5 20,58 9 66882017 École Saint-Joseph-Saint-Patrick 22,00 8 25,73 10 45882018 École Primaire Flemming 13,16 6 22,70 10 107882019 École secondaire de Baie Comeau 6,82 2 8,64 4 37
ÉCOLES SECONDAIRES Indice du seuil de faible revenu
Rang décile (SFR)
Indice de milieu socio-économique
Rang décile (IMSE)
Nombre d’élèves
(30/09/2010)Code de l’école
Nom de l’école
882002 École secondaire de New Carlisle 15,73 7 18,89 9 56882006 Polyvalente de Gaspé 12,78 5 24,45 10 100882008 École secondaire de Grosse-Île 1,27 1 19,19 9 34882009 École secondaire Evergreen 23,27 8 24,82 10 33882013 École Polyvalente de Bonaventure 13,40 6 16,99 9 140882016 École d'Escuminac 12,11 4 17,02 9 31882112 École secondaire Queen Elizabeth 14,13 6 25,01 10 86
Source:MELS,DGPRPS,DRSI,compilationspécialedesdonnéesdurecensementcanadiende2006(productionmars2011).Note: Lesécolessontclasséessuruneéchelleallantde1à10,lerang1étantconsidérécommelemoinsdéfavoriséetlerang10commeleplusdéfavorisé.
Achieve13
Government AssistanceEnglishspeakersintheGaspesie-Iles-de-la-Madeleineare27%morelikelytodependongovernmentassist-ancethantheirFrench-speakingneighbors, inordertomeettheirbasicneeds.Comparedtotheprovin-cialaverageforEnglishspeakers,thisnumberjumpsto166%(Popcock,J.,BaselineDataReport,2003-04).
BilingualismWhileEnglishspeakersaremorelikelytobebilingualthan their French-speakingneighbours (43.5%com-pared to19.6% in2001),AnglophonesofGaspesie-Iles-de-la-Madeleine are substantially less bilingualthanEnglishspeakersintheentireprovince(StatisticsCanada,2006Census).Lackofsufficientbilingualismmaybeoneofthefactorsimpactingonlowincome,highunemploymentanddependencyongovernmentassistance.“BeingunabletospeakFrenchamplifiestheproblemof isolationandmakes itharderyettofindwork”(DirectiondesantépubliqueGaspesie-Iles-de-la-Madeleine,PovertyandfoodinsecurityontheGaspePeninsulaandMagdalenIsland,2007).
Low Education Levels43.48%ofEnglishspeakersontheGaspeCoastdonotpossessacertificate,diplomaordegree,ascomparedto36.73%of theirFrench-speakingneighbours,and19.8%of all English speakers in theprovince. Only5.2%ofEnglishspeakersontheGaspeCoastobtaineda university certificate or diploma or degree at theBachelor’s level or higher, as compared to 8.3% oftheir French speaking neighbours, and 24.8% of allEnglishspeakersintheprovince.
“In comparison to the French speaking majority inQuebec,theproportionofEnglishspeakerswithauni-versitydegreeiscomparableorhigher inallregionswith the exception of the Nord-du-Quebec, Cote-Nord and Gaspésie-Iles-de-la-Madeleine” (StatisticsCanada,2006census).Loweducationlevelisanothercontributing factor that critically impactson low in-come,highunemploymentanddependencyongov-ernmentassistance.
NoteMost of the above statistics refer specifically tothe administrative region 11 or Gaspesie-Iles-de-la-Madeleine, and do not include the North Shoreschools and communities (of Region 09) that arealsoservedbyESSB.AseparatereportontheNorth
Shore’s socio-economic and linguistic characteristicsfollows.Notethatwhileconditionsaresomewhatbet-ter,nonetheless,withtheexceptionsofBaieComeauandFermont,theotherthreeNorthShoreschools,lo-catedinSeptIlesandPortCartierarealsodesignatedonthemilieudefavorisegovernmentmap.
Outside of Administrative Region 11 – the North Shore or Region 09 of ESSB
Thisportraithasbeenprovidedby theNorthShoreCommunity Association (NSCA) and statistical evi-denceisavailableinAnnexI.
Income levelsEconomic differences between Anglophone andFrancophonefamilies,likethoseoftheGaspesie-Iles-de-la-Madeleine, areevident aswell (Chart 9). Forexample,among individualsearning$10,000or lessannually,29.9%areAnglophonecomparedto24.2%Francophone. Similarly, among individuals earn-ing $50,000 or more, only 14.6% are Anglophonescompared to 20.9% Francophones. Almost 1 in 4Anglophonesaged15yearsandover,haveanannualincomeoflessthan$10,000.
UnemploymentWhereas, for theGaspésie-Iles-de-la-Madeleine ter-ritory of ESSB, Anglophones are significantly unem-ployed compared to Francophones, on the NorthShore,thereislittlestatisticaldifferencebetweenthetwo linguistic communities: jobless rates are 10.7%Anglophonescomparedto10.6%Francophones.Thisnumberexceeds theprovincialAnglophoneaverageof8.8%.
Community ProfileFrom a population perspective, using the min-ority-majority index (mmi) there are 16% moreAnglophones,ascompared toFrancophones, in theagegroupof65yearsandover,andwithintheCSSSdeSept-Ilesterritory,itis50%.Theminority-majorityin-dexindicatesthatAnglophonesare60%morelikelytoliveinasingle-parenthouseholdthanFrancophonesandare71%morelikelywhencomparedtoprovincialAnglophones.
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Educational levels of attainmentNorth Shore Anglophones fare better than theircounterpartsoftheGaspesie-Iles-de-la-Madeleine.IntheNSCA’s territory,of the1590Anglophonesaged25-64,61.3%ofthemhaveahighschooldiplomaorlesscomparedto53.5%ofFrancophones.However,only 8.2% have a university diploma compared to24.6%oftheprovincialAnglophonepopulation.
Linguistic profileThe North Shore differs from the Gaspe Coast-Magdalen Islands as to the greater number of firstlanguageFrenchspeakerswhoattendESSBschools,makingstatisticalcomparisonsbetweenthetwore-spectivelinguisticcommunitiesmorecomplex.NorthShoreschoolsserveonly29%Anglophonesand66%Francophones whereas ESSB has an overall popu-lation of 54% Anglophones and 30% Francophones(Chart10).
[ CHART 10 ]
ESSB Linguistic Profile: Guideline for Second Language Needs - 2010-2011
SCHOOL/CENTER Anglophones Francophones Bilingual Autochtone Totals
Baie Comeau 6 40 0 0 46Belle Anse 23 0 2 0 25Bonaventure Poly 114 0 3 35 152Entry Island 9 0 0 0 9Escuminac 46 2 6 6 60Evergreen High 3 2 30 0 35Fermont School 3 18 0 0 21Flemming Element 51 91 0 9 151Gaspe Elementary 43 27 30 0 100Gaspe Polyvalent 74 2 25 3 104Grosse Ile 70 0 5 0 75Metis Beach 3 48 6 0 57New Carlisle 114 2 8 0 124New Richmond 40 15 0 30 85Queen Elizabeth 36 42 0 7 85Riverview Element 3 30 0 0 33Shigawake-PDS 53 13 0 0 66St. Patrick Elem 7 50 1 0 58ESSB Youth Totals 698 382 116 90 1286
54% 30% 9% 7% 100%
North Shore Schools 99 221 0 16 336% of total ESSB 29% 66% 0% 5% 100%Metis Beach School 3 48 6 0
Totals for N. Shore 102 269 6 16 393and Metis Beach 26% 68% 2% 4% 100%
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Health and Social Service Conditions
Ourschoolsareaffectedbythehealthconditionsofourfamiliespriortostudentarrivalinpre-kindergart-en and kindergarten, and throughout their stay in ele-mentaryandsecondarylevels.
Limited Access to Health Services in EnglishIn a CHSSN-CROP Survey on Community Vitality(www.essb.qc.ca/ACPESCC.pdf),thefollowingresultswereobtained:Overall,35%ofthosesurveyedweresatisfied with health and social services offered inEnglish. Inspecificsituations, the followingpropor-tionofindividualsreceivedservicesinEnglish:
• 88.2%whencallingInfo-Sante• 84.9%whenvisitingadoctor• 67.6%whenvisitingaCLSC• 48.7%whenvisitingahospitalemergencyroomor
out-patientclinic• 39.8%whenstayingovernightinthehospital
Obtainingbothroutineandspecializedsupportservi-cesinEnglishisasignificantchallenge.Whiletherearemorethan50organizationsontheGaspeCoastwhichoffersupportservices(mentalhealth,disease,addic-tion,spousalabuse)fewofferinformationorservicesinEnglish(CASA:TheExtra-RegionalHealthandSocial
ServicesNeedsoftheEnglish-speakingPopulationoftheLowerNorthShore,NorthShore,andGaspesie-MagdalenIslands,2007).Whatinitiativesorstrategiescan we undertake or implement to help promotegreateraccesstoservicesinEnglish?OurCommunityLearning Centers (CLCs) become an important con-duitforreducingthegapsthatexistbetweenservicesavailableinEnglishacrosstheESSBterritoryandtherequiredneedsofourEnglish-speakingpopulation.
Cultural Identify and Sense of BelongingCulturalidentityandsenseofbelongingis,inpart,re-flectedbythenumberofinstitutionsthatspecificallyservetheparticularneedsofthatcommunity.TherearebutafewofthesespecificallyservingAnglophoneson theGaspeCoast, theMagdalen Islands,and theNorthShore.Froman institutional standpoint thereare only three: Eastern Shores School Board, theEnglishsectionoftheCEGEPdelaGaspesieetdesIles,andSPEC,anEnglishnewspaperpublishedweekly.
Therearesixcommunityorganizationsthathavethespecificmandate toprovideservices to theEnglish-speaking population: Committee for AnglophoneSocial Action (CASA), Vision Gaspe-Perce Now,Family TiesNewCarlisle, theGaspesianCEDEC, theNorth Shore Community Association (NSCA), andthe Committee for AnglophoneMagdalen Islanders(CAMI).
Cultural-linguistic minority status for communitieslocatedontheGaspeCoast,theNorthShoreortheMagdalen Islands is compounded further by geo-graphicisolationandtraveldistancestothosemuchlargerAnglophoneinstitutionalorganizationsandser-vices located in Montreal, New Brunswick, or Prince EdwardIsland.RelianceonthefacilitiesandservicesoftheEasternShoresSchoolBoardisasmuchaneces-sityasitisavirtue;communitiespulltogetheraroundtheirkeyorganizationsinordertohelpthemselves.
Consequently, while the closure of a school in any regionof theprovince isalwaysverydifficult, thereareusuallyothercommunityinstitutionsthatcanfillthebreach;withinESSBterritory,suchisnotthecase.Anyschoolclosing isnot justemotionallypainful; italso poses a significant threat to the affected com-munity’slongevity.
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Community Loyalty and Leadership We believe that ESSB, as an English School Boardoperatinginthecontextofalargely,isolated,minor-ity language community, must serve a cohesive role in protectingandpromotingtheidentityandvitalityofthecommunitiesrepresentedbyitsschoolsandcen-ters.ItisimportantthatESSBbe“seen”asactinginthebestinterestsoftheEnglish-speakingcommunity,including thebest interestsof FirstNations familieswhosechildrenattendourschools.Giventhediversesocio-economicandculturalneedsofourvastterri-toryofpeoples,itisessentialthatESSBbe“seen”aspromoting values of harmony, cooperation, and re-spect forallofourculturaland linguisticdiversities.We expect our students to develop the necessarysocial skills to be successful in life, and become good citizenscapableofactingresponsiblyforboththem-selvesandonbehalfofothers.
School Safety and SecurityGiventhecomplexityandchallengesofoursocio-eco-nomicandcultural-linguisticchallenges,itisespeciallyimportantthatthekeyinstitutionsofeducation(ourschools and centers) servicing the isolatedminorityAnglophonecommunitiesoftheGaspeCoast,NorthShore,MagdalenIslands,andMetisBeach,functionassafeandsecureharbors,or,ashomes-away-fromhome,providingadditionalprotective factors foranenhanced sense of belonging for students and their families.
Tell Them from Me Survey InstrumentIn cooperation with LEARN, Eastern Shores SchoolBoardhasbeenusing theservicesof theTellThemfromMe(TTFM)surveyinstrumenttogathereffect-ivedataonstudentperceptionsoftheirschools.Theelementary version typically measures 25 indica-torswhile the secondaryversion typicallymeasures43 indicators which are based on the most recent research on school and classroom effectiveness.Questionsaredesignedtoelicitresponsesfromstu-dentsontheirperceptionsofschoolsafetyandsecur-ity,schoolclimateforlearning,andpersonalstateofhealth(physicallevelofactivityandnutrition).
This information tool provides ESSBwith additionalinsight intotheperceptionsof itsstudentsandhowitmightaffectlearningconditionsandstrategiesne-cessary to improving success rates. For example:TTFMsurveyresultsoverthepastseveralyearshaveindicated that student engagement in school sports and clubs is a particular strength of our schools. This reinforces the importance of the CLC concept and the appeal of sports and cultural activities as rally-ing points for our youth and communities. However, health issuesofobesity, inparticular,andconsump-tionofmarijuanaandalcoholareconcernsthatstillneedtobeaddressed.Ourstudents’higher-than-the-normsense-of-belongingresultsmayalsoaccountforrelativelylowreportingonviolenceinschools.
Violence in SchoolsESSBschoolshaveimplementedtheprovincialactionplantopreventandtreatviolenceinschools.WiththeintroductionofBill56,theanti-bullyingandanti-vio-lence legislationthatcame intoeffectasof January1,2013,ESSBhasmovedtoensurethatActionPlansareputinplace,andCodesofConductareupdatedtoalignandreflectthenewlegislation.In2010,ESSBestablishedasecure,on-linesuspensionfileaccessedbyschoolandcenteradministratorstoreportviolentincidentsandbullying.Bill56nowmakesthisaninte-gral,essentialaccountabilitycomponent.
As of school year 2012-13, there remain importantareasforimprovement.HalfoftheESSBschoolshavesupportservicesinplaceforsuspendedstudents.Onethird of ESSB schools have taken into considerationhomophobic events that may occur in their class-rooms,hallways,andschoolyard.TwothirdsofESSBschoolshavetaken intoaccountthetypesofverbalviolence thatoccur invirtual spaceon the Internet.AdultEducationcentersareadjustingtothestatisticalreportingofviolenceinschools.
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Special Needs Students and Required Services
EasternShoresSchoolBoardhassixteenofitseight-een schools designated within the milieu defavorise regions of Quebec, and there is a considerable body of research that closely associates low socio-eco-nomicconditionswithat-riskstudentlearners.Whilethese socio-economic conditions have previouslybeenmentioned,therelevancyoftheirimpactonourclientelewarrantsrepetition.Wehaveanexpansivegeographythatyieldslittle-to-nopracticaleconomiesofscale. Thereare limited jobopportunities.Manyof our families and their members are, for the most part,culturallyandlinguistically isolatedasaminor-ity;asignificantnumberofthemarenotconsideredbylocalemployerstobesufficientlybilingualtoentertheworkforce, and theyare alsooftendiscouragedwhen trying to access health and social services in English.Thiscombinedsetofimportantvariableshelpexplainthehugechallengestoacademiclearningthatare foundwithin our educational territory.ESSB is unique within the public network of Anglophone and Francophone school boards. Inresponsetothese challenges, we are providing extensive servi-cesforallat-risklearnersthroughthedeploymentofmoreresourceteachers,aheavierrelianceonpsycho-logicalandspeechservices,andbytappingintosocialservices(ifavailable).ESSBisalsotrainingclassroomteachers in diverse teaching practices that researchrevealsaremosteffectivewithalllearnersbutespe-ciallythosewithspecialneeds.
Adult and Vocational Education Centers
EasternShoresSchoolBoardhassixadulteducationcenters located in Gaspe, New Richmond, Listuguj,NewCarlisle, Sept IlesandGrosse Isle. Coursesof-fered include: academic instruction (including sec-ondary, and pre-and post-secondary), alphabetiza-tion(orliteracy)andvocationaltraining:accounting,machining, nursing, trucking, computer support,carpentry,homecare,RNA,EnglishsecondlanguageandFrenchSecondlanguage.WakehamandSeptIlesoffer distance education courses in accounting andhomecare,respectively.
Diverse NeedsThese centers have diverse needs based on diverseclienteleandeconomicconditionsoftheirrespectiveregions.Concernsexpressed,therefore,vary.Forex-ample, inSept Iles,theemploymentrate ishigh,butthe number of English-speaking teachers availablein a largely French-speaking region limits the center.Thehighemploymentratemakesitdifficulttoattractclientele to either academic upgrading or vocationalprograms.Economicconditionsarealmosttheoppos-iteinGaspe,whereadulteducationvocationalgradu-ates are getting jobs in the area. However, the tinyEnglish-speakingpopulationdoesnotalwaysgenerateenoughnumberstojustifytheofferingofawidevar-ietyofprograms.Thequestionbeingaskediswhetherornottheschoolboardcanaffordtoofferprogramsatafinancialloss(i.e.notfullyfundedbyMELS).NewRichmondoffersonlyacademicupgrading.Theclien-teleis90%AutochtonesandmostlylivingonthelocalReserve.Listugujoffersvocationalprogramstoitsma-jorityAutochtones clientele. The studentsaremost-lydropoutsfromtheNewBrunswickbordertownofCampbelton.ItoperatesoutofLMDC;buildingspaceintheareaisdifficulttocomebyandrentalcostsareconsequently very high. TheAnchor, located inNewCarlisle,istheESSBflagshipforAdultEducation.Itwasdesigned to be a larger, regional facility, drawing voca-tionalinterestfromacrossthevastESSBterritory.Thechallenge forESSBAdult Education isnot to consoli-date centers, but to consolidate the individual needs ofstudentsbyexpandingourcourseofferingsthroughinnovative delivery systems. Currently, as examples,WakehamCenterhasgiventhe“Accountingprogram”andNorthernLightsCenterhasgiventhe“Homecareprogram”withavarietyofdistancetechnologymodels.
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Shared concerns The centers do have several issues in common.Anglophone clientele are, inmost cases, judged bythemarketplacetobeinsufficientlybilingualtoob-tainemploymentintheirrespectiveregions(vastma-jority Francophone). Emploi Quebec works closelywithourAdultEducationcentersandhasnotedtheproblem. Statistical evidence from Emploi QuebecthatratestheFrenchsecondlanguageproficiencyrateasitappliestotheworkforcewouldbemosthelpfulasaguidelineforESSBAdultEdcenterrequirements.TheCLEmaysupportmoreFSLprogramsiftherearestatisticstobackuptheneed.Itwouldalsobehelpfultomeasureourenrolmentrateagainst theemploy-ment rate of each region. Transportation of AdultEducation students toallofour centers is an issue.There is little-to-no public transportation system tospeakof,andstudents,mostlycomingfromeconom-icallydisadvantagedhomesoftendonotregisterwith,orcontinuetoattendAdultEducationduetothehighpersonalcostsinvolvedinmakingtheirowntravelar-rangements.ESSBdoespermittravelonregularyouthsectorschoolbusesforAdultEducationstudents,butstartandfinishtimesalongwithcalendardifferences,andthespecificneeds/requirementsoftheCLEthatgovernourvocational/professionalcentersmakethisan awkward, and not always consistent transporta-tionarrangement.
SilomentalitycontinuestodominateevenwithintheESSBnetworkofschoolsandcenters.Asnotedabove,ESSBcentersmustbepreparedtosharetheirresour-ces with one another by acknowledging that local students can receive a regional level course through another center using innovative delivery systemssuch as video-conference networking, Skype, and/orAdobeConnect.Wehavethetechnologyinplaceand must exploit such capacity to the maximum.Local high schools should be educating secondarystudents as to thepossible careeroptionsavailableattheirlocalAdultEducationcenter.VisibilityofAdultEducationmustnotonlybeacknowledgedfromwith-inESSB,butthroughoutourrespectivecommunities.Vocationalprogramsresultinemploymentopportun-itiesthatcanbegreaterinbothmarketopportunitiesand remuneration than those eventually obtainedthrough the traditional and socially more acceptedacademic routes. A change ofmindset is requiredamongstthevariousstakeholdersofeducationinor-derforthesevocationalprogramstoachievegreater
exposureasrealisticandviablealternativestoCEGEPanduniversityacademicpathways.SARCA,adivisionofAdultEducationdesigned,inpart,totargetyoungadults who are looking for career guidance and who areatriskofbeingunemployed,canplayalargerolein bridging high schools with their neighboring Adult Education centers.Additionally, the implementationof recurringannualoreven semi-annualeventsbe-tween respective youth and adult networks withinESSBcouldwidencurrenttunnelvisiontoamoreex-pansivehorizonofjobchoices.
In the longer term and for the duration of thisPartnershipAgreement,inconformitywithMELSGoal#5, ESSBAdult EducationCentersmust concentrateonincreasingtheenrolmentofnewregistrants(stu-dents19yearsofageoryounger)intothevocationalsector.Giventhatournumbersaresmalltostartwith,thetargetshouldbemodest,butachievable.Wecur-rentlyhave8vocationalprogramson theprovincialvocationalmap.Presentlyweareseekingprovisionalauthorizationtoofferadditionalprogramssothatwecanmeetthechallengesoftoday’sjobmarket.
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Orientations
1 ]Toincreasethesuccessrateofstudentsreceivingqualificationorcertificationbeforetheageof20;
2 ]ToimprovelanguageproficiencyinbothEnglishandFrench;
3 ]To improve levels of retention in school and academic successamongcertaintargetgroups,especiallydisabledstudentsorstu-dentswithlearningoradjustmentdifficulties;
4 ]Toimprovehealthandsafetyconditionsintheschoolenvironment;
5 ]Toincreasethenumberofstudentsundertheageof20receivingacertificationinformationprofessionnelle.
6 ]Toenhance community loyaltybybuildinga youthful leadershipbase,andbyprovidingopportunities forouryouth toengage incommunityvolunteering.
The ESSB Strategic Plan and the Partnership Agreement reflect the most important orientations of the key stakeholders in education: students and their families. It answers the following key question: what do these stakeholders most expect from Eastern Shore School Board?
[ GOAL #1 ]To increase the success rate of students receiving qualification or certification before the age of 20
OBJECTIVES STRATEGIES
To increase the success rate of students who receive qualification or certification
Tracksuccessresultstosupportschoolsinestablishingindividualschoolandsubjecttargetseveryyear.
To increase the success rate in elementary end of cycle III math compulsory exam
OrganizeandprovidePDontheProgressionofLearning,developmentalphasesofmathanddifferentiationstrategies.ImplementcyclespecificProfessionalLearningCommunities(PLCs)andusethesetoestablishandsupportaboard-widecurriculummap.
To increase the success rate in secondary 4 math CST 420 – uses math reasoning competency
Conductannualyear-endtransitionmeetingsbetweenElementaryandSecondarymathteacherstoexchangeinformationandestablishpriorities.Monitorandsupportschoolspecificmeasures(suchasafter-schooltutoringsessions,useofSOSLEARN,andsummerschoolprograms)toincreasesuccessforsecondary4mathstudents.OrganizeandprovidePDspecifictosecondary4CSTmathwithafocusontheProgressionofLearningandEvaluation(assessmentforlearning)strategies.
To decrease the number of students leaving school without qualification or certification
Schoolsaretoavoidretentionofstudents.Monitorstudentleavers,andreportonthefollow-upmeasurestaken(i.e.meetingswithAdultEdorSARCA,andfamilies).
To improve technological skills and provide more equitable access to technological tools for our students, staff and families.
DetermineclearandachievableoutcomesforimprovingteacherICTusage
Install,supportandfacilitatetheuseofconnectivetechnologies(VCN,AdobeConnect,Skype)
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[ GOAL #2 ]To Improve in FSL and ELA
OBJECTIVES STRATEGIES
To increase the success rate in the secondary 5 FSL – 530 Production competency
ProvidetrainingtoFSLteacherstoacquiremosteffectivereadinginstructionalstrategiesintheFrenchclassroom.EstablishanFSLProfessionalLearningCommunityonline(SAKAIportalonLEARN).
To increase the success rate in the secondary 5 FSL – 520 Reading competency
ProvidetrainingtoFSLteacherstoacquiremosteffectivereadinginstructionalstrategiesintheFrenchclassroom.EstablishanFSLProfessionalLearningCommunityonline(SAKAIportalonLEARN).
To increase the success rate in the secondary 5 FSL – Global Result
ProvidetrainingtoFSLteacherstoacquiremosteffectivereadinginstructionalstrategiesintheFrenchclassroom.EstablishanFSLProfessionalLearningCommunityonline(SAKAIportalonLEARN).
To increase the success rate in elementary end of cycle III ELA compulsory exam
Schoolsaretoavoidretentionofstudents.Monitorstudentleavers,andreportonthefollow-upmeasurestaken(i.e.meetingswithAdultEdorSARCA,andfamilies).
To increase the global success rate in the secondary 3 ELA common examEstablish a lead ELA teacher in each school to mentor other classroom teachers in balanced literacy approaches.
Install,supportandfacilitatetheuseofconnectivetechnologies(VCN,AdobeConnect,Skype)Increaseteacheropportunitytoparticipateinregionalmarkingcenterstore-enforceevaluationasalearningtoolatkeyend-of-cycleyears.
ProvidePDinductiontonewteachersinELAphilosophyandpractices,withfollow-upvisitstoensurePDcontinuity.
[ GOAL #3 ]Improved levels of retention in school and academic success among certain target groups, especially handicapped students or students with learning or adjustment difficulties
OBJECTIVES STRATEGIES
To increase the number and/or percentage of students who receive qualification or certification, among those students with an IEP.
EstablishanESSBtransitioncommitteewhichwillprovideguidelinestoschoolsfortransitionmeetings.Establishmentofboard-wideguidelinesfortheidentificationandsupportofWOTPstudents.Provide teachers with training sessions that reinforce strategies for differentiatedinstructionanddifferentstylesoflearning(including“digitalnatives”).
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[ GOAL #4 ]Improvement in health and safety in school environment
OBJECTIVES STRATEGIES
To reduce the number of violent and bullying incidents leading to suspensions
EstablishandimplementAnti-BullyingActionPlansinallschools.Establishandimplementemergencyresponseteams,alongwithcrisisproceduresinconformitywithboardpolicy.SupplyallschoolswiththetrainingandpurchasematerialsforimplementationofaSocialCompetencyProgram.
[ GOAL #5 ]To increase the number of students under the age of 20 receiving a certification in Vocational Training
OBJECTIVES STRATEGIES
To increase the number of new registrants under the age of 20 in vocational programs
Establishclosepartnershipsbetweenadulteducationcentersandyouthsector schoolsImprovesharingoftransportation,labandgymfacilitiesPromotetheSARCAinitiative
[ GOAL #6 ]To enhance community loyalty by building a youthful leadership base, and by providing opportunities for our youth to engage in community volunteering.
OBJECTIVES STRATEGIES
Establish a nutritional breakfast and/or snack programs (Food for Thought) in all schools and centers, where possible.
Topromoteandprovidematerialsupportforschoolsintheirapplicationandoperationofbreakfastprograms(PetitesDesjeunersofQuebec,BreakfastforLearning).
Increase the variety of physical activity options and maximize time allocation of physical education where ever possible
Providenecessarymaterialandfinancialsupportforafter-schoolandextra-curricularactivities(adaptedtoregionalinterests)thatattractandmotivatestudentstogetmoreinvolvedinschoollife.EnsurethatAdultEducationstudentshavereasonableaccesstoYouthgymfacilities.
Encourage and promote the creation of community partners in all ESSB schools and centers, under the philosophical belief that it “takes a village to raise a child”…the CLC concept.
Identifypotentialpartnerswhohavedemonstratedcertainneedswithinthecommunity-specificallytheneedforrental/meetingspace.Wherepossible,anexchangeofservicescanbeestablished.PartnersareidentifiedthroughactiveparticipationonlocalandregionalPartnershipTables.PrioritizethepresenceofESSBpersonnel/representativesatalllocalandregionalPartnershipTables,withaparticularemphasisonMSSS-MELSandCSSS.
Increase level of meaningful partnerships with families, allowing for more concrete interaction among students, staff, and parents
Improvetiestothefamiliesofourspecialneedschildrenwhosechallengestoacademicandsocialsuccessrequireoursupportandexpertise(example:PAELEprojectoremergentliteracy0-4years).Promoteandincreasetheuseofourvideo-conferencenetwork(ofCLCs)toenhanceaccessbyourfamiliestohealth,social,educational(bothyouthandadultsectors)toworkshopsandresources.
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Glossary and Terms
Decile rankingA 10-place ranking of schools (based on socio-economicfactors)with1representingmostadvan-tagedand10representingmostdisadvantaged.
DRA & DWADiagnostic Reading Assessment and DiagnosticWritingAssessment:toolstoanalyzestudentread-ing and writing with instructional goals for eachchild,documentingstudentprogressovertime.
Drop-outAstudentwholeavesschoolwithoutqualifications.
Educational ProjectAccording to the Education Act, an EducationalProjectshallsetoutthespecificaimsandobject-ivesoftheschoolforimprovingschoolsuccess.
EHDAAÉlève qui a un Handicap ou qui est en Difficultéd’Adaptation out d’Apprentissage. Studentswithphysical,sensory,orintellectualdeficiencies,orse-veredevelopmentalorbehavioralproblems.
ESSBEasternShoresSchoolBoard
IEPThe IndividualEducationPlan isadocumentthatclarifies special measures to be considered in astudent’seducation.ThedetailsinanIEParede-pendentonthespecialbehavioralcircumstancesoracademiclearningprofileofthestudent
MELSMinistèredel’Éducation,duLoisiretduSport
Mission StatementA statement based on values and principles thatclarifiesthepurposeofanorganizationandintendstoinspirecommitmenttogoalsandtargets.
NANSNewApproaches,NewSolutions(AgirAutrement)is aMELS interventionmeasure to assist schoolswithadécilerankingof8-10basedonsocio-eco-nomicdata.Additionalfinancialassistanceispro-vided to foster success for students in disadvan-tagedareas.
National IndicatorsAnindicatorisastatisticalmeasurement.NationalindicatorsareprovincialstatisticswhichMELSpro-videstoschoolsandschoolboards.Thesestatisticsare used in assessing success and challenges to ex-istingteaching/learningstrategiesandpracticesintheclassroom.
PDCProfessionalDevelopmentCommittee
SARCAServicesd’accueiletréférencesetd’accompagne-ment. (Regional referral counselling and supportservices)
School Success PlanThe School Success Plan details the means orstrategies used by the school to implement itsEducationalProject.
SIMACSSystèmesinformatiséspourlamaintenancedesac-tifsdesCommissionsScolaires
Socio-economic factorsStatistical informationbasedonacombinationofsocial (mother’s education,parentsworking) andeconomic(familyincome)factors.
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BelieveAchieve
Succeed
EASTERN SHORES SCHOOL BOARD
40MountsorrelNewCarlisle,QC,G0C1Z0Tel:(418)752-2247Fax:(418)[email protected]
Realisation:HowardMiller,MelanieHayes•Design:Médialog
NORTH SHORE COMMUNITY ASSOCIATION
Socio-Economic Profile Summary of Quebec’s English-Speaking Communities
June 2011
Annex 1
North Shore Region 09
INTRODUCTION
This report is based on the information obtained in the online CHSSN Socio-Economic Profiles of Quebec’s English-speaking Communities and the Companion Report to the online table series1 as well as their Baseline Data Report 2009-2010. It is hoped to gain an insight to the influence the socio-economic status of communities and individuals has on the level of health and incidence of disease they experi-ence with respect to three related social determinants of health – namely, income, employment and education. The tables contain statistical information on FOLS English-speaking populations organized by administrative categories: Quebec province, region or RSS (Région socio-sanitaire), CSSS (Centre de santé et des services sociaux) territory and the NSCA’s (North Shore Community Association) territory. (RSS region 09 contains 7 CSSSs but only 6 CSSSs reside in the NSCA’s territory, the 7th, CSSS de la Basse-Cote-Nord resides in the territory of another community organization.)
RELATIVE INDICES
Aside from absolute numbers and population percentages the table series provides comparative infor-mation for the English-speaking population at each administrative and geographical level.
MINORITY-MAJORITY INDEX (MMI)
A minority-majority index helps demonstrate the similarities and differences between various groups of unequal number – In this case, by comparing, the minority population Anglophones and the major-ity population Francophones. An mmi greater than 1.00 indicates that the characteristic is more com-monly found in the minority population. An mmi less than 1.00 indicates that it is less present in the minority population. An mmi always represents a comparison between two groups of different sizes.
LOW INCOME CUT-OFFS (LICO)
Although there is no official measure of poverty in Canada, the Statistics Canada measure of low in-come cut-offs (LICO) is probably the best known. Commonly known as the “poverty line”, LICO uses the income levels of a given family and considers how large a share of its income is spent on necessities such as food, shelter and clothing. If the amount a family spends is 20% higher than an average family in a year, it falls into the low income cut-off category.
RELATIVE INDICES (ANGLOPHONES)
1 CHSSN’s Socio-Economic Profiles of Quebec’s English Speaking Communities – Companion Report to the CHSSN online table series – by CSSS and RSS Territories (2006 Census Data) http://www.chssn.org/En/pdf/Socio-econ_profiles_Companion_Report_FINAL_version_Oct18.pdf.
Baseline Data Report 2009-2010 - http://www.chssn.org/En/BDR/2009-2010/BDR_Region-09b_NSCA.pdf.
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RELATIVE GEOGRAPHIC INDEX - PROVINCE (RIG-PROV)
This compares the Anglophones for the given RSS with that of the provincial Anglophones population.
RELATIVE GEOGRAPHIC INDEX – REGION SOCIO-SANITARE (RIG-RSS)
This compares the Anglophones for the given CSSS with that of the Anglophone population in the rel-evant health region (region socio-sanitaire).
METHODOLOGY
These Socio-Economic Tables have been compiled from the data obtained from CHSSN documents based on 2006 Census. The RSS de la Côte-Nord, Region 09 consists of seven CSSSs and one CLSC. The CSSS de la Basse-Côte-Nord does not reside in the NSCA’s territory. To get an accurate picture of the Anglophones in the NSCA’s territory, the information from the CSSS de la Basse-Côte-Nord has been deducted from the RSS de la Côte-Nord.
SUMMARY HIGHLIGHTS OF SOCIO-ECONOMIC PROFILE
INCOME
Almost 30% of the Anglophone income group population makes under $10,000 compared with 24.2% of the Francophone population and only 14.6% of Anglophones fall into the $50,000 and over group compared with 20.9% of the Francophone group. Almost 1 in 4 Anglophones aged 15 years and over have an annual income of less than $10,000.
AGE STRUCTURE
In the NSCA’s territory using the minority-majority index (mmi) we see there are 16% more Anglophones in the age group of 65 years and over than their Francophone counterparts and within the CSSS de Sept-Iles territory we see this jump to 50%.
LIVING BELOW THE LOW-INCOME CUT-OFF, BY AGE GROUP
In the CSSS de Sept-Iles territory Relative Indices show that there are more Anglophones living below the LICO in all age groups compared to the Anglophones in the RSS Cote-Nord region.
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HOUSEHOLD LIVING ARRANGEMENTS
In the NSCA’s territory we see that 20.2% of the Anglophone household living arrangements are persons in lone-parent families. This means that basically 1 in every 5 Anglophone households is a lone-parent family. The minority-majority index indicates that Anglophones are 60% more likely to live in a lone-parent household than their Francophone counterpart and 71% more likely than the provincial Anglophones.
LIVING BELOW LOW-INCOME CUT-OFF, BY HOUSEHOLD LIVING ARRANGEMENTS
In the NSCA’s territory only 7.2% of Anglophones live below the Low-Income Cut-Off (LICO) compared to 9% of their Francophone counterparts. The CSSS de Sept-Iles shows a slightly higher percentage of 11% compared to their Francophone counterparts of 9.9%
LABOUR FORCE ACTIVITY
In the NSCA’s territory 10.7% of the Anglophones are unemployed compared to 10.6% for their Francophone counterparts and compared to 8.8% of the provincial Anglophone population.
HIGHEST EDUCATIONAL ATTAINMENT BY AGE GROUPS
In the NSCA’s territory, of the 1590 Anglophones aged 25-64 years old, 61.3% of them have only a high school diploma or less compared to 53.5% of their Francophone counterpart. Only 8.2% of them hold a university diploma compared to 24.6% of the provincial Anglophone population.
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