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LINDSAY PLACE HIGH SCHOOL
Proposal prepared and respectfully submitted by the LPHS Governing Board in response to the 2016–2017 Major School Change Consultation
CREATING OPPORTUNITY
DRIVING INNOVATION
SOWING A FUTURE
Submitted: October 30, 2015
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L CREATING OPPORTUNITY, DRIVING INNOVATION, SOWING A FUTURE
INTRODUCTION | Success at Lindsay Place High School
1. STEAM2 | Cultivating creativity and encouraging academic excellence for all
2. INTERNATIONAL PROGRAM | Building long-term bridges to the world
3. FRANÇAIS B2 | Fostering linguistic diversity and cultural awareness
OTHER| Initiatives and considerations
CONCLUSION | Moving forward
APPENDIX 1 | Recommendations for attendance zones
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L INTRODUCTION | Success at Lindsay Place High School
Lindsay Place High School has a long history of community involvement; a culture of volunteerism and strong parental involvement within the school board and at the provincial level; and a demonstrated commitment to educating the next generation of business leaders, creative visionaries, scientists and entrepreneurs. As such, LPHS is prepared to leverage its existing strengths, competencies and remain open as an educational institution within the youth sector, with the purpose to:
1. Build upon and be viewed as a vibrant centre of academic excellence within the community, school board and across the Greater Montreal Area.
2. Generate student/parent interest in our academic curriculum and grow enrollment at our school. 3. Create sustainable, revenue-generating streams as a result of our actions.
To that end, we recommend the initiatives that follow in response to the MSC consultation.
! LPHS STRENGTHS
▸ Strong leadership and committed, experienced staff delivering quality education
▸ Only high school in the Lester B. Pearson School Board with an active/accredited Alumni Foundation
▸ Has consistently outperformed the school board enrollment forecasts for the last three years
▸ 58% of graduates being accepted into Sciences, averaged within the last three graduating cohorts
▸ Integrated international students enrich the educational experience of the entire student population
▸ Extensive curriculum addressing needs of students of all abilities " Quantum, Arts Étude, Genesis, Learning Circles, Bilingual/Immersion, United Nations simulations,
field trips (e.g., Montreal Neurological Institute) ▸ High proportion of students (≈50%) participating in extracurricular activities
" Musical, Eagles Varsity teams including tackle football, Social Justice and Leadership
▸ $3.3MM in capital grant investments in building renovations over the past 5 years resulting in modern facilities ready to accept youth sector students means a “maintenance-free” school for the foreseeable future
▸ Readily accessible by public transit (including trains) from downtown area
▸ Renowned music program at the Lester B. Pearson School Board
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1. STEAM2 | Cultivating creativity and encouraging academic excellence for all
Definition of STEAM STEAM is a contextual curriculum that brings together under a formal educational structure the varied subjects of science, technology, engineering, the broad spectrum of the arts and mathematics, and tangibly demonstrates for students how they interrelate in the world at large. The STEAM approach is currently being applied worldwide in schools to teach both academic and practical life skills.
The focus of STEAM2 – which adds the additional subject of marketing – looks at the value of the learning process as much as the results. Students will create a knowledge base that is applicable to “real life” as opposed to simply an exam given without context. Projects that cover content and emphasize hands-on competencies, while engaging students in their tech interests, are key components of the STEAM2 philosophy.
AIM • To further integrate STEAM2 into our educational framework as “…an educational approach to learning that uses
Science, Technology, Engineering, the Arts, Mathematics and Marketing as access points for guiding student inquiry, dialogue and critical thinking” (Susan Riley, Arts Integration Specialist*) to show the relevance of education and engage students in their learning.
▸ These tenets reflect core values at LPHS upon which we intend to establish our school as THE STEAM2 HIGH SCHOOL OF CHOICE within the Lester B. Pearson School Board.
▸ A recent study by The Economist identified the skill-set needed by employers as falling very much in line with the STEAM2 framework: http://ow.ly/TOL4X
OBJECTIVE • To grow LPHS to a 900-plus student population over a 3 to 5 year time frame that would allow the school to offer
an extensive list of option courses to those students, yet still sustain high levels of enrollment within said courses.
*About Susan Riley: As the founder and President of EducationCloset, Susan Riley focuses on teacher professional development in arts integration, Common Core State Standards, 21st century learning skills, and technology. She is also a published author and frequent presenter at national conferences on Arts Integration and Arts and the Common Core.
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1. STEAM2 | Cultivating creativity and encouraging academic excellence for all (Cont.)
STRATEGY • LPHS has long embodied the STEAM2 cross-curricular approach to education, which includes focusing on flexible
critical thinking and risk taking. With the adoption of the STEAM2 program we are formalizing a tangible structure to this teaching approach that encompasses the needs of all students, not just a select few.
▸ Using the physical infrastructure, a plan of action that uses teaching and administrative strengths already in place, along with our Art’s Étude music concentration, will be further leveraged through STEAM2.
▸ We also plan to tap into businesses that have existing programs to support the STEAM2 and create a link between what is learned in the classroom vs. the real world. " Certain Centraide-acknowledged companies allocate funds to enable their staff to go into schools and work
alongside teachers, to help students further their practical understanding of what they’re learning.
SOLUTION • The solution is already part of Lindsay Place High School’s DNA. In fact, as demonstrated time and again by
the percentage of students who go on to post-secondary studies in the fields of Science and Health, we have a:
▸ Solid, ingrained aptitude for the Arts and Sciences. ▸ Strong technological backbone, plus the facilities/equipment to support these endeavours. ▸ Dedicated staff that is committed to training and using the technological resources available.
OUTCOME • The STEAM2 framework that already aligns so closely with Lindsay Place High School’s core values provides
a more cohesive branding message to this integrated approach that synergistically brings together Science, Technology , Engineering, Arts, Math and Marketing.
▸ Formally adopting STEAM2 is a natural progression of building upon what is already flourishing within the LPHS academic ecosystem, and will result in accrued interest of Lindsay Place by the general public, in turn increasing enrollment.
▸ In particular, given that Lindsay Place High School is the first in Quebec to offer STEAM2, we will have a distinct advantage and unique opportunity to make significant inroads ahead of “competing” institutions.
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2. INTERNATIONAL PROGRAM | Building long-term bridges to the world
AIM • To embrace the opportunity to expose our students and staff to students from diverse cultural and linguistic
backgrounds, and enhance their concept of global connections, facilitate openness and foster friendships.
OBJECTIVE • Currently LPHS has the largest International student population in the LBPSB. As such, we propose
to grow this program within our school to include about 110 students.
▸ We recommend the integration be done progressively so as not to disrupt the healthy balance between international and local students who all benefit from such a cultural exchange.
STRATEGY • Our experience with international students is unparalleled within the Lester B. Pearson School Board.
▸ Currently 20 of our staff members have travelled to China to teach/participate in a cultural exchange.
▸ A contingent of our students have also travelled to China for just such an invaluable exchange experience. In turn, the visiting students are aware of our programs and are comfortable at LPHS.
▸ A delegation of Chinese officials, as well as those from MEESR and the school board were given a tour of LPHS in May of 2015.
▸ What’s more, the LPHS international experience goes beyond China, as with the Martinique exchange —a long-standing tradition.
▸ We are open to the possibility of international students populating our Cycle 1 grades. Long term we envision more students integrated evenly across all grade levels.
▸ We are confident in our capacity and capabilities. In addition we have all the experienced teaching staff necessary to successfully welcome additional international students.
▸ Together, LPHS and LBPSB have done an excellent job in maintaining the quality of this program and offering continued support to the international students.
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2. INTERNATIONAL PROGRAM | Building long-term bridges to the world (Cont.)
SOLUTION • Although it might initially appear that simply adding international students might be the means towards a quick
win, we understand that the level of care and services offered to them must be maintained and we should encourage the growth of this program—but not at the expense of quality.
▸ Moving forward, LPHS wants to leverage the current relationships we have in place, be it with Martinique, Spain or China, and actively pursue new ones using the lessons learned from our extensive experiences with the aforementioned countries.
OUTCOME • An expanded international presence in the Lester B. Pearson School Board, with it’s lucrative revenue streams,
building the reputation of the school board as a model of excellence in international education can only result in one thing:
▸ Greater public visibility and interest in LPHS and, hence, continued growth. As such, the obvious outcome is further developing the international program component.
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3. FRANÇAIS B2 | Fostering linguistic diversity and cultural awareness
Definition of FRANÇAIS B2
By offering a program that places greater emphasis on biliterate and bicultural elements of the French language, FRANÇAIS B2 provides the students with a more dynamic, engaging and vibrant learning environment than what is usually the norm. In the STEAM2 context, the FRANÇAIS B2 program goes beyond “standard” classroom pedagogy by helping to prepare students to apply their French communication skills in the real world to their best advantage.
AIM
• Falling under the STEAM2 framework, to provide an opportunity for all LBPSB students currently enrolled in Elementary Français Plus programs to further enrich their biliterate experience at Lindsay Place High School at all grade levels and abilities.
OBJECTIVE(S) • Further strengthen the overall level of French comprehension amongst students with an enhanced
biliterate education curriculum that:
▸ Provides graduates with vital spoken and written competencies to successfully navigate the “real world”.
▸ Promotes LPHS as a centre of French-language skills teaching excellence.
• Foster a deeper awareness of cultural diversity, via greater exposure/participation in bicultural events, in order to:
▸ Build a greater sense of appreciation for inherent cultural values, not only in others, but in oneself. ▸ Establish an open platform where students are encouraged to share, discuss and contribute to an
environment that places merit on the concept of “strength in diversity.”
STRATEGY • Continue to enhance the level of French instruction within the school as follows:
▸ Incorporate a greater number of bicultural events to strengthen bicultural literacy. ▸ Sharpen the focus even further on the quality of French instruction by integrating cultural experiential
activities of instruction at all grade levels and abilities.
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3. FRANÇAIS B2 | Fostering linguistic diversity and cultural awareness (Cont.)
SOLUTION • Work through curriculum mapping and seamless integration within the STEAM2 framework.
▸ As a result of goals setting in the School’s Educational Project, LPHS has already started to extend French linguistic and cultural opportunities for our students.
" Last year’s French for the Future excursion to the Montreal Forum is an example: https://www.youtube.com/watch?v=3Mj9GSuMpto
OUTCOME • Through offering an even richer FRANÇAIS B2 experience at LPHS we foresee our school becoming:
▸ A dynamic natural gravitational point for students graduating from elementary schools that have already implemented enhanced French programs.
▸ The acknowledged reference point in all Lester B. Pearson School Board high schools for French instruction and fostering an awareness and appreciation for cultural diversity.
…by offering a new dimension of French instruction that will…
" Attract future students through our vibrant curriculum " Raise enrollment because of our engaged and passionate staff
" Assure all LPHS graduates have the skills to become successful citizens not only in Quebec, but also around the world
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L OTHER| Initiatives and considerations
LPHS acknowledges the need for greater system-wide school collaboration, to find new sources of revenue, and for improved promotion of its schools.
! Transportation zones considerations • To provide a more equitable balance of students within high schools after the MSC, LPHS strongly believes greater
efforts should be invested in sustaining historical ties with populations; in addition, that separate transportation zones for high schools better reflect the community instead of the proximity zone model currently used by—and more appropriate for—elementary schools.
▸ High School transportation zones should reflect historical catchment areas.
" Simply stated, this approach provides greater incentive to maintain a more vibrant and dynamic community, because everyone feels they have a personal stake in its success.
" Further benefits include, but aren’t limited to, an opportunity to reduce operation costs and consolidate equipment and skills. (See appendix 1)
! School Capping • Past practices of allowing schools to surpass enrollment capacities should be more tightly managed
and monitored by the LBPSB, so as to ensure enrollment equity and sustainability.
• Following the MSC, the board should apply more transparent enrollment management procedures to assist in the vitality of its school network.
• The School Board should assess some supply management considerations that could help stimulate demand.
! After-Hours Vocational Programs • LPHS has the advantage of a physical building structure (i.e., space capacity and floor layout) that could
readily permit for a vocational stream within the school after regular school hours.
▸ Should we move forward on such an option, the international vocational component could potentially provide a complementary fit with LPHS’s international youth sector expertise.
▸ Ultimately, these programs must focus on growth sectors as a revenue-generating stream for the LBPSB.
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L OTHER| Initiatives and considerations (Cont.)
! Marketing • Greater efforts will assist schools in fostering winning conditions, help address any misconceptions parents and
potential students may have about the Board and LPHS, which in turn will catalyze the interest and growth that will reinvigorate our school community.
▸ The efforts invested in marketing LBPSB schools should be broadened through such channels as social media.
▸ Greater focus is required at the School Board to mandate a dedicated person to actively solicit endowment and foundation grants with an educational purpose, with the exclusive purpose to solicit funds for LBPSB.
▸ The Board should establish a clear communications strategy that is known by all stakeholders to help promote its schools.
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L CONCLUSION | Moving forward
The recommendations outlined herein directly address the need for innovative, creative and technologically-based programs that will attract students to Lindsay Place High School; align them with in-demand skills for the real world; and thereby driving organic growth of the overall student population.
With a demonstrated record of achievement, STEAM2 has been successfully implanted at the primary level within Quebec and should be implemented at the secondary level. As such, Lindsay Place High School is ideally positioned to become the first STEAM2 high school in Quebec in part because of our:
! Formal approval, strong support and enthusiastic, unanimous acceptance by Staff Council and Governing Board.
! Ready-to-go, quality facilities, including recent renovations and a working technological backbone.
! Experienced teachers, dedicated staff and enthusiastic stakeholders prepared to successfully implement this program and who are anticipating an increase in enrollment.
MOVING FORWARD
Based upon the pending results of the MSC process, it is our firm belief that the proposal presented herein offers a system-wide solution for the LBPSB to continue bringing innovation and leadership to education in Quebec.
In particular, we see bringing in the STEAM2 program to Lindsay Place High School as being entirely feasible, forward-thinking and representing a win-win-win situation:
! For the Students – an education that is second-to-none in preparing them for the challenges of the real world.
! For Lindsay Place High School – organic growth of our student population and acknowledgment as a vibrant centre of academic excellence on the island of Montreal.
! For the Lester B. Pearson School Board – a flagship high school that will not only have sustainable, revenue-generating streams as a result of this proposed plan, but that will also serve as an innovative model to develop other schools to be equally as successful.
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L APPENDIX 1 | Recommendations for attendance zones
Recommendations Strengths/advantages of recommendations
Opportunities to optimize resources
Requirement/support needed to implement
1. Creation of High School specific transportation zones based on communities and enrollment
! Follow the market-driven orientation
! Facilitates historical ties of community resources
! Maintain a hybrid open boundary system ingrained within the school board
! Re-distribute students to equalize populations for sustainable enrollment
! Available facilities to house students who will be redistributed – space that currently exists at LPHS
2. Selective qualified enrollment capping within high school programs
! Balancing out open boundary outcomes and creating more system wide stability
! Foster scarcity to increase demand
! Reduce the imbalance that exists between schools
! Introduction of checks and balances for the overall health of LBPSB schools
! Actively manage school attendance rates to balance out system wide enrollment
HIGH SCHOOL TRANSPORTATION ZONES AND CATCHMENT AREAS
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