25
ProvincialJoint Committee
on Class CompositionSummary Report
2010
TABLE OF CONTENTS
Introduction ..................................................................................................................................................1
Guidelines for Use of Funds .........................................................................................................................3
Application Process ......................................................................................................................................4
Tables of Applications and Proposals Approved..........................................................................................5
Model Projects...............................................................................................................................................6
Sample Comments.......................................................................................................................................10
Concerns and Recommendations ...............................................................................................................13
Appendix A: Letter of Understanding.........................................................................................................14
Appendix B: Membership of the Joint Provincial Committee....................................................................15
Appendix C: Class Composition Application Form ..................................................................................16
Appendix D: Class Composition Support Report Form..............................................................................20
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INTRODUCTION
The 2007-2010 Memorandum of Agreement between the Education Negotiating Agency and the PrinceEdward Island Teachers’ Federation included a Letter of Understanding on Class Composition,establishing a special fund of $200,000 per school year for each of the three years of the Memorandum inorder to address classroom composition concerns in Island schools. To this end, a Provincial Committeewas set up to establish the guidelines and procedures for the administration of this fund, to give directionon accessing support, and to review and approve project applications from Island educators. It wasdetermined that $120,000 would be apportioned to the Eastern School District annually, $65,000 to theWestern School Board, and $15,000 to the Commission scolaire de la langue française.
The Committee, as chaired by a representative of the Department of Education and Early ChildhoodDevelopment, also consisted of representatives from the three school boards and three representativesfrom the PEITF. The Committee met on four occasions during the 2009-2010 school year in order toreview and update guidelines and procedures for accessing supports; to modify the forms educatorswould use to apply for funding; and to review and approve applications, among other tasks. Guidelines,procedures and application forms were again posted online at the websites of the PEITF and of theDepartment of Education and Early Childhood Development.
School Boards also created teams to pre-screen applications prior to Committee meetings. These teamsincluded the PEITF representatives from the Provincial Committee. Based on this pre-screening process,teams would make recommendations to the Committee on the appropriateness of applications. Againthis year, some applications were modified in accordance with funding necessities and other criteria. Inall cases, every application submitted by educators was brought before the Provincial Committee, and theProvincial Committee made the final determination of whether an application received funding, requiredmodification, or didn’t receive support for any number of reasons.
Working in the third and final year of the original Class Composition model, Committee members spenta good deal of their meeting time refining the application process and reviewing the approval criteria toensure consistency and equity. Among important points applicants were asked to bear in mind are:
• Proposals that don’t receive Committee support should not be re-submitted in the same format;rather, some modification of the proposal is necessary to ensure its acceptance.
• Funding cannot be provided for the hiring of non-teaching professionals.• End-of-project Summary Report Forms need to be quite detailed in the scope of information
provided, and should include any data which have been gathered to support the effectiveness ofthe project.
In reviewing the types of proposals that were funded during the three-year term of Class Composition,two trends were very noteworthy. One was the increasing number of applications being made at theIntermediate level, and the other was the number of applications being made earlier in the school yearamong schools of the Commission scolaire de la langue française. Both trends could be indicative of anincreased awareness of Class Composition funding opportunities among segments of teachers.
Committee members felt it was important to share their belief that the Class Composition model hasworked well, for the most part, in addressing the concerns of teachers for a better way to meet the needs
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of students with special learning challenges in their classes. To this end, a letter was sent from theCommittee to the lead negotiators for the new Memorandum of Agreement with PEITF advocating acontinuation of the model in the coming years. Happily, the 2010-2013 Memorandum includes a Letterof Understanding which continues the model at the same funding levels, and which includes newlanguage clarifying the need to ensure that funding approvals must address the needs specifically ofPEITF members for alleviation of class composition issues.
All of those involved in the Class Composition approval process were very aware of the need for betterschool supports for educators encountering class composition struggles. In many instances, teachingprofessionals have collaborated and brainstormed to devise highly thoughtful and imaginative projects,and schools have benefitted greatly from their efforts. Reviewing these proposals has been at oncerewarding and challenging, since not all applications can be approved. Nonetheless, Committee memberslook forward to the next round of applications with the anticipation that there is more good work to beaccomplished in the near future.
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CLASS COMPOSITION FUNDS
Guidelines for Use of Classroom Composition Funds:
• The funds provided for the Provincial Joint Committee on Class Composition may be used tosupport any initiative approved by the District/Board and by the Joint Committee for anyteacher facing challenging needs with his or her students. Applicants need to be aware thatclass composition funds are limited, and are allocated where needs are great.
• Successful applicants should bear in mind that copies of anymaterials/activities/resources/modifications created as a result of class composition awardsshould be shared among colleagues and other schools, wherever possible.
• In most cases, funds will be used for human resources. This may include, but will not be limitedto, substitute teacher time, or any part of a teacher FTE. However, proposals which involve theuse of tutor time will not be considered.
• The Committee would normally avoid providing funds for materials.
• The Committee will not provide funds for the hiring of human resources such as EducationalAssistants, Youth Service Workers, and/or clerical support personnel, due to potentialcontractual issues with other bargaining units.
• No funding commitment can be made which extends beyond the end of the school year, or usedfor proposals which have not received approval.
• The Committee and District/Board have the discretion to provide full or partial funding for anyapplication reviewed.
• Student Services Team members at the individual District/Board will provide comments to theCommittee after they have reviewed applications.
• Upon confirmation that copies of the application have been received by the Committee, by thePrincipal of the school, and by the Superintendent or Director of Student Services of theDistrict/Board, funds will be distributed subsequent to the review of the individual casessubmitted to the Committee and District/Board.
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PROCESS FOR APPLICATION OF CLASSROOM COMPOSITION FUNDS
• Only school-based PEITF members will be eligible to apply for funds.
• Applications may be completed by teachers, administrators, and teams of teachers or groups ofschools.
• Comments from school administrators will be strongly encouraged, but are not mandatory.
• Applications should only be submitted when a reasonable attempt has been made to resolve theissue at the school and/or District/Board level. The class composition application process is notintended to be a solution to schools’ staffing concerns, but can be a means in certain instancesto offer some temporary relief of challenging class composition situations.
• Copies of the request must be forwarded to the Principal of the School, and to the Superintendentor Director of Student Services of the District/Board.
• The Committee will accept applications between October1 and February 26 of the currentst th
school year. Applications will be reviewed periodically during this time.
• Applications are to be forwarded to Peter Meggs, Chair, Provincial Joint Committee on ClassComposition, Department of Education and Early Childhood Development, 3 Brighton Road,Aubin-Arsenault Building, P.O. Box 2000, Charlottetown, PE C1A 7N8, Tel: (902) 368-4717,Fax: (902) 368-4622, E-mail: [email protected]. At the same time, copies of the applicationshould be submitted to the Principal of the school, and to the Superintendent or Director ofStudent Services of the District/Board.
• Committee members are empowered to investigate individual applications to secure additionalinformation, as necessary.
• All applicants will be notified that their applications have been received. Subsequently,applicants approved for funding will be notified of the specific allocation.
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TABLE A: TOTAL APPLICATIONS RECEIVED BY BOARD/DISTRICT
Board/District Number of Applications
Eastern School District 64
Western School Board 52
Commission scolaire de la langue française 17
TABLE B(a): PROPOSALS APPROVED BY SCHOOL TYPEEastern School District and Western School Board
School Type Number of Proposals Approved
Primary 0
Elementary 38
Consolidated 13
Intermediate/Junior High 21
Senior High 12
TABLE B(b): PROPOSALS APPROVED BY SCHOOL TYPECommission scolaire de la langue française
School Type Number of Proposals Approved
Grades 1-6 4
Grades 1-12 13
TABLE C: PROPOSALS APPROVED BY APPLICATION TYPE
Support Requested Number of Proposals Approved
Substitute Teacher Hours 71
Full-Time Equivalent (FTE) Teacher Time 25
Resources 1 (FM system)
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MODEL PROJECTS
School Description of Project Contact Teacher
AlbertonElementary
Substitute time allowed the teacher theopportunity to deliver an enriched program to astudent.
Andrew Stewart
BloomfieldElementary
Sub time allowed the teacher the opportunity toconduct two guided reading groups daily.
Sarah Platts-Smallman
BloomfieldElementary
Extra support allowed the teacher to address theneeds of a group of grade 4 students who werestruggling in math, and to integrate musiclearning centres into the classroom.
Heidi Hardy
Ellerslie Elementary Substitute teacher time gave the teacher theopportunity to work on reading strategies,comprehension, vocabulary, etc. with a group of9 struggling readers.
Sharon Collicutt
Ellerslie Elementary The support was used to help familiarize a gradeone student with computer basics.
Janet Cann
Elm St. Elementary Substitute days allowed a classroom teacher tomeet with the Resource team to build the goalsand objectives for IEP’s.
Anne Flood/Debbie Crocken
Elm St. Elementary Support time meant that literacy centres weremore teacher-directed and productive, andWriter’s Workshops were better organized.
Kaye Noonan
GreenfieldElementary
Substitute teacher time allowed FrenchImmersion Resource teachers time to conductformal and informal assessment.
Flora Caron
HernewoodIntermediate
Substitute days were used to support mathResource in all math classes, resulting in thecreation of modified math materials.
Laura Montgomery/Tammy Gallant
Kinkora RegionalHS
The support was used for transition meetings,P.D. on assistive technology, and educationalassessments.
Lesley McCarville
KensingtonIntermediate-SeniorHigh
Sub time was used to develop transition materialsand strategies.
Julie Foster
M.E. CallaghanIntermediate
A substitute teacher provided math support, aswell as lunch hour math support sessions.
Mary Hart
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O’Leary Elementary Support time allowed collaboration betweenResource and classroom teachers to solvescheduling issues, and to address academic andphysical challenges of students with specialneeds.
Marsha Costello
SomersetElementary
Sub days allowed for collaboration to createconcrete and specific IEP objectives.
Lori Palmer/Margie McKenna
St. LouisElementary
A substitute teacher permitted time for directinstruction of students on IEP’s, in order toincorporate early interventions.
Janice Ellsworth
St. LouisElementary
Class Composition support allowed time fordirect instruction of grade one students’ specificneeds in the French language.
Tina Martin
SummersideIntermediate
Sub days gave French Immersion teachers theopportunity to identify and create resources andstrategies to better serve struggling learners.
Jennifer Jay/Louise MacNeil
SummersideIntermediate
Support time allowed for the creation of a Mathassistance program for grades eight and nine.
Ted Johnston/Glen Grant
SummersideIntermediate
A pull-out enrichment program was establishedwith Class Composition support.
Carl Arnold/Glen Grant
Three Oaks SeniorHS
Release time provided lead teachers time to workon best practices in literacy interventionstrategies at the senior high level.
Jeff Clow
Tignish Elementary Substitute time gave the opportunity for small-group intense instruction in areas of difficulty.
Susan Kirkham/Craig Blanche
BirchwoodIntermediate
.5 FTE teacher support allowed assistivetechnology support for students and staff.
Kelly O’Brien/Patsy MacDonald
Bluefield HS .33 FTE literacy teacher support resulted in thecreation of a writing skills development programfor grade ten students.
Rachel Colwill
CardiganConsolidated
.5 FTE Class Composition teacher time wasdirected to improving writing and readingcomprehension skills and strategies.
Helen Lockerby/Madelaine Venart
Central QueensElementary
Substitute time gave the opportunity for small-group intensive literacy support in grade 3.
Denise Gaudet-McPhail/Lori Michelin
Donagh RegionalConsolidated
Substitute time was used by junior high teachersto develop modified programming for theirparticular subject.
Jo-Anne White
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East WiltshireIntermediate
Support allowed staff to address academic mathconcerns for grade nine students who requireextra time and more intense differentiatedinstruction.
Natalie MacKinnon
Eliot RiverElementary
Class Composition support permitted thedevelopment and implementation of a life skillsprogram for grades 4-6 girls.
Julie McCabe
EnglewoodConsolidated
.10 FTE support allowed the opportunity forstudents to receive focused language instructionin small group settings.
Shannon MacLeod
Glen StewartElementary
.5 FTE teacher time supported small groupinstruction focused on Leveled LiteracyIntervention.
Marilyn MacLean/Krista Montgomery
Gulf ShoreConsolidated
Sub days were used for meetings with the P.D.team, for collaboration with PLIP staff, to planscheduling for special needs, and to conductresearch.
Michele Gallant
L.M. MontgomeryElementary
Substitute time meant that teachers could adaptand modify the grade 5 curriculum, locateresources, and devise enrichment strategies.
Carrie Ellsworth/Lois Adams
MontagueConsolidated
Class Composition support allowed blocks ofliteracy lessons for grades 4-5 students.
Tim Murphy/Bethany Boudreault
Montague RegionalHS
Substitute teacher time gave the opportunity forteachers to conduct “cluster study groups” ondifferentiated instruction
Christie Beck/Kathy Hodson
Mount StewartConsolidated
Sub time was used to meet with teachers, parentsand administration to work on programming forstudents with special needs.
Jamie Berry
ParkdaleElementary
Support was used to provide differentiatedlearning and extra reinforcement to studentsexperiencing significant difficulty in grade five.
Michele LeClair
Prince St.Elementary
Class Composition support allowed staff toenrich the programming of students in need ofhigher-level learning, and these students in turnpiloted a peer helping program.
Natalie Fraser
Prince St.Elementary
Sub time facilitated the pull-out of a group ofstudents with academic and behavioural concernsto increase reading levels.
Aletha Coady
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Queen CharlotteIntermediate
Funding enabled the hiring of .13 FTE FrenchImmersion Resource support for strugglingFrench Immersion students.
Parker Grimmer
Souris Consolidated .25 FTE teacher time permitted working in smallgroups on curriculum goals as outlined by theclassroom teacher.
Leona Jackson-Deveau
Souris Regional HS .25 FTE teacher time allowed assesment ofstruggling students in order to develop acurriculum to assist in increasing their skills.
Irene Sanderson
St. Jean Elementary Substitute teacher time provided the opportunityto determine reading levels for all grade 4students.
Anne Ives
StoneparkIntermediate
Sub days allowed teachers to be trained in writingIEP’s and in the use of assistive tech. devices.
Norman Beck/Sylvia Henderson
West KentElementary
.5 FTE teacher time meant that additional guidedreading and writing support could be given togrades 2-3 students.
Jennifer MacEachern/Kelly Miles
West RoyaltyElementary
Sub days were used to provide small groupinstruction in math concepts, phonologicalawareness, and EAL.
Elizabeth Crawford
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SAMPLE APPLICANTS’ COMMENTS
“It is very important to have time to plan for the programs of special needs students. The ClassComposition funding helps us to address this issue.”
“The program not only helped improve the reading skills of the students, it also enhanced their self-esteem. It also helped create a more positive atmosphere in the classroom.”
“The grade 4 students I worked with showed noticeable improvements in their basic numeracy skills,basic math facts, and mental math skills.”
“The program gave these students extra support out of the busy classroom setting, where their needswere quickly identified and worked on. These students are now able to keep up with the rest of the classin a variety of activities.”
“The long term impact will be independence to work on computer programs which would enable thestudent to increase academic skills.”
“I felt the classroom was less stressful. I felt better about the instruction the students were receiving sinceit could be more individualized. I feel this is a wonderful program which benefits the education of ourstudents.”
“The allocation of 10 substitute teacher days has been essential in allowing our French ImmersionLiteracy Team and Resource teachers to provide the necessary services to our F.I. students and is greatlyappreciated. The benefits are immediately visible, particularly in our Resource students’ readingsuccess.”
“The time we received was greatly appreciated and utilized to the fullest. We feel our students are betterprepared to move on to the next grade because of it.”
“The funding gave me time within the school day to work with students in the area of assistivetechnology, educational assessments, and transition planning.”
“This grant enabled us to make the school experience so much better for these students.”
“The support provided in the classroom setting was very beneficial, and students were quite disappointedwhen the teacher was finished working with the group.”
“The Class Composition funds allowed us to have meaningful discussions about our special needsstudents. This opportunity was so valuable in identifying and outlining objectives for students in theupcoming school year. We hope this funding continues as it has such positive results.”
“Thank you for the support in helping us move on our journey towards an environment which realizesthe importance of literacy at the high school level.”
“This fund is SO important for teachers to access. It allows us the time it takes to team, etc...all the thingswe know allow us to hone our craft.”
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“The support provided by Class Composition salvaged our year. It alleviated some of the pressure thatwas on the class as a whole.”
“The sharing of ideas to effect change in how we diversify instruction [has been important]. The supportprovided by the Joint Committee on Class Composition is crucial to continuing these trends. And for thatwe thank you.”
“Parents of students with learning and behavioural challenges were delighted when informed that theirchildren would be impacted by this Class Composition project.”
“Students have demonstrated clear improvements across a variety of writing traits. They were thinkingmeta-cognitively with regard to improving their writing skills, and had the opportunity to apply newskills to class projects.”
“We noticed that the students became more involved in class discussion, completed more work, andachieved success at their grade level.”
“These girls now want to be in school. They feel like they are important, and they feel like they belong.This is measured by their smiles.”
“The Class Composition fund is proof positive of how a marginal amount of human resources can payhuge dividends.”
“Parents have expressed extreme satisfaction with the program and its impact on their child’s success.”
“Reading fluency improved 1-3 levels based on reading records....These skills and changes would nothave been possible without the Class Composition funding.”
“In regards to the grade 3 math group, all of the students are meeting the outcomes taught in the timeperiod that they were given support from the Class Composition funds.”
“We saw an increase in reading levels; some of the children jumped as many as 4 levels in a two-monthperiod.”
“The Resource team has a better understanding of how to approach an enrichment program, and helpedidentify the importance of motivation and choice for the students who are working on the project forenrichment.”
“The French Resource program provided a last attempt for positive intervention by effectivelyencouraging a positive opportunity to help students restore their confidence about learning French, anddeter struggling students and their families from considering removing themselves from the FrenchImmersion program.”
“The follow-up Fontas and Pinell Benchmark Assessments and Atlantic Canada Reading Assessmentsdone in May showed that students demonstrated some improvement in their comprehension and readinglevels.”
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SAMPLE ADMINISTRATORS’ COMMENTS
“The Class Composition grant gets full value for the dollar.”
“These additional funds are an excellent way to add some additional support to staff and students.”
“The teachers who participated in this venture are dedicated and sincere in their application to ensure thatall children have equal access to the curriculum. Your support has encouraged and empowered them tobring equity to their learning.”
“This extra support in classrooms where there is a high number of needy students is invaluable.”
“The sub days allowed my teachers time to develop meaningful lessons and materials for their students.Our year was much better because of this.”
“The added FTE was much appreciated. The students did show improvement, and I feel a betterfoundation has been established as they go forward in grade 2.”
“Our Class Composition project allowed us to really reach some students in a small group setting,thereby raising their literacy levels.”
“We look forward to pursuing Class Composition funding in the future as it has allowed testing thatwould not otherwise be available.”
“You are on the right track with this idea, and I’m glad to see that it is being maintained.”
“The academic benefits gained from this grant continue to be recognized long past its conclusion.”
SAMPLE STUDENTS’ COMMENTS
“Now, I feel a lot better about writing; it’s something I’m interested in. In writing group, I have learnedto describe things in a better way, using descriptive words.”
“It improves a lot on my descriptive words, and now I enjoy it a lot more because it is easier to paint thepicture in my head of what is happening when I write.”
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CONCERNS AND RECOMMENDATIONS
“All was not perfect. We had to function well into Autumn without assistance, not knowing what was tounfold, and now at year’s end with the task of finishing up, we have to once again cope with less thanideal circumstances.”
“Continue to be patient and understanding. Initiatives of this kind require timelines of 3-5 years toaccount for and accommodate the complexities of introducing [such a program]. Maintain your capacityfor recognizing and supporting innovative initiatives.”
“[Would] appreciate getting a summary of how others are using funds - future ideas, perhaps.”
“The number of demands for Resource support increases each year, but unfortunately the allocation ofstaff continues to decrease at our school.”
“We did run out of substitute teacher days in May, and had to rearrange...programming.”
“We suggest that the Staffing Model used on PEI be improved to reflect the various learning needs of ourstudents.”
“The time frame and scheduling challenges made it difficult for some staff to participate in thisinitiative.”
“We suggest that the District and Department consider making this type of learning [professionaldevelopment for assistive technology] available to all schools, perhaps with assistive technology itinerantteachers, as many of our students would certainly be more able to maximize their achievement potentialwith more supports available.”
“It would be great if these [modified and enriched] materials could be created through Departmentspecialists and made available to all schools.”
“Continue to provide this time to assist teachers and staff to best meet the needs of students.”
“Continue to lobby for the maintenance and/or an increase in funding for this support.”
“Please use an editable format of the .pdf file so that information can be entered and saved.”
“Provide longer blocks of time, so that students retain the learning and have more time to build on theirconfidence.”
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APPENDIX ALetter of Understanding
Class Composition
(from page 92 of the Memorandum of Agreement between the Education Negotiating Agency and thePrince Edward Island Teachers’ Federation, July 1, 2007 - June 30, 2010)
There will be established a Provincial Joint Committee to address class composition concerns.
The Committee will be comprised of seven (7) people as follows:
• 1 representative from the Department of Education• 3 representatives from School Boards• 3 representatives from the PEI Teachers’ Federation.
A special fund of $200,000 per school year, for each of the three school years of the contract, will be setaside solely for the purpose of addressing issues of class composition. This special fund will be separatefrom the resources normally allocated from the Department and School Boards for supports related toclass composition concerns.
The Committee will establish guidelines and procedures for accessing supports for class composition.
The Department of Education shall allocate the monies to the School Boards. The School Boards shalladminister the monies in accordance with the guidelines and procedures established by the Committee.
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APPENDIX B
Membership of the Provincial Joint Committee on Class Composition,2009-2010
Peter Meggs, Chair, Representative of the Department of Education and Early Childhood Development
Debbie Caissy, Representative of Prince Edward Island Teachers’ Federation
Eileen Higginbotham, Representative of Prince Edward Island Teachers’ Federation
Isabelle Savoie-Jamieson, Representative of Prince Edward Island Teachers’ Federation
Brenda Millar, Western School Board Representative
Adrian Smith, Eastern School District Representative
Marie-Jacquard Handy, Representative of the Commission scolaire de la langue française
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APPENDIX C
Classroom Composition Application Form 2009-2010Applications will be accepted between October1, 2009 and February 26, 2010.
Meetings of the Provincial Joint Committee on Class Composition to consider applications aretentatively scheduled for October 27 (deadline for submission of requests is October 16), December 15(deadline for submission of requests is December 4), March 9 (deadline for submissions of requests isFebruary 26) and June 22 (Class Composition Support Report Forms are due by June 15 at the latest).
The Provincial Joint Committee on Class Composition has funds available to help with extraordinarycases related to classroom composition. The Committee will only consider submissions from teachers orschool administrators, as long as it is clear that there has been an opportunity and/or attempt made toresolve the situation within the school and/or at the District/Board level.
Contact Person:
Applicant________________________________________ Date of Application__________________
Phone Number________________________ E-mail Address________________________________
District/Board________________________ School__________________________________________
Principal_________________________ Contact Resource Teacher____________________________
School Configuration___________________________ (Elementary, Consolidated, etc.)
In order to ensure your application meets the established guidelines, the Committee encourages you touse the following checklist:
� No individual students are named herein (Privacy issues must be respected. Committeemembers will not see information containing student names.)
� Attempts have been made to resolve the issue at the school and/or District/Board level.� All information is contained on the form itself (The only documentation shared with Committee
members is the application form.)� A copy of the application has been sent to the Principal, and to the Superintendent or Director of
Student Services of the District/Board (The Committee will review applications only uponconfirmation that the Principal and Superintendent or Director of Student Services have receivedcopies of the application, and comments have been received by the Committee from the StudentServices Team of the District/Board.)
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Classroom Profile:
Grade(s)________________________________________ Class Size___________________________
Number of Students with
a) IEP’s _____ b) FBA’s _____ c) Adaptations _____ d) Modifications _____
EA Support:
� Yes (Number of Hours _____)� No Other Support (specify)________________________________________________________________
Specific Classroom Composition Concerns________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________ Interventions:
Please provide details concerning attempts to resolve the classroom composition issues at each level:
School_______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
District/Board________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
External_____________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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What Support is being Requested?____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
How Would this Support be Used?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What Do You Hope to Achieve with the Program Outlined Above?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________Please mail original to: Peter Meggs, Chair, Provincial Joint Committee on Class Composition,Department of Education and Early Childhood Development, 3 Brighton Road, Aubin-ArsenaultBuilding, P.O. Box 2000, Charlottetown, PE C1A 7N8, Tel: (902) 368-4717, Fax: (902) 368-4622, E-mail: [email protected]. Please forward copies to: The Principal of the school, and theSuperintendent or Director of Student Services of the District/Board.
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Applicant Comments
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________ __________________________________ (Signature) (Date)
School Administrator Comments (Strongly encouraged, but not mandatory)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________ __________________________________ (Signature) (Date)
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APPENDIX D
The following report form is not due until the end of the school year. However, applicants are encouraged to complete this form and submit it
upon completion of their class composition project:
CLASS COMPOSITION SUPPORT REPORT FORM 2009-2010
School District or Board:
� Eastern School District� Western School Board� CSLF
Name of School: _______________________ Name(s) of Applicants:___________________________
Type of Class Composition support allocated:
� Substitute teacher time (specify amount) _____________________________________________
� FTE teacher time (specify amount) _________________________________________________
� Other (specify) _________________________________________________________________
Describe how this support was used in your classroom/school.____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Describe how this support was beneficial in addressing class composition concerns outlined in yourapplication. (Continue on a separate page, if necessary.)____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Identify the number of students directly impacted by the support allocated:________________________
Describe any reading level improvements, or other measurable academic strides, noted.____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Describe any long-term impacts to your classroom/school of the support allocated.____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Applicant comments/suggestions to the Provincial Joint Committee on Class Composition.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Administration comments/suggestions to the Provincial Joint Committee on Class Composition.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Please submit by June 15, 2010, and copy to your Superintendent or Director of Student Servicesof the District/Board.
Peter Meggs, Chair,Provincial Joint Committee on Class Composition,c/o Department of Education and Early Childhood Development3 Brighton Road, Aubin-Arsenault BuildingP.O. Box 2000, Charlottetown, PE C1A 7N8Tel: (902) 368-4717Fax: (902) 368-4622E-mail: [email protected]
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