Educational Project - Symmesdarcy.com

SYMMES~D’ARCY McGEE
LEARNING COMMUNITY
Educational Project
2009-2014
701 boul. Du Plateau
Gatineau, Quebec J9J 3G2
Phone: (819) 684-7472
Fax: (819) 684-7521
www.wqsb.qc.ca/symmes
www.wqsb.qc.ca/darcy

SYMMES—D’ARCY MCGEE LEARNING COMMUNITY
TABLE OF CONTENTS
Ministry of Education Vision Statement ..................................................................... 4
Western Quebec School Board Vision Statement ....................................................... 4
Symmes-D’Arcy McGee Mission Statement ............................................................... 5
Symmes Junior High School Vision and Values .......................................................... 6
Symmes School Success Plan—Community Profile .................................................... 8
Symmes School Success plan—School Profile............................................................ 9
A Data Picture of Symmes Junior High School—Student Achievement Results
• Percentage of students with an end of cycle level of 3 or above ...........................10
• Course average at the end of cycle.......................................................................11
• Student attendance data........................................................................................11
• Student behaviour data .........................................................................................12
• Student attitude data .............................................................................................12
Priority #1: To function and continue to grow… .......................................................13
Priority #2: To increase overall student achievement ..............................................14
Priority #3: To continue to grow and develop as a peaceful school .........................15
Priority #4: To increase overall student engagement...............................................16
Professional Development Plan.................................................................................17
Analysis.....................................................................................................................18
D’Arcy McGee High School Vision and Values .........................................................19
D’Arcy McGee High School Success Plan—Community Profile ................................22
D’Arcy McGee High School Success Plan—School Profile ........................................23
A Data Picture of D’Arcy McGee High School—Student Achievement Results
• Percentage of students with a level of 3 or above at the end of year 1, cycle 2 .....24
• Course average at the end of year 1, cycle 2 ........................................................25
• Percentage of students with a level of 3 or above at the end of year 2, cycle 2 .....26
• Course average at the end of year 2, cycle 2 ........................................................27
• Percentage of students with a level of 3 or above at the end of year 3, cycle 2 .....28
• Course average at the end of year 3, cycle 2 ........................................................29
• Student attendance data........................................................................................30
• Student behaviour data .........................................................................................30
• Student attitude data .............................................................................................30
Priority #1: To function and continue to grow… .......................................................31
Priority #2: To increase overall student achievement ..............................................32
Priority #3: To continue to grow and develop as a peaceful school .........................33
Priority #4: To increase overall student engagement...............................................34
Professional Development Plan.................................................................................35
Analysis.....................................................................................................................36
Monitoring of the Educational Project .......................................................................37
Educational Project Team..........................................................................................38

SYMMES-D’ARCY MCGEE
EDUCATIONAL PROJECT
Symmes~D’Arcy McGee
Learning Community
701 Du Plateau,
Gatineau, Quebec
J9J 3G2
(819) 684-7472
symmes@wqsb.qc.ca
darcymcgee@wqsb.qc.ca
Principal: George Singfield
Vice-Principals: Jo-Anne Georgeadis
Paul Sullivan

Mission Statement
Ministry of Education Vision Statement for Quebec Schools
School is the main place where young people learn about the previous achievements of
society. Its educational activities create an environment in which students become familiar
with their culture, pursue understanding of the world and the meaning of life and develop
new ways of adapting to society.
Quebec schools have a mandate to prepare students to contribute to the development of a
more democratic and just society. Their primary responsibility concerns the basic
competencies that students must acquire in order to achieve success in school beyond the
secondary level, or, in the case of students who decide not to continue their schooling, their
integration into the world of work. Schools also have a mandate to help students take their
place in society, by ensuring that they acquire the fundamental social knowledges and values
they need to play a constructive role as citizens.
Western Quebec School Board Vision Statement
The Western Quebec School Board, which covers a vast and diverse area, is an English school
system dedicated to developing life-long learners who contribute to society and are prepared
for the future.
We are committed to academic excellence, quality education and social, emotional and moral
development.
We respect and promote the rights and responsibilities of the individual while maintaining
student-centered learning in a safe and healthy environment.
We value our parents and communities as partners involved in working collaboratively with us
to enrich our programmes and achieve our goals.
Page 4

Symmes~D’Arcy McGee Learning Community
The Symmes~D’Arcy McGee Learning Community is comprised of two secondary schools,
housed in the same building with a shared mission. Symmes Junior High School is a Cycle
One school that clearly subscribes to a middle school philosophy, while D’Arcy McGee High
School is a Cycle Two school that is centered around a senior approach. While the two
schools operate separately in many ways, they are administered by one administration
team.
Symmes~D’Arcy McGee Mission Statement
The mission of the Symmes~D’Arcy McGee Learning Community is to foster a
safe, caring, respectful community in which everyone learns and achieves
individual success.
As a professional learning community, we will strive to answer the following four questions:
1) What is it that we want our students to learn?
2) How will we know when they have learned it?
3) How will we respond when students don’t learn?
4) How will we respond when students demonstrate that they have already learned it?
Page 5

SYMMES
JUNIOR HIGH SCHOOL
EDUCATIONAL PROJECT
2009-2014

Vision and Values
Symmes Junior High School
At Symmes Junior High School, the specific needs of young adolescents are recognizes and
addressed. We promote the ongoing, intellectual, social, emotional and physical development
of each student.
Working together, students, parents and teachers ensure that each student receives a quality
education in a safe, fair and compassionate environment. Our school community accepts
and respects each individual as a person of worth and dignity in his or her own right.
Students are provided every opportunity to succeed according to their individual strengths
and abilities. As a middle school, the methods by which we strive to achieve this include:
• Heterogeneous and consistent class groupings
• Academic teaming
• As student-centered approach
• A direct approach to social and emotional needs through an advisory program/student
services
• School-based evaluations
Symmes is committed to the progressive implementation of the middle school philosophy.
Our ultimate goal is to develop informed, thinking, caring and responsible citizens who will
be equipped for the challenges of the 21st century.
Page 6

Vision and Values
Symmes Junior High School
Symmes Junior High School is committed to excellence in education. We believe that the
school should be the “Champion of Children”. Our goal is to strive to improve student
achievement and to actively engage children in a positive learning environment. A Symmes
Junior High School, We Believe:
• That every communication should be based on mutual respect
• Adolescent development is a unique transitional phase
• Students learn in different ways
• In promoting independent learners
• In an collaborative learning environment for students and teachers
• In the school as a community
• In taking responsibility for learning
• In the development of the whole person
• In a safe and positive learning environment
• That in our school, everyone deserves to be treated fairly, with respect and understanding
• Everyone should strive for their potential by encouraging creativity, ownership and independent
thinking.
At Symmes, We Believe In Ourselves... and Each Other.
In a world of constant change, the primary function of the school is to provide knowledge
and capabilities. Every student has a unique potential and pattern of learning. Our role is to
tap into these strengths in order to enable each student to achieve his/her potential. Direction,
support and encouragement will enable each student to:
• Communicate thoughts and ideas through a variety of means
• Think critically and make informed decisions
• Adapt to change
• Aspire to the highest levels of achievement in chosen endeavors
• Respect the individual differences of others
• Express creativity and imagination
• Accept the responsibility of citizenship in a democracy
• Develop an awareness of Science and Technology
• Develop an appreciation of the Arts and Humanities
• Develop a sense of self-respect, self-discipline and self-esteem
• Understand the relationship of man to the environment
Through exposure and development in these areas, students will be better prepared to take
an active role as contributing members of our society. May the short time they spend at
Symmes School help encourage all our students to become self-directed and continuous lifetime
learners.
Page 7

School Success Plan
Symmes Junior High School
Community Profile
Symmes Junior High is a school community of approximately 450 students and 50 staff. As a
Junior High School, we embrace the first two years of the Quebec Education Program’s first
cycle of secondary school. (For the benefit of visitors from outside of Quebec, think Grades
7 and 8)
The most recent provincial statistical analysis ranks Symmes as a two (on a scale of ten) on
the socio-economic scale, with ten being the lowest level.
There is a high level of parent involvement in the Symmes community, as both the Governing
Board and the Parent Participation organization (P.P.O.) are actively involved in the promotion
of both curricular and extra-curricular pursuits. The parental community is extremely
supportive towards athletic, artistic, and cultural endeavours, which make up a big
part of the Symmes community.
Page 8

Symmes School Profile
School Success Plan
Symmes Junior High School
At Symmes, we are proud of our academic, artistic, and athletic accomplishments as well as
our commitment to maintaining a safe, welcoming school environment. Pedagogically, our
school is divided into four teams of 4 classes, which share, to a large degree, the same
teachers. These teams of teachers meet regularly (once every nine days) to plan joint
activities, review programs, and to discuss the progress of individual children. In addition
to these “inter-disciplinary” teams, our school benefits from other Middle School structures
and strategies (advisory program, heterogeneous groupings, and academic inclusion of all
students) all of which assist us as we work to implement the newly implemented Quebec
Education Program. Our goal is to promote and benefit from a climate of learning within an
atmosphere of mutual respect.
Symmes Junior High School offers Regular and French Immersion academic programs,
Modified expectation programming, as well as a Centre of Excellence program designed for
students with diagnosed intellectual deficiencies. These programs are delivered within the
supportive framework provided by middle school organizational structures and philosophy.
The entire school population benefits from a Special Education program characterized by
authentic inclusion of students in regular classes, individual programming, effective
leadership, skilled and experienced intervention personnel, as well as a sense of shared
responsibility amongst staff, parents, and students. In addition to a wide variety of extracurricular
activities in the areas of sports, cultural clubs, and academic clubs, the school
offers a wide range of enrichment activities during school hours.
Symmes was selected by the Ministry of Education to serve as a Pilot School for the
implementation of the new Quebec Education Plan. As a pilot school, we had the
opportunity to experiment and provide feedback regarding the development and testing of
the new curriculum. It should be noted that the weekly structure at Symmes is such that
every Wednesday afternoon, two hours are set aside for curriculum planning and
development by teachers.
Page 9

A DATA PICTURE OF SYMMES JUNIOR HIGH SCHOOL
Student Achievement Results - Percentage of Students with an End of Cycle Level of 3
or Above:
Subject 2005/ 2006/ 2007/
2006 2007 2008
Art 208 100 96 96
Dance 208 99 100 84
Drama 208 99 100 100
English 212 88 86 91
Ethics & Religious Cultures 202 N/A N/A N/A
Éthiques et Cultures Réligieuses 202 N/A N/A N/A
Français 212 97 100 90
French 212 76 65 73
Géographie 208 95 87 90
Geography 208 69 80 88
Guitar 208 N/A N/A N/A
Histoire 208 74 87 89
History 208 87 87 92
Math 212 58 67 66
Music 208 90 91 100
Physical Education 202 98 100 100
Production 208 N/A 100 97
Science 208 59 67 77
Sciences 208 99 93 92
Page 10
2008/
2009
2009/
2010
2010/
2011
2011/
2012
2012/
2013
2013/
2014

Subject 2008/2009 2009/2010 2010/2011 2011/2012
# of Referrals to Reflection Room
Subject 2005/
# of Internal Suspensions
2006
# of Art Out 302 of School Suspensions
# of Dance Referrals 302 to Behaviour
Technician
# of
Drama
Parent Conferences
302
Regarding
Student English Behaviour 306
# of Français Expulsions 306
Student Attitude Data:
A DATA PICTURE OF SYMMES JUNIOR HIGH SCHOOL
Student Achievement Results - Course Average at the end of cycle:
French 306
Histoire 304
History 304
Math 306
Music 302
Physical Education
Subject
302
2008/2009 2009/2010 2010/2011 2011/2012
% of POF Students 304 Involved in Extra-
Curricular POP 304 Activities
# of Referrals to Lunch & Learn
Science (General)
% of Students Recognized as “All-
Green” Sciences (Générale)
# of Wednesday Science (Applied) PM Detentions
Sciences (Appliquées)
Student Attendance Data:
2006/
2007
2007/
2008
Subject 2005/ 2006/ 2007/
2006 2007 2008
Total Enrolment 480 446 449
% OF Average Daily Attendance 92.8 92.6 92.7
% of Absences Classified as truant 0.004 0.005 0.006
% of students who drop out of
school
0 1 2
Page 11
2008/
2009
2008/
2009
2009/
2010
2009/
2010
2010/
2011
2010/
2011
2011/
2012
2011/
2012
2012/
2013
2012/
2013
2013/
2014
2013/
2014

A DATA PICTURE OF SYMMES JUNIOR HIGH SCHOOL
Student Behaviour Data:
Student Attitude Data:
Subject 2005/
2006
2006/
2007
2007/
2008
Subject 2005/ 2006/ 2007/
2006 2007 2008
% of Students Involved in Extracurricular
Activities
N/A N/A N/A
# of Referrals to Lunch and Learn N/A N/A N/A
% of Students Recognized as “All
Green”
N/A N/A N/A
# of Wednesday PM Detentions N/A N/A N/A
2008/
2009
# of Referrals to Reflection
Room (%)
N/A N/A N/A
# of Internal Suspensions 21 34 20 36
# of Out of School Suspensions 85 67 99 139
# of referrals to Behaviour Technician
N/A N/A N/A
# of Parent Conferences Regarding
Student Behaviour
N/A N/A N/A
# of Expulsions 0 3 1
REASONS FOR SUSPENSIONS:
Truancy 24
Insubordination 48
Bullying 11
Theft 4
Fighting 65
Assault 4
Vandalism 7
Under influence of drugs/alcohol 15
Possession of drugs/alcohol
Sale of drugs/alcohol
Possession of a weapon 3
Smoking 10
Dangerous behaviour 3
Page 12
2008/
2009
2009/
2010
2009/
2010
2010/
2011
2010/
2011
2011/
2012
2011/
2012
2012/
2013
2012/
2013
2013/
2014
2013/
2014

Priority #1:
Links to
Action
To function
and continue
to
grow as a
professional
learning
community
School Success Plan Priorities
Symmes Junior High School
Objective Indicators/
Measures
• Create a schoolwide
focus on
learning
• Provide a
framework to
ensure that students
receive
necessary time
& support for
learning
• Build a collaborative
culture
through the establishment
of
teacher-teams
• Effectively use
SMART goals
(Specific/
Strategic, Measurable,Attainable,Resultsoriented,Timebound)
as a
means to guide
the collaborative
planning
process
• Increase in studentachievement
results
• Wednesday PM
log book
Page 13
General Strategies
• Establish a clearly defined protocol
for lesson preparation
• Develop standards and norms
for all procedures and systems
within the school

Priority #2:
Links to
Action
To increase
overall studentachievement
School Success Plan Priorities
Symmes Junior High School
Objective Indicators/
Measures
• To work collaboratively
as a
staff with a view
to improving
student performance
• To increase the
level of classroomparticipation
in all subjects
• To increase the
level of student
commitment toward
homework
and assignment
completion
• Report Cards
• Progress Reports
• Assignment
completion statistics
• Lunch & Learn
statistics
• Wednesday PM
detention statistics
Page 14
General Strategies
• Set expectations that allow students
to perform to the best of
their capacity
• As a staff, by following up with
the individual and collective
needs of our students
• By providing students and staff
with the resources (human,
physical, technological) that
best allow us to grow as a learning
community
• Establish a teacher-Visit program
• Establish a clearly defined protocol
for lesson preparation
• Effectively use Wednesday PM
time along with collaborative
team time towards common
planning, assessment, and revision
practices
• Collaboratively create a curriculum
map for each subject
domain
• Collaboratively identify the essential
knowledge base for
each subject domain
• Establish and follow a structured
pyramid of interventions
with when students confront
academic difficulty

Priority #3:
Links to
Action
To continue
to grow and
develop as
a Peaceful
School
School Success Plan Priorities
Symmes Junior High School
Objective Indicators/
Measures
• Create a school
environment
that is a microcosm
of the
world as we
would like to
see it
• Encourage student-centered
conflict resolution
strategies
• Reduce violence
and punitive
discipline measures
• Support at-risk
students
• Promote an understanding
and
appreciation of
diversity
• Effectively use
Restorative
Practice as a
means for conflict
resolution
• Decrease the
number of bullying
incidents
at school
• Increase the
number of
school-wide
world awareness
activities
(ie. Free the
Children presentation)
• Increase in the
percentage of
students involved
in organizing
specific
peaceful initiatives
Page 15
General Strategies
• Train the school staff in Restorative
Practice mediation strategies
• Host a series of workshops for
parents
• Incorporation of peaceful
school characteristics in our
curriculum
• Emphasis on using the Broad
Areas of Learning as a base for
peaceful school initiatives
• Introduction of Peer Mediation
• Emphasis put towards student
leadership

Priority #4:
Links to
Action
To increase
overall studentengagement
Objective Indicators/
Measures
• Build a school
community that
is both a safe
and healthy
place for all students
and staff
• Encourage
positive and
healthy relationships
amongst staff,
students and
parents
School Success Plan Priorities
Symmes Junior High School
• Increase in the
amount of extracurricular
participation
• Green/Yellow/
Red reports
• Attitude to
Study Honour
Roll
• Tell Them
From Me survey
results
• Tracking system
for truancy,
lates, detentions
Page 16
General Strategies
• Establish a Student Recognition
Program
• Engage a Student-Life animator
using the staffing allocation
designated for students who
fall under the Socio-Economic
bracket
• Develop a Parent Workshop
series, that focuses on the specific
issues and needs of our
parent community
• Maintain a strong active relationship
with the Parent Participation
Organization
• Establish a Teacher Mentoring
program
• Develop a school portal
• Contest to design a poster for
our community mission

Professional Development Plan:
Symmes Junior High School
Big Question: What measures do we take as a staff to effectively understand,
implement, and evaluate our curriculum?
Our plan will be accomplished by:
1) Focusing on a specific context
2) Tapping into all available resources
3) Effectively using reflection as a key element in the process
Professional Development Plan Goals:
1) Establish a Common Curriculum Language
2) Broad Areas of Learning: What are they? What is their impact? How do we
use them?
3) Cross-Curricular Competencies: What are they? What is their impact?
How do we use them?
4) Review the framework for the Evaluation of/for Learning
5) Develop a curriculum Map for each subject domain
6) Sharing of Effective Practices: a staff commitment to open classroom/visits;
obligation to share after “visiting elsewhere/receiving outside PD
7) Creation of and follow up with a Wednesday PM log book
8) Use of portal a means to communicate effectively (commitment to provide
staff with necessary training)
9) Regular review of the 12 Teacher Competencies
10) Commitment by all staff members to build and maintain a Professional
Growth Plan
Page 17

Analysis
This section of the School Success Plan will be completed at the end of each
school year, beginning in 2008-2009. More specifically, the “Analysis” section
will provide an in-depth look at the identified data and effectiveness of the
various measures and strategies that were put into place for the identified
school year.
Page 18

D’ARCY MCGEE
HIGH SCHOOL
EDUCATIONAL PROJECT
2009-2014

What is our purpose?
Vision and Values
D’Arcy McGee High School
• To develop competent and responsible young people who are ready to take on more.
• Create supportive learning environment for our students that meets their academic, social
and spiritual needs.
• Socialization, guidance, share knowledge, encourage interests and goals, communicate
ideas/information.
• To teach, attend to the various needs of our students…promote life-long learning…to
model and to inspire.
• Education, students learning at all levels (academic, social, etc.).
• To nurture and encourage students to become life-long learners; as a result – happy and
contributing citizens.
How do we behave?
• Professionally, cooperatively and friendly.
• Collegial, collaborative and inventive.
• As a community; with genuine interest in student learning within ministry requirements.
• Becoming more collegial.
• As professionals…reactive…positive and negative behaviours.
• We are a collegial, respectful, supportive, friendly, sharing and accepting staff.
How do we treat each other?
• Professionally, respectfully and humorously.
• We are a collegial, respectful, supportive, friendly, sharing and accepting staff.
Page 19

How do we treat our students?
Vision and Values
D’Arcy McGee High School
• Respectfully, enthusiastically, professionally, compassionately…need to work on a consistent
approach.
• With respect…expect accountability.
• Encourage, challenge…we are patient, understanding empathetic…we believe in their
potential
• As individuals, respecting their individual needs and differences…we support them to
embrace their strengths and weaknesses. We encourage them to become aware of the
world around them.
How do we interact with community and parents?
• Effectively, room for improvement (ie. PUP calls)…honestly and openly.
• In a positive way by providing parents opportunities to interact with staff and students.
• We would love to see more interaction between community – example, other schools,
seniors, city organizations, and our students to make learning more real. We are fairly
easily accessible to parents and have positive interactions with parents often.
What makes our school a good place to work?
• People…we feel valued…it’s fun.
• Involvement and participation among all members of the D’Arcy community (students,
staff and parents)…D’Arcy is a safe, welcoming environment…people are friendly and
approachable.
• Supportive and enthusiastic atmosphere, respect as seen through professional freedom…
flexibility (very important)…teamwork thinking…better teacher/administrative communication.
• Friendly environment…good relations with students and staff…supportive administration.
• Excellent admin leadership makes it easy to be at ease…everyone is part of the decision
making process (individual people are treated equally).
How have we measured our progress?
• Student involvement and spirit…smiling faces from students and staff.
• By communicating with each other, re-evaluating and making adjustments…we measure
our progress based on direct feedback from students and parents through team meetings,
parent-teacher interviews, open houses, academic and non-academic presentations and
standardized testing at the provincial level.
• Improvement in participation in various activities…positive feedback from students.
Page 20

What should we be most proud of?
Vision and Values
D’Arcy McGee High School
• Reaching out to students
• Team meetings
• Diverse activities
• As a Staff community we are growing and learning
• Recognition of students and teachers
• Growing feeling as a community
• Administration team
• Safe school…
• The time that is given by staff in terms of extra activities
• Collegiality
• Extracurricular activities
• Staff who are former students
• D’Arcy Pride
• Very supportive staff that communicates very well
• The support and maintenance staff
• The students…how well behaved they are…
Page 21

Community Profile
School Success Plan
D’Arcy McGee High School
D’Arcy McGee High is a school community of approximately 700 students and 70 staff. As a
Senior High School, we embrace the last three years of the Quebec Education Program’s
second cycle of secondary school. (For the benefit of visitors from outside of Quebec, think
Grades 9, 10, and 11)
The most recent provincial statistical analysis ranks D’Arcy McGee as a two (on a scale of
ten) on the socio-economic scale, with ten being the lowest level.
There is a high level of parent involvement in the D’Arcy community, as both the Governing
Board and the Parent Participation Organization (P.P.O.) are actively involved in the promotion
of both curricular and extra-curricular pursuits. The parental community is extremely
supportive towards athletic, artistic, and cultural endeavours, which make up a big part of
the D’Arcy community.
Page 22

School Profile
School Success Plan
D’Arcy McGee High School
At D’Arcy McGee, we are proud of our academic, artistic, and athletic accomplishments as
well as our commitment to maintaining a safe, welcoming school environment. Our goal is
to promote and benefit from a climate of learning within an atmosphere of mutual respect.
D’Arcy McGee High School offers Regular and French Immersion academic programs,
Modified expectation programming, as well as a Centre of Excellence program designed for
students with diagnosed intellectual deficiencies. These programs are delivered within the
supportive framework provided by senior school organizational structures and philosophy.
The entire school population benefits from a Special Education program characterized by
the authentic inclusion of students in regular classes, individual programming, effective
leadership, skilled and experienced intervention personnel, as well as a sense of shared responsibility
amongst staff, parents and students. In addition to a wide variety of extracurricular
activities in the areas of sports, cultural clubs and academic clubs, the school offers
a wide range of enrichment activities during school hours.
D’Arcy McGee was selected by the Ministry of Education to serve as a Pilot School for the implementation
of the new Quebec Education Plan. As a pilot school, we have had the opportunity
to experiment and provide feedback regarding the development and testing of the
new curriculum. Our mandate as pilot school will end in 2010. It should be noted that the
weekly structure at D’Arcy is such that every Wednesday afternoon, two hours are set aside
for curriculum planning and development by teachers.
Page 23

School Profile
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL
Student Achievement Results - Percentage of Students with a Level of 3 or Above at the
end of Year 1-Cycle 2 :
At D’Arcy McGee, we are proud of our academic, artistic, and athletic accomplishments as
well as our commitment to maintaining a safe, welcoming school environment. Our goal is
to promote and Subject benefit from a climate 2005/ 2006/ of learning 2007/ within 2008/ an 2009/ atmosphere 2010/ 2011/ of mutual 2012/ respect. 2013/
2006 2007 2008
Art 302 95 67 52
D’Arcy McGee High School offers Regular and French Immersion academic programs,
Modified Dance expectation 302 programming, N/A as N/A well as 78 a Centre of Excellence program designed for
students Drama with 302 diagnosed intellectual 85 deficiencies. 98 100 These programs are delivered within the
supportive English framework 306 provided by 84 senior 86 school 93 organizational structures and philosophy.
The entire Français school 306 population benefits 81 from 100 a Special 98 Education program characterized by
authentic French inclusion 306 of students in 81 regular 81 classes, 69 individual programming, effective leadership,
Histoire skilled 304 and experienced intervention 71 82 personnel, 92 as well as a sense of shared responsibility
History amongst 304 staff, parents, and 84 students. 60 In 71 addition to a wide variety of extra-curricular
activities Math in 306 the areas of sports, cultural 56 53 clubs, 61 and academic clubs, the school offers a wide
range Music of enrichment 302 activities during 100 school 100 hours. 100
Physical Education 302 87 98 96
D’Arcy POF McGee 304 was selected by the N/A Ministry N/A of N/A Education to serve as a Pilot School for the implementation
POP 304 of the new Quebec N/A Education N/A Plan. N/A As a pilot school, we have had the opportunity
to experiment and provide feedback regarding the development and testing of the
Science (General) 67 50 ?
new curriculum. Our mandate as a Pilot school will end in 2010. It should be noted that the
Sciences (Générale) N/A 100 97
weekly structure at D’Arcy is such that every Wednesday afternoon, two hours are set aside
for curriculum Science (Applied) planning and development N/A N/A by teachers.
Sciences (Appliquées) N/A N/A
Page 24
2009
2010
2011
2012
2013
2014

A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL
Student Achievement Results - Course Average at the end of Year 1-Cycle 2 :
Art 302
Dance 302
Drama 302
English 306
Français 306
French 306
Histoire 304
History 304
Math 306
Music 302
Physical Education 302
POF 304
POP 304
Science (General)
Sciences (Générale)
Science (Applied)
Sciences (Appliquées)
Subject 2005/
2006
2006/
2007
2007/
2008
Page 25
2008/
2009
2009/
2010
2010/
2011
2011/
2012
2012/
2013
2013/
2014

A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL
Student Achievement Results - Percentage of Students with a Level of 3 or Above at the
end of Year 2-Cycle 2:
Subject 2005/ 2006/ 2007/
2006 2007 2008
Art 402 N/A 28 37
Dance 402 N/A N/A N/A
Drama 402 N/A N/A N/A
English 406 N/A N/A 89
Ethics & Religious Cultures 402 77 76 78
Éthiques et Cultures
Religieuses 402
N/A N/A N/A
Français 406 N/A 100 97
French 404 77 83 83
Histoire 404 N/A N/A N/A
History 404 N/A N/A 77
Math CST04 N/A N/A 66
Math CS&T N/A N/A N/A
Math SCI N/A N/A 95
Music 402 90 97 97
Physical Education 402 95 98 97
Science (General) N/A N/A 74
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2008/
2009
Science (Applied) N/A N/A N/A N/A
2009/
2010
2010/
2011
2011/
2012
2012/
2013
2013/
2014

A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL
Student Achievement Results - Course Average at the end of Year 2-Cycle 2:
Art 302
Dance 302
Drama 302
English 306
Français 306
French 306
Histoire 304
History 304
Math 306
Music 302
Physical Education 302
POF 304
POP 304
Science (General)
Sciences (Générale)
Science (Applied)
Sciences (Appliquées)
Subject 2005/
2006
2006/
2007
2007/
2008
Page 27
2008/
2009
2009/
2010
2010/
2011
2011/
2012
2012/
2013
2013/
2014

A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL
Student Achievement Results - Percentage of Students with a Level of 3 or Above at the
end of Year 3-Cycle 2:
Subject 2005/
2006
2006/
2007
2007/
2008
Art 502 N/A 35 37
Biology 534 92 87 99
Chemistry 534 81 90 89
Contemporary World N/A N/A N/A
Monde Contemporain N/A N/A N/A
Dance 502 N/A N/A 89
Drama 502 N/A 100 100
English 506 N/A N/A 78
Ethics & Religious Cultures 502 N/A 81 87
Éthiques et Cultures
Religieuses 502
N/A N/A N/A
Français 506 N/A N/A N/A
French 504 N/A N/A 84
Math CST04 N/A N/A 78
Math CS&T N/A N/A N/A
Math SCI N/A N/A 89
Music 502 N/A 100 90
Physical Education 502 96 99 99
Physics 534 96 55 75
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2008/
2009
2009/
2010
2010/
2011
2011/
2012
2012/
2013
2013/
2014

A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL
Student Achievement Results - Course Average at the end of Year 3-Cycle 2:
Art 302
Dance 302
Drama 302
English 306
Français 306
French 306
Histoire 304
History 304
Math 306
Music 302
Physical Education 302
POF 304
POP 304
Science (General)
Sciences (Générale)
Science (Applied)
Sciences (Appliquées)
Subject 2005/
2006
2006/
2007
2007/
2008
Page 29
2008/
2009
2009/
2010
2010/
2011
2011/
2012
2012/
2013
2013/
2014

Student Attendance Data:
Student Behaviour Data:
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL
Subject 2005/ 2006/ 2007/
2006 2007 2008
% of Average Daily Attendance 90 89.5 90
% of Absences Classified as truant 1.6 1 2
% of students who drop out of
school
N/A N/A N/A
Total Enrolment 547 661 683
Subject 2005/
2006
2006/
2007
2007/
2008
Page 30
2008/
2009
2008/
2009
# of Referrals to Reflection
Room (%)
N/A N/A N/A
# of Internal Suspensions 5 48 24 23
# of Out of School Suspensions 217 179 110 141
# of referrals to Behaviour Technician
N/A N/A N/A
# of Parent Conferences Regarding
Student Behaviour
N/A N/A N/A
# of Expulsions N/A 2 1
REASONS FOR SUSPENSIONS:
Truancy N/A N/A N/A 60
Insubordination N/A N/A N/A 52
Bullying N/A N/A N/A 12
Theft N/A N/A N/A 2
Fighting N/A N/A N/A 24
Assault N/A N/A N/A 8
Vandalism N/A N/A N/A 14
Under influence of drugs/alcohol N/A N/A N/A 4
Possession of drugs/alcohol N/A N/A N/A
Sale of drugs/alcohol N/A N/A N/A
Possession of a weapon N/A N/A N/A 1
2009/
2010
2009/
2010
2010/
2011
2010/
2011
2011/
2012
2011/
2012
2012/
2013
2012/
2013
2013/
2014
2013/
2014

Student Attitude Data:
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL
Subject 2005/ 2006/ 2007/
2006 2007 2008
% of Students Involved in Extracurricular
Activities
N/A N/A N/A
# of Referrals to Lunch and Learn N/A N/A N/A
% of Students Recognized as
“All Green”
N/A N/A N/A
# of Wednesday PM Detentions N/A N/A N/A
Page 31
2008/
2009
2009/
2010
2010/
2011
2011/
2012
2012/
2013
2013/
2014

Priority #1:
Links to
Action
To function
and continue
to
grow as a
professional
learning
community
Objective Indicators/
Measures
• Create a
school-wide
focus on learning
• Provide a
framework to
ensure that students
receive
necessary time
& support for
learning
• Build a collaborative
culture
through the establishment
of
teacher-teams
• Effectively use
SMART goals
(Specific/
Strategic,
Measurable,
Attainable, Results-oriented,
Time-bound) as
a means to
guide the collaborative
planning process
School Success Plan Priorities
D’Arcy McGee High School
• Increase in studentachievement
results
• Wednesday PM
log book
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General Strategies
• Establish a clearly defined
protocol for lesson preparation
• Develop standards and norms
for all procedures and systems
within the school

Priority #2:
Links to
Action
To increase
overall studentachievement
Objective Indicators/
Measures
• To work collaboratively
as
a staff with a
view to improvingstudentperformance
• To increase the
level of classroomparticipation
in all subjects
• To increase
the level of studentcommitment
toward
homework and
assignment
completion
School Success Plan Priorities
D’Arcy McGee High School
• Report Cards
• Progress Reports
• Assignment
completion statistics
• Lunch & Learn
statistics
• Wednesday
PM detention
statistics
Page 32
General Strategies
• Set expectations that allow
students to perform to the best
of their capacity
• As a staff, by following up with
the individual and collective
needs of our students
• By providing students and
staff with the resources
(human, physical, technological)
that best allow us to grow
as a learning community
• Establish a teacher-Visit program
• Establish a clearly defined
protocol for lesson preparation
• Effectively use Wednesday
PM time along with collaborative
team time towards common
planning, assessment,
and revision practices
• Collaboratively create a curriculum
map for each subject
domain
• Collaboratively identify the
essential knowledge base for
each subject domain
• Establish and follow a structured
pyramid of interventions
with when students confront
academic difficulty

Priority #3:
Links to Action Objective Indicators/
Measures
To continue
to grow and
develop as a
Peaceful
School
• Create a school
environment
that is a microcosm
of the
world as we
would like to
see it
• Encourage student-centered
conflict resolution
strategies
• Reduce violence
and punitive
discipline
measures
• Support at-risk
students
Promote an understanding
and appreciation
of diversity
School Success Plan Priorities
D’Arcy McGee High School
• Effectively use
Restorative
Practice as a
means for conflict
resolution
• Decrease the
number of bullying
incidents
at school
• Increase the
number of
school-wide
world awareness
activities
(ie. Free the
Children presentation)
• Increase in the
percentage of
students involved
in organizing
specific
peaceful initiatives
Page 33
General Strategies
• Train the school staff in Restorative
Practice mediation
strategies
• Host a series of workshops for
parents
• Incorporation of peaceful
school characteristics in our
curriculum
• Emphasis on using the Broad
Areas of Learning as a base for
peaceful school initiatives
• Introduction of Peer Mediation
• Emphasis put towards student
leadership

Priority #4:
Links to
Action
To increase
overall studentengagement
Objective Indicators/
Measures
• Build a school
community that
is both a safe
and healthy
place for all students
and staff
• Encourage positive
and healthy
relationships
amongst staff,
students and
parents
School Success Plan Priorities
D’Arcy McGee High School
• Increase in the
amount of extracurricularparticipation
• Green/Yellow/
Red reports
• Attitude to
Study Honour
Roll
• Tell Them
From Me survey
results
• Tracking system
for truancy,
lates, detentions
Page 34
General Strategies
• Establish a Student Recognition
Program
• Engage a Student-Life animator
using the staffing allocation
designated for students who fall
under the Socio-Economic
bracket
• Develop a Parent Workshop
series, that focuses on the specific
issues and needs of our
parent community
• Maintain a strong active relationship
with the Parent Participation
Organization
• Establish a Teacher Mentoring
program
• Develop a school portal
• Contest to design a poster for
our community mission

Professional Development Plan:
D’Arcy McGee High School
Big Question: What measures do we take as a staff to effectively understand, implement,
and evaluate our curriculum?
Our plan will be accomplished by:
1) focusing on a specific context
2) Tapping into all available resources
3) Effectively using reflection as a key element in the process
Professional Development Plan Goals:
1) Establish a Common Curriculum Language
2) Broad Areas of Learning: What are they? What is their impact? How do we use them?
3) Cross-Curricular Competencies: What are they? What is their impact? How do we use
them?
4) Review the framework for the Evaluation of/for Learning
5) Develop a curriculum Map for each subject domain
6) Sharing of Effective Practices: a staff commitment to open classroom/visits; obligation
to share after “visiting elsewhere/receiving outside PD
7) Creation of and follow up with a Wednesday PM log book
8) Use of portal a means to communicate effectively (commitment to provide staff with
necessary training)
9) Regular review of the 12 Teacher Competencies
10) Commitment by all staff members to build and maintain a Professional Growth Plan
Page 35

Analysis
This section of the School Success Plan will be completed at the end of each
school year, beginning in 2008-2009. More specifically, the “Analysis” section
will provide an in-depth look at the identified data and effectiveness of the various
measures and strategies that were put into place for the identified school
year.
Page 36

Monitoring of the Educational Project
Each year the Educational Project will be formally monitored as follows:
August: Full overview and in-depth analysis of the project with a specific emphasis on
the individual goals and targets set out in the School Success Plan and Profes-
sional Development Plan.
February: Mid-year review of the project, along with recommendations for revision.
June: Year-end review and evaluation of the Educational Project. Final revisions for
the upcoming year will be approved.
It should be noted that the “Educational Project Report” will be a standing item on all Governing
Board meeting agendas. Any and all proposed revisions must be approved by the
respective governing boards.
Page 37

EDUCATIONAL PROJECT TEAM
The Symmes~D’Arcy McGee Learning Community Educational Project was developed collaboratively
with input from the following groups: 1) Administration team from
Symmes~D’Arcy McGee; 2) Teaching staff from Symmes~D’Arcy McGee; 3) Students from
Symmes~D’Arcy McGee; 4) Members of the governing boards of Symmes Junior and D’Arcy
McGee High Schools.
Page 38