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2013-2017 CQSB STRATEGIC PLAN

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2013-2017 CQSB STRATEGIC PLANTABLE OF CONTENTSINTRODUCTION…………………………………………………………………………………………...……4CQSB BELIEFS, MISSION, VALUES AND VISION………………………………………………………..5PORTRAIT OF THE BOARD……………………………………………………………………………...……6- Map of Territory- Schools and CentreCURRENT STATISTICS……………………………………………………………………………………...…7- Strategic Direction 1- Strategic Direction 2- Strategic Direction 3- Strategic Direction 4- Strategic Direction 5- Strategic Direction 6- Strategic Direction 7ASSESSMENT OF THE CURRENT SITUATION………………………………………………………….17THE PROCESS…………………………………………………………………………………………………..192013-2017 STRATEGIC PLAN Overview……………………………………………………………………………………...………….20 Strategic Direction 1…………………………………………………………….…………………..….21Improve Rates of Student Retention and Academic Success Strategic Direction 2………………………………………………………………………………..…..24Improve the Mastery of English Language Arts and the Quality of French Strategic Direction 3………………………………………………………………………………...….28Improve Perseverance and Success of Students with Special Needs Strategic Direction 4………………………………………………………………………………..…..30Ensure Safe School Environments and Healthy Living Strategic Direction 5……………………………………………………………………………………33Increase the Number of Students Under Age 20 in Vocational Education Strategic Direction 6……………………………………………………………………………………35Ensure Sound Ethical Leadership, Management and Governance Practices Strategic Direction 7…………………………………………………………………………………..39Ensure Visibility within the Community by Fostering Internal Collaboration and CreatingExternal PartnershipsGLOSSARY (*)………………..……………………………………………………………………………….. 43NOTE: This document uses technical language. The definitions of all terms can be found in the glossary.3


2013-2017 CQSB STRATEGIC PLANINTRODUCTIONIt has been three yearssince the Central QuébecSchool Board (CQSB)developed its lastStrategic Plan and muchhas happened in that timeperiod!Over the past three years,our Board has successfullydeveloped and implemented a PartnershipAgreement with the ministère de l’Éducation, duLoisir et du Sport (MELS), which has includedyearly accounts to the Minister of Educationregarding our progress.It is important to note that CQSB consistentlyranks in the top five school boards in Québec!In June 2011, our Board obtained the highestsuccess rate amongst the nine English schoolboards in the province on the MELS UniformExaminations, in English Language Arts,French Second language and French MotherTongue. That same year, when compared withall 69 school boards in the province (French andEnglish sectors) we ranked second!Our schools and centre have been key in thisprocess. For the past three years, in addition totheir Educational Projects and School SuccessPlans, CQSB schools and centre have developeda yearly Management and Educational SuccessAgreement (MESA) which outlines in detailhow they will help the Board attain the targetsthat the Minister has set for us, mainly withregard to contributing to increasing the overallprovincial success rate and reducing thenumber of students dropping out provincewide.Our Board is also currently focusing onensuring the smooth implementation of Bill 56:An Act to Prevent and Stop Bullying and Violencein the Schools. In addition to adhering to ourCQSB Policy for Countering all Forms ofHarassment, CQSB already has in place a varietyof programs that teach elementary students torecognize, refuse and report bullying.Developing the 2013-2017 Strategic Plan wouldnot have been possible without the dedicationand commitment of the entire CQSB team,including school and centre principals and viceprincipals, the directors of CQSB services andtheir teams, and the CQSB Council ofCommissioners.We are also grateful for the feedback providedby our school and centre principals and staff,school and centre governing boards, parents’committee, unions, associations and the SpecialNeeds Advisory Committee.Coming to a consensus regarding a documentwhich will guide our actions over the next fouryears is no easy feat! We are grateful to havethe support of so many passionate and devotedindividuals!On behalf of the Council ofCommissioners and theAdministrative Council ofthe Central Québec SchoolBoard, we would like toextend our sincere thanksto all those whocontributed to thisimportant accomplishment.Stephen Burke,Chairman of the Council of CommissionersMarielle Stewart,Director GeneralJune 20134


2013-2017 CQSB STRATEGIC PLANCQSB BELIEFS, MISSION, VALUESAND VISIONCQSB BELIEFSAt the Central Québec School Board, we believe that:‣ Learning is a lifelong process;‣ There is richness in diversity;‣ All individuals have potential to improve and have the right to develop their potentialin a safe, caring and inclusive environment;‣ Students must always be placed as the priorityCQSB MISSIONThe mission of the Central Québec School Board is to support vibrant learning communities inits schools and Centre that empower all students to receive the best possible education, tofoster their social development and to prepare them to achieve their fullest potential andbecome contributing members of our ever-changing society.CQSB VALUES‣ Openness‣ Leadership‣ Cooperation in a caring & learning environmentCQSB VISION5


2013-2017 CQSB STRATEGIC PLANPORTRAIT OF THE BOARDThe Central Québec School Board (CQSB) covers the largest territory of any school board inthe province. Its schools and centre are spread out over a region of 500,000 kilometres – or onethird of the province. Despite the obvious challenges faced by a Board with suchgeographically spread-out schools, our students have consistently performed at a high level.Results on Ministry examinations and success rates have consistently placed CQSB among thetop five English school boards in the province. This is a considerable achievement when oneconsiders the geographic and linguistic challenges (French, English and aboriginal languages).CQSB ELEMENTARY SCHOOLS Everest Elementary School Holland Elementary School Mauricie English Elementary School Portneuf Elementary School Riverside Regional Elementary School Ste-Foy Elementary School St. Vincent School Valcartier Elementary SchoolCQSB SECONDARY SCHOOLS Québec High School Riverside Regional High School St. Patrick’s High School Three Rivers AcademyCQSB COMBINED SCHOOLS A.S. Johnson Memorial School/St. Patrick Elementary School Dollard des Ormeaux School Jimmy Sandy Memorial School La Tuque High School MacLean Memorial School Shawinigan High SchoolCQSB ADULT AND VOCATIONAL EDUCATION CENTRE Eastern Québec Learning Centre6


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 1IMPROVE RATES OF STUDENT RETENTION AND ACADEMIC SUCCESSOBJECTIVE 1.1GRADUATION RATE FOR STUDENTS UNDER AGE 20BASELINE: 81.6% / TARGET: 85.0% / SOURCE: Portrait des statistiques ministérielles octobre 20122008 ( 7 yr cohort) 2009 ( 7 yr cohort) 2010 ( 6 yr cohort) 2011 ( 5 yr cohort) June 2017Cohort 2003 Cohort 2004 Cohort 2005 Cohort 2006 TARGETCQSB OVERALL 79.8% 79.8% 81.6% 74.3% 85.0%CQSB Youth sector 78.0% 76.4% 76.4% Not available to be determinedQSB Adult Education 2.0% 2.5% 3.2% Not available to be determinedCQSB Vocational Education 1.0% 1.6% 0.3% Not available to be determinedSUCCESS RATE FOR SECONDARY MATHEMATICS AND FOR HISTORY & CITIZENSHIP (SEC. IV)BASELINE YEAR: 2011-2012 / TARGET: indicated below / SOURCE: MELS Uniform Examinations - Charlemagne preliminary extractionMATHEMATICS 2011-2012 JUNE 2017 TARGETCST (Cultural & Scientific) Option 83.8% 83.8%Science Option 95.9% 90.0%+T& S Technical and Scientific Option 85.3% 85.0%+HISTORY & CITIZENSHIP 81.3% 83.0%SUCCESS RATE: SCIENCE AND TECHNOLOGY & APPLIED SCIENCE AND TECHNOLOGY (SEC. IV)BASELINE YEAR: 2011-2012 / TARGET: section in orange/ SOURCE: MELS Uniform Examinations2011-2012 JUNE 2017 TARGETSCIENCE AND TECHNOLOGY 81.0% 83.0%APPLIED SCIENCE AND TECHHNOLOGY 66.7% 70.0%OBJECTIVE 1.2NUMBER OF LEAVERS WITHOUT A DIPLOMA OR QUALIFICATIONBASELINE YEAR: 2009-2010 /TARGET: 65 students or 19.5% / SOURCE: Portrait des statistiques ministérielles octobre 20122008-2009 2009-2010 2010-2011 2011-2012 2017 TARGETCQSB OVERALL 67 (20.2%) 69 (20.3%) 19.8% n.a. 65 (19.5 %)Secondary Cycle 1 14 20 20 n.a. n.a.Secondary III 17 17 11 n.a. n.a.Secondary IV 14 18 29 n.a. n.a.Secondary V 22 14 15 n.a. n.a.CQSB BOYS 37 (20.6%) 37 (22.8%) (34) 19.1% n.a. 35 (19.0%)Secondary Cycle 1 9 12 12 n.a. n.a.Secondary III 9 6 8 n.a. n.a.Secondary IV 8 10 9 n.a. n.a.Secondary V 11 9 5 n.a. n.a.CQSB GIRLS 30 (19.9%) 32 (18.0%) (41) 20.4% n.a. 30 (20.0%)Secondary Cycle 1 5 8 8 n.a. n.a.Secondary III 8 11 3 n.a. n.a.Secondary IV 6 8 20 n.a. n.a.Secondary V 11 5 10 n.a. n.a.n.a.: Not available7


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 1IMPROVE RATES OF STUDENT RETENTION AND ACADEMIC SUCCESSOBJECTIVE 1.3SUCCESS RATE ON END-OF-CYCLE EVALUATIONS IN MATHEMATICS (ELEMENTARY)BASELINE YEAR: 2011-2012 /TARGET: as indicated below / SOURCE: End-of-Cycle Evaluation Results GPIMATHEMATICS2011-2012 JUNE 2017 TARGETSuccess Rate Group Average Success RateGirls 80.8% 72.6%Grade 2 Boys 77.6% 72.9%TOTAL 79.2% 72.7% 82.2%Girls * 79.3% 72.6% *Grade 4 Boys ** 84.3% 73.1%TOTAL *** 81.7% 72.8% 84.7%Girls 78.7% 64.8%Grade 6 Boys 79.5% 67.1%*33% cohort missing ** 38% cohort missing *** 36 % cohort missingTOTAL 79.1% 65.9% 82.1%8


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 2IMPROVE THE MASTERY OF ENGLISH LANGUAGE ARTSAND THE QUALITY OF FRENCHOBJECTIVES 2.1, 2.2, 2.3SUCCESS RATE ON END-OF-CYCLE EVALUATIONS IN ENGLISH LANGUAGE ARTS (ELEMENTARY)BASELINE YEAR: 2011-2012 /TARGET: as indicated below/ SOURCE: End-of-Cycle Examination Results GPIENGLISH LANGUAGE ARTS2011-2012 JUNE 2017 TARGETC. 2 Response C. 3 Writing C. 2 Response C. 3 WritingGirls 78.0% 86.4%Grade 2 Boys 60.7% 73.3%TOTAL 69.0% 79.6% 71.0% 81.6%Girls 81.5% 91.5%Grade 4 Boys 75.4% 82.5%TOTAL 74.5% 87.9% 76.5% *Girls 81.3% 92.9%Grade 6 Boys 68.9% 87.7%* No targets have been set as success rates are very high.TOTAL 74.6% 90.0% 76.6% *OBJECTIVE 2.4SUCCESS RATE ON END-OF-CYCLE EVALUATIONS IN FRENCH (ELEMENTARY)BASELINE YEAR: 2011-2012 /TARGET: as indicated below / SOURCE: Data extracted from GPIFRANÇAIS, LANGUE SECONDE-IMMERSION2011-2012 JUNE 2017 TARGETSuccess Rate Group Average Success RateGirls 97.0% 76.4%Grade 4 Boys 94.9% 78.3%TOTAL 95.9% 77.3% 95.9%Girls 96.9% 81.1%Grade 6 Boys 91.2% 74.7 %TOTAL 93.9% 77.9 % 93.9%9


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 2IMPROVE THE MASTERY OF ENGLISH LANGUAGE ARTSAND THE QUALITY OF FRENCHOBJECTIVES 2.3, 2.7 & 2.9CQSB SUCCESS RATE FOR SECONDARY UNIFORM MINISTRY EXAMINATIONSBASELINE YEAR: 2011-2012 /TARGET: as indicated below/ SOURCE: MELS Uniform Examinations (Charlemagne)EXAMINATION 2006- 2007- 2008- 2009- 2010- 2011-2007 2008 2009 2010 2011 2012TargetFRANÇAIS, LANGUE SECONDE - BASESecondary V Success Rate94.6% 98.4% 97.8% 95.3% 91.0% 100.0% 95.0%Volet écriture 94.6% 92.4% 90.0% 90.6% 82.1% 86.8% 90.0%Volet lecture 89.0% 96.0% 93.8% 84.4% 83.3% 96.1% 90.0%FRANÇAIS, LANGUE SECONDE - BASESecondary V Group AverageFRANÇAIS, LANGUE SECONDE - ENRICHISecondary V Success Rate –Volet Écriture(Complementary Exam)FRANÇAIS, LANGUE D’ENSEIGNEMENTSecondary V Success RateFRANÇAIS, LANGUE D’ENSEIGNEMENTSecondary V Group Average -Volet ÉcritureENGLISH LANGUAGE ARTSSecondary V Success RateENGLISH LANGUAGE ARTSSecondary V Group Averageno data 69.3% 80.3% 74.0% 80.6% 86.8% 85.0%/ / / / / 97.9% 95.0%81.2% 88.4% 78.8% 95.5% 95.5% 98.3% 90.0%67.0% 71.8% 61.2% 89.6% 84.1% 85.2% 80.0%96.0% 96.0% 93.0% 97.8% 97.8% 97.1% 96.0%no data 74.5% 76.1% 73.3% 76.3% 76.5% 78.3%OBJECTIVES 2.6 & 2.8SUCCESS RATE ON END-OF-CYCLE EVALUATIONS IN FRENCH (SECONDARY)BASELINE YEAR: 2011-2012 /TARGET: as indicated below / SOURCE: Data extracted from GPIFRANÇAIS, LANGUE SECONDE - ENRICHISecondary II2011-2012 JUNE 2017 TARGETSuccess Rate Group AverageSuccess RateGirls 93.3% 77.7%Boys 90.6% 75.8%TOTAL 91.8% 76.8% 94.0%FRANÇAIS, LANGUE D’ENSEIGNEMENTSecondary II2011-2012Success Rate Group AverageGirls no data not availableBoys no data not availableJUNE 2017 TARGETTOTAL 89.7% not available 89.7%10


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 2IMPROVE THE MASTERY OF ENGLISH LANGUAGE ARTSAND THE QUALITY OF FRENCHOBJECTIVE 2.3SUCCESS RATE ON END-OF-CYCLE EVALUATIONS IN ENGLISH (SECONDARY)BASELINE YEAR: 2012-2013 /TARGET: To be determined/ SOURCE: Data extracted from GPI2011-2012 2012-2013ENGLISH LANGUAGE ARTS -Secondary IISuccess Rate Group Average Success Rate Group AverageC. 2ResponseC.3WritingC. 2ResponseC. 3WritingC. 2ResponseC.3WritingC. 2ResponseC. 3WritingGirls 82.7% 90.1% 70.3% 73.0% TBD TBD TBD TBDBoys 68.4% 82.4% 63.5% 69.0% TBD TBD TBD TBDTOTAL 75.5% 86.2% 66.8% 71.1% Baseline Year2011-2012 2012-2013ENGLISH LANGUAGE ARTS -Secondary IIISuccess Rate Group Average Success Rate Group AverageC. 2ResponseC. 3WritingC. 2ResponseC. 3WritingC. 2ResponseC. 3WritingC. 2ResponseC. 3WritingTBD: TO BE DETERMINED.Girls 83.8% no data 71.0% no data TBD TBD TBD TBDBoys 75.8% no data 66.0% no data TBD TBD TBD TBDTOTAL 78.8% no data 68.3% no data Baseline YearSTRATEGIC DIRECTION 3IMPROVE PERSEVERANCE AND SUCCESS OF STUDENTS WITH SPECIAL NEEDSOBJECTIVE 3.1CONTRIBUTION OF SPECIAL NEEDS STUDENTS TO OVERALL GRADUATION & QUALIFICATION RATEBASELINE YEAR: 2011-2012 /TARGET: 10.0%/ SOURCE: Data extracted from GPIRegistered Graduated orQualifiedNumber of Secondary V Students Registered as of Sept. 30th 342 285Number of Secondary V Students Registered with Special34 24NeedsNumber of Students Registered in WOTP-1 (Semi-Skilled) 10 8Number of Students Registered in WOTP 3-3 (Pre-Work ) 5 4Number of Students Registered in Challenges (1000 hrs.+) 0 02011-2012 2017 TargetTOTAL35736/35710.1 % Maintain 10 %11


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 3IMPROVE PERSEVERANCE AND SUCCESS OF STUDENTS WITH SPECIAL NEEDSOBJECTIVE 3.2PERCENTAGE OF GRADE SIX STUDENTS WITH SPECIAL NEEDS PASSING ENGLISH LANGUAGEARTS, MATH & FRENCH PROGRAMSBASELINE YEAR: 2011-2012/ TARGETS: as indicated below / SOURCE: Data extracted from GPINumber of Grade Six Students with Special Needs 66Number of Grade Six Students with Special Needs Passing:2011-2012 2017 TargetsNumber Percentage Successful Percentage SuccessfulEnglish Language Arts 54/66 81.8% 84.8%Mathematics 42/66 63.6% 66.6%Français, langue seconde -Immersion47/49 95.9% MaintainFrançais, langue seconde - Base 12/17 70.6% 73.6%OBJECTIVE 3.3PERCENTAGE OF STUDENTS WITH SPECIAL NEEDS AT THE SECONDARY LEVEL STAYING INSCHOOLBASELINE YEAR: 2011-2012/ TARGETS: as indicated below / SOURCE: Data extracted from GPI2011-2012 TARGET2017The percentage of Secondary II students with special needsregistered on September 30th of a given yearThe percentage of the above students registered with the SchoolBoard the following year17.3%89.5% Maintain 90.0%The percentage of Secondary III students with special needsregistered on September 30th of a given year 25.0%The percentage of the above students registered with the SchoolBoard the following year 69.1% 75.0%The percentage of Secondary IV students with special needsregistered on September 30th of a given year 12.8%The percentage of the above students registered with the SchoolBoard the following year 83.7% 90.0%The percentage of Secondary V students with special needsregistered on September 30th of a given yearThe percentage of the above students registered with the SchoolBoard the following year6.3%9.5% Between 5 % - 10.0%12


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 4ENSURE SAFE LEARNING ENVIRONMENTS AND HEALTHY LIVINGOBJECTIVE 4.1 - ELEMENTARY AND SECONDARYPERCENTAGE OF STUDENTS WITH HEALTHY EATING HABITS (THAT MEET OR NEARLY MEETCANADA’S FOOD GUIDE RECOMMENDATIONS)ELEMENTARY LEVEL (Grades 4 – 6)BASELINE: 51.0%/TARGET: 55.0%/ SOURCE: Tell Them From Me + SurveyPercentage of students who reporthealthy eating habits at grades 4-6SECONDARY LEVELBASELINE: 45.0%/TARGET: 50.0%/ SOURCE: Tell Them From Me + SurveyPercentage of students who reporthealthy eating habits at all secondarylevels2011-2012 2012-2013 2017 Target51.0% 55.0%2011-2012 2012-2013 2017 Target45.0% 50.0%PERCENTAGE OF STUDENTS REPORTING LEVELS OF PHYSICAL ACTIVITY-ELEMENTARY ANDSECONDARYELEMENTARY LEVEL (Grades 4 – 6)BASELINE: 1.3 hours/day TARGET: 1.5 hours/day SOURCE: Tell Them From Me + SurveyAverage time students report spendingon moderate physical activities atgrades 4 – 62012-2013 2013-2014 2017 Target1.3 hrs 1.5 hrsSECONDARY LEVELBASELINE: 0.9 hours/day TARGET: 1.0 hours/day SOURCE: Tell Them From Me + SurveyAverage time students report spendingon moderate physical activities at allsecondary levels2011-2012 2012-2013 2017 Target0.9 hrs 1.0 hrs13


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 4ENSURE SAFE LEARNING ENVIRONMENTS AND HEALTHY LIVINGOBJECTIVE 4.2 – ELEMENTARY AND SECONDARYPERCENTAGE OF STUDENTS WHO REPORT BEING VICTIMS OF BULLYING/PERCENTAGE OF STUDENTS WHO REPORT FEELING SAFE ATTENDING SCHOOLELEMENTARY LEVEL (grades 4-6)BASELINE: 20.0%/TARGET: 15.0%/ SOURCE: Tell Them From Me + SurveyPercentage of students who report beingvictims of moderate to severe bullying atelementary grades 4- 6Percentage of students who report feeling safeattending school at elementary grades 4 – 62011-2012 2012-2013 2017 Target20.0% 15.0%88.0% 93.0%SECONDARY LEVELBASELINE: 16.0%/TARGET: 11.0%/ SOURCE: Tell Them From Me + Survey2011-2012 2012-2013 2017 TargetPercentage of students who report beingvictims of moderate to severe bullying at allsecondary levelsPercentage of students who report feeling safeattending school at all levels16.0% 11.0%88.0% 93.0%NUMBER OF STUDENTS REPORTED IN REGISTRY OF SUSPENSIONS FOR BULLYING ANDVIOLENCEELEMENTARY LEVELBASELINE: to be determined/TARGET: to be determined/ SOURCE: CQSB Registry of Suspensions2012-2013 2013-2014 2017 TargetPercentage of students reported in Registry allelementary levelsBaseline yearT.B.D.Total percentage of elementary students:Percentage of students recorded in Registry Baseline year T.B.D.SECONDARY LEVELBASELINE: to be determined/TARGET: to be determined/ SOURCE: CQSB Registry of Suspensions2012-2013 2013-2014 2017 TargetPercentage of students reported in Registry allSecondary levelsBaseline yearT.B.D.Total percentage of secondary students:Percentage of students recorded in Registry Baseline year T.B.D.TBD: TO BE DETERMINED.14


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 4ENSURE SAFE LEARNING ENVIRONMENTS AND HEALTHY LIVINGOBJECTIVE 4.3 - ELEMENTARYPERCENTAGE OF STUDENTS WHO HAVE BEEN INVOLVED IN ALCOHOL OR DRUG RELATEDISSUES AT SCHOOL/ ELEMENTARY GRADES 5 AND 6ELEMENTARY LEVEL (grades 5-6)BASELINE: to be determined/TARGET: to be determined/ SOURCE: Local Data CollectionPercentage of students caught using alcoholor drugs at the grades 5 and 6CohortPercentage of students caught using alcoholor drugsTBD: TO BE DETERMINED.2012-2013 2013-2014 2017 TargetBaseline yearBaseline yearT.B.D.T.B.D.PERCENTAGE OF STUDENTS WHO REPORT USING ILLEGAL DRUGS — ELEMENTARY GRADES 5 & 6ELEMENTARY LEVEL (grades 5-6)BASELINE: to be determined/TARGET: to be determined/ SOURCE: Tell Them From Me + SurveyPercentage of students who report usingalcohol at Grades 5 and 6CohortPercentage of students who report usingdrugs at Grades 5 and 6TBD: TO BE DETERMINED.2012-2013 2013-2014 2017 TargetBaseline yearBaseline yearT.B.D.T.B.D.15


2013-2017 CQSB STRATEGIC PLANCURRENT STATISTICS:STRATEGIC DIRECTION 4ENSURE SAFE LEARNING ENVIRONMENTS AND HEALTHY LIVINGOBJECTIVE 4.3 – SECONDARYPERCENTAGE OF STUDENTS WHO HAVE BEEN INVOLVED IN ALCOHOL OR DRUG RELATEDISSUES AT SCHOOL – SECONDARY LEVELSECONDARY LEVELBASELINE: to be determined/TARGET: to be determined/ SOURCE: Local Data CollectionPercentage of students caught usingalcohol or drugs at the secondary levelsCohortPercentage of students caught usingalcohol or drugsTBD: TO BE DETERMINED.2012-2013 2013-2014 2017 TargetBaseline yearBaseline yearNUMBER OF STUDENTS WHO REPORT USING ALCOHOL MORE THAN ONCE A WEEK—SECONDARY LEVELSECONDARY LEVELBASELINE: to be determined/TARGET: to be determined/ SOURCE: Tell Them From Me + SurveyPercentage of students who report usingalcohol more than once a week atsecondary levelsCohortPercentage of students who report usingalcohol more than once a weekT.B.D.T.B.D.2012-2013 2013-2014 2017 TargetBaseline yearBaseline yearT.B.D.T.B.D.NUMBER OF STUDENTS WHO REPORT USING DRUGS MORE THAN ONCE A WEEK— SECONDARYLEVELSECONDARY LEVELBASELINE: to be determined/TARGET: to be determined/ SOURCE: Tell Them From Me + SurveyPercentage of students who report usingdrugs more than once a week atsecondary levelsCohortPercentage of students who report usingdrugs more than once a weekTBD: TO BE DETERMINED.2012-2013 2013-2014 2017 TargetBaseline yearBaseline yearT.B.D.T.B.D.16


2013-2017 CQSB STRATEGIC PLANASSESSMENT OF THE CURRENTSITUATIONCQSB is an inclusive Board where diversityis not just accepted, it is celebrated. TheComplementary Educational Services staffand the Board Parity Committee organizeand ensure appropriate services for ourspecial needs students.Innovative leadership promotes the use oftechnology across the curriculum. There isan emphasis on the marriage between thetechnology itself and pedagogy. Studentsand staff alike are learning about digitalcitizenship in the 21 st century.CHALLENGESBeing small in numbers, yet large interritory does bring with it its own set ofchallenges. In an attempt to bring acomplete set of academic options to ourstudents it is not always easy to justify therequired spending. In this day of increasedaccountability everyone is being asked todo more with less.Over the last five years the enrolment atCQSB has diminished by approximately7.6%. Although theprojected enrolmentis relatively stable, itremains a challengeto maintain thenumbers at thesecondary level.Often when facedwith a choice between attending a largerFrancophone school in their neighbourhoodthat can offer more options or a long busride to an Anglophone school with feweroptions, parents are increasingly selectingthe former.The overwhelming majority of our studentsare francophone (95+%) which poses achallenge due to the fact that our schoolsfollow the MELS mother-tongue EnglishLanguage Arts program from grade 1 tosecondary V. Despite this, our studentsmeet with success in mastering theprogram by the time they graduate.OPPORTUNITIESCentral Québec School Board is one of nineAnglophone boards in the province. Wehave a rich opportunity to network withour colleagues from across the province;our shared purpose to provide qualityservices to our students provides us withunique opportunities to share resourcesand ideas. The participation of ourpersonnel on the DEEN (Directors ofEnglish Education Network) tables allowsus to participate fully in current issuessurrounding English education in theprovince.18


2013-2017 CQSB STRATEGIC PLANSTRATEGIC PLAN: OVERVIEWSTRATEGIC DIRECTION 1IMPROVE RATES OF STUDENT RETENTION ANDACADEMIC SUCCESS1.1 To increase the graduation andqualification rate of students underthe age of 20;1.2 To reduce the number of leaverswithout diploma or qualification atthe secondary level;1.3 To increase the rate of success onliteracy/numeracy assessments at allelementary levels.STRATEGIC DIRECTION 2IMPROVE THE MASTERY OF ENGLISH LANGUAGEARTS AND THE QUALITY OF FRENCH2.1 To increase the success rate of students in thereading competency (response) in Elementaryend-of-cycle evaluations;2.2 To increase the success rate of students in thewriting competency in Elementary grade 2evaluation;2.3 To improve the level of achievement in readingresponse and writing production at thesecondary level;2.4 To maintain the success rate of students in grade4 and grade 6 for Français, langue seconde-Programme d’immersion on end-of-yearevaluations;2.5 To maintain the overall present success rate onthe Français, langue seconde-Programme de basesecondary5 MELS Uniform Examinations;2.6 To increase the success rate in writingproduction at the secondary II level for Français,langue seconde – Programme enrichi on the end-ofyearevaluation;2.7 To maintain the success rate at the secondary Vlevel for Français, langue seconde – Programmeenrichi on the MELS ComplementaryExaminations;2.8 To maintain the success rate at the secondary IIlevel for Français, langue d’enseignement on theMELS Compulsory Examination-Volet écriture;2.9 To maintain the success rate of students on theFrançais, langue d’enseignement-secondary VMELS Uniform Examination-Volet écriture.STRATEGIC DIRECTION 3IMPROVE PERSEVERANCE AND SUCCESSOF STUDENTS WITH SPECIAL NEEDS3.1 To maintain qualification and graduation rates ofstudents with special needs;3.2 To increase the percentage of Grade 6 studentswith special needs who succeed in ELA, Math,and French programs;3.3 To increase the percentage of secondary studentswith special needs who persevere with theirstudies.STRATEGIC DIRECTION 4ENSURE HEALTHY LIVING & SAFE LEARNINGENVIRONMENTS4.1 To instill in students the importance of physicalactivity and healthy eating habits;4.2 To reduce the number of incidences of violenceand bullying in schools and centre;4.3 To reduce the number of students consumingdrugs and/or alcohol.STRATEGIC DIRECTION 5INCREASE THE NUMBER OF STUDENTS UNDER AGE 20IN VOCATIONAL-EDUCATION5.1. To ensure that students explore vocationaleducationtraining options.STRATEGIC DIRECTION 6ENSURE SOUND ETHICAL LEADERSHIP, MANAGEMENTAND GOVERNANCE PRACTICE6.1. To ensure collaboration with the Council ofCommissioners in order to provide the necessaryinformation for making informed decisions;6.2. To improve accountability;6.3. To ensure organizational effectiveness whiletaking into consideration the most effective use ofinformation and communications technologies tostreamline certain processes.STRATEGIC DIRECTION 7ENSURE VISIBILITY WITHIN THE COMMUNITY BYFOSTERING INTERNAL COLLABORATION ANDCREATING EXTERNAL PARTNERSHIPS7.1. To continue to support the schools and centre intheir endeavours to develop greater communityinvolvement;7.2. To continue the development and ensure theimplementation of the CQSB CommunicationPlan.NOTE: the first five orientations correspond with current MELSpartnership Agreement objectives20


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 1IMPROVE RATES OF STUDENT RETENTION AND ACADEMIC SUCCESSBACKGROUNDThe Central Québec School Board (CQSB) has continued tomaintain strong rates of success for its students. Althoughresults do vary from year to year, the trending success rate forthe seven year cohort is in the range of 80.0%. The results areindicative of an evidence-based orientation and a culture ofprofessional development that have focused on specific areaswhere improvement is needed.Most of the schools at Central Québec have embraced theProfessional Learning Community (PLC) model with theexplicit support of the Board, and data teams are an integralpart of the process. Over the lifetime of the 2009-2013 CentralQuébec School Board (CQSB) Strategic Plan, CQSB continued toexpand and refine its capacity to collect and analyze data. TheCQSB Data Team in conjunction with Educational Servicesimplemented a two-year plan to train school teams in theanalysis of their data.WHAT THE DATA SUGGESTSThe overall success rate continues to place the Board on track toreach the goal of 85.0% for graduation and certification by 2017.The data further indicates that not all schools are contributing tothe overall rate in the same fashion. Analysis of the results willenable Educational Services to suggest targeted interventionswith these schools as outlined in strategies relating to eachobjective.OVERALL STRATEGIC DIRECTIONOver the timeline of the 2013-2017 CQSB Strategic Plan,Educational Services will continue to collect and monitor datathat will permit data-driven decision making both at the Boardand school levels. Several innovative elements key to meetingthe targets to Strategic Direction 1 are:- A focus on early childhood education by maintaining acommittee to set objectives, indicators and strategies tosupport early-childhood development in the areas of literacyand numeracy;- Expanded and specific targets for elementary levels;- Implementation of LUMIX and dashboards for schools;- Support for school teams in developing the PLC model.21


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 1IMPROVE RATES OF STUDENT RETENTION AND ACADEMIC SUCCESSOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)OBJECTIVE 1.1To increasegraduation orqualification ratesbefore the age of20OBJECTIVE 1.2To reduce thepercentage ofleavers withoutdiploma orqualification at thesecondary levelTo increase the graduation rate of studentsunder the age of 20 from 81.6% to 85.0% by2017.To maintain the following success rates ofstudents on the math options examinations insecondary IV:- CST (Cultural and Scientific) at 83.8%;- SN (Science) at +90.0%;- T&S (Technical & Scientific) at +85.0%.To increase the success rate of students on theHistory & Citizenship Education Secondary IVMELS Uniform Examination from 81.3% to83.0% by 2017.To increase the success rate of students onsecondary IV MELS Uniform Examinationsfor:- Science and Technology from 81.0% to83.0% by 2017;- Applied Science and Technology from66.7% to 70.0% by 2017.To reduce the percentage of leavers withoutdiploma or qualification at the secondary levelby 4 (0.75) percent by 2017The success rateon the MELSUniformExaminationsThe percentage ofdrop outs (basedon MELS data)CQSB dataAll schools and centre will have an active data team;The Board will provide training to all school data teams inthe use of LUMIX dashboards to retrieve and analyzeterm results;The Board will establish an action plan to support teacherswith an understanding of the evaluation tool in History &Citizenship Education at the secondary IV level;The Board will develop an action plan for social sciencesto support teachers with evaluation at the elementarylevels (grades 3 to 6) and secondary levels (secondary I, IIand III);All Management and Educational Success Agreement(MESA) strategies will be based on SMART goals(specific, measurable, attainable, realistic and timely);All schools and centre will analyse existing data on thesuccess rates of boys and girls, and will focus on strategiesto improve results;The Board will maintain the Early Childhood LearningCommittee (ECLC) in order to support early childhoodlearning;The Board will offer on-line summer-school courses for allschools on its territory.All schools and centre will track school leavers todetermine if they have continued with their education outof province;All schools and centre will track drop-outs to determinethe reasons for their departure;Schools will identify those students at risk of droppingout and will employ appropriate actions;Establish a procedure for CQSB secondary schoolsto track 16+ leavers.CQSBTIMELINEJune 2017June 2017June 2017June 2017June 2017June 2017PERSONSRESPONSIBLEThe Directors ofEducationalServicesThe Directors ofEducationalServices22


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 1 (continued)IMPROVE RATES OF STUDENT RETENTION AND ACADEMIC SUCCESSOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)CQSBTIMELINEPERSONSRESPONSIBLEOBJECTIVE 1.3To increase therate of success onliteracy(*)/numeracyassessments at allelementary levels(*) in order to avoidredundancy, alltargets, indicatorsand strategiesrelating to literacycan be found inStrategic Direction2.To increase the success rate of students in grade 6Mathematics from 79.1% to 82.1% by June 2017.To increase the success rate of students in grade 4Mathematics from 81.7% to 84.7% by June 2017.To increase the success rate of students in grade 2Mathematics from 79.2% to 82.2% by June 2017.Success rate on theMELS end-of-cycleevaluations inMath and ELACQSB end-of-cycleresultsEducational Services will focus efforts onschools with a success rate of less than 70.0%;Provide all new teachers with pedagogicalsupport to better ensure an understanding ofmathematical concepts, evaluations andplanning;Ensure that NANS schools use a minimum of80% of their funding to develop and sustainliteracy and numeracy strategies.June 2017The Directors ofEducationalServices23


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 2IMPROVE THE MASTERY OF ENGLISH LANGUAGE ARTS AND THE QUALITY OF FRENCHBACKGROUNDThe majority of students at the Central Québec School Boardleave our schools highly proficient in English and French.The English Language Arts (ELA) program is a mothertongueprogram offered at elementary and secondary levels.With regard to French instruction, all students at theelementary level are registered in Français, langue seconde-Programme de base or immersion. At the secondary level,students are either registered in Français, langued’enseignement or in Français, langue seconde-Programme de baseor enrichi. Given the commitment of CQSB to offer thischoice in programs, CQSB students are able to pursue theirstudies in English or in French at CEGEP or university.WHAT THE DATA SUGGESTSbeen on average above 95%. At the elementary level the datafor French reflects a high level of proficiency. Given the highpercentage of Francophone students, this is to be expected.Elementary ELA statistics show that students are doingbetter at Writing Production than Reading Response.OVERALL STRATEGIC DIRECTIONOver the lifetime of the Strategic Plan, CQSB will expand itscollection and analysis of data in order to assist schools toincrease student success. In English Language Arts readingresponse will be the focus in the short term, and in Frenchthe focus will be on written production. In both domains,efforts will be made to increase the overall group averages ofour students given the fact that success rates are alreadyhigh.The data indicates a continued trend of students performingat a high level in languages. In Français, langue d’enseignementat the secondary V level the success rate has improved from88.4% in 2007-2008 to 98.3% in 2011-2012. The success ratefor English Language Arts in secondary V has consistentlyEfforts will be made to assist schools whose resultsare below 70.0%;Efforts will be made to promote quality libraryservices in our schools.24


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 2IMPROVE THE MASTERY OF ENGLISH LANGUAGE ARTS AND THE QUALITY OF FRENCHOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)ENGLISH, LANGUAGE OF INSTRUCTION – ELEMENTARYOBJECTIVE 2.1To increase thesuccess rate ofstudents in thereading competency(response) inelementary end-ofcycleevaluations To increase the overall reading response in grade 2 end ofcycle evaluation from 69.0% to 71.0%. To increase the overall reading response in grade 4 end ofcycle evaluation from 74.5% to 76.5%. To increase the overall reading response in the grade 6 yearendMELS Uniform Examination from 74.6% to 76.6%.Reading responseresults on the end ofgrade 2 and grade 4evaluationsReading responseresults on the grade 6MELS UniformEvaluation Educational Services will provide pedagogical support toschools with a group average mark of less than 70.0%; Educational Services will provide pedagogical support tograde 6 elementary teachers in the area of vocabularydevelopment; Provide documentation technicians with support onmaking available quality resources for teachers, in-linewith Educational Services reading goals and specific schoolneeds; Provide documentation technicians with support on howto establish quality library services that caters to the needsof the Board’s and school’s objectives.CQSBTIMELINEJune 2017PERSONSRESPONSIBLEThe Directors ofEducationalServicesOBJECTIVE 2.2To increase thesuccess rate ofstudents in thewriting competencyin elementary end-ofgrade2 evaluation To increase the overall writing production competency ingrade 2 from 79.6% to 81.6%. To maintain the success rate of students in grade 4 ELAwriting production competency at 87.9%. To maintain the success rate of students in grade 6 ELAwriting production competency at 90.0%.Writing results onthe grade 2 year-endevaluation Provide assistance to schools with a group average mark ofless than 70.0%; Provide pedagogical support to grade 2 teachers in the areaof vocabulary development.June 2017The Directors ofEducationalServicesENGLISH, LANGUAGE OF INSTRUCTION - SECONDARYOBJECTIVE 2.3To improve the levelof achievement inreading response andwriting production atthe secondary level. To establish baselines and group average targets forincreasing the success rate for secondary II. To establish baselines and targets for increasing the successrate for secondary III. To maintain the overall present success rate (96.0%) on theEnglish Language Arts (ELA) secondary V MELS UniformExaminations. To increase the group average mark on the English LanguageArts (ELA) secondary V MELS Examinations from 76.5% to78.3% by June 2017.ELA results onsecondary II andsecondary IIIevaluationsResults on secondaryV ELA MELSUniformExaminations Establish baselines and targets with the CQSB data teambased on data from 2012 and 2013; Provide assistance to schools with a group average mark ofless than 70.0%; Provide pedagogical support to ELA teachers in the area ofreading; Provide documentation technicians with support onmaking available quality resources in line with ed. servicesreading goals and specific school needs; Provide documentation technicians with support on howto establish quality library services that cater to the needsof the Board’s and school’s objectives.October2013June 2017The Directors ofEducationalServices25


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 2 (continued)IMPROVE THE MASTERY OF ENGLISH LANGUAGE ARTS AND THE QUALITY OF FRENCHOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)FRANÇAIS LANGUE D’ENSEIGNEMENT-SECONDARYOBJECTIVE 2.8To maintain thesuccess rate at thesecondary II level forFrançais, langued’enseignement on theMELS CompulsoryExamination-Voletécriture To maintain the success rate of secondary II students on theFrançais, langue d’enseignement MELS CompulsoryExamination at 89.7 %.Results on secondaryII FLE MELSCompulsoryExaminations All secondary schools meeting the target success rate willfocus on increasing their students’ average marks; The CQSB will provide assistance to all schools with agroup average mark of less than 75.0%.CQSBTIMELINEJune 2017PERSONSRESPONSIBLEThe Directors ofEducationalServicesOBJECTIVE 2.9To maintain thesuccess rate ofstudents on theFrançais, langued’enseignementsecondaryV MELSUniformExamination-Voletécriture To maintain the target success rate of students on theFrançais, langue d’enseignement secondary V MELS UniformExamination at 90.0%. To maintain the target group average mark of the Français,langue d’enseignement secondary V MELS UniformExamination, volet écriture at 80.0%.Results on secondaryV MELS FLEUniformExamination The CQSB will provide assistance to all schools with angroup average mark of less than 75.0%; All secondary schools meeting the target success rate willfocus on increasing their students’ average marks;June 2017The Directors ofEducationalServices27


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 3IMPROVE PERSEVERANCE AND SUCCESS OF STUDENTS WITH SPECIAL NEEDSBACKGROUNDThe Central Québec School Board has always organized itsservices for students with special needs around its deepbelief in inclusion. All services offered to students andteachers are aimed at supporting school teams with theinclusion of all students within the regular classroom setting,while maintaining individual learning goals. The number ofCQSB students identified as having special needs hascontinued to grow. In 2012-2013, 396 of our students wereclassified as special needs; 127 of these were classified ashandicapped. The number of students identified as being atrisk,or as having learning or behavioral difficulties, as perthe definitions found within the Teachers’ CollectiveAgreement, has also grown. This increase has led to arenewed look at how the CQSB can provide appropriateservices to these students as resources become more limited.WHAT THE DATA SUGGESTSAs the graduation rate for the School Board is quite high,many of the students with special needs have also beensuccessful. Our latest statistics indicate that these studentsincreased our graduation and qualification rate by 10.0%.The data also indicates that most of our elementary studentsare successful in the three core subject areas-EnglishLanguage Arts, Mathematics and French.OVERALL STRATEGIC DIRECTIONIn order to continue tracking progress for Strategic Direction3, targets have been set and strategies will be implementedfor the 2013-2017 span. The goal for the next four years is toclearly identify students with special needs and ensure thatthe appropriate programs are available to them. With anincreased focus on ensuring the right program placement foreach of our students, we hope to increase the number ofstudents with special needs who earn their certification orqualification. The Board and school teams will also focus onproviding appropriate resources and technology for studentswith special needs. The basic philosophy of the Boardcontinues to be based on the inclusion model, and servicesand training will be focused on improving success of all ourstudents with special needs.28


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 3IMPROVE PERSEVERANCE AND SUCCESS OF STUDENTS WITH SPECIAL NEEDSOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)OBJECTIVE 3.1To maintainqualification andgraduation rates ofstudents with specialneedsOBJECTIVE 3.2To increase thepercentage of grade6 students withspecial needs whosucceed in ELA,Math, and FrenchprogramsOBJECTIVE 3.3To increase thepercentage ofsecondary studentswith special needswho persevere withtheir studiesTo maintain the contribution of special needs students at10.0% of the overall board graduation or qualification rate.To increase the percentage of students with special needswho succeed in the grade 6 ELA program from 81.8 % to84.8%.To increase the percentage of students with special needswho succeed in the grade 6 Français, langue secondeprogrammede base from 70.6 % to 73.6%.To maintain the percentage of special needs students whosucceed in the grade 6 Français, langue seconde-programmed’immersion at 95.9 %.To increase the percentage of students with special needswho succeed in the grade 6 Mathematics program from63.6 % to 66.6%.The percentage of secondary II and secondary III studentswith special needs registered on September 30 th of a givenyear.The percentage of the above students registered with theSchool Board the following year.The percentage of secondary IV students with special needsregistered on September 30 th of a given year.The percentage of the above students registered with theSchool Board the following year.The percentage of secondary V students with special needsregistered on September 30 th of a given year.Percentage ofstudents with specialneeds contributing tothe overall boardgraduation orqualification rate.(data to be collected atthe CQSB)Percentage of grade 6students with specialneeds, who passEnglish, Math andFrench programs.(data to be collectedthrough GPI)Percentage ofstudents with specialneeds who perseverewith their studies.(data to be trackedthrough LUMIX)To provide training and support for regular classroomteachers and resource teachers in best teachingpractices for students with special needs;To increase the number of schools offering the Work-Orientated Training Program (WOTP) program;To increase the number of schools offering studentswith moderate to severe intellectual disabilities, accessto the Challenges program.To provide access to appropriate technology forstudents with special needs;To provide training and support for regular classroomteachers on teaching strategies that are effective forstudents with special needs;To have school-based professionals provideworkshops/training sessions to school staff onparticular issues of disabilities. To ensure that students with special needs, at age 15,are registered in the appropriate certification orqualification path;To ensure that the appropriate students haveTEVA/IEP (Transition de l’école à la vieactive/Individualized Education Plans) plans;To increase students’ sense of belonging andintellectual engagement in school as indicated in theTell Them From Me student survey.CQSBTIMELINEJune 2017June 2017June 2017PERSONSRESPONSIBLEThe Director ofComplementaryEducationalServicesThe Director ofComplementaryEducationalServicesThe Director ofComplementaryEducationalServicesThe percentage of the above students registered with theSchool Board the following year.29


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 4ENSURE SAFE SCHOOL ENVIRONMENTS AND HEALTHY LIVINGBACKGROUNDThe Central Québec School Board believes that a healthy,safe, and caring school culture is a prerequisite for studentsuccess and academic achievement. We continue to promotea student-centered culture in all our schools and centre,ensuring that services and resources are available tostudents and personnel at every level to foster a healthylearning community.Our commitment to fostering safe schools and healthy livingin all our school and centre environments will continue tolead us to focus on several objectives over the next fouryears. The use of data has shown us that students feel safernow than in 2009, and that there are fewer students who arevictims of bullying. In light of Bill 56 and our data from theTell Them From Me+ (TTFM+) survey we will continue tofocus on student safety and security.WHAT THE DATA SUGGESTSAlthough our students report feeling safer than in 2009 thereis still work to be done. In terms of healthy eating habits anddrug and alcohol consumption we need to have all partnerson board in order to address on-going issues.This tells us that for the next four years we need toconcentrate on applying best practices in prevention.OVERALL STRATEGIC DIRECTIONWe will continue to provide and expand upon datacollectionstools which will enable schools to identify areasof challenge. For example Tell Them From Me+, School-Wide Information System (SWIS), etc.- All schools to use SWIS as a consistent tool formeasuring/dealing with behavioural problems;- Percentage of elementary-aged students who report usingalcohol;- Percentage of elementary-aged students who reportsmoking marijuana;- Percentage of overall students who report using chemicaldrugs;- All elementary schools to make prevention programsmandatory in the classroom;- Correlation between student anxiety and depression, selfesteemand the use of marijuana or chemical drugs.30


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 4ENSURE SAFE SCHOOL ENVIRONMENTS AND HEALTHY LIVINGOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)PHYSICAL ACTIVITY AND HEALTHY EATING HABITSOBJECTIVE 4.1To instil instudents theimportance ofphysical activityand healthyeating habits To increase the percentage of students with healthyeating habits (as self-reported in the Tell Them FromMe+ Survey) from 51.0% to 55.0% for elementarystudents and from 45.0% to 50.0%for secondarystudents. To increase students’ physical activity levels perweekday (as self-reported in the Tell Them From Me+survey) from 1.3 hours to 1.5 hours for elementarystudents and from 0.9 hours to 1 hour per day forsecondary students.INCIDENCES OF VIOLENCE AND BULLYINGOBJECTIVE 4.2To reduce thenumber ofincidences ofviolence andbullying inschools and centre To decrease the percentage of students who reportbeing victims of bullying (as self-reported in the TellThem From Me+ survey) from 20.0% to 15.0% forelementary students and from 16.0%to 11.0% forsecondary students. To increase the percentage of students who reportfeeling safe at school (as self-reported in the Tell ThemFrom Me+ survey) from 88.0% to 93.0% forelementary students and from 88.0% to 93.0% forsecondary students. Establish a baseline regarding the percentage ofstudents reported in the ‘Registry of Suspensions forBullying and Violence’ as required by Bill 56. To decrease the percentage of students reported in the“Registry of Suspensions for Bullying and Violence’ asrequired by Bill 56.Data from the TellThem From Me+Survey.(2013 Surveyresults will beused to setbaselines fortargets.)Data from the TellThem From Me+Survey.(2013 Surveyresults will be usedto set baselines fortargets)Registry ofSuspensions Datato be compiled atthe Board All meals provided within our school cafeterias willconform to Canada’s Food Guide recommendations; All schools will encourage their students and staff tobring healthy lunches and snacks to school; All school teams will be informed of the CQSBPolicy on Healthy Living (re: snacks); All schools will have access to, and be encouragedto participate in board-wide sports activities. All schools will use the data from the Tell ThemFrom Me+ student survey to come up withappropriate strategies that are part of theirManagement and Educational Success Agreement(MESA); All schools will report monthly to the DirectorGeneral regarding their “Registry of Suspensionsfor Bullying and Violence”; All schools will use the School-Wide InformationSystem (SWIS) tracking system to report on bullyingand violence in their schools.CQSBTIMELINEJune 2017June 2017PERSONSRESPONSIBLEThe Director ofComplementaryEducationalServicesThe Director ofComplementaryEducationalServices31


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 4 (continued)ENSURE SAFE SCHOOL ENVIRONMENTS AND HEALTHY LIVINGOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)DRUGS AND ALCOHOL To establish a baseline regarding the percentage ofstudents who have been involved in alcohol or drugrelated issues at school AND SUBSEQUENTLY todecrease the percentage of students involved inalcohol or drug related issues at the grade 5 & 6 level.CQSBTIMELINEPERSONSRESPONSIBLEOBJECTIVE 4.3To reduce thenumber ofstudentsconsuming drugsand/or alcohol To establish a baseline regarding the percentage ofstudents who have been involved in alcohol or drugrelated issues at school AND SUBSEQUENTLY todecrease the percentage of students involved inalcohol or drug related issues at all secondary levels.• To establish a baseline of the frequency of alcohol use(as self-reported in the Tell Them From Me+) forgrade 5 & 6 AND SUBSEQUENTLY to decrease thefrequency of alcohol use (as self-reported in theTTFM+). To establish a baseline of the frequency of alcohol use(as self-reported in the Tell Them From Me+) for allsecondary levels AND SUBSEQUENTLY to decreasethe frequency of alcohol use (as self-reported in theTTFM+).Data from the TellThem From MePlus Survey (2013Survey results willbe used to setbaselines fortargets) All elementary schools will include questions aboutdrugs and alcohol use for grade 5 and 6 students intheir TTFM+ surveys; The School Board will work on finding communitypartners in order to provide alternative treatmentsfor students who are users of drugs or alcohol; The Board will provide training for school staff(teachers, professionals and support staff) regardingissues of drugs and alcohol; All schools will use the Tell Them From Me+student reporting survey results about drug andalcohol use to come up with appropriate strategiesto use in their Management and EducationalSuccess Agreement (MESA);June 2017The Director ofComplementaryEducationalServices• To establish a baseline of the frequency of drug use (asself-reported in the Tell Them From Me+) forelementary grade 5 & 6 AND SUBSEQUENTLY todecrease the frequency of drug use (as self-reported inthe TTFM+). All schools with grade 5 and 6 students as well assecondary I-III students will use CQSB drug-andalcoholprevention Learning and EvaluationSituations (LESs) in the classroom. To establish a baseline of the frequency of drug use(as self-reported in the Tell Them From Me+) for allsecondary levels AND SUBSEQUENTLY to decreasethe frequency of drug use (as self-reported in theTTFM+).32


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 5INCREASE THE NUMBER OF STUDENTS UNDER AGE 20 IN VOCATIONAL EDUCATIONBACKGROUNDThe Central Québec School Board has one adult and vocationaleducation centre in Québec City.The most popular CQSB program authorizations include threevocational-education programs that are offered regularly (HotelReception, Secretarial Studies and Health Assistance andNursing—or ‘HAN’).At the onset of the first Partnership Agreement (2009-2013), theBoard acknowledged that program authorizations offered by theCQSB have been traditionally female-oriented occupations: theadult and vocational education centre has actively researchedvocational training programs that would appeal to young men butthe reality is that male-oriented program authorizations tend to beextremely costly to set up.As well, new English program authorizations cannot be granted ifidentical programs are offered in nearby French institutions unlessspecific training needs have been identified.WHAT THE DATA SUGGESTSThe number of referrals to vocational education as tracked byCQSB schools appears to be slightly inferior to the number ofstudents actually registering. We are unsure whether the referralsare simply not being tracked within the schools as well as theycould be, or whether the students who have been registering haveheard about the centre from other sources.OVERALL STRATEGIC DIRECTIONBecause so many CQSB students registering in vocationaleducation already have a diploma, CQSB graduation rates invocational education cannot be expected to increase significantly(MELS only ‘counts’ the first diploma in its statistics). Ensuringthat all CQSB students explore the vocational-education trainingchoices that are available to them, however, will ensure thepersonal success of CQSB students and will serve to make ourstudents (rapidly) employable in their communities.We intend to heighten knowledge of the vocational trainingoptions throughout the CQSB territory – both Québec City and theschools in the regions - especially targeting the 16+ students. Wewill also be establishing a procedure for CQSB high schools toallow them to track 16+ leavers.Finally, we will be establishing a portrait of CQSBleavers/graduates who eventually register in a VocationalTraining Program (anywhere) in Québec. The reality is that themajority of CQSB students are indeed bilingual enough to choosea vocational program in either language.33


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 5INCREASE THE NUMBER OF STUDENTS UNDER AGE 20 IN VOCATIONAL EDUCATIONOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)CQSBTIMELINEPERSONSRESPONSIBLEOBJECTIVE 5.1To ensure thatstudentsexplorevocationaleducationtraining optionsEstablish a meaningful benchmark as to thenumber of CQSB students or former studentsaged 16 years old and above who enter avocational education training program.Number ofdeclared CQSBstudents whoregister in avocationaltrainingprogram or whoare in theprocess ofacquiringprerequisites fora vocationaltrainingprogram Heighten awareness of the vocational trainingoptions at elementary and secondary levels; Heighten knowledge of the vocationaltraining options in the CQSB territoryespecially targeting the 16+students; Establish a portrait of CQSBleavers/graduates who eventually register ina vocational training program in Québec.June 2017The Director ofInstructionalServices,Youth,Vocational andAdult34


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 6ENSURE SOUND ETHICAL LEADERSHIP, MANAGEMENT AND GOVERNANCE PRACTICEBACKGROUNDLeadership, sound governance practices, the equitabledistribution of resources and accountability are the cornerstonesof the ongoing success of the Central Québec School Board(CQSB).The Strategic Plan of the School Board, carried out within theparameters of the Education Act, guides the actions of theAdministrative Council and the Council of Commissioners, at alltimes. The collegial, dynamic and productive partnership betweenthe administration of the School Board and its Council ofCommissioners is a hallmark of the CQSB.WHAT THE DATA SUGGESTSIn 2012, all 900+ CQSB employees were given the opportunity toparticipate in a confidential climate survey, which reviewed allaspects of work life, including job satisfaction, how employees getalong with co-workers, if they had the tools they needed to dotheir job, if employees felt valuable and appreciated, etc. The datathat was gathered was shared with all employees.In addition, over the past two years, the Administrative Council(AC) has met individually with every school and centre principalto review their Management and Education Success Agreements(MESAs). The AC has also met with every NANS school to reviewtheir objectives. These meetings provided the AC with anexcellent opportunity to look at where schools and centre are ontarget with regard to the CQSB Strategic Plan, and where theyrequire support and guidance. Much of the feedback that wegathered served to build Strategic Directions 1-5 of the presentStrategic Plan.OVERALL STRATEGIC DIRECTIONOver the next four years, the AC of the Central Québec SchoolBoard will continue to regard its Partnership Agreement with theMELS as a priority. All schools and centre will remain fullpartners in this process.Over the next four years, the AC will support the Council ofCommissioners in the development and review of an annual workplan regarding its committees (as stipulated in the Education Act).This will include the development of a timeframe and specificcommittee mandates. We also intend to work with the Council ofCommissioners in developing a list of policies, by priority, to bereviewed each year.The School Board intends to identify and streamline workprocesses and procedures at all levels, and to provide professionaldevelopment accordingly. This will include an inventory of alldocuments and information requested of schools and centre bythe Board Office.We will also ensure that the information on the School Board’sweb site, Intranet and portal is up-to-date at all times.35


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 6ENSURE SOUND ETHICAL LEADERSHIP, MANAGEMENT AND GOVERNANCE PRACTICESOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)OBJECTIVE 6.1To ensurecollaborationwith the Councilof Commissionersin order toprovide thenecessaryinformation formaking informeddecisionsEnsure that the committeesestablished in the Education Actmeet the requisite number oftimes during the school year:- Executive Committee (4meetings)- Special Needs AdvisoryCommittee (no minimum#)- Transport AdvisoryCommittee (no minimum#)- Parents’ Committee (nominimum #)- Ethics and GovernanceCommittee (3 meetings)- Audit Committee (3meetings)- Human ResourcesCommittee (3 meetings)Ensure that the Council ofcommissioners carries out anannual review of policies;Respect and apply governanceprovisions in the Education Act,government regulations andSchool Board by-laws andpolicies;Ensure a smooth transitionfollowing the November 2014school elections as provided forin Bill 88 so that allcommissioners understand theirroles and responsibilities.(1) Number of meetings heldyearly(2) Number of policiesreviewed based on the list ofpriorities(3) Number of timely reportsreceived by the Council ofCommissioners(4) A transition plan is inplace(1) Develop and/or review an annual workplan, timeframe and specific mandates for eachcommittee;(2) Develop a list of policies, by priority, to bereviewed each year;(3) Determine an annual calendar of reports tobe provided to the Council of Commissionersand reporting mechanisms;(4) Develop a transition plan includinginduction and professional development.CQSBTIMELINE(1) ByJune ofeachschoolyear(2) ByJune ofeachschoolyear(3) ByJune ofeachschoolyear(4) ByNovember 2013PERSONSRESPONSIBLE(1) Council ofCommissionerand SecretaryGeneral(2) Directors ofService andSecretaryGeneral(3) Council ofCommissionersandAdministrativeCouncil(4) Chairmanand SecretaryGeneral36


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 6 (continued)ENSURE SOUND ETHICAL LEADERSHIP, MANAGEMENT AND GOVERNANCE PRACTICESOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)OBJECTIVE 6.2To improveaccountabilityMeasure the attainment of theobjectives contained in thePartnership Agreement andStrategic Plan annually;Measure the attainment of theobjectives contained in theschools’ and Centre’sManagement and EducationalSuccess Agreements annually;Ensure that all schools haveup-dated Educational Projectsand Success Plans;Ensure that the Centre has anup-dated School Success Plan;Ensure that each departmenthas annual objectives.(1) Level of attainment asshown in the “CQSBPartnership AgreementObjectives, indicators,strategies” self-evaluationand timetable (dashboard)(strategic directions 1 to 7)(1) Grille d’entretien sur lesrésultats obtenus et les moyensprévus à la convention departenariat (StrategicDirections 1 to 5)(2) Level of attainment ofobjectives in MESAs shownin the school and centre’sself-assessment (dashboard)(3) Number of schools withan up-dated EducationalProject(3) Number of schools withan up-dated Success Plan(4)The centre’s up-datedSuccess Plan(5) Level of attainment ofeach department’s objectives(1) Create a tool, such as a dashboard, whereappropriate, for the collection of data(1) Carry out a qualitative and quantitativeassessment of the attainment of the objectivesand targets contained in the PartnershipAgreement and the Strategic Plan twice a year.(2) Provide tools, training and expertise for theeffective analysis by school and Centre teams inline with evidence-based decision making(2) Create a self-assessment tool which theschools and Centre will use to assess theattainment of the objectives and targetscontained in the Management and EducationalSuccess Agreements and submit to the DirectorGeneral(2) Closely monitor the assessments of theresults of the schools’ and Centre’s attainment ofthe objectives and determine feedbackmechanisms annually(3 & 4) Provide documents and expertise with aview to simplifying and ensuring a review ofeducational projects and school success plans.(5) Periodical assessment of each department’sobjectivesCQSBTIMELINE(1) June2014(1)JanuaryandAugust(2) ongoing(2) June2013(2)Annually(3 & 4)Fall 2013and ongoing(5) twicea yearPERSONSRESPONSIBLEDirectorGeneralDirectors ofServiceSchool/CentrePrincipals37


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 6 (continued)ENSURE SOUND ETHICAL LEADERSHIP, MANAGEMENT AND GOVERNANCE PRACTICESOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)Ensure that all Board Office, school and Centre staffare given the opportunity to participate in thefollowing strategies:CQSBTIMELINEPERSONSRESPONSIBLEOBJECTIVE 6.3To ensureorganizationaleffectiveness whiletaking intoconsideration themost effective use ofinformation andcommunicationstechnologies tostreamline certainprocessesCarry out an in-depth analysisof all School Board proceduresand processes in order tomaximize organizationaleffectiveness.(1) The number of workprocesses and proceduresidentified(2) The list of requesteddocuments and information(3) The number of alternatework processes and proceduresin place(4) The number of PD andtraining activities(5) The number of documentsand information requested thatare streamlined or eliminated(1) Identify, prioritize and create a timeline for workprocesses and procedures that could be streamlined:- in all departments;- between departments;- between departments and schools;- in the schools and Centre.(2) Determine which documents and informationrequested could be streamlined or eliminated andwhich information could be obtained elsewhere(3) Propose and put in place alternate work processesand procedures and provide professionaldevelopment and training as required(4) Create opportunities for the schools and Centreand Board Office management staff to share bestpracticesOn-goingDirector Generaland Directors ofService forSchool Boardprocess andproceduresSchool andCentre principalsfor school andCentre processesand procedures(6) The web based informationand communication tools areup-to-date and used regularly(5) Inventory all documents and information requestedby the Board Office of the schools and centre(6) Ensure that the information on the School Board’sweb site, intranet and portal is up-to-date at all times(6) Consistently refer personnel to the School Board’sweb site portal and intranet for information38


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 7ENSURE VISIBILITY WITHIN THE COMMUNITY BY FOSTERING INTERNAL COLLABORATION ANDCREATING EXTERNAL PARTNERSHIPSBACKGROUNDThe focus of this Strategic Direction is to continue thedevelopment and implementation of the CQSBCommunication Plan.The Council of Commissioners’ Communication Committee,in collaboration with the CQSB Communications Officer, hasbeen developing a number of initiatives to fulfill theobjectives of its current communication plan, which focuseson:- Attracting eligible families to our Board;- Maximizing our visibility;- Maximizing commissioners’ visibility and ensuring abetter understanding of their roles andresponsibilities;- Identifying the proper channels of communicationwithin the Board.WHAT THE DATA SUGGESTSWith regard to our communication activities, the Council ofCommissioners’ Communication Committee is concernedthat despite exemplary success rates in French MotherTongue, French Second Language and English, language ofinstruction (CQSB students ranked second in the province on theJune 2012 examinations), many parents opt to send theirchildren to French schools once they have completed theirelementary schooling. The committee intends to increase itsefforts to make sure that eligible families are aware of theadvantages of keeping their children in our system.OVERALL STRATEGIC DIRECTIONOver the next four years, the Central Québec School Boardwill continue to regard its commitment to eligible familieswithin the English system - as a priority.39


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 7ENSURE VISIBILITY WITHIN THE COMMUNITY BY FOSTERING INTERNAL COLLABORATION AND CREATINGEXTERNAL PARTNERSHIPSOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)OBJECTIVE 7.1To continue tosupport theschools andcentre in theirendeavours todevelop greatercommunityinvolvementEach school and Centre develops andsustains meaningful partnershipswithin their community.Number ofactivities in whichmembers of thecommunityparticipateNumber ofpartnerships withcommunityorganizationsProvide time at principals’ meetings for schoolsand centre to share best practicesAssist schools and centre, as requested, inentering into agreements with regard tocommunity events (i.e. leases, services forstudents and exchanges of service).CQSBTIMELINEOn-goingPERSONSRESPONSIBLESchool andCentreprincipalsBoard Officepersonnel40


2013-2017 CQSB STRATEGIC PLANSTRATEGIC DIRECTION 7 (continued)ENSURE VISIBILITY WITHIN THE COMMUNITY BY FOSTERING INTERNAL COLLABORATION AND CREATINGEXTERNAL PARTNERSHIPSOBJECTIVES TARGETS INDICATORS STRATEGIES (S.M.A.R.T. GOALS)(1) Number ofmeetings heldCQSBTIMELINEPERSONSRESPONSIBLEOBJECTIVE 7.2To continue thedevelopment andensure theimplementationof the CQSBCommunicationPlanMeasures are in place to attracteligible families;CQSB is more visible;The roles and responsibilities ofcommissioners are better known;Proper channels of communicationare identified.(2) The finalversions of theCommunicationPlan and toolkits 1,2 and 4 are acceptedby the Council ofCommissioners(3) Commissioners,the AC and relatedCQSB personnelare aware of andunderstand theCommunicationsPlan and toolkits1. Ensure that the Communications Committeemeets at least 3 times per year2. Finalize the Communications Plan and Tool Kitsnumbers 1, 2 and 43. Implement the actions of the CommunicationsPlan4. Develop a calendar of communications withCQSB employeesJune 2014Council ofCommissionersandAdministrativeCouncil(4) A calendar ofregularcommunications toemployee41


2013-2017 CQSB STRATEGIC PLANAppendix42


2013-2017 CQSB STRATEGIC PLANGLOSSARY OF TERMSADULT EDUCATION: Québec school boardsoffer adult general education courses, tuition-freeto Québec residents aged 16 years and over toallow adult learners to improve their literacy andsecond-language skills, to complete requirementsfor a secondary school diploma or to obtainmissing prerequisites for admission to vocationaland post-secondary programs.AVERAGE MARK: (GROUP AVERAGE): thenumerical value derived by taking the sum of thegrades achieved by individuals in a group anddividing it by the number of individuals. Groupaverage can be used to compare a student’sperformance to the group on norm-referencedevaluations.BASELINE: A statistical standard against whichfuture performance can be compared.BENCHMARK: A point of reference by whichsomething can be measured.BEST PRACTICES: method or technique thathas consistently shown results superior to thoseachieved with other means.BULLYING: The Education Act states that “theword “bullying” means any repeated direct orindirect behaviour, comment, act or gesture,whether deliberate or not, including incyberspace, which occurs in a context where thereis a power imbalance between the personsconcerned and which causes distress and injures,hurts, oppresses, intimidates or ostracizes”. Bill56, An Act to Prevent and Deal with Bullying andViolence in Schools, stipulates that school boardsmust see to it that each of their schools provide ahealthy and secure learning environment thatallows every student to develop his or her fullpotential, free from any form of bullying orviolence.CANADA’S FOOD GUIDE: is a nutrition guideproduced by Health Canada which includesguidelines for eating from four main food groups,including serving sizes and the best cookingmethods, according to age group and gender.CENTRAL QUÉBEC SCHOOL BOARD (CQSB):one of nine English school boards in the provinceof Québec. CQSB has existed—under variousnames as a confessional and now as a linguisticboard—since 1867. CQSB is responsible foroffering educational services to nineteenbuildings; eight elementary schools, foursecondary schools, six combined elementary/secondary schools, and one adult and vocationaleducation centre. CQSB is also the fiduciary boardfor Jimmy Sandy Memorial School inKawawachikamach.CERTIFICATION: Designation in the form of acertificate (D.E.S.) from the MELS that the studenthas completed the requisite number of credits asstipulated in the Basic School Regulation.COMPLEMENTARY EDUCATIONALSERVICES: One of two services offered under theumbrella of the CQSB Education ServicesDepartment. Complementary EducationalServices has the following services:o Support to ensure favorable conditions forthe student to learn;o School activities;o Assistance to students;o Promotion and prevention;The following must be part of these services:o Promotion and participation of students ineducational activities;o Teaching of rights and responsibilities;o Sports, cultural and social group leadership;o Support for the use of documentary resourcesin the school library;o School and vocational information andorientation;o Psychology;o Psycho education;o Specialized education;o Remedial education;o Speech therapy;o Health and social services;o Group leadership in spiritual and communitycommitment.Special services include:o Support to students for particular situations;43


2013-2017 CQSB STRATEGIC PLANo Educational services for persons withdisabilities;o Health services offered in the schools by thehealth and social service network institutions.COMPLEMENTARY EXAMINATIONS(MELS): Known in French as Épreuves d’appointComplementary examinations are evaluationscreated by the MELS in subjects used forqualification purposes in Sec. IV and V.Complementary examinations are validated overa 3-yr period at which point they become UniformExaminations (Épreuves uniques).COMPULSORY EXAMINATION: Anyexamination whose use is mandated either by theMELS, the Board or the school.CYCLE: A cycle is a period of learning duringwhich students acquire competencies in eachsubject area. Elementary education is organizedinto three cycles of two years each. Secondaryeducation is organized into two cycles; one of twoyears and the second of three years. At thesecondary level cycles are used more as a meansof organization rather than for purposes ofevaluation.DATA DASHBOARD: data dashboards providean at-glance view of relevant data (in this case,data about CQSB student results). The termoriginates from the dashboard of a car, whichprovides the driver with an at-a-glance viewpointof all the information he/she needs to navigatethe road. Refer also to the term LUMIX, in thissection.DATA-DRIVEN DECISION MAKING: Alsoreferred to as results-based management, usesinstructional data to drive decision making and toimprove practices in the classroom.DATA TEAM: A group of individuals whosemandate is to regularly collect and analyze data.An instructional data team is a small grade-level,department or organizational team that examineswork from a common formative assessment.DOCUMENTATION TECHNICIAN: The personresponsible for carrying out the technical and userservices for the organization and functioning ofschool/board libraries and/or documentationcentres.DROP OUT: A student who has quit school. Thisterm is no longer used in an official capacity bythe ministère de l’Éducation, du Loisir et du Sport(see: ‘leaver’).EDUCATION ACT: The Education Actprescribes mandatory public schooling for everyresident of Québec, generally until the age of 16(s. 14). Under the Act, every resident of Québecwho is between the ages of 5 and 18, or betweenthe ages of 5 and 21 in the case of a handicappedperson, is entitled to receive, free of charge, theeducational services provided under the Act andunder the basic regulations for general trainingand vocational training (s. 3). Educational servicesare composed of preschool education services,instructional services, student services and specialeducational services (Source: Fees Charged toParents: MELS, 1999, ISBN 2-550-34985-7).EDUCATIONAL SERVICES: The overallstructure which encompasses CQSBComplementary Educational Services,Instructional Services as well as Adult andVocational Education Services.ELIGIBLE FAMILY: As defined in the Charter ofthe French Language, only children, at the requestif one of their parents, who strictly adhere to theQuébec guidelines may attend English publicschool in Québec (article 73).END-OF-CYCLE EVALUATIONS(ELEMENTARY): Evaluations that are normallyadministered to students in the second year of thecycle ( Gds. 2, 4, or 6) to determine the student’slevel of competency development.HEALTH, ASSISTANCE AND NURSING(HAN): A 1,800-hour vocational educationprogram offered at the Eastern Québec LearningCentre to students aged 16 and above. Throughclassroom training as well as several internships,graduates can be employed by C.L.S.C.’s, in shortor long term public health care institutions or inthe private sector.44


2013-2017 CQSB STRATEGIC PLANHOTEL RECEPTION: A 735-hour work-studyvocational education program offered at theEastern Québec Learning Centre to students aged16 and above, with guaranteed job placement.Through classroom training as well as aninternship, students learn all the skills required tobecome bilingual receptionists in hotels, resorts,inns, retirement homes, and cruise ships.INCLUSION: is a philosophy and vision basedon the belief that all students belong to and canlearn in the regular school and community(Source: CQSB Policy for the Organization ofEducational Services for Students With Handicaps,Social Maladjustments or Learning Delays).INDICATOR: A means of measuring how targetsare to be achieved.INDIVIDUALIZED EDUCATION PLAN (IEP):An IEP is a written document that articulates thespecific plan of action for educating an individualstudent coded as having a handicap or identifiedas having a learning delay or a behaviourdisorder (Source: CQSB Policy for the Organizationof Educational Services for Students With Handicaps,Social Maladjustments or Learning Delays).INSTRUCTIONAL SERVICES: One of twoservices offered under the umbrella of the CQSBEducation Services department. InstructionalServices has the following mandate:- Implementation of the Québec EducationProgram as prescribed by the ministère del’Éducation, du Loisir et du Sport (MELS);o Implementation of the Curriculum Reform inthe schools of the Central Québec SchoolBoard;o Professional development activities for itsadministrators and teachers in theimplementation of the Quebec EducationProgram;o School organization;o Evaluation policy of student learning;o Development of reporting tools for parents;o Support to schools in their school-basedprofessional development plans;o Supporting the development of the Board’sStrategic Plan.Instructional Services also assist schools in thefollowing areas:o Use of appropriate instructional strategies;o Application of a variety of appropriateevaluation techniques;o Selection, development and use ofinstructional materials;o Integration and use of technology as aninstructional tool.LEAVER (WITHOUT DIPLOMA ORQUALIFICATION): is the official term used bythe ministère de l’Éducation, du Loisir et du Sport(MELS) referring to a student who has left theschool system. For statistical purposes, MELScounts all students who leave the school systemfrom secondary I-V as leavers, regardless of thereason for the departure (i.e. moving to anotherprovince or country, death of the student ordropping out of school). The term ‘leaver’ shouldnot be mistaken for the term ‘drop-out’. The firstimplies that the student may have gone to studyelsewhere; the second means the student has leftschool with no immediate intention of comingback. MELS ‘leavers’ statistics can be misleading:while all drop-outs are leavers; not all leavers aredrop-outs!LUMIX: A data warehouse (interface) used forstoring and manipulating vast amounts of data ina standardized format. School Data teams can useLUMIX to access results by class, by grade, bygender, by age, by school, by targeted group, etc.in an immediate fashion.MANAGEMENT AND EDUCATIONALSUCCESS AGREEMENTS (MESAS): A legaldocument between the school and the Board thatoutlines the measures required for the school toachieve goals and measurable objectives set out inthe partnership agreement between the schoolboard and the Minister. (E.A. 209.2)NEW APPROACHES, NEW SOLUTIONS(NANS): A MELS initiative targeting studentsuccess in low socio-economic areas. NANSschools receive additional funding to financeeducational activities designed to buildsustainable changes in classroom practice leadingto increased student engagement and success.45


2013-2017 CQSB STRATEGIC PLANPARTNERSHIP AGREEMENT: A legaldocument signed between the Board and theMELS that outlines the measures required for theBoard to implement the Board’s strategic plan, aswell as the indicators and targets that have beenset by the MELS for the Board to achieve. It mustalso include the monitoring and accountabilitymeasures that the Board will use. (E.A. 459.3)PROFESSIONAL LEARNING COMMUNITY(PLC): A Professional Learning Community(PLC) is an extended learning opportunity tofoster collaborative learning among colleagueswithin a particular work environment or field. Itis often used in schools as a way to organizeteachers into working groups.QUALIFICATION: Applies to any student whosuccessfully completes an official MELS Pathwaysuch as the Work-Oriented Training Path or aprofessional training program at a Cegep (D.E.C)or Vocational Center. (D.E.P.) (see also: Work-Oriented Training Path).REGISTRY OF SUSPENSIONS FORBULLYING AND VIOLENCE: A record of theinstances of bullying and/or violence leading tosuspension. These instances must be recorded atthe school with a summary sent monthly to theDirector General of the Board.SARCA: SARCA services (Services d’accueil, deréférence, de conseil et d’accompagnement) are aimedat the 1.6 million Quebecers over the age of 15who have less than the basic high school diplomaor training considered essential for activeparticipation in a knowledge-based society.Potential SARCA beneficiaries might includeyoung people who have dropped out of school,older adults with limited education or employableskills, and immigrants adjusting to a differentculture or demand for a new set of qualifications.From the initial point of reception, SARCA clientsmay participate in a variety of evaluation,counselling, goal-setting and follow-up activities.They may be referred to other agencies, programsor services for support. Some clients may even beguided through an extensive “Record ofLearning” process that requires self-exploration,assessment and goal setting. At EQLC, animportant focus is on tracking those students whohave left our system without obtaining a diplomaand informing them of their options. Source:http://procede-lifelonglearning.ca/index.phpSECRETARIAL STUDIES: A 1,485-hourvocational training program (individualizedapproach with continuous entry) offered at theEastern Québec Learning Centre to students aged16 and above. Through classroom internshiptraining, students learn all the skills required tobecome personal assistants, and office clerks incomputerized offices both in the public andprivate sectors.SUCCESS RATE: Expressed as a percentage, thenumber of students who have succeeded in anygiven evaluation.STRATEGIC PLAN: A strategic plan ensures thata common purpose and values are established forthe Board’s strategic direction for the next fouryears. It is identified and expressed through goals,targets and key improvement strategies. It shouldadhere to the Board’s mission, vision and beliefs,and must be in line with the strategic plan of theMELS.STUDENTS WITH SPECIAL NEEDS: Studentsdesignated as being at risk, having learningdelays, having social maladjustments or beinghandicapped:o Students are officially identified as being atriskwhen they do not meet the criteria interms of what is expected of them in thelanguage of instruction or mathematicsprograms or when they exhibit behaviouraldisorders as described in the Teachers’Collective Agreement;o A student with learning delays includesstudents with:- Specific learning disabilities such asdyslexia;- Mild intellectual handicaps;- Light to moderate dysphasia.o A student with social maladjustmentsincludes students with:- Behavioural difficulties caused byAttention Deficit Disorder with or withouthyperactivity, or psycho-social difficulties.o A handicapped student is a person limited inthe performance of normal activities who isaffected significantly and permanently from a46


2013-2017 CQSB STRATEGIC PLANphysical or mental deficiency. This student iscoded 13, 14, and 23 to 99 in the Ministry ofEducation’s coding system.- (source: CQSB Policy for the Organization ofEducational Services for Students With Handicaps,Social Maladjustments or Learning Delays)STRATEGIC DIRECTION: A course of actionthat leads to the achievement of the goals of anorganization's strategy.STRATEGIES: The specific and targeted actionswhich will allow the Board to achieve the desiredgoals within the specified timeframe.SCHOOL-WIDE INFORMATION SYSTEM(SWIS): Is a web-based information systemdesigned to help school personnel use officereferral data on student behaviour to designschool-wide and individual student interventionsregarding student behaviour.TARGET: A desired outcome followingimplementation of a strategy and from which thebaseline and current statistical values aremeasured and compared.TELL THEM FROM ME+: TTFM+ is a web-basedsurvey done anonymously which allows schools –and the Board - to collect data on students’perceptions about a variety of topics such as senseof belonging to the school, sense of self-esteem,expectations for success, educational plansfollowing high school, levels of anxiety anddepression, physical activity, eating habits, drugand alcohol use, sexual activity, homeworkbehaviors, etc.Québec, approximately 170 vocational trainingprograms exist in 21 diverse economic sectors. Ofthese, close to 80 programs are offered in Englishthrough vocational training centres operated bythe nine English boards. Programs arecompetency-based and accredited by the ministèrede l’Éducation, du Loisir et du Sport. The EasternQuébec Learning Centre offers the followingprograms on a regular basis: Hotel Reception,Secretarial Studies and Health Assistance andNursing (HAN).WORK-ORIENTED TRAINING PATH: TheWork-Oriented Training Path (WOTP) is designedfor students who are at least 15 years old and whohave significant learning difficulties. Pre-workTraining is intended for students who have notmet the requirements of the elementary-levelprograms for language of instruction andmathematics, while Training for a SemiskilledTrade is for students who have met therequirements of the elementary-level programs inlanguage of instruction and mathematics but havenot earned any Secondary Cycle 1 credits in thosesubjects. Both programs enable students tocontinue their general education as far as possible,while offering them practical training that willprepare them, if desired, for a successful entryinto the job market. Source:http://www.mels.gouv.qc.ca/sections/virage5/index_en.asp?page=parcoursTRANSITION DE L’ÉCOLE À LA VIE ACTIVE(TEVA): An individualized education plan thatincludes a focus on making transition plans forthe student’s move from secondary school toadult life.UNIFORM EXAMINATIONS: Uniformexaminations (Épreuves uniques) are compulsoryevaluations created by the MELS in subjects usedfor qualification purposes in Sec. IV and V.VOCATIONAL TRAINING: Vocational trainingoffers practical, hands-on instruction in a broadrange of skilled trades and occupations. In47

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