Educational Project - Symmesdarcy.com
Educational Project - Symmesdarcy.com
Educational Project - Symmesdarcy.com
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SYMMES~D’ARCY McGEE<br />
LEARNING COMMUNITY<br />
<strong>Educational</strong> <strong>Project</strong><br />
2009-2014<br />
701 boul. Du Plateau<br />
Gatineau, Quebec J9J 3G2<br />
Phone: (819) 684-7472<br />
Fax: (819) 684-7521<br />
www.wqsb.qc.ca/symmes<br />
www.wqsb.qc.ca/darcy
SYMMES—D’ARCY MCGEE LEARNING COMMUNITY<br />
TABLE OF CONTENTS<br />
Ministry of Education Vision Statement ..................................................................... 4<br />
Western Quebec School Board Vision Statement ....................................................... 4<br />
Symmes-D’Arcy McGee Mission Statement ............................................................... 5<br />
Symmes Junior High School Vision and Values .......................................................... 6<br />
Symmes School Success Plan—Community Profile .................................................... 8<br />
Symmes School Success plan—School Profile............................................................ 9<br />
A Data Picture of Symmes Junior High School—Student Achievement Results<br />
• Percentage of students with an end of cycle level of 3 or above ...........................10<br />
• Course average at the end of cycle.......................................................................11<br />
• Student attendance data........................................................................................11<br />
• Student behaviour data .........................................................................................12<br />
• Student attitude data .............................................................................................12<br />
Priority #1: To function and continue to grow… .......................................................13<br />
Priority #2: To increase overall student achievement ..............................................14<br />
Priority #3: To continue to grow and develop as a peaceful school .........................15<br />
Priority #4: To increase overall student engagement...............................................16<br />
Professional Development Plan.................................................................................17<br />
Analysis.....................................................................................................................18<br />
D’Arcy McGee High School Vision and Values .........................................................19<br />
D’Arcy McGee High School Success Plan—Community Profile ................................22<br />
D’Arcy McGee High School Success Plan—School Profile ........................................23<br />
A Data Picture of D’Arcy McGee High School—Student Achievement Results<br />
• Percentage of students with a level of 3 or above at the end of year 1, cycle 2 .....24<br />
• Course average at the end of year 1, cycle 2 ........................................................25<br />
• Percentage of students with a level of 3 or above at the end of year 2, cycle 2 .....26<br />
• Course average at the end of year 2, cycle 2 ........................................................27<br />
• Percentage of students with a level of 3 or above at the end of year 3, cycle 2 .....28<br />
• Course average at the end of year 3, cycle 2 ........................................................29<br />
• Student attendance data........................................................................................30<br />
• Student behaviour data .........................................................................................30<br />
• Student attitude data .............................................................................................30<br />
Priority #1: To function and continue to grow… .......................................................31<br />
Priority #2: To increase overall student achievement ..............................................32<br />
Priority #3: To continue to grow and develop as a peaceful school .........................33<br />
Priority #4: To increase overall student engagement...............................................34<br />
Professional Development Plan.................................................................................35<br />
Analysis.....................................................................................................................36<br />
Monitoring of the <strong>Educational</strong> <strong>Project</strong> .......................................................................37<br />
<strong>Educational</strong> <strong>Project</strong> Team..........................................................................................38
SYMMES-D’ARCY MCGEE<br />
EDUCATIONAL PROJECT<br />
Symmes~D’Arcy McGee<br />
Learning Community<br />
701 Du Plateau,<br />
Gatineau, Quebec<br />
J9J 3G2<br />
(819) 684-7472<br />
symmes@wqsb.qc.ca<br />
darcymcgee@wqsb.qc.ca<br />
Principal: George Singfield<br />
Vice-Principals: Jo-Anne Georgeadis<br />
Paul Sullivan
Mission Statement<br />
Ministry of Education Vision Statement for Quebec Schools<br />
School is the main place where young people learn about the previous achievements of<br />
society. Its educational activities create an environment in which students be<strong>com</strong>e familiar<br />
with their culture, pursue understanding of the world and the meaning of life and develop<br />
new ways of adapting to society.<br />
Quebec schools have a mandate to prepare students to contribute to the development of a<br />
more democratic and just society. Their primary responsibility concerns the basic<br />
<strong>com</strong>petencies that students must acquire in order to achieve success in school beyond the<br />
secondary level, or, in the case of students who decide not to continue their schooling, their<br />
integration into the world of work. Schools also have a mandate to help students take their<br />
place in society, by ensuring that they acquire the fundamental social knowledges and values<br />
they need to play a constructive role as citizens.<br />
Western Quebec School Board Vision Statement<br />
The Western Quebec School Board, which covers a vast and diverse area, is an English school<br />
system dedicated to developing life-long learners who contribute to society and are prepared<br />
for the future.<br />
We are <strong>com</strong>mitted to academic excellence, quality education and social, emotional and moral<br />
development.<br />
We respect and promote the rights and responsibilities of the individual while maintaining<br />
student-centered learning in a safe and healthy environment.<br />
We value our parents and <strong>com</strong>munities as partners involved in working collaboratively with us<br />
to enrich our programmes and achieve our goals.<br />
Page 4
Symmes~D’Arcy McGee Learning Community<br />
The Symmes~D’Arcy McGee Learning Community is <strong>com</strong>prised of two secondary schools,<br />
housed in the same building with a shared mission. Symmes Junior High School is a Cycle<br />
One school that clearly subscribes to a middle school philosophy, while D’Arcy McGee High<br />
School is a Cycle Two school that is centered around a senior approach. While the two<br />
schools operate separately in many ways, they are administered by one administration<br />
team.<br />
Symmes~D’Arcy McGee Mission Statement<br />
The mission of the Symmes~D’Arcy McGee Learning Community is to foster a<br />
safe, caring, respectful <strong>com</strong>munity in which everyone learns and achieves<br />
individual success.<br />
As a professional learning <strong>com</strong>munity, we will strive to answer the following four questions:<br />
1) What is it that we want our students to learn?<br />
2) How will we know when they have learned it?<br />
3) How will we respond when students don’t learn?<br />
4) How will we respond when students demonstrate that they have already learned it?<br />
Page 5
SYMMES<br />
JUNIOR HIGH SCHOOL<br />
EDUCATIONAL PROJECT<br />
2009-2014
Vision and Values<br />
Symmes Junior High School<br />
At Symmes Junior High School, the specific needs of young adolescents are recognizes and<br />
addressed. We promote the ongoing, intellectual, social, emotional and physical development<br />
of each student.<br />
Working together, students, parents and teachers ensure that each student receives a quality<br />
education in a safe, fair and <strong>com</strong>passionate environment. Our school <strong>com</strong>munity accepts<br />
and respects each individual as a person of worth and dignity in his or her own right.<br />
Students are provided every opportunity to succeed according to their individual strengths<br />
and abilities. As a middle school, the methods by which we strive to achieve this include:<br />
• Heterogeneous and consistent class groupings<br />
• Academic teaming<br />
• As student-centered approach<br />
• A direct approach to social and emotional needs through an advisory program/student<br />
services<br />
• School-based evaluations<br />
Symmes is <strong>com</strong>mitted to the progressive implementation of the middle school philosophy.<br />
Our ultimate goal is to develop informed, thinking, caring and responsible citizens who will<br />
be equipped for the challenges of the 21st century.<br />
Page 6
Vision and Values<br />
Symmes Junior High School<br />
Symmes Junior High School is <strong>com</strong>mitted to excellence in education. We believe that the<br />
school should be the “Champion of Children”. Our goal is to strive to improve student<br />
achievement and to actively engage children in a positive learning environment. A Symmes<br />
Junior High School, We Believe:<br />
• That every <strong>com</strong>munication should be based on mutual respect<br />
• Adolescent development is a unique transitional phase<br />
• Students learn in different ways<br />
• In promoting independent learners<br />
• In an collaborative learning environment for students and teachers<br />
• In the school as a <strong>com</strong>munity<br />
• In taking responsibility for learning<br />
• In the development of the whole person<br />
• In a safe and positive learning environment<br />
• That in our school, everyone deserves to be treated fairly, with respect and understanding<br />
• Everyone should strive for their potential by encouraging creativity, ownership and independent<br />
thinking.<br />
At Symmes, We Believe In Ourselves... and Each Other.<br />
In a world of constant change, the primary function of the school is to provide knowledge<br />
and capabilities. Every student has a unique potential and pattern of learning. Our role is to<br />
tap into these strengths in order to enable each student to achieve his/her potential. Direction,<br />
support and encouragement will enable each student to:<br />
• Communicate thoughts and ideas through a variety of means<br />
• Think critically and make informed decisions<br />
• Adapt to change<br />
• Aspire to the highest levels of achievement in chosen endeavors<br />
• Respect the individual differences of others<br />
• Express creativity and imagination<br />
• Accept the responsibility of citizenship in a democracy<br />
• Develop an awareness of Science and Technology<br />
• Develop an appreciation of the Arts and Humanities<br />
• Develop a sense of self-respect, self-discipline and self-esteem<br />
• Understand the relationship of man to the environment<br />
Through exposure and development in these areas, students will be better prepared to take<br />
an active role as contributing members of our society. May the short time they spend at<br />
Symmes School help encourage all our students to be<strong>com</strong>e self-directed and continuous lifetime<br />
learners.<br />
Page 7
School Success Plan<br />
Symmes Junior High School<br />
Community Profile<br />
Symmes Junior High is a school <strong>com</strong>munity of approximately 450 students and 50 staff. As a<br />
Junior High School, we embrace the first two years of the Quebec Education Program’s first<br />
cycle of secondary school. (For the benefit of visitors from outside of Quebec, think Grades<br />
7 and 8)<br />
The most recent provincial statistical analysis ranks Symmes as a two (on a scale of ten) on<br />
the socio-economic scale, with ten being the lowest level.<br />
There is a high level of parent involvement in the Symmes <strong>com</strong>munity, as both the Governing<br />
Board and the Parent Participation organization (P.P.O.) are actively involved in the promotion<br />
of both curricular and extra-curricular pursuits. The parental <strong>com</strong>munity is extremely<br />
supportive towards athletic, artistic, and cultural endeavours, which make up a big<br />
part of the Symmes <strong>com</strong>munity.<br />
Page 8
Symmes School Profile<br />
School Success Plan<br />
Symmes Junior High School<br />
At Symmes, we are proud of our academic, artistic, and athletic ac<strong>com</strong>plishments as well as<br />
our <strong>com</strong>mitment to maintaining a safe, wel<strong>com</strong>ing school environment. Pedagogically, our<br />
school is divided into four teams of 4 classes, which share, to a large degree, the same<br />
teachers. These teams of teachers meet regularly (once every nine days) to plan joint<br />
activities, review programs, and to discuss the progress of individual children. In addition<br />
to these “inter-disciplinary” teams, our school benefits from other Middle School structures<br />
and strategies (advisory program, heterogeneous groupings, and academic inclusion of all<br />
students) all of which assist us as we work to implement the newly implemented Quebec<br />
Education Program. Our goal is to promote and benefit from a climate of learning within an<br />
atmosphere of mutual respect.<br />
Symmes Junior High School offers Regular and French Immersion academic programs,<br />
Modified expectation programming, as well as a Centre of Excellence program designed for<br />
students with diagnosed intellectual deficiencies. These programs are delivered within the<br />
supportive framework provided by middle school organizational structures and philosophy.<br />
The entire school population benefits from a Special Education program characterized by<br />
authentic inclusion of students in regular classes, individual programming, effective<br />
leadership, skilled and experienced intervention personnel, as well as a sense of shared<br />
responsibility amongst staff, parents, and students. In addition to a wide variety of extracurricular<br />
activities in the areas of sports, cultural clubs, and academic clubs, the school<br />
offers a wide range of enrichment activities during school hours.<br />
Symmes was selected by the Ministry of Education to serve as a Pilot School for the<br />
implementation of the new Quebec Education Plan. As a pilot school, we had the<br />
opportunity to experiment and provide feedback regarding the development and testing of<br />
the new curriculum. It should be noted that the weekly structure at Symmes is such that<br />
every Wednesday afternoon, two hours are set aside for curriculum planning and<br />
development by teachers.<br />
Page 9
A DATA PICTURE OF SYMMES JUNIOR HIGH SCHOOL<br />
Student Achievement Results - Percentage of Students with an End of Cycle Level of 3<br />
or Above:<br />
Subject 2005/ 2006/ 2007/<br />
2006 2007 2008<br />
Art 208 100 96 96<br />
Dance 208 99 100 84<br />
Drama 208 99 100 100<br />
English 212 88 86 91<br />
Ethics & Religious Cultures 202 N/A N/A N/A<br />
Éthiques et Cultures Réligieuses 202 N/A N/A N/A<br />
Français 212 97 100 90<br />
French 212 76 65 73<br />
Géographie 208 95 87 90<br />
Geography 208 69 80 88<br />
Guitar 208 N/A N/A N/A<br />
Histoire 208 74 87 89<br />
History 208 87 87 92<br />
Math 212 58 67 66<br />
Music 208 90 91 100<br />
Physical Education 202 98 100 100<br />
Production 208 N/A 100 97<br />
Science 208 59 67 77<br />
Sciences 208 99 93 92<br />
Page 10<br />
2008/<br />
2009<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2013/<br />
2014
Subject 2008/2009 2009/2010 2010/2011 2011/2012<br />
# of Referrals to Reflection Room<br />
Subject 2005/<br />
# of Internal Suspensions<br />
2006<br />
# of Art Out 302 of School Suspensions<br />
# of Dance Referrals 302 to Behaviour<br />
Technician<br />
# of<br />
Drama<br />
Parent Conferences<br />
302<br />
Regarding<br />
Student English Behaviour 306<br />
# of Français Expulsions 306<br />
Student Attitude Data:<br />
A DATA PICTURE OF SYMMES JUNIOR HIGH SCHOOL<br />
Student Achievement Results - Course Average at the end of cycle:<br />
French 306<br />
Histoire 304<br />
History 304<br />
Math 306<br />
Music 302<br />
Physical Education<br />
Subject<br />
302<br />
2008/2009 2009/2010 2010/2011 2011/2012<br />
% of POF Students 304 Involved in Extra-<br />
Curricular POP 304 Activities<br />
# of Referrals to Lunch & Learn<br />
Science (General)<br />
% of Students Recognized as “All-<br />
Green” Sciences (Générale)<br />
# of Wednesday Science (Applied) PM Detentions<br />
Sciences (Appliquées)<br />
Student Attendance Data:<br />
2006/<br />
2007<br />
2007/<br />
2008<br />
Subject 2005/ 2006/ 2007/<br />
2006 2007 2008<br />
Total Enrolment 480 446 449<br />
% OF Average Daily Attendance 92.8 92.6 92.7<br />
% of Absences Classified as truant 0.004 0.005 0.006<br />
% of students who drop out of<br />
school<br />
0 1 2<br />
Page 11<br />
2008/<br />
2009<br />
2008/<br />
2009<br />
2009/<br />
2010<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2012/<br />
2013<br />
2013/<br />
2014<br />
2013/<br />
2014
A DATA PICTURE OF SYMMES JUNIOR HIGH SCHOOL<br />
Student Behaviour Data:<br />
Student Attitude Data:<br />
Subject 2005/<br />
2006<br />
2006/<br />
2007<br />
2007/<br />
2008<br />
Subject 2005/ 2006/ 2007/<br />
2006 2007 2008<br />
% of Students Involved in Extracurricular<br />
Activities<br />
N/A N/A N/A<br />
# of Referrals to Lunch and Learn N/A N/A N/A<br />
% of Students Recognized as “All<br />
Green”<br />
N/A N/A N/A<br />
# of Wednesday PM Detentions N/A N/A N/A<br />
2008/<br />
2009<br />
# of Referrals to Reflection<br />
Room (%)<br />
N/A N/A N/A<br />
# of Internal Suspensions 21 34 20 36<br />
# of Out of School Suspensions 85 67 99 139<br />
# of referrals to Behaviour Technician<br />
N/A N/A N/A<br />
# of Parent Conferences Regarding<br />
Student Behaviour<br />
N/A N/A N/A<br />
# of Expulsions 0 3 1<br />
REASONS FOR SUSPENSIONS:<br />
Truancy 24<br />
Insubordination 48<br />
Bullying 11<br />
Theft 4<br />
Fighting 65<br />
Assault 4<br />
Vandalism 7<br />
Under influence of drugs/alcohol 15<br />
Possession of drugs/alcohol<br />
Sale of drugs/alcohol<br />
Possession of a weapon 3<br />
Smoking 10<br />
Dangerous behaviour 3<br />
Page 12<br />
2008/<br />
2009<br />
2009/<br />
2010<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2012/<br />
2013<br />
2013/<br />
2014<br />
2013/<br />
2014
Priority #1:<br />
Links to<br />
Action<br />
To function<br />
and continue<br />
to<br />
grow as a<br />
professional<br />
learning<br />
<strong>com</strong>munity<br />
School Success Plan Priorities<br />
Symmes Junior High School<br />
Objective Indicators/<br />
Measures<br />
• Create a schoolwide<br />
focus on<br />
learning<br />
• Provide a<br />
framework to<br />
ensure that students<br />
receive<br />
necessary time<br />
& support for<br />
learning<br />
• Build a collaborative<br />
culture<br />
through the establishment<br />
of<br />
teacher-teams<br />
• Effectively use<br />
SMART goals<br />
(Specific/<br />
Strategic, Measurable,Attainable,Resultsoriented,Timebound)<br />
as a<br />
means to guide<br />
the collaborative<br />
planning<br />
process<br />
• Increase in studentachievement<br />
results<br />
• Wednesday PM<br />
log book<br />
Page 13<br />
General Strategies<br />
• Establish a clearly defined protocol<br />
for lesson preparation<br />
• Develop standards and norms<br />
for all procedures and systems<br />
within the school
Priority #2:<br />
Links to<br />
Action<br />
To increase<br />
overall studentachievement<br />
School Success Plan Priorities<br />
Symmes Junior High School<br />
Objective Indicators/<br />
Measures<br />
• To work collaboratively<br />
as a<br />
staff with a view<br />
to improving<br />
student performance<br />
• To increase the<br />
level of classroomparticipation<br />
in all subjects<br />
• To increase the<br />
level of student<br />
<strong>com</strong>mitment toward<br />
homework<br />
and assignment<br />
<strong>com</strong>pletion<br />
• Report Cards<br />
• Progress Reports<br />
• Assignment<br />
<strong>com</strong>pletion statistics<br />
• Lunch & Learn<br />
statistics<br />
• Wednesday PM<br />
detention statistics<br />
Page 14<br />
General Strategies<br />
• Set expectations that allow students<br />
to perform to the best of<br />
their capacity<br />
• As a staff, by following up with<br />
the individual and collective<br />
needs of our students<br />
• By providing students and staff<br />
with the resources (human,<br />
physical, technological) that<br />
best allow us to grow as a learning<br />
<strong>com</strong>munity<br />
• Establish a teacher-Visit program<br />
• Establish a clearly defined protocol<br />
for lesson preparation<br />
• Effectively use Wednesday PM<br />
time along with collaborative<br />
team time towards <strong>com</strong>mon<br />
planning, assessment, and revision<br />
practices<br />
• Collaboratively create a curriculum<br />
map for each subject<br />
domain<br />
• Collaboratively identify the essential<br />
knowledge base for<br />
each subject domain<br />
• Establish and follow a structured<br />
pyramid of interventions<br />
with when students confront<br />
academic difficulty
Priority #3:<br />
Links to<br />
Action<br />
To continue<br />
to grow and<br />
develop as<br />
a Peaceful<br />
School<br />
School Success Plan Priorities<br />
Symmes Junior High School<br />
Objective Indicators/<br />
Measures<br />
• Create a school<br />
environment<br />
that is a microcosm<br />
of the<br />
world as we<br />
would like to<br />
see it<br />
• Encourage student-centered<br />
conflict resolution<br />
strategies<br />
• Reduce violence<br />
and punitive<br />
discipline measures<br />
• Support at-risk<br />
students<br />
• Promote an understanding<br />
and<br />
appreciation of<br />
diversity<br />
• Effectively use<br />
Restorative<br />
Practice as a<br />
means for conflict<br />
resolution<br />
• Decrease the<br />
number of bullying<br />
incidents<br />
at school<br />
• Increase the<br />
number of<br />
school-wide<br />
world awareness<br />
activities<br />
(ie. Free the<br />
Children presentation)<br />
• Increase in the<br />
percentage of<br />
students involved<br />
in organizing<br />
specific<br />
peaceful initiatives<br />
Page 15<br />
General Strategies<br />
• Train the school staff in Restorative<br />
Practice mediation strategies<br />
• Host a series of workshops for<br />
parents<br />
• Incorporation of peaceful<br />
school characteristics in our<br />
curriculum<br />
• Emphasis on using the Broad<br />
Areas of Learning as a base for<br />
peaceful school initiatives<br />
• Introduction of Peer Mediation<br />
• Emphasis put towards student<br />
leadership
Priority #4:<br />
Links to<br />
Action<br />
To increase<br />
overall studentengagement<br />
Objective Indicators/<br />
Measures<br />
• Build a school<br />
<strong>com</strong>munity that<br />
is both a safe<br />
and healthy<br />
place for all students<br />
and staff<br />
• Encourage<br />
positive and<br />
healthy relationships<br />
amongst staff,<br />
students and<br />
parents<br />
School Success Plan Priorities<br />
Symmes Junior High School<br />
• Increase in the<br />
amount of extracurricular<br />
participation<br />
• Green/Yellow/<br />
Red reports<br />
• Attitude to<br />
Study Honour<br />
Roll<br />
• Tell Them<br />
From Me survey<br />
results<br />
• Tracking system<br />
for truancy,<br />
lates, detentions<br />
Page 16<br />
General Strategies<br />
• Establish a Student Recognition<br />
Program<br />
• Engage a Student-Life animator<br />
using the staffing allocation<br />
designated for students who<br />
fall under the Socio-Economic<br />
bracket<br />
• Develop a Parent Workshop<br />
series, that focuses on the specific<br />
issues and needs of our<br />
parent <strong>com</strong>munity<br />
• Maintain a strong active relationship<br />
with the Parent Participation<br />
Organization<br />
• Establish a Teacher Mentoring<br />
program<br />
• Develop a school portal<br />
• Contest to design a poster for<br />
our <strong>com</strong>munity mission
Professional Development Plan:<br />
Symmes Junior High School<br />
Big Question: What measures do we take as a staff to effectively understand,<br />
implement, and evaluate our curriculum?<br />
Our plan will be ac<strong>com</strong>plished by:<br />
1) Focusing on a specific context<br />
2) Tapping into all available resources<br />
3) Effectively using reflection as a key element in the process<br />
Professional Development Plan Goals:<br />
1) Establish a Common Curriculum Language<br />
2) Broad Areas of Learning: What are they? What is their impact? How do we<br />
use them?<br />
3) Cross-Curricular Competencies: What are they? What is their impact?<br />
How do we use them?<br />
4) Review the framework for the Evaluation of/for Learning<br />
5) Develop a curriculum Map for each subject domain<br />
6) Sharing of Effective Practices: a staff <strong>com</strong>mitment to open classroom/visits;<br />
obligation to share after “visiting elsewhere/receiving outside PD<br />
7) Creation of and follow up with a Wednesday PM log book<br />
8) Use of portal a means to <strong>com</strong>municate effectively (<strong>com</strong>mitment to provide<br />
staff with necessary training)<br />
9) Regular review of the 12 Teacher Competencies<br />
10) Commitment by all staff members to build and maintain a Professional<br />
Growth Plan<br />
Page 17
Analysis<br />
This section of the School Success Plan will be <strong>com</strong>pleted at the end of each<br />
school year, beginning in 2008-2009. More specifically, the “Analysis” section<br />
will provide an in-depth look at the identified data and effectiveness of the<br />
various measures and strategies that were put into place for the identified<br />
school year.<br />
Page 18
D’ARCY MCGEE<br />
HIGH SCHOOL<br />
EDUCATIONAL PROJECT<br />
2009-2014
What is our purpose?<br />
Vision and Values<br />
D’Arcy McGee High School<br />
• To develop <strong>com</strong>petent and responsible young people who are ready to take on more.<br />
• Create supportive learning environment for our students that meets their academic, social<br />
and spiritual needs.<br />
• Socialization, guidance, share knowledge, encourage interests and goals, <strong>com</strong>municate<br />
ideas/information.<br />
• To teach, attend to the various needs of our students…promote life-long learning…to<br />
model and to inspire.<br />
• Education, students learning at all levels (academic, social, etc.).<br />
• To nurture and encourage students to be<strong>com</strong>e life-long learners; as a result – happy and<br />
contributing citizens.<br />
How do we behave?<br />
• Professionally, cooperatively and friendly.<br />
• Collegial, collaborative and inventive.<br />
• As a <strong>com</strong>munity; with genuine interest in student learning within ministry requirements.<br />
• Be<strong>com</strong>ing more collegial.<br />
• As professionals…reactive…positive and negative behaviours.<br />
• We are a collegial, respectful, supportive, friendly, sharing and accepting staff.<br />
How do we treat each other?<br />
• Professionally, respectfully and humorously.<br />
• We are a collegial, respectful, supportive, friendly, sharing and accepting staff.<br />
Page 19
How do we treat our students?<br />
Vision and Values<br />
D’Arcy McGee High School<br />
• Respectfully, enthusiastically, professionally, <strong>com</strong>passionately…need to work on a consistent<br />
approach.<br />
• With respect…expect accountability.<br />
• Encourage, challenge…we are patient, understanding empathetic…we believe in their<br />
potential<br />
• As individuals, respecting their individual needs and differences…we support them to<br />
embrace their strengths and weaknesses. We encourage them to be<strong>com</strong>e aware of the<br />
world around them.<br />
How do we interact with <strong>com</strong>munity and parents?<br />
• Effectively, room for improvement (ie. PUP calls)…honestly and openly.<br />
• In a positive way by providing parents opportunities to interact with staff and students.<br />
• We would love to see more interaction between <strong>com</strong>munity – example, other schools,<br />
seniors, city organizations, and our students to make learning more real. We are fairly<br />
easily accessible to parents and have positive interactions with parents often.<br />
What makes our school a good place to work?<br />
• People…we feel valued…it’s fun.<br />
• Involvement and participation among all members of the D’Arcy <strong>com</strong>munity (students,<br />
staff and parents)…D’Arcy is a safe, wel<strong>com</strong>ing environment…people are friendly and<br />
approachable.<br />
• Supportive and enthusiastic atmosphere, respect as seen through professional freedom…<br />
flexibility (very important)…teamwork thinking…better teacher/administrative <strong>com</strong>munication.<br />
• Friendly environment…good relations with students and staff…supportive administration.<br />
• Excellent admin leadership makes it easy to be at ease…everyone is part of the decision<br />
making process (individual people are treated equally).<br />
How have we measured our progress?<br />
• Student involvement and spirit…smiling faces from students and staff.<br />
• By <strong>com</strong>municating with each other, re-evaluating and making adjustments…we measure<br />
our progress based on direct feedback from students and parents through team meetings,<br />
parent-teacher interviews, open houses, academic and non-academic presentations and<br />
standardized testing at the provincial level.<br />
• Improvement in participation in various activities…positive feedback from students.<br />
Page 20
What should we be most proud of?<br />
Vision and Values<br />
D’Arcy McGee High School<br />
• Reaching out to students<br />
• Team meetings<br />
• Diverse activities<br />
• As a Staff <strong>com</strong>munity we are growing and learning<br />
• Recognition of students and teachers<br />
• Growing feeling as a <strong>com</strong>munity<br />
• Administration team<br />
• Safe school…<br />
• The time that is given by staff in terms of extra activities<br />
• Collegiality<br />
• Extracurricular activities<br />
• Staff who are former students<br />
• D’Arcy Pride<br />
• Very supportive staff that <strong>com</strong>municates very well<br />
• The support and maintenance staff<br />
• The students…how well behaved they are…<br />
Page 21
Community Profile<br />
School Success Plan<br />
D’Arcy McGee High School<br />
D’Arcy McGee High is a school <strong>com</strong>munity of approximately 700 students and 70 staff. As a<br />
Senior High School, we embrace the last three years of the Quebec Education Program’s<br />
second cycle of secondary school. (For the benefit of visitors from outside of Quebec, think<br />
Grades 9, 10, and 11)<br />
The most recent provincial statistical analysis ranks D’Arcy McGee as a two (on a scale of<br />
ten) on the socio-economic scale, with ten being the lowest level.<br />
There is a high level of parent involvement in the D’Arcy <strong>com</strong>munity, as both the Governing<br />
Board and the Parent Participation Organization (P.P.O.) are actively involved in the promotion<br />
of both curricular and extra-curricular pursuits. The parental <strong>com</strong>munity is extremely<br />
supportive towards athletic, artistic, and cultural endeavours, which make up a big part of<br />
the D’Arcy <strong>com</strong>munity.<br />
Page 22
School Profile<br />
School Success Plan<br />
D’Arcy McGee High School<br />
At D’Arcy McGee, we are proud of our academic, artistic, and athletic ac<strong>com</strong>plishments as<br />
well as our <strong>com</strong>mitment to maintaining a safe, wel<strong>com</strong>ing school environment. Our goal is<br />
to promote and benefit from a climate of learning within an atmosphere of mutual respect.<br />
D’Arcy McGee High School offers Regular and French Immersion academic programs,<br />
Modified expectation programming, as well as a Centre of Excellence program designed for<br />
students with diagnosed intellectual deficiencies. These programs are delivered within the<br />
supportive framework provided by senior school organizational structures and philosophy.<br />
The entire school population benefits from a Special Education program characterized by<br />
the authentic inclusion of students in regular classes, individual programming, effective<br />
leadership, skilled and experienced intervention personnel, as well as a sense of shared responsibility<br />
amongst staff, parents and students. In addition to a wide variety of extracurricular<br />
activities in the areas of sports, cultural clubs and academic clubs, the school offers<br />
a wide range of enrichment activities during school hours.<br />
D’Arcy McGee was selected by the Ministry of Education to serve as a Pilot School for the implementation<br />
of the new Quebec Education Plan. As a pilot school, we have had the opportunity<br />
to experiment and provide feedback regarding the development and testing of the<br />
new curriculum. Our mandate as pilot school will end in 2010. It should be noted that the<br />
weekly structure at D’Arcy is such that every Wednesday afternoon, two hours are set aside<br />
for curriculum planning and development by teachers.<br />
Page 23
School Profile<br />
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL<br />
Student Achievement Results - Percentage of Students with a Level of 3 or Above at the<br />
end of Year 1-Cycle 2 :<br />
At D’Arcy McGee, we are proud of our academic, artistic, and athletic ac<strong>com</strong>plishments as<br />
well as our <strong>com</strong>mitment to maintaining a safe, wel<strong>com</strong>ing school environment. Our goal is<br />
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/<br />
2006 2007 2008<br />
Art 302 95 67 52<br />
D’Arcy McGee High School offers Regular and French Immersion academic programs,<br />
Modified Dance expectation 302 programming, N/A as N/A well as 78 a Centre of Excellence program designed for<br />
students Drama with 302 diagnosed intellectual 85 deficiencies. 98 100 These programs are delivered within the<br />
supportive English framework 306 provided by 84 senior 86 school 93 organizational structures and philosophy.<br />
The entire Français school 306 population benefits 81 from 100 a Special 98 Education program characterized by<br />
authentic French inclusion 306 of students in 81 regular 81 classes, 69 individual programming, effective leadership,<br />
Histoire skilled 304 and experienced intervention 71 82 personnel, 92 as well as a sense of shared responsibility<br />
History amongst 304 staff, parents, and 84 students. 60 In 71 addition to a wide variety of extra-curricular<br />
activities Math in 306 the areas of sports, cultural 56 53 clubs, 61 and academic clubs, the school offers a wide<br />
range Music of enrichment 302 activities during 100 school 100 hours. 100<br />
Physical Education 302 87 98 96<br />
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<br />
POP 304 of the new Quebec N/A Education N/A Plan. N/A As a pilot school, we have had the opportunity<br />
to experiment and provide feedback regarding the development and testing of the<br />
Science (General) 67 50 ?<br />
new curriculum. Our mandate as a Pilot school will end in 2010. It should be noted that the<br />
Sciences (Générale) N/A 100 97<br />
weekly structure at D’Arcy is such that every Wednesday afternoon, two hours are set aside<br />
for curriculum Science (Applied) planning and development N/A N/A by teachers.<br />
Sciences (Appliquées) N/A N/A<br />
Page 24<br />
2009<br />
2010<br />
2011<br />
2012<br />
2013<br />
2014
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL<br />
Student Achievement Results - Course Average at the end of Year 1-Cycle 2 :<br />
Art 302<br />
Dance 302<br />
Drama 302<br />
English 306<br />
Français 306<br />
French 306<br />
Histoire 304<br />
History 304<br />
Math 306<br />
Music 302<br />
Physical Education 302<br />
POF 304<br />
POP 304<br />
Science (General)<br />
Sciences (Générale)<br />
Science (Applied)<br />
Sciences (Appliquées)<br />
Subject 2005/<br />
2006<br />
2006/<br />
2007<br />
2007/<br />
2008<br />
Page 25<br />
2008/<br />
2009<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2013/<br />
2014
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL<br />
Student Achievement Results - Percentage of Students with a Level of 3 or Above at the<br />
end of Year 2-Cycle 2:<br />
Subject 2005/ 2006/ 2007/<br />
2006 2007 2008<br />
Art 402 N/A 28 37<br />
Dance 402 N/A N/A N/A<br />
Drama 402 N/A N/A N/A<br />
English 406 N/A N/A 89<br />
Ethics & Religious Cultures 402 77 76 78<br />
Éthiques et Cultures<br />
Religieuses 402<br />
N/A N/A N/A<br />
Français 406 N/A 100 97<br />
French 404 77 83 83<br />
Histoire 404 N/A N/A N/A<br />
History 404 N/A N/A 77<br />
Math CST04 N/A N/A 66<br />
Math CS&T N/A N/A N/A<br />
Math SCI N/A N/A 95<br />
Music 402 90 97 97<br />
Physical Education 402 95 98 97<br />
Science (General) N/A N/A 74<br />
Page 26<br />
2008/<br />
2009<br />
Science (Applied) N/A N/A N/A N/A<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2013/<br />
2014
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL<br />
Student Achievement Results - Course Average at the end of Year 2-Cycle 2:<br />
Art 302<br />
Dance 302<br />
Drama 302<br />
English 306<br />
Français 306<br />
French 306<br />
Histoire 304<br />
History 304<br />
Math 306<br />
Music 302<br />
Physical Education 302<br />
POF 304<br />
POP 304<br />
Science (General)<br />
Sciences (Générale)<br />
Science (Applied)<br />
Sciences (Appliquées)<br />
Subject 2005/<br />
2006<br />
2006/<br />
2007<br />
2007/<br />
2008<br />
Page 27<br />
2008/<br />
2009<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2013/<br />
2014
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL<br />
Student Achievement Results - Percentage of Students with a Level of 3 or Above at the<br />
end of Year 3-Cycle 2:<br />
Subject 2005/<br />
2006<br />
2006/<br />
2007<br />
2007/<br />
2008<br />
Art 502 N/A 35 37<br />
Biology 534 92 87 99<br />
Chemistry 534 81 90 89<br />
Contemporary World N/A N/A N/A<br />
Monde Contemporain N/A N/A N/A<br />
Dance 502 N/A N/A 89<br />
Drama 502 N/A 100 100<br />
English 506 N/A N/A 78<br />
Ethics & Religious Cultures 502 N/A 81 87<br />
Éthiques et Cultures<br />
Religieuses 502<br />
N/A N/A N/A<br />
Français 506 N/A N/A N/A<br />
French 504 N/A N/A 84<br />
Math CST04 N/A N/A 78<br />
Math CS&T N/A N/A N/A<br />
Math SCI N/A N/A 89<br />
Music 502 N/A 100 90<br />
Physical Education 502 96 99 99<br />
Physics 534 96 55 75<br />
Page 28<br />
2008/<br />
2009<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2013/<br />
2014
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL<br />
Student Achievement Results - Course Average at the end of Year 3-Cycle 2:<br />
Art 302<br />
Dance 302<br />
Drama 302<br />
English 306<br />
Français 306<br />
French 306<br />
Histoire 304<br />
History 304<br />
Math 306<br />
Music 302<br />
Physical Education 302<br />
POF 304<br />
POP 304<br />
Science (General)<br />
Sciences (Générale)<br />
Science (Applied)<br />
Sciences (Appliquées)<br />
Subject 2005/<br />
2006<br />
2006/<br />
2007<br />
2007/<br />
2008<br />
Page 29<br />
2008/<br />
2009<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2013/<br />
2014
Student Attendance Data:<br />
Student Behaviour Data:<br />
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL<br />
Subject 2005/ 2006/ 2007/<br />
2006 2007 2008<br />
% of Average Daily Attendance 90 89.5 90<br />
% of Absences Classified as truant 1.6 1 2<br />
% of students who drop out of<br />
school<br />
N/A N/A N/A<br />
Total Enrolment 547 661 683<br />
Subject 2005/<br />
2006<br />
2006/<br />
2007<br />
2007/<br />
2008<br />
Page 30<br />
2008/<br />
2009<br />
2008/<br />
2009<br />
# of Referrals to Reflection<br />
Room (%)<br />
N/A N/A N/A<br />
# of Internal Suspensions 5 48 24 23<br />
# of Out of School Suspensions 217 179 110 141<br />
# of referrals to Behaviour Technician<br />
N/A N/A N/A<br />
# of Parent Conferences Regarding<br />
Student Behaviour<br />
N/A N/A N/A<br />
# of Expulsions N/A 2 1<br />
REASONS FOR SUSPENSIONS:<br />
Truancy N/A N/A N/A 60<br />
Insubordination N/A N/A N/A 52<br />
Bullying N/A N/A N/A 12<br />
Theft N/A N/A N/A 2<br />
Fighting N/A N/A N/A 24<br />
Assault N/A N/A N/A 8<br />
Vandalism N/A N/A N/A 14<br />
Under influence of drugs/alcohol N/A N/A N/A 4<br />
Possession of drugs/alcohol N/A N/A N/A<br />
Sale of drugs/alcohol N/A N/A N/A<br />
Possession of a weapon N/A N/A N/A 1<br />
2009/<br />
2010<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2012/<br />
2013<br />
2013/<br />
2014<br />
2013/<br />
2014
Student Attitude Data:<br />
A DATA PICTURE OF D’ARCY MCGEE HIGH SCHOOL<br />
Subject 2005/ 2006/ 2007/<br />
2006 2007 2008<br />
% of Students Involved in Extracurricular<br />
Activities<br />
N/A N/A N/A<br />
# of Referrals to Lunch and Learn N/A N/A N/A<br />
% of Students Recognized as<br />
“All Green”<br />
N/A N/A N/A<br />
# of Wednesday PM Detentions N/A N/A N/A<br />
Page 31<br />
2008/<br />
2009<br />
2009/<br />
2010<br />
2010/<br />
2011<br />
2011/<br />
2012<br />
2012/<br />
2013<br />
2013/<br />
2014
Priority #1:<br />
Links to<br />
Action<br />
To function<br />
and continue<br />
to<br />
grow as a<br />
professional<br />
learning<br />
<strong>com</strong>munity<br />
Objective Indicators/<br />
Measures<br />
• Create a<br />
school-wide<br />
focus on learning<br />
• Provide a<br />
framework to<br />
ensure that students<br />
receive<br />
necessary time<br />
& support for<br />
learning<br />
• Build a collaborative<br />
culture<br />
through the establishment<br />
of<br />
teacher-teams<br />
• Effectively use<br />
SMART goals<br />
(Specific/<br />
Strategic,<br />
Measurable,<br />
Attainable, Results-oriented,<br />
Time-bound) as<br />
a means to<br />
guide the collaborative<br />
planning process<br />
School Success Plan Priorities<br />
D’Arcy McGee High School<br />
• Increase in studentachievement<br />
results<br />
• Wednesday PM<br />
log book<br />
Page 31<br />
General Strategies<br />
• Establish a clearly defined<br />
protocol for lesson preparation<br />
• Develop standards and norms<br />
for all procedures and systems<br />
within the school
Priority #2:<br />
Links to<br />
Action<br />
To increase<br />
overall studentachievement<br />
Objective Indicators/<br />
Measures<br />
• To work collaboratively<br />
as<br />
a staff with a<br />
view to improvingstudentperformance<br />
• To increase the<br />
level of classroomparticipation<br />
in all subjects<br />
• To increase<br />
the level of student<strong>com</strong>mitment<br />
toward<br />
homework and<br />
assignment<br />
<strong>com</strong>pletion<br />
School Success Plan Priorities<br />
D’Arcy McGee High School<br />
• Report Cards<br />
• Progress Reports<br />
• Assignment<br />
<strong>com</strong>pletion statistics<br />
• Lunch & Learn<br />
statistics<br />
• Wednesday<br />
PM detention<br />
statistics<br />
Page 32<br />
General Strategies<br />
• Set expectations that allow<br />
students to perform to the best<br />
of their capacity<br />
• As a staff, by following up with<br />
the individual and collective<br />
needs of our students<br />
• By providing students and<br />
staff with the resources<br />
(human, physical, technological)<br />
that best allow us to grow<br />
as a learning <strong>com</strong>munity<br />
• Establish a teacher-Visit program<br />
• Establish a clearly defined<br />
protocol for lesson preparation<br />
• Effectively use Wednesday<br />
PM time along with collaborative<br />
team time towards <strong>com</strong>mon<br />
planning, assessment,<br />
and revision practices<br />
• Collaboratively create a curriculum<br />
map for each subject<br />
domain<br />
• Collaboratively identify the<br />
essential knowledge base for<br />
each subject domain<br />
• Establish and follow a structured<br />
pyramid of interventions<br />
with when students confront<br />
academic difficulty
Priority #3:<br />
Links to Action Objective Indicators/<br />
Measures<br />
To continue<br />
to grow and<br />
develop as a<br />
Peaceful<br />
School<br />
• Create a school<br />
environment<br />
that is a microcosm<br />
of the<br />
world as we<br />
would like to<br />
see it<br />
• Encourage student-centered<br />
conflict resolution<br />
strategies<br />
• Reduce violence<br />
and punitive<br />
discipline<br />
measures<br />
• Support at-risk<br />
students<br />
Promote an understanding<br />
and appreciation<br />
of diversity<br />
School Success Plan Priorities<br />
D’Arcy McGee High School<br />
• Effectively use<br />
Restorative<br />
Practice as a<br />
means for conflict<br />
resolution<br />
• Decrease the<br />
number of bullying<br />
incidents<br />
at school<br />
• Increase the<br />
number of<br />
school-wide<br />
world awareness<br />
activities<br />
(ie. Free the<br />
Children presentation)<br />
• Increase in the<br />
percentage of<br />
students involved<br />
in organizing<br />
specific<br />
peaceful initiatives<br />
Page 33<br />
General Strategies<br />
• Train the school staff in Restorative<br />
Practice mediation<br />
strategies<br />
• Host a series of workshops for<br />
parents<br />
• Incorporation of peaceful<br />
school characteristics in our<br />
curriculum<br />
• Emphasis on using the Broad<br />
Areas of Learning as a base for<br />
peaceful school initiatives<br />
• Introduction of Peer Mediation<br />
• Emphasis put towards student<br />
leadership
Priority #4:<br />
Links to<br />
Action<br />
To increase<br />
overall studentengagement<br />
Objective Indicators/<br />
Measures<br />
• Build a school<br />
<strong>com</strong>munity that<br />
is both a safe<br />
and healthy<br />
place for all students<br />
and staff<br />
• Encourage positive<br />
and healthy<br />
relationships<br />
amongst staff,<br />
students and<br />
parents<br />
School Success Plan Priorities<br />
D’Arcy McGee High School<br />
• Increase in the<br />
amount of extracurricularparticipation<br />
• Green/Yellow/<br />
Red reports<br />
• Attitude to<br />
Study Honour<br />
Roll<br />
• Tell Them<br />
From Me survey<br />
results<br />
• Tracking system<br />
for truancy,<br />
lates, detentions<br />
Page 34<br />
General Strategies<br />
• Establish a Student Recognition<br />
Program<br />
• Engage a Student-Life animator<br />
using the staffing allocation<br />
designated for students who fall<br />
under the Socio-Economic<br />
bracket<br />
• Develop a Parent Workshop<br />
series, that focuses on the specific<br />
issues and needs of our<br />
parent <strong>com</strong>munity<br />
• Maintain a strong active relationship<br />
with the Parent Participation<br />
Organization<br />
• Establish a Teacher Mentoring<br />
program<br />
• Develop a school portal<br />
• Contest to design a poster for<br />
our <strong>com</strong>munity mission
Professional Development Plan:<br />
D’Arcy McGee High School<br />
Big Question: What measures do we take as a staff to effectively understand, implement,<br />
and evaluate our curriculum?<br />
Our plan will be ac<strong>com</strong>plished by:<br />
1) focusing on a specific context<br />
2) Tapping into all available resources<br />
3) Effectively using reflection as a key element in the process<br />
Professional Development Plan Goals:<br />
1) Establish a Common Curriculum Language<br />
2) Broad Areas of Learning: What are they? What is their impact? How do we use them?<br />
3) Cross-Curricular Competencies: What are they? What is their impact? How do we use<br />
them?<br />
4) Review the framework for the Evaluation of/for Learning<br />
5) Develop a curriculum Map for each subject domain<br />
6) Sharing of Effective Practices: a staff <strong>com</strong>mitment to open classroom/visits; obligation<br />
to share after “visiting elsewhere/receiving outside PD<br />
7) Creation of and follow up with a Wednesday PM log book<br />
8) Use of portal a means to <strong>com</strong>municate effectively (<strong>com</strong>mitment to provide staff with<br />
necessary training)<br />
9) Regular review of the 12 Teacher Competencies<br />
10) Commitment by all staff members to build and maintain a Professional Growth Plan<br />
Page 35
Analysis<br />
This section of the School Success Plan will be <strong>com</strong>pleted at the end of each<br />
school year, beginning in 2008-2009. More specifically, the “Analysis” section<br />
will provide an in-depth look at the identified data and effectiveness of the various<br />
measures and strategies that were put into place for the identified school<br />
year.<br />
Page 36
Monitoring of the <strong>Educational</strong> <strong>Project</strong><br />
Each year the <strong>Educational</strong> <strong>Project</strong> will be formally monitored as follows:<br />
August: Full overview and in-depth analysis of the project with a specific emphasis on<br />
the individual goals and targets set out in the School Success Plan and Profes-<br />
sional Development Plan.<br />
February: Mid-year review of the project, along with re<strong>com</strong>mendations for revision.<br />
June: Year-end review and evaluation of the <strong>Educational</strong> <strong>Project</strong>. Final revisions for<br />
the up<strong>com</strong>ing year will be approved.<br />
It should be noted that the “<strong>Educational</strong> <strong>Project</strong> Report” will be a standing item on all Governing<br />
Board meeting agendas. Any and all proposed revisions must be approved by the<br />
respective governing boards.<br />
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EDUCATIONAL PROJECT TEAM<br />
The Symmes~D’Arcy McGee Learning Community <strong>Educational</strong> <strong>Project</strong> was developed collaboratively<br />
with input from the following groups: 1) Administration team from<br />
Symmes~D’Arcy McGee; 2) Teaching staff from Symmes~D’Arcy McGee; 3) Students from<br />
Symmes~D’Arcy McGee; 4) Members of the governing boards of Symmes Junior and D’Arcy<br />
McGee High Schools.<br />
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