pierre elliott trudeau elementary school

PIERRE ELLIOTT TRUDEAU ELEMENTARY SCHOOL

EDUCATIONAL PROJECT

2019-2022

This educational project is a strategic tool through which PETES has defined its policy orientations, priority actions, and expected results to inform its community in this regard, with a view to ensuring educational success for all students regardless of age. This educational project reflects the characteristics and needs of the students who attend PETES, as well as the community’s expectations with regard to education.

MISSION STATEMENT:

Our mission, in partnership with our school community, is to meet the needs of individuals so that they develop the skills, knowledge and attitudes to reach their potential as lifelong learners and as responsible citizens. VISION STATEMENT:

PETES is a school where all members work together, to fulfill potential growth by teaching through engagement. We value respect and strongly believe in integrity, identity, choice and personal responsibility. Our educational programs form the basis for a comprehensive education, which prepares all students for their secondary studies.

SCHOOL PROFILE

External Environment PETES School, situated at 1455 Jean-Paul –Riopelle, Blainville,Quebec, was inaugurated in 2001 . Our socio-economic index is ranked at level 4. A large percentage of our parents from our school community are professionals, holding a post-secondary degree, many at the university level. As such, our parent community is regularly forthcoming with volunteer work, supporting long-term school-wide programs (literacy, schoolyard improvement projects, beautification of our school etc.). The services presently offered to support education in our territory are the CSSSL and le Bouclier. Our school nurse focuses on health and is part of the new Sexuality Education program facilitating and supporting our staff. The educational services surrounding our school, provided by the public sector, are La Commission Scolaire de la Seignierie des Milles Isles l, Sir Wilfrid Laurier School Board and CEGEP Lionel-Groulx There is a plethora of early childcare daycare services surrounding the area of our school. Internal Environment At PETES, our students’ learning outcomes are regularly evaluated. The results of summative evaluations can be seen as indicative of the efficacy of our approach and programs. Some examples are shown below. Reading competency on the grade 6 ELA MEES exam: 97% success rate Writing competency on the grade 6 ELA MEES exam: 97% success rate Overall competency on the grade 6 FSL board-wide mandated exam (Programme de Base):

Reading: 97%

Writing: 95%

Interaction: 97% Writing competency on the grade 6 FSL board-wide mandated exam: 95% Solving a Situational Problem- Competency 1 on the grade 6 Mathematics MEES exam: 85% Mathematical Reasoning- Competency 2 on the grade 6 Mathematics MEES exam: 77% success rate (gap 4% between genders)

Enrolment The current enrolment at PETES is as follows:

Kindergarten Cycle 1 Cycle 2 Cycle 3 Daycare Services

58 (2 pre-Kindergarten)=60 122 107 103 137

Based upon the extrapolation of pre-existing enrolment trends, the estimated size of the student body for the next three years is projected as follows:

2019-2020 2020-2021 2021-2022

390 399 402

According to registration records, the first language (m9other tongue) of students. The first language (mother tongue) of students (392):

English French OTHER

41% 53% 6%

Enrollment statistics Enrollment is currently three hundred and ninety-three students of multiple ethnic origins. English is identified as the primary language spoken at home for 41% of our students.

Indoor facilities: At PETES, our indoor facilities Include a cafeteria, with catering services. The menu of food items offered reflects the MEESR Nutrition Policy. In addition, we have one gymnasium, and an enclosed library. We have a sensory room and one resource center. A MEESR Daycare service is offered before and after school. Characteristics related to student success PETES prides itself on being a learning community in which academic excellence, and strong social values are the basis for becoming lifelong learners. All students are integrated into the regular classroom setting. We strive to keep up with implementation of new educational programs and the continuity of these programs from year to year. Students with an individualized education plan: 35/392-9%

Female: 5% 9 IEPS/181

Male:12.3% 26 IEPS/211 Students with an individualized intersectoral service plan:

Percentage of students with handicaps, social maladjustments or learning difficulties: 14 / 392 ---3.5%

Female: 1.1% (2/181)

Male: 5.7% (12/211)

Parameters Section

Commented [QM1]: More details needed here which

address the bullet points on page 19 of the MEES guide.

Commented [QM2]: More details needed here which

address the bullet points on page 19 of the MEES guide.

http://ursa.swlauriersb.qc.ca/ReportServer_LUMIX?%2FLumixWeb%2FGrics_TB_IntimidationRapportValidation.en-CA&val_FilAriane=0&val_AfficherParametres=2&prm_Temps_AnneeScolaire=%5BTemps%5D.%5BAnn%C3%A9e%20scolaire%5D.%26%5B2018-2019%5D&prm_Ecole_EcoleCodeEtNom=%5B%C3%89cole%5D.%5B%C3%89cole%20-%20code%20et%20nom%5D.%26%5B177%20-%20Pierre%20Elliott%20Trudeau%20Elementary%5D&prm_Evenement_NatureActe=%5B%C3%89v%C3%A9nement%5D.%5BNature%20acte%5D.%26%5BIntimidation%5D&prm_Evenement_NatureActe=%5B%C3%89v%C3%A9nement%5D.%5BNature%20acte%5D.%26%5BViolence%5D&prm_Evenement_NatureDeclaree=%5B%C3%89v%C3%A9nement%5D.%5BNature%20d%C3%A9clar%C3%A9e%5D.%26%5BNon%20d%C3%A9fini%5D&prm_Evenement_Suivi=%5B%C3%89v%C3%A9nement%5D.%5BSuivi%5D.%26%5BEn%20%C3%A9valuation%5D&prm_Evenement_Suivi=%5B%C3%89v%C3%A9nement%5D.%5BSuivi%5D.%26%5BNon%20fond%C3%A9%5D&prm_Evenement_Suivi=%5B%C3%89v%C3%A9nement%5D.%5BSuivi%5D.%26%5BSignalement%5D&prm_Evenement_Suivi=%5B%C3%89v%C3%A9nement%5D.%5BSuivi%5D.%26%5BTermin%C3%A9%5D&val_Regr=1&rs%3AParameterLanguage=

School Year : 2018-2019 School : 177 - Pierre Elliott Trudeau Elementary

Nature of the Act : All Type declared : All

Event Tracking : All

No. of No. of Interaction

Type declared / Nature of the Act / School Events Interventions Student-Student Student-Authorized Personnel

Student-Other Not defined Complaint to Ombudsman

Not defined 139 71 51 14 0 74 0

Bullying 9 12 7 1 0 1 0

177 - Pierre Elliott Trudeau Elementary 9 12 7 1 1

Violence 130 59 44 13 0 73 0

177 - Pierre Elliott Trudeau Elementary 130 59 44 13 73

OurSchool Survey

Number of instances of bullying or violence per year: 9 situations/130 incidents respectively (see chart)

Rate of student absenteeism: 25 absences (late/partial days/early dismissals included)

Number of classroom expulsions per year: 0 Motivation Characteristics: An insight into the level of student motivation and engagement in school life is demonstrated by the fact that 80% of students are involved in extracurricular activities. Further insights can be obtained from the OurSchool Survey, which provides information on student effort and students’ perception of schooling.

Effort Students who try hard to succeed in their learning. 95% of students in this school tried hard to succeed; the Canadian norm for these grades is 91%. 99% of the girls and 92% of the boys in this school tried hard to succeed. The Canadian norm for girls is 93% and for boys is 89%.

Students that value schooling outcomes 98% of students in this school valued school outcomes; the Canadian norm for these grades is 96%. 99% of the girls and 97% of the boys in this school valued school outcomes. The Canadian norm for girls is 97% and for boys is 95%.

Staff Characteristics Subject areas are taught in French and English, the subject time allocation being approximately kdg- 6% of French and cycle 1 –cycle 3 22% French. The teaching staff is largely bilingual, and the majority is female. We presently have 24 full-time permanent and part-time teachers employed at our school, where 66 percent of the teaching staff has 10 or more years of teaching experience. The professionals encompass 1 psychologist, 1 speech and language therapist, 1 occupational therapist, 1 spiritual animator who are shared personnel with other schools from SWLSB. The non-teaching professionals supporting our students are 1 school secretary and 1/2 time. ½ time school librarian. 1 full and 1 part time special education technician, 3 full-time attendants, 4 part-time attendants. Our daycare employs 5 educators and one technician. We have 1 full time and 1 part-time maintenance workers. The level of staff involvement through extra-curricular activities/projects is over 58%. The Principal provides a distributive leadership style, providing opportunities for staff to take on lead roles with special projects in line with our school’s vision. Our school provides varied lunch programs, organized by staff and external companies, during lunch and after-school. The focus of these programs support health/ physical fitness, social/emotional wellness and environmental awareness.

Every classroom is provided with a smartboard. Teachers have all received training in the area of integrated technology. Laptops and iPads are accessible for all students within the classroom through 3 sets of PC and Chromebook computers accessible to students. Ipads are available for the younger grades. Teachers are presently receiving further training in robotics, coding. Our school will work in partnership within the coming year as the elementary Makerspace flagship school promoting integrating technology with all facets of learning from K-grade 6. There is constant information going out to all stakeholders via: emails, Facebook and Remind App which allows the relationship to continue flourishing. PPO and Grad committee meet monthly and help the students and staff for different projects. Local Programs / Specialized Settings / School Orientations Subject areas are taught in French and English, the subject time allocation being 80% English/20% French.

PROGRAMS:

Daily 5 Reading Program

Reading Buddies Program

Literary Place – Guided Reading

Collections Series (reading & writing)

Jolly Phonics, Touch Math

IXL, Raz kids, reading A-Z, writing A-Z

YOGA

Study Skills – Homework Assistance Program

Wellness – Oriented School Programs

Co-operation and Play

Rosetta Stone Program

Mesure D'Accueil

Positive Behaviour Program

Reading Week-DEAR

Literacy Program

Mindfulness

Restorative Practices

Universal Design in Learning

Flex Seating

Brain Breaks

Coding

STEAM (Science/Technology/Engineering/Arts/Mathematics)

Bouge en Cube/On the Move/Energy Cube/ RSEQ sports participation

School conditions: PETES aspires to be a safe environment. We promote respectful interactions among our students on a regular basis. Our Anti-bullying and Anti-violence (ABAV) policy is firmly in place. A discipline policy is approved each year by staff and Governing Board; this document is available to all parents on our website and the student agenda (Restorative Practices is in the agenda) . A program for rewarding positive behaviors by month are always available and being reinforced.

Challenges:

Literacy in all subject areas is a major focus throughout the curriculum. Promoting physical health and social and emotional well-being is recognized as a precursor to personal success.

Policy Orientations:

The staff at PETES is committed to pursuing our goal for academic success for all our students within a healthy, safe and caring environment.

Teachers have participated in professional development opportunities for Daily 5, Response to Intervention, Restorative Practices, Mindfulness, CPI Certification, UDL,

DRA training, coding through LEARN QC, STEAM, use of technology within the classroom, student-teacher training, and coaching through the Danielson framework.

Professional Development opportunities are provided for all staff to implement new programs.

The school-wide Behavior Intervention Plan emphasizes positive behaviors. Discipline issues are addressed primarily through restorative practices.

Bus behavior policies are aligned with the SWLSB Transportation Department.

Clear and realistic evaluation procedures are in place to ensure consistency throughout the school and that students are aware of expectations.

Cycle teams meet regularly over the year to establish themes and curriculum, as consistency is key.

At-Risk students are identified by teachers. Assessments and review is followed up by our IDT and School-Level Special Needs Committees.

Challenge – Success for all students

Policy Orientation – Improve numeracy skills

OBJECTIVES

the composition component of the Elementary 6 (Cycle 3, Year 2) language of instruction ministerial examination in the public system.2030, increase to 90% the success rate on the composition component of the

PETES Elementary School – 2017-2018 Results

Mathematics Results

All students Students With IEP Students Without IEP GAP

Subject Code

Average Success Rate

Number of results


Number of results


Number of results

MAT610-Grade 6

78.79 97.44% 39 74.33 100.00% 3 79.17 97.22% 36

MAT410- Grade 4

74.96 92.00% 50 68.63 75.00% 8 76.17 95.24% 42 20.24

MAT210- Grade 2

82.40 96.23% 53 58.00 33.33% 3 83.86 100.00% 50 66.6

Source: Lumix Report; Excel Kit GPI; Detailed Subject Analysis retrieved March 20, 2019

PETES Elementary School – 2017-2018 Results

Mathematics Results

All students Girls Boys GAP

Subject Code


Number of results


Number of results


Number of results

MAT610- Grade 6

78.79 97.44% 39 79.40 100.00% 20 78.16 94.74% 19 5.26

Source: Lumix Report; Excel Kit GPI; Detailed Subject Analysis retrieved March 20, 2019

C2 Exam result by Gender

Results

5 4 3 2 1 Total # Total %

Gender # % # % # % # % # %

Male 5 26% 5 26% 5 26% 3 16% 1 5% 19 100%

Female 5 25% 5 25% 5 25% 4 20% 1 5% 20 100%

79%

75%

Subject 522610

DescriptionSummary Questions + Booklet (C2)

% of StudentsResults

Gender Male Female

5 26% 25%

4 26% 25%

3 26% 25%

2 16% 20%

1 5% 5%

Male Success rate

Female Success rate

26% 26% 26%

16%

5%

25% 25% 25%

20%

5%

0%

5%

10%

15%

20%

25%

30%

5 4 3 2 1

Male Female

SCHOOL ORIENTATION:

MEES OBJECTIVE 1

SWLSB OBJECTIVE 1

SCHOOL OBJECTIVES TARGET INDICATORS MONITORING

By 2030, reduce to the gap in success rates between various groups of students by 50%

By 2022, reduce the success gap between boys and girls from 8.7% to 6.2%

To maintain gender equity in academic performance related to Math instruction

≤5% Grade MEES math exam

Principal Teacher PLC

By 2022, reduce the success gap between students with an IEP and students without an IEP from 31.4% to 25.4%

Reduce the difference between the pass rate for students with IEP vs students without IEP at the end of each cycle in the mathematic course

2022- 3% gap in students with and without IEPS in Grade 6 math - reduce by 50% gap in students with and without IEPS in

Pass rate for students with IEP at the end of cycle in math. Pass rate of students without IEP at the end of each cycle in math.


Grade 4 math - reduce 50% gap in students with and without IEPS in Grade 2 math

By 2022, reduce the success gap between students who start secondary school in a millieu défavorisé and those that don’t from 12.6% to 10.2%

SCHOOL ORIENTATION:

MEES OBJECTIVE 4

SWLSB OBJECTIVE 4


By 2030, increase to 90% the success rate on the composition component of the Elementary 6 (Cycle 3, Year 2) language of instruction ministerial examination in the public system.

By 2022, increase the Grade 6 English Language Arts Reading Competency from 90.1% to 92.5%

By 2022, maintain the Grade 6 English Language Arts Reading Competency at 97%.

97%

MEES Grade 6 ELA end-of-year Assessment

Principal

By 2022, increase the success rate in competency 2 on the Grade 6 MEES Math exam

By 2022, maintain the Grade 6 English Language Arts Writing Competency at 95%.

95%

MEES Grade 6 ELA end-of-year Assessment

Principal

By 2022, increase the Grade 6 Français Langue Seconde, programme de base,

To maintain the Grade 6 Français Langue Seconde, programme de base, in the reading and writing compentencies.

95%

SWLSB Grade 6 FSL end-of-year Assessment


Reading Competency from 94% to 95%

By 2022, increase the Grade 6 Français Langue Seconde, programme de base, Interaction Competency from 94% to 95%

SCHOOL ORIENTATION:

MEES ORIENTATION 2

SWLSB ORIENTATION 2


Elementary school students will engage in physical activity (60 minutes a day for elementary school students)

Elementary school students will engage in physical activity (60 minutes a day for elementary school students)

Increase the minutes of free play outdoors in the am/pm hours.

Provide increased morning recess of 15 minutes

Provide 3 times a week an extra 45 minutes of outdoor play through daycare

Provide opportunities in class for movement breaks (ex: go noodle, brain breaks)

60 minutes of vigorous physical activity per day

Timetable this into their schedule Increase focus in class. Decrease of physical aggression. Increase in motivation and self-regulation

All staff will promote active involvement in supporting these school initiatives on a daily basis. Administration will ensure that staff and students are provided with support to promote physical activity through organized workshops/school trips/in-school programs throughout the year.

SCHOOL ORIENTATION:

SWLSB ORIENTATION 1


Retaining and supporting high-quality and effective school and board teams to improve the learning experience and success of learners

Providing numerous and various opportunities for pedagogical training for all staff, driven by staff interest. Continue to provide Danielson coaching for teachers.

Minimum of 2 PD opportunities, per year, for all staff.

Performance on the Danielson Framework Demonstrated through high quality and effective teaching practices and learning experiences for all staff and students respectively. Success rates will be directly and positively impacted.

Administrator’s record keeping of Teacher Performance Appraisal process

SCHOOL ORIENTATION:

SWLSB ORIENTATION 2


Developing and implementing curriculum, programs and educational initiatives that provide authentic learning experiences and promote student engagement

Provide ongoing teacher training for mindfulness activities and Restorative Practices

To participate in the Defi Pierre Lavoie and provide school-wide opportunities through Bouge en Cube/On the Move

Reduced levels of stress and anxiety Increase sense of student safety and well-being

A decrease in reported incidents in ISM OurSchool yearly results

The school administrator(s) will meet with the Safe School ABAV team and SWLSB Consultants/Professionals/CSSSL liaison..

The administration will apply the school ABAV plan for incidents of bullying.

CONSULTATIONS

Teachers: DATE(s) SAMPLE: November 4th, 2018; January 4th, 2019

Other staff members DATE(s)

Students: DATE(s)

Parents: DATE(s)

Governing Board: DATE(s)

Community Partners: DATE(s)

Governing Board ADOPTION

G.B. RESOLUTION NUMBER Motioned by ___________________________ and Seconded by _______________________ to adopt the 2019-2022 Educational

Project as presented.

CHAIR PRINCIPAL

pierre elliott trudeau elementary school

Documents