Annual Report - Lester B. Pearson School Board

Transcription

ANNUAL REPORT
2006-2007
Education for the Imagination
1925 Brookdale Ave.
Dorval, Quebec
H9P 2Y7
Statement
Vision
We, the members of the Lester B. Pearson School Board community
comprising students, parents, teachers, professionals, support
staff, administrators and commissioners, value:
• A respect for self, for each other, for our diversity and
for our environment.
• Striving for excellence by maximizing the potential
of each individual and by promoting a commitment
to lifelong learning.
• The fostering of responsible citizenship, cooperation
and a strong sense of community.
• The importance of a caring, nurturing and safe
environment that is responsive to the needs of all.
• An atmosphere of openness, honesty, integrity and
accountability.
(Adopted by Resolution 99-03-27, March 22, 1999.)
Table of Contents
QUILT MADE BY STUDENTS FOR THE
WORLD HARMONY RUN 2007
Peaceful Schools International Program
Chairman................................................
Director General....................................
Council of Commissioners....................
Strategic Plan 2006-2009......................
Administration Team.............................
The Sectors.............................................
Community Services..............................
Equipment Services...............................
Financial Services..................................
Human Resources..................................
Information Systems.............................
Legal Services........................................
Secretariat..............................................
Support to New Administrators...........
Sectors 1, 2, 3 (Elementary)..................
Sector 4 (Secondary).............................
Sector 5 (Adult & Vocational Training).
Educational Services.............................
Student Services....................................
International Studies Program.............
Code of Ethics........................................
Financial Position..................................
Elementary Schools...............................
Secondary Schools................................
Adult Education & Vocational Centres.
Enrollment Data....................................
Staff Recognition...................................
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Message from the
Chairman of the Council of Commissioners
It is with pleasure that I am introducing the Annual Report for 2006 – 2007 on behalf of the Council of
Commissioners.
There is seldom, if ever, a static period in the field of public education. The past year witnessed on-going
pedagogical change with the continued implementation of Quebec’s “Educational Reform” while, at the
same time, it provided increased stability of the network of schools resulting from the Major School
Change process initiated in 2005-2006.
Within the confines of the balanced budget that has been maintained since the Board’s inception,
emphasis was given to maintaining services to our youth and adult clientele and to providing a quality
working and learning environment for staff and students.
Marcus Tabachnick
Chairman
This is the final annual report from this current group of elected Commissioners. The past four years were
filled with difficult decisions and significant change. During the next term, the new Council will have a
full plate as the time has come to review programs and the delivery of services. New and innovative
ways to increase enrolment and revenue will also be on the ‘to do’ list. On a wider scale, the next four
years will also see a review of the relationship of the school board with its communities, municipalities,
and the provincial government.
The Lester B Pearson School Board, along with the Quebec English School Boards Association, has
undertaken efforts to highlight and to emphasize the importance of the November 2007 school board
election. It is that group of newly elected representatives who will be charged with those important
deliberations.
The accomplishments of our students and staff are included in other sections of this Annual Report. I
wish to extend to my fellow commissioners and to staff, students, parents and community partners my
deep thanks for your ongoing support and efforts.
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Message from the
Director General of the Lester B. Pearson School Board
I am pleased to report that the 2006 – 2007 school year has proven to be another successful one thanks
to the combined strength of the staff members of the Board, of the Council of Commissioners and of the
community they serve. Their efforts and commitment continue to provide a remarkable energy and a
very dynamic organization.
Emphasis was placed once again on providing services to students through the leadership strength
of our personnel at all levels and their consistent focus on the needs of learners. The implementation
of the changes created by the Major School Change process was completed, bringing relative stability
to our network of schools and making more effective use of our physical and human resources. New
initiatives were authorized, creating the Pearson Electrotechnology Centre, to open in December, and
the International Language Centre that is now in operation. We were delighted to become part of the
Community School Network with the inclusion of Riverdale High School as a Community Learning
Centre. Expansion of the Westwood High School – Junior Campus was completed and permission was
received to undertake the required modifications to the Senior Campus facility. Major efforts were
undertaken and are on-going to upgrade our infrastructure to provide the best possible learning and
working environments.
Robert T. Mills
Director General
The Board’s Strategic Plan was reviewed and updated to provide guidance and evaluation guidelines for
the years 2006 – 2009.
My appreciation is extended to all partners in the Lester B. Pearson School Board.
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Council of
Commissioners
Douglas Flook
Ward 1
Sergio Borja
Ward 2
Ruben Fazio
Ward 3
Frank di Bello
Ward 4
Patrick Whitham
Ward 5
Barbara Freeston
Ward 6
Rosemary Murphy
Ward 7
Howard Solomon
Ward 8
Allan Levine
Ward 9
John Killingbeck
Ward 10
Marcus Tabachnick
Ward 11
Sylvia Di Donato
Ward 12
Martin Sherman
Ward 13
Joe Zemanovich
Ward 14
Ralph Tietjen
Ward 15
Eric Bender
Ward 16
Louisa Bulgarelli- Vero
Ward 17
Donald Rae
Ward 18
Susan Bartlett-Lewis
Ward 19
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Angela Nolet
Ward 20
Armando Jardim
Ward 21
Craig Berger
Parent Commissioner
Sue Williams-Rae
Parent Commissioner
Strategic Plan
2006-2009
Strategic Direction One: Students
Increase student success by actively engaging ALL students in their own learning. Students will be engaged through the
implementation of the Quebec Education Program (QEP) and effective instructional strategies which address the needs
of ALL students irrespective of their ability or learning style. Student engagement will be supported in a positive learning
environment.
Strategic Direction Two: Staff and Organizational Development
Promote a high level of knowledge and efficiency in all Board staff and ensure that this direction is included in the school
board’s organizational development and in the individual career objectives of each employee.
Strategic Direction Three: Infrastructure
Increase student success by implementing and monitoring a long-range plan to ensure safe, healthy, functional, pleasant
learning and working environments.
Strategic Direction Four: Community Relations
Increase student success by effectively communicating the Lester B. Pearson vision, mission, policies and procedures, so that
our internal stakeholders (students, staff, parents), by their actions, will demonstrate their understanding of these values
and beliefs.
Enriching classroom learning through the development of community partnerships.
Developing and promoting student and staff dialogue and exchanges within the local, national and international
communities.
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Administration
Team
Directorate
Robert T. Mills
Director General
Lucie La Ferrière
Assistant Director General
Viviane Croubalian
Assistant Director General
Jim Hendry
Communications Officer
Diane Krajcar
Administrative Assistant
Jim MacKinnon
Support to Administrators
Lois Maeder-Alves
Internal Auditor
Ken Elliott
Director
Nelly Perez
Assistant Director
Anne Tetro
Manager Food Services
Equipment Services
Gloria Keenan
Director, Sector 5
Richard Cormier
Maintenance Manager
Bruno Côté
Director
Tony Cicchino
Project Manager
Yvan Lachance
Project Manager
Mario Cardin
Project Manager
Jeff Wood
Caretaking Manager
Jacques Camiré
Building Technician
Pierre Duquette
Caretaking Supervisor
Robert Jones
Gilles Lanthier
Community Services
Financial Services
International Studies
Carol Mastantuono
Coordinator
Cindy Zhang
Manager
Adult & Vocational
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Educational Services
Patricia Deans
Director
Mario Barrette
Assistant Director
Suzan Boisvert
Admissions Manager
Johanne Levac
Daycare Manager
Carol Heffernan
Director
Claude Lallemand
Assistant Director
Francine Asselin
Finance Officer
Donna Marziliano
Purchasing Manager
Human Resources
John Brennan
Director
Steven Balleine
Assistant Director
Tom McKenzie
Assistant Director
Valerie Pelletier
Assistant Director
Carmen Vizzaro
Management Consultant
Rita Hague
Manager
Viviane Saucier
Analyst
Information Systems
François Dupuis
Director
Jacques Therrien
Asssistant Director
Allan Walsh
Manager Technical Support
Michael Papoulias
Manager Networks & Telephony
Legal & Archives Services
Rémi Poliquin
Legal Counsel
France Goyette
Legal Counsel
Sectors
ELEMENTARY
Charles Merilees
Director, Sector 1
Peter Amos
Maintenance Manager
Marilyn Miller
Director, Sector 2
Michael Robinson
Maintenance Manager
Lorna Varden
Director, Sector 3
Stephen Swailes
Maintenance Manager
SECONDARY
Carol Gray
Director, Sector 4
Nancy Hain
Assistant Director, Sector 4
Pierre Boudreau
Maintenance Manager
Secretariat
William Stockwell
Secretary General
Michèle Morin
Translation
Student Services
Cindy Finn
Director
Joanne Simoneau-Polenz
Assistant Director
The
Educational Sectors
Sector 1
Charles Merilees, Director
Sector 2
Marilyn Miller, Director
Sector 3
Lorna Varden, Director
Allion Elementary
Bishop Whelan Elementary
Children’s World Academy
Clearpoint Elementary
Dorval Elementary
St. Lawrence Junior Elementary
St. Lawrence Senior Elementary
Meadowbrook Elementary
Orchard Elementary
Riverview Elementary
Verdun Elementary
Beechwood Elementary
Greendale Elementary
Jubilee Elementary
Purcell Academy
Springdale Elementary
St. Anthony Elementary
Sunshine Academy
St. Charles Elementary
St. John Fisher Junior Elementary
St. John Fisher Senior Elementary
Terry Fox Elementary
Thorndale School
Westpark Elementary
Wilder Penfield Elementary
Beacon Hill Elementary
Christmas Park Elementary
Dorset Elementary
Edgewater Elementary
Evergreen Elementary
Forest Hill Junior Elementary
Forest Hill Senior Elementary
Margaret Manson Elementary
Mount Pleasant Elementary
Pierre Elliott Trudeau Elementary
Sherwood Forest Elementary
Soulanges Elementary
St. Edmund Elementary
St. Patrick Elementary
St. Paul Elementary
Sector 4
Carol Gray, Director
Sector 5
Gloria Keenan, Director
ADULT CENTRES
Angrignon Adult Centre
Pearson Adult and Career Centre
Place Cartier Adult Centre
VOCATIONAL TRAINING CENTRES
Gordon Robertson Career Centre
Pearson Adult and Career Centre
West Island Career Centre
Beaconsfield High
Beurling Academy
John Rennie High
Lakeside Academy
LaSalle Community Comprehensive High
Lindsay Place High
Macdonald High
Pierrefonds Comprehensive High
Riverdale High
St. Thomas High
Westwood High (Senior Campus)
Westwood High (Junior Campus)
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COMMUNITY
SERVICES
Community Services
oversees
a
number
of
portfolios that include:
Intercultural Advisory Committee
The Intercultural Advisory Committee is
composed of a commissioner, parents,
board and school administrators, teachers, a
consultant, a spiritual animator, students and a
community representative. The mandate of this
committee is to help schools and centres raise
awareness of our rich intercultural composition
by recommending ways of integrating
intercultural and global education into school
curricula and into day-to-day life in our schools
and centres.
A Vernissage and Evening of Entertainment
In 2006-2007 we were fortunate to receive
funding from the Comité de gestion de la
taxe scolaire de l’Ile de Montréal. With these
resources, our schools and centres were able
to embark on a number of projects involving
an exploration of Québec Native culture and
spirituality. The culmination of this work was a
vernissage and an evening of song, drumming,
stories and dance held in celebration of the
First Nations. Hosted at PACC (Pearson Adult &
Career Centre), the evening included a display
of projects from PACC, Place Cartier, Lakeside
Academy, LaSalle Community Comprehensive,
Westwood Jr., Beaconsfield, John Rennie, Allion,
Children’s World Academy, Orchard, Beacon Hill
and Sunshine Academy. Entertainment included
our Lakeside Academy Drummers, as well as
singers, dancers, drummers and storytellers
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from the Mohawk, Cree, Innu, Iroquois, Mi’kmaq
and Inuit Nations. We then distributed DVDs to
all schools and centres, which held video and
a slideshow of our students working on their
projects, the vernissage and the evening of
entertainment.
LBPSB Students and
Peaceful Schools International
A second initiative sponsored by the
Intercultural Advisory Committee was our
involvement with the World Harmony Run.
Organized by Spiritual Animator Coordinator
Judy Grant, seven elementary and secondary
schools hosted the Montreal portion of the
cross-Canada route of runners for world
peace. Many of our schools also participated
in the Harmony Quilt project. Each school
received materials to design a section of the
quilt and contributed to the Peaceful Schools
International Sierra Leone Peace Center project.
The completed Harmony Quilt is on display at
head office. Hetty van Gurp of Peaceful Schools
International sent us a letter of appreciation for
LBPSB’s contribution of $400.00 toward the rebuilding of a school in Sierre Leone.
Community Liaison
Community Services is involved in developing
links with the immediate LBPSB community,
as well as with the greater community, which
involves business and organizations.
Governing Boards
As part of the board’s responsibility to provide
Governing Board training, Community Services
worked closely with members of the Central
Parents Committee (CPC) to offer four training
sessions to all members of our Governing
Boards. In order to simplify travel for our
participants, three of the four sessions were
located in east, central and western areas of
the Board. We were very pleased that parents
and principals jointly facilitated each of
these sessions. Approximately one hundred
governing board members participated. The
fourth session, facilitated by the CPC, involved
a meeting of Governing Board Chairs. Many
attended and the meeting provided a muchneeded opportunity for Chairs to discuss issues
and network with one another. In 2006-2007, a
link to Governing Board Resources and training
information was established on the Board’s
website. Congratulations to the members of
CPC for their involvement and incredible effort
in making sure all information is current and
user-friendly.
Bridging the Gap
Bridging the Gap is a committee of head office
employees that helps welcome new employees
to the office, organizes the yearly welcome to
all new support staff and professionals across
the system, develops the new employee
information kit, and provides volunteers to
schools and centres for “I Love to Read” week.
Community Services is very involved with
Bridging the Gap, and as an extension to
the above activities, spearheads the Adopt
COMMUNITY
SERVICES (continued)
a School-Reading Buddy Program. For the
past five years, Community Services has been
paired with students from Verdun Elementary
in a reading buddy program. Each Friday two
staff members go to the school and meet with
their reading buddies for a one-on-one hour of
reading. Volunteers from other departments
also connect with students at Purcell Academy,
Beacon Hill and Orchard Elementary. We are
not sure who loves the reading time the most,
the kids or us!
The LBPSB Softball Team is Alive and Well
St. Patrick’s Day Parade
Extending out into the greater community,
Community Services was involved in meeting
with representatives from other school boards,
hospitals and social service agencies to help
provide resources and support to our teachers
and students. The Coalition provides a rich
forum for networking with hospital personnel
and people from both the private and public
sector. This year the Coalition sponsored a
pre-conference workshop entitled Relational
Aggression in the Spotlight as part of QPAT
pre-conference sessions. Facilitators were Deb
Kellman and Mona Segal from the Sir Wilfrid
Laurier School Board.
In order to continue encouraging a feeling of
family within our Board, we participated in the
St. Patrick’s Day parade, bringing a float, band
and marching contingent. Our newly designed
float, the brainchild of Stephen Swailes and
built by Laurent Beaulieu and Paul Demers,
exceeded all expectations. The Pierrefonds
Comprehensive High School Jazz Band, lead by
Liliane Cianci, braved the cold and played their
hearts out. For a second year in a row, Vincent
Mazzei of TRANSPLUS donated the flat bed on
which our float was constructed. Thanks also
to Michel Verreault for driving the LBPSB van
and helping to assemble the float at our parade
site. Finally a huge “thank you” to Sue Tuff and
her gang from Macdonald High School, Frank
Litschauer from PCHS, all the Commissioners,
employees, parents and students who were
part of the parade and who came out to cheer
LBPSB on. It was a fun day and well worth the
effort as LBPSB, for a second year, won the Pat’s
Menswear Trophy for the best high school
entry. Congratulations to all!
To encourage a sense of family between head
office employees, a softball team was founded
two years ago. Playing weekly at Windsor Park
in Dorval, the co-ed team not only has fun, it
also plays for kids. At the end of the season,
our team played in the 2007 media softball
marathon raising $500.00 for the Otis Grant and
Friends’ Foundation.
Coalition of Health, Education, Community and
Social Services
Daycare Services
The Lester B. Pearson School Board has 39
daycare facilities that serve more than 4,800
children daily. Through the use of our AVANTGARDE software, extensive training and
internal audit procedures, our daycares are
very well managed. In addition to this support,
daycare management met with Principals and
Daycare Technicians regularly throughout the
year. During these meetings, guidelines from
the Ministère de l’Éducation, du Loisir et du
Sport were reviewed, and common issues and
problems were discussed as a group.
Professional Development
Professional development activities are a top
priority for Daycare Services. In February,
more than 85 lunchtime student supervisors
attended the following two-hour workshops:
Putting Bullying out of Business, presented by
DM Family and School Services, and Peaceful
Schools – presented by Judy Grant. In March,
200 daycare educators and technicians
participated in the workshops on Internet
Safety Awareness and Cyberbullying, presented
by Bob Steele, Computer Consultant; Games
& Activities for Daycares, presented by Sunny
Acres Day Camp and Putting Bullying out of
Business, presented by DM Family and School
Services. In addition, Brault et Bouthillier,
a school and daycare supplier, invited our
educators and technicians to two day long “red
carpet events” in November and May. Forty
employees took part in learning new craft ideas
and games during these sessions.
Collaboration with Vanier College
In 2002, Lester B. Pearson collaborated
with Vanier to help support staff who were
interested in attaining an Attestation in Early
Childhood without traveling to the Vanier
campus. Vanier agreed to offer the program at
Lakeside Academy, thus decreasing travel time
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COMMUNITY
for our employees. The partnership is in its 5th
year. In December 2008, we anticipate that 15
of our employees will obtain this Attestation.
Daycare Week
In May, Lester B. Pearson celebrated its seventh
Annual Daycare Week. In keeping with the
theme, “Un pas de plus, pour toi…” or “Keeping
you a step ahead…”, all daycare students
contributed paper cut-outs of their footprints
and a decorated schoolhouse representing their
school to a display that covered the walls of the
boardroom. On May 29th, we invited daycare
staffs and various material and equipment
suppliers to view the boardroom.
This
celebration provided an excellent opportunity
not only for suppliers to showcase new daycare
products, but also for the various staffs to
dialogue with one another. As a small thank
you for the continuous effort to provide a safe
and healthy environment for all our children,
we presented all daycare staff with a flower, pin
and thank you letter.
Professional Improvement
In addition to the funding provided for
numerous
professional
improvement
workshops for teachers, organized by our
Educational Services Department and the
New Teacher Network, this year the Board set
aside over $396,000 for teacher professional
development.
Decentralized Professional Improvement
From this amount, 62% was decentralized
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to schools and centres for local initiatives.
All schools and centres in the Lester B.
Pearson School Board are expected to
establish a local Professional Improvement
Committee to oversee the establishment of
local professional improvement priorities,
to make recommendations for professional
improvement activities and to fund teachers
who participate.
Central Professional Improvement
The remaining 38% of the funds were
distributed by the Central Professional
Improvement Committee (CPIC) to teachers
taking credit courses, attending major
conferences, participating in school networks
and for non-credit language and computers
courses. Adult Education offered many noncredit courses. In addition, the CPIC allocated
$25,000 toward new teacher training.
The Pupil Place Needs Committee
Part of the mandate of the Pupil Place Needs
(PPN) Committee is to review Board policies
and procedures related to daycare, registration/
admissions, food services and transportation
matters, and to make recommendations to the
Council of Commissioners.
Policy Development
2006-2007 was extremely busy for PPN in the
area of policy development and consultation.
The Policy on Enrollment Criteria is consulted
on annually. This consultation provides our
stakeholders with an opportunity to give
feedback on the criteria used to enroll students
when schools reach maximum capacity. The
Enrollment Criteria, passed by Council in
December 2006, provided the procedures to
be used during registration for the 2007-2008
school year. The Food and Nutrition Policy,
passed by Council in February 2007, responds
to the major youth health concerns identified
by the World Health Organization: obesity,
heart disease and type II diabetes. The PPN
developed The Food and Nutrition Policy by
networking with other school boards from
across Canada and incorporating the new
Canada Food Guide. Our registered dieticians’
extensive research proved to be invaluable, as
was consultation with the public. The Policy
on Major School Change was re-written to
incorporate changes in the Education Act.
After consultation, Council passed the Policy on
Major School Change in September 2007.
Marketing
The PPN discussed marketing strategies at each
of our monthly meetings, as part of the overall
discussion on admissions and registration.
As part of the Board’s marketing strategy,
Community Services created a Kindergarten
information brochure that we then distributed
to over 100 centres de la petite enfance (CPE) in
our area. We also coordinated and were present
at the LBPSB booths at education fairs at the
Holiday Inn Montreal-Midtown and the Holiday
Inn Pointe Claire and information kiosks at the
Agrignon and Fairview shopping malls.
COMMUNITY
Student Registration and Admission
The Admissions Office processes close to 3,000
eligibility applications annually, a task that
involves complex paperwork and verification of
documentation, as well as extensive follow-up
with the Ministry for final approval.
Employee Training
During the 2006-2007 school year, workshops
were held for school personnel responsible
for registration. Emphasis was placed on the
accuracy of records so that as a system we are
better able to determine student demographics,
vital in our planning process.
The Lester B. Pearson School Board Map
The Lester B. Pearson School Board Map went
through its annual update, and we once again
distributed it to the entire Lester B. Pearson
community, visiting families, relocation offices,
real estate offices, etc.
QESBA and MELS
2006-2007 could be characterized as a year of
on-going discussions between representatives
of the Ministère de l’Éducation, du Loisir et du
Sport (MELS) and the Quebec English School
Boards Association (QESBA) regarding the
interpretation of the March 2005 Supreme
Court ruling on Bill 101 and the on-going
court challenges to Bill 104. Once again, the
Admissions Office was asked to represent the
English school boards at these meetings.
Transportation
During the 2006-2007 school year, the Lester
B. Pearson School Board transported nearly
15,000 students (more than half of the total
student population) to 41 elementary and
12 secondary schools, 5 alternative learning
centres and to 16 other centres and institutions
in the Greater Montreal area. In addition, 1200
students were offered seats and transported as
part of the Courtesy-Accommodation Bussing
Program. In designated areas, parents of high
school students using the STM public transport
system continued to receive annual allocations
to help offset the cost of purchasing the
monthly student bus pass.
New Zoning
In its ninth year of operation, the Lester
B.
Pearson School Board transportation
network performed admirably; offering ontime, quality services to students and parents.
Newly established transportation zones for
our secondary students represented a more
equitable distribution of our transportation
allocations. As a result, all secondary schools
can now claim to have a comprehensive
transportation delivery system meeting the
needs of their growing student population.
Contracts
Operating with a budget in excess of
$11,000,000 dollars, the Lester B. Pearson
School Board fleet traveled more than 20,000
km daily, over a 1060 square kilometer territory.
This school year also marked the end of Lester
B. Pearson’s three-year contract with its carriers,
which consisted of supervising the operation of
204 vehicles of various types: Berline-type vans,
minibuses adapted with hydraulic ramps for
wheelchairs, mini buses, large buses adapted
with wheelchair ramps, and regular large buses.
The Transportation Department also negotiated
a new five-year service contract ending in June
2012 with 13 local carriers.
Passenger Safety
The safety of passengers remained at the
forefront of our concerns and attention. With
the help of the Transco Bus Line (a division of
Laidlaw’s Passenger Group), our ninth annual
comprehensive safety course was provided to
all Kindergarten students in their own classroom
with some enjoying their “first” bus ride. The
main emphasis of this course was safety while
waiting, boarding and disembarking from the
school bus.
The 2006 Provincial Safety Campaign
During the 2006 Provincial Safety Campaign
various media outlets (television, radio and
printed media) were invited by the Board to
promote the need to be ever vigilant both
as riders and as motorists when near school
buses. Through efforts promoting prevention,
awareness and knowledge, we are happy
and grateful to report that no one, from our
“walkers”, to our bussers, to the population
at large was seriously injured because of our
school bus operation. This is no small feat, and
something we can all be proud of, considering
that nearly 3 million student/trips are made
each year to our schools!
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EQUIPMENT
SERVICES
The Equipment Services Department is
composed of a significant number of qualified
employees in many different areas of specialty,
be it engineering, architecture, maintenance,
various construction trades and caretaking. We
are dedicated to improving the learning and
working environments of the students and staff
of the Lester B. Pearson School Board.
Our mandate consists of managing construction
projects as well as performing a multitude
of day-to-day tasks. These operational tasks
include fire and security systems maintenance,
heating and air conditioning maintenance,
cleaning of ventilation systems, energy
management, waste disposal, snow removal,
grass cutting and delivery of mail and goods to
schools, just to name a few.
The expansion of Westwood Jr. High School
will allow us to add 270 pupil places for Cycle 1
secondary school students. This project is the
second of three projects to add pupil places offisland. The new elementary school in St-Lazare
was opened in September 2006. The expansion
of Westwood Sr. High School is planned for
summer 2009.
The Major School Change Renovation Program
was a success. Work was completed in all
schools in time for back to school in September.
Major projects included renovations at
Sherwood Forest (completed in January),
LaSalle Community Comprehensive (phase 1),
Clearpoint and Bishop Whelan.
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Still to come in this program are phase 2
renovations at LCCHS and completion of the
Alternative Centre at 5000 Rene Huguet in
Lachine.
We are in the process of renovating our science
labs in order to accommodate the requirements
of the education reform. Science Labs for Cycle 1
have been completed. The planning for the lab
renovations for Cycle 2, a $2M project, is being
planned for summer 2007.
We also undertook the planning and
construction of major programs for 2007-2008 .
Including the following:
Centre, the opening of which is planned for
September 2007.
Construction of the Pearson Electrotechnology
Centre, the opening of which is planned for
December 2007.
The improvement of the efficiency and
effectiveness
of our caretaking services
was again a priority for us this year. Our
caretaking staff is composed of almost 200
employees dedicated to providing a clean
and safe environment for our student and
staff population. The on-going purchase of
new caretaking equipment provides us the
opportunity to better serve our clientele.
Construction of new International Language
This year, our capital program included the following projects:
Westwood Jr expansion
Major School Change projects
Lab renovations for education reform
Re-roofing at various schools
Windows at various schools
Various capital projects (security, accessibility, HVAC)
Total project value
$ 3 500 000
$ 9 700 000
$ 600 000
$2 000 000
$ 1 000 000
$ 1 500 000
$ 18 300 000
FINANCIAL
SERVICES
The Financial Services department includes four
purchasing personnel and twelve members of
the accounting team. We provide a support
function to the students and employees of
the school board. Through efforts to increase
revenues and decrease expenses, financial
services enables additional funding to be
placed in the classroom.
The 2006-2007 school year saw the completion
of the Dofin Decentralise project whereby
all schools and centres have all of their
accounting entries integrated into the board
accounting software. Through this initiative,
school and centre personnel have an accurate
update to date picture of on site expenses and
revenues. The time required for producing
financial reports has been reduced while other
redundant tasks have been eliminated. This
enables resources previously used for clerical
duties to be redirected towards students.
Financial services is responsible for the school
board budgetary process and does a follow up
with schools and centres to ensure information
is flowing between the head office, the school/
centre and the community. Training is offered
to those requiring assistance. During the
2006-2007 school year three Financial Services
Technicians visited 46 schools and centres
to provide training and guidance to staff on
budgets and accounting. Workshops are
provided during the year to support staff and
principals. The Director of Finance presented
to the Central Parents Committee and visited
some school governing boards to explain
school board financing and school and centre
income statements.
Financial Services play an integral role in the
communication of financial data between MELS
and school and centres. In order to remain up
to date with changes to Ministry financing rules
and discuss common issues, Financial Services
is as an active member of three school board
finance committees; the Island of Montreal,
the Laurentians, Laval and Lanaudiere and
the Quebec English Language school boards.
Meetings with Ministry financial administrators
occur several times a year including a three
day conference to share improvements in
operations.
The Accounting and Purchasing team have
produced on line manuals to assist principals,
centre directors and support personnel with
their financial function.
Financial Services works closely with MELS
as at any given time three financial years are
discussed. The prior year is being reviewed
for any changes in grants, the current year is
being updated as new information is received
while the budget for the upcoming year is
being developed in order to remain financially
proactive.
12
Human
Resources
The Human Resources and Payroll Department
provides services to the more than 4000
employees that depend on our competency
and efficiency. We constantly seek ways of
improving and refining the delivery of service
to these employees.
During this past school year we negotiated
and signed local collective agreements with
the Pearson Teachers Union, the Independent
Association of Support Staff, and the NonTeaching Professionals. We will negotiate a new
local agreement with FTQ 800 in 2007/2008.
The provincial teachers’ collective agreement
enacted by the National Assembly on December
16, 2006 and signed in April 2006 established
a local school special needs committee as well
as a Central Parity Committee. Both of these
committees mandate administration and
teachers to work collaboratively in providing
support for students with special needs. This
is a significant change in the distribution of
resources for special needs students.
Communication
The Human Resources and Payroll Department
has worked tirelessly in establishing and
maintaining excellent working relationships
with all four unions. This has been a major
objective of the department. This enables us
to have an open dialogue with the unions and
settle issues in a constructive and respectful
manner.
13
School Administrators and Directors
The HR department worked closely again this
past year with school administrators in ensuring
that information was distributed to them in a
timely and efficient manner. Members of the
HR team attended Sector meetings on a regular
basis to provide information and answer
questions. We continue to work at improving
communication between our department and
all schools.
In January we held our annual selection
process for school administrative positions.
School boards throughout Quebec continue
to deal with a shortage of qualified candidates
for positions of increased responsibility.
New administrators are offered workshops
throughout the year on relevant and interesting
topics. The mentoring program enables new
administrators to establish common links with
other new administrators and greatly assists
them in dealing with difficult issues at the
school level.
Teacher Recruitment
In March we interviewed more than 180
graduating teachers. This annual event
features students from universities throughout
Quebec as well as outside the province. School
administrators interview these candidates and
assess their potential.
When interviewing the candidates, one of our
key questions centers on the reforms instituted
by MELS and ensuring that these individuals
have a solid knowledge of the reforms. Top
candidates are identified and these names
are distributed to all of our principals after we
have completed the priority lists. Our hiring
priority this past year was math, science, French
teachers at the secondary level, and French
Immersion teachers at the elementary level.
Our student teacher coordinator has developed
strong links with the University of Montreal
and UQAM. This has led to an increase in the
number of student teachers from these two
universities as well as an increase in hiring.
Administrative Support Staff
Upon the invitation of specific schools, the
HR department visited with support staff to
explain the pay system and other HR related
issues. The HR department also offered training
sessions for adult and vocational educational
support staff.
Maintenance Support Staff
The FTQ 800 signed their provincial agreement
in early 2007 and therefore no local negotiations
took place last year. The local negotiations
will begin in late 2007 and are expected to be
completed by June 2008.
Significant changes were introduced to the
scheduling for concierges for 2007/2008.
The ratio of concierges for each school was
reduced to bring the numbers more in line with
provincial averages.
Information
Systems
The Information Systems team , in alliance with
all schools, centres and corporate departments,
provides a variety of services responding to
information and technological demands. A
major component of the departmental energies
is placed on the maintenance of existing
systems. This recurring mandate is to oversee
support of all computer equipment within the
school board (over 5500 work stations) and to
manage a Wide Area Network that ensures data
and voice over IP services.
Information Services supervises all MELS
clientele declarations, September 30th
registration , exam transmittals and elementary
report cards production for the schools.
In the telecommunications area, IS is responsible
for Internet services, virus protection, firewall
security and web site filtering in accordance
with the board policy. IS manages and
maintains more than 200 phone lines and over
a 1000 telephone hand sets installed in schools
and centres.
IS/ESD Collaboration
Both ESD (Educational Sevices Department)
and IS departments have established regularly
scheduled meetings to coordinate IT services
rendered in the classroom and Professional
Development for teachers. The coordination of
efforts has simplified the process of choosing
technology directions which assists ESD in
the promotion and support of pedagogical
applications by their curriculum consultants.
One example of our combined efforts has
been the selection of a portal product. The
GRICS “Edu-groupe” Portal was retained as a
gateway solution to integrate pedagogical
and administrative services. A portal steering
committee has been created and is composed
of teachers, schools administrators, ESD and
IS representation. Teacher/classroom models
were developed with the aid of teachers from
Forest Hill Sr. for Cycle II and III students. These
models were showcased at the 2006 GRICS
annual conference.
Digital Learning Project DLP
Year 1 of 4 IS/ESD Collaboration
Use of technology to deliver the curriculum in
the classroom has for many years been typically
limited to 10% to 15% of of our teachers. This
modest use is due to either the lack of training,
or because technology is so fleeting and ever
changing it requires constant adjustment
in pedagogical approaches to integrate it
effectively.
After having studied a number of technology
initiatives we retained a variety of strategies to
construct our own comprehensive board wide
project to promote technology use by teachers.
A 4 year plan was put in place to support
teachers wishing to integrate technology in the
classroom. The initiative was named the Digital
Learning Project or DLP. Year 1 of the DLP is to
focus on the technology leaders in each school.
A minimum of 3 teachers per elementary
school and 5 per high school were selected
by the principals to be part of a local school
committee called the Ped/Tech committee. A
total of 181 teachers across the school board
were enrolled in the DLP. Each teacher was
equipped with a laptop, a digital projector and
in addition, each elementary school and adult
education centre received a SmartBoard 680
and each high school received 2 SmartBoards.
A key component to the DLP initiative is a wideranging training schedule established to train
the Ped/Tech members.
To date the feedback received has been
extremely positive. Many teachers have
witnessed a dramatic change in student
engagement once these new teaching tools are
introduced. The Ped/Tech teachers have been
encouraged to share their experience with
their colleagues. Portal communities have been
created to accelerate this type of exchange.
We look forward to year 2 of the DLP, and are
committed to providing ongoing workshops
and technical support . Additional Smartboards
and digital projectors are planned for purchase
in the 2007-2008 school year.
LBPSB Private Fiber Optic network
As part of the regular update process planned
at the end of every six year cycle, all major Fiber
Optic switching equipment has been updated.
The upgrade has quadrupled the network’s
data traffic capacity. The next major update is
scheduled for 2013.
14
Legal & Archival
Services
Objectives
The objectives of the department for the
2006-2007 school year were presented to the
Council of Commissioners at the beginning
of the school year. Five areas of action were
targeted: Emergency Preparedness Procedure,
Copyrights, Judicial Records, Tobacco Act and
Access to Information.
The implementation process of the Emergency
Preparedness Procedure was pursued at Head
Office where a committee met over the course
of the year. The Emergency Preparedness Plan
was presented to the Facilities Committee.
Security improvements were made to the
building and an intercom system was installed.
The guidelines for the Avian Flu were received
from MELS at the end of the school year and
a committee was created to prepare a plan
of action in case of an influenza pandemic.
The preparation of the plan will occur during
the 2007-2008 school year. In the interim,
information concerning the necessity to
emphasize appropriate hand washing and
hygiene was distributed to all schools, centres
and Head Office.
The LBPSB Copyright Guide was updated on the
school board website. The “Copibec” survey
that provides data on what payments to authors
are based was pursued in a number of schools.
Heightening awareness of this important topic
is an on-going process.
15
Following changes to the Education Act,
the Legal Department was mandated to
undertake the verification of judicial records of
all individuals who are in regular contact with
Lester B. Pearson School Board students. The
initial phase of implementation was to sign a
protocol between the school board and the
Service de Police de Montréal (SPM). Although
background screening was done through the
Legal Department prior to the modification
of the Education Act, as of September 1, 2006,
every new employee engaged by the school
board has had the judicial record verified by the
SPM. This process applied to volunteers as well.
This was carried out in collaboration with the
Human Resources Department.
In September 2006, new provisions of the
Tobacco Act came into force, implementing
more rigid measures than was already
applicable to all schools and centres.
The Council of Commissioners adopted
a resolution prohibiting smoking on any
property put at the disposal of their schools/
centres. The same restrictions were applied to
the board office. In collaboration with Student
Services, information sessions were organized
for elementary and high school principals
and centre directors. A number of initiatives
were carried out by Student Services, reaching
students and parents. Community partners
were also involved in this process.
Modifications to the Access to Information Act
came into force last year. We are still awaiting
guidelines from the Minister. Therefore, the
matter will be pursued in subsequent years.
Legal Matters
Legal advice was provided to schools, centres
and services throughout the year.
Significant effort was devoted to litigation and to
requests for Access to Information. In addition,
increasing support of individual family/school
situations was required throughout the year.
Contracts, agreements, leases, building sales,
etc. continued to be handled throughout the
year.
The department was also involved in review
of the existing Food Policy, the Appropriate
Use of Internet Policy, Code of Ethics for
Commissioners, and the Safe School Policy. In
December 2006, Bill 32 (L.Q., 2006, c. 51) was
approved, requiring modification to the LBPSB
Major School Change Policy. Extensive legal
advice was provided.
Archives
As our organization continues to grow in
complexity, considerable demands were made
on Archiving Services.
Among those were recuperation and repair
of flood-damaged documents from Riverdale
High School.
Legal & Archival
Services (continued)
Distribution of the
Retention Schedule.
approved
Document
The start of information transfer to a new server
enabling faster database response time, to be
completed next year.
Implementation of a new electronic template to
create “PDF” elementary student report cards
for grades 3 to 6, received from the Information
Services Department and to be used to archive
the electronic documents in the future.
The continuation of the digitization of student
files and other documents.
Processing of loan and information requests,
official reports and the indexing of student
files.
Continued participation at the “Table en
gestion de documents et de l’information
Laval, Laurentides, Lanaudière et Montréal”,
regrouping documentation technicians from
different school boards of Montreal and its
surrounding areas. The Table’s website was
transferred to the school board server and is
now managed by our personnel.
Secretariat
The employees of the Secretariat provide a number of
management services including general information &
media communications, translation and high-volume
copying. They also assist the Council of Commissioners
in managing its many civic administrative and
communications
duties
including
coordinating
public consultations, participating in decisional and
subcommittee study-meetings and maintaining the
public record.
In accordance with the Québec Education Act, the
Secretary General will assist any student or parent of
a student who requests help in formulating a written
request seeking reconsideration by the Council of
Commissioners. Such reconsideration can be given to
any decision taken by the Council of Commissioners, the
Executive Committee, a Governing Board or an officer or
employee of the Board, and which affects a student or
the parents of a student.
In November 2007, the Lester B. Pearson School Board,
like each of the 72 public school systems across Québec
(nine anglophone, 60 francophone, 3 other), will conduct
a general election of school commissioners. During the
last half of the 2006-07 school year, the electoral map
was re-drawn to reflect population shifts and to ensure
that each division had a total of eligible electors that
varied only minimally from the total of every other of the
21 divisions. A community consultation was carried out
and only two of a total of over 70,000 Lester B. Pearson
School Board electors filed an objection.
16
Support to New
Administrators & Teachers
Individual Support
to Administrators
for administrators
Every opportunity was given for new
administrators to meet on a frequent and
regular basis with the administrator assigned to
supporting new administrators. These meetings
were frequent and proved beneficial. During
these confidential sessions, new administrators
had the opportunity to share concerns, explore
various solutions to problems and plan new
projects. It was in these meetings that the
mentor and administrator had the opportunity
of building a relationship based on trust and
respect. The partnership assisted the new
administrator in his/her quest of being the best
possible leader in his/her school community.
Professional books by noted leadership experts
such as Kouzes and Posner, Whittaker, Connors,
Maxwell, Covey and Blanchard were distributed
to new administrators on a regular basis.
What
Personalities and their impact on Leadership:
Dr. B. Little of Harvard presented at the fall
retreat.
other
Boards
are offering in terms of
supporting new administrators
The coordinator of this project visited other
school boards to “glean and borrow” the
most effective strategies used to support
new administrators. This project was highly
successful in sharing and exchanging strategies
and projects with neighbouring boards.
A study was also conducted by the coordinator
during a visit to Peel District School Board in
Mississauga, Ontario and Hamilton-Wentworth
District School Board in Hamilton. It was most
encouraging to conclude that the support
provided to new administrators by the Lester B.
Pearson School Board was equal, if not superior,
to that offered by other boards.
17
Distribution of Professional Development Books
Formal Workshops
A Workshop for New High School Principals: J.
Wallach/LBPSB
The benefits of mentoring new administrators
is far-reaching, for these new administrators
will become the administrative mentors of the
future.
New administrators, as well as veterans, were
invited to attend a variety of formal workshops
that were offered throughout the year. Themes
about educational leadership were the main
focus.
New Teachers
A brief sample of some of the workshops
offered in 2006-2007 were:
Before our new teachers even met their first
class, a workshop entitled “First Days of School”
was given on the last day of their August
vacation. Over seventy new teachers attended!
First Day with Staff/ First Day with Students:
LBPSB.
Preparing for the Effective General Parent
Assembly: LBPSB
Monthly Mentoring Breakfast Meeting for New
Administrators: LBPSB
Dealing with Difficult Clients Workshop for
Sector V Administrators: LBPSB
A Workshop for New Elementary Principals: C.
Wallach/LBPSB
The Lester B. Pearson School Board, in
cooperation with the Pearson Teachers’s Union,
joined forces and again this year were delighted
to offer a series of workshops for new teachers.
On-going support was given as the year
unfolded with a regular distribution of
pertinent professional development books
and workshops (e.g. Preparing for an Effective
Meet the Teacher Evening and Successful
Parent Interviews). Noted educator Gordon
Elhard of Calgary provided an excellent spring
workshop for our new teachers. The title of his
presentation: “Teaching, is it worth it…you bet
it is!”.
Our new teachers never fail to express
appreciation for the highly successful efforts
expended on their behalf by LBPSB and PTU.
Support to New
Administrators & Teachers (continued)
On-site Mentoring Programs
The year 2006-2007 saw On-site Mentoring
Programs sustained in nine LBPSB secondary
schools and the successful establishment of
programs in the remaining secondary schools,
resulting in one hundred percent participation
at the secondary level for the 2006-2007 school
year.
There was one administrator per school who
was responsible for this dossier (twelve in total)
and twenty-one program coordinators, some
schools having only one mentoring coordinator
and some schools having as many as four.
Each school’s program at inception was custommade to suit the culture and needs of the
school and yet each program has developed
and blossomed as time progressed.
A status report made in November 2006
to Director
General Robert Mills was
made available to all Mentoring Program
Coordinators. This gave coordinators boardwide an opportunity to share their experiences
and learn from their colleagues.
During the year, training sessions on effective
mentoring were given to mentors and their
protege(e) at mentoring breakfast meetings or
after-school sessions. Participants were given
professional reading throughout the year for
their perusal (e.g. 101 Answers for New Teachers
and Their Mentors by Annette L. Breaux and
What Great Teachers Do Differently by Todd
Whitaker)
Participants in programs, depending on the
school, included teachers fresh from teachers’
college, experienced teachers new to the school,
experienced teachers new to a subject, veteran
teachers who acted as mentors, guidance
personnel, support staff, administrators, and
other staff interested and committed to the
concept of mentoring.
The goal for this board initiative is that on-site
mentoring programs become autonomous
with support from board personnel if deemed
necessary. Many programs at the secondary
level are functioning autonomously this year
though a number of schools have maintained
close contact with those responsible for
mentoring new teachers at the board level.
Administration in the aforementioned schools
chose coordinators and, by the time the school
year ended, much work had been done to
prepare for the fall launch.
Mentoring in the field of education has been
unofficially part of the culture for generations.
The establishment of official On-site Mentoring
Programs has raised its profile with the end
result that new teachers are nurtured and
supported, while veteran teachers are given
the opportunity to share their expertise. It is a
win-win for all involved and the beneficiaries of
this effort are the students in our schools.
Because of the success of on-site mentoring
programs at the secondary level and because
Director General Robert Mills is committed to
mentoring in our system, plans were made in
February, 2007, to take mentoring board-wide.
Three elementary schools, one per sector, were
chosen as pilot schools and plans were begun
in February to establish programs for the fall of
2007.
The three pilot schools are:
Sector 1 -
Sector 2 -
Sector 3 -
Orchard Elementary
Purcell Academy
Margaret Manson
18
Sectors 1, 2, 3
Elementary
Our elementary schools are located in urban,
suburban and rural areas of our territory,
which stretches from the Borough of Verdun
in the east to the Ontario border in the west.
They range in size from a two-room school of
14 students to buildings which accommodate
more than 600 students.
The 40 elementary schools are divided into
three administrative sectors; Sector 1 (East and
Center) with 11 schools, Sector 2 (Center and
West) with 14 schools and Sector 3 (West) with
15 schools. The network of schools is organized
into attendance zones. Within these zones
every child has the option of attending either a
Bilingual or an Early Immersion program.
Student Success
All three sectors continued to be actively
engaged in a series of initiatives emanating from
the final year of the Board’s Strategic Plan for
2003-2006 and began to implement initiatives
from the plan for 2007-2009. These initiatives
were in turn reflected in the individual Success
Plans of each school. Each school developed
an “Annual Report to the Community”, which
provided an overview of the initiatives at the
local level.
Some of the initiatives delineated in the Board’s
Strategic Plan which relate directly to teaching
and learning at the elementary level include:
A focus on increasing student competency in
mathematics.
19
Training for all teachers to assist them in
implementing the new Math program.
Introduction of “Prime”, the professional
development program in Mathematics, to assist
teachers in the new Math pedagogy.
With a continued emphasis on improving
student success, focus was also maintained
on enhancing professional capacity in the
staff primarily in teaching early literacy. Thus
professional
development
opportunities
continued to be provided for all teachers, to
ensure attainment of initiatives such as:
Training for all teachers in the use of “Running
Records” in order to better assess the literacy
of all Cycle I students in their language of
instruction (French or English).
Training for all teachers in the use of “Write
Traits” in order to improve the teaching and
assessment of the written literacy of Cycle 2
students (English or French).
Staff Development
From the foregoing, it was clear that an
important component of improving student
success is the enhancement of the teacher’s
professional practice. In keeping with the focus:
“staff members using best practices”, the Board’s
commitment to the effective orientation of
our new teachers continued to be a priority.
Sessions on classroom management strategies,
modifying curriculum for all learners, and
communicating effectively with parents were
provided. Within the framework of the Teacher
Performance Enhancement Policy, teachers
continued to be engaged in reflection, selfevaluation, and on-going growth planning with
regard to their teaching practice.
Physical Plants
The Sector Maintenance Managers are the
lynch pins ensuring effective communication
and coordination between and among the
schools, the sector offices, the tradesmen
and contractors, the municipalities and the
Equipment Services Department. In a school
year that was post-Major School Change,
the new structure provided organizational
challenges which were met with efficiency,
commitment and dedication. Staff and students
have all benefited from their time and efforts.
Our Community and Beyond…
We are proud of the community partnerships
our schools enjoy. Whether it is a joint endeavor
to develop a playground, to welcome a local
play school into available space in our buildings
or to bring 500 students to The Aviation Centre
for Space Day.
Globally, our schools have established electronic
ties with schools throughout the world, from
Ungava Bay to Hawaii. We are proud of our
elementary schools, all of whom have become
or are in the process of becoming members of
the League of Peaceful Schools.
Sector 4
Secondary
Eleven secondary schools comprise the Lester
B. Pearson Secondary School network. In
2006-2007, 11,803 students were enrolled in
our secondary schools, reflecting an increase
of over 137 students from the prior year. Our
secondary schools ranged in size from 796
to 1,462 students in facilities spanning the
territory from Verdun to Hudson.
Our sector also includes three off-site alternative
centres: Enterprise, Odyssey, and Choices.
These programs were developed to meet the
needs of students in Secondary II to V who
require alternative approaches to learning in
order to maximize their success. In addition, as
part of our International Studies Program, over
30 students from countries such as China, Korea,
Germany, Brazil, and Mexico were integrated
into our secondary schools as part of our global
exchange program, and students from England
and Latvia participated in an exchange visit.
Following a Major School Change consultation
process of the prior year, our secondary school
network initiated a focus group study in order
to gather information from all stakeholders with
regard to the future of our secondary schools.
In January 2007, a Focus Group Report was
presented to Senior Administration, Council of
Commissioners, as well as to the community on
the LBPSB website in order to share common
trends and perceptions about the direction the
board should take to strengthen our secondary
schools. In addition, our secondary school
sector presented a follow-up report in May
2007 that highlighted specific school initiatives
and priorities as a result of our Focus Group
report.
Our Programs
Our secondary school students benefited from a
wide variety of academic programs and diverse
option courses. Students followed a course
of study in the International Baccalaureate
Programme, Enrichment Programs, French
Immersion, Core Programs, and specialty
programs such as Art Études and Sport Études.
Schools offered options in the arts, third
languages instruction and leadership, as well
as many unique local offerings such as aviation,
scuba diving, auto mechanics, and psychology.
All secondary schools successfully implemented
the QEP curriculum reform at the Cycle One
level and prepared for the implementation in
Cycle Two.
Student Success
Several schools piloted Spiral Math 416/514
programs to ensure greater success with
respect to new MELS high school graduation
requirements. Literacy programs in most of our
schools targeted reading results that were not
at grade level expectations. Dynamic school life
programs that fostered character development
and leadership training clearly impacted
individual student success and personal growth
as well as promoted a culture of respect and
responsibility in the schools. To that end, Sector
4 was the overseer of the Board Student Life
Network which was responsible for Leadership
Conferences, Board Leadership Camps, a Winter
Cotillion, the Tops Variety Show, and student
government in the Central Students’ Committee.
The Planning Room Network continued to
offer support for students requiring assistance
with behavior modification and personal
growth. As well, an off-site Central Planning
Room provided additional support to students
needing a temporary change of environment.
Our Work Study programs provided successful
pathways and work experience to appropriate
young people. The CFER program was initiated
at one of our secondary schools to offer
recycling and environmental work experience
as well as academic support to students
throughout our system. Students also benefited
from Career Cruising Programs and a visit to our
Board Career Fair. Schools continued to develop
new ways to offer enrichment opportunities
to students through innovative scheduling
and course offerings and opportunities for
differentiated learning.
Staff Development
Staff members from all our secondary schools
participated in the Digital Learning Project
initiated by the Departments of Education
and Information Services. The goal of this
professional development project was to train
technological leaders in each school who
could inspire and lead other staff members
in incorporating the newest technology into
their teaching methods. Staff members (and
students) were registered in the LEARN, English
20
Sector 4
Secondary (continued)
Education Resource Network, as a pedagogical
resource for lesson planning and personal
growth. Professional development sessions
were held for administrators and teachers in
Reading in the Content Area, curriculum reform,
and report card assessment such as the LESthe learning and evaluation situations. New
teachers and new administrators participated
in mentoring programs and professional
development workshops. Our sector continued
to take the lead in raising staff awareness about
issues of cyber misconduct.
Physical Plant
In addition to our capital repair projects, all
secondary schools made improvements to their
facilities by virtue of the Safety and Security
Projects that were funded by the Board.
With this special allocation, schools added
improvements such as new intercoms, security
doors, or surveillance cameras to monitor
entrance and exit doors. Our schools were
analyzed and studied for air quality as a result
of the Fiber Management Project. Science
labs were renovated to conform to curriculum
reform standards. Renovations continued at
LaSalle Community Comprehensive school,
which shares its facility with an elementary
school as a result of Major School Change
decisions.
Expansion and renovation work continued
in our off-island Westwood Junior Secondary
School.
21
Community Partnerships
The schools were showcased in our secondary
schools’ booklet, Passport to Success, and
our Open Houses drew much attention in the
local community. The Everest 2007 Learning
Without Limits project followed the successful
Mt. Everest climb of one of our secondary
school staff members by satellite phone and
computer messages on the Board website. In
addition many school and community visits
were organized upon his return.
Our Focus groups on the Future of Secondary
Schools incorporated many community
members in our discussions. One of our
secondary schools became recognized as
a CLC, a Community Learning Centre, in
order to make viable connections between
community groups and the school community.
Many schools participated in enrichment
opportunities organized by the Interactive
Community Partnership Program. One of our
schools brought community members back for
the celebration of their 100th birthday.
Our guidance counselor network organized
and hosted all grade 11 students at a board and
community Career Fair. All of our secondary
are schools connected to local communities
through boundless community service
projects.
Celebrating our Success
During the 2006-2007 school year, many
of our outstanding students received local,
provincial, and national recognition for
academic excellence and scholarship, athletic
accomplishments, extracurricular endeavors,
and community service. Our six Board of Trade
Finalists represented our secondary schools in
the esteemed scholarship competition, and
one of our students won the coveted Gold Prize
in the Social-Science-Language category.
Twenty-five of our high school students won
Science Scholarships as winners of the West
Island Chamber of Commerce Discover the
Stars Program. One of our students won the
prestigious $3,000 Aileen Proudfoot Memorial
Award. One high school student received the
Avon Scholarship that covers the total cost of a
university education in Canada.
Forty-one high school students received
the Young
Achievers’ Scholarship. Other
scholarships that were won by some of our
secondary school students include the Rotary
Speaking Contest, Rotary Adventure in High
Technology, and the Zonta women’s scholarship.
Several students and a staff member visited
the International Space Camp in Huntsville,
Alabama.
One staff member visited Israel as the
recipient of the Riva and Thomas Hecht
Scholarship program. Once again our schools
submitted over 250 projects in the Quebec
Entrepreneurship Program, and we had several
regional winners.
Sector 5
Adult & Vocational
Sector 5 offers adult education and vocational
training on the Lester B. Pearson School Board
territory to students who are 16 years and
older. The centres include Place Cartier Adult
Education Centre, Pearson Adult and Career
Centre-Adult, Gordon Robertson Centre, West
Island Career Centre and Pearson Adult and
Career Centre-Vocational. In fact, students
are attracted to these centres from across the
greater Montreal region.
activities that motivated students to stay in
school. Sector 5 centres celebrated student
appreciation day, graduation ceremonies,
Adult Learners’ Week as well engaging their
students in meaningful field trips and stages
to complement their vocational training.
Furthermore, the vocational centres work
closely with industry to facilitate the students’
entry into the workplace be it a restaurant, a
beauty salon or a hospital.
WAAVE, the Welcoming Agency for Adult and
Vocational Education, attached to the Pearson
Adult and Career Centre, provides information,
testing for prior learning and information about
loans and bursaries to our adult students. This
agency includes SARCA Services (including
reception, referral, counseling and support) for
students who have not yet completed a first
diploma. This is a service which will continue to
develop in the years to come.
Student Success
The students of most centres are supported by
career and guidance counselors. Furthermore,
the CLSC’s, Emploi Quebec (Ma Place Au Soleil
for young mothers), Carrefour Jeunesse and
local Community Service Police Officers offer
additional support to adult students.
Staff Development
Over the school year, there was an increase in the
“Student for a Day” program, which permitted a
potential student to spend the day shadowing
a current student in a specific trade. This allows
the transition to a vocational program to be
smoother, allowing the incoming student a
better understanding of the expectations of
the program.
The number of tenured and contracted
teachers continues to grow in Sector 5. The
stability created by the appointment of
regular teachers as well as the mentoring of
new teachers contributes to the development
of adult education and vocational training.
Furthermore, many more vocational teachers
are returning to the University of Sherbrooke
and requesting provisional authorizations.
This initiative has reinforced the up-to-date,
competitive quality of training that our students
are receiving. These teachers are supported by
pedagogical consultants in general education
and content areas of vocational training such
as health, food and business.
The strategic goal was to increase student
success by actively engaging all students
in their own learning. It is crucial that adult
students feel responsible for their learning
and that it be meaningful to them in order for
them to attain success. Students were engaged
though effective instructional strategies which
addressed the needs of all students irrespective
of their ability or learning style. They received
the support of a positive learning environment.
A major preoccupation of Sector 5 is the
retention of its adult students. All the centres
applied strategies to decrease the drop
out rates and improve student attendance.
Incoming students were orientated about
the complexity of the programs as well as the
demands of school in the life of an adult who
bears many other “life” responsibilities such as
work and family.
The centres developed a sense of ownership
and belonging in the students by supporting
In Sector 5, courses and programs are often
available during the day as well as in the
evening in order to serve the needs of its
students. Furthermore, distance education
was also available for those academic students
wishing to complete their high school, or prerequisites for vocational programs or CEGEP.
The strategic goal was to increase student
success by ensuring that all staff members are
highly qualified, are motivated and use best
practices in their respective positions.
22
Sector 5
Adult & Vocational (continued)
This past school year, the general education
centres supported centre lead teams of
teachers who took the initiative to ensure that
the implementation of curriculum reform at the
adult centre would take effect July 1, 2007.
Most of the centres organized staff retreats in
their ongoing quest to build centre cultures
and to participate in professional development
activities. The staff of Sector 5 is always involved
in professional development at the provincial
level and upgrading its competencies in the
trades in order to remain competitive and
current.
Physical Plant
The goal was to increase student success by
implementing and monitoring a long-range
plan to ensure a safe, healthy and pleasant
learning and working environment.
Improving the facilities at the centres and
ensuring that the centres are ‘adult’ and
‘welcoming’ are ongoing concerns for Sector 5.
Replacing professional work stations to make
them state of the art is essential. Replacement
of doors and windows at various centres made
the facilities look modern and welcoming.
A new washroom facility was installed at WICC
to provide a healthier and more convenient
facility for the students in the auto mechanics
program.
23
Furthermore, thanks to the Safety and Security
Measures initiated by the LBPSB, centres
improved their level of security by installing or
upgrading their surveillance systems.
volunteered to prepare and package meals for
Table des Chefs - an event that sees Montreal
restauranteurs contribute to feeding the less
fortunate.
Community Partnerships
Because the students in Sector 5 are drawn
from all over the Montreal community, we have
always had to be competitive. Marketing and
communication are always on the agenda. In
our endeavor to increase our enrollment and
programs of study, partnerships with other
vocational programs in the area are essential.
The goal is to increase student success by
continuing to nurture and develop twoway communication that fosters Board and
community understanding and partnerships.
Vocational centres must work in close
partnership with industry to ensure that
the programs and teachers are in tune with
developments in the field and to assist the
students’ entry into their chosen vocation.
KIA and Snap On Tools are two such partnerships
that have been decisive to the quality of
graduates from West Island Career Centre as
well as the MUHC hospitals for the students in
the health sector at PACC- Vocational.
Partners at LBPSB youth sector include the
Drug Education Services who have provided
professional development workshops for both
students and staff. Montreal Hooked on School
is another community partner that provides
a source of support to the adult education
students.
The centres continue to be involved in
fundraising activities supporting organizations
such as the Cure Foundation, Dans la Rue and
Share the Warmth. PACC teachers and students
Furthermore, we have been very active in
career fairs, educational salons and provincial
competitions. We are conscious of the need
to advertise our programs in various mediawebsites, newspapers, brochures, etc.
Accomplishments
The staff of Gordon Robertson organized a trip
to the International Beauty Show in New York
City which took place in March 2007. It has now
become a tradition for a group of students and
teachers to go to this prestigious event.
Gordon Robertson teachers prepared their
students for the l’Oreal Competition in
Hairdressing. Student Jessica Carroll was a
competition winner.
Adult Learners’ Week. (ICEA) L’Institut de
Cooperation pour L’education des adults in
partnership with the LBPSB and QAAL (Quebec
Association of Adult Learning) sponsored an
Sector 5
Adult & Vocational (continued)
awards ceremony at Brookdale. Larry Smith,
General Manager of The Alouettes and editor
of The Gazette was the guest, celebrating the
adult learners of the LBPSB.
Place Cartier Centre students created a
publication entitled The Cartier Diamond which
won the Montreal Entrepreneurial Award and
then collaborated with Oracle Productions in
the creation of the film, Turning Points.
WICC automobile mechanics student Sophie
Cousineau won Chapeau Les Filles, for her
studies in a non traditional job.
Students of WICC were recognized for their
accomplishments by the Comite paritaire
de l’automobile (CPA) and l’Association
des Concessionaire de l’automobile at the
Automobile Gala de Meritas.
Student Sonja Kravec, a student in the Retail
Butchery program, was selected as a regional
winner for the Montreal region at Chapeau Les
Filles, a competition in non-traditional trades for
women. She was later awarded an exploratory
work-study experience in France.
Laura Duchow, an 18 year old student in
professional cooking, represented Quebec at
the Skills Canada competition in Saskatoon.
Pastry students Hilary Lecluse and Sumaya
McCallum placed first and second respectively
in a contest among 8 vocational centres.
Nursing Assistance student Carolyn Gauvin
was a finalist in the Board of Trade competition.
Carolyn’s project will likely lead to an
entrepreneurial project, but at the moment
Carolyn has been employed as a graduate
nursing assistant.
Soccer and Basketball teams from Place Cartier,
PACC- Adult and WICC played in inter-centre
games. This later expanded to include teams
from English Montreal School Board centres.
targeted the drive home period. This was a
great opportunity for the population to hear
about vocational training and the opportunities
open to its graduates.
As an offshoot of the visit, PACC food teachers,
Ardis Root and Eric Gregor-Pearse became
weekly contributors to the broadcast. She
Bakes/He Cooks.
For the first time this year, through collaboration
with Douglas Hospital (Wellington Centre),
PACC Adult offered social integration courses to
students with disabilities at the centre.
In addition, computer courses were offered
onsite at Action LaSalle for adult with physical
disabilities.
In May, PACC Adult Centre hosted the
Intercultural Celebration of the LBPSB featuring
the aboriginal nations. Schools and centres
throughout the board displayed their work in
a vernissage prior to an evening of spectacular
performances by drummers, singers and
dancers.
On October 25, 2006, PACC Voc had the
pleasure of hosting live, in Le Saucier, CBC
Homerun with Bernard St. Laurent.
This came about through Montreal Matters
segments that examined various educational
facilities on the island. The two hour show
24
Educational
Services
Student Success
Strategic Direction 1 addresses student learning,
the implementation of the Quebec Education
Program (QEP) and meeting the needs of all
students. Board-wide workshops were held in
October and November 2006 at the secondary
level to complete the implementation of the
QEP in Cycle I secondary. In February and
June 2007 two more board-wide days were
held to prepare teachers for the upcoming
implementation of Cycle II.
Staff Development
Strategic Direction 2 recognizes that in order
to support student success, we must support
teachers as learners. Educational Services
offered numerous workshops across the subject
areas in both French and in English. All teachers
of a subject in a given cycle attended a number
of the workshops designed for specific subjects,
while other workshops were optional and met
a teacher’s indivdual needs. We offered many
of the individual workshops at our two training
centres as the result of needs expressed by
teachers.
Infrastructure
Strategic Direction 3 (Objective 3.1) calls for the
implementation of a long-range plan to ensure
functional working and learning environments.
We upgraded or created laboratories at five
secondary schools to meet the requirements of
the QEP Science and Technology Programs in
Cycle I secondary.
25
Work was also planned for the implementation
of the Pathways Initiative in Cycle II of all
secondary schools. This included technology
labs, Personal Orientation Project rooms and
Work Oriented Pathways facilities. Using a
budgetary allocation from the MELS, the work
was planned and completed by the end of
summer 2006 for Cycle I and 2007 for Cycle II.
Elementary Language Arts
Data collected from these exams helped
schools monitor their progress.
Elementary schools continued to assess all
Cycle I students’ reading levels through Running
Records. At Cycles II and III, students who have
not yet reached targeted levels are assessed in
order to establish an accurate reading profile
and plan meaningful instruction.
Educational Services (ESD) continued to endorse
Balanced Literacy in kindergarten and Cycles I,
II and III in elementary. Schools were supported
in the development of their literacy plans and
the establishment of book rooms. Small group
workshops were offered throughout the year
to teachers on the components of a Balanced
Literacy program.
The Lester B. Pearson School Board Early Literacy
Intervention Program has been implemented in
six additional elementary schools, one Bilingual
school and one Early Immersion school per
sector. This model continues to build literacy
capacity within the school team and provides
Cycle I at-risk students with small group
instruction.
Topics included Running Records, Guided
Reading, Reading Strategies, Writing Using the
Six Traits and Writing Assessment.
Our Summer Literacy Camp ran for a twoweek period in July 2007 and was expanded
to students in all three elementary sectors.
Instruction was offered in French and English
to accommodate students from the Early
Immersion and Bilingual programs. The camp
also provided teachers with professional
development as they implemented reading
and writing strategies.
Teachers were introduced to the Daily Five
- a management structure designed to help
students develop independent literacy habits
allowing teachers to work with small groups or
individuals.
Once again, Cycle III (year two) students wrote
the compulsory ministry end of Cycle III English
Language Arts exit exam. Educational Services
organized collective marking centres for
teachers to score the exams.
Secondary Language Arts
Comprehensive Literacy is a program which
continued to be used at the secondary school
level. It mirrors the Balanced Literacy Program
being implemented at the elementary level.
Reading assessment continued in five
Educational
secondary schools. A broad screening test (The
Globe Feron Reading Assessment Inventory)
and a more comprehensive individual test (the
Developmental Reading Assessment, or DRA)
were utilized. Three of the secondary schools
which completed these reading assessments
participated in a school-wide literacy project.
In each of these three schools a committee
of teachers, support staff and administrators
reviewed the assessment data. They made
crucial decisions about strategic approaches,
methods for developing a culture of literacy and
took other concrete steps toward improving
each student’s ability to read.
Mathematics Elementary
This resource is a developmental look at the
teaching and learning of Mathematics. We are
on track to implement PRIME in all elementary
schools by June 2009 as stated in the Lester B.
Pearson School Board’s Strategic Plan.
Mathematics Secondary
Meetings of the LBPSB Math Committee were
held regularly. The purpose of the committee
is to identify and address issues pertaining to
high school math education within the board.
Workshops were held on professional days
throughout the year for Cycle I and II teachers
as well as for teachers new to the school board.
During the 2006-2007 academic year, all
kindergarten through to Cycle III mathematics
teachers continued with the implementation
training of the Nelson Mathematics/Accent
mathématique resources that were provided
last year.
Workshops
concentrated
on
the
implementation of the QEP and evaluation of
competencies. A series of optional workshops
was also offered at the Lakeside Professional
Development Centre dealing with various
topics in Math.
During the fall, end-of-cycle teachers reviewed
the June 2006 ministry exams. Grade 4 and 6
teachers participated in workshop sessions to
both review and correct the June 2007 exams.
ESD prepared data on student performance for
all secondary schools. The math consultant met
with teacher teams to discuss their results and
offer recommendations for improvement.
The team of teachers trained as facilitators in
the Numbers and Operations strand of the
Professional Resources and Instruction for
Mathematics Educators (PRIME), were reunited
during the fall months.
Pacing Guides, Curriculum Checklists and a
75-page Nelson Mathematics (Secondary I and
II) QEP correlation document were prepared
and distributed for all Secondary III through V
math courses.
Mid-year examinations were made available
to schools for every math course. Common
(traditional) final exams were prepared for
all math courses for which there were no
MELS exams. Although a MELS Math 416
complementary exam was available, ESD
prepared a local Math 416 June 2007 exam, to
give its students two opportunities in June to
pass this math course.
Resources were prepared and distributed to the
teachers of summer school. Modified course
objectives and evaluation tools consistent
with the aims of the QEP were presented at a
meeting with the teachers.
French Elementary
Balanced Literacy in Kindergarten and Cycle I
The Balanced Literacy Framework continued
to be implemented in kindergarten and Cycle
I. Workshops on topics such as guided reading,
writing, creating books with children and the
management of Balanced Literacy classrooms
were offered to teachers. The “Daily Five”, “Le
Cinq au Quotidien” model for managing and
structuring independent literacy tasks was
introduced.
All Cycle I students were assessed twice during
the 2006-2007 school year using Running
Records. Results were shared with all schools.
Balanced Literacy in Cycle II and III
Each school received “Alizé”, for guided reading
and PD support to implement it.
26
Educational
Cycle III French Learning
Situations (LES)
and
Evaluation
For the first time, many French Cycle III teachers
participated in a marking centre held in June
2007 to assess student work on a French
Learning and Evaluation Situation (LES).
Arts
Four
PDIG
(Professional
Development
Improvement Grant) grants were approved by
MELS. One grant was to improve instruction
of visual arts at the elementary level. A second
grant was used to create a link between the
elementary and high school music curricula.
A third grant found links between visual
arts, music and language arts programs and
developed activities that were within the broad
concept of the QEP at the high school level. A
fourth grant developed suitable and effective
evaluation tools for high school visual arts
teachers.
French Secondary
The year has been devoted to helping teachers
with the implementation of the QEP at all levels
with workshops on evaluation and development
of competencies. A public speaking contest
(Concours d’art oratoire) was set up again this
year, attracting some fifty students across the
school board.
Science Secondary
There was a renewed emphasis on increasing
student success in Physical Science 416. Physical
science teachers participated in workshops
27
on effective teaching strategies as well as
the effects of conversion and moderation on
student success. An item analysis of the June
2006 exam provided teachers with valuable
data for reflection on their teaching strategies.
Cycle I teachers received four days training
at the MELS training centre at Riverdale High
School.
Science Fair
Lester B. Pearson School Board and Pierrefonds
Comprehensive High School hosted the
2007 Bell Montreal Regional Science Fair
from April 1st to 3rd. Over 270 high school
students submitted 180 projects. Seven LBPSB
elementary schools (280 students) participated
as well.
Social Sciences High School
The history and citizenship education teachers
in Cycle II secondary received training in
February and June on the new program. A
new mid-term History 414 exam was created.
An update of the Social Sciences website also
took place. Some learning and evaluation
situations for Cycle I secondary were prepared
by teachers.
Library Services
The Ministère de l’Éducation, du Loisir et du
Sports (MELS) provided special funding through
the Plan d’action sur la lecture that allowed
our librarians to purchase $1,047,099 worth of
books for school libraries.
New Approaches New Solutions
(NANS)
Two of our secondary schools, Beurling Academy
and LaSalle Community Comprehensive High
School (LCCHS), participated in the NANS
project. 2006-2007 was the last year of this
five-year project. The goal of NANS is to help
schools increase their success rates and reduce
the high school dropout rate. Both Beurling
and LCCHS received support from MELS and the
school board to help them devise promising
strategies for success, using data from student
questionnaires and academic results.
Media Centre
The Media Centre, located at John Rennie High
School, provides a variety of services including
equipment repair (audio-visual), laminating,
audio, video and DVD duplication, equipment
loan, and audio-visual supplies. The film library
contains a collection of over six thousand
educational videos available to teachers. Major
focuses for the 2006 - 2007 school year were
the ongoing improvement of the centre’s video
collection and the upgrading of audio visual
equipment.
Physical Education
Elementary Tournaments
Seven elementary tournaments were held this
year: Ultimate Frisbee, handball, cross country
running, volleyball, cross country skiing,
basketball, and track and field.
Educational
Tournament committees comprised of physical
education & health teachers were established
to plan and run each tournament.
Active Schools Contest
Four schools received funding from Kino
Quebec as part of the Active Schools Contest.
Westpark - $800.00
Purchase of snowshoes
St. Anthony - $500.00
Purchase of snowshoes
Beechwood - $700.00
Purchase of cross country ski equipment
Lakeside Academy - $1,000.00
Purchase of fitness and training equipment
Healthy Active Journal
A multi-board high school Cycle I physical
education and health project was carried out
and completed in which a comprehensive year
long Learning Evaluation Situation (LES) was
produced for the anglophone sector. Lester
B. Pearson had representation on this project
committee.
A copy of the LES entitled “My Healthy Active
Living Journal” was submitted for printing in
June with the intention of distributing a copy to
every secondary Cycle I student in the board.
Food Services and Nutrition
Education
The
Food & Nutrition Policy revision
consolidated years of technical and scientific
research and included public consultation.
The new policy was approved at the February
Council of Commissioner’s meeting. The
food contract with Chartwells was renewed
for a further five years as a result of a
tendering process initiated by the Council of
Commissioners. The new Food & Nutrition
Policy is the main component of the contract.
Feeding Hungry Kids
Elementary Schools
As part of the food program’s goal, over
100,000 snacks were distributed and 1,000 hot
lunches were served to students with strict
anonymity. The milk program served 4,013
students consuming over 385,000 cartons of
milk. Generous food donations were received
from community groups such as the LakeshoreMontreal Rotary Club, Generations, Restovie
and Share the Warmth.
Food service to the elementary schools for hot
lunch programs expanded to 23 elementary
schools. This included a new satellite cafeteria
that opened on the first day of school in the
new building at Forest Hill Senior.
of $117,762 was spent to provide approximately
9,660 breakfast/recess meals, 30,340 hot
lunches, as well as snacks for resource rooms.
Hot meal coupons for secondary schools, not
provided for on the MELS grant, are on the
increase.
Renovations were completed on the service
lines of Westwood Junior and Macdonald High
School.
Nutrition Education
The dietitians published their kindergarten
nutrition education program “Healthy Snacking
in Kindergarten” in conjunction with LEARN.
This publication gives kindergarten teachers
the tool to teach nutrition throughout the
school year with the goal of “nutrition is
curriculum, not a theme”. Two workshops were
held with a total of 44 teachers from 20 different
elementary schools.
Four nutrition newsletters were created for
elementary school parents and high school
students and distributed over the school year.
Schools celebrated Nutrition Month with a
Nutri-Pak sent to elementary school teachers
and high school physical education teachers.
The dietitians also provided support to
elementary school teachers through funds for
“Teacher initiated projects in the classroom”.
Secondary Schools
We continue to be able offer free meals to the
students at three secondary schools through
the grant Les Luttes Contre la Pauvreté. A total
28
Student
Services
The following overview provides highlights
of the initiatives undertaken by the Student
Services Department in 2006-2007 to assist
teachers, administrators, and support staff in
meeting the needs of students.
Student Success
Board and School Administrators: Sessions
were held with all administrators to review
procedures related to crisis intervention,
traumatic events, and threat assessment.
Teachers: Classroom teachers were invited
to attend a variety of workshops throughout
the year. Examples include sessions offered to
Cycle 3 elementary teachers on the topic of
addictions prevention and to Cycle 1 teachers
on language awareness and pre-reading
skills. Tool kits for peace were delivered and
presented to 23 school staffs.
Student Services continued its collaboration
with Educational Services to support various
initiatives related to improving student literacy
and numeracy. We also had the mandate to
develop meaningful activities that help foster
a positive learning environment. A number
of workshops were held under the banner
of Peaceful Schools, and examples of such
activities include the 3rd annual Peace Summit
entitled Rights and Responsibilities:The Right to
be Heard. This event was attended by students
from our elementary and secondary schools.
Fostering a healthy school environment is
also the preoccupation of the addictions
prevention service. The following are examples
of workshops offered directly to high school
students during 2006-2007.
Peer Mediation Programs. On October 24th,
19 elementary and 6 secondary schools
participated in a day long event on this topic.
A pilot project was developed to help prepare
7 year-olds to participate in Peace Tables at
their school. Many schools held peer mediation
training sessions for their students. During
these events, opportunities are sought to have
secondary and elementary students brought
together as much as possible to reinforce peer
modeling and a sense of community.
Taking Risks is a peer-education initiative
founded on the belief that teen leaders, when
provided with support and guidance, can have
substantial influence in educating their peers. It
includes training in the spectrum of addictionrelated high-risk behaviors.
Support Staff: Two mandatory board-wide
training days were offered to integration aides
and technicians in November and May. The
following topics and speakers were featured:
Understanding and Managing Aggression in
Children with Eva de Gosztonyi from Riverside
School Board and Too Angry to Learn: Teaching
Prosocial Behavior to Troubled Youth with
Robert Calame from Batshaw Youth and Family
Services. A workshop was also held for daycare
and lunch personnel on Peaceful Schools
activities.
Staff/Organizational Development
Elementary Resource Teacher Network (LERN)
Regular Peaceful
schools.
29
On the morning of May 31st, students in the
eastern sector of the board welcomed runners
on the World Harmony Tour as they passed
through each of their schools. Assemblies
celebrating peace brought school communities
together.
Schools
Assemblies
in
The Teens and Tobacco training provided
participants with comprehensive kits to assist
in the creation of effective tobacco prevention
strategies. Student leaders designed and
developed their own prevention initiative to be
implemented in their schools.
Professional development is a significant
component of the services offered to schools to
assist personnel in meeting the wide range of
needs in the classroom. Examples of initiatives
coordinated by Student Services aimed at
particular groups include the following:
Resource teachers working in elementary
schools are involved in a professional
development and training network known as
LERN (Linking Elementary Resource Network).
Coordinated by Student Services’ professionals,
this network met on 5 occasions during
2006-2007 to address a variety of topics,
Student
including effective school resource teams,
autism, learning disabilities, behaviour
challenges, evaluation and assessment,
differentiated instruction, technology, and
transitioning to high school.
our schools, and as such also benefited from
professional development opportunities. The
Great Idea Club provided for an exchange of
ideas and practices. Guest speakers addressed
the group during a November workshop.
High School Resource Teacher Network
(HSRN)
Family and School Support and
Treatment Team (FSSTT)
This network, coordinated by Student Services
professionals, provides a forum for problem
solving, sharing information and professional
development for resource teachers working
in LBPSB secondary schools. In 2006-2007, the
network met on 7 occasions to address a variety
of topics such as improving the articulation
process between elementary and secondary
schools, intervention and evaluation tools for
students, as well as technology supports for
students with special needs. Guest speakers
were also featured to explore such topics as
literacy, aggression, and the use of social stories
for students with autism.
Special Education Technician Network (SET)
Under the direction of Student Services’
professionals, technicians working in LBPSB
secondary schools met on 5 occasions during
2006-2007 to share information and materials.
Sessions involved producing and sharing
adapted curriculum materials, consultation
with professionals from Educational Services,
and reviewing on-line resources and computer
software such as Boardmaker.
Spiritual Animators
Spiritual animators play a supporting role in
The FSSTT assists schools and families of
students with social, emotional, and behavioural
challenges. The team operates formally in 20
schools (15 elementary, 5 secondary schools)
but is available to the entire Lester B. Pearson
community.
The FSSTT is a solutions-oriented team of
professionals and support staff who work in
concert with school resource teams to develop
intervention plans to support students, their
teachers, and their families. This team also
actively collaborates with professionals in the
health and social services sector and maintains
an affiliation with the Montreal Children’s
Hospital.
During 2006-2007, a variety of FSSTT workshops
and professional development activities were
carried out with teachers and support staff at
schools throughout the Board. On October 27,
2006, a team professional development day took
place based on the theme, Replenishing our
Personal Toolboxes: Exploring Connectedness,
Empowerment, and Resiliency.
FSSTT Lecture Series
The FSSTT coordinates a series of public lectures
that are held one evening a month on topics
related to mental health. During 2006-2007,
the following lectures were held:
Internet Safety for Children: How to Be Safe
Online with Bob Steele, Consultant;
Understanding and Managing Aggression
in Children – An Introduction with Eva de
Gostonyi, Psychologist;
The Art of Effective Communication:
Suggestions on How to Talk So That You Can
Listen with Evelyn Rodinos, Psychologist;
Self-Injury in Our Schools: What We Need to
Know with Dr. Nancy Heath, Professor
How to Treat Children with ADHD and
Disruptive Behaviour Disorders with Dr. Natalie
Grizenko, Child Psychiatrist;
Behind Closed Doors – Talking to Children
About Mental Illness with Joanne Kielo, Art
Therapist.
For the last few years, a pilot project has been
underway to intensify the existing services
provided through the FSSTT. Concentrated in
one school for a limited period of time, the goal
of this project is to develop a comprehensive
model of intervention by offering intensive
assistance to students, their families and
teachers. This assistance takes the form of
services provided by an art therapist, family
consultant, remedial teacher and child
30
Student
psychiatrist who are supplementing the work
of the classroom teachers and other members
of the school resource team. It is intended that
this service be mobile in nature, moving from
school to school to assist teams in meeting the
needs of students with behavioral challenges.
Centre of Excellence
for Autism Spectrum Disorders
The Centre of Excellence Team continued
its mandate of assisting schools in the
implementation of promising practices for the
inclusion of students with an autism spectrum
disorder (ASD). The team not only serves the
LBPSB community but acts as a resource to all
English Boards in Quebec.
The ASD Team provides direct support,
resources, onsite training and consultation
to school staffs. Examples of activities carried
out during 2006-2007 included Hands-on
workshops such as a TEACCH-based Make
and Take and Starter Visual Kits for school
personnel.
Presentations took place at several schools on
topics such as Non-violent Crisis Intervention,
Clinical Reasoning from a Sensory Integration
Perspective, Strategies for Improving Expressive
Language for Students with ASD and an
Introduction to Autism and Looking at Autism.
A Blitz project at two elementary schools
where staff were given in-depth coaching
and assistance for students with an ASD. The
31
Publication and distribution of two newsletters
took place, and an additional 25 books were
added to the professional library as well as a
number of CDs and DVDs.
The Centre of Excellence also serves as a
resource to the other English school boards
in the province. Examples of activities carried
out during 2006-2007 include, presentation of
workshops such as Introduction to Autism, Why
teach using TEACCH?, Social Skills and Autism,
and Visual Strategies for ASD to schools in other
boards. Invitations for school boards to visit
LBPSB schools to see inclusion in practice.
Updating and expansion of ASD Network
web-site, email consultations, phone calls
from schools throughout the province and
participation on a committee to create a Panel
of Expertise on Autism.
Addictions Prevention
The Addictions Prevention Service offered
a variety of activities, such as: A full day
workshop for school administrators and staff
entitled Moving Teens from Risk to Resiliency
and Prevention & Intervention of Drug Use and
Other High-Risk Behaviours.
A training session for high school personnel
on various tools related to the detection of
drug use and problem gambling, offered in
collaboration with Pavillon Foster; Creation
of an addictions prevention tool kit for FSSTT
school technicians.
Infrastructure
Student Services continued its collaboration
with Equipment Services to ensure that
appropriate building modifications were made
for students with special mobility needs.
Student Services also supports this strategic
direction by assisting schools in developing
safe and caring school environments. Examples
of activities dedicated to this goal include:
Peace Mediation programs in elementary and
secondary schools; The development of action
plans to join the League of Peaceful Schools;
Supporting secondary schools in designing
various addiction prevention programs;
Participating in community actions which foster
the development of citizenship.
Community Relations
The Student Services Department continued to
strengthen its partnerships in the community
through various means.
McGill University Certificate
Education
in
Inclusive
A joint venture between McGill University
and Lester B. Pearson, the certificate program
in Inclusive Education equips teachers and
support staff with knowledge to better serve
students with special needs. Best practices on
a range of topics are featured through a series
of evening courses that are held at John Rennie
High School. This certificate program has been
popular with many educators within the Lester
B. Pearson community, and we are fortunate to
Student
have classes taught by professionals within the
Student Services Department, many of whom
are experienced university instructors. This
year, the course, Assessment for Instruction,
was offered during the Fall semester.
International Studies Program
In the Winter and Spring of 2007, Student
Services helped to welcome two delegations of
educators from England who were interested
in learning more about educating students
with special needs. In February, a group from
Wiltshire spent a week learning about the
board’s educational practices. They were most
eager to learn and share strategies that promote
inclusion. In May, a group came from Slough to
spend a week visiting the board. Both groups
provided very positive feedback about their
experiences.
Addictions Prevention
The following are examples of activities
undertaken by Student Services personnel
in conjunction with various partners in the
community to support the prevention of highrisk behaviours:
Partners in Prevention – a coalition of various
community groups and agencies. The LBPSB
addictions prevention staff assisted in the
development and distribution of information
pamphlets for parents containing tips and
information about resources such as websites
on smoking, drugs, alcohol, and gambling.
Co-ordinating the delivery of training and
intervention services provided by Pavillon
Foster; Offering the Adopt-an-Alouette
program to our secondary schools. Coordinating presentations and activities by such
groups as the Youth Coalition against Smoking
and Commando Oxygene to support schools in
enforcing the anti-tobacco legislation.
community. In 2006-2007, some of these
committees included: the Comité Aviseur with
Station 5 of the Montreal Police Force, the Table
de concertation pour la jeunesse de l’ouest de
l’île, the Comité aviseur régional intersectoriel
DI-TED, and the Comité territorial de
développement social de Vaudreuil-Soulanges.
MELS/MSSS Collaboration
Research & Conference Presentations
The Student Services Department continued to
work with our partners in the health and social
services sector to actualize the agreement for
the Complementarity of Services between
the two ministries. To this end, a number
of workshops were held to bring together
personnel from the school board and local
health establishments. We also participated
in a number of “projets clinique” which is the
mechanism by which the CSSS determines the
organization of services for specific populations.
We also sit on regional committees where we
can interface with other school boards and
CSSS on the island of Montreal. 2006-2007 was
a busy year for the development of the “École
et Milieu en Santé” approach. The goal of this
initiative is to develop health-related promotion
and prevention programs in schools. A number
of schools have begun work in this important
area, and last year the emphasis has been
on providing sensitization sessions to school
personnel .
Committee Representation
Representatives from Student Services
participate in several committees in the local
The Student Services Department continued
its collaboration with researchers at local
universities to investigate promising practices
for including students with special needs in
the regular classroom. During 2006-2007,
the following conference presentations and
publications were produced:
Auger . M., Bousquet, S., Laganiere, L. (2007,
March). Le programme d’intervention précoce
en littératie. Presentation at the 32nd annual
Learning Disabilities Association of Quebec
(LDAQ-AQETA) convention. Montreal, QC.
Toste, J. R., Heath, N. L., Petrakos, H.,
Karagiannakis, A., Finn, C., McLean-Heywood,
D., & Rousseau, C. (2006, November).
Provision of school services for students with
exceptionalities. Poster session presented at the
Quebec Council for Children with Behavioral
Disorders biennial conference, Quebec City,.
Whitley, J. L., Heath, N. L., & Finn, C. A. (in press).
The role of attention/hyperactivity difficulties in
the self-perceptions of children with behavioral
difficulties. McGill Journal of Education.
32
International
Studies Program
We share a belief that international education
advances learning, builds respect among
different people, and encourages constructive
leadership in a global community.
We believe that international education by
its nature is fundamental to fostering peace,
security, and well-being.
International education encourages better
relations among people of different cultures
and encourages cross-cultural communication.
By making institutions sensitive to other
cultures, and by globalizing the curriculum,
students are given a window into their own
richly diverse communities.
International Summer Program
(July & August 2006)
Nine groups representing nine secondary
schools from Madrid, Barcelona, Valencia,
Spain and Guangdong, China took part in the
International Summer School.
In total there were 118 students and 14
teachers who participated in a two-week or
three-week summer school program, which
spanned over a six-week period. Students
were exposed to English as a Second Language
classes in the morning and took part in cultural
activities in the afternoon. Students also had
the opportunity to visit Ottawa, Quebec City
and Ontario.
33
Visiting students were housed by 106 host
families, all within our territory. This truly
reflects a growing interest in the Board’s
International Studies Program and re-confirms
the community’s desire to globally enrich their
children’s lives.
Full year program
During the 2006-2007 school year we are
pleased to report that one or more international
students were placed at the following LBPSB
schools: Beaconsfield High School, John Rennie
High School, Lakeside Academy, Lindsay Place
High School, Macdonald High School, St.
Thomas High School and St. John Fisher Senior.
Communication between students, schools,
host families and the International Office was
constant and on-going through the entire
school year.
In the month of September, we had the
opportunity to meet with Quebec Immigration,
the Brazilian Consulate and the Bavarian
Consulate; we also had the opportunity
to speak with Foreign Affairs in Ottawa.
Conversations always focused on opportunities
and challenges for the LBPSB.
We also had the opportunity to meet with
officials from the Canadian Embassy in Seoul
to discuss ways to promote and enhance our
presence in the Korean market.
Marketing of the Lester B. Pearson
School Board internationally
During the 2006-2007 school year, we took part
in several educational fairs and recruitment
campaigns took place in the following areas;
São Paulo, Brazil, Mexico, City Mexico, Tokyo,
Japan, Osaka, Japan, Hokkaido, Japan, Seoul,
South Korea, Busan, South Korea, Beijing,
China, Shanghai, China, Guangzhou, China,
Chendu, China, Shenzhen, China, Tianjin, China,
Changsha, China, Nanjing, China, Taipei, Taiwan,
Hong Kong, Valencia, Spain, Malaga, Spain,
Cordoba, Spain, Barcelona, Spain, Riga, Latvia,
Herfordshire, England, Wiltshire, England,
Berkshire, England, Berlin, Germany, Bavaria,
Germany.
As sophisticated and concentrated markets,
both students and parents in these regions
have a high level of knowledge about Canada
and are looking for programs that fit into their
long-term plans.
The level of interest in Canada among Brazilian,
Korean, Chinese and Japanese students and
parents continues to escalate.
The excellence of our education system,
coupled with the initiatives of Citizenship
and Immigration Canada provide more
opportunities for international students
and therefore Canada is seen as the ideal
destination.
International
Studies Program (continued)
Networking with
national organizations
In November, we took part in the CBIE (Canadian
Bureau of International Education) and the CEC
(Canadian Education Centre Network) annual
conferences.
These
conferences
hosted
numerous
international professionals connected with
international education and provided essential
networking opportunities.
We had the opportunity to take part in many
discussion groups and workshops with delegates
from all over Canada, including a school board
round table which focused on the opportunities
and challenges of internationalization. The
conferences debated issues and explored new
ways to view international education.
Project and Programs Realized for
the 2006-2007 School Year
International Language Centre
On January 29, 2007, Council of Commissioners
approved the establishment of the Lester B.
Pearson School Board International Language
Centre.
United Kingdom
Wiltshire, England
In partnership with Education Internationale,
we hosted a group of ten teachers and
administrators from Wiltshire, England. They
spent their time visiting our schools, observing
how the board’s inclusion process is managed.
Hertfordshire, England
Ten students and three teachers visited us
from Birchwood High School in Hertfordshire,
England.
Our partnership with Birchwood is now in
its third year and continues to thrive. The
Birchwood group attended classes at Westwood
High School – Senior Campus.
Berkshire, England
We were approached by the British Council
and Education Internationale to host a small
delegation of teachers from Slough, Berkshire.
Working together with Educational and Student
Services, the theme for their visit was classroom,
department & curriculum management and
benchmarking performance.
Projects such as these give us the opportunity
to enhance the profile of our board, to network,
built links and to create the foundation for
possible partnerships between institutions.
Latvian Project
Last January, through the Honorary Consul of
Latvia in Quebec, we were approached to look
at the feasibility of a partnership with a school
in Riga, Latvia.
In April a group of 10 students and one
administrator visited us. The group attended
classes at LaSalle Community Comprehensive
High School.
On the April 30th Council meeting, the Latvian
and England students and administrators along
with their host families were officially welcomed
by the Chairman, Commissioners and LBPSB
Administration.
Although their time with us was short, the
impact of their visit and subsequent departure
was felt by the two school communities that
hosted them.
Iceland Project
On June 4th, we hosted a delegation of 35
teachers and administrators from Akureyri,
Iceland; they visited our Vocational Centres
and head office. We were very pleased to
receive this group and are excited about the
potential possibility of a partnership between
institutions.
Korean Projects
We maintained a strong presence in South
Korea, as this is where we expect to recruit
many students. The strategy in this area was
to intensify our marketing with promotional
advertisement in order to brand LBPSB and
thus increase the number of Korean student
registrations.
34
International
Studies Program (continued)
At the June 26th Council of Commissioner’s
meeting, an agreement was signed between
the Chairman and our South Korean partners
where Korean students will take part in an
eight-week or twelve-week academic program
at LBPSB in January 2008. The agreement
involved both students at the secondary as well
as elementary levels.
China
Building on the success of this year’s summer
school program, we continued to work with the
affiliated secondary schools of Peking University
Education Investment Company Limited, which
has four schools in China in Beijing, Shenzhen,
Chongqing and Guangdong.
Substantial progress was made in facilitating
immigration requirements for prospective
Chinese students.
Lobby groups such as CBIE and CEC banded
together with Canadian institutions to
encourage both Canadian and Chinese
governments to loosen restraints and relax the
restrictions on the issuance of visas, permitting
students to attain visas for short term study in
Canada.
We have felt the effects of such initiatives, as we
were able to secure all the visas from China for
our 2006 summer school.
We continue to work closely with our agents
in China to pursue additional partnerships and
projects. The Chinese market has tremendous
35
potential, so we endeavor to maintain a strong
presence through our agents and partners.
Saturday Morning ESL classes
In January, 2007, Saturday morning ESL classes
were developed and all international students
took part in these extra classes.
Japan Project
In May, 2007, the Chairman, Director
General, the ISP team and several members
of administration met with officials from
Hakodate La Salle JR High School in Hokkaido,
Japan which resulted in the agreement for the
2007-08 school year.
Involvement in Organizations
During the 2006-2007 school year, we worked
closely with the following organizations:
The British Council
CBIE
(Canadian Bureau of International Education)
CEA
(Canadian Education Alliance)
CEC
(Canadian Education Centre Network)
Education Internationale
World Education Alliance
Throughout the 2006-2007 year, we strived to
enhance the profile of the Lester B. Pearson
School Board through involvement with
international projects, while increasing numbers
of students studying at our schools. There is no
doubt that these initiatives are consistent with
our educational goals and strategic plan.
Code of
Ethics
Education Act
175.1 The Council of Commissioners must,
by by-law, establish a code of ethics and
professional conduct which is applicable to the
commissioners.
Code of Ethics
The code shall set out the duties and obligations
of the commissioners, and may prescribe
standards that vary according to the various
classes of commissioners or that apply only
to certain classes of commissioners. The code
must, among other things,
1. Include preventive measures, in particular
rules for the disclosure of interests;
2. Deal with the identification of situations of
conflict of interest;
3. Regulate or prohibit practices relating to
remuneration;
4. Specify the duties and obligations of
commissioners even after they leave office;
5. Include enforcement mechanisms, in
particular the designation of the persons
charged with the enforcement of the code and
provide for penalties.
1. Reference
The Education Act (R.S.Q., chapter 1-13.3,
sections 175.1 to 176) serves as reference for
the present Code.
2. Title
This by-law is entitled Code of Ethics and
Professional Conduct of the Lester B. Pearson
School Board.
3. Jurisdiction
Unless otherwise specified, this by-law is
applicable to any commissioner as defined by
the Education Act.
4. Definitions
4.1 Review Committee:
A review committee consisting of the Chairman
of the Board and two (2) commissioners named
by the Council of Commissioners, pursuant
to the Act, to review or to inquire about any
complaint filed regarding a commissioner’s
behaviour being unethical or forbidden by the
present by-law
Public Access
The school board must ensure public access to
the code, and publish it in its annual report.
4.2 Commissioner:
A commissioner elected or acclaimed as a result
of the application of the Act respecting school
elections or a commissioner representing the
Parents’ Committee.
By-Law 5/99
Code of Ethics and Professional Conduct of the
Lester B. Pearson School Board applicable to
any commissioner as defined by the Education
Act.
5. Commissioner’s Duties and Obligations and
Identification of Situations Resulting in Conflict
of Interest
5.1 Discretion
A commissioner must demonstrate absolute
discretion during and after his term of office and
must keep to himself personal and privileged
information gained through his position,
particularly that which is communicated to a
commissioner during in camera sessions.
5.2 Adherence to Rules, Policies and Procedures:
A commissioner must respect the rules and
policies adopted by the board unless there are
overriding reasons to do otherwise.
5.3 Access to the board’s Goods and Services
A commissioner must not use his position in
order to obtain for himself or for others services
to which they would not normally be entitled.
5.4 Openness
A commissioner may not use information
gathered while in office to secure undue
benefits for himself or for others before,
during or after negotiations or the signature
of contracts or agreements by the board. A
commissioner must report any abusive exercise
of privilege witnessed by him.
5.5 Conflict of Interest
A commissioner must respect the provisions of
section 175.4 of the Education Act.
5.6 Loyalty
A commissioner must act in a proper manner
consistent with his functions, in order to protect
the board’s credibility.
6. Preventive Measures
Without limiting the purpose of the obligations
36
Code of
Ethics (continued)
and measures stated in section 175.4 of the
Education Act, within thirty (30) days of his
election to office, a commissioner must produce
a written statement, using the standard form,
of any situation or relationship creating a
conflict of interest. Later on, he will produce a
statement in November of each year, or as soon
as any change occurs, resulting in a conflict of
interest. Each time a commissioner completes
a report form pursuant to this by-law, the report
is submitted to council as soon as possible.
7. Implementation Procedures
7.1 Establishment of the Review Committee.
Each year, the Council of Commissioners
establishes a Review Committee consisting
of the Chairman of the Board and two
(2) commissioners.
The Director General
coordinates the committee’s work and sits at
its meetings, but does not have a right to vote.
Two substitutes are assigned in order to replace
a member in case of absence or in the event
that a complaint relating to this Code of Ethics
is filed against one of the two commissioner
members of the Review Committee. The ViceChairman replaces the Chairman of the Board
in the event of a complaint filed against the
Chairman.
7.2 Functions and Powers Delegated to the
Review Committee.
The committee is responsible for the application
of this code. The committee is responsible
for reviewing or inquiring into situations or
allegations of behaviour likely to contravene
37
the present code. It can initiate, on its own,
a review or inquiry whenever a situation
requires it. Complaints are to be directed to the
committee through the Chairman of the Board.
Prior to inquiry and review of an allegation, the
chairman requests that an affidavit of the said
allegation be signed by the person making the
complaint. This affidavit becomes the official
complaint. The review of a complaint must
include meeting with the commissioner against
whom the complaint is made.
Following its review or inquiry, the committee
will submit a written report to the Council of
Commissioners only for those cases where a
solution is recommended or council action is
required. Furthermore, the committee submits
a report for council annually.
7.3 Operation
The committee’s quorum is determined as two
commissioners. The committee establishes its
own internal rules.
7.4 Disciplinary Measures
The law provides for cases where proceedings
can be taken to disqualify the commissioner at
fault.
In other cases, the council may decide
to reprimand the commissioner having
contravened the present Code of Ethics and
Professional Conduct.
The council may lay down measures or rules to
stop a situation violating this code.
8. Access to this Code
The Code of Ethics and Professional Conduct of
the Lester B. Pearson School Board is available
at the Secretary General’s office and on the
board’s website.
9. Effective Date
The present by-law becomes effective on the
day public notice of its adoption is given.
Ethics Review Committee 2006 / 2007 Annual Report
During the 2006-2007 school
year no issues were brought to
the attention of the Council of
Commissioners that required
the calling together of the Ethics
Review Committee.
The members of the committee
for 2006-2007 as elected by the
Council of Commissioners were:
• Marcus Tabachnick, Chairman
• Eric Bender
• John Killingbeck
Alternate members were:
• Sylvia Di Donato, Vice-Chairman
(as alternate to M. Tabachnick)
• Martin Sherman
• Allan Levine
Financial
Position
Breakdown 2006-2007
Revenue
10%
Teaching Services
1% 5%
Educational Support
Extracurricular Activities
22%
Transportation
Administrative Activities
Energy
Expenses
Maintenance
Finance
Other
62%
MELS Operating Grants
School Taxes
Other Operating Revenues
Transportation Grants
MELS Capital Grants
5%
2%
5%
0%
7%
10%
Capital
5%
4%
17%
45%
38
Financial
Financial
Position (continued)
Statement of Income & Expenditures
(For the period ending June 30th)
Revenues
MELS Operating Grants
School Taxes
Other Operating Revenues
Transportation Grants
Capital Grants
Total Revenues
Expenditures
2005 - 2006
151 337 071
53 900 850
24 335 306
3 172 322
11 666 864
139 141 703
51 914 436
17 643 352
3 422 973
12 996 091
$ 244 412 413
$ 225 118 554
Teaching Services
Educational Support
Daycare and Food Services
Transportation
Administrative Activities
Energy
Maintenance and Caretaking
Finance
Retroactive salary equity
Extracurricular activities
Fees for students attending
schools in the public interest
114 907 350
42 464 743
9 139 097
11 626 597
12 999 116
6 038 146
11 463 809
1 067 587
5 041 885
5 266 999
4 589 975
111 653 994
38 983 296
8 536 462
11 286 427
12 528 606
6 763 096
11 209 569
1 148 691
498 585
2 034 195
4 089 598
Other
Capital
1 679 448
25 514 683
1 811 600
25 406 834
$ 208 993 031
$ 235 950 953
11 090 375
$ 10 504 751
Total Expenditures
Expenses for which long term
funding is Board’s responsibilty
or awaiting grants
39
2006 - 200 7
Net Results
$
3 703 353
$
(327 648)
Statement of Accumulated Surplus
(For the period ending June 30th)
2006 - 2007
2005 - 2006
$ 617 072
$ 2 400 052
Budget Surplus:
Schools & Centres (Prior Year)
$ 5 241 553
$ 3 740 820
Accumulated Surplus:
Beginning of year
$ 5 858 625
$ 6 140 872
269 164
(1 696 717)
237 784
(192 383)
$ 4 431 072
$ 6 186 273
3 703 353
(327 648)
Accumulated Surplus,
End of Year
$ 8 134 425
$ 5 858 625
Budget Surplus:
Schools & Centres
$ (7 987 763)
$ (5 241 553)
$ 146 662 $617 072
Non-Reserved Surplus:
Prior Year
Adjustments to Opening Balance:
MELS adjustments
Other
Accumulated Surplus,
Beginning of Year, as restated
Net Results for the Year
Non-Reserved Surplus:
Current Year
External Auditors for 2006-2007
Elementary
Elementary
Schools
Allion
Clearpoint
Forest Hill Senior
Orchard
Beacon Hill
Dorset
Greendale
Pierre Elliott Trudeau
55-5th Avenue
LaSalle, QC H8P 2K1
Principal: Carole Osborne
Phone: 595-2040 Fax: 595-2112
170 Alton St.
Beaconsfield, QC H9W 2Z3
Principal: Grant Thomas
Phone: 695-3301 Fax: 695-9487
Beechwood
13155 Shelborne St.
Pierrefonds, QC H9A 1L4
Principal: Marlene Kotler
Phone: 626-3484 Fax: 626-5547
Bishop Whelan
244 de la Presentation
Dorval, QC H9S 3L6
Principal: Tony Di Vittori
Phone: 634-0550 Fax: 631-4684
Children’s World Academy
2241 Ménard St.
LaSalle, QC H8N 1J4
Principal: David Meloche
Phone: 595-2043 Fax: 595-2113
Christmas Park
422 Beaconsfield Blvd.
Beaconsfield, QC H9W 4B7
Principal: Lorna Aiken
Phone: 695-0651 Fax: 695-0652
17 Cedar Ave.
Pointe-Claire, QC H9S 4X9
Principal: Sam Bruzzese
Phone: 798-0792 Fax: 695-3480
106 Dorset Rd.
Baie d’Urfé, QC H9X 2Z6
Principal: Judi Pyves
Phone: 457-3631 Fax: 457-5210
Dorval
1750 Carson Ave.
Dorval, QC H9S 1N3
Principal: Lise Charlebois
Phone: 798-0738 Fax: 631-9006
Edgewater
220 Cardinal-Léger Blvd.
Pincourt, QC J7V 3Y5
Principal: Hans Bulow
Phone: 453-4534 Fax: 453-9832
Evergreen
2625 du Bordelais St.
St-Lazare, QC J7T 2Z9
Principal: Kim Meldrum
Phone: 798-4445 Fax: 450-458-1564
Forest Hill Junior
1950 Chanterel St.
St-Lazare, QC J7T 3C2
Principal: Maria De Wolfe
Phone: 798-0777 Fax: 450-424-3539
1449 rue Bedard
St-Lazare, QC J7T 3B4
Principal: Marc Klein
Phone: 798-5556 Fax: 450-424-2120
4381 King St.
Pierrefonds, QC H9H 2E8
Principal: Otis Delaney
Phone: 626-7880 Fax: 626-7883
Jubilee
90 Jubilee Square
Pointe-Claire, QC H9R 1M3
Principal: Marti McFadzean
Phone: 798-0758 Fax: 697-5848
Margaret Manson
18750 Elkas Blvd.
Kirkland, QC H9J 4C1
Principal: Susan Thompson
Phone: 694-7808 Fax: 695-3719
Meadowbrook
740-52nd Avenue
Lachine, QC H8T 2X6
Principal: Susan Piffer
Phone: 637-5868 Fax: 637-5860
Mount Pleasant
97 Mount Pleasant St.
Hudson, QC J0P 1H0
Principal: Lorel Crawford
Phone: 798-0400 Fax: 450-458-4711
400 80th Ave.
LaSalle, QC H8Y 3E4
Principal: Elisabeth Rivard
Phone: 366-2270 Fax: 366-9435
490 Bourget St.
Vaudreuil-Dorion, QC J7V 6N2
Principal: Jan Langelier
Phone: 798-4454 Fax: 450-455-3612
Purcell Academy
13350 Purcell St.
Pierrefonds, QC H8Z 1P7
Principal: Cynthia Wallach
Vice Principal: Joan Shapiro
Phone: 626-8877 Fax: 626-5895
Riverview
971 Riverview Ave.
Verdun, QC H4H 2C3
Principal: Myriam Rabbat
Vice Principal: Greta Govan
Phone: 761-4524 Fax: 761-5954
Sherwood Forest
313 Windermere Rd.
Beaconsfield, QC H9W 1W1
Principal: Bryden Murray
Phone: 798-0769 Fax: 695-8424
40
Elementary
Schools (continued)
Soulanges
St. John Fisher Junior
St. Paul
Westpark
Springdale
St. John Fisher Senior
Sunshine Academy
Wilder Penfield
St. Anthony
St. Lawrence Junior
Terry Fox
88340 David Boyer St.
LaSalle, QC H8N 2A1
Principal: Barbara Cyr
Phone: 798-0743 Fax: 363-6144
13280 Huntington Ave.
Pierrefonds, QC H8Z 1G2
Principal: John Torunian
Phone: 626-6253 Fax: 626-7298
St. Lawrence Senior
Thorndale
1135 St. Georges Rd.
Saint Télesphore, QC J0P 1Y0
Principal: Hans Bulow
Phone: 450-269-2452 Fax: 450-269-3489
150 Hyman St.
Dollard-des-Ormeaux, QC H9B 1L6
Principal: David Estok
Vice Principal: Marie Wahba
Phone: 798-0767 Fax: 684-8091
17750 Meloche St.
Pierrefonds, QC H9J 3P9
Principal: Antonietta Rampone
Phone: 624-6614 Fax: 624-6616
St. Charles
4331 Saint-Anne St.
Pierrefonds, QC H9H 4G7
Principal: Christina Prata
Phone: 626-0480 Fax: 626-5522
St. Edmund
Beaconsfield, QC H9W 3Z8
Principal: Susan Greenberg
Phone: 697-7621 Fax: 697-7961
41
87 Belmont Ave.
Pointe-Claire, QC H9R 2N7
Principal: Steven Colpitts
Phone: 798-0746 Fax: 694-0079
121 Summerhill Ave.
Pointe-Claire, QC H9R 2L8
Principal: Charles Poirier
Phone: 695-1112 Fax: 695-2374
1555 Rancourt St.
LaSalle, QC H8N 1R7
Principal: Jane Fullerton-Kelly
Phone: 798-0744 Fax: 368-3026
St. Patrick
261 Shamrock St.
Pincourt, QC J7V 3W5
Principal: Jad Deegan
Phone: 453-6351 Fax: 453-6353
230 Sherbrooke St.
Beaconsfield, QC H9W 1P5
Principal: Coleen Turner
Phone: 697-7830 Fax: 697-1231
65 Sunshine Ave.
Dollard-des-Ormeaux, QC H9B 1G9
Principal: Michael Chechile
Phone: 798-5610 Fax: 683-1882
4348 Thorndale Ave.
Pierrefonds, QC H9H 1X1
Principal: Michelle Potter
Phone: 626-3924 Fax: 626-7094
Verdun
610 Desmarchais St.
Verdun, QC H4H 1S6
Principal: Joanne Brady-Merola
Vice Principal: Greta Govan
Phone: 767-5344 Fax: 767-2368
6 Howard St.
Dollard-des-Ormeaux, QC H9A 2L2
Principal: Mary Anne Bindner
Vice Principal: Giancarlo Crasci
Phone: 684-1418 Fax: 684-3476
551 Westminster Ave.
Dollard-des-Ormeaux, QC H9G 1E8
Principal: Deborah Gross
Phone: 626-0670 Fax: 626-3161
Secondary
Schools
Beaconsfield
LaSalle Community Comprehensive
Riverdale
Beurling Academy
Lindsay Place
St. Thomas
Macdonald
Westwood Junior
250 Beaurepaire Drive Beaconsfield, QC H9W 5G7
Principal:
Rosemary Patterson
Vice Principal: Micheline Lincoln
Vice Principal: David Chisholm
Phone: 697-7220 Fax: 697-6168
6100 Champlain Blvd.
Verdun, QC H9R 3J5
Principal:
Christine Cyr
Vice Principal: Donatella Bianchi
Vice Principal: Dean Graddon
Phone: 766-2357 Fax: 768-9207
John Rennie
501 St. Jean Blvd
Pointe-Claire, QC H9R 3J5
Principal:
Nancy Sweer Vice Principal: Marie Josée Coiteux
Vice Principal: Patrice Delage
Vice Principal: Gaye Meredith
Phone: 697-3210 Fax: 697-3520
140 - 9th Avenue
LaSalle, QC H8P 2N9
Principal: Paula Pedroso
Vice Principal: Peter Oland
Vice Principal: Patrick Oliphant
Phone: 595-2050 Fax: 595-2136
111 Broadview Ave.
Pointe-Claire, QC H9R 3Z3
Principal:
Mary McCauley
Vice Principal: Erik Olsthoorn
Vice Principal: Douglas Stewart
Phone: 694-2760 Fax: 694-2769
17 Maple Ave.
Ste-Anne-de-Bellevue, QC H9X 2E5
Principal:
James Aitken
Vice Principal: Christopher Fuzessy
Vice Principal: Patricia Higgins
Phone: 457-3770 Fax: 457-8959
Pierrefonds Comprehensive
Lakeside Academy
5050 Sherbrooke St. Lachine, QC H8T 1H8
Principal:
James Wallach
Vice Principal: Michelle Harper
Vice Principal: Mark Massarelli
Phone: 637-2505 Fax: 637-9452
13800 Pierrefonds Blvd. Pierrefonds, QC H9A 1A7
Principal:
Cecil Humphries
Vice Principal: Jason Ferris
Vice Principal: Martine St-Pierre
Phone: 626-9610 Fax: 626-8865
5060 Sources Blvd. Pierrefonds, QC H8Y 3E4
Principal:
Thomas Rhymes
Vice Principal: Duncan Carlyle
Vice Principal: Sheila Honeyborne
Phone: 684-9920 Fax: 684-9925
120 Ambassador
Pointe-Claire, QC H9R 1S8
Principal:
Carolyn Daoust
Vice Principal: Stephane Crête
Vice Principal: Lyne Morissette
Phone: 694-3770 Fax: 694-3378
2800 du Bordelais
St. Lazare, QC J7T 3E3
Principal:
Michael Miller
Vice Principal: Adrian Geller
Phone: 798-4500 Fax: 450-458-4396
Westwood Senior
69 Cote-St-Charles
Hudson, QC J0P 1J0
Principal:
Michael Miller
Vice Principal: Carmela di Iorio
Phone: 798-4900 Fax: 450-458-1473
Network of Alternative Centres
Principal: Phil Clavel
42
Adult Education & Vocational
Centres
Place Cartier Adult Centre
Angrignon Adult Centre
Beaconsfield, QC H9W 4A5
Director: Véronique Marin
Asst. Director: Marilyn MacLean
Phone: 694-8500 Fax: 694-3590
Gordon Robertson Career Centre
240 Beaurepaire Drive
Beaconsfield, QC H9W 6G4
Director: Louise Bergeron
Phone: 426-5096 Fax: 426-4854
6875 LaSalle Blvd.
Verdun, QC H4H 1R3
Principal: Phil Clavel
Phone: 761-6131 Fax: 766-3380
Pearson Adult & Career Centre
8300 George St.
LaSalle, QC H8P 1E5
Vocational Section
Director: Veronica Lake
Asst. Director: Richard Oliver
West Island Career Centre
13700 Pierrefonds Blvd.
Pierrefonds, QC H9A 1A7
Director: Glen Colwell
Phone: 620-0707 Fax: 620-5335
Adult Section
Ann Moran
Director: Asst. Director: Margaret Grant
Phone: 363-6213 Fax: 364-1953
Enrollment Data
43
2006- 2007
2005 - 2006
4 Year Old Kindergarten...............................................
5 Year Old Kindergarten...............................................
Elementary........................................................................
Secondary.........................................................................
Adult Education..............................................................
Vocational Education....................................................
40
1735
12,854
11,831
1,132
1,207
52
1877
13,589
11,695
1207
1200
TOTAL..............................................................
28,799
29,620
Staff Recognition
The Lester B. Pearson School Board holds two events during the year to celebrate those employees having 25 years of service and those who retired.
Retirees
Clevious Als
Eleanor Arless
Valerie Aspin-Barrett
Judy Bacsfalusi
Carol Barlow
David Belanger
Louise Bergeron
Leo Biezing
Irene-Ann Bond
Odette Bouchard
Jeannette M Bourgeois
Linda Branston
Liliane Bronsard
Bernard Buckley
Madonna Anne Byrne-Hearn
Beverly Cardinal
Linda A. Carter
Peter G Cartwright
Luc Cauchon
Erica Chafe
Francois Cliche
Estela Coelho-Pizioli
Ruth A. Cohen
Thomas W Colbeck
Cynthia Collard
Anne Collett-Belhumeur
Odette Cote-Weiss
Nellimay Daniel-Tunteng
Mehmet Deger
Maria Dell’aquila-Rossi
Rene Deschamps
Beverly Doe-Beauchamp
Carolyn Doucet
George J Doxas
Mary Dreghorn
Pierre Duquette
A Jane Ellison
Mary Facconi-Bavota
Lawrence Farley
Isabelle Fournier
Micheline Gendron
Magdalene Georgiades
Ginette Giguere-Beer
Carol Gregor
Suzanne Hachez
Stella Haley
John Hanley
Merle Holloway
M Joan Hopper
Jeanne Houweling
Janina A Jones
Josephine Jones
Barbara Joyce
Shirine Karkaria
Sheila Keating
Mary Eleanor Kempffer-Barbieri
Helen S Koeppe
Stella Kuziomko-Turchyn
Leo La France
Gloria Labrecque
Kathryn Anne Laidley
Maureen Lang
Gilles Lanthier
Mary Law
Stephen Daniel Leighton
Richard Marcotte
Francine Marcotte-Morris
Debra Jean Martyn
Peter Martyn
Lorraine Mayea
Joyce E Mc Donald
Eleanor Marion Mccreath
25 Years of Service
Peter Malcolm Mcgilton
Alfredo Moncalieri
Islamaie Mooney
Keith Ian Morris
William Morris
Lise Mullins
J Bryden Murray
Sandra J. Oliver
Louise Pelletier
Carol Pelletier-Mckenzie
Eileen Pentecost
Jennifer Phillips
Francoise Quesnel-Deschenes
Isaac Ramadeen
Francine Raymond-Rodrigue
Doris Riedlberger
Rosalind Rothwell
Pamela Santini
Soheir Selim Raouf
Bonnie Sinclair
Roy W Smith
Lynda Smith-Erratt
Ellen Snoddy
Filomena Sollazzo
Elizabeth Speyer
Jean Stanley-Novak
Deborah Anne Stewart
Barbara Tarrant
Kenwood Taylor
Margaret C Taylor
Peter Tellier
Santina Tutino-Galletti
Rose Marie Venditti
Heather Walker
James Wallach
Audrey Wylie-Brunet
Jack Berkowich
Louise Berthiaume
Michel Boyer
Donna Brown-Scalia
Constance Brownell
Claude Virginie Cassanne
Sylvie Cotnoir
Karen Dupont
Lise Frenette
Eutha Gooding
Ellen Curtis Green
Wanda Holst
Pierrette Jutras-Dezial
Gary Donald Keller
Linda Kollar
Alice Lenko-Cristofaro
Linda Marics
Sara Marquis
Guy Martel
Johanna Masseau
Concettina Morielli-Sciannamblo
Carmen Pallotta
Maria Palmieri
Johanne Perreault
Francis Perrier
Remi Poliquin
Lynda Scott
Chantal St-Pierre
Lynn Stewart
Paula Sullivan
Suzanne Ujvari
Anica Vidal
Ronnie Young
44

Annual Report - Lester B. Pearson School Board

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