education - Lester B. Pearson School Board

TABLE OF CONTENTS
CHAIRMAN ..........................................................
DIRECTOR GENERAL .............................................
COUNCIL OF COMMISSIONERS ................................
ADMINISTRATION TEAM..........................................
CODE OF ETHICS .................................................
1
2
3
4
5
THE SECTORS .....................................................
EDUCATIONAL SERVICES .......................................
ADULT EDUCATION ...............................................
VOCATIONAL EDUCATION .......................................
STUDENT SERVICES .............................................
7
10
13
14
16
COMMUNICATION SERVICES ...................................
COMMUNITY SERVICES ..........................................
EQUIPMENT SERVICES ..........................................
HUMAN RESOURCES .............................................
INFORMATION SYSTEMS .........................................
LEGAL SERVICES .................................................
TRANSPORTATION SERVICES ..................................
FINANCE REPORT.................................................
ELEMENTARY SCHOOLS .........................................
SECONDARY SCHOOLS ..........................................
ADULT AND VOCATIONAL CENTRES .........................
ENROLLMENT DATA ..............................................
20
21
24
25
26
28
30
31
34
36
37
37
38
Vision
STATEMENT
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.)
39
MESSAGE FROM THE
CHAIRMAN OF THE COUNCIL OF COMMISSIONERS
It gives me great pleasure on behalf of the Council of Commissioners to present the 2001-2002 Lester B. Pearson School
Board Annual Report.
As a School Board, Lester B. Pearson continues to improve our awareness, our involvement and our support to the parents
and the other stakeholders of this Board to ensure greater success for our students of all ages.
The Board continues to keep student success and student achievement as its primary mission. We strive, system-wide, to
provide the resources necessary to support current and future student needs. The Council and administration are dedicated
to providing equity in the delivery of funding for our schools and centres while maximizing the resources available to the
classroom.
MARCUS TABACHNICK
CHAIRMAN
COUNCIL OF COMMISSIONERS
We believe strongly in creating and sustaining an environment in which students have a sense of belonging and within
which they can feel connected not only to their school or centre but also to the community at large.
Council, in partnership with the Central Parents’ Committee, the Sector Parent Committees, the Special Needs Advisory
Committee, and other groups, meets regularly throughout the school year providing a forum for discussion on issues of
concern, to receive suggestions and to provide both recommendations and affirmations.
Working together with all our stakeholders has enabled the Council to make decisions that have resulted in a more effective
and efficient school system. This in turn has led to the Board being able to invest millions of dollars in new programs, services,
materials, and initiatives while continuing to work on a plan of upgrading and improving the Board’s infrastructure.
We are also particularly pleased with our long-term planning process. Future Search brought together representatives from
all stakeholder groups within our Board, along with representatives from community groups, business and social services.
We are confident that the result will be a School Board that is better able to provide its learners with the information, the
skills, and the tools they will need to succeed in this ever-changing world.
On behalf of the Council of Commissioners, I would like to congratulate the Lester B. Pearson team, Administrators,
Teachers, Professionals and Support Staff, all of whom work to provide the best learning and social environment for all
our students.
1
MESSAGE FROM THE
DIRECTOR GENERAL
I find myself writing with great pride a brief introduction to the Annual Report for 2001-2002, pride in the accomplishments
of our students and of our administrators, teachers, professionals and support staff.
Their combined efforts have continued to build the reputation for achievement and excellence for which the Lester B.
Pearson School Board has developed an enviable reputation in five short years.
Having relinquished my position as Director General during the year, I wish to extend my thanks to the Lester B. Pearson
School Board community for its support during my tenure. May you all continue to flourish and be energized by the youth
we serve.
CATHERINE PROKOSH
DIRECTOR GENERAL
FEBRUARY, 2002
TO
I am pleased to report that the past year has seen continued growth and development of the Lester B. Pearson School
Board as a corporate entity and as an institution devoted to carrying out its mission of serving the community.
On behalf of all of us, I wish to extend to Catherine Prokosh, the first Director General of our Board, every best wish on her
retirement. During her tenure, she led us through a complex amalgamation process, forging a new and dynamic identity
from the six founding boards of the Lester B. Pearson School Board. Her leadership was exemplary.
LEO LA FRANCE
DIRECTOR GENERAL
FROM FEBRUARY, 2002
During the year, we have continued vigorously the implementation of the Quebec Education Program at the elementary
level, impacting instruction, assessment and evaluation. Preparations are well underway for continuation to the high
school level. The Major School Change process has continued, enabling us to rationalize elementary school enrollments
and program offerings to our communities. Significant expenditures were undertaken in the on-going process of
facility re-vitalization. These initiatives were accomplished within the budget parameters established by the Ministry of
Education.
The success of our organization relates directly to the efforts of staff members in every service. Senior administrators,
school and centre administrators, consultants, members of the teaching staff and our support staff members have exerted
remarkable efforts in assuring that the Lester B. Pearson School Board will continue to provide excellent service. Members of
the Council of Commissioners have spent long hours working in support of our mission. My thanks are extended to all.
2
COUNCIL OF COMMISSIONERS
Ward 1
Gary Carr
Verdun/Nuns’ Island
(Sworn in on June 9, 2002)
Ward 1
Daniel O’Reilly
Verdun/Nuns’ Island
(Resigned March 1, 2002)
Ward 2
Marion Roberts
LaSalle South
Ward 3
Antoinette Modric
LaSalle Northeast
Ward 4
Frank di Bello
LaSalle West/Ville St-Pierre
Ward 5
Ward 6
3
Patrick Carroll
Lachine
Barbara Freeston
Dorval
Ward 7
Steven Tamas
Dollard-des-Ormeaux East
Ward 8
Ward 9
Ward 10
Ward 11
Ward 12
Ward 13
Ward 14
Howard Solomon
Roxboro/Pierrefonds East
Joseph Zemanovich
Dollard-des-Ormeaux W./
Kirkland E.
Ward 15
Allan Levine
Pointe-Claire East
Joel Hartt
Beaconsfield North
Ward 16
Ruth Toohey
Pointe-Claire West
Eric Bender
Kirkland West
Ward 17
Bart Sellitto
Pierrefonds West
Marcus Tabachnick
Dollard-des-Ormeaux Centre
Ward 18
Ann Cumyn
Ste-Anne/Baie d’Urfé/
Beaconsfield S./Senneville
Sylvia Di Donato
Pierrefonds/Ile Bizard
Victor Levis
Dollard-des-Ormeaux
Centre/West
Ward 19
Susan Bartlett-Lewis
Île Perrot
Ward 20
Cameron Sherry
Les Cedres/Vaudreuil-Dorion
Ward 21
Diane Ratcliffe
Hudson/St-Lazare
Ward 22
Rona Cupak
Soulanges
Central Parents Committee
CPC
Ralph Tietjen
Elementary Parent Representative
CPC
Ruben Fazio
Secondary Parent Representative
AS OF JUNE 30, 2002
DIRECTORATE
Leo La France
Director General
Robert T. Mills
Assistant Director General
Don Taylor
Assistant Director General
William Stockwell
Secretary General
Jim Hendry
Communications Officer
Rémi Poliquin
General Counsel
Lois Alves
Internal Auditor
COMMUNITY SERVICES
Pat Deans
Director
EQUIPMENT SERVICES
Daniel Hogue
Director
Tony Cicchino
Coordinator
FINANCIAL SERVICES
Carol Heffernan
Director
Claude Lallemand
Assistant Director
Bernard St.-Denis
Finance Officer
Valerie Pelletier
Purchasing Manager
HUMAN RESOURCES
Marilyn Miller
Director
Luc Cauchon
Assistant Director
Tom McKenzie
Assistant Director
France Goyette
Assistant Director
Steve Rivard
Management Consultant
Rita Hague
Manager
Viviane Saucier
Analyst
ADMINISTRATION TEAM
INFORMATION SYSTEMS
François Dupuis
Director
Jacques Therrien
Manager
Corporate Applications
Allan Walsh
Manager
Technical Support
Michael Papoulias
Manager
Networks & Telephony
MAINTENANCE SUPERVISORS
Jeff Wood
Sector 1
Yvan Lachance
Sector 2
Stephen Swailes
Sector 3
Pierre Boudreau
Sector 4
TRANSPORTATION
Mario Barrette
Coordinator
ADULT & VOCATIONAL EDUCATION
Viviane Croubalian
Director
EDUCATIONAL SERVICES
Elizabeth Speyer
Director
SECTORS
Garry Saunders
Director, Sector 1
Charleen Graham
Director, Sector 2
Gregor Campbell
Director, Sector 3
Lynne Stockless
Director, Sector 4
STUDENT SERVICES
Diane McLean-Heywood
Director
Judi Pyves
Assistant Director
ADMINISTRATIVE CHANGES DURING 2001 - 2002
Leo La France, Assistant Director General
Appointed Director General - February, 2002
Giordano Rosa, Sector Director
Named the Director General of Sir Wilfried Laurier - March, 2002
Pat Deans, Children’s World Academy
Appointed Director of Community Services - April, 2002
Garry Saunders, Director - Community Services
Appointed Sector Director - April, 2002
David Maloney, Sector Director
Retired - January, 2002
Don Taylor, Director - Centre of Educational Excellence
Appointed Assistant Director General - April, 2002
Catherine Prokosh, Director General
Appointed Senior Consultant - February, 2002
4
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.
PUBLIC ACCESS
The school board must ensure public
access to the code, and publish it in
its annual report.
5
BY-LAW 5/99
(adopted by virtue of Resolution 99-01-25)
Code of Ethics and Professional
Conduct of the Lester B. Pearson
School Board applicable to any
Commissioner as defined by the
Education Act.
. b) Commissioner:
A Commissioner elected or acclaimed
as a result of the application of the
Act governing school elections or
a Commissioner representing the
Parents’ Committee.
5. COMMISSIONER’S DUTIES AND
OBLIGATIONS AND IDENTIFICATION OF
1. REFERENCE
The Education Act (R.S.Q., chapter
SITUATIONS RESULTING IN CONFLICT OF
1-13.3, sections 175.1 to 176) serves
INTEREST
as reference for the present Code.
3. JURISDICTION
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.
4. DEFINITIONS
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.
2. TITLE
This by-law is entitled Code of
Ethics and Professional Conduct
of the Lester B. Pearson School
Board.
Unless otherwise specified,
this by-law is applicable to any
Commissioner as defined by the
Education Act.
a) 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
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 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.
CONTINUED
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 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.
CODE OF ETHICS
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.
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.
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.
9. EFFECTIVE DATE
The present by-law becomes
effective on the day public notice
of its adoption is given.
LESTER B. PEARSON SCHOOL BOARD ETHICS COMMITTEE 2001 / 2002 ANNUAL REPORT
There was one meeting of the
Ethics Committee during the year
to deal with an issue regarding
the handling of sensitive materials
and information. At this meeting
the Vice-Chairman, Ann Cumyn,
replaced the Chairman who was
away on vacation.
A wide ranging discussion was held
leading to a better understanding
that the effective operation of the
Board inevitably places constraints
on the individual commissioner.
No further action was taken on
this matter. There were no other
meetings of the Committee.
The members of the Committee for
2001/2002 as elected by the Council
of Commissioners were:
•Marcus Tabachnick, Chairman
•Allan Levine
•Barbara Freeston
Alternate members were:
•Ann Cumyn
(as alternate to M. Tabachnick)
•Frank di Bello
•Victor Levis
Respectfully submitted,
The Ethics Committee
6
THE SECTORS
Sector 1
Garry Saunders, Director
Allion School
Bishop Whelan School
Cecil Newman School
Cedar Park School
Children’s World Academy
Courtland Park School
LaSalle Elementary (Keith Campus)
LaSalle Elementary (Laurendeau-Dunton Campus)
Laurier-Macdonald School
Meadowbrook School
Riverview School
St. Thomas More School
Woodland School
Sector 2
Charleen Graham, Director
7
Beechwood School
Charles A. Kirkland School
Greendale School
Herbert Purcell School
Northview School
St. Anthony School
St. Bernard School
St. Charles School
St. John Fisher School
Spring Garden School
Sunnydale Park School
Terry Fox School
Thorndale School
Valois Park School
Westpark School
Wilder Penfield School
Sector 3
Gregor Campbell, Director
Allancroft School
Beacon Hill School
Christmas Park School
Dorset School
Edgewater School
Evergreen School
Forest Hill School
Mount Pleasant School
Pierre Elliott Trudeau School
St. Edmund School
St. Patrick School
St. Paul School
Seigniory School
Soulanges School
Windermere School
New Kirkland School (Opening in 2003)
Sector 4
Lynne Stockless, Director
Beaconsfield High School
Hudson High School
John Rennie High School
Lakeside Academy
LaSalle Catholic Comprehensive High School
LCCHS Junior International
Lindsay Place High School
Macdonald High School
Pierrefonds Comprehensive High School
Riverdale High School
Riverside Park Academy
St. Thomas High School
Vaudreuil County High School
SECTORS 1, 2, 3
The organization of the Elementary
Regions into Sectors began in July
of 2001. Three sectors were created
representing elementary schools from
LaSalle and Verdun in the east to the
Ontario border in the west. Altogether
the Sectors comprise 45 schools, 14
in Sector 1, 16 in Sector 2 and 15 in
Sector 3.
The schools in each sector offer either
an Early Immersion or a Bilingual
instructional model. Two schools in
Sector 2 offer an English program in
classes combining grades 4, 5 and 6.
Sector 3 features a two room, multi
age class at the school in St. Telesphore,
near the Ontario border. Our schools
located in the elementary sectors
could be classified as urban, suburban
and rural. By grouping the schools into
exclusively elementary sectors, we
have gained the advantage of being
able to focus our work on successfully
implementing the new curriculum
reform. Sector meetings are dedicated
GARRY SAUNDERS
CHARLEEN GRAHAM
GREGOR CAMPBELL
to issues which concern elementary
education and our professional
development allows the principals to
carry out the related revision of student
assessment processes and to begin the
training necessary to allow teachers to
effectively and continuously enhance
their professional practice.
acts as a liaison between the schools
and the departmental offices of the
head office. A Maintenance Manager,
in each Sector office, enables prompt
handling of maintenance requests and
the closer supervision of maintenance
projects in the schools.
structure ensures there is a consistent
and uniform delivery of service to all of
the schools. We believe that our goal,
in each Sector, is to be of service to
our schools to enable them to provide
the best educational setting for our
students.
DIRECTOR, SECTOR 1
Apart from the Sector Director, an
Executive Secretary in the Sector office
DIRECTOR, SECTOR 2
DIRECTOR, SECTOR 3
While there is a noted diversity in the
size and character of the schools in the
Sectors, the present organizational
TEACHER PERFORMANCE ENHANCEMENT POLICY (BOARD-WIDE)
As part of our efforts to constantly look for ways to improve student learning, the Council of Commissioners adopted the teacher performance enhancement policy
early in 2001. This new system-wide initiative is providing training and structures around which teachers, in concert with their administrators, can reflect on their
professional practice, dialogue about their professional practice, receive feedback and develop strategies to continuously improve their professional practice.
In 2001-2002 thirty-two administrators received six days of intensive training in the “Framework for Teaching”, the conceptual structure that the Lester B. Pearson
School Board has adopted as its model of professional practice. These thirty two administrators have, in turn, trained the rest of the in-school administrative
team.
During the 2002-2003 school year every school staff will receive training. The administrative staff will receive additional advanced training in classroom observation.
All hiring and evaluations will be done using the criteria from the program, and professional development activities will be related to this framework.
8
SECTOR 4
THE OBJECTIVES FOR SECTOR 4 WERE AS FOLLOWS:
1.
To work with the Secondary Administrators and the Educational Services Department to prepare for Curriculum Reform at
the secondary level by 2003. Several Sector 4 Professional Development meetings will focus on this topic.
2.
To improve school success rates as measured by MEQ exams, drop-out and retention rates.
2a)
Exams – Math and Science in particular.
2b)
Drop-out rates – use of “alternatives”, including Work Study.
2c)
Reduce retention rate across grade levels by identifying other measures to achieve learning.
3.
To establish equitable distribution of resources throughout the secondary schools while meeting individual needs.
3a)
Expand use of the Dash program to ensure streamlined scheduling to reduce compensation and to
provide training to School Organization Technicians.
3b)
Review models of delivery for Special Needs students and their access to schools.
3c)
Equalize enrollment where possible, by limiting number of sections in large schools and by expanding
specialized offerings, ie. IBO.
4.
To develop the new organizational model with the help of the Equipment Services Manager to better meet the
maintenance and caretaking needs of the secondary schools.
5.
To maintain and improve articulation between secondary and elementary schools, as well as adult and vocational.
6.
To improve the marketing of secondary schools in order to compete effectively with the private schools.
LYNNE STOCKLESS
DIRECTOR, SECTOR 4
As a result of the reorganization of the
regional structure within the Lester B.
Pearson School Board in June 2001, all
of the secondary schools were brought
together into Sector 4. In recognition of
the fact that this new sector represents
approximately 40% of the population
in the youth sector, and that the square
footage of the buildings was much
greater than those in the elementary
sectors, additional support was
given to the department. Besides
the director, the new department
consisted of a manager, an executive
secretary, data processing technician,
and 5 maintenance specialists
(carpenter, electrician, electrician
apprentice, plumber, and general
maintenance - ventilation). In
addition, the maintenance trainer
worked extensively with the secondary
school maintenance teams to improve
efficiency and performance.
9
Each objective was met to some degree and many continue through the work of sub-committees which are studying certain issues and
making recommendations to the secondary administrative team about how they might be best addressed.
Bringing the secondary schools together provided consistency in dealing with a variety of topics specifically pertinent to the secondary
schools. Topics such as curriculum reform, marketing, enrollment, budget, fees, student issues, staffing, etc., formed the basis of discussions
at regularly scheduled meetings. The secondary administrators met twice a month with the focus on business for one meeting and
professional development for the other. There were frequent opportunities to include members from other departments as the needs
arose. It was of particular benefit to Educational Services as student performance in certain subject areas (e.g. Mathematics) needed
to be addressed.
In terms of restructuring the Equipment Services Department, it was a welcome change by the secondary administrators since they felt
that both the service and the communication were improved as a result of having the manager and technicians working closer to the
schools. Due to the injection of additional capital funds and the efficiency of the manager and his staff, many of the secondary schools
received significant renovations and upgrading. The maintenance demands were great in the secondary schools and in the first year the
executive secretary and the data processing operator spent a great deal of their time processing work orders and material requisitions.
Although there were some inherent concerns with this new structure, the benefits far outweighed the problems encountered. The second
year will allow for some fine-tuning and further evaluation of the effectiveness of the new organization.
EDUCATIONAL SERVICES
use of these materials were offered to
demonstrate evaluation strategies to
track student growth and to make links
with the expectations described in the
Québec Education Program.
Grade six students wrote a
complementary exam. Grade six
teachers examined samples of
students’ work from the exam and
these served as exemplars to apply
marking criteria.
ELIZABETH SPEYER
DIRECTOR, EDUCATIONAL SERVICES
Change in education can only be
brought about by supporting teachers
and administrators in the schools.
During the 2001-2002 school year,
the Educational Services team worked
to provide support in three areas: the
introduction of current research and
philosophy, exposure to innovative
instructional strategies and the
purchasing of new core materials.
At the elementary level, efforts were
concentrated at the Kindergarten and
Cycle One levels. Mathematics was a
focus at the secondary level.
ENGLISH LANGUAGE ARTS
ELEMENTARY
Core materials were purchased for
all Kindergarten and Cycle One
classrooms. Workshops to support the
ENGLISH LANGUAGE ARTS
SECONDARY
During the 2001-2002 school year we
worked with teachers in collaboration
with the Ministry of Education to
develop projects such as portfolio
assessment. This involved new
developments in electronic digital
portfolios that used our First Class
E-mail network. Other work in the
schools focused on media literacy,
improving student literacy through
reading across the curriculum, and
response to literature. Students and
teachers created a collection of literary
works called Mindscapes. Our work
was presented at Springboards, the
annual language arts conference.
READING RECOVERY
Eight teachers from eight of our
elementary schools were trained in
Reading Recovery. These teachers were
then able to offer early intervention
to grade one students who were
experiencing difficulty in English
reading and writing. Students were
taught strategies which allowed them
to accelerate their learning.
Training in how to use a Running Record,
an assessment tool used in Reading
Recovery, was provided to groups of
Cycle One and Cycle Two teachers
FRENCH
Cycle One teachers had the benefit of
a two-day workshop to study the new
French program, the French second
language program, as well as new
approaches to teaching “la nouvelle
grammaire”.
Each Kindergarten class was supplied
with early literacy materials. As
part of their training, Kindergarten
teachers were invited to meet with two
well-known early literacy educators.
These speakers spent two days sharing
their classroom experiences and
demonstrating how the new materials
could be used to encourage our young
readers.
Later in the year, all Cycle One
classrooms benefited from a generous
input of new books in early literacy. A
keynote speaker met with all of our
Cycle One teachers to discuss reading
strategies and to suggest how to use
this new material.
FRENCH INTENSIVE INTERVENTION
The French Intensive Intervention
program was offered as sustained
support to Cycle One students
experiencing literacy problems within
our early immersion schools. This
program was taught to students over
a ten-week period by trained teachers.
Schools were then able to provide up
to three programs per year for ten to
twelve students at a time, for a total
of thirty to thirty-six students per
teacher per school year. During the
year 2001-2002, the program was
offered in fourteen schools.
SCIENCE
Science and technology workshops
took place throughout the year
involving both high school and
elementary
school
teachers.
Pedagogical Day sessions, offered to
Cycle Two and Cycle Three teachers,
presented activities on simple
machines, and information on
Science and Technology. In order to
answer the need for more materials
a committee of elementary school
teachers evaluated various science
kits and the recommended kits were
purchased for our schools. High school
teachers and laboratory technicians
were given workshops on the use of the
TI 83 calculators and CBL 2 equipment
(calculator based labs). Teachers had
the opportunity to explore the use
10
EDUCATIONAL SERVICES
of this equipment as they performed
experiments in Physics 534, Chemistry
534, Physical Science 416/436 and
Human Biology 314.
Summative Examinations for the
June exam period were prepared, in
collaboration with the Science Action
Plan Committee (SAPCO), for Physical
Science 436 and Physics 534. Lester B.
Pearson School Board teachers and
consultants sat on both the writing
and revision committees for these
examinations. High school teachers
were informed of the revised editions
of the Chemistry 534 and Physics 534
Study Guides and were made aware
of other resources available to them
courtesy of SAPCO.
On a Professional Day, fortyfive elementary school teachers
participated in science activities
at the National Museum of Science
and Technology in Ottawa. More
importantly, the activity was
sponsored by Merck Frosst Canada
and was a continuing example of
the type of collaboration possible
between the educational and business
communities. The evaluation of the
activity by participating teachers was
extremely positive.
MATHEMATICS – ELEMENTARY
Pacing guides suggesting teaching
sequences and timelines were
prepared and distributed to
11
CONTINUED
teachers of grades 1 to 6 who are
using “Interactions” as a resource.
Summative examinations were
provided to participating schools in
grades 4 through 6 in January and
grades 3 through 6 in June.
Questionnaires were prepared and sent
to all teachers of Math 116 and Math
216. The responses to the questions
were compiled and later shared
with these teachers at numerous
workshops.
Workshops on the Québec Education
Program were given on Pedagogical
Days. Ongoing animations with
individual and small groups of teachers
were provided to schools during lunch
hours, after school as well as during the
day using teacher release time
Workshops were given to all math
teachers by grade level. The workshops
focused on student evaluation (for both
the cognitive and affective domains),
the need for equitable grading on
constructed-response questions,
and round-table sessions in which
teachers were given the opportunity
to share ideas and provide feedback.
Ongoing animations and support were
provided for individual teachers and
small groups of teachers. The topics
of discussion reflected the immediate
needs of those teachers.
MATHEMATICS - SECONDARY
Pacing guides suggesting teaching
sequences and timelines by topics were
prepared and distributed for all math
courses from secondary 2 through
secondary 5.
The processes of Conversion and
Moderation and their effects on
students’ results, specifically the Math
436 June 2001 results, were thoroughly
investigated. The results of the study
were presented in workshops given
to high school administrators and
teachers. In addition to providing the
participants with an understanding
of the two processes, the sessions also
served as an opportunity to promote
the need for proper student placement
and grouping within schools.
Through the collaboration of the
English school boards, common final
exams were prepared for each math
course from secondary 1 through 5
(excluding the Math 436 and Math 514
exams that were uniform MEQ exams
in June 2002).
SOCIAL STUDIES/UNIVERS SOCIAL
Throughout the year, social studies
workshops were given to elementary
teachers on Board-wide Pedagogical
Days. The Lester B. Pearson School
Board provided each elementary
school with a complimentary set of
Cycle Two Univers Social student
booklets titled “En Temps et Lieux.”
Two teachers from each school were
invited to participate in a Board
workshop. Cycle One teachers were
given a workshop on the new program
and a complimentary copy of the
publication, “Building My World”, was
distributed to each school.
An exciting program, “Citizenship
Through Learning Legal Education”,
was provided to secondary History and
Economics teachers and students. The
program focused on the understanding
of our rights and how lawyers and
judges work to uphold them. The
mock trial, which was the culminating
activity, not only presented an
authentic learning experience, but
one where the learning was applied in
a meaningful context. Students found
the presentation of the unit extremely
interesting and were able to acquire
an insight into law as a possible career
option.
MORAL AND RELIGIOUS INSTRUCTION
Continued support was provided
throughout the year to schools in
their implementation process of the
three options: namely, Catholic Moral
and Religious Instruction, Protestant
Moral and Religious Education, and
Moral Education. The written draft of
the ecumenical program for secondary
1 and 2 was completed. Introduction
of the new Spiritual Animation service
began in the high schools.
CONTINUED
EVALUATION AND ASSESSMENT
A revised report card was prepared
for June 2002. All of Cycle One, and
some of Cycles Two and Three, used
the report rd.
INTERCULTURAL EDUCATION
The Lester B. Pearson School Board
received a financial grant from the
School Council of the Island of Montreal
(SCIM) for intercultural projects. In
addition to the coordination of this
grant, Educational Services continued
its active participation in the Lester
B. Pearson School Board Intercultural
Advisory Committee.
HERITAGE LANGUAGE PROGRAM
In the 2001-2002 school year,
approximately 550 students in 10
schools received instruction during
lunch or after-school hours in Hindi,
Hebrew or Italian through the Lester
B. Pearson School Board Heritage
Language Program.
INFORMATION AND
COMMUNICATION TECHNOLOGIES
Throughout our system, we find a
greater awareness, use, and interest
in learning about Information
and Communication Technologies
Increasingly, we find that the use of
Information and Communication
Technologies is integrated in normal
daily activities and particularly in the
teaching-learning process where it is
EDUCATIONAL SERVICES
integrated in a number of projects in a
number of subject areas, thus allowing
students to make use of ICT within the
context of their normal classroom
activities. The 2001-2002 school year
also saw an increased exploration
and experimentation of our
FirstClass system for e-mail and for
e-portfolio evaluation. Reaching out,
sharing resources and expertise have
become priorities for our department;
as such, Educational Services is keenly
interested in furthering a network
culture with the teaching community
and its partners both locally and
regionally. Our support network
is available to our teachers in both
languages.
RENCONTRES CULTURE/
EDUCATION
LIBRARY SERVICES
PHYSICAL EDUCATION AND
HEALTH
This year the focus for Library
Services was the design, organization
and opening of the library at the
new school, Pierre Elliott Trudeau
Elementary. Several schools also
tapped into the resources of Library
Services for bibliographies or
material to celebrate Black History
Month. Library re-organization
was undertaken in other schools to
facilitate the changing collection or
to improve the physical environment.
All of our schools continued to improve
their collections and to promote
reading and books through celebrating
Canadian Children’s Book Week and
the Literacy Festival.
The Ministère de la Culture et des
Communications
has
created
Rencontres culture-éducation (Culture
in Education Partnership), a program
that provides funding to help the
educational sector bring youth into
more direct contact with culture
and the arts. Schools may apply for
grants to fund visits from writers and
other artists to their students. This
year, eighteen elementary and three
secondary schools benefited from
this program which allowed for visits
from dancers, drummers, illustrators,
authors and sculptors, among others.
A major focus in Physical Education
and Health was the Québec Education
Program. A number of workshops
and discussion group sessions on
the New Curriculum were organized.
The Elementary Physical Education
Committee worked on developing
a Lester B. Pearson School Board
Report Card. Representation from the
secondary Physical Education group
explored assessment at their level.
In the secondary schools, the Physical
Education specialists have offered a
variety of extra curricular activities
at different grade levels including
those sports activities given through
GMAA (Greater Montreal Amateur
Athletic Association). Our high
schools did extremely well in the
championships. Also, many of the
LBPSB high schools continued to offer
the Adopt an Alouette Program and
the CPR Retraining Program with the
support of the Pearson Educational
Foundation.
STUDENT LIFE LEADERSHIP SECONDARY SCHOOLS
An
enthusiastic group of 75
participants attended the National
Student Leadership Conference
in Sackville, Nova Scotia. Their
theme, “Charting the Course 2001:
A Leadership Odyssey”, reflected the
belief that leadership is a journey of
continual commitment, contribution
and personal growth.
St. Patrick’s High School, Québec
City, hosted the Provincial Student
Leadership Conference focusing on
“Tomorrow is Today”. Stephen Covey’s
work on “The Seven Habits of Highly
Effective Teens/People” successfully
complemented the conference’s
objectives.
In addition to our Board hosting
Mega Day where the theme was
“Colour the World”, a delegation of
Lester B. Pearson high school students
attended the excellent Board-wide
camp concentrating on the topic of
“Make that Change”. All of the activities
proved to be very rewarding.
12
ADULT EDUCATION
ANGRIGNON ADULT CENTRE
This Centre served approximately 150
adults who are long-term patients at
the hospital, those who are placed
in group homes in the community,
or those who live independently
after hospitalization. Students were
registered in a Social Integration
program that included computer
courses and attended class between 6
to 21 hours per week.
VIVIANE CROUBALIAN
DIRECTOR, ADULT & VOCATIONAL
EDUCATION
THE FOLLOWING ADULT
EDUCATION CENTRES WERE IN
OPERATION DURING THE SCHOOL
YEAR
2001-2002.
13
WOODLAND ADULT CENTRE
This centre offered a range of
academic credit courses subsidized
through the Ministry of Education and
served approximately 1400 students
over 5 semesters.
Students, for the most part, were
registered full-time at 30 hours per
week. Many students were referred
to the centre by Emploi-Québec.
Programs allowed students
to complete their High School
Diploma or obtain prerequisites
for CEGEP or Vocational Training.
The Centre also offered courses
in Literacy and Francization and
operated year-round.
JOHN RENNIE FITNESS AND GOLF
CENTRE
Adult Education Services shared the
facilities of John Rennie High School
and offered classes in fitness, golf and
ballroom dancing. Approximately 250
adults registered in the fall, 160 in the
winter and 100 in the spring. Classes
were held in the evening and were
self-financed.
PLACE CARTIER ADULT
EDUCATION CENTRE
This Center served approximately
1200 students per semester. Courses,
fully subsidized by the Ministry of
Education, were available to both
part-time and full-time students. A
complete spectrum of secondary credit
courses, Literacy classes and classes for
adult students with special needs were
provided. The Centre was open during
the day as well as in the evening.
VOCATIONAL CENTRES
THE RIVERSIDE PARK TECHNOLOGY CENTRE
Located in LaSalle, this is the school board’s largest vocational centre, offering 14
programs in the professional fields of Food Services and Tourism, Health Services
and Administration, Commerce and Computer Technology to over 700 students.
The Centre continued to be recognized for the exceptional quality of graduates
it produces notably in the Food Industry (Cooking, Pastry and Butchery). To
complement the high technology, the Centre operated and welcomed hundreds
of diners in “Le Saucier” the Centre’s Dining Room.“La Boutique” offered members
of the community, coming from far and wide, the opportunity to purchase, at a
modest cost, meat, meals and pastries prepared by students of the Centre. The
Health Department of the Centre responded to the growing need for qualified
workers in CLSC’s, general and specialized hospitals and CHSLD’s by training
over 200 health care workers. As the only English-language Nursing Assistance
training facility in the Montreal region, the centre’s role was pivotal in easing the
health care situation. The Administration, Commerce and Computer Technology
Department continued to provide exceptional training to students and prepared
over 100 for the job market including preparation for the Cisco CCNA exams.
The Centre continually expands its ties with the community and the industries
for whom they produce qualified workers. In addition, the centre continued to
promote its programs as well as its graduates and strengthened its connection
with Emploi-Québec, the Comité de Santé et Sécurité au travail and the Comité
des producteurs de boeuf et de porc du Québec. Finally, the Centre’s presence
and sponsorship was evident at numerous events and fairs at the local, regional
and provincial levels.
THE WEST ISLAND CAREER CENTRE (WICC)
This vocational centre, in the heart of the West Island, provided skills training
to almost 200 students in the professional fields of Auto Mechanics and Interior
Decorating and Display. It is important to note that Auto Mechanics training
was also offered in French by entente with Commission scolaire MargueriteBourgeoys. The programs Accounting and Secretarial Studies, offered previously
at the Riverdale Business Centre, are now offered at WICC. Newly added to the
Centre’s program offering was the Residential and Commercial Drafting program.
This program attracted students from across the Island of Montreal. It featured
the latest Autocad technology and provided training by highly qualified teachers.
The Centre continued to strengthen its mission to work in concert with industry
partners, notably KIA Canada, the Comité Paritaire de l’automobile, the Comité
de la Santé et Sécurité au travail and to promote quality business practices while
keeping abreast of the changing technologies.
GORDON ROBERTSON
Located in Beaconsfield near Highway 20, this Centre trained approximately 200
students who chose a career in the ever expanding Beauty Industry. Programs
were offered in English as well as in French (by entente with Commission
scolaire Marguerite-Bourgeoys) in the fields of Hairdressing/Coiffure, Esthetics/
Esthétique and Electrolysis. The training provided every student the opportunity
to learn ethical business practices, the knowledge, habits and attitudes needed
to work with the public and the skills required to be successful in a career in the
Beauty Industry. The Centre worked in concert with Salons, Spas and the Comité
de la Santé et Sécurité au travail. It is interesting to note that almost 90% of
graduates were hired and most had secured a job even before the completion
of their program.
14
VOCATIONAL TRAINING
To help prepare members of our community to enter the work force, the Vocational Education Department of the LBPSB
offered the following options during the 2001-2002 school year
Gordon Robertson Career Centre
HAIRDRESSING
ESTHETICS
COIFFURE1
ESTHÉTIQUE1
Riverside Park Technology Centre
ACCOUNTING
SECRETARIAL STUDIES
COMPUTING SUPPORT
PASTRY MAKING
CONTEMPORARY CUISINE (ASP*)3
PROFESSIONAL COOKING
RESTAURANT SERVICES
BUTCHERY
West Island Career Centre
AUTO MECHANICS
MÉCANIQUE AUTOMOBILE1
INTERIOR DECORATING AND DISPLAY
RESIDENTIAL AND COMMERCIAL DRAFTING
ACCOUNTING
SECRETARIAL STUDIES
SPECIALIZED HAIRDRESSING (ASP*)
ELECTROLYSIS (ASP*)
MEDICAL SECRETARY (ASP*)
HOME CARE ASSISTANCE
DENTAL ASSISTANCE
PHARMACY TECHNICAL ASSISTANCE
NURSE’S AIDE (P.A.B.)
HEALTH ASSISTANCE AND NURSING CARE4
EPSV, BUSINESS APPLICATIONS OF COMPUTER SOFTWARE2
COMPUTER COURSES FOR THE GENERAL PUBLIC
EPSV, BUSINESS APPLICATIONS OF COMPUTER SOFTWARE2
*ASP - Attestation of Specialization
1
Offered at our Board by agreement with Commission scolaire Marguerite-Bourgeoy
2
Offered at our Board by agreement to clients of Emploi-Québec
3
Also offered at the English Montreal School Board by agreement with our Board
4
Also offered at the Easter Shores School Board by agreement with our Board.
The Lester B. Pearson School Board publishes an annual brochure outlining the vocational training options as well as
procedures to follow for admission and registration. In addition, the general public may access www.pearsonskills.com
15
STUDENT SERVICES
CENTRE OF EXCELLENCE FOR
AUTISM SPECTRUM DISORDERS
(ASD)
DIANE MCLEAN-HEYWOOD
DIRECTOR, STUDENT SERVICES
During the 2001 – 2002 school year
Student Services prioritized, among
its objectives, improved response
time to special requests from
schools, increased collaboration with
Educational Services in professional
development initiatives, compilation
of procedural documents and
a process for gathering and
transmitting data on the grade six
graduating students to assist with
articulation between elementary and
high school. These priorities were in
addition to emphasis on professional
development and increased teamwork
among Consultants, Psychologists,
Speech/Language Specialists and
Occupational Therapists in the
delivery of services.
Details of some of the initiatives are
as follows:
The ASD team, during the 2001 – 2002
school year continued to provide
support to school teams, develop
resources in the area of autism, provide
professional development, and act as
a provincial resource to other English
school boards. Initiatives and activities
for the year included:
•The ASD handbook was revised and
reissued.
•The ASD web page and the ASD
newsletter were used as information
resources.
•A network for personnel who work
with students who have an Autism
Spectrum Disorder.
Kathleen Quill, speaking on Social
and Communication Intervention
for Children with Autism.
•In house workshops, as well as
presentations to New Frontiers
School Board, Eastern Townships
School Board, and Regie Regional
Symposium on Asperger Syndrome.
•A Special project with 19 targeted
elementary schools:
Intervention Planning for Students
with Developmental Behavioural
Challenges, begun in June 2002.
•Consultations provided to Central
Quebec and Eastern Shores School
Boards.
FAMILY AND SCHOOL SUPPORT AND
TREATMENT TEAM (F.S.S.T.T.)
The F.S.S.T.T. expanded to 12 schools
(2 secondary and 10 elementary)
•A major conference, Roads to during the 2001 – 2002 school year.
Inclusion, on October 5th, 2001 with The focus of this initiative, which
over 400 participants, and a pre- relates to students and families who
conference information evening for have special social-emotional needs,
has two main objectives: The first
parents October 4th.
objective is professional development
•A Second Applied Behaviour Analysis and improved abilities among all
training clinic in January 2002, for professionals to understand and work
L.B.P.S.B... aides and Student Service with mental health issues. The second
objective is to provide intervention for
professionals.
students and families.
•A two-day conference in April 2002,cosponsored with the Toronto Geneva The interventions by the Team fall into
Centre, with renowned professional categories of Types I to III. The first type
is preventative in nature, represents
the majority of the interventions and
refers to an intervention plan by the
core school based team including
the Behavior Resource. Type II is an
intervention plan which receives input
from the F.S.S.T.T. Extended Team of
psychiatrists, psychologists and child
development specialists while Type III
is a family psychiatric assessment.
RESOURCE TEAMS
A forum for problem solving supported
by the Student Services Department
is the school based Resource Team.
Following the development of a
manual for schools on Resource Teams,
the school year opened with a half-day
workshop for school principals on the
fundamentals and benefits of such
a team. Participants modelled the
process. Many schools have embarked
on developing these teams, thereby
providing their teachers with a forum
for problem solving.
RESEARCH
A priority in the Department is to seek
opportunities to provide empirical
evidence of the benefits of some of its
initiatives. Initial results of research
initiatives and ones which are in the
beginning stages are as follows:
F.S.S.T.T.
a) Preliminary results of research
funded by Conseil quebecois de la
recherche sociale (CQRS).
16
STUDENT SERVICES
This comparative study examined
the effects of a unique model for
including children with moderate
to severe behaviour problems in
their neighbourhood school using
a systemic team approach(Family
School Support and Treatment Team,
FSSTT). In team schools, children and
parents were found to be less negative
about their difficulties and over a
one year period they were found to
express more internalizing symptoms
while personally experiencing fewer
internalizing symptoms relative to
non-team schools. Data continues to
be analyzed and further results will be
published.
CONTINUED
c) It Takes a Village to Raise a Child
(Innovative Grant)
• To prevent violence in schools
by providing a proactive manner
to address chronic behavioral
concerns
Intended outcome:
To facilitate teachers’ understanding of
children with behavioral disorders by • To aid a child to belong to a school
providing opportunities for discussion community participating and
and proactive planning with school meeting goals that will contribute
teams (principal, teachers, aides) to his growth and development
with the input of a multiciplinary
team (psychiatrist, psychologist, child
“Facilitating Literacy Acquisition in
development specialist and behavioral
High Risk Populations”
aide).
This initiative is motivated by the
need to work at prevention as well
as remediation. It is well documented
• To develop an individualized
that children with language delays
program for a child to be able to stay
persisting past the age of five are
in school, elevating chances for more
OTHER RESEARCH CURRENTLY
at higher risk for later difficulty
mastery of essential learning
learning to read (80% as compared
BEING UNDERTAKEN
to 5%). As well, level of mother’s
• To provide teachers with more
b) An MEQ grant allowed for the opportunities to develop a repertoire education has been shown to be
an important factor in facilitating
investigations of the following:
of behavioral management skills and
literacy in young children. This
strategies that will help create a more
early intervention project includes
An in-depth investigation in one school effective classroom climate
an in-class component based in
of an ecological, consultation-based
phonemic awareness activities,
model (The Family and School Support
• To increase the professional
and Treatment Team) that seeks to development opportunities for as well as supplemental smaller
facilitate the inclusion of children school staffs- administration, groups to support the children
with emotional, behavioral and social teaching staff, support staff- in order identified as being in the highest
difficulties in the regular classroom. to maintain neighborhood schools risk category. Collaborative partners
The goals of the project are to monitor as effective in serving the needs include teachers, speech/language
the progress of students over the course of students with social\emotional pathologists, McGill University
faculty and graduate students and a
of the year, examine changes in teacher difficulty
professional librarian.
and parent perceptions of the child and
evaluate team functioning.
17
Description of expected outcomes
DRUG EDUCATION
The Drug Educators’ role is to offer
support to Lester B. Pearson School
Board secondary schools and
alternative programs in implementing
their drug education initiatives. While
recognizing the specific needs of
each school, Drug Educators aim at
reinforcing a global and uniform
approach at all levels of prevention.
The department assesses the secondary
schools’ drug education needs and
provides support in implementing drug
programs and facilitating collaborative
initiatives among schools. This support
is achieved through many initiatives.
An intervention program, Challenges
and Choices, for participants of the
alternative programs was designed
and implemented. This intervention
program was supplemented with drug
education workshops from the RCMP
and visits to Portage, a residential
treatment centre.
Training and educational workshops
for various groups (special education
technicians, resource teachers,
etc.) were organized. For example,
Workshop on Gangs: Preventing the
Extremes; Parent Presentation on
Resources/Initiatives in our Secondary
Schools; Recherche et Intervention
sur les Substances Psychoactives
Screening Tool training for guidance
counsellor;
CONTINUED
Organized the implementation of
Project Alert drug education program
in all Secondary Schools. Oversaw the
implementation and follow up of the
Foster-LBPSB entente (an outpatient
\in school) motivational therapy
available to secondary schools after
student clientele are screened.
Provided schools with updated
information packages (drug awareness
week, no-smoking week, drinking and
driving campaigns, etc.) Designed
and distributed drug education
newsletters. Updated drug education
materials available for school.
Participated in the development of
the LBPSB Drug Policy.
Represent LBPSB on the Table de
concertation en toxicomanie de l’ouest
de l’ile.
PROFESSIONAL DEVELOPMENT:
The Student Services Department
recognizes the importance of
continued professional growth for
improvement of services to students.
This is an emphasis both within the
department and for the schools.
WITHIN THE DEPARTMENT:
In addition to availing themselves
of many professional development
opportunities at conferences in
Montreal and across Canada. The
Student
Service
Department
professionals participate in a special
topic at monthly meetings such as:
•Centre of Excellence for Autism
•Bulimia, Anorexia, Compulsive
Overeating, Food Addiction
•Reading Recovery
•Picture Exchange Communication
System program
WITHIN THE SCHOOLS:
Lecture Series on Mental Health
Issues:
Personal and Social Consequences of
Human made Catastrophes
Dr. J. Guzder
Jewish General hospital
Dr. Cecile Rousseau
Montreal Children’s Hospital
School Based Initiatives – One
School’s Journey Toward a Peaceful
Environment
Brenda DeJean, Judy Harper, Joanne
Merola, Marianna Ritter
Culture and Child Development
What would be helpful to know?
Dr. J. Guzder
Jewish General Hospital
STUDENT SERVICES
Behaviour Management in the Context
of Home and School Collaboration
Michel Weiss, Ph.D
Real Families
•“Preparing for Success” (Study
Guide)
Dealing With Emotional Pain:
Spirituality and The Mental Health
Professional
Dr. Mounir Samy
Montreal Children’s Hospital
•Semi-Skilled Trade Programme
Making Sense of It All – What have we
learned? – What do we want to know?
Dr. Lillian Spector
Jewish General Hospital
•Soundprints
HIGH SCHOOL RESOURCE
NETWORK TOPICS:
•Welcome and Orientation for new
Resource Teachers
•Exam modification
•Successmaker
ELEMENTARY RESOURCE
NETWORK
•Volet 2 Criteria/Planning for 2002/
2003
•Modification and Adaptation
(Booklet)
•The IEP (Better practices)
•Articulation Process (Elementary to
High School)
•Resource Team (Handbook)
•Long Term Planning (High Special
Needs)
•Vanier/Abbott Programs
18
STUDENT SERVICES
CERTIFICATE IN INCLUSIVE
EDUCATION
This program is a collaborative
initiative between the Lester B.
Pearson School Board and McGill
University. The Lester B. PearsonMcGill University Design Team
designs the courses offered to ensure
content meets local needs. Courses are
offered within the Lester B. Pearson
Community. This year’s fall course
was “Managing a Class of Diverse
Learners”, followed by a winter term
course, “Assessment for Instruction”.
Teachers, aides, and other staff value
the instruction in best practices, the
perspective of in-house instructors,
the opportunity to network with
colleagues from other schools, and the
convenient location. We have already
had our first graduates from this 30
credit programme and continue to
involve new participants in the McGill
programme.
IN-SERVICE FOR INTEGRATION
AIDES/SPECIAL EDUCATION
TECHNICIANS (3 INDIVIDUAL DAYS)
•November 26, 2001 - “With a Little
Help from our Friends” – A Selection
of Collaborative Workshops
A selection of 11 different workshops
on educational strategies planned in
collaboration with a team of aides and
technicians
19
CONTINUED
•January 28, 2002” Together We’re
Better: Supporting Diversity in the
High School Setting - with Audrey
McAllister and Promoting Reflective,
Attentive, & Responsible Student
Behaviour (Elementary Setting) with
Lynn Senecal.
Two workshops on strategies that
promote the inclusion of students with
challenging learning, attentional and
behavioral needs.
•February 18, 2002 ”Meeting Students
Needs” – Dealing effectively with anger
and Defiance in the School Setting and
5 other workshop options
A workshop for Cycle 3 and high school
aides and technicians on behaviour
intervention strategies and a selection
of 5 other topics on special needs for
elementary support staff.
Drug Education Workshops
•Guidelines in working with youth
•Approaches to prevention, resources
and services
•Working with children of parental
substance abuse
•A multi-facetted approach to drug
prevention in the school
SOUND PRINTS
This was the third year of the Soundprints Literacy Approach implementation
in the Lester B. Pearson School Board. It is presently being used in 25 of our
schools. Soundprints combines systematic instruction in reading and writing,
with very enriched content reading and writing experiences using science themes.
This approach has been successfully used to support our students experiencing
difficulty in the reading and writing process.
This year the in-service and support to teachers using the Soundprints
approach was offered on many levels. Two introductory training workshops
were given which included an overview, research, and implementation of
a lesson and using the automated text highlighter. Follow-up support was
provided in network meetings at Soundprints Centres, which gave teachers
the opportunity to observe a Soundprints lesson-in-action with students and
to discuss implementation concerns, exchange suggestions for literacy themes
and share writing samples.
On going support is provided by on-site visits by Soundprints resource people and
visits to Soundprints Centres to observe the approach being used with students.
Again this year training and Network support will be provided.
Workshops Provided to Schools:
•Behaviour Management Strategies for Lunch Program Supervisors
•Strategies for Dealing with Tough Kids
COMMUNICATION SERVICES
“FIRSTCLASS®”-THE BOARD’S UNIFIED COMMUNICATIONS SYSTEM
This is the Board’s corporate communication system which includes E-mail, conferences, storage, distribution of information
and integrated web services.
As well as being a powerful E-mail system, “FirstClass®” provides each user with an online address book, calendar,
personal web site, chat and integrated voice mail. All of which can be shared with other users on the system to create
unique communities as small as a single classroom, or as large as the entire Board.
JIM HENDRY
COMMUNICATIONS OFFICER
The 2001-2002 school year was the
first full year Communication Services
operated in the Board.
The 2001-2002 school year brought “FirstClass®” into a number our schools for projects that allowed teachers and students
to collaborate electronically. Students worked in a protected environment, able to E-mail only their fellow classmates and
teachers. This method also brought parents online as they were able to log into theirs child’s account to see what learning
activities were taking place electronically. The concept of a “Digital Portfolio” was piloted in a number of classrooms,
spearheaded by teachers who wanted to use technology as a learning tool. Portfolios included artwork, voice readings,
videos and in-depth interaction between students and their teachers. The success of “FirstClass®” as a pedagogical tool
during the 2001-2002 school year can be attributed to those teachers involved with the pilot projects. Plans for the 20022003 school year are to expand the system by installing a second “Pedagogical” server to provide all teachers and students
with accounts, provide more collaborative tools and develop “built-in” applications.
The concept, originally conceived by
the Directorate in January of 2001, was
to pilot the service for six months to
discover if the Board’s needs were met
with respect to its corporate identity,
overall communications plan and
that related technologies were being
researched and implemented.
ADVERTISING & MARKETING (PRINT MEDIA, RADIO & TELEVISION)
In July of 2001 the responsibilities of
the service were further consolidated
to include handling most aspects of
communications, both internal and
external, to ensure that information
produced and distributed was
consistent with the Board’s
philosophy.
THE WEB (WWW.LBPSB.QC.CA)
Communication Services is now
responsible for the following dossiers:
By the end of the school year over 80% of the Board’s Schools and Centres were on
the World Wide Web.
Managing the advertising and marketing for the Board, Communication Services produced the materials for distribution
to newspapers, educational publications, magazines and radio stations. All projects were produced in-house, including
the production of radio commercials for campaigns such as “Registration Week” and “Open Houses” for the secondary
schools. The service also provides expertise in the fields of:
• Desktop Publishing
• Graphic Design
• Photography & Video
The Board’s web site is the responsibility of Communication Services. The service
also provides assistance and direction to the schools and services who have, or
desire, a presence on the web. Web services provided during the year included online
registration for the Board’s annual golf tournament, teachers’ voluntary transfer
requests and for the first time the Board published an online application database
for its teacher recruitment program. Over 500 applications were received.
20
COMMUNITY SERVICES
•All Board policies shall foster
acceptance and understanding
of all persons and encourage an
appreciation of human diversity as
a positive feature of Quebec and
Canadian societies.
•The Board affirms and promotes
equality of opportunity for all
persons.
PAT DEANS
DIRECTOR, COMMUNITY SERVICES
Community Services oversees a
number of portfolios that include:
Advisory Committee-Interculturalism
Community Liaison
Daycare Services
Professional Development
Pupil Place Needs
Student Registration and Admission
ADVISORY COMMITTEE ON
INTERCULTURALISM
On May 28, 2001, the Lester B.
Pearson School Board’s Intercultural
Policy came into effect. The principles
defined in the policy state clearly what
our Board stands for:
•The Lester B. Pearson School Board
affirms and promotes the dignity,
equality and fundamental worth of
all human beings regardless of age,
capabilities, ethnic origin, gender,
language, race, religion, or sexual
orientation.
21
A launch of the policy was held in the
Fall of 2002.
COMMUNITY LIAISON
Community Services was once again
a partner in the Bank of Montreal
“Possibilities” Student Internship
Program. As a partner we assisted
in the organization of the Bank’s fall
Student Leadership Retreat and gave
a workshop on team building and
leadership.
Another joint initiative with the
Bank of Montreal involved working
with students from four of our high
schools and one high school from
Commission Scolaire Marguerite
Bourgeoys. The youth conference:
Youth for Youth. This took place in
November and was a tremendous
success.
DAYCARE SERVICES
The 2001-2002 year began with
a Board-wide workshop for all
Lunchtime Student Supervisors.
Over 350 staff members attended
the workshop “Dealing With Difficult
Behavior” that was given by our
Student Services Special Needs
Consultants.
In November the Daycare & Lunchtime
staffs participated in the Independent
Association of Support Staff (IASS)
Professional Development day. The
Professional Improvement Daycare
Committee and the Independent
Association of Support Staff organized
the activities including a hands-on
craft workshop.
Every two months a regular Daycare
Services meeting is held with
Principals and Daycare Coordinators.
The latest Daycare guidelines from the
Ministry of Education are reviewed,
and common issues/problems are
discussed as a group.
In May all Daycare students celebrated
Lester B. Pearson’s Second Annual
Daycare Week. The theme was
“Imagine an Ocean of Children”.
Each Daycare prepared a visual
presentation of a different country
of the world that was displayed in the
boardroom at Head Office. All daycare
staffs were invited on May 28th to view
the artwork. This celebration provided
an excellent opportunity not only to
showcase the work done by our Daycare
students, but also for the various staffs
to dialogue with one another. A pilot
project involving the training of ten
schools in AVANT-GARDE software
was started in September. AVANTGARDE provides schools with the
ability to manage and organize day to
day operations in a standard way. By
June 2001, all 43 schools were trained
in AVANT-GARDE.
PROFESSIONAL IMPROVEMENT
In addition to funding provided for
numerous professional improvement
workshops for teachers organized by
our Educational Services Department,
this year the Board set aside over
CONTINUED
$250,000 for teacher professional
development. From this amount
62% was decentralized to schools
for local initiatives. All schools in
the Lester B. Pearson School Board
are expected to establish a school
Professional Improvement Committee
to oversee the establishment of their
professional improvement priorities,
to make recommendations for local
professional improvement activities
and the funding of teachers who would
participate.
The remainder of the money was
set aside to help cover the costs
for teachers taking credit courses,
attending major conferences, and
participating in school networks.
Funding was also set aside for all
other employee groups to participate
in professional improvement.
Committees that include Board
administrators and members of each
employee group meet regularly to
organize professional improvement
activities and to distribute funds to
staff who participate in them .
MAJOR SCHOOL CHANGE
In August 2001 a Major School
Change Consultation began that
involved three areas of the Board:
LaSalle/Verdun, Kirkland, and Hudson/
Vaudreuil.
LASALLE/VERDUN:
A change in the Ministry of Education
ratios had reduced the capacity of all
elementary schools. Even before this
change, Children’s World Academy
was unable to accommodate the
demand for pupil places. Although the
Children’s World facility was physically
large enough to accommodate
all pupils, half of the building was
occupied under a lease agreement by
Terre-des-Jeunes, a school under the
jurisdiction of Marguerite-Bourgeois
(CSMB). Children’s World Academy
approached the Board and asked
for help in resolving their need for
additional pupil places.
KIRKLAND:
Severe overcrowding of Early
Immersion schools in the Pierrefonds
West/ Kirkland area was exacerbated
a few years ago when the Board
was required to remove portables
at St. Anthony, St. Charles and
Wilder Penfield schools. The Board
responded by requesting funding
from the Ministry for a new Early
Immersion school in the Kirkland
area. This request was granted and
the Board opened consultations with
the surrounding schools regarding
changes of boundaries of the existing
Attendance Zones.
HUDSON/VAUDREUIL:
With the construction of Vaudreuil
County High School, many students
COMMUNITY SERVICES
attending Forest Hill and Evergreen
schools who lived in St. Lazare and
traditionally attended Hudson High
expressed the desire to remain in their
community and attend VCHS. During
the Major School Change Consultation
for 2000-2001 it was decided to convert
Hudson High into a Secondary I-III
school and Vaudreuil County into
a Secondary IV and V school. The
junior/senior split would result in there
being approximately 200 students in
each grade, allowing both schools to
provide a full range of programs and
courses at each level. It would also
give students a much better chance of
obtaining their first choice of subjects
when selecting course options.
Following the decisions made
in January 2001, the two school
communities expressed concern over
losing part of their student population
and both believed that they could
better serve a secondary IV & V student
population.
RESULTS
OF THE CONSULTATIONS
AND DECISIONS TAKEN BY THE
BOARD JANUARY 15, 2002:
LASALLE/VERDUN:
In response to this consultation
process, the majority of Governing
Boards of the schools in LaSalle and
Verdun established a Joint Committee.
The members of this Committee
worked collaboratively to prepare a
common brief that recommended a
global solution for the various concerns
facing the schools in their communities.
Most of their issues were based
on: insufficient program offerings,
over-crowding, under-capacity and
problems caused by joint ownership,
including facilities shared between
children and adults.The decisions made
by the Board responded to the global
solution and adopted resolutions to
implement their decisions between
2002-2004.
The Board maintained its commitment
to the junior/senior split and in its
Major School Change for 2002-2003
asked the communities to explore
further scenarios that would not only
respect this commitment but would
also be supported by both school
communities.
It also proposed the establishment of
a Coordinating Committee in order
to help bring the two communities
together
22
COMMUNITY SERVICES
DECISIONS ADOPTED FOR 20022003:
•The lease with CSMB for both the
Children’s World Academy and LaurierMacDonald facilities is to terminate
effective June 30, 2003 and will not
be renewed.
•Cecil Newman students & teachers are
to move to 6100 Champlain building if
the necessary renovations are made to
their building.
•St. Thomas More & Woodland schools
are to prepare to merge.
•LCCHS Jr. International will open 3
classes of Secondary I and introduce
Secondary II.
•LCCHS will cap enrollment at 1200 and
reintroduce one class of Secondary I
International.
•Woodland Adult Centre will prepare to
move to the Riverside Park building.
By 2003-2004 the remaining decisions
will be in place:
•Cecil Newman will move into the
Children’s World facility and Children’s
World and Cecil Newman populations
will explore merging into one school
community.
•Laurier-Macdonald teachers and
students will move into the Cecil
Newman facility.
23
CONTINUED
•Riverside Park Academy will merge
with the LCCHS Junior International
and also continue to develop a Visual
and Performing Arts Program.
•St. Thomas More School will merge
with Woodland School at 610, boul.
Desmarchais.
•The Woodland Adult program will
move into Riverside Park Technology
Centre Building.
Following the January 15, 2002
meeting of the LBPSB Council of
Commissioners, the Terre-des-Jeunes
school community of the CSMB began
a campaign to maintain its community
school. In response, the MEQ requested
that both school boards work together
to come up with a solution that would
seek to reconcile the interests of both
Boards and their stakeholders. That
new development precipitated various
discussions that produced options
not reasonably foreseeable before
Major School Change 2002-2003.
Given the evolution of this situation,
the Board plans to further explore
the above scenarios and may enter
into formal consultation with its
stakeholders in 2002-2003.
KIRKLAND:
Students living in zones 18, 19 and
20 will attend the new Kirkland
School in 2003. This will affect
students presently living in these zones
and currently attending St. Anthony, St.
Edmund and St. Paul schools. For the
beginning of the 2002 school year,
classes composed of students living in
these zones will be grouped together
and housed in available space until the
new Kirkland School opens. Current
grade 4 & 5 students will remain at
their present schools. The new Kirkland
School will offer an Early Immersion
program.
HUDSON/VAUDREUIL:
A Coordinating Committee was
established to facilitate the merger of
Hudson and VCHS into one school. In
2002-2003 Hudson will accommodate
Secondary II to V students, VCHS will
house Secondary 1 and Secondary III
to V. In 2003-2004 Secondary III to V
students will be permanently housed at
the 69 Cote St. Charles Campus and the
Secondary I and II students at the 2800
du Bordelais Campus.
STUDENT REGISTRATION AND ADMISSION
As in previous years, parents
went to their nearest school to
register their children. Those who
required “Interboard” agreements,
Certificates of Eligibility for English
language instruction, or permits for
temporary stay were assisted by the
staff in our Admissions Office. The
complex paperwork and verification
of documentation required when
students register in our system requires
not only, an extensive physical and
electronic filing system, but also
constant communication between
our central office, schools and various
officials at the Ministry of Education.
In addition to registering over 3000
new students annually, our Board
is required to reregister all students
already attending our schools on a
yearly basis.
A new electronic registration database
(GPI) was introduced into the schools
to help with the entire registration
process. After initial fine-tuning,
the registration of new students
to our Board went fairly smoothly.
This next year should prove to be
even better, as GPI is now the
database used by all our schools.
EQUIPMENT SERVICES
DECENTRALIZATION OF SERVICES
IN JULY 2001 EQUIPMENT SERVICES WAS CHOSEN TO PILOT THE DECENTRALIZATION OF ITS SERVICES TO THE EDUCATIONAL SECTORS. THE GOALS OF THE
DECENTRALIZATION PROCESS INCLUDED THE IMPROVEMENT OF COMMUNICATION BETWEEN THE SCHOOLS AND MAINTENANCE SERVICES, AS WELL AS SHORTENED
RESPONSE TIMES FOR VARIOUS REPAIRS. IN ORDER TO ACCOMPLISH THESE GOALS, A MAINTENANCE MANAGER WAS ASSIGNED TO EACH SECTOR TO WORK
DIRECTLY WITH THE SECTOR DIRECTOR. THIS CHANGE IN OPERATIONS HAS ENABLED THE SCHOOLS TO DEAL WITH ONE CONTACT PERSON REGARDLESS OF
THE NATURE OF THE PROBLEM IN THEIR SCHOOL. THIS INITIATIVE HAS BEEN A SUCCESS AND WELL RECEIVED BY THE SCHOOLS.
IMPROVEMENTS AND RENOVATIONS
DANIEL HOGUE
DIRECTOR, EQUIPMENT SERVICES
New Construction
The construction and opening of a new
elementary school in Vaudreuil-Dorion
for September 2002 was another
challenging endeavor for the 20012002 school year. The realization of
this project within a short time-frame
is a remarkable accomplishment
and has provided the students of the
area with an attractive new learning
environment.
The off island sector is currently
experiencing a surge in population and
the School Board has already started
the process of requesting authorization
from the Ministry of Education to build
another new school in the area.
IN 2001-2002 THE BOARD INVESTED $5.1 MILLION IN WORK RELATED TO IMPROVEMENTS AND RENOVATIONS TO OUR BUILDINGS. THIS INVESTMENT BRINGS
THE FOUR YEAR TOTAL OF EXPENDITURES IN THIS AREA TO A TOTAL OF $15.4 MILLION.
YEAR OF CAPITAL EXPENDITURE
1998-1999
1999-2000
2000-2001
2001-2002
RENOVATIONS
ROOFING
WINDOWS AND DOORS
ARCHITECTURAL
ELECTRICAL
$252,591
$447,810
$1,082,936
$1,943,485
$22,278
$51,002
$167,679
$120,880
$582,817
$470,887
$477,426
$896,430
$60,742
$12,890
$39,827
$46,441
$11,691
$9,758
$94,427
PLUMBING
HEATING & VENTILATION
$230,525
$292,171
$1,122,096
$540,684
LANDSCAPING/FENCING/YARDS
$117,589
$90,422
$47,473
$260,951
PEDAGOGICAL RENOVATION
$122,017
$291,805
$806,801
$124,390
SECURITY
$775,416
$1,504,404
$786,355
$202,876
$77,310
$29,874
$34,240
$58,176
$0
$22,974
$230,177
$792,546
$4,804,768
$5,104,260
TELEPHONE
SCHOOL ENVIRONMENT ENHANCEMENT
PAINTING (SECONDARY SCHOOLS)
TOTAL
$2,241,285
$3,202,956
N.B. MAJOR NEW CONSTRUCTION PROJECTS ARE NOT INCLUDED IN THIS SUMMARY REPORT.
OUR SCHOOLS AND CENTERS WERE IN SERIOUS NEED OF CAPITAL IMPROVEMENTS AND MAJOR REPAIRS. WE HAVE MADE SIGNIFICANT STRIDES IN IMPROVING
THE STATE OF OUR SCHOOLS, HOWEVER, THERE IS STILL MUCH MORE THAT REMAINS TO BE DONE.
24
HUMAN RESOURCES
the stagiaires to our culture, model for them,
share our expertise and provide a supervised
environment in which they can safely test their
abilities and developing skills.
MARILYN MILLER
DIRECTOR, HUMAN RESOURCES
The Human Resources and Payroll
Department provides a variety of
services to all employees in the School
Board. One dossier of increasing
importance is that of «recruiting».
In 2001-2002 we screened over 700
applications for teaching positions;
interviewed over 300 candidates and
hired over 150 teachers in the first
year of their teaching career. We are
extremely proud of the number of
newly qualified teachers we have been
able to attract to our Board.
TEACHERS
The successful recruiting and hiring
of new teachers actually starts
several years before the signing
of the contract, with a welcoming
reception in our schools for stagiaires
from the Faculties of Education in
our cooperating universities. In
these experiences, we introduce
25
This relationship between the Education
students and the Board is strengthened
through successive “stages” in our schools, and
through initiatives such as the “Spring Reading
Enhancement Program”. Through this endeavor
recent graduates were hired in the month of May,
and following a brief but intensive training
period provided by our Educational Services
professionals, were sent out to several of our Sector
One elementary schools. Here, these new teachers worked
with selected students to “boost” their reading skills in preparation
for new learning the following year. The initiative was deemed a huge
success in terms of the enrichment and remediation for our students and in
bonding the newly graduated teachers to our Board.
ADMINISTRATORS
Recruiting of administrative staff is an increasingly important challenge. With all school boards in Quebec
experiencing a dearth of applicants for administrative positions, we were very fortunate to have received over
50 excellent applications during our 2001-2002 recruiting period. Our in-house selection process (screening,
simulation exercises and interview) is extremely thorough and assures us the best candidate for the post.
SUPPORT STAFF
As a result of new monies available to the schools for “special projects” (School Success and others) in the 20012002 school year, over 400 additional full and part-time support staff (administrative, technical and child-care
personnel) have been recruited, screened, interviewed, tested and hired.
Contract Negotiations
The 2001-2002 school year saw the conclusion to the local contract negotiations with each of the four unionized
employee groups: The Pearson Teachers Union; The Independent Union of Support Staff; Local 800 of the FTQ;
and The Pearson Educational professionals.
Last, but certainly not least, our Payroll division smoothly implemented the new salary scales for teachers together
with the retroactivity due, as per the collective agreement.
INFORMATION SYSTEMS
The Information Systems team, in alliance with all schools, centres and corporate departments, provides a variety of
services meeting technological expectations. A major component of departmental energies is placed on the maintenance
of existing systems. This recurring mandate is to oversee all computer equipment within the School Board (Over 5000 work
stations) and to manage a Wide Area Network comprised of 70 servers and routers that ensure data flow between the
various systems and applications.
The I.S. Department provides Corporate Infrastructure support and data security for the Youth, Adult and Vocational
Education, Payroll, Finance and Purchasing. I.S. supervises all MEQ clientele declarations; 30th September, Exam
transmittals and elementary report cards production for the schools. Recently, Web servers and Web based services were
added to and now form part of our support mandate.
FRANÇOIS DUPUIS
DIRECTOR, INFORMATION SYSTEMS
In the telecommunications area, I.S. is responsible for telephony and intercoms with more than 300 phone lines and ove
1000 phone terminals. The I.S. technology watch group keeps an eye on industry trends in terms of hardware and software
developments to ascertain their potential effect on our current and future technology investments.
MAIN REALIZATIONS FOR 2001-2002
Private Fibre Optic network goes online
Following a recommendation from the “Comité Métropolitain des Directeurs Généraux” the Lester B. Pearson S. B., English Montreal S.B and C.s. Marguerite
Bourgeoys agreed to partake in a joint Fibre optic network that will supply 1 GB throughput to 221 schools/centres covering the entire Island of Montreal and the
Harwood territory. The project was awarded to Bell Nexxia on Dec 18, 2000. The Lester B. Pearson share of the 4.7 million dollar undertaking is 1.6 million dollars.
Bell invested over 5.3 million dollars in connecting the 221 schools and centres.
The joint venture allows the 3 boards and 221 schools/centres to have free access to a private fibre optic network for the next 20 years (ending October 2021). A
seven year maintenance agreement ending in August 2008 will cover all fibre optic equipment and the supervision of the physical fibre optic cable network.
The broadband network was activated, as scheduled, on October 1st 2001. The network carries improved Internet bandwidth for the classroom and has the potential
to support any new IP service that the IT industry can dream up in the future.
FUTURE PROJECTS
One specific IP domain the I.S. department will focus on is the development of extranet WEB services, also known as a WEB Portal. The portal will act as a rallying
point for students, parents, teachers and administrators, with a number of available online services; Email, remote mark entry for teachers, viewing report card
results and digital portfolio work for students and parents. The Lester B. Pearson Portal will expand our educational expertise into the home and will favor the
exchange of ideas among the stakeholders.
26
INFORMATION SYSTEMS
CONTINUED
GPI FOR ELEMENTARY SCHOOLS
Grics GPI « Gestion pédagogique
intégré » was installed in all our
elementary schools. The application
permits school secretaries, teachers
and administrators to update
information relating to our students
in terms of social information,
evaluation, report cards and fees. GPI
was designed to integrate the new
elements that educational reform
brings to student evaluation and its
tracking over a two year cycle. The
application has great flexibility in
report card publishing. In addition to
providing links with daycares, school
libraries, the department is planning
to study the installation of the GRICS
decentralized accounting applications
in the near future.
DAYCARE APPLICATION
AVANT-GARDE
During the 2001-2002 school year
the second and final phase of the
daycare deployment was completed.
Community Services and I.S. have
worked closely to coordinate the
training and installation of the
remaining 33 elementary schools.
GRICS Avant-Garde has links with GPI
thus simplifying student social data
updates and fee management.
27
NTIC 01-02
v
The funding from the ministry
was dramatically reduced to one fifth
of the usual grant amount. The School
Board compensated greatly to diminish
the impact on technology reduction.
I.S. oversaw the 01-02 NTIC purchase
of computers and peripherals. Over
330 CPU’s were distributed amongst
60 schools/centres. With this addition,
the LBPSB computer pool totals 4,800
pedagogical computers. The focus was
put on the replacement of outdated
computers (more than 5 years old) with
the objective of maintaining our 6:1
student to computer ratio with relevant
Web enabled computer equipment.
The School Board has surpassed the
Education Ministry goal of 10 to 1 set
by former education minister Pauline
Marois.
LITIGATION
MULTI-SECTORAL AGREEMENT
In 2001-2002 several consultation
cases and a litigation at the level of
the Supreme Court of Canada were
resolved.
A
multi-sectoral
agreement
concerning children who are victims
of sexual abuse or physical illtreatment, or whose physical health
is threatened by lack of appropriate
care is in force. A number of cases were
reported which required an internal
follow-up subsequent to an external
investigation. Legal information was
provided throughout the system as
well.
LEGAL OPINIONS AND INFORMATION
RÉMI POLIQUIN
GENERAL COUNSEL
The Legal Department oversees a
number of portfolios that include:
Litigation;
Opinions and Information;
Experiential Activities;
Manual of Policies,
Procedures and By-Laws;
Multi-Sectoral Agreement;
Application of Different Laws;
Recovery of Unpaid Fees;
Insurance;
Non-Profit Organizations;
Our goal is to provide support to the
schools, centres and departments
on legal matters and in document
management.
LEGAL SERVICES
During the year numerous legal
opinions were given with family cases
and Governing Board matters being
the popular topics as well as Civil
Liability.
We began to publish a short chronicle
on legal aspects in the Pearson News
in order to provide legal information
on various subjects pertaining to the
school and board level.
EXPERIENTIAL ACTIVITIES
A guide was developed from the
board’s procedure and distributed to
all the schools and centres.
POLICIES AND PROCEDURES
The Manual of Policies, Procedures and
By-Laws was reviewed and updated at
the beginning of the year. The policies
and procedures are accessible on the
school board’s web site. In addition,
the manual was translated in French
in order to comply with the Charter of
the French Language.
APPLICATION OF DIFFERENT LAWS
Legal Services is responsible for the
application of the Act Concerning
Public Access to Information and
Protection of Personal Information.
Requests received were answered
according to the law.
The application of the Tobacco Act
demands constant reminders. The
board’s policy is quite clear which
states that it is prohibited to smoke on
the property of all schools and centres
except where Local Governing Boards
have permitted the creation of an
outdoor smoking area on the property
of the school or centre provided that:
Governing Board(s) approve the
smoking plan by a majority vote; and
C) The smoking area is not within 5
metres of any entrance or exit of the
school or centre; and
D) The smoking area should not be in a
direct line of sight with the main door
of the school or centre.
RECOVERY OF UNPAID FEES
The Legal Department is responsible
for the application of the Unpaid Fees
Procedure, which requires a liaison
with the school staff, Sector Directors
and the Internal Auditor.
INSURANCE
Insurance is another responsibility of
the Legal Department. It is accountable
for ensuring that all service contractors
provide proof of liability insurance and
also make certain that all school board
properties and vehicles are properly
insured.
A) The Governing Board supports the
creation of the smoking area by a
majority of its voting members; and
B) If more than one Governing Board
shares a building, then the partner
28
LEGAL SERVICES
CONTINUED
NON-PROFIT ORGANIZATIONS
THE ARCHIVES DEPARTMENT
Some non-profit organizations under
the school board’s umbrella require
legal attention, such as the P.E.F., EERF
and Les Enfants de Lester B. Inc.
SUCH AS:
PEF (Pearson Educational Foundation)
is a foundation, which collects funds
in order to help some of the school
projects.
EERF (English Educational Resource
Foundation) is a foundation accredited
by all the English School Boards and the
Ministry with the purpose of developing
learning material for English schools.
Les Enfants de Lester B. Inc. is a C.P.E.
(Centre de la petite enfance), a private
organization accredited to host head
office and school employee daycare
services.
LAND SALE AND TRANSFER OF
PROPERTY
The transfer of property titles is still
an ongoing process after four years
of operation. Some of the properties
that were sold in 2001-2002 were
legally transferred. However, other
buildings are still in the process of
being transferred but the transactions
are not completed. Furthermore, some
properties that were sold required
a large amount of work regarding
property titles.
29
OVERSEES A NUMBER OF PORTFOLIOS
COMPUTER OUTPUT-LASERDISC
All the data coming from the Human
Resources Department for salaries
are regularly transferred onto CDRom for long-term conservation and
tax references. The same operation
is performed for student records. All
schools have electronic access to
the students’ report cards through
Cyberdocs.
ELECTRONIC DOCUMENT
MANAGEMENT
The electronic management system
that has been developed at the Lester
B. Pearson School Board was marketed
on a corporate CD-ROM. Because of this
marketing some other school boards
and organizations have purchased it.
DIGITIZATION
The following documents were all
digitized for long term conservation:
Pension Plan Report 1973-1997;
14,943 high school student files;

262 different files including contracts,
minutes, policies and procedures.
TRANSFER TO INACTIVE AND SEMI-
COOPERATION WITH OTHER
ACTIVE DEPOSIT
ORGANIZATIONS
Some training took place on the
Document Retention Schedule. In
the same session participants were
informed as to how to organize their
files for transferring. Some 507 boxes
were transferred for conservation and
63 were destroyed.
The department cooperates with
John Abbott College and University of
Montreal for stagiaires and training in
document management.
ACCESS TO INFORMATION
An entente was concluded with
Hummingbird in order to provide
software training for the users.
Numerous requests were received
from students, other school boards
and organizations.
USERS SUPPORT
Upon request, the staff from the
Archives Department provides support
to users in other departments.
HUMMINGBIRD PROJECT
TRANSPORTATION SERVICES
The guiding principle of the fourth year of the transportation network for the Lester B. Pearson School Board was to adapt
the transportation service to accommodate the new zones and territory. As a result of the decisions made following the
Major School Change Consultations, busing was maintained for over 800 students of grade 5 and 6 (“grandfather clause”)
while these new zones were implemented.
With a budget in excess of eight million dollars, the Lester B. Pearson School Board used 12 carriers to operate a total of
185 vehicles of various types: Berline-type vans, mini buses adapted with hydraulic ramps for wheelchairs, mini buses,
large buses adapted with wheelchair ramps, and regular large buses.
Considering the vast territory of the School Board, once again this year representation was made to the Ministry to increase
the level of funding to better reflect the Board’s higher cost of operation. Our Board was selected to be part of an MEQ task
force mandated to review the current funding formula.
MARIO BARRETTE
COORDINATOR, TRANSPORTATION
The safety of passengers remained the key concern of the Transportation Services. With the help of the Auger Bus Line, for
a fourth consecutive year, an annual comprehensive safety course was provided for all Kindergarten students. The main
emphasis of this course was safety while waiting, boarding and disembarking from the school bus.
During the 2001-2002 school year,
Lester B. Pearson School Board
transported more than 13,000
students (nearly half of the total
student enrollment) to 45 elementary,
15 secondary schools, 4 alternative
learning centers and to 14 other
specialized institutions in the Greater
Montreal area.
In addition, more than 1300 students
were offered seats as part of the
Courtesy/Accommodation Busing
Program. More than 300 students were
also bused home for lunch—a service
fully paid for by parents. Some high
schools with students using MUCTC
transport were considered for the
possibility of receiving an allocation
towards the purchase of a monthly
student bus pass.
30
EXTERNAL AUDITORS
AUDITORS’ REPORT
����
TO THE COMMISSIONERS OF
LESTER B. PEARSON SCHOOL BOARD
LA COMMISSION SCOLAIRE LESTER-B.-PEARSON
We have audited the financial report of La Commission Scolaire
Lester B. Pearson - Lester B. Pearson School Board consisting of
the financial statements as at June 30, 2002 and supplementary
information described in the table of contents of the financial
report. This financial report is the responsibility of the School
Board’s management. Our responsibility is to express an opinion
on this financial report based on our audit.
We conducted our audit in accordance with the requirements of
the school boards’ external auditor’s mandate, as described in the
information document prepared by the Ministère de l’Éducation
du Québec and in accordance with generally accepted auditing
standards. Those standards require that we plan and perform an
audit to obtain reasonable assurance that the financial report is
free of material misstatement. An audit includes examining, on a
test basis, evidence supporting the amounts and disclosures in the
financial report. An audit also includes assessing the accounting
principles used and significant estimates made by management,
as well as evaluating the overall financial report presentation.
In our opinion, in all material respects:
Ø
Ø
The School Board has complied with the laws and regulations
listed in the above-mentioned information document, as well as
the budgetary rules, instructions and directives of a monetary
nature issued by the Ministère de l’Éducation du Québec;
The financial report presents fairly the financial position of
the School Board as at June 30, 2002, and the results of its
operations and the changes in its financial position for the year
then ended in accordance with generally accepted accounting
principles for Québec school boards, as described in the Manuel
de normalisation de la comptabilité scolaire.
In accordance with the mandate specified by the Ministère de
l’Éducation du Québec, we have completed four questionnaires;
three regarding the audit of the student population and the fourth
regarding the standards and regulations applicable to school
boards.
Chartered Accountants
Montréal, Québec
October 12, 2002
31
FINANCIAL REPORT
BREAKDOWN 2001-2002
CLAUDE LALLEMAND
INTERIM DIRECTOR, FINANCE
REVENUE
������ �����
���
����� ��������� ������
��
�������������� ������
��
������� ������
��
��� ��������� ������
���
�������������� ����������
��
������ ����������� ���
��������������
��
����������
��
��
��������������� ����������
��
EXPENSES
����������� �������
���
������� ��
������������� ��
����� ��
�����
��
������� ��
�������� ��������
���
32
FINANCIAL REPORT
CONTINUED
STATEMENT OF INCOME & EXPENDITURES
(FOR THE PERIOD ENDING JUNE 30, 2002)
2001 - 2002
REVENUES
MEQ Operating Grants
$
School Taxes
Other Operating Revenues
Transportation Grants
Capital Grants
Financing to be allocated (Capital)
Total Revenues
$ 191 038 139
EXPENDITURES
Teaching Services
Educational Support
Extracurricular Activities
Transportation
Administrative Activities
Energy
Maintenance and Caretaking
Finance
Retroactivity
Other
Capital
Total Expenditures
NET RESULTS
33
128 191 436
38 667 725
10 749 398
8 040 397
5 389 183
-
100 396 691
30 808 674
7 266 792
8 341 792
10 233 724
5 217 516
10 250 429
1 464 497
4 671 658
9 985 615
2000 - 2001
$
119 738 176
37 126 999
8 885 373
8 165 623
14 595 168
3 502 774
$ 192 014 113
$
95 450 439
28 744 930
6 159 781
8 307 325
10 089 345
5 991 070
9 718 313
1 928 014
1 591 567
4 384 038
19 838 756
$ 188 637 388
$ 192 203 578
$
$
2 400 751
(189 465)
STATEMENT OF ACCUMULATED SURPLUS
(FOR THE PERIOD ENDING JUNE 30, 2002)
2001 - 2002
Non-Reserved Surplus Prior Year
Budget Surplus - Schools & Centres
Reserved Surplus Prior Year
Adjustments to Opening Balance
Accumulated Surplus beginning of year, as restated
Net Results, for the year
$
434 107
210 441
2 027 845
523 615
2000 - 2001
$
416 578
2 503 321
(58 041)
3 196 008
2 861 858
$ 2 400 751
(189 465)
ACCUMULATED SURPLUS,
END OF YEAR
$ 5 596 759
Budget Surplus - Schools & Centres
$ (3 357 268)
$ (210 441)
RESERVED SURPLUS
$ (1 690 000)
$ (2 027 845)
$ 549 491
$ 434 107
NON-RESERVED SURPLUS
$
2 672 393
ELEMENTARY SCHOOLS
ALLANCROFT
265, chemin Allancroft
Beaconsfield, QC H9W 2R8
Principal: Walter Chliszczyk
Phone: 695-3481 Fax: 695-8424
Enrollment: 335
CEDAR PARK
17, avenue Cedar
Pointe-Claire, QC H9S 4X9
Principal: Antonietta Rampone
Phone: 695-2410 Fax: 695-3480
Enrollment: 298
EDGEWATER
220, boul. Cardinal-Léger
Pincourt, QC J7V 3Y5
Principal: Judith Grant
Phone: 453-4534 Fax: 453-9832
Enrollment: 439
ALLION
55-5e Avenue
LaSalle, QC H8P 2K1
Principal: Penny Lewis
Phone: 595-2040 Fax: 595-2112
Enrollment: 409
CHARLES A. KIRKLAND
106, rue Cartier
Roxboro, QC H8Y 1G8
Principal: Erene Anthony
Phone: 683-3289 Fax: 683-3177
Enrollment: 247
EVERGREEN
2625, rue du Bordelais
St-Lazare, QC J0P 1V0
Principal: Marti McFadzean
Phone: 458-1568 Fax: 458-1564
Enrollment: 496
BEACON HILL
170, rue Alton
Beaconsfield, QC H9W 2Z3
Principal: Lesley Pasquin
Phone: 695-3301 Fax: 695-9487
Enrollment: 336
CHILDREN’S WORLD ACADEMY
2241, rue Ménard
LaSalle, QC H8N 1J4
Principal: Patricia Deans
Phone: 595-2043 Fax: 595-2113
Enrollment: 499
FOREST HILL
1950, rue Chanterel
St-Lazare, QC J7T 3C2
Principal: Marc Klein
Phone: 424-1508 Fax: 424-3539
Enrollment: 424
BEECHWOOD
13155, rue Shelborne
Pierrefonds, QC H9A 1L4
Principal: Mary Anne Bindner
Phone: 626-3484 Fax: 626-5547
Enrollment: 314
CHRISTMAS PARK
422, boul. Beaconsfield
Beaconsfield, QC H9W 4B7
Principal: Daniel Kabasele
Phone: 695-0651 Fax: 695-0652
Enrollment: 308
GREENDALE
4381, rue King
Pierrefonds, QC H9H 2E8
Principal: Mary-Anne Perreault
Phone: 626-7880 Fax: 626-7883
Enrollment: 418
BISHOP WHELAN ELEMENTARY
5000, rue René-Huguet
Lachine, QC H8T 1M7
Principal: André Huot
Phone: 595-2060 Fax: 595-2120
Enrollment: 475
COURTLAND PARK
1750, avenue Carson
Dorval, QC H9S 1N3
Principal: Grant Thomas
Phone: 631-8651 Fax: 631-9006
Enrollment: 332
HERBERT PURCELL
13350, rue Purcell
Pierrefonds, QC H8Z 1P7
Principal: Cynthia Wallach
Phone: 626-8877 Fax: 626-5895
Enrollment: 442
CECIL NEWMAN
171, avenue Orchard
LaSalle, QC H8R 3G3
Principal: Maria De Wolfe
Phone: 366-2270 Fax: 366-2433
Enrollment: 238
DORSET
106, chemin Dorset
Baie d’Urfé, QC H9X 2Z6
Principal: Michael Miller
Phone: 457-3631 Fax: 457-5210
Enrollment: 354
LASALLE ELEM. JR. (KEITH CAMPUS)
88340, rue David Boyer
LaSalle, QC H8N 2A1
Principal: Hans Bulow
Phone: 363-4461 Fax: 363-6144
Enrollment: 382
LASALLE ELEM. SR.
(LAURENDEAU-DUNTON CAMPUS)
1555, rue Rancourt
LaSalle, QC H8N 1R7
Principal: Nancy Sweer
Vice Principal: Barbara Cyr
Phone: 595-2048 Fax: 368-3026
Enrollment: 447
LAURIER MACDONALD
400-80e Avenue
LaSalle, QC H8R 2T3
Principal: Lief Torjeson
Phone: 595-2051 Fax: 595-7675
Enrollment: 312
MEADOWBROOK
740-52e Avenue
Lachine, QC H8T 2X6
Principal: Diana Patterson
Phone: 637-5868 Fax: 637-5860
Enrollment: 473
MOUNT PLEASANT
97, rue Mount Pleasant
Hudson, QC J0P 1H0
Principal: Tony Di Vittori
Phone: 458-5806 Fax: 458-4711
Enrollment: 370
NORTHVIEW
90, carré Jubilee
Pointe-Claire, QC H9R 1M3
Principal: Nicholas Barker
Phone: 697-1420 Fax: 697-5848
Enrollment: 293
34
ELEMENTARY SCHOOLS
CONTINUED
PIERRE ELLIOTT TRUDEAU
490, Bourget
Vaudreuil-Dorion, QC H4H 2C3
Principal: Lorel Crawford
Phone: 455-3919 Fax: 455-3612
Enrollment: 343
ST. BERNARD
65, avenue Sunshine
Dollard-des-Ormeaux, QC H9B 1G9
Principal: Hyacinth Layne
Phone: 683-3397 Fax: 683-1882
Enrollment: 386
RIVERVIEW
971, avenue Riverview
Verdun, QC H4H 2C3
Principal: Charles Poirier
Phone: 761-4524 Fax: 761-5954
Enrollment: 403
ST. CHARLES
4331, rue Saint-Anne
Pierrefonds, QC H9H 4G7
Principal: Linda Leddy
Phone: 626-0480 Fax: 626-5522
Enrollment: 410
SEIGNIORY
150, avenue Seigniory
Pointe-Claire, QC H9R 4R5
Principal: Louise Bergeron
Phone: 695-3921 Fax: 695-4507
Enrollment: 289
ST. EDMUND
115, boul. Beaconsfield
Beaconsfield, QC H9W 3Z8
Principal: Gloria Labrecque
Phone: 697-7621 Fax: 697-7961
Enrollment: 481
SOULANGES
1135, ch. St. Georges
Saint Télesphore, QC J0P 1Y0
Administrator: Marc Klein
Phone: (450) 269-2452
Fax: (450) 269-3489
Enrollment: 27
ST. JOHN FISHER
121, avenue Summerhill
Pointe-Claire, QC H9R 2L8
Principal: Carmel Adrian
Vice Principal: Margaret Wilkinson
Phone: 695-1112 Fax: 695-2374
Enrollment: 509
SPRING GARDEN
175, avenue Sonata
Dollard-des-Ormeaux, QC H9B 2M6
Principal: Ken Elliott
Phone: 683-2155 Fax: 683-9161
Enrollment: 329
ST. PATRICK
261, rue Shamrock
Pincourt, QC J7V 3W5
Principal: Susan Thompson
Phone: 453-6351 Fax: 453-6353
Enrollment: 332
ST. ANTHONY
17750, rue Meloche
Pierrefonds, QC H9J 3P9
Principal: Owen Condon
Phone: 624-6614 Fax: 624-6616
Enrollment: 482
ST. PAUL
230, rue Sherbrooke
Beaconsfield, QC H9W 1P5
Principal: Charles Merilees
Phone: 697-7830 Fax: 697-1231
Enrollment: 469
35
ST. THOMAS MORE
6100, boul. Champlain
Verdun, QC H4H 1A5
Principal: Nancy Hain
Vice Principal: Giancarlo Crasci
Phone: 765-7676 Fax: 765-7618
Enrollment: 186
WESTPARK
6, rue Howard
Dollard-des-Ormeaux, QC H9A 2L2
Principal: Jane Fullerton-Kelly
Vice Principal: Joanne Simoneau-Polenz
Phone: 684-1418 Fax: 684-3476
Enrollment: 672
ST. VERONICA
244, rue de la Présentation
Dorval, QC H9S 3L6
Principal: Norm Horner
Phone: 631-5221 Fax: 631-5221
Enrollment: 251
WILDER PENFIELD
551, avenue Westminster
Dollard-des-Ormeaux, QC H9G 1E8
Principal: Joseph Cantelmi
Phone: 626-0670 Fax: 626-3161
Enrollment: 479
SUNNYDALE PARK
150, avenue Hyman
Dollard-des-Ormeaux, QC H9B 1L6
Principal: Shane Rathburn
Vice Principal: Adrian Geller (.5)
Phone: 684-2992 Fax: 684-8091
Enrollment: 505
WINDERMERE
313, chemin Windermere
Beaconsfield, QC H9W 1W1
Principal: Carole Osborne
Phone: 697-6251 Fax: 697-6253
Enrollment: 365
TERRY FOX
13280, avenue Huntington
Pierrefonds, QC H8Z 1G2
Principal: Sam Bruzzese
Phone: 626-6253 Fax: 626-7298
Enrollment: 445
THORNDALE
4348, avenue Thorndale
Pierrefonds, QC H9H 1X1
Principal: Susan Winn
Phone: 626-3924 Fax: 626-7094
Enrollment: 516
VALOIS PARK
87, rue Belmont
Pointe-Claire, QC H9R 2N7
Principal: Nelly Perez
Phone: 694-2662 Fax: 694-0079
Enrollment: 296
WOODLAND
610, boul. Desmarchais
Verdun, QC H4H 1S6
Principal: David Estok
Phone: 767-5344 Fax: 767-1380
Enrollment: 297
SECONDARY SCHOOLS
BEACONSFIELD HIGH
250, rue Beaurepaire
Beaconsfield, QC H9W 5G7
Principal: Bernard Buckley
Vice Principal: Wanda Morson
Vice Principal: Gaye Meredith
Phone: 697-7220 Fax: 697-6168
Enrollment: 832
HUDSON HIGH
69 Cote-St-Charles
Hudson, QC J0P 1J0
Principal: Lorna Varden
Vice Principal: John Torunian
Phone: 450-458-5357
Fax: 450-458-1473
Enrollment: 711
JOHN RENNIE HIGH
501, boul. St. Jean
Pointe-Claire, QC H9R 3J5
Principal: Robert Morrison
Vice Principal: Bryden Murray
Vice Principal: Manon Ostiguy
Phone: 697-3210 Fax: 697-3520
Enrollment: 948
JUNIOR INTERNATIONAL SCHOOL
L.C.C.H.S.
6100 Champlain Blvd.
Verdun, QC H4H 1A5
Principal: Nancy Hain
Phone: 766-2357 Fax: 768-9207
Enrollment: 77
LAKESIDE ACADEMY
5050, rue Sherbrooke
Lachine, QC H8T 1H8
Principal: Carol Gray
Vice Principal: Jean-Francois Quirion
Phone: 637-2505 Fax: 637-9452
Enrollment: 659
LASALLE CATH. COMP. HIGH
140 - 9th Avenue
LaSalle, QC H8P 2N9
Principal: Carl McQuaid
Vice Principal: George Hyland
Vice Principal: Paula Pedroso
Phone: 595-2050 Fax: 595-2136
Enrollment: 1297
LINDSAY PLACE HIGH
111, avenue Broadview
Pointe-Claire, QC
H9R 3Z3
Principal: James MacKinnon
Vice Principal: Myriam Rabbat
Vice Principal: David Meloche
Phone: 694-2760 Fax: 694-2769
Enrollment: 1306
MACDONALD HIGH
17, avenue Maple
Ste-Anne-de-Bellevue, QC H9X 2E5
Principal: James Aitken
Vice Principal: Susan Sipos
Phone: 457-3770 Fax: 457-8959
Enrollment: 628
PIERREFONDS COMPREHENSIVE HIGH
13800, boul. Pierrefonds
Pierrefonds, QC H9A 1A7
Principal: Neil Fitzpatrick
Vice Principal: Adrian Geller
Vice Principal: Rosemary Patterson
Phone: 626-9610 Fax: 626-8865
Enrollment: 1216
VAUDREUIL COUNTY HIGH
2800 du Bordelais
St. Lazare, QC J7T 3E3
Principal: David Hatfield
Phone: 450-455-9311
Fax: 450-455-0075
Enrollment: 328
RIVERDALE HIGH
5060, boul. des Sources
Pierrefonds, QC H8Y 3E4
Principal: Angela Andrews
Vice Principal: Norman Osgoode
Vice Principal: Thomas Rhymes
Phone: 684-9920 Fax: 684-9925
Enrollment: 929
RIVERSIDE PARK ACADEMY
8300 George
LaSalle, QC H8P 1E5
Principal: Cecil Humphries
Vice Principal: Christine Darbyson
Phone: 363-7150 Fax: 363-3157
Enrollment: 458
ST. THOMAS HIGH
120 Ambassador
Pointe-Claire, QC H9R 1S8
Principal: Valerie Mollard
Vice Principal: Otis Delaney
Vice Principal: Liz Rivard
Phone: 694-3770 Fax: 694-3378
Enrollment: 1192
36
ADULT AND VOCATIONAL CENTRES
ANGRIGNON ADULT CENTRE
6875, boul. LaSalle
Verdun, QC H4H 1R3
Principal: Ralph Ross
Phone: 761-6131 Fax: 766-3380
PLACE CARTIER ADULT CENTRE
145, ave. Cartier
Pointe-Claire, QC H9S 4R9
Director: Gloria Keenan
Asst. Director: John Brennan
Phone: 694-8500 Fax: 694-3590
GORDON ROBERTSON CAREER CENTRE
240, rue Beaurepaire
Beaconsfield, QC H9W 6G4
Director: Daphne Ferdinand
Phone: 426-5096 Fax: 426-4854
JOHN RENNIE FITNESS & GOLF
CENTRE
501, boul. St. Jean
Pointe Claire, QC H9R 3J5
Administrator: Trudy Hartt
Phone: 694-6264
RIVERSIDE PARK TECHNOLOGY CENTRE
8300, rue George
LaSalle, QC H8P 1E5
Director: Veronica Lake
Asst. Director: Marthe Couture
Asst. Director: Richard Oliver
Phone: 363-6213 Fax: 364-1953
WEST ISLAND CAREER CENTRE
13700, boul. Pierrefonds
Pierrefonds, QC H9A 1A7
Director: Frank Dottin
Phone: 620-0707 Fax: 620-5335
ENROLLMENT DATA
37
WOODLAND ADULT CENTRE
610, boul. Desmarchais
Verdun, QC H4H 1S6
Director: Glen Colwell
Phone: 767-1290 Fax: 767-7113
2001 - 2002
2000 - 2001
Elementary ...........................................................
17,172
17,224
Secondary.............................................................
10,519
10,419
MEQ/MSSS .........................................................
39
17
Adult Education ...................................................
917
917
Vocational Education ...........................................
869
745
TOTAL............................................. 29, 516
29,322
SOULANGES ELEMENTARY SCHOOL
ST. TELESPHORE, QUEBEC
40
Produced by:
Communications Services
March 2003
Copyright© 2003
41