Riverdale High School Community Learning Centre

 1 Riverdale High School Community Learning Centre Health and Fitness super stars through the CLC (5-­‐30 challenge) 2013-­‐2014 Evaluation Report 2 Riverdale High School Community Learning Centre Mission The mission of the RHS CLC is to bring together and promote the capacity of local, sustainable partnerships with community based organizations already in existence. Consequently, this would create a closer more intimate connection between the school and the community in a complementary manner. Together the RHS CLC and its partners will provide services to enhance the well being of our students, their families and community. Working with our partners will enable the CLC to create a milieu that fosters family and community engagement, youth development, sports, arts and a life-­‐long learning community. 3 Introduction The RHS Community Learning Centre (CLC) is part of Riverdale High School, located in Pierrefonds, Quebec. The CLC works to develop partnerships between the school and its community to facilitate access to relevant services and resources. Founded in 1964, this English language secondary school is part of the Lester B. Pearson School Board. In 2006, the school was designated a ‘community school’. ‘Boiled down to the basics, a community school is both a set of Partnerships and a place where services, supports and opportunities lead to improved student learning, stronger families and healthier communities.’ (Coalition for Community Schools, n.d., p. 2.). RHS welcomes staff and students from dozens of countries and spoken-­‐languages. This diversity sets the background for rich multicultural learning that RHS embraces. The school has over 50 teachers, support staff and administrators and offers a wide variety of sports and community-­‐based clubs and organizations that are assisted by the RHS CLC. The CLC is supported by the school board, in collaboration with the Ministère de l’éducation, loisir et du sport du Quebec (MÉLS). Now in its 7th year of operation, the RHS CLC conducted an evaluation to assess its progress to date. Regional Profile According to the Ministère de l’éducation, loisir et du sport du Quebec (MÉLS), between 2005-­‐2006 and 2010-­‐
2011, RHS experienced a net decline in student enrolment, dropping from 1083 to 683, with a growth rate of -­‐36.9%. This trend continues with student enrolment for 2013-­‐14 at 614. The Montréal Census Division in which RHS is located identifies 31.6% of the region as visible minorities, which is a much higher RHS CLC Partners •
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Born to Read W.I.B.C.A. L.O.V.E. Youth Stars Brookwood Basketball Association Break City Aditya Youth Trust Fund Overture with the Arts Chai West Island Schmooze Club Alliance of South Asian Communities CLC Activities •
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5-­‐30 Health and Fitness Challenge Iron Pit (weight room) Hip Hop/Street dance classes Bollywood dance classes Nemaska Cree Youth Exchange Girls’ Self Defense classes Student Black History Month Performance 2013 Anti-­‐Racism Assembly Tolerance Caravan in class workshops Family Fun Day Fashion Show, Cultural Food Fair and S partan Obstacle Race 4 proportion than is found among the French-­‐
speaking majority in the region and much higher than the total found among the overall English speaking population of Quebec. RHS’s student population hails from over 50 countries. In 2005, the High School graduation level of the English-­‐speaking population over the age of 15 in the region was much lower than both the French-­‐speaking population in the region and the English-­‐speaking population of Quebec. 29.3% of the region's English-­‐speaking population held university degrees, which is higher than both the region's French-­‐
speaking majority and the total English-­‐speaking population of Quebec. However, MÉLS measures of disadvantaged areas ranked the region as high in the poverty index (21.11). Unemployment was higher for the English-­‐speaking population than the French-­‐speaking population in the region. 49.6% of the region’s English-­‐
speaking population was without income or unemployed in 2005. This was higher than in the total English-­‐speaking population of Quebec but similar to the French-­‐
speaking population in the region. 17.1% of the English-­‐speaking population had an income over $50,000 per year in 2005, which was higher than the French-­‐speaking population in the area but similar to the English-­‐speaking population of Quebec. How the CLC Developed RHS CLC is now in its 7th year of operation, with Audrey Ottier joining the school as CLC coordinator in 2012 on a part time basis. Prior to the inception of the CLC, RHS had many community partners, some who have been working with the school for years. However, these partners worked quite independently from each other. Over the last 3 years the CLC has helped connect community partners through committee meetings. This committee meets approximately three times a year. New partners have also joined the RHS CLC in the past 2 years. Community partners appreciate the CLC for providing organization, structure and grant writing assistance. 5 RHS CLC community partners are not only well integrated in the school; they also have a helpful, collegial relationship amongst themselves. Strong relationships are facilitated in part by the fact that most community partners have been provided with a permanent space in the school. During individual interviews, partners stated that the space has helped them save time, be better organized and in some cases provides them the opportunity to survive and even expand as an organization. Space in the school allows them to be present at the school even when their activities and/or events are not happening. A few partners stated that students get excited when they see them roaming the hallways; this type of presence helps to instill a sense of community with the students. ‘When kids know there is a space, they drop by and this is very important-­‐ it adds value.’ Space in the school also allows partners to easily ‘check in’ with the CLC coordinator and the Principal on an ad hoc basis. This enhances communication and organization between them and the administration. Given the uncertainty of long-­‐term funding for partners in the current Quebec context, RHS administration encouraged the CLC to focus its energy on helping to sustain existing programming by securing additional programming funds through grants. This report will explore the CLC’s contributions to partner engagement at RHS and the impact of existing programming on student success. Examples of CLC Partners, activities and events Due to the cultural diversity of the student population at RHS, many of the Community partners support ethnic groups (i.e. WIBCA, ASAC, the Schmooze Club, etc.). These partners provide culturally relevant services and activities, and, when needed, interventions. Aditya Youth Trust Fund (AYTF), a non-­‐
denominational charitable organization, has been involved with RHS since Students busy learning with help from A ditya Youth 2007. The goal of AYTF is to Trust Fund assist students in reaching their maximum educational potential. They provide Mathematics, Science, Physical 6 Science and English tutoring. Various programs target students from grades 5 to 11 and they welcome students from outside of RHS. They also fundraise in order to offer scholarships for students entering CEGEP. The Alliance of South Asian Communities (ASAC) offers students free tutorials, mentoring, seminars, special cultural events, and summer programs. They also help the broader South Asian community by offering families in need services such as translations, housing advice, referrals and more.
Born to Read promotes early literacy skills for children aged 0-­‐5 and their parents, living in the West Island. Their Books and Play program introduces parents and their children to the world of books in a playtime atmosphere that provides social interaction for both parents and children. They believe that early childhood literacy skills are important for school success. ‘Seeing students play with little kids in the middle of your High School means kids are happy.’ (Community Partner) Preschool children learning to read with the help of Born to Read Brookwood Basketball, in existence for 40 years, provides a very popular activity at RHS. This volunteer organization, which involves numerous community volunteers, has intercity and house basketball leagues for boys and girls of varying ages. They provide leadership opportunities for students to referee and coach and help promote school spirit and pride. They provide babysitting services for parents who wish to watch their older children play, which encourages family involvement. They also hold a summer camp at RHS. 7 Student discussion at the Schmooze Club Chai West Island/ Schmooze Club offer students a Jewish perspective on many of the issues and topics important in their daily lives. This includes personal beliefs, morals and values, and religion. Once a week, students from all different faiths and backgrounds enjoy eating kosher pizza while chatting with facilitators about the world in a non-­‐judgmental and respectful manner. L.O.V.E. (Leave Out Violence Everywhere) is a curriculum-­‐
integrated program for youth that helps students to develop skills to prevent and overcome violence in their lives. L.O.V.E. strives to create an environment where students are equipped to overcome adversity relating to gangs, domestic violence, racism, bullying and self-­‐harm. The program is designed to help students gain interpersonal skills and self-­‐
understanding and become leaders that build safer communities. Overture with the Arts is a non-­‐profit organization dedicated to making performing arts education available to youth from all walks of life. They believe that creativity is a key building block for learning. Their after school programs offer arts based programing such as break dancing, visual arts and a podcast radio program that provides students with skills in broadcast journalism. You can access our podcasts by clicking here. The West Island Black Community Association (WIBCA) is dedicated to supporting student success in public schools. They offer after school tutoring and homework assistance to secondary students, regardless of their ethnicity, in both French and English. They also have a drop-­‐in centre for youth and a summer day camp, which combines learning and recreation. Youth Stars Foundation is a non-­‐profit organization that uses the arts and sports as a motivational and educational tool to positively encourage and educate youth. They provide students with activities, events and workshops such as Hip Hop classes and summer camp. They help students to raise money for programs 8 and tools that will benefit them and their schools, such as the grad committee, academic scholarships, and computers. The Theory of Change Guides CLC Initiatives
All CLCs are grounded in the Theory of Change (ToC). ToC is a specific and measurable description of a social change initiative that forms the basis for strategic planning, on-­‐going decision-­‐making and evaluation and can refer to either the process or the result. The RHS CLC’s Theory of Change is based on 6 long-­‐term outcomes that are aligned with the school’s Management Educational Success Agreement Plan (MESA) and Ministère de l’éducation, loisir et du sport du Quebec (MÉLS) goals: 1. Increased graduation and qualification rates 2. Increased bilingualism and biliteracy 3. Success and perseverance for students with handicaps, social maladjustments or learning disabilities 4. Healthy and safe school environment 5. Student engagement and social skills 6. Student success The RHS CLC strives to be an organization that fosters life-­‐long learning by actively participating in sustainable socio-­‐economic/cultural/linguistic development. In collaboration with community partners, the CLC strives to provide quality educational services, sports, leisure, and recreational activities responding to the diverse needs of the RHS community. Through a collaborative process, the CLC engages the community to build multi-­‐directional reciprocal learning relationships between students, teachers, parents and the community at large. This report demonstrates that community partners, teachers, staff and parents find that the numerous activities and events supported by the CLC act as valuable resources in strengthening RHS and its community. The report will provide a global overview of the CLC’s service during 2013-­‐2014, highlighting some of its successes and challenges in meeting the needs of its English-­‐
speaking community. Levels of partner engagement and impacts of partner involvement on student success will be the focus. 9 Outcomes To gain insight into the RHS CLC several methods of data collection were used. Indicators for the evaluation were: • Level of knowledge of the CLC and its activities and events • Level of satisfaction of community partners, parents, students and teachers with CLC services • Level of participation of community partners, parents, students and teachers with CLC services Community partners were asked to participate in telephone interviews where they explored questions relating to their working relationship with the school and the CLC, how their programs influenced students, parents and the community as well as opportunities for greater collaboration. The teacher, student and parent surveys focused on their awareness and understanding of the CLC, as well as satisfaction with its activities and events. The surveys provided information on the CLC’s successes and Enjoying Conversation and pizza at the Schmooze Club! explored potential barriers to participation and ways to enhance programming and events. Methodology • Telephone interviews included 8 community partners from the Partnership Table committee as well as the Principal. • 22 out of approximately 50 staff completed an online survey. Staff refers to teachers, support staff and administration. For the purpose of this report we will refer to this survey as the teacher survey as the overwhelming majority of participants invited were teachers. Given past response rates, a response rate of almost 50% is considered excellent. • 31 students also completed an online survey. This survey was distributed on-­‐
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line during computer classes for students. A parent survey was conducted by Qu’Anglo Communications on the impact of the school and the CLC on students and their community. Response rates to the survey were somewhat low, with only 53 participants. Past RHS CLC documentation and reports were also used to support the findings. It is important to note that for both the student and parent surveys, specific questions relating to the CLC and its impact were less likely to be answered. The evaluator suspects that this is due to a lack of awareness of the CLC and its mandate. Similarly, while partners and programs may be well-­‐known, very little is known about how the CLC works to support them. Findings Awareness of the CLC and its Activities and Programs •
50% of participating teachers said they know about CLC services. Findings revealed that teachers are more likely to recommend academic support programs offered through partners and are not necessarily as aware of programs with psycho-­‐social or health benefits. Many teachers lack knowledge on what is offered through the CLC but are familiar with community partners. When asked how the CLC could improve its services many stated that they needed more information. ‘I think you need to continue to promote your activities as well as the different services you offer so that as teachers we know what is available.’ ‘Promote the services more so that all teachers are aware of them.’ ‘A clearer idea of what the CLC has to offer might help.’ •
Teachers expressed a willingness to get involved with CLC activities if they understood what the CLC could bring to the classroom. 31.8% of teachers report using the resources and activities offered by the CLC to enhance their classroom learning experience. While these teachers report a positive impact on students, a majority of teachers surveyed have not yet connected CLC resources to their classroom. These findings suggest that teachers may not be aware of classroom-­‐specific resources offered through the CLC, or their anticipated benefits. 11 One teacher, when asked what it would take for teachers to get more involved in the CLC stated: ‘There really hasn't been a push to get teachers/staff involved. My sense is that teachers/staff feel programs are looked after/covered, so help is not needed.’ This comment indicates that activities and programs intended to support students directly have more visibility than classroom resources intended to support teachers. One teacher stated: ‘All it takes is a teacher being involved in one positive CLC experience. From there they'll be more likely to use more services or include more CLC activities into their curriculum.’ Teachers that make use of CLC classroom resources think that it adds value to the classroom and the community and want the service to continue. ‘The coordinator is very much involved in assisting staff to integrate activities.’ Findings point to the importance and value of informing teachers of the resources that the CLC can offer to support classroom learning. One of the most successful services for teachers offered through the CLC network is Community Based Service Learning (CBSL), which allows students to apply classroom learnings in the real world while providing a meaningful service to the community. A focus on CBSL could help to engage not only teachers, but students and community members. Hands on learning experiences with tangible real-­‐world gains are believed to drive student engagement. This type of experiential learning, learning by doing, also helps to engage various learning styles. 52% of the parents surveyed were aware that their child’s school is a CLC, but have a limited understanding of the role the CLC plays. Similarly, while parents are most aware of after-­‐school programs, recreational activities Community kids energized by Break City! 12 and volunteer opportunities for their children and the community, these are not necessarily associated with the CLC. ‘I have never heard of the CLC before this.’ (Parent) ‘Parents are not aware.’ (Parent) Parents stated that they primarily learn about school/CLC activities and programs via email (67.9 %) or through their child (62.3%). This suggests that programs affiliated with the CLC are not CLC Participation necessarily advertised as such. Assuming Riverdale is Rate Examples pursuing an integrated community-­‐school model, external distinctions among CLC and school facilitated • Born to Read is at capacity activities are not considered important; however, with a limit of 12 children and increasing awareness more generally is an important their parents goal. • W.I.B.C.A. Saturday tutorials has an attendance rate of One Community Partner stated: •
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between 10 to 15 students L.O.V.E. is at capacity Youth Stars March Break camp has 35 students Brookwood Basketball Association has 600 students from ages 9 to 17 Break City, a new partner, has good attendance but would need more funding in order to expand services Aditya Youth Trust Fund served 18 students Chai West Island Schmooze Club has between 18 to 25 students each week Iron Pit (weight room) has 25 to 30 students per day Nemaska Cree Youth Exchange had 30 students ‘If parents knew more about the programs for kids they could encourage them and then they might be more at ease to attend as it is a community.’ 72.5% of the parents feel welcomed at the school/CLC as volunteers but 87% do not volunteer. This is likely due to a lack of awareness surrounding volunteer opportunities. 68% of the teachers think that students actively participate in the activities available and are satisfied with the extra-­‐curricular and after-­‐
school activities offered. 90.5% of the teachers think that the CLC has introduced interesting new activities for students. 83.9% of the 31 students surveyed were not very involved or aware of the CLC or activities and events offered through community partners. This may reflect the disparity between the number of activities and participants, in relation to Riverdale’s significant student population of 500. 13 About one third of the students knew about L.O.V.E., some knew about Brookwood basketball and the Schmoose Club. Students surveyed had low participation rates in activities RHS CLC Youth Stars! and events hosted by the CLC with the highest percentage being 23% for the 2013 Anti-­‐racism Assembly. This indicates that few students who are actively involved filled out the survey or that the percentage of students who are actively involved is a low percentage of the total school population. 37.5% of the students think that the CLC could improve the school experience by providing more extra-­‐curricular activities, but as stated above they are not necessarily aware of what is currently offered. ‘Many students are unaware of what the CLC is and how it contributes to these programs being made available to RHS.’ (Teacher) Participation rates for activities indicate that most activities are growing or are at capacity. •
These findings demonstrate that the CLC and its partners would benefit from the creation of a communications strategy to promote activities and events to parents, students and teachers. The CLC and RHS Principal in conjunction with partners are presently working on a complementary plan to raise the CLC’s profile among stakeholders. Community partners have a very thorough understanding of the mandate of the CLC; however, they tend to focus on the community sub-­‐set they are each mandated to serve. As a result, they regularly work independently of each other; however, collaborative opportunities occasionally arise. For example, the Schmoose Club and the Alliance of South Asian Communities (ASAC) projects brought Jewish and Muslim students together this year to learn about each other’s religions and values (CTV News:RHS Muslim and Jewish students discuss values). Activities such as this can help students to learn and embrace diversity. Since the school has a rich multi-­‐cultural student body, community partners have a wealth of reasons to work with each other to engage various actors in the community. 14 How the CLC Impacts Student Life •
Teachers and partners believe CLC supported activities have a positive impact on student life at RHS. 81.8% of the teachers think that the CLC approach has contributed to improved student participation in school; 86.4% of teachers think that the CLC approach has increased the school’s capacity to promote positive child and youth development; 90.9% of the teachers think that the CLC helps to offer activities that enhance students’ capacities to learn; 59.1% of the teachers are satisfied that the CLC approach has helped to improve students’ attitudes toward school; and 91% believe that the CLC approach has improved the school culture. 15 ‘The kids participate in the activities and because of this they feel a sense of belonging to their school.’ (Teacher) ‘I see more students actively engaged in the school culturally, academically and socially.’ (Teacher) ‘The CLC helps to provide a healthy & positive learning environment.’ (Teacher) The L.O.V.E. program’s student survey indicated that students overwhelmingly gained a greater sense of self-­‐image and self-­‐esteem, and improved relationships with peers, family, teachers and the larger community. Out of the 19 students L.O.V.E. surveyed anonymously this year, 81.2 % stated that the program had a positive impact on their self-­‐image and/or self-­‐esteem. “Everyone should join, amazing program.” (Student) “The L.O.V.E. program is very helpful for teens in my opinion.” (Student) Parental attitudes toward the impact of CLC activities and events on their children’s life and learning were less significant. 62.5% of the parents think that their child’s participation has remained at the same level over time but 38.9% think that CLC activities have positively impacted their child’s attitude toward learning. 36.8% of parents think the CLC has improved their child’s sense of belonging to the school, and 33.3% think their child is more engaged in school work. Community partners believe they contribute to student success by offering a safe space for learning. For example, partners have been able to contribute to the accelerated development of trusting relationships among adults and students inside the school by leveraging their informal authoritative status (i.e., they are not expected to grade or discipline students). They observed that participating students learned to follow rules and regulations, got to be creative and gained resilience more quickly. The students received coaching and mentoring through partners’ activities with them. Partners saw students grow and learn over time and they observed older students acting as role models to younger students. Some also stated that the students’ excitement and engagement with the program and the instructor was an indication of success, as well as a decline in disciplinary issues during the course of their time with the students. Students also gained academic knowledge and life skills. 16 Connecting Students, Parents and the Community • 27.3% of teachers think that the CLC is an integrated part of the school and community, while 45.5% think that it is becoming an integrated part of the school and community. The CLC is good at “connecting community and school together” (Teacher) The CLC is “becoming more visible and an integral part of RHS.” (Teacher) •
Community partners believe their programs help the community and parents to know that their children are safe and “off the streets”. Their children are gaining skills from professionals who they may not be able to access elsewhere, especially for free. They stated that these programs also give some parents a break from their hectic schedules. They think that their programs contribute to the creation of future productive citizens, which is positive for the community. Many of the partners told stories about former students returning as college students or adults to volunteer or put their children in the same program. ‘This guy I had not seen for a few years showed up with his 6 year old son and said that he wanted him to partake as he has such a good time when he was young. He said that his son would be safe and secure and he’ll learn something.’ (Community partner). Partners believe the CLC is a key hub that offers them organization (i.e. a shared calendar) and services (i.e. grant writing). While partners don’t often collaborate, they do sometimes refer students to each other’s programs. Partners see themselves as independent from one another, especially the ones that have been established for a long time at RHS. They have a very friendly relationship with each other and offer assistance in terms of sharing equipment, resources and space. They are somewhat aware of the services that other partners offer due to the partnership meetings led by the CLC; however, they are largely occupied with their specific program goals. Many of them stated that they either did not see a great need to collaborate or were too busy to collaborate any more than they already do. A majority were open to exploring a collaborative project or a Fun Day. ‘Everyone has individual goals… there must be a grant or something that we could do as a whole… All partners bring such value to the whole, but we have not found a common ground to organize.’ 17 Many partners define ‘the community’ as those inside the walls of the school but many of them rely largely on the CLC/school’s promotional efforts to attract family members and members of the broader community to RHS. The development of a common outreach strategy intended to engage parents and community members could be a meaningful way of pulling partners together. A majority of parents are unsure if the CLC is engaging the English-­‐
speaking community in their region. Similarly, 75% of the parents surveyed were unsure if the CLC has increased the amount of English services available in their community. • 81.8% of teachers think the CLC is helping to meet the needs of the English-­‐speaking community and 95.4% think that the school/CLC is a centre for cultural activities, recreation and learning for the general community. The significant difference in perception among teachers and parents may reflect differences in how ‘community’ is being defined (school population vs. outside community) as well as a focus on student-­‐based programming that is more visible to teachers. • Community partners think that the activities and events they provide help to improve the reputation of RHS in the community. Other than building future citizens as mentioned above, most of the partners are focused on the RHS students or the ethnic group they serve and not specifically on engaging the English-­‐speaking community in their region. It would be useful for the CLC and its partners to determine what outreach possibilities could attract more parents and community members to the school. Engaging parents in the school could help the students to become more engaged as well. Promoting the CLC •
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Community partners stated that they receive a lot of support promoting their activities through the CLC and the school administration. Many partners have full enrolment yet lack resources (funding, volunteers, etc.) to expand even though there is a need in the community. Tutorial programs have more issues with attendance due to competing activities (e.g., sporting events), transportation, and motivation (student and parent). They are always in contact with the CLC and the Principal in regards to attendance 18 •
solutions. Partners greatly appreciate the coordinators assistance in grant writing; this has helped them to secure funding for services. Enrolment could potentially be increased through improved communication and coordination among partners, students, parents and teachers, facilitated by the CLC. New communication and relationship strategies need to be developed as the methods presently used seem to be reaching limited numbers. Partners stated that the CLC helps to promote their programs, however, could partners help with outreach as well? Many partners stated that they could not provide the services that they do without the assistance of the CLC and the school. This is a commendable aspect of RHS and the CLC. ‘Because of the Partnership with the CLC, we can charge a reasonable price and make it affordable. Without this help we could not do what we are doing.’ Conclusion and Recommendations •
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Community partners could benefit from collecting quantitative and qualitative data from their participants in a systematic manner, as some currently rely on antidotal evidence. Collecting data could help to inform areas of strength and areas that need improvement in terms of their impact on student success and engagement. It could also inform the CLC and its partners on ways to build capacity. Developing a method of evaluation that includes behavioural change indicators could be a collaborative project for the partners. Tracking tools were given to partners by the CLC but they do not appear to have been adopted. The CLC has an exceptionally positive relationship with its partners, however, relationships and communication practices with teachers and parents needs to be further developed. According to the vision of the CLC, it strives to ‘engage our community to build multi-­‐directional reciprocal learning relationships between students, teachers, parents and the community at large’. Key to achieving this is engaging others. The data indicates that while the CLC has yet to fully create an integrated ‘hub’, it does have highly functional pockets of success. 19 •
Data collected suggests a high level of dependence on the CLC coordinator to facilitate discussions among partners and school staff. While it is normal for the coordinator to be the primary contact, meaningful relationships among/with others in the system must be fostered for a community-­‐school model to be sustainable. Making connections and building relationships amongst partners, between partners and teachers, teachers and parents, partners and parents could increase community, parent teacher and student engagement with the RHS CLC. •
Community Based Service Learning ultimately facilitates civic engagement from both community members and students. This could be a tool that the CLC and community partners use to engage teachers, students and the broader community. Final Words When entering RHS after school hours one is confronted with the bustling activity of students and community members with smiles on their faces. RHS staff, the CLC coordinators, and their dedicated community partners are making great strides toward a positive school environment. Lessons can be taken from the exceptional relationships that the CLC has with its partners and the partners have with the groups they serve, as they can create the same type of trusting relationship with the teachers and parents. Improving communication and relationship building between the various parties will both ease the workload of the CLC coordinator and stimulate the school and community as a whole. This will help the RHS CLC to become a community hub in the future. Students deal with Anti-­‐Racism at RHS 20 Authors The CLC partnered with an independent consultant to develop and conduct the evaluation and subsequently write this report.
Terry Kyle, Organizational Consultant, [email protected].
Audrey Ottier, CLC Coordinator, [email protected], 514 684-­‐9920 (RHS) or 514-­‐
761-­‐4524 (Riverview).