The Educational Project
Table of contents
- Purpose and Definition of the Educational Project
- Legal Framework
- Groups Involved in the Preparation of the Educational Project
- Consultations Held for the Preparation of the Educational Project
- School Context (internal and external environments)
- Consistency with the Commitment-to-Success Plan
- Challenges, Orientations, Objectives, Indicators and Targets Specific to the Institution
- Transmission and Distribution of the Educational Project
- Implementation and Monitoring of the Educational Project
- Reporting on the Educational Project
- Purpose and Definition of the Educational Project
The educational project is a strategic tool through which an educational institution can define and communicate to the educational community the policy orientations, the action priorities, and the expected results to ensure the educational success for all students, in both the youth and adult sectors. It reflects the characteristics and needs of the students who attend the educational institution and the expectations expressed in the community in terms of education. Resulting from a consensus, the educational project is prepared and implemented through the collaborative efforts of various stakeholders concerned with the institution: students, parents, teachers and other staff members (daycare service, secretary, etc.), as well as the community and school board representatives.
- Legal Framework
The Education Act (EA) states that an institution’s educational project must take into account the following requirements:
- consist of the following elements (EA, Sections 37 and 97.1):
- a description of the context in which the educational institution acts and the main challenges it faces, particularly with respect to academic success and, in the case of a vocational training centre, the relevance of the training to regional or national labour market needs;
- the specific policy orientations of the educational institution and the objectives selected for improving student success;
- the targets to be achieved by the end of the period covered by the educational project;
- the indicators to be used to measure achievement of these objectives and targets;
- the intervals at which the educational project is to be evaluated, determined in collaboration with the school board;
- respect the students’, parents’ and school staff’s freedom of conscience and of religion (EA, Section 37);
- cover a period that is harmonized with the period covered by the school board’s commitment-to-success plan and the period covered by the MEES strategic plan (EA, Sections 37.1, 97.2 and 209.1);
- where applicable, comply with the terms prescribed by the Minister to govern the coordination of the entire strategic planning process between the educational institutions, the school board and the MEES (EA, Section 459.3);
- be consistent with the school board’s commitment-to-success plan (EA, Sections 37 and 97.1).
When analyzing the context, including the results achieved by the educational institution with respect to the orientations and objectives set out in the school board’s commitment-to-success plan, the educational institution must consider the relevance of including the orientations and objectives of the commitment-to-success plan in the educational project. In this case, it is up to the educational institution to determine a target that may be different from that established by the school board. If, in addition, an educational institution deems it appropriate, given its situation and priorities, nothing prevents it from supplementing its educational project with other orientations or objectives different from those specified in the school board’s commitment-to-success plan.
- Groups Involved in the Preparation of the Educational Project
In this section, the institution lists the groups that have contributed to the preparation of the educational project. (EA, Section 74)
Collaborative management is based on team work; putting fruitful collaboration into action concretely and striving for consensus.
Our team consists of four teachers: Hannah Patrick (Resource), Heather Wilfong (K4), Nina Saunders (Physical Education) and Amanda Matthews (Cycle 2.2). As well, our Governing Board is participating in the consultation process, which includes five teachers (Valerie Pinkham, Cycle 3.2; Hannah Patrick, Resource; Heather Wilfong, K4; Roxana Tiron-Baleanu, Cycle 1.1) and two support staff (Jennifer Davin-Sabourin, Special Education Technician; Natasha Boudreau, Attendant to the Handicapped/Daycare Educator) and six parents (Tanya McCormick, Robyn Stronach, Karl Lambert, Andrea Gervais, Asha Boucher, Stephanie Tanguay). The Educational Project will be also reviewed for feedback at School Council and staff meetings.
- Consultations Held for the Preparation of the Educational Project
In this section, the institution lists all consultations held during the preparation of the educational project. (EA, Section 74)
The educational project is a product of the community, so the governing board encourages the participation of students, parents, teachers, other school staff and representatives of the community and the school board. (EA, Section 7)
Our in-school team met on two occasions to work on the plan as a team of five. This plan was presented to Governing Board at two meetings in September and November (2021), after an initial general introduction/discussion regarding updating the Educational Project in March. Staff was able to provide feedback on a few occasions in the Fall once the draft was available.
- School Context (internal and external environments)
In this section, the institution analyzes the external and internal environments: the context in which it is evolving and its main challenges. (EA, 97.1)
- Overview of the education in the surrounding environment;
- Summary of promising actions in the community: the strengths;
- Overall picture of the results and areas of vulnerability;
- Student needs in the schools and centres;
- Main challenges related to the academic success of the community;
- Use of certain national indicators;
- Characteristics and expectations of the community, etc.
Families and school staff working together will provide children with a stimulating environment, a feeling of security and self-worth, the right to make choices, the freedom to be different, the opportunity to discover and accomplish, and the necessary guidance, so that each experience becomes a stepping stone in the path of learning.
At Eardley Elementary School, we strive to be a diverse and inclusive community of learners who inspire each other to find success. We are committed to working together to bring out the best in each other; valuing a strong academic foundation and developing our full potential through creativity, healthy choices and personal growth.
Spirit, Strength, Wisdom
What does Outstanding Teaching look like at Eardley?
The staff at Eardley School has high expectations of all students, both academically and behaviorally. Quality teaching and learning are very important to us. We work as a cooperative team where we model positive habits for our students in and out of the classroom. We believe in supporting one another to be the best professionals we can be. We share resources and best practices and are actively involved in professional development opportunities. We foster a positive and caring school culture where we put students first. We are committed to extra-curricular activities and value our partnerships with parents and the community.
At EES we value each and every student, staff member, parent/guardian and community member.
We value the unique abilities and qualities of each student.
We honour and celebrate individual diversity.
We value the support provided by families and community towards our students as they become lifelong learners.
We are committed to nurturing a support system for students involving staff, family, and community.
We believe that our school is safe, equitable, and flexible.
We believe that all students can learn.
We believe everyone should:
- Be yourself
- Better yourself
- Believe in yourself
Motto: Spirit, Strength Wisdom!
School and its community
Eardley Elementary School is located in the Gatineau, Quebec region. More specifically, located in the town of Aylmer, Quebec. Our Kindergarten program starts at four years old and schooling continues until Cycle 3.2. Eardley’s community is surrounded by an urban community; however, a large portion of our population comes from the Pontiac region in which many families either work on or operate agricultural services. In addition, many families work for the public service of Canada (provincial or federal). We service the following municipalities: Aylmer, Pontiac and Chelsea. We are an English school that services both anglophone and francophone families. Due to the level of French speaking families in the community, we recognized a need to provide an increase in French instruction. Therefore, we offer both a French Immersion and English Program. Within the English Program, the minimum requirement for Cycle One French instruction from the Ministry is 3.75 hours per week. Our school offers five hours per week, which is an hour per day. For Cycles Two and Three, the minimum requirement is five hours, and the school offers five hours. Our French Immersion Program is structured as K5-Cycle 1 (100% French instruction), Cycle 2 (60% French Instruction), Cycle 3 (60% French Instruction). Eardley Elementary school is committed to fostering strong relationships, growing healthy minds, and supporting our students to go beyond.
Eardley School was converted into an elementary school from its original configuration as a junior high school in 2006. The history of the school includes Eardley’s growth from an original mandate, a Kinder to Grade 2 School, to the current mandate, a Kinder to Grade 6 School. Complete with a regularly multipurpose room, a large gym, 24 classrooms, 2 resource labs, 1 Zen Den, a Community Learning Centre (CLC), library and a surrounding fence with at least two dedicated entrances (exits).
Currently, the campus is surrounded by apartment buildings and condominium complexes. Though the property is considered exclusive to the WQSB school program, community members use the grounds as a crossing point for walking. The school is a popular choice for evening activities with the City of Gatineau leisure programs (badminton). Increased security came into effect in 2014 with revised routines for student entry and exit from the school. On the other hand, the school is a center point for the community, commonly used for municipal purposes and occasionally as a polling station for elections. The cafeteria has been re-organized as a multipurpose room and space adjustments have been made to accommodate clientele. The school’s current population as of October 2021 is 340 students. We currently have 31 students enrolled either in Home Schooling or Remote Learning due to the global Covid-19 pandemic.The computer lab, converted to a regular classroom, will remain as a classroom site. The library contains teachers’ resource materials, as well as maker space integrated with book stacks, computers and other materials for students.
The Ministry of Education uses a socio-economic environment index to categorize and identify both elementary and secondary schools within the province. Many factors are used to place a school on this index; however, two of the main factors are the level of the mother’s education within the household and the household income. The index is on a scale from one to ten; ten being the most socioeconomically disadvantaged and one being the most affluent. Eardley currently is identified on the scale at a level six.
Eardley Elementary works with a variety of outside services that support our student’s educational and social/emotional needs. These include but are not limited to – Speech and Language Pathologist (WQSB), CISSSO, Pavillon Du Parc, Hôpital en santé mentale Pierre-Janet, Gatineau Police (Community Police Officer), La Ressource and Centres Jeunesse De L’Outaouais. Eardley Elementary cooperates with the above mentioned community services on an at need basis depending on the school’s or individual’s needs.
Our school has a wide variety of family structures which range from single parent homes, traditional (nuclear) families, and blended families. Eardley Elementary continues to communicate openly with the community at large and due to the Covid-19 pandemic, is strategically rebuilding opportunities for community members to get involved with everyday school life. Although no formal homework is assigned, we encourage home participation through reading, game playing and extra-curricular activities. The level of support differs from family to family. On the one hand, we have very supportive and involved families, while on the other we have disengaged families with little involvement. However, Eardley is working hard to bridge this gap through a variety of means: increased communication, parent/guardian information sessions, Home & School fundraisers, spirit days, increased social media etc.
*The context of the Covid-19 pandemic has drastically changed our environment and approach. A virtual approach and the reliance on technology and the digital world has taken precedence since March 2019. An increase in social-emotional well being has been at the forefront of our daily lives, whether attending in-person classes or within virtual learning. The increase in partnerships with various outside partnerships has seen a steady increase since the onset of the pandemic*
Eardley students represent a wide range of culturally diverse backgrounds. The school has focused on Diversity, Equity, Justice, Anti-Racist, Inclusion, and Allyship education/citizenship for several years. This has allowed for the foundation and creation of a safe and caring environment for all. The nationality of the students at Eardley Elementary is Canadian. The first language of students is either English or French.
About 60% of our student population enthusiastically participates in in-school extracurricular activities such as sports teams, or arts-based programming (music, drama). We offer a broad range of programming such as but not limited to a school play, Destination Imagination, Sports teams and clubs, Music Makers, Pride Club, Robotics, Lego Club, Black Alliance, and an art club.
About 15% participate in outside school activities including hockey and dance. There are many factors that are barriers to our students participating in outside of school extra-curriculars. Many of our students are not bilingual and most extra-curriculars in the area are French only. Many activities are financially challenging or are challenging in terms of travel distance and time commitments.
The level of student motivation varies widely across students and grades. We have many students who see the value and importance of their education and are extremely motivated to succeed. However, we also have students who feel frustrated by a lack of academic success, or who face barriers to success as a result of learning disabilities or behavioural issues whose academic motivation at school is very low.
The majority of students transition from cycle 3.2 into secondary cycle 1. However, on the rare occasion that a student’s profile shows that they will not have a successful transition; they remain at Eardley for another year.
The number of students with an individualized education plan is 100 out of 340 (30%) students in the school; 100% of students with handicaps, social maladjustments or learning difficulties are integrated into regular classes.
We have not had any expulsions at Eardley in the recent past and since the implementation of a Restorative Practices Program we have seen a significant decline in suspensions over a three year period. Restorative Practices is a program which focuses on building relationships between all stakeholders in a school community (students, teachers, support staff and parents). It encourages dialogue and inclusion rather than requiring students to be isolated when they have had an altercation or negative experience. As a result, we have created a more supportive learning environment that promotes positive mental health and responsible behaviour.
At Eardley, students have access to many forms of technology. We have some students who are entitled to technology based on their individualized education plan who are regularly using word processing technology or iPad apps. In a classroom setting students are using Microsoft educational apps, iPads, Spheros, B-bots, Chromebooks and other forms of technology.
We have many supports in place within the classroom setting based on students educational, behavioural and emotional needs. We are modifying and accommodating both curriculum as well as classroom environment to meet the needs of our students. This can include allowing alternative seating (Ex. exercise ball instead of chair) or changing academic expectations.
We employ a variety of evaluation practices in our classrooms. Examples of practices include assignments, projects, reports, oral presentations, tests/quizzes, learning and evaluation situations, in-class work, observation, and performances (to name a few).
The school is located at 180 rue North in Gatineau, Quebec. It features a renovated gym with a stage, a multi-purpose room, a library, lunchroom, and several resource areas. Most of our students are bussed into the school from surrounding areas. Before and after school daycare programming is available, and on Professional Development days. The daycare staff organize interesting, creative projects for the students and activities that encourage a healthy and physically active lifestyle. There is always outdoor and gym time, and some time for reading. About 30% of the students attend the daycare services regularly. The school grounds are interwoven into everyday school life and include – an outdoor classroom, standard football size field, an adventure playground, community garden and much more! A large focus has been placed upon outdoor education and the need for stepping outside of the traditional classroom environment.
At Eardley Elementary we have one Administrator, twenty-four full-time Teachers, one School Secretary, one Office Agent and nine full and part- time Attendants to the Handicapped, six Special Education Technicians and two full-time custodians. On a part time basis, depending on student needs, the school partners with: a Speech and Language Pathologist, Autism Specialist, Dental Workers, School Nurse, and Community Police Officer.
In general Eardley Elementary has a fairly low turnover rate of staff members, however some positions are grant maintained (such as our Special Education Technician and Resource Teacher) and as a result someone new has to be hired each year to fill the position once funding has been established.
The teaching staff in particular is extremely involved in both school and community programming. Staff run in school extra-curricular activities most days at lunch and occasionally after school. These include both Sports and Cultural activities ranging from dance, music, theatre, soccer, volleyball, dodgeball, coding, woodworking, oragami to much more! Teaching staff also run and participate in many committees such as Governing Board, Technology, School Success, Anti-violence and Anti-Bullying to name a few.
Families and Communities
Eardley School benefits from an active Governing Board, as well as a Home and School; both are involved in many aspects of school life, including policies, volunteering, and fundraising. Our parents/guardians have raised funds for different school projects such as the adventure playground shed, playground equipment, library books, iPads for classrooms, and to support the purchase of classroom materials such as books and math manipulatives. Their support is integral to the school’s success. A significant number of the parents/guardians commute to the National Capital region for employment. Many families have been members of the Gatineau community for several generations, however some of our newer families have moved to the area from urban centres.
Analysis of situation
Challenges and Successes
One challenge is to continue to provide the high expectations to achieve these results or higher. As well, it is important to provide adapted programming for those students identified as “at risk” so that they can be successful. Our goal is to ensure that our students are prepared for the next steps in their education- secondary school- and to eventually find success in graduating from their program. Teachers meet regularly in data teams to analyze student data such as term marks, BAS, exam results to make sure that each student continues to move forward in their learning and also to identify those who may require additional support along the way. It is also important that teachers meet regularly in teams to discuss curriculum, instruction, progressions of learning, assessment and evaluation frameworks. This occurs in both cycle and staff meetings.
|Healthy and Safe Schools||Good connections with the community (Ex. Chateau Symmes, local fire station etc.)Many extra-curricular activities (sports, choir, clubs, debating, DI, ME to WE)- student led clubs/teacher supportedCaring, respectful adultshealthy happy community – supportive, involved, similar values, parent volunteers Monthly assemblies, celebrations, daily announcementsBreakfast, lunch and snack programsAlternative spaces during recess and lunch (Full-time Spec. Ed Techs)Restorative Practices ApproachEcole en Bouge – increase in physical activity and therefore, decrease in unwanted behavioursDEAJAI initiatives||Participation from parent/guardian volunteers- bridging the gap Meetings about students- resource, social emotionalStaff meeting- time to share, problem solving/ challenge, following up after events (WWW/EBI),Bring back some of our Olweus strategies- staff resources binderMaking sure everyone is on the same page with reportingAnxiety- increase our understanding as a staff, resources- action planClose daycare on a PD day to attend staff PDChallenging bus behavioursCollaborative planning for outdoor classroom and on/off campus experiencesProvide a variety of extra-curricular activity and inclusion activities|
|Student Achievement||Academic results in 3 cores are consistently on target and stable; however, in depth look at disparity between term & exam results is neededCollaboration amongst staff members (Ex. time for team meetings)Curriculum experts in the school in core subjects- lead teachersInvolvement at the board level in developing exams, validationsData process – whole child overview focus on “what’s inside our control, what’s outside our control”||ELA/ French: reading and writing different genres (maps, instructions, technical reading, nonfiction, fiction, magazines, math)- related to independent reading Mentor texts- fiction and non, poetry- build classroom libraries with different genres – prompting guides with guiding questionsAlign /revisit curriculum mapping/long range plans- work between cyclesMath: more consistency with math meetings- more focus, target, more math PD (What do we do with weaker students in math? 55-65 range)French: reading comprehension /written expression – data in cycle 2.2 FSLHaving spontaneous conversations, make French more a part of our every day (e.g. announcements, assemblies) Bilingual approach|
|Staff Development||There are a lot of opportunities to be involved in PD – ex. Restorative Practices, Mental Health, Literacy, Technology, Leadership etc.Increase in committee involvement and teachers leading professional development – strong leadersCommon Values: Caring, involved, approachable, positive, supportive, professional, empathetic, accepting, trusting communication, respectful, happy, dedicated, helpful, committed, collaboration, teamwork, high expectations, passionate, kind, curriculum expertsGrowth Mindset: Learn from each other, team teaching/ support, learning as professionals/participation, people teaching where they are happy, always trying to improve, willingness to share ideas and resources, willingness to help one another, constantly striving to be better teachers, openness to new ideas, continued growth in programmingPutting students first, students belong to everyone, always positive about student experience, student success is at the heart of our philosophy: happy kids, happy teachers||Time for people to share / improve communication, e.g. staff meetingMeetings need more focusBuy in for PD plan- Do the same process- strengths, challenges, priority, actions+ targetsAlign our practices and our knowledge in the three core subjects- curriculum maps updated? Book clubs as a strategy for tackling a local problem, open discussionConversations between grade levels re: success rates – discrepancies from one year to the next. Strategy: Look at data more closely, uncover the story behind the data – look @ each individual child.Conversations around marking- consistency (aligning data) – term vs. exam resultsFocus on diversity, inclusion, equity, allyship, justice and anti-racist practices.|
The school has stable success rates in the three core subject areas of English, Math and French across target grade levels (see Appendix 1 & 2). Please note that because of the pandemic, we do not have results for exams for the 19-20 and 20-21 school years, and no final marks for the 19-20 year in our data analysis.
2021 -2022 Achievement Data
|ELA Summative (60%-100%)||Math Summative (60%-100%)||French Summative (60%-100%)|
|Grade 1 – 86%||Grade 1 – 95%||Grade 1 – 92%|
|Grade 2 – 78%||Grade 2 – 82%||Grade 2 – 88%|
|Grade 3 – 72%||Grade 3 – 82%||Grade 3 – 76%|
|Grade 4 – 73%||Grade 4 – 80%||Grade 4 – 78%|
|Grade 5 – 94%||Grade 5 – 87%||Grade 5 – 79%|
|Grade 6 – 89%||Grade 6 – 72%||Grade 6 – 82%|
As stated, we have about 30% of our population with an Individual Education Plan (IEP). We always need to assess the amount of technology we have in the school (iPads, laptops, desktops) so that these students have access to what they require for learning. We have several students who are waiting for additional psycho-educational testing. We have a growing number of students who need support to remain integrated in the classroom throughout the day, as behavior can be challenging. We have increased numbers of students who require breaks, a quiet location or an accommodated schedule. We have a growing population and are not yet challenged for space at the school.
Use of Grants Received by the MEES
Below is a list of grants received from MEES to be used at the school level, many of which are being used to support our objectives in the three core subjects of English, French and Math this year and have an impact on student achievement.
|Grant Allotment – Eardley|
|Description of Grant||Use in School|
|*School Success (School Initiatives)||Funds divided for three core subjects- aligned with PD plan+ objectives|
|*Additional Support – Gr 2-6||Salary- to provide support to students (technician)|
|Supporting Parents in Primary||Workshop for parents|
|*Purchase class readers – K – C1||Readers for K- Gr 1 classes|
|*Bon Pied/Good Start K5/Prim Yr 1||Salary- support in K5 classes (technician)|
|*Bon Pied/Good Start K5/Prim Yr 1||Salary- support in Grade 1 (teacher)|
|IEP Teacher Release||Release for teachers for working on IEPs|
|NTIC||Technology for teachers and classrooms (computers, smartboards)|
|*Anti Violence/Bullying||To support anti-bullying programs & initiatives|
|Healthy Life Style||To promote physical activity|
|*Ecole En Bouge||To support daily physical activity & outdoor education|
|*Vibrant Animated Safe Schools||To maintain the safety of school grounds|
|*Sexuality||To support the training of teachers on the development and creation of sexuality content for the curriculum|
|*Spiritual Animation||To support community, cultural programs: yoga program|
|*Library Books||Purchase library books- cost sharing grant 45% school- 55% MEES|
|*Inspirational Schools||Field trips/outings|
|Cultural Outings||Field trips/outings|
|*Service d’accueil||Salary- French resource support- new students to QC (teacher)|
|*Agent Transition||Professional services to support students’ transition to school|
|*Reading Corner – French Materials||To purchase French readers|
|*Integration of Technology in classroom||Provide teacher release|
|*Teacher training- Coding||Provide teacher release|
|*Leadership pedagogique||Provide release for PD for ICT teacher leader|
|Tutoring||Funding to support students affected by the pandemic|
|Well Being||Funding to support students affected by the pandemic|
|Supervision||Funding to support students affected by the pandemic|
|Nutrition||Funding to support students based upon impacts of the pandemic|
- Consistency with the Commitment-to-Success Plan
In this section, the institution ensures consistency with the school board’s commitment-to-success plan. Depending on the analysis of its context and priorities, the educational institution may also include specific orientations, objectives and/or targets, as long as it is justified by the analysis of the context. (EA, Sections 37 et 97.1)
MEES Orientations (no indicators, targets, strategies or actions needed from school)
The Western Québec School Board is also responsible for addressing the following two orientations.
|Orientation||Board Actions||Board Actions||Board Actions|
|Contribute to the number of adults with high level literacy skills based on the 2022 PIACC assessment. In the last PIACC 47% of adults had high level literacy skills.||Recruitment campaign to reach hard to reach adults with low level literacy||Partnerships with community organizations and Friendship Centres||Develop and implement a project to promote and improve parent literacy levels in our socio-economically disadvantaged areas.|
|Ensure elementary students get 60 minutes a day of activity (including Physical education)||Schools participating in Ça bouge en cube measures||Outdoor education and environmental awareness program||Resource bank of organized recess activities that promote movement|
|90% success rate on the writing component of Ministry Grade 4 language of instruction exam, public sector||At this time there is no MEES grade 4 exam in language of instruction. WQSB will set a target on the writing component of the Grade 6 exam||85% of students will be successful on the writing component of the Grade 6 English language arts exam||Success rate on the writing component of the Grade 6 Ministry exam||Early literacy intervention Marking Centres to align practices Formative assessment|
|Western Québec Objectives, Targets and Indicators: (Eardley will set our targets in relation to these *See below)|
|WQSB Objective||Actual Situation||Target – 2022||Indicator||Core Areas of Focus|
|Increase success rate in Cycle 2 Elementary English||Benchmark to be established June 2018||90%||Overall success and proficiency in subject||Early Literacy Support for students with special needs Quality of teaching and learning Quality professional development|
|Increase success rate in Cycle 2 Elementary Math||Benchmark to be established June 2018||90%||Overall success and proficiency in subject||Numeracy Support for students with special needs Quality of teaching and learning Quality professional development|
|Increase success rate in Cycle 2 Elementary French second Language||Benchmark to be established June 2018||90%||Overall success and proficiency in subject||Second language literacy Support for students with special needs Quality of teaching and learning Quality professional development|
|Increase success rate on Cycle 3 Elementary English exam||88%||90%||Overall success and proficiency in subject||Literacy support Support for students with special needs Quality of teaching and learning Quality professional development|
|Increase success rate in Cycle 3 Elementary Math exam||66%||85%||Overall success and proficiency in subject||Numeracy support Support for students with special needs Quality of teaching and learning Quality professional development|
|Increase success rate in Cycle 3 Elementary French second Language exam||80%||90%||Overall success and proficiency in subject||Second language literacy Support for students with special needs Quality of teaching and learning Quality professional development|
- Challenges, Orientations, Objectives, Indicators and Targets Specific to the Institution- (Eardley can add their own here)
- Comply with the terms established by the Minister to govern the coordination of the entire process (EA, Section 459.3)
- Respect the freedom of conscience and religion of students, parents/guardians and school staff (EA, Section 37)
- Analyze if other objectives would be relevant while respecting the portrait of the environment.
|Objective||Target||Past situation – Results from 18-19||Strategy/Action|
|Increase success rate in Cycle 2 Elementary English||80%||75%||Use School Success team & Cycle Partners to target challenging areas in core subjects, identify strategies that will target different achievement levels, track progress and measure impact Focus on collaborative planning and aligning the curriculum. Follow through data process as a school team: 1-) Collect and chart data 2-) Analyze data and prioritize needs 3-) Set, review, and revise incremental SMART goals. 4-) Select common instructional strategies. 5-) Determine results indicators. 6-) Monitor and evaluate results. 7-) Measure impact Use research to focus on effective strategies that will have the greatest impact|
|Increase success rate in Cycle 2 Elementary Math||85%||81%||Common understanding of Math expectations at Cycle 2, increased achievement in Math. Math network & PD SessionsContinue teacher leader role – creation of math exam|
|Increase success rate in Cycle 2 Elementary French second Language||80%||75%||Differentiate a balanced French literacy program to meet the needs of the diverse levels in the classrooms Build and reinforce a balanced literacy program: ReadingComprehensionVocabulary developmentOral communicationWritten production Common planning with consultant and other teachers from the school board, (networks and external partnerships).|
|Increase success rate on Cycle 3 Elementary English exam||82%||77%||Use School Success team & Cycle Partners to target challenging areas in core subjects, identify strategies that will target different achievement levels, track progress and measure impact Focus on collaborative planning and aligning the curriculum. Follow through data process as a school team: 1-) Collect and chart data 2-) Analyze data and prioritize needs 3-) Set, review, and revise incremental SMART goals. 4-) Select common instructional strategies. 5-) Determine results indicators. 6-) Monitor and evaluate results. 7-) Measure impact Use research to focus on effective strategies that will have the greatest impact|
|Increase success rate in Cycle 3 Elementary Math exam||80%||71%||Use School Success team & Cycle Partners to target challenging areas in core subjects, identify strategies that will target different achievement levels, track progress and measure impact Focus on collaborative planning and aligning the curriculum. Follow through data process as a school team: 1-) Collect and chart data 2-) Analyze data and prioritize needs 3-) Set, review, and revise incremental SMART goals. 4-) Select common instructional strategies. 5-) Determine results indicators. 6-) Monitor and evaluate results. 7-) Measure impact Use research to focus on effective strategies that will have the greatest impact|
|Increase success rate in Cycle 3 Elementary French second Language exam & French Immersion||55% (B) 97% (FI)||47% (B) 97% (FI)|
|Decrease the number of incidents of bullying and violence – focus on diversity & inclusion||10%||20%||To provide structures and supports to have individual students feel safe and secure at Buckingham Elementary Use our AB/AV Plan in partnership with TTFM, Olweus, VIP Partnership, Restorative Justice & Tribes PhilosophyParticipate and implement the Olweus Anti-Violence & Anti-Bullying philosophy DEAJAI ImplementationParticipate and implement the VIP Partnership Program in conjunction with the Gatineau PoliceUse the Restorative Cycle when dealing with behaviourRevitalization of the Tribes Philosophy Continue “Project Play” – beautification of outdoor space|
Note: After defining the context and choosing the orientations and objectives, the educational institution implements the commitments made in the educational project and monitors the outcome. It should be noted that these steps, while important, are not part of the educational project document. The school management will have to use management monitoring tools (monitoring charts, dashboard, action plan) and periodically review the progress and the results. These tools are a valuable source of information on the effectiveness of the measures put in place.
8. Transmission and Distribution of the Education Project
The educational project was presented in principle to the governing board for adoption on May 29, 2019 after final consultations were completed with school staff and governing board.
The governing board must then take the following steps:
- Send the educational project to the school board, which then has 60 to 90 days to request amendments or require the governing board to defer its publication. The governing board and the school board may also agree on another time limit (EA, section 209.2).
- Distribute the educational project to students and staff members when the above-mentioned time limit period has expired.
Note: The educational project takes effect on the date of its publication.
- The educational project should be posted in PDF format on the educational institution’s website so that it is readily available to anyone who wishes to consult it. A number of paper copies may also be made available.
- The educational institution can present the educational project at the annual general meeting of parents.
9. Implementing and Monitoring the Educational Project
After defining the context and choosing the policy orientations and objectives, Eardley School must implement and monitor the commitments made in the educational project. The following steps may be taken to implement the educational project:
- Agree with the school team on the measures that will be applied to achieve the objectives and targets. To explain the rationale behind its choice of measures, the school team may refer to educational practices in the community, the school board’s educational practices, research findings and the results of experiments, and documents produced by the school board and by MEES (policies, strategies, strategic plans, action plans, etc.).
- Revisit the project in the Fall of 2022 with School Council and the new Governing Board to make any adjustments
- Obtain the principal’s approval for the measures (EA, section 96.15).
- Develop management monitoring tools (follow-up table, dashboard, action plan, etc.) and periodically observe the progress made. These tools are a valuable source of information on the effectiveness of the measures used.
- Where necessary, adjust the measures according to the available financial and human resources as well as the results.
- Continue to work with members of the governing board and the other people involved in preparing the educational project. Keep them up to date, and arrange meetings to inform them about the measures and results. They are not required to approve the measures.
- Update the educational project if new strategic orientations are identified by the Minister, or if there is a significant change in the educational institution’s situation (e.g. a change in its deed of establishment or in its catchment area). The people involved in preparing the educational project should be consulted beforehand.
- Begin the task of preparing the new educational project before the one currently in force has expired.
10. Reporting On the Educational Project
Reporting is the last stage in the results-based management process. It involves evaluating the educational project and presenting the evaluation results to the community.
The principal must monitor and examine the extent to which the objectives have been achieved and the effectiveness of the measures it has applied to fulfill its commitments. From a continuous improvement standpoint, evaluation also provides an opportunity to share innovative practices so that they can be incorporated into everyday pedagogical practices. These results will be shared with the school staff, Governing Board and the greater school community.
The school board must agree with principals as to the intervals at which the educational project should be evaluated. The school board may set requirements concerning the content of the educational project, the transmission date, the model to be used, and so on.
The governing board must provide the education community with information on the school team’s choices and the results (EA, sections 75 and 109.1). The information should be precise and succinct, clearly worded and accurately reported to achieve the transparency required for accountability.
The document produced at this stage of the process may also serve as a promotional tool to attract parents/guardians looking for a school for their children. The visual appearance of the document is therefore important. In addition to the results, parents will find a brief description of the educational institution’s mission, vision and values, as well as the context in which it operates, its curriculum, its main achievements and any future initiatives to be introduced.