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Western Quebec School Board Strategic Plan Consultation

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'a discussion, especially to ascertain opinions or reach an agreement' ... Should itinerant teachers and professionals be considered? ... – PowerPoint PPT presentation

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Title: Western Quebec School Board Strategic Plan Consultation


1
Western Quebec School BoardStrategic Plan
Consultation
2
  • INTRODUCTION

3
Consultation
  • a discussion, especially to ascertain opinions
    or reach an agreement
  • the process of discussing something either with
    experts or with other participants and asking for
    opinions or advice.
  • Were here to seek your thoughts
  • Not one time only well be back

4
We are here this evening to
  • Provide information about the Strategic Plan
  • Review options of reorganization
  • Answer questions
  • Listen to comment
  • Get homework for our return
  • Information provided tonight
  • Consultation Document
  • Contacts List
  • Slide show Document

5
  • Background

6
Present School Board Context
  • The Western Quebec School Board is
  • one of the nine English school boards
  • serves 140 municipalities
  • area of 90,000 square kilometres
  • enrollment Youth Sector 7726 (September 30,
    2005)
  • enrollment Adult/Vocational Sector 1165
    (2004-05 accreditations)
  • 90 of youth sector located in region 07
  • 60 of youth sector students attend schools in
    greater Gatineau area
  • Region 7 (Outaouais)
  • Elementary Schools 12
  • Junior High Schools 2
  • Senior High Schools 2
  • Secondary I-V Schools 2
  • Kindergarten to Secondary V Schools 3
  • Kindergarten to Secondary II Schools 1
  • Adult/Vocational Education Centres 4

7
Main Concerns
  • 1. Geography
  • 2. Declining enrollment
  • 3. Budget Distribution

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  • Strategic Plan

16
VALUES AND BELIEFS
  • Based on workshops with commissioners and
    administration, the following values and beliefs
    were identified as important for our students in
    the delivery of educational services. These were
    organized under the tenets of the mission of
    schools established by the Education Act, and
    reinforced by the Quebec Education Programme
  • 1. Instruct in a knowledge based world
  • Establish standards
  • Foster critical thinking and problem solving
    abilities
  • Encourage life-long learning in students
  • Foster creative thinking abilities
  • Promote technology skills

17
VALUES AND BELIEFS
  • 2. Qualify in a changing world
  • Ensure basic literacy skills in the areas of
    reading, writing, and mathematics
  • Identify gifted and struggling student capacities
  • Provide opportunities for students to become
    bilingual
  • Establish strong transition measures between the
    cycles of the youth sector as well as the adult
    and vocational sector
  • Provide pre-requisites for post secondary and/or
    adult and vocational education opportunities
  • Provide students with skills required to be
    employed

18
VALUES AND BELIEFS
  • 3. Socialize in a pluralistic world
  • Foster a love of learning
  • Promote team work and cooperative skills
  • Provide all students with an opportunity to reach
    their potential
  • Provide all students with relevant life skills
  • Generate in all students respect for people and
    property
  • 4. Guarantee safety and security for all students
    and staff.

19
Key Orientations Bottom Line
  • Based on our mission, our values and our
    context, the Western Quebec School Board must
    ensure three key orientations when embarking upon
    any initiative within our strategic and action
    plans
  • The initiative must be viable and can be
    sustained.
  • The initiative must be accessible to all.
  • The initiative must provide the same quality of
    opportunity for all

20
Key Orientations Bottom Line
  • These orientations must be respected as we
    develop an action plan to meet our main
    challenges
  • Maintaining viable community schools and centres
    in the face of declining enrollment
  • Increasing graduation rates for all sectors
  • Increasing qualification rates for all sectors
  • Closing the achievement gap for all sectors
    (the difference between what a student achieves
    and their potential)

21
Key Orientations Bottom Line
  • Methods of communication and information sharing
    need to be built into both the strategic and
    operational plans. These must include
  • A clear delineation of assignments and
    responsibilities
  • Establishing suitable assessment and evaluation
    tools
  • Establishing targets, goals and mileposts for
    reporting relevant data

22
Strategic Directions
  • Strategic Direction 1 Continue to increase
    individual student achievement.
  • Measurable Objectives
  • Establish criteria needed to define and measure
    success for all
  • Develop school based implementation plans to
    establish the Quebec Education Programme
    throughout the system, including adult and
    vocational education.
  • Establish Guidance Oriented Approach to Learning
    in all sectors
  • Develop diverse paths for students in all schools
    and centres
  • Create programming that promotes growth of the
    Affective Domain
  • Create an evaluation and assessment model
    dedicated to success for all
  • Define success by individual potential
  • Use the Reception, Referral, Counseling, and
    Support Services model to support adult and
    vocational education students

23
Strategic Directions
  • Strategic Direction 2 Promote staff development
    and learning within a culture of best practices.
  • Measurable Objectives
  • Create professional development and training
    plans for the organization
  • Develop supervision and evaluation plans centred
    on personal growth and success for all
  • Develop succession plans for all areas of the
    organization so that corporate knowledge is
    maintained and increased
  • Develop mentoring and coaching programmes for all
    staff
  • Develop recruitment and retention plans for the
    organization

24
Strategic Directions
  • Strategic Direction 3 Establish sustainable
    school learning communities
  • Measurable Objectives
  • Create fiscal policy that guarantees financial
    security
  • Maintain safe and secure buildings and transport
    system
  • Establish hiring criteria and specific job
    descriptions for all areas of the Western Quebec
    School Board
  • Create succession plans throughout the
    organization
  • Create a communications plan that keeps all
    stakeholders and partners well informed
  • Provide appropriate administrative support to
    schools
  • Develop and strengthen relationships with the
    social service agencies
  • Continue to lobby for more access to English
    services

25
  • Operational Plan

26
OPERATIONS - GENERAL PLANNING GUIDELINES
  • Responsibilities, timelines, goals and targets
    for the delivery of service will be presented
    yearly and analyzed in the context of the
    Strategic Plan.
  • Clear definition of central responsibility and
    school responsibility will be outlined. Such
    definitionss will respect the Education Act and
    Ministry directives.
  • Maximum resources possible will go to the
    schools.
  • Schools will be given the greatest latitude
    possible in utilizing these resources to deliver
    required service.
  • School and Departmental Success Plans will be the
    accountability measure to ensure service is
    delivered to the standard set by the board. These
    plans must fit the broader framework set by the
    boards strategic plan.

27
MINIMUM PROGRAMME REQUIREMENTS FOR OUR SCHOOLS
  • In keeping with Ministry directives the board
    agrees that all schools will provide
  • The Basic School Regulation including
  • Work Oriented MELS sanctioned programmes
    (Secondary)
  • Life Skills programmes (to age 21)
  • As identified through workshops and meetings, it
    was agreed that all schools within the Western
    Quebec School Board must also provide
  • Enrichment programming
  • Literacy support (reading, writing, mathematics)
  • Speech language support
  • Psychology support
  • Drug alcohol support
  • Technology access skills
  • Library access skills
  • Support services for students in difficulty

28
Programmes Comparison Grid
29
GENERAL CONSIDERATIONS FOR OPERATIONAL PLAN
  • Costs of maintaining small schools are high
  • The costs to maintain a building is constant
    regardless of enrollment.
  • Distance increases costs for central services,
    eg. Communication
  • To maintain a basic programme allowing students
    opportunity to graduate all larger schools must
    subsidize staffing costs for the smaller ones.
  • To provide the services and programming outlined
    in the amendments to the Basic School Regulation
    for High Schools will require even more resources
    to small schools. This does not account for the
    minimum programming standards set out in the new
    Strategic Plan.
  • Certain distant schools cannot be grouped or
    share resources because of their isolation from
    the nearest school(s)
  • Dr. Wilbert Keon
  • G. Theberge
  • Noranda
  • Golden Valley
  • Maniwaki Woodland
  • Among the considerations requiring review
  • Do we need a principal in every building?
  • Do we need separate administrations for shared
    buildings?
  • Do we need a data management person?
  • Should itinerant teachers and professionals be
    considered?

30
CONSIDERATIONS FOR THE REORGANIZATION OF SCHOOLS
UNDER THIS PLAN
  • Some thought must be given to reorganizing
    schools in light of the general considerations
    above and the basic orientations set by this
    plan
  • Initiatives must be viable and can be sustained.
  • Initiatives must be accessible to all.
  • Initiatives must provide the same quality of
    opportunity for all
  • Such deliberations must be made in light of our
    desire to offer top quality educational
    programming and services to all students. In some
    areas there are already concerns about some or
    all of
  • Quality programming
  • Quality facilities
  • Quality infrastructure
  • Graduation rates and exam scores
  • Recruiting and maintenance of quality staff
  • Declining enrollment
  • Parents choosing alternatives to their home
    school

31
  • Organizational Options

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Staffing costs to All large schools for high
schools of less than 150 students
36
Who goes where Upper Gatineau
  • Presently students within what might be
    considered within the St. Michaels boundary
    (using the elementary school lines) attend
    schools as follows
  • Total number of declared English language
    students 125
  • St. Michaels 60
  • Philemon Wright 35
  • Pontiac High 3
  • DArcy McGee 1
  • Unknown 26

37
Options for ConsiderationUpper Gatineau Schools
Reorganization
  • Option 1 Status Quo leave everything as is
  • Maniwaki remains K-11
  • Queen Elizabeth remains K-6
  • St. Michaels remains 7-11
  • Option 2
  • Maniwaki remains K-11, establish a boundary
  • Queen Elizabeth remains K-6
  • St. Michaels remains 7-11, establish a boundary
  • Option 3
  • Maniwaki remains K-11, establish a boundary
  • Queen Elizabeth remains K-6
  • Close St. Michaels, all high school age students
    go to Philemon Wright
  • Option 4
  • Maniwaki remains K-11, establish a boundary
  • Queen Elizabeth becomes K-8, establish a boundary
  • Close St. Michaels, junior high school students
    go to Queen Elizabeth, senior high school
    students go to Philemon Wright

38
Who goes where Central Pontiac region
  • Presently students within what might be
    considered within the John Paul II boundary
    (using the elementary school lines) attend
    schools as follows
  • Total of declared English language students
    225
  • John Paul II 81
  • Pontiac High 101
  • Unknown 43

39
Options for ConsiderationPontiac Schools
Reorganization
  • Option 1 - Status Quo leave everything as is
  • Dr. W. Keon remains K-11
  • St. Johns-John Paul II remains K-11
  • Dr. S.E. McDowell remains K-6
  • Pontiac High School remains 7-11
  • Onslow remains K-6
  • Adult-Vocational Education Centre remains as is
  • Option 2
  • Dr. W. Keon remains K-11
  • St. Johns-John Paul II remains K-11, establish a
    boundary
  • Dr. S.E. McDowell remains K-6
  • Pontiac High School remains 7-11, establish a
    boundary
  • Onslow remains K-6
  • Adult-Vocational Education Centre remains as is

40
Options for ConsiderationPontiac Schools
Reorganization
  • Option 3
  • Dr. W. Keon remains K-11
  • St. Johns/John Paul II becomes K-6
  • Pontiac High School remains 7-11 and adds 7-11
    students from St. Johns-John Paul II
  • Dr. S.E. McDowell remains K-6
  • Onslow remains K-6
  • Adult-Vocational Education Centre remains as is
  • Option 4
  • Dr. W. Keon remains K-11
  • St. Johns/John Paul II becomes K-8, establish a
    boundary
  • Pontiac High School remains 7-11 and adds 9-11
    students from St. Johns-John Paul II
  • Dr. S.E. McDowell remains K-6
  • Onslow remains K-6
  • Adult-Vocational Education Centre remains as is

41
Options for ConsiderationPontiac Schools
Reorganization
  • Option 5
  • Dr. W. Keon remains K-11
  • St. Johns/John Paul II becomes Adult-Vocational
    center for the region
  • Pontiac High School remains 7-11 and adds 7-11
    students from St. Johns-John Paul II
  • Dr. S.E. McDowell remains K-6 and adds K-6
    students from St. Johns-John Paul II
  • Onslow remains K-6
  • Adult-Vocational Education Centre moves to St.
    Johns-John Paul II
  • Option 6
  • Alternative suggested by the communities

42
Boundary Scenarios - Aylmer
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SCENARIO 1
  • South Hull - North of boul. De lOutaouais
  • Affecting 126 South Hull students
  • 4 schools well balanced
  • 2 school boundaries in same territory

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SCENARIO 2
  • All students residing north of Ch. Boucher
  • Schools well balanced
  • Affecting 122 South Hull students
  • Affecting 14 Lord Aylmer students
  • Affecting 7 Eardley students
  • Description problem Boucher road is not
    connected from one end to the other

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SCENARIO 3
  • All students Ch. Pink north / west of
    Terry Fox
  • Schools balanced
  • Affecting 112 South Hull students
  • 3 Lord Aylmer students cross-boundary to South
    Hull
  • 12 students in the New Eardley boundary
  • 5 students cross-boundary to P.E.T.
  • 7 Eardley students cross-boundary to South Hull
  • pocket area Eardley / South Hull

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Considerations beyond the scope of this Plan
  • Lower Gatineau Schools there are potential
    reorganizations and sharing of resources
  • Option 1 Status Quo
  • Wakefield K-6
  • Chelsea K-6
  • Option 2
  • Chelsea K-6 to include Wakefield students
  • East of Gatineau schools reorganization
    feasible but difficult, resources can be shared
  • Namur K-8
  • Poltimore K-6
  • Buckingham K-6
  • Boundary in east Gatineau
  • Pontiac Schools reorganization of
    Onslow-McDowell a possibility

52
  • Conclusion

53
Consultation Process
  • Information distributed.
  • Meetings organized and publicized.
  • Suggestions, information, and comments from
    meetings compiled and returned to Governing
    Boards to ensure accuracy.
  • Follow-up meetings organized and publicized where
    required.
  • Briefs accepted.
  • All input (meetings and briefs) compiled.
  • Planning and Review Committee reviews
    information.
  • Planning and Review Committee of the Whole makes
    recommendation to Council of Commissioners.
  • Council of Commissioners renders decision June
    27, 2006.

54
How does my voice get heard?
  • Attend the meetings in your area. Your local
    school will have information when these are.
  • Ask questions or speak at these meetings.
  • Arrange to attend your local schools Governing
    Board meetings. Your local school will be able to
    inform you when these are held.
  • Submit a brief to the school board. Information
    regarding format and deadlines will be available
    at the meetings in your local area or from your
    local school.
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