Annual Report

2O13-2O14

SECTION emsb.qc.ca 1 Table of Contents

SECTION 1 Mission Statement...... 3 Chairman’s Message...... 4 Director General’s Message...... 7 EMSB Commissioners...... 11 Board Administrators...... 12 Highlights and Strategic Plan...... 13 Schools...... 34

SECTION 2 Partnership Agreements Bill 56

SECTION 3 Financial Statements

2013-2014 Annual Report

Editor: Michael J. Cohen, Communications and Marketing Specialist ([email protected])

Proofreading: Stuart Nulman

Translation: Aline Zerounian

Design: Mark Lehberg Latitudes Marketing & Design

Publication of the Communications and Marketing Division of the EMSB

ENGLISH MONTREAL SCHOOL BOARD 2 ANNUAL REPORT 2013-2014 Mission Statement

The mission of the English Montreal School Board is to support its schools and centres in their efforts to educate students within a caring, safe and inclusive learning community.

To fulfil its mission the EMSB will:

• recognize and value the diversity of its community; • provide all students with the opportunity to develop their talents and achieve their personal best;

• recognize the skills and competencies of its employees and support their ongoing professional development;

• encourage collaboration among the various educational partners; • use resources effectively and innovatively to help schools and centres focus on the mission of instruction, socialization, and qualification;

• encourage lifelong learning and critical thinking.

The EMSB mission fosters the development of educated and responsible persons who will assume their position as active members of a democratic society.

ENGLISH MONTREAL SCHOOL BOARD 3 ANNUAL REPORT 2013-2014 From The Chairman

If any one action highlighted the 2013-2014 academic year and brought the entire English Montreal School Board together, it was ironically something divisive, when the now former Parti Québecois government introduced draft Bill 60, the Charter Affirming The Values Of Secularism and The Religious Neutrality of The State, As Well As The Equality Of Men And Women, And The Framing Of Accommodation Requests. The Council of Commissioners, the Central Parents Committee, our union representatives, teachers and students all came out loudly against this intolerant piece of legislation. Vice-Chair Sylvia Lo Bianco, Commissioner Patricia Lattanzio and I travelled to Quebec City and Angela MANCINI voiced our displeasure over Bill 60.

We emphasized, among other aspects, that the proposed bill was in total contradiction with the Edu- cation Act, the Quebec education system’s founding legislation. We recalled the principles underlying the fundamental legislation that defines our Quebec education system. Article 37 of the Education Act stipulates that the educational project of the school must respect the freedom of conscience and of religion of the students, the parents and the school staff. The proposed Charter was therefore in direct contradiction of the Act.

We were prepared to summon all possible recourses at our disposal, so that this legislation would never apply to our schools. Bill 60 effectively endorsed bullying. This was very ironic given that the Que- bec government adopted Bill 56 in 2012. Bill 56 requires that school boards ensure that their schools provide an environment that allows students to develop their full potential, free from any form of bullying or violence. The school boards were deemed responsible for the commitments made in that regard. Public and private educational institutions were also required to adopt and implement an anti-bullying and anti-violence plan and designate a person to implement it.

The PQ lost the April 7 election to the Liberal Party. We are now moving forward with the new government, discussing issues more pertinent to education.

THE ARTS ARE ALIVE @ THE EMSB On the eve of Kindergarten Registration Week, I hosted a press conference, at which time we introduced a new campaign aimed at promoting excellence in the arts. (The Arts Are Alive@ the EMSB). From Pre-Kindergarten to Secondary V, EMSB students are exposed to the arts in many different forms. Our schools offer a variety of artistic options that can include the visual arts, music, dance, digital and multi- media arts, dramatic arts, spoken word poetry, and we offer various opportunities for students to share their talents on a larger scale through vernissages, festivals, poetry slams, shows and concerts. The arts bring out empathy, creativity, self-esteem, critical thinking, and communication skills in our students. Arts education empowers students and contributes to the construction of their identity and the enrich- ment of their world-view and narrows the gap between academic learning and the world. The press conference was held at James Lyng High School in St. Henri, which has incorporated Urban Arts into its Extra-Curricular Activity programming. One of its feeder elementary schools, St. Gabriel in Pointe St. Charles, is doing the same thing.

ENGLISH MONTREAL SCHOOL BOARD 4 ANNUAL REPORT 2013-2014 PROPOSED MAJOR SCHOOL CHANGE The Long Range Planning Committee has recommended that Options I Alternative High School close in 2015-2016 and the related services and program currently offered for Secondary Cycle 2 Year 1 (Sec- ondary 3/Grade 9) be relocated to Venture Alternative High School (which operates out the same facility in Ville Émard). Venture would continue to offer Secondary Cycle 1 and Secondary Cycle 2 Year 1 (Secondary 1, 2 and 3/Grade 7, 8 and 9). Related services and programs currently offered for Secondary Cycle 2 Year 2 (Secondary 4/Grade 10) at Options I would relocated to Options II High School, also in the same building. Options II High School would continue to offer Secondary Cycle 2 year 2 and 3 (Sec- ondary 4 and 5/Grade 10 and 11). This has gone out for consultation, with a decision to be rendered by the Council of Commissioners.

PHILIP E. LAYTON SCHOOL The EMSB held public hearings on March 18 for the purpose of relocating the Philip E. Layton School for the visually impaired to the Mackay Centre School facility beginning with the 2014-2015 academic year. For decades, the Philip E. Layton School has been located at the Montreal Association for the Blind (MAB) on Sherbrooke Street West in NDG. The Mackay Center School, located on Decarie Boulevard, also in NDG, educates children with motor, speech or sensorial difficulties. P.E. Layton services the blind and/or physically handicapped and /or intellectually handicapped students. Both schools have a supra- regional mandate and consequently the EMSB is the only school board to offer services to this particular group of English students, not only in the Montreal region, but in the province of Quebec. On July 27, 2011, the MAB-Mackay Rehabilitation Centre unveiled a strategic plan to consolidate its operations into one new facility. This subsequently required that the EMSB house its two schools at one site. Since there was no EMSB building available that could adequately facilitate the needed renovations required for housing these students, it was determined that the purchase of the building at 3500 Decarie Blvd. would make the most sense in the event that the Ministry of Education, Leisure and Sports (MELS) favoured an alternative that would be less costly than constructing a new facility. It should be noted that the MELS has already allocated funds so that two new schools servicing similar French popu- lations be built on the North and South Shore, as well as allocating over $16 million for the addition of eight classes to Victor Doré School in Montreal.

For almost three years, the EMSB has been working with the MELS and the MAB-Mackay Rehabilitation Centre towards the acquisition of the property. See the detailed press release. The Council of Commis- sioners has tabled a resolution to approve the change to the deed of establishment, expressing great misgivings over the unacceptable position held by MAB-Mackay Rehabilitation Centre regarding the finite allocation of space to the Mackay School.

I.B. WORLD ACCREDITATION Michelangelo International Elementary School in RDP held an inauguration party for its newly acquired IB World School accreditation. The event was held at Plaza Antique, with over 230 guests. Students, teachers, parents and special guests enjoyed a fancy atmosphere, great food and music. A fun photo booth and face painting was provided for students present. Many prizes were drawn and every child left with a gift pack of books. Meanwhile, Carlyle Elementary School in TMR hosted its annual International Baccalaureate - Primary Years Program Exhibition. The Grade 6 students worked diligently in preparation for this event. The Exhibition is a significant event in the life of a PYP student and school. This year’s topic revolved around The Arts. Inquiry is individually and group driven. The Exhibition is a student-cen- tered project and it is a culmination of all the essential elements of the IB-PYP program.

ENGLISH MONTREAL SCHOOL BOARD 5 ANNUAL REPORT 2013-2014 ANNUAL VOLUNTEER NIGHT We held our annual Volunteer Appreciation Evening on April 8 at Le Renaissance Reception Hall in An- jou. This year’s event was held to commemorate National Volunteer Week, under the theme of “Above and Beyond.” Time and space do not allow the EMSB to honour all of our nearly 1,500 volunteers in person. Therefore, only those individuals who have volunteered for more than five years attended the reception, representing some 500 people. However, several thousand copies of a commemorative program book were distributed to each school. This year’s Volunteer of Distinction was Debbie Hanley from Roslyn Elementary School in Westmount. A volunteer with Roslyn for over 30 years, Debbie has dedicated plenty of hours and energy towards a variety of the school’s activities, such as welcome back events, book fairs, food drives, toy drives, fundraisers and the school’s popular spaghetti talent show night. And when she isn’t volunteering her time for the school, Debbie has a full time job there, as the office secretary, a position that she has held for the past 20 years.

AGREEMENT ON LIBRARIES WITH ST. LAURENT SCHOOLS Students at EMSB schools in St. Laurent -Cedarcrest, Gardenview, Parkdale and LaurenHill Academy— will soon receive library cards for the Bibliothèque du Boisé and the Bibliothèque du Vieux-Saint-Lau- rent. Their membership will give them access to the two libraries’ vast collections of printed and digital documents and other items. The agreement between St. Laurent and the EMSB, follows up on a Mon- tréal city council resolution, adopted in December 2012, whereby Council gave the library network in the 19 boroughs a mandate to enter into agreements aimed at attracting new library users, forge new partnerships and negotiate agreements with private, public and para-public organizations.

- Angela Mancini

ENGLISH MONTREAL SCHOOL BOARD 6 ANNUAL REPORT 2013-2014 From The Director General

AEVS ACTION PLAN Following a period of consultation and Board hearings, the Council of Commissioners voted in favor of a proposal of a new Adult Education and Vocational Services (AEVS) Action Plan. This involved, for the 2014- 2015 academic year, the relocation of the Adult Education programs from the St. Pius X Adult Education Centre in Ahuntsic to the John F. Kennedy facility in St. Michel. In turn, the vocational programs from John Robert STOCKER F. Kennedy Business Centre (Professionals Sales, Secretarial Studies, Le- gal Secretary, and Accounting Studies, Starting a Business, Travel Sales and Hotel Reception) transferred to St. Pius X. The respective deeds of establishment then changed to the John F. Kennedy Adult Educa- tion Centre and the St. Pius X Career Centre, where a culinary institute already exists.

SHADD PHARMACY GRADS The EMSB’s Shadd Health and Business Centre in NDG honoured the first graduates of its Pharmacy Technical Assistance and Assistance in Health Care Facilities programs. Last year the EMSB and Shadd introduced these new diploma programs recognized by the MELS. Pharmacy Technical Assistance is a 1230 hour program. As a pharmacy technical assistant, successful graduates will work under the supervision of a pharmacist in either a community setting or in a health care establishment’s pharmacy. The main role of a pharmacy technical assistant is to assist the pharmacist in issuing prescriptions, maintaining and updating patient files as well as distributing and the sale of medications and pharmaceutical products. The pharmacy technical assistant also prepares prescriptions under the supervision of the pharmacist and keeps inventory up to date. Assistance in Health Care Facilities is a 750 hour program which trains the student to provide care, assistance and services related to the needs of a patient of any age. The students also learn to welcome and integrate persons in the care unit, provide care and comfort specific to the context of the unit, that is, they adapt the basic care and services to the clients’ condition as well as to the apparatus required.

BOLD STEP TOWARDS ENERGY EFFICIENCY The EMSB accepted a proposal from energy efficiency experts Énergère to begin a feasibility study that will lay the foundation for a proposed bolstering of the energy efficiency of 17 schools and centres. This project consists, among other measures, of modernizing equipment using aerothermal technology, and adding more control points to enhance the comfort of staff and students. Once the project is complete, the 17 buildings will realize a 50 percent reduction in energy consumption and a 72 percent reduction in Green House Gas emissions. Lighting in halls, stairways, and classrooms will be converted from fluorescent to leading technology LED which will save energy, last longer, and simplify maintenance and care while maintaining or enhancing lighting levels. Savings are projected to amount to more that $1 million per year once all measures are installed. The EMSB received proposals from three firms for such a project. Énergère’s project was deemed to be the best and now the company has five months to present the EMSB Council of Commissioners with a detailed study that will confirm the results projected by their proposal. See the full press release here.

ENGLISH MONTREAL SCHOOL BOARD 7 ANNUAL REPORT 2013-2014 ACADEMY AWARD WINNER It is not every day that a school gets to meet one of its graduates whose film won an Academy Award. Yet that is what occurred at MIND (Moving In New Directions) High School in the Plateau on February 5. Frederic Bohbot is the executive producer of a film about the world’s oldest pianist and Holocaust survivor. It won the Academy Award in the Documentary Short Subject category. The Lady in Number 6 tells the story of Alice Herz-Sommer, who, at 109 years of age, was the world’s oldest pianist and oldest living survivor of the Holocaust (who passed away this spring). Bohbot produced the project via his Bunbury Films, working with Academy Award- winning director Malcolm Clarke. They headed to North London, England to meet this remarkable woman from Prague. Bohbot screened the 35-minute film for a mesmerized group of students and then answered questions about both the project and his career.

VIRTUAL LIBRARY EMSB Pedagogical Services announced the launch our Virtual Library for all students and teachers. The Virtual Library is a unique collection of high-quality online resources, in French and English, specifically chosen to compliment and support the Quebec Education Program. Most resources will be available from school or from home 24 hours a day, seven days a week. Resource coverage includes language arts, science, math, history, geography, politics, local news, national events, careers, technology, and so much more. Access to these resources is password-free from school computers. At home, students and staff can access resources via a universal username and password provided by school library personnel.

HALL MONITOR The EMSB, emAPPetizer Inc. and Microsoft Canada jointly unveiled the newest generation of their hallmark mobile app Hall Monitor at Carlyle Elementary School in Town of Mount Royal. This was conducted as part of a made-for-the-media assembly meant to explain and demonstrate the system to the students. Veteran broadcaster and technology expert Bob Benedetti served as master of ceremonies. Hall Monitor allows school administrators to quickly identify and look up student and classroom information within their daily rounds, during meetings or in emergency situations. By having a consolidated view of the entire student’s information, previously only accessible through legacy systems, school administrators can easily help students outside of class, provide information to parents regarding their child’s progress, and create a safer environment for all stakeholders. With the introduction of this second version of Hall Monitor, not only has the basic functionality been improved, but new highly requested features have been added. These include the displaying of busing information, ability to navigate to any data from anywhere within the app, and the ability to add special notes such as allergy information on a student.

PECK AWARDS Four students from Royal West Academy in Montreal West shared the 2013 Robert Alfred Peck Prize for Excellence in French. Nathalie Wong, Jessie Chevrier, Béatrice Bourdeau-Lévesque and Tian Yi Chen each received marks of 99 percent in Secondary IV French in the 2012-2013 academic year. They were presented with the awards at a meeting of the EMSB Council of Commissioners in the company of their principal Tony Pita and teacher Milada Prachar. Mr. Pita noted how Ms. Prachar is a cancer survivor who was told to take two months off of work, but refused to do so out of devotion towards her students.

SPIRIT OF GIVING Anchored by the throngs of volunteers from the St. Laurent Adult Centre, the EMSB, along with CTV Montreal, once again completed a successful Spirit of Giving Campaign. A total of 40 schools and

ENGLISH MONTREAL SCHOOL BOARD 8 ANNUAL REPORT 2013-2014 centers participated in this year’s campaign, collecting non-perishable goods, toiletries and toys for nine different charities: Share The Warmth, West Island Assistance Fund, Renaissance Montreal, Multicaf, Parc Extension Share Store, Le Bon Dieu Dans La Rue, the N.D.G. Food Depot, Batshaw Youth and Family Ser- vices and La Mosaique. In all, the combined efforts of the EMSB, its schools and facilities generated over 600 boxes of non-perishable food, and over 40,000 toys and miscellaneous items. These boxes were then transported by the Canadian Grenadier Guards to the St. Laurent Adult Centre where their students volunteered to sort and categorize the donations.

BALANCED LITERACY INITIATIVE THRIVES Now in its fifth year, the EMSB balanced literacy initiative is continuing to reach more and more classes. This year, the EMSB Pedagogical Services Department purchased reading assessment kits in both Eng- lish and French for each elementary school. The PM Benchmark Kit and its equivalent GB+ French kit were distributed at the first meeting of literacy facilitators in September. The one-on-one assessment, ideally done twice a year, helps determine the reading level of each student so that the teacher can then work with small, guided reading groups comprised of students with the same instructional needs. Training sessions were delivered for the assessment kits and an instructional session was also delivered to explain the accompanying software intended to track individual student progress. In the months of January, February and March the network meetings for facilitators were held in different hosting schools. During this time new facilitators and regular class teachers benefitted from visiting several model classes to witness guided practice for reading and/or writing. They also observed how children work indepen- dently in a variety of literacy centers while guided practice is conducted.

MISSION TO CHINA A senior English Montreal School Board (EMSB) delegation returned from a mission to China. The EMSB was represented by Regional Director of Adult Education and Vocational Services Cosmo Della Rocca, Deputy Director General Roma Medwid, St. Pius X Culinary Institute Principal Alice Sideropoulos, Rose- mount Technology Centre Principal Harry Michalopoulos, Laurier Macdonald Career Centre Principal Lino Buttino, Shadd Business Centre Principal Silvana Crigna and EMSB International Recruitment rep- resentative Cindy Yao. Aimed at expanding the Chinese market with the international dossier, the itiner- ary for this mission was both productive and extremely challenging. The delegation visited 10 cities in 15 days, including Hong Kong, Foshan, Kaiping, Beijing, Tianjin, Zhengzhou, Xi’an, Guang Zhou, Yang- zhou and Shanghai. They had the opportunity to showcase EMSB programs at two educational fairs in Beijing and Shanghai, which were well-attended by prospective students. The majority of the time was spent visiting vocational training centres and meeting with educators, parents and future students. “We were very well-received by all of the vocational centres in China,” said Ms. Sideropoulos. “They wanted to show their gratitude to the EMSB for offering them the possibility of pedagogical and exchange en- tentes.”

ROYAL VALE AND LAURENHILL SHINE IN GLEE SHOWDOWN The EMSB’s Royal Vale High School in NDG won its second successive Glee High School Showdown, with LaurenHill Academy in St. Laurent coming in second place. Presented as a fundraiser for Just for Kids (JFK) Foundation, which helps provide the Montreal Children’s Hospital (MCH) with the best technology and quality equipment possible, this event in particular is specifically designed to encourage Montreal high school students to use their creative talents to give back to the community. Originally, this program featured many private schools. In addition to Royal Vale and LaurenHill, the EMSB’s Laurier Macdonald High School in St. Léonard and Royal West Academy in Montreal West were represented.

ENGLISH MONTREAL SCHOOL BOARD 9 ANNUAL REPORT 2013-2014 INSPIRATIONS TURNS FIVE Inspirations Newspaper: a snapshot of our special needs community, celebrated five years as the only newspaper focusing on the special needs communities of Greater Montreal, Laval, the South Shore and beyond, at a luncheon in the library at Marymount Academy. Sponsored by the EMSB, Inspirations is the hub of special needs news in the Greater Montreal and surrounding areas.

WESTMOUNT PARK Beginning with the first day of school on Wednesday, August 28, students and staff at Westmount Park Elementary School launched a year of celebrating their school’s rich history as the 2013-2014 school year marked the institution’s 100th anniversary. While a century old, Westmount Park Elementary School was originally founded as a high school, 39 years after the Village of Côte St-Antoine, later renamed to Westmount, was incorporated in 1874. Situated adjacent to its namesake, a sprawling park, which was designed in 1912 by M.J. Manning, the cornerstone for the school was laid on November 29, 1913 and the building opened shortly after that in 1914. Following World War II, the school began its transition to its present day status by becoming Westmount Junior High, housing Grades 7, 8 and 9. Elementary students first begun studying at Westmount Park in 1961 and over the next two decades, the school expanded its territory to welcome students from Little Burgundy and Pointe St. Charles. Today, the school continues to reach out across multiple communities. In 2013, Westmount Park was named by UNICEF Canada as the first Rights Respecting School in Quebec. The program, which is grounded in supporting children’s rights and respecting other cultures, has been welcomed by a multi-cultural community at Westmount Park, which includes children born in over 25 different countries.

- Robert Stocker

ENGLISH MONTREAL SCHOOL BOARD 10 ANNUAL REPORT 2013-2014 List of Commissioners

Electoral Division 19 Electoral Division 7 Electoral Division 16 ROSEMOUNT – WESTMOUNT SAINT-LÉONARD HOCHELAGA MAISONNEUVE GINETTE SAUVÉ-FRANKEL DOMINIC SPIRIDIGLIOZZI ANGELA MANCINI • Immediate Past Chair • Chair Electoral Division 8 CÔTE-DES-NEIGES – SNOWDON – Electoral Division 17 Electoral Division 15 OUTREMONT SAINT-LÉONARD MONTREAL NORTH ELLIE ISRAEL FRANK VERRILLO SYLVIA LO BIANCO • Vice-Chair Electoral Division 9 Electoral Division 18 • Vice-Chair, Executive Committee MONT-ROYAL – SAINT-LAURENT ROSEMONT LIZ LEAMAN AGOSTINO CANNAVINO Electoral Division 1 CÔTE-SAINT-LUC Electoral Division 10 Electoral Division 20 SYD WISE SAINT-LAURENT SAINT-LÉONARD BERNIE PRAW FRANK DI CESARE Electoral Division 2 MONTREAL WEST Electoral Division 11 Electoral Division 21 JOSEPH LALLA SAINT-LAURENT – CARTIERVILLE ANJOU – POINTE-AUX-TREMBLES – JAMES KROMIDA MONTRÉAL EST Electoral Division 3 TED DONNINI N.D.G. Electoral Division 12 ALBERT PEREZ AHUNTSIC Electoral Division 22 ANNE MARIE MATHESON RIVIÈRE-DES-PRAIRIES Electoral Division 4 ROSA CERRELLI HAMPSTEAD – CÔTE-SAINT-LUC Electoral Division 13 • Chair, Executive Committee MARVIN HELFENBAUM PARK EXTENSION – LE PLATEAU JULIEN FELDMAN Electoral Division 23 Electoral Division 5 RIVIÈRE-DES-PRAIRIES PATRICIA LATTANZIO N.D.G. – SAINT-HENRI – VILLE Electoral Division 14 ÉMARD SAINT-MICHEL ANNE WILLIAMS ROCCO BARBIERI Parent Commissioners PATRICIA WILLIS Electoral Division 6 MARIO BENTROVATO SAINT-HENRI – POINTE SAINT CHARLES – WESTMOUNT – DOWNTOWN RICHARD LALONDE

ENGLISH MONTREAL SCHOOL BOARD 11 ANNUAL REPORT 2013-2014 Senior Administrators AS OF JUNE 30, 2014

ROBERT STOCKER SANDRA FURFARO DANIEL HOGUE DIRECTOR GENERAL DIRECTOR OF PEDAGOGICAL DIRECTOR OF MATERIAL SERVICES RESOURCES ROMA MEDWID DEPUTY DIRECTOR GENERAL, ATHINA GALANOGEORGOS COSTA SPYRIDAKOS EDUCATION DIVISION ASSISTANT DIRECTOR OF ASSISTANT DIRECTOR OF PEDAGOGICAL SERVICES BUILDINGS AND GROUNDS PAOLA MINIACI DEPUTY DIRECTOR GENERAL, ANNA VILLATA LEW LEWIS EDUCATION DIVISION ASSISTANT DIRECTOR OF DIRECTOR OF STUDENT PEDAGOGICAL SERVICES SERVICES ANGELO MARINO DEPUTY DIRECTOR GENERAL, CHRISTINE DENOMMÉE DORA CESTA ADMINISTRATION DIRECTOR OF HUMAN ASSISTANT DIRECTOR OF RESOURCES STUDENT SERVICES JOANNE BISBIKOS SECRETARY GENERAL, DIRECTOR ANN WATSON JULIE RENÉ-DE-COTRET OF ARCHIVES ASSISTANT DIRECTOR OF ASSISTANT DIRECTOR OF HUMAN RESOURCES STUDENT SERVICES LUIGI DI FILIPPO DIRECTOR OF INFORMATION MARIE CLAUDE DROUIN BENOÎT DUHÊME TECHNOLOGY SERVICES ASSISTANT DIRECTOR OF DIRECTOR OF LEGAL SERVICES HUMAN RESOURCES KACEM AZZOUNI ASSISTANT DIRECTOR OF LUC HARVEY INFORMATION TECHNOLOGY ASSISTANT DIRECTOR, SCHOOL SERVICES ORGANIZATION

LIVIA NASSIVERA COSMO DELLA ROCCA DIRECTOR OF FINANCIAL DIRECTOR OF ADULT SERVICES EDUCATION AND VOCATIONAL SERVICES GEORGE ALEXIOU ASSISTANT DIRECTOR OF MARIO ARGIROPOULOS FINANCIAL SERVICES ASSISTANT DIRECTOR OF ADULT EDUCATION AND VOCATIONAL SERVICES

ENGLISH MONTREAL SCHOOL BOARD 12 ANNUAL REPORT 2013-2014 EMSB Strategic Plan 2009-2014

To exercise its functions and powers, every school board must adopt a multi-year strategic plan in order to respect its legal obligations. The EMSB strategic plan builds on the groundwork laid by the Ministère de l’Éducation, du Loisir et du Sport (MELS). It also includes the five goals determined as requirements for the Partnership Agreement between MELS and the school board, required under Bill 88: increased graduation rates and qualifications before age 20; improved command of the French (and English) language; improved levels of retention in school and academic success among certain target groups, especially among handicapped students or students with learning or adjustment difficulties; a healthier and safer school environment; and an increase in the number of students under 20 years of age enrolled in vocational training.

The EMSB’s strategic plan for 2009-2014 proceeds along the four principle orientations that guided the previous plan. These orientations support our goal of academic success for the young and adult student population. They reflect the EMSB’s mission, vision and values. The strategic plan is the culmination of the EMSB’s analysis of its student success rate, administrative and academic management, environment and ministerial goals.

What follows is an analysis of what was done in relation to the four strategic orientations during the 2013-2014 academic year.

Strategic Plan/Annual Report

To exercise its functions and powers, every school board must adopt a multi-year strategic plan. The EMSB’s strategic plan for 2009-2014 proceeds along the four principal orientations that guided the previous plan: promoting and fostering a culture of student success; providing a safe, secure, healthy, and welcoming environment; building a professional learning community; and developing and fostering active community relations and partnerships. Below is a summary of what different departments have done this year to follow our strategic plan:

ENGLISH MONTREAL SCHOOL BOARD 13 ANNUAL REPORT 2013-2014 OBJECTIVE 1.1 TO IMPROVE THE CERTIFICATION AND QUALIFICATION RATES OF STUDENTS

Pedagogical Services

The high school balanced literacy initiative continued for its third year in 2013-2014. During this academic year, facilitators from each high school with Grade 7 students met on alternate months for workshop/meetings that focused on sharing and improving literacy instructional practices. The primary objective of this initiative remains the improvement of student literacy outcomes through the ongoing development of teacher expertise in reading and writing instruction, with particular attention to differentiated instruction and student autonomy. It also creates opportunities for greater collaboration between teachers, both within and between schools.

In addition, consultants from Pedagogical Services developed a one-on-one reading assessment tool to help teachers better understand the reading levels as well as the strengths, and challenges of their students. This tool is currently being piloted in several schools.

As in previous years of the high school plan, several other actions took place. This included the use of leveled texts and literacy resources to support individual and small-group instruction; in many schools, Grade 7 students were assessed using the Canadian Test of Basic Skills (CTBS) in order to gather a detailed portrait of each student’s learning needs with respect to literacy; and further support to schools was offered through consultant visits and through workshops offered during pedagogical days.

Adult Education and Vocational Services

In the Adult General Edu- cation Division, the EMSB continues to provide students with an opportunity to complete their educational goals by using different curriculum delivery approaches. Some students take their courses at EMSB centres and are placed in traditional groups. Others are placed in individual- ized settings. Students who cannot attend classes at a centre may opt in favor of DEAL, the EMSB’s distance education program with students completing their studies at home. These

ENGLISH MONTREAL SCHOOL BOARD 14 ANNUAL REPORT 2013-2014 very important components of the AEVS service delivery allow EMSB students to contribute to the success rate of each seven-year cohort.

During the 2013-2014 academic year, AEVS continued to promote vocational training programs by participating in the annual EMSB Career Fair, providing tours of the vocational centres for students and organizing the Student for a Day program, where high school students have the opportunity to participate in classes in one of the vocational centres.

OBJECTIVE 1.2 TO FOSTER AN ENVIRONMENT OF LIFE-LONG LEARNING

Pedagogical Services 1.2.1.1 Support GOAL (Guidance Oriented Approach to Learning) for all students

It was an exciting year for GOAL at the EMSB. Last year, Dunrae Gardens, Hampstead, and Pierre de Coubertin piloted Career Cruising’s Spark! This is an online resource that helps young students learn about social skills, life planning, careers, and their personal strengths and interests. At the end of the pilot the schools provided their feedback to the developer. Career Cruising greatly valued the feedback and used it to make improvements to Spark! They further showed this appreciation by extending the EMSB’s trial for another year.

A provincial GOAL workshop was also held this year. It allowed teachers, consultants, guidance counsellors and administrators from across Quebec to meet, discuss, and collaborate. The theme was entrepreneurship and the aim was to develop the participants’ understanding of entrepreneurial spirit and entrepreneurial culture. This was done by sharing entrepreneurial experiences and projects from schools across the province. The workshop was a great success with everyone attending looking forward to participating again.

Adult Education and Vocational Services 1.2.1.2 Personal Orientation Project and Exploration of Vocational Training Subject Support

The Mentoring for the Career Development Project enjoyed its fifth year, providing timely and relevant professional development to new Personal Orientation Project and Exploration of Vocational Training

ENGLISH MONTREAL SCHOOL BOARD 15 ANNUAL REPORT 2013-2014 teachers. This is an initiative of the Anglophone School Boards’ Career Development Consultants, with support from MELS. New teachers appreciated the opportunity made available by the project to learn about and explore their professions together.

Pedagogical Services 1.2.1.3 Support for Entrepreneurship Initiatives in Schools

The Quebec Entrepreneurship Contest celebrated its 16th year of contributing and developing Quebec’s entrepreneurial culture. This contest helps to set up and obtain recognition for new entrepreneurial projects in schools. More than 500 students from across the EMSB participated in entrepreneurial projects. Dunrae Gardens, John Grant, LaurenHill Academy, Nesbitt, Parkdale and Royal West Academy all had projects selected as local winners and qualified for the regional and provincial competitions.

To further promote entrepreneurship in the schools, the EMSB also made 50 grants available to schools during the year. In order to be eligible schools had to apply for the grant with a description of their entrepreneurial project. These grants were well received as they offered direct support and encouragement to the schools.

1.2.1.4 Projet Pédagogique Par- ticulier Visant à Préparer un Groupe d’Élèves Âgés de 15 Ans

The EMSB began offering Projet Péda- gogique Particulier derogations in 2011. The derogation was first introduced at Program Mile End, where it was successful in allowing participating students to focus and succeed in core Secondary III courses while introducing them to vocational training and the benefits of pursuing vocational careers. Since then there has been an increased demand to offer the derogation. This year the EMSB had four schools renewing and three new ones requesting the derogation for September 2014. Focus, Options I, and Venture were eager to join John F. Ken- nedy, Mountainview, Perspectives I, and Program Mile End in introducing their students to the amazing world of vocational education.

ENGLISH MONTREAL SCHOOL BOARD 16 ANNUAL REPORT 2013-2014

Adult Education and Vocational Services

SARCA (Services d’accueil, de référence, de conseil et d’accompagnement), a reception, referral, counselling and support service for adults and lifelong learning, was promoted by airing radio commercials, social media, meeting with various community centres and high schools and creating an informational pamphlet and website.

RAC (Recognition of Acquired Competencies) was promoted by meeting with various community representatives and high schools within the EMSB network. The MELS enables individuals to obtain recognition for their prior learning and competencies as they work towards a Diploma of Vocational Studies (DVS) or an Attestation of Vocational Specialization (AVS).

OBJECTIVE 1.3 TO PROMOTE ADULT EDUCATION AND VOCATIONAL TRAINING AS A VIABLE EDUCATIONAL OPTION

Adult Education and Vocational Services

Secondary V students were given the opportunity to explore careers that are available through vocational and technical training. The students participated in workshops and information sessions. These activities provide the students with the opportunity to explore, reflect, and discover various fields that interest them by accessing pedagogical resources and information.

The AEVS Regional Exploration Activity took place over the course of four days. This activity is designed to expose the youth sector students taking the Exploration in Vocation Training (EXPLO) course to the various programs offered in the vocational training sector. Activities include video presentations, hands- on opportunities and interviews with teachers and vocational training students. Teachers and students are invited to tour the AEVS centres where these various programs are given.

In April, youth sector guidance counsellors were invited to vocational training centres to expose them to all of the AEVS programs and services. During the 2013-2014 academic year, a new AEVS website was introduced as a direct link to the department’s programs and services: www.emsb-aevs.ca A marketing campaign was launched with CTV to promote the academic and vocational training programs. A series of commercials were recorded with AEVS students and aired on television highlighting programs offered.

OBJECTIVE 1.4 TO INCREASE THE LEVEL OF LITERACY OF STUDENTS

Pedagogical Services

The balanced literacy initiative, launched at the EMSB in September 2009, continued for a fifth year in 2013-14. This involves a comprehensive plan that represented an original investment of $1.2 million. Monthly in-service professional development continued this year based on a new model. Literacy facilitators, released on a part-time basis in each school, met as a group on three occasions, twice in

ENGLISH MONTREAL SCHOOL BOARD 17 ANNUAL REPORT 2013-2014 the fall and once in the spring. Meetings also took place in 12 EMSB schools on six additional days. As the literacy facilitators had already benefited from these in-school visits in the previous year, classroom teachers were invited to attend the in-school meetings/visits. Literacy facilitators replaced them in their classrooms. This model provided many teachers with the opportunity to visit several model classrooms and to share ideas with colleagues in other schools.

The literacy initiative continues to foster collaboration between teachers in the same school as well. Facilitators and teachers have worked together to improve instruction, assessment, and classroom atmosphere. Evidence of this work is seen through both reading assessment results and increased use of best practices. These include, for example, modeled reading and writing instruction, whole-group and small group shared practice, small-group guided reading and writing instruction, as well as support for independent student work in literacy stations or centres that allow for differentiation and a high level of engagement.

In order to keep principals up to date on high leverage practices in literacy instruction, consultants from Pedagogical Services made monthly presentations during the principals’ network meetings.

1.4.1 Implement a balanced literacy program from K to Cycle 2, Year Two

In support of the balanced literacy initiative, the EMSB has taken several significant, concrete steps to support schools and teachers. Over a three-year period, more than 200 titles of levelled books were purchased in six-packs to support guided reading at all levels of elementary. The books, both in English and French, are tailored for small-group instruction and guided reading. The EMSB continued to use the Canadian Achievement Tests (CAT 4) to monitor students’ progress in reading in Grades 1, 3 and 5. The results of the CAT IV test are being used by the board and schools to inform planning and instruction. This has allowed school teams to better understand student progress and the needs of individual learners. The use of the CAT IV has dovetailed well with the implementation of professional learning com-

ENGLISH MONTREAL SCHOOL BOARD 18 ANNUAL REPORT 2013-2014 munities (PLC’s) in schools. Benchmark Reading Assessment Kits, purchased for all elementary schools, are widely used in order to gain a comprehensive portrait of individual student’s reading behaviours and subsequent needs, as well as to inform differentiated instruction. Monthly network meetings continued during the year, with several of the meetings held in schools. Principals were also invited to attend these meetings and several participated consistently.

1.4.2 Provide appropriate training for teachers

The balanced literacy implementation team continued to utilize every available opportunity in the past year to offer workshops to teachers in support of the balanced literacy initiative. Professional training occurred in a variety of contexts. This included: regular, collaborative sharing between literacy facilitators and classroom teachers; professional development for facilitators in the areas of reading instruction, writing, assessment, and Information and Communications Technology (ICT) workshops; classroom visits in which consultants, teachers and facilitators worked in collaboration with each other; facilitator network meetings each month; in-school workshops on pedagogical days; use of regional pedagogical days for balanced literacy instruction; and partnering between Pedagogical Services and Student Ser- vices in support of instructional strategies for at-risk students.

OBJECTIVE 2.1 TO REALIZE THE IMPLEMENTATION OF A BOARD-WIDE MAINTENANCE AND IMPROVEMENT PLAN THAT WILL PROVIDE A SAFE, SECURE, HEALTHY AND WELCOMING ENVIRONMENT

Material Resources

In the context of implementing a comprehensive maintenance plan, the Material Resources Department needs to rebuild its engineering program. The game plan will switch from a reactive to proactive nature. With this in mind, steps were taken in 2013-2014 to reassess the actual structure and physical state of the buildings, set a critical path for 2014-15 and undertake extensive research. The department will inform all stakeholders and train employees and managers.

ENGLISH MONTREAL SCHOOL BOARD 19 ANNUAL REPORT 2013-2014 Human Resources

A new position was created in August 2013 for an Administration Officer to oversee the caretaking dossier. The incumbent, in collaboration with the members of the Material Resources Department, is responsible for determining staffing needs and maintaining effective communications with all stakeholders. The incumbent also receives complaints and concerns from employees pertaining to security in the work place and ensures follow up with the appropriate instances.

WHIMIS (Workplace Hazardous Materials Information System) training sessions have continued to be offered to caretaking personnel in all schools and centres. The Health and Safety preventive technician visited caretakers in their respective schools and centres to provide on-site support, training and recom- mendations.

First aid training was organized by the Health and Safety office throughout the school year in order to comply with CSST regulations. This was also organized by the prevention technician for daycare personnel in order to help the department with their obligations.

The CSST team has continued to organize ergonomic evaluations for all new employees of the Admin- istrative Building to adapt their work stations, equipment and tools to best fit the their needs, reducing the risk of musculoskeletal injuries. These, in turn, lead to employee absenteeism and CSST claims.

In August 2013, the Health and Safety Consultant offered to administrators a workshop on psychological

ENGLISH MONTREAL SCHOOL BOARD 20 ANNUAL REPORT 2013-2014 harassment. This was held to sensitize the administrators of their obligations and responsibilities to provide a workplace free of this type of behavior. It also helped them to understand the nature and causes of psychological harassment, as well as to how to differentiate this from managerial rights or personal- ity conflict.

The new Assistant Director of Human Resources responsible for the Support Staff dossier developed, in collaboration with the CSST Consultant, a new Policy to Prevent and Address Harassment in the Work- place. The intent of this new policy is to maintain and promote a working and learning environment respectful of the dignity and psychological and physical integrity of any person to whom this policy applies. It also provides a procedure to be followed in investigating, reporting and resolving situations involving complaints lodged in accordance with the policy.

The Health and Safety prevention technician created monthly information newsletters offering tips and guidelines on various topics pertaining to the health and well-being of our employees. Topics included falls in the workplace, benefits of physical activities, moving and lifting, nutrition, sleep and Seasonal Affective Disorder. The Human Resources Department promoted intensively the Board’s new complete Employee Assistance Program offered by Shepell FGI. The latter is the largest employee and family assistance program (EFAP) provider in Canada, supporting employees and their families so that they can manage work, health, and life challenges. All support services are accessed voluntarily by the individual and are strictly confidential. The EMSB has extended its offer of services, which was first limited to face-to-face counselling, to also include first chat and telephone counselling. These new additional services were added to reach a larger portion of our employees and meet more effectively their needs.

OBJECTIVE 2.2 TO DEVELOP A CULTURE OF PRIDE AND RESPECT FOR THE ENVIRONMENT AMONG ALL STAKE- HOLDERS

Division Offices

The youth sector regions are organized into two divisions under the leadership of the two Deputy Direc- tors General. The AEVS is under the auspices of a Regional Director.

The division offices provided support and guidance to the EMSB school network. The Deputy Directors General were cognizant of all the needs of the schools and worked to see that they were addressed in a timely fashion. In addition, they ensured the harmonious functioning of the schools. Partnerships between the school and parents were strengthened through close collaboration with parents. The Deputy Directors General helped them understand the day-to-day operations of the school and negotiated solu- tions to any problems that were identified.

Monthly meetings were held with the divisions so that information could be disseminated and discussions regarding school board’s objectives took place. Schools worked to realize the goals set forth in their Management and Education Success Agreements, in harmony with the goals and strategies of the Partnership Agreement with MELS. The division offices are supportive of Pedagogical Services in the establishment of the second cohort of Professional Learning Communities in each school to study data that they are collecting to influence teaching practices to improve their school’s performance.

ENGLISH MONTREAL SCHOOL BOARD 21 ANNUAL REPORT 2013-2014 Regular school visits occurred in order to understand any changes that were taking place and to receive feedback from school administration. Schools were assisted financially and administratively in developing projects to promote the physical condition of each facility and its surroundings, such as school yard beautification, bathroom renovations, painting and other required renovations. They also assisted when necessary with meetings with local enforcement and/or social agencies to deal with bullying, gangs, loitering and vandalism. The Deputy Directors General oversaw the safety and security of the schools.

Schools were involved with many initiatives this year with the assistance of the divisional offices and supporting departments. They developed their Bill 56 anti-bullying action plans that empowered school teams to respond to bullying issues or the circumstances that could lead to this in an effective and school relevant context. In addition, schools were actively engaging in greening projects that were in line with the action plans that had been developed previously. As a result many schools were rewarded for their efforts with grants or awards.

Student Services

Spiritual Community Animators continue to encourage students to adopt not only a green environment in school, home and community, but also a “green” spirituality and mindset so that it becomes a value from within which expresses itself outwardly in one’s surroundings. Students learn the three R’s (Re- duce, Reuse and Recycle), followed by appropriate actions and programs. There were performances by the Junkyard Symphony, which uses recycled hand-made musical instruments, as well as the construc-

ENGLISH MONTREAL SCHOOL BOARD 22 ANNUAL REPORT 2013-2014 tion of greenhouses, planting of community gardens, harvesting at Ferme Zephyr, visits to Santropol Farms, People’s Potato, Eco Quartier, Moisson Montreal and organic urban farming. The celebration of Earth Day/Week (April 21-25) was the culmination of all these green endeavors throughout the year

In the aim of fostering a culture of pride and respect for the environment, the EMSB was proactive in preventing bullying and improving school safety in accordance with Bill 56. Efforts were made to actively support schools in their efforts to increase protective factors for students.

Material Resources

In order to develop a culture of pride, the department worked towards obtaining the trust from its group of employees to enhance the service to schools. The feeling was that working together as a team will make everyone stronger.

OBJECTIVE 2.3 TO IMPLEMENT THE “HEALTHY SCHOOLS” PROGRAM

Student Services

The Healthy School Approach was initiated in 2005 as part of the MELS/ MSSS (Ministère de la Santé et des Services sociaux) entente, which created a partnership whereby the health and social services structure was aligned with the educational sector to provide better and more efficient services. Healthy Schools is designed to enhance the health, well being and educational success of school- aged children and youth. The goal is for young people to develop at their full potential by promoting a safe and healthy environment at school and in the community. A sustainable Healthy School Approach can be achieved by forging partnerships between home, school and community.

The Healthy Schools Approach is an international, national and provincial movement which encourages the entire school community to adopt a healthy lifestyle. Spiritual community animators often facilitate prevention and promotion programs in their schools. Some of these programs/activities include: sex education (stereotypes, media influence, healthy relationships), visits from the McGill Sexual Assault Centre and anti-bullying workshops; anti-Homophobia Day, Drug Prevention Week, Partners for Life Presentations for prevention of anxiety, depression and suicide, nutrition and healthy eating workshops, presentations from the Maison Jean Lapointe on prevention of gambling addiction, Missing Chil- dren’s presentations on safety and cyber-bullying prevention, MADD presentations on drug and alcohol abuse, Brain and Brain Tumour Awareness, anti-smoking campaigns; and cooking and serving healthy meals at Benedict Labre House and Welcome Hall Mission.

One highlight of this year was the launch of the new Sex O Clic website, designed by a regional committee from the MSSS, MELS, Direction Santé Publique Montréal, and five school boards. EMSB was an active participant and the new site has been introduced to spiritual community animators, professionals and administrators attending the EMSB/CSSS Bassin meetings. Sex O Clic is an interactive website available as a resource for teachers and professionals in approaching the topic of sexuality with students. The Mental Health Resource Centre (MHRC) joined other departments and community organizations to bring mental health awareness to EMSB students from pre-kindergarten to high school as well as to parents.

ENGLISH MONTREAL SCHOOL BOARD 23 ANNUAL REPORT 2013-2014 OBJECTIVE 2.4 TO IMPLEMENT A BOARD-WIDE ENVIRONMENTAL ACTION PLAN

Green Plan Committee

The EMSB Green Policy, introduced in 2010, encompasses the following four pillars: education; creating green and healthy spaces; sustainable resource use; and striving to be toxic free. This was used to provide a framework for the creation of a five-year school board Action Plan.

The third year of the Green Award and Green Grant programs resulted in an array of excellent submis- sions, with approximately $30,000 worth of awards and grants distributed. The Green Awards acknowl- edge the important and innovative green initiatives that have taken place in our schools and centres. Three Green Awards of $1,000 was bestowed to Edward Murphy for Edward Murphy Schoolyard and Garden Composting Project (Pillar 1), John Caboto for John Caboto Academy School-wide Compost- ing Initiative (Pillar 3) and Marymount Academy International for Interfaith eco-action (Pillar 2). As well, Parkdale Growing up Green at Parkdale (Pillar 2) and Perspectives - Container Garden (Pillar 2) were the recipients of Green Recognition prizes of $500.

The Green Grant Program helps schools, centres and the administrative building implement future environmental initiatives. These projects are linked to their action plans, as well as the four pillars of the EMSB Green Policy.

Grant Categories Category OAK: Grants from $3,000 to $5,000 Category MAPLE: Grants from $1,000 to $2,999 Category WILLOW: Grants under $1,000

ENGLISH MONTREAL SCHOOL BOARD 24 ANNUAL REPORT 2013-2014 Willow: Gerald McShane - Gerald McShane Community Teaching Garden - $1,000.

Maple: Bancroft - Educational Terrarium - $1850; General Vanier - General Vanier School Garden & Outdoor Learning Classroom - $2,750; Hampstead - Hampstead School Garden - $2,000; Honoré Mer- cier – The Friendship Corner - $2,250; Our Lady of Pompei - Schoolyard Garden and Outdoor Classroom Project - $1,500; Royal West Academy - Completing the Cycle - $1,600; and St. Gabriel - Senior Park – $1,500.

Oak: Parkdale - Learning in the Sun! Our Space – Our Time - $3,250; Perspectives II - Cooking with Per- spective - $4,000; and Royal Vale - RVS Grows - $4,250.

Also in keeping with the EMSB Action Plan, the 6000 Fielding Green Committee, chaired by EMSB Direc- tor General Robert Stocker, with representatives from each of the departments serving as members, continued their work at central head office. Their mandate is to ensure the implementation, monitoring and evaluation of the Action Plan in each department of the Administration Building. Various projects implemented this past year included monitoring of the zero idle policy, which has been respected; in- stallation of new energy efficient windows and motion detectors for lighting at central office; increased use of environmentally-friendly products for servicing and cleaning; the use of laptops by senior administrators and commissioners; and the establishment of a Go Green bulletin board.

Information pertaining to many exciting green initiatives in our schools, centres and the administration building can be obtained by visiting our EMSB Green website at: http://www.emsb.qc.ca/en/Greenplan/ index.html

ENGLISH MONTREAL SCHOOL BOARD 25 ANNUAL REPORT 2013-2014 Material Resources

The Board-wide plan will be to develop a process in 2014-15 in conformity with the Green Policy. During the year the EMSB Council of Commissioners accepted a proposal from energy efficiency experts Énergère to begin a feasibility study that will lay the foundation for a proposed bolstering of the energy efficiency of 17 schools and centres. This project consists, among other measures, of modernizing equipment using aero thermal technology, and adding more control points to enhance the comfort of staff and students. Once the project is complete, the 17 buildings will realize a 50 percent reduction in energy consumption and a 72 percent reduction in Green House Gas emissions. Lighting in halls, stairways and classrooms will be converted from fluorescent to leading technology LED which will save energy, last longer, and simplify maintenance and care while maintaining or enhancing lighting levels. Savings are projected to amount to more that $1 million per year once all measures are installed.

Division Offices

All schools of their own initiative created environmental green plans and developed interventions and objectives in relation to the priorities set by the students and the staff. The Division offices supported the initiatives and joined in applauding the schools when they received grants or awards.

OBJECTIVE 3.1 RECOGNIZE THE CONTRIBUTION AND UTILIZE THE EXPERTISE OF ALL PERSONNEL

Adult Education and Vocational Services

Support staff was encouraged to participate in workshops such as Charlemagne, an internet-based student record database that is maintained by the MELS. Professional Improvement Committee contributions for teachers were increased.

ENGLISH MONTREAL SCHOOL BOARD 26 ANNUAL REPORT 2013-2014 Division Offices

All monthly divisional meetings were designed with a component of professional development. The Division Offices organized workshops for administrators on topics relevant to their daily tasks, such as finance, labour relations, the Quebec Education Act and emergency preparedness, using the expertise that is available within the EMSB. Attention was also given towards concerns in the administration’s day-to-day duties, such as risk management or issues surrounding Bill 56.The Division Offices also worked to enhance interdepartmental communication in order to provide better service to the schools.

Information Technology Services (ITS)

Several pilot programs were initiated to simplify the daily ongoing activities within the schools. These included the electronic class absences, where teachers directly enter student absence information in real-time, eliminating the need to re-enter the information at the administrative office. The second built on the mass notification system implemented last year by automating the calling of parents regarding student absences.

Expansion of the Wi-Fi throughout schools and centres facilitated both ongoing short and long-term technology initiatives. The newest, leading edge technology is being implemented, which simplifies the large scale deployments necessary to address modern pedagogical activities.

The use of the centralized document library (eDocs) was expanded to include electronic forms, project documents and greater use by departments for sharing both departmental and organizational documentation.

ITS began work with the Student Services Department on the development of a data management sys-

ENGLISH MONTREAL SCHOOL BOARD 27 ANNUAL REPORT 2013-2014 tem called KiDS. This will facilitate and simplify the access and sharing of all data related to children in a secure manner.

The EMSB, emAPPetizer Inc. and Microsoft Canada jointly announced the introduction of newest generation of their hallmark mobile app Hall Monitor. This allows school administrators to quickly identify and look up student and classroom information within their daily rounds, during meetings or in emergency situations. By having information, previously only accessible through legacy systems, school administrators can easily help students outside of class, provide information to parents regarding their child’s progress and create a safer environment for all stakeholders. With the introduction of version two, not only has the basic functionality been improved, but new highly requested features have been added. These include the displaying of busing information, the ability to navigate to any data from anywhere in the app and the option to add special notes such as allergy information on a student.

Student Services

This year the Prix Intervenant - La Gang Allumée was awarded to an EMSB spiritual community animator, for efforts to encourage students to live a healthy lifestyle, free of tobacco. It was presented by representatives from Le Conseil Québecois sur le tabac et la santé and the Agence de la santé et des services sociaux de Montréal, and was also recognized at the EMSB Council of Commissioners meeting for promoting a healthy lifestyle along with an ethical and moral responsibility in society.

The Centre of Excellence for Speech and Language Development, operated by the EMSB, is part of the Inclusive Education Service (IES) which is a provincial service designed to offer support and expertise to the English sector for the organization of programs and adapted teaching for students with special learning needs. The IES is funded and mandated by the MELS. During the year the Centre of Excellence hosted its annual two-day conference for speech-language pathologists, resource teachers and other professionals at Le Centre Sheraton in downtown Montreal.

The Student Services Department continues to provide a two-week “Summer Language Camp” designed to provide intensive language stimulation to EMSB students with language disabilities and who are at risk for academic difficulties due to a language developmental delay. Language disabled students in the east end of Montreal are seen as the primary targeted clientele in view of the insufficient English language services available in that area of the city. EMSB speech-language pathologists serve as staff for the Summer Language Camp.

The Mental Health Resource Centre (MHRC) is composed of a multi-disciplinary team that includes a special education consultant, speech and language pathologist, healthy schools consultant, violence prevention consultant, occupational therapist, guidance counselor, behaviour management specialists, and a number of psychologists. Such a multi-disciplinary team encourages exploring the mental health needs of the EMSB via different perspectives.

Material Resources

In essence, the department is making a shift to better use the competency of all staff and emphasize the development of lateral knowledge. The implementation of a new computerized system will create a more efficient way to answer the needs of the system.

ENGLISH MONTREAL SCHOOL BOARD 28 ANNUAL REPORT 2013-2014 OBJECTIVE 3.2 TO FOSTER A CULTURE OF CONTINUAL PROFESSIONAL DEVELOPMENT

Human Resources

The Human Resources Department finalized local negotiations and signed the local arrangements with the APPA and QFL Union groups. With the appointment of a new assistant director responsible for the support staff, as well as a new director, the Board is moving towards a collaborative working relation- ship with APPA and the QFL to develop new professional development initiatives for its employees. In collaboration with Julie Hobbs, animator from the CPCG (Comité de perfectionnement des cadres et gérants), the Human Resources team organized a half day workshop on the framework of competencies of administrators.

The Health and Safety prevention technician collabo- rated with the members of the Student Services Department during the Mental Awareness Week. She also initiated con- tacts with SAAQ representatives to offer information sessions to high schools and AEVS centres on “safety and driving.” The Health and Safety preventive technician, in partnership with members of the Students Services and Cafeteria Services, organized informative luncheon sessions on nutrition and well being. Meanwhile, the Health and Safety consultant attended several workshops and professional development sessions.

Human Resources continued its collaboration with various stakeholders and partners to promote and collaborate with professional development activities. This included working with the SORT (Support our Rookie Teachers) Committee in its efforts to welcome, accompany and mentor new teachers via a series of informative workshops, as well as offer professional development to daycare and childcare workers and caretakers. In order to best support the in-school administrators, the Human Resources team responsible for the teachers’ dossier organized support clinics to provide guidance with regards to student enrolment.

In collaboration with the Montreal Teachers’ Association (MTA), an information session was organized for teachers on long term disability, providing employees with an opportunity to discuss options available to them. The director of Human Resources, in collaboration with the Deputy Director General (Administration), led the mentoring program offered to new administrators. In collaboration with AMSA (Association of Montreal School Administrators), the Human Resources Department organized two information sessions: one for teachers and professionals aspiring to become administrators and one for

ENGLISH MONTREAL SCHOOL BOARD 29 ANNUAL REPORT 2013-2014 newly and early career administrators.

Student Services

This year, Spiritual Community Animators received professional development on topics such as music and relaxation techniques, nutrition, school climate and culture and animation with art techniques. Because “community” is the second component, along with spirituality, the animators have over the years fostered and maintained numerous partnerships and community relations. EMSB concluded the secondary drug prevention program, Heads UP, stemming from the KIDS CAN! Program sponsored by Health Canada, Ometz, the EMSB and Concordia University. Partnerships and community relations are numerous and continue to be a vital support in providing students with activities, opportunities and programs to assist them in various life issues and social topics in the Spiritual Care and Guidance and Community Involvement Service.

The EMSB is also proud to have been a leader with its Career Exploration Program. Now beginning its fourth decade, it allows both Secondary IV and V students the opportunity to venture out to learn about a profession or trade that is of interest to them, thus hopefully assisting in the decision-making process with regards to their future course of studies and eventual employment.

The Hospital Opportunity Program for Students (HOPS) is designed for well-rounded and high-achiev- ing Secondary V students who may be interested in pursuing a career in the health sciences field. HOPS has existed for over 35 years and its main objective is to sensitize students to the “general” functioning of a hospital through an observational and, on occasion, a participatory format.

Special education consultants organized a series of workshops in order to provide ongoing professional development to the resource teachers in elementary and secondary schools. Meanwhile, in order to provide ongoing professional development to the child care workers in elementary and secondary schools, two series of workshops were organized.

ENGLISH MONTREAL SCHOOL BOARD 30 ANNUAL REPORT 2013-2014 The EMSB once again piloted classes to address the needs of students with an Autism Spectrum Dis- order (ASD). For 2013-2014, two new welcoming classes opened for students with ASD at the kindergarten/Grade 1 level; one at Westmount Park School and the other at Parkdale School. The goal is to facilitate the eventual inclusion process into a regular Grade 2 class. A junior ASD class at Edward Murphy School was also opened this year and is geared towards students with ASD in Grades 1 to 3. They follow an adapted program in a classroom with a smaller adult to student ratio.

This year, the Student Services Department received a great number of requests from schools to be trained in Crisis Prevention Intervention (CPI). The Non-violent Crisis Intervention training program is a holistic behavior management system based on the philosophy of providing the best care, welfare, safety and security for staff and those in their care, even during the most violent moments. The program focuses on preventing disruptive behavior by communicating with individuals respectfully and with con- cern for their well-being.

On May 2, the EMSB became the first school board in Quebec to host The Canadian Safe School Net- work (CSSN)’s training for administrators. The CSSN is a national, not-for-profit organization with a mandate to reduce youth violence and make our schools and communities safer. Educational expert Dr. Bill Byrd facilitated the intensive workshop. He addressed issues such as cyber bullying, legal implications of anti-bullying legislation and progressive discipline.

Because of the proposed Charter of Values, several presentations were given on the subject of the MELS Bill 118 (passed in 2000), which contradicted the Charter of Values in that it encourages pluralis- tic expression of religious symbols as well as acceptance and inclusion of diversity. Presentations were given to the Council of Commissioners, the Central Parents Committee and all three Regional Parents Committees.

During Mental Health Awareness Week in early May, a wide array of activities were organized. In addition, a lot of timely information was shared with in-school administrators. The MHRC regularly monitors the most current research and sends recent and pertinent information to the concerned group.

DEVELOP AND FOSTER ACTIVE COMMUNITY RELATIONS AND PARTNERSHIPS

OBJECTIVE 4.1 TO COMMUNICATE EFFECTIVELY WITH THE COMMUNITY AT LARGE STRATEGIES

Communications and Marketing Division

In addition to producing a wide array of publications, the EMSB once again made available a graphic artist to work specifically on school websites, as well as an individual who contributed web content, press releases, photos and video productions. A well attended press conference was held in January at James Lyng High School to both rebrand that school with an urban arts focus and celebrate the overall success of students in the arts. The announcement was made on the eve of Kindergarten Registration Week and was listed as another reason why parents should choose the EMSB.

ENGLISH MONTREAL SCHOOL BOARD 31 ANNUAL REPORT 2013-2014 The EMSB did its traditional newspaper, television and radio advertisements, some supported by corporate sponsors. Twitter remained a popular option in terms of communicating with the community at large. A series of television commercials were recorded at CTV studios to promote high school open houses for 2014-2015.

OBJECTIVE 4.2 4.2.1 Increase sponsorships from outside organizations.

Adult Education and Vocational Services

Partnerships between adult education and vocational centres and dozens of business networks and community organizations were created and strengthened such as the NDG Business Council (Shadd), R.E.S.O. (James Lyng Adult Education Centre) and St. Columba House (Marymount Adult Education Cen- tre). A link has been established with Studio Sans Limites, an organization that services adults with autism. This partnership is operating out of James Lyng Adult Education Centre. Two new health programs, Pharmacy Technical Assistance and Assistance in Health Care Facilities, were introduced at Shadd Health and Business Centre. As a result, links are now being established between the hospitals and healthcare networks.

Division Offices

Outside partnerships have been very important in providing services that are necessary within the context of budget cuts for a board that is suffering financially because of the decreasing population and accompanying monetary reductions. In general, the Divisions have fostered partnerships with outside organizations such as the Leonardo da Vinci Centre, School Perseverance in the East and West Ends, the Buro Vision, The Montreal Police Department, CAPS-I (International Partnership), Blue Metropolis, the YMCA (Alternative Suspension Program), the Centre de santé et de services sociaux (CSSS) network, Batshaw Family and Social Services and the partners of Réseau Réussite Montreal.

In addition, a partnership was developed with Concordia University, whereby some EMSB schools receive assistance from students and in-turn the student receives credit for his or her contribution. Schools offering the Work-Oriented Training Path (WOTP) program and the semi-skilled program were supported in making links with outside businesses for the internships that were necessary for the students in these programs.

Student Services

Partnerships and community relations are numerous and continue to be a vital support in providing students with activities, opportunities and programs to assist them in various life issues and social topics in the Spiritual Care and Guidance and Community Involvement Service. Partnerships include the following: 10 CSSS offices; Agence OMETZ; AMI Quebec; REISA (Réseau de L’est de l’Île pour les services en anglais); Black Community Resource Centre; Canadian Armed Forces; Toy Tea; Dans La Rue; MADD; Veterans’ Affairs; ECO Quartier; Citizenship Canada; Santé Publique; Quebec Coalition Against Smoking; Soup Kitchens (Old Brewery Mission, Welcome Hall Mission, Benedict Labre House, Share the Warmth); Free the Children; Moisson Montreal Food Bank; CTV Spirit of Giving; Gai-Ecoute; senior residences; Concordia University; McGill University; Women Aware; Santropol Roulant; Junkyard Symphony; Les

ENGLISH MONTREAL SCHOOL BOARD 32 ANNUAL REPORT 2013-2014 Filles qui Poussent; Partners for Life; Peoples Potato; Holocaust Museum; Toxico Stop; GRIS; Canadian Cancer Society; various sacred sites; Starlight Foundation; Tolerance Caravan. Every year Student Servic- es is approached by various organizations offering to provide services or opportunities for volunteerism and fund raising.

Communications and Marketing

The EMSB negotiated sponsorship agreements for the fall and spring Career Fairs, Volunteer Appre- ciation Evening and the elementary school registration advertising campaign. In addition, advertising campaigns were conducted with Global TV, CTV Montreal and 925 The Beat FM.

Ethics Commissioner’s Report

During the 2013-2014 academic year Me Guy Dufort completed his report (containing two complaints) remaining under his mandate as Ethics Commissioner. Me Michèle St-Onge, the current Ethics Com- missioner, received two complaints filed under the Code of Ethics and Professional Conduct for Com- missioners of the English Montreal School Board and dealt with four other ongoing complaints as per the chart below. As of June 30, 2014 only one complaint remained. Me Pierre Chagnon was appointed as Substitute Ethics Commissioner on May 28, 2014 by virtue of resolution #14-05-28-8B-2.3. The information stated in the chart below is provided in accordance with Section 175.1 of the Education Act.

Date of the complaint Date of recommendation Alleged Breaches Penalties Imposed or Decision

1. June 9, 2008 July 10, 2013 Sections 5.3 and 5.4 1. Recommendation: Reprimands 2. June 25, 2008 of the Code of Ethics 2. Recommendation: No intervention is warranted January 7, 2013 August 26, 2013 Sections 5.2, 5.3 and 5.4 Recommendation: Reprimand of the Code of Ethics February 14, 2012 April 7, 2014 Sections 161, 176.1 and 177.1 Recommendation: Complaint dismissed of the Education Act, and EMSB policies designated as SG-9 and SG-10 September 23, 2009 June 30, 2014 Sections 5.2, 5.3 and 5.4 Recommendation: Complaint dismissed of the Code of Ethics February 6, 2013 June 30, 2014 Sections 5.2, 5.3 and 5.4 Recommendation: Suspension of (1) of the Code of Ethics month of all its attributions and functions of commissioner with the exception of the right to participate in the public meetings of the Council of Commissioners October 29, 2013 June 30, 2014 Sections 5.1.2, 5.1.3, 5.1.4 Decision: Suspension of (1) week of all the of the Code of Ethics By-Law No. 3 attributions and functions of a (Resolution #13-04-24-7.1) commissioner, except the right to participate and vote in the public meetings of the Council of Commissioners February 10, 2014 June 30, 2014 Sections 5.1.2, 5.1.3, 5.1.4 Decision: Call to order of the Code of Ethics By-Law No. 3 (Resolution #13-04-24-7.1)

Me Michèle St-Onge The Code of Ethics and Professional Conduct Ethics Commissioner for the English Montreal School Board applicable to Commissioners is accessible November 28, 2014 to the public on the School Board’s web site at www.emsb.qc.ca

ENGLISH MONTREAL SCHOOL BOARD 33 ANNUAL REPORT 2013-2014 Student Ombudsman Report

As per Section 220.2 of the Education Act, the Student Ombudsman must send the School Board an annual report stating the number of complaint referrals received and their nature, the corrective measures recommended and any action taken.

The function of the EMSB Student Ombudsman was occupied from July1, 2013 to March 31, 2014 by Mr. William Hartzog and from April 2014 to the end of 2013-2014 academic year by Chantal Perreault. Ms. Perreault reviewed all documentation submitted to her by Mr. Hartzog, including emails he received during his 2013-2014 term in office.

In 2013-2014 no complaints regarding a decision upheld or revised by the Council of Commissioners or having reached the level of a final decision by the senior management of the Board was referred to the Student Ombudsman.

The Student Ombudsman provided assistance to approximately 20 parents to obtain information on policies or by-laws related to their concerns as well as the proper resource in the school board administration to contact for assistance or review of a decision. Some questions or concerns were expressed to the Student Ombudsman such as difficulties with teachers, lack of services for some special needs services like speech therapy, the application of the policy for school field trips, criteria for promotion or repeating a grade. The school or school board personnel are addressing or have resolved all of the other issues that were reported to the Student Ombudsman. In some cases the plaintiff did not pursue them.

There were no complaints of bullying to the Student Ombudsman.

Me. Chantal Perreault Student Ombudsman for the English Montreal School Board Submitted, September 15, 2014

ENGLISH MONTREAL SCHOOL BOARD 34 ANNUAL REPORT 2013-2014 Enrolment

ELEMENTARY SCHOOLS PRINCIPAL ENROLMENT NO. OF TEACHERS Bancroft...... Ms. Dorothy Ostrowicz...... 235...... 15.96 Carlyle...... Ms. Anna Maria Borsellino...... 208...... 16.29 Cedarcrest...... Ms. Nadia Sammarco...... 285...... 19.36 Coronation...... Ms. Joanna Genevezos...... 212...... 17.81 Dalkeith...... Mr. John Wright...... 138...... 11.39 Dante...... Ms. Ida Pisano...... 388...... 23.63 Dunrae Gardens...... Ms. Darlene Kehyayan...... 404...... 26.49 East Hill ...... Ms. Myrianne Lusignan...... 553...... 30.56 Edinburgh...... Ms. Leah Auclair...... 345...... 20.38 Edward Murphy...... Ms. Franca Cristiano...... 218...... 21.37 Elizabeth Ballantyne...... Mr. Otis Delaney (interim)...... 227...... 19.03 FACE...... Mr. Frederic Boudreault (V.P.)...... 186...... 12.73 Gardenview...... Ms. Evelyne Alfonsi...... 818...... 45.02 General Vanier...... Ms. Sylvia Serchuk...... 195...... 15.58 Gerald McShane...... Ms. Nancy Richer...... 219...... 15.98 Hampstead...... Ms. Christina Chilelli...... 203...... 19.53 Honoré Mercier...... Ms. Donna Manos...... 472...... 29.84 John Caboto Academy...... Ms. Lucy Buscemi...... 182...... 13.24 Leonardo Da Vinci Academy...... Mr. Michael Talevi...... 512...... 29.84 Merton...... Ms. Raizel Candib...... 264...... 17.93 Michelangelo International...... Ms. Anna Della Rocca...... 385...... 22.20 Nesbitt...... Ms. Elena Zervas...... 381...... 31.96 Our Lady of Pompei...... Mr. Steven Rebelo...... 236...... 18.43 Parkdale...... Ms. Marylene Perron...... 334...... 29.88 Pierre de Coubertin...... Mr. Nicholas Katalifos...... 526...... 32.18 Pierre Elliott Trudeau...... Ms. Michelle Stein ...... 316...... 20.78 Roslyn...... Ms. Elizabeth Lagodich (interim)....593...... 31.99 Royal Vale...... Ms. Nathalie Lacroix-Maillette...... 402...... 22.52 Sinclair Laird...... Mr. Marco Gaghliardi...... 167...... 14.70 St. Dorothy...... Ms. Rosetta Ortona-Perri...... 156...... 10.79 St. Gabriel...... Mr. Jim Daskalakis...... 155...... 12.67 St. Monica...... Ms. Irini Margetis...... 207...... 12.22 St. Raphael...... Mr. Robert DiMarco...... 22...... 7.20 Westmount Park...... Ms. Daniela Lattanzio...... 355...... 27.14 Willingdon...... Ms. Susie Douranos...... 443...... 25.67 TOTAL 10,942 742.29

ENGLISH MONTREAL SCHOOL BOARD 35 ANNUAL REPORT 2013-2014 HIGH SCHOOLS PRINCIPAL ENROLMENT NO. OF TEACHERS FACE...... Mr. Frederic Boudreault (V.P.)...... 143...... 10.30 James Lyng...... Ms. Angela Vaudry...... 209...... 17.30 John F. Kennedy...... Mr. Joseph Vitantonio...... 357...... 23.49 John Grant...... Mr. James Fequet...... 107...... 15.20 John Paul I...... Ms. Liboria Amato...... 523...... 31.25 LaurenHill Academy...... Mr. Claude Dansereau...... 1323...... 78.00 Laurier Macdonald...... Mr. Luigi Santamaria...... 887...... 51.00 Lester B. Pearson...... Ms. Pelagia Nickoletopoulos...... 1077...... 62.50 Marymount Academy...... Mr. Craig Olenik...... 405...... 25.00 M.I.N.D...... Ms. Dorothy Ostrowicz...... 41...... 5.00 L.I.N.K.S...... Mr. James Fequet...... 58...... 6.50 Rosemount...... Ms. Demetra Droutsas...... 375...... 22.75 Royal Vale...... Ms. Nathalie Lacroix-Maillette...... 300...... 16.60 Royal West Academy...... Mr. Tony Pita...... 877...... 46.70 St. Raphael...... Mr. Robert Di Marco...... 2...... 1.40 Vincent Massey Collegiate...... Mr. John Pevec...... 753...... 40.70 Westmount...... Mr. Michael Cristofaro...... 836...... 50.50 TOTAL TOTAL 8,273 504.19

OUTREACH SCHOOLS PRINCIPAL ENROLMENT NO. OF TEACHERS Focus...... Ms. Tya Collins f F...... 15...... 4 Options I...... Mr. Jake Roberts f F...... 28...... 3 Options II ...... Ms. Louise Moreau Mr. Pasquale Pietrantonio f F...... 76...... 6 Outreach ...... Mr. Konstantinos Dafniotis f F...... 18...... 3 Perspectives I...... Ms. Barbara White f F...... 35...... 5 Perspectives II...... Ms. Lorena D’Allessandro f F...... 78...... 7 Program Mile End...... Ms. Jessica Hand f F...... 40...... 4 Venture ...... Ms. Halina Waverchuck f F...... 18...... 3 Vezina ...... Mr. Sam Beitel f F...... 34...... 5 TOTAL 342 40

f PRINCIPAL: MR. NICK STAMIRIS E PRINCIPAL: MR. ROBERT DI MARCO F HEAD TEACHER

ENGLISH MONTREAL SCHOOL BOARD 36 ANNUAL REPORT 2013-2014 ADULT AND VOCATIONAL EDUCATION CENTERS PRINCIPAL STUDENTS ETPS Galileo Ad. Ctr...... Ms. Martina Schiavone...... 1720...... 511 High School of Mtl. Ad. Ctr...... Mr. Bernard Fagan...... 3379...... 877 James Lyng Ad. Ctr...... Ms. Angela Spagnolo...... 1599...... 644 John F. Kennedy B. Ctr...... Mr. Rick David...... 1209...... 486 Laurier Macdonald Career. Ctr.... Mr. Lino Buttino...... 570...... 333 Marymount Ad. Ctr...... Mr. Jacques Monfette...... 2065...... 781 Rosemount Tech. Ctr...... Mr. Harry Michalopoulos...... 1411...... 731 Shadd Health & Bus. Centre...... Ms. Silvana Crigna...... 2094...... 746 St. Laurent Adult Ctr...... Ms. Marysa Barassi...... 1694...... 637 St. Pius X Ad. Ctr...... Ms. Alice Sideropoulos...... 1438...... 492 St. Pius X Culinary Inst...... Ms. Alice Sideropoulos...... 326...... 256 TOTAL 17,505 6,496

SOCIAL AFFAIRS SCHOOLS PRINCIPAL ENROLMENT NO. OF TEACHERS Cité des Prairies ...... Mr. Charles MacNeill f F...... 15...... 2.00 Elizabeth High School...... Ms. Louise Chalouh f F...... 18...... 2.30 Mackay Centre...... Ms. Patrizia Ciccarelli...... 124...... 27.20 Mtl Children’s Hosp...... Mr. Daniel Novak E F...... 8...... 4.00 Mountainview Sch. Proj. Ctr. ..Mr. Alain Turgeon f F...... 26...... 6.00 Philip E. Layton School...... Ms. Patrizia Ciccarelli...... 38...... 16.40 Sir Mortimer B. Davis ...... Ms. Judith Labow Wugalter E F....54...... 7.80 Batshaw...... 18...... 2.00 TOTAL 301 67.70

f PRINCIPAL: MR. NICK STAMIRIS E PRINCIPAL: MR. ROBERT DI MARCO F HEAD TEACHER

ENGLISH MONTREAL SCHOOL BOARD 37 ANNUAL REPORT 2013-2014 Annual Report

2O13-2O14

Financial Statements

SECTION emsb.qc.ca 2 English Montreal School Board Financial Statements June 30, 2014

Independent Auditor's Report 2 - 3 Financial Statements Statement of Financial Position 4 Statement of Operations 5 Statement of Accumulated Operating Surplus 6 Statement of Changes in Net Debt 7 Statement of Cash Flows 8 Notes to Financial Statements 9 - 17 Supplementary Information 18 - 19

Independent Auditor's Report Raymond Chabot Grant Thornton LLP Suite 2000 National Bank Tower 600 De La Gauchetière Street West Montréal, Quebec H3B 4L8 To the Council of Commissioners of Telephone: 514-878-2691 English Montreal School Board Fax: 514-878-2127 www.rcgt.com

We have audited the accompanying financial statements of English Montreal School Board, which comprise the statement of financial position as at June 30, 2014 and the statement of operations, the statement of accumulated operating surplus, the statement of changes in net debt and the statement of cash flows for the year then ended, and a summary of significant accounting policies and other explanatory information.

Management’s responsibility for the financial statements Management is responsible for the preparation and fair presentation of these financial statements in accordance with Canadian public sector accounting standards and for such internal control as management determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditor's responsibility Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with Canadian generally accepted auditing standards. Those standards require that we comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.

Member of Grant Thornton International Ltd 3

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.

Opinion In our opinion, the financial statements present fairly, in all material respects, the financial position of English Montreal School Board as at June 30, 2014 and the results of its activities, the changes in its net debt and its cash flows for the year then ended in accordance with Canadian public sector accounting standards.

Montréal September 30, 2014

1 CPA auditor, CA public accountancy permit no. A117472 4 English Montreal School Board Statement of Financial Position June 30, 2014

2014 2013 $ $ FINANCIAL ASSETS Cash 4,061,489 2,851,298 Temporary investments 47,812 Operating grants receivable (Note 4) 44,620,573 36,259,295 Capital project grants receivable 31,893 278,184 Financing grants receivable 81,086,643 81,833,154 Accounts receivable (Note 5) 6,601,197 12,657,758 Long-term investment, corporate bonds, 2.00% to 4.25% (2.09% to 7.24% in 2013), maturing between 2014 and 2022 359,803 352,558 Inventory held for sale 143,350 134,235 136,904,948 134,414,294

LIABILITIES Accounts payable and accrued liabilities (Note 6) 30,810,222 29,821,638 Deferred contributions related to the acquisition of property and equipment (Note 7) 1,650,024 1,740,477 Deferred revenues 3,493,251 2,408,325 Accrued employee future benefits (Note 8) 18,492,025 17,753,958 Environmental liability 5,109,298 6,038,859 Other liabilities (Note 9) 174,951,813 173,930,091 234,506,633 231,693,348 NET DEBT (97,601,685) (97,279,054)

NON-FINANCIAL ASSETS Property and equipment (Note 10) 141,733,132 136,170,536 Inventory – supplies 696,408 737,907 Prepaid expenditures 279,515 149,787 142,709,055 137,058,230 ACCUMULATED OPERATING SURPLUS 45,107,370 39,779,176

The accompanying notes are an integral part of the financial statements. 5 English Montreal School Board Statement of Operations Year ended June 30, 2014

2014 2013 $ $ Revenues Ministère de l'Éducation, du Loisir et du Sport (MELS) operating grants 192,974,240 182,663,868 School taxes 58,648,301 57,932,430 Tuition and course-related fees 6,047,464 3,128,222 Sale of goods and services 16,428,725 17,187,213 Other grants and contributions 1,310,243 926,304 Other revenues 12,394,849 10,503,576 287,803,822 272,341,613 Expenditures Teaching activities 140,555,551 136,998,040 Educational support activities 61,862,486 59,120,178 Extra-curricular activities 21,588,099 20,486,042 Administrative activities 14,598,809 14,542,910 Property and equipment activities 31,459,391 29,663,892 Other 12,411,292 14,088,904 282,475,628 274,899,966 Excess (deficiency) of revenues over expenditures before unusual item 5,328,194 (2,558,353) Unusual item Gain on disposal of property and equipment 1,305,623 Excess (deficiency) of revenues over expenditures 5,328,194 (1,252,730)

The accompanying notes are an integral part of the financial statements. 6 English Montreal School Board Statement of Accumulated Operating Surplus Year ended June 30, 2014

2014 2013 $ $ Accumulated operating surplus, beginning of year 39,779,176 41,031,906 Excess (deficiency) of revenues over expenditures 5,328,194 (1,252,730) Accumulated operating surplus, end of year 45,107,370 39,779,176

The accompanying notes are an integral part of the financial statements. 7 English Montreal School Board Statement of Changes in Net Debt Year ended June 30, 2014

2014 2013 $ $ Net debt, beginning of year (97,279,054) (87,505,913)

Excess (deficiency) of revenues over expenditures 5,328,194 (1,252,730)

Variations due to property and equipment Property and equipment purchases (13,773,555) (17,614,920) Property and equipment acquisitions from a related party (1,062,390) Amortization of property and equipment 8,629,443 8,670,482 Gain on disposal of property and equipment (1,305,623) Proceeds of disposal of property and equipment 643,906 1,756,221 (5,562,596) (8,493,840)

Variation due to prepaid expenditures and inventory (88,229) (26,571) Increase of net debt (322,631) (9,773,141) Net debt, end of year (97,601,685) (97,279,054)

The accompanying notes are an integral part of the financial statements. 8 English Montreal School Board Statement of Cash Flows Year ended June 30, 2014

2014 2013 $ $ OPERATING ACTIVITIES Excess (deficiency) of revenues over expenditures 5,328,194 (1,252,730) Non-cash items Provisions for future payroll benefits 738,067 886,907 Prepaid expenditures and inventory – supplies (88,229) (26,571) Amortization of deferred revenues on property and equipment (90,452) 268,190 Amortization of property and equipment 9,703,519 8,670,482 Gain on disposal of property and equipment (1,305,623) Variations due to operating assets and liabilities (1,687,517) 7,853,308 Cash flows from operating activities 13,903,582 15,093,963 INVESTING ACTIVITIES Cash outflow from the acquisition of property and equipment (13,385,109) (17,614,920) Proceeds of disposal of property and equipment 643,906 1,756,221 Cash flows from investing activities (12,741,203) (15,858,699) Net increase (decrease) in cash and cash equivalents 1,162,379 (764,736) Cash and cash equivalents, beginning of year 2,899,110 3,663,846 Cash and cash equivalents, end of year 4,061,489 2,899,110

The accompanying notes are an integral part of the financial statements. 9 English Montreal School Board Notes to Financial Statements June 30, 2014

1 - GOVERNING STATUTES

The School Board was incorporated under decree 1014-97 on August 13, 1997 of the Education Act. The financial statements have been prepared to satisfy the requirements of Section 284 of the Education Act (L.R.Q., c. I•13.3).

2 - SIGNIFICANT ACCOUNTING POLICIES

The financial statements are prepared by the School Board in accordance with Canadian public sector accounting standards in the CPA Canada Public Sector Accounting Handbook, and use of any other source of generally accepted accounting principles must be consistent with these standards. The information provided in the financial statements is based on best judgments and estimates where necessary.

Accounting estimates The preparation of the School Board’s financial statements in accordance with Canadian public sector accounting standards requires management to make estimates and assumptions that affect the recognition of assets and liabilities, presentation of assets and contingent liabilities at the date of the financial statements and the recognition of revenues and expenditures for the period presented in the financial statements. Estimates and assumptions were used to evaluate the main items, such as useful life of property and equipment, accrued liabilities, allowance for future benefits and environmental liability. Actual results may differ from management’s forecasts.

Cash and cash equivalents The School Board’s policy is to present in cash and cash equivalents bank balances, including bank overdrafts whose balances fluctuate frequently from being positive to overdrawn.

Financial assets Accounts receivable with the exception of commodity taxes receivable are initially recorded at cost and revalued at the net recoverable value with the use of an allowance for doubtful accounts. The annual variation of this provision is included in expenditures.

The issuance costs related to debt are deferred and amortized according to the straight-line method on the initial term of the debt and are presented as a reduction of the School Board's share of the long-term debt issued by the Comité de gestion de la taxe scolaire de l'île de Montréal (CGTSIM).

Liabilities Deferred investment subsidy and contributions for property and equipment acquisitions The investment subsidy and contributions received for acquisitions of property and equipment subject to amortization are deferred and amortized in operations on the same basis and over the same period as the related property and equipment in accordance with the stipulations of the government transfers. 10 English Montreal School Board Notes to Financial Statements June 30, 2014

2 - SIGNIFICANT ACCOUNTING POLICIES (Continued)

Deferred revenues Amounts received for revenues that will be earned in a subsequent period are deferred and presented as deferred revenues in liabilities on the statement of financial position.

Revenues can be recognized as deferred revenues if they meet the following three stipulations:

– Under purpose stipulations, the School Board has little or no discretionary power on how the transferred resources are used;

– Under time stipulations, the School Board has little or no discretionary power on the period or periods during which the received amounts must be used or consumed;

– Under accountability stipulations, execution is constantly monitored and failure to comply with the transfer conditions results in sanctions, such as repayment of the transferred resources.

Pension plan Members of the School Board's staff participate in the Régime de retraite des employés du gouvernement et des organismes publics (RREGOP), Régime de retraite des enseignants (RRE) or Régime de retraite du personnel d'encadrement (RRPE). These multiemployer plans are defined benefit plans with guaranteed retirement and death benefits. The School Board's contributions to these government retirement plans are assumed by the Government of Quebec and are not included in the financial statements.

Employee future benefits Long-term obligations under other employee benefit plans, such as sick leave, vacation, accumulated overtime, wages insurance coverage and other benefits (maternity and paternity leave) are recognized at cost in liabilities. The annual change in the provisions is recognized in expenditures.

Environmental liabilities The obligations resulting from the decontamination of contaminated lands under the responsibility of the School Board, or that may likely fall under its responsibility, are recognized as environmental liabilities as soon as contamination occurs or as soon as the School Board is informed of it. The environmental liabilities include the estimated costs of contaminated land management and decontamination. These costs are evaluated based on the best information available and reviewed annually. 11 English Montreal School Board Notes to Financial Statements June 30, 2014

2 - SIGNIFICANT ACCOUNTING POLICIES (Continued)

Furthermore, the Government of Quebec stated that it would assume the costs of decontamination of contaminated lands existing as at March 31, 2008 and inventoried as at March 31, 2011, as well as the variances of these liabilities as at June 30, 2014. Consequently, the School Board is able to recognize an account receivable from the Government of Quebec to offset the costs associated with these environmental liabilities. All liabilities recognized after March 31, 2011 for non-inventoried land at that date are assumed by the School Board and recorded in its results for the related fiscal year.

Non-financial assets Property and equipment Property and equipment are non-financial assets acquired, built, developed or improved, whose useful life extends beyond the period, and are intended to be used sustainably for the production of goods or delivery of service.

Property and equipment are recognized at cost. With the exception of land, the cost of property and equipment is amortized according to the straight-line method over the following periods:

Periods

Land development 10 or 20 years Buildings and major building improvements 20 to 50 years Material and equipment 3, 5 or 15 years Specialized pedagogical teaching equipment 10 or 20 years Computer development 5 to 10 years

Assets of property and equipment under construction, development or improvement are not amortized until they are put into service.

Works of art and historical treasures consist primarily of paintings, sculptures, drawings and installations and their cost is expensed in the year of acquisition.

Items of property and equipment that are contributed or acquired for a nominal value are recognized at their fair value at the time of acquisition.

The amounts received from organizations are recognized in liabilities as deferred revenues and are gradually transferred to the operating results and amortized on the same basis and over the same period as the related property and equipment. However, the contributions received for the acquisition of land are recognized in revenues in the acquisition period.

If circumstances indicate that an item of property and equipment no longer contributes to the School Board's ability to provide goods and services or that the value of the item's future economic benefits is less than its net carrying amount, the cost of the item of property and equipment is reduced to reflect the decline in value. 12 English Montreal School Board Notes to Financial Statements June 30, 2014

2 - SIGNIFICANT ACCOUNTING POLICIES (Continued)

Inventories Inventories, that consist of supplies to be consumed in the normal course of operations during the coming fiscal year(s), are presented as non-financial assets. Inventories held for sale are presented as financial assets. These inventories are valued at the lower of cost and net realizable value. Cost is determined using the average cost method.

Prepaid expenditures Prepaid expenditures represent payments made before the financial year-end for services which the School Board will benefit from during or beyond the upcoming financial year. These costs will be added to the expenditures when the School Board benefits from the services paid for.

Revenue recognition Subsidy revenue from the MELS and other ministries and organizations is recognized in the period during which the transfers are authorized and the School Board has satisfied the eligibility criteria for that period’s budgetary rules. In management’s opinion, the payment authorization is an integral part of the government transfer authorization process and, accordingly, subsidy revenue is not recognized until the payer has sufficient budget credits approved by the National Assembly. Subsidy revenue recognition may be deferred to a subsequent period when the School Board has satisfied certain conditions, which are described in the Deferred revenues section.

The revenues from the school taxes and the subsidies in lieu of taxes are managed by the CGTSIM and recognized according to the share and confirmation received by the CGTSIM.

The School Board's main sources of revenues, other than contributions, are the student fees, external sales and the recovery of direct costs that are accounted for in Other revenues. Revenues are recognized when the following criteria are met:

– Persuasive evidence of an arrangement exists; – Delivery has occurred; – The price is fixed or determinable; – Collection is reasonably assured.

Revenues are recognized as the services are rendered. Deferred revenues represent funds received for which revenues have not yet been earned.

3 - BUDGET FORECAST PRESENTATION

Under the Education Act (R.S.Q., c. 1-13.3), the School Board has prepared budget forecasts for the current year which were duly adopted by the Council of Commissioners.

These budget data are not prepared with the same level of detail as the actual data presented in the financial statements. 13 English Montreal School Board Notes to Financial Statements June 30, 2014

3 - BUDGET FORECAST PRESENTATION (Continued)

The summary of budget forecasts initially adopted by the Council of Commissioners is compared with the corresponding actual data: 2014 Budget Actual $ $ Revenues MELS operating grants 183,274,543 192,974,240 School taxes 58,660,663 58,648,301 Tuition and course-related fees 2,813,900 6,047,464 Sale of goods and services 17,220,400 16,428,725 Other grants and contributions 560,000 1,310,243 Other revenues 10,267,095 12,272,504 Amortization of deferred contributions relating to property and equipment 115,000 122,345 272,911,601 287,803,822 Expenditures Teaching activities 137,052,797 140,555,551 Educational support activities 60,401,272 61,862,486 Extra-curricular activities 22,167,187 21,588,099 Administrative activities 15,634,076 14,598,809 Property and equipment activities 30,220,935 31,459,391 Other 11,626,019 12,411,292 277,102,286 282,475,628 Excess (deficiency) of revenues over expenditures (4,190,685) 5,328,194

4 - OPERATING GRANTS RECEIVABLE 2014 2013 $ $ MELS Youth, adult education and vocational education 28,933,728 21,520,878 Debt service (78,835) (101,203) Transportation (39,440) 382,664 Ministère de l'Emploi et de la Solidarité sociale 1,426 Contaminated land 1,359,936 640,312 Other grants 773,218 146,104 Financing of employee future benefits 13,670,540 13,670,540 44,620,573 36,259,295 14 English Montreal School Board Notes to Financial Statements June 30, 2014

5 - ACCOUNTS RECEIVABLE 2014 2013 $ $ Accounts receivable – CGTSIM 1,482,298 9,178,248 Accounts receivable – other 4,057,162 2,232,048 Sabbatical leave receivable 73,811 86,511 Commodity taxes receivable 987,926 1,160,951 6,601,197 12,657,758

6 - ACCOUNTS PAYABLE AND ACCRUED LIABILITIES 2014 2013 $ $ Accounts payable and accrued liabilities 9,527,034 9,945,583 Salaries and benefits payable 18,445,045 17,087,594 Sabbatical leave payable 1,036,691 957,980 Holdbacks on contracts 1,801,452 1,830,481 30,810,222 29,821,638

7 - DEFERRED REVENUES RELATED TO THE ACQUISITION OF PROPERTY AND EQUIPMENT 2014 2013 $ $ Balance, beginning of year 1,740,477 1,472,287 Amounts recognized as deferred contributions 31,892 383,478 Contributions recognized as revenues for the year (122,345) (115,288) Balance, end of year 1,650,024 1,740,477

8 - ACCRUED EMPLOYEE FUTURE BENEFITS

Among the long-term obligations under employee future benefit plans, the School Board has a sick leave program, in accordance with the various collective agreements. This program allows certain employees to accumulate unused sick days. They are entitled to those unused sick days and can monetize them in the event of termination, retirement or death. Moreover, in the context of early retirement, employees can elect to use these accumulated sick days as fully paid days of absence. 2014 2013 $ $ Sick leave 6,867,097 6,571,296 Vacation 6,268,802 6,121,513 Other social benefits 2,748,772 2,554,833 Social benefits payable 2,607,354 2,506,316 18,492,025 17,753,958 15 English Montreal School Board Notes to Financial Statements June 30, 2014

9 - OTHER LIABILITIES 2014 2013 $ $ CSST's retrospective program provision 792,510 618,033 School Board's share of the debt that is subject to a subsidy commitment held by the CGTSIM 172,647,751 169,652,207 Other liabilities 1,511,552 3,659,851 174,951,813 173,930,091

The long-term debt of school boards on the Island of Montreal is managed by the CGTSIM. The School Board's share of the long-term debt that is subject to a subsidy commitment is confirmed by the CGTSIM.

10 - PROPERTY AND EQUIPMENT 2014 Accumulated Net carrying Cost amortization amount $ $ $ Land development Land 17,834,735 17,834,735 Land development 6,668,461 578,722 6,089,739 Buildings Buildings 235,461,851 193,983,175 41,478,676 Major building improvements 70,128,511 7,283,493 62,845,018 Material and equipment 22,738,724 13,888,683 8,850,041 Specialized pedagogical teaching equipment 5,838,652 1,997,689 3,840,963 Computer development 2,022,009 1,228,049 793,960 360,692,943 218,959,811 141,733,132

2013 Accumulated Net carrying Cost amortization amount $ $ $ Land development Land 17,907,196 17,907,196 Land development 4,071,320 308,769 3,762,551 Buildings Buildings 233,288,585 192,731,234 40,557,351 Major building improvements 65,991,583 5,277,136 60,714,447 Material and equipment 25,593,206 17,272,263 8,320,943 Specialized pedagogical teaching equipment 5,440,782 1,455,096 3,985,686 Computer development 1,792,009 869,647 922,362 354,084,681 217,914,145 136,170,536 16 English Montreal School Board Notes to Financial Statements June 30, 2014

10 - PROPERTY AND EQUIPMENT (Continued)

The total amount of property and equipment includes $4,362,529 of property and equipment in progress or development ($2,089,198 as at June 30, 2013); $348,603 for land development ($468,043 as at June 30, 2013) and $4,013,926 for major improvements and transformation ($1,621,155 as at June 30, 2013). No amortization is taken on this property and equipment.

As at June 30, 2014, accounts payable and accrued liabilities include $2,524,912 that relate to acquisition of tangible capital assets (none as at June 30, 2013).

11 - RISK MANAGEMENT AND FINANCIAL RISKS

Risk management policy The School Board is exposed to various risks related to its financial instruments. The following provides a measure of risks at the date of the financial position, that is as at June 30, 2014.

Credit risk Credit risk is the risk of a counterparty defaulting on contractual obligations. The School Board's credit risk is mainly associated with accounts receivable from users. To reduce its credit risk, the School Board regularly analyzes the balance of its user accounts receivable and reserves an allowance for doubtful accounts, as necessary, based on the estimated realizable value.

The carrying value of the School Board's main assets represents its maximum exposure to credit risk.

Interest rate risk The interest rate risk is the risk that the financial instruments will vary unfavourably according to interest rate fluctuations, whether the interest rates are fixed or variable. Fixed interest rate financial instruments expose the School Board to a fair value risk and those with variable interest rates to a cash flow risk.

12 - COMMITMENTS

As part of its operations, the School Board has entered into various long-term agreements. The most significant agreements have led to the following contractual obligations:

– An amount of $5,005,033 for construction, renovations and land improvement agreements to be completed during 2014-2015;

– An amount of $4,778,216 for long-term lease agreements for the rental of photocopy machines and other contracts maturing at different dates between 2014 and 2019. Minimum lease payments for the next five years are $4,135,071 in 2015, $335,439 in 2016, $190,060 in 2017, $88,829 in 2018 and $28,817 in 2019;

– An amount of $21,410,724 for school transportation contracts maturing in 2016-2017. Minimum payments for the next three years are $7,136,908 per year. 17 English Montreal School Board Notes to Financial Statements June 30, 2014

13 - CONTINGENCIES

A number of union grievances have been filed. However, the financial impacts will be recognized when the School Board is able to more accurately measure the cost thereof.

14 - RELATED ORGANIZATION

The objective of the PSBGM Cultural Heritage Foundation is to preserve and maintain donated works of art. This organization is subject to significant influence from the School Board because several of the School Board's commissioners and employees are also on the Foundation's Board of Directors.

15 - RELATED PARTY TRANSACTIONS

In addition to the related party transactions which are already reported in the financial statements and recognized at the exchange amount, the School Board is related to all the departments, special funds, organizations and enterprises controlled directly or indirectly by the Government of Quebec or under the common control or subject to the significant influence of the Government of Quebec. The School Board had not entered into any commercial transactions with any of these related parties other than in the normal course of its operations and under normal commercial terms. These transactions are not reported separately in the financial statements.

16 - COMPARATIVE FIGURES

Certain comparative figures of 2013 have been reclassified to conform with the presentation adopted in 2014. 18 English Montreal School Board Supplementary Information Year ended June 30, 2014

The following supplementary information has been compiled from financial information contained in the financial report. We have not performed an audit or examination with respect to this supplementary information, and accordingly, we express no assurance thereon.

2014 2013 $ $ EXPENDITURES BY NATURE Teaching activities Salaries and fringe benefits 130,245,180 125,877,057 Other expenditures 9,850,454 9,876,730 140,095,634 135,753,787 Educational support activities Salaries and fringe benefits 52,249,331 50,782,743 Other expenditures 9,535,721 8,341,823 61,785,052 59,124,566 Extra-curricular activities Salaries and fringe benefits 8,865,355 8,357,437 Other expenditures 12,613,491 12,078,190 21,478,846 20,435,627 Administrative activities Salaries and fringe benefits 11,738,284 11,441,930 Other expenditures 2,974,147 3,344,838 14,712,431 14,786,768 Property and equipment activities Salaries and fringe benefits 9,813,757 9,445,563 Other expenditures 12,862,426 11,626,042 22,676,183 21,071,605 Other activities Salaries and fringe benefits 1,600,522 525,792 Other expenditures 10,715,577 13,339,797 12,316,099 13,865,589 Property and equipment Amortization of property and equipment 8,629,443 8,670,482 Gain on disposal of property and equipment (1,305,623) 8,629,443 7,364,859 Doubtful accounts and other provisions Environmental liability (208,632) Allowance for doubtful accounts 67,329 109,933 Provisions for future payroll benefits 738,067 886,907 596,764 996,840

Debt service 185,176 194,702 282,475,628 273,594,343 19 English Montreal School Board Supplementary Information Year ended June 30, 2014

2014 2013 $ $ ACCUMULATED OPERATING SURPLUS Accumulated operating surplus, beginning of year 39,779,176 41,031,906

Total revenues 287,803,822 272,341,613 Total expenditures 282,475,628 273,594,343 Excess (deficiency) of revenues over expenditures 5,328,194 (1,252,730) Accumulated operating surplus, end of year 45,107,370 39,779,176

Accumulated operating surplus Land 17,834,735 17,907,196 School Board 22,296,035 15,769,892 Schools and centres 4,976,600 6,102,088 Accumulated operating surplus, end of year 45,107,370 39,779,176

Excess (deficiency) of revenues over expenditures for the year School Board 6,453,682 (1,623,394) Schools and centres (1,125,488) 370,664 Excess (deficiency) of revenues over expenditures for the year 5,328,194 (1,252,730) Annual Report

2O13-2O14

Partnerships

SECTION emsb.qc.ca 3

EENNGGLLIISSHH MMOONNTTRREEAALL

SSCCHHOOOOLL BBOOAARRDD ((EEMMSSBB))

PPAARRTTNNEERRSSHHIIPP AAGGRREEEEMMEENNTT

AANNNNUUAALL RREEPPOORRTT

22001133--22001144

Goal 1: Increase graduation and qualification rates of students under the age of 20

Objectives:

1. Increase the certification and qualification rates of students before the age of 20. 2. Increase the success rate of students on the Mathematics Secondary 4 MELS uniform examinations competency 2 (CS& T 414). 3. Increase the success rate on the History and Citizenship Secondary 4 MELS uniform examinations (History 404). 4. Reduce the number of student leavers without certification or qualification.

Context:

Objective 1 is to increase the number of students under the age of 20 who graduate or obtain certification and qualifications. There are 4 paths that a student can follow in order to meet the requirements of obtaining a high school leaving diploma. These include: students who graduate from a typical high school (formation générale des jeunes, FGJ) or a high school that offers the Work-Oriented Training program (WOTP). Students who do not complete the “on time” high school leaving requirements in 5 years can go on to complete missing credits in an adult education school (formation générale des adultes (FGA) or graduate from a vocational technical program (formation professionelle, FP).

In 2008, the baseline 7 year graduation and qualification rate for students before the age of 20 was 82.9% compared with 68.5% for public sector school boards and 72.3% for the entire province as a whole (private and public). The baseline graduation rate was set at 82.9%, representing the benchmark for improvement in subsequent years to come. The English Montreal School Board’s (EMSB) target graduation and qualification rate for the year 2020, has been established by the Ministere d’Education, Loisirs et Sports (MELS) MELS at 88.0%. The EMSB has set a target graduation rate of 86.0% by June 2014, the end of its first Partnership Agreement (See Figure 1).

In 2013, the following diplomas were considered for the purposes of determining graduation rates: the Secondary School Diploma (SSD), the Diploma of Vocational Studies (DVS), the Attestation of Vocational Specialization (AVS), and the Attestation of Vocational Education (AVE). For the Work Oriented Training Program (WOTP) the Pre-work Training Certificate (PTC) and the Training Certificate for a Semiskilled Trade (TCST) were considered for certification. Only the first diploma obtained by the student is used to calculate the graduation and qualification rate.

In order to obtain a high school leaving diploma, students must be successful in secondary IV & V core courses. Students not successful in these core courses are at risk of not obtaining a high school leaving diploma and therefore at risk of dropping out. Objectives 2 and 3 address the necessity of increasing the success rate of students on the Mathematics secondary IV MELS uniform examinations competency 2 (CS&T 414) and History and Citizenship Education secondary IV MELS uniform examinations (History 404).

Initially, for the purpose of the Partnership Agreement, in analyzing our data, we looked at the success rates for compulsory sanctioned courses required for certification in the youth sector.

EMSB Partnership Agreement Annual Report 2013-2014 Page 2

The data indicated, that while our success rates in English language arts, Science & Technology and French were relatively high (80% and above) this was not the case with Mathematics and History & Citizenship Education. A large proportion of our students had difficulties with both these two courses and they were not successful on end-of year MELS uniform examinations. In both of these courses, there is room for improvement. Therefore, in order to increase our graduation rate we targeted improvements in secondary IV Mathematics & History & Citizenship.

In order to improve our results in secondary IV Mathematics we reasoned that not only did we have to improve the success rate of our secondary students but we that we had to improve the Mathematical knowledge and skills of our elementary student throughout their schooling. Therefore, our strategy includes improvement in elementary Mathematics, cycles 1, 2 & 3 as a way of ensuring success in the longer term.

Objective 4 is to reduce the number of student leavers under the age of 20, without certification or qualification. A student leaver is defined by MELS as a secondary I student registered in a school as of September 30th of a given year who after 7 years of schooling has not received certification or qualification and is not registered anywhere in any institution in Quebec the following year. In 2008, the base line year of the partnership agreement, the MELS reported in the portrait des statistiques ministérielles, October 2009, that the EMSB had 335 students who did not complete the requirements for graduation and certification. These students were considered leavers or dropouts. Therefore, our baseline leaver rate was established at 335 students.

To determine the forecasted target reduction of leavers for 2014, we started with the desired target graduation rate in 2014 (86%). This was multiplied by the number of students enrolled in secondary I, 7 years prior, which represents the (2007 secondary I cohort). The September 30th 2007 enrollment of secondary I students was 2,057 (EMSB enrollment report September 30, 2007). Therefore, in order to achieve a target of 86.0% graduation rate in 2014, we must graduate 2,057 x 86.0%= 1, 769 students from the 2007 secondary I cohort. The difference between 2,057 and 1,769 is 288 student leavers. Therefore we need to reduce our leavers from 335 to 288, a reduction of 47 students by 2014

It is important to note that this calculation is a rough forecast done for the purpose of establishing a theoretical target reduction of leavers. However, in this number there are factors that are out of the school board’s control that could negatively affect whether or not the target is achieved. The leaver rate not only include those students who have truly dropped out of the system in addition to those students who have left the EMSB to return back to their country of origin (international students), those students who have moved out of the province of Quebec, returned to a school in a native community (native students) or who are deceased. The MELS has set a provincial target of reducing the number of dropouts by 5000 students by 2020. The EMSB’s share of this forecasted target is the reduction of approximately 194 students by 2020.

EMSB Partnership Agreement Annual Report 2013-2014 Page 3

Figure 1: EMSB graduation (qualification & certification ) rates by cohort and year 100 87.8 85.3 88.0 90 81.6 85.0 86.0 80.4 82.9 78.7 82.4 78.0 81.1 84.0 80.182.3 78.6 75.7 80 73.4 69.8 73.0 71.7 70 68.9 60 50 40 30 Baseline 20 10 0 2001 2002 2003 2004 2005 2006 2007 Cohort Cohort Cohort Cohort Cohort Cohort Cohort Target Target Graduation and qualification rate(%) (2008) (2009) (2010) (2011) (2012) (2013) (2014) 2014 2020

5 year (on time) 6 year 7 year Target 2014 Target 2020 Graduation rates (after 5,6 & 7 years) after the start of a secondary 1 cohort Source: MELS, portrait des statistiques ministérielles, June 2014

Table 1: Summary of Objectives, Targets and Current Results for Goal 1

Current Results Objectives Baseline Targets Board Province s 2014 (2013- (2013- Year 2014) 2014)

1. To increase the graduation and qualification rate of 82.9% 86.0% 87.8% 71.9% ¶ students under the age of 20 (2008) 2. To increase the success rate of students on the Mathematics secondary IV MELS uniform 43.0 %* 60.0%* 53.9%* 49.6%* examinations competency 2 (414-CS& T) (2009) Overall subject success rate*** 65.6%*** N/A 57.5%*** 56.4%*** 3. To increase the success rate of students on the History and Citizenship Education secondary IV MELS 65.1 %** 75.0%** 67.4%** 66.7%** uniform examinations (History-404) (2008)

Overall subject success rate*** 86.7%*** N/A 69.8%*** 71.1%***

4. To reduce the number of student leavers without 335 288 323 12,258 certification and qualifications (2011) (2011)

* Results are based on MELS uniform examinations for secondary IV Mathematics 414 CS&T) – Source: Charlemagne Data Base, September 2014 ** Results are based on MELS uniform examination for secondary IV History & Citizenship Education (History 404) – Source: Charlemagne Data Base, September 2014 *** The overall success rate represents the percentage of students who passed the subject in 2013-2014 for Mathematics 414 and History & Citizenship Education 404 in 2013-2014- Source: Charlemagne Data Base, September 2014 ¶ Provincial graduation rates are based on public schools- Source: MELS, portraits des statistiques ministérielle June 2014 N/A Not applicable

EMSB Partnership Agreement Annual Report 2013-2014 Page 4

Tracking our progress:

Objective 1: Graduation & Qualification of students under the age of 20

The June 2008 graduation rate of 82.9% has been established as our baseline. In June 2009, 2010, 2011 and 2012, the 7 year graduation and qualification rate for students before the age of 20 was 82.4% (2009), 81.1% (2010), 84.0% (2011) and 82.3% (2012) respectively. This is compared to a graduation rate of 67.6% (2009), 67.9% (2010), 69.3% (2011) and 71.0% (2012) respectively for public sector school boards and 71.9% (2009), 72.3% (2010), 73.4% (2011) and 73.4% (2012) respectively for the entire province as a whole (private and public). Refer to figure 1.

The graduation rate in 2013 was 87.8%. This reflects an increase of 5.5% from the previous year’s rate of 82.3%. (See figure 1). There exist some variability in the graduation rate between the years of 2008 and 2012. The exact nature of this variability is difficult to pinpoint, however, a positive linear trend is beginning to emerge leading us to believe that our chosen strategies to increase the graduation rate are beginning to have a positive impact.

The graduation rate target for 2014 has been set at 86.0%. The school board has exceeded its 2014 target by 1.8%. The 2020 target of 88.0% established by MELS has almost been achieved 6 years prior to the target date. The main challenge for the school board will be to sustain and possibly exceed the MELS target in the coming years.

Strategies that are aimed at improving the school board’s graduation rate will continue to be a priority. As such, the school board will continue to:

• implement its plan of supporting all of its schools in the implementation of Professional Learning Communities (PLCs); • increase the literacy levels of elementary and secondary students via the balanced literacy initiative; • increase the numeracy levels of elementary students via the balanced numeracy initiative; • produce item analysis data for elementary end-of cycle 1, 2 & 3 examinations for English language arts, Français langue seconde and Mathematics as well as secondary IV Mathematics, Science & Technology and History & Citizenship Education; • promote and develop the Work Oriented Training Program (WOTP) in schools in order to certify students who in the past were not recognized for certification; • offer and provide support to schools in the administration of the “Tell Them From Me” (TTFM) survey in order to provide students with a “voice” and consequently provide schools with data on students’ perspectives of their school experiences; • promote adult education and vocational training as viable educational options for secondary students.

Objectives 2 & 3: Success rates in secondary 4 Mathematics and History & Citizenship Education

Students wrote MELS uniform exams in June 2014 for both secondary IV sanctioned courses: Mathematics and History & Citizenship Education. In Mathematics, the success rate achieved was 53.9%, significantly higher than the provincial success rate of 49.6%.

EMSB Partnership Agreement Annual Report 2013-2014 Page 5

In tracking our progress from last year, the success rate increased 3.7% from the previous year’s success rate of 50.2%. The June 2014 target success rate was established at 60.0%. Although the target was not achieved, the school board has made significant improvement since 2009, the base line success rate of 43.0% (See figure 2). The overall trend in improvement is positive and the challenge will be to further improve in order to achieve the target. The overall global success rate (rate of students passing the course) in mathematics was 57.5% compared to the overall global provincial success rate (rate of students passing the course) of 56.4%. Here again, an increase of 0.2% is observed in comparison to the previous year’s overall global success rate of 57.3%.

Figure 2: Success Rate on Mathematics Secondary IV Uniform Exam (2009-20104) 70% 60.0% 60% 53.9% 43.0% 50.2% 50% 42.9% 40% 30% 20% 14.0%

Success Rate (%) Rate Success 10% n/a 0% 2009 2010 2011 2012 2013 2014 2014 Baseline Target Source: Charlemagne September 2014 n/a- not available

In History & Citizenship Education, the success rate achieved was 67.4%, slightly higher than the provincial success rate of 66.7%. In tracking our progress from last year, the success rate increased 4.6% from the previous year’s success rate of 62.8%. The June 2014 target success rate was established at 75.0%. Although the target was not achieved, the school board has made significant improvement since 2009, the base line year success rate of 65.1% (See figure 3).

It is important to note that the History & Citizenship Education course was first subjected to a sanctioned MELS uniform exam in June 2012. The June 2014 target of improvement was established based on June 2009 results of the examination which at the time was only a compulsory examination. Therefore, the first result obtained under sanctioned uniform examination for History was 56.5%. If we use this benchmark for comparison, we see that although we have not achieved our target the school board has made significant gains since June 2012 and a positive improvement trend has emerged. The overall global success rate (rate of students passing the course) in History & Citizenship Education was 69.8% compared to the overall global provincial success rate (rate of students passing the course) of 71.1%, slightly below the provincial average. Here again, an increase of 5.2% is observed in comparison to the previous year’s overall global success rate of 64.6%.

EMSB Partnership Agreement Annual Report 2013-2014 Page 6

Figure 3: Success Rate on History & Citizenship Education Secondary IV Uniform Exam (2009-20104) 80% 75.0% 72.0% 65.1% 62.8% 67.4% 60% 56.5%

40%

20%

Success Rate (%) Rate Success n/a 0% 2009 2010 2011 2012 2013 2014 2014 Baseline Target Source: Charlemagne, September 2014 n/a- not available

Strategies that are aimed at improving the school board’s success rate in secondary IV Mathematics and History & Citizenship Education will continue to be a priority. As such, the school board will continue to:

• meet with Mathematics and History teachers in secondary schools where a gap of greater than 15% between the uniform exam mark and the school mark has been identified by the MELS. The gap that exists generally negatively impacts the overall passing rate of students in sanctioned courses. Meeting with math and history teachers to order address the discrepancy and minimize the negative effects of moderation, is having a positive impact. Those schools who had huge discrepancies on the June 2013 examination marks were met with to discuss and understand the negative effects of moderation and as such these same schools have shown drastic reduction in discrepancies on the June 2014 school examination marks, thus minimizing the negative effects of moderation and increasing the global passing rate of students in these courses. In examining the gap between the school and exam marks for Mathematics and History it appears that schools that in the past had a large gap have slowly and steadily closed the gap;

• generate detailed disaggregated item analysis data of the June uniform secondary IV Mathematics and History & Citizenship Education as well as elementary end-of- cycle Mathematics exams. Teachers have expressed gratitude in having this data that is enabling them to identify their student’s areas of weaknesses and prioritize areas of improvement. This data has also helped our Math consultants to tailor their professional development workshops specifically addressing areas of weakness in particular schools and provide teachers with the support in the selection of research- based instructional strategies to improve the teaching of Mathematics and History;

• develop, provide and make compulsory (January) midyear secondary Mathematics and History & Citizenship Education exams that provide and expose students to a model of the upcoming June exam in addition to provide students and teachers with midyear formative assessment data of students’ current levels of understanding. Teachers have expressed satisfaction in using the school board prepared common assessment evaluations and feel that these evaluations are great preparation for the June sanctioned exams;

EMSB Partnership Agreement Annual Report 2013-2014 Page 7

• develop instructional resources (study and pacing guides, bank of evaluation type assessments) in order to better help teachers plan instruction and ensure that classroom assessments are more closely aligned with MELS June uniform examination of sanctioned courses. Teachers consistently using these school board prepared resources have shown drastic improvements in their students’ success rates on the Mathematics and History & Citizenship Education uniform examinations;

• offer secondary IV Mathematics and History & Citizenship Education intensive courses in summer school in order to ensure that those students who are not successful on the June exam have a second opportunity to write supplemental exams in August and be successful. Data on the success rate of students who attend summer school intensive sessions and who write the supplemental exam in August are more successful than students who just write the supplemental exam without attending summer school intensive sessions.

The strategies employed to increase the success rates of students on the Mathematics and History & Citizenship Education secondary IV uniform MELS examinations appear to have had an impact as demonstrated by the improvement from the base line in 2009 the beginning of the implementation of the partnership agreement. There is no doubt that results based management has mobilized the secondary IV Math and History teachers to ensure that their students achieve success.

Objectives 4: Reduction of student leavers without certification and qualifications

The baseline 2008 number of student leavers determined by MELS was 335. The 2014 target number of student leavers was forecasted at 288, a reduction of 47 students. The most up to date data that is available from the MELS for student leavers for 2011 is 323. It is important to note that student leaver data generated by the MELS has generally a 3 year lag time, therefore there is no current student leaver data available. Nevertheless, in comparing the student leavers in 2008 to the most up to date year of 2011, we have observed a reduction of 12 students (See figure 4). The overall trend that has emerged is that the school board’s leaver rate is declining and the challenge in the coming years will be to sustain the decline. Given that our graduation rate is on the rise, we can ascertain that our leaver rate is declining concomitantly.

Figure 4: Number of Student Leavers (2009-2012)

400 335 357 328 323 288 300 200 100 n/a n/a n/a 0 2008 2009 2010 2011 2012 2013 2014 2014 Baseline Target Number of Student Leavers Student of Number Source: MELS, portraits des statistiques ministérielles, June 2014 n/a- not available

Strategies that are aimed at reducing the school board’s student leaver rate will continue to be a priority. As such, the school board will continue to:

EMSB Partnership Agreement Annual Report 2013-2014 Page 8

• support schools in the administering of the Tell Them From Me Survey (TTFM) so that students are given a voice to inform the school on measures including: sense of belonging, student engagement, school climate and culture, relationships with peers and teachers, bullying and safety at school. The data gleaned from this tool allows schools to initiate interventions that support school perseverance, safety and bullying prevention. Many schools using the survey tool have expressed satisfaction with the data collected that has enabled schools to identify potential areas to improve.

• support schools in the analysis of secondary school completion reports generated from students’ responses on the TTFM survey to monitor and identify groups of students who are ``at risk`` of dropping out of school. Longitudinal studies that have followed students through to the school-leaving age have identified a number of demographic and school- related factors related to school completion. Literacy skills, engagement, and pro-social behaviors are among the most important protective factors. Data on these factors will continue to be used to gauge students’ chances of completing secondary school;

• collaborate with the AEVS department on a number of initiatives that increase the awareness and promotion of vocational training opportunities in secondary schools (student for a day, career fairs and field trips) for elementary and secondary students to experience and explore first-hand the variety of Vocational programs offered;

• collaborate with the AEVS department on promoting the “Transition” program for ``at risk`` secondary IV & V students. The program is aimed students who wish to obtain their secondary school diploma or complete post-secondary pre-requisites.

EMSB Partnership Agreement Annual Report 2013-2014 Page 9

Goal 2: Improve the Mastery of French and English Language Arts (reading and writing) Elementary & Secondary

Objectives:

1. To improve French reading and writing skills of all elementary students. 2. To improve French reading and writing skills of all high school students enrolled in the FLS base program by the end of Secondary V. 3. To improve English reading and writing skills of all elementary students. 4. To maintain yet always aiming to improve English reading and writing skills of all high school students by the end of Secondary V.

Context:

In the youth sector, the EMSB has thirty-five (35) elementary schools which offer three (3) different models of French instruction: French as a second language (core), French immersion and a bilingual model. In addition to these models of instructions also existing at the secondary level, the EMSB offers Français langue d’enseignement and Français langue seconde, programme enrichi.

In order to improve success rates in French and English reading and writing, the EMSB consulted the literature to choose strategies for improvement that were research based and proven to positively impact student achievement. Two strategies were retained for implementation; (1) a balance literacy approach to reading and writing, (2) professional learning communities (PLCs) focused on Harvard’s Data Team Process.

The balanced literacy approach is a differentiated instructional strategy based on the notion that not all students learn to read and write in the same way at the same pace. Improving early literacy through a balanced literacy approach has been the focus at the EMSB for the past six years. The rationale for implementing this approach in the formative years is based on research in this field which has shown that the earlier the intervention the more significant the improvement in literacy learning1. Research has also identified significant improvements, not only in the targeted learning of languages, but also in the ability to learn subjects across the curriculum. The EMSB recognized that in order to maximize their chances of success throughout secondary school, students need to be reading at grade level before leaving elementary school. As an added measure, since 2011, Secondary 1 students have been included in the balanced literacy initiative. The goal here is to improve literacy support for students transitioning from Elementary School to Secondary School.

Also since 2011, all EMSB pedagogical consultants, school administrators and teachers have received professional development on PLCs and the Data Team Process. In addition to asking fundamental questions as a catalyst for pedagogical discussions, Harvard’s Data Team Process uses students’ results as a basis for identifying learning needs, setting SMART goals and choosing appropriate research based strategies.

1 Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.

EMSB Partnership Agreement Annual Report 2013-2014 Page 10

The EMSB continues to organize marking centres for all elementary End-of-Cycle 3 teachers. Since 2012, marking centres have also been organized for all elementary End-of- Cycle 2 FSL, ELA and Mathematics teachers as well as Secondary 5 ELA teachers. These two-day sessions involve a professional development aspect aimed at increasing the common understanding of how to apply the evaluation criteria to student work which, in turn, increases the accuracy of the results.

Table 1: Summary of Objectives, Targets and Current Results for Goal 2 French Reading & Writing (Elementary & Secondary)

Baselines Objectives Targets 2014 Board 2014 Province 2014 2010 FRENCH READING: EOC1 A 90% success rates EOC1 82.9% in reading for all 79.8% No provincial 1. To improve French reading students enrolled in results are skills of all elementary EOC2 EOC2 available for elementary schools. students. 83.6 % 96.8% elementary schools. EOC3 EOC3 77.6 % 88.0 % FRENCH WRITING: EOC1 To increase by 5% EOC1 80.9% points the success *N/A No provincial 2. To improve the French writing rates in writing for results are skills of all elementary EOC2 EOC2 available for all students enrolled students. 75.7% 96.3 % elementary in elementary schools. EOC3 schools. EOC3 80.6% 94.2 % FRENCH READING: An 80% success rate for all high school 3. To improve French reading Sec. V FLS students enrolled in Sec. V FLS MELS FLS skills of all high school (base) (base) (base) Sec. V the FLS base students enrolled in the FLS Reading Result: base program by the end of 54.4 % program by the end 77.5 % 76.7 % Secondary V. of Secondary V.

FRENCH WRITING: To maintain an 83.0% success rate 4. To improve French Sec. V FLS for all high school Sec. V FLS MELS FLS writing skills of all high (base) (base) (base) Sec. V students enrolled in school students enrolled Writing Result: in the FLS base program 83.0 % the FLS base 76.3 % 79.2 % by the end of Secondary V. program by the end of Secondary V.

Source: Elementary EOC success rates, EMSB September 2014- Secondary MELS converted success rates, Charlemagne, September 2014

*N/A: This EOC 1 evaluation situation is no longer being offered because very few learning targets in the progression of Learning are evaluated at this grade level in the Production Écrite competency of the French Second Language programmes. In previous years, this compulsory EOC 1 Board exam was based on a modified version of a Grade 3 common summative exam. Given that this evaluation tool is not entirely aligned to the Q.E.P., the EMSB has chosen to no longer offer a common compulsory June evaluation for that French Second Language competency in EOC 1.

EMSB Partnership Agreement Annual Report 2013-2014 Page 11

Tracking our progress (French Reading & Writing):

Objective 1: To improve French reading and writing skills of all elementary students

Figure 1: French Second Language END-OF-CYCLE 1 Exam Success Rate (2010- 2014)

100 90.4% 95.3% 95 92.8% 90 N/A 90.0% 85 82.9% 89.9% 91.3% 85.9% 80 79.8% 80.9% 75 72.3% Success Rates Rates (%) Success 70 2010 2011 2012 2013 2014 2014 Target Baseline Writing Reading Source: EMSB, September 2014

Figure 2: French Second Language END-OF-CYCLE 2 Exam Success Rate (2010- 2014)

100 96.8% 95 91.4% 88.4% 88.6% 96.3% 90 90.0% 85 83.1% 89.5% 80 86.8% 80.7% 75 Success Rates Rates (%) Success 75.2% 70 75.7% 2010 2011 2012 2013 2014 2014 Target Baseline Writing Reading Source: EMSB, September 2014

Figure 3: French Second Language END-OF-CYCLE 3 Exam Success Rate (2010- 2014) 100 93.2% 94.2% 95 90 86.1% 90.0% 92.1% 88.0% 85 85.6% 80.6% 86.3% 80 83.7%

Success Rates Rates (%) Success 75 77.6% 70 76.1% 2010 2011 2012 2013 2014 2014 Target Baseline Writing Reading

Source: EMSB, September 2014

EMSB Partnership Agreement Annual Report 2013-2014 Page 12

Objective 2: To improve French reading and writing skills of all high school students enrolled in the FLS base program by the end of Secondary 5

Figure 4: MELS, Secondary V Uniform Exam Success Rates French base (Reading &

100 Writing) 2010-2014 90 86.5% 83.0% 79.9% 77.5% 83.0% 80 74.2% 79.1% 80.0% 70 76.3% 61.1% 72.2% 60

Success Rates Rates (%) Success 54.4% 50 2010 2011 2012 2013 2014 2014 Target Baseline Reading Component Writing Component Source: MELS, portrait des statistiques ministérielles, June 2014

Although the EMSB has not met the Français langue seconde (FLS) programme de base 2014 targets set for elementary End-of-Cycle (EOC) 1 writing and elementary EOC 3 reading, a significant increase from the June 2013 results is observed in FLS reading and writing at the elementary school level (Figure 3). As such, strategies used in the 2013-2014 school year aimed at improving the school board’s mastery of Français langue seconde will continue to be prioritized in the 2014-2015 school year. Those strategies include:

• the support of PLCs in all Youth Sector Schools aimed at fostering best teaching practices by using student results to indentify student learning challenges and set SMART goals and select research-based instructional strategies; • marking centres for elementary end-of-cycles 2 and 3 evaluation situations; • balanced literacy approach; • workshops on relevant and enriching homework assignments.

As presented in figure 4 above, a significant decrease from the June 2013 results is observed in French reading and writing at the secondary school level. This decrease attributed to the fact that in June 2013 and years prior, all students registered in the Français langue seconde programme enrichi and those in the Français langue seconde programme de base wrote the same Français langue seconde programme de base uniform exam since it was the only exam recognized by the MELS for graduation. In June 2014, MELS added a programme enrichi examination to the uniform examination schedule. As such, the students in the enrichi programme did not write the de base examination in June 2014. Only those students in the de base program wrote the de base uniform examination in June 2014. Given this change, the profile of the student cohort writing this exam has also changed. This has not only had an impact on the June 2014 results but it has also impacted our ability to achieve the 2014 target.

Further to continuing support to PLCs and workshops focusing on the development of high quality evaluation questions assessing reading in FSL at the secondary school level, in the 2014-2015 school year, the EMSB will prioritize workshops aimed at using the same evaluation criteria from uniform exams as a bases for in-class evaluation criteria in writing in Secondary 5.

EMSB Partnership Agreement Annual Report 2013-2014 Page 13

Table 2: Summary of Objectives, Targets and Current Results for Goal 2 English Language Arts Reading & Writing (Elementary & Secondary)

Baselines Targets Board Province Objectives 2010 2014 2014 2014 ENGLISH READING: EOC1 (Cohort 1) 90.0% Cohort 1 (grade 5) CAT 4 : CAT 4: 72.0% by the CAT 4 : *86.4% 77.0% 1. To improve English end of (Canadian reading skills of all grade 6 Norm) elementary school EOC2 (June 2013) EOC2 students. 66.9% 76.6.0% 82.6% No EOC3 EOC3 provincial EXAM COMP. EXAM COMP. results are 73.3 % 78.3% 76.6 % available for elementary end-of-cycle exams. ENGLISH WRITING: EOC1 EOC1 NO RESULTS NO RESULTS No

2. To improve the English provincial written skills of all EOC2 (June 2013) 92.9% EOC2 results are elementary school 87.7% 91.3% available for students. end-of-cycle EOC3 EOC3 elementary EXAM COMP. 90.0% EXAM COMP. exams. 85.0 % 91.6% ENGLISH READING:

3. To maintain yet always Sec.V MELS Sec. V MELS Sec.V MELS aiming to improve English Uniform Exam Uniform Exam Uniform reading skills of all high 90.1 % 90.1 % 93.7 % Exam school students by the end 92.4 % of Secondary V.

ENGLISH WRITING:

4. To maintain yet always Sec.V MELS Sec.V MELS Sec.V MELS aiming to improve English Uniform Exam Uniform Exam Uniform writing skills of all high 91.1 % 91.1 % 94.8 % Exam school students by the end 94.6 % of Secondary V.

Source: Elementary EOC & CAT 4 success rates, EMSB September 2014- Secondary MELS converted success rates, Charlemagne, September 2014

*The EOC 1 CAT 4 is no longer being administered in the second year of the cycle (Grade 2) because it is now administered in the first year of the cycle (Grade 1). This early recognition measure allows the EMSB and classroom teachers to detect any possible learning gaps in reading at the beginning of each cycle thus providing more time to carry out specific interventions aimed at closing those gaps and ensuring that students are successful by the end of the cycle. Since EOC 1 CAT 4 results are no longer available, the 86.4% success rate represents the reading results for Cohort 1 students who were in EOC 1 in the baseline year. That same cohort is now in Grade 5.

EMSB Partnership Agreement Annual Report 2013-2014 Page 14

Tracking our progress (English Reading & Writing):

Objective 3: To improve English reading and writing skills of all elementary students.

Figure 5: Cohort 1 CAT 4 *Success Rates

100

95 90 90.0% 85 86.4% 80 75

Success Rates(%) Success 72.0% 70 65 2010 Cohort 1 2014 Cohort 1 2014 Target Baseline (in grade 5) (by grade 6) * Success rates are based on Cohort 1 students who score a Stanine 4 or above Source: Canadian Achievement Test, Testing Service, June 2014

Figure 6: English Language Arts END-OF-CYCLE 2 Exam Success Rate (2013-2014)

100 95 92.9 % 90 91.3 % 85 87.7 % 80 82.4% 75 76.6%

Success Rates(%) Success 70 66.9% 65 2013 Baseline 2014 2014 Target Writing Reading

Source: EMSB, September 2014

Figure 7: English Language Arts END-OF-CYCLE 3 Exam Success Rate (2010-2014)

100

95 89.4% 89.4% 91.6% 90 90.0% 85.0% 85 82.3% 80 76.6% 78.3% Success Rates(%) Success 75 79.6% 78.6% 70 73.3% 74.3% 2010 2011 2012 2013 2014 2014 Target Baseline Writing Reading

Source: EMSB, September 2014

EMSB Partnership Agreement Annual Report 2013-2014 Page 15

Objective 4: To maintain yet always aiming to improve English reading and writing skills of all high school students by the end of Secondary 5.

Figure 8: MELS, Secondary V Uniform Exam Success Rates English Language Arts (Reading & Writing) 2010-2014 100

94.8% 95 91.1% 91.7% 91.9% 91.7% 93.7% 91.1% 90 91.7% 90.1% 90.4% 90.1%

Success Rates Rates (%) Success 88.7% 85

80 2010 2011 2012 2013 2014 2014 Target Baseline Reading Component Writing Component

Source: Charlemagne, September 2014

Although the EMSB has not met the English Language Arts (ELA) 2014 targets set for elementary EOC 2 writing and elementary EOC 3 reading, a significant increase from the June 2013 results is observed in ELA reading and writing at both the elementary and secondary school levels. In order to continue improving in those areas where the targets were not met, strategies aimed at improving the school board’s mastery of English Language Arts (reading and writing) - Elementary & Secondary will continue to be a priority. Based on the increases in the June 2014 success rates, the school board will continue to support in 2014- 2015 the following initiatives:

• the support of PLCs in all Youth Sector Schools aimed at fostering best teaching practices by using student results to indentify student learning challenges, set SMART goals and select research-based instructional strategies;

• marking centres for elementary end-of-cycles 2 and 3 evaluation situations as well as Secondary 5 MELS uniform examinations;

• balanced literacy approach in all schools through the use of leveled reading materials and the integration of the Daily 5 concept at the elementary level and the Advanced 5 concept at the secondary level;

• workshops aimed at aligning pedagogical practices with the QEP end-of cycle and sanctioned course requirements by using the same evaluation criteria from those exams as a bases for in-class expectations.

EMSB Partnership Agreement Annual Report 2013-2014 Page 16

Goal 3: Improve student retention and success of certain target groups, particularly students with handicaps, social maladjustment or learning disabilities.

Objectives:

1. To increase the percentage of students identified with learning difficulty (LD) and/or behavioural difficulty (BD) and students with handicap codes who will graduate with a Secondary School Diploma 2. To increase the percentage of students with Special Needs who will be certified with qualifications with respect to the Pre-Work Training Certificate 3. To increase the percentage of students with Special Needs who will be certified with qualifications with respect to Training Certificate for Semi-Skilled Trades

Context:

Our data shows that our overall student population continues to decrease: the population of high school students decreased by more than 300 from last year. We observed that the proportion of students with Special Needs increased slightly (18.0% in 2010, 18.1% in 2011, 19.2% in 2012 and 19.4% in 2013). The numbers shown in Table 1 take into account our entire high school population: Special Needs High Schools, the schools in our Alternative System, our Social Affairs Schools and the Supra-Regional Mandate High Schools (Mackay Center and Philip E Layton). In this document, Students with Handicap, Social Maladjustment or Learning Disability codes will be defined as Special Needs students. The LD category includes students with learning difficulties and students with mild intellectual impairments. BD denotes behavioural difficulties. Students with handicap codes include those with pervasive developmental disorder, severe motor impairment, severe behaviour disorder, profound intellectual, moderate to severe intellectual, mild motor or organic impairment, language disorder, visual impairments, hearing impairments, psychopathological disorder and atypical disorder.

Table 1: EMSB High School Enrolment by category on: Sept. 30, 2010; Sept. 30, 2011; Sept. 30, 2012; Sept. 30, 2013

Category of September 30, 2010 September 30, 2011 September 30, 2012 September 30, 2013 students Total EMSB High 9857 9448 9104 8726 School enrollment Total Special Needs Students in 1773 18.0% 1712 18.1% 1750 19.2% 1697 19.4% all HS (Handicap, LD & BD codes) Students with Handicap Codes 314 3.2% 344 3.6% 376 4.1% 394 4.5% only in all HS Students with LD & BD codes only 1459 14.8% 1368 14.5% 1374 15.1% 1303 14.9% in all HS Source: JADE & GPI, September 2014

EMSB Partnership Agreement Annual Report 2013-2014 Page 17

Table 2: Number of EMSB Sec V students on the Secondary School Diploma (SSD) track for June 2011, June 2012, June 2013 & June 2014

Category of Students June 30, 2011 June 30, 2012 June 30, 2013 June 30, 2014

Total Enrollment in Sec. V 2141 1954 1956 1807 Total of Students with Special Needs in Sec. V (Students with Handicap 269 12.6% 276 14.1% 277 14.2% 260 14.4% Codes and Students with LD & BD codes) Source: JADE & GPI, September 2014

Table 3: Number of EMSB Sec. V Special Needs Students who graduated with Secondary School Diploma (SSD) in June 2011, June 2012, June 2013 & June 2014

Category of Students June 30, 2011 June 30, 2012 June 30, 2013 June 30, 2014 Students with 31 35 39 32 Handicap Codes Students with Handicap Codes who 14 45.2% 15 42.2% 24 61.5% 17 53.1% Graduated with SSD Students with LD & 238 241 238 228 BD Codes Students with LD & BD Codes who 137 57.6% 153 63.5% 151 63.4% 97 42.5% Graduated with SSD Total of Students with Special Needs 62.8% 151 56.1% 168 60.4% 175 114 43.8% who Graduated with SSD Source: JADE & GPI, September 2014

Table 2 indicates the number of EMSB Secondary V students on the Secondary School Diploma track. Although data indicates a decrease in total Sec V enrollment from 2013 to 2014 (1956 to 1807), there was no significant change in the percentage of students with special needs in Sec. V (14.2% to 14.4%).

Table 3 indicates the total of students with Special Needs who graduated with a Secondary School Diploma. Since our baseline year of 2011, 2014 yielded the lowest percentage of students with LD & BD codes who graduated (57.6% in 2011, 63.5% in 2012, 63.45% in 2013, and 42.5% in 2014). Upon further analysis, 61.8% of the 131 students who did not graduate are currently enrolled in Adult Education. Data was extracted from JADE and KIDS on November 21st, 2014.

EMSB Partnership Agreement Annual Report 2013-2014 Page 18

In June 2014, 53.1% of students with handicap codes graduated with SSD. Although the percentage decreased from 61.5% (2013) to 53.1 %, the graduation rate of students with handicap codes remains higher than our baseline year of 2011. 9 of the 15 students (60%) with handicap codes who did not graduate are currently enrolled in Adult Education. Data was extracted from JADE and KIDS on November 21st, 2014.

Table 4: Summary of Objectives, Targets and Current Results for Goal 3

Current Results

Objectives Board Baseline Targets (2013-

Year 2014 2014)

1. To increase the percentage of students identified with learning difficulty (LD) 57.6% and/or behavioural difficulty (BD) and 62.6% 42.5% students with handicap codes who will (2011) graduate with a Secondary School Diploma

1. To increase the percentage of students with Special Needs who will be certified with 86.2%* 86.4% 50.0% qualifications with respect to the Pre-Work (2013) Training Certificate

2. To increase the percentage of students with Special Needs who will be certified with 45.8% qualifications with respect to Training 55.8% 66.7% Certificate for Semi-skilled Trades (2011)

Source: JADE & GPI, September 2014

*Since the Pre-Work Program started in the school year 2010-2011, the baseline year is 2013 given that it’s a 3-year program. Given our baseline of 86.2% certification, the target for 2014 was set at 86.4%.

Presently, the Pre-Work Training program is offered at our 2 special needs schools. More than 50% of the students registered in the third year (2013-2014) of the program have handicap codes. It seems that many of these students necessitate additional time to complete the requirements of the program. One-third of the students enrolled in the Pre-Work Training program who did not receive certification in June 2014 are presently taking an extra year to complete the requirements of the program; this explains the decrease in the percentage of students graduating in the Pre-Work Training Certificate.

EMSB Partnership Agreement Annual Report 2013-2014 Page 19

Tracking our progress:

Objective 1: To increase the percentage of students identified with learning difficulty (LD) and/or behavioural difficulty (BD) and students with handicap codes who will graduate with a Secondary School Diploma

The target graduation increase of 5% from the baseline year of 2011 was set largely based on the small number of students with special needs enrolled in secondary 5 (269). Given the population, 5% represents fewer than 15 students, a number that seemed attainable. Although graduation rates increased in June 2012 and June 2013, there was a decrease in the number of students who graduated in June 2014 (114 out of 260). However, out of the 146 (260 - 114) students with special needs who did not graduate, 90 are pursuing their studies in Adult Education, and are expected to graduate at the end of this year. This would bring the graduation rate up to 78.5% for this cohort.

Strategies that are aimed at improving the graduation rate of students with special needs will continue to be a priority. As such, the school board will promote the following initiatives:

Within the Resource Literacy Teachers Network (RLTN), the Student Services Department and the Pedagogical Services Department will actively collaborate with schools to promote the best practices to reach all learners in the classrooms.

This year, the school board has hired a consultant for the Transition Ecole Vie Active (TEVA) dossier to work closely with the school teams including administration, teachers, parents, students, and outside agencies, to ensure that the students with special needs reach their life goals. The teams put in place a structured plan that is part of each student’s IEP. This initiative will provide us with the opportunity to closely monitor the progress of the students leading towards a diploma.

The Special Education Consultants and high school teams will identify students with special needs who have the potential of obtaining a diploma but who are at risk of not meeting the requirements. This means that if 20 students can be followed closely, our target of an increase of 5% success rate will be attainable.

Objective 2: To increase the percentage of students with Special Needs who will be certified with qualifications with respect to the Pre-Work Training Certificate

In June 2013, 25 students out of 29 (86.2%) obtained certification. This represents the first cohort that graduated from the Pre-Work Training program, and therefore is our baseline. In June 2014, 14 students out of 28 (50.0%) obtained certification. Out of the 14 who did not graduate, 4 are currently completing the program requirements, 3 are enrolled in another program within the Youth sector, and 1 is in Adult Education.

Strategies that are aimed at improving the certification of students with special needs will continue to be a priority. As such, the school board will promote the following initiatives:

EMSB Partnership Agreement Annual Report 2013-2014 Page 20

Student Services Department and Pedagogical Services Department will offer professional development to the teachers to ensure that the students are better prepared before they start the program. The teachers will also be strongly encouraged to participate in the WOTP mentoring network offered through MELS.

We would like to explore the possibility of offering the Pre-Work Training program at one regular high school. This would encourage more students who are at risk of not meeting diploma requirements to continue their studies and receive certification. Eventually, we would like to expand this program to more schools.

Objective 3: To increase the percentage of students with Special Needs who will be certified with qualifications with respect to Training Certificate for Semi-skilled Trades

In June 2014, 10 students out of 15 obtained certification for Semi-skilled Trades (66.6%). The 2011 baseline was 45.8% and the target was 55.8% for 2014. Success rates in certification exceeded our target and may be related to better guidance from school teams regarding placement in the Semi-skilled Trades program.

Strategies that are aimed at improving the certification of students with special needs will continue to be a priority. As such, the school board will promote the following initiatives:

We would like to explore the possibility of offering the Semi-Skilled Training program at more high schools. This would encourage more students who are at risk of not meeting diploma requirements to continue their studies and receive certification.

EMSB Partnership Agreement Annual Report 2013-2014 Page 21

Goal 4: To promote a healthy and safe environment through the adoption of violence prevention measures.

Objectives:

1. To reduce the rate of victimization from bullying amongst elementary and secondary school students by 5%. 2. To increase the rate of elementary and secondary students who feel safe at school by 5%.

Context:

Research has associated the physical and psychological effects of peer bullying and harassment to poor academic performance. Students who are victimized by bullying are prone to experiencing depression, losing interest in their studies and school life, and may develop long term health issues. Children who witness bullying in their environment may suffer even higher levels of anxiety than their targeted peers. Bullying behaviour in adolescence, along with individual and family risk factors, has been found to be a predictor of subsequent maladaptive or violent behaviour. Whether bullying happens on or off school grounds, it impacts negatively on student health and learning.

Schools have an important role to play in preventing and counter-acting the negative effects of bullying on academic performance and student wellness. A supportive school environment where, for example, students have positive relationships with their teachers, functions as a protective factor, particularly for boys. School-based early detection and response measures, research-based prevention and intervention approaches, family support, and the teaching of social skills also help reduce the potential for incidents of discrimination, harassment and bullying.

In the year 2013-2014, the EMSB continued to promote services, approaches & practices aimed at reducing the occurrence of bullying and the impact of violence-related trauma on youth. As part of a board-wide strategy to adopt a whole-school approach to violence prevention and in line with the requirements of Bill 56, Quebec’s anti-bullying legislation, the EMSB’s schools and centers were mandated to assess their school climate using the Tell Them From Me survey (TTFM) and to subsequently update their safe school action plans. In total, 26 elementary schools surveyed 3956 students and 13 secondary schools surveyed 3585 students. The following pages briefly discuss the surveyed students’ responses to specific questions designed to measure: 1) the prevalence of victimization from bullying and 2) students’ sentiment of school safety.

Tracking Our Progress

Elementary School Students Victimized by Bullying:

The Tell Them From Me (TTFM) survey defines victimization from moderate to severe bullying as: instances where students have experienced physical bullying more than once a week and/or any one of verbal, social or cyber bullying everyday or almost every day. At the elementary level, the survey is administered to students from grades 4, 5 and 6.

EMSB Partnership Agreement Annual Report 2013-2014 Page 22

The TTFM data indicate that 27% of EMSB elementary school student respondents were victimized by bullying during the year 2013-2014. The comparative norm is 27%. The rate varies from 13% to 49 % across EMSB elementary schools. The 27 % rate signifies a rise of 6% from 2012-2013, interrupting the downward trend that was evident since 2010-2011. Overall, there was a slight difference between the demographic groups of gender with 25% of the girls and 28% of the boys indicating that they were victims of moderate to severe bullying. The replica norm for girls is 26% and for 27% boys.

The data suggest that bullying was more wide-spread amongst grade 4 boys who reported the highest rate of victimization at 37%. Consistent with national findings, EMSB elementary school students expressed that verbal and social bullying were the most prevalent forms of bullying and these occurred most frequently outside on school property at recess and lunch time.

Secondary School Students Victimized by Bullying:

At the secondary level, the survey is administered to students from grades 7-11. The TTFM data indicate that 17% of EMSB secondary school student respondents were victimized by bullying; well below the comparative norm of 23%. The rate varies from 11% to 32% across EMSB secondary schools. Over the last few years, this measure has remained close to its baseline with no significant movement towards the established target of 10% (Table 1).

Overall, there was a slight difference between the demographic groups of gender with 16% of the girls and 18% of the boys indicating that they were victims of moderate to severe bullying. The replica norm for girls is 21% and 25% for boys. When we disaggregate the overall results, we recognize higher levels of victimization reported by the demographic group of students who had repeated a year or two of schooling. This is not surprising given that students with learning disabilities tend to be affected by higher risk factors in their environment, experience more difficulties with peer acceptance and display lower levels of school engagement.

The data suggest that verbal and social forms of bullying were most prevalent followed by cyber-bullying and physical bullying. Cyber-bullying was more prevalent among secondary school students than elementary school students. This is understandable as youth generally have more access to social media technology as they get older. Students reported that bullying occurred most frequently outside on school property and in hallways after-school and during break periods.

Elementary School Students’ Feelings of Safety at School:

The Tell Them from Me (TTFM) survey asks students whether they feel safe at school, and safe going to and from school. The survey is administered to elementary students from grades 4, 5 and 6.

The data indicate that 85% of student respondents felt safe at school; the comparative norm is 87%. The rate varies from 57% to 96% across EMSB elementary schools. Although a slight decrease from the 88% rate recorded in the year 2012-2013, the overall rate of 85% signifies an improvement from the baseline and is within reach of the determined target of 86% (Table 1).

EMSB Partnership Agreement Annual Report 2013-2014 Page 23

The data indicate slight variation between the demographic groups of gender with a rate of 84% for boys and 87% for girls. The replica norm for boys is 85% and 87% for girls. The data do not reflect significant variation between grade levels.

Secondary School Students’ Feelings of Safety at School:

The data reflect little variation between the demographic groups of gender as 82% of girls and 80% of boys reported feeling safe. The replica norm for girls is 87% and 82% for boys. As a group, grade 8 students reported a lower rate of feeling safe than students in other grades. 73% of grade 8 student respondents felt safe compared to the 81% board average.

Table 1: Summary of Objectives, Targets and Current Results for Goal 4

Baselines Results Replica Norms Targets Objectives (2010-2011) (2013-2014) (2013-2014) (2013-2014)

Percentage of students who are victimized by bullying 1. To reduce the rate of Elem: 26.0% Elem: 27.0% Elem: 27.0% Elem: 21.0% victimization from bullying amongst elementary and Sec: 15.0% Sec: 17.0% Sec: 23.0 % Sec: 10.0% secondary school students. Percentage of students who feel safe 2. To increase the Elem: 81.0% Elem: 85.0% Elem: 87.0% Elem: 86.0% rate of elementary and secondary students that feel safe at school. Sec: 81.0% Sec: 81.0% Sec: 85.0% Sec: 86.0%

Source: Tell Them From Me Survey, September 2014

Next Steps:

In the current year, the EMSB will continue to support its schools in the prevention of bullying and school violence by providing them with relevant resources and information, opportunities for professional development and guidance on issues related to Bill 56. The EMSB will also be exploring ways of helping schools to evaluate the effectiveness of their selected prevention strategies as outlined in their safe school action plans.

EMSB Partnership Agreement Annual Report 2013-2014 Page 24

Schools will be encouraged to continue working with various stakeholders, such as public health and community agencies, in order to increase protective factors for students, particularly those identified as vulnerable. We know that students from specific demographic groups such as those with special needs or (perceived to be) from the Lesbian, Gay, Bisexual, and Transgender (L.G.B.T) community are at relatively greater risk for being marginalized or victimized by bullying. The EMSB will also further invest in early intervention programs and strategies. This is important as studies point to the impact of risk factors (e.g. abuse and neglect) experienced early in life as appearing to have the most detrimental effects developmentally and socially.

Given that confounding variables and contextual factors make it difficult to determine direct correlations between board wide strategies or programs and indicator results, the EMSB will review its current Goal 4 objectives and make the necessary modifications for its upcoming new Partnership Agreement.

EMSB Partnership Agreement Annual Report 2013-2014 Page 25

Goal 5: Increase the number of students under 20 years of age in Vocational Training (VT)

Objective:

1. To increase by 10% within the next four (4) years the number of new registrants under the age of 20 using the baseline year of 2007-2008 (208 students).

Context: Figure 1: Increase in the number of new registrants Vocational Training is under 20 years of age in Vocational Training a viable educational 18% pathway for students 14.42% who are not planning to attend a post- 11.54% 13% 10.58% secondary program 9.13%

that will allow them to obtain a Diploma in 7% Vocational Studies (DVS). 2% 1.34% 0.00% Furthermore, this PERCENTAGES pathway provides an 0.00% -0.25% alternative for high -3% school students who -4.36% -5.59% are at risk. -8% BaselineYear 2009-10 2010-11 2011-12 2012-13 The following 2008-09 pathway serves as a gateway in increasing English Montreal School Board Public Network School Boards the overall graduation rate within our school board and allows students to receive their first diploma.

The new data received from MELS indicates that the percentage of new registrants in Vocational Training in the EMSB has increased steadily on a yearly basis in comparison to the public network’s (Réseau Public) for the same time frame.

This realization has reaffirmed to the EMSB to maintain its focus on attracting students under the age of 20 who are currently enrolled in our high schools and adult education centres, as well as those in CEGEP and/or in the job market.

We recognize that our network requires consistent interventions in the area of educating our staff, student population and community of the vocational training opportunities that are available within our system. Based upon the data provided by the Ministère de l'Éducation, du Loisir et du Sport (MELS), the EMSB’s main focus will be to increase the baseline year of 2008 from two hundred eight (208) by twenty (20) students to achieve our set target of two hundred twenty eight (228) by the year of 2014.

EMSB Partnership Agreement Annual Report 2013-2014 Page 26

Table 1: Summary of Objectives, Targets and Current Results for Goal 5

Current Results

Objectives Baseline Target Board Province Year Year (2014) (2014) (2008) (2014)

1. To increase by 10% within the next four (4) years the number of new registrants under the 208 228 330 *N/A age of 20 using the baseline year of 2007-2008 (208 students).

*N/A = Not Available Source: MELS, portrait des statistiques ministérielles, June 2014

Tracking our progress:

Objective 1: To increase by 10% within the next four (4) years the number of new registrants under the age of 20 using the baseline year of 2007-2008 (208 students).

After careful analysis of the data that was received from MELS indicates that the EMSB has surpassed the initial target set at 228 students for the school year of 2013-2014. Furthermore, data that was extracted by the Information Technology (IT) department using the JADE-TOSCA database, the EMSB is on track of once again surpassing expectations of increasing the number of new registrants under the age of 20 using the baseline year of 2007-2008 from 208 to 330 students in 2013-2014.

The number of new registrants under 20 years of age from the base year (2007-2008) of 208 increased to 330 for the school year of 2013-2014. The following increase of 122 students from the base year of 2008 to the school year of 2013-2014 translates into a 58.7% increase.

Figure 2: Number of New Registrants in Vocational Training for 2007-2014

330 300 280 260 230 232 238 240 227 228 220 208 200 180 160 140 120 100 80 60

Training in of # new Registrants Vocational age) of yrs20 (under 40 20 0 2007-2008 2009 - 2010 2010 - 2011 2011 -2012 2012-2013 2013-2014 2013-2014 (BASELINE) (TARGET) SCHOOL YEARS EMSB Partnership Agreement Annual Report 2013-2014 Page 27

In 2013-2014, the strategic path taken by the AEVS department was to sensitize the EMSB stakeholders within our youth sector and provide them with activities that promote Vocational Training as a viable educational pathway. The primary objective of this strategy was to target the youth sector students that were enrolled in Secondary IV & V and also registered in the high school course of “Exploration of Vocational Training”. In addition, the Guidance Counselors, Youth Sector Administrators and teachers were all prominent participants in making the following activities a success. Focusing primarily on this target audience we were able to enlighten all potential students and stakeholders about the infinite possibilities available to them in Vocational Training.

The following is a brief description of all activities that were organized to meet this strategic goal.

• Career Fair 2013-2014:

The English Montreal School Board this year organized a Career Fair which provided our High School students of both levels of Secondary IV, V and the Adult Education students with important educational information. Participating in the Career Fair provides all of our students from these two sectors the opportunity to gather information from representatives of our Vocational Training Centres. This activity promotes Vocational Training as a viable educational pathway to employment or a continuance to post-secondary studies and facilitates student in the planning for their future.

• Regional Exploration Activity:

In conjunction with the “Periode d’experimentation regionale” initiative of the five island school boards of Montreal, which took place during the month of March 2014, the English Montreal School Board offered a similar experience to students enrolled in the course of EXPLORATION OF VOCATIONAL TRAINING. The goal of this activity was to expose the students of the EXPLORATION OF VOCATIONAL TRAINING course to the various programs offered in an actual Vocational Training Centre. Activities included video presentation, hands-on activities, and interviews with teachers and Vocational Training students.

The data collected through LUMIX illustrates that 43.6% of the students registered in EMSB Vocational Training programs under the age of 20 years old for the school year 2013-2014 are from our own network of High Schools and would have participated in the activities mentioned above during or in past years.

In 2014-2015, we will continue to offer the majority of these activities as well as execute other strategies that will be gradually integrated within the coming years in a systemic manner to achieve best possible results.

EMSB Partnership Agreement Annual Report 2013-2014 Page 28 EENNGGLLIISSHH MMOONNTTRREEAALL

SSCCHHOOOOLL BBOOAARRDD ((EEMMSSBB))

BBIILLLL -- 5566

AANNNNUUAALL RREEPPOORRTT

22001133--22001144 Bill 56: Report on Violence & Bullying:

During the school year 2013-2014, the EMSB Violence Prevention Committee continued to support EMSB schools in their adoption of a comprehensive approach to bullying and violence prevention as mandated by Bill 56. These supports included guidelines for the review and updating of safe school action plans, procedure forms and a safe school action plan template designed to be posted on individual school web sites.

EMSB schools mobilized their Safe School Action Teams consisting of stakeholders from their respective school community (e.g. teachers, administrators, students, professional staff, families and community-based service providers). Teams worked to assess their school climate using the Tell Them From Me survey in order to update / adjust school-based prevention and intervention strategies.

The Department of Student Services provided professional development workshops on a variety of topics related to the implementation of Bill 56 and school safety:

• On May 2nd, 2014, The Canadian Safe Schools Network‘s Dr. Bill Byrd delivered an intensive one-day training workshop for principals on the legal implications of anti-bullying legislation, school investigative procedures, and the role of progressive discipline. • On May 23rd 2014, Charlie Applestein spoke about the use of a positive strength- based approach to discipline at a workshop for all Student Services professionals. • On March 17th, 2014, Dr. Nancy Heath presented to a number of principals and Student Services professionals on best practices in the management of non- suicidal self injury.

Networking, information-sharing and collaboration on joint projects with partner organizations such as The Canadian Red Cross and the McGill University Faculty of Education were ongoing. The EMSB participated with MELS representatives, members of the five Montreal public school boards and stakeholders such as the Service de Police de la Ville de Montréal (SPVM), Batshaw Youth and Family Services and l’Agence de la santé et des services sociaux de Montréal in formal discussions, workshops and conferences related to best practices in bullying and violence prevention.

Several promising prevention initiatives emerged across EMSB schools such as: Vers le Pacifique, a program for conflict resolution and peer mediation, at Edinburgh Elementary School; Ma Cour: un monde de plaisir, a program designed to increase safety in the school yard, at Gerald McShane Elementary School; and a Gay-Straight Alliance (GSA) club at Lester B. Pearson High School.

The GSA is a student-led club intended to foster understanding of and respect for people of all sexual orientations and gender identities. The GSA represents a safe place for students who are particularly at risk for being victimized by bullying because they are (or are perceived to be) Lesbian, Gay, Bisexual or Transgender (LGBT).

EMSB Partnership Agreement Annual Report 2013-2014 Page 30 Tell Them From Me Data Description

Elementary School Students Victimized by Bullying:

Overall, there was a slight difference between the demographic groups of gender with 25% of the girls and 28% of the boys indicating that they were victims of moderate to severe bullying. The replica norm for girls is 26% and for 27% boys.

Secondary School Students Victimized by Bullying:

Overall, there was a slight difference between the demographic groups of gender with 16% of the girls and 18% of the boys indicating that they were victims of moderate to severe bullying. The replica norm for girls is 21% and 25% for boys. When we disaggregate the overall results, we recognize higher levels of victimization reported by the demographic group of students who had repeated a year or two of schooling. This is not surprising given that students that are held back tend to be affected by higher risk factors, experience more difficulties with learning and peer acceptance, and display lower levels of school engagement.

EMSB Partnership Agreement Annual Report 2013-2014 Page 31 Elementary School Students’ Feelings of Safety at School:

The Tell Them from Me (TTFM) survey asks students whether they feel safe at school, and safe going to and from school. The survey is administered to elementary students from grades 4, 5 and 6. The data indicate that 85% of student respondents felt safe at school; the comparative norm is 87%. The rate varies from 57% to 96% across EMSB elementary schools. Although a slight decrease from the 88% rate recorded in the year 2012-2013, the overall rate of 85% signifies an improvement from the baseline and is within reach of the determined target of 86% (Table 1). The data indicate slight variation between the demographic groups of gender with a rate of 84% for boys and 87% for girls. The replica norm for boys is 85% and 87% for girls. The data do not reflect significant variation between grade levels.

Secondary School Students’ Feelings of Safety at School:

The TTFM data indicate that 81% of secondary school students felt safe in their school environment; the comparative norm is 85%. The rate for this measure varies from 62% to 91% across EMSB secondary schools. More than half of schools have a rate that is above 80%. The rate of 81% represents a return to the established baseline and falls 5% short of the target (Table 1). The data reflect little variation between the demographic groups of gender as 82% of girls and 80% of boys reported feeling safe. The replica norm for girls is 87% and 82% for boys. As a group, grade 8 students reported a lower rate of feeling safe than students in other grades. 73% of grade 8 student respondents felt safe compared to the 81% board average.

Table 1: Summary of Objectives, Targets and Current Results for Goal 4

Baselines Results Replica Norms Targets Objectives (2010-2011) (2013-2014) (2013-2014) (2013-2014)

Percentage of students who are victimized by bullying 2. To reduce the rate of victimization Elem: 26.0% Elem: 27.0% Elem: 27.0% Elem: 21.0% from bullying amongst elementary and Sec: 15.0% Sec: 17.0% Sec: 23.0 % Sec: 10.0% secondary school students. Percentage of students who feel safe

2. To increase the Elem: 81.0% Elem: 85.0% Elem: 87.0% Elem: 86.0% rate of elementary and secondary students that feel safe at school. Sec: 81.0% Sec: 81.0% Sec: 85.0% Sec: 86.0%

Source: Tell Them From Me Survey, September 2014

EMSB Partnership Agreement Annual Report 2013-2014 Page 32 In the current year, the EMSB will continue to support its schools in the prevention of bullying and school violence by providing them with relevant resources and information, opportunities for professional development and guidance on issues related to Bill 56. The EMSB will also be exploring ways of helping schools to evaluate the effectiveness of their selected prevention strategies as outlined in their safe school action plans.

The EMSB will also further invest in early intervention programs and strategies. This is important as studies point to the impact of risk factors (e.g. abuse and neglect) experienced early in life as appearing to have the most detrimental effects developmentally and socially.

The EMSB is pleased to report that during the 2013-2014 school year, no complaints regarding bullying were filed at the school board level:

Complaint proceeded to Type of Validated Complaint the ombudsman Bullying YES NO YES NO

0 N/A N/A N/A N/A N/A

EMSB Partnership Agreement Annual Report 2013-2014 Page 33