arundel elementary school€¦ · arundel elementary school is a small 3-story building located in...

Arundel Elementary School

EDUCATIONAL PROJECT

2019-2022

This educational project is a strategic tool through which Arundel Elementary School has defined its policy orientations, priority actions, and expected results to inform its community in this regard, with a view to ensuring educational success for all students regardless of age. This educational project reflects the characteristics and needs of the students who attend Arundel Elementary School, as well as the community’s expectations with regard to education.

MISSION

Our mission at Arundel Elementary School is to ensure the academic success of all of our students, to guide their social growth, and to encourage active, healthy

lifestyles.

VISION

Creating life-long learners with a respect for themselves, others, and the environment they live in through rigorous and engaging learning opportunities.

SCHOOL PROFILE

External Environment

Arundel Elementary School is a small 3-story building located in the Upper Laurentian village of Arundel, Quebec. Our school caters to students from Amherst, Arundel, Barkmere, Boileau, Brebeuf, Harrington, Huberdeau, Montcalm, and as far north as Mont-Tremblant. The school provides a safe learning environment that encourages respect and cooperation. A great deal of value is placed on nature and the environment, with many learning activities taking place outdoors. Our students have an average 25 minute bus ride to and from school. Of the 89 students enrolled at AES for the 2018/2019 academic year, 17 are children of parents who attended the school themselves. Classes are divided into groupings of Kindergarten, Grade 1, Grades 2 and 3 split, 3 and 4 split, and a split 5/6 group. While allocations for materials do support the split groupings, these groupings present challenges to teachers – particularly the cross-cycle split at the 2/3 level.

Grade Level Student Numbers

Kindergarten 14

Grade 1 18

Grade 2 15

Grade 3 13

Grade 4 11

Grade 5 12

Grade 6 6

Many of our parents rely on the local tourism industry for employment or are small business owners. Many are seasonal workers, and in most cases work is a considerable commute from the school. With a socioeconomic decile rank of 7 out of 10, Arundel Elementary School is considered a low income school and faces the specific challenges of disadvantaged areas. While Arundel Elementary enjoys a great level of volunteer support from select members of its parent community, the level of academic support received at home is generally lacking. In most cases, intact families see both parents working, and 23 of the 62 families with children enrolled at our school are single parent families, or have shared custody. The available time among the parent community can often impact the academic support at home. In consultation for the Educational Project, a survey was conducted of our school parents in which questions were asked regarding their positive impressions of Arundel Elementary, as well as their perceived areas of need and concern. Of the 62 surveys transmitted to parents on the educational survey, only 10 were completed (16%). Within, the most frequent areas of concerned expressed by parents of AES students focused on the levels of support for those with individual needs, through topics like staff retention and increased supervision.

There are daycare services offered at Kinder, in Mont-Tremblant, and Arc-en-Ciel, at Huberdeau – we have 20 of our current students attending these centers. There is a CLSC at Mont-Tremblant and a hospital at Ste. Agathe des Monts. The CLSC does offer social and psychological services to the community, but only in French. A key concern expressed by parents is the lack of available services outside of school, particularly in English. Given our geographic location, families are often forced to travel as far south as Montreal to access medical, social, and psychological services.

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AES PARENT SURVEY

Internal Environment

Only 22% of our students are enrolled in daycares. This, compounded by the majority of our students being of French mother tongue, creates significant challenges with

language delays entering school. English Language Arts is an area of concern, and it impacts other subject areas - Mathematics in particular. To accommodate this

transition, our Kindergarten program is delivered with increased instruction/interaction in French (40%), dropping in subsequent years to a higher English percentage.

The coming academic year will see the opening of a Pre-Kindergarten class, providing much needed early intervention – students will benefit from increased socialization

and language immersion, while the staff will benefit from increased time to assess and implement plans to support students in need. With the opening of the Pre-

Kindergarten in the 2019/2020 school year, Arundel Elementary will have over 100 students. Given the populations of the current Kindergarten through grade 5 cohorts,

the forecasted student body can be estimated in the vicinity of 100 for the coming 5 years.

We currently have 19 students following Individualized Education Plans (21% of our student body). We have a 100% Resource teacher position in English, and extra

support for French and Mathematics have been hired through government Measures. While there are no students at Arundel with MEES codes, we do have multiple

students experiencing significant difficulties who are waiting for validation. This challenge is compounded by the limited and irregular presence of professionals at the

school. All students are integrated into their appropriate age groupings, with consideration given to individual performance levels in the split groups.

The 4 year trend in English Language Arts shows a 100% success rate among Arundel Elementary students. The average grade level performance has also remained

consistent, in the mid-seventy range, with the 2017/2018 academic year being the only school year where over 50% of the grade 6 cohort achieved 80% or higher.

The 4 year trend in Mathematics details some interesting challenges at Arundel Elementary School. The 2014/2015 cohort achieved a success rate of 89%, with a 74%

grade performance average. Girls outperformed boys by 7% on average. The following year saw a significant drop to 56% success rate, with a 69% performance

average (this cohort had no boys). The downward trend continued into the following year, where the success rate dropped to 50%, with a 15% gap favoring the boys

(1 girl in this cohort). The 2018/2019 academic year saw a significant improvement in the success rate, with 75% of the cohort achieving 60% or higher. The

performance trend continued to favor boys, at 85% versus 75% for the girls, but the cohort consisted of 3 girls and only 1 boy. (Given the size and composition of the

cohorts at Arundel Elementary trends represented in data can be misleading, as the performance of a single student can dramatically alter the averages).

The 4 year trend in French Language instruction shows a consistently high success rate, with performance averages reaching as high as 82%.

We have maintained a 100% graduation rate over the past 4 years.

4 Year Success Rate Trend (Grade 6)

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ELA Math French

4 Year Average Grade Trend (Grade 6)

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ELA Math French

English Language Arts Performance Levels

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Chart Title

Success Rate Average Grade Grades over 80%

The grade 6 cohorts show a consistent success rate across the past four academic years, and while the grade averages are consistent, the rate of students achieving

over 80% proficiency is low. Continuing the recent upward trend is a priority at Arundel Elementary, but it must be noted that average-based data at a school with such a

low population can be unreliable due to the impact one student can have on the cohort’s overall data.

4 Year Trend Math Success Rates (Boys vs. Girls)

A two year trend shows the boys at Arundel Elementary performing significantly better in Mathematics. As is the case with English Language Arts however, analysis of

this data must take into consideration the impact of the individual on the group average. There were no boys in the grade 6 cohort of 2015/2016. The following year’s

cohort consisted of 5 boys and 1 girl (the one girl achieved a 59%), and last year’s cohort consisted of 1 boy and 3 girls (the boy achieved 85%). Comparing students with

IEPs to those without shows a significant gap in performance in 2015/2016, but only a 3% difference the following year. There were no students on IEP’s for Math in

2017/2018.

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Math Compared

Boys Average Girls Average 70% or higher

Technology has become an integral part of our education approach at Arundel. New programs such as Robotics, Coding, and Maker Space have offered enriching and

engaging learning experiences to students of all levels. We have also just enrolled students from grades 1 through 6 on an interactive online Math program that will

continue on through 2019/2020. This program was tested and approved by all teachers delivering Math content, and the students have responded very positively to it.

Apart from a bank of laptops and iPads, each class is equipped a SmartBoard. We have a computer technician who visits regularly, but our resources are too few, and

there is competition over the available resources (particularly since the implementation of the Mathletics program).

Arundel Elementary currently has 8 full-time teaching positions (some funded through MEES Measures), as well as a part-time support teacher in the Kindergarten group,

one full-time attendant, a full-time secretary a, part-time custodian, and a principal with a split administration/teaching load of 70% and 30% respectively. There is an

allocation for 10 hours of behavior technician that is being filled by an attendant. Two of our teaching positions are currently filled by non-qualified personnel. The

average age of the staff at Arundel Elementary is 43. A major challenge facing the quality and consistency of the education offered at Arundel Elementary school is staff

stability and the availability of qualified supply staffing. Professional development is encouraged, and Measure funds are devoted to providing opportunities to the staff,

but logistics often discourage participation. The staff is highly active in extra-curricular activities.

Evaluation of learning at Arundel Elementary is based on formative and summative assessment. Periodic quizzing and testing is used to assess the impact of learning

activities and make adjustments where needed to enhance practice. A variety of projects offer experience-based learning opportunities, and a variety of materials

(electronic and otherwise) are used to support them. Formal evaluations from both the board and the government are also an integral part of the academic evaluation of

our students.

The results of the OurSchool survey shows that students at Arundel Elementary place a level of importance on education that is at par with the Canadian average, and

feel they invest a level of effort that surpasses the national average.

Our school follows an established ABAV (Anti-Bullying / Anti-Violence) plan that is linked to our school Code of Conduct. In addition, Arundel Elementary has been

piloting the Restorative Practice program. There is also an internal behavior tracking system in place which is used to document breaches in the code of conduct and

relay information to parents. There has been a decline in the acts of violence reported to the office since the implementation of these measures.

While the data provided by internal monitoring for preceding school years does not portray a school with significant levels of bullying and intimidation, the results of the

most recent OurSCHOOL and Bullying and School Safety survey results suggest otherwise. A poll amongst grade 4, 5, and 6 students suggests that the prevalence of

bullying reported by Arundel Elementary students is almost double that of the Canadian average. The characteristics of the bullying is as follows:

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ABAV Reports

Bullying Violence

LOCATION OF INCIDENTS

TIME OF INCIDENTS

Arundel Elementary currently has two recess periods – a twenty minute recess in the morning that is supervised by teaching staff, and a 30 minute recess following lunch,

which is supervised by an attendant and the custodian. The principal, when available, also makes rounds during these recess periods.

PREVENTATIVE MEASURES

The data collected in this survey suggests a high perceived frequency of bullying and intimidation that is going undetected and unreported. Of further concern are the two

lowest averages on the preventative measures, which are the ability of supervisors to recognize events of bullying and the adequacy of supervision. When juxtaposed

with the results from the OurSCHOOL survey, a troubling pattern emerges:

There is a significant discrepancy between the perceived levels of bullying and sense of safety expressed by our grade 4 students when compared to both the Canadian

average and their older school mates. The Canadian averages are consistent across the three grade levels, whereas our Grade 4 students are reporting concerning levels

of anxiety and insecurity. This is further supported by the concerns over school yard supervision expressed in the AES Educational Project Parent Survey.

Our school offers extra-curricular activities at lunch, as well as several nature outings throughout the year. We are looking into partnerships with local businesses,

craftspeople, and artisans for the coming year to offer more experience-based learning activities to our students and strengthen the bond between the school and community.

We offer a free breakfast program 5 days a week, with parents volunteering their time to accommodate it. We are also exploring the option of having the Pre-K and

Kindergarten groups doing their 30 minute outdoor lunch recess prior to eating for the coming school year - this would alleviate some of the supervision concerns as it would

reduce the total of students in the yard following lunch. We are also exploring the option of a third outdoor supervisor given the shape of the school yard Arundel Elementary.

A variety of extra-curricular activities are offered at Arundel Elementary, including various sports, drama, cooking, xylophone, origami, board games, and student council.

These run throughout the school year, and are offered to students through grades 1 to 6. We are also establishing a biking activity for the Kindergarten level students with

the goal of running through the remainder of the school year. Sporting activities tend to be the most popular, with attendances averaging 24 students. Cooking shares a

similar attendance, with other activities tapering in accordance to the grade levels they are aimed at. Arundel Elementary also has school-wide activity days at the Arundel

Nature Center (mandatory for all grade levels), as well as winter activity days which are built into the school schedule.

Absenteeism is a significant concern at Arundel Elementary School (absences are recorded in 2 periods of am and pm attendance):

2016/2017 Absences (whole school):

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Nombre d'absences par étape

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Taux d'absentéisme total


While the absentee rate of the current school year seems lower than that of the previous year, it is important to note that total absences are considerably higher in both

the second and third terms this year. Following the trend of previous years, we could be expecting over 1000 absences for this year’s final term.

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Taux d'absentéisme total

CHALLENGE: English Language Proficiency

POLICY ORIENTATION: Align instructional practices through data teams.

Through increased collaboration between the resource teacher and the grade teachers, with scheduled DRA evaluations, specific areas of need and progress can be more

accurately charted, and teaching practices and IEPs adjusted accordingly.

OBJECTIVE #1: By 2022, increase the average grade average in Grade 6 English Language Arts from 75% to 77%.

OBJECTIVE #2: By 2022, increase the percentage of Grade 6 students achieving over 80% in English Language Arts from 66% to 68%.

CHALLENGE: Mathematics Proficiency

POLICY ORIENTATION: Support instructional practices though data teams.

A closer examination of the 2018 Mathematics examinations shows significant needs in situational problem solving. Increased support in the linguistic element of the

Mathematics courses will be required, coupled with increased practice in mathematical reasoning and functions.

OBJECTIVE #1: By 2022, increase the Grade 6 average in Mathematics from 77.5% to 78%.

OBJECTIVE #2: By 2022, decrease the Grade 6 Math exam performance gap between boys and girls from 10% to 6%.

CHALLENGE: Student anxiety and sense of security

POLICY ORIENTATION: Provide increased supervision and organized activities during recess periods.

OBJECTIVE: By 2022, reduce the average reported anxiety level of Arundel Elementary School students from 33% to 25%.

CHALLENGE: Staff Professional Development

POLICY ORIENTATION: Provide more accessible current and contemporary pedagogical development.

OBJECTIVE #1: By 2022, all staff members of Arundel Elementary School will participate in a minimum of 1 hour per month of formal professional development.

MEES OBJECTIVE 1

SWLSB OBJECTIVE 1

SCHOOL OBJECTIVES TARGET INDICATORS MONITORING

By 2030, reduce to the gap in success rates between various groups of students by 50%

By 2022, reduce the success gap between boys and girls from 8.7% to 6.2%

1. By 2022, increase the Grade 6 performance average from 77.5% to 79%. 2. By 2022, reduce the Grade 6 Math exam performance gap between boys

and girls from 10% to 6%.

1. 1.5% 2. 4%

Performance on tests, quizzes, and assignments over half semesters.

Math data team tracking of Math testing performance across all grades, combined with data from Mathletics program.

SCHOOL ORIENTATION: Improve performance in English Language Arts

MEES OBJECTIVE 4

SWLSB OBJECTIVE 4


By 2030, increase to 90% the success rate on the composition component of the Elementary 6 (Cycle 3, Year 2) language of instruction ministerial examination in the public system.

By 2022, increase the Grade 6 English Language Arts Reading Competency from 90.1% to 92.5%

1. By 2022, increase the Grade 6 English Language Arts average from 75% to 77%.

2. By 2022, increase the percentage of Grade 6 students achieving over 80% in English Language Arts from 66% to 68%.

1. 2% 2. 2. 2%

MEES Grade 6 end-of-year Assessment. Grade 6 summative and formative evaluation.

Language Arts data team tracking student performance on half-term basis.

By 2022, maintain the Grade 6 English Language Arts Writing Competency at 94%

MEES Grade 6 end-of-year Assessment

SCHOOL ORIENTATION: Student anxiety and sense of security

SWLSB ORIENTATION 3


Promoting learning and working environments that promote health, safety and well-being

By 2022, reduce the average perceived anxiety level of Arundel Elementary School students from 33% to 25%. 8% ISM entries Incident reports OurSchool surveys

Principal and behavior technician.

SCHOOL ORIENTATION: Support current and contemporary pedagogical development

SWLSB ORIENTATION 1


Retaining and supporting high-quality and effective school and board teams to improve the learning experience and success of learners

By 2022, all staff members of Arundel Elementary School will participate in a minimum of 1 hour per month of professional development.

1 hour monthly PD.

Enrollment in PD events and video conferencing.

Monitored by administration.

CONSULTATIONS

Teachers: DATE(s) February 6th, 2019, March 12th, 2019, April 10th, 2019

Students: April 12th, 2019

Parents: March 21st, 2019

Governing Board: April 15th, 2019

Community Partners: March 21st, 2019

Governing Board ADOPTION

G.B. RESOLUTION 20190515943 Motioned by Crystal Campbell and Seconded by Marc-Andree Paiment to adopt the 2019-2022 Educational Project

as presented.

Marie-Andree Touchette Brent Nadeau

CHAIR PRINCIPAL

arundel elementary school€¦ · arundel elementary school is a small 3-story building located in...

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