purpose of the agreement management and educational

BetweenENGLISH MONTREAL SCHOOL BOARD

andBancroft Elementary School

2016-2019

Purpose of the Agreement

In order for the school/centre and the school board to compty with the Education Act article 209.2(1) (2)(3)(4), the school board and school/centre must sign a Management and Educational SuccessAgreement. This must be done annually.

This Agreement outlines the commitments made by the school board and the school/centre to achieve their mission of successfully instructing, qualifying and socializing students. The Management andEducational Success Agreement defines the school/centre role in supporting the school board objectives and targets for student success, within the school board strategic plan and in line with the Ministerede 1'Education et Enseignement Superieur, MEES

Management and Educational Success AgreementExplanatory Notes:

1. The school/centre should become fully familiar with the school board strategic plan and with the Partnership Agreement signed with the Ministere de 1'Education et Enseignement Superieur,MEES.

2. The school/centre should review its success plan and ensure that it is aligned with the school board strategic plan.3. The Management and Educational Success Agreement is signed between the school principal and the director general. This is what makes it a Management Agreement.4. The Management and Educational Success Agreement must be approved by the governing board after consultation with the staff.5. The Management and Educational Success Agreement must specify how the school/centre will contribute to the school board objectives and targets for student success as established within the

strategic plan.6. The Management and Educational Success Agreement must outline the resources provided to the school/centre so that it can meet established objectives and targets. Besides a statement referring

to general staffing and budgetary allocations, the Agreement must list the resources specific to the school which take into account its particular situation and needs.7. The Management and Educational Success Agreement must specify the support and assistance measures available to the school/centre. This means any programs and any special centralized

support systems which support the school/centre in meeting its targets should be listed. For example, if the board has a system or program for literacy it should be listed here.8. The Management and Educational Success Agreement must specify how the school/centre monitors its proaress towards meetinci specific taraets and how it reports to its communitv.

001 BANCROFT MESA AGREEMENT 2016-2019

Context:

OUR VISION AND MISSION STATEMENTS:

Our mission is to provide quality education in a caring, safe and inclusive environment where a child's curiosity for knowledge is encouraged. We are a family of cultures andwe celebrate our diverse multicultural and multiethnic community. We are a school of the times and of the world.

Bancroft School strives to be at the forefront of learner-centered education - a place in which every child's natural impulse for learning is not replaced by mere "schooling."

Bancroft recognizes that "success" is meant for every child. We strive to foster in Bancroft's children a passion for lifelong learning, faith in themselves and in their place in thecommunity. We recognize equipping our children to make a positive contribution to the changing world, means helping them to become literate, adaptable and critical thinkers,at ease in both English and French and adept with computer technology and the new media.

OUR SCHOOL PORTRAIT:

The four-story, red brick school opened its doors in 1916. Unlike many neighbouring schools at that time, it welcomed the children of what was then a predominantly Jewishcommunity. There began Bancroft's multicultural history: This same welcome has been extended to the children of all the ethno-cultural communities that have moved intothe neighborhood which has Bancroft at its heart. Bancroft is situated in the trendy area known as The Plateau, this is both an inner city neighborhood and one that hasareas of encroaching gentrification.

Located on the St. Urbain Street, designed by renowned architect Percy Erskine Nobbs and made famous by Mordecai Richler in St. Urbain's Horsemen, it was part of thebackdrop of several of Richler's novels - part of the life of "the Main" itself. Among its distinguished graduates are medical pioneer Dr. Phil Gold, Senator Leo Kolber, socialservices director Saul Panofsky and Christos Sirros, the Liberal MNA.

Presently our school is composed of 314 students, ranging from Pre-Kindergarten to Grade 6 who follow a bilingual program which was introduced in 2007. Bancroft continuesto have a diverse student body. The degree of ethnic diversity is 30%, meaning their mother tongue is neither French nor English, and 30% of our students are born outsideof Canada. There are as many as 17 different cultures and religions among the students and staff - Portuguese, Italian, Greek, German, Polish, Chinese, Korean, Filipino,Indian, Pakistani, Iranian to name only a few. The majority, 45 %, of students speak English with the exception of a very small minority who are in Quebec on a temporarybasis, and who eventually will return to their country of origin.

The socio-economic makeup of our student population is varied. The majority are from a middle-class socio-economic background, however, a small percentage of the schoolis experiencing economic hardships. Bancroft is also an inclusive school where students with special needs (15%) are integrated into regular classes. 97% of these studentsfollow an adapted or modified academic programs and they are offered Resource Services. Other support services are offered for students with behavioral, emotional andsocial difficulties.


OUR SCHOOL PERFORMANCE RESULTS:

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^90

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74.9%

End of Cycle 3 Exam Situational Problem

74.9%

53%

75% 74^^^

86-4%_79-9%_?5-6%

2015

"School

2017

Board N Bilingual

End of Cycle 3 Mathematical Reasoning

64.0%47.4%—49.1%

65.2% 63.6%50%

74.3% 77.7%

2015 2017

"School n Board si Bilingual

Interpretation:

In reviewing our school data, we looked at the end of cycle 3 math exam successrates in two competencies, (Cl) using mathematical reasoning and (C2) solvingsituational problems.In solving situational problems, our data indicates that in 2017 our students have

performed above other students in the school board and students in the samemodel of bilingual instruction. Our success rate for the competency of solvingsituational problemscontinuesto improve.

In mathematical reasoning, our success rate continues to improve. Our item dataanalysis shows that our students had difficulty in the following areas: decimals,mental computation, volume, angles, time, broken line graphs and sequence ofoperations.

In order to effectively target the areas of concern, the teachers will use acombination of mastery exercises (30 - 40%) with contextual problem solvingsituations (60 - 70%) in order to provide the students with a solid conceptualunderstand of mathematics.

Students will also be given ample opportunity to practice explaining anddiscussing their responses in math class in order to provide each other withdifferent solution methods and allow the teacher to identify studentmisconceptions.


Goal2

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100

g .5§ 90ce:W 85(ft

g 80(^ 75

End of Cycle 3 Exam French Reading

90.0%_79-8%73.9% 79./.3<.^.81%

95'5«8L6%-Ï'6%

2015 2016

Year

"School M Board s bilingual

2017

95%

End of Cycle 3 Exam French Writing

97%

88.2% 89%

2015

4.5.0% 94.8%,90.9% 1

97.3%

2017

"School 9 Board " bilingual

Interpretation:

In reviewing our school data, we looked at the end of cycle 3 French examsuccess rates in two competencies, that is, the competency of reading andwriting.In reading, our success rates increased from 79% in 2016 to 95.5 % in 2017.This is due to the extra efforts put on our identified areas of concern, mainlyfocussed on developing a richervocabulary and its inferences.

Interpretation:

In writing component, our students performed below both students in ourschool board and students in the same model of instruction (bilingual). Ourschool success rate improved from 85% in 2016 to 90.9% in 2017.

Our cycle 3 teachers focussed specifically on modeled writing throughout the

year. Given that the data shows that using these strategies increased oursuccess rate, we will continue to focus on providing increased opportunities forstudents to practice their reading comprehension and writing skills andintroduce them to a wide variety of literature and genres.


Goal 2

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End of Cycle 3 Exam, English Language Arts Reading92.4%92.2% gg^o/^ 88.5% 88.9%

75%81.7%

63.0%52.4%

2015 2017

B School ll Board Bilingual

End of Cycle 3 Exam English Language Arts Writing97.5%.

100.0%91%

75.5%

2015

97.2% 100% 94.5% 95.9%

2017

School " Board Bilingual

Interpretation:In reviewing our school data, we looked at the end of cycle 3 English LanguageArts exam success rates in two competencies, (Cl) reading and (C2)writing.

In 2017 our success rate in reading improved significantly, from 52.4%, to86.4%. We attribute this to the increased focus on enriching student'svocabulary, development of simple and complex sentences, reading aloud textsand modeling proper language skills.Our data shows that our students still struggle with vocabulary and inferenceand providing a complete response. As a result, we will address these areas ofconcerns. In our MESA, we will target a success rate of over 87%

Interpretation:

Our success rate in 2017 for C2 (writing) was 100%. We have reached/surpassed our target for 2018 of a 90% success rate.

We will continue to help students improve their writing skills by:" Focusing instruction on development of simple and complex sentences;" Reading aloud texts that model good writing that demonstrates fluency,

rhythm , and structural patterns in language;" Using graphic organizers to help students organize^thejr_ _

thoughts in prewriting;" Modelling good writing practices.


Goal3

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End of Cycle 3 Exam Situational Problem Avg. Mark(Students with lEPs)

67.9%59% 60.4% 62.7%

48%59.5%

2015 20172016

Year

School B Board

End of Cycle 3 Exam Mathematical ReasoningAvg. Mark(Students with lEPs)

58.2% 60.8%53%

38%

56.6%43.4%

2015 2016

Year

School N Board

2017

Interpretation:

Reporting on the success rate of a group when the population of that group issmallmay produce large fluctuations from year to year and does not provideus with any meaningful information. A better way to demonstrate the successof students with special needs is to look at the average mark of that groupwithin a subject.In solving situational problems, our data indicates that m 2017 the averagemark of our students with IEP'S is above the school board's average for thesame group of students. Our average mark for the competency of solvingsituational problems has improved and we have surpassed our projïof 60% for 2018.

Interpretation:

In mathematical reasoning, the average mark of our students with specialneeds has improved, from 38 % to 43.4 %, however we have not yet reachedourtargetof60%.As a result, we will focus on improving the average mark of our special needsstudents in mathematical reasoning. The same strategies for improving thesuccess rate of all our students outlined in Goal 1 will also be used with ourstudents with special needs.


MEES Goal 1Increased graduation rates and qualifications before age 20


School Board

Objective Indicators Target Objective Indicators Target Strategies

To increase thesuccess rate on theMEES Secondary 4uniform Mathematics

The successrate on theMEESSecondary 4uniformMathematics.

To increasethe successrate on theMEESSecondary 4uniformMathematicsfrom 43.0%in 2009 to60.0% in2016.

To increase thesuccess rate ofstudents on theEnd-of-cycle 3(SituationalProblemComponent)Mathematics uniformexam

The successrate of studentson theEnd-of-cycle 3(SituationalProblemComponent)Mathematicsuniformexamination

To maintainthe successrate of 85% +of students onthe End-of-cycle3(SituationalProblemComponent)Mathematicsuniform exam

1. In situational problem solving, teachers will put extra emphasis on identifiedareasofconcern:

" Fractions, decimals, mental computation" Volume, angles, time, broken line graphs and series of operations.

2. Students will be given more opportunities to practice situational problemsfocused specifically on mastery exercises with contextual problem solvingsituations.

3. Students will be exposed to at least two situational problems per term,starting in term 2.

4. In mathematical reasoning, teachers will put extra emphasis on identifiedareas of concern: fractions, mental computations and decimals.

5. Regular remediation/acceleration will be provided for students who arestruggling in math.

6. Improve teacher's knowledge of mathematics concepts and instructionthrough the school board numeracy initiative in cycle one and two.

7. In grades 2 - 4 children will be pre-exposed to concepts and skills they willbe learning in their regular classrooms through the Acceleration program.


School Board


MATHEMATICS:

To increase thesuccess rate on theMEES Secondary 4uniform Mathematics

The successrate on theMEESSecondary 4uniformMathematics

To increasethe successrate on theMEESSecondary 4uniformMathematicsfrom 43.0%in 2009 to60.0% in2016.

To increase thesuccess rate ofstudents on the End-of-cycle 3 (UsingReasoningComponent)Mathematics uniformexam

The successrate of studentson the End-of-cycle 3 (UsingReasoningComponent)Mathematicsuniformexamination

To maintainthe successrate of above60% ofstudents onthe End-of-cycle 3 (UsingReasoningComponent)Mathematicsuniform examby 2018

1. In mathematical reasoning, teachers will put extra emphasis on identifiedareas of concern: fractions, mental computations and decimals.

2. Regular remediation/acceleration will be provided during for students whoare struggling in math.

3. Improve teacher's knowledge of mathematics concepts and instructionthrough the school board numeracy initiative in cycle one and two.

4. In grades 2 -4 children will be pre-exposed to concepts and skills they will belearning in their regular dassrooms through the Acceleration program.

MEES Goal 2Improve mastery of French and English (Reading & Writing)

School Board


FRENCH READINGELEMENTARY

To improve Frenchreading skills of allelementary schoolstudents.

The success rate on the End-of-cycle 3 examinations in Frenchreading

FRENCH WMTINGELEMENTARY

To improve thewritten French skillsof all elementaryschool students.

To increasethe successrate ofstudents inthe End-of-cycle3Frenchreadingfrom_% in2015 to_%by 2020

To increasethesuccessrate ofstudents inthe End-of-cycle3Frenchwritingfrom_% in2015 to_%by 2020

To increase thesuccess rate ofstudents in the End-of-cycle 3 Frenchreading

To increase thesuccess rate ofstudents in the End-of-cycle 3 Frenchwriting

The successrate of studentson the End-of-cycle3examinationsin Frenchreading

The successrate of studentson the End-of-cycle3examinations inFrench writing

To maintainthe successrate of 95% ofstudents in theEnd-of-cycle 3French readingby 2018

To maintainthe successrate of 90% ofstudents in theEnd-of-cycle 3French writingby 2018

1. Provide increased opportunities for students to practicetheir reading comprehension and writing skills.

2. Introduction to a variety of literature and genres.

3. Introduction to media texts

4. Improving oral storytelling skills in cycle 2 and cycle 3.


School Board


GOAL2

ENGUSH READINGELEMENTARY

To improve Englishreading skills of allelementary schoolstudents.

The sucSssrate on the End-of-cycle uniform examinationsEnglish reading

ENGUSHWRTTINGELEMENTARY

To improve theEnglish written skillsof all elementaryschool students

The success rate on the End-of-cycle 3 uniform examinations inEnglish writing

To increasethe successrate ofstudents inthe End-of-cycle Englishreadingfrom_% in2015 to_%by 2020

To increasethe successrate ofstudents inthe End-of-cycle3uniformEnglishwriting from_% in2015 to_%by 2020

To maintain thesuccess rate forstudents above 95%in the uniform End-of-cycle 3 Englishreading

The successrate of studentson the End-of-cycle 3 uniformexaminations inEnglish reading

To maintain asuccess rate forstudents above95.0% in the End-of-cycle 3 uniformEnglish writing

The successrate of studentsin the End-of-cycle 3 uniformEnglish writing

To maintainthe successrate ofstudents in theuniform End-of-cycle 3Englishreading above95.0%

To maintain asuccess ratefor studentsabove 95.0%in the End-of-cycle3uniformEnglish writing

READING:

1. Teachers will put extra emphasis on identified areas of concernsas a result ofthe item analysis data:

" Vocabulary" Inference" Main Idea

2. Teachers will teach vocabulary by:

" Focusing on key vocabulary" Using a picture/letter/word wall" Using vocabulary games to actively engage students, ex.

Language apps." Incorporating new words into discussion and activities.

WRITING:

l.Teachers will help students improve their writing skills by:" Focusing instruction on development of simple and

complex sentences;" Reading aloud texts that model good writing and that

demonstrate fluency, rhythm , and structural patterns inlanguage;

" Using graphic organizers to help students organize theirthoughts in prewriting;

" Modelling good writing practices.


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


School Board

Objective Comments Objective Indicators Target Strategies

To increase thepercentage ofstudents withspecial needs(within the 7-yearcohort) who willgraduate with aDiplômeD'étudesSecondaires (DES)ora DiplômeD'étudesProfessionnelles(DEP)

The success of special needsstudents in the core subjects(ELA, FSL & Mathematics) willGontribute to this Boardobjective.

MATHEMATICS Sn-UATIONALPROBLEM & REASONING:

To improve theaverage markattained by specialneeds students onthe End-of-cycle 3MathematicsSituational Problemcomponent of theuniform examination

To improve theaverage markattained by specialneeds students onthe End-of-cycle 3Mathematics UsingReasoningcomponent of theuniform examination

The average markattained by specialneeds students onthe End-of-cycle 3MathematicsSituational Problemcomponent of theuniformexamination

The ratio of specialneeds students whoare successful onthe End-of-cycle 3Mathematics UsingReasoningcomponent of theuniformexamination

To maintain or improvethe average mark of67.9% attained byspecial needs studentson the End-of-cycle 3MathematicsSituational Problemcomponent in 2017 by2018

To improve theaverage mark attainedby special needsstudents on the End-of-cycle 3 MathematicsUsing Reasoningcomponent of the from43.4% in 2017 to 60%by 2018

Same strategies for improving the success rates of allstudents in solving situational problems and mathematicalreasoning will be used to improve the average mark of ourspecial needs students as outlined in Goal 1.

Pre-exposing children to concepts and skills they will belearning in their regular classrooms through theAcceleration program.


School Board

Objective Comments Objective Indicators Target Strategies

GOAL3 FRENCH SECOND LANGUAGE To maintain orimprove theaverage forstudentsin the uniform End-of-cycle 3 FrenchReading Component

To maintain orimprove theaverage forstudentsin the uniform End-of-cycle 3 FrenchWriting Component

To maintain theaverage mark forstudents in theuniform End-of-cycle3 English LanguageArts ReadingComponent

To maintain theaverage mark forstudents in theuniform End-of-cycle3 English LanguageArts WritingComponent

The average markattained by specialneeds students onthe End-of-cycle 3French Readingcomponent of theuniformexamination

The average markattained by specialneeds students onthe End-of-cycle 3French Writingcomponent of theuniformexamination

The average markfor students in theuniform End-of-cycle 3 EnglishLanguage ArtsReadingComponent

The average markfor students in theuniform End-of-cycle 3 EnglishLanguage ArtsWriting Component

To maintain or improvethe average mark of81% attained byspecial needs studentson the End-of-cycle 3French Readingcomponent by 2018

To maintain or improvethe average mark of71.8% attained byspecial needs studentson the End-of-cycle 3French Writingcomponent by 2018

To maintain or improvethe average mark of65%for students inthe uniform End-of-cycle 3 EnglishLanguage Arts ReadingComponent by 2018

To maintain or improvethe average mark of72.5% for students inthe uniform End-of-cycle 3 EnglishLanguage Arts WritingComponent by 2018

Same strategies for improving the success rates of allstudents in French reading and writing will be used toimprove the average mark of our special needs students asoutlined in Goal 2.

Pre-exposing children to concepts and skills they will belearning in their regular classrooms through theacceleration program.

Same strategies for improving the success rates of allstudents in English Language Arts, reading and writing willbe used to improve the average mark of our special needsstudents as outlined in Goal 2.

Pre-exposing children to concepts and skills they will belearning in their regular classrooms through theacceleration program.

READING&WRmNG:

ENGUSH LANGUAGE ARTSREADING&WRmNG:

MEES Goal 4Healthier and safer school environments

MEES Goal 5Increased enrollment of students under the age of 20 in vocational education


School Board


BULLYINGVICTIMIZATION

To decrease the rateof student whoreported victimizationresulting frombullying

SCHOOL SAFETY

To increase the rateof students whoreported feeling safeattending school

The rate ofstudents whoreportedvictimizationresulting frombullying

The rate ofstudents whoreportedfeeling safeattendingschool

To decrease therate of studentswho reportedvictimizationresulting frombullying from26.0% in 2010to 20.0% forelementarystudents and15.0% in 2010to 10.0% forsecondarystudents by2020

To increasethe rate ofstudents whoreportedfeeling safeattendingschool from81.0% in2010 to86.0% forelementaryand secondarystudents by2020

To decrease the rateof students whoreportedvictimizationresulting frombullying

To increase the rateof students whoreported feeling safeattending school

The rate ofstudents whoreportedvictimizationresulting frombullying

The rate ofstudents whoreportedfeeling safeattendingschool

To decreasethe rate ofstudents whoreportedvictimizationresultingfrom bullyingfrom 9 % in2017to_5% by2018

To increasethe rate ofstudents whoreportedfeeling safeattendingschool from90% in 2017to 95% by2018

" Bancroft's school climate remains a positive one, our multicultural,multinational population lends itself to a respectful acceptance of ourdifferences.Incidents of reported bullying and social conflict situations remain low and aredealt with quickly. Students are provided with a large support network, in theform of a bullying intervention coordinator from Sun Youth and our behaviourtechnician and CCWs. Bancroft works closely with our socio-community agentsfrom the SPVM and the students have had workshops on: community safety,bullying as well as internet safety and cyberbullying.In all cycles teachers organize girls and boys clubs to meet and discuss issuessuch as self-esteem, peer relationships, and building stronger friendships. Thisalso encourages students to develop goal orientated skills. Lunch time sportsactivities are organized to help mentor the boys and girls in cooperative andteam building activities. According to the "Our School" survey, which measuresstudent outcomes and school climate. Bancroft students have reported a highsense of belonging, feeling safe at school, and having positive relationships -they feel they have friends at school they can trust and who encourage them tomake positive choices. They also reported having positive student/teacherrelationships. They feel teachers are responsive to their needs and encourageindependence with a democratic approach. They reported a high advocacy rateat school, that is, they feel they have someone at school who consistentlyprovided encouragement and could be turned to for advice.

Signatories of the Agreement:001 BANCROFT MESA AGREEMENT 2016-2019

School Board


Increase the numberof students under 20years of age invocational training

The number ofstudents under20 years ofage invocationaltraining

To increasethe numberof studentsunder 20years of agein vorationattraining from208 studentsin 2008 to228 studentsby 2020

To increaseawareness ofvocational educationas a viable pathwayto success

GoalS" We remain committed to providing our students with an opportunity toexplore different career options and vocational education. Parents from ourcommunity, coming from many different academic and professionalbackgrounds, have volunteered to share their experiences in differentvocations. We will invite guests to present various trades to our studentpopulation in cycle 2 and 3.

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Date :

NOV 2 9 20Î7

Date :

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Signature, Principal

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Signature, Govefning Bjô^rdChairvv/ / \ ^\

Signature, Regidnàl Director

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Signature, Director General

, 001 BANCROFT MESA AGREEMENT 2016-2019

-2-

SAMPLE RESOLUTION

BANCROFT EMSB-MESA Agreement 2016-2019(School name)

WHEREAS Bill 88 requires that the school enter into a MESA Agreement with the school board;

WHEREAS Bill 88 also requires that the School update the MESA Agreement yearly;

WHEREAS a MESA Agreement for 2016-2019 has been developed by the school staffand theschool Adminisù-ator;

WHEREAS the MESA Agreement was submitted for consultation to the school staff;

WHEREAS the said MESA Agreement was deemed to be in conformity with the School Boardrequirements;

2019 MESA Agreement be approved by the Goveming Board and that it be *communicated to allstakeholders.

5-ô1-î--K-^(Signaturé, Go^ming JBToarâsÇhair/Date

^/72.//-2/

Signature, Principal / Date

* Posting the report on school website.

purpose of the agreement management and educational

Documents