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Strategic
            Plan
             2011-2016

Believe
 Achieve
 Succeed

EASTERN SHORES
  SCHOOL BOARD
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Acknowledgement
                                                                    of Contributions
    ADMINISTRATION:          Dave Royal, former Director General
                             Howard Miller, Director General
                             Lisa Mosher, Director of Educational Services
                             Eugene Willett, (former Director of Educational Services)
    CENTER ADMINISTRATORS: Debbie Adams, Wakeham
                           Christine Grenier, Anchor
                           Marjorie Woodman, New Richmond/Maria
                           Owen Mailloux, Listiguj
                           Chantal Pitt, Northern Lights
    COMMUNITY PARTNERS:      Committee for Anglophone Social Action (CASA)
                             North Shore Community Association (NSCA)
                             Vision Gaspe-Perce Now
    CONSULTANTS:             Sheryl Hayes, English Language Arts
                             Ann Guilbeault, Math and Science
                             Pat Ryan (former Consultant) Math and Science
                             Nancy Langlois, French Second Language
                             Charlotte Roy, (former Consultant) French Second Language
                             Lili Sun, Librarian
                             Melanie Hayes, Analyst
                             Brett Mitchell, RECIT
                             Ray Venables, (former RECIT)
    COORDINATORS:            Greg McWhirter, (former Coordinator) Integrative Technologies
                             Corey Dugas, Integrative Technologies
                             Ken Ward, Adult Education
                             Gail Atkinson, Complimentary Services
    SARCA:                   Marjorie Robinson, SARCA
    SCHOOL ORG. TECHNICIAN: Linda Woodman, Adult Education
    TRANSLATION:             Margaret Ann Cooke, Secretary General
    SCHOOL PRINCIPALS:       Laura Hurley, (former Teacher-Principal) Baie Comeau
                             Alice Dell, Bonaventure Poly
                             Hugh Wood, Grosse Ile and Entry Island
                             Byron Edwards, (former Principal) Escuminac
                             Daniel Gallagher, Gaspe Polyvalent
                             Jennifer Roy, (former Principal) Gaspe Poly
                             Jane Bradley, Evergreen and St. Patrick’s
                             Karen Kean, Fermont
                             Karen Fequet, Flemming
                             Beryl Boyle, Gaspe Elementary and Belle Anse
                             Maxine Lemieux (former Teacher-Principal) Belle Anse
                             Brett Mitchell, Metis Beach
                             Kristy Larose, New Carlisle
                             Brian Rock (former Principal), New Richmond
                             Lavergne Fequet, Queen Elizabeth and Baie Comeau
                             Shaunna Goudie, Riverview
                             John Prince (former Teacher-Principal), Shigawake-Port Daniel

2
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Table of Contents

Introduction                                               4

Context                                                     9
   Vision Statement                                         9
   Mission Statement                                        9
   Economies of Scale                                       9
   Socio-economic conditions                               12
     Unemployment                                          13
     Low income                                            13
     Government Assistance                                 14
     Bilingualism                                          14
     Low Education Levels                                  14
     Note                                                  14
   Outside of Administrative Region 11 – the North Shore
   or Region 09 of ESSB                                    14
      Income levels                                        14
      Unemployment                                         14
      Community Profile                                    14
      Educational levels of attainment                     15
      Linguistic profile                                   15
   Health and Social Service Conditions                    16
     Limited Access to Health Services in English          16
     Cultural Identify and Sense of Belonging              16
     Community Loyalty and Leadership                      17
     School Safety and Security                            17
     Tell Them from Me Survey Instrument                   17
     Violence in Schools                                   17
   Special Needs Students and Required Services            18
   Adult and Vocational Education Centers                  18
     Diverse Needs                                         18
     Shared concerns                                       19

Orientations                                               20

Glossary and Terms                                         23

Annex 1                                                    25
NORTH SHORE COMMUNITY ASSOCIATION
SOCIO-ECONOMIC PROFILE SUMMARY OF QUEBEC’S
ENGLISH-SPEAKING COMMUNITIES

                                                                3
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Introduction
    Eastern Shores School Board is the only school board            vious year. However, official enrolment as of September
    that occupies three administrative regions in the               30, 2012, was 1236 students, indicating some stability
    province of Quebec: Region 11 (Gaspesie-Iles-de-la-             in the youth sector.  Adult education enrolment for the
    Madeleine), Region 09 (Cote Nord) and Region 01                 school year 2010-11 was 352 and 256 for 2011-12 (an
    (Bas St. Laurent). See Chart I. There are 18 schools and        internal calculation of full-time and part-time) students
    6 adult education centers.  Of the 18 schools, 6 are            engaged in academic upgrading and vocational training.
    elementary, 4 are secondary, and the remaining 8 are            In 2000-01, youth sector enrolment was at 1,530, repre-
    combined elementary-secondary schools.  13 of the               senting an overall drop of 294 students or 19% from our
    18 schools and 5 of the 6 adult education centers are           current situation.  Our rate of decline in student regis-
    located in Region 11.  Five schools and 1 adult edu-            trations is greater than that of all other Anglophone
    cation center are located on the North Shore (in Baie           school boards who between 2001 and 2010 dropped
    Comeau, Port Cartier, Sept Iles and Fermont.  Finally,          by approximately 9% (Chart 2).  MELS enrolment trends
    Metis Beach School is located between Rimouski and              suggest that the number of Anglophone students may
    Matane, just outside the border of what is considered           be on the increase between now and 2025, 1.1% prov-
    to be the Gaspésie (Bas St. Laurent).                           incially (Chart 3) and 20.6% for Eastern Shores School
                                                                    Board (Chart 4).  This government forecast in student
    Youth sector enrolment, as of September 30, 2011, was           numbers could serve as a regional catalyst for ensuring
    1,238 students, a decrease of 51 students from the pre-         the life of our schools and centers, and the viability of
                                                                    our communities and their institutions.

                                                                    [ CHART        1]         Administrative regions
                                                                                              in the province of Québec

                                                                    01   Bas-Saint-Laurent
                                                                    09   Côte-Nord
                                                                    11   Gaspésie–Îles-de-la-Madeleine

                                        09

                                         01      11

                                                               11
                                                                                     Believe
4
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[ CHART   2]
 Evolution of the Anglophone student population by school board from 2000-2001 to 2009-2010

                                                                            2000-01             2004-05             2009-10
                                         Présecondaire                        2777                2977                2812
           CQSB                          Secondaire                           1415                1674                1764
                                         Total                               4192                 4751                4626

                                         Présecondaire                        925                 858                 720
           ESSB*                         Secondaire                           605                 607                 562
                                         Total                                1530                1465                1282

                                         Présecondaire                        3938                3751                2968
           ETSB                          Secondaire                           2388                2616                2462
                                         Total                                6326                6367                5430

                                         Présecondaire                       6890                6640                 5310
           RSB                           Secondaire                          3926                4482                 4289
                                         Total                               10816               11122                9599

                                         Présecondaire                        8278                8484                7929
           SWLSB                         Secondaire                          4569                 5984                6721
                                         Total                               12847               14408                14500

                                         Présecondaire                        4909                4142                3652
           WQSB                          Secondaire                           3293                3608                3251
                                         Total                               8202                 7750                6903

                                         Présecondaire                       16882               15596                11856
           EMSB                          Secondaire                          9246                10488                9923

                                                                                                                                     Achieve
                                         Total                               26309               26084                21779

                                         Présecondaire                       17288               16181                13274
           LBPSB                         Secondaire                          10395               11481                11685
                                         Total                               27683               27662                25959

                                         Présecondaire                        2932                2512                2024
           NFSB                          Secondaire                           1903                2077                1809
                                         Total                                4835                4589                3833

                                         Présecondaire                      64820               61141                 50545
           Commissions
                                         Secondaire                         37920               43023                 42466
           Scolaires anglo
                                         Total                              102740              104164                93911

          Sources : MELS : P21sc1 : Tableau 1 : Prévision de l’effectif associé à la commission scolaire (une fiche par commission
               scolaire anglophone)  réseau public, 18 février 2011.
          *Note : ESSB services 1.3% of students enrolled in Anglophone school boards.

                                                                                                                                               5
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[ CHART               3]
                       Enrolment trends over the province of Québec (Excluding the territories covered by the Cree,
                       Kativik, Littoral School Boards) public network, youth sector, full-time academic,
                       language of instruction: English

                  Observations                                    Prévisions
                   2005-     2006-     2007-    2008-    2009-    2010-    2011-    2012-    2013-    2014-    2015-    2016-    2017-    2018-    2019-     2020-   2021-    2022-    2023-    2024-
                   2006      2007      2008     2009     2010     2011     2012     2013     2014     2015     2016     2017     2018     2019     2020      2021    2022     2023     2024     2025
Maternelle             553      480      457      475      531      509      549      591      581      577      573      568      562      561      560       560     559      557      556      555
4 ans
Maternelle
5 ans                7 086    6 872     6 604    6 730    6 628    6 952    6 885    7 366    7 885    7 819    7 770    7 739    7 701    7 662    7 667    7 695    7 719    7 737    7 750    7 757

Total                7 639    7 352     7 061    7 205    7 159    7 461    7 434    7 957    8 466    8 396    8 343    8 307    8 263    8 223    8 227    8 255    8 278    8 294    8 306    8 312
Primaire 1.1         7 331    7 163     6 947    6 688    6 873    6 742    7 073    7 006    7 499    8 030    7 963    7 912    7 879    7 841    7 801    7 806    7 834    7 858    7 876    7 891
Primaire 1.2         7 836    7 460     7 260    6 977    6 730    6 927    6 800    7 134    7 064    7 565    8 102    8 035    7 983    7 949    7 911    7 870    7 876    7 905    7 929    7 947
Primaire 2.1         8 339    7 706     7 390    7 213    6 970    6 702    6 902    6 776    7 109    7 040    7 540    8 075    8 009    7 956    7 924    7 886    7 845    7 852    7 881    7 906
Primaire 2.2         8 722    8 364     7 705    7 430    7 306    7 029    6 760    6 962    6 838    7 175    7 104    7 611    8 153    8 086    8 031    7 999    7 960    7 919    7 926    7 955
Primaire 3.1         9 411    8 674     8 303    7 692    7 484    7 318    7 041    6 772    6 978    6 852    7 190    7 118    7 626    8 168    8 101    8 046    8 014    7 975    7 935    7 942
Primaire 3.2         9 577    9 418     8 708    8 346    7 787    7 549    7 382    7 104    6 834    7 042    6 919    7 259    7 186    7 703    8 249    8 181    8 124    8 092    8 053    8 013
Total              51 216    48 785    46 313   44 346   43 150   42 267   41 958   41 754   42 322   43 704   44 818   46 010   46 836   47 703   48 017   47 788   47 653   47 601   47 600   47 654
PRÉ-
SECONDAIRE         58 855    56 137    53 374   51 551   50 309   49 728   49 392   49 711   50 788   52 100   53 161   54 317   55 099   55 926   56 244   56 043   55 931   55 895   55 906   55 966

Secondaire 1.1       9 146    8 905     8 706    8 162    7 699    7 233    7 015    6 856    6 602    6 357    6 556    6 450    6 761    6 689    7 178    7 686    7 623    7 569    7 540    7 503
Secondaire 1.2       9 367    9 361     9 132    8 915    8 437    7 922    7 444    7 220    7 052    6 796    6 543    6 747    6 643    6 962    6 885    7 392    7 913    7 850    7 794    7 764
Secondaire 3         9 146    9 493     9 429    9 471    9 255    8 715    8 174    7 696    7 465    7 277    7 024    6 762    6 960    6 868    7 195    7 114    7 643    8 191    8 119    8 062
Secondaire 4         8 704    8 820     9 139    8 990    8 900    8 783    8 267    7 753    7 290    7 072    6 902    6 654    6 406    6 602    6 493    6 809    6 737    7 226    7 747    7 669
Secondaire 5         7 522    7 951     7 972    8 264    8 284    8 174    8 048    7 576    7 100    6 675    6 471    6 320    6 085    5 855    6 024    5 912    6 199    6 143    6 575    7 050
Secondaire 7,8         45        21       31        4       67       37       36       37       32       30       28       29       28       25       25        26      25       27       25       27
Total              43 930    44 551    44 409   43 806   42 642   40 864   38 984   37 138   35 541   34 207   33 524   32 962   32 883   33 001   33 800   34 939   36 140   37 006   37 800   38 075
ENSEMBLE           102 785   100 688   97 783   95 357   92 951   90 592   88 376   86 849   86 329   86 307   86 685   87 279   87 982   88 927   90 044   90 982   92 071   92 901   93 706   94 041

                                        Enrolment evolution by order of instruction (September 30, 2009= 100)
                 140                                                                                                                                                 Succeed
                 120

                 100

                  80

                  60

                  40
                     2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024

                                                                     maternelle              primaire             secondaire

                 Table : This data, limited to the youth sector, include EHDAA students, in francization and in welcoming class, as well as full-time drop
                      outs.  They exclude part-time students and those in professional studies.
                 Sources: Direction de la recherché, des statistiques et de l’information;  Entrepôt de données ministériels (EDM)

        6
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[ CHART             4]
                   Enrolment trends for Eastern Shores School Board (882) Public network, in the youth sector,
                   full-time academic training, language of instruction: English

 Chart             Observations                            Prévisions
   4.1             2005-
                   2006
                           2006-
                           2007
                                   2007-
                                   2008
                                           2008-
                                           2009
                                                   2009-
                                                   2010
                                                           2010-
                                                           2011
                                                                   2011-
                                                                   2012
                                                                           2012-
                                                                           2013
                                                                                   2013-
                                                                                   2014
                                                                                            2014-
                                                                                            2015
                                                                                                       2015-
                                                                                                       2016
                                                                                                                 2016-
                                                                                                                 2017
                                                                                                                         2017-
                                                                                                                         2018
                                                                                                                                 2018-
                                                                                                                                 2019
                                                                                                                                          2019-
                                                                                                                                          2020
                                                                                                                                                     2020-
                                                                                                                                                     2021
                                                                                                                                                               2021-
                                                                                                                                                               2022
                                                                                                                                                                       2022-
                                                                                                                                                                       2023
                                                                                                                                                                               2023-
                                                                                                                                                                               2024
                                                                                                                                                                                       2024-
                                                                                                                                                                                       2025
Maternelle            73     51      39      61      85      75      90     114      98         98          96     94      92      92         91          90     89      88      87        86
4 ans
Maternelle            89     97      89      62      96      97      87     104     132         113      113      110     109     107         106     105       104     103     102     101
5 ans
Total                162    148     128     123     181     172     177     218     230         211      209      204     201     199         197     195       193     191     189     187
Primaire 1.1         110     86     102      93      65     100     101      91     109         138      118      118     115     114         112     111       110     109     108     107
Primaire 1.2         122    112      89     105      99      68     105     106      95         114      144      124     124     120         119     117       116     115     114     113
Primaire 2.1         103    112     101      86     104      96      66     101     102         92       110      139     120     120         116     115       113     112     111     110
Primaire 2.2         105    101     120     110      91     111     103      70     108         109         98    117     148     128         128     124       123     121     120     119
Primaire 3.1         103    103      94     116     110      89     108     101      68         106      107       96     114     145         125     125       121     120     118     117
Primaire 3.2         121    104     112     102     120     116      94     114     107         72       112      113     102     121         153     132       132     128     127     125
Total                664    618     618     612     589     580     577     583     589         631      689      707     723     748         753     724       715     705     698     691
PRÉ-                 826    766     746     735     770     752     754     801     819         842      898      911     924     947         950     919       908     896     887     878
SECONDAIRE
Secondaire 1.1       125    126      97     110      95     114     110      89     108         102         69    107     108      97         115     146       126     126     122     121
Secondaire 1.2       142    133     121     111     118     102     123     119      96         116      110       74     115     116         105     124       157     136     136     131
Secondaire 3         134    172     163     163     148     155     134     162     157         126      153      145      97     151         153     138       163     207     179     179
Secondaire 4         138     94     127     109     115     103     108      94     113         110         88    107     101      68         106     107        96     114     145     125
Secondaire 5          98    122      76     105      92      96      86      90      78         94          92     73      89      84         57          88     89      80      95     121
Secondaire 7,8         0       0       0       0       0      0       0       0       0          0          0       0       0       0          0          0       0       0       0        0
Total                637    647     584     598     568     570     561     554     552         548      512      506     510     516         536     603       631     663     677     677
ENSEMBLE           1 463   1 413   1 330   1 333   1 338   1 322   1 315   1 355   1 371    1 390      1 410     1 417   1 434   1 463    1 486      1 522     1 539   1 559   1 564   1 555

                                               Enrolment trends for 0-4 year old preschool population
                             Chart 4.2
                                                                   2005-    2006-     2007-           2008-      2009-    2010-     2011-           2012-      2013-    2014-
                                                                   2006     2007      2008            2009       2010     2011      2012            2013       2014     2015
                                                    0 an           87        81        90             118        105
               Estimate of the population           1 an           108       105       93             115        148       126
               (by correspondence
               preference: English) by age on       2 ans          88        111       110            97         122       155       132
               September 30                         3 ans          107       92        113            113        105       126       160            136
                                                    4 ans          137       116       105            125        129       116       139            176        150       150
               Kindergarten 4 years old (the
               attendance rate is the proportion taux (%)           53        44           37          49         66        65           65          65         65        65
               of enrolment in relation to the
               population of 4 year olds in the
               same year.)                       effectifs          73        51           39          61         85        75           90         114         98        98
               Kindergarten 5 years old (the
               passing rate is the proportion       taux (%)                  71           77          59         77        75           75          75         75        75
               of enrolment in relation to the
               population of 4 year olds of the
               previous year.)                      effectifs                 97           89          62         96        97           87         104        132       113

                                                                                                                                                                                       7
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Passing rate of enrolment (in %)
     Chart 4.3       2005 to 2006   2006 to 2007   2007 to 2008   2008 to 2009   PRÉVUS
     M5-P1.1             97             105            104            105          105
     P1.1-P1.2           102            103            103            106          105
     P1.2-P2.1           92             90             97             99           97
     P2.1-P2.2           98             107            109            106          107         Table : This data, limited to the
                                                                                                    youth sector, include EHDAA
     P2.2-P3.1           98             93             97             100          98               students, in francization and
                                                                                                    in welcoming class, as well
     P3.1-P3.2           101            109            109            103          106              as full-time drop outs.  They
                                                                                                    exclude part-time students
     P3.2-S1.1           104            93             98             93           95               and those in professional
     S1.1-S1.2           106            96             114            107          108              studies.  The long-term
                                                                                                    trends (over 5 years) are
     S1.2-S3             121            123            135            133          132              speculative; they illustrate
                                                                                                    the continuation of trends
     S3-S4               70             74             67             71           70               observed over past years.
                                                                                               Sources: Direction de la recherché,
     S4-S5               88             81             83             84           83               des statistiques et de
                                                                                                    l’information;  Entrepôt de
     S5-S78               0              0              0              0            0               données ministériels (EDM)

    Chart 4.4 Evolution of enrolment by order of instruction (September 30, 2009 = 100)

                                                                                                                 Believe
     140

     120

     100

      80

      60

      40
       2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024

                                    maternelle      primaire       secondaire

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Context

Vision Statement

                                                                             5]
At Eastern Shores School Board, we are committed
to being an effective learning community, which pro-        [ CHART
motes life-long learning goals.  We model respect for
the individual and we nurture a caring and safe en-              Eastern Shores School Board Territorial
vironment in our Youth schools and Adult centers.  We            Size - Establishing approximate-estimated
provide quality teaching and educational leadership              travel/road and/or nautical distance
to ensure that each and every student maximizes his              between school communities
or her potential for success and becomes a respon-
sible and productive citizen.
                                                                                                                  Distance in
                                                                                Location                          Kilometers
                                                            New Carlisle Board office                                 0
Mission Statement
                                                            Bonaventure Poly                                          15
The Mission of Eastern Shores School Board is to pro-       New Richmond High School                                  46
vide leadership that will contribute to the best pos-       Escuminac                                                107
sible teaching-learning environment in each of our          Metis Beach                                              239
schools and centers.  It is our mission to promote this
learning in an atmosphere of mutual respect among           Ferry transport (Matane - Baie Comeau)                   263
all stakeholders.  It is our goal that students entrusted   Baie Comeau                                              305
to us will become caring, autonomous and respon-            Port Cartier                                             467
sible citizens of the 21st century.                         Sept Iles                                                517
                                                            Fermont                                                  881
Economies of Scale                                          Les Iles de la Madeleine                                 1763
                                                            Gaspé                                                    1959
Eastern Shores School Board has the territorial             Belle Anse                                               1994
boundaries of a country and a student population the
size of a village. From a geographic standpoint, the        Chandler                                                 2061
government provides no statistical comparisons of           Shigawake                                                2111
school board size apart from budgets and student en-        New Carlisle Board office                                2134
rolment.  So we have established our own calculation.
Traveling in a circular route, with the New Carlisle        Sources: http://distancecalculator.globefeed.com/Country_Distance_
                                                                 Calculator.asp
Board office as the starting point, and then visiting all   ESSB Travel Policy ES-233, December 15, 2010
schools and centers by road, by sea, and by air (for
not all our schools and centers are accessible by road
alone), the round-trip journey encompasses a circum-

                                                            Achieve
ference of 2,134 kilometers (Chart 5). Our territory is
so large, that even the Quebec government could not
include all our schools and centers within one desig-
nated administrative region (Chart 6).

                                                                                                                                 9
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Conversely, ESSB has the second smallest enrolment                       in Quebec is $6,007 (Chart 7).  Because ESSB has no
     of the 72 public school boards (Anglophone and                           economies of scale to benefit from, provincial across-
     Francophone) in the province of Quebec (Chart 7).                        the-board cutbacks in funding, even though they
     Among the nine Anglophone school boards, we rep-                         might be proportionately scaled, have a more devas-
     resent 1.3% of the student population (Chart 2).  The                    tating impact on our operations, stretching ­already
     implications of our territorial size and sparse popula-                  limited resources beyond reasonable limits. For ex-
     tion are many and varied, impacting on distribution                      ample, meetings of our school board commission-
     of human and material resources and timely delivery                      ers or of our principals and center administrators, or
     of services to English-speaking families - not just in                   workshops with teachers and other support person-
     education, but in health and social services as well.                    nel, cost many thousands of dollars in transportation
                                                                              and overnight stays for most participants, not to men-
     From a financial standpoint, Eastern Shores School                       tion work hours lost due to travel time, often meas-
     Board has the second highest cost per student at                         ured in days (to and from the meeting location).
     $11,668; the lowest Anglophone cost per student

     [ CHART       6]
        Map of Eastern Shores School Board Territory

                                      FERMONT

                                                            NORTHERN LIGHTS
                                                            Adult Ed.
                                                    QUEEN
                                                ELIZABETH
                                                            FLEMMING
                                        RIVERVIEW

                       BAIE COMEAU
                                                                                             WAKEHAM
                                                                                             Adult Ed.
                                                                                     GASPÉ Poly.      GASPÉ Elem.

                                      MÉTIS BEACH                                                        BELLE ANSE
                                                                                       EVERGREEN
                                                                              SHIGAWAKE
                                                                                                   ST-PATRICK
                                                                 NEW RICHMOND PORT-DANIEL
                                                    ESCUMINAC
                                                LISTUGUJ                                                                            GROSSE ISLE
                                                Adult Ed.              BONAVENTURE     NEW CARLISLE                                 Adult Ed.
                                                                                                                          GROSSE ISLE

                                                                                                                                  ENTRY ISLAND

10
Succeed

  [ CHART           7]
      Indicateurs du Gestion 2006-07 (latest version available on MELS website)
      donnés par lacommission scolaire - Coût par élève des dépenses retenues
      (formation générale des jeunes et des adultes et professionels)

             School Board                   Education           Administration              Buildings               Total             Enrolment
   English Montreal                          $5 375                 $390                      $688                 $6 453               30 209
   Lester B. Pearson                         $5 091                 $419                      $591                 $6 101               29 072
   Sir Wilfred Laurier                       $5 079                 $484                      $641                 $6 204               15 086
   Riverside                                 $5 020                 $438                      $549                 $6 007               10 980
   Phares, des                               $6 090                 $406                      $739                 $7 228               10 389
   Western Quebec                            $5 247                 $384                      $839                 $6 469               7 971
   Eastern Townships                         $6 129                 $514                      $651                 $7 294               6 601
   René-Lévesque                             $6 863                 $572                      $818                 $8 252               6 522
   Fer du                                    $6 826                 $790                     $1 059                $8 675               5 170
   New Frontiers                             $5 332                 $629                      $572                 $6 712               4 980
   Central Quebec                            $5 735                 $734                      $660                 $7 128               4 817
   Fleuves et des Lacs                       $7 147                 $723                      $978                 $8 848               4 505
   Harricana                                 $6 744                 $738                      $847                 $8 330               4 229
   Chic Chocs                                $7 258                 $980                      $789                 $9 027               3 921
   Hauts-Bois-de-l'Outaouais                 $6 538                 $705                      $818                 $8 061               3 809
   Charlevoix                                $6 340                 $767                      $796                 $7 903               3 534
   Lac Abitibi                               $6 966                 $780                      $908                 $8 654               3 512
   Lac Temiscamingue                         $7 828                 $909                      $953                 $9 960               2 436
   Baie-James                                $8 056                $1 629                    $1 370                $11 055              2 427
   Les Iles                                  $6 839                $1 206                    $1 002                $9 048               1 713
   Eastern Shores                            $9 157                $1 357                    $1 154                $11 668              1 561
   Moyenne-Côte-Nord                         $10 395               $1 948                    $1 979                $14 322              0,752
  Notes: For comparative purposes, the above chart includes the nine English school boards, the neighborhood Francophone school boards of Eastern Shores,
         and all Francophone school boards, whose enrolment is 0-4999 according to MELS classification of “strata”.Only 5 school boards have enrolment
         below 2,500 students. Eastern Shores is the second smallest school board in the province with the second highest cost per
         student.  ESSB also covers the largest territory of any school board in Quebec.

                                                                                                                                                            11
Our schools and centers do, however, also benefit
     from our small size and large territory insofar as
     government parameters provide lower class sizes.
                                                             [ CHART     8]
     Relationships among staff, students, and families          Overview Summary of the Number of
     are stronger based on more intimate connections            Community Partnerships existing in ESSB
     (see Healthy Schools). Making a virtue of neces-           Schools and Centers
     sity, our schools have traditionally been the hub of                                   Number of
     our communities, around which many social, cul-                                       Partnerships
     tural, and physical activites take place.  Currently,   SCHOOL
     ESSB has six Community Learning Centers (CLCs) in
                                                             Baie Comeau                       23
     Gaspe, Metis Beach, Baie Comeau, New Carlisle,
     New Richmond and Grosse Ile.  Most of our schools       Bonaventure Poly                  45
     and centers are already modelled after the CLC          Fermont Elementary                 6
     concept.  Insofar as there are very few Anglophone      Flemming Elementary               14
     organizations to respond to Anglophone commun-
                                                             Gaspe Elementary                  27
     ity needs, our schools and centers fill that void of
     sports and recreational activities by providing a       Gaspe Polyvalent                  25
     variety of extra-curricular enrichment to our stu-      Grosse Ile                        16
     dents and their families.  Chart 8 provides a sum-      Entry Island                       8
     mary overview of the number of ESSB school/
                                                             Metis Beach                       100
     center partnerships. This has been a natural pro-
     gression of responses to evolving socio-economic        New Carlisle                      27
     and cultural-linguistic needs.                          New Richmond                      60
                                                             Queen Elizabeth HS                16
                                                             Riverview Elementary               8
     Socio-economic conditions
                                                             Shigawake-Port Daniel             13
     In 2007-08, 16 of our 18 schools were classified        St. Pat's Elementary              24
     and funded as NANS (New Alternatives, New
     Solutions) schools, recognized within government        ADULT ED CENTERS
     designated milieu defavorise territorial maps.  Six     The Anchor New Carlisle           5
     of those schools have a decile ranking of 10 (the
                                                             New Richmond                      5
     lowest socio-economic conditions), six with a rank-
     ing of 9, two with a ranking of 8, and one with a       SARCA                             10
     ranking of 7 (Chart 9).   This leaves only three of     Wakeham                           18
     our eighteen schools with slightly better socio-eco-
     nomic circumstances.

     What are the statistics that bear witness to the
     Anglophone economic reality? And what is the
     impact of that reality on our students, their fam-
     ilies, and the communities of our territory?   The
     below mentioned socio-economic statistics were
     provided by the Committee for Anglophone Social
     Action (CASA): “A Portrait of the English Speaking
     Community, March 2010” (www.essb.qc.ca/
     ACPESCC.pdf).

12
     Believe
[ CHART           9]
     Indices de défavorisation par école - 2010-2011 - Eastern Shores School Board

ÉCOLES PRIMAIRES                                                        Indice           Rang           Indice de            Rang          Nombre
                                                                       du seuil
 Code de Nom de l’école                                                                  décile       milieu socio-          décile         d’élèves
                                                                       de faible
 l’école                                                                                 (SFR)        économique            (IMSE)       (30/09/2010)
                                                                       revenu
 882002        École secondaire de New Carlisle                          16,88              7              15,70               8                49
 882003        École de Métis-sur-Mer                                    10,16              4              14,10               7                31
 882004        École de Shigawake--Port Daniel                           13,12              6              23,19               10               49
 882008        École secondaire de Grosse-Île                            1,08               1              19,42               9                36
 882011        École secondaire de New Richmond                          10,44              4              14,82               8                50
 882015        École Primaire de Gaspé                                   12,73              5              20,58               9                66
 882017        École Saint-Joseph-Saint-Patrick                          22,00              8              25,73               10               45
 882018        École Primaire Flemming                                   13,16              6              22,70               10               107
 882019        École secondaire de Baie Comeau                           6,82               2              8,64                4                37

ÉCOLES SECONDAIRES                                                      Indice           Rang           Indice de            Rang          Nombre
                                                                       du seuil
 Code de Nom de l’école                                                                  décile       milieu socio-          décile         d’élèves
                                                                       de faible
 l’école                                                                                 (SFR)        économique            (IMSE)       (30/09/2010)
                                                                       revenu
 882002        École secondaire de New Carlisle                          15,73              7              18,89               9                56
 882006        Polyvalente de Gaspé                                      12,78              5              24,45               10               100
 882008        École secondaire de Grosse-Île                            1,27               1              19,19               9                34
 882009        École secondaire Evergreen                                23,27              8              24,82               10               33
 882013        École Polyvalente de Bonaventure                          13,40              6              16,99               9                140
 882016        École d'Escuminac                                         12,11              4              17,02               9                31
 882112        École secondaire Queen Elizabeth                          14,13              6              25,01               10               86
Source : MELS, DGPRPS, DRSI, compilation spéciale des données du recensement canadien de 2006 (production mars 2011).
Note : Les écoles sont classées sur une échelle allant de 1 à 10, le rang 1 étant considéré comme le moins défavorisé et le rang 10 comme le plus défavorisé.

Unemployment                                                                        Low income
In 2006, English speakers in the Gaspesie-Iles-de-la-                               Compared to the Francophone population on the
Madeleine region experienced an unemployment                                        Gaspe Coast, English speakers are more likely to be
rate of 28.2% as compared to 16.5% French speakers                                  without income, are less likely to be in the high in-
of the same region, and more than three times higher                                come category, and are more likely to live below the
than that of English speakers across Quebec (Statistics                             low income cut-off. The low income cut-off “identifies
Canada, 2006 Census).                                                               those who are substantially worse off than the aver-
                                                                                    age” (Statistics Canada, 2006 Census).

Achieve                                                                                                                                                         13
Government Assistance                                      Shore’s socio-economic and linguistic characteristics
     English speakers in the Gaspesie-Iles-de-la-Madeleine      follows. Note that while conditions are somewhat bet-
     are 27% more likely to depend on government assist-        ter, nonetheless, with the exceptions of Baie Comeau
     ance than their French-speaking neighbors, in order        and Fermont, the other three North Shore schools, lo-
     to meet their basic needs. Compared to the provin-         cated in Sept Iles and Port Cartier are also designated
     cial average for English speakers, this number jumps       on the milieu defavorise government map.
     to 166% (Popcock, J., Baseline Data Report, 2003-04).

     Bilingualism                                               Outside of Administrative
     While English speakers are more likely to be bilingual     Region 11 – the North Shore or
     than their French-speaking neighbours (43.5% com-          Region 09 of ESSB
     pared to 19.6% in 2001), Anglophones of Gaspesie-
     Iles-de-la-Madeleine are substantially less bilingual      This portrait has been provided by the North Shore
     than English speakers in the entire province (Statistics   Community Association (NSCA) and statistical evi-
     Canada, 2006 Census). Lack of sufficient bilingualism      dence is available in Annex I.
     may be one of the factors impacting on low income,
     high unemployment and dependency on government             Income levels
     assistance.  “Being unable to speak French amplifies       Economic differences between Anglophone and
     the problem of isolation and makes it harder yet to        Francophone families, like those of the Gaspesie-Iles-
     find work” (Direction de santé publique Gaspesie-Iles-     de-la-Madeleine, are evident as well (Chart 9).   For
     de-la-Madeleine, Poverty and food insecurity on the        example, among individuals earning $10,000 or less
     Gaspe Peninsula and Magdalen Island, 2007).                annually, 29.9% are Anglophone compared to 24.2%
                                                                Francophone. Similarly, among individuals earn-
     Low Education Levels                                       ing $50,000 or more, only 14.6% are Anglophones
     43.48% of English speakers on the Gaspe Coast do not       compared to 20.9% Francophones. Almost 1 in 4
     possess a certificate, diploma or degree, as compared      Anglophones aged 15 years and over, have an annual
     to 36.73% of their French-speaking neighbours, and         income of less than $10,000.
     19.8% of all English speakers in the province.   Only
     5.2% of English speakers on the Gaspe Coast obtained       Unemployment
     a university certificate or diploma or degree at the       Whereas, for the Gaspésie-Iles-de-la-Madeleine ter-
     Bachelor’s level or higher, as compared to 8.3% of         ritory of ESSB, Anglophones are significantly unem-
     their French speaking neighbours, and 24.8% of all         ployed compared to Francophones, on the North
     English speakers in the province.                          Shore, there is little statistical difference between the
                                                                two linguistic communities: jobless rates are 10.7%
     “In comparison to the French speaking majority in          Anglophones compared to 10.6% Francophones. This
     Quebec, the proportion of English speakers with a uni-     number exceeds the provincial Anglophone average
     versity degree is comparable or higher in all regions      of 8.8%.
     with the exception of the Nord-du-Quebec, Cote-
     Nord and Gaspésie-Iles-de-la-Madeleine” (Statistics        Community Profile
     Canada, 2006 census). Low education level is another       From a population perspective, using the min-
     contributing factor that critically impacts on low in-     ority-majority index (mmi) there are 16% more
     come, high unemployment and dependency on gov-             Anglophones, as compared to Francophones, in the
     ernment assistance.                                        age group of 65 years and over, and within the CSSS de
                                                                Sept-Iles territory, it is 50%.  The minority-majority in-
     Note                                                       dex indicates that Anglophones are 60% more likely to
     Most of the above statistics refer specifically to         live in a single-parent household than Francophones
     the administrative region 11 or Gaspesie-Iles-de-          and are 71% more likely when compared to provincial
     la-Madeleine, and do not include the North Shore           Anglophones.
     schools and communities (of Region 09) that are
     also served by ESSB.  A separate report on the North

14
[ CHART      10 ]
    ESSB Linguistic Profile: Guideline for Second Language Needs - 2010-2011

SCHOOL/CENTER                    Anglophones      Francophones         Bilingual      Autochtone        Totals
Baie Comeau                            6                 40                0                0            46
Belle Anse                             23                0                 2                0            25
Bonaventure Poly                      114                0                 3               35            152
Entry Island                           9                 0                 0                0             9
Escuminac                              46                2                 6                6            60
Evergreen High                         3                 2                30                0            35
Fermont School                         3                 18                0                0            21
Flemming Element                       51                91                0                9            151
Gaspe Elementary                       43                27               30                0            100
Gaspe Polyvalent                       74                2                25                3            104
Grosse Ile                             70                0                 5                0            75
Metis Beach                            3                 48                6                0            57
New Carlisle                          114                2                 8                0            124
New Richmond                           40                15                0               30            85
Queen Elizabeth                        36                42                0                7            85
Riverview Element                      3                 30                0                0            33
Shigawake-PDS                          53                13                0                0            66
St. Patrick Elem                       7                 50                1                0            58
ESSB Youth Totals                     698               382               116              90           1286
                                      54%               30%               9%               7%           100%
 North Shore Schools                   99               221                0               16            336
 % of total ESSB                      29%               66%               0%               5%           100%
 Metis Beach School                    3                 48                6                0
Totals for N. Shore                   102               269                6               16            393
and Metis Beach                       26%               68%               2%               4%           100%

Educational levels of attainment                              Linguistic profile
North Shore Anglophones fare better than their                The North Shore differs from the Gaspe Coast-
counterparts of the Gaspesie-Iles-de-la-Madeleine. In         Magdalen Islands as to the greater number of first
the NSCA’s territory, of the 1590 Anglophones aged            language French speakers who attend ESSB schools,
25-64, 61.3% of them have a high school diploma or            making statistical comparisons between the two re-
less compared to 53.5% of Francophones.  However,             spective linguistic communities more complex.  North
only 8.2% have a university diploma compared to               Shore schools serve only 29% Anglophones and 66%
24.6% of the provincial Anglophone population.                Francophones whereas ESSB has an overall popu-
                                                              lation of 54% Anglophones and 30% Francophones

Succeed
                                                              (Chart 10).

                                                                                                                     15
Health and                                                    Services Needs of the English-speaking Population of
     Social Service Conditions                                     the Lower North Shore, North Shore, and Gaspesie-
                                                                   Magdalen Islands, 2007). What initiatives or strategies
     Our schools are affected by the health conditions of          can we undertake or implement to help promote
     our families prior to student arrival in pre-kindergart-      greater access to services in English?  Our Community
     en and kindergarten, and throughout their stay in ele-        Learning Centers (CLCs) become an important con-
     mentary and secondary levels.                                 duit for reducing the gaps that exist between services
                                                                   available in English across the ESSB territory and the
     Limited Access to Health Services in English                  required needs of our English-speaking population.
     In a CHSSN-CROP Survey on Community Vitality
     (www.essb.qc.ca/ACPESCC.pdf), the following results           Cultural Identify and Sense of Belonging
     were obtained:  Overall, 35% of those surveyed were           Cultural identity and sense of belonging is, in part, re-
     satisfied with health and social services offered in          flected by the number of institutions that specifically
     English.   In specific situations, the following propor-      serve the particular needs of that community.  There
     tion of individuals received services in English:             are but a few of these specifically serving Anglophones
                                                                   on the Gaspe Coast, the Magdalen Islands, and the
     • 88.2% when calling Info-Sante                               North Shore. From an institutional standpoint there
     • 84.9% when visiting a doctor                                are only three:   Eastern Shores School Board, the
     • 67.6% when visiting a CLSC                                  English section of the CEGEP de la Gaspesie et des Iles,
     • 48.7% when visiting a hospital emergency room or            and SPEC, an English newspaper published weekly.
       out-patient clinic
     • 39.8% when staying overnight in the hospital                There are six community organizations that have the
                                                                   specific mandate to provide services to the English-
     Obtaining both routine and specialized support servi-         speaking population: Committee for Anglophone
     ces in English is a significant challenge.  While there are   Social Action (CASA), Vision Gaspe-Perce Now,
     more than 50 organizations on the Gaspe Coast which           Family Ties New Carlisle, the Gaspesian CEDEC, the
     offer support services (mental health, disease, addic-        North Shore Community Association (NSCA), and
     tion, spousal abuse) few offer information or services        the Committee for Anglophone Magdalen Islanders
     in English (CASA:  The Extra-Regional Health and Social       (CAMI).

                                                                   Cultural-linguistic minority status for communities
                                                                   located on the Gaspe Coast, the North Shore or the
                                                                   Magdalen Islands is compounded further by geo-
                                                                   graphic isolation and travel distances to those much
                                                                   larger Anglophone institutional organizations and ser-
                                                                   vices located in Montreal, New Brunswick, or Prince
                                                                   Edward Island. Reliance on the facilities and services
                                                                   of the Eastern Shores School Board is as much a neces-
                                                                   sity as it is a virtue; communities pull together around
                                                                   their key organizations in order to help themselves.

                                                                   Consequently, while the closure of a school in any
                                                                   region of the province is always very difficult, there
                                                                   are usually other community institutions that can fill
                                                                   the breach; within ESSB territory, such is not the case.
                                                                   Any school closing is not just emotionally painful; it
                                                                   also poses a significant threat to the affected com-
                                                                   munity’s longevity.

16
                                                                   Believe
Community Loyalty and Leadership                              This information tool provides ESSB with additional
We believe that ESSB, as an English School Board              insight into the perceptions of its students and how
operating in the context of a largely, isolated, minor-       it might affect learning conditions and strategies ne-
ity language community, must serve a cohesive role in         cessary to improving success rates.   For example:
protecting and promoting the identity and vitality of         TTFM survey results over the past several years have
the communities represented by its schools and cen-           indicated that student engagement in school sports
ters.  It is important that ESSB be “seen” as acting in       and clubs is a particular strength of our schools. This
the best interests of the English-speaking community,         reinforces the importance of the CLC concept and
including the best interests of First Nations families        the appeal of sports and cultural activities as rally-
whose children attend our schools. Given the diverse          ing points for our youth and communities. However,
socio-economic and cultural needs of our vast terri-          health issues of obesity, in particular, and consump-
tory of peoples, it is essential that ESSB be “seen” as       tion of marijuana and alcohol are concerns that still
promoting values of harmony, cooperation, and re-             need to be addressed.  Our students’ higher-than-the-
spect for all of our cultural and linguistic diversities.     norm sense-of-belonging results may also account for
We expect our students to develop the necessary               relatively low reporting on violence in schools.
social skills to be successful in life, and become good
citizens capable of acting responsibly for both them-         Violence in Schools
selves and on behalf of others.                               ESSB schools have implemented the provincial action
                                                              plan to prevent and treat violence in schools.    With the
School Safety and Security                                    introduction of Bill 56, the anti-bullying and anti-vio-
Given the complexity and challenges of our socio-eco-         lence legislation that came into effect as of January
nomic and cultural-linguistic challenges, it is especially    1, 2013, ESSB has moved to ensure that Action Plans
important that the key institutions of education (our         are put in place, and Codes of Conduct are updated
schools and centers) servicing the isolated minority          to align and reflect the new legislation.  In 2010, ESSB
Anglophone communities of the Gaspe Coast, North              established a secure, on-line suspension file accessed
Shore, Magdalen Islands, and Metis Beach, function            by school and center administrators to report violent
as safe and secure harbors, or, as homes-away-from            incidents and bullying.  Bill 56 now makes this an inte-
home, providing additional protective factors for an          gral, essential accountability component.
enhanced sense of belonging for students and their
families.                                                     As of school year 2012-13, there remain important
                                                              areas for improvement.  Half of the ESSB schools have
Tell Them from Me Survey Instrument                           support services in place for suspended students. One
In cooperation with LEARN, Eastern Shores School              third of ESSB schools have taken into consideration
Board has been using the services of the Tell Them            homophobic events that may occur in their class-
from Me (TTFM) survey instrument to gather effect-            rooms, hallways, and school yard.  Two thirds of ESSB
ive data on student perceptions of their schools.  The        schools have taken into account the types of verbal
elementary version typically measures 25 indica-              violence that occur in virtual space on the Internet.
tors while the secondary version typically measures           Adult Education centers are adjusting to the statistical
43 indicators which are based on the most recent              reporting of violence in schools.
research on school and classroom effectiveness.
Questions are designed to elicit responses from stu-
dents on their perceptions of school safety and secur-
ity, school climate for learning, and personal state of
health (physical level of activity and nutrition).

                                                              Achieve
                                                                                                                           17
Adult and Vocational
                                                                 Education Centers
                                                                 Eastern Shores School Board has six adult education
     Special Needs Students                                      centers located in Gaspe, New Richmond, Listuguj,
     and Required Services                                       New Carlisle, Sept Iles and Grosse Isle.   Courses of-
                                                                 fered include:   academic instruction (including sec-
     Eastern Shores School Board has sixteen of its eight-       ondary, and pre-and post-secondary), alphabetiza-
     een schools designated within the milieu defavorise         tion (or literacy) and vocational training:  accounting,
     regions of Quebec, and there is a considerable body         machining, nursing, trucking, computer support,
     of research that closely associates low socio-eco-          carpentry, home care, RNA, English second language
     nomic conditions with at-risk student learners.  While      and French Second language.  Wakeham and Sept Iles
     these socio-economic conditions have previously             offer distance education courses in accounting and
     been mentioned, the relevancy of their impact on our        home care, respectively.
     clientele warrants repetition.  We have an expansive
     geography that yields little-to-no practical economies      Diverse Needs
     of scale.  There are limited job opportunities. Many        These centers have diverse needs based on diverse
     of our families and their members are, for the most         clientele and economic conditions of their respective
     part, culturally and linguistically isolated as a minor-    regions.  Concerns expressed, therefore, vary.  For ex-
     ity; a significant number of them are not considered        ample, in Sept Iles, the employment rate is high, but
     by local employers to be sufficiently bilingual to enter    the number of English-speaking teachers available
     the workforce, and they are also often discouraged          in a largely French-speaking region limits the center.
     when trying to access health and social services in         The high employment rate makes it difficult to attract
     English. This combined set of important variables help      clientele to either academic upgrading or vocational
     explain the huge challenges to academic learning that       programs.  Economic conditions are almost the oppos-
     are found within our educational territory. ESSB is         ite in Gaspe, where adult education vocational gradu-
     unique within the public network of Anglophone              ates are getting jobs in the area. However, the tiny
     and Francophone school boards.  In response to              English-speaking population does not always generate
     these challenges, we are providing extensive servi-         enough numbers to justify the offering of a wide var-
     ces for all at-risk learners through the deployment of      iety of programs.  The question being asked is whether
     more resource teachers, a heavier reliance on psycho-       or not the school board can afford to offer programs
     logical and speech services, and by tapping into social     at a financial loss (i.e. not fully funded by MELS). New
     services (if available).  ESSB is also training classroom   Richmond offers only academic upgrading. The clien-
     teachers in diverse teaching practices that research        tele is 90% Autochtones and mostly living on the local
     reveals are most effective with all learners but espe-      Reserve.  Listuguj offers vocational programs to its ma-
     cially those with special needs.                            jority Autochtones clientele.   The students are most-
                                                                 ly dropouts from the New Brunswick border town of
                                                                 Campbelton.  It operates out of LMDC; building space
                                                                 in the area is difficult to come by and rental costs are
                                                                 consequently very high. The Anchor, located in New
                                                                 Carlisle, is the ESSB flagship for Adult Education.  It was
                                                                 designed to be a larger, regional facility, drawing voca-
                                                                 tional interest from across the vast ESSB territory. The
                                                                 challenge for ESSB Adult Education is not to consoli-
                                                                 date centers, but to consolidate the individual needs
                                                                 of students by expanding our course offerings through
                                                                 innovative delivery systems.   Currently, as examples,
                                                                 Wakeham Center has given the “Accounting program”
                                                                 and Northern Lights Center has given the “Homecare
                                                                 program” with a variety of distance technology models.

18
Shared concerns
The centers do have several issues in common.
Anglophone clientele are, in most cases, judged by
the market place to be insufficiently bilingual to ob-
tain employment in their respective regions (vast ma-
jority Francophone).   Emploi Quebec works closely
with our Adult Education centers and has noted the
problem.   Statistical evidence from Emploi Quebec
that rates the French second language proficiency rate
as it applies to the work force would be most helpful
as a guideline for ESSB Adult Ed center requirements.
The CLE may support more FSL programs if there are
statistics to back up the need.  It would also be helpful
to measure our enrolment rate against the employ-
ment rate of each region. Transportation of Adult
Education students to all of our centers is an issue.
There is little-to-no public transportation system to
speak of, and students, mostly coming from econom-
ically disadvantaged homes often do not register with,
or continue to attend Adult Education due to the high
personal costs involved in making their own travel ar-
rangements. ESSB does permit travel on regular youth
sector school buses for Adult Education students, but
start and finish times along with calendar differences,
                                                             Succeed
and the specific needs/requirements of the CLE that          exposure as realistic and viable alternatives to CEGEP
govern our vocational/professional centers make this         and university academic pathways. SARCA, a division
an awkward, and not always consistent transporta-            of Adult Education designed, in part, to target young
tion arrangement.                                            adults who are looking for career guidance and who
                                                             are at risk of being unemployed, can play a large role
Silo mentality continues to dominate even within the         in bridging high schools with their neighboring Adult
ESSB network of schools and centers. As noted above,         Education centers. Additionally, the implementation
ESSB centers must be prepared to share their resour-         of recurring annual or even semi-annual events be-
ces with one another by acknowledging that local             tween respective youth and adult networks within
students can receive a regional level course through         ESSB could widen current tunnel vision to a more ex-
another center using innovative delivery systems             pansive horizon of job choices.
such as video-conference networking, Skype, and/
or Adobe Connect. We have the technology in place            In the longer term and for the duration of this
and must exploit such capacity to the maximum.               Partnership Agreement, in conformity with MELS Goal
Local high schools should be educating secondary             #5, ESSB Adult Education Centers must concentrate
students as to the possible career options available         on increasing the enrolment of new registrants (stu-
at their local Adult Education center. Visibility of Adult   dents 19 years of age or younger) into the vocational
Education must not only be acknowledged from with-           sector. Given that our numbers are small to start with,
in ESSB, but throughout our respective communities.          the target should be modest, but achievable.  We cur-
Vocational programs result in employment opportun-           rently have 8 vocational programs on the provincial
ities that can be greater in both market opportunities       vocational map.  Presently we are seeking provisional
and remuneration than those eventually obtained              authorization to offer additional programs so that we
through the traditional and socially more accepted           can meet the challenges of today’s job market.
academic routes.   A change of mindset is required
amongst the various stakeholders of education in or-
der for these vocational programs to achieve greater

                                                                                                                       19
Orientations
                                               1 ] To increase the success rate of students receiving qualification or
                                                   certification before the age of 20;
     The ESSB Strategic Plan and
     the Partnership Agreement                 2 ] To improve language proficiency in both English and French;
     reflect the most important                3 ] To improve levels of retention in school and academic success
                                                   among certain target groups, especially disabled students or stu-
     orientations of the key                       dents with learning or adjustment difficulties;
     stakeholders in education:
     students and their families.              4 ] To improve health and safety conditions in the school environment;
     It answers the following key              5 ] To increase the number of students under the age of 20 receiving a
     question: what do these                       certification in formation professionnelle.
     stakeholders most expect from             6 ] To enhance community loyalty by building a youthful leadership
     Eastern Shore School Board?                   base, and by providing opportunities for our youth to engage in
                                                   community volunteering.

     [ GOAL #     1    ]
     To increase the success rate of students receiving qualification
     or certification before the age of 20
     OBJECTIVES                        STRATEGIES
     To increase the success rate
                                       Track success results to support schools in establishing individual school and
     of students who receive
                                       subject targets every year.
     qualification or certification
                                       Organize and provide PD on the Progression of Learning, developmental
     To increase the success rate      phases of math and differentiation strategies.
     in elementary end of cycle III
     math compulsory exam              Implement cycle specific Professional Learning Communities (PLCs) and use
                                       these to establish and support a board-wide curriculum map.
                                       Conduct annual year-end transition meetings between Elementary and
                                       Secondary math teachers to exchange information and establish priorities.
     To increase the success rate
                                       Monitor and support school specific measures (such as after-school tutoring
     in secondary 4 math CST
                                       sessions, use of SOS LEARN, and summer school programs) to increase
     420 – uses math reasoning
                                       success for secondary 4 math students.
     competency
                                       Organize and provide PD specific to secondary 4 CST math with a focus on the
                                       Progression of Learning and Evaluation (assessment for learning) strategies.
     To decrease the number of         Schools are to avoid retention of students.
     students leaving school without Monitor student leavers, and report on the follow-up measures taken (i.e.
     qualification or certification    meetings with Adult Ed or SARCA, and families).
     To improve technological skills Determine clear and achievable outcomes for improving teacher ICT usage
     and provide more equitable
     access to technological tools for Install, support and facilitate the use of connective technologies (VCN, Adobe
     our students, staff and families. Connect, Skype)

20
[ GOAL #    2    ]
To Improve in FSL and ELA
OBJECTIVES                        STRATEGIES
                                  Provide training to FSL teachers to acquire most effective reading
To increase the success rate      instructional strategies in the French classroom.
in the secondary 5 FSL – 530
Production competency             Establish an FSL Professional Learning Community online (SAKAI portal on
                                  LEARN).
                                  Provide training to FSL teachers to acquire most effective reading
To increase the success rate      instructional strategies in the French classroom.
in the secondary 5 FSL – 520
Reading competency                Establish an FSL Professional Learning Community online (SAKAI portal on
                                  LEARN).
                                  Provide training to FSL teachers to acquire most effective reading
To increase the success rate in   instructional strategies in the French classroom.
the secondary 5 FSL – Global
Result                            Establish an FSL Professional Learning Community online (SAKAI portal on
                                  LEARN).
To increase the success rate in   Schools are to avoid retention of students.
elementary end of cycle III ELA   Monitor student leavers, and report on the follow-up measures taken (i.e.
compulsory exam                   meetings with Adult Ed or SARCA, and families).
To increase the global success    Install, support and facilitate the use of connective technologies (VCN, Adobe
rate in the secondary 3 ELA       Connect, Skype)
common exam                       Increase teacher opportunity to participate in regional marking centers to re-
Establish a lead ELA teacher in   enforce evaluation as a learning tool at key end-of-cycle years.
each school to mentor other
classroom teachers in balanced    Provide PD induction to new teachers in ELA philosophy and practices, with
literacy approaches.              follow-up visits to ensure PD continuity.

[ GOAL #    3    ]
Improved levels of retention in school and academic success among certain target
groups, especially handicapped students or students with learning or adjustment
difficulties
OBJECTIVES                        STRATEGIES
                                  Establish an ESSB transition committee which will provide guidelines to
                                  schools for transition meetings.
To increase the number and/
or percentage of students         Establishment of board-wide guidelines for the identification and support of
who receive qualification or      WOTP students.
certification, among those        Provide teachers with training sessions that reinforce strategies for
students with an IEP.             differentiated instruction and different styles of learning (including “digital
                                  natives”).

                                                                                                                    21
[ GOAL #     4     ]
     Improvement in health and safety in school environment
     OBJECTIVES                      STRATEGIES
                                     Establish and implement Anti-Bullying Action Plans in all schools.
     To reduce the number of violent Establish and implement emergency response teams, along with crisis
     and bullying incidents leading  procedures in conformity with board policy.
     to suspensions                  Supply all schools with the training and purchase materials for
                                     implementation of a Social Competency Program.

     [ GOAL #     5    ]
     To increase the number of students under the age of 20 receiving a certification in
     Vocational Training
     OBJECTIVES                           STRATEGIES
                                          Establish close partnerships between adult education centers and youth
     To increase the number of new        sector schools
     registrants under the age of 20      Improve sharing of transportation, lab and gym facilities
     in vocational programs
                                          Promote the SARCA initiative

     [ GOAL #     6    ]
     To enhance community loyalty by building a youthful leadership base, and by
     providing opportunities for our youth to engage in community volunteering.
     OBJECTIVES                           STRATEGIES
     Establish a nutritional breakfast
                                          To promote and provide material support for schools in their application and
     and/or snack programs (Food
                                          operation of breakfast programs (Petites Desjeuners of Quebec, Breakfast for
     for Thought) in all schools and
                                          Learning).
     centers, where possible.
                                         Provide necessary material and financial support for after-school and extra-
     Increase the variety of physical    curricular activities (adapted to regional interests) that attract and motivate
     activity options and maximize       students to get more involved in school life.
     time allocation of physical
     education where ever possible       Ensure that Adult Education students have reasonable access to Youth gym
                                         facilities.
     Encourage and promote the           Identify potential partners who have demonstrated certain needs within the
     creation of community partners community - specifically the need for rental/meeting space. Where possible,
     in all ESSB schools and centers, an exchange of services can be established. Partners are identified through
     under the philosophical belief      active participation on local and regional Partnership Tables.
     that it “takes a village to raise a Prioritize the presence of ESSB personnel/representatives at all local and regional
     child”…the CLC concept.             Partnership Tables, with a particular emphasis on MSSS-MELS and CSSS.
                                         Improve ties to the families of our special needs children whose challenges
     Increase level of meaningful        to academic and social success require our support and expertise (example:
     partnerships with families,         PAELE project or emergent literacy 0-4 years).
     allowing for more concrete
     interaction among students,         Promote and increase the use of our video-conference network (of CLCs) to
     staff, and parents                  enhance access by our families to health, social, educational (both youth and
                                         adult sectors) to workshops and resources.

22
Glossary
and Terms

Decile ranking                                              National Indicators
  A 10-place ranking of schools (based on socio-­             An indicator is a statistical measurement. National
  economic­ factors) with1 representing most advan-           indicators are provincial statistics which MELS pro-
  taged and 10 representing most disadvantaged.               vides to schools and school boards. These statistics
DRA & DWA                                                     are used in assessing success and challenges to ex-
  Diagnostic Reading Assessment and Diagnostic                isting teaching/learning strategies and practices in
  Writing Assessment: tools to analyze student read-          the classroom.
  ing and writing with instructional goals for each         PDC
  child, documenting student progress over time.              Professional Development Committee
Drop-out                                                    SARCA
  A student who leaves school without qualifications.         Services d’accueil et références et d’accompagne-
Educational Project                                           ment. (Regional referral counselling and support
  According to the Education Act, an Educational              services)
  Project shall set out the specific aims and object-       School Success Plan
  ives of the school for improving school success.            The School Success Plan details the means or
EHDAA                                                         strategies used by the school to implement its
  Élève qui a un Handicap ou qui est en Difficulté            Educational Project.
  d’Adaptation out d’Apprentissage.   Students with         SIMACS
  physical, sensory, or intellectual deficiencies, or se-     Systèmes informatisés pour la maintenance des ac-
  vere developmental or behavioral problems.                  tifs des Commissions Scolaires
ESSB                                                        Socio-economic factors
  Eastern Shores School Board                                 Statistical information based on a combination of
IEP                                                           social (mother’s education, parents working) and
   The Individual Education Plan is a document that           economic (family income) factors.
   clarifies special measures to be considered in a
   student’s education.  The details in an IEP are de-
   pendent on the special behavioral circumstances or
   academic learning profile of the student
MELS
 Ministère de l’Éducation, du Loisir et du Sport
Mission Statement
  A statement based on values and principles that
  clarifies the purpose of an organization and intends
  to inspire commitment to goals and targets.
NANS
  New Approaches, New Solutions (Agir Autrement)
  is a MELS intervention measure to assist schools
  with a décile ranking of 8-10 based on socio-eco-
  nomic data.  Additional financial assistance is pro-
  vided to foster success for students in disadvan-
  taged areas.
                                                                                                                     23
Believe
 Achieve
Succeed

        EASTERN SHORES
        SCHOOL BOARD
       40 Mountsorrel
       New Carlisle, QC, G0C 1Z0
       Tel: (418) 752-2247
       Fax: (418) 752-6447
       info@essb.qc.ca

       Realisation: Howard Miller, Melanie Hayes  • Design: Médialog
Annex 1

NORTH SHORE
COMMUNITY
ASSOCIATION

Socio-Economic Profile
Summary of Quebec’s
English-Speaking
Communities
 North Shore
 Region 09

June 2011
INTRODUCTION
    This report is based on the information obtained in the online CHSSN Socio-Economic Profiles of
    Quebec’s English-speaking Communities and the Companion Report to the online table series1 as well as
    their Baseline Data Report 2009-2010. It is hoped to gain an insight to the influence the socio-economic
    status of communities and individuals has on the level of health and incidence of disease they experi-
    ence with respect to three related social determinants of health – namely, income, employment and
    education. The tables contain statistical information on FOLS English-speaking populations organized
    by administrative categories: Quebec province, region or RSS (Région socio-sanitaire), CSSS (Centre de
    santé et des services sociaux) territory and the NSCA’s (North Shore Community Association) territory.
    (RSS region 09 contains 7 CSSSs but only 6 CSSSs reside in the NSCA’s territory, the 7th, CSSS de la Basse-
    Cote-Nord resides in the territory of another community organization.)

    RELATIVE INDICES
    Aside from absolute numbers and population percentages the table series provides comparative infor-
    mation for the English-speaking population at each administrative and geographical level.

    MINORITY-MAJORITY INDEX (MMI)
    A minority-majority index helps demonstrate the similarities and differences between various groups
    of unequal number – In this case, by comparing, the minority population Anglophones and the major-
    ity population Francophones. An mmi greater than 1.00 indicates that the characteristic is more com-
    monly found in the minority population. An mmi less than 1.00 indicates that it is less present in the
    minority population. An mmi always represents a comparison between two groups of different sizes.

    LOW INCOME CUT-OFFS (LICO)
    Although there is no official measure of poverty in Canada, the Statistics Canada measure of low in-
    come cut-offs (LICO) is probably the best known. Commonly known as the “poverty line”, LICO uses
    the income levels of a given family and considers how large a share of its income is spent on necessities
    such as food, shelter and clothing. If the amount a family spends is 20% higher than an average family
    in a year, it falls into the low income cut-off category.

    RELATIVE INDICES (ANGLOPHONES)

    1   CHSSN’s Socio-Economic Profiles of Quebec’s English Speaking Communities – Companion Report to the CHSSN online table series – by CSSS and
        RSS Territories (2006 Census Data) http://www.chssn.org/En/pdf/Socio-econ_profiles_Companion_Report_FINAL_version_Oct18.pdf.
        Baseline Data Report 2009-2010 - http://www.chssn.org/En/BDR/2009-2010/BDR_Region-09b_NSCA.pdf.

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