Lester B. Pearson School Board Annual Report...

Lester B. Pearson School BoardAnnual Report

2015-2016

© 2017 Lester B. Pearson School Board

First Printing: March 2017

For more information please contact:

Lester B. Pearson School Board 1925 Brookdale Ave., Dorval, Quebec, Canada H9P 2Y7

514.422.3000

www.lbpsb.qc.ca

ANNUAL REPORT2015-2016

Chairman’s Introduction

ii

Change. One of the few constants the English Education system can count on. Change has defined the Lester B. Pearson School Board since its creation in 1998 and the results have been exciting, challenging and, most of all, successful.

The pages of this Annual Report form yet another testament to the successes achieved in the classrooms from Verdun to the Ontario border.

Change has been evident in everything from moving from confessional school boards to linguistic boards, to curriculum reform, to new programs, to new technologies, to many, many new governments with new ideas. And to new students. Today’s students are simply wired differently than those of past generations. They acquire information differently, remember things in a different way and are engaged in their learning in new manners.

But the real challenges, burdens and opportunities created by these changes have mostly impacted our front line staff. Our teachers and support staff in the classrooms have embraced the changes wholly. Their commitment to every students’ success is unmatched. Day after day, they hit it out of the ballpark with innovative teaching methods in creative, inspiring learning spaces.

We, as a board, continually introduce our teachers to new ideas like iPad initiatives, Bring Your Own Device (BYOD) programs, Science Technology Engineering Arts Math (STEAM) programs, student-led learning, maker spaces, robotics, coding, Français Plus, International Baccalaureate programs at all levels and Universal Design for Learning (UDL) classrooms. The teachers not only are willing to implement these programs, but they make them their own in unique ways to meet the very diverse needs of the students in their classes. Our high inclusion rates of children with special needs does not intimidate our classroom staff and the successes we achieve include the successes of these children. We couldn’t be prouder.

Within a sound framework of Digital Citizenship, our students are learning to use a variety of technologies as tools for learning. The environments have allowed us to achieve incredible rates of student engagement.

Please take the time to review the charts, information and descriptions enclosed herein and witness how the extraordinary efforts of our front line staff, supported by a well-oiled infrastructure, and our willingness to adapt to and adopt new and effective strategies has resulted success across so many measurable scales. More students are graduating (we remain amongst the top school boards in Quebec for graduation rates), less students are dropping out and students are achieving higher results and greater successes. Our alternative programs, work oriented pathways and continuing education options are increasingly accepted as avenues to success. And it’s achieved with ever-shrinking budgets that have to be managed in an increasingly efficient way.

To that end, let me thank everyone in the Lester B. Pearson community for putting our students’ success front and foremost and making every decision in the best interest of them - our raison d’être.

Suanne Stein Day Chair

Director General’s Introduction

iii

It is with a great sense of pride that I have the opportunity to introduce the results of this past year’s (2015-2016) achievements, progress, and successes, through this Annual Report, to all our stakeholders and communities.

From 2010 to 2015, our Strategic Plan has focussed on five primary goals, each aligned with those of the Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche. In the absence of an approved partnership agreement for the 2015-16 school year, the 2010-15 plan was extended by an additional year.

This report provides information on our academic results and shares information about the important work that our school board does in ensuring a safe and healthy educational environment for our students. It highlights the contributions and achievements of our Continuing Education Sector as well as the valuable role that our International Department plays in our growth.

Regardless of the plan in place, the Lester B. Pearson School Board is driven by the singular goal of student success in all the domains in which it can be actualized. To achieve that success, our staff members have risen to the challenge of delivering outstanding support, throughout the school board, to meet the needs of our 21st century learners in our Schools, Continuing Education Centres, and our International Youth & Career Programs.

We believe that the identified pillars of our plan represent the key areas that will drive student growth and ensure that we reach the goals we have set for our system. It is our responsibility to ensure that every student has the opportunity to excel.

The continued introduction of new and relevant technology tools in our classrooms engages students at all levels in individualized discovery and in collaborative learning. I can therefore state unequivocally, that we continue to provide the best possible learning opportunities for our students, all thanks to the strength of our Lester B. Pearson School Board team: staff members at all levels, school commissioners, volunteers, students and parents.

Our new 2015-2020 Strategic Plan, Engaging Learner’s for Life, has been adopted by the board and is currently guiding us towards a bright and secure future. We look forward to reporting in next year’s Annual Report our acheivements.

Thank you,

Michael Chechile Director General

ContentsChairman’s Introduction .................................................................................................................................................................... ii

Director General’s Introduction ........................................................................................................................................................ iii

School Board Portrait ......................................................................................................................................................................... 2

Schools and Centres of the Lester B. Pearson School Board ......................................................................................................... 3Vision Statement ..................................................................................................................................................................................4Mission Statement ...............................................................................................................................................................................5

The Council of Commisioners of the Lester B. Pearson School Board (As of November 17, 2015) ............................................6

Code of Ethics & Conduct .................................................................................................................................................................. 7

Partnership Agreement and Strategic Plan Annual Report 2011-2012 ....................................................................................... 8

Goal 1 – Increased Graduation and Qualification Rate ................................................................................................................... 9School Board Context .........................................................................................................................................................................9Lester B. Pearson School Board Graduation and Qualification Rate ...............................................................................................9School Board Results ........................................................................................................................................................................10Level of Accomplishment ..................................................................................................................................................................12Situation Analysis ...............................................................................................................................................................................13

Goal 2 – Improved Mastery of English and French Language Skills ............................................................................................14

School Board Context ........................................................................................................................................................................14School Board Results ........................................................................................................................................................................15Level of Accomplishment ..................................................................................................................................................................16Situation Analysis ...............................................................................................................................................................................16

Goal 3 – Improved Levels of Success and Perseverance for Students with Handicaps, Social Maladjustments or Learning Difficulties ............................................................................................................................17

School Board Context ........................................................................................................................................................................18School Board Results ........................................................................................................................................................................18Level of Accomplishment ..................................................................................................................................................................18Situation Analysis ...............................................................................................................................................................................18

Goal 4 – Promoting Wellness in a Safe and Caring Community ...................................................................................................19School Board Context ........................................................................................................................................................................19School Board Results ........................................................................................................................................................................20Level of Accomplishment ..................................................................................................................................................................21Situation Analysis ...............................................................................................................................................................................21Summary of Elementary School Tell Them From Me Survey Results ...........................................................................................22Summary of Secondary School Tell Them From Me Survey Results ..............................................................................................22

Goal 5 – Increased Enrolment of Students Under 20 Years of Age in Vocational Training ........................................................23School Board Context ........................................................................................................................................................................23Enrolment of Students Under 20 Years of Age in Vocational Training ...........................................................................................23School Board Results ........................................................................................................................................................................25Level of Accomplishment ..................................................................................................................................................................24Situation Analysis ...............................................................................................................................................................................24

Financial Statements .......................................................................................................................................................................25

Independent Auditor’s Report .........................................................................................................................................................31

Office of the Student Ombudsman 2015-2016 Annual Report .....................................................................................................33

Staffing Table ....................................................................................................................................................................................37

1

CH.BO RD-DU- LAC / LAKESHOR E

BOUL. CHAMPLAIN

CH. DU GOLF

BERLIOZ

BOUL. CHAMPLAIN

Roxboro-Pierrefonds

Sunnybrooke

Sainte-Anne-de-Bellevue

Baie-d’Urfé

Beaurepaire

Beaconsfield

Cedar Park

Pointe-Claire

Valois

Pine Beach

Dorval

Lachine

Montréal-Ouest

Angrignon JolicoeurMonkVerdun De l’Église

LaSalle

Hudson

Vaudreuil

Dorion

Île-Perrot

Saint-Laurent

Lachine

Montréal-Ouest

LaSalle

Verdun

Dorval

Pointe-Claire

Pierrefonds –RoxboroPierrefonds – Roxboro

Pierrefonds

L'Île-Bizard – Sainte-Geneviève

Kirkland

Beaconsfield

Baie-d'Urfé

Senneville

Côte-Saint-Luc

Verdun

L'Île-Dorval

Dollard-des-Ormeaux


Montréal

PointeFortune

Rigaud

Très-Saint-Rédempteur

Sainte-Marthe

Sainte-Justine-de-Newton

Saint-Télesphore

Saint-Polycarpe

Hudson

Rivière-Beaudette

Saint-Clet

Pointe-des-CascadesLes Cèdres

Les Coteaux

Coteau-du-Lac

Saint-Zotique

Saint-Lazare

Vaudreuil-Dorion

Vaudreuil-sur-le-Lac

Île-Cadieux

Pincourt

Île-Perrot

Notre-Dame-de-l’Île-Perrot

Vaudreuil-Dorion

ONTARIO

ONTARIO

Terrasse-Vaudreuil

Laval

BOUL. BEACONSFIELD

Oka

Salaberry-de-Valleyfield

Grande-Île

L'Île-Bizard –Sainte-Geneviève

342

40

40

20

20

40

40

20

20

520

13

13

1520

10

1015

20

20

138

40

2040

20

540

40

325

325

340

325

340

338

20

342

201

342

338

201

340

338

338

340

201

Lac Saint-François

Lac Saint-Louis

Lac des Deux Montagnes

Rivièredes Outaouais

Rivière Beaudette

RivèreDelisle

Canal de Soulanges

Rivière Rigaud

Parc-nature duBois-de-l’Île-Bizard

Parc-nature duBois-de-Liesse

Parc Angrignon

Parc-nature duCap-Saint-Jacques

Parc agricole duBois-de-la-Roche

Parc-naturede

l’Anse-à-l’Orme


Lac Saint-Louis

Île des Soeurs

Aéroport internationalMontréal-Trudeau

International airport

Fleuve Saint-Laurent

Rivière des Prairies

CH. SAINTE-MARIE

MOR

GAN

SAINTE-ANNE

Map

le

ROUTE TRANSCANADIENNE

JEAN

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BOUL. GOUIN

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BOUL. BRUNSWICK

BOUL

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BOUL. HYMUS

DONEGANI

BOUL. HYMUS

May

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CART

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Lakeview

SAINT-LOUIS

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dvie

w

AV.

DOR

VAL

ALBE

RT-D

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VERV

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Carson

Ch. Herron

CARDINAL

BOUL. BOUCHARD

55e

Av.

Boul. Saint-Regis

BOUL. GOUIN

BOUL. GOUIN

11e Av.

LOUIS-A.-AMOS

Sherbrooke

VICTORIA

32e

Av.

BOUL. DE LA CÔTE-VERTU

Clément

VICTORIA

PROVOST

GEORG

E-V

SAINT-PATRICK

AIRLIE

LAFLEURBOUL. LASALLE

6E A

V.

DOLLARD

CENTRALE

George

RAYM

OND

CORDNER

NOTRE-DAME

LAPIERRE

des Trinitaires

Senkus

NEWMAN

BANNANTYNE

STEPHENS

CRAWFORDÉdouard

BOUL. DE LA VÉRENDRYE

de Ve

rdunLAPIERRE

9e Av.

PontChamplainBridge

Dupuis

DE L' ÉGLISE

MARG.E-BOURGEOYS

BOUL. DE L'ÎLE-DES-SOEURS

Jose

phWEL

LINGTO

N

DE L'ÉGLISE

BOUL. JACQUES-BIZARD

PontJacques-BizardBridge

SOM

MER

SET

BOUL. HYMUS

Selk

irk

BROOK

René

-Ém

ard

BOUL

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SOU

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BOUL. BRUNSWICK

Baffin

BOUL

. SAI

NT-

JEAN

CH. CHERRIER

Haven

FRED

MIR

BOUL. GOUIN

PAVILLONPERR

ON

DE SALABERRY

LAKE

TECU

MSE

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ROGER-PILON

Labrosse

BAN

CROF

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PIERREFONDS

ANSELME - LAVIGNE

Deac

on

Herv

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14e Rue

BOUL

.

SAI

NT-

CHAR

LES

CH. S

ENN

EVIL

LE

LAKE

PontGalipeaultBridge

PontHonoré-Mercier

Bridge

Pont Victoria

Pont del’Île-aux-TourtesBridge

AUTOROUTE FÉLIX-LECLERC

Kingsley

Sona

ta

Sunnydale Sunshine

SPRING

GARD

EN

Deslauriers

Cartier

LAKE

How

ard

Shelborne

Purcell

Herte

l

Rich

mon

d

MON

TÉE WILSON

CHEMIN

DUTOUR

CHEMIN BORD-DU-LAC

CH. BORD-DU-LAC

BOUL. CHÈVREMONT

CH. CHERRIER

BOUL

. JAC

QUES

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ARD

Lyons

Huro

n

Westminster

BOUL

. SAI

NT-

CHAR

LES

Sain

te-A

nne

Thorndale

OAKWOOD

Meloche des C

ageu

x

BOUL.PIERREFONDS

BOUL.PIERREFONDS

DUCH

ÂTEA

U-PI

ERRE

FON

DS

BOUL. GOUIN

Grill

Grie

r

Timbe

rlea-

Trai

l

CHEMIN

DEL'ANSE-À-L'ORM

E

CHEMIN SENNEVILLE

HUNTINGTON

CH. D

ELA

RIVE

-BOIS

ÉE

Victoria

Dors

et

Clau

de

Ménard

David-Boyer

Rancourt

5e Av.

Orchard

80e Av. Riverview

Desmarchais

52e

Av.

St-L

ouis

Summerhill

Westcliffe

Seigniory

Ceda

r

Alla

ncro

ft

Alto

n

WOO

DLAN

D

Beaurepaire

Beac

onsf

ield

Cour

t

Dawson

Ambassador

MONTROSE

Avila

-Leg

ault

Brookdale

SAINTE-ANNE

LAKESHORE

Windermere

TraversierFerry

TraversierFerry

DON-QUICHOTTE

PERROT

PERROT

SAINT-JOSEPH

CARDINAL-LÉGER

5e Av.

DU

HA

M

EL

Shamrock

Sainte-Angélique

Mté

e Sa

int-L

azar

e

Mté

eSa

int-

Robe

rt

Béda

rd

Ch. Saint-LouisCh. Chevrier

Sainte-Angélique

Chan

tere

l

Sainte-Élizabeth

Mount Pleasant

Cameron

Bellevue

Mtée Masson

Daoûst

HYMANDE SALABERRY

WES

TP

ARK

Ki

ng

SHAKESPEARE

BOUL. BRUNSWICK

MON

TROSE

SH

ERBROOKE

CH. SAINTE-MARIE

BOUL

.DES

SO

URCES

Be lmont

CH.BO

RD- DU-LAC

CH. BORD-DU-LAC

ROMÉO-VACHON

AUTOROUTE DE LA CÔTE-DE-LIESSE

René-Huguet

32e Av.

SHEVCHENKO

BISHOP-CENTR

ALE

BOUL. LASALLE

NEWMAN

BOUL. ANGRIGNON

JEAN-BRILLON

SAINT-JOSEPH

Bour

get

Canardière

du B

orde

lais

Côte

Saint

-Cha

rles

CH. SAINT-RÉDEMPTEUR

MTÉ

E CA

RDIN

AL

MTÉ

E LA

TULI

PE

MTÉ

E DE

LA

STAT

ION

CH. DE LA GRANDE-CÔTE

CH. SAINTE-CATHERINE RUE SAINTE-

CATHERINE

CH. DE LA

CITÉ-DES-JEUNES

PRINCIPALE

CH. DES ÉRA BLES

CH. DELA

M ONTAGN

E

CH. DE LA BAIE

Ch. Saint-Henri

Mté

e Sa

int-H

enri

Ch. Saint-Guillaume

Ch. Sainte-Marie

Ch. Sainte-Julie

Mté

e Sa

inte

-Mar

ie

Mté

e Sa

inte

-Jul

ie

Mté

e La

Puc

eM

tée

Lefe

bvre

Mtée du

Bois-Franc

2e Rang

Mté

e N

oire

Ch. du 3e Rang

Ch. du 4e Rang

Ch. du 5e Rang

4e Rang

6e Rang

7e Rang

Ch. du Grand Saint-Patrice

Ch. de Dalhousie

Ch. du Petit

Saint-Patrice

Ch. Sain

t-Geo

rges

Ch. de Saint-TélesphoreCh. des Six-Terres

Ch. S

aint

-Phi

lippe

Ch. Saint-Thomas

Ch. Saint-André

Ch . de la riv. B eaudette

Mtée Cross

Mté

eBe

rtran

d

Ch. Sainte-Marie

ROUTE PRINCIPALE

34e Av.

Ch. Élie-Auclair

Ch. de l’Église

Ch. de la

riv. DelisleN.

PontMgr-LangloisBridge

Mtée Chenier

Mtée

Sauvé

Ch. Ranger

Mtée du Com

té

Ch. du Ruisseau N.

Ch. du Ruisseau S.

Mtée Chénier

Ch. de la riv. Rouge E.

CH. DE LARIV. ROUGEO.

Ch. du Fleuve

Ch. Saint-Emmanuel

Ch. Saint-Dominique

Ch. Saint-Féréol

Ch. Saint-Grégoire

Mtée Marsan

Mtée Pilon

Mtée Chénier

Ch. du Fleuve

CH. DU CANAL

Ch. Saint-Antoine

RTE DE LOTBINIÈRE

Ch. Saint-Georges

Ch. du Haut-de-la-Chute

Ch. de la Forc

e

Rang Saint-Thomas

Mtée Prim

eau

Main Road

Ch. d

u Fi

efM

tée

Poiri

erM

tée

Harw

ood

Ch. des Outaouais

Mtée

Janssen

ROUTE HARWOOD

Sain

t-Cha

rles

DE LA CITÉ-DES-JEUNES

des C

h ena

ux

HARWOOD

Mtée Cadieux


Caza

SAINT-CHARLE S


AUTOROUTE CHOMEDEY

BO UL. LASALLE


PontLouis-BissonBridge

Ch. du Petit-Brûlé

Douglas-Shand

Boul. Elkas

Snai

re Houde

Antoine-Faucon

SAINT-JACQUES

SUNN

YBROOKE

POW

ER

de

la P

rése

ntat

ion

de l’Église

1

2

3

4

5

6

7

8

9B

9A

10

34

11

12

18

19

14

49

13

48

45

47

43

42

44

3230

31

33

35

36

37

39

40

38

5253

60

61

62

58

59

55

49

30

41

20

17

16

15

46

51 3354

63

57

56

I

F+

B

F+

I

I(3-6)

I(K-2)

B

II

(K-2)

I

I

BEvergreen

(59, 60, 61, 63)

I

I

B(3-6)

B(K-2)

Int.

I

I

B

F+

B

I

I

B

I

B

Sunshine Academy(1, 2, 3)Springdale(1, 2, 3, 4, 5, 7)

Westpark(4, 5, 7, 8,)

Beechwood( 7, 8, 10)

Pierrefonds Comprehensive

Terry Fox(9A, 9B)

Maple Grove(34, 35, 36)

Greendale(6, 8, 9B, 10, 11, 12)

Wilder Penfield(6, 11, 12)

Thorndale(9A, 13, 14, 17, 19)

St. Charles(14)

St. Anthony(17)

Dorset(49, 52)

RiverdaleWest Island Career Center

Children’s World Academy(toutes - all)

St. Lawrence Academy – Junior Campus(32, 33)

Allion(31)

LaSalleCommunity Comprehensive

Orchard(31, 32, 33)

Verdun(30)

Riverview (30)

BeurlingAcademy

Lakeside Academy

Dorval(35, 36, 37)

St. John Fisher – Senior Campus(37, 38, 39, 40, 41)

Clearpoint(37, 38, 39, 40, 41, 42, 43, 44)

Beacon Hill(13, 43, 44)

Christmas Park(45, 46, 51, 54)

Sherwood Forest(15, 16, 18, 20, 46, 47, 48)

St. Paul(16, 46, 47, 48)

Angrignon

Beaconsfield

Bourbonniere Centre (Batshaw)

John Rennie

Lindsay Place

Macdonald

St. Edmund(15, 42, 45, 49)

SaintThomas

Edgewater(51, 52, 53)St. Patrick

(53, 55, 56)

Forest Hill – Junior Campus(63)

Westwood(Senior)

Mount Pleasant(58, 62)

I

I

B

B

Int.

DawsonAlternative

Pierre Elliott Trudeau(54, 56, 57)

B Soulanges(61)

Pearson Adult& CareerCentre

Place Cartier

Académie de beautéGordon Robertson

Beauty Academy

Centre administratifHead Office

St. Lawrence Academy – Senior Campus(32, 33)

Portage

I Margaret Manson(18, 19, 20)

Westwood(Junior)

I(3-6)

Pearson Electrotechnology Centre

Forest Hill – Senior Campus(63)

St. John Fisher – Junior Campus(37, 38, 39, 40, 41)

B

International Language Centre –John Killingbeck Pavillion

Sources Adult & Career Centre

Place CartierSatellite

F+ Birchwood(55, 59, 60, 61)

Horizon

PEC –BeurlingCampus

International Language Centre –Marcus Tabachnick Pavillion

D A B C F G H I JE K L M N

3

4

5

6

7

8

9

10

11

3

4

5

6

7

8

9

10

11


1

22

1

École primaire / Elementary schoolB Bilingue / BilingualD École à double accès / Dual entryF+ Français PlusI Immersion précoce / Early Immersion

Int. École internationale / International School(0) Zone de fréquentation de l’école / School attendance zone

École secondaire / Secondary SchoolÉcole alternative ou des affaires sociales /Alternative or Social Affairs SchoolCentre d’éd. des adultes ou de formation prof. /Adult Educational and Vocational Training CentreCentre linguistique international /International Language Centre

Zone de fréquentation / Attendance ZoneLimite de zone de fréquentation / Attendance zone limit

Limite municipale et des arrondissements de la ville de Montréal /City limit and Montreal boroughsTrain de banlieue / Commuter trainMétro / Metro

00

Publié par la Commission scolaire Lester-B.-Pearson.Published by the Lester B. Pearson School Board.

Conception et réalisation:Design: Décembre / December 2013

0 1 2 3 4 km

C a r t e s c o l a i r eS c h o o l B o a r d M a p

0 1 2 3 4 5 km

ZONES DE FRÉQUENTATIONLe territoire de la Commission scolaire Lester-B.-Pearson est divisé en petites régions géographiquesappelées zones de fréquentation. À l’intérieur d’une zone de fréquentation, les élèves ont le choixde s’inscrire soit dans une école qui offre le programme bilingue, soit dans une école qui offre leprogramme d’immersion précoce (où la demande existe). Les zones de fréquentation spécifiques dechaque école sont indiquées sur le plan par un chiffre entre parenthèses sous le nom de l’école.

ATTENDANCE ZONESThe territory of the Lester B. Pearson School Board is divided into a number of small geographicalcatchment areas known as Attendance Zones. Within an Attendance Zone, students are given thechoice of enrolling in a school that provides either a Bilingual or an Early Immersion program (wherethere is a demand). The specific Attendance Zone(s) designated for each school are indicated on themap by the number(s) in brackets under the name of the school.

Pointe-Fortune

Rigaud


Sainte-Marthe


Saint-Télesphore Saint-Polycarpe

Hudson

Rivière-Beaudette

Saint-Clet


LesCoteaux

Coteau-du-Lac

Saint-Zotique

Saint-Lazare

Vaudreuil-Dorion


L’Île-Cadieux

Pincourt

L’Île-Perrot


Vaudreuil-Dorion

ONTARIO

ONTARIO

Terrasse-Vaudreuil

LachineLaSalle

DorvalPointe-Claire

Pierrefonds–Roxboro


L'Île-Bizard–Sainte-Geneviève

Kirkland

Beaconsfield

Baie-d'Urfé

Senneville

Verdun

L'Île-Dorval

DDO

Ste-Anne-de-Bel.

0 5 km

15

20

21

19

23

4

6

7

910

1113

1416

17

1815

812

C I R C O N S C R I P T I O N S É L E C T O R A L E S / E L E C T O R A L W A R D S

Circonscription électorale /Electoral wardLimite municipale et des arrondissementsde la ville de Montréal /City limit and Montreal boroughs

00

1 Verdun – Île des Soeurs /

Verdun – Nuns’s Island

2 LaSalle S.

3 LaSalle NE

4 LaSalle W. – Saint-Pierre

5 Lachine

6 Dorval

7 Dollard-des-Ormeaux E.

8 Roxboro – Pierrefonds E.

9 Pointe-Claire E.

10 Pointe-Claire W.

11 Dollard Centre

12 Pierrefonds – L’Île-Bizard

13 Dollard Centre – W.

14 Dollard W. – Kirkland E.

15 Beaconsfield N.

16 Kirkland W.

17 Pierrefonds W.

18 West Island

19 Île-Perrot

20 Hudson – Vaudreuil-Dorion

21 Saint-Lazare – Rigaud

The Lester B. Pearson School Board is one of the largest English school boards in Quebec in terms of student enrollment, serving approximately 21 000 students in the Youth sector and approximately 8700 in its’ Continuing Education sector. The Board is responsible for a network of 37 elementary schools, 13 secondary schools and 8 Continuing Education Centres. In addition, the Board operates Alternative Learning Centres, Ministry of Health and Social Services Schools, and three International Centres.

Schools and centres are grouped into 4 regions integrating both educational and administrative components. This organizational structure allows the School Board and its schools and centres to work closely together.

Portrait of our School Board

2

CH.BO RD-DU- LAC / LAKESHOR E

BOUL. CHAMPLAIN

CH. DU GOLF

BERLIOZ

BOUL. CHAMPLAIN

Roxboro-Pierrefonds

Sunnybrooke


Baie-d’Urfé

Beaurepaire

Beaconsfield

Cedar Park

Pointe-Claire

Valois

Pine Beach

Dorval

Lachine

Montréal-Ouest

Angrignon JolicoeurMonkVerdun De l’Église

LaSalle

Hudson

Vaudreuil

Dorion

Île-Perrot

Saint-Laurent

Lachine

Montréal-Ouest

LaSalle

Verdun

Dorval

Pointe-Claire

Pierrefonds –RoxboroPierrefonds – Roxboro

Pierrefonds

L'Île-Bizard – Sainte-Geneviève

Kirkland

Beaconsfield

Baie-d'Urfé

Senneville

Côte-Saint-Luc

Verdun

L'Île-Dorval

Dollard-des-Ormeaux


Montréal

PointeFortune

Rigaud


Sainte-Marthe


Saint-Télesphore

Saint-Polycarpe

Hudson

Rivière-Beaudette

Saint-Clet


Les Coteaux

Coteau-du-Lac

Saint-Zotique

Saint-Lazare

Vaudreuil-Dorion


Île-Cadieux

Pincourt

Île-Perrot


Vaudreuil-Dorion

ONTARIO

ONTARIO

Terrasse-Vaudreuil

Laval

BOUL. BEACONSFIELD

Oka

Salaberry-de-Valleyfield

Grande-Île

L'Île-Bizard –Sainte-Geneviève

342

40

40

20

20

40

40

20

20

520

13

13

1520

10

1015

20

20

138

40

2040

20

540

40

325

325

340

325

340

338

20

342

201

342

338

201

340

338

338

340

201

Lac Saint-François

Lac Saint-Louis


Rivièredes Outaouais

Rivière Beaudette

RivèreDelisle

Canal de Soulanges

Rivière Rigaud

Parc-nature duBois-de-l’Île-Bizard

Parc-nature duBois-de-Liesse

Parc Angrignon

Parc-nature duCap-Saint-Jacques

Parc agricole duBois-de-la-Roche

Parc-naturede

l’Anse-à-l’Orme


Lac Saint-Louis

Île des Soeurs

Aéroport internationalMontréal-Trudeau

International airport

Fleuve Saint-Laurent

Rivière des Prairies

CH. SAINTE-MARIE

MOR

GAN

SAINTE-ANNE

Map

le

ROUTE TRANSCANADIENNE

JEAN

-YV

ES

MORGAN

Ch. d

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p-Sa

int-J

acqu

es

BOUL. GOUIN

ANTOINE-FAUCON

Mon

trose

BOUL. BRUNSWICK

BOUL

. SAI

NT-

JEAN

BOUL. HYMUS

DONEGANI

BOUL. HYMUS

May

woo

d

CART

IER

Lakeview

SAINT-LOUIS

Broa

dvie

w

AV.

DOR

VAL

ALBE

RT-D

E-NI

VERV

ILLE

Carson

Ch. Herron

CARDINAL

BOUL. BOUCHARD

55e

Av.

Boul. Saint-Regis

BOUL. GOUIN

BOUL. GOUIN

11e Av.

LOUIS-A.-AMOS

Sherbrooke

VICTORIA

32e

Av.

BOUL. DE LA CÔTE-VERTUClément

VICTORIA

PROVOST

GEORG

E-V

SAINT-PATRICK

AIRLIE

LAFLEURBOUL. LASALLE

6E A

V.

DOLLARD

CENTRALE

George

RAYM

OND

CORDNER

NOTRE-DAME

LAPIERRE

des Trinitaires

Senkus

NEWMAN

BANNANTYNE

STEPHENS

CRAWFORDÉdouard

BOUL. DE LA VÉRENDRYE

de Ve

rdunLAPIERRE

9e Av.

PontChamplainBridge

Dupuis

DE L' ÉGLISE

MARG.E-BOURGEOYS

BOUL. DE L'ÎLE-DES-SOEURS

Jose

phWEL

LINGTO

N

DE L'ÉGLISE

BOUL. JACQUES-BIZARD


SOM

MER

SET

BOUL. HYMUS

Selk

irk

BROOK

René

-Ém

ard

BOUL

.DES

SOU

RCES

BOUL. BRUNSWICK

Baffin

BOUL

. SAI

NT-

JEAN

CH. CHERRIER

Haven

FRED

MIR

BOUL. GOUIN

PAVILLONPERR

ON

DE SALABERRY

LAKE

TECU

MSE

H

ROGER-PILON

Labrosse

BAN

CROF

T

PIERREFONDS

ANSELME - LAVIGNE

Deac

on

Herv

ey

14e Rue

BOUL

.

SAI

NT-

CHAR

LES

CH. S

ENN

EVIL

LE

LAKE

PontGalipeaultBridge

PontHonoré-Mercier

Bridge

Pont Victoria

Pont del’Île-aux-TourtesBridge


Kingsley

Sona

ta

Sunnydale Sunshine

SPRING

GARD

EN

Deslauriers

Cartier

LAKE

How

ard

Shelborne

Purcell

Herte

l

Rich

mon

d

MON

TÉE WILSON

CHEMIN

DUTOUR

CHEMIN BORD-DU-LAC

CH. BORD-DU-LAC

BOUL. CHÈVREMONT

CH. CHERRIER

BOUL

. JAC

QUES

-BIZ

ARD

Lyons

Huro

n

Westminster

BOUL

. SAI

NT-

CHAR

LES

Sain

te-A

nne

Thorndale

OAKWOOD

Meloche des C

ageu

x

BOUL.PIERREFONDS

BOUL.PIERREFONDS

DUCH

ÂTEA

U-PI

ERRE

FON

DS

BOUL. GOUIN

Grill

Grie

r

Timbe

rlea-

Trai

l

CHEMIN

DEL'ANSE-À-L'ORM

E

CHEMIN SENNEVILLE

HUNTINGTON

CH. D

ELA

RIVE

-BOIS

ÉE

Victoria

Dors

et

Clau

de

Ménard

David-Boyer

Rancourt

5e Av.

Orchard

80e Av. Riverview

Desmarchais

52e

Av.

St-L

ouis

Summerhill

Westcliffe

Seigniory

Ceda

r

Alla

ncro

ft

Alto

n

WOO

DLAN

D

Beaurepaire

Beac

onsf

ield

Cour

t

Dawson

Ambassador

MONTROSE

Avila

-Leg

ault

Brookdale

SAINTE-ANNE

LAKESHORE

Windermere

TraversierFerry

TraversierFerry

DON-QUICHOTTE

PERROT

PERROT

SAINT-JOSEPH

CARDINAL-LÉGER

5e Av.

DU

HA

M

EL

Shamrock

Sainte-Angélique

Mté

e Sa

int-L

azar

e

Mté

eSa

int-

Robe

rt

Béda

rd

Ch. Saint-LouisCh. Chevrier

Sainte-Angélique

Chan

tere

l

Sainte-Élizabeth

Mount Pleasant

Cameron

Bellevue

Mtée Masson

Daoûst

HYMANDE SALABERRY

WES

TP

ARK

Ki

ng

SHAKESPEARE

BOUL. BRUNSWICK

MON

TROSE

SH

ERBROOKE

CH. SAINTE-MARIE

BOUL

.DES

SO

URCES

Be lmont

CH.BO

RD- DU-LAC

CH. BORD-DU-LAC

ROMÉO-VACHON

AUTOROUTE DE LA CÔTE-DE-LIESSE

René-Huguet

32e Av.

SHEVCHENKO

BISHOP-CENTR

ALE

BOUL. LASALLE

NEWMAN

BOUL. ANGRIGNON

JEAN-BRILLON

SAINT-JOSEPH

Bour

get

Canardière

du B

orde

lais

Côte

Saint

-Cha

rles

CH. SAINT-RÉDEMPTEUR

MTÉ

E CA

RDIN

AL

MTÉ

E LA

TULI

PE

MTÉ

E DE

LA

STAT

ION

CH. DE LA GRANDE-CÔTE

CH. SAINTE-CATHERINE RUE SAINTE-

CATHERINE

CH. DE LA

CITÉ-DES-JEUNES

PRINCIPALE

CH. DES ÉRA BLES

CH. DELA

M ONTAGN

E

CH. DE LA BAIE

Ch. Saint-Henri

Mté

e Sa

int-H

enri

Ch. Saint-Guillaume

Ch. Sainte-Marie

Ch. Sainte-Julie

Mté

e Sa

inte

-Mar

ie

Mté

e Sa

inte

-Jul

ie

Mté

e La

Puc

eM

tée

Lefe

bvre

Mtée du

Bois-Franc

2e Rang

Mté

e N

oire

Ch. du 3e Rang

Ch. du 4e Rang

Ch. du 5e Rang

4e Rang

6e Rang

7e Rang

Ch. du Grand Saint-Patrice

Ch. de Dalhousie

Ch. du Petit

Saint-Patrice

Ch. Sain

t-Geo

rges

Ch. de Saint-TélesphoreCh. des Six-Terres

Ch. S

aint

-Phi

lippe

Ch. Saint-Thomas

Ch. Saint-André

Ch . de la riv. B eaudette

Mtée Cross

Mté

eBe

rtran

d

Ch. Sainte-Marie

ROUTE PRINCIPALE

34e Av.

Ch. Élie-Auclair

Ch. de l’Église

Ch. de la

riv. DelisleN.

PontMgr-LangloisBridge

Mtée Chenier

Mtée

Sauvé

Ch. Ranger

Mtée du Com

té

Ch. du Ruisseau N.

Ch. du Ruisseau S.

Mtée Chénier

Ch. de la riv. Rouge E.

CH. DE LARIV. ROUGEO.

Ch. du Fleuve

Ch. Saint-Emmanuel

Ch. Saint-Dominique

Ch. Saint-Féréol

Ch. Saint-Grégoire

Mtée Marsan

Mtée Pilon

Mtée Chénier

Ch. du Fleuve

CH. DU CANAL

Ch. Saint-Antoine

RTE DE LOTBINIÈRE

Ch. Saint-Georges

Ch. du Haut-de-la-Chute

Ch. de la Forc

e

Rang Saint-Thomas

Mtée Prim

eau

Main Road

Ch. d

u Fi

efM

tée

Poiri

erM

tée

Harw

ood

Ch. des Outaouais

Mtée

Janssen

ROUTE HARWOOD

Sain

t-Cha

rles

DE LA CITÉ-DES-JEUNES

des C

h ena

ux

HARWOOD

Mtée Cadieux


Caza

SAINT-CHARLE S


AUTOROUTE CHOMEDEY

BO UL. LASALLE


PontLouis-BissonBridge

Ch. du Petit-Brûlé

Douglas-Shand

Boul. Elkas

Snai

re Houde

Antoine-Faucon

SAINT-JACQUES

SUNN

YBROOKE

POW

ER

de

la P

rése

ntat

ion

de l’Église

1

2

3

4

5

6

7

8

9B

9A

10

34

11

12

18

19

14

49

13

48

45

47

43

42

44

3230

31

33

35

36

37

39

40

38

5253

60

61

62

58

59

55

49

30

41

20

17

16

15

46

51 3354

63

57

56

I

F+

B

F+

I

I(3-6)

I(K-2)

B

II

(K-2)

I

I

BEvergreen

(59, 60, 61, 63)

I

I

B(3-6)

B(K-2)

Int.

I

I

B

F+

B

I

I

B

I

B

Sunshine Academy(1, 2, 3)Springdale(1, 2, 3, 4, 5, 7)

Westpark(4, 5, 7, 8,)

Beechwood( 7, 8, 10)

Pierrefonds Comprehensive

Terry Fox(9A, 9B)

Maple Grove(34, 35, 36)

Greendale(6, 8, 9B, 10, 11, 12)

Wilder Penfield(6, 11, 12)

Thorndale(9A, 13, 14, 17, 19)

St. Charles(14)

St. Anthony(17)

Dorset(49, 52)

RiverdaleWest Island Career Center

Children’s World Academy(toutes - all)

St. Lawrence Academy – Junior Campus(32, 33)

Allion(31)

LaSalleCommunity Comprehensive

Orchard(31, 32, 33)

Verdun(30)

Riverview (30)

BeurlingAcademy

Lakeside Academy

Dorval(35, 36, 37)

St. John Fisher – Senior Campus(37, 38, 39, 40, 41)

Clearpoint(37, 38, 39, 40, 41, 42, 43, 44)

Beacon Hill(13, 43, 44)

Christmas Park(45, 46, 51, 54)

Sherwood Forest(15, 16, 18, 20, 46, 47, 48)

St. Paul(16, 46, 47, 48)

Angrignon

Beaconsfield

Bourbonniere Centre (Batshaw)

John Rennie

Lindsay Place

Macdonald

St. Edmund(15, 42, 45, 49)

SaintThomas

Edgewater(51, 52, 53)St. Patrick

(53, 55, 56)

Forest Hill – Junior Campus(63)

Westwood(Senior)

Mount Pleasant(58, 62)

I

I

B

B

Int.

DawsonAlternative

Pierre Elliott Trudeau(54, 56, 57)

B Soulanges(61)

Pearson Adult& CareerCentre

Place Cartier

Académie de beautéGordon Robertson

Beauty Academy

Centre administratifHead Office

St. Lawrence Academy – Senior Campus(32, 33)

Portage

I Margaret Manson(18, 19, 20)

Westwood(Junior)

I(3-6)

Pearson Electrotechnology Centre

Forest Hill – Senior Campus(63)

St. John Fisher – Junior Campus(37, 38, 39, 40, 41)

B

International Language Centre –John Killingbeck Pavillion


Place CartierSatellite

F+ Birchwood(55, 59, 60, 61)

Horizon

PEC –BeurlingCampus

International Language Centre –Marcus Tabachnick Pavillion


3

4

5

6

7

8

9

10

11

3

4

5

6

7

8

9

10

11


1

22

1

École primaire / Elementary schoolB Bilingue / BilingualD École à double accès / Dual entryF+ Français PlusI Immersion précoce / Early Immersion

Int. École internationale / International School(0) Zone de fréquentation de l’école / School attendance zone

École secondaire / Secondary SchoolÉcole alternative ou des affaires sociales /Alternative or Social Affairs SchoolCentre d’éd. des adultes ou de formation prof. /Adult Educational and Vocational Training CentreCentre linguistique international /International Language Centre

Zone de fréquentation / Attendance ZoneLimite de zone de fréquentation / Attendance zone limit

Limite municipale et des arrondissements de la ville de Montréal /City limit and Montreal boroughsTrain de banlieue / Commuter trainMétro / Metro

00

Publié par la Commission scolaire Lester-B.-Pearson.Published by the Lester B. Pearson School Board.

Conception et réalisation:Design: Décembre / December 2013

0 1 2 3 4 km

C a r t e s c o l a i r eS c h o o l B o a r d M a p

0 1 2 3 4 5 km

ZONES DE FRÉQUENTATIONLe territoire de la Commission scolaire Lester-B.-Pearson est divisé en petites régions géographiquesappelées zones de fréquentation. À l’intérieur d’une zone de fréquentation, les élèves ont le choixde s’inscrire soit dans une école qui offre le programme bilingue, soit dans une école qui offre leprogramme d’immersion précoce (où la demande existe). Les zones de fréquentation spécifiques dechaque école sont indiquées sur le plan par un chiffre entre parenthèses sous le nom de l’école.

ATTENDANCE ZONESThe territory of the Lester B. Pearson School Board is divided into a number of small geographicalcatchment areas known as Attendance Zones. Within an Attendance Zone, students are given thechoice of enrolling in a school that provides either a Bilingual or an Early Immersion program (wherethere is a demand). The specific Attendance Zone(s) designated for each school are indicated on themap by the number(s) in brackets under the name of the school.

Pointe-Fortune

Rigaud


Sainte-Marthe


Saint-Télesphore Saint-Polycarpe

Hudson

Rivière-Beaudette

Saint-Clet


LesCoteaux

Coteau-du-Lac

Saint-Zotique

Saint-Lazare

Vaudreuil-Dorion


L’Île-Cadieux

Pincourt

L’Île-Perrot


Vaudreuil-Dorion

ONTARIO

ONTARIO

Terrasse-Vaudreuil

LachineLaSalle

DorvalPointe-Claire



L'Île-Bizard–Sainte-Geneviève

Kirkland

Beaconsfield

Baie-d'Urfé

Senneville

Verdun

L'Île-Dorval

DDO

Ste-Anne-de-Bel.

0 5 km

15

20

21

19

23

4

6

7

910

1113

1416

17

1815

812

C I R C O N S C R I P T I O N S É L E C T O R A L E S / E L E C T O R A L W A R D S

Circonscription électorale /Electoral wardLimite municipale et des arrondissementsde la ville de Montréal /City limit and Montreal boroughs

00

1 Verdun – Île des Soeurs /

Verdun – Nuns’s Island

2 LaSalle S.

3 LaSalle NE

4 LaSalle W. – Saint-Pierre

5 Lachine

6 Dorval

7 Dollard-des-Ormeaux E.

8 Roxboro – Pierrefonds E.

9 Pointe-Claire E.

10 Pointe-Claire W.

11 Dollard Centre

12 Pierrefonds – L’Île-Bizard

13 Dollard Centre – W.

14 Dollard W. – Kirkland E.

15 Beaconsfield N.

16 Kirkland W.

17 Pierrefonds W.

18 West Island

19 Île-Perrot

20 Hudson – Vaudreuil-Dorion

21 Saint-Lazare – Rigaud

Region 3Region 2Region 1

Elementary

Beacon HillBirchwood Christmas ParkDorsetEdgewaterEvergreenForest Hill JuniorForest Hill SeniorMount PleasantPierre Elliot TrudeauSherwood ForestSoulangesSt. PatrickSt.EdmundSt. Paul

Secondary

BeaconsfieldMaconaldWestwood JuniorWestwood Senior

Elementary

BeechwoodGreendaleMargaret MansonSpringdaleSt.AnthonySt. CharlesSunshineTerry FoxThorndaleWilder Penfield

Secondary

AngrignonBourbonnièreDawsonHorizonJohn RenniePierrefonds ComprehensiveRiverdaleSt. Thomas

Elementary

AllionChildren’s WorldClearpointDorval ElementaryMaple GroveOrchard ElementaryRiverviewSt. John Fisher JuniorSt. John Fisher SeniorSt. Lawrence JuniorSt. Lawrence SeniorVerdun ElementaryWestpark

Secondary

BeurlingLakesideLaSalle Community ComprehensiveLindsay Place

Continuing Education

Adult Centres Vocational Training Centres

Gordon Robertson Beauty AcademyPearson Adult and Career Center Pearson ElectrotechnologyWest Island Career CentreSources Adult & Career Centre

Pearson Adult and Career Center

Place Cartier


3

Schools and Centres of theLester B. Pearson School Board

We, the members of the Lester B. Pearson School Board community, comprising students, parents, teachers, professionals, support staff, administrators and commissioners, value:• A respect for self, for each other, for our diversity and for our environment;• Striving for excellence by maximizing the potential of each individual and by promoting a commitment to lifelong learning;• The fostering of responsible citizenship, cooperation and a strong sense of community;• The importance of a caring, nurturing and safe environment that is responsive to the needs of all;• An atmosphere of openness, honesty, integrity and accountability.

Vision Statement

4

• The Lester B. Pearson School Board works with its community to provide a healthy, safe, respectful and inclusive learning environment in which there is flexibility for all students to reach their full potential.

• The Lester B. Pearson School Board prepares individuals to assume their roles as responsible, competent and successful citizens who are capable of working cooperatively within an ever-changing society.

• The Lester B. Pearson School Board measures its actions and decisions against the core values stated in the Lester B. Pearson School Board Vision Statement.

Mission Statement

5

6

Martin ShermanChair of Executive

Ward 8

Noel BurkeVice-Chairman

Ward 4

Suanne Stein DayChairman

Joshua ArlessWard 3

Eric BenderWard 9

Frank di BelloWard 2

Mary Ann DavisWard 1

Michael NaleczSecondary Schools

Sandra BuckinghamS.N.A.C.

Special NeedsAdvisory COmmitte

Domenic PavoneWard 10

Craig BergerWard 6

Nan BeatonWard 5

Daniel OlivensteinWard 11

Wayne CliffordWard 12

Sharad BhargavaElementary Schools

Frank Clarke“At Large”

Laura DerryWard 7

Council of Commissioners

Parent Commissioners

7

Code of Ethics & ConductSection 175.1 of the Education Act

The council of commissioners must, by by-law, establish a code of ethics and professional conduct which is applicable to the commissioners.

The code shall set out the duties and obligations of the commissioners, and may prescribe standards that vary according to the various classes of commissioners or that apply only to certain classes of commissioners. The code must, among other things,

(1) include preventive measures, in particular rules for the disclosure of interests;

(2) deal with the identification of situations of conflict of interest;

(3) regulate or prohibit practices relating to remuneration;

(4) specify the duties and obligations of commissioners even after they leave office;

(5) include enforcement mechanisms, in particular the designation of the persons charged with the enforcement of the code and provide for penalties.

No member of the council of commissioners or employee of a school board may be responsible for determining if the code has been contravened or for imposing a penalty.

The school board must ensure public access to the code, and publish it in its annual report.

The annual report shall, in addition, state the number of cases dealt with and the follow-up thereon and set out any breaches determined during the year by the disciplinary authorities, the determination thereof, any penalties imposed by the competent authorities and the names of any commissioners divested of office by a court during the year.This section must not be construed so as to restrict the freedom of speech inherent in a commissioner’s function.

Report:

The Ethics Officer charged with the enforcement of the Code of Ethics and Professional Conduct of the Commissioners of the Lester B. Pearson School Board has indicated the following:

For the year ending June 30, 2016, he received three (3) complaints, of which all three (3) complaints were under review as of June 30, 2016

By-law 5: CODE OF ETHICS AND PROFESSIONAL CONDUCT APPLICABLE TO THE COUNCIL OF COMMISSIONERS is available on our website at the following link.

http://www.lbpsb.qc.ca/content/policies/By_laws/ByLaw5_EN.pdf

Partnership Agreement and Strategic PlanAnnual Report 2015-2016

The Lester B. Pearson School Board’s five-year strategic planning cycle and affiliated partnership agreement with Quebec’s Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche (formerly MELS) ended on June 30th, 2015. In the absence of an approved partnership agreement for the 2015-16 school year, the 2010-15 plan extended by an additional year for reporting purposes. Regardless of the plan in place, the Lester B. Pearson School Board is driven by the singular goal of student success in all the domains in which it can be actualized. We believe that the identified pillars of our plan represent the key areas that will drive student growth and ensure that we reach the goals we have set for our system. It is our responsibility to ensure that every student has the opportunity to excel.

We are pleased to share news of this past year’s (2015-16) achievements and progress. This report includes information on our academic results and shares information about the important work that our system does in ensuring a safe and healthy educational environment for our students. It highlights the contributions and achievements of our Adult and Vocational Sector as well as the valuable role that our International Department plays in our growth.

Since 2010, we have focussed on five primary goals, each aligned with those of the Ministère de l’Éducation,

de l’Enseignement supérieur et de la Recherche:

Increased Graduation and Qualification Rate

Improved Mastery of English and French Language Skills

Improved Levels of Success and Perseverance for Students with Handicaps, Social Maladjustments or Learning Difficulties

Promoting Wellness in a Safe and Caring Community

Increased Enrollment of Students Under 20 Years of Age in Vocational Training

In our plan, we oriented ourselves in four specific directions:

Maximizing Student Success in a culture for Learning

Fostering and Supporting a Commitment to Professional Growth for All

Enhancing School and Community Partnerships

Promoting Wellness in a Safe and Caring Community

Regardless of the plan we have in place, we will always be committed to growing our system and building the capacity of its students and teachers. The strength of our system is a direct result of the commitment of the people who work in it day in and day out. It is a testament to the innovative practices, the caring environments and the unbridled pride that permeates our system. Above all else, it is a testament to the eagerness and willingness of our students to commit themselves to learning and growing on a daily basis.

8

87.8%

Goal 1: Increased Graduation Rate and Qualification Rate

87.3%85.5% 1

2

3

4

5

82.5%

2008

An increase in the overall school board graduation and

qualification rate to 85.5%

Objective2009

Baseline2015Target

2015-16Result

Scale

Targets

Exceeded

Targets

ExceededIncrease23The number of workshops/activities which target Math, Science

and Technology, and History and Citizenship

This objective has been achieved and the process is now complete

The objective is on-target to be achieved

Achievement of the objective is on-going but close monitoring is required

Close monitoring and adjustments to the strategies in place are required to achieve this objective

ASSESSMENT SCALE

73.0%78.0%83.0%81.0%A 2% increase in the success rate for MELS End of Cycle III Elementary Math Exam Results by 2015.

82.0%59.0%64.8%CST 59.8%

96.0%98.7%MaintainTS 83.6%

93.0%89.6%MaintainSN 96.8%

A 5% increase in the success rate for MELS Secondary 4 Math Options by 2015.

89.0%83.5%Gen 77.6%Old Program

87.0%78%App 77.6%74.6%

A 3% increase in the success rate for MELS Secondary 4 General and Applied Science and Technology by 2015.

2014-15Result

School Board Context

The School Board has been consistently among the top five school boards in the province with respect to the overall graduation and qualification rate. The graph below summarizes the LBPSB graduation and qualification rate for students under the age of twenty over the past 7 years. This year’s result of 87.8% continues to exceed our 2015 target of 85.5% and puts us .2% away from achieving our MELS 2020 target of 88%.

9


6

7

83.0%67.5%85.6%Eng. 82.6%

94.0%88.6%MaintainFr. 95.7%

A 3% increase in the success rate for MELS Secondary 4 History & Citizenship Education by 2015.

6.1%6.4%6.1%5.1%An increase of 1% in the contribution to the overall graduation and qualification rate for students under the age of 20 in AVE by 2015

Objective2009

Baseline2015Target

✔︎ ✔︎ ------

✔︎ ✔︎ ------

8

9

10

11

12

13

14

CompletedExpansion of WICC and PEC. Satellite Campuses implemented by 2014

✔︎✔︎1 per

school ----Reduce the dropout rate. Minimum of one intervention per

school/centre targeting the engagement of boys.

NANA14.2%17.8%

Bilan 4 2007

A 20% reduction in the overall number of students who dropout by 2015.

NANA15.6%20.8%

Bilan 4 2007A 25% reduction in the number of boys who dropout by 2015.

✔︎ ------To develop opportunities for successful transitions at critical points in schooling. Elementary students are socially and academically prepared for the secondary school experience.

To develop opportunities for successful transitions at critical points in schooling. Parents of elementary students are supported in the transition to secondary school.

To develop opportunities for successful transitions at critical points in schooling. Children who participate in the K4 program will demonstrate significant gains in literacy, numeracy, expressive language and problem solving

15 ✔︎ ✔︎ ------To develop staff capacity to support the 4 strategic directions. The number of professional development activities in-line with the 4 strategic directions.

16 ✔︎✔︎ --Fully

Implemented

To develop staff capacity to support the 4 strategic directions. Professional development plans and spending are in-line with the 4 strategic directions.

✔︎

2015-16Result

Scale2014-15Result

10

1474125025% by 2015

----

NA52 Per Year

----Bilan 4 2007

Objective 2009Baseline

2015Target

Goal 1: School Board Results





Assessment Scale

17 ✔︎✔︎ 1 Per

Month----

To enlist and recognize the contribution and expertise of all personnel toward student success. Monthly article in Pearson News and/or Pearson Insider that recognizes initiatives in-line with the 4 strategic directions.

18 ✔︎✔︎ --Fully

Implemented

To enlist and recognize the contribution and expertise of all personnel toward student success. The annual goals and objectives of each department are consistent with the 4 strategic directions.

19 ✔︎✔︎Fully

Implemented

July 2012

----

To increase the amount of integration of information and communications technologies (ICT) as a tool to empower students and educators to more efficiently create and manage productive learning environments. LBPSB ICT Plan Implemented by 2011-2012

20 ✔︎✔︎10 Per

Year

Combined

with Objective 19

To increase the amount of integration of information and communications technologies (ICT) as a tool to empower students and educators to more efficiently create and manage productive learning environments. A minimum of 10 educational technology opportunities related to the integration of technology as a tool in enhancing student learning and digital responsibility, per year by 2015

21

A 25% increase in the number of students and educators registered in the International program by 2015. 2 new agreements, letters of intent and/or contracts signed per year by 2015 and 1 additional school or staff exchange per year by 2015.

2015-16Result

2014-15Result

Scale

11


Level of AccomplishmentThe overall LBPSB graduation rate for the cohort of students who entered our Secondary Schools in 2007 was 87.3%. This is a 1.1% increase from the 2006 cohort and is a result which exceeds our initial 2015 target by 1.8%. Over the lifetime of our plan, our global success rate has improved by 4.8%.

There was a 1% decline in the contribution attributable to the Continuing Education sector from the high 7.4% in 2013-14 to 6.4% in 2014-15. Overall, however, the 6.4% figure represents an increase of 1.3% from 2008 and exceeds the projected target set in the initial plan. The five-year average contribution from the Continuing Education sector was 6.64%

June 2016 saw our highest success rate ever in our Mathematics CST option at the Secondary IV level. Long one of our most vulnerable areas, our success rate climbed a 23% from June 2015! The 82% success rate was 17% higher than our 2010 baseline. It must be noted that 2015-16 was the first year in which students at the Secondary IV level studied in the newly balanced CST program where a number of core elements were shifted into the Secondary V curriculum. This shift afforded teachers significantly more time to cover and review concepts over the course of the school year.

Success rates in History (83%), Histoire (94%), General Science (89%) and Applied Science (87%) were all the highest they have been since the 2012 school year. The success rate in the History program represents a jump of 15% from June 2015.

The overall dropout rate declined from 13.7% to 13.1% from 2013-14 while the rate for boys fell from 17% to 15.9%. Over the lifetime of the plan, the dropout rate for boys (specific target) fell nearly five full points from 20.8% to 15.9%.

We once again saw a drop in our success rates on our Elementary End-of-Cycle Mathematics evaluation. In 2010, we set a target of 83% success by 2015, a figure we approached through the heart of the 2010-15 plan. However, we have seen a steady decline in results since 2012-13 with the success rate of 73% from June 2016 being our lowest in six years. We have made significant investment in professional development and planning in the Mathematics program in the past three years and we are confident that we can reverse this trend.

Situation AnalysisIt will be critical to maintain our focus on Mathematics education in the coming years. The links between capacity in Mathematics and facility in other subject areas are well documented. The investment which the English Education Community has made in its Mathematics training has been significant. It is essential that Lester B. Pearson remain a leader in that investment and continue to look for innovative and engaging means of growing our students’ capacity in this area.

12


Lester B. Pearson continues to grow in the Continuing Education sector. In the coming years, we anticipate that planned expansions to the West Island Career Center and Sources Adult and Career Center will help to service the growing program demands from our adult populations. Ongoing work at the Verdun Adult and Career Center is designed to accommodate populations in the eastern end of the board’s territory, including its growing international student population.

The Continuing Education Sector and Youth Sector have maintained their commitment to exposing young students to the opportunities which are available to them within our system. Our annual Vocational Roadshow, promoting program options for youth within our system, visited every secondary school in our system in the spring of 2016. The annual Career and Education Fair was not staged in 2015-16 but Secondary Guidance Counsellors remained vigilant in orienting students to the range of possibilities available to them to continue their studies upon high school completion.

We remain committed to ensuring successful transitions for students over the course of their school life. In April, we again hosted a mini-day for all of our Grade 6 students in the system, allowing them the opportunity to visit their high schools of choice for September. This day permits students to meet teachers, staff and peers from other schools as well as affording them the chance to acclimatize themselves with their new surroundings in the high school. Lester B. Pearson has an extensive list of programs promoting school readiness for four-year-olds. Our preschool programs at Verdun Elementary (half-day) and Riverview Elementary (full-day) are well subscribed and continue to offer valuable service to students in the Verdun community. In addition, readiness programs were launched at both Springdale and Greendale elementary schools and the Riverdale Community Learning Center maintained its playgroup and lending library for preschoolers.

The LBPSB International Studies Program continued its growth in 2015-16, with numbers in the Vocational Education sector providing the bulk of the increase. There were a total of 1,474 students registered under the ILC umbrella, 1,323 of which were assigned to the Adult and Vocational sector.

The Lester B. Pearson School Board remains a trendsetter in the province and the country with respect to the integration of technology as a tool for teaching and learning. We once again welcomed educators from across Quebec, Eastern Ontario and northern New England with a Future Ready Summit at Lakeside Academy in May. Unlike previous summits, this one included a full-day of student workshops on the eve of the summit proper. Over one hundred and forty students participated in this adventure, engaging in maker-space activities, design challenges, creation workshops and Breakout EDU sessions. Similar workshops were held for teachers in the days to follow.

Schools continued to innovate and take risks with special educational projects and initiatives. Christmas Park Elementary launched its Innovation Center, complete with Lego Walls, robots, green screens and Raspberry Pi computer systems. Forest Hill Senior. has drawn praise for its innovative use of space in the school, applying the principles of Universal Design for Learning to create a flexible learning environment for students. Its extraordinary Club Energie initiative has drawn visitors from across the province. Throughout the system, schools continued to orient themselves to STEAM approaches, integrating pedagogy and giving students the freedom to create, collaborate, consume and think critically about their learning and their world.

13

Goal 2: Improved Mastery of English and French Language Skills

School Board ContextBuilding capacity in both French and English was a focal point of both the MEES and LBPSB plans from 2010-15. We remain committed to the fundamental mandate of graduating students who are at ease reading, writing and speaking both English and French. We see that mandate as critical to ensuring the continued vitality of our community. A number of very specific indicators are used to measure our success in this domain:

MEESR End of Cycle III Elementary English Exam

MEESR End of Cycle III Elementary French Exam

Elementary Running Records

MEESR Secondary V Uniform French Reading Exam

MEESR Secondary V Uniform French Writing Exam

14

96.3%88%89.0%

92% 1

2

3

4

5

7


2015Target

Goal 2: Improved Mastery of English and French Language Skills





ASSESSMENT SCALE

89%

95%91%83.0%79.0%A 4% increase in the success rate for the Elementary End of Cycle III French Exam results by 2015

85%88%68.3%63.3%A 5% increase in the success rate for MELS Secondary 5 French Reading by 2015

90%91%87.9%84.9%A 3% increase in the success rate for MELS Secondary 5 French Writing by 2015

96.51%95%88.0%ELA 86.2%

✔︎✔︎

82.0% 78.0%A 4% increase in the success rate for MELS Elementary End of Cycle III English Exam results by 2015

FSL 89.0%

A 2% increase in the number of elementary students reading and writing at level by 2015

10 Per

Year---

A minimum of 10 professional development activities in balanced literacy, differentiated instruction, second language acquisition, evaluation and technology, per year by 2015

6 ✔︎✔︎ Implemented On TargetIncrease the number of activities which expose students to French (cultural, extracurricular, daycare)

2015-16Result

2015-16Result

2014-15Result

Scale

15

Level of AccomplishmentOur students achieved remarkable results in the summative evaluations carried out at the end of Cycle III in both English and French. In fact, the success rates in English Language Arts (92%) and French Second Language (95%) were the highest they have been in six years. They represent an increase of 14% and 16% respectively from the baselines established at the beginning of the planning cycle.

Results in the Secondary V Uniform French Reading exam dropped slightly for the second straight year. There was a 4% disparity between the success rate in our “Français du Base” and “Français Enrichi” results, a disparity consistent with outcomes in 2014-15. While the slight regression from 2013-14 is noted, it is equally notable that the 2015-16 results still represent over a twenty point improvement over the baseline year of 2009.

Our success rates in the Secondary V Uniform French Writing exam were exemplary. At both levels, over 90% of students were successful in this volé with 97% of Enrichi students achieving passing standards.

Situation AnalysisIt is imperative that Lester B. Pearson maintains its commitment to sound early literacy practices. Our preschool program (Kindergarten/Maternelle) is the critical gateway for all students. It is there where the foundations of literacy capacity are established, foundations which serve students moving forward in both English and French. Vocabulary building, sound identification, letter sound association and oral fluency remain critical points of focus in pre-readers. Our preschool and Cycle I programs continue to excel at using play, music and dialogue to build these skills in students.

Many of our schools have recognized the need to build skills in visual literacy in students. While text based communication continues as a focus, we must also be mindful that in a 21st Century context, students are constantly interacting with static and dynamic images. The capacity to read and interpret those images should also be considered as part of the literacy skill set in years to come. Many schools in our system have made good use of tools such as Google Read and Write to afford students the chance to work on their fluency, engage with text and provide evidence of learning to classroom teachers.

Our mission to graduate students capable of living and working in both English and French progresses. Evaluations at the end of Secondary V suggest that our students are meeting program standards at both the “du Base” and “Enrichi” levels at exemplary rates of success. The critical next step is translating that program success into greater capacity to integrate and feel confident in applying the obtained skills.

In 2015-16 we were proud to add two additional schools to the Français Plus network in Beechwood and the newly merged Sherbrooke Academy in Beaconsfield. Considerable time has been invested in building the Français Plus program and in 2016 efforts were made to try and coordinate the program application across the system. Grant money from the Entente Canada-Québec enabled school administrators and teachers from the Français Plus network to meet and iron out some of the challenges they have faced in implementing the model.

Important innovations and transformations continue to invigorate the system. The Innovation Center at Christmas Park Elementary and the innovative use of space at Forrest Hill Senior are but two examples. We continue to see schools take steps towards reimagining their school projects and their approaches to teaching. A number of interesting and innovative projects emerged in 2015-16 including a three-year coding program at Riverdale High School, a robotics concentration at Lakeside and a new STEAM initiative at Lindsay Place. At the elementary level, schools such as Allion, Riverview, Dorset, Evergreen and St. Charles continue their work in integrated pedagogy using technology.

16

Goal 3: Improved Levels of Success and Perseverance for Students with Handicaps, Social Maladjustments or Learning Difficulties

Objective2009

Baseline2015Target

Goal 3: School Board ResultsThis objective has been achieved and the process is now complete




Assessment Scale

6 1

2

3

10

1.8%0.9%1.3%0.3%An increase to 1% in the contribution to the overall graduation and qualification rate through the WOTP by 2015

7620A minimum of 2 points of service for the WOTP will be established board-wide by 2014

10 Per

Year---

A minimum of 10 professional development activities per year by 2015 on topics related to the Work-Oriented Training Path.

2015-16Result

2014-15Result

Scale

17

Résultats de la Commission scolaire

School Board Context Lester B. Pearson remains fully committed to its inclusive practices. The provision of supports and adaptations for students with special needs means that youngsters can progress through their elementary school years with their peers, growing and developing socially while they build the necessary skill set for success. Of students leaving our elementary system at the end of 2014-15 and entering high school for the 2015-16 academic year, 95.7% were 12 years of age or younger. This means consistent with their peer group. The provincial average for the same cohort of students was 88.2% a difference of 7.5%.

Students with special needs are strongly encouraged to attend their neighbourhood school at the elementary level. They are equally encouraged to partake fully in the process of exploring and selecting a secondary school which they feel best suits their needs and learning style.

Level of AccomplishmentIn 2015-16, 13.4% of grade 11 students had an identified special need (261/1954). Of those graduating, 72% were students with learning or behavior difficulties while 28% were students with a handicapping condition. Those who did not obtain a diploma in 2016 may be working toward graduating in the future or working towards attestation and qualification in a specified pathway.

Professional development opportunities for teachers in the Work Oriented Training Pathway were somewhat limited in 2015-16. The particular labour situation which persisted through the first half of the school year greatly limited pd opportunities. More importantly, the fact that our WOTP programs are now fairly well established has meant that teachers are partaking in regular offerings of professional development, workshop opportunities afforded all teachers in the system. After six years of implementation, there is less need for specific training in this pathway and more of an orientation to general practices and approaches which are offered across the network.

Situation AnalysisThe LBPSB Student Services Department continues to provide the four complementary educational programs prescribed by Quebec’s Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche. The Student Services Department mandate is to support schools in their quest to maximize the potential of each student and foster an inclusive and responsive learning environment. The four complimentary services are Support Services, Assistance Services, Promotion and Prevention Services and Student Life Services.

As noted above, we continue to experience growth in program provision for students experiencing academic delays at the high school level. Specifically, the Work Oriented Training Pathway has proven to be a viable option for students seeking a different road to success. In 2015-16, eight of our secondary schools offered student options in either pre-work or semi-skilled programs leading to MEES qualifications. One school, Pierrefonds Comprehensive, offered the Projet Particulier, a transitional program for Secondary III students still on track for graduation but requiring special considerations in course offerings.

Now in its 5th year, Student Services offers Youth Outreach Services for secondary students who are at risk of dropping out of school. A professional charged with this dossier follows up with referred students and their families to encourage them to remain in school and connect them to any necessary services. In 2015-16, 23 students (13 male/10 females) were referred to the YOS professional by their home high school. Of these referrals, 13 students continued their studies and completed the year, 8 were referred or registered in continuing education, and 2 students chose to leave school before the end of the school year.

18

✔︎✔︎

Combinedwith

Goal 1

2

✔︎ 1 ImplementedBoard-WideGreen Plan

Implemented---

To develop a culture of pride and respect for the environment. Board-wide Green action plan implemented by 2013.





Assessment Scale


2015Target

InProgress

---To develop a culture of pride and respect for the environment. Increased awareness of school board environmental initiatives.

2015-16Result

2014-15Result

Scale

School Board Context

Educating, qualifying and socializing students remain the three fundamental cornerstones of our mandate from the MEES. For students to learn, they must feel safe and secure in their environment and we must acknowledge our obligation to provide them that environment at school. In any number of domains, Lester B. Pearson remains active in promoting wellness, whether it is emotional, physical or social.

We continued our engagement with The Learning Bar’s “Our School” survey (formerly TTFM) for 2015-16. The survey is administered twice per year to students from grades 4-11 and provides us a range of indicators on issues related to school climate. For the first time in 2015-16 we administered Learning Bar’s “Student Engagement Thematic Survey” which provided us some rich new indicators on the degree to which students are engaged and committed to their school program. We continued to administer the “Bullying and School Safety Thematic Survey”, targeting this indicator in our November session. Nearly 9,000 student surveys were administered in 34 elementary schools in the November and April survey windows. Over 10,000 student surveys were completed across the network of 13 secondary schools in the Lester B. Pearson School Board.

Goal 4: Promoting Wellness in a Safe and Caring Community

19

✔︎✔︎

Combined

with

Goal 1

✔︎Combined

with

Goal 1

3

6

InProgress

---

✔︎✔︎

To develop a culture of pride and respect for the environment. An increase in the number of communications and media communications highlighting environmental issues.

ExceededTarget

---To support and expand programs that foster healthy living. A minimum of 10 professional development opportunities related to health promotion and prevention per year by 2015.


8 ✔︎On TargetOn-going

To provide a safe, secure, healthy, and welcoming environment. Yearly portrait of school climate is developed and used in every school to prioritize interventions for the following year.

7 ✔︎On TargetOn-going

To provide a safe, secure, healthy, and welcoming environment. The number of school based and board-wide programs that address violence prevention and conflict resolution

5 7835---

To support and expand programs that foster healthy living. Seven additional schools establishing community partnerships in health promotion and prevention plan, program, and initiatives, each year to 2015.

4 NilNil50---To support and expand programs that foster healthy living. Ten additional schools aligned with the Healthy School Approach, each year to 2015.


2015Target

2015-16Result

2014-15Result

Scale

20

Situation AnalysisA number of indicators in The Learning Bar’s “Our School” survey provide glimpses of the social climate in Lester B. Pearson Schools. One of the truly powerful indicators the survey provides is the degree to which students feel a sense of belonging to their school.

At the elementary level 80% of students had a high sense of belonging below the Canadian norm for these grades of 86%. For Lester B. Pearson students, 78% of the girls and 82% of the boys had a high sense of belonging. The Canadian norm for girls is 86% and for boys is 85%.

Level of AccomplishmentThere are currently 41 active partnerships established between LBP schools and grass-root community organizations and/or long-term collaborators in our system. These partners can range from departments of the Health and Social Services Ministry to local community food banks anxious to provide direct service to families in need.

Some of the new partnerships established in 2015-16 include:• 2015-2016 Forest Hill Senior “physical literacy project”.• Several meetings were held with personnel of Stop Now And Plan (SNAP), a community organisation supporting

students and their families making better choices now servicing in many LBPSB schools.• Westwood Senior High School bullying prevention movie • Mental health portrait conference• Juripop PD (Off-Island) • Club Énergie Pierre Lavoie

Lester B. Pearson schools remained committed to the ideals of Bill 56, an Act to Stop Bullying and Violence in Schools. All schools continue to review and update their Anti-Bullying/Anti-Violence plans annually and adhere to the expectations of the legislation in terms of making those plans available to their communities and living to their parameters.

The LBPSB Student Services Department was extremely active in organizing events and information sessions designed to inform our public about pressing issues related to physical and sexual well being.

These events included:• 3 Partners in Prevention events• 3 sessions on Sexting• Workshops were given on creating positive environments to lunch and day care personnel in several schools• 1 day training offered by CALACS to LBPSB staff and other members of the sexual violence prevention committee• Body Run: Pairing of SN students ( Beaconsfield High School)• Peer mediation workshop (Beechwood & PCHS)• Free writers ( Lakeside & Maplegrove)• United Nation Model (Westwood Sr.)

Finally, the LBPSB was proud to support Riverview Elementary in its piloting of the province’s new Sex Education program at the first, third and fifth grade levels. We are equally proud to be supporting the school team in the second year of this pilot in 2016-17.

Goal 4: Promoting Wellness in a Safe and Caring Community

21

Across the secondary system 65% of students feel accepted and valued by their peers and by others at their school. The Canadian norm for these grades is 72%. The split between girls and boys is 61% and 70% respectively. The Canadian norm for girls is 71% and for boys is 72%.

Other results from The Learning Bar’s Tell Them From Me Survey provide

a snapshot of the health of our system.

We are encouraged by the degree to which our students feel comfortable turning to advocates at school for support. At the elementary level 62% of students feel they have someone at school who consistently provides encouragement and can be turned to for advice. This is thirteen points above the national average. This indicator is evenly distributed between boys and girls.

The same indicator is less pronounced at the secondary level where only 27% of students report having a sense of a strong advocate available to them. This is just one point below the Canadian norm of 28%. For Lester B. Pearson, advocacy at school was rated 2.4 out of 10 by girls and 3 out of 10 by boys. The Canadian norm for girls is 2.7 and for boys is 2.8.

At the elementary level, 24% of students reported having been subjected to some form of physical, verbal, social or cyber intimidation either at school or at home. There is a noticeable gap in the indicator for boys (27%) and girls (22%). The Canadian norm for elementary students is 26%. The Canadian norm for girls is 26% and for boys is 26%

The number of students reporting as victims of bullying, exclusion or harassment at the secondary level was 16%, three points lower than in 2014-15 and seven points below the national average. Girls reported at 16%, boys at 17%, five and eight points below the national average respectively. The distributions at the secondary level continue to spread evenly across grade levels.

22

Goal 5: Increased Enrollment of Students Under 20 Years of Age in Vocational Training

School Board ContextThe Vocational Education Sector continues to show consistent growth and expansion. In 2010, the Lester B. Pearson School Board set an ambitious target of increasing the number of full-time equivalencies (ETP’s) in the Vocational Sector for students under 20 years of age by 15%. That target was exceeded by the third year the plan and has grown annually since. From a baseline of 224 students in 2009, there are currently 311 student ETP’s in the Vocational Sector for students under 20. That is a leap of approximately 40% over the lifespan of the plan.

In addition to the growth in ETP’s for students under the age of 20, there was considerable overall growth in the Vocational Sector. The Business Solutions Department, housed at the Pearson Electrotechnology Center in Lachine, continued its expansion and provision of services to adults looking to return to school (SARCA) and in the recognition of acquired competencies (RAC) process, which allows students to obtain recognition for competencies acquired on the job or through real-life experiences. This innovative approach is only one example of the new and interesting trails being broken in this sector.

Objective2009

Baseline2015Target





Assessment Scale

✔︎ 1

2

3

✔︎

311(2014)

322(2013)254224An increase of 15% in the number of vocational education

ETPs under the age of 20 by 2015.

4649Increase4An increase in the number of collaborative projects between the elementary, secondary, and vocational education sectors by 2015.

2 Satellitesin 2014

---Expansion of WICC and PEC Satellite Campuses implemented by 2014

4 ✔︎✔︎Increase4The number of opportunities that raise student awareness of educational pathways by 2015

5 POP.267EXPLO.36ENTRP. 58

POP.459EXPLO.40ENTRP. 66

5045A 10% increase in the number of students registered in career education programs by 2015

2015-16Result

2014-15Result

Scale

23


Level of AccomplishmentBoth the West Island Career Center and Pearson Electrotechnology Center expansions are complete. In fact, in the wake of Major School Change decisions, the WICC campus is again poised for expansion and registration growth. The Sources Adult and Career Center on the campus of Riverdale High School is also slated for expansion as a consequence of MSC decisions. Finally, the Verdun Adult and Career Center (VACC) on the campus of Beurling Academy is set to open its doors to students in January 2017.

There were 46 projects across the system in which Youth and Vocational Sector collaboration was at the forefront. This would include arranged visits of high school students to vocational centers or reciprocal information sessions delivered to high

school classes by voc ed representatives. Once again, the Vocational Road Show toured the secondary schools of the board, putting on 18 shows to help expose students to the possible advantages of pursuing the option of professional training upon graduation. Twenty-eight of our elementary schools participated in partnership activities with the Vocational Sector.

Situation AnalysisWe anticipate continued growth in the area of professional training in the years to come. More and more, youth sector students are considering the vocational option and seeing the merits of pursuing direct training in one of the many programs at their disposal. The Continuing Education Department has done an exemplary job of promoting its programs from within, reaching out to students and providing them clear messages about their options moving forward.

24

4

Lester B. Pearson School BoardStatement of Financial PositionJune 30, 2016

2016 2015$ $

FINANCIAL ASSETSCash 1,553,738Operating grants receivable (Note 4) 31,327,053 26,167,498Grants receivable specific to the acquisition of propertyand equipment 90,306Financing grants receivable 33,165,672 42,555,122Accounts receivable (Note 5) 9,156,684 7,312,176

75,293,453 76,034,796

LIABILITIESBank overdraft 251,151Accounts payable and accrued liabilities (Note 6) 44,690,970 65,656,178Deferred revenues related to property and equipment acquisition(Note 7) 6,559,307 6,776,531Deferred revenues 7,478,514 5,703,777Accrued employee future benefits (Note 8) 16,869,021 15,880,679Environmental liabilities 2,647,309 4,575,183Other liabilities (Note 9) 204,349,826 180,829,700

282,594,947 279,673,199NET DEBT (207,301,494) (203,638,403)

NON-FINANCIAL ASSETSProperty and equipment (Note 10) 236,691,783 234,924,318Prepaid expenditures 132,732 160,844

236,824,515 235,085,162ACCUMULATED OPERATING SURPLUS 29,523,021 31,446,759

The accompanying notes are an integral part of the financial statements.

25

5

Lester B. Pearson School BoardStatement of OperationsYear ended June 30, 2016

2016 2015$ $

RevenuesMinistère de l'Éducation et de l'Enseignement supérieur (MEES) operating grants 159,035,962 163,360,721School taxes 61,602,761 60,543,259Other operating revenues 58,099,197 48,599,040Transportation grants – MEES 5,443,445 5,680,657

284,181,365 278,183,677Expenditures

Teaching services 134,505,319 133,451,388Educational support activities 66,913,144 64,181,708Extra-curricular activities 11,713,721 13,203,780Transportation 13,151,877 13,354,529Administrative activities 11,634,389 11,652,670Energy 5,623,127 5,493,914Amortization of property and equipment 13,105,553 12,753,657Maintenance and caretaking 14,930,917 14,992,862Financing costs 268,213 431,960Subsidized schools in the public interest 9,107,237 8,166,964Other 4,163,263 4,160,532Net change in the provision for fringe benefits 988,343 (333,622)

286,105,103 281,510,342Excess of expenditures over revenues (1,923,738) (3,326,665)

The accompanying notes are an integral part of the financial statements.

26

18

Lester B. Pearson School BoardSupplementary Information to Note 3Year ended June 30, 2016(Unaudited)

The following supplementary information has been compiled. We have not performed an audit orexamination with respect to the supplementary information and, accordingly, we express noassurance thereon.

2016 2015$ $

BREAKDOWN OF OPERATING EXPENDITURESTeaching services

Kindergarten 7,584,902 7,883,922Elementary 50,043,401 50,080,422Secondary 45,756,609 45,973,571Technical vocational 24,443,425 20,673,158Educational intervention 486,560 2,285,790Adult education 6,190,422 6,554,525

134,505,319 133,451,388

Educational support activitiesManagement of schools and centres 18,921,317 18,195,910Educational material 4,329,446 4,330,602Complementary services 24,710,685 24,349,293Pedagogical services 12,780,034 9,555,971Animation and pedagogical services 1,815,732 2,257,066Professional development 433,725 597,860Social, cultural and sports activities 3,922,205 4,895,006

66,913,144 64,181,708

Extra-curricular activitiesLiving allocation 21,000 1,598,599Food services 1,025,712 695,648Transportation 13,151,877 13,354,529Daycare 10,667,009 10,909,533

24,865,598 26,558,309

Administrative activitiesCouncil of Commissioners 299,334 478,043Management 8,908,451 8,917,099Corporate services 2,382,399 2,209,938Professional development 44,205 47,590

11,634,389 11,652,670

27

19

Lester B. Pearson School BoardSupplementary Information to Note 3Year ended June 30, 2016(Unaudited)

2016 2015$ $

BREAKDOWN OF OPERATING EXPENDITURES (Continued)Property and equipment activities

Furniture and equipment 113,961 142,197Amortization of furniture and equipment 5,156,123 5,373,767Building upkeep 4,144,352 4,290,523Amortization of buildings 7,949,430 7,379,890Caretaking services 9,344,281 9,199,348Energy 5,623,127 5,493,914Rental 263,675 280,435Computer development – not capitalized 319,787 319,787Security 744,861 760,572

33,659,597 33,240,433

OtherFinancing costs 268,213 431,960Special projects 3,540,873 3,659,933Subsidized schools in the public interest 9,107,237 8,166,964Retroactivity 720,911 35,436Job security 27,805 29,545Allowance for doubtful account variation 500,247 21,555Environmental liability – revaluation (975,164) (34,426)Loan of service 118,235 122,454Miscellaneous 230,356 326,035

13,538,713 12,759,456Net change in the accrued provision for fringe benefits 988,343 (333,622)

286,105,103 281,510,342

28

20

Lester B. Pearson School BoardSupplementary InformationYear ended June 30, 2016

REVENUE BREAKDOWN

MEES operating grants60.8%

School taxes22.5%

Other operating revenues

14.8%

Transportationgrants – MEES

1.9%

2014-2015

MEES operating grantsSchool taxesOther operating revenuesTransportation grants – MEES

MEES operating grants61.7%

School taxes22.0%

Other operating revenues

14.2%

Transportationgrants – MEES

2.0%

2015-2016

MEES operating grantsSchool taxesOther operating revenuesTransportation grants – MEES

29

21

Lester B. Pearson School BoardSupplementary InformationYear ended June 30, 2016

EXPENDITURE BREAKDOWN

Teaching services 47.1%

Educationalsupport activities

23.0%

Extra-curricularactivities 4.4%

Transportation5.0%

Administrativeactivities 4.5%

Energy 1.9%

Amortization of property and

equipment 4.2%

Maintenance and caretaking 5.4%

Financing costs 0.1%

Subsidizedschools in the public interest

2.9%

Other 1.6%

2014-2015

Teaching services Educational support activitiesExtra-curricular activities TransportationAdministrative activities EnergyAmortization of property and equipment Maintenance and caretakingFinancing costs Subsidized schools in the public interestOther

Teaching services 47.6%

Educationalsupport activities

22.8%

Extra-curricularactivities 4.5%

Transportation4.9% Administrative

activities 3.9%

Energy 2.0%Amortization of

property and equipment 4.3%

Maintenance and caretaking 5.3%

Financing costs 0.1%

Subsidizedschools in the public interest

3.0%

Other 1.7%

2015-2016

Teaching services Educational support activitiesExtra-curricular activities TransportationAdministrative activities EnergyAmortization of property and equipment Maintenance and caretakingFinancing costs Subsidized schools in the public interestOther

30

Raymond Chabot Grant Thornton LLP Suite 2000 National Bank Tower 600 De La Gauchetière Street West Montréal, Quebec H3B 4L8 Telephone: 514-878-2691 Fax: 514-878-2127 www.rcgt.com

Member of Grant Thornton International Ltd

Independent Auditor's Report

To the Council of Commissioners ofLester B. Pearson School Board

We have audited the accompanying financial statements of Lester B. PearsonSchool Board, which comprise the statement of financial position as at June 30,2016 and the statement of operations, the statement of accumulated operatingsurplus, the statement of changes in net debt and the statement of cash flowsfor the year then ended, and a summary of significant accounting policies andother explanatory information.

Management’s responsibility for the financial statements

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

Auditor's responsibility

Our responsibility is to express an opinion on these financial statements basedon our audit. We conducted our audit in accordance with Canadian generallyaccepted auditing standards. Those standards require that we comply withethical requirements and plan and perform the audit to obtain reasonableassurance about whether the financial statements are free from materialmisstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor's judgment, including the assessment of the risks ofmaterial misstatement of the financial statements, whether due to fraud or error.In making those risk assessments, the auditor considers internal control relevantto the entity's preparation and fair presentation of the financial statements inorder to design audit procedures that are appropriate in the circumstances, butnot for the purpose of expressing an opinion on the effectiveness of the entity'sinternal control. An audit also includes evaluating the appropriateness ofaccounting policies used and the reasonableness of accounting estimates madeby management, as well as evaluating the overall presentation of the financial statements.

Rapport du vérificateur externe

31

Raymond Chabot Grant Thornton LLP Suite 2000 National Bank Tower 600 De La Gauchetière Street West Montréal, Quebec H3B 4L8 Telephone: 514-878-2691 Fax: 514-878-2127 www.rcgt.com

Member of Grant Thornton International Ltd

Independent Auditor's Report

To the Council of Commissioners ofLester B. Pearson School Board

We have audited the accompanying financial statements of Lester B. PearsonSchool Board, which comprise the statement of financial position as at June 30,2013 and the statement of operations, the statement of accumulated operatingsurplus, the statement of changes in net financial assets (debt) and thestatement of cash flows for the year then ended, and a summary of significantaccounting policies and other explanatory information.

Management’s responsibility for the financial statements

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

Auditor's responsibility

Our responsibility is to express an opinion on these financial statements basedon our audit. We conducted our audit in accordance with Canadian generallyaccepted auditing standards. Those standards require that we comply withethical requirements and plan and perform the audit to obtain reasonableassurance about whether the financial statements are free from materialmisstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor's judgment, including the assessment of the risks ofmaterial misstatement of the financial statements, whether due to fraud or error.In making those risk assessments, the auditor considers internal control relevantto the entity's preparation and fair presentation of the financial statements inorder to design audit procedures that are appropriate in the circumstances, butnot for the purpose of expressing an opinion on the effectiveness of the entity'sinternal control. An audit also includes evaluating the appropriateness ofaccounting policies used and the reasonableness of accounting estimates madeby management, as well as evaluating the overall presentation of the financial statements.

3

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

Opinion

In our opinion, the financial statements present fairly, in all material respects, the financial position of Lester B. Pearson School Board as at June 30, 2016 and theresults of its activities, the changes in its net debt and its cash flows for the yearthen ended in accordance with Canadian public sector accounting standards.

MontréalOctober 7, 2016

1 CPA auditor, CA public accountancy permit no. A117472

32

2014-2015 Annual Report – Student Ombudsman Page 1

Office of the Student Ombudsman

2014-2015 ANNUAL REPORT

It is my pleasure to submit my annual report as Student Ombudsman, as required

by Article 12 of By-Law 9. This report covers the period from September 2014 to August

31, 2015.

A total of fifty-eight (58) cases were brought to my attention. The majority of

complainants, both parents and students, located me through the Lester B. Pearson website;

however some parents mentioned that they were referred by the Ministry of Education.

Most parents and students contacted the Student Ombudsman by phone, and very few cases

were handled exclusively by email. Out of fifty-eight (58) complaints processed, four (4)

were of the formal variety and came after a decision of the Council of Commissioners.

While no specific type of problem stands out, the statistics show that 28% of the

complaints concerned conflict with staff members, mainly teachers (16 cases); 22% related

to accessing information; and 16% concerned school regulations and code of conduct. The

large majority of the complainants were parents (86%). Some parents or students expressed

their appreciation of the Student Ombudsman’s function, mostly because they felt listened

to, therefore giving them a better understanding of the complaint process.

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Annual ReportOffice of the Student Ombudsman

34


35


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Table regarding s. 20 of the Act respecting workforce management and control within government departments, public sector bodies and networks and state-owned enterprises.

Staffing for 2015-2016 888000 Lester-B.-Pearson

JANVIER À DÉCEMBRE 2014

Heures travaillées Heures

supplémentaires Total d'heures rémunérées

Nombre d'employés pour la période

visée

1 Personnel d'encadrement 265 041,49 0,00 265 041,49 164 2 Personnel professionnel 218 543,58 6,83 218 550,41 152 3 Personnel infirmier 0,00 0,00 0,00 0 4 Personnel enseignant 2 530 662,97 6 492,23 2 537 155,20 2 671 5 Personnel de bureau, technicien et assimilé 1 511 632,39 1 595,26 1 513 227,65 1 803 6 Agents de la paix 0,00 0,00 0,00 0 7 Ouvriers, personnel d'entretien et de service 461 703,87 8 926,74 470 630,61 377 8 Étudiants et stagiaires 0,00 0,00 0,00 0 Total 4 987 584,30 17 021,06 5 004 605,36 5 167

888000 Lester-B.-Pearson

AVRIL 2015 À MARS 2016

Heures travaillées Heures

supplémentaires Total d'heures rémunérées

Nombre d'employés pour la période

visée

1 Personnel d'encadrement 258 942,82 0,00 258 942,82 159 2 Personnel professionnel 212 812,83 0,00 212 812,83 153 3 Personnel infirmier 0,00 0,00 0,00 0 4 Personnel enseignant 2 448 220,00 11 004,81 2 459 224,81 2 559 5 Personnel de bureau, technicien et assimilé 1 490 802,02 2 499,88 1 493 301,90 1 741 6 Agents de la paix 0,00 0,00 0,00 0 7 Ouvriers, personnel d'entretien et de service 464 616,59 12 519,24 477 135,83 375 8 Étudiants et stagiaires 0,00 0,00 0,00 0 Total 4 875 394,26 26 023,93 4 901 418,19 4 987

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© 2017 Lester B. Pearson School Board

First Published: February 2017

For more information please contact:

Lester B. Pearson School Board 1925 Brookdale Ave., Dorval, Quebec, Canada H9P 2Y7

514.422.3000

www.lbpsb.qc.ca

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