strategic planning consultation

2016-2020 Strategic Planning

“Coming together is a beginning; keeping together is progress;

working together is success.”

Henry Ford

Thank you!

The Franco-Manitoban School Division (DSFM) thanks you all for coming.

Together, we can make a difference!

For our English-speaking parents, tonight’s presentation will be in French; however, members of both the CSFM and the DSFM will be available to answer any questions at the end of the evening.

DSFM is also pleased to inform you that two English sessions will be held on June 25, 2015 at Centre scolaire Léo-Rémillard and on January 7, 2016 at École La Source in Shilo.

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Just what is Strategic Planning?

Much more than a ministerial requirement, a strategic plan is amanagement tool, the primary benefit of which is to identify thechallenges faced by an organization in order to take the necessarysteps to address them.

A strategic plan details the actions and efforts that will lead to meetingthe stated objectives. It focuses on the tools and means to allow acommunity to make informed decisions and work together to achievecommon goals.

Once the main directions are determined and the focus areas targeted,the objectives can be developed based on relevant data. It is importantto consider the data objectively and strive to make impartialobservations.

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Meeting Format

A. Presentation of the results of the current strategic plan as

well as some of the issues identified over the last three (3)

years

B. Three (3) focus areas previously identified as fundamental

to the development of the next plan

C. Present and future challenges

Each topic will be given 30 minutes.

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Participation Guidelines

We ask participants to adhere to the following guidelines in order to meet the session objectives:

• Topics should be discussed one at a time to facilitate note-taking and stay on task.

• Avoid passions that monopolize debate in order to respect everyone’s right to speak.

• Comments should be constructive, without judgement or criticism.

• Comments should not be personalized.

• Stick to the facts.

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Meeting Purpose

• The Franco-Manitoban School Board (CSFM) is responsible for identifying the main strategic directions that constitute the foundation on which we will build the next four (4) years. Given that these strategic directions will guide our efforts, it is vital that you agree on the focus areas adopted.

• This session will not cover the means and specific objectives for meeting the targeted results, a task that will fall to the programming team.

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Topic 1

• Result summaries of the (6) focus areas of the current strategic plan

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Focus Area 1 – Academic Success

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2012-2016 Strategic Plan

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Focus Area 1- Academic Success

85% of Grade 4 students will read at a GB+ 25 level

85% of Grade 8 students will read at a level 3 or 4 of the DRA scale

85% of students will reach level 3 of the Division’s evaluation tool

75% of Grades 4 and 8 students will be at level 3 in the areas of number

sense and patterns.

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The rate of academic success exceeds the provincial

average.

Internal results show continued improvement each year.

When it comes to provincial examination results, the DSFM is

either above or near the provincial average.

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Reading

85% of Grade 4 students will read at a GB+ 25 level

- Currently, 83% of students are at levels 3-4

- Target met

85% of Grade 8 students will read at a level 3 or 4 on the DRA scale

- Currently, 68% of our students are at levels 3-4, with a strong

increase of level 1 students moving to level 2.

- We expect to reach 80% by the time the plan expires in June 2016.

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Writing

85% of students will be at level 3 of the Division’s evaluation

tool

- Currently, 61% of our students have reached level 3*

- This objective did not include a target group

*The DSFM only started collecting data in 2013-2014 from a non-representative sample, given

that the evaluation tool was not yet completed. This is therefore an independent unpaired

sample.


75% of Grades 4 and 8 students will be at level 3 in the areas of number sense and patterns.

While the data are incomplete, we can say that the DSFM has not reached its target but is getting closer.

We note that there is some correlation between vocabulary acquisition and learned and understood mathematical concepts.

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Focus Area 1- Academic Success• Pre-calculus Mathematics results success rate in %

• 40S English results (January and June averages in %)

• 94% of DSFM students graduate, while the provincial rate is 82%.

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2012 2013 2014

DSFM 68.85 69 67.95

Province 66.2 64.45 65.35

2012 2013 2014

DSFMIntroduced

67.4 69.1

Province 53.5 75.8

Focus Area 1 – Other Summary Results:

Personal Development

• 93% of students feel safe in their school.

• 70% of students are proud of their school.

• 75% of students are satisfied with the education

they receive.

• 92% of students believe in the importance of having

access to trades courses.

• 61% of students are from exogamous families.16

Focus Area 1 – Other Summary Results: Personal Development

• 93% of staff feel safe in their workplace.

• 94% of staff are proud to be a part of the DSFM.

• 90% of staff believe that the educational objectives

targeted by their school are appropriate.

• 86% of staff are satisfied with their job.

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Focus Area 2 – Cultural and Community Identity

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Focus Area 2 – Targets

Each school community will have developed a wide range of activities targeting identity and community success outside of classroom hours.

The DSFM will offer a support program to familiarize

teachers with the resources developed with its provincial

partners.

Each school will offer ongoing “community and identity”

programming developed from identity building matrices.

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Focus Area 2 – Results

The diverse range of activities outside of school hours did not develop as much as we would have liked. The major challenge stems from the fact that the vast majority of students bus to school.

The support program to familiarize teachers with teaching in a minority language setting is in place.

Programming developed from the identity building matrices

was created and implemented by some schools; others chose

not to do so, often simply because it was already part of the curriculum.

http://www.passeurculturel.ca/

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Focus Area 3 – Valuing and Using

French at Home

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Focus Area 3 – Target

Each school will offer

multi-dimensional

support programs to

parents.

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Each school offers one or more different programs at a

variety of levels (and frequencies), including:

• Homework assistance

• A buddy system for school committee meetings

• Assorted workshops

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Focus Area 4 – Access to Services in French

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Focus Area 4 – Targets

Each school community will offer services in

French to preschoolers.

The DSFM will provide professional trades training.

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• Close to 100% of potential preschoolers have access to services in French in their community. These services include preschools, daycares, and family and early childhood centres (CPEF). The DSFM will have 5 preschools by the end of the 2015-2016 school year.

• In terms of professional training, the DSFM has developed (and continues to develop) programs and is partnering with several existing programs such as the High School Apprenticeship Program (HSAP) and exploratory courses.

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Focus Area 5 – Recruitment and Retention of

Entitled Children

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The number of youths from the three groups will

continue to rise.

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Enrollment is up.

We have also established a loyalty program

where we attempt to contact each parent whose

child leaves the DSFM with a view to understanding why many students exit our schools when they do.

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Focus Area 6 – Increase the Number of Youth

Working in French

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Promote French-language job opportunities to

graduates.

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• Job fairs

• Trades day

• Training for school counsellors

• Partnership with the USB

• Visits by graduates to their former schools

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Topic 1 Conclusions

• The DSFM has met close to 80% of its targets.

• The analysis of our result summaries shows the importance of tailoring the results to each school rather than addressing them from an overall Division perspective. The data obtained can therefore be used to more effectively identify and address the challenges in each school, establish meaningful targets and put the necessary resources in place.

• Promoting professional development for staff and introducing professional learning communities are critical.

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We want to hear from you!

Q&A on the results for the

6 Focus Areas:

• Academic success

• Cultural and community identity

• Valuing and using French at home

• Access to services in French

• Recruitment and retention of entitled children

• Increasing the number of youth working in French

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Topic 2

• The 3 previously identified focus areas

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Topic 2 – The 3 Previously Identified Focus Areas

Student

ACADEMIC AND EDUCATIONAL SUCCESS

- Realistic and attainable evaluation (meaningful)

- “Comfortable” speaking, reading and writing in French

- Metacognition and critical thinking (process)

COMMUNITY

- Community school

- Sense of belonging to the community

IDENTITY BUILDING

- Inclusion

- Cultural programming and instruction

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Focus Area 1 – Academic and Educational Success

Difference between academic and educational success: academic success is synonymous with successfully completing school, whereas educational success is much broader, encompassing academic success, socialization and qualification (transition into the workforce).

To begin with, trying to simply define “success” is anything but simple:

Is it an ideal?

Is it a magic minimum percentage?

Is it graduating?

Is it the learning continuum?

If a student climbs from 22 to 47%, is this success? The student has not yet reached the threshold level.

If a student drops from 91 to 74%, is this success? The student still reaches the

threshold level.

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Focus Area 1– Academic and Educational Success

Since students are primarily responsible for their own

academic achievement, success can take many

shapes:

• While graduating is a natural way to measure

success, we essentially want each student to reach

and achieve their full potential, and to be fully

engaged in their own success.

• Educator engagement is also key.

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Learning and Engagement

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Focus Area 1 - Realistic and Attainable

Evaluation

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“Comfortable” speaking, reading and writing in French

• We want to focus on the mastery of a range of communication situations through reading, writing or speaking because French should not just be a language of work.

• French must be a living language; a language that embodies our culture, our heritage and our future; a language with which we can laugh, cry, have fun… and learn.

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Focus Area 1– Academic and

Educational Success Metacognition and Critical thinking

Why is metacognition so critical?

It helps students to build knowledge and skills that promote success and transfers, including self-regulation. It also develops the motivation to learn, and makes students more autonomous task managers and learners.

* Grangeat and Meirieu (1997)

Metacognition is an integral part of the learning process, and a reflection on how we think.

Metacognition is doing, and observing, reflecting on and evaluating what was done in order to improve.

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Focus Area 1– Academic and Educational Success

Metacognition and Critical Thinking

Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. It therefore involves proper reasoning.

Critical thinking is convergent. It involves using criteria and evidence to assess the worth or validity of information and to make reasoned judgements.

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Focus Area 1 – Academic and

Educational Success

Metacognition and Critical Thinking

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Focus Area 2 - Community

Civic community school

Sense of belonging to the community

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“[A civic community school] is a school firmly anchored

in its community and open to the world. It aims to

mobilize students, school staff, parents and the

various stakeholders with a view to involving them in

the political, economic and socio-cultural life of their

Francophone community.” [translation of original French]

Source: http://ecc-canada.ca/

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• Today’s schools cannot, on their own, meet student’s requirements to succeed.

• It is vital to work in tandem with parents. Research shows that students have a greater chance of being successful at school if their parents are actively involved.*

• A school that is open to the community can better address students’ needs and directly provide complementary services.

* http://www.edu.gov.mb.ca/m12/frpub/enfdiff/comporte/docs/8.pdf

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Community

School

Classroom

Family

Child

“It takes a village to raise a child”

What’s in a community school?

• School projects involving a parent or a member of the community.

• Reading workshops for students given by parents, grandparents, and seniors.

• The school is available to the community during and after school hours.

• Homework help during the lunch-hour and after school.

• Day camps during the school year and summer months.

• Evening identity building activities• Early childhood centre, daycare, etc.• Examples of specific projects involving parents and community

stakeholders in all spheres of the working world.

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Focus Area 3 – Identity Building

Inclusion

Cultural education

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Cultural education

• Pedagogical approach in a minority setting

• Facilitate supporting students in strengthening their identity

• Involve students and staff in contributing to the growth and vitality of their Francophone community.

Inclusion

The school is a microcosm of society. Franco-Manitoban society is changing and schools need to change with it.

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Focus Area 3 – Cultural Education

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The 7 Building Blocks

Identity building: a life process

Creating an actualizing environment

Oral communication

Empowering the student or individual

Pedagogical congruence

Demonstration of emerging leadership

Evaluation


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Segregation

Integration

Fullan’s 6 Cs (“deep learning”)

Éducation intégrale et responsable

Citoyenneté

CommunicationPensée critique-

résolution problème

Collaboration

Créativité et leadership

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Overview of Fullan’s 6 Cs…

Character education — Self-regulation and responsibility, perseverance, empathy for contributing to the safety and benefit of others, self-confidence, personal health and well-being, career and life skills.

Citizenship — Global knowledge, sensitivity to and respect for other cultures, active involvement in addressing issues of human and environmental sustainability.

Communication — Communicate effectively orally, in writing and with a variety of digital tools; listening skills.

Critical thinking and problem solving — Think critically to design and manage projects, solve problems, make effective decisions.

Collaboration — Work in teams, learn from and contribute to the learning of others; empathy.

Creativity and imagination — Economic and social entrepreneurialism, considering and pursuing novel ideas, and leadership for action.

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Fullan’s Whole-System Reform

• All children can learn

• Have a small number of key priorities

• Resolute leadership/staying on message is key

• Create a collective capacity

• Success hinges on the use of effective and precise

pedagogical strategies

• Intelligent accountability

• “All” means “all”

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Questions or Comments?

Once again, the three (3) previously identified focus areas are:

Academic and Educational Success

Community

Identity Building

Have a question about these focus areas?

Suggested additions or deletions?

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Topic 3

• Present and future challenges for the DSFM

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Challenges

Budget:

• Lack of flexibility

• The trades and preschool programs are not funded

• Need for funding formulas that reflect the educational needs of the school

• The DSFM puts a great deal more resources into the Student Services sector than what it receives in funding.

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Challenges

73,3

9,95

6,93 9,82

Budget Allocation

Salaries

Transportation

Maintenance

Other

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Challenge: Percentage of Courses Taught

10

11

15

1010

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9

K-6 Suggested Time Distribution

Arts

PE and Health

Math

Science

Social Studies

French-Eng

Elective

Elective = around 25 minutes / day

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Challenge: Percentage of Courses Taught

8

9

17

1313

27

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Grades 7-8 Suggested Time Distribution

Arts

PE and Health

Math

Science

Social Studies

French - Eng

Elective

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Challenge: Credits Needed to Graduate

from High School

Students require 30 credits to graduate. One 110-hour course

represents one credit. Of these 30 credits, 21 are mandatory:

• French 9-10-11-12

• English 9-10-11-12

• Mathematics 9-10-11-12

• Physical Education and Health 9-10-11-12

• Social Studies 9-10-11

• Science 9-10

Students therefore need to take 9 electives over the course of their four high school years to graduate.

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Challenges

• The success of all of our students

• Offering a more diverse range of courses for the high school program (trades, enrichment, etc.)

• Francization of students (preschool?)

• The professional development of all staff

• Administrative succession (Leadership Academy)

• Educational and administrative supervision vs. time

• Decentralizing some areas to give schools more flexibility

• Smaller schools

• Recruiting staff

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Other challenges?

We want to hear from you!

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Next Steps

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Next Steps

Once the consultation process is complete, the Division team will compile all of the information gathered into a report that features highlights, best practices and the consensus resulting from the discussions.

This report will be used to make more informed decisions with a view to shaping the next strategic plan.

From January to May 2016, based on the focus areas and the directions selected, the Division team will build the strategic plan slated for release at the beginning of the 2016-2017 school year.

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This presentation is

available at www.dsfm.mb.ca

We welcome your comments or feedback:

[email protected]

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Thank you!!!

http://www.dsfm.mb.ca

mailto:planstrat%C3%[email protected]