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Educational Project
Description of the School
School Profile:
Verdun Elementary School was established in 2003 through the merger of St. Thomas Moore and Woodland Schools.
The current structure, built in 1922 and situated at 610 Boulevard Desmarchais in Verdun, has a long history with our community. Many of our children are the third generation of their families to attend elementary school in our building.
Most of our children live within walking distance of the school. Approximately 70 of the 257 children registered at our school travel by school bus.
The majority of our students come from single parent homes facing social and economic challenges. A significant number of our parents struggle with literacy.
In addition to meeting the academic needs of our students, Verdun Elementary also strives to meet their physical needs. We offer breakfast and lunch programs and, in conjunction with community partners, maintain a clothing room.
Over the last several years, our student population has included a small number of children of Middle Eastern origin whose parents are in Canada on work or study visas. These students are wit us for short, fixed periods of time. These parents choose Verdun Elementary because of its bilingual program which allows their children to learn English in the early grades.
Upon completion of the elementary program, our students may choose from any of the high schools in the Lester B. Pearson School Board. Regardless of this open policy, the majority of our students choose to attend the local high school, Beurling Academy, which offers an International Program. Only a few students choose to attend LaSalle Community Comprehensive High School, another LBPSB school, and even fewer choose James Lyng, an EMSB high school.
Characteristics of the School:
Verdun Elementary School is one of two elementary schools servicing the Verdun community. Our school offers a Bilingual program to students from Kindergarten to Cycle 3 Year 2. This means that 50% of the student's scheduled time is spent in English learning activities and 50% of the student's scheduled time is spent in French learning activities.
Our designation as an economically challenged school allows us to offer our community a "Head Start" through our Pre-K program.
Employing the best practices in relation to multiple intelligences, Verdun Elementary offers a rich music program to students at all grade levels. In 2003, our music program expanded to include a band program funded through a Band Aide grant. In 2007, the band program grew to include a junior and senior band. The funding of the junior band was realized through fundraising activities and generous donations from benefactors.
We are also committed to supporting wellness through nutrition education and extra-curricular team sports programs. Our school offers, for a nominal fee, a nutritious hot lunch twice a week.
Verdun Elementary is a school that is entrenched in its community. We are affiliated with local community organizations such as:
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 Dawson Community Centre
Southwest Mission
Optimist Club
Big Brothers and Big Sisters of Canada
Toujours Ensemble
Anglo Family Council of Verdun
Rising Sun Daycare
Share-the-Warmth |
Our "service to the community" programs encourage good citizenship through involvement in projects such as:
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Peaceful Schools International Initiatives
Peer Mediation
Recycling/ Green school projects
Clothing drive
Holiday baskets
Terry Fox Run
Charitable Projects |
As an economically and socially challenged school, Verdun Elementary receives additional funding through the Supporting Montreal Schools and Milieu Defavorises programs. This enables our school to provide our students with cultural outings and support literacy in the classroom.
Mission Statement
Verdun Elementary is committed to providing a quality environment in which all students feel safe and are motivated to achieve academically, socially and emotionally in preparation for the challenges and expectations of higher learning in an evolving society.
At Verdun Elementary, the students, parents and staff come together as educational partners to initiate and to improve upon the learning process. Achievements are celebrated on a daily basis.
Student Exit Profile
When students leave Verdun Elementary they should:
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Have acquired the competencies (both academic and social) to enable them to maximize their potential
have an appreciation of the importance of a bilingual education
have developed a strong sense of community, of responsibility and of citizenship
have a positive self-image and be able to embrace diversity
be literate, self-motivated learners who are able to think and function independently and cooperatively
have developed the ability to relate peacefully with others |
School Success Plan Goals / Objectives
1.To create a positive school climate thereby reducing the need for administrative disciplinary measures.
2.To reduce the number of children at the end of Cycle who are reading below the targeted Benchmark levels.
3.To implement balanced literacy programs at all levels.
4.To increase parent and community involvement in the school.
5.To increase the use of technology as a teaching/learning tool.
6.To introduce senior students to career skills analysis.
Actions, strategies for achieving the goal:
Goal statement:
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 To create a positive school climate thereby reducing the need for administrative disciplinary measures |
Action Plan:
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implementation of an anti-bullying program
work towards membership in Peaceful Schools International
implement Peer Mediation model beginning with junior students
encourage classroom meetings as a tool for problem solving
schedule regular Cycle Assemblies
implement social skills groups, anger management groups, one-on-one interventions and mentors
implement lunch time and after school programs
create a network of support which adequately meets the needs of all students (i.e.: Special Education Tech, Integration Aides, Resource teachers, student services personnel)
entrench Verdun Vocabulary (respectful words) as part of school culture |
Results:
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As a result of the measures implemented for Goal 1, we saw a 3% reduction in the number of acts of aggression
The number of children learning to manage their behavior increased – 2% increase in the number of students who asked for help with their behavior
We saw an increase in the number of compliments we received when our children attended Board functions and field trips
Assemblies became more celebratory rather than disciplinary
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Goal statement:
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To reduce the number of children at the end of Cycle who are reading below the targeted Benchmark levels.
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Action Plan:
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gather data from running records at least twice per year and base individualized instruction on analysis of data
intervention plans will begin for selected students as early as Pre-K
students who have made little progress, according to collected data, will be considered for formal testing by the end of cycle one
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Results:
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Meetings were held with parents of children in Cycle 1 who were experiencing difficulty – IEPs were initiated for these students
By the end of the year, Pre-K students were able to read and identify basic sight words. They could also write their names.
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Goal statement:
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To implement balanced literacy programs at all levels
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Action Plan:
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continue to provide in-service to teachers regarding guided reading practices
provide opportunities for teachers to meet and visit colleagues to discuss and observe balanced literacy best practices
purchase copies of "The Daily 5" by Gail Boishey and Joan Moser
implement at least one component , per year, of the Daily 5 in each class
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Results:
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Half of the teachers are using components of the Daily 5 in their literacy programs
EMSB sent teachers to visit the Daily 5 in action in our school
The number of children who can choose a book at their level has increased
The duration of time in which students engage in literate activities has increased
Publication of "The Mystery of the Suspicious Fish" had sparked interest in writing
Number of children who come to read to the principal in both English and French has increased
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Goal statement:
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To increase parent and community involvement in the school
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Action Plan:
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encourage parents to participate in the annual musical productions as costumers, set designers, videographers etc
offer evening lecture series, in conjunction with community agencies/groups on topics of interest to parents
continue partnerships with local business and community groups (e.g. community breakfast, holiday dinner etc)
expand the service to the community projects to include all Cycle 3 students
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Results:
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Parental involvement in musical presentations did not increase
Volunteerism from parents did not increase, however, volunteers from friends and family of staff did increase
Community partnerships increased 100% - "Teach Me to Knit"; holiday baskets; joint concerts with Southwest Mission; entrepreneurship initiatives; Citizenship ceremony; Daily 5 link with EMSB
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Goal statement
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To increase the use of technology as a teaching/learning tool
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Action Plan:
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incorporate into the workload of a staff member the duties of a technology specialist
set up a "Smart" room for staff and student use
provide in-service to all staff re the technology objective of the Ped Tech Committee
encourage the use of e-mail as a paperless means of communicating with staff, students and parents
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Results:
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Smart Board room used by 2/3 of teachers
Used DLP budget to provide each class with an up-dated computer and flat-screen monitor
Purchased digital camera and digital/video camera for school
Increased use of digital projectors in class presentations
E-mail used as a means to communicate between resource team and classroom teachers
Weekly staff bulletin sent by e-mail
Electronic reporting used by all teachers with the exception of Pre-K
DLP teachers make themselves available to help teachers with digital projects
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Goal statement:
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To introduce senior students to career skills analysis
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Action Plan:
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in conjunction with the Center for Excellence, provide opportunities for senior students to explore different career options through the use of computer programs and research projects
invite guest speakers
hold a career fair
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Results:
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Were unable to connect with the Centre of Excellence
Some senior teachers invited guest speakers in to talk about job opportunities in different fields
Did not hold a career fair
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School Success
