Mission Statement:
J.H. Picard’s mission is to provide bilingual Catholic education that is
engaging, creative, personalized, relevant and unique to each student
preparing them to live fully and to serve God in one another and in our
world.
École J.H. Picard
K-12, French Immersion, Fine Arts Academy
CAFÉ Mathématiques - Sciences
Collaborative
Alternative
Flexible
Éducation
Chimie 20
Physics 30
Physics AP
Math 10C
Biologie 20
Physics 20
Math 20-1
Math 30-1
Science 14
Math 31
Science 24
Chimie 30
Math 10-3
Math 20-3
AP Mircoeconomics
AP Calculus AB
AP Statistics
Accelerated or not!
Biologie 30
Transform! (ECSD)
TRADITIONAL
System-focused
Content-focused
Students as Knowledge recipient
Topic-driven
Short-term Assignments
STUDENT--CENTERED
Student-focused
Competencies-based
Students as Inquirer and Creator
Cross-curricular themes
Project-based Learning
Memorization
Higher-level Thinking
Summative
Formative Assessment
Competitive
Collaborative Learning
Single Grades
One-size-fits-all
Print-based
Multi-grades
Personalized, Differentiated
Multimodal ( print, visual, digital)
This redesign work will be grounded
on foundational principles
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Mastery Learning
Rigourous and Relevant Curriculum
Personalization
Flexible Learning Environments
Educator Roles and Professional Development
Meaningful Relationships
Home and Community Involvement
Assessment
Welcoming, Caring, Respectful and Safe
Mastery Learning
• Instructional strategy based in performance based
evaluations.
• Provides opportunities to re-do and demonstrate mastery of
their learning.
• Teachers support student mastery by providing ‘minilessons’ on demand, guidance and assistance.
• Engagement is high through students working
collaboratively discussing, and solving problems together.
Personalized
• Advanced Placement courses
• Students choose the courses which can be any
of the Math or Science courses.
• Students can choose the pace and rate they wish
to complete the courses.
• Teachers work with students to set goals and
timelines. There is accountability to these
timelines.
• Teachers respond to the learning needs of
students.
Flexible
• Choice of courses
• Time of completion [accelerated or not]
• Space is flexible and always changing… set ups
are changed by students
• White boards on all walls
• Two classrooms, lab and hallway and a miniclassroom
• Wireless connections with student devices so
students can access media and resources
• SMART Board
• French Immersion: opportunity to speak in L2
Meaningful Relationships
• Environment for all types of learners from
independent to collaborative.
• Peer coaching is strong in this environment
• Positive and collaborative relationships
between students are powerful
• Team teaching provides students with
multiple points of view.
• Natural P.D.: constant observation of other
teachers and discussion between teachers
concerning best practices
What are students saying about CAFÉ?
Question: What has the CAFÉ experience been like
for you, the student?
• It has been very helpful and is teaching me to be
more independent
• I enjoy working independently, with friends, and
having teachers help me if need be.
• Easy to feel confident in my abilities (Math 20-3
student)
• A bit stressful (A grade 10 accelerated student)
What are students saying about CAFÉ?
Requirements for the learner
Requirements for the teacher
• The ability to work under
pressure.
• Problem solving skills
• Students have to be selfmotivated and prudent to be
successful
• Responsibility (something i don’t
have) (sic)
• Can’t be lazy
• Need to put the in the time and
effort, at school and at home
• Ability to communicate with
others (teacher response)
• Subject matter expert –
master teachers, in more than
one discipline (Teacher
response)
• More circulation
• Continuous formative
assessment
• Letting students work at their
own pace within a timeline
• Have more resources available
on-line
• Be organized
Areas for growth:
What are students saying about CAFÉ?
Areas of strength
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Develop problem solving skills
Develop the ability to work under
pressure
Access to several expert teachers
Learning at a pace that lets me
work on certain modules for the
length of time that helps me
understand, instead of going at the
pace of the class and falling behind.
I believe that I wouldn’t enjoy a
normal math class after being in
the CAFÉ program. I enjoy the
challenge and learning at my own
pace.
Areas for growth
• Minimum for accelerated
courses.
• More resources available.
• Chocolate
• More teacher circulation (several
responses from Math 20-3
students)
• Less teacher intervention from
accelerated kids
• More courses offered.
• Setting limits for the number of
participants in a learning group to
4
Additional professional expertise for
teachers goals this year….
Add project-based learning!
• The project is focused on
teaching students
important knowledge and
skills derived from
standards and key
concepts at the heart of
academic subjects.
Add Apple TV and ipads
• Use of Edmodo
• Leverage potential of iOS8
and student device
projection to screen
• ipads and SHOW ME for
students and teachers
• Connect with experts in the
field
• Livestreams
À la carte vs menu
Menu
We have managed to figure
out certain patterns such as
• Math 10-3/Math 203/Science 24
• Math 10C/Math20-1/20
level Science
• Math 10C/Math20-1/CTS or
Tech Theatre
• 30 level science/Math 30-1
(for Grade 11 students)
À la carte
Students individualized
programs present unique
situations, to which we have
to adapt
• Grade 12 AP students
• New students
• Credit recovery
4 years never looks the same!
Where are we going?
Resources have to be top notch!
Assess resources and find out when
students are using them what needs
to be fixed.
Questions?
Connor.renshaw@ecsd.net [math]
Michel.landry@ecsd.net [sciences]
Jonathan.shields@ecsd.net [math-sciences]
Michelle.dupuis@ecsd.net [directrice/principal]