Many hours have been dedicated to the preparation of this document. The Franklin Elementary Governing Board served as the sounding board for the entire community and has put together the details of many discussions. The process began with several open meetings, attended by the parents of Franklin Elementary School students, staff and concerned citizens. The culmination of these meetings was a community wide discussion that was held at the school. Invited guests included municipal councillors, business owners, community group correspondents, parents and concerned citizens. The event was well attended and offered insight into the over-whelming support given to the school by the community.

The ideas presented in the following document came from these meetings and discussions, as did the community links which we have established. In short, this presentation is a summary of the goals, visions and dreams of this community. There is an undying support for Franklin Elementary from throughout the Chateauguay Valley that will provide whatever is needed to allow this little school to continue to offer the best education possible to our children. What should we do to ensure quality pedagogical services for our students?

The Qu?bec Education program indicates that each school will define its own orientations and directions to implement and enrich the program that will meet specific needs of the school community and provide an inclusive learning environment for students of all attitudes, aptitudes and interests. The school must provide a meaningful and focused environment in which students can acquire a broad range of skills and learning processes. Students are viewed as active participants at the centre of the learning process as they interact in a variety of situations. An active learning environment will allow for interdisciplinary activities and the development of Cross Curricular Competencies that promote curiosity and the desire for life long learning.

To ensure and further develop an environment that meets the requirements of the Qu?bec Education program and provides top quality pedagogical services to present and future students, Franklin Elementary School proposes the following specific measures:

Offering services to home schooled students

Developing an environmental resource centre

Initiating cultural and linguistic exchanges with St. Antione-Abbe students

Expanding after school enrichment program

Home Schooling Links

A classroom will be provided for a central meeting place for home-schooled students and their parents. They will have access to the library and our computers (Appendix #1: the CRIC proposal for a computer lab community link ). These students will be welcome to partake in any part of our program as they see fit; for example our music program (both classes and choir), drama, physical education, math or science (environmental resource centre). Also, they could benefit from our field trips as well as special events (concerts, expositions and activities).

Providing interactive opportunities to home schooled children would not only be beneficial to them as developing community members but would also bolster our enrolment. Thea OOToole is our link at present with the home schooling community and has found interest with in this group. She is developing contacts for us in this area.

Environmental Resource Centre

The Quebec Education Program targets the need for students to understand and appreciate the complexity of their environment as they grow towards becoming responsible citizens. Studies of the ecosystems of the areas will help students to understand the interdependence between the environment and human activity.The development of an environmental centre would not only support this target but would also offer differentiated learning situations for students with varied needs.

Because of its unique setting in a rural area, Franklin School has developed a focus on ecology and the environment. Students maintain an arboretum of 17 trees, established in1997, and bird-feeding stations where they conduct daily bird counts and other nature projects. Field trips for all ages occur just across the street, at BlairOs Farm, to observe a working farmOs production of maple syrup in the spring and apple harvest in the fall. Because it is one of the only schools in Quebec to have orchards, woodlands and wildlife on its grounds, Franklin School could be developed as an environmental education centre that would host other schools from the New Frontiers School Board as well as other schools from Montreal, Valleyfield and New York State. These other schools would benefit enormously from sharing these experiences as many of them only have concrete and other buildings surrounding them.

Blair Farm has expressed a willingness to enter into a formal partnership with the school whereby children may use woodland trails and U-pick facilities as well as a special plot of pasture next to the school for studentOs plantings. An environment studies lab would be established and provide tools and resources for gathering, recording and comparing information. Use of our outdoor facilities for various activities would round out the need for physical education in different settings and promote the adoption of a healthy active lifestyle. Expansion in this area will include orienteering, snowshoeing and cross-country skiing as well as a nature trail with specialized activity centres along the way. Other local properties have extended invitations for school outings of snowshoeing and cross-country skiing.

Linguistic Exchanges

In keeping with the new philosophy of MELS where English Second Language instruction is introduced beginning in Cycle One, Franklin School could both promote and benefit from this program by inviting students from Centrale St- Antoine-Abbe to participate in our school life. This could be a first step in a series of both academic and cultural exchanges between the two schools and would serve to enrich our bilingual program. Centrale St-Antione-AbbesO students would be invited to our special events, such as the Environmental Fair, Christmas concert, and plays. This could be a pilot project for academic exchanges between the New Frontiers School Board and the Commission Scholaire Vallee des Tisserands which would benefit all of the local schools. Thea OOToole is an employee of the Commission Scholaire Vallee des Tisserands, and has expressed interest in this type of exchange. We will work with her and the contacts she offers to begin the implementation of this program as soon as possible.

After School Programs

Our after school homework program will be expanded to include art lessons, music, drama and dance. Franklin is comprised of a strong and talented volunteer community. We would provide facilities for our community members to share their talents by offering lessons to interested students. There is already a great deal of parent and community involvement in our school. For example Carole Trottier worked on an environmental art project with our students for two days after school in the past school year. We will work to expand this type of activity further by bringing in the talented experts in our community to teach and work with our students and our teachers.

These proposed measures would work towards further building a model learning community that would benefit local students as well as students from other schools. The pooling of energy and resources would bring together members of the school community (students, parents, teachers and community members at large) in a collaborative and cooperative effort to create an optimum learning environment for our students.

Possible Board-wide solutions to the decreasing numbers
of students within the Chateauguay Valley

We have formulated three plans, which we feel are viable, and which address the situation of the declining numbers of students within the New Frontiers School Board catchment area. Only the Chateauguay Valley has been analyzed, as we are not in touch with the situation and needs of Chateauguay itself. These possible plans demonstrate a restructuring of the areasO schools, which will allow for a redistribution of students and staff, thereby improving the use of the available resources.

The New Frontiers School Board will have to determine which plan best suits their needs. The number of schools, which have developed community partnerships, will also influence this decision. These partnerships may in some cases reduce the available classroom space in the school and therefore the maximum enrolment. In constructing these plans we have used the maps and information that has been provided to us by the board. We have used each of the dots on the map as 1.5 students as an average. It is difficult to know if 1, 2, or 3 students get on the bus at a certain stop so we adopted the scale of 1.5.

In formulating the possible plans several factors came to light, which we used as our guiding force:

The need to maintain an Anglophone presence in each of the Chateauguay Valley communities is at the forefront of our concerns. An English school in each of the communities was deemed to be a necessity, as it will aid in forming a bond between the youngsters who attend these schools and their home communities. We are well aware of the exodus of our youth to other regions of Quebec and Canada, therefore we see the community school as a way to help build connections with our youth and to try to encourage them to remain in and contribute to their communities. The presence of a school in each community will also be a way to promote the area to new families.

The number of students who will not likely be part of the New Frontiers School Board in the event of FES closing was found to be significant. Approximately 25 students or 50% of our population will be lost to home schooling or to the French school in St-Antoine-Abbe, Centrale St-Antione-Abbe. The board shall lose $5500 per student, or $137 500. The cost of running FES for a year is $110,083. The board will therefore face a loss of $27,417. These figures do not take into account the Small School Grant the board receives from MELS.

Society is rapidly evolving and changing. There is now a greater need to focus on ecology and environmental issues in the classroom and beyond. At this time there is also a new curriculum that requires more active, hands on learning and encourages a life long learning approach. -The situation directly related to the student body of the New Frontiers School Board also needs to be addressed. The number of students in the classrooms, throughout the School Board, need to be equalized to offer all students equal advantages of proportionate class size and staffing. There is a need for further improvement of the middle school concept already in place at C.V.R. The Adult Education sector is rapidly growing and requires more space to allow for an optimal learning environment.

There is a need for post-secondary education options in the Chateauguay Valley as the cost of traveling to/living in Montreal is growing and further education after high school is becoming a necessity.

The catchment area of Franklin Elementary School was at one time much larger including Russeltown and Havelock. Over the years areas have been taken away leading to a decrease in enrolment that is more pronounced than in other catchment areas. This gives us the confidence to suggest changing the catchment area boundaries, as the precedent has already been set.

Option #1

Two phase plan: 2007 & 2010 The first plan proposed has two phases. Phase 1 take place in 2007 and phase 2 would be implemented in 2010. This gives time to establish the Cegep level courses and community involvement and partnerships at C.V.R. that would be required. Phase One 2007:

The amalgamation of the two Huntingdon elementary schools is required. The remaining Huntingdon school will change its deed of establishment and be used as an Adult Education centre. Which school remains as an Elementary School has to be determined by those who have a sound knowledge of the buildings and the requirements of an Adult Education Centre versus an Elementary School building. (We used St. JosephOs School as the Huntingdon Elementary School, for our example.)

The number of students per class throughout the Chateauguay Valley will need to be equalized by a reorganization of the catchment areas.

The maps outlining the new catchment areas for this situation are included at the end of the explanation.

The resulting student distribution (based on 2007 projections) will be: One Huntingdon school becomes an Adult Ed. centre - 2007 # Students From where % Occup. $/student Franklin Elem. 95 57 from HunOd 61% $712 Hemmingford Elem. 106 No change 60% $800 Howick Elem. 121 20 from OES 60% $753 Huntingdon Elem. 197 46 from HA 80% $472 Gault Institute 235 No change 76% $608 Ormstown Elem. 137 Gets 20 HunOd-gives 20 Howick 61% $727

Note: The numbers are higher at the Huntingdon School in preparation for the phase 2 changes as we wish to avoid excess school changes for the students. Excess staff in Huntingdon can be transferred to Franklin Elementary and Howick Elementary to compliment their present staff. Phase Two 2010: At this point Cegep level courses should be well established at C.V.R. leading to over crowding there. Greater community involvement and partnerships will likely also contribute to a lack of space. As C.V.R.Os middle school is already established, it is now time to take the final step of having its own building.

Ormstown Elementary will change its deed of establishment to that of a self-contained middle school. Grades 7 & 8 would move from C.V.R. to the Ormstown Elementary School building.

Once again the catchment area boundaries must be redrawn in order to equalize the distribution of students throughout the Chateauguay Valley schools.

The resulting student distribution (based on 2010 projections) will be: Ormstown Elementary becomes a middle school - 2010 # students From where % Occup. $/student Franklin Elem. 132 73 from OES 85% $512 Hemmingford Elem. 145 40 from Howick 81% $585 Howick Elem. 174 100 from OES-40 to Howick 87% $524 Huntingdon School 184 No change 75% $505 Gault Institute 212 No change 68% $674 Ormstown Middle School 266 (320max) Grades 7-8 from CVR 83% $375 Note: After phase 2 the Ormstown Elementary staff can be redistributed to the remaining elementary schools as required.

Option #2

Huntingdon School as Adult Education Centre and Ormstown Elementary as a Middle School in 2007 This is a one-phase plan, which melds the two phases outlined in the first proposal. It is a more drastic step to take, but we feel it would make a definite difference and would be successful with careful planning over the coming year.

The two Huntingdon Schools will be amalgamated in 2007.

The remaining Huntingdon school will change its deed of establishment and be used as an Adult Education centre. Which school remains as an Elementary School has to be determined by those who have a sound knowledge of the buildings and the requirements of an Adult Education Centre versus an Elementary School building. (We used St. JosephOs School as Huntingdon elementary school, for our example.)

Ormstown Elementary School will change its deed of establishment to a middle school for grades 7& 8 exclusively. The students from Ormstown will be distributed throughout the remaining schools.

The need for post secondary education in the Chateauguay Valley will be addressed and Cegep level courses would be offered at C.V.R.

Links with the community (CEDEC, CRICE?L.) will be developed and brought to C.V.R. thereby using their space more efficiently.

The number of students per class throughout the Chateauguay Valley will need to be equalized by a reorganization of the catchment areas.

The maps outlining the new catchment areas for this situation are included at the end of the explanation.

The resulting student distribution (based on 2007 projections) will be: One Huntingdon School and Ormstown Elementary School as a Middle School - 2007 # students From where %Occup. $/student Franklin Elem. 133 70 from HunOd -25 from OES 86% $508 Hemmingford Elem. 151 45 from Howick 85% $561 Howick Elem. 168 112 from OES- 45 to HES 84% $543 Huntingdon School 204 53 from HunOd-loss and gains within new catchment areas 83% $456 Gault Institute 235 No change 76% $608 Ormstown Middle School 321 From grades 7-8 at CVR 100% by 2010 @ 83% $310 Note: At the middle school level the Ormstown Elementary School building can hold up to 320 students as per the board level of capacity figures. Based on this in the 2007/8 school year the middle school would be one student over the maximum. Each year the enrolment is projected to drop and by 2010 the occupancy would be at 83% of the board recommended maximum. The staff from C.V.R. would follow their students to the new middle school. The teachers from one Huntingdon School and Ormstown Elementary would be redistributed in the remaining Valley Elementary Schools to maximize use of the human resources and to widen the talent and knowledge base available in each of the schools.

Option #3

One Huntingdon School changed to Adult Education Centre - 2007

This proposal is the most necessary in our opinion. The resources of the Huntingdon community could be easily brought together to the benefit of all involved, leaving every community in the Chateauguay Valley with an English School.

The two elementary schools in Huntingdon will be amalgamated.

The remaining Huntingdon school will changes itsO deed of establishment and be used as an Adult Education centre. Which school remains as an Elementary School has to be determined by those who have a sound knowledge of the buildings and the requirements of an Adult Education Centre versus an Elementary School building. (We used St. JosephOs School as Huntingdon elementary school, for our example.)

The number of students per class throughout the Chateauguay Valley will need to be equalized by a reorganization of the catchment areas.

The maps outlining the new catchment areas for this situation are included at the end of the explanation.

The resulting student distribution (based on 2007 projections) will be: One Huntingdon School as Adult Ed. Centre - 2007 # students From where % Occup. $/student Franklin Elem. 98 60 from HunOd 63% $690 Hemmingford Elem. 116 10 from Howick 65% $731 Howick Elem. 124 33 from OES-10 to HemOford 62% $735 Huntingdon School 181 30 from other HunOd School 73% $514 Gault Institute 235 No changes 76% $608 Ormstown Elem. 137 Move lines- 33 from HunOd, 33 to Howick 61% $727 Note: Excess staff in Huntingdon can be transferred to Franklin Elementary and Howick Elementary to compliment their present staff. The numbers and distribution in this scenario are slightly different to that of plan #1 due to that fact that no further changes are to be implemented in the near future.

Points to remember: When deciding on a scenario that best suits the New Frontiers School Board, there are a few points that we feel are important to remember.

Closing a school does not save a lot of money. Unless it is immediately sold, the building needs to be heated and maintained. By changing the use of the building to better suit the educational situation of the area, an effective solution is created. The deeds of establishment of many of the schools in the Chateauguay Valley have changed in the past and these changes have allowed for positive forward progression of the School Board as a whole.

Creating schools with larger populations not only decreases the cost per student to maintain the school but also increases the number of teachers, resource personal and professionals available to the students. The talent and knowledge base expands thereby offering an extremely well rounded education at each school.

The catchment areas suggested are approximate and would have to be designed according to actual numbers of students in each region. As schools form community partnerships there will be less available space in the schools and therefore less enrolment required for an efficient use of space. (i.e. At Franklin the CRIC computer lab)

The errors found on the maps given to the public must be noted and considered when final plans are made. We are aware of missing students in the Franklin and Howick catchments, but others may also be present. The largest impact of these missing students is on the boardOs projections for the future. Uses for the excess space at Franklin Elementary School School buildings are used by community members and organizations to extend learning throughout the community for all community members.

The Barn

Nothing symbolizes Franklin SchoolOs rural character better than the red barn that stands as a landmark in the playground. The 25-foot by 50-foot, 2 story tall wooden barn is a heritage building and a scenic backdrop to every activity at the school. Barns are not built like that any more; it is a disappearing form of architecture. This one, once owned by Cecil Barr the local postman, housed his horses and mail wagons.

Beyond its aesthetic and historic qualities, the barn holds potential for housing agricultural and environmental exhibits as well as holding workshops of all kinds if the loft were to be renovated. Such a renovation project could be integrated into the Chateauguay Valley Career CentreOs Construction Carpentry program. Rather than assemble and disassemble structures in the classroom, the adult students, under the supervision of a licensed instructor, could hone their skills while doing an actual carpentry project, winterizing the building and installing electricity, etc. The barn would serve as a multi-disciplinary exhibition space, nature centre, and apple-maple-agricultural history museum where the community may contribute its collections. When other schoolchildren visit, the older students of Franklin School would serve as tour guides. The barn would be a starting point for visitors to explore the local woodlands, orchards and heritage sites on neighbouring properties. An adjacent neighbour will be approached for occasional access to their heritage farm where FranklinOs original settlers, the Townes, are buried.

New Technology

In the 21st century with the exponential growth of information and broad access to world knowledge, the future lives of our students will require that they are competent in using the tools of information and communication technology. These tools, if used appropriately as cognitive tools, can support and accelerate the development of many cross-curricular and subject area competencies. Making use of cutting edge electronics, Internet access and computer technology at the rural school is not incompatible with its focus on the environment and back-to-the-land subjects. In fact, this curricular juxtaposition between the real world and the virtual world is necessary to allow this and future generations to bridge the two.

The school and barn could become a symbol of this philosophy in education. Already Franklin Elementary is equipped with fibre optic cable high-speed Internet access that opens the door to many opportunities for partnering with the community. Discussions are underway with Julie Major of Centres de Ressources Informatiques Communautaires (CRIC), which will lead to the establishment of a high-speed Internet access and computer training centre in the school. A new computer lab will serve their adult clientele after regular school hours and will be used by the elementary students during the day. (See Appendix 24 & 25 for documentation of CRIC)

Another electronic asset at Franklin School is a video projector, sound system and large movie screen in the gymnasium. This has created a theatre where several community movie nights were held for family entertainment and as fund-raisers. It allows the presentation of digital videos, digital photo slide shows and other multimedia productions such as PowerPoint created by the students or by speakers that visit Franklin.

Access to a variety of technological tools will enable students to: o research by accessing a variety of information resources and interconnecting with other communities of learners o communicate by using e-mail, strategically developed forums and blogs (within a controlled environment) o record, process, manipulate and manage information by visualizing, organizing, sorting, analyzing o produce by designing and creating multimedia productions, slideshows, web pages, digital videos and photo essays Just as environment and agriculture are subjects that come as second nature to rural children but are not understood by urban students, new technology skills are a form of literacy that the rural community has neglected but will be increasingly necessary for life in the 21st century.

Conclusion:

What is Great About Franklin School?

Franklin Elementary School is a valuable asset to the community that supports it and to the larger New Frontiers School Board family. The governing board of Franklin School is aware of suggestions to close Franklin School. "Look at the statistics" the other proposals, say. This proposal dispels those biases, or at least offers alternative ways of looking at the numbers. It also outlines some new directions we propose for pedagogy and use of the physical space of the school. These suggestions are sound in both short-term practicality and long-term viability.

We are not naive. Reassuring the Future Directions Committee that we are the "best darn school anywhere" is not going to change the bottom line. We know that highlighting our amazing science programs and boasting about our results in board and province-wide standardized tests will not pay for maintenance and teaching staff. However, there are some things that cannot be analyzed alongside population statistics and accounting numbers, reasons for which this governing board works so hard and reasons that our public meeting was so well attended. Below is some anecdotal evidence that this school is doing a great job and should be supported in continuing to do so.

A student whom had recently transferred to Franklin Elementary School was using swear words on the playground. He was told in no uncertain terms by other children, "We donOt those words here. We wonOt play with you if you are going to talk like that". It is a documented fact that numerous "at-risk" students have been transferred to our school and have performed very well. Franklin Elementary children are cradled in an old-fashioned, innocent student culture.

Every year Franklin School does fundraisers to support the ChildrenOs Wish Foundation. This year it raised over $3,000. This amounts to almost $82 per household. In addition, the parentsO group raises an additional $10, 000 annually to pay for enrichment opportunities for the schoolchildren. Franklin, Havelock and Hinchinbrooke are not wealthy areas. Most of our families make a living from agriculture. Therefore these contributions represent very significant community support. ?E Studies conclude that student investment in small schools is high. These students report feeling having a greater sense of security and belonging. They have better self-esteem. There are fewer discipline problems. There is higher achievement throughout the studentsO academic career, even after graduating from the small school. It is less expensive per graduate to keep small schools open than to factor in bussing and later difficulties studentOs experience in larger school settings. Students develop better peer relationships, and report more happiness at school than their larger schooled peers. Parents and teachers also report more approval with the educational process. Teachers report more job satisfaction.

Despite Franklin SchoolOs small size we find ourselves at the leading edge of pedagogy and the New Reform curriculum. We continually have integrated learning experiences, both cross-curricular and whole school inclusive. We investigate subjects with a project-based orientation. Our pedagogy forces us to have integrated Arts and Physical Education programs. The community is actively involved in enrichment opportunities for the students. Not only does this provide many outstanding outdoor and experiential education opportunities, but again a sense of belonging and a context for the children of our school. Our area is steeped in heritage, culture and history. Our industry is largely traditional. This enters the lives of our students on so many levels.

There is an extremely large and community-based army of volunteers at our school. Together they provide the following opportunities for our students: a daily breakfast program, weekly hot lunch program, participation in local and regional sporting events, swimming lessons, day camps on holidays, movie nights, after school homework room, an outstanding choir program, trips to the city for museum and cultural outings and many fantastic local outings.

The closure of small schools is not a sure-fire solution for saving money. For instance, if Franklin Elementary were closed, the New Frontiers School Board would likely lose 20 - 30 students to the St. Antoine French School and others to home schooling. We would also lose the grant money that comes in to maintain the last school in a town, and it would lose the thousands of dollars raised by volunteers. Add to that the increased costs for transporting the remaining children east, west and north and the continued maintenance costs on a vacant building.

Of course we believe that ours really is the best darn school anywhere and we have participated fully in this school board initiative to preserve what we have. Through this process we have opened up new possibilities for our school. We are excited about a new computer lab. We look forward to a formal arrangement with BlairOs Orchard and sharing our fabulous surroundings with other members of our school board. We believe that our school and our pedagogical foundations will draw families that have opted out of public education in the past. We wish for the opportunity to fill our school, given that statically speaking, it is the cheapest school in the board to maintain.

We, the Governing Board, are sympathetic toward the Future Directions Committee as it has a difficult task to perform that may not be favourably received by all. We are confident that this proposal is thoroughly researched and community backed. We have the momentum and passion to achieve what we have proposed. We believe that keeping Franklin Elementary School open is good for the New Frontiers School Board, the Franklin community and our students both present and future.

Appendix 1

New Community Link Centres de Ressources Informatiques Communautaires (C.R.I.C.) Les Centres de Ressources Informatiques Communautaires du Haut-St-Laurent ont pour mission de rendre accessibles les services informatiques ?O la population du Haut-Saint-Laurent et ainsi, de favoriser lOacquisition de comp?tences informatiques. Ce projet-pilote dOune dur?e dOune ann?e permet ainsi de palier aux manques de connaissances et de dext?rit? informatique mais ?galement aux probl?mes dOacc?s ?O lOemploi. La mission des CRIC se d?clinera ?O travers les activit?s suivantes : ?? Un acc?s ?O des formations sp?cifiques telles que lOinitiation ?O Windows, ?O la navigation Internet, au traitement de texte et autres logiciels; ?? Une aide ?O la recherche dOemploi par Internet; ?? Des activit?s th?matiques permettant de briser lOisolement social des groupes vuln?rables de la population tels que les jeunes femmes, et les personnes ?ng?es; ?? Un acc?s ?O des ressources en ligne tels que les services gouvernementaux ou autres; Ces services sont offerts ?O moindres co?ts afin de permettre ?O toutes les classes sociales dOy acc?der. Pour vous donner une id?e, le co?t pour une carte de membre dOune dur?e dOune ann?e est de $5.00 par adulte et de $3.00 par ?tudiants. Avec votre carte de membre, vous b?n?ficiez dOun prix r?duit lors de lOutilisation dOun ordinateur, dOune formation ou autres services offerts par les CRIC. LOacc?s ?O Internet co?tera $1.00 de lOheure tandis quOune formation de 3 heures en co?tera $10.00. Les utilisateurs auront ?galement acc?s ?O des imprimantes et un t?l?copieur. Les services seront offerts en fran?ais et en anglais. Les animateurs et b?n?voles qui travailleront dans les centres seront inform?s de la mission de la presque totalit? des organismes communautaires de la r?gion du Haut-Saint-Laurent et pourront, au besoin, y r?f?rer les utilisateurs des CRIC. Les 3 centres inaugur?s en d?cembre 2005 sont situ?s ?O Huntingdon, Cazaville, et Saint-Chrysostome. Les centres de Huntingdon et Saint-Chrysostome fonctionnent tr?s bien mais celui de Cazaville sera relocalis? sou peu. Le CRIC a pu compter sur plusieurs partenaires pour le d?marrage des centres et certains dOentre eux renouvelleront leur appuie financier ou mat?riel lors de la 2e ann?e dOop?ration qui d?butera en juillet 2006. Voici quelques-uns de nos partenaires actuels : ?? Emploi-Qu?bec Mont?r?gie ?? La Ministre Normandeau du Minist?re des Affaires Municipales et R?gions ?? Centre Local de D?veloppement du Haut-Saint-Laurent ?? Service Canada ?? SADC du Suro?ht-Sud ?? Centre de Formation Huntingdon ?? Carrefour Jeunesse Emploi de Huntingdon ?? CEDEC Sud Ouest Qu?bec ?? Centre ?ducatif de la Vall?e de la Ch?nteauguay ?? Ressources Humaines et du D?veloppement des comp?tences Canada ?? Municipalit? de St-Chrysost(TM)me ?? Cercle des Loisirs de Cazaville Pour de plus amples informations sur les services offerts, nOh?sitez pas ?O communiquer avec Julie Major, coordonnatrice, au (450) 264-6234 ou par courriel ?O julie.cric@rocler.com Appendix 1 Continued CENTRES DE RESSOURCES INFORMATIQUES COMMUNAUTAIRES 11, rue Dalhousie, Huntingdon (Qc), J0S 1H0 Tel.: (450) 264-6234 Fax.: (450) 264-9751 624, rue Notre-Dame, St-Chrysost(TM)me (Qc), J0S 1R0 Tel.: (450) 826-0062 Fax.: (450) 826-0703 2315 Mont?e Cazaville, Saint-Anicet (Qc), J0S 1B0 Tel.: (450) 264-2595 Fax.: (450) 264-3531 TARIFICATION Cartes de membre (dur?e de 12 mois) ?tudiants 3.00 $ Adultes ou non-?tudiants 5.00 $ Familiale (2 adultes 2 enfants) 12.00 $ Enfant suppl?mentaire de la m?me famille 1.00 $ MEMBRES NON-MEMBRES Utilisation d'un ordinateur avec ou sans Internet 1,00 $ / heure 1,50 $ / heure Impression de documents Noir et blanc (imprimante laser) 0,10 $ / feuille 0,25 $ / feuille Couleur (texte) (imprimante jet d'encre) 0,40 $ / feuille 0,75 $ / feuille Couleur (image ou photo) (imprimante jet d'encre) 1,00 $ / feuille 1,50 $ / feuille Image ou photo pleine page (imprimante jet d'encre) 1,50 $ / feuille 2,00 $ / feuille T?l?copie ou photocopie R?ception ou relev? de confirmation d'envoi 0,25 $ / feuille 0,50 $ / feuille Num?risation de photos ou d'images (scanner) *La num?risation sera fait par le personnel du centre et les documents num?ris?s seront transf?r?s sur disquette 0,10 $ / feuille 0,25 $ / feuille Disquette 0,75 $ / ch. 1,00 $ / ch. Disque compact (CD) 1,00$ / ch. 1,25 $ / ch. Formations Initiation ?O Windows 10,00 $ / cours 15,00 $ / cours Initiation ?O Word (3 heures) 10,00 $ / cours 15,00 $ / cours Initiation ?O la navigation Internet (3 heures) 10,00 $ / cours 15,00 $ / cours Initiation aux courriels (3 heures) 10,00 $ / cours 15,00 $ / cours *D'autres formation seront offertes ?ventuellement telles que Word avanc?, Excel et les courriels. Location de la cam?ra num?rique (membres seulement) *Un d?p(TM)t de $30,00 sera exig? lors de la location 10,00 $ / jour non-applicable

Appendix 2

Power Point Presentation The following pages have been taken from the power point presentation used at the Open Meeting at Franklin School. The first page examines the statistics provided by the school board and tries to argue that Franklin School is the cheapest school to run for 180 school days. The second page examines the projected repair costs for the next five years at Franklin. We have some questions and concerns regarding some of the figures and they are included on the slide. The third slide refers to the missing students in the Franklin catchment area (there are six of them). This is of great concern to us because we are wondering how these missing children and their siblings affect the statistics used by the board and the projections for future enrollment.

Appendix 2

Power Point Presentation (conOt) Slide # 1

Slide #2

Slide # 3

Appendix 3 - Letter to the Editor of the Gleaner

Appendix 4 - Letter to the Editor of the Gleaner