Michel Collette

The meeting included a presentation regarding key data from the portrait of French-speaking seniors aged 55 and over in Atlantic Canada. Key decisions included sending a letter of support for the Acadian Cultural Center project in the Torbé region and approving the signing of an agreement for the 2026 Acadian Games. The administration was directed to proceed with the next step concerning the growth of the Francophonie in Nova Scotia, specifically to count students eligible for first-language French education using 2021 census statistics. The administration's report on Staffing Principles and Guidelines for 2026-2027 was accepted. A quarterly update on literacy screening results for students in grades M to 4 was received, presenting comparisons between Winter 2026 and Fall 2025 screenings. A request was made for the Council to decide on adding grades 10, 11, and 12 to the new École Mer et Monde starting in September 2026; this item will be deferred to the April meeting pending further information from the administration.

The agenda for the meeting included the Cultural Respectful Recognition of Mi'kmaw Territory, adoption of the agenda, declaration of conflicts of interest, and several block resolutions covering follow-up items, correspondence, information regarding Congress 2026, French Education Promotion Week, and reports from the FNCSF CA Committee, the DG Evaluation Committee, the Finance Committee, and the Audit Committee. The meeting also featured a public presentation from the Regroupement des Aînés de la Nouvelle-Écosse (RANE) and an update on the growth of the Francophonie in Nova Scotia. Council business addressed the appointment of a replacement member due to the Vice-President's absence in April, a request for a letter of support for the Société Acadienne de Torbé regarding a community center, and an agreement concerning the CSAP-Jeux de l'Acadie. Activity reports were scheduled from the President, Director General, and Treasurer. The proceedings concluded with a question period, notice of motion, an in-camera session, and adjournment.

The regular board meeting included a moment of silence in memory of Mr. Claude Renaud, a former school advisor. A public presentation was made regarding school locations and the desire for the CSAP and the province to develop policies on this matter. Key decisions included accepting to send a letter of support to Université Sainte-Anne for the rink condenser replacement project. Discussions involved receiving the results of the 2025 provincial evaluations for the 6th grade, which were presented in camera due to an embargo from the Ministry. A presentation was also given on the Response to Intervention (RàI) model for student intervention, which includes universal, targeted, and intensive tiers. The president provided an update on the tripartite committee between the CSAP, the Ministry of Education and Early Childhood Development, and the Office des Affaires acadiennes, noting that negotiations are confidential and that thank-you letters will be sent to supporting organizations.

The regular council meeting included several agenda items. Key discussions involved a cultural recognition of the Mi'kmaw territory, adoption of the agenda, and declarations of conflicts of interest. Business included review of bloc resolutions covering follow-up items, correspondence, congress information, and reports from the CA FNCSF, Council Self-Evaluation Committee, and Education Committee. Presentations covered school locations and the results of the 2025 Provincial Evaluations (Grade 6), which were discussed in a closed session. Other topics included a research report on the Student Intervention Model (RAI), an update on the growth of Francophonie in Nova Scotia, a request for a letter of support for the U.Sainte-Anne arena condenser replacement project, and activity reports from the President, Director General, and Treasurer. A notice of motion was given regarding directives for school injuries.

This document outlines CSAP's vision for 2030, guiding collective decisions regarding French-language education. The strategic pillars include pedagogical innovation, culturally and linguistically sensitive pedagogy for identity construction, the implementation of evidence-based teaching practices, ensuring student well-being within a healthy and safe environment, fostering strong school-family-community collaboration, effective pedagogical leadership, and optimizing learning spaces. The plan seeks to transform education to meet evolving societal needs and enhance student success and development.