DIRECTOR’S ANNUAL REPORT 2017 - 2018
Thunder Bay Catholic District School Board
DIRECTOR’S ANNUAL REPORT
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TBCDSB 2018
TA B L E O F C O NT E NT S
4 6 32 34
Director’s Message Board’s Multi-Year Plan - Our Values Our Vision 10 13 18 22 28
Growing in Faith Inspiring Achievement Supporting Collaboration Enduring Sustainability Connection Communities
Ensuring Equity Enrolment Data
35 36
Operating Budget - 2017-18
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Our Board at a Glance /Senior Administration
Board of Trustees
38 Imagery
MISSION STATEMENT The Thunder Bay Catholic District School Board is committed to providing quality education, which combines academic excellence with a concern for the spiritual, moral, social, emotional, cultural and physical growth of the student. This education is provided in a Christ-centered environment where Catholic faith and life are integrated into the total curriculum and school day. Through the ministry of teaching, the Board fulfills its mandate in partnership with the home, the Church and the Ministry of Education.
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DIRECTOR’S ANNUAL REPORT
DIRECTOR’S
message
Looking back, this year has been incredible. I am humbled everyday in the role I play, and I am incredibly proud of my Senior Team, our colleagues, our schools, our students, our parents and our Trustees. Together, we make an extraordinary team. This year has been particularly poignant for me, as I had the honour of attending the St. Ignatius Convocation ceremony as both Director and dad. Words cannot describe my feelings in presenting my son, Anthony, his high school diploma. As a parent, these are the once in a lifetime moments; the moments we anticipate, prepare for and share in our children’s excitement. For myself, it was a moment of total and complete recognition of what other parents, before me, have experienced, and what my own parents, must have felt; it was exceptionally surreal. I am thankful for the moments and milestones I share with my colleagues in our Board. Many of our achievements are all thanks to our hardworking and steadfast Principals, VicePrincipals, Teachers, Custodians, Secretaries, Early Childhood Educators, Student Support Personnel, Chaplains and Counsellors within our schools. I am tremendously proud of the team of people within the Catholic Education Centre, who work tirelessly behind the scenes. Together, we create safe and happy learning environments for our students to learn and grow in faith. With another successful year behind us, it is
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only fitting to look towards the future with optimism, excitement and anticipation. Our Board is resilient, steadfast, full of hope and wonder – qualities comparable to our shared faith and fortitude.
Pino Tassone Director of Education
TBCDSB 2018
School Visits
St. Ignatius High School Convocation
Visiting with Students in the
Anthony Tassone, newly graduated
classroom and enjoying time spent
with his Dad.
with Educators.
“Together, we create safe and happy learning environments for our students to learn and grow in faith.� 5
DIRECTOR’S ANNUAL REPORT
M U LT I - Y E A R P L A N “ Our Board is resilient, steadfast, full of hope and wonder – qualities comparable to our shared faith and fortitude.” Pino Tassone
The Ministry of Education requires that School Boards report annually on how they are meeting the goals of their multi-year strategic plans. In November 2014, the Board approved “Our Values, Our Vision: 2014-2020 Strategic Plan” for the Thunder Bay Catholic District School Board. The new Strategic Plan contains strategic directions and goals to shape our Catholic Education system from now until 2020. Our complete Plan is available on our website: www.tbcschools.ca
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TBCDSB 2018
GROWING IN FAITH
Learning Rooted In Catholic Values and Faith Goals
GOALS: •
Provide supports to enhance the social, emotional and spiritual lives of our students
•
Support policies and procedures that enhance the spiritual lives of our staff
•
Work together to make our school communities places of compassion, inclusion, sharing and forgiveness in accordance with the teachings of Jesus Christ
•
Strengthen the relationship between home, school and church to ensure the sustainability of Catholic Education
INSPIRING ACHIEVEMENT
Nurturing Successful and Faithful Students, Staff & Families
GOALS: • Enhance individualized programs aimed at closing achievement gaps and • Identify students with unique needs • Implement programs and supports to address the cultural and learning needs of Indigenous students and families • Provide learning and working spaces that enhance productivity, increase engagement and ensure professional development
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DIRECTOR’S ANNUAL REPORT
SUPPORTING COLLABORATION
Encouraging participation, teamwork and success for all
GOALS: • Renew our commitment to a collaborative, co-operative and inspiring environment within our schools and across our Board • Share and promote best practices amongst staff to ensure consistency and encourage ongoing improvement • Work with parents and caregivers to effectively provide guidance and resources to assist families in supporting their children • Embrace and celebrate the importance of Indigenous culture and history among our students, staff and community
E N S U R I N G S U S TA I N A B I L IT Y
P l a n n i n g To d ay f o r a B r i g h t e r To m o r ro w
GOALS: • Demonstrate the value of supporting Catholic Education to students, families and the community • Commit to organizational efficiency and fiscal sustainability across all departments • Foster a culture of environmental stewardship and ecological appreciation in our schools • Grow and support leaders from within our Board through enhanced mentorship and leadership programs
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TBCDSB 2018
CONNECTING COMMUNITIES
Developing Partnerships Among Schools,Families & Community Organizations
GOALS: • Enhance communications between home and school to ensure all parents and caregivers feel welcome, well-informed and involved • Foster engagement with Fort William First Nation and urban Indigenous families and organizations in inclusive, meaningful ways • Ensure community partners are welcomed and utilized to enhance programming and learning opportunities for families, staff and students • Celebrate successes in our schools and community by maintaining a regular positive presence in local media
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DIRECTOR’S ANNUAL REPORT
faith moves mountains
GROWING IN
Faith
ENHANCING SPIRITUALITY IN OUR LIVES COMMISSIONING SERVICES Each school staff and all Catholic School Councils participated in a Commissioning Service to mark their commitment to, and support of, Catholic Education. CELEBRATIONS OF FAITH Our System Wide Faith Day was celebrated on September 29, 2017 at St. Patrick’s Cathedral with Reverend Bishop Colli as our Keynote Speaker. The Catholic Education Week theme, “Renewing the Promise”, was the focus of this celebration. SYSTEM-WIDE FOOD DRIVE In support of the Regional Food Distribution Association, each of our schools and our Board Office participated in food drives during Thanksgiving, Christmas and throughout the Lenten Season.
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TBCDSB 2018
CATHOLIC EDUCATION WEEK Celebrating the theme, “Renewing the Promise�, our schools participated in a wide range of activities during Catholic Education Week (May 7-11, 2018). School events ranged from daily prayer services and bulletin board displays, to plays, liturgical dances, reflection activities, family masses and school community faith evenings. PROVINCE-WIDE SIMULTANEOUS MASS St. Ignatius and St. Patrick High School students, as well as our three Senior Elementary Schools, participated in a simultaneous celebration of Mass on May 8, 2018. MENTAL HEALTH WEEK Catholic Education Week overlaps with Mental Health Week, offering the opportunity to highlight the role of Catholic Education in supporting positive mental health and well-being for all. Several schools also integrated student mental health-themed activities alongside Catholic Teachings. SOCIAL JUSTICE PROJECTS All schools were invited to participate in a Catholic Education project aimed at supporting our most vulnerable and impoverished families.
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DIRECTOR’S ANNUAL REPORT
SUPPORTING LGBTQ STUDENT INCLUSION & WELL-BEING In accordance with the teachings of Jesus Christ, our Catholic school communities strive to be places of compassion and inclusion for LGBTQ students, staff and families. Last year, St. Ignatius High School’s Gay Straight Alliance group hosted a G.S.A. conference which included other city high schools to participate. Both St. Patrick High School and St. Ignatius High School have an active G.S.A. council. The Board continues to be represented on the Sexual and Gender Equity Committee (SAGE). SAGE offers education and linkage to community groups and organizations supporting LGBTQ youth and families. Our high schools and senior elementary schools designated LGBTQ+ School Well-Being Leads (staff) who grow and sustain awareness and inclusion in our schools. The Board continues to support school awareness and education initiatives and community PRIDE events. This past year, OECTA was represented in the local Pride Parade as were Catholic students and families. Our own, Sheri Ozbolt, Guidance Counsellor at St. Patrick High School, was recognized as an ally to LGBTQ youth in the Catholic school system at the Annual Pride Breakfast. TEACHING FAITH IN OUR SCHOOLS Our Faith Ambassadors met twice in the 2017-2018 school year. The first workshop was held in December at St. Margaret’s Church, beginning with a Mass followed by a workshop. The focus of the workshop was to plan and create faith banners for the upcoming Systemwide Faith Day. The second workshop was held in June to complete the banners and prepare for faith activities in the coming year. Father Ciarán, our Faith Leader, continues to visit schools on a regular basis to celebrate liturgies and prayer services with students and staff. CATHOLIC SCHOOLS PROMOTE POSITIVE MENTAL HEALTH Our Faith is central to our student mental health strategy. We promote positive mental health through teaching, living and celebrating our Catholic Virtues, and Faith. Community initiatives in our schools align with our Catholic Virtues and further support universal mental health promotion efforts. Community partners include the Thunder Bay District Health Unit and Our Kids Count. In partnership with the Health Unit, the Youth Mental Health Champions (YMHAC) Initiative was a huge success this past year. Over sixty grade 7 and 8 students took part in a mental health awareness training day at Fort William Historical Park and returned to their home schools to launch positive mental health and wellness initiatives for the entire school! This year, the Initiative was broadened to include a focus on Indigenous Wellness. The Roots of Empathy Program continues to be implemented in our Elementary Schools in partnership with Our Kids Count. Additional classroom staffs are trained annually to support “scale up”. Roots of Empathy supports awareness and understanding of feelings (self and others), appreciation for diversity, compassion and understanding. Nurturing and sustaining empathy is critical to individual and collective well-being.
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TBCDSB 2018
INSPIRING
achievement
PROVIDING LEARNING AND WORKING S PA C E S T H A T E N H A N C E P R O D U C T I V I T Y
Support for Teachers Teachers receive support and guidance in Religious Education, Mathematics, Literacy, Indigenous Education, FSL, English Language Learners, and Technologies from Resource teachers and Consultants in Elementary Schools. Resource teachers focus specifically on the following: • Co-planning and co-teaching with teachers, • Building content knowledge in areas of need, as determined by assessment and evaluation strategies • Offering assistance with the development of rich and complex tasks • Providing specific, focused experiences with students and teachers in creative and critical thinking processes • Developing professional learning sessions for specific groups of teachers, based on collaboration with classroom teachers, principals, other resource staff • Supporting teachers as they work through Additional Qualification Mathematics courses • Assisting in school resource acquisition • Assisting classroom teachers as they develop environments, programs and pedagogies to help students develop to their full potential
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DIRECTOR’S ANNUAL REPORT
SUPPORT FOR STUDENTS Mathematics, Literacy, Technology, Indigenous Education, FSL and English Language Learners Resource Teachers are embedded in schools on a rotational basis, focusing on the following: • Working directly with students, in classrooms • Helping students articulate their thinking and learning • Providing guidance on how to improve work • Assisting classroom teachers as they develop environments, programs and pedagogies to help students develop to their full potential • Modeling and promoting an “open to learning stance” SUPPORT FOR SCHOOL ADMINISTRATORS A Board level focus on Mathematics leadership includes the following: • Clear messaging regarding Literacy and Mathematics achievement goals at the Board and school level • Provision of resources to assist principals as instructional leaders (Tell Them From Me Surveys, Taking Stock templates, culturally relevant and responsive classroom resources) • Support with data analysis, the disaggregation of student data and the development of next steps • Support with the process of monitoring through the Leading Student Achievement Project, Families of Schools initiative and a Board consultant • Feedback on the development of School Improvement Plans, focusing on specific pedagogy, resources and content in Mathematics • Direct support from Superintendents and the School Effectiveness Leader on a cyclical basis, through planned student achievement visits • Guidance in creating opportunities for mid-course revision as needed • Continued support through “Family of Schools” which is comprised of teams of principals working together in a collaborative manner with other principals, influencing student growth and achievement. • By connecting deep learning to our work to we are supporting learning, innovation and action SUPPORT FOR STUDENT SUPPORT STAFF (SSP) AND EARLY CHILDHOOD EDUCATORS (ECEs) Various professional development sessions were offered to our Students Support Staff throughout the year including, but not limited to, Chromebook training, Managing Stress with Dr. Fonso, an introduction to Learning for All - Knowing The Learner, Team Building with Carrie Nyitrai and Supporting Students with Autism with Julie Coudas. The Early Childhood Educators had an opportunity to participate in D2L training, Reflecting on the Communication of Learning, and Pedagogical Documentation with Ashley Fung Fook. Through the OSSTF Extension Agreement, ECEs were provided with additional professional development in the areas of the development of the Continuous Professional Learning (CPL) Portfolio, Self-regulation and Mindfulness, and Belonging & Positivity with Dr. David Tranter. All SSPs and ECEs are also trained annually on Behaviour Management Systems Training. ENHANCED MENTAL HEALTH SCHOOL SUPPORT The Board continued to work towards enhancing mental health supports for higher needs schools and groups (i.e., targeted early intervention and prevention approach for the social determinants of mental health problems). 14
TBCDSB 2018
The Positive Connections Program continued to be offered at three elementary schools: St Jude, St Vincent and St Martin. Focus is on individual student counselling, mental health consultation and coaching for staff and implementation of Mindfulness and Trauma-Informed approaches (whole school approach consistent with Leading Mentally Healthy Schools). In response to increased service demand in additional K-8 Catholic Schools, the Board added a half-time mental health counsellor through the Northern Support Initiative (NSI). This allowed a period of dedicated counselling support (Children’s Centre Thunder Bay) to students attending Our Lady of Charity School and St Ann School. “ATTENDANCE MATTERS” The Attendance Matters working group was formed in 2015. The group focuses on ways to improve student attendance through enhanced collaboration within and between School Boards, community health/ mental health, child welfare, social services, and legal/ youth justice partners. The “Attendance Matters” working group is led by our Board’s Attendance Counsellor, Glenda Carleton. The working group has transformed into an established committee that meets roughly three times a year. Trends in youth absenteeism are tabled, barriers to school attendance are identified and best practice initiatives and avenues to support school attendance are shared by represented sectors. The committee supports collaboration, advocacy and informs system planning. The “I’m Here Campaign” continues to provide professionals in the education sector of Northwestern Ontario a concrete set of “tools” to draw upon in communicating the importance of consistent and regular school attendance. VIOLENCE THREAT RISK ASSESSMENT PROTOCOL (VTRA) In 2016-2017, as part of school safety (students and staff) and student mental health and well-being efforts, the VTRA multi-board and community partner Protocol was drafted by our Board Mental Health Leader and reviewed by all School Boards in Thunder Bay and the District. There was consensus that the VTRA Protocol was ready for piloting in school boards, but coordinated planning efforts faced a number of challenges and barriers. Violence prevention is a priority within our Catholic Schools. As a board, we will review the status of VTRA and determine how to move forward. THREE-YEAR MATH PLAN We are currently completing year three of the mathematics plan. Our goal is to create a partnership with Lakehead University to support teaching practices and assessment strategies, with focus on content knowledge. We have focused on grades 1-2-7-8 thus far. We have communicated with all our schools and families the outline of the plan and will review the plan in the spring of 2019. All grade one and two teachers will have received professional development in math, and we are starting with our grades three, four, five and six teachers this year. NEW PEDAGOGIES FOR DEEPER LEARNING (NPDL) This Student Achievement initiative was introduced into 5 schools in 2017-2018. New pedagogies are a transformation of teaching and learning. Deeper learning is about understanding and using the six “Cs”: Character Education, Citizenship, Collaboration, Communication, Creativity and Critical thinking in teaching. This initiative will be introduced to 5 more schools during the 2018-2019 school year, and will continue to focus on the examination of pedagogical practices, learning partnerships, learning environments and leveraging digital resources.
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DIRECTOR’S ANNUAL REPORT
SUMMER LEARNING PROGRAM The Summer Learning Program is an initiative created to reduce the ‘summer learning gap, experienced by some students, in a fun and relaxed environment. Two school sites housed small classes (of fifteen students) from Kindergarten to Grade 3, who received intensive literacy support to develop reading, writing and oral communication skills. Speech Language Pathologists worked intensively with Kindergarten students to develop language skills. Students received guidance to develop self-regulation skills and also gain experience in coding and robotics. Sports and games took place daily. Parents formed an integral part of the program, and were invited to participate in daily activities and to engage with teachers to understand the nature of the Summer Learning Program and their child’s progress. Tim MCFARLANE WINTER CLASSIC In 2017-2018 the inaugural Tim McFarlane Winter Classic Senior Elementary hockey tournament took place. This event raised money for the Awards Trust Fund, and a variety of other charities. This tournament honours the memory of teacher and colleague, Mr. Tim McFarlane. In 2018-2019 the event will take place on Tuesday February 26th. EARLY YEARS As co-learners, school educator teams and elementary principals participated in professional learning sessions that supported pedagogical documentation and the four frames in the Communication of Learning. Kindergarten educator teams continued to receive professional development throughout the year on key pedagogical approaches, which form the foundation for learning and guide the work of educators in the early years. Educator teams from St. Paul, St. Elizabeth, St. Francis and Corpus Christi piloted the “SeeSaw” App as a method of documenting learning and communicating with families. Our Lady of Charity School, alongside our early years community partners, were fortunate to participate in a PLC (Professional Learning Community), facilitated by Dr. Karyn Callaghan on the topic of Relationships Matter. Using the updated online registration, the EYE@K initiative allowed the Ministry to collect information from families about the experiences of children in child care and Early Years programs in Ontario. Ongoing communication and enhancing partnerships with The District of Thunder Bay Social Services Administration Board and on-site child-care and Best Start Hubs continued to be a priority. SCHOOL READINESS PROGRAM In late spring, the School Readiness Program was planned and action was taken to develop this program to assist preschool children in successfully transitioning into the classroom environment. A team consisting of a Speech-Language Pathologist, Occupational Therapist, Early Childhood Educator and Communicative Disorders Assistant was secured to implement the program prior to school start up in September 2018. FRENCH IMMERSION REVIEW The French Immersion program currently provides more continuity and consistency in programming and outlines various strategies for promoting the French Immersion program and French culture within our schools. This year we offered the DELF exam to students at Bishop Gallagher and Pope John Paul II. 90 students in grade 8 participated in November. Several of our Grade 12 students achieved level B2 on the DELF Exam. We also trained 5 teachers to become certified DELF correcteurs, 3 of them at the B2 level. We will bring FI school administration and teachers together to discuss how to raise the profile of French Immersion within their schools. BOARD IMPROVEMENT PLAN Each year, Boards across Ontario are asked to develop a Board Improvement Plan for Student Achievement (BIPSA) that will improve learning and well-being for students. The plan is developed with input from our Student Achievement team members and is closely linked to the work of our schools. School Improvement Plans (SIPs) incorporate key elements of the BIPSA, based on individual school needs. Similarly, the BIPSA is designed to provide guidance to school improvement planning.
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EQAO TARGETS Thunder Bay Catholic Schools continue to exceed the provincial targets in Reading, Writing and Mathematics in both Grades 3 and 6. In May 2018, seventy-five percent of our students in Grade 3 met the provincial standard (Levels 3 and 4) in Reading. Seventy-one percent attained the standard in Writing; fifty-nine per cent met the standard in Mathematics. Grade 6 students achieved eighty-two and seventy-four percent respectively, in Reading and Writing, exceeding the provincial standard. In Mathematics, forty-five percent of our students achieved the provincial standard.
2 0 1 7 - 2 0 1 8 E Q A O R E S U LT S PRIMARY / JUNIOR
GRADE 3
2012-13
2013-14
2014-15
2015-16 2016-17
READING
75
75
74
77
80
75
WRITING
82
83
76
81
77
71
MATH
72
72
68
66
64
59
GRADE 6
2012-13
2013-14
2014-15
READING
79
83
84
89
82
82
WRITING
80
83
82
88
77
74
MATH
60
56
62
59
48
45
GRADE 9
2012-13
2013-14
2014-15
APPLIED
52
49
49
52
52
53
ACADEMIC
85
81
80
86
86
78
OSSLT
2013-14
2014-15
FIRST TIME ELIGIBLE
83.5
86
2015-16 2016-17
2017-18
2017 -18
G R A D E 9 M AT H
2015-16 2016-17
2015-16 2016-17 82
77
2017-18
2017-18 79
Credit Accumulation (during the school year)
Percentage of Grade 9 students achieving 8 or more credits at the end of first year:
St. Ignatius HS
87 %
St. Patrick HS
82 %
Percentage of Grade 10 students achieving 16 or more credits at the end of school year:
St. Ignatius HS
88%
St. Patrick HS
17
79 %
DIRECTOR’S ANNUAL REPORT
SUPPORTING
collaboration
ENSURE CONSISTENCY AND ENCOURAGE ONGOING IMPROVEMENT
DIGITAL LEARNING ENVIRONMENTS / GOOGLE CLASSROOM Professional learning sessions were offered to elementary teachers focusing on Blended Learning and Google Drive/Classroom. Thunder Bay Catholic District School Board hosted its second Google Summit with students from our Board and teachers across the region. This Summit increased skills in the use of Google Apps for Education (GAFE). DATA MEETINGS Teachers in Elementary Schools meet on a monthly basis to review the progress of struggling students. Data of all ‘at risk’ students is discussed, success from previous month’s interventions are tracked and new strategies are identified and assigned to teaching staff for the coming month. ELEMENTARY DAY TREATMENT PROGRAM In partnership with Children’s Centre Thunder Bay (CCTB), we continued to offer a Day Treatment school-based program, which provides mental health intervention and a modified academic program for children who are struggling to succeed in their present academic environment. The elementary class at Our Lady of Charity School is designed for students in grades 3 through 6 whose academic success is hindered by social, emotional, and/ or behavioural struggles, and where mental health assessment and treatment could be beneficial. The program is staffed by a multidisciplinary team, including a Teacher, a Child and Youth Worker, and a Student Support Person. LEADERSHIP PHYSICAL EDUCATION Leadership Physical Education is a credit-bearing Grade 12 course offered at both high schools which brings together leadership skills and physical education activities. It involves matching Grade 12 mainstream students with students from the Life Skills class. Students work in pairs or small groups to plan, execute, and evaluate a wide variety of physical activities. By-products of the course include: new friendships, fun and an increased understanding and new respect for the inclusion of students with significant learning challenges.
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STRENGTH-BASED PROGRAMMING SUPPORTS SCHOOL- WIDE POSITIVE MENTAL HEALTH PROMOTION & STUDENT SUCCESS Led by Dr. Rawana from Lakehead University, this strength-based approach is aimed at enhancing school climate and supporting student success by focusing on students’ attributes, virtues, and strengths while acknowledging and honouring cultural diversity. This program has been expanded to nine K-6 schools and includes research by the Centre of Education and Research Development On Positive Youth Development. TEACHING INDIGENOUS STUDENTS Lakehead University Professor, Lisa Korteweg, our Board’s temporary Indigenous Resource Teacher, Lyndsay Hupka, and our temporary Outreach Worker, Kevin Kakegamic helped teachers and schools build cultural awareness and provided strategies to support Indigenous students. In particular, they developed a Land Based Education Program, which involved a successful grant proposal called “Inidigenous Student Learning and Leadership Gathering”. They also successfully introduced the “Walking The Path” Program to grade 6 classes in 8 schools. Walking The Path will be expanded to other schools in 2018-2019. FIRST NATIONS, MÉTIS, INUIT (FNMI) COLLABORATIVE INQUIRY We continue with inquiry projects, which focus on supporting the success of Indigenous learners in our schools through interactions with parents and communities. The collaborative inquiries engage students, staff, and parents in specific school communities. This year, St. Ann school has partnered with a class in Sachigo Lake and will focus their inquiry on student’s interest in each of the communities. Students communicate with each other through technology. INDIGENOUS RESOURCE GUIDE FOR STAFF A handbook for staff regarding Indigenous culture and history was launched in spring 2018. This resource guide, titled “Maamawi Gekenddaamowin (Learning Together)”, was given to every teacher in the system. INDIGENOUS SUPPORT PROGRAM Biwaase’aa, is an in-school and after-school program for Indigenous elementary students and families. The program supports the social, emotional, physical and cognitive wellbeing of Indigenous students through focus on life skills, cultural awareness, academic mentoring, structured social activities and healthy nutrition. St. Ann and Our Lady of Charity currently have this program imbedded daily in the schools. INDIGENOUS COUNSELLOR Indigenous Counsellors in our two high schools and three senior elementary schools provide direct support to enhance the social, emotional, cognitive and spiritual wellbeing of our Indigenous students. They support transitions to our schools from northern communities and offer school-based mentoring, leadership and cultural programs. Indigenous counsellors are members of school mental health and well-being teams and work closely with guidance departments and school mental health professionals. This year we have expanded to have one counsellor dedicated to Pope John Paul II. EQ Jennings and Bishop Gallagher will share a counsellor. We have recently hired one full-time Indigenous counsellor at each Senior Elementary School and discussions of incorporating a cultural room at Pope John Paul II has begun.
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DIRECTOR’S ANNUAL REPORT
INDIGENOUS OUTREACH WORKER As a key liaison between our Board and local and regional Indigenous organizations and agencies, our Indigenous Outreach Worker, Kevin Kakegamic, provides support to Indigenous students and their families. Kevin works very closely with school Indigenous initiatives and works with the Mental Health Lead to support Indigenous student mental health and wellbeing strategies and initiatives. Currently, Kevin is working on expanding the IEAC membership, and growing the “Walking The Path Program”. In his role, he also helps organize a visit from St. Patrick High School staff to visit Keewaytinook Okimakanak (KO) Tribal Council. INDIGENOUS PROGRAMMING Indigenous Language classes and Indigenous Studies programs are offered to our students. Cultural celebrations occur in our schools, and we participate annually in National Indigenous Peoples Day, Treaty Week, and in the National Day of Remembrance at Fort William First Nation. We have expanded our Native Language program, and now have twelve of our twenty schools offering the program. We are also offering Indigenous Language to classes of Indigenous and non-Indigenous students at St. Ann, St. Elizabeth, and St. Jude from Kindergarten to grade 3. INDIGENOUS ADVISORY COUNCIL Our Indigenous programming and services are designed and expanded with input from our Indigenous Advisory Council. The council provides direction and vision as it relates to Indigenous student success. Currently we are looking to expand our membership. SELF-IDENTIFICATION PROGRAM In 2017-18 we have continued to focus on messaging the importance of Voluntary Self-Identification in our schools. To help with this message, a Voluntary Self-Identification Brochure has been utilized as a promotional tool to inform parents, and give them an opportunity to declare if their child is of Indigenous Ancestry. Self-Identifying provides knowledge to our schools and Board on how to use resources to support Indigenous student success. Our next step is to establish an avenue for staff members to Self- Identify. INDIGENOUS LANGUAGE PROFESSIONAL DEVELOPMENT Programming is offered to our Indigenous Language Teachers to develop an ability of understanding of curriculum expectations. This professional development is in partnership with Lakehead University’s Indigenous Language Instructor Program. An advisory group met in October to review resource updates for our Indigenous Language Teachers. We continue to consult with NL Teachers on Professional Development opportunities. RECRUITMENT EFFORTS Concerted recruiting efforts have resulted in increased numbers of Indigenous teaching and non-teaching staff in our system. Each year we visit Lakehead University to meet with the students in the Indigenous Language Instructors Program. 20
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FORT WILLIAM FIRST NATION FULL DAY KINDERGARTEN PROJECT Discussions regarding the possibility of offering Full Day Kindergarten programming on-site at Fort William First Nation began in the fall of 2017, with Trustee Phil Pelletier. Discussions continued, with the decision of a pilotproject to begin during the 2018-2019 school year. This project was planned in the 2017-2018 school year and was launched fall September 2018. INTERNATIONAL STUDENT PROGRAM In an attempt to attract International Students, recruitment efforts began over a year ago. A program has been established to help enroll students within our Board, from across the globe. International Students currently attend each of our high schools and several of our elementary schools. Recruitment efforts this year will target Asian and European markets. CONTEMPORARY INDIGENOUS VOICES NBE 3U/C/E AND EXPRESSING INDIGENOUS CULTURES NAC 101 NBE “Contemporary Aboriginal Voices” and NAC “Expressing Indigenous Cultures” courses replaced previous ENG 3U/C/E courses. Learning resources that reflect the broad range of students’ interests, backgrounds, cultures, and experiences are an important aspect of an inclusive Art and English program. Teachers routinely use materials that reflect the diversity of Canadian and world cultures, including those of contemporary First Nations, Métis, and Inuit peoples, and make them available to students. In inclusive programs, students are made aware of the historical, cultural, and political contexts for both the traditional and non-traditional gender and social roles represented in the materials they are studying. The only Grade 9 Art credit offered in September 2018 was: “Expressing Indigenous Cultures”, NAC 101 credit.
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DIRECTOR’S ANNUAL REPORT
ENDURING
sustainability
DEMONSTRATE THE VALUE OF SUPPORTING CATHOLIC EDUCATION
IDENTIFY, DEVELOP AND SUPPORT LEADERS Implement the Board Leadership Development Strategy (BLDS) for 2017-18, with a focus on Mentoring for Aspiring, Newly-Appointed and Experienced Leaders; Principal/Vice-Principal Performance Appraisal; and Succession Planning. We are currently planning to expand the steering committee of the (BLDS) to involve an additional selection of Principals/VicePrincipals and representatives from other areas of our organization. SPECIFIC SUPPORT FOR TEACHERS AND STUDENTS Board Resource Teachers follow a two-tiered system of support for students considered at risk academically. One level focuses on the teachers and the other on the students themselves. Support to teachers includes: capacity building in Literacy and Numeracy (in English and in French Immersion) and Indigenous world views, to help increase performance at all levels for all students, with a specific focus on moving students from Level 2 to Level 3. Co-planning, co-teaching and co-debriefing with classroom teachers helps to strengthen content area understanding and instructional strategies. The Indigenous Student Support Teacher works directly with students to inquire and discover which learning strategies work best for which students. Math and Literacy Resource Teachers focus on learning strategies that will work successfully for students at Level 2. They also gather student comments related to learning needs and share them with teachers. Our English Language Learner
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Teacher works to support student culture and to strengthen language development and learning skills. Our Technology Resource Teachers work alongside students and teachers to maximize the effective use of technology in the classroom, helping students at all levels demonstrate their knowledge and understanding. They also work intensively with students with special needs, enhancing their use of assistive digital tools. Our Indigenous Education Resource Teacher works with teachers to infuse Indigenous world views into classroom work, bringing Indigenous perspectives into the curriculum and, highlighting resources that teachers can use to support the integration of the TRC Calls to Action within their practice. SPECIAL EDUCATION INFORMATION SESSIONS Our Board level Resource staff attends regular provincial professional development conferences in order to provide monthly Information Sessions to all school special education teachers. These individuals run regular information sessions to address new Ministry or Board initiatives, changes or additions to current regulations or processes, share data, or report on current trends. Sessions are also used to address professional development for items specific to special education, e.g. training of new assessment tools. 23
DIRECTOR’S ANNUAL REPORT
Board level staff also mentor and/or support teachers within their schools, as well as respond to student specific referrals for intakes, transitions and/or agency and parent conferences. Experts in the areas of ABA as well as Self-Regulation, provided classroom teachers with practical strategies and information to help support and program for students with ASD or those who may have behavior challenges or the need for alternative IEP expectations around social or life skills. Professional development in using the Benchmark Assessment System, as well as the Levelled Literacy Intervention kits was provided. RESOURCE STUDENT SUPPORT PERSONS (SSPS) Board Resource Student Support Persons provide system wide, student specific support in areas including technology, ABA, communication and behaviour. The Technology Resource SSP works alongside students who qualify for an iPad, or computer, or Chromebook through the SEA process, training them on device capabilities and how the technology can assist the student in his/her classroom. The ABA Resource SSP provides students, fellow support staff, and teachers with Applied Behaviour Analysis strategies to be used with students who are on the autism spectrum. The Communication SSP works directly with students who require intensive language support, all of whom require assistive technology. This resource SSP joins the team who are already providing specialized student support with ABA (Applied Behaviour Analysis), communication (Proloquo2Go), and social emotional and behaviour support. Resource Student Support Staff attended a Closing the Gap conference, as well as Ontario Council for Exceptional Children professional development sessions to enhance their knowledge and ability to support student achievement. ENSURE CONTINUOUS RENEWAL OF FACILITIES The Board’s Capital Program for 2017-18 was reviewed and executed. MAJOR PROJECTS INCLUDED THE FOLLOWING: • Completion of artificial turf sports fields at St. Patrick High School and St. Ignatius High School • St. Patrick High School office retrofit • Completion of St. Ignatius High School science wing upgrade • St. Ignatius High School hospitality room upgrade • St. Ignatius High School computer technology / media lab retrofit • Ground improvements to Corpus Christi, St. Paul and Holy Cross Schools • St. Jude School and St. Pius School front entrance upgrades • St. Patrick High School Life Skills room upgrade
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THE BOARD ENTERED INTO THREE CONTRACTS WITH HONEYWELL BUILDING SOLUTION TO COMPLETE THE FOLLOWING PROJECTS: • Completion of St. Patrick High School heating system upgrade • Greenhouse Gas Reduction Funding lighting upgrade • Energy and facility renewal upgrades St. Patrick High School heating system upgrade was completed by June 2018. Greenhouse Gas Reduction Lighting upgrades at various schools was complete by August 31, 2018. Energy and facility renewal upgrades were also complete by August 31, 2018. INCREASE ENVIRONMENTAL FRIENDLINESS • The Board Environmental Strategy Team (BEST) focused on best practices and supported schools certified as Ontario EcoSchools • Reduced paper consumption by replacing the current support staff data sheet with an electronic supply staff data sheet. Electronic staff data sheet has been piloted with Occasional Teachers group. A Board wide printing protocol was implemented piloted to reduce devices • More elementary schools prepared to become Eco-school certified. • Planning was undertaken for a climate change student summit to be completed in the fall of 2018 in partnership with Eco-Superior. IMPROVE HEALTH AND SAFETY PERFORMANCE • Launched Student Injury Safety Prevention Initiative and continued with work on Non Traditional Classrooms Audit. A review of Non Traditional Classrooms ensured compliance with standard operating procedures, and to ensure safe work practices • Launched new Occupational Health & Safety Manual to ensure compliance with legislative requirements - completed with new sections added to meet legislative requirements • Implemented a new incident-reporting module that will capture staff injury, workplace violence and safe school incidents. Led a web-based Material Safety Data Sheet Management system to ensure compliance with new Global Harmonization WHMIS legislation • Provided training in new legislation to all staff, specifically Rowan’s Law Concussion training and WHMIS 2015 MAINTAIN A SAFE ENVIRONMENT FOR ALL • Annual review and update of all Fire Safety Plans to meet current City of Thunder Bay Fire Department requirements • Completed audit of facility Workplace Violence Risk Assessments • Development of new Workplace Violence Prevention Guidelines. This program was launched Boardwide in Fall, 2016 and is now complete 25
DIRECTOR’S ANNUAL REPORT
• Implementation and completion of Hearing Conservation Program (Winter 2017) • Completed implementation of keyless entry system in all Board facilities • Continue implementation of safe school and accessibility upgrades to all Board facilities • Update Implement and provide training related to our Multi-Year Accessibility Plan, which describes Board compliance activities for the period 2017-20212012-2017. The new section includes access to Public Spaces. The plan was put into place January 2014 as per legislation ENSURE EFFECTIVE BOARD GOVERNANCE • Support the work of the Board of Trustees in the development and review of policies • Lead Trustees through a review of the Board’s Procedural By-Laws • Manage the implementation of new Ministry directives and legislation to ensure compliance ENSURE A BALANCED BUDGET • Support and facilitate professional development for Trustees • Continually improve internal controls • Work with Senior Team to fully implement the recommendations of the Operational Review, the internal and external audit committees, and Risk Management feedback in a timely manner. SPECIAL EDUCATION Supporting students with special education needs is a Board priority. Our Board views special education through a lens of Fairness and Inclusivity, ensuring that ALL students feel a sense of belonging, feel valued and most importantly, have the opportunity and are motivated to meet their greatest potential. Along with a long list of services and resources available to support our students, our Board uses the RTI, Response to Intervention model in its supportive approach for both academic excellence and student well-being. This model identifies the key areas of need, and helps determine the appropriate level of intervention. The newly created Transition Class at Pope John Paul II provides necessary Math and Language interventions for students in Grade 7 and 8. The development of a Kindergarten Transition Program at St. Vincent School and Our Lady of Charity provided intensive support to students in the areas of communication and motor skills. KINDERGARTEN IN-TAKE TRANSITION FOR CHILDREN WITH SPECIAL EDUCATION NEEDS Our Board continued to follow the process outlined in the document entitled: “Thunder Bay & District -Transition for Children with Special Education Needs Entering Kindergarten”. Our special education staff worked collaboratively with child care centre resource staff to create seamless transitions children with special needs and their families. Early identification and intervention services for children in need of supports, are determined through this valuable tool and intake process. BRIGANCE SCREENING The early identification of the learning abilities and needs of students is a priority of our Board. Brigance screens provide quick, easy, and accurate screening of skills that are critical predictors of school success, including physical development, language, academic/ cognitive, self-help, and social-emotional skills. All Kindergarten students are screened at least once within the 2-year Kindergarten program. All students who are determined to be ‘at risk’, will receive specific interventions, and will be re-screened to monitor their progress. In the event where students do not respond to interventions, further assessments may be administered and resources and supports determined. EARLY DEVELOPMENT INSTRUMENT (EDI) For each Year 2 Kindergarten student, teachers completed a 103-item questionnaire that measures the student’s ability to meet age-appropriate developmental expectations in five general domains: Physical Health and Well-Being, Social Competence, Emotional Maturity, 26
TBCDSB 2018
Language and Cognitive Development, and Communication Skills and General Knowledge. The objectives of the National EDI Research Program are to assess the strengths and deficits of students, report on populations of children in different communities and provide a kindergarten benchmark for monitoring child development trajectories. IEP ENGINE UPDATE Over the past year, we continued to focus on reviewing the capabilities and updating our Board’s IEP web-based writing tool. Through Cardinal’s eLITE module, enhanced programming allows for more stability, SIS integration, and customized content. The program provides our teachers with a more efficient and effective way to develop and produce excellent Individual Education Plans. Forms supporting safety, student success, medical and student support plans were developed with input from principals, teachers, SSPs, parents and community partners. These electronic forms will be piloted in the 2017- 2018 school year. Most recently, the supporting documents were updated to reflect the language in the new document released in the spring by the Ministry of Labour; Violence in School Boards: A Guide to the Law. ASSESSMENT Using the updated, revised, Wechsler Individual Achievement Test-Third Edition (WIAT- III), an educational assessment tool that identifies academic strengths and weaknesses of a student, (helps to inform decisions regarding eligibility for educational services), educational placement, or possible diagnosis of a specific learning disability. Most importantly, the results of the WIAT helped teachers design instructional objectives and plan interventions. The results may provide information to suggest further cognitive or functional learning assessments. We have recently partnered with Northwest Community Health Centre to support assessment and programming for students with FASD. AUTISM IBI (Intensive Behaviour Intervention program) and Connections is a collaborative initiative between the Ministry of Children and Youth Services and the Ministry of Education that helps students move between specialized instruction and regular classroom programming. Students now entering into the IBI program, remain in their home schools every Friday to transfer acquired skills into the school, allowing for a smooth transition. The collaborative agency/ school approach is essential for each student’s success. This year, our Board was funded to support the transition to the new Ontario Autism Program, which will enhance the collaborative approach to service. Much of the funding was used to support the training and professional development of staff, as well as the transitions of students from school to school. Our Board was also approved to continue to offer the After School Skills Development Program for students with Autism. This program runs at two sites and provides after school programming for students K-8. AUTISM PILOT PROJECT The Ministry of Education and Ministry of Children and Youth Services are partnering on a one-year Autism pilot project. The intended outcomes of the pilot include increasing skilled -direct support for students with Autism Spectrum Disorder as well as a more seamless day for students with ASD and their families. The two approaches in the pilot included Targeted SSP Training and Dedicated Space for External Applied Behaviour Analysis (ABA) Practitioners. TBCDSB is one of eleven Boards province-wide to participate in the pilot project. DR. PAM MILLET – SOUND FIELD STUDY From 2010 to 2015, our Board participated in a research study measuring the effectiveness of Sound Field Amplification on Phonological Awareness skills. The results demonstrated that children process auditory information less quickly and less effectively than do adults, and are easily ‘overloaded’ in busy classrooms, resulting in hearing and listening challenges. The results clearly articulated the benefits of installing sound field amplification devices in primary classrooms. Given this information, our Board committed to purchasing and installing systems in all Kindergarten to Grade 3 classrooms before the end of the 2017-2018 school year. To date, systems have been installed in all Kindergarten, Grade 1 and Grade 2 classrooms. 27
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CONNECTING
communities
E N S U R I N G A L L PA R E N T S & C A R E G I V E R S F E E L W E L C O M E D & I N V O LV E D
ENHANCING EXTERNAL AND INTERNAL COMMUNICATION Utilizing Social Media facets such as Facebook and Instagram, our Board can attain a larger community and internal audience. Such facets provide the Board with a larger communication strategy – offering our audience various ways to connect and stay in contact with our news and events. Further utilization of the website and submissions to local media contribute towards positive messaging and overall communication. ENHANCING RETENTION AND RECRUITMENT STRATEGIES In Identifying schools with low enrolment, TBCDSB can focus advertising and communication strategies in assisting the increase of student up-take. Utilizing social media to rouse attention and discussion will assist in these tactics.
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NATURAL HELPERS - CARING AND CONNECTING The Natural Helpers program is based on the premise that when students have problems, they often turn to friends and adults they trust for help. The program is run in our two High Schools to assist students with a wide array of social and emotional situations. It begins with annual training for students and adults who are already perceived by others as helpers. Natural Helpers are taught effective ways to help; positive ways of taking good care of themselves; and how to contribute to a safe, supportive and mentally-healthy school environment. COMMON BONDS Common Bonds is a team of students who organize and implement a variety of social justice projects. The group motivates and encourages students and staff to open their hearts to those in need in our school, our community, and our world. Annual projects included clothing collection, Christmas Cheer, Pancake Breakfast, Catholic Leadership Day, and participation in community events such as Empty Bowls Caring Hearts, and Meals on Wheels. Students also attended “We Day”. COMMUNITY MENTAL HEALTH COUNSELLORS IN OUR SCHOOLS School-based early intervention for students experiencing problems that impact their mental health and well-being stands as an on-going priority of our Board’s mental health strategy. Children’s Centre Thunder Bay (CCTB) continued to offer student mental health counselling services in most of our K-12 schools. Each High School has one dedicated CCTB mental health counsellor on-site providing service to students. Two CCTB mental health counsellors provide counselling services to 15 of our K-8 Catholic schools. The Positive Connections Program continued to be offered in 3 k-6 schools. Community counsellors work within Board and school teams and alongside other mental health professionals, our Guidance Counsellors, Attendance Counsellors, Indigenous Counsellors, School Administrators and Special Education Teachers. Services provided include brief counselling, crisis management, referral to community services, consultation to school staff and parent support. SCHOOL MENTAL HEALTH & ADDICTIONS NURSE (LHINS) The School Mental Health & Addictions Nurse Program (MHAN) transitioned from CCAC to the LHINS with a renewed and revised MOU with school boards. The Catholic Board MHAN supports students transitioning to and from hospital for mental health-related concerns, responds to student mental health crises within the schools and helps connect students experiencing mental health concerns with community health, addictions and specialist mental health services. The MHAN works closely with the Board Mental Health Lead, Attendance Counselors, Guidance and Indigenous Counsellors, CCTB School Counsellors and Administrators. SUBSTANCE EDUCATION & HARM PREVENTION The Board continues to be represented on the Thunder Bay Drug Strategy Implementation Table. Drug Strategy partners support Board and school substance use education and harm prevention strategies. The Board invested considerably in supporting schools to respond to the local opiate crisis and preparing schools for the planned legalization of cannabis. The Board circulated current, best practice information resources to schools. The Health Unit delivered cannabis education to high schools. In-services supported by Drug Strategy partners were provided to high schools and senior elementary schools re: Opiates and Naloxone. The Board also attended community cannabis consultations and advocated for practices that protected children and youth and school safety. TARGETED PREVENTION At the grade 7 & 8 level, the Board continued to partner with “U-Turn” to run Rebound’s “CHOICES” Program in our schools. “CHOICES” is an evidence-based 10 week, voluntary group prevention program for youth age 12 to 17. Group sessions take place weekly in the school and are facilitated by a community mentor. Topics covered include goal setting and decision-making, substance use education, relationships, risk taking / social media and coping skills. “CHOICES” was also offered at the high school level last year.
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EARLY INTERVENTION School Mental Health Counsellors, Attendance Counsellors, Indigenous Counsellors and LHINS Nurse continued to engage and support students experiencing problems with substances and helped connect students to community services as needed. SOCIAL-EMOTIONAL CURRICULUM K-8 Social-emotional learning is as important as teaching math or language, and supports both achievement and student mental health and well-being. Students, who can self-regulate behaviour and emotional reactions, empathize with others and use problem-solving skills in stressful situations and are better able to cope in everyday life and participate to their full potential in their classrooms. The Board continued to offer two evidence-based, classroom social-emotional learning programs in our K-8 schools: Roots of Empathy (ROE) and Second Step. In 2016, additional ECEs received training as Roots of Empathy Instructors through Our Kids Count and financial support from Roots of Empathy National. Additional ECEs have volunteered to become Instructors for the 2017-2018 school year. The Second Step program continues to be taught in all of our K-8 classrooms. The Board purchased a Second Step “Principal’s Manual” for each Elementary School. During the 2017-2018 school year, principals will be provided with training on this new resource to help support the use of the school-wide program. ONTARIO SPECIAL NEEDS STRATEGY Our Special Education Coordinator was an integral part of the working table of community partners and School Boards to develop proposals for our region for Coordinated Service Planning and Integrated Rehabilitation Services. This coordinated effort is centred on the needs of children, youth and their families as we move towards a system that is more accessible and timely. Coordinated Service Planning was successfully launched in late spring, but unfortunately, the work on Integrated Rehabilitation Services has been halted at the request of the Ministry of Education. INTENSIVE SUPPORT SERVICES Strengthening our relationship with community social service and mental health agencies, has increased our ability to support some of our highest need students (Tier 3). A restructuring of the CCTB Day Treatment Service and referral access to CCTB Kindergarten Assessment and Consultation services, has reduced wait times and has helped us link families into the services they require. Through our partnership with Dilico Anishinabek Family Care, we also continue to offer Indigenous students a day treatment classroom setting that integrates mental health and cultural practices. BABY DAY Januray 31, 2018 was a very special day at the Catholic Education Centre! We hosted our annual Thunder Bay Catholic District School Board Baby Day Celebration. The event was planned for babies born in 2017 to employees of the Board and spouses of male employees who are currently on Maternity Leave. The moms had plenty of time to socialize and enjoy a lovely lunch while CEC staff happily engaged with the babies. It was a day of great celebration and joy.
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STUDENT BREAKFAST PROGRAM All of our schools provide nutritional breakfast programs. This program continues to be supported by the Red Cross and Thunder Bay Boys and Girls Club. In addition, the proceeds from the Board’s Annual Gala help to offset some of the costs of the ongoing nutrition programs. Every morning, students have the opportunity to eat a healthy breakfast, consistent with the Student Nutrition Program guidelines set out by the Ministry of Children and Youth Services. The noted benefits of a school-based breakfast program include: improved classroom performance, increased attendance, growth in student attention and engagement, healthier student diet, improved student health and well-being, and a decline in discipline issues. NORTHERN FRUITS AND VEGETABLES PROGRAM The Northern Fruit and Vegetable Program (NFVP) is a free, school-based program that gives out two servings of fresh fruit or vegetables to every elementary school student per week. The program runs for 20 weeks from January to June and focuses on giving out Ontario-grown produce. NEW CHILD CARE PARTNERSHIP AT ST. VINCENT SCHOOL On September 1, 2015 Mahmowenchike Family Development Centre opened its doors in the newly renovated section of St. Vincent School, offering an infant/toddler and preschool programs. They also operate a before-and-after school program at the school as well. SUPPORTING WELL-BEING THROUGH COMMUNITY COMMITTEE COLLABORATIONS This past year, the Board was actively represented on a number of key community committees that strive to improve the safety, mental health and overall well-being of children, youth, and families. Participation on the Thunder Bay Youth Suicide Prevention Taskforce has provided our school staff with helpful information on supporting student suicide prevention efforts. This past year, our Board in partnership with the Taskforce continued to financially support and promote the “Be Safe” App. Students, educators, parents and counsellors can use the App to help a youth develop a personal safety plan in preparation for potential crisis situations. The Taskforce’s Fan-out Protocol with the Board was of significant benefit to our Board in the aftermath of tragic events this past year. Our children’s mental health partners provided additional counselling support to students. The Thunder Bay Drug Strategy supports our substance use education and harm prevention initiatives and has been a key partner in supporting our response to the opiate crisis and to the transition to legalization of Cannabis. The Child Welfare Education Championship (CWECT) Committee supports our efforts to improve the education experience for children in care. Participation in the Sexual and Gender Equity Committee (SAGE) supports our equity and inclusion efforts on behalf of LGBTQ+ students and families. Other Notable Committees and Collaborations: The Thunder Bay Crime Prevention Council, Situation Table, Diversity Thunder Bay, Moving on Mental Health, Roots of Empathy Coalition, Thunder Bay District Health Unit (Children Count LDCP Pilot Project, YMHAC and other initiatives).
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ENSURING
equity
FAIRNESS AND INCLUSION THROUGHOUT OUR BOARD
Last year, we continued to work and establish a variety of initiatives supporting equity. System administration established direction for our schools, and monitored their progress closely. Teachers, support staff, parents and students partnered together to implement initiatives such as: Natural Helpers, We Day Student Conference, Choices Programming, Student Advisory Council and Student Senates, Indigenous Educational art projects, and an Indigenous Studies Course. The formation of many inclusive groups including: Gender and Sexuality Alliance, and Positive Space and Rainbow Alliance groups create spaces for engagement in social justice work, inclusion, and to celebrate diversity throughout the school communities. All system and school leaders are engaged in the School Improvement Planning, with a focus on student well-being. Principals are directed to establish and maintain safe and accepting school committees and many of these groups assist with this improvement. WOMEN IN TRADES Female students participated in Young Women’s Initiatives through special project funds received for the Ontario Youth Apprenticeship Program. We offered a number of unique opportunities for girls in grades 7 through 12 to learn about careers in the skilled trades and technologies. Female students listened to the stories of women who are successful and thriving in their trade, followed by rich discussions. Through these initiatives, girls indicated that they felt empowered and hopeful about the potential pathway opportunities available to them in the skilled trades.
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ABORIGINAL ENTREPRENEURSHIP PROGRAM Launched in 2008, the Martin Family Initiative launched the Aboriginal Youth Entrepreneurship Program (AYEP). During 2017-18 this impactful program was offered to Grade 11 & 12 students for the 5th straight year at Saint Patrick High School. This program is designed to introduce Indigenous students to the wide range of business opportunities available within the Canadian economy. Students learned how entrepreneurs and other business people recognize opportunities, generate ideas, and organize resources to achieve success in secondary school, the workplace, post-secondary education and in daily life. Collaborative partnerships continue to flourish with local indigenous business owners throughout the city to provide authentic opportunities and mentorship for students. Further global initiatives have blossomed, including our International Student Program. The International Program recruits students with diverse backgrounds all over the world, integrating international students with Ontario students in and outside the classroom environment. International opportunities such as this, benefit all students – widening viewpoints and cultural experiences. Students have opportunities to connect and form relationships and further their global perspective. As a Catholic system, we are privy and responsive towards diversity and inclusion throughout our Board. Religious accommodation requests within our schools and our policies have been granted support by the Human Rights Commission. These accommodation guidelines are in place and reflect the diversity of our community. ONGOING INITIATIVES Our Board continues to grow and learn in matters of Equity and Inclusivity. Replacement of ENG with NBE classes assists in the growing need from our diverse students and staff. We have made critical steps in analyzing our data illustrating gaps in literacy and numeracy among our Indigenous students. Our diverse leadership team plays a critical role in shaping our environment in a positive manner. Our Senior Team exemplifies a strong panel of highly-educated individuals with diverse backgrounds, cultures and work experiences. These individuals are leaders within the Board and continue to inspire and create fresh initiatives.
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ENROLMENT OCTOBER 3st, 2017
Corpus Christi - 288 Holy Cross - 373 Holy Family - 358 Our Lady of Charity - 136 St. Ann - 166 St Bernard (Eng) - 200 St Bernard (FI) - 494 St. Elizabeth - 274 St. Francis - 170 St. Jude - 207 St. Margaret - 226 St. Martin (Eng) - 289 St. Martin (FI) - 387 St. Paul - 135 St. Pius X - 301 St. Thomas Aquinas - 233 St. Vincent - 143 TOTAL GRADE JK TO 6 - 4,380 Bishop E Q Jennings - 258 Bishop Gallagher - 291 Pope John Paul II - 548 TOTAL GRADE 7 to 8 - 1,097 TOTAL ELEMENTARY - 5,477 St. Ignatius - 1,142 St. Patrick - 1,126 TOTAL SECONDARY - 2,268 TOTAL ALL STUDENTS - 7,848
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TBCDSB 2018
2017 - 2018
OPERATING BUDGET
Provincial Grants & Taxation $109,299,192 Other Revenues $1,015,161
2017 - 2018
Tuition Fees $2,100,109
EXPENDITURES Instruction $83,202,600
Debt Repayment $2,479,233
Transportation $6,396,500 Administration $4,340,600
School Operations & School Maintenance $8,448,800
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School Renewal $7,546,729
DIRECTOR’S ANNUAL REPORT
BOARD OF TRUSTEES Front row, from left: Bob Hupka, Chair; Tony Romeo, ViceChair; Eleanor Ashe, Trustee; Don Cattani, Trustee. Back row, Rob DeGagne, Trustee; Kathy O’Brien, Trustee; and Phil Pelletier, Trustee.
7,683 STUDENTS TEACHING STAFF: Elementary Teachers 382 Secondary Teachers 173 Non-Teaching Staff: 484 20 SCHOOLS: 15 Elementary, 3 Senior Elementary, 2 Secondary
6 Trustees elected to serve on the Board for four-year term 1 Trustee appointed by Fort William First Nation 2 Student Trustees appointed for a 1-year term
FRENCH IMMERSION: 6 Dual Track Schools: 2 Elementary, 2 Senior Elementary, and 2 Secondary
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TBCDSB 2018
OUR BOARD
at a glance
SENIOR ADMINISTRATION
SENIOR TEAM Front row, from left: Allison Sargent, Superintendent of Education; Pino Tassone, Director of Education; Back row, Sheila Chiodo, Superintendent of Business & Corporate Services; Tom Mustapic, Capital Plan Analyst; Omer Belisle, Superintendent of Education; Jean-Paul Tennier, Superintendent of Education
DIRECTOR OF EDUCATION: Pino Tassone SUPERINTENDENT OF BUSINESS AND CORPORATE SERVICES: Sheila Chiodo SUPERINTENDENT OF EDUCATION: Omer Belisle SUPERINTENDENT OF EDUCATION: Jean-Paul Tennier SUPERINTENDENT OF EDUCATION: Allison Sargent (August, 2017)
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MANAGER OF EMPLOYEE SERVICES: Garry Grgurich (Retired May, 2017) Terry Bortolin (June, 2017) FAITH LEADER: Fr. Ciarรกn Donnelly COMMUNICATIONS OFFICER: Alexandra Korolenko (September 2017)
DIRECTOR’S ANNUAL REPORT
SUNRISE OUTSIDE OF THE CATHOLIC EDUCATION CENTRE
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TBCDSB 2018
AND YOUR HEARTS WILL REJOICE, AND NO ONE WILL TAKE YOUR JOY FROM YOU. JOHN 16:22
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T H U N D E R B AY C AT H O L I C D I S T R I C T S C H O O L B O A R D Educating for Christian Values & Academic Excellence www.tbcschools.ca