TBCDSB Annual Director's Report 2018-2019

DIRECTOR’S ANNUAL REPORT 2018 - 2019

Thunder Bay Catholic District School Board

DIRECTOR’S ANNUAL REPORT

2

TBCDSB 2018 - 2019

TA B L E O F C O NT E NT S 4

6

20

22

Director’s Message

23

O u r B o a rd a t a G l a n c e / S e n i o r Te a m

Board’s Multi-Year Plan - Our Values Our Vision 8 10 14 17 19

Growing in Faith Inspiring Achievement Supporting Collaboration Enduring Sustainability Connection Communities

Ensuring Equity Board of Trustees

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.

3

DIRECTOR’S ANNUAL REPORT

DIRECTOR’S

message

I have an incredible career; talented colleagues and students surround me, it never ceases to amaze. Everyday is different, and I feel incredibly blessed to wake up each morning and come into a workplace I love.

Thunder Bay Catholic is my second family.

It is composed of passionate educators, administrators, superintendents, staff and learners. We have amazing personnel that go above and beyond and trustees who are committed and enthusiastic about what happens inside and outside of the classrooms.

This year I feel we have become an even closer family community, especially in celebrating our 50th Anniversary as a Board. I love seeing schools come together to work on various projects and initiatives. We have been seeing community partners involved with school activities and taking the time to visit classrooms; engaging with our students through deep learning initiatives. With the introduction of deep learning, our classrooms, our students, and our Board have become more engaged and energized. Exciting adventures are on the horizon.

Pino Tassone Director of Education

We are extremely fortunate to have Catholic Education in our lives. The pairing of faith and education has shaped these incredible learning environments into something we can all be proud of accomplishing We know, when our students’ graduate and head into the world of careers or post-secondary education, they carry with them a little bit of us, a piece of Thunder Bay Catholic.

4

TBCDSB 2018 - 2019

TBCDSB 50th Anniversary Together we celebrated 50 amazing years as a Board.

Top Row, left to right: Former Directors of Education, John De Faveri, Kevin Debnam Bottom Row, left to right: First Director of Education, Guy O’Brien & Current Director of Education, Pino Tassone

Go forth and set the world on fire.

St. Ignatius once said this. I truly believe these words are pertinent to who we are as a Board.

We are the dreamers, the creators, inventors, and the curious. We are the faithful, altruistic, and assertive who continue to push barriers and advocate for others. But most importantly, together, we are an inferno of extraordinary and compassionate people.

We Are Thunder Bay Catholic.

Pino Tassone Director of Education

5

DIRECTOR’S ANNUAL REPORT

M U LT I - Y E A R P L A N 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 Strategic Plan contains strategic directions and goals to shape our Catholic Education system from now until 2020. Our complete Plan is available online: www.tbcschools.ca

We are the faithful, altruistic, and assertive who continue to push barriers and advocate for others.

DEEP LEARNING We at Thunder Bay Catholic are committed to immersing our staff with a language, set of strategies and processes that support the capacity building of Deep Learning. When students and educators are engaged in the Deep Learning process, the Elements of the Learning Design support students in creating and using new knowledge to solve complex problems in order to be thoughtful contributors to society.

Learning Environment Leveraging Digital character

communication

Growing in

collaboration

Pedagogical Practices

Fait h

creativity

The Elements of Design are: Learning Partnerships, Learning Environments, Pedagogical Practices, and Leveraging Digital.

These learning experiences develop: Character, Communication, Critical Thinking, Creativity, Citizenship, Collaboration, also known as the 6 Competencies, (6Cs). These competencies are at the heart of what is critical for our students as Catholic graduates.

citizenship

critical thinking

Learning Partnerships

6

TBCDSB 2018 - 2019

O U R VA LU E S

our vision

Growing in FAITH

Supporting COLLABORATION

Inspiring ACHIEVEMENT

Thunder Bay Catholic strives to create a community filled with compassion, inclusion, sharing and forgiveness in accordance with the teachings of Jesus. We continue to strengthen and sustain a relationship between school and church, through maintaining a positive, spiritual and emotional foundation of support for both students and staff.

Through various initiatives within our Board, educators have become even more inspired to collaborate with one another, teaming up to form best practices – creating consistency and improving concepts and lessons.

Through knowledge and cultural practice sharing, and deep learning, we have successfully been able to work with students, parents and caregivers – creating a collective communicative relationship on all levels.

Providing and creating an enjoyable environment filled with culture, faith, and deep learning is key for success. Together, we can inspire success and encourage collaboration.

Connecting COMMUNITIES Together, we form amazing partnerships between home, school and community organizations. It is important and essential to emphasize that everyone is welcome, and ensure our parents and guardians are well -informed and involved.

Partnerships, especially cultural ones, are fundamental to our success. We are blessed to have a partnership with Fort William First Nation and various organizations, media outlets and community groups throughout our city.

E n s u r i n g S U S TA I N A B I L IT Y Catholic Education is a vital piece of who we are as a Board. We illustrate the importance of Catholic Education through our social justice initiatives and good works. We create internal leaders from a young age through our advanced leadership and mentorship programs, and cultivate environmental stewardship and ecological appreciation within our schools.

20 Schools

7,678 Students

Our Staff

15 Elementary 3 Senior Elementary 2 Secondary

Year 1 - 6 | 4,385 7- 8 | 1,097 Secondary | 2,196

Elementary Teachers 370 Secondary Teachers 163 Non-Teaching Staff 657

French Immersion

Trustees

6 Dual Track Schools 2 Elementary 2 Senior Elementary and 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

7

DIRECTOR’S ANNUAL REPORT

GROWING IN

Faith

ENHANCING SPIRITUALITY IN OUR LIVES As we flourish, so does our faith. We continue to enrich our spirituality through commissioning services, food drives, system-wide masses and faith -based professional development days. This year’s theme was: Living as Joyful Disciples, where Dr. Mark McGowen was our Keynote speaker. Catholic Education Week plays a major role in our growth, with this year providing many amazing events for both staff and students. From leadership conferences to prayer services, bulletin board displays to plays and liturgical dances. Not to mention reflection activities, masses and school community faith evenings, Catholic Education week was bursting with faith-driven and inspiring events for everyone. This year, all schools were invited to participate in a Catholic Education project aimed at supporting our most vulnerable and impoverished families as part of a social justice initiative.

Teaching Faith in our Schools As part of our growing in faith evolution, we have encouraged various teachers to volunteer as “Faith Ambassadors”. These teachers attend workshops and champion new faith-based initiatives within their school communities. Our Faith Leader continues to visit schools on a regular basis to celebrate liturgies and prayer services with students and staff. Our Religious Education Consultant has created a Religious Education website for Faith Ambassadors and staff within our system. The site includes resources for

8

TBCDSB 2018 - 2019

curricular support as well as resources to support faith activities, prayer services, school masses and news about events. Our Board has been investing annually in a new program produced by Pearson and the Canadian Catholic Bishops. The Growing in Faith, Growing in Christ Program was created to support teachers in delivering a comprehensive program that directly meets the expectations in the Ontario Religious Education Curriculum, grades 1 through 8.

Mental Health 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. We promote positive mental health everyday through teaching, living and celebrating our Catholic virtues and faith. Community partner initiatives are vital in supporting our schools and our students.

Supporting LGBTQ Student Inclusion Our Catholic school communities strive to be places of compassion, inclusion and social justice for LGBTQ+ students, staff and families. Both high schools continue to have active and growing Gay Straight Alliance organizations within. This year, our Board was the first in the province to raise the PRIDE rainbow flag, announcing our Catholic commitment to inclusive and positive spaces for all.

9

DIRECTOR’S ANNUAL REPORT

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 Teachers Through the implementation of work and learning spaces, both staff and students can flourish. Various supports and resources, pertaining to all levels of curriculum topics have been provided to Resource teachers. These teachers strategize co-planning and teaching, they develop learning sessions to help colleagues, and continue to support and offer their expertise when needed.

Learners Supporting student achievement is fundamental and assistance from our Resource teachers is key. These teachers can be found in our schools (on a rotational basis) working directly with students assisting them with articulation in their thinking and learning, while giving feedback and providing mentorship.

Administrators Board Administration is fully involved in achievement goals and ideals. Mathematics, in particular, has been an achievement goal at the Board and school level. Superintendents, Principals and Vice-Principals have been fully involved in various aspects in methods of attaining success. From data analysis to classroom resources, collaboration to deep learning, Administrators are involved with Professional Development opportunities and deep learning framework implementation.

Student Support Persons & Early Childhood Educators SSPs and ECEs play a critical role in assisting our learners to flourish and grow within our Board. Professional Development sessions are offered to assist in their roles, with topics ranging from mental health and wellness, new technologies, child welfare reporting and curriculum supports for struggling students. This year, Board Resource Student Support staff attended the Ontario Council for Exceptional Children professional development conference, attending sessions to enhance their knowledge and ability to support student achievement.

10

TBCDSB 2018 - 2019

Enhancing our Mental Health Support Our Board continues to improve our mental health support, resources and services for students and staff. Various programming can be found within our schools, as well as counselling support and mindful school programming. To support Board response to student mental health crisis situations, we continue to offer crisis response services through our community partnerships under the coordination of our Board Mental Health Lead. Community partner initiatives are vital in supporting our schools and our students and counselling services are offered from Kindergarten to grade 12 students. Approximately 300 students received mental health brief school based intervention services. The Mental Health & Addictions Nurse Program (MHAN) supports students experiencing mental health concerns with community health, addictions and specialist mental health services. The MHAN received approximately 90 student referrals during the 2018-19 school year.

Attendance Matters In hopes to alleviate school absenteeism, the Attendance Matters committee gathers throughout the year to collaborate and confirm system- wide planning. The I’m Here campaign continues to provide educators with tools to emphasize the importance of consistent and regular school attendance. Attendance issues can be attributed to: school climate, school safety, community safety, and parental access to basic living items including hygiene products, washing machines, and transportation. To help assist in determining persistent absenteeism, a calculator has been created – documenting attendance referrals, determining appropriate plans to help increase a student’s attendance.

Violence Prevention & Violence Threat Risk Assessment The VTRA (Violence Threat Risk Assessment) multi-board’s purpose is to determine how best to support a student, so their behaviour does not become violent or self-injurious. Violence prevention and student safety continued to be a key focus of our safe and accepting schools strategy and Board mental health strategy. Setbacks and challenges have suspended the anticipated pilot programming, and alternative models of VTRA may be more appropriate/ realistic for Northwestern Ontario Boards, and ultimately more actionable.

Three-Year Math Plan Professional Development sessions focused on content and pedagogical practices have been key in continued work on the three-year math plan. These sessions allowed for alignment of pedagogy, and were supported by in-class co-teaching sessions with the two math resource teachers, that worked at the elbow with classroom teachers in co-learning cycles to assess student thinking in the fundamentals of math. Our educators had the opportunity to comprehend: Focusing on the Fundamentals of Math and how the document aligns with current practices and the professional development within the Board. The strong partnership with Lakehead University has assisted in supporting teachers with practicing and assessment strategies. Grade 1-4 teachers received professional development in mathematics, along with the first group of grade 5-6 teachers. The next grouping of teachers to receive professional development will include lead math teachers from our intermediate schools and the remaining grouping of grade 5-6, along with grade 4-6 teachers.

11

DIRECTOR’S ANNUAL REPORT

New Pedagogies for Deeper Learning (NPDL) NPDL continues to grow with the inclusion of Deep Learning pedagogies. In utilizing the Six Global Competencies: Character, Citizenship, Collaboration, Communication, Creativity and Critical Thinking in teaching, an alignment can be found within these competencies and the Catholic Graduate Expectations. Through the use of the collaborative inquiry cycle, educators are able to customize instruction with their students, assisting with their methods of study and comprehension. Elements of pedagogical practice, learning partnerships and customized learning environments will be introduced to all schools during the 2019-2020 school year, with the Board continuing to focus on the examination of pedagogical practices, learning partnerships, learning environments and leveraging digital resources.

Summer Learning Program In an effort to reduce the summer learning gap, a Ministry summer learning initiative was created. The program was comprised of two schools educating students from Kindergarten to grade 1. These students received intense literacy support to develop reading, writing, and oral communication skills. Speech Language Pathologists worked intensively with students to develop language skills. Students receive guidance to develop self-regulation skills and also gain experience in coding and robotics Early Years School educator teams participated in an information session on Self-regulation and Mindfulness and examined multiple pieces that contribute to calm and balanced classrooms. The addition of an Early Childhood Educator to the Early Years resource team was instrumental in supporting balanced programming in Kindergarten. A Google form, including all Learning Expectations from the Four Frames, was piloted to assist educators with using the tablet to complete pedagogical documentation.

Kindergarten Skills Camp A school readiness pilot project program was offered to learners entering Kindergarten. This program was developed to assist pre-school children successfully transition into a classroom environment. In collaboration with a community partner agency, 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.

12

The program included activities to encourage the development of speech and language skills, listening skills, social skills, self-regulation and understanding of routines.

Empower Reading The evidence-based Empower Reading program is an early intervention program developed to assist children and adolescents with difficulties in reading and spelling, into independent, and flexible learners. An additional 4 teachers from our Board were trained, allowing us to deliver the program in 12 of our 15 elementary K-6 schools and one of our two high schools. Approximately 120 students benefited from the Empower Reading Program French Immersion Review Promotion of our French Immersion programming and French culture is important within our schools and our community.

The DELF (Diplôme d’études en langue française) exam was offered to our students at Bishop Gallagher and Pope John Paul II, in which ninety 8th grade students participated, challenging the A2 Level. Sixty-five grade 12 core French students and French Immersion students challenged, with fifteen students at B2, thirty-nine students at B1, and eleven students at A2. Six teachers were re-certified as DELF correcteurs, two at B2 level.

Board Improvement Plan (BIPSA) Provincial wide Board Improvement Plans are beneficial in refining and assisting with student achievement and wellbeing for students and staff. With input and assistance from Principals and Student Achievement team members, our BIPSA provides a roadmap of ways to progress and grow in improvement and future planning.

EQAO Targets We continue to exceed the provincial targets in Reading, Writing and Mathematics in both Grades 3 and 6. Thunder Bay Catholic Schools continue to exceed the provincial targets in Reading, Writing and Mathematics in both Grades 3 and 6. In May 2018, 75% of our students in Grade 3 met the provincial standard (Levels 3 and 4) in Reading. 71% attained the standard in Writing, 59% met the standard in Mathematics. Grade 6 students achieved 82% and 74% respectively, in Reading and Writing, exceeding the provincial standard. In Mathematics, 45% of our students achieved the provincial standard.

TBCDSB 2018 - 2019

2 0 1 8 - 2 0 1 9 E Q A O R E S U LT S PRIMARY / JUNIOR

GRADE 3

2013-14

2014-15

2015-16 2016-17

2017-18

2018 - 19

READING

75

74

77

80

75

81

WRITING

83

76

81

77

71

73

MATH

72

68

66

64

59

56

GRADE 6

2013-14

2014-15

2017 -18

2018 - 19

READING

83

84

89

82

82

83

WRITING

83

82

88

77

74

81

MATH

56

62

59

48

45

46

GRADE 9

2013-14

2014-15

2017-18

2018 - 19

APPLIED

49

49

52

52

53

52

ACADEMIC

81

80

86

86

78

88

2018 - 19 2015-16 2016-17

2015-16 2016-17

GRADE 9 MATH

OSSLT

2014-15

FIRST TIME ELIGIBLE

86

2015-16 2016-17 82

77

2017-18

2018 - 19

79

76

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%

13

St. Patrick HS

79 %

DIRECTOR’S ANNUAL REPORT

SUPPORTING

Collaboration

ENSURING CONSISTENCY AND ENCOURAGING ONGOING IMPROVEMENT Day Treatment Program, Elementary Day treatment is offered for our Elementary students at Our Lady of Charity School (grades 3-6), in conjunction with Children’s Centre Thunder Bay (CCTB). Students hindered by social, emotional, and/ or behavioural struggles in which their academic success is obstructed, are able to benefit from this modified academic programming.

Strength-Based Programming Supporting positive mental health, and student success is extremely important within our Board.

Lakehead University’s Dr. Rawana has developed a strength-based program, aimed at enhancing school climate and supporting student success by focusing on student’s attributes, virtues and strength while acknowledging and honouring cultural diversity. This successful program was expanded, and now includes eleven K-6 schools.

TEACHING INDIGENOUS STUDENTS Indigenous Education Department This year, planning took place to create and cultivate an Indigenous Education Department to begin in 2019-2020. The creation of the department has focused on streamlining efforts in Indigenous teaching while maintaining Indigenous support within the organization.

14

TBCDSB 2018 - 2019

PROGRAMMING

Several successful programs were developed throughout the year, assisting educators and schools to build cultural awareness and provide strategies to support Indigenous students. An incredible Indigenous Student Leadership Gathering was produced as well as Walking the Path program, which will be expanded to other schools next year.

First Nations, Metis Inuit (FNMI) Collaborative Inquiry Supporting the success of our Indigenous learners is essential, as well as interacting with parents/guardians and communities. Collaborative inquiries engage students, staff, and parents in specific school communities. This past school year, St. Ann school has partnered with a class in Sachigo Lake, and focused their inquiry on student’s interest in each of the communities. Students communicated with each other through technology.

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 well-being of Indigenous students through a 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 their schools.

15

DIRECTOR’S ANNUAL REPORT

Cultural Safety Project Through funding, a pilot Indigenous Cultural Safety project was designed, focusing on First Nation, Metis and Inuit students having equitable access to meaningful and culturally appropriate education. The project is research-informed, and includes teacher professional development, community outreach, and policy review to ensure that an environment of cultural safety is created and is sustainable.

the curriculum expectations. Professional Development is in partnership with Lakehead University’s Indigenous Language Instructor Program. Together with programming, cultural celebrations also occur within our schools, and we participate annually in National Indigenous Peoples Day, Orange Shirt Day, Treaty Week, and in the National Day of Remembrance at Fort William First Nation.

Identity Based Research Project In partnership with Dr. Lisa Korteweg, a professor at Lakehead University, the Board completed an Identity-based research project, funded by the Ministry of Education to examine potential systemic barriers for the voluntary self- identification of Indigenous students and staff. The data collected in the research provided a foundation and guide to the Indigenous Cultural Safety project.

Indigenous Advisory Council With assistance from our Advisory Council, Indigenous programming and services are designed and expanded. The council provides direction and vision as it relates to Indigenous student success.

Self-Identification Voluntary self-identification of Indigenous ancestry is an excellent opportunity for students to declare their culture and background. This additional knowledge provides information to our Board and schools, assisting in utilizing resources to support Indigenous student success. Staff members will soon be able to self-identify as well.

Community Visit Through the Education Partnerships Program with Nishnawbe Aski Nation and Board Action Plan community engagement initiatives, Board staff was able to travel to First Nation communities. Teachers and administration from St. Patrick High School travelled to Kitchenuhmaykoosib Inninuwug in the winter, and a team from the Indigenous Cultural Safety Advisory Team travelled to Neskantaga First Nation in June. Both community visits were very informative to members of staff and enhanced our relationships with First Nation families and their communities.

Full Day Kindergarten at Fort William First Nation Full Day Kindergarten is offered at Fort William First Nation as a satellite campus of St. Ann school. This project was planned in the 20172018 school year, and was launched September 2018. The program was successful, particularly in programming, student attendance and improvement in students’ language and speech. The project has been extended into the 2019-2020 school year.

Cultural Rooms & Indigenous Counsellors Cultural rooms offer our students a quiet place of contemplation, ceremony and community. Two new cultural rooms were constructed this year at Pope John Paul II and St. Ignatius High School.To provide direct support to our high school and senior elementary school students, Indigenous Counsellors are on site. Counsellors support students transitioning 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.

International Student Program International student recruitment began last year, in an attempt to help enroll students within our Board from across the globe. Currently, 38 international students have attended our high schools, and a few of our elementary schools

Further Programming Indigenous Language classes and Indigenous Studies programs are offered to our students, with the Native Language program expanding further, reaching more schools. Programming is offered to our Indigenous Language Teachers, assisting in understanding 16

TBCDSB 2018 - 2019

ENURIING

Sustainability

DEMONSTRATING THE VALUE OF SUPPORTING CATHOLIC EDUCATION Identify, Develop & Support Leaders Leadership plays a pivotal role in any organization. Implementation of a Board Leadership Development Strategy (BLDS) is extremely imperative in the roles of Principal and Vice Principal. Focusing on mentoring aspiring and experienced leaders is imperative in succession planning and performance appraisal. Currently, funding is not available to support this program in the upcoming year.

Specific Support 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 and Indigenous world views, to help increase performance at all levels for all students. Co-planning, co-teaching and codebriefing 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. Our English Language Learner Teacher works to support student culture and to strengthen language development and learning skills.

Our Technology Resource Teacher worked alongside students and teachers to maximize the effective use of technology in the classroom; helping students at all levels demonstrate their knowledge and understanding. Our Indigenous Education Resource Teacher worked with teachers to infuse Indigenous worldviews into classroom work, bringing Indigenous perspectives into the curriculum. Part of the role, includes highlighting resources that teachers can use to support the integration of the TRC Calls to Action within their practice.

Special Education Teacher & Student Support In order to remain up- to -date on topics relating to special education, Board resource staff attends regular professional development conferences. In turn, resource staff facilitates sessions for all school special education teachers addressing: Ministry or Board initiatives, changes or additions to current regulations or processes, data sharing and reports on current trends.

17

DIRECTOR’S ANNUAL REPORT

All elementary special education teachers received resources and a full day of training to support the implementation of the Zones of Regulation program (systematic, cognitive behavioural approach used to teach self-regulation). The program can be used for individual students, small groups, whole class, or school wide. Board level staff mentors and/or supports teachers within their schools, as well as respond to student specific referrals for intakes, transitions and/or agency and parent conferences.

To maintain a safe environment for all, fire safety plans are reviewed annually in conjunction with the city Fire Department requirements. The Violence Risk Assessment is audited yearly, along with the development of a new Workplace Violence Prevention Program. Continual review and implementation of Ministry documents and guidelines, implementation of keyless entry system in all Board facilities, safe school and accessibility upgrades to all Board facilities.

Ensuring Continuous Renewal of Facilities This year, our Board accomplished many incredible projects which included: two new Indigenous culture rooms, student common and library updates (St. Ignatius and Pope John Paul II) a St. Patrick High School welding shop retrofit and emergency staircase upgrade. A new St. Ignatius High School health and wellness room, and ground improvements to various schools, including new outdoor classrooms. Our Boardroom also received a much-needed facelift.

Ensuring Board Governance and a Balanced Budget We continually implement and verify that we are in compliance of new Ministry directives and legislation. Together, our Board supports the work of our Trustees in the development and review of policies and procedural by-laws and through professional development sessions.

Together, with Senior Team, we implement the recommendations of the Operational Review, the internal and external audit committees, and Risk Management feedback in a timely manner.

Ensuring Quality Technology Our Board successfully completed our Elementary Technology refresh as part of our 5 Year Information Technology Plan. Each Elementary School can access tablets and Chromebooks easily and experience better connectivity with new and improved infrastructure.

Year 3 of the Information Technology Plan is to be completed in 2019-20, which includes devices for our Secondary Schools.

Special Education Supporting students with special education needs is a priority. We ensure fairness and inclusivity, creating a sense of belonging, where students are motivated to meet their greatest potential. Utilizing the RTI (Response to Intervention) model, we can support both academic excellence and student well -being.

Special Education programming has grown and changed, this year a newly created Transition Class at Bishop E.Q. Jennings provided necessary Math and Language interventions for students in Grade 7 and 8. In addition, a new Pathways program at Pope John Paul II was created for students whose needs are primarily mental health and/or behavioural challenges.

The program allows for flexibility around scheduling, length of day, instructional and assessment strategies. The program aims to focus on the student’s strengths and to increase their skills and ability to access mainstream classes.

Increasing Environmental Friendliness Through various initiatives, our Board strives to become more environmentally friendly and planet conscious. Our Board’s Environmental Strategy Team (BEST) focused on best practices and supported schools certified as Ontario EcoSchools. Together, we have reduced paper consumption through the utilization of technology and document sharing.

Health and Safety Performance Improvement Our Board values the health and safety of our students, staff and guests. In order to remain safe, and prevent injuries, Board strategies have been put in place: a student injury safety prevention initiative, audits of classrooms and non-classrooms are frequent (ensuring safe work spaces), a monthly newsletter with health and safety updates, a new occupational health and safety manual, slip trip and fall campaign, online incident reporting module, web-based safety data sheet management system, training of new legislation (specifically Rowan’s Law), and concussion training.

18

TBCDSB 2018 - 2019

Intake and Assessment, Early Years Several methods of assessment are used in the early years, identifying next steps, further assessment, specialized intervention or ongoing monitoring. Ages and Stages Screening Tool, Brigance screens and the updated, revised Wechsler Individual Achievement Test-Third Edition (WIAT- III), are the tools used to help identify academic strengths and weaknesses of a student, which helps to inform decisions regarding eligibility for educational services.

Students with Autism This year our Board was funded by the Ministry of Education and Ministry of Children and Youth Services, to support the Ontario Autism Program. 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. The funds also supported a Board Autism Consultant position. Our Board was once again approved to continue to offer the After School Skills Development Program for students with Autism, with our Board as one of eleven Boards province wide to participate in the project. As part of Autism Awareness Day, we hosted the inaugural Power Play On-Ice Program. Our hockey skills program provided students an opportunity to play the sport of ice hockey and other on-ice activities in an environment which was adapted to the level of ability. Our Power Play On-Ice Program emphasizes inclusion, skill development, teamwork, social interaction, and physical activity.

CONNECTING

Communities

E N S U R I N G PA R E N T S , C A R E G I V E R S A N D O U R C O M M U N I T Y PA R T N E R S F E E L W E L C O M E D A N D I N V O LV E D Communication and Recruitment Communication to our external and internal audience is vital in creating a warm, inclusive and transparent environment to all. Utilizing social media, especially Facebook and Instagram, provides an effective and immediate way to connect. This is also a great way to recruit potential families through our engaging posts and photography. Through the use of SchoolMessenger, we plan on effectively communicating emergency messages beginning in the 2019-20 school year.

Social Justice Initiatives Our Board is proud to be on the cusp of social justice programming and positive initiatives for our staff and students. Programming such as: Natural Helpers, and Common Bonds, create compassionate and leaders of tomorrow in our high schools. These students participate in Christmas Cheer, Pancake Breakfast, Catholic Leadership Day, and participation in community events such as Empty Bowls Caring Hearts, and Meals on Wheels.

19

DIRECTOR’S ANNUAL REPORT

ENSURING

Equity

FAIRNESS AND INCLUSION THROUGHOUT OUR BOARD

Embracing inclusion and fairness throughout our Board we continue 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 these initiatives such as: Natural Helpers, We Day Student Conference, Choices Programming, Student Advisory Council and Student Senates, Indigenous Educational art projects and a Indigenous Studies Course. The formation of many inclusive groups including, Gender and Sexuality Alliance, Positive Space and Rainbow Alliance create spaces for engagement in social justice work, inclusion, and 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 a safe and accepting school committee and many of these groups assist with this improvement.

Trades, Entrepreneurship & Further Programming As advocates for inclusive, inspiring and equitable learning environments, our Board is proud to provide programming for all students. Through programming such as Ontario Youth Apprenticeship (OYAP) and Specialist High Skills Major (SHSM), Co-Operative Education (Coop), Aboriginal Youth Entrepreneurship Program (AYEP), Dual Credit, and Advanced Placement Programs, our students have amazing opportunities at their disposal.

20

TBCDSB 2018 - 2019

Conferences and programming aimed towards women and Indigenous students are becoming recurrent, with positive role models and entrepreneurs inspiring them to get involved in the career of trades. These opportunities allow students to develop a direct connection between dual credit courses and their placement as a viable career pathway. This also allows students to experience post secondary education, while earning secondary school credit and college credit.

With the addition of three new Specialist High Skills Majors Programs (Construction, Transportation and Hospitality) we now have 12 SHSM programs successfully running. These programs have seen an increase in student enrollment, providing opportunities to participate in sector specific experiential learning, reach ahead and industry applicable certification and training.

Students graduating with a SHSM red seal on their diploma, transitioned to post secondary pathway with applicable skills, training, education and experience.

Strengthening our partnerships with local post secondary institutions has provided students with the opportunity for guided tours of various institution, classrooms, and shops; along with presentations and workshops have been provided to students at both high schools and alternative education programs.

Onward

We are continuing to learn, grow, inspire and be inspired.

Thunder Bay Catholic is composed of a diverse leadership team, who play a critical role in shaping our environment in a positive manner. Together, with our incredible educators, staff, trustees and students, we are a family made up of diverse backgrounds, cultures, faiths and work experiences.

As a Board, we strive to create the best learning environments for our students where they will experience “aha� moments, gain new friendships, learn more about the world and themselves; all while making us grow and change alongside of them.

WE ARE THUNDER BAY CATHOLIC.

21

DIRECTOR’S ANNUAL REPORT

OUR BOARD

at a glance

Front row, from left: Trustee, Dina McFarlane; Trustee, Phillip Pelletier; Trustee Loretta Fonso; Back row, Trustee, Francis Veneruz; Trustee, Eleanor Ashe; Chairperson, Kathy O’Brien; Vice- Chairperson, Lawrence Badanai.

22

Student Trustees, Riley Fredrickson & Breanne Yesno with Board Chair, Kathy O’Brien

TBCDSB 2018 - 2019

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

MANAGER OF EMPLOYEE SERVICES: Chad Rojik

SUPERINTENDENT OF BUSINESS AND CORPORATE SERVICES: Sheila Chiodo

FAITH LEADER: Fr. Ciarรกn Donnelly COMMUNICATIONS TEAM: Alexandra Frankรณw & Brent Mandryk

SUPERINTENDENT OF EDUCATION: Omer Belisle SUPERINTENDENT OF EDUCATION: Jean-Paul Tennier SUPERINTENDENT OF EDUCATION: Allison Sargent

23

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