2024-2025 Director's Report

DIRECTOR’S ANNUAL REPORT 2024 - 2025

Thunder Bay Catholic District School Board

DIRECTOR’S ANNUAL REPORT

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

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Director’s Message

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Our Values Our Vision 7 10 17 19 23

Growing in Faith Inspiring Achievement Supporting Collaboration Enduring Sustainability Connecting Communities

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Ensuring Equity

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Enrolment Data

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Operating Budget

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Board of Trustees

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Our Board at a Glance/Senior Administration

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

“Our staff and educators demonstrate exceptional skill, compassion, and resilience. Each day, they create learning environments where students feel supported, challenged, and inspired to achieve their best.”

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DIRECTOR’S

message

It is with gratitude and optimism that I present my first Director’s Annual Report. Transitioning into this role from my former position as Superintendent has allowed me to experience our system through a wider lens, and what I have seen consistently is a collective commitment to excellence.

Our staff and educators demonstrate exceptional skill, compassion, and resilience. Each day, they create learning environments where students feel supported, challenged, and inspired to achieve their best. Their efforts uphold the strong Catholic identity of our Board and ensure that our communities continue to thrive.

As I reflect on the year, I am reassured of one important truth: Thunder Bay Catholic is in capable and caring hands. The dedication of our employees, combined with the trust of our families and community partners, ensures that we will continue moving forward with clarity, purpose, and confidence.

Together, we will build on our strengths and continue shaping a future that supports the success and well-being of every learner.

JP Tennier Director of Education

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DIRECTOR’S ANNUAL REPORT

Growing in Faith Thunder Bay Catholic continues to foster a compassionate, inclusive community rooted in the teachings of Jesus. Ongoing collaboration with Church partners provides consistent spiritual and emotional support, strengthening the foundation for student and staff well-being.

Inspiring Achievement The Board maintains an environment enriched by culture, faith, and deep learning. This focus encourages collaboration among educators and inspires student success across all grade levels.

Supporting Collaboration Board-wide initiatives continue to strengthen professional teamwork, promote consistent instructional practice, and encourage the sharing of knowledge and cultural experiences. These efforts support strong relationships with students, families, and caregivers and reinforce effective communication across the system.

Ensuring Sustainability Catholic education remains central to the Board’s identity. Through leadership programs, social justice efforts, and ecological stewardship, students gain opportunities to grow as compassionate leaders and learn the importance of environmental responsibility.

Connecting Communities The Board maintains strong partnerships among home, school, and community organizations, ensuring inclusive engagement. Collaboration with Fort William First Nation and other local groups continues to highlight the value of cultural partnerships in supporting shared goals.

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GROWING IN

faith

ENHANCING SPIRITUALITY IN OUR LIVES

This year marked the first year of the Board’s spiritual theme, Leading the Way with Justice, Mercy, and Humility, inspired by Micah 6:8.

donation to the Dew Drop Inn. Students collaborated with Faith Ambassadors and the construction class to create Holy Doors modeled after those in Rome.

A variety of system-wide initiatives supported the deepening of faith across schools.

- Enhancing Faith Education The Board expanded faith-formation resources and programming, including:

Key Initiatives: Staff Commissioning: Principals led commissioning services in September to open the school year in prayer.

• Implementation of the new Family Life Curriculum for Grades 1–8, with additional gap lessons and new Grade 1 resource (Blessed & Beloved).

Faith Development Day: Staff gathered at St. Ignatius High School for a Mass celebrated by Bishop Campeau, followed by a keynote by Dr. Terry Nelson-Johnson and afternoon faith-based workshops.

• Allyship presentations for students at Pope John Paul II and Bishop Gallagher.

Catholic Education Week: With the theme Pilgrims of Hope, schools participated in daily activities supported by unified resources. A system-wide Mass at St. Andrew’s Church brought together representatives from every school, featuring music by Pope John Paul II School’s choir and culminating in a community pilgrimage and

• Co-teaching in ELKP classrooms to support Ontario Catholic Graduate Expectations.

• Scripture-based gamified learning activities for Grade 10 students.

• A Growing in Faith, Growing in Christ pilot at Holy Family ELKP. •Creation of inclusive Religious Education Kits

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DIRECTOR’S ANNUAL REPORT

through collaboration between the Autism and Religious Education Consultants, ensuring accessibility for Special Education, ELL students, and early learners.

Communication + Outreach A system-wide social media campaign celebrated faith activities using #tbcdsb and #CEW2024. Daily prayers and educator toolkits supported Catholic Social Teaching and encouraged mental health reflections across classrooms.

Teaching Faith in Our Schools Faith formation remains central to the Board’s mission, guided by ongoing professional learning, parish partnerships, and system-wide resources that support both staff and students.

Faith Ambassador Workshops Workshops held in the fall and spring focused on the spiritual theme Leading the Way with Justice and Catholic Education Week. These sessions equipped Faith Ambassadors with materials and ideas to strengthen schoolbased ministry.

Prayer Resources The Board shared templates and guides for liturgies and themed services throughout the year, supporting consistent school-wide prayer practices.

Partnerships The Board enhanced its relationship with Development and Peace, featuring social justice initiatives facilitated

by Faith Animator Jason Cegayle. These activities gave students practical opportunities to engage with Catholic Social Teachings.

Confirmation Program Senior elementary schools partnered with the Diocese and local high schools to coordinate system-wide Confirmation preparation and retreats, ensuring a unified sacramental experience for Grade 7 and 8 students.

Religious Education Resources The Religious Education site continued to provide educators with classroom resources promoting virtues, Catholic identity, and collaborative parish-school relationships. These tools helped strengthen instruction and foster meaningful connections between faith and daily learning.

- Mental Health The Board continues to center its mental health work on the Catholic belief in supporting each student’s social, emotional, and spiritual well-being.

Mental Health Services During the 2024–25 school year, the Thunder Bay Catholic Mental Health Service Team, composed of seven full-time staff, provided individual support to 479 students. The team also delivered group interventions, made referrals, and helped families navigate community services.

Resources and Training The Board continued to integrate School Mental Health Ontario resources into classrooms: • Faith and Wellness Everyday Classroom Resource for elementary teachers • MH LIT lessons for secondary schools Administrators engaged in a full review of the Leading Mentally Healthy Schools 2.0 framework to strengthen school-wide practices.

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- Supporting LGBTQ+ Student Inclusion Thunder Bay Catholic maintains a strong commitment to compassion, equity, and inclusion for 2SLGBTQ+ students, staff, and families.

Gender and Sexuality Alliances (GSAs) GSAs remain active in all secondary and senior elementary schools. K–6 schools receive staff training to build awareness and strengthen support for genderdiverse students and families.

Pride 2025 Guided by the theme All in For Love, the Board’s PRIDE committee provided system-wide resources, sample announcements, social media content, and strategies to promote diversity and inclusion. These efforts reinforced safe, welcoming, and affirming school environments.

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INSPIRING

achievement

PROVIDING LEARNING AND W O R K I N G S PA C E S T H A T E N H A N C E PRODUCTIVITY

- Teachers -

As a Deep Learning Board, Thunder Bay Catholic continues to strengthen instructional practice and student engagement through collaboration, long-term planning, and competency-based learning.

Resource Support Resource staff co-taught and collaborated with educators to design learning experiences that promote student thinking and meaningful engagement.

Deep Learning Framework Families of Schools worked collectively to refine pedagogy, enhance learning environments, and deepen partnerships. Instruction continued to focus on the 6 Global Competencies Collaboration, Citizenship, Character, Creativity, Critical Thinking, and Communication— aligned with Learning Skills, Catholic Graduate Expectations, and the Anishnawbe Seven Grandfather Teachings.

Literacy & Structured Literacy Literacy teachers partnered with the International Dyslexia Association of Ontario to offer professional development in Structured Literacy for Grade 1–2 educators.

Mathematics Math Resource Teachers supported systemwide improvements in pedagogy through coteaching and professional learning. The Board also implemented Knowledgehook, a digital math tool, supported by training for all schools.

Long-Term Planning Long-Term Plans across Literacy, Mathematics, Religious Education, Indigenous Education, FSL, Special Education, and Deep Learning were monitored to ensure alignment and support for classroom educators.

French The French Resource Teacher analyzed DELF results to guide improvements in oral and written French. Support for French Immersion teachers expanded, including structured literacy approaches, cultural experiences, and community partnerships.

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Special Education Professional learning opportunities were provided for Special Education teachers, and Digital Essential Literacy and Numeracy books were created for K–8 students with modified programs.

- Learners Resource teachers collaborated with school teams to strengthen achievement through classroom instruction, targeted small-group support, and assessment-driven interventions.

- Administrators Leadership & Capacity Building Administrators explored leadership roles as Activators, Collaborators, and Culture Builders to better support staff and students.

Improvement Plans School Improvement Plans emphasized clarity, precision in monitoring, and evidence gathering to inform instructional decisions.

Equity in Learning Ongoing investigations into equitable practices guided decisions, ensuring all students benefit from inclusive learning environments.

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Student Support Persons (SSPs) SSPs continued to play an essential role in supporting student success. Professional development sessions focused on FASD, BMST, mental health self-check-ins, and bullying prevention.

Feeling Good Camp: Focused on self-esteem, self-care, and healthy living through fitness, nutrition, and cooking activities.

Kaleidoscope Art Camp: In partnership with Mindful Makers, students explored various artistic mediums including painting, multimedia, and digital art.

Early Childhood Educators (ECEs) ECEs collaborated with Ontario Certified Teachers to provide rich, play-based programming in full-day early learning settings.

Professional development included sessions on BMST to strengthen classroom

St. Jude Book Club: Provided ongoing connection between St. Jude students and Mental Health staff through literacy-based activities.

- Enhancing Mental Health Support -

These programs highlight the Board’s commitment to building resilience and supporting student well-being year-round.

The Board remains committed to providing comprehensive mental health services through strong partnerships with School Mental Health Ontario (SMHO), local agencies, and public health organizations.

Services Provided Mental health support is offered Kindergarten to Grade 12 and includes: Brief counselling

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• Crisis support during school hours • Service coordination and referrals • Collaborative responses following tragic events Prevention and awareness programs continue through partnerships with Thunder Bay Counselling (CHOICES), the Thunder Bay District Health Unit, and Children’s Centre Thunder Bay (Youth Tragic Events Response Committee).

- Summer Mental Health Programming -

- Attendance Matters -

High School The Adventure Therapy Camp supported students experiencing stress or anxiety through cooperative outdoor activities such as mountain biking, rock climbing, and team-building challenges.

OACAS – Ontario Association for Counselling and Attendance Services This provincial committee collaborates to identify best practices that address attendance concerns and reduce barriers impacting student participation. Working closely with the Provincial Attendance Counsellor and Ministry officials, the committee supports consistent, informed approaches to attendance challenges across Ontario.

K–8 Students Several camps promoted connection, creativity, and wellness: Cultural Programming Camp: Strengthened cultural identity and community ties.

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Understanding Persistent Absenteeism Key contributing factors include: School Climate: Ensuring a welcoming and inclusive environment.

Fourth R Program: Delivered in Grades 7–9 through Health & Physical Education, Religious Education, and Guidance, the program focuses on healthy relationships and reducing genderbased violence.

Safety: Both within the school and the broader community.

Coaching Boys Into Men: Coaches and educators guide male students in developing respectful, non-violent relationship skills.

Access to Basic Needs: Barriers related to food security, housing, and technology.

These initiatives play a central role in promoting safety, respect, and informed decision-making among students.

Technology Use: The influence of social media and device use on student routines and family dynamics.

- Three Year Plans A structured, multi-year approach ensures Board initiatives remain effective and responsive to student needs.

Addressing the Importance of School Attendance The Board continues to collaborate with community partners to ensure families can access essential supports, including: Food security programs

Literacy Plan Implementation Acadience Screening: Year 1 implementation aligned with OHRC recommendations for early screening. All students from Year 2 Kindergarten to Grade 2 will be screened using the universal Acadience tool by November 15, 2024.

• Housing supports • Mental health resources • Parenting support and guidance Targeted Interventions Early intervention referrals remain a key strategy in addressing attendance concerns pro-actively, helping students access services and support at the beginning of the school year.

Building strong relationships with families and community partners continues to be a central focus. Collaboration among Principals, teachers, and school personnel ensures individualized plans can be developed to meet student needs.

Efforts are also underway to establish consistent, system-wide practices and procedures across - Violence Prevention & Threat Assessment The Thunder Bay Catholic District School Board remains committed to safe learning environments through strong partnerships and proactive approaches to violence prevention.

Key Initiatives Partnerships: Collaboration with community organizations and internal departments continues to strengthen safety protocols and response strategies.

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- Professional Development • Focus on evidence-based literacy instruction and assessment across the elementary panel.

- Summer Learning Program To reduce summer learning loss, the Board delivered a three-week Ministry Summer Learning Initiative from July 7–25, offering targeted programming focused on literacy and numeracy.

• Structured literacy training for intermediate language teachers.

Key Highlights

• Cross-curricular literacy strategies introduced at a Grade 7–12 professional development day.

ASD Camp: Supported students with Autism Spectrum Disorder through structured programming.

• PLCs for Grade 7–12 teachers centered on literacy strategies and Building Thinking Classrooms.

Primary, Junior & Intermediate Skills Camps: Strengthened foundational literacy and numeracy skills.

- Cross-Panel Collaboration Elementary and secondary coordinators collaborated to design and implement the threeyear Literacy Plan, jointly presenting professional development sessions and promoting culturally responsive, engaging instructional practices.

Self-Awareness & SEL Camp: Helped students develop emotional regulation and interpersonal skills.

Kindergarten Readiness Camp: In partnership with Creative Therapy, the camp prepared young learners for a smooth transition into school.

These coordinated efforts reflect the Board’s commitment to continuous improvement and academic excellence.

These programs provided targeted support that promoted skill development and confidence heading into the new school year.

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Summer School Summer School was open to all students and offered opportunities for credit recovery, enrichment, and academic strengthening.

Programming supported students in meeting graduation requirements and enhancing subject skills, reinforcing the Board’s commitment to year-round learning.

- Empower Reading Program The Empower Reading program continues to provide an effective early intervention that strengthens students’ decoding, spelling, and comprehension skills.

Key Achievements Program Expansion: Six additional teachers were trained in the K–5 Decoding Program, and four teachers were trained in the Senior Elementary and High School Comprehension Program.

Indigenous Transitions Wellness Camp The Oshki Bimaadizi Binesiwag Cultural Camp, now in its fifth year, continued to support Indigenous students transitioning to high school by fostering confidence, connection, and cultural grounding.

Secondary Implementation: The program was successfully offered as a credit-bearing course in both semesters at the high school level.

Participation 16 students enrolled; 14 completed the course and earned a high school credit.

With over 15 years of implementation, Empower Reading remains a cornerstone program supporting literacy success across the Board.

Two students chose to earn volunteer hours instead.

Learning and Innovation Project (LIFT) The Ministry-funded Learning and Innovation Project supported cross-panel collaboration and professional learning.

Goals and Activities • Strengthened relationships among peers, staff, and community members.

Key Highlights Funds supported a cross-panel PLC that explored strategies from Building Thinking Classrooms.

• Focused on cultural identity, emotional wellness, and self-care.

Teacher resources were purchased to support future professional learning and classroom implementation.

• Provided volunteer opportunities tied to graduation requirements.

• Included outdoor, land-based learning to nurture connection to place.

STEM collaboration connected intermediate Science teachers with junior classrooms for shared learning in coding and Lego robotics.

Supports • Meals, snacks, and transportation ensured equitable access.

• Mental Health Workers supported students throughout the program.

This camp remains an important component of the Board’s commitment to culturally responsive transition planning for Indigenous learners.

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- 3-Year French Plan The Board’s 3-Year French Plan aligns with provincial goals to enhance confidence, achievement, and engagement in French as a Second Language (FSL).

Biliteracy Research Partnership with OISE The Board contributed the largest data set in Northern Ontario to the provincial biliteracy study, helping advance research on literacy development across English and French.

Participating teachers gained experience with screening tools and data analysis to better support bilingual learners.

DELF Scolaire Three DELF sessions were offered.

Camerise Open Education Partnership Partnership with York University expanded access to open-source, culturally responsive French learning resources, strengthening teacher collaboration and student engagement.

These collective efforts continue to enrich FSL education and build strong pathways for bilingual success.

100% of Grade 12 French Immersion and Core French students successfully completed the DELF exam and graduated with an internationally recognized certificate.

Teacher Support & Retention Participation in the OPSBA FSL Teacher Retention Initiative strengthened strategies for supporting and retaining French educators.

Board Student Achievement Plan (BSAP) Launched in September 2023, the Board Student Achievement Plan aligns with the Ministry of Education’s three priorities: Core Academic Achievement, Future Readiness, and Student Engagement and Well-Being. Developed with input from Principals and the Student Achievement Team, the plan establishes measurable goals to guide progress, strengthen instructional practices, and support holistic student success.

The ACPI Language Coaching Program provided professional learning to increase teacher proficiency and improve instructional practices.

Structured Literacy in French Teachers accessed subsidized IDA Structured Literacy training to strengthen evidence-based reading instruction in French, benefiting diverse learners.

Professional Development & Conferences FSL teachers attended conferences and selected specialized PD opportunities, enhancing instructional practice and building a professional community.

- EQAO EQAO assessments continue to provide valuable data that informs instruction and system planning. The Board’s 2024–2025 results offer insight into student progress, helping schools refine strategies to support achievement and growth.

Cultural Events Students engaged in rich cultural programming, including:

The 2024 - 2025 EQAO results can be found, here.

• A LeFLO Franco concert • A performance by Indigenous Francophone DJ William C • A dance performance and workshop by Tara Luz Danse These events showcased the diversity of Francophone cultures and helped broaden students’ sense of belonging in French-language spaces.

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SUPPORTING

collaboration

ENSURING CONSISTENCY AND ENCOURAGING ONGOING IMPROVEMENT

The Board remains committed to fostering teamwork, consistency, and continuous improvement among educators.

Education and Community Partnership Program (ECPP), Elementary The ECPP provides modified academic programming for Grade 3–6 students experiencing social, emotional, or behavioural challenges. Programs at Our Lady of Charity (in partnership with Children’s Centre Thunder Bay) and St. Jude (in partnership with Dilico) deliver tailored support to help students re-engage with learning.

Coordinator for Indigenous Education The Coordinator provides leadership to Indigenous Education initiatives by supporting teachers, Graduation Coaches, and Indigenous Student Counsellors and offering professional learning focused on cultural awareness and instructional alignment.

Programming Anishinaabemowin Language: Offered in 13 schools, supported by professional learning to align with curriculum expectations.

Secondary Indigenous Studies: Courses such as Grade 11 English (Understanding Contemporary First Nations, Métis, and Inuit Voices) and Grade 9 Visual Arts (Expressions of Indigenous Culture) expand cultural learning.

Commemoration of Significant Dates: Schools honour events including National Indigenous Peoples Day, Treaties Recognition Week, and the National Day for Truth and Reconciliation.

Indigenous Education Resources The Board continues to develop classroom resources that embed Indigenous perspectives and promote culturally responsive learning, supported by collaboration with community partners.

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Indigenous Student Support Graduation Coaches and Indigenous School Counsellors provide mentorship, academic guidance, and cultural programming—including tutoring, lunch-and-learn sessions, and teachings delivered through partnerships with organizations like the Thunder Bay Indigenous Friendship Centre.

Indigenous Education Council (IEC) The IEC, composed of parents, Elders, students, and community representatives, guides the expansion of Indigenous programming and supports ongoing improvements in student success.

Self-Identification Voluntary self-identification ensures the Board can better understand student needs and allocate appropriate support and resources.

Full Day Kindergarten at Fort William First Nation The satellite FDK program of St. Ann School continues to thrive, offering strong cultural programming and demonstrating improvements in attendance, language development, and overall readiness.

International Student Program Through partnership with MLI, the Board continues to welcome international students, enriching school communities with global perspectives.

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ENDURING

sustainability

DEMONSTRATING THE VALUE OF SUPPORTING CATHOLIC EDUCATION

The Board continues to uphold the value of Catholic education by supporting student learning, strengthening educator capacity, modernizing facilities, and advancing sustainability initiatives.

- Resource Support The Student Achievement Board Resource Team collaborated with school communities to build educator capacity in Literacy, Numeracy, and Indigenous worldviews.

Literacy, Numeracy, and French Resource Teachers co-planned, co-taught, and debriefed with classroom teachers to strengthen instruction.

English Language Learner (ELL) Teachers supported assessment, planning, and social integration for multilingual learners.

Resource SSPs provided ABA, technology, and communication support for students and staff.

- Special Education Teacher & Student Support Board resource staff participated in professional development, conferences, and RSEC meetings to stay current on best practices. Training was provided on new software, assessments, and Ministry initiatives.

A Response to Intervention model guided supports at Tier 1, 2, and 3 levels. In-school teams monitored progress and referred students for specialized interventions when needed. The Board emphasized fairness, inclusivity, and belonging to help all learners reach their potential.

- Ensuring Continuous Renewal of Facilities In the 2024–2025 project cycle, over $13.5 million in capital improvements were completed.

Major Projects • St. Ignatius Exterior (Phase Three): New windows, improved insulation, and updated panels to enhance energy performance and modernize the façade.

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• St. Patrick Exterior (Phase Two): Upgraded windows and doors for improved efficiency and appearance.

• New Gym Floors: Installed at Holy Family and St. Paul to improve safety and durability.

• LED Lighting Upgrades: Completed at St. Patrick High School and St. Elizabeth School.

• Asphalt Improvements: Renewed outdoor spaces at St. Vincent School.

• Classroom Modernizations: Upgrades at multiple schools included new lighting, flooring, millwork, and ceilings.

• New Grade 9 Tech Rooms: Modernized spaces at St. Ignatius and St. Patrick for hands-on technical learning.

• New PA Systems: Installed at St. Ann, St. Margaret, and Bishop Gallagher to improve communication and safety.

Technology Enhancements • Continued deployment of Classroom Chromebases, new 75” TVs, and projectors.

• Cybersecurity improvements guided by the OSBIE Cybersecurity Audit.

• Wi-Fi upgrades, including access points, switches, firewalls, and network hardware.

• Ongoing rollout of Grade 9 computers and Chromebook replacements in elementary schools.

Environmental Initiatives Thunder Bay Catholic expanded energy efficiency efforts through partnerships with Enbridge and LPC. Solar panels at three senior elementary schools continue to contribute to clean energy goals.

Health and Safety Improvements The Board maintained health and safety priorities through high-quality disinfectants, hand sanitizers, and optional masks. Custodial teams ensured clean, safe environments. HEPA filtration units remained in all kindergarten classrooms per Ministry guidelines.

Students with Autism With the shift in the Ontario Autism Program, the Board partnered with local agencies to provide ABA services to students with significant needs. Qualified therapists developed plans and delivered direct services within schools.

Funding from the Ministry of Education and the Ministry of Children and Youth Services supported training, professional development, and transition planning for students across school settings.

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CONNECTING

communities

E N S U R I N G A L L PA R E N T S & F A M I L I E S F E E L W E L C O M E D & I N V O LV E D

The Board remains committed to ensuring that parents, caregivers, and community partners feel welcomed, informed, and actively engaged in school life.

- Communication Effective communication continues to be a priority.

• The Board uses a variety of channels: social media, the website, and SchoolMessenger to share important updates, celebrate success stories, and strengthen community connections.

• Platforms such as Facebook and Instagram allow for timely and visually engaging communication, helping inform current families and attract prospective ones.

• A focus on transparency and accessibility supports a welcoming environment across all schools.

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DIRECTOR’S ANNUAL REPORT

ENSURING

equity

FAIRNESS AND INCLUSION THROUGHOUT OUR BOARD

The Board continues to promote inclusion, fairness, and student engagement through collaborative initiatives and system-wide capacity building.

Key Efforts Programs such as Natural Helpers, We Day Student Conference, Choices, the Student Advisory Council, and Indigenous Education Art Projects support belonging and student voice.

Inclusive groups - Gender and Sexuality Alliance, Positive Space, and Rainbow Alliance, provide safe, supportive environments focused on social justice and diversity.

Principals lead Safe and Accepting Schools Committees, ensuring that well-being remains central to school improvement planning.

A system de-streaming team engaged in Ministry-led professional learning to better support equitable teaching and learning practices.

The Board remains committed to identifying and dismantling systemic barriers to ensure equitable outcomes for all students.

Trades, Entrepreneurship & Further Programming The Board continues to expand pathways that prepare students for skilled trades, entrepreneurship, postsecondary studies, and the workforce.

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- Student Opportunities Students benefit from a wide range of programs, including:

skilled trade. Students receive counseling and complete a permission process before entering the program.

• Ontario Youth Apprenticeship Program (OYAP)

Participants must enter registered training with an employer after completing their eighth Co-op credit. Graduates earn a Blue Seal, highlighting readiness for apprenticeship pathways.

• Specialist High Skills Major (SHSM)

Guidance Professional Development Guidance Counsellor-Teachers participated in comprehensive professional development, including:

• Co-operative Education • Aboriginal Youth Entrepreneurship Program (AYEP) • Dual Credit Programs

• Industry tours observing apprentices and journeypersons

• Advanced Placement

• Conversations with local employers on training, certification, and labour market trends

There is increased focus on programming that encourages participation from women and Indigenous students, with role models who promote representation in trades and business sectors.

This experience enhances their ability to guide students toward skilled trades pathways.

Workplace & Post-Secondary Partnerships Stronger partnerships with local employers and post-secondary institutions provide: • Hands-on trade experience • Industry-recognized certifications • Real-world learning opportunities • Guided tours, workshops, and classroom connections SHSM Programs The Board currently offers 14 SHSM programs across sectors such as arts and culture, business, construction, health and wellness, hospitality, manufacturing, and transportation.

These programs offer rich experiential learning and industry certifications.

Increasing SHSM completion rates remains a collaborative priority, as students with SHSM Red Seals are highly engaged and better prepared for post-secondary pathways.

OYAP-FAST Program The Board is preparing to launch OYAPFAST, enabling students to earn 8–11 Co-op credits while developing hands-on skills in a

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ENROLMENT

Corpus Christi - 267 Holy Cross - 345 Holy Family - 354 Our Lady of Charity - 154 St Ann - 203 St Bernard (Eng) - 102 St Bernard (Fr) - 404 St Elizabeth - 253 St Francis - 154 St Jude - 151 St Margaret - 203 St Martin (Eng) - 148 St Martin (Fr) - 320 St Paul - 138 St Pius X - 205 St Thomas Aquinas - 203 St Vincent - 142 TOTAL GRADE JK TO 6 - 3,746 Bishop EQ Jennings - 260 Bishop Gallagher - 231 Pope John Paul II - 530 TOTAL GRADE 7 to 8 - 1,021 TOTAL ELEMENTARY - 4,767 St Ignatius - 1,051 St Patrick - 1,033 TOTAL SECONDARY - 2,084 TOTAL ALL STUDENTS - 6,851

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B U D G E T | $125,592,228 2024-2025 Expenditures

Instruction $91,320,500

Debt Repayment $2,302,329

School Renewal $6,382,331

Administration $8,603,940

School Operations $9,585,040

Transportation $7,172,728

Before & After School Programming $225,360

2024-2025 Source of Financing

Provincial Grants + Taxation $120,901,661

Other Revenues $2,380,960

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Tuition Fees $2,309,607

DIRECTOR’S ANNUAL REPORT

OUR TRUSTEES

at a glance

2024-2025 BOARD OF TRUSTEES

CHAIR OF THE BOARD Tony Romeo

TRUSTEE Sarah Pelletier

VICE-CHAIR Leanne Fonso

TRUSTEE Francis Veneruz

TRUSTEE Eleanor Ashe

STUDENT TRUSTEE Jed DeMillo

TRUSTEE Lawrence Badanai

STUDENT TRUSTEE Madeleine Caza

TRUSTEE Dina McFarlane

INDIGENOUS STUDENT TRUSTEE Clayton Waboose

6 Trustees elected to serve on the Board for four-year term 1 Trustee appointed by Fort William First Nation 3 Student Trustees appointed for a 1- year term

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OUR BOARD

at a glance

2 0 2 4 - 2 0 2 5 S E N I O R A D M I N I S T R AT I O N SENIOR TEAM Left to Right: Frank Lacaria - Superintendent of Education, Jean-Paul Tennier - Director of Education, Allison Sargent - Superintendent of Education and, Brent Mandryk - Superintendent of Business & Corporate Services,

DIRECTOR OF EDUCATION: JP Tennier

MANAGER OF EMPLOYEE SERVICES: Jill Thompson

SUPERINTENDENT OF BUSINESS AND CORPORATE SERVICES: Brent Mandryk

FAITH LEADER: Fr. Ciarán Donnelly

SUPERINTENDENT OF EDUCATION: Frank Lacaria

COMMUNICATIONS: Alexandra Franków, Communications Officer

SUPERINTENDENT OF EDUCATION: Allison Sargent SYSTEM PRINCIPAL: Ryan McWhirter

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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 This is Us! www.tbcschools.ca