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DIRECTOR’S ANNUAL REPORT 2023 - 2024

Thunder Bay Catholic District School Board

DIRECTOR’S ANNUAL REPORT

TBCDSB 2023-2024

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

Director’s Message

Our Values Our Vision 8 10 17 19 23

Growing in Faith Inspiring Achievement Supporting Collaboration Enduring Sustainability Connecting Communities

Ensuring Equity

Enrolment Data

Operating Budget

Board of Trustees

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.

DIRECTOR’S ANNUAL REPORT

“This Board will always hold a special place in my heart.”

TBCDSB 2023-2024

DIRECTOR’S

message

As I look back on this year, it truly feels like one for the books. 2023 - 2024 will always hold deep significance for me as it marks my final school year as Director of Education. With retirement on the horizon, this has been an emotional journey, filled with gratitude and reflection. I’ve had the privilege and honour of working alongside an incredible team—many of whom I am proud to call friends. To the Trustees who have supported Catholic Education over the years: thank you for prioritizing our students and standing by us through challenges, celebrations, and everything in between. To my Senior Team, Omer, JP, Allison, Brent, Sheila, Tom, Dave, and Garry—thank you for your wisdom, kindness, and unwavering support. Together, we have navigated a whirlwind of experiences from managing labour unrest and hold-and-secure situations, to enduring a global pandemic, mourning losses, and celebrating triumphs. Words cannot fully express how much your partnership and friendship have meant to me. Being part of this educational community has been a privilege beyond words. Watching our students learn and grow has been a constant source of inspiration and I have been blessed to work with such talented staff, dedicated administrators, and remarkable educators. To my family: my wife Lucy, my children Anthony, and Kyra, thank you from the bottom of my heart. Your love and support have been my anchor. I know my career has often taken me away from various events but I am deeply grateful for your understanding and encouragement throughout this journey. This year has been a whirlwind but I am filled with gratitude for the opportunities, achievements, and cherished memories created within Thunder Bay Catholic. This Board will always hold a special place in my heart. As I prepare to pass the torch, I hope and pray that Thunder Bay Catholic continues to grow, thrive, and champion the values of Catholic Education. As I’ve always said, we are not better—we are simply different. This Board is exceptional and an invaluable asset to our community. To everyone in the TBCDSB community: thank you, as you have made this journey unforgettable. As St. Ignatius reminds us: “Go forth and set the world on fire.” God Bless,

Pino Tassone Director of Education

DIRECTOR’S ANNUAL REPORT

Growing in Faith We foster a compassionate and inclusive community rooted in the teachings of Jesus. Our ongoing partnership with the Church provides spiritual and emotional support for students and staff, nurturing a positive foundation for growth. Inspiring Achievement By creating an enriching environment filled with culture, faith, and deep learning, we encourage collaboration and inspire success. Supporting Collaboration Board initiatives have strengthened teamwork among educators, fostering best practices and consistency in teaching. By sharing knowledge and cultural experiences, we’ve built strong connections with students, parents, and caregivers, ensuring effective communication at all levels. Ensuring Sustainability Catholic education remains central to our identity. Through social justice initiatives, leadership programs, and environmental stewardship, we cultivate future leaders and emphasize the importance of ecological responsibility. Connecting Communities We build strong partnerships between home, school, and community organizations, ensuring inclusivity and engagement. Our collaboration with Fort William First Nation and other local groups highlights the value of cultural partnerships in achieving shared success.

TBCDSB 2023-2024

DIRECTOR’S ANNUAL REPORT

GROWING IN

faith

ENHANCING SPIRITUALITY IN OUR LIVES

This year marked the second year of our spiritual theme, Finding Our Way with Hope and Compassion. Key initiatives included: Staff Commissioning: Principals were commissioned in August with all other staff following in September. Faith Development Day: Held at St. Ignatius High School featuring keynote speakers Monsignor Pat Stilla, Dr. Josephine Lombardi, and 9/11 survivor Ron DiFrancesco, concluding with a shared Mass. Catholic Education Week: The theme We Are Called to Love aligned with Mental Health Week’s: Called to Be Kind. Educators received combined resources, enabling cohesive classroom activities. Daily sub-themes were supported by school-wide events, a read-aloud series, and a video message from Bishop Colli.

We enhanced faith education through: A collaborative video project on the joyful mysteries, featuring Grade 3 and ELL students with parish priests. New resources for the Family Life Curriculum (Grades 3-4). Allyship presentations and training for Grades 7-9 on healthy relationships (4th R program). Engaging scripture gamification activities for Grade 9, focused on covenants and scripture. Our social media campaign celebrated these achievements using hashtags like #tbcdsb and #CEW2024, while daily prayers and teaching toolkits supported Catholic Social Teachings and mental health in classrooms. Teaching Faith in Our Schools Faith education is central to our mission, supported by: Faith Ambassador Workshops: Held in fall and spring, these focused on Catholic Identity and Catholic Education Week.

TBCDSB 2023-2024

Prayer Resources: Templates for themed services shared throughout the year. Partnerships: Strengthened ties with priests through deanery meetings and Development and Peace, with hands-on social justice activities presented by Faith Animator, Jason Cegayle. Confirmation Program Expansion: Senior Elementary Schools collaborated with the Diocese and high schools to deliver system-wide Confirmation preparation, supported by Bishop Colli. Our Religious Education site continues to provide resources for teaching virtues and fostering parish-school partnerships. Mental Health Our Catholic faith is central to supporting the social, emotional, and spiritual well-being of our students. Mental Health Services: In the 2023-24 school year, our seven full-time Thunder Bay Catholic Mental Health Service Team members provided individual support to 703 students, as well as group interventions, referrals, and system navigation for families. Resources and Training: We continue to integrate tools from School Mental Health Ontario, such as the Faith and Wellness Everyday Classroom Resource for elementary teachers and MH LIT lessons for secondary schools. Faith and Wellness Connection: New resources emphasizing the integration of wellness and Catholic faith were developed to further support our system. Supporting LGBTQ Student Inclusion Our Catholic school communities are committed to compassion, inclusion, and social justice for 2SLGBTQ+ students, staff, and families. Gender and Sexuality Alliances (GSAs): All secondary and senior elementary schools actively support GSA groups. In K-6 schools, we provide awareness training for staff to better support gender-diverse students and families, fostering equity and dignity for all. Pride 2024: The theme Everyone Belongs guided our efforts, with the Internal TBCDSB PRIDE committee offering new learning resources, announcements, social media messaging, and strategies to celebrate diversity and inclusion. By championing safe and affirming environments, we uphold equity and celebrate the unique value of every individual.

DIRECTOR’S ANNUAL REPORT

INSPIRING

achievement

P R O V I D I N G L E A R N I N G A N D W O R KI N G S PA C E S T H A T E N H A N C E PRODUCTIVITY

In our role as a Deep Learning Board, we focus on inspiring and developing competencies to engage and enrich student thinking and learning. Deep Learning Framework We continued working in Families of Schools to refine pedagogical practices, strengthen learning partnerships, enhance learning environments, and find meaningful ways to leverage digital tools. Our efforts emphasize 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. Long-Term Planning We monitored Long-Term Plans across Literacy, Mathematics, Religious Education, Indigenous Education, FSL, Special Education, and Deep Learning to intentionally support educators in meeting the needs of students. Teachers Resource Support: Resource staff co-taught and designed learning experiences to promote student thinking. . Literacy & Structured Literacy: Literacy teachers partnered with the International Dyslexia Association of Ontario to provide Grade 1-2 teachers with professional development in Structured Literacy. Mathematics: Math Resource Teachers advanced pedagogy through co-teaching and introduced the Knowledgehook digital resource with system-wide professional development and support. French: The French Resource Teacher analyzed DELF results to help Grades 7-8 teachers strengthen oral and written skills and supported French Immersion teachers with structured literacy approaches.

TBCDSB 2023-2024

Learners Resource teachers collaborated with school teams to enhance achievement through classroom instruction, small group support, and assessment. Administrators Leadership & Capacity Building: Superintendents, Principals, and Vice-Principals explored leadership roles as Activators, Collaborators, and Culture Builders. Improvement Plans: Efforts focused on building clarity in School Improvement Plans and 100-Day Plans, emphasizing precision in monitoring and evidence gathering. Equity in Learning: Investigations into equitable practices continued to guide decisions, ensuring that all students benefit from inclusive and focused educational strategies. Through these initiatives, we remain committed to fostering an environment of excellence and equity for all learners. Student Support Persons (SSPs) SSPs play a vital role in helping students thrive. Professional Development sessions covered key topics such as FASD, BMST, and Mental Health. In June, an SSP Summer Care workshop focused on Exploring Self-Worth, Finding Joy, and Building Resilience and Optimism. Early Childhood Educators (ECEs) ECEs collaborate with Ontario Certified Teachers to deliver enriching, full-day, play-based programs. Professional Development included Literacy training with Kate Winn and sessions on BMST to enhance classroom practices. Enhancing Mental Health Support Our Board prioritizes comprehensive mental health resources and services in collaboration with local and provincial partners, including School Mental Health Ontario (SMHO), local mental health agencies, and public health units. Services Provided K-12 Mental Health Support: Brief counseling, crisis response during school hours, and coordinated mental health support after tragic events. Prevention and Awareness: Student mental health promotion programs and staff training initiatives. Summer Mental Health Programming High School: Adventure Therapy Camp helped students manage stress and anxiety through team-building activities and outdoor adventures like hiking, mountain biking, and rock climbing. Younger Students: Cultural Programming Camp, fostering connection and identity. “Feeling Good” Camp, focusing on self-esteem, personal care, and healthy living through activities such as cooking, nutrition, and physical fitness. These initiatives underscore our commitment to fostering resilience and well-being across our school communities.

DIRECTOR’S ANNUAL REPORT

Addressing Persistent Absenteeism The Thunder Bay Catholic District School Board (TBCDSB) continues to face significant challenges related to attendance, particularly as the demand for mental health support has risen. Families are increasingly relying on schools and available resources, which have been stretched to their limits. Violence Prevention & Threat Assessment The Thunder Bay Catholic District School Board remains dedicated to fostering safe environments through partnerships and proactive strategies aimed at preventing violence and effectively addressing potential threats. Key Initiatives: Partnerships: Collaboration with community organizations and internal programs to enhance safety and response protocols. Fourth R Program: Implemented in Grades 7-9 as part of the Health & Phys Ed, Religious Education, and Guidance curricula. Focuses on teaching healthy relationship skills to reduce risks of gender-based violence. Proven effectiveness in empowering students and fostering respectful relationships. Three Year Plans A structured approach ensures our Long Term Plans remain responsive and impactful for educators and students. Literacy Plan: Key Updates: Incorporated changes outlined in the Effective Early Reading Instruction Guide.

TBCDSB 2023-2024

Professional Development: Increased frequency of sessions to address educator needs despite ongoing supply teacher shortages. Focused on smaller group settings for deeper engagement. Cross-Panel Collaboration: Elementary and Secondary Coordinators collaborated to develop a new three-year Literacy Plan. Emphasis on alignment between Grades 7-12 to ensure a seamless literacy progression. By refining these plans and enhancing educator training, the Board demonstrates its commitment to continuous improvement and academic excellence. Summer Learning Program To address the summer learning gap, the Thunder Bay Catholic District School Board delivered a three-week Ministry Summer Learning Initiative from July 4th to 21st, tailored to meet diverse student needs with a primary focus on literacy and numeracy. Key Highlights: Targeted Camps: ASD Camp: Supporting students with Autism Spectrum Disorder. Primary, Junior, and Intermediate Skills Camps: Focused on foundational literacy and numeracy development. Self-Awareness & Social Emotional Learning Camp: Strengthened students’ emotional regulation and interpersonal skills. Kindergarten Readiness Camp: Partnered with Creative Therapy to prepare young learners for a smooth transition into school life. Summer School This year’s Summer School program was open to all students, providing opportunities for credit recovery, skill building, and enrichment. Highlights: General Programming: Assisted students in meeting academic goals. Reach-Ahead Program: Enabled students to begin coursework for upcoming grades, fostering academic momentum and confidence. The Board’s summer initiatives reflect a commitment to nurturing growth, building skills, and supporting students at every stage of their learning journey. Indigenous Transitions Wellness Camp The Oshki Bimaadizi Binesiwag Cultural Camp continued for its fifth year, serving as a transition support for Indigenous students entering high school. This initiative helps students feel confident, connected, and prepared as they embark on their secondary school journey.

DIRECTOR’S ANNUAL REPORT

Key Highlights: Participation: 13 incoming Grade 8 students joined the camp. 5 community organizations collaborated, alongside 2 knowledge keepers/elders, to share wisdom and guidance. Goals and Activities: Building Connections: Strengthened relationships between students, peers, and educators to foster retention and engagement. Cultural and Emotional Wellness: Students explored self-care strategies, cultural practices, and wellness resources available within their community. Volunteer Opportunities: Participants earned volunteer hours toward their graduation requirements. Outdoor Experiences: The camp emphasized nurturing a connection to the land through outdoor activities. Supports Provided: Meals, snacks, and transportation were offered to ensure accessibility. Mental Health Workers supported participants, reinforcing the integration of mental health and cultural wellness. This program remains a vital part of the Board’s commitment to creating inclusive, supportive, and culturally enriching experiences for Indigenous students transitioning to high school. Empower Reading Program The Empower Reading program, a proven early intervention initiative, continues to help students overcome challenges in reading and spelling, fostering independence and flexibility in learning. Key Achievements: Program Expansion: The Board trained 6 new teachers in the K-5 Decoding Program during the 2022-2023 school year, increasing capacity to deliver this critical intervention. 4 teachers were trained in the Senior Elementary and High School Comprehension Program.

TBCDSB 2023-2024

High School Success: The program was successfully implemented at the secondary level, offering a course for credit during both semesters. This long-standing program, with over 15 years of implementation within the Board, continues to make a significant impact on literacy outcomes. Learning and Innovation Project (LIFT) The Learning and Innovation Project Fund (K-12), a Ministry of Education initiative, provided grants to support professional development, collaboration, and the sharing of effective practices. Key Highlights: Scope: 17 projects were funded, framed around the principles of Deep Learning. Each project aligned with at least one of the Ministry’s priorities, showcasing innovative approaches to enhance student learning and engagement. This initiative fostered creativity, collaboration, and growth among educators while driving forward key educational goals. 3-Year French Plan The 3-Year French Plan reflects the Board’s commitment to promoting French as a Second Language (FSL) education and aligns with the Ministry of Education’s Goal 3: increasing student, educator, parent, and community engagement in FSL. Highlights from the 2023-2024 School Year: DELF Scolaire Sessions: Two DELF Scolaire sessions were offered, allowing students to assess and demonstrate their proficiency in French, enhancing their confidence and practical language skills. OPSBA FSL Teacher Retention Initiative: Teachers and administrators engaged in strategies to retain and support FSL educators, addressing a key area of focus in sustaining quality French education. ACPI Language Coaching Program: Participation in this program provided teachers and administrators with opportunities to enhance their French language proficiency and teaching practices, creating a more engaging and effective learning environment for students. These efforts aim to enrich the FSL experience while fostering a stronger connection among students, educators, and the wider community in support of bilingual education.

DIRECTOR’S ANNUAL REPORT

Board Student Achievement Plan (BSAP) The 2023-2024 BSAP, launched in September 2023, aligns with the Ontario Ministry of Education’s three priorities: Achievement of Learning Outcomes in Core Academic Skills Preparation of Students for Future Success Student Engagement and Well-Being Developed with input from Principals and the Student Achievement Team, the plan incorporates measurable goals to guide progress and improvement, fostering academic success, holistic well-being, and preparation for future pathways. EQAO EQAO supports student learning and positive outcomes by providing valuable data and insights. Our 2023-2024 Board results can be found here.

TBCDSB 2023-2024

SUPPORTING

collaboration

ENSURING CONSISTENCY AND ENCOURAGING ONGOING IMPROVEMENT

Education and Community Partnership Program (ECPP), Elementary The ECPP supports elementary students (Grades 3–6) at Our Lady of Charity School, in partnership with Children’s Centre Thunder Bay (CCTB), and at St. Jude School, in partnership with Dilico. In Secondary, we have partnerships with the Smith Clinic, Creighton Services and youth justice programming. This program provides modified academic programming for students facing social, emotional, or behavioural challenges that hinder their academic success. Coordinator for Indigenous Education The Coordinator supports the Indigenous Education Department, providing guidance, structure, resources, and regular meetings with Anishinaabemowin language teachers, Graduation Coaches, and Indigenous School Counselors, following the Robinson-Superior Treaty Area 1850 meeting protocol. Programming Several programs were developed to enhance cultural awareness and support Indigenous students. Anishinaabemowin language classes are offered at 13 schools with 8 instructors, and teachers receive professional development to align with curriculum expectations. Indigenous studies credits are available at the secondary level, including Grade 11 English: Understanding Contemporary First Nations, Métis, and Inuit Voices and Grade 9 Visual Arts: Expressions of Indigenous Culture. Significant dates are honored, including National Indigenous Peoples Day, National Day for Truth and Reconciliation, Treaties Recognition Week, and the National Day of Remembrance at Fort William First Nation, among others.

DIRECTOR’S ANNUAL REPORT

Indigenous Education Resources Various resources are developed to support educators in integrating Indigenous knowledge and perspectives. These resources assist in creating inclusive and culturally aware classrooms. The Board works closely with community partners to enhance learning and provide students with a deeper understanding of Indigenous cultures and histories. Indigenous Student Support Indigenous students receive additional support through Graduation Coaches and Indigenous School Counselors, who provide mentorship, guidance, and cultural support. Programs like the Indigenous Graduation Coach Initiative aim to improve graduation rates and foster a strong connection to culture and community. Cultural Events and Partnerships The Board hosts cultural events and establishes partnerships to support Indigenous education. Events include National Indigenous Peoples Day, National Day for Truth and Reconciliation, and more. The Board collaborates with Indigenous communities, including Fort William First Nation, to strengthen relationships and foster cultural pride and awareness. Programming Indigenous Language and Indigenous Studies programs are offered, with the Ojibway Language program expanding to more schools. Ongoing professional development supports Ojibway Language Teachers in understanding curriculum expectations, with discussions continuing at Indigenous Education Department meetings. The Board is exploring PD opportunities in partnership with Lakehead University’s Indigenous Language Instructor Program. Cultural celebrations, including National Indigenous Peoples Day, National Day for Truth and Reconciliation, Treaties Recognition Week, and others, are recognized annually across schools. Indigenous Education Council (IEC) The Indigenous Education Council guides the development and expansion of Indigenous programming and services. The Council provides vision and direction to enhance Indigenous student success. Self-Identification Voluntary self-identification of Indigenous ancestry allows students to declare their cultural background, helping the Board better utilize resources to support Indigenous student success. Full Day Kindergarten at Fort William First Nation Full Day Kindergarten continues at Fort William First Nation as a satellite campus of St. Ann School. Launched in 2018, the program has seen success, especially in cultural programming, with increased attendance and improved language and speech development. International Student Program Partnered with MLI, a company that specializes in recruiting international students.

TBCDSB 2023-2024

ENDURING

sustainability

DEMONSTRATING THE VALUE OF SUPPORTING CATHOLIC EDUCATION

Resource Support The Student Achievement Board Resource staff follows a two-tiered system: one level supports teachers, and the other supports students. Educator support focuses on capacity building in Literacy, Numeracy, and Indigenous worldviews through evidence-based pedagogical practices, enhancing student engagement and achievement. Literacy, Numeracy, and French Resource teachers co-plan, co-teach, and co-debrief with classroom teachers to improve content understanding and instructional strategies. The team also emphasizes improving teacher pedagogy and integrating Deep Learning. English Language Learner Teachers support student culture and language development. Resource SSP provides ABA, technology, and communication support to both staff and students. Special Education Teacher & Student Support Board resource staff attend professional development conferences and participate in RSEC (Regional Special Education Committee) meetings to share best practices. Sessions were facilitated for school special education teachers on Ministry/Board initiatives, regulatory changes, data sharing, and new software, assessments, and intervention programs. Supporting students with special education needs is a priority, ensuring fairness, inclusivity, and a sense of belonging. Students are motivated to reach their full potential. Support for struggling learners follows a ‘Response to Intervention’ approach with Tier 1, 2, or 3 levels. Inschool teams monitor progress and refer students to Board-level support or specialized interventions through Board programs or agency partnerships. Focus this year included the OHRC Right to Read Inquiry and the benefits of Structured Literacy. An additional Early Intervention Teacher was hired to implement the Fundations program for Grade 1 and 2 students as a Tier 2 intervention. 19

DIRECTOR’S ANNUAL REPORT

Ensuring Continuous Renewal of Facilities The 2023-2024 project season saw the TBCDSB Plant Department and Capital Project Planning Team complete over $7 million in projects, including: Exterior Window Replacements at Bishop Gallagher, St. Vincent, and St. Francis Schools, improving energy efficiency. New Front Entrances at Holy Cross and St. Bernard Schools, enhancing accessibility and modernizing the look. Exterior Camera Upgrades at all schools to improve safety and protect against vandalism. Asphalt Improvements at Holy Family and St. Bernard Schools, upgrading outdoor spaces and infrastructure. St. Ignatius Exterior Project (Phase Two) included new windows, insulation, and panels, improving energy efficiency and aesthetics. Natural Play Spaces at Our Lady of Charity and Corpus Christi Schools, promoting creative, eco-friendly outdoor play. State-of-the-Art Science Facilities at St. Patrick High School, transforming classrooms into advanced learning spaces. Classroom Modernizations at St. Pius, St. Margaret, and St. Jude Schools, with new lighting, flooring, millwork, and ceilings to create functional environments. Ensuring Quality Technology In 2023-2024, technology remained a key priority for Thunder Bay Catholic. Key initiatives and investments included: IT Helpdesk Enhancements resulted in faster response times and more scheduled site visits, improving proactive support for staff and students. Disaster Recovery Plan development strengthened preparedness and resilience. Classroom Chromebases for elementary teachers were deployed, equipping classrooms with reliable technology for better instruction.

TBCDSB 2023-2024

New 75” Televisions and Projectors were installed for educators to enhance teaching tools. Cybersecurity Improvements were made based on OSBIE Cybersecurity Audit feedback to protect digital systems. Wi-Fi and Connectivity Enhancements included new access points and upgraded infrastructure for greater reliability. VOIP Phone Systems were installed across schools to improve communication. Grade 9 Computers were deployed as part of a four-year rollout plan. Chromebook Replacements continued in elementary schools, improving performance and seamless technology integration. New PA Systems were installed in many schools to enhance communication and safety. Increasing Environmental Friendliness Thunder Bay Catholic has made significant strides in enhancing energy efficiency and reducing its carbon footprint. Partnerships with Enbridge and LPC support ongoing sustainability initiatives. Solar panels have been utilized at three senior elementary schools for several years, contributing to clean energy efforts. Health and Safety Performance Improvement The Board prioritizes the health and safety of students, staff, and guests. Although pandemic measures have ended, we continue to offer masks upon request and invest in high-quality disinfectants, hand sanitizers, and cleaning products. Our custodial team ensures that spaces remain safe and clean. Additionally, HEPA filtration units remain in all kindergarten classrooms, in line with Ministry of Education directives. Ensuring Board Governance and a Balanced Budget We ensure compliance with new Ministry directives and legislation, supporting Trustees in the development and review of policies and procedural by-laws through professional development. The Senior Team works with the Board to implement recommendations from the Operational Review, audit committees, and Risk Management feedback in a timely manner.

DIRECTOR’S ANNUAL REPORT

Special Education This year, we have focused on the OHRC Right to Read Inquiry and its recommendations. We continue to implement a 3-year early identification and intervention plan started in 2021-22. Priorities include Tiered Early Intervention with Structured Literacy and Math Interventions, monitoring IEP development and implementation, and implementing Essential Skills programming in senior elementary and secondary special education programs. Intake and Assessment, Early Years We use several assessment methods, including the Sounds Skills Screener, Brigance screens, and the WIAT-III, to identify academic strengths, weaknesses, and next steps for students. Special Education teachers also contact newly registered families to complete a condensed ASQ, ensuring we are prepared to meet the needs of incoming students. - Students with Autism With the transition of the Ontario Autism Program to new services, such as the Early Entry Program and Core Services, the Board contracted ABA services from local agencies to meet the high needs of some students. Qualified ABA therapists developed plans and provided direct services within our schools. This year, our Board received funding from the Ministry of Education and the Ministry of Children and Youth Services to support the Ontario Autism Program. Much of this funding was used for staff training and professional development, as well as supporting student transitions between schools.

TBCDSB 2023-2024

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

Communication Effective communication continues to be a top priority for our Board to ensure that the TBCDSB community remains well-informed about important news, events, and updates from our school communities. By utilizing a variety of communication channels—including social media platforms, our newly revamped website, and SchoolMessenger—we are able to share informative messages, celebrate good news stories, and engage with our community in a meaningful way. We believe that transparent and inclusive communication is essential in creating a welcoming environment for all. Our strategic use of social media, particularly Facebook and Instagram, allows us to connect with our community instantly, while also serving as an effective tool for attracting and recruiting potential families through visually appealing posts and captivating photography.

DIRECTOR’S ANNUAL REPORT

ENSURING

equity

FAIRNESS AND INCLUSION THROUGHOUT OUR BOARD

Our Board is dedicated to embracing inclusion and fairness, continuously fostering initiatives that support equity across all levels. System administration has provided clear direction and monitored the progress of these efforts, ensuring collaboration between teachers, support staff, parents, and students. Initiatives such as Natural Helpers, the We Day Student Conference, Choices Programming, the Student Advisory Council, and Indigenous Educational Art Projects exemplify the collective effort to enhance student engagement and promote inclusivity. The introduction of an Indigenous Studies course further strengthens our commitment to cultural awareness and understanding. In addition to these efforts, our Board has established inclusive groups like the Gender and Sexuality Alliance, Positive Space, and Rainbow Alliance, which create supportive spaces for engagement in social justice, inclusion, and the celebration of diversity across our school communities. System and school leaders actively participate in School Improvement Planning, focusing on student wellbeing. Principals are charged with maintaining a Safe and Accepting Schools Committee, with many of these inclusive groups playing an integral role in fostering positive school climates. Our Board has also formed a de-streaming team and participated in Ministry-led workshops aimed at building capacity within our schools. These efforts focus on preparing educators to enhance student engagement, achievement, and well-being, aligning with our broader goal of equity in education. Professional development sessions were provided for Grade 9 English teachers to strengthen culturally responsive teaching practices. Collaboration among teachers and Instructional Leads has led to the development of resources and assessment strategies tailored to the new Grade 9 English course. Additionally, Culturally Responsive Teaching strategies were introduced and reinforced during Early Release Day planning sessions. As a Board, we are committed to making cultural shifts by identifying and dismantling systemic discrimination and addressing structural inequities within our educational environment.

TBCDSB 2023-2024

Trades, Entrepreneurship & Further Programming 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. • 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. • Growing partnerships with sector-specific employers provide students with the opportunity to build tradespecific skills and knowledge. This allows students to develop a direct connection between dual credit courses and their placement as a viable career pathway. It allows students to experience post-secondary education, while earning secondary school credit and college credit. • We have 12 SHSM programs successfully running. We received enhanced funding to offer additional sections of manufacturing, hospitality and cooperative education along with an innovative approach in funding, to increase SHSM engagement and participation with student-led projects at both schools (St. Patrick Clover Café & St. Ignatius Concession Stand). Applications were submitted for the addition of 2 new SHSM programs next year. • These programs have seen an increase in student enrollment along with an increase in SHSM completion rates as they provide opportunities for students to participate in sector-specific experiential learning, reach ahead and industry-applicable certification and training. • Students graduating with an SHSM Red Seal on their diploma, transitioned to a post-secondary pathway with applicable skills, training, education and experience. • Continuing to strengthening our partnerships with post-secondary institutions provides increased opportunities for guided tours of various institutions, classrooms, and shops. Informative presentations and workshops have been provided to students at both high schools and alternative education programs. • Guidance Counselor-Teachers participated in a full day of professional learning to develop and enhance understanding of the skilled trades and apprenticeship pathways and the benefits of the skilled trades as a career. The first part of the day consisted of an industry tour where they observed apprentices and journeymen on the job and engaged directly with them about their career path/journey. The second part of the day consisted of focused conversation with representatives from various local skilled trades employers and organizations to extend knowledge and understanding of education and training requirements for this pathway along with current labour market demands. Feedback from Guidance Counselors-Teachers indicated that following this professional development day, they felt they were better informed and positioned to promote this pathway as viable and valuable to all students. Trades, Entrepreneurship & Further Programming Our students benefit from a wide range of opportunities, including the Ontario Youth Apprenticeship Program (OYAP), Specialist High Skills Major (SHSM), Co-operative Education (Co-op), Aboriginal Youth Entrepreneurship Program (AYEP), Dual Credit, and Advanced Placement Programs. We are seeing an increase in conferences and programming targeted at women and Indigenous students, with inspiring role models in trades and entrepreneurship helping to motivate students to pursue these careers. By building stronger partnerships with sector-specific employers, we provide students with hands-on experience, helping them develop trade-specific skills and knowledge. Dual credit courses offer a seamless connection between secondary school and post-secondary education, allowing students to earn credits for both high school and college.

DIRECTOR’S ANNUAL REPORT

Enhanced funding has allowed us to add extra sections and innovative student-led projects like St. Patrick Clover Café and St. Ignatius Concession Stand. Applications are in progress to introduce two new SHSM programs next year. Student enrollment and SHSM completion rates are rising as these programs offer experiential learning, industry certifications, and valuable training. Students graduating with an SHSM Red Seal are prepared to transition into post-secondary pathways with the skills and experience they need for success. Strengthening our connections with post-secondary institutions provides additional opportunities for students, including guided tours, classroom visits, and workshops. Guidance Counselor-Teachers participated in a full day of professional development to deepen their understanding of skilled trades and apprenticeship pathways. This included an industry tour where they observed apprentices and journeymen at work and engaged with them about their career journeys. The second part of the day included conversations with local employers and organizations to explore education and training requirements, as well as labour market trends. Feedback indicated that this experience has better equipped Guidance Counselors-Teachers to promote trades pathways as valuable options for all students.

TBCDSB 2023-2024

DIRECTOR’S ANNUAL REPORT

ENROLMENT

Corpus Christi - 246 Holy Cross - 341 Holy Family - 355 Our Lady of Charity - 149 St. Ann - 198 St Bernard (Eng) - 167 St Bernard (FI) - 354 St. Elizabeth - 257 St. Francis - 165 St. Jude - 160 St. Margaret - 195 St. Martin (Eng) - 197 St. Martin (FI) - 286 St. Paul - 139 St. Pius X - 206 St. Thomas Aquinas - 210 St. Vincent - 136 TOTAL GRADE JK TO 6 - 3,761 Bishop E Q Jennings - 244 Bishop Gallagher - 264 Pope John Paul II - 547 TOTAL GRADE 7 to 8 - 1,055 TOTAL ELEMENTARY - 4,816 St. Ignatius - 983 St. Patrick - 1,042 TOTAL SECONDARY - 2,025 TOTAL ALL STUDENTS - 6,841

TBCDSB 2023-2024

B U D G E T | $117,626,143 2023-2024 Expenditures

Instruction $84,187,639

Debt Repayment $2,479,230

Administration $7,728,018

Transportation $7,671,289

School Renewal $6,382,901

2023-2024 Source of Financing

Provincial Grants + Taxation $113,034,447

Other Revenues $2,102,834

Tuition Fees $2,488,862

School Operations $9,177,066

DIRECTOR’S ANNUAL REPORT

OUR TRUSTEES

at a glance

2023-2024 BOARD OF TRUSTEES

CHAIR OF THE BOARD Tony Romeo

TRUSTEE Sarah Pelletier

VICE-CHAIR Leanne Fonso

TRUSTEE Francis Veneruz

TRUSTEE Eleanor Ashe

STUDENT TRUSTEE Jaiya Joseph

TRUSTEE Lawrence Badanai

STUDENT TRUSTEE Andrew Tassone

TRUSTEE Dina McFarlane

INDIGENOUS STUDENT TRUSTEE Felicity King

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

TBCDSB 2023-2024

OUR BOARD

at a glance

2 0 2 3 - 2 0 2 4 S E N I O R A D M I N I S T R AT I O N SENIOR TEAM Left to Right: Brent Mandryk - Superintendent of Business & Corporate Services, Allison Sargent - Superintendent of Education, Pino Tassone - Director of Education, Omer Belisle - Superintendent of Education and Jean-Paul Tennier -Superintendent of Education.

DIRECTOR OF EDUCATION: Pino Tassone

MANAGER OF EMPLOYEE SERVICES: Chad Rojik/ Jill Thompson *September

SUPERINTENDENT OF BUSINESS AND CORPORATE SERVICES: Brent Mandryk

FAITH LEADER: Fr. Ciarán Donnelly

SUPERINTENDENT OF EDUCATION: Omer Belisle

COMMUNICATIONS: Alexandra Franków, Communications Officer

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

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