DIRECTOR’S ANNUAL REPORT 2019 - 2020
Thunder Bay Catholic District School Board
DIRECTOR’S ANNUAL REPORT
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TBCDSB 2019-2020
TA B L E O F C O NT E NT S
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Director’s Message Our Values Our Vision 8 10 16 20 22
Growing in Faith Inspiring Achievement Supporting Collaboration Enduring Sustainability Connection Communities
Ensuring Equity Enrolment Data
27 28
Operating Budget
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Our Board at a Glance /Senior Administration
Board of Trustees
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MISSION STATEMENT The Thunder Bay Catholic District School Board is committed to providing quality education, which combines academic excellence with a concern for the spiritual, moral, social, emotional, cultural and physical growth of the student. This education is provided in a Christ-centered environment where Catholic faith and life are integrated into the total curriculum and school day. Through the ministry of teaching, the Board fulfills its mandate in partnership with the home, the Church and the Ministry of Education.
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DIRECTOR’S ANNUAL REPORT
DIRECTOR’S
message
What a year - we began strong. Together as a Board Family we celebrated an incredible Faith Day, we made new friends and we dove into Deep Learning. We sang songs, danced like no one was watching and we cheered on some incredible athletes. We learned about our history and suddenly, we became a part of history. During our Faith Day, I used the line: “If one thing is for certain, we’re all in this journey together…” never could I have imagined what this journey would look like … for us all. This year, my daughter Kyra graduated high school. Never in a million years would I have pictured participating in a socially distanced Convocation ceremony as both a father and a Director. My heart goes out to the class of 2020, who had their senior year of high school cut short. Despite the challenges and uncertainties, they made the best of the situation. They remained positive and found creative ways to embrace their milestone - they inspired me and many others to keep going. Although 2019 - 2020 was not the journey we anticipated or expected, it’s one we are navigating and conquering, together. We have remained positive, compassionate and steadfast and it’s because of you - our students, our staff and our families that we continue to persevere.
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I am incredibly blessed and thankful. God Bless,
Pino Tassone Director of Education
TBCDSB 2019-2020
St. Ignatius High School Convocation Kyra Tassone, newly graduated with her Dad.
“If one thing is for certain, we’re all in this journey, together.” 5
DIRECTOR’S ANNUAL REPORT
Growing in Faith 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. Inspiring Achievement 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. Supporting Collaboration 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. Ensuring Sustainability 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. 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.
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TBCDSB 2019-2020
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DIRECTOR’S ANNUAL REPORT
faith moves mountains
GROWING IN
Faith
ENHANCING SPIRITUALITY IN OUR LIVES
Throughout this school year, we became more reliant on, and thankful for, our faith more than ever before. We started the school year strong, with a new format for our system-wide Faith Development Day. On this day, we announced our spiritual theme for the year: ‘I am with you always.’ This day in September was an inspiring and deeply spiritual event for our staff and really set the tone for the year. Catholic Education Week continued to play a major role in our growth, though it looked a lot different this year. Catholic Education week was bursting with faith-driven and inspiring events for everyone. This year, we really got creative in finding ways to include everyone and bring everyone together virtually. The theme was Igniting Hope. Throughout the week, students, staff and their families came together virtually to participate in activities for all ages which included prayer, reflection and other suggested activities to do at home. We launched a social media campaign and asked people to reflect and share a response to two questions: What does Catholic education mean to you? or how has Catholic education shaped the person you are today? People were invited to share their thoughts and pictures using hashtags: #mytbayCatholic #Igniting Hope. We also held our first ever virtual Catholic Youth Conference. Paul J Kim spoke to students in grades 7 through 12 about living for more and inspired them to live according to their values and their faith. We closed out the week with a board wide virtual prayer service. Throughout the week students were inspired to reach out in a variety of ways: from creative videos to posters and letters or cards to seniors to creating virtual bulletin boards; students and staff at Thunder Bay Catholic are true beacons of hope for each other and for our community.
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TBCDSB 2019-2020
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 when possible. Later in the year, we found creative ways to support staff and students with liturgies in schools. Our Religious Education Consultant continues to update and maintain a Religious Education website for Faith Ambassadors and staff within our system. The site includes resources for 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. The digital resources within this program were an invaluable resource for teachers when we had to pivot to Learn at Home.
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Mental Health Our Catholic Faith continued to be at the centre of our efforts to support the social, emotional and spiritual lives of our students. Our efforts were enhanced during the school year by our board’s participation in piloting School Mental Health Ontario’s Faith and Wellness Everyday Classroom Resource, for elementary teachers (k-8). Faith and Wellness was developed with the support of OECTA and informed by Catholic educators. The Resource will be available for widespread use in schools next year. 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 and support active and growing Gay Straight Alliance (GSA) clubs. This past year, our senior elementary school students began organizing GSA clubs, reflecting a growing awareness and openness about diversity among our younger students. and a growing acceptance, understanding and responsiveness at a staff level. In our K-6 schools, the Board support requests from staff for more awareness level training on behalf of gender diverse students, staff and families. The goal is to champion enquiry, social justice and human dignity for all through safe, accepting and life affirming learning environments.
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
In our work with New Pedagogies for Deep Learning, we strive to inspire and develop competencies which will engage and enrich student thinking and learning. We continued to work with our Family of Schools to examine Pedagogical Practices, Learning Partnerships, Learning Environments and Leveraging Digital. We have maintained an emphasis on working on the 6 Global Competencies, (Collaboration, Citizenship, Character, Creativity, Critical Thinking, Communication) which align with Learning Skills, Catholic Graduate Expectations, and the Anishnawbe Seven Grandfather Teachings. We were beginning to inquire further with our educators around the Learning Design (planning around Big Ideas in Curriculum, backward design planning and allowing for student voice in the learning). Unfortunately, due to school closures with the COVID-19 Pandemic, we were unable to moderate the Learning Designs and complete our Learning Cycle.
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TBCDSB 2019-2020
Teachers Through the implementation of work and learning spaces, both staff and students flourish. Various supports and resources, pertaining to all levels 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. Teachers continue to work in collaboration with our Resource Teachers around an inquiry based approach using classroom observations. Teachers coplan and co-teach examining best pedagogical practices and teaching and learning is often centered around professional development sessions in the Mathematics, Literacy and Deep Learning Sessions. Unfortunately, we were unable to complete our PD sessions planned for the year due to COVID and school closures. Learners Supporting student achievement is fundamental and assistance from school teams along with 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. During the co-teaching cycle, Resource teachers place emphasis on the metacognitive process in order for students to have an understanding of themselves as learners as well as, help foster social emotional learning. Administrators Board Administration is fully involved in student achievement goals and ideals. Mathematics and Deep Learning in particular, have been our main achievement goals at the Board and at the school level. Superintendents, Principals and Vice-Principals have been fully involved in various aspects in methods of attaining success. Administrators are involved with Professional Development opportunities and deep learning framework implementation. Student Support Persons (SSP) & Early Childhood Educators (ECE) 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 support for struggling students. This year, many PD sessions were cancelled due to the labour dispute with OSSTF and workplace sanctions, a session on Mental Health in Motion and Workplace Violence was offered to all SSPs. Our Board BMST Trainers were able to pivot quickly during the school closure and offered BMST training virtually. Webinars through the Geneva Centre and Communities Together for Children (Second Step SEL Program) were offered and well attended during the closure period.
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DIRECTOR’S ANNUAL REPORT
Enhancing our Mental Health Support Our Board continues to prioritize mental health support, resources and services for students through the work of our board Mental Health Leader in collaboration with community partners (CCTB, LHINS, UTURN, Health Unit) and provincially, School Mental Health Ontario (SMHO). We offer brief mental health counselling and support services for all k-12 schools, crisis response services to schools during the school day, coordinated mental health fan-out support to schools following tragic events, student mental health promotion and prevention programming and staff professional development geared to the educator role as well as more advanced professional development for school-based mental health professionals. This past year we welcomed an additional CCTB School Mental Health Counsellor to our k-6 system to help lower growing wait times for counselling services. We also invested in developing internal suicide awareness training capacity specifically for our k-6 school staff and others working with children under the age of 12 years. Our Urgent Response Guidelines were also finalized this year. The Guidelines support staff response to urgent student mental health situations such as emergencies and crises. Attendance Matters In efforts to alleviate school absenteeism, the Attendance Matters committee gathers to collaborate and determine system-wide planning. Through the use of evidence-based tools our Attendance team is able to determine factors contributing to Persistent Absenteeism including: school climate, school safety, community safety and parental access to basic living needs. The unprecedented impacts of the COVID pandemic on students and families has been profound. To this extent the implementation of strategies to support families includes ongoing community collaboration ensuring access to technology, food security, housing, and mental health supports. By increasing the likelihood of student engagement the overall Persistent Absenteeism during the 2019-20 academic year was decreased by 3%. Violence Prevention & Threat Assessment The Board continues to support school and community initiatives and partnerships that prioritize staff and student safety and aim to prevent violence, and respond to threats of violence in a timely and effective manner. The VTRA (Violence Threat Risk Assessment) model was pursued without success by this board and other boards in the region due to different levels of readiness among staff, boards and community partners. Moving forward, the board continues to follow protocols in place with police to maximize student safety and respond to threats of violence.
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The Board has also been an active partner in supporting classroom based approaches to violence prevention in partnership with local organizations. This past year the board supported teacher training (Heath & Phys Ed, Religious Education, Guidance) in the Fourth R Healthy Relationships/Violence Prevention Program for grades 7-9. We hope to implement the Catholic Version of the Program next year. The Program has been shown to be effective in building healthy relationship skills and lowering risks of gender-based violence. 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 who worked at the elbow with classroom teachers in co-learning cycles to assess student thinking in the fundamentals of math. The partnership with Lakehead University has assisted in supporting teachers with practicing and assessment strategies. Due to the COVID pandemic we were unable to complete our professional development sessions for the grade 5 and 6 teachers along with our Intermediate Leads. Planning and support has already begun with the implementation of the new Mathematics Curriculum and we are commencing a more detailed new three year plan which will take us to 2024. New Pedagogies for Deeper Learning (NPDL) As stated above, we have continued to grow capacity with our school teams 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 were introduced to learning teams representing all of our schools from K-12 during the 20192020 school year. Summer Learning Program In an effort to reduce the summer learning gap, a Ministry summer learning initiative was delivered vir. The three week program, offered from July 6th to 24th, consisted of synchronous online learning each day from 10:00am - 12:00pm using Google Meet. It was open to all student levels and various needs with a specific focus on literacy and numeracy. A class for English Language Learners (ELL) and Social/Emotional Learners (SEL) was also offered. With 99 students from Grades K-8 attending the program, it was considered a huge success. Summer School This year, Summer school was offered virtually to students. In addition, a new reach ahead program was offered to students. Early Years School educator teams continued their work on Self-regulation and Mindfulness and examined multiple pieces that contribute to calm and balanced classrooms. Professional development in the area of Catholic Virtues in Primary Classrooms, Google Forms/Documentation related to the Four Frames in the Communication of Learning, Physical Literacy and Addendums to Kindergarten Program were all delivered throughout the year. Kindergarten Skills Camp A school readiness project program was offered to learners entering Kindergarten. Registration priority was given to students who were flagged in the Ages and Stages Questionnaire and who had not attended a childcare program. 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 2020. The program included activities to encourage the development of speech and language skills, listening skills, social skills, self-regulation and understanding of routines.
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DIRECTOR’S ANNUAL REPORT
Primary Transition Class The Primary Transition Class was designed to help TBCDSB students who are entering Grade 1 and 2, to successfully transition into the classroom environment in September 2020. Run by an elementary teacher and Speech Language Pathologist, this transition class focussed on the critical predictors for reading success: oral language development (vocabulary, narrative), phonological awareness, alphabet knowledge, and print concepts. The program also included activities to support fine and gross motor skills and social/emotional skills and self-regulation. Skills Development Program for K-6 Students with Autism Spectrum Disorder The program focused on ensuring students identified with Autism Spectrum Disorder understood the Covid-19 virus and the health and safety risks involved. Instruction and communication provided information and interactive activities to develop this understanding. The focus was on developing comprehensive transition plans for each student to help them understand the changes to their school environment and how that will affect them. Additional activities included a focus on communication skill building, encouraging appropriate social skills and the importance of health, wellness and physical activity. Senior Transition Program (7-12) After a four month school closure due to COVID-19, the Senior Transition Program was developed and made available to offer to students with special needs in Grades 7 - 12, specifically in the Transition and Lifeskills Classes, the support they required for an individual transition plan to return to school in September 2020. This support included social narratives providing information about Covid-19, as well as specific school and classroom information pertaining to Return to School Guidelines for Health and Safety. Social and/or academic activities were also provided upon request. 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. Our Board continues to deliver the program in 12 of our 15 elementary K-6 schools and one of our two high schools. In addition to the decoding program, 7 teachers received training in the comprehension program and delivered it in their schools to students in grades 3 and 6. 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. An asset to assist all of our French Language students is providing the opportunity to challenge the DELF (D’iplôme d’études en langue française) exam in order for students to have an understanding of their strengths with their oral, listening, reading and written production skills, as well as, understand areas that require further development. Unfortunately, during the 2019-2020 school year, we were unable to offer the DELF Grade 8, nor the DELF Grade 12 exams due to COVID.
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TBCDSB 2019-2020
3 Year French Plan Our three-year FSL plan (2017-2020), has been focused around the provincial FSL Goals. The three main goals being: Goal 1: Increasing student confidence, proficiency, and achievement in FSL Goal 2: Increasing the percentage of students studying FSL until Graduation Goal 3: Increase student, educator, parent, and community engagement in FSL During the 2019-2020 school year, there was a continued focus to infuse CEFR principles to transform FSL classroom practices through individual teacher learning through co-teaching, networking and professional learning opportunities. We have seen a steady increase in the number of students challenging the DELF exam. The recertification of our Board DELF “Correcteurs� had to be rescheduled to the fall of 2020. We will be assessing our plan in order to create our new threeyear French Plan. Board Improvement Plan (BIPSA) Province-wide Board Improvement Plans are beneficial in refining and assisting with student achievement and well-being 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 As a result of COVID -19, EQAO assessments were suspended during the 2019-20 school year.
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DIRECTOR’S ANNUAL REPORT
SUPPORTING
collaboration
ENSURE CONSISTENCY AND ENCOURAGE 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 the 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. This program will be reviewed in 2020/2021 with CCTB to discuss strategies which will enhance the program and review the memorandum of understanding. 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 thirteen K-6 schools. During the 2019/2020 school year St. Ann and Corpus Chirsti received professional development. Teaching Indigenous Students Indigenous Education Department Planning took place to create and cultivate an Indigenous Education Department which began in 2019-2020. The creation of the department has focused on streamlining efforts in Indigenous teaching while maintaining Indigenous support within the organization. Coordinator for Indigenous Education Our Coordinator, Tesa Fiddler, has been supporting the work of the Indigenous Education Department staff and providing resources and support. Tesa met regularly with the Indigenous Education Student Counsellors and the Resource Teachers. She has also worked with Ojibwe language teachers. Our Coordinator also assisted Thunder Bay Police rein their Organizational Change Project.
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Programming Several successful programs were developed throughout the year, assisting educators and schools to build cultural awareness and provide strategies to support Indigenous students. We received funding for an Indigenous Cultural Safety (ICS) Pilot Program. The goal of the project was to explore the concept of Indigenous cultural safety to remove systemic barriers for Indigenous youth in our system. The professional development happened at three schools: St. Ann, Pope John Paul II, and St. Patrick High School. As part of the project plan, professional learning was offered to staff which included teachers, student support persons, or office administration. 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 wellbeing 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 embedded daily in their schools. 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 Counsellors 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. Indigenous Grad Coach The Indigenous Graduation Coach has been providing support and programming for Indigenous students at St. Patrick High School. The Indigenous Grad Coach provides academic, social, and emotional support to students, primarily grade 9 students which is the cohort that she is currently following. She works closely with th Indigenous Student Counsellor, and with community organizations to provide lunch and after school programs. In January 2020, planning began to implement the transition for grade 8 students to St. Patrick High School.The Indigenous Grad Coach continues to work with students and families at St. Patrick’s by phone and internet to support the transition.
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DIRECTOR’S ANNUAL REPORT
Cultural Rooms Cultural rooms offer our students a quiet place of contemplation, ceremony and community. Two new cultural rooms were planned and budgeted for St. Ann and Bishop Gallagher. Construction was delayed in the summer and will commence in 2020/2021. 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 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. Indigenous Education Advisory Council Committee (IEAC) With assistance from our Advisory Committee, Indigenous programming and services are designed and expanded. The Committee provides direction and vision as it relates to Indigenous student success.
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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. All Staff were provided the opportunity to selfidentify during the Identity Based Research Project. 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 2017-2018 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 was extended into the 2019-2020 school year. International Student Program The Covid-19 Pandemic significantly limited recruitment activity last year and all but eliminated international enrolment for the following year. 17 students who planned to attend our high schools for the 2020/21 were not admitted due to restrictions resulting from the pandemic.
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DIRECTOR’S ANNUAL REPORT
ENDURING
sustainability
DEMONSTRATE 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. We are in the process of reviewing the Aspiring Leadership Program. Resource Support Board Resource Teachers follow a two-tiered system of support for students considered atrisk 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 co-debriefing with classroom teachers helps to strengthen content area understanding and instructional strategies. The Indigenous Student Support Teacher works directly with students to inquire and discover which learning strategies work best for which students. Math and Literacy Resource Teachers focus on learning strategies that will work successfully for students at Level 2. Our English Language Learner Teacher works to support student culture and to strengthen language development and learning skills.
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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 attend professional development conferences and participate regularly in RSEC (Regional Special Education Committee) meetings to share best practices and resources. 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 as well as training in new special education software, assessments, and intervention programs. 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. Support for struggling learners follows a ‘Response to Intervention’ approach which applies the appropriate Tier level of 1, 2, or 3.
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DIRECTOR’S ANNUAL REPORT
This is accomplished by having a process in place for in-school special education teams to monitor and assess student progress and make next step referrals to board level support and then to more focussed interventions provided by special Board programs, or agency partnerships. This past year, our Board moved to a new IEP software system that has increased our capacity to electronically document all student plans in one program. The program automatically allows for all staff members involved with the student to view their educational, medical, support and behaviour plans. Ensuring Continuous Renewal of Facilities Many construction projects planned for the 2020 summer were placed on hold due to the delays in engineering and tendering on account of the Covid19 pandemic. With a province wide closure many projects were not ready to tender thereby creating uncertainty of pricing and completion. A few projects that were able to proceed include upgrades to ELKP outdoor play areas at St. Margaret and Holy Family, St. Patricks auxiliary gym, boiler upgrades at St. Bernard and St. Pius, and a new sports gym floor at Pope John Paul II. Summer of 2021 is projected to be a busy year as those projects that were put on hold will proceed. This includes the St Ignatius front entrance and exterior upgrade as well as an accessibility upgrade, roofs at several schools and St. Patrick science wing renovation. Ensuring Quality Technology Our Board successfully completed our Secondary Technology refresh as part of our 5 Year Information Technology Plan. This included purchasing 120 iMacs deployed into 4 labs in the high schools and 150 Chromebooks for student use. There were also 85 Chrombases ordered for each senior elementary school classroom. Remote learning and the virtual school has put an increased demand for student devices. As a result the technology plan had to change to include purchasing additional student devices. An additional 720 Chromebooks have been ordered with expected delivery in the next coming months. The Board also purchased 70 LTE iPads to support students with internet access issues. Some of these devices are funded with additional provincial Covid19 grants. Year 4 of the Information Technology Plan is to be completed in 2020-21, which includes a refresh of devices for our Secondary Schools Teachers. 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 continue to be monitored such as: non-traditional classroom audits, student injury safety prevention, e-blast safety communiques, on-line incident reporting and new legislation updates.
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To maintain a safe environment for all, fire safety plans are reviewed annually along with Violence Risk Assessments. Continual review and implementation of Ministry documents and guidelines, implementation of keyless entry system in all Board facilities, and safe school and accessibility upgrades to all Board facilities, is practised. With the onset of the global pandemic in March, 2020, the health and safety needs and emergency response requirements for the Board became the primary focus. The Pandemic Committee was established and utilized to vet safety protocols and processes to support the safe reopening of schools during this unprecedented time. 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 the Senior Team, we implement the recommendations of the Operational Review, the internal and external audit committees, and Risk Management feedback in a timely manner. 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 some of the tools used to help identify academic strengths and weaknesses of a student, which helps to inform decisions regarding eligibility for educational services. During the school closure, Special Education teachers contacted each newly registered family and completed a condensed version of the ASQ to ensure that we were still prepared to meet the needs of our incoming students. 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 and a School Based Behaviour Lead whom we contracted from a partner agency. This Lead was able to work with students with challenging behaviours, mentor board staff, and work directly with families to support in the home. 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.Due to the school shutdowns, we were unable to host the Power Play On-Ice Program as part of Autism Awareness Day, however we were able to carry over Ministry funds from the After School Program, to support a summer back to school program. 23
DIRECTOR’S ANNUAL REPORT
CONNECTING
communities
E N S U R I N G A L L PA R E N T S & C A R E G I V E R S F E E L W E L C O M E D & I N V O LV E D
Communication and Recruitment Communication to our external and internal audience is vital in creating a warm, inclusive and transparent environment for 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. Ensuring Equity 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 wellbeing. Principals are directed to establish and maintain a safe and accepting school committee and many of these groups assist with this improvement.
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ENSURING
equity
FAIRNESS AND INCLUSION THROUGHOUT OUR BOARD
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 trade specific skills and knowledge. This allows students to develop a direct connection between dual credit courses and their placement as a viable career pathway. Additionally, it allows students to experience post secondary education, while earning secondary school credit and college credit. We have 12 SHSM programs successfully running. These programs have seen an increase in student enrollment along with an increase in SHSM completion rates, 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 a post secondary pathway with applicable skills, training, education and experience. Strengthening our partnerships with post secondary institutions has provided students with the opportunity for guided tours of various institutions, classrooms, and shops; along with presentations and workshops have been provided to students at both high schools and alternative education programs.
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DIRECTOR’S ANNUAL REPORT
ENROLMENT
Corpus Christi - 261 Holy Cross - 343 Holy Family - 399 Our Lady of Charity - 137 St. Ann - 186 St Bernard (Eng) - 179 St Bernard (FI) - 473 St. Elizabeth - 291 St. Francis - 181 St. Jude - 187 St. Margaret - 215 St. Martin (Eng) - 255 St. Martin (FI) - 403 St. Paul - 141 St. Pius X - 261 St. Thomas Aquinas - 216 St. Vincent - 136 TOTAL GRADE JK TO 6 - 4,264 Bishop E Q Jennings - 276 Bishop Gallagher - 261 Pope John Paul II - 560 TOTAL GRADE 7 to 8 - 1,097 TOTAL ELEMENTARY - 5,361 St. Ignatius - 1,147 St. Patrick - 1,099 TOTAL SECONDARY - 2,246 TOTAL ALL STUDENTS - 7,607
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TBCDSB 2019-2020
BUDGET 2019-20 Expenditures
School Operations and School Maintenance $8,737,363
Instruction $83,709,205
School Renewal $6,258,005 Debt Repayment $2,479,233 Transportation $6,405,760 Administration $4,624,680
201 9-2 0 Source of Financing
Provincial Grants & Taxation
Tuition Fees
$108,511,223
$2,256,723
Other Revenues $1,446,300
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DIRECTOR’S ANNUAL REPORT
OUR TRUSTEES
at a glance
2019-2020 BOARD OF TRUSTEES BOARD OF TRUSTEES Front row left to right: Dina McFarlane, Phil Pelletier, Vice-Chair Loretta Fonso. Back row left to right: Chair Francis Veneruz, Eleanor Ashe, Kathy O’Brien, Lawrence Badanai.
TRUSTEE Eleanor Ashe
TRUSTEE Kathy O’Brien
TRUSTEE Lawrence Badanai
TRUSTEE Phil Pelletier
VICE-CHAIR Loretta Fonso
CHAIR OF THE BOARD Francis Veneruz
TRUSTEE Dina McFarlane
STUDENT TRUSTEE Lily Sutton
7,683 STUDENTS TEACHING STAFF: Elementary Teachers 382 Secondary Teachers 173 Non-Teaching Staff: 484 20 SCHOOLS: 15 Elementary, 3 Senior Elementary, 2 Secondary FRENCH IMMERSION: 6 Dual Track Schools: 2 Elementary, 2 Senior Elementary, and 2 Secondary
STUDENT TRUSTEE Sanjida Rashid 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
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TBCDSB 2019-2020
OUR BOARD
at a glance
2 0 1 9 - 2 0 2 0 S E N I O R A D M I N I S T R AT I O N SENIOR TEAM Front row, Pino Tassone, Director of Education; From Left to right : Sheila Chiodo, Superintendent of Business & Corporate Services, Allison Sargent, Left: Superintendent of Education; Jean-Paul Tennier, Superintendent of Education, Omer Belisle, 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
SUPERINTENDENT OF EDUCATION: Omer Belisle
COMMUNICATIONS TEAM: Alexandra Frankรณw, Communications Officer Brent Mandryk, Manager of Business Services
SUPERINTENDENT OF EDUCATION: Jean-Paul Tennier SUPERINTENDENT OF EDUCATION: Allison Sargent
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DIRECTOR’S ANNUAL REPORT
LOOKING
forwad
W E A R E C O N T I N U I N G T O L E A R N , G R O W, I N S P I R E A N D B E I N S P I R E D.
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 learning moments, gain new friendships, learn more about the world and themselves; all while making us grow and change alongside them. We Are Thunder Bay Catholic.
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TBCDSB 2019-2020
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T H U N D E R B AY C AT H O L I C D I S T R I C T S C H O O L B O A R D Educating for Christian Values & Academic Excellence www.tbcschools.ca