January 12, 2015 - Thunder Bay Catholic District School Board

Transcription

THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD
CATHOLIC EDUCATION CENTRE – 459 VICTORIA AVENUE WEST – THUNDER BAY, ON P7C 0A4 – PHONE (807) 625-1555 – FAX (807) 623-0431
PINO TASSONE
Director of Education & Secretary
NOTICE OF BOARD MEETING
TO:
CHAIRPERSON AND MEMBERS OF THE BOARD OF TRUSTEES
OF THE THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD
NOTICE IS HEREBY GIVEN THAT THE SECOND REGULAR BOARD MEETING
WILL BE HELD ON THE DAY AND AT THE TIME STATED BELOW:
DATE:
MONDAY, JANUARY 12, 2015
TIME: IN-CAMERA (CLOSED) SESSION:
OPEN SESSION:
6:30 P.M.
7:00 P.M.
If you are unable to attend, please contact Diana Castellan at 625-1568.
Yours sincerely,
Pino Tassone
Director
PT/dlc
1
SECOND REGULAR BOARD MEETING
MONDAY, JANAURY 12, 2015
6:30 P.M.
AGENDA
1.
CALL TO ORDER AND OPENING PRAYER – Fr. Ciaran Donnelly
2.
APPROVAL OF AGENDA
3.
DECLARATION OF PECUNIARY INTEREST
4.
I N - C A M E R A (C L O S E D) S E S S I O N
4.1 4.2 4.3 -
Financial Matter – Sheila Chiodo
Personnel Matter – Omer Belisle
Financial Matter – Pino Tassone
INQUIRIES
RISE AND REPORT PROGRESS
OPEN SESSION - 7:00
5.
P. M.
CONFIRMATION OF MINUTES (BOARD)
5.1 - First Regular Board Meeting – December 8, 2014
6.
DELEGATIONS AND STAFF PRESENTATIONS
6.1 - Exceptional Students Credit Data Analysis – Omer Belisle
6.2 - Mental Health Strategic Plan: Implementation Update – Pino Tassone
7.
COMMITTEE REPORTS – NIL
8.
REPORT OF THE IN-CAMERA SESSION
2
SECOND REGULAR BOARD MEETING
MONDAY, JANUARY 12, 2015
9.
ITEMS FOR CONSIDERATION
9.1 -
10.
Page 2
Policy 1015: Concussion Policy – JP Tennier
ITEMS OF INFORMATION
10.1
10.2
10.3
10.4
10.5
-
Procedural By-Law Review – Pino Tassone
Age Friendly Thunder Bay – Pino Tassone
Thunder Bay Public Library – Pino Tassone
Director’s Annual Report – Pino Tassone
Summer School Report – JP Tennier
11.
INQUIRIES
12.
NOTICES OF MOTION
13.
RECESS
14.
IN-CAMERA (CLOSED) SESSION
15.
16.
ADJOURNMENT AND CLOSING PRAYER – Trustee Ashe
1/9/15
3
FIRST REGULAR BOARD MEETING
MONDAY, DECEMBER 8, 2014
6:30 P.M.
Present:
Trustees Eleanor Ashe, Don Cattani, Rob De Gagne,
Bob Hupka, Kathy O’Brien, Tony Romeo
Administration:
Sheila Chiodo Omer Belisle, Pino Tassone, Dave Bragnalo
Nadia Marson, Garry Grgurich, Courtaney Costanzo, Sarah Ficek
Regrets:
Communications
Officer:
Mike Thompson
Recorder:
Diana Castellan
Guests:
Rosy Brizi
1.
CALL TO ORDER AND OPENING PRAYER
Chair Hupka called the meeting to order and Fr. Ciaran Donnelly led the opening prayer.
2.
APPROVAL OF AGENDA
Moved by Trustee Romeo
Seconded by Trustee De Gagne
THAT THE AGENDA FOR THE FIRST REGULAR BOARD MEETING OF MONDAY, DECEMBER
8, 2014, BE APPROVED.
RES. #B2628
CARRIED
3.
DECLARATION OF PECUNIARY INTEREST
“Pursuant to the Municipal Conflict of Interest Act, 1983, the following Trustees who disclosed their
interest and stated the general nature of their interest:”
NIL
4
4.
PAGE 2
IN-CAMERA (CLOSED) SESSION
Moved by Trustee O’Brien
THAT THE BOARD NOW RESOLVE INTO IN-CAMERA (CLOSED) SESSION WITH TRUSTEE
ROMEO IN THE CHAIR TO CONSIDER THE FOLLOWING:
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
-
Financial Matter
Financial Matter
Financial Matter
Financial Matter
Financial Matter
Financial Matter
Personnel Matter
Personnel Matter
Personnel Matter
AND THAT THIS MEETING SHALL NOT BE OPEN TO THE PUBLIC PURSUANT TO
SECTION 207(2) OF THE EDUCATION ACT.
RES. #B2629
CARRIED
5.
CONFIRMATION OF MINUTES
5.1
Tenth Regular Board Meeting – Monday, November 10, 2014
Moved by Trustee Cattani
THAT THE BOARD APPROVE THE MINUTES OF THE TENTH REGULAR BOARD
MEETING OF MONDAY, NOVEMBER 10, 2014.
RES. #B2630
CARRIED
5.2
Inaugural Board Meeting – Monday, December 1, 2014
Moved by Trustee Ashe
Seconded by Trustee Romeo
6.
THAT THE BOARD APPROVE THE MINUTES OF THE INAUGURAL REGULAR BOARD
MEETING OF MONDAY, DECEMBER 1, 2014.
RES. #B2631
CARRIED
DELEGATIONS AND STAFF PRESENTATIONS
6.1
Christmas Card Contest 2014
Mr. Pino Tassone, Director of Education, provided background information on the Christmas
Card contest. Students in Grades 1-12 were invited to submit artwork that would become
the cover for our own Board Christmas cards. The winners of this year’s competition are as
follows:
Primary:
Junior:
Senior Elementary:
High School:
Lola Penna,
Avery Staruch
Julia Fabiano
Arielle D’Amore
Grade 3 St.Bernard School
Grade 5 St. Thomas Aquinas School
Grade 7 Bishop E. Q. Jennings School
Grade 10 St. Ignatius High School
Chairperson Bob Hupka acknowledged the winners of the competition. The prizes were
presented by Chair Hupka.
5
7.
COMMITTEE REPORTS – NIL.
8.
PAGE 3
Moved by Trustee De Gagne
Seconded by Trustee O’Brien
THAT the Board of Trustees approves the 2013-14 Audited Financial Statements as
recommended by the Audit Committee.
RES. #BIC2276
CARRIED
1. THAT the Director of Education, Superintendent of Business & Corporate Services and Manager
of Financial Services are hereby authorized to borrow on behalf of Thunder Bay Catholic District
School Board (the “Corporation”) from the Bank of Nova Scotia (the “Bank”) from time to time by
way of promissory note or bankers’ acceptance a sum or sums not exceeding at any one time five
million dollars ($5,000,000.00) to meet, until the current revenue has been received, current
expenditures of the Corporation for the year 2015.
of Financial Services are hereby authorized to sign, make or draw on behalf of the Corporation and
to furnish to the Bank from time to time promissory notes or bankers’ acceptances sealed with the
corporate seal for the sum or sums so borrowed with interest or any other charges at such rate as
the Bank may from time to time determine.
of Financial Services are hereby authorized and directed to furnish to the Bank at the time of each
borrowing and at such other times as the Bank may from time to time request, a statement showing
the nature and amount of the estimated revenues of the current year not yet collected or where the
estimates for the year have not been adopted, a statement showing the nature and amount of the
estimated revenues of the Corporation as set forth in the estimates adopted for the next preceding
year and also showing the total of any amounts borrowed in the current year and in any preceding
year that have not been repaid.
of Financial Services are hereby authorized and directed to apply in payment of all sums borrowed
from the Bank, and of any interest thereon and any other charges in connection therewith, all of the
moneys hereafter collected or received on account or realized in respect of the taxes levied for the
current year and for any preceding years and all of the moneys collected or received from any
other source.
5. THAT the Corporation is hereby authorized to avail the credit by way of overdraft, in addition to
direct advances or bankers’ acceptances.
RES. #BIC2277
CARRIED
THAT the Board of Trustees approves a Full-time FTE Presidential Leave for Diana Baker effective
January 1, 2015 to June 30, 2015.
RES. #BIC2278
CARRIED
6
PAGE 4
THAT the Board of Trustees approve the decision to conduct elections as per past practice with a
call for nominations by the Association and elections by ballot held, if required, at the OCSTA
Annual General Meeting.
RES. #BIC2279
CARRIED
THAT WE RISE AND REPORT PROGRESS AND ASK SIT IN PUBLIC SESSION.
RES. #BIC2280
CARRIED
THAT THE REPORT OF THE IN-CAMERA SESSION BE APPROVED.
RES. #B2632
CARRIED
9.
ITEMS FOR CONSIDERATION
9.1
POLICY 712: SELECTION OF SCHOOL LIBRARY LEARNING MATERIALS
Moved by Trustee Romeo
THAT the Board of Trustees approve revised Policy 712: Selection of School Library
Learning Materials, effective December 9, 2014
RES. #B2633
CARRIED
10.
ITEMS OF INFORMATION
10.1
OCTOBER 31, 2014 ENROLMENT STATUS REPORT
Ms. Sheila Chiodo, Superintendent of Business & Corporate Services provided the October
31, 2012 Enrolment status report. Overall, current year enrolment is 122 FTE students less
than the prior year. This represents a decline of approximately 1.53%, which is consistent
with our projections.
10.2
SUMMARY OF BULLYING PREVENTION WEEK SCHOOL PLANS
Mr. Omer Belisle Superintendent of Education provided a Bullying Prevention Week reports
showing various school activities. All schools developed and executed daily anti-bullying
activities in every classroom.
10.3
11.
Special Education Advisory Committee Minutes – September 24, 2014 – Duly Noted
INQUIRIES
7
PAGE 5
12.
NOTICES OF MOTION – Nil.
13.
RECESS – Nil.
14.
IN-CAMERA (CLOSED) SESSION – Nil.
15.
ADJOURNMENT AND CLOSING PRAYER – Trustee Romeo
Seconded by Trustee Romeo
THAT THE FIRST REGULAR BOARD MEETING OF MONDAY, DECEMBER 8, 2014, ADJOURN
AT 7:57 P.M.
RES. #B2634
CARRIED
CHAIRPERSON OF THE BOARD
SECRETARY OF THE BOARD
DATE
1/7/15
8
OFFICE OF THE DIRECTOR
BOARD MEETING: MONDAY, JANUARY 12, 2015
SUBJECT:
AGENDA ITEM:
6.1
REPORT DATE:
January 5, 2015
EXCEPTIONAL STUDENTS CREDIT DATA ANALYSIS
BACKGROUND
From 2010-2014 Thunder Bay Catholic has focused our efforts on the Inclusion of Exceptional
Students at both High Schools. We have seen significant increases in the number of students
with special needs integrated and enrolled into mainstream classes. An equally significant
increase was noted in the amount of credits earned by students.
Tonight, Marcy Barry, Secondary Special Education Resource Teacher, will present a summary
of the credit accumulation of our exceptional students.
FOR THE INFORMATION OF THE BOARD
Omer Belisle
Superintendent of Education
Pino Tassone
Director of Education
9
Indicates # of
individual courses/
sections Life Skills
and Transitions
Students were
enrolled/timetabled
in
Further broken down
to show if the course
was
Modified(non credit)
Modified(credit)
Accommodations
Only
Leadership
Physed Started
Special Education Integration
2010-2014
Thunder Bay Catholic District School Board
St Patrick High School 2010-2011
St Ignatius High School 2010-2011
Semester 1
Semester 1
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Enrolled
16
1
5
10
Credits earned
13.5
0
4.5
9.5
Erolled
19
0
11
8
Credits earned
16.5
0
9
7.5
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Semester 2
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Enrolled
15
7
2
6
Credits earned
7.5
0
1.5
6
Erolled
26
9
5
12
Credits earned
16
0
5
11
Semester 2
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Semester 1
Semester 1
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Enrolled
30
2
6
22
Credits earned
24
0
3
21
Erolled
38
1
12
25
Credits earned
31
0
7
24
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Semester 2
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Enrolled
26
5
6
15
Credits earned
20
0
5
15
Erolled
29
3
6
20
Credits earned
20.5
0
4
Leadership Physed
15.5
Semester 2
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Started
Semester 1
Semester 1
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Enrolled
32
5
4
23
Credits earned
20.5
0
2.5
18.5
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Semester 2
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Provided
Additional Time
Accommodation
(course over 2
semesters) through
the Transitions
Program
Semester 2
Enrolled
37
8
5
24
Credits earned
22
0
2.5
19.5
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Enrolled
48
11
11
26
Provided Additional
Credits earned
Time
23
0
Accommodation
7
(course over 2
16
semesters) through
the Transitions
Enrolled Credits earned
Program
42
25
9
17
16
0
11
14
Semester 1
Semester 1
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Enrolled
51
6
3
42
Credits earned
26.5
0
1.5
25
Enrolled
55
8
5.5
41.5
Credits earned
44
0
5.5
38.5
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Semester 2
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
Enrolled
48
4
5
39
Credits earned
21.5
0
4.5
13
Enrolled
35.5
3
5.5
27
Credits earned
29.5
0
5.5
24
Semester 2
INTEGRATED
MOD (NON CREDIT)
MOD (CREDIT)
ACCOMM (CREDIT)
10
SUBJECT:
AGENDA ITEM:
6.2
REPORT DATE:
January 5, 2015
MENTAL HEALTH STRATEGIC PLAN: IMPLEMENTATION UPDATE
BACKGROUND
At the October meeting, a work plan was presented to the Board, identifying key student mental health initiatives
planned for the 2014-2015 school year.
Tonight, Mirella Fata, Mental Health Lead will provide the Board with an update on the status of these initiatives
with opportunity for further discussion, input and feedback.
Pino Tassone
11
BOARD MEETING: MONDAY, January 12, 2015
SUBJECT:
AGENDA ITEM:
9.1
REPORT DATE:
January 7, 2015
POLICY 1015: CONCUSSIONS
BACKGROUND
This policy supports the directives of Policy Program Memorandum No. 158, School Board Policies on
Concussions. The Ministry of Education expects all school boards in Ontario to develop and maintain a
policy on concussion that includes strategies to develop awareness of the seriousness of concussions;
strategies for the prevention and identification of concussions; management procedures for diagnosed
concussions; and training for board and school staff.
This policy was developed in cooperation with the Lakehead Public School Board and Superior
Secondary School Athletic Association (SSSAA). During competitions and sporting events, procedures
will be common between the Boards and SSSAA in the response to students suspected or diagnosed
with concussions.
RECOMMENDATION
THAT the Board of Trustees approve Policy 1015: Concussions to be effective January 13, 2015.
Jean-Paul Tennier
Pino Tassone
Attachment
12
Page 1 of 1
POLICY:
SECTION:
CONCUSSIONS
1000
:
SAFETY
APPROVAL/REVISION
DATE: January 12, 2015
CROSS REFERENCE:
1.
2.
#
Page
EFFECTIVE
DATE:
January 13, 2015
REVIEW
DATE:
1
1015
of
3
January, 2020
PPM 158
Policy 503 Elementary Interschool Athletic Program
Policy 1001 Risk Management and Safety
Policy 1004 Student Accidents and Illness
Policy 1011 Use of Volunteers
OPHEA Guidelines
RATIONALE
1.1
Thunder Bay Catholic District School Board is committed to promoting awareness of safety in
schools and recognizes that the health and safety of students are essential preconditions for
effective learning and participation in physical activity.
1.2
All partners in education, including the Ministry of Education, other Ontario ministries, school
boards, administrators, educators, school staff, students, parents, school volunteers, and
community-based organizations, have important roles to play in promoting student health and
safety and in fostering and maintaining healthy and safe environments in which students can
learn. The Board shall support students suspected or diagnosed with concussions using the
concussion administrative procedures including the “Return to Learn” and “Return to Play”
plans.
1.3
It is the policy of the Thunder Bay Catholic District School Board to ensure the provision of
minimized risk in elementary and secondary schools and to provide a safe environment that
takes steps to reduce the risk of injury and promotes the overall wellbeing of students.
1.4
Concussions can have a serious effect on a young, developing brain. Proper prevention,
recognition and response to concussion in the school environment can prevent further injury
and can help with recovery.
1.5
Children and adolescents are among those at risk for concussions due to body trauma at any
time. Although falls and motor vehicle accidents are the leading causes of concussion, there
is a heightened risk due to concussion during physical activity including but not limited to
physical education classes, playground time, or sports activities.
DEFINITION
2.1
Concussion is the term for a clinical diagnosis that is made by a medical doctor or a nurse
practitioner. The definition of concussion given below is adapter from the definition provided
in the concussion protocol in the Ontario Physical Education (OPHEA) Guidelines.
A concussion:
• a brain injury that causes changes in the way in which the brain functions and that can
lead to symptoms that can be physical (e.g., headache, dizziness), cognitive (e.g.,
difficulty in concentrating or remembering), emotional / behavioural (e.g., depression,
irritability), and/or related to sleep (e.g., drowsiness, difficulty in falling asleep);
• a concussion may be caused either by a direct blow to the head, face, or neck or by a
blow to the body that transmits a force to the head that causes the brain to move rapidly
within the skull;
• a concussion can occur even if there has been no loss of consciousness (in fact most
concussions occur without a loss of consciousness); and/or
• a concussion cannot normally be seen by means of medical imaging tests, such as Xrays, standard computed tomography (CT) scans, or magnetic resonance imaging (MRI)
scans.
13
POLICY:
SECTION:
CONCUSSIONS
1000
:
SAFETY
APPROVAL/REVISION
CROSS REFERENCE:
3.
#
Page
EFFECTIVE
DATE:
January 13, 2015
REVIEW
DATE:
2
1015
of
3
January, 2020
PPM 158
OPHEA Guidelines
INFORMATION
3.1 A concussion can have a significant impact on a student – cognitively, physically, emotionally,
and socially. It is very important to students’ long-term health and academic success that
individuals in schools have information on appropriate strategies to minimize risk of
concussion, steps to follow if they suspect that a student may have a concussion, and effective
management procedures to guide students’ return to learning and physical activity after a
diagnosed concussion.
3.2 In accordance with Policy Program Memorandum (PPM) 158 (School Board Policies on
Concussion), Thunder Bay Catholic District School Board shall implement concussion
management strategies. These strategies must include: awareness initiatives, prevention
strategies, identification of concussion process, diagnosed concussion management, and
training.
3.
POLICY
3.1 To address the risk of concussions and to prevent and identify the signs and symptoms of
concussion, the Board is committed to increasing awareness for all students, staff, parents,
volunteers, and health care practitioners to support the proper prevention and management of
concussions.
3.2 The Board shall implement a concussion administrative procedure. This procedure includes
guidelines for educating staff, students, parents and volunteers on the risks, signs and
symptoms of concussions.
3.3 The Superintendent shall:
•
Review the Concussion Administrative Procedure to ensure guidelines align with current
best practice recommendations and, OPHEA concussion guidelines
•
Ensure concussion education is made available to all school personnel and volunteers
•
Implement concussion awareness and education strategies for students and their
parents/guardians
•
Provide support to schools and staff in the compliance of the “Return to Learn” and
“Return to Play” guidelines and concussion administrative procedures
•
Ensure all board staff and volunteers involved in physical activity and supervision
(including but not limited to: lunch supervision, curricular, interschool, and intramural
physical activity, before and after school care) are trained in this policy
•
This policy is shared with the school community, including organizations that use the
school facilities, such as community sports organizations and licensed child-care
providers operating in schools of the Board
•
Ensure each elementary and secondary school implements the “Return to Learn” and
“Return to Play” plans
14
POLICY:
CONCUSSIONS
SECTION:
1000
:
#
SAFETY
APPROVAL/REVISION
CROSS REFERENCE:
Page
EFFECTIVE
DATE:
January 13, 2015
REVIEW
DATE:
3
1015
of
3
January, 2020
PPM 158
OPHEA Guidelines
3.4 The Principal shall:
•
Implement the concussion administrative procedure
•
Ensure staff, volunteers, parents/guardians, and students are aware of the concussion
administrative procedure and understand their roles and responsibilities
•
Arrange for concussion training for staff and volunteers, and repeat as necessary
•
Share concussion information with students and their parents/guardians
•
Ensure OPHEA safety guidelines are being followed
•
Work with students, parents/guardians, staff, volunteers, and health professionals to
support concussed students with their recovery and academic success
•
Ensure concussion information is readily available to all school staff and volunteers
•
Ensure that all incidents are recorded, reported and filed as required by this administrative
procedure, as appropriate, and with an OSBIE incident report form
3.5 School Staff and Volunteers shall:
•
•
•
•
•
Understand and follow the concussion policy and administrative procedures.
Complete concussion training
Ensure that all information and consent forms are distributed, completed and signed by
parent/guardian/ student prior to student participation in a sport
Ensure age-appropriate concussion education, including prevention, is included for all
students participating in activities that could result in a concussion
Follow current OPHEA safety guidelines, implement risk management and injury
prevention strategies to minimize the chance of concussion
3.6 Students shall:
•
•
•
•
•
Learn about concussions, including prevention strategies, signs and symptoms,
concussion management and student roles and responsibilities, throughout applicable
curriculum
Immediately inform school staff of suspected or diagnosed concussions occurring during
or outside of school
Inform school staff if you experience any concussion related symptoms (immediate,
delayed or reoccurring)
Communicate concerns and challenges during recovery process with staff concussion
liaison, school staff, parents/guardians, and health care providers
Follow concussion management strategies as per medical doctor/nurse practitioner
direction and “Return to Learn” and “Return to Play” plans
15
SUBJECT:
AGENDA ITEM:
10.1
REPORT DATE:
January 5, 2015
PROCEDURAL BY-LAW REVIEW
BACKGROUND
Our Board’s Procedural By-Laws were first approved in April 1998. Some revisions were made in 2004, 2008 and
2010. The By-Laws are in place to define the roles, rules and regulations of the Board of Trustees.
2015 REVIEW
This year, we will conduct a full review of the By-Laws and incorporate changes to comply with the Education Act,
including Bill 177, Student Achievement and School Board Governance Act, 2009.
As per clause 1.4 of the Procedural By-Law, Trustees will review and discuss the revisions at a future By-Law
Review Meeting. A copy of our existing By-Laws and a copy of Bob Keel’s recommended changes as requested
th
by the previous Director for your review will be provided at the January 12 Board meeting. A motion to approve
the amendments will be brought to a future Board Meeting.
Pino Tassone
16
SUBJECT:
AGENDA ITEM:
10.2
REPORT DATE:
January 5, 2015
AGE FRIENDLY THUNDER BAY
BACKGROUND
Trustee Ashe, Board representative on the Age-Friendly Thunder Bay Committee will provide a brief report on the
details of their work.
Eleanor Ashe
Trustee
Pino Tassone
17
SUBJECT:
AGENDA ITEM:
10.3
REPORT DATE:
January 5, 2015
THUNDER BAY PUBLIC LIBRARY BOARD
BACKGROUND
Trustee Ashe, Board representative on the Thunder Bay Public Library Board will provide a brief report on the
details of their work.
Eleanor Ashe
Trustee
Pino Tassone
18
SUBJECT:
AGENDA ITEM:
10.4
REPORT DATE:
January 5, 2015
DIRECTOR’S ANNUAL REPORT 2014
BACKGROUND
The Education Act requires the Director of Education, to submit to the board a report on the actions that have
been taken during the preceding twelve months.
The Ministry of Education specifies a number of compulsory items of information to be included the annual report,
including EQAO results. The Annual Report is to be posted on each board’s website not later than January 31st in
order to share progress with the community.
Pino Tassone
19
D
IRECTOR’S
AnnuAl RepoRt
2013-2014
December 2014
20
Annual Report: Strategic System Plan: 2013-14
Table of Contents
Mission Statement / Vision ................................................ 2
Director’s Message .............................................................. 3
Board’s Multi-Year Plan ...................................................... 4
1. Living Our Catholic Faith` ........................................ 5
2. Equity of Outcomes for All Students ......................... 6
3. Improving Aboriginal Student Achievement ............ 11
4. Sustaining a Culture of Professional Excellence........ 12
5. Celebrating Our Catholic Community .................... 13
6. Good Places to Learn and Work .............................. 14
7. Organizational Stewardship...................................... 15
Board of Trustees ............................................................. 19
Senior Team ..................................................................... 19
21
leadership
&
responsibility
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 throughout the
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.
Vision
Supporting Excellence
Educating for Christian Values and Academic Excellence.
Thunder Bay Catholic Schools
Where every child belongs and every student succeeds
Academic Success
Success
Academic
Student Well-Being
- Our Collective Commitments • Differentiated Instruction and Assessment
Lessons are planned to engage various learning styles.
• Closing the Gap
Meeting the needs of students with specific learning gaps – socio-economically vulnerable
students, Aboriginal students, students with special education needs, etc.
• The Feedback Cycle
Programming includes learning goals, success criteria, descriptive feedback, self & peer
assessment and goal setting.
• Personalization
Providing assessment and instruction that are tailored to students’ particular learning and
motivational needs
• Rich and Complex Tasks
Student tasks are designed to foster multiple problem-solving strategies and many
possible solutions.
• Relevant nd Complex Learning
Lessons, based on real world situations, are designed to foster multiple problem-solving strategies
and many possible solutions
• Balanced Programming
Instruction includes guided and moderated practice, and the gradual release of
responsibility.
• High Expectations & Academic Optimism for All
All students can achieve high standards, given the right conditions.
• The Fedback Cycle
Programming includes learning goals, success criteria, descriptive feedback, self and peer
assessment and goal setting
Student Achievement K-12
2013-14
• High Expectations and Academic Optimism for All
All students can achieve high standards, given the right conditions
• Balanced Approachl
All students can achieve high standards, given the right conditions
Educating for Christian Values and Academic Excellence
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Page 2
T H UN D E R B AY C AT H O L I C SCHOOLS
where every child belongs and
every student succeeds.
DIRECTOR’S MESSAGE
This past year has provided me personally and professionally with a number of firsts in my
inaugural year as Director of Education of one of the premiere school boards in all of Ontario.
Thunder Bay Catholic continues to shine both academically and spiritually as our dedicated staff,
engaged families, committed clergy work collaboratively to create school environments where
every child belongs and every student succeeds.
It is indeed my pleasure to present the Director’s Annual Report 2014. We have so much to be proud of as an educational
system and we have tried hard to capture some of our board’s numerous accomplishments, while also profiling the progress
we are making in student achievement, and sharing best practices.
I appreciate that this report is an annual requirement by the Ministry of Education and is also designed to promote
accountability, openness and transparency.
Thunder Bay Catholic schools are increasingly committed to student well-being and academic success. Our strategic plan,
Our Values, Our Vision, provides us with a clear and comprehensive course of action, complete with goals and objectives
that are designed to guide us for the next five years. With input from all our stakeholders – staff, parents, students,
trustees, and community members – we have created a meaningful and well-articulated road map for the future.
We must also take tremendous pride as a strong Catholic community that is flourishing and fosters faith, hope and joy.
We have many people to thank for our success, beginning with our deeply involved Board of Trustees who take an active
role in providing guidance and encouragement to not only Senior Team, but to the system as a whole. In addition, they
are motivated only by their genuine care and concern of Catholic education and our wonderful staff and families.
Speaking of families, we must also thank our parents and guardians who have entrusted us with their children. As your
child’s first teacher, parents are essential partners in their child’s success. It would be impossible for us to do our job
effectively without your support and commitment to Catholic education.
On behalf of our Senior Team and our Catholic Education Centre staff, I also wish to thank our Custodians, Secretaries,
Principals, Vice-Principals, Teachers, Early Childhood Educators, Student Support Personnel and Counsellors for their
outstanding work in our schools every day.
We should also recognize our many partners in Catholic education, namely our Catholic School Councils, our Catholic
Parent Involvement Committee, our Aboriginal Advisory Council, our Special Education Advisory Council, and the many
voluneers who assist in our schools.
A special thank you to our Bishop, our Parish Priests and our parishioners. Your endless support is very much appreciated
and know that we thoroughly cherish our relationship with clergy.
As you will see on the pages that follow, we are a school system dedicated to Educating for Christian Values and Academic
Excellence.
Pino Tassone
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Page 5
The Board’s Multi-Year Plan
The Ministry of Education requires that school boards report annually on how they are
meeting the goals of their multi-year strategic plans. This is the second year that this
reporting requirement is in place and it replaces requirements that boards produce a
Director’s Annual Report for Ministry reporting purposes.
1. Living Our Catholic Faith
• Enhance the faith life of staff
• Support teaching practices related to Religious Education, Family Life and
Character Education
• Clearly articulate and demonstrate our core values to the community
• Strengthen the relationship between our schools and parishes
2. Equity of Outcomes for All Students
• Promote continued high achievement in literacy and numeracy
• Promote student well-being and healthy school climate
• Reduce achievement gaps
• Increase high school graduation rates
3. Improving Aboriginal Student Achievement
“
• Improve cultural awareness of staff and students
• Develop collaborative partnerships with the Aboriginal community
• Foster supportive and engaged parents
• Enhance instructional practices to meet the needs of Aboriginal learners
4. Sustaining a Culture of Professional Excellence
• Identify, develop and support leaders
• Enhance leadership skills of non-teaching staff
5. Celebrating Our Catholic Community
• Enhance both external and internal communication
• Enhance retention and recruitment strategies
6. Good Places to Learn and Work
• Ensure continuous renewal of facilities
• Increase environmental friendliness
• Improve health and safety performance
• Maintain a safe environment for all
• Enhance Employee Wellness
7. Organizational Stewardship
• Update Strategic Plan
• Ensure effective board governance
• Continually improve internal controls
24
”
We are embarking on a journey
of personal learning and faith
that will last a lifetime.
pino tassone,
Director
Page 4
Living Our Catholic Faith
✔ Enhance the faith life of staff
✔ Support teaching practices related to Religious Education, Family Life and Character Education
✔ Better articulate and demonstrate our core values to the community
✔ Strengthen the relationship between our schools and parishes
This year saw a variety of events and initiatives designed to support, reflect and communicate our Catholic beliefs and values and
to celebrate this Year of Faith.
Commissioning Services
Each school staff and all Catholic School Councils participated in a Commissioning Service to mark their commitment to and
support of Catholic education.
Celebrations of Faith
We held our System Faith event in April. Bishop Colli presided and Msgr. Stilla was our keynote speaker. The Catholic
Education Week theme “Serving in the Love of Christ” was the focus of this special celebration.
System-Wide Food Drive
Our school and staff at the Catholic Education Centre participated in a food drive during the Lenten Season, beginning on Ash
Wednesday and continuing through to Holy Week, in support of the Regional Food Distribution Assocation.
Catholic Education Week 2014
Celebrating the theme, Serving in the Love of Christ, our schools participated in a wide range of activities during Catholic
Education Week, May 4-9, 2014. School events ranged from daily prayer services and bulletin board displays to plays, liturgical
dances, reflection activities (“What does Catholic education mean to me?”), family masses and school community faith evenings.
Province-Wide Simultaneous Mass
St. Ignatius and St. Patrick students, trustees and CEC staff, participated in a simultaneous celebration of Mass with the Holy
Father in Rome on May 7, 2014. The Catholic Board Council in consultation with diocesan and parish representatives prepared
a Mass template for each school to follow that included songs and readings.
Social Justice Projects
All schools were invited to participate in a Catholic Education project aimed at supporting our most vulnerable and impoverished
families. Activities such as Hat Day, Dress Down Day, Love your Neighbour Day were held through-out the year.
Ho n
est
y
Self-Directe
Responsibled,
,
Lifelong
Learner
Collaborativ
e
Contribu
tor
Reflectiv
e,
Creative
and
Holistic
Thinker
Caring
Family
Member
Co
mp
ass
Responsible
Citizen
Discerni
ng
Believer
lu
Parish
School
Home
Faith
Hope
it
ar
Ch
y
si
vi
ty
Fo
ion
Peac
e
r
ge
Justice
Effective
Commun
icato
Inc
25
Coura
y
ilit
ect
Resp
Toonies for Tuition
Thanks to the generosity of our families, staff and trustees, we donated to the Canadian
Catholic School Trustees’ Association in support of Catholic schools that receive no
government support, such as those in Quebec, New Brunswick, Nova Scotia, PEI,
Newfoundland and Nunavut.
m
Hu
ss
ma
kin
g
Catholic
Virtu
in Action es
e
en
iv
rg
Promoting Faith in Our Schools
Our System Faith Leader, Fr. Ciaran Donnelly, brought our Faith Ambassadors together for an
annual spiritual evening in November. School administrators, aspiring leaders, trustees and
senior administrators joined Faith Ambassadors from each school for dinner and a keynote
address by noted theologian and professor, Dr. Josephine Lombardi. In keeping with the
theme of Catholic Education week “Serving in the Love of Christ”, Dr. Lombardi spoke
about how self-knowledge informs servant leadership.
Love
Equity of Outcomes for All Students
✔
✔
✔
✔
Promote continued high achievement in literacy and numeracy
Promote student well-being and healthy school climate
Reduce achievement gaps
Increase high school graduation rates
EQAO Targets
Thunder Bay Catholic Schools continue to exceed the provincial targets in Reading, Writing and Mathematics
in both Grades 3 and 6. In May 2014, 75 percent of our students in Grade 3 met the provincial standard
(Levels 3 and 4) in Reading. 83 per cent attained the standard in Writing, 72 per cent met the standard in
Mathematics. Grade 6 students achieved similarly in Reading and Writing, with eighty-three percent reaching
the provincial standard. In Mathematics, our students scored two percent above the provincial average, at 56
per cent.
To ensure that our schools continue to work toward the target in Mathematics, many following strategies are in
place.
Support for Teachers:
Two full time Mathematics Resource Teachers continue to provide support in elementary schools, focusing
specifically on the following:
• co-planning and co-teaching with teachers
• building content knowledge in areas of need, highlighting the connection to Spatial Reasoning
• offering assistance with the development of rich and complex tasks
• providing specific, focused experiences with students and teachers in math processes
• developing Grade Group sessions (professional learning sessions) for specific groups of teachers, based on
collaboration with classroom teachers, principals, other resource staff
• preparing a K-8 professional development day session on Mathematics
Support for Students:
Resource Teachers are embedded in schools on a two week rotation, focusing on the following:
• working directly with students in classrooms
• helping students articulate their thinking and learning using math language
• providing guidance on how to improve work
• supporting students in the recognition of the relevance of math to their lived world
• promoting an “open to learning stance” regarding Mathematics
Support for School Administrators
A board level focus on Mathematics leadership includes the following:
• clear messaging regarding Mathematics achievement goals at the board and school level
• provision of resources to assist principals as instructional leaders (“Tell them From Me” Surveys, Taking
Stock templates, culturally relevant and responsive classroom resources)
• support with data analysis, the disaggregation of student data and the development of next steps
• support with the process of monitoring through the Leading Student Achievement Project and a board
consultant
• feedback on the development of School Improvement Plans, focusing on specific pedagogy, resources and
content in Mathematics
• direct support from Superintendents and the School Effectiveness Leader on a cyclical basis, through
planned student achievement visits
• guidance in creating opportunities for mid-course revision as needed
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Page 6
Board Improvement Plan
Each year, boards across Ontario are asked to develop a Board Improvement Plan
for Student Achievement (BIPSA) that will improve learning and well-being for
students. The plan is developed with input from our Student Achievement
team members and is closely linked to the work of our schools.
School Improvement Plans (SIPs) incorporate key elements of the BIPSA,
based on individual school needs. Similarly, the BIPSA is designed to provide
guidance to school improvement planning.
Ministry of Education officials visit our board twice annually to review our
BIPSA, discuss progress towards our goals, and offer support staff.
2013-2014 eQAo Results
Primary / Junior – Board & Provincial Comparisons
75
One-Year
Comparison
0
Provincial
13-14
70
Provincial / TBCDSB
Comparison
+5
82
83
+1
78
+5
72
72
0
67
+5
Junior
2012-13
2013-14
Reading
79
83
One-Year
Comparison
+4
Provincial
13-14
79
Provincial / TBCDSB
Comparison
+4
Writing
80
83
+3
78
+5
Math
60
56
-4
54
+2
Provincial
13-14
47
Provincial / TBCDSB
Comparison
+2
85
-4
Primary
2012-13
2013-14
Reading
75
Writing
Math
Grade 9 Math – Board & Provincial Comparisons
2012-13
2013-14
Applied
52
49
One-Year
Comparison
-3
Academic
85
81
-4
Grade 9 Math
Ontario Secondary School Literacy Test (OSSLT)
OSSLT
2012-13
2013-14
One-Year
Comparison
Provincial
13-14
Provincial / TBCDSB
Comparison
First Time
Eligible
87.5
83.5
-4
83
+.5
Credit Accumulation
Percentage of Grade 9 students achieving 8 or more credits at the end of first year:
St. Ignatius HS 90%
St. Patrick HS 86%
Percentage of Grade 10 students achieving 16 or more credits at the end of second year:
St. Ignatius HS 87%
St. Patrick HS 77%
27
IMPROVING OUTCOMES FOR STUDENTS AT RISK
Response to Intervention
Our Board follows a Response to Intervention (RTI) approach, which is a method of academic intervention that provides
early, systematic assistance to children who are having difficulty learning. RTI seeks to prevent academic failure through
early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for
children who continue to have difficulty. Supports are delivered in three levels of increasing intensity: Tier 1 (general
classroom intervention); Tier 2 (programming that involves increased practice and/or learning time); and Tier 3
(increasingly specialized programming, including special education programs and services).
Data Meetings
Teachers in each elementary school meet on a monthly basis to review the progress of struggling students. Data of all ‘at
risk’ students is discussed, success from previous month’s interventions is tracked, and new strategies are identified and
assigned to teaching staff for the coming month.
Upward Bound
Our Upward Bound After School Program provides students the opportunity to work with a qualified teacher on
homework, study skills and remedial activities. The program has been offered at all of our schools since 2007.
Elementary Day Treatment Program
This fall, our Board opened an Elementary Day Treatment class at St. Vincent School from students aged 7 to 11 years, to
fill a need for specific support for students in this age range. The program delivers mental health services to students who
are experiencing mental health issues, such as severe social, emotional or behavioural difficulties. The program is staffed by
a multidisciplinary team, including a teacher, a Child and Youth Worker, Student Support Persons and other professionals.
Parents are taught behaviour therapy skills to support their children at home. Up to eight students attend the program full
time for 20 weeks.
Literacy Remediation Program
A literacy remediation program was offered at both St. Ignatius and St. Patrick High Schools to students in Grades 9, 10
and 11. The goal of the program was to help students achieve greater success in their studies.
Credit Recovery
Both high schools offer 8 sections of Credit Recovery to students who have achieved a minimum average of 40% in a
previous attempt at a particular credit. Students who participate in Credit Recovery have an individualized timetable and
teacher support to help them earn credits at which they were previously unsuccessful.
Special Education
Supporting students with special education needs is a Board priority. Our Board views special education through a lens of
Fairness and Inclusivity, ensuring that ALL students feel a sense of belonging, feel valued and most importantly, have the
opportunity, and are motivated to meet their greatest potential. Along with a list of services and resources available to
support our students, our Board uses the RTI, Response to Intervention model in its supportive approach for both academic
excellence and student well-being.
Fair Start
Over the past year, our Board played a key role as we led 5 school boards and various community agencies within the
Northwestern Ontario Region, in the process of developing an integrated approach and creating a single document titled:
Thunder Bay & District -Transition for Children with Special Education Needs Entering Kindergarten. The goal was to
create a seamless transition process for children with special needs and their families.
Early identification and intervention services for children in need of supports, is accomplished through this process. The
completion of the package as early as the spring prior to school entry, will streamline the transition process of our children
with special education needs as they enter school as well as provide the school system with appropriate time to have the
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Page 8
necessary supports in place for the child when they begin school in September.
This document contains these three major components:
1. The “Beginning KINDERGARTEN Intake Process for Students with Special Education Needs”
2. Transition Guideline for a Child Attending a Licensed Child Care Centre
3. Transition Guideline for a Child NOT Attending a Licensed Child Care .
Students who require additional supports and services will be determined through this intake process.
Brigance Screening
Brigance Screens provide quick, easy, and accurate screening of skills that are critical predictors of school success, including
physical development, language, academic/cognitive, self-help, and social-emotional skills.
All Kindergarten students are screened at least once within the 2 year Kindergarten program. Our Board has recently
implemented a program where teachers can input their results of the screens electronically, and extensive data can be
reviewed to identify single student needs as well as areas where targeted interventions or professional development are
needed for classrooms, school and/or board wide.
All students who are determined to be ‘at risk’, will receive specific interventions, and will be re-screened to monitor their
progress. In the event where students do not respond to interventions, further assessments may be administered and
resources and supports determined.
PALS, Success by Seven, Empower Reading
Although not a new programs within our Board, these programs are noteworthy as being essential components in our RTI
approach to language development and literacy. Increasingly intensive research-based instructional interventions for
students with learning challenges are delivered in three levels moving from general classroom (PALS), to small group
additional instruction and practice time (Success by Seven), and for a small percentage of students, a special education
program (Empower Reading).
This past year, the LDAO -Learning Disabilities Association of Ontario chose our Board to create a video that focused on
our Tiered Approach, highlighted the 3 Reading programs, and demonstrated our commitment to the Ministry document
‘Learning for All’. The video features interviews with various special education staff and principals and provides an
excellent overview of our special education programs targeting literacy. The video can be accessed on the LDAO website at
http://ldatschool.ca/pro-learning/videos/ The site offers information for parents, educators and students. Our Coordinator
of Special Education currently is a member of the LDAO Advisory Committee, representing the Northwestern Ontario
Region.
IEP Engine Update
Over the past year, much needed attention was focused on updating our Board’s IEP web-based writing tool. Through
Cardinal’s eLITE module, enhanced programming allows for more stability, SIS integration, customized content, greater
flexibility, and time saving features, and was added to our IEP Engine.
WIAT III
Last spring the Board purchased the updated, revised, Wechsler Individual Achievement Test-Third Edition (WIAT-III)
The WIAT-III is an educational assessment tool that identifies academic strengths and weaknesses of a student, helps to
inform decisions regarding eligibility for educational services, educational placement, or possible diagnosis of a specific
learning disability. Most importantly, the results of the WIAT helps teachers design instructional objectives and plan
interventions.
CCSpark – Career Cruising
Both the ‘Learning for All’, and the ‘Pathways to Success’ ministry documents, have been the motivation for our Board to
initiate a pilot project at one of our Elementary schools. The Career Cruising program ccSpark is a fun, educational, roleplaying game, that teaches young students about careers, life-planning, and social skills. This comprehensive online
learning, engages students in educational activities that help them identify their own personal learning style, and inspires
them to realize their own potential. The program allows students to collect information and save it in a personal portfolio,
which we intend to attach to their student profile.
29
Connections and IBI for Students with Autism
IBI (Intensive Behaviour Intervention program) and Connections is a collaborative initiative between the
Ministry of Children and Youth Services and the Ministry of Education that helps students move between
specialized instruction and regular classroom programming. Students now entering into the IBI program,
remain in their home schools every Friday to transfer acquired skills into the school, to allow for a smoother
transition, and to continue to foster the home/school relationship. This collaborative approach with agency
and school is essential for each student’s success.
Sensory Rooms
Sensory rooms provide stimulation that often relaxes the student and leads to a calmer state of mind. The
ultimate goal of the sensory room is to allow a student to return to the learning environment with success.
Designed to serve as a proactive strategy when specific students experience anxiety or stress, additional sensory
rooms have been constructed across our system.
Behaviour Documentation System (BeDoc)
BeDoc is an electronic data device designed to collect and display behavioural data, which is then used in the
selection and development of positive interventions. BeDoc is available for use in all our elementary and
secondary schools. All of our special education teachers and many of our support staff are trained to collect data
using BeDoc..
Empower Reading High School
This tier 3 reading intervention is now offered in both High Schools as a credit course.
Empower Reading transforms students with significant reading, spelling, and writing difficulties into strategic,
independent, and flexible learners. The program incorporates curriculum materials and texts appropriate for
adolescents and it meets the Ontario Ministry of Education criteria for an Applied level Grade 9 English credit.
Leadership Physical Education
Leadership Phys Ed is a credit-bearing Grade 12 course that brings together leadership skills and physical
education activities. It involves matching Grade 12 mainstream students with special needs students from the
Life Skills classes in both of our high schools. Students work in pairs or small groups to plan, execute, and
evaluate a wide variety of physical activities. By-products of the course include increased understanding and
new respect for students with significant learning challenges, new friendships, and a great deal of fun!
Increased Integration = More Credits Earned!!!
In line with our Catholic values and beliefs, we view the inclusion of students as a social justice issue.
Consequently, our Board has made it a priority to partially or fully integrate all students with special needs into
the mainstream.
A significant accomplishment within our Board has been the increase of credits earned by our high school
students who have special education needs. Our Secondary Resource Teacher has been instrumental in
supporting classroom teachers to accommodate and/or modify curriculum, and create a learning environment
that allows students to accumulate credits.
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Improving Aboriginal Student Achievement
✔ Improve cultural awareness of staff and students
✔ Develop collaborative partnerships with the Aboriginal community
✔ Foster supportive and engaged parents
✔ Enhance instructional practices to meet the needs of Aboriginal learners
Strength-Based Programming
Led by Dr. Rawana from Lakehead University, a strength-based approach is aimed at enhancing school climate and
supporting student success by focusing on students' attributes, virtues, and strengths while acknowledging and honouring
cultural diversity.
Teaching Aboriginal Students
LU professor, Lisa Korteweg, and our board’s Native Language Resource Teacher, Tesa Fiddler, are leading sessions with
teachers to build cultural awareness and provide strategies to support Aboriginal students. By the end of 2014, approximately
half of our elementary staff will have received the training.
Parent Engagement Project
Led by renowned researcher, Dr. Ken Leithwood, the project focuses specifically on Aboriginal families and aims to develop
strategies for (1) enhancing school-home relationships and (2) helping parents support their children toward greater school
success.
First Nations, Metis, Inuit (FNMI) Collaborative Inquiry
In the second year of this initiative, we continue to learn methods to support the success of First Nation, Metis and Inuit
learners in our schools through interactions with parents.
First Nations Guide for Staff
This fall, we began developing a handbook for staff on First Nation, Metis, and Inuit culture and history.
Aboriginal Support Program
Biwaase’aa, an in-school and after-school program, provides support for our Aboriginal students with a focus on life skills,
cultural awareness, academic improvement, structured activities and healthy nutrition. Upward Bound After-School Tutoring
is offered onsite at Fort William First Nation.
Aboriginal Counsellors
Aboriginal Counsellors in our two High Schools and three Senior Elementary schools provide direct support to Aboriginal
students, including transitions to our schools from Northern communities. They also offer school-based mentoring and
leadership programs.
Aboriginal Outreach Worker
A key liaison between our Board and local and regional Aboriginal organizations and agencies, our Aboriginal Outreach
Worker provides support to Aboriginal students and their families.
Aboriginal Programming
Native Language classes and Native Studies programs are offered to our students.
Cultural celebrations occur in our schools, and we participate annually in National Aboriginal Day.
Aboriginal Advisory Council
Our Aboriginal programming and services are designed and expanded with input from our Aboriginal Advisory Council. The
council provides direction and vision as it relates to Aboriginal student success.
Self-Identification Program
The Aboriginal Self-Identification Program is firmly established and supported at each of our schools.
Native Language Professional Development
Programming is offered to our Native Language Teachers to develop capacity and understanding of curriculum expectations.
Recruitment Efforts
Concerted recruiting efforts have resulted in increased numbers of First Nation teaching and non-teaching staff in our system.
31
Sustaining a Culture of Professional Excellence
✔ Identify, develop and support leaders
✔ Enhance skills of non-teaching staff
Identify, develop and support leaders
Implement the Board Leadership Development Strategy (BLDS) for 2013-14,
with a focus on Mentoring for Aspiring, Newly-Appointed and Experienced
Leaders; Principal/Vice-Principal Performance Appraisal; and Succession Planning.
Enhance skills of non-teaching staff
• Ensure that goals of BLDS include non-teaching staff.
• Provide professional learning opportunities for Early Childhood Educators (ECEs) to support children in a highquality, intentional, play-based environment.
• Provide professional learning opportunities for Student Support Personnel (SSPs) related to IEPs, health & safety,
technology and transitions.
Specific Support for Teachers and Students
Board Resource Teachers follow a two-tiered system of support for students considered at risk academically. One level
focuses on the teachers and the other on the students themselves.
Support to teachers includes capacity building in Literacy and Numeracy (in English and in French Immersion) to help
increase performance at all levels, with a specific focus on moving students from Level 2 to Level 3. Co-planning, coteaching and co-debriefing with classroom teachers helps to strengthen content area understanding and instructional
strategies. Student Work Study Teachers work directly with students to inquire and discover which learning strategies work
best for which students. Math and Literacy Resource Teachers support teachers and students “at the elbow” in classrooms,
develop and provide professional learning, and support principals as instructional leaders.
Our English Language Learner Teachers work to support student culture and to strengthen language development and
learning skills.
Our Technology Resource Teachers work alongside students and teachers to maximize the effective use of technology in the
classroom, helping students at all levels to demonstrate their knowledge and understanding. They also work intensively
with students with special needs to enhance their use of assistive digital tools.
Information Sessions
Our Board is very proud to employ an expert group of consultants and resource teachers who are key supports for our school
special education teachers. These professionals run regular information sessions to address Ministry changes, expectations,
and reports. Sessions are also used to address professional development for items specific to special education. Board level
staff also mentor and/or support teachers within their schools in addition to responding to student specific referrals for
consultation. ABA training was also provided to classroom teachers who required additional support to program for students
with ASD.
Resource Student Support Persons (SSPs)
Recently we added a third resource support person to provide system wide ABA (Applied Behaviour Analysis) support. This
resource SSP joins the team who are already providing specialized student support with technology, communication
(Proloquo2Go), and social-emotional and behavior support.
Co-Teaching and Technology Supports Inclusion
The past year has seen an increase in our method of providing direct student support. School special education teachers are
in classrooms co-teaching alongside the regular classroom teacher. Special Education Teachers are providing specific support
for some students, but are not limited to assist students with special needs. We see ‘fairness’ as every student receiving what
they need through differentiation and that ‘what is essential for some, is good for all”.
Our students are provided with the most up-to-date digital devices to support and extend their learning. Our Technology
Resource staff supports our teachers through coaching, instruction and programming to meet the needs of all students.
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Celebrating Our Catholic Community
✔ Enhance both external and internal communication
✔ Enhance retention and recruitment strategies
Enhance both external and internal communication
Work with Korkola Design to identify and expand effective communication strategies, materials and practices.
Enhance retention and recruitment strategies
Work with Korkola Design to identify effective communication strategies, specifically related to recruitment and retention.
Natural Helpers
The Natural Helpers program is based on the premise that when students have problems, they often turn to friends and
adults they trust for help. The program is run in our two high schools to assist students with issues related to bullying,
violence and social situations. It begins with annual training for students and adults who are already perceived by others as
helpers. Natural Helpers are taught effective ways to help; positive ways of taking good care of themselves; and how to
contribute to a safe and supportive school environment.
Common Bonds
Common Bonds is a team of students who organize and implement a variety of social justice projects. The group
motivates and encourages students and staff to open their hearts to those in need in our school, our community, and our
world. Annual projects include clothing collection, Christmas Cheer, Pancake Breakfast, Catholic Leadership Day, and
participation in community events such as Empty Bowls Caring Hearts, Boys and Girls Gift Wrapping and Meals on
Wheels.
Second Step:X Social-Emotional Curriculum K-8
In our efforts to address student well-being, we believe teaching social-emotional learning is as important as teaching math
or language. The Second Step program continues to be taught in all of our K-8 classrooms.
Students who can self-regulate, have empathy, practice emotion management, and use problem solving skills are better able
to cope in everyday life and participate to a their full potential in their classrooms. Social-emotional learning promotes
school success and contributes toward a safe and respectful school climate.
Community Partners
Strengthening our relationship with community social service, and mental health agencies, has increased our ability to meet
the mental health needs of students of all ages. A restructuring of the Day Treatment Services and referral access to
Kindergarten Consultation services, has reduced wait times and has helped us link families into the services they require.
Collaboration with other agencies who provide autism related services and community supports to parents, children and
professionals has lead to enhanced support for inclusion, integration and well-being of children. Students now entering into
the IBI (Intensive Behaviour Intervention) program, will remain in their home schools every Friday to transfer acquired
skills into the school and to continue to foster the home/school relationship.
Charity Gala
For the past 5 years we have held a Board Gala Dinner in the spring in support of various organizations and Board
initiatives. The Board Gala has evolved into a significant community event with over 400 people attending in 2014.
Proceeds from the 2014 Gala exceeded $60,000 and are being used to support the Award Trust Fund and The School
Breakfast Program.
Baby Day
February 13, 2014 was a very special day at the Catholic Education Centre! We hosted our second annual Thunder Bay
Catholic District School Board Baby Day Celebration. The event was planned for babies born in 2013 to female employees
of the Board and wives of male employees who are currently on Maternity Leave. The moms had plenty of time to socialize
and enjoy a lovely lunch while CEC staff happily held the babies. It was a day of great celebration and joy!
33
Good Places to Learn and Work
✔ Ensure continuous renewal of facilities
✔ Increase environmental friendliness
✔ Improve health and safety performance
✔ Maintain a safe environment for all
✔ Enhance Employee Wellness
Ensure continuous renewal of facilities
• Oversee completion of the Full Day Kindergarten additions at Holy Cross and St. Martin Schools.
• Oversee completion of the gymnasium addition at St. Martin School.
• Plan and execute the 2013-14 Capital Program.
Increase environmental friendliness
• The Board Environmental Strategy Team (BEST) will focus on best practices and support schools in their certification as Ontario
EcoSchools.
• Reduce paper consumption by replacing the current support staff data sheet with an electronic supply staff data sheet. Electronic
staff data sheet has been piloted with Occasional Teachers group.
Improve health and safety performance
• Complete the vetting process for the handbook, Standard Operating Procedures for Non-Traditional Classes and provide training
for staff.
• Renew and revise the Health & Safety Manual to ensure compliance with legislative requirements.
• Implement a web-based monthly health and safety inspection report to ensure timely follow-up to hazards.
Web based inspection reporting system continues to be rolled out with five (5) final schools to be completed by end of November
2014.
Maintain a safe environment for all
• Realignment of all Fire Safety Plans to meet current City of Thunder Bay Fire Department requirements.
• Complete implementation of keyless entry system in all board facilities.
• Continue implementation of safe school and accessibility upgrades to all Board facilities.
• Implement and provide training related to our Multi-Year Accessibility Plan, which describes Board compliance activities for the
period 2012-2017. The plan will be put into place by January 2014 as per legislation.
Supporting Mental Health
Key advancements were made in the Implementation of the Board's student mental health and addictions strategy during the 20132014 school year. We increased our system capacity in suicide prevention, intervention and tragic event response through delivery of
safeTALK training to our classroom teachers and student support persons, coordination of advanced suicide intervention skills
training for our school administrators, guidance counsellors and tragic event team members and implementation of system wide crisis
response support to schools. Our partnerships with the Community Care Access Centre's School Mental Health & Addictions Nurse
Program and Children's Centre Thunder Bay have grown and strengthened allowing us to provide timely, coordinated service to
students in need of mental health assessments, counselling support and assistance navigating the mental health and addictions system.
At the Ministry level, Mental Health Lead funding was annualized ensuring mental health capacity is embedded within all Ontario
school boards. At the Board level, we will focus on building the necessary internal organizational conditions to ensure a sustainable
focus on student mental health and well-being.
Nutrition Program
A number of our schools provide a nutrition program. These programs continue to be supported by the Red Cross and Thunder Bay
Boys and Girls Club. In addition, the proceeds from the board’s Annual Gala help to offset some of the costs of the new nutrition
programs. Every morning, students have the opportunity to eat a healthy breakfast that is consistent with the Student Nutrition
Program guidelines set out by the Ministry of Children and Youth Services. The noted benefits of a school-based breakfast program
include: improved classroom performance, increased attendance, growth in student attention and engagement, healthier student diet,
improved student health and a decline in discipline issues.
34
Page 14
Organizational Stewardship
✔ Update Strategic Plan
✔ Ensure effective board governance
✔ Continually improve internal controls
Update Strategic Plan
In September of 2013, the Thunder Bay Catholic District School
Board initiated a strategic planning Process. An extensive and
comprehensive consultative process for community engagement
solicited the input of parents, students, staff and members of our
broader Catholic community. In November 2014, the Board
approved Our Values, Our Vision: 2014-2020 Strategic Plan for
the Thunder Bay Catholic District School Board. The new
Strategic Plan contains strategic directions and goals to shape our
Catholic education system from now until 2020.
Our complete Plan is available on our website
(www.tbcdsb.on.ca).
Ensure effective board governance
• Support the work of the Board of Trustees in the
development and review of policies.
• Lead Trustees through a review of the Board’s Procedural
By-Laws.
• Manage the implementation of new Ministry directives
and legislation to ensure compliance.
Ensure a balanced budget.
• Support and facilitate professional development for Trustees.
Continually improve internal controls
• Work with Senior Team to fully implement the recommendations of the Operational Review, the
internal and external audit committees, and Risk Management feedback in a timely manner.
35
EARLY LEARNING IN THUNDER BAY CATHOLIC SCHOOLS
early learning program enrolment
october 2013
life-long learners
36
Page 16
OUR ENROLMENT DATA
october 2013
Number of learners whose first language is not the language of instruction:
Elementary: 60
Secondary: 32
Self-identified:
First Nations - 1,089
Metis - 66
PRIMARY CLASS SIZE
% Primary Classes 20 and Under 97.6%
% Primary Classes 23 and Under 100%
Inuit - 2
Total - 1,157 (15 % of the enrolment)
Average Junior/Intermediate (grades 4-8) class size
% Grade 3/4 Combined Classes 23 and Under
37
23.61%
100%
2013-14 OPERATING BUDGET
$101,209,425
• 7,960 Students
• Teaching Staff:
388 Elementary Teachers
187 Secondary Teachers
• Non-Teaching Staff 405
• 20 Schools: 15 Elementary, 3 Senior Elementary, 2 Secondary
• French Immersion: 6 Dual Track Schools, 2 Elementary, 2 Senior Elementary,
and 2 Secondary
• 6 Trustees elected to serve on the Board for a four-year term
• 1 Trustee appointed by Fort William First Nation
• 2 Student Trustees appointed for a one-year term
Our Board at a Glance
Chair: Bob Hupka
Vice Chair: Tony Romeo
trustees: Eleanor Ashe, Don Cattani, Rob De Gagne, Kathy O’Brien, Phil Pelletier
Student trustees: Larissa Warywoda and Olivia Jean (January - June)
Courtnenay Costanzo and Sarah Ficek (September - present)
2013-14 BOARD OF TRUSTEES
2013-14 SENIOR ADMINISTRATION
Director of education: Joan Powell (September - April), Pino Tassone (May - Present)
Associate Director and Superintendent of Corporate Services: Tom Mustapic
Superintendent of education: Omer Belisle
Superintendent of education: Pino Tassone (September - May)
education officer (School effectiveness): Dave Bragnalo
education officer (early learning): Nadia Marson
Manager of employee Services: Garry Grgurich
38
Page 18
our Board of trustees
From left, Rob De Gagne, Eleanor Ashe, Bob Hupka; Chair, Phil Pelletier, Tony
Romeo; Vice-Chair, Kathy O’Brien and Don Cattani.
our Senior team
From left, Superintendent Omer Belisle, Education Officer Dave Bragnalo, Associate Director
Tom Mustapic, Director Joan Powell, Superintendent Pino Tassone, Faith Leader Fr. Ciaran
Donnelly, and Employee Services Manager Garry Grgurich. Missing: Education Officer Nadia
Marson.
39
Page 19
holy spirit,
GUIDED BY THE
foster the growth
OUR SCHOOLS
RES P O N S I B L E C I T I Z E N S .
OF RESP
459 Victoria Avenue West
807-625-1555 phone
807-623-2167 fax
www.tbcdsb.on.ca
40
AGENDA ITEM:
10.5
REPORT DATE:
January 6, 2015
SUBJECT: SUMMER SCHOOL, 2014
Background Information
Summer School 2014 ran from June 30th through to July 25th. The attached report outlines the
planning and preparation for summer school, the programs offered, student enrollment, credits
granted as well as a financial statement.
Credit Recovery, Dual Credits and Specialized Summer Co-op credits were offered to a variety
of students who may have been at risk to graduate or were in a specialized program that
allowed them to be eligible for the Summer Co-op program.
The Summer School program continued with its focus and location this past summer. It was in
partnership with Confederation College and funding was enhanced by the School College Work
Initiative program. In addition, courses were successfully offered at four of the boards Section
23 sites. Enrollment figures and credit allocation demonstrate that this program was very
successful.
Students from school boards across the region are served by Summer School. The Ministry of
Education provides grants to help support the costs of teachers, and a teacher assistant.
Funding for was also enhanced by the SCWI/SWAC program.
For the Information of the Board
Jean Paul Tennier
Pino Tassone
Director Education
41
Summer School Report 2014
Summer School Report
2014
Submitted by:
Francis Veneruz
Summer School Principal
Rob Murphy
Secondary School Coordinator
42
1
2
(A) INTRODUCTION
Thunder Bay Catholic District School Board Summer School was offered from June 30 July 25, for grade 9-12 students.
(B) LOCATION
Confederation College was the site for Summer School 2014.
(C) PLANNING
Planning and preparation for summer school began in January . The following team met
to review the plan.
1. Planning Team
Secondary School Coordinator
Alt Education Teacher
Principal of Summer School 2013
Summer School Secretary
Human Resources Officer
Mr. Pino Tassone
Mr. Rob Murphy
Mr. Jim Keyes
Mr. Francis Veneruz
Ms. Pat Bond
Mr. Chad Rojik
2. Planning and Preparation Chronology
January – April
The Secondary coordinator met with Confederation College Summer SWAC
(School Within a College) and Alternative Education Teacher to determine the
feasibility of offering Dual Credits along with Credit Recovery Courses at
Confederation College.
The Secondary coordinator revised and edited the course descriptions in order to
ensure that they were reflective of the outcomes of the Ontario Curriculum.
The registration package was streamlined by the Planning Team to simplify
registration and maximize the information provided by teachers regarding
registration needs. This information aided the summer school staff in developing
effective programs for the students they received.
43
3
June
Postings for the summer school teaching positions were publicized through
Human Resources and a pool of potential summer school teachers was created.
The hirings were tentative however, since course offerings are based on actual
enrollment. The Summer School Principal staffed courses as registrations were
received.
The availability of summer school credit recovery courses was publicized in our
secondary schools. The Summer School Assistant hand delivered documentation
to all secondary schools. The assumption was made that out coterminous school
board highlighted the availability of such courses to their students also using the
materials we provided.
Application was made, once again, to the Ministry of Education for funding under
the Summer Experience 2014 grant to enable Human Resources to hire a ‘teacher
assistant’ assigned to the Summer School program. The Summer School Principal
interviewed suitable applicants with preference given to those applicants who
were students in the Faculty of Education. The successful candidate was hired for
the six weeks ending on July 25th, 2014.
The summer school assistant, Secondary Coordinator and the Alternative
Education teachers continuously enrolled students using a Google Doc
spreadsheet.
The Secondary Coordinator in partnership with the Confederation College SWAC
administrator ensure the College teaching staff were in place for the 3 Dual
Credits which were offered.
JULY
Summer School 2014 commenced on June 30th.
3. Publicity
A variety of advertising vehicles were used.
-
Summer School information packages were distributed to school principals in
Thunder Bay. The package included:
o Summer School brochures,
o Summer School application form, and
4. Registration Procedures
Registration Procedures and Forms were available at all eligible schools.
44
4
Required documentation was verified and the summer school assistant followed up
incomplete forms.
Complete registrations were sorted and collected by the summer school assistant and the
secretary (Ms. Pat Bond)
5. Attendance Procedures
Contact was made with students who did not present themselves on the first day, in order
to determine whether or not the students intended to attend. Students who were absent for
the first 3 classes were removed from the class lists unless extenuating circumstances
were evident.
6. Discipline Procedures
Students who chose to be less than cooperative were given the choice to comply with
expectations related to participation and behaviour or to be removed from the class.
Issues and disruptions at all sites were minimal.
7. Reporting Procedures
Upon completion of every course offered during Summer School 2014, students received
a final report card. The original was given to each student present on the last day and a
copy was sent to the student’s home school.
Report cards for students in Section 23 programs were created in FileMaker.
8. Staff Communication
Daily contact was made with staff via telephone and email.
A final staff meeting was held on Tuesday, July 23nd to review reporting and closing
procedures.
45
5
(D) COURSES AND ORGANIZATION STRUCTURE & ENROLMENT
1.
COURSE OFFERED
Summer School 2014 offered Credit Recovery Model for secondary students.
SECONDARY SUMMER C.L.A.S.S. APPLICATION – 2014
June 30 to JULY 23, 2014 located at CONFEDERATION COLLEGE
Personal information on this form is collected under the authority of the Education Act Section 265(d) and Section 266. It
will be used by the teachers and principals to determine eligibility for and to administer the Summer School education
program. Questions about this collection should be directed to the Summer School Principal.
1.
STUDENT INFORMATION (Please print clearly and fill in ALL sections)
Name _____________________________________ Age _________ Date of Birth
____________________ M / F
Address ____________________________________________________ Postal Code _____________
Home Telephone _______________________
Cell Number ____________________________
Emergency Contact ________________________ Relationship to Student _____________ Tel.
_______________
Present School _______________________________________________
School you will be attending in September 2013 ____________________________________________
Present Grade
9
10
11
12
OEN: ________________________________
2. PROGRAM SELECTION
Credit Recovery Model
Sample of Listed Credit Recovery
Credits, June 30 to July 25th
SAMPLE of High School Credit
Recovery Courses
GRADE 9 CREDIT RECOVERY COURSES:
ENG1P8/ENG1D8-Gr. 9 Applied OR Academic English
MFM1P8/MPM1D8-Gr. 9 Applied OR Academic Math
CGC1P8/CGC1D8- Gr. 9 Applied OR Academic Geography
ENG2P8/ENG2D8-Gr. 10 Applied OR Academic English
MFM2P8/MPM2D8-Gr. 10 Applied OR Academic Math
GLC2O5 (0.5)-Gr. 10 Careers (2 weeks)
CHV2O5 (0.5)-Gr. 10 Civics (2 weeks)
CHC2P8/CHC2D8-Gr. 10 Applied OR Academic History
46
College Taught
Dual Credit Courses
TP 155, Tastes of Skilled Trades
MC 155, Apps for College Success
CU 140, Easy Healthy Cooking
6
ENG3C8 -Gr. 11 College
MBF3C8/MCF3M8-Gr. 11 College OR Coll./Univ. Math
HRT3MC/HRT3MU-Gr.11 College OR University Religion
GPP3O8 – Gr 11 Leadership and Peer Support
HIP3E8 – Gr. 11 Managing Personal Resources
ENG4C8 -Gr. 12 College
MAP4C8 -Gr. 12 College Math
OLC4O8-Gr 12 Ontario Literacy Course
High School Credit Recovery Classes Time Schedule:
Week 1 - July 2nd to July 5th: 9:00 am to 3:00 pm
Week 2 - July 8th to July 12th: 12:45 pm to 3:00 pm
Week 3 – July 15th to July 19th: 12:45 pm to 3:00 pm
Week 4 – July 22nd to July 26th: 12:45 pm to 3:00 pm
Total of 55 hours
High School/College Delivered Dual Credit Time Schedule:
Week 1 - July 8th to July 12th: 9:00 am to 12 noon
Week 2 – July 15th to July 19th: 9:00 am to 12 noon
Week 3 – July 22nd to July 26th: 9:00 am to 12 noon
Total of 45 hours
Summer C.L.A.S.S. 2014----Centre for Learning And Student
Success
Summer C.L.A.S.S.Centre for Learning And Student Success
Tuesday, June 30 – Friday, July 25, 2013 (4 weeks)Credit Recovery and Collegedelivered Dual Credit
The Thunder Bay Catholic District School Board, in partnership with Confederation College, and with
the support of School, College, Work Initiative (SCWI) will be offering Summer CLASS (Centre for
Learning and Student Success) this July.
Summer CLASS is a program for students who need to complete assigned tasks to meet the expectations of
an unsuccessful course during the previous school year (credit recovery). Summer CLASS will also offer
senior students (beginning third year of high school in September) a choice of three college-delivered dual
credit courses which will provide the skills and confidence to make informed decisions for a college
future.Why attend Summer CLASS?
• Experience a college credit course • Recover a missed credit to open options for timetable next year•
Build skills and confidence for a smooth transition from secondary to postsecondary education• No
tuition, student fees, textbooks and transportation costs
Credit Recovery:
June 30 – July 4, 9:00AM – 3:00PM July 7 – 25, Monday – Friday, 12:45 – 3:00PM
Specialized Summer Co-op:
June 30 – August 8
College-delivered Dual Credit:
47
7
July 7 – 25, Monday – Friday, 9:00AM – 12:00PM • CU140 “Easy Healthy Cooking” • MC155 “Apps for
College Success” • TP155 “Tastes of Skilled Trades”
For more information about the program or to register, please make an appointment with your
guidance counselor.
www.confederationc.on.ca/scwi/summerclass
2. SUMMARY
o
o
o
o
o
o
Total number of teachers……………………………………………….…8
Summer School Principal…………………………………………………1
Summer School Secretary…………………………………………………1
Summer School Assistant (Summer Experience 2013, MOE Grant)..……1
Section 23 Student Enrollment…………………………………………..
Summer School Co-Op Enrollment…………………………………..…22
2014 Summer CLASS
Success Rates
# of Students
# of successful
students
% of
successful
students
Summer CLASS
10
8
80%
Apps for College Success
MC155
Summer CLASS
11
7
64%
Easy Healthy Cooking
CU140
Summer CLASS
8
7
88%
29
22
76%
Dual Credit Program
Course Codes
(High School/College)
Summer SWAC
Tastes of Skilled Trades
TP155
Summer SWAC
Summer SWAC
School
Totals
Credit Recovery
Program
Course Codes
(High School Courses)
School
# of Students
# of successful
students
% of
successful
students
Gr. 12 College English
ENG4C
Summer CLASS
4
4
100%
Gr. 11 College English
ENG3C
Summer CLASS
1
1
100%
Grade 10 Applied
English
ENG2P
SummerCLASS
1
1
100%
48
8
Grade 9 Applied
English
ENG1P
SummerCLASS
1
0
0
Grade 9 Academic
English
ENG1D
SummerCLASS
1
1
100%
Grade 10 Academic
English
ENG2D
SummerCLASS
4
4
100%
Grade 12 College Math
MAP4C
SummerCLASS
2
2
100%
Gr 11 College/Univ
Math
MCF3M
SummerCLASS
1
1
100%
Grade 11 College Math
MBF3C
SummerCLASS
6
4
67%
Grade 10 Academic
Math
MPM2D
SummerCLASS
11
10
91%
Grade 10 Applied Math
MFM2P
SummerCLASS
4
3
75%
Grade 9 Academic
Math
MPM1D
SummerCLASS
8
4
50%
Grade 9 Applied Math
MFM1P
SummerCLASS
4
2
50%
Grade 10 Applied
Science
SNC2P
SummerCLASS
1
1
100%
Grade 9 Academic
Science
SNC1D
SummerCLASS
1
1
100%
Grade 9 Applied
Science
SNC1P
SummerCLASS
1
1
100%
Grade 10 Academic
History
CHC2D
SummerCLASS
2
1
50%
Grade 9 Academic
Geography
CGC1D
SummerCLASS
1
1
100%
Grade 9 Phys Ed
PPL1O
SummerCLASS
1
1
100%
Grade 11 Native
Studies
NBV3E
SummerCLASS
1
0
0%
Grade 10 Careers
GLC2O5
SummerCLASS
1
1
100%
49
9
Grade 12 Literacy
Course
OLC4O
SummerCLASS
1
1
100%
Grade 10 History
CHC2D
SummerCLASS
1
1
100%
Grade 10 History
CHC2P
SummerCLASS
2
2
100%
Grade 11 Christian
Living
HRT3M
SummerCLASS
1
1
100%
SummerCLASS
62
49
79%
SummerCLASS
22
22
100%
TOTALS
Specialized
Summer Coop
COP3X/4X
Credits granted this year at SummerCLASS at Confederation College:
1. Dual Credits: 22 credits granted
2. Credit Recovery: 48.5 credits granted
3. Specialized Summer Coop: 44 credits granted
Total Credits Granted at Summer CLASS 2014: 114.5 Credits
50
Summer School Report 2014 10
E. FINANCIAL OVERVIEW
1. REVENUE
Summer School Grant
Secondary Credit Courses
Dual Credit School College Work Initiative (SCWI)
= $24, 572.00
Teaching Assistant Grant
= $1,148.00
Care and Treatment Facilities (Section 23) Grant
= $29,669.00
= $11,519.60
$69,939
TOTAL
2. EXPENDITURES
•
Principal
$6,449.00
•
Teachers
$44,424.00
•
Teacher Assistant
$1,888.00
Supplies
$2,280.00
TOTAL EXPENDITURES
$54,981.00
NET PROFIT:
51
$14,958.00
Summer School Report 2014 11
(D) RECOMMENDATIONS
Recommendation #1
Summer School should designate the first day for Staff to get required materials, student
lists, curriculum resources and develop lesson plans when students arrive to class.
Recommendation #2
Summer School should continue with the same format making use of the Confederation
College facility due to its location, accessibility to Busing, air-conditioned room, and the
availability to use modern technology in the labs.
Recommendation #3
The lead teacher should be familiar with the Credit Recover Model and well as the Dual
Credit Model to ensure the maximum credit accumulation for students.
Recommendation # 4
Summer School staff, especially the Principal, should be in place by the beginning of
May to ensure a smooth transition due to the many duties to ensure his/her regular school
duties are not affected.
52

January 12, 2015 - Thunder Bay Catholic District School Board

Transcription

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