Our Catholic schools strive daily ... Secondary schools. 3. Alternative education program. 1. JK. 442.5. SK. 491. Grades
Director’s Annual Report 2015
#HereIAm: Living my faith + service in Nicaragua
Director’s Message The Wellington Catholic District School Board is pleased to share news of the past year’s successes in the Director’s Annual Report 2015. We encourage parents/guardians, students, educators and other members of the community to take a moment to read it. In it you will find information about the important work that our Board engages in in order to nurture the faith formation, learning and achievement of our students. The theme for this report is #HereIAm, an invitation to personally declare what it means to be part of the Wellington Catholic family. #HereIAm was launched in 2014/15 across Wellington Catholic through Twitter, our Wellington Catholic Newsletter or ‘WCN’, our website and through postcards over the summer break. #HereIAm has encouraged so many to share personal experiences of something greater. Our Catholic schools strive daily to create these kinds of moments of encounter, where everyone knows that they have God-given strengths and can learn, lead and experience deeply that they belong. Alongside all the data and information you might expect in an annual report, #HereIAm celebrates the meaning revealed through moments of presence that can awaken in us the transformational power of individuals and our community. Our staff is committed to excellence. The importance of Catholic education is witnessed through them daily in the engagement of our students in classrooms, in the halls, in the office, on playing fields, in
gymnasiums and in our local and global communities. Our strengths-based approach focusses on respect for the unique gifts of each individual that strengthens the overall experience of learning and community. We are blessed to work with many partners, such as the Catholic Parent Involvement Committee (CPIC). We value their involvement with our parent/ guardian community and the positive impact they have on student engagement. We are very proud to be among the top contributors to the United Way campaign in Guelph-Wellington. Our Annual Bishop’s Dinner for Community Needs resulted in significant contributions to the
2 Ignatius Jesuit Centre, Grand River Conservation Authority Foundation, Michael House, Welcome In - Drop In Centre, Guelph Wish Fund for Children and Hospice Wellington. These charitable partnerships not only enhance learning, but help us fulfil our mandate of reaching out to the broader community and those less fortunate than ourselves.
filled environment. Together, we remain committed to providing an authentic Catholic education for body, mind and spirit, and for life.
As we conclude 2015, it is a privilege and an honour to work with our partners, dedicated employees, educators, trustees, parents, and students in our common mission to support the success of all students in a faith-
Wellington Catholic District School Board 75 Woolwich Street Guelph, ON N1H 6N6 www.wellingtoncdsb.ca 519-821-4600
Tamara Nugent Director of Education
Stewardship of Resources Average Class Size
Enrollment Data 25
Primary
18.3
JK
24.34
SK
Junior/Intermediate High School
20.5
Number of Schools
Full time as of Oct. 31, 2014
JK/SK
3
442.5 491
Grades 1-3
1,597
Grades 4-8
2,934.5
Grades 9-12
2,415
Total FTE
7,888
Elementary schools
17
Secondary schools
3
Alternative education program
1
Staff employed in a variety of roles Full Time Employed = 855
Consolidated Statement of Financial Position as at August 31, 2015 Financial assets Cash Accounts receivable Accounts receivable – Government of Ontario – approved capital Assets held for sale Total financial assets
2015 $
2014 $
6,245,343 3,163,654 61,914,866 – 71,323,863
3,202,679 3,023,783 64,379,200 2,100,000 72,705,662
Financial liabilities Accounts payable and accrued liabilities Net long-term liabilities Deferred revenue Retirement and other employee future benefits Deferred capital contributions
6,237,797 58,863,517 3,961,202 1,813,628 99,026,291
6,129,507 62,045,583 2,406,458 2,363,149 98,125,998
Total financial liabilities
169,902,435
171,070,695
Net debt
(98,578,572)
(98,365,033)
Non-financial assets Tangible capital assets Prepaid expenses Total non-financial assets
112,751,233 313,780 113,065,013
111,583,215 655,097 112,238,312
Accumulated surplus
14,486,441
13,873,279
ce aking a differen #HereIAm: M “One of the n Apprentice, k publicly in ia ic tr ec El l ria ity to spea mar Indust Lisa Winer, Lina me great joy is the opportun ral, and women in the gs ne in ge br in at es things th illed trad , promoting sk .” the community ns tio za ni ga or ut trades througho
Stewardship of Resources
4
Developed 3-Year Strategic Plan The development of a specific and measurable Strategic Plan for the three-year period of 2013-2016 was designed to both challenge and inspire Wellington Catholic to be “best in class” at all times for the ultimate benefit of students. The vision for Wellington Catholic’s future success is as follows:
Strategic Directions 1. We will develop a shared accountability plan for the faith development, success and well being of students. 2. We will increase student engagement, achievement and
physical activity by meeting the needs of the 21st century Catholic learner. 3. We will assertively share all elements – spiritual, social, educational and physiological – of our distinctive vision, culture and identity with all our immediate stakeholders and with the wider community.
• Constantly improve student achievement; • Achieve the retention and enrolment targets included in the Board’s Marketing Plan; • Be recognized as a Catholic school district that is “best in class” in all aspects of its work on behalf of students;
4. We will achieve a strategic allocation of resources within a balanced budget.
• Fully engage with community partners as contributors to the common good;
Desired outcomes over a 3-year period will be to:
• Embed and sustain technology in both curriculum and business practice.
Hyper Link to Wellington Catholic Multi-Year Strategic Plan http://www.wellingtoncdsb.ca/Documents/WCDSB%20strategic%20Plan%202013-2016%20version%202%20B.pdf
Current Board of Trustees
From top left: Joe Tersigni, Trustee; Marino Gazzola, Trustee and Chair of the Board; Matteo Straddiotto, Student Trustee, Bishop Macdonell High School; Jacob Sega, Student Trustee, St. John Bosco High School; Joshua Subang, Student Trustee, Our Lady of Lourdes High School; Andrew Finoro, Trustee; Cassandra Chornoboy, Trustee; Victoria Dupuis, Trustee; Micaela Yawney, Student Trustee, St. James High School; and Sebastian DalBo, Trustee.
#HereI Am : Exploring the wonder of God’s cr eation
Stewardship of Resources Vision, Culture and Identity The Wellington Catholic District School Board has a strong and vibrant 50 year history. The Wellington Catholic logo has been a part of that history for many years and can be seen throughout the district; print publications, school walls, social media and countless team uniforms. With the future in mind, the logo was refreshed in 2014 to better reflect the 21st century education provided to Wellington Catholic students and the community. What hasn’t changed… is the icon that tells the story of the values that Wellington Catholic was founded on. The three triangles (which form a stylized W) represent a triad of Catholic schools (on the left), parishes (in
the middle) and the home (on the right). The church itself is symbolized by the cross in the middle. The semicircle over the three triangles physically connects all three spaces of learning, worship and living. These act as a reminder that each are places to create, welcome, celebrate, learn, and pray while we serve each other and the larger community. What is new… are the colours and fonts we have chosen to support our icon. Our new font is modern and fresh and captures the youthful energy of our lifelong learners. We modernized the blue and added a new and vibrant orange that is both fun and eye catching. We have chosen these colours as they represent
our strong foundations (the traditional blue) and our bold, innovative and inclusive approach to Catholic education. We want that orange to humbly say, “Come and join us as we find creative ways to use our gifts to serve our students and community!”
5 ung students in learning with our yo #HereIAm: Delighting
Also launched in 2014… was #HereIAm: an on-going conversation and declaration of what it means to be part of Wellington Catholic; and Wellington Catholic News (WCN): a quarterly publication that shares our distinctive vision, culture and identity and how we are focused on growing faith-filled and action oriented learners.
r, “It is a joy to be part rly Childhood Educato Ea g, rin ke that they feel Pic y nd We periences and to know ex l oo sch t firs ’s ren of the child r care.” safe and happy in ou
Student Achievement
6
District EQAO Results, 2011 through 2015 Results reflect the percentage of students at or above the Provincial standard – levels 3 and 4 EQAO assessments capture performance at a specific point in time each year. These assessment results should be considered in conjunction with other school-based information, such as demographics, classroom assessments, report card marks as well as performance over time. (reference: EQAO School Board Report, 2007 and EQAO Guide to School and Board Improvement Planning)
Grade 3 Reading
Grade 3 Writing
Grade 3 Math
2010-11
2011-12
2012-13
2013-14
2014-15
District
63%
68%
70%
68%
69%
Female
69%
72%
76%
76%
77%
Male
57%
63%
63%
62%
62%
Provincial
65%
66%
68%
70%
N/A
District
71%
82%
79%
79%
72%
Female
78%
88%
89%
87%
81%
Male
65%
76%
69%
73%
65%
Provincial
73%
76%
77%
78%
N/A
District
75%
77%
72%
74%
69%
Female
75%
76%
75%
78%
72%
Male
75%
77%
68%
70%
66%
Provincial
69%
68%
67%
67%
N/A
EQAO Provincial Results for 2014-15 are not available.
#HereIAm: Deve loping my
God-given talent s
Student Achievement
7
District EQAO Results, 2011 through 2015 Results reflect the percentage of students at or above the Provincial standard – levels 3 and 4 2010-11
Grade 6 Reading
Grade 6 Writing
Grade 6 Math
Grade 9 Academic Math
Grade 9 Applied Math Grade 10 OSSLT (first time eligible)
2011-12
2012-13
2013-14
2014-15
District
75%
71%
79%
75%
81%
Female
80%
77%
85%
81%
83%
Male
71%
65%
73%
70%
79%
Provincial
74%
75%
77%
79%
N/A
District
77%
70%
79%
79%
82%
Female
85%
81%
91%
89%
89%
Male
70%
59%
68%
71%
74%
Provincial
73%
74%
76%
78%
N/A
District
64%
63%
66%
58%
64%
Female
64%
66%
71%
60%
66%
Male
63%
59%
61%
56%
61%
Provincial
58%
58%
57%
54%
N/A
2010-11
2011-12
2012-13
2013-14
2014-15
District
87%
87%
87%
91%
N/A
Female
85%
87%
88%
91%
N/A
Male
85%
88%
86%
91%
N/A
Provincial
83%
84%
84%
85%
N/A
District
50%
44%
56%
56%
N/A
Female
55%
41%
52%
48%
N/A
Male
46%
46%
58%
62%
N/A
Provincial
42%
44%
44%
47%
N/A
District
83%
84%
84%
89%
N/A
Female
87%
88%
84%
89%
N/A
Male
78%
80%
80%
78%
N/A
Provincial
93%
93%
93%
83%
N/A
EQAO Provincial Results for 2014-15 are not available.
#HereIAm: Working for justice ice and found a passion for social just Allie Bell, Grade 12 Student, “…I re them sha and s gift my elop me to dev discovered how God expected with others.”
Student Achievement
8
Improving Outcomes for Students Literacy • Engaged eight elementary schools in literacy professional learning communities with support from the program coordinator, literacy coach, student work study teacher and student achievement officers. Developed inquiry questions that targeted the literacy needs at these sites for students in grades 1-6. • Shared best practices for developing literacy skills in a High Priority Literacy Schools Learning Celebration Day. Administrators, educators, program staff, speech and language pathologists, student work study teacher and digital learning coach gathered to reflect upon gains made during literacy collaborative inquiries for both students and educators. • Created collaborative networks between the literacy coordinator, special education team and speech language pathologists to create new tools for the literacy assessment resource, focused on phonological and phonemic awareness skills and understanding of oral skills in the development of overall literacy skills. • Developed collaborative team of literacy coach, student work study teacher and program coordinator to make connections between classroom literacy needs, School Improvement Plans and professional learning communities.
• Established whole-school approaches to creating responsive literacy learning environments in each high school.
balance in assessment practices. Incorporated the intermediate math coach in these learning opportunities to sustain and enhance learning between hubs.
• Provided opportunities for Ontario Secondary School Literacy Test preparation exercises and monitored individual readiness for the secondary literacy requirement.
• Used Ministry monographs, webcasts, school and districtbased video and observations to identify best practices and set goals for classes from kindergarten to grade 8.
• Engaged secondary teachers in cross-curricular collaborative inquiries related to improving students’ literacy skills.
• Provided after school mathematics book studies to expose teachers to new pedagogy.
Numeracy • Integrated focus for professional learning opportunities for teachers and principals on numeracy content knowledge, understanding student learning needs and classroom instructional practices. • Continued focus on uncovering school and student needs through school visits, formative learning walks by principals, diagnostic assessment tools, program data and classroom observations/conversations in order to provide precise next steps to support effective numeracy instruction. • Encouraged and supported the use of problem-based learning in mathematics. • Used the collaborative inquiry model to support learning in math hubs which included elementary administrators and teachers, with a focus on increasing teacher content knowledge and increased
• Involved kindergarten to grade 8 teachers in collaborative inquiry with the student work study teacher, focusing on documenting learning in numeracy and literacy. • Utilized a math coach in priority schools to support instructional practices in grade 7 and 8 classrooms. • Promoted use of the Homework Help resource for grades 7 to 10. • Established cross-panel math teams to work on connecting both content and effective instructional strategies through the intermediate division at elementary and secondary level. • Instituted a new program in high schools designed to support the transition of grade 9 students in first semester prior to taking their grade 9 math credit in second semester. • Engaged secondary teachers in collaborative inquiries related to student engagement and effective assessment and evaluation practices in mathematics to support student learning.
#HereI Am: A military coop student on Remembrance Day
Student Achievement Kindergarten • Supported the implementation of the Tools for Life Character Development Resource in kindergarten through a joint process with The Upper Grand District School Board. The new resource reflects the kindergarten play-based philosophy. • Built capacity for kindergarten teams in the use of the Tools for Life Resource. • Committed to the implementation of the Tools for Life program in all kindergarten classrooms. • Provided professional learning opportunities three times through the year for all kindergarten teams. • Identified effective practices for inquiry-based learning pedagogical documentation in kindergarten and allowed the opportunity for educators to share practices and plan for their use. • Established effective and innovative practices with the use of technology such as Ipads and Google Drive to document student learning and collect information about student progress. • Communicated with educators across the school board through a weekly kindergarten e-newsletter in order to share ideas and effective practices and create consistent approaches and common understandings of the inquiry and play-based kindergarten program.
• Surveyed all kindergarten educators with the Early Development Index Tool to gain insights into the learning readiness of our senior kindergarten students. The information provides a snapshot for school boards and community groups on the strengths and challenges of kindergarten students in local neighbourhoods. Information is used to direct school and community projects and resources. • Established a pedagogical leadership team of educators including program staff, principals, the student work study teacher, kindergarten teams and grade 1 and 2 teachers to develop greater understanding pedagogical documentation in primary classrooms. Leaders and leadership teams engaged in thinking and learning together, using pedagogical documentation (video segments, photographs, etc.) and questions as provocations, to support educators and children in deepening understanding of play- and inquiry-based learning through the lens of mathematics, literacy, well-being and assessment for and as learning.
Core French • Provided teachers professional learning opportunities around the revised French as a Second Language Curriculum, making links on how to strengthen strategies and skills used in English language arts programs.
9
• Elicited over 800 responses from students between grades 4 to 12 in the Student Voice, Core French, in order to ascertain an idea of student confidence in French as a Second Language Curriculum, as well as their values and goals for learning French. • Engaged parents in a presentation at the Catholic Parent Involvement Committee meeting in order to share the provincial vision and goals of French as a Second Language program in Wellington Catholic Schools and to discuss how the learning and teaching of French has changed over the last few years. • Provided unique learning experiences for students in French culture. Students traveled to St. Donat, Quebec in February, 2015 and participated in outdoor cultural activities while being immersed in the French language.
#HereIAm in gratitude for my canine companion. miss your rker, “Munch, we will Jodi Allward, Social Wo lls of Bosco,… your trust of and ha pitter-patter down the , but mostly your boundless uth yo h wit ys beautiful wa tance of others.” love of life and accep
Student Achievement
10
English Language Learners and English as a Second Language Instruction Number of Students
EQAO Results for Special Education Students
2014-15
WCDSB
Provincial 2013-14*
33%
40%
Elementary
221
Secondary
100
Grade 3 Reading
Total
321
Grade 3 Writing
47%
57%
Grade 3 Math
28%
34%
Grade 6 Reading
39%
47%
Grade 6 Writing
42%
46%
Grade 6 Math
22%
19%
Improving Outcomes for English Language Learners • Provided direct support to 140 students. • Participated in a 2014-15 crosspanel collaborative inquiry with four other boards across the province with a focus on providing meaningful context to learning and explicit modelling of language use for students. • Increased student success for both, ELL and non-ELL students as a result of collaborative inquiry. • Developed greater capacity for educators in the use of effective strategies to enhance student growth and to document student learning.
Grade 9 Applied Math
55%
74%
Grade 9 Academic Math
83%
39%
Grade 10 OSSLT (first time eligible)
85%
44%
*Provincial Results for 2014-15 are not available.
Improving Outcomes for Special Education Students Through Student Support Services • Reviewed and revised the program guidelines for student support services to better reflect current practice and improve consistency. • Continued to provide student support hubs and resource rooms that allow for direct instruction from special education resource teachers and youth workers at each school. • Continued to provide formal assessments to schools through the system assessment special education teacher.
• Implemented applied behaviour analysis techniques and strategies in classrooms through the system autism special education teacher. • Continued to support student transitions in and out of school life through collaborative and integrated transition planning for all students with exceptionalities. • Provided new special education resource teachers with in-service and mentoring from the student support service system team, including: speech and language pathologists, itinerant teachers of the deaf and blind, digital learning coaches, behaviour inclusion team, youth and social workers and psychologists.
#HereI Am: Building my career opti ons
Student Achievement • Completed an internal individual education (IEP) plan review to ensure that the IEP Ministry Standards and the district’s guidelines were implemented accurately. • Created a special education department head role at the high school level to provide leadership within the special education departments and to support students with special education needs. • Created co-operative education opportunities within the community for students with special needs according to students’ interests and strengths and with the support of Educational Assistants where required. • Trained all educational assistants and school behaviour management teams in behaviour management systems to help staff respond to student behaviour in a consistent, proactive and preventative manner.
Supervised Alternative Learning • Continued to provide supervised alternative learning (SAL) through St. John Bosco Secondary School to students from age 14-18 who experience significant and ongoing barriers to attending school. Students were supported academically by the Alternative Learning Coordinator and non-academically by the Social Worker assigned to St. John Bosco. SAL programs are individualized and created collaboratively with each student and his/her caregiver. It may also include a student’s community supports from agencies such as: Community Mental Health Association, Family and Children Services, Ministry of Child and Youth Services, Kerry’s Place, etc. A learner’s SAL program may include some or all of the following:
11
Student Success • Included student success teachers from each high school to participate in a collaborative inquiry with a focus on student engagement and best practices for credit recovery to improve student achievement. • Used creative re-engagement strategies, including the use of technology and innovative learning environments to support early leavers. • Provided student success teams in each secondary school with the opportunity to meet regularly to identify, monitor and support struggling students.
1. Enrolment in one or more credit courses
succeeding #HereIAm, hope-filled and
• Continued to foster relationships with community partners including: Community Mental Health, Developmental Services, KidsAbility, Kerry’s Place, Community Living and others to support students and families in and out of school life.
2. Enrolment in non-credit courses to build life or employment skills
ss. It was a dent, “I loved the ESL cla Jessica Diaz, Grade 12 stu ng through.” goi s wa I at wh d too unders place where I felt people
• Supported classroom teachers through new teacher induction and the new and emerging leaders program in best practices for special education.
5. Job related training
3. An attendance plan specific to the learner and his/her particular situation 4. Full or part time employment
6. Volunteer opportunities 7. Counselling
Catholic Community Culture and Caring Faith • Continued the mission of the Catholicity Committee to support and nurture the Catholic character of the Wellington Catholic community through on-going adult faith formation and special programming. New and returning Catholicity Committee members helped to facilitate events through the following sub-committees: Communications; Curriculum; Faith in Community; Liturgical; and Faith Animators. • Continued to be guided by four priorities for the Catholicity Committee: personal relationship with Christ; authentic witness; technology and communication; and invitation and hospitality. • Developed and implemented a personal approach to a districtwide spiritual development day around the theme of Grace. Time was allotted for staff from each school site to connect in the morning. In the afternoon, a liturgy for all staff was held at Bishop Macdonell Catholic High school led by Father Martin Vallely, a former graduate of the high school. Discussion sessions followed providing an opportunity for all to listen and be heard and continue their faith journey
• Provided an opportunity in November of 2014 to all in the Wellington Catholic community to receive comfort and share in the remembrance of those who have died. A memorial mass was held at the Loyola House on the grounds of the Ignatius Jesuit Centre and a meal followed at Loyola House. • Offered a spiritual walk called, “Sacred Footsteps”, followed by food and fellowship. • Provided an open invitation for spiritual renewal at men’s and women’s retreats in the fall and the spring at the Ignatius Jesuit Centre. • Shared in the traditional Jewish Seder Meal of unleaven bread, boiled eggs, lamb, vegetables and bitter herbs. Explored topics of hope, oppression and community in the past and present. • Participated in, “When Faith Meets Pedagogy” in the fall through event planning, facilitation and attendance at various workshops. • Participated in Merry Advent in early December to celebrate Christ as central focus of the Christmas season through a Liturgy, dinner and caroling at Loyola House. • Infused joy at events and Liturgical celebrations through music ministry throughout the year. • Trained and mentored faith animators, one designate at each school site, to help support spiritual planning at the school.
12
• Increased awareness of faith inspired lectures and speakers in the adult community, including the popular, “Theology on Tap”, speaking/discussions groups which were held at a local pub in Guelph.
Social Action • Raised an outstanding $74,724 for the United Way in the 2014 campaign. Holy Rosary Catholic Elementary School received the Annual Growth Award, a 28% increase from the previous year; The Catholic Education Centre, Our Lady of Lourdes Catholic High School and Bishop Macdonell Catholic High School received the Top Tree Highest Average Gift Awards; and St. James Catholic High School received the $100,000 Lifetime Achievement Award. • Provided support to children in orphanages in Central and South America through Friends of the Orphans Canada in conjunction with Nuestros Pequenos Hermanos (NPH). Through this service work students learned to respect the diversity and interdependence of the world’s people and cultures. Students have assisted with the construction of a variety of facilities which have included: schools, dormitories, medical centres, kitchens and dining halls, workshops, staff and volunteer residences, and administrative offices. Volunteers have also laid sod, aerated and fertilized shade trees, painted, weeded and more.
#HereI Am: Contrib uting
to my community
at the Bishop’s Dinn er
Catholic Community Culture and Caring • Supported various nonprofit organizations through awareness and fundraising raising campaigns such as: Free the Children, Guelph Lake Interpretive Centre, Canadian Cancer Society, Heart and Stroke Foundation, Local Food Bank, Michael House Pregnancy Care Centre, Habitat for Humanity, Guelph Humane Society, and Guelph Children’s Wish Foundation among many others. • Hosted the 12th Annual Bishop’s Dinner for Community Needs in October raising a total of $60,000 distributed to the following groups: Ignatius Jesuit Centre’s Sacred Ground Campaign, $25,000; Guelph Lake Interpretive Centre’s Student Nature Program, $10,000; Guelph Wish Fund for Children, $5,000; Michael House, $10,000; and, Welcome In Drop-In Centre, $10,000.
First Nation, Metis, Inuit Education • Collaborated with First Nation, Métis, and Inuit parents and communities to enhance communications on progress related to Aboriginal student achievement and success. • Facilitated professional development opportunities for teaching staff to assist them in incorporating culturally appropriate pedagogy into practice to support Aboriginal student achievement, well-being, and success. • Continued to build awareness around voluntary selfidentification as First Nation, Metis or Inuit.
New Teacher Induction Program • Provided mentoring and orientation activities for over 25 newly hired teachers. • Paired new teacher employees with experienced mentors to observe, co-plan and co-teach with their mentor. • Hosted demonstration classrooms for new-teacher learning and provided time for leaders to guide program candidates through the board’s Foundations of Best Practice.
Board Leadership Development Strategy • Focused on attracting and developing future leaders for the district, helped current leaders to develop resources and promoted effective practices in order to build leadership capacity. • Provided Principals and VicePrincipals opportunities to attend a three-part learning series presented by Dr. Lisa Dack, instructor from OISE and co-author of the book, Intentional Interruptions. The focus of the series was to build and develop personal leadership skills and resources though a ‘culture of learning’ where collaborative inquiry identified leadership problems of practice and the subsequent opportunities for leadership to improve student achievement and well-being.
13
• Produced a document called, “Here I Am: Servant Leadership in Wellington Catholic,” a resource to inform and assist aspiring leaders to discern, develop, and foster leadership. The document includes a summary of the history of Catholic education in Guelph, the stages of leadership readiness, leadership opportunities in the district and a workbook for aspiring leaders to reflect upon and set personal goals. • Offered the Catholic Leadership Seminar Series (Parts One and Two) for the fourth year to all aspiring leaders in the district. As of June 2014, 53 teachers completed both Part One and Two of the Catholic Leadership seminars; 10 of the 53 teachers were hired and currently serve as school administrators in the district and 6 teachers were placed in the vice-principal pool of candidates. • Offered further readiness opportunities to candidates in the vice-principal pool to develop their leadership skills through participation in learning sessions offered to current administrators, such as: the Lisa Dack series; education and the law; managing a school budget; exploring assistive technology; leading a collaborative inquiry for learning; and job-shadowing.
#HereIAm, appreciative of my mentors tor at UBC, “Thanks to… Catherine Rawn, senior instruc Catholic, I am now doing ton lling We at amazing teachers ents each year.” stud my best to inspire hundreds of
Catholic Community Culture and Caring Parent Engagement • Welcomed and supported parent volunteers for the Strong Start Program; a program aimed to ensure that all young children learn to read. • Attended (by members of the Catholicity Parent Involvement Committee): the 6th Annual Provincial PIC Symposium and the People for Education 18th Annual Conference. • Sponsored (by Catholic Parent Involvement Committee) speaker Dr. Karyn Gordon on the topic: Motivating Your Kids/ Teens. • Sponsored (by the St. Ignatius of Loyola Catholic School Council) speaker Dr. Megan Popovic on the topic: Raising Resilient Children. • Sponsored (by the Holy Rosary Catholic School Council) speaker Paul Davis on the topic: Internet Safety/Social Media. • Received, ‘Parents Reaching Out Grants,’ for ten Catholic school councils which were used to engage parents in various activities.
Mental Health and Wellness • Developed Suicide Prevention, Intervention, and Tragic Response Protocol, in-serviced with all school teams and support staff. Continued to offer Applied Suicide Intervention Skills Training (ASIST) to school staff and Violent Threat Risk Assessment training (VTRA) to school administrators and support staff. Qualified a WCDSB trainer in ASIST and VTRA for annual offerings to school community. • Introduced the 2014-2016 Mental Health and Wellness Strategy to the Wellington Catholic community through presentations to senior administration, school administrators, educators, student support staff, the Catholic Parent Involvement Committee, Special Education Advisory Committee, and through articles for school newsletters and through the Mental Health and Wellness Website. • Supported schools interested in embracing Strengths In Education, a strengthsbased educational approach that includes a focus on understanding students’ individual character strengths and integrating them in all aspects of school experience. • Trained 105 grade 1-3 teachers in the use of Tools for Life©, a proven-effective in-class program for increasing social problem-solving, emotional awareness, and self-regulation in children. Tools for Life not
14
only enhances skills of all children but can be protective against the development of more serious challenges in vulnerable children. • A working group identified steps for integrating the Youth Workers and Social Workers in the problem-solving process school teams use when supporting students with social, emotional, behavioural, and/ or mental health challenges. In collaboration with Student Support Services, the Developed Behaviour Inclusion Team supported school teams in assessing, programming, and responding to needs of students with specific challenges. • Piloted a school climate and mental health and well-being survey specifically designed for Wellington Catholic. The results will be used to inform a range of initiatives, such as: safe schools, anti-bullying, equity and inclusion, wellbeing, mental health awareness, and to help evaluate the effectiveness of strategic goals. The survey summary can be found at: www.wellingtoncdsb. ca/MentalHealth/Pages/ publications.aspx and click on 2015 Survey Summary.
#HereI Am: Collecting Food for my local food bank
Unique Programs Digital Learning • Introduced students to a blended learning environment supplemented by devices to enhance learning across the district through the use of the following equipment: - 150 Chromebooks for grade 9 and 10 teachers and their students at St. James Catholic High School. - 120 Chromebooks for several junior/intermediate teachers and their students at a variety of elementary schools - 55 Nexus 7 Android Tablets for JK to grade 2 teachers at St. Joseph Catholic School in Fergus - 100 Chromebooks and 50 iPads remaining in classrooms as part of a digital project where teachers took on the “Lead Learner” role. • Continued growth in Desire to Learn (virtual learning environment) usage. At present, Wellington Catholic has 3000 active users (1/3 of our population) using the virtual learning environment. • Increased training after the district-wide purchase of the accessibility tool Read & Write for Google. This cloud-based computer application offers speech to text, text to speech, word prediction and annotation features that support all students’ learning. • Provided SEA training involving Google Apps for Education with iPads and Chromebooks. Training included one-on-one support, small group (student,
teacher, EA, SERT, parents) and whole class instruction to align with the Learning for All model.
Tutors in the Classroom • Employed tutors from the University of Guelph Child, Youth and Family Studies Program to work in our Elementary classrooms to support students in all 17 of our Elementary Schools. This program gives university students hands on experience and benefits students and teachers in the district.
Dual Credit • Continued to offer dual credit courses from Conestoga College in combination with Wellington Catholic’s co-operative education courses and apprenticeship pathway program which earned students a credit from the college and counted as an elective course as part of the Ontario Secondary School Diploma requirements. Two newer programs added to the dual credit offerings: 1) The Re-engagement Fitness and Wellness program is in its second successful year. Students attend these selfaffirming classes at the YMYWCA each day for four weeks to earn two college credits. 2) The newest program is the three credit Construction Trades program at the Waterloo Campus of Conestoga College. Eighteen students travelled by bus each morning to gain valuable skills and experience in carpentry, and mechanical trades.
15 International Baccalaureate Programme
grateful #HereIAm, a parent,
port for a community of sup
• Approved (for Bishop Macdonell Catholic High School) as the first International Baccalaureate (IB) World School in the city of Guelph, January 2015. September 2015, the high school offered the IB Diploma Programme to its first grade 11 cohort. • Continued in 2014/15 school year to offer students the IB Foundations Program for interested grade 9 and 10 students. The Foundations Program introduces junior students to IB-style learning and assessments using IB trained teachers and the Ontario curriculum. The IB Diploma Programme is a globally recognized, two year academic program of study that students complete over their grade 11 and 12 years. It is recognized by over 1,800 universities and colleges worldwide who actively recruit IB students. Research studies have shown that IB Diploma students are widely accepted into their first choice of university, and more importantly, transition and perform better once they begin their post-secondary studies. Successful Diploma Program students earn both the Ontario Secondary School Diploma (OSSD) as well as the IB Diploma upon graduation.
Julien Project • Provided social and therapeutic gardening opportunities through the community-based, charitable organization, “The Julien Project,” on the grounds of the Ignatius Jesuit Centre.
ring support he needs du t of Hunter, “He has the month to month. He’s m Karen Marciano, paren fro see visible progress with his school day and I can d safe, which is truly all a parent of a child an , ed lov ” lly. tua ac happy, engaged, t, – it’s true for any paren special needs can ask
Unique Programs TERRA Program • Continued to provide the, “TERRA Program,” for high school students where the outdoors becomes the classroom for an entire semester. The Grade 10 academic students earn credits in English, outdoor activities, theology, and careers and civics. • Provided students with opportunities to develop their faith, leadership and sense of citizenship. Organic farming, sustainable agriculture and beekeeping are just some of the advantages of facilitating the program predominantly at the Ignatius Jesuit Centre as these activities are underway throughout the year.
Guelph Storm • Maintained the long standing relationship with the Guelph Storm junior hockey team since the OHL franchise moved to Guelph in the 1991–92 season. • Continued to play a critical role as the education consultant for the players. The Guidance department at Our Lady of Lourdes Catholic High School works closely with the Storm General Manager and each family to ensure that every player has an education plan in place. • Monthly reports ensure parents stay informed and the team is aware of each player’s school performance. Since the players are drafted from all over Ontario, they face the challenge of entering several new communities: school, team, billeted home life as well as significant travel throughout the hockey season.
Ontario Youth Apprenticeship Program • Increased the number of students exploring careers in the skilled trades and technology through the Ontario Youth Apprenticeship Program. • Provided opportunities for students to go on tours, listen to guest speakers and do their cooperative education placement in a variety of areas in the skilled trades. • Continued to support a young women’s apprenticeship partnership with Linamar Corporation. • Increased interest and participation in the regional and provincial elementary skills competitions and technology initiatives over the last 3 years.
The Amazing Home Makeover • Secured partnership with Tambro Construction and other industry professionals to provide experiential learning through our Specialist High Skills Major in Construction Technology. Tambro Construction purchased a home in Guelph for students to rennovate. The home will be sold in the Spring of 2016, with all proceeds going to Michael House, a shelter for pregnant and parenting young women. • Interviewed students from the Technology and Construction Program for suitability in the selection process to participate in The Amazing Home Makeover.
16 • Provided two weeks of Health and Safety training before contributing at the job site. • Provided the opportunity for students to work alongside trade professionals over a five month period to renovate a home which included extensive modifications including an extension on the back of the house
M&T Graphics Factory • Continued to support the partnership with M&T Graphics Factory in Guelph which provides the opportunity for Wellington Catholic students in the Specialist High Skills Major Program graphics design course to participate in a work placement program; students develop graphic solutions for real clients and get real world experience at the on-site classroom.
Hospitality Program • Continued to support the Hospitality program at St. James High School where students engage in real work in a real commercial kitchen. The program caters many events from banquets, receptions to lunch meetings and takeout dinners. All orders are prepped and prepared by hospitality students who are expected to meet high standards.
#HereI Am: Learning about my potential; body, mind and spir it
