PDF - Grand Erie District School Board

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Meet the
Trustees
Jane Angus
City of Brantford
Shari Cann
Norfolk County
(less Wards 3 & 7)
Rita Collver
Brant County and
Norfolk County, Wards 3 & 7
Brian Doyle
Haldimand County
Arlene Everets
Haldimand County
Message from
the Director
W
e are again pleased and proud to share the many success
stories and achievements of students and staff from across the
Grand Erie District School Board. In fact, there are so many
good news stories to share that this year we have expanded the format of
this report to tell the community about some of our successes. Highlights
include the new specialist high skills majors, the efforts to combat the
societal scourges of teen suicide and bullying, and the capital investment
made in several of our schools. At the same time, we are maintaining our
Board-wide focus on enhancing literacy and numeracy skills.
Michael Hurley
City of Brantford
Bill Johnston
Brant County and Norfolk County,
Wards 3 & 7
Chair of the Board
Chris Lefebvre
City of Brantford
Marion Macdonald
Represents interests
of Native students
Carol Ann Sloat
City of Brantford
Vice-Chair of the Board
Don Werden
Norfolk Country
(less Wards 3 & 7)
Cameron Bower
Student Trustee
2
Stephen Hanson
Student Trustee
Grand Erie
Character Attributes
This past year was also the first full year we
stressed our new Character Attributes. These
attributes –- Respect, Integrity, Responsibility,
Team Oriented, Perseverance, Compassion,
Humility, and Inclusiveness – are consistent
with our long-standing belief that, along with
our obvious role in developing young people
academically, we play, and have always
played, a positive support role to parents in
developing the character of our young people.
As a Board we are proud of our students and
the efforts of our staff in supporting them. The
Grand Erie District School Board is fortunate
to employ people who understand and
appreciate the value of public education.
following pages tell of the “art of the teachers”
and their wonderful efforts to see the children
of our community achieve success. Along
with acknowledging the great work of our
teachers, we acknowledge those who support
and complement their success – a diverse
team who work dutifully and diligently in
all aspects of our organization. This group
includes Facility Services, our administrative
and clerical teams, support departments,
educational assistants, professional support
workers, and trustees. It’s a large team, with
varying tasks and duties, all focused on
“Growing Excellence…Inspiring Success.”
Jim Wibberley, B Comm, B Ed, M Ed
Director of Education
Respect
Team oriented
Integrity
Be honest, sincere, trustworthy and reliable.
Ensure actions and words align.
Responsibility
Be accountable to yourself, family and friends.
Be dependable. Share, give and volunteer in
your community.
Belief
We believe that our
students should be
considered first as
the basis for
decision-making.
Yours in education,
As Albert Einstein said, “It is the supreme
art of the teacher to awaken joy in creative
expression and knowledge.” The stories in the
Treat yourself, others and the environment
with dignity and reverence.
Mission
We are united in our
purpose to inspire and
support all our learners to
reach their full potential.
Recognize and appreciate how you and others
contribute to the overall effort and success
of your organization or group. Recognize
contributions, applaud effort and work
collaboratively.
Perseverance
Act with courage, tenacity, determination and
with a commitment to hard work. Never give
up. Believe in yourself. Try your best.
We value
Integrity
Respect
Responsibility
Relationships
Compassion
Demonstrate kindness, care and
thoughtfulness. Empathize with others.
Humility
Be humble and recognize your
limitations. Strive for mutual benefit.
Inclusiveness
Create an environment where we
honour differences and diversity. Be fair
and equitable.
3
Financial
Accountability
School
Board Profile
T
he Grand Erie District School
Board is a medium sized school
board in the Province of Ontario. It
encompasses an area of 4,067 sq. km. in
south-central Ontario and encompasses the
City of Brantford and the Counties of Brant,
Haldimand, and Norfolk. Major cities and
towns are: Brantford, Caledonia, Cayuga,
Delhi, Dunnville, Hagersville, Paris, Port
Dover, Simcoe, and Waterford. The area’s
population is approximately 223,000.
Instructional Staff:
1,872.33 FTE*
Non-instructional Staff:
876.70 FTE*
Total: 2,749.03 FTE*
Elementary Schools:
69*
Secondary Schools:
16*
Total: 85*
Elementary Students:
16,913 FTE.*
Secondary Students:
10,451.58 FTE*
Total: 27,364.58 FTE*
Percentage of primary classes at 20 or fewer: 90.1
*as of October 31, 2007
4
T
he Board’s Operating budget for 2007-08
was $249.9 million. Following the setting
of the budget, the Ministry provided $2.4
million in enhancements directed at inequities
in the funding formula. These enhancements
ensured that funding benchmarks for support
workers, secretaries; and supply teachers more
closely reflect actual school board costs. With
the enhanced funding, the Board provided more
support for school administration, by ensuring
that all schools, regardless of size, have a full
time secretary.
The Board was able to meet its obligation to
organize Primary Classes at 20:1and meet
the Ministry’s requirements without adversely
affecting the grade 4 to 8 class size. After piloting
the Turning Points programs in secondary schools
through Lighthouse (seed) funding, programs at
eight locations were formally added to the budget
plans for 2007-08 at a total cost of $1.2 million.
Board’s investments in
new and existing facilities
providing quality learning
and teaching environment
T
he Grand Erie District School Board has
invested heavily in its schools over the last
six years in facility renewal, improving
the condition of school buildings and creating a
healthier, more comfortable learning environment
for both students and staff, realizing an approximate
value of $56 million in enhancements. In addition,
the Board is moving to “green” building standards
and “green” cleaning products.
The construction projects will provide a quality
learning environment for students for many years
to come. In the last school year the Board initiated
major construction projects at Brantford Collegiate
Institute, Delhi District Secondary School, Ryerson
Heights Elementary School, Lansdowne-Costain
Public School, and a new elementary school to
serve the growing population in Paris.
On the capital side, the Board continues to benefit
from the Good Places to Learn funding to address
high and urgent needs, as well as program-related
capital renewal projects. We plan to complete the
renewal of secondary science labs using these monies.
“The Board recognizes the importance of providing
a good learning and working environment, and
we believe these capital investments will pay
dividends for years to come,” said Jamie Gunn,
Superintendent of Business Services & Treasurer.
Projected enrolment will decline by 1.8 per cent
from the previous year and is expected to continue to
decline at a similar rate for the next few years. While
the Board’s per student funding is decreasing as a
result of the enrolment decline, the Board continues
to strive to direct more money to areas that provide
direct in-school support to students while minimizing
the effects of funding reductions on classrooms.
The Board is investing in initiatives and programs
that continue to enhance student achievement.
Grand Erie receives annual Facility Renewal Grants
(FRG) from the Ministry of Education. In addition,
the province has provided additional one-time
funding through its Good Places to Learn (GPL)
program. The Board has taken advantage of these
opportunities and has strived to maximize the
dollars to gain the greatest return.
“The Board is taking advantage of the energy
savings created by the disciplined, carefully
Debt Service •
Transportation •
0.41%
0.77%
5.22%
• Continuing Education
• Renewal
2.16%
• School Operations and
Maintenance
Teaching Staff •
60.75%
10.01%
2.81%
2.41%
4.74%
• Governance & Administration
• School Office
• Principals & Vice-principals
0.22% • Staff Development
• Classroom Computers
1.06%
2.26%
7.18%
• Textbooks and Supplies
• Educational Assistants & Para-Professionals
designed renewal of certain building components,
and leveraging these annual energy savings along
with annual capital infusion from the Ministry
to finance larger renewal projects. The rapid
implementation of these measures helps the Board
to improve indoor learning environments, reduce
breakdowns and reactive maintenance expenses,
as well as generate rapid energy savings,” said
Joe Saldarelli, Manager of Facility Services for the
Board.
The Board has partnered with Ameresco Canada
on these building renewal initiatives. Ameresco is
viewed as a market leader. The combined value
of Stage I GPL, as well as phases I and II of the
renewal projects delivered through Ameresco, is
approximately $56 million.
“The significance of this amount and the impact
that is being made on the condition of the Board’s
schools is apparent when compared to the annual
FRG, which last school year was estimated at more
than $5.4 million,” added Mr. Gunn.
The Board also spent money on laying new asphalt
in a number of schools across the system as well
as roof and window repairs. The Board has elected
to ‘green’ more of its facilities, starting with its
first ‘green building’ – the new elementary school
in Paris. In addition, Grand Erie has adopted
more environmentally-friendly cleaning practices
at all school facilities with the assistance of
JohnsonDiversey. The use of these new solutions
is designed to help improve schools’ indoor air
quality, benefit the environment, and ultimately,
students and staff.
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The slogans were generated by staff in a brainstorming
session. Staff were asked to think of slogans that they
would like to wear, but also slogans that they could
reflect on and discuss with students in their classes.
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Cayuga
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swims in a
A national bullying incident
that occurred in Nova Scotia has inspired
Cayuga Secondary School (CSS) students
and staff to launch a campaign to stand
up against bullies. As part of the campaign
staff wear pink t-shirts with anti-bullying
slogans on Thursdays.
The CSS campaign was inspired by an incident at a high school in Nova
Scotia where a grade 9 student was harassed, threatened, and called names
because he wore a pink shirt. In response, two grade 12 students at the
school purchased 50 pink t-shirts and asked their classmates to wear the
shirts for a cause they billed as a “sea of pink”.
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“At CSS the shirts generated a lot of dialogue between teachers and students
throughout the day and students were curious to read the slogans,” said
Cindy Thack, who chairs the school’s anti-bullying committee.
The 30 slogans were then listed and staff either chose
their own or the one they were most interested in.
Many of the slogans were representative of the staff
member’s personality. For example, one teacher,
who is known to students for having a good sense of
humour selected: “You can pick your friends, You can
pick your nose, but don’t pick on others!” The students
loved it and it created discussions about bullying with
the teacher and his class.
The slogans were printed on decals and then ironed on
to create individualized shirts for everyone
Other slogans include:
s
er
dy matt
Everybo
choices
Heroes make good
Kindness breeds kindness
Be assertive, not aggressive
as an
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innoce
Students were not asked to wear pink, though some did
on their own. The overriding goal of the campaign is to
create more dialogue between staff, students, and their
peers about harassment and to help make school as
positive an environment as possible.
“As far as making a difference it’s difficult to determine
with great certainty; however, we have noticed an
increase in the reporting by students who are being
bullied,” added Ms. Thack.
Dunnville Central Public School Connects
Good Learning to Good Health
D
unnville Central Public School staff
have long understood that there is a
direct correlation between learning
and nutrition. In consultation with her staff
and Haldimand-Norfolk Public Health,
Principal Lindsay Williams wanted to find
ways to reduce students’ sugar intake
from beverages.
“We started by talking to the kids about what
they were drinking and then explained that
there are healthier alternatives. They became
increasingly curious about what they were
drinking and began reading labels,” said
Mrs. Williams.
Over time, the school became a “100%
School” which is a designation provided by
the Healthy Schools Partnership. To qualify
for that designation all beverages in the
school must be 100 per cent water, milk, or
fruit juice.
wanted to read labels and do more research.
Our school’s public health nurse came
into our school and did class presentations
regarding healthy food and drink choices. I
asked the teachers to reinforce with students
the importance of what we put into our
bodies and the impact positive nutrition
has on learning. This message also was sent
home to parents via our school newsletters.”
There were a few bumps along the way in
making the transition to a 100% healthy
drinks school, but Mrs. Williams credits
the school’s staff for being committed to
the program and doing what’s best for
students. Staff was diligent in their efforts
to communicate to parents and children
the connection between good health and
successful learning.
To reinforce the type of drinks that were
healthier during the first month of the
transition, the school ran a water exchange
program which allowed students to trade the
less than nutritious drinks that they brought
to school for water.
Dunnville Central hasn’t stopped with just
healthy drinks. They have also worked on
improving their snack program, thanks to
support provided by volunteers from the
local St. Paul’s Anglican Church and the
Child and Nutrition Network of Haldimand
and Norfolk. The school is also committed to
daily physical activity and it offers a robust
intramural sports program.
“The switch to 100 per cent did not come
with a laid out master plan; instead, it was
the enthusiasm of the students to do the
right thing that made the difference,” Mrs.
Williams added. “The students were naturally
curious and wanted to know more. They
The focus on healthier choices was done in
concert with other changes the school had
introduced. Supporting the Board-wide
focus on improving literacy and numeracy,
Mrs. Williams recognized that some changes
to the school building could enhance the
learning environment, along with the
additional focus that was placed
on literacy and numeracy by
classroom teachers and supported
by parents.
“We want to ensure that our
school promotes and supports
an environment that is good
for students’ health and well
being,” Mrs. Williams noted.
“We are definitely on the right
path and we hope our students
will continue making healthy
nutritional and lifestyle choices
both now and into the future”.
Dunnville Secondary School’s Suicide Intervention Team focused on saving lives
T
he Dunnville Secondary School Suicide Intervention Team was developed
over a number of years in response to several suicides in the school and
community. It was designed to be a grass roots, student based, program
for suicide awareness and prevention in the school. That meant creating the
most acceptable vocabulary, image, intent, and involvement as possible at the
student level. Student committees were formed, teams were activated, and the
“buzz” was not long in following. It was a serious commitment and, as the teacher
advisors found, one close to many students’ hearts.
Before long, students were spearheading the planning and the realization of the
goals of the project. Soon the image the school wanted, of de-stigmatizing the
topic of suicide and depression, was being cultivated. The team’s signature yellow
t-shirts began to swell into a sea of “yellow” helpers. Slogans and promotional
materials appeared throughout the school. Risk assessment surveys, conducted by
the students, went out to the entire student body. Students visited classrooms getting
out their messages. Team members took pride and were recognized throughout the
school. Supplementary training sessions needed to be organized because the demand
for training and certification grew beyond the team’s capability to certify. Ultimately, the
referrals of students in trouble made their way from the hallways to professional help.
The Dunnville staff members who assist with the program are Jan
Putman, Gerry Topolniski, Brenda Zynomirski, and Kevin Dockrill.
Along with student members of the team, they have shared their
experiences with other schools and Boards in the hope of making a
difference in the lives of other young people.
“Perhaps the magic of the project was to watch the opportunity
for leadership among the student population grow into tangible
behaviours that we believe will promote positive mental health
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outreach with our community throughout the lives of those who
participated,” said Mr. Topolniski.
More than 350 students, staff, and community members have been
trained in Applied Suicide Intervention Skills Training at Dunnville
Secondary since 2001. This is an impressive result for such a small
rural school, but one the school is committed to continuing.
For further information on the Dunnville Secondary School Suicide
Intervention Team visit www.dsspanthers.ca
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Hagersville Secondary S
Anoth
fing.
A car comes in, need
ing an oil change.
A
ll are handled professionally
with speed and accuracy, by a
courteous crew. A scene from a
local garage, well sort of. The local garage
is the auto shop at Hagersville Secondary
School, where the work is completed
under the watchful eye of auto teacher,
Rob Mehlenbacher.
“Last year our students replaced $30,000
worth of parts on our customers’ cars,”
said Mr. Mehlenbacher. “Students do
everything from book appointments, to
take down orders and complete the actual
work; we run this like a business because
we want students to receive as real an
experience as possible.”
Many of the paying customers are school
staff members, students, their family
members or friends. Students range from
grade 9 to 12. Some are taking auto class
for the credit and to enhance their own
knowledge; others see it as a possible
career upon graduation.
The auto program is staffed by two
teachers, and runs a ‘regular’ auto
program, similar to what one would see
in other secondary schools. However, in
2007-08, Hagersville Secondary began
offering a Specialist High Skills Major
(SHSM). In this High Skills Major, students
receive a concentrated program that has
mandatory elements as well as choices
for students. Students enrolled in a SHSM
program earn different designations,
Another receives
rust proo
such as first aid, CPR, and equipment
certification (such as hoist) which can give
them an advantage when they graduate.
“We want to give students a leg up on
everyone else,” said Mr. Mehlenbacher.
“Students ask me all the time about the job
market and I tell them it’s good, especially
in tough economic times when people
are more likely to have their car repaired
than purchase a new one. When times
are good, jobs are still available, because
then people want extra work done to their
vehicles.”
However, students in the program aren’t
limited to the automotive field. While
some students do secure apprenticeships
following school, others pursue further
studies at a community college, and
some have gone to university to study
engineering with an eye to eventually
becoming an automotive engineer. Part
of the SHSM includes school staff taking
students on field trips to select community
colleges and universities, as well as to
attend auto shows.
One of the exciting outcomes of the
program is seeing how eager the students
are to learn and complete the tasks. Mr.
Mehlenbacher said the quality of work is
excellent and students quickly buy into the
need to work hard. In fact, the caliber of
students is so high that, for the first time,
Mr. Mehlenbacher was able to designate
one student as a shop foreman.
er sits on the hoist while its tire
s are rotated.
Not only is Mr. Mehlenbacher a teacher at the school but he
graduated from Hagersville Secondary in 1983, and takes
great pride in seeing the students succeed. Before becoming
a teacher seven years ago, he worked in the automotive
industry for 18 years. In an interesting twist of fate, when
Mr. Mehlenbacher joined the school’s staff as the new auto
teacher, he succeeded his old high school auto teacher who
first instilled a love of cars in him.
Mr. Mehlenbacher said the school is determined to give
students a positive start in the industry and added the school
is doing a good job of integrating standard curriculum such
as English and Math into the SHSM program.
“As an example, if students are studying the measurement of
volume in mathematics class, we have them apply what they
learned here in the garage when working with cylinders,” he
added. “We fully support the Board’s focus on literacy and
numeracy; it’s critical that students have those basic skills.”
Mr. Mehlenbacher said the other keys for success are a
supportive administrative team at the school, led by principal,
Phil Midgley, and his fellow teachers, who allow and
encourage students to work in the garage if they have spare
time during their school day.
“A lot of our staff attended Hagersville when they were
younger and really care about this school and community.
We want all of our students to do well in life,” he added.
“The certification that students receive is impressive. We are
trying to meet industry and student needs, and we’re making
good steps toward that goal.”
Along with Hagersville, Cayuga Secondary also offers a
SHSM in transportation.
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McKinnon Park
horticulture program
continues to blossom
B
uilding on a successful tradition established through its
Technological Studies department, the McKinnon Park
Secondary School (MPSS) Horticulture & Landscaping program
has blossomed into a popular program with students.
Joey Runhart, who has taught horticulture since he joined the school
four years ago, said the program at MPSS focuses on the practical
and theoretical aspects of horticulture. The grade 11 program
covers many aspects of this diverse industry including Greenhouse
Production, Plant Propagation, Organic Insect Control, Floral
Designs, Hand and Power Tools, Plant Maintenance, Landscaping,
and Careers.
The grade 12 program covers more in-depth Landscape Designs
including Working Scale Drawings, Building Codes, Automatic
Watering Systems, Landscape Installation Projects, Large Floral
Arrangements, Water Gardening, Advanced Greenhouse Production,
Hydroponics, Careers, and Small Engines, to name a few.
The school has offered various programs in landscaping and has
run its own greenhouse for a number of years, but in 2007-08
planning and development began for an expanded horticulture
and landscaping program, one that would carry the province’s new
Specialist High Skills Major (SHSM) designation. The program will be
offered to students for the first time in 2008-09.
“As a department we got together and developed this idea to
offer horticulture and landscaping. It’s a very close fit with
the other programs we offer here at McKinnon in Hospitality
and Construction,” added Matt Kissner, department head for
Technological Studies at the school.
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The program endeavours to provide students with real-life
experiences. One of the strengths of the program is the varied
credits and units that are available. Under the SHSM, students are
required to take major credits, as well as certification in or awareness
of, standard first aid, cardio-pulmonary resuscitation (CPR), plant
identifications, and a generic program on Workplace Hazardous
Materials Information System (WHMIS).
Students can then select from one of four packages of Certified
Horticultural Technician (CHT) training courses, depending on their
interest. These packages range from CHT Maintenance, which covers
pruning and mowing; CHT Construction/Installation, which includes
plant layout, grading, and drainage; CHT Garden Centre, which
includes cash handling, and customer and telephone etiquette; and
CHT Maintenance Installation, which includes tree planting, grading
and sodding and work orders.
An additional outcome of the program is that the McKinnon Park
school grounds are one of the nicest landscaped properties across the
system. Students look after the planting of flowers and the courtyard
area is a clean and relaxing area for students to gather and socialize.
“Students get to see real, tangible results from their hard work. We
also have noticed a decrease in the amount of vandalism at the
school; the kids have really taken ownership of the property,” said Mr.
Runhart.
The program also aligns with the Board’s Pathway program, which
illustrates the area of study that students should focus on depending
on their career interest. Available options for students after successful
completion and graduation from this program are direct employment
in the industry, apprenticeships, or further education at a college or
university.
Mr. Runhart and Mr. Kissner have also developed strong relationships
with community partners and that helps secure supply donations as
well as work experience for the students.
Both educators agree the job market is a good one in the horticultural industry, with available
jobs ranging from landscapers, to small engine mechanics, to farming.
“I worked in industry for many years, and still have my own farm; there is a real need for
people who have the skills, knowledge, and passion to work in this industry, and I believe our
program is doing a good job of preparing students for the workforce,” added Mr. Runhart.
Students are also involved in the school’s big spring plant sale, held annually on the Mother’s
Day Weekend. Students are involved in every aspect of the sale, and Mr. Runhart said the
school offers excellent quality annuals, tropicals, and perennials at reasonable prices.
11
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rock a
P
lease Sir, I want
some more.” Not
only is this the
famous line from the musical,
Oliver!, but it also aptly describes
audience reaction to the highly
entertaining and successful student
musical productions staged by Brantford
Collegiate Institute (BCI).
The school performed the always popular
Oliver! in 2006-2007. In 2007-2008
audiences were wowed by a rousing
rendition of Oklahoma! The musical
tradition will continue in 2008-2009 with
the production of the awe-inspiring Beauty
and the Beast.
Shawn Oakes, a BCI music teacher, serves
as the music director. Mr. Oakes, who has
a music degree in vocals, cites several
factors for the recent renaissance of the full
blown musical at BCI, which began with the
successful staging of Joseph and the Amazing
Technicolor Dreamcoat in 2005-2006.
12
“We have a tremendous team of volunteers at
the school who make it fun and educational.
Nupi Gokhale is the director, Maureen
Alfano is our producer, Julie Neal is the
art director and Mary Jonker looks after
the wonderful costumes. We are all well
supported by many, many people throughout
the school, and of course we have talented
performers,” he said.
Ms. Alfano added that when she, Ms.
Gokhale, and Mr. Oakes joined the staff of
BCI in 2005 they were given the opportunity
by principal, Gail Lovett, to stage large scale
musicals and they all seized the chance.
“What’s interesting is that Nupi, Shawn, and I
did not know each other at all before coming
to BCI. We all bring something different
to the table. Even when tensions are high,
at the root of it we respect each other and
genuinely like each other. I think we all agree
that we couldn’t achieve this without each
one of us,” she said.
In addition, Ms. Gokhale, Ms. Alfano, and
Mr. Oakes are unanimous in their praise for
the support and vision of Ms. Lovett, who
wanted to see Broadway-style musicals return
to BCI. BCI has a long tradition of quality
student productions, but the school had
moved away from large productions for a few
years; instead, performing smaller musical
revues.
“The team that works on our productions
is incredible. Nupi, Maureen, and Shawn,
as the respective leads, are by far the most
talented, committed trio that I have ever
had the pleasure to work with in the area
of musical theatre. They really know their
stuff and put on a highly professional show.
I’m always so proud of the staff and students
of BCI every time I watch one of their
productions,” said Ms. Lovett.
A great deal of hard work and dedication is
required to successfully stage these types of
shows and Mr. Oakes says it all starts with
the students. When the initial casting call is
placed, the teachers are always impressed
with the number of students willing to
audition. Equally as impressive is the depth
of singing, speaking, and dancing talent
among the student body. Even male students,
often a more reluctant group to audition, are
eager to participate.
Ultimately some 40 students are selected to
perform, with another 20 providing much
needed production support. It’s a large
undertaking, but the teachers are committed
to giving the participants and audience as
authentic an experience as possible.
Mr. Oakes said the students work hard;
weekly rehearsals for the spring production
begin in mid-October following a month
long audition and call back process. After
Christmas, rehearsals are held twice a
week, and following the March break they
increase to four or five nights a week with
two full weekend rehearsals. It’s a great deal
of work for staff and students who still have
to balance their school work with this extra
curricular activity, but the key is enjoying
what you are doing.
As one of the larger schools in the Grand Erie
system, BCI also has the benefit of drawing
from a deep talent pool of students, and Mr.
Oakes said it is not unusual for students as
young as 14, in Grade 9, to hold leading
roles in the productions.
“We don’t pre-determine who gets what role;
it’s based on merit and talent. Again, it makes
this a more authentic production. The school
has earned a reputation for staging great
musicals and we are committed to seeing
that continue,” he added.
Another strength of the shows is the
cohesiveness between BCI and its elementary
feeder schools.
Added Ms Alfano, “we had a children’s choir
from Fairview under the direction of Doreen
Janzen for Joseph and for Oliver!. We held
open auditions for the role of orphans and an
overwhelming 75 students from grades 1 to 7
showed up from schools around the system.
Doreen continues to support the musicals by
working with the feeder schools as the junior/
vocal director and supporting Shawn with
whole cast vocal rehearsals.”
Mr. Oakes, who has been at BCI for four
years, said the staff enjoy producing the
shows as much as the students enjoy
performing in them. He still performs
himself; in fact, for six consecutive summers
he was in Germany singing large scaled
choral and orchestral works as well as doing
theatre with a professional group. He has
sung at the Berlin Philharmonic, performed
at the Acropolis in Greece, and in Salzburg,
Austria, in the same Cathedral where Mozart
premiered his Great Mass in C minor.
Ms Alfano, who holds a Masters in Education
with a specialist in English and Guidance,
has a great deal of experience as a performer,
including time as a soloist and performer in
musicals in high school and university, as
well as with Hamilton Theater Inc.
Despite the high stress that is associated with
producing the shows, Ms. Alfano is responsible
for everything from technical aspects of the
show, to contracts, budgets, sets, props,
costumes, marketing, and much more; she
wouldn’t trade the experience for anything.
“Personally I find it exciting. I love musicals;
I loved being in them, but I have realized
through this process how much I love
the technical side. The learning curve is
tremendous, but working with the students
is fantastic,” she said. “The first standing
ovation the kids got for Joseph is my
favourite memory so far. I was at the back
of the auditorium and the looks on the
faces of the cast during final bows were
unforgettable. Their pride and surprise at the
response reminded me of Sally Field’s Oscar
acceptance speech, ‘You like me. You really
like me!’”
Ms. Gokhale’s favourite memory so far is
also tied to the first production the talented
trio worked on together. “My best memory
was during dress rehearsal from Joseph I had
worked on school shows before, but this
was my first at BCI. Having the very talented
team of dedicated staff beside me, watching
the whole thing come together—hearing
“Close Every Door,” brought me to tears—
when I saw what these students were able to
accomplish.”
Beast. Ms. Gokhale is also the Director of Youth
Programming for Theatre Ancaster, where she
is responsible for the development of all youth
programs and summer programming, including
running a successful summer camp musical theatre.
As the director, Ms. Gokhale, who holds a degree
in history and a minor in drama, said she has two
goals in staging a performance. She is committed
to continuing the strong theater tradition of the
school, while ensuring that the musical production
continues to provide creative opportunities for the
talented staff of the school.
“For the students, I want them to develop a strong
sense of accomplishment and pride in their artistic
work. Being part of a musical experience is unlike
other experiences. It creates a unique bond within
the cast and crew and brings with it an indefinable
energy. Also for the students, once you have been
involved in a theatre production, whether you do
one show or 10, you take with you an admiration
for the art form and usually become a lifelong
theatre lover yourself,” she said.
Ms Gokhale added the reason the musicals of the
last few years have been so successful is very clear.
Like her colleagues, Ms. Gokhale has
an extensive theater background. Along
with previous experience in high school
productions in both her student days and
later as a teacher at Pauline Johnson,
Ms. Gokhale has served on
the board of directors
of Theatre Ancaster
for more than seven
years, is the co-owner of
the
Westside Concert Theatre
in
Hamilton, and in November
2008 directed
the
Theatre Ancaster Mainstage
production of Beauty and the
13
“I think it is a combination of factors. Having
4-5 committed teachers who are all as equally
involved has made a huge difference in the
attention to detail and level of professionalism we
have been able to develop. The students see this
commitment and return it. The students at this
school continue to impress me with
their abilities. We have
a strong dramatic
arts program and
this helps the way the
show is perceived by
the student body.
“Ongoing staff and
community support
through parents, feeder
schools, and audience
members is invaluable.
Shawn Oakes is a very
capable vocal instructor
and he is able to teach
and rehearse complicated
vocal harmonies as written
in the score. Maureen Alfano
has immersed herself in the
production and technical
production elements of the show with a fine eye
for detail. Mary Jonker joined our team two years
ago heading up costumes and building a costume
inventory for the school. Julie Neal joined our
staff last year in Oklahoma as set painter and this
year has taken a larger role, in set painting. As
one of our production teachers in the Specialist
High Skills Major program she works with our
production students on costumes, poster design,
props, set design /construction, and make up,” said
Ms Gokhale.
Next on the bill for BCI productions is Beauty
and the Beast on April 17 and 18, 2009 at the
Sanderson Centre in Brantford.
14
s
n
i
w
d
n
a
b
d
r
a
I
BCional aw
nat
F
or the first time in its long and
illustrious history, the concert
band from Brantford Collegiate
Institute (BCI) received a Silver ranking
from a panel of adjudicators in Ottawa
at the National Music Fest of Canada.
The band performed at the national
level at the National Arts Centre in
Ottawa after placing Gold at the
regional level at the Golden Horseshoe
Regional Festival in Ancaster.
The 36th annual Music Fest Canada
attracted around 10,000 musicians,
aged 12 to 85 from across Canada. In
order to compete at nationals you must
receive a Gold Ranking at the regional
level or a recommendation from the
adjudicators.
“BCI competed against gold ranking
bands from across the country and
received silver. This means that the
students are performing nation wide
at a very high level. The panel of
adjudicators were impressed with the
band’s ‘impressive energy, enthusiasm
and contact with the audience’ during
their performance as well as their great
symphonic sound,” said music teacher
Shawn Oakes.
Mr. Oakes added that a lot of hard
work and attention to detail is required
for such successful results. The band
practiced once a week, and that
discipline was evident and noted by
the judges.
“We’re very proud of the students;
they worked hard and they deserve the
recognition. We’re looking forward to
competing again,” he added.
More good news was received over the
summer when the Canadian Academy
of Recording Artists awarded the BCI
music department $10,000 after Mr.
Oakes applied for the grant money.
The money will be used to purchase
new instruments.
“This is a great complement to the
music department and the students
and we’re looking forward to the new
instruments,” he said.
Oakland-Scotland School designated as
a “School on the Move” by the province
T
hanks to a steady and sustained
improvement in its literacy and
numeracy testing, Oakland-Scotland
School has been designated as one of the
“Schools on the Move” by the Ministry
of Education.
“We’re honoured that our school was
selected by the Ministry’s Literacy and
Numeracy Secretariat. Everyone has worked
hard – students, staff, and parents – to
continually improve our literacy and
numeracy scores,” said Hazel Rook, who
retired as principal of the school in June.
The Schools on the Move was first launched
in 2006, and as part of the program the
school will receive some additional funding
from the Ministry for staff development and
networking. Oakland-Scotland’s success story
will be included in the third phase of a book
which the Ministry first began publishing
two years ago. In each year, a profile of the
school is printed, with a goal of sharing
ideas among schools to generate greater
improvement across the province. OaklandScotland will be featured in Phase III of the
book that will be released later this year.
Only 100 schools have been selected across
the province for this designation.
“The Ministry is committed to schools
learning from other schools through
networked professional learning communities
and we’re very proud of the efforts of Hazel,
her staff, and students in showing steady
improvement,” added Brenda Blancher,
Superintendent of Program.
Representatives from the Ministry visited the
school in April when it was still considering
candidates for inclusion. At that time,
Ms. Rook, her staff, and Board administrators
met, and shared the strategies employed by
the school to improve its literacy and
numeracy results.
“We use research, data, and relationships
in a united effort to help the students do the
best they can. We run successful professional
learning communities with our staff as well.
It’s a long process and involves hard work,
but it’s worth it,” said Ms. Rook.
The staff are justifiably proud of the
accomplishment and the overall school
environment. Oakland-Scotland, which has
approximately 220 students, is situated in
the village of Scotland between Brantford
and Simcoe. The relatively small size of
the school has created a collaborative and
supportive environment. Ms. Rook said it’s
not uncommon for visitors to comment
on how welcoming and positive a culture
there is in the school as presented by
students and staff.
Ms. Rook said the process of improvement
has had many benefits; there are the obvious
benefits to the students, since the school’s
literacy and numeracy scores, as determined
by standardized provincial testing, have
steadily increased or “moved”
forward. Another benefit is that
staff have great respect for each
other and respect the strengths
that each brings. They work
well together and they make
collaborative decisions.
New principal, Monique
Goold, is committed
to implementing
the strategies that
have worked well
at the school,
with a goal
of seeing
continued
and
sustained
student success.
“One of the benefits of
being named a School on the
Move is that we have been provided
with some additional funding for staff
development and for visiting and networking
with other schools. We will be taking full advantage
of these opportunities so that we can continue our
ongoing improvement to support student achievement.
I am very proud of the efforts of the students and staff,”
she added.
We are extremely lucky here at Oakland-Scotland School
as the staff make a concerted effort to communicate
effectively and support one another at all times. Each
student is every staff member’s responsibility, from teaching
staff to support staff, to secretarial and custodial staff.
Karen England, who teaches a kindergarten class and runs
the library at the school, said it best when asked why the
school is doing so well. “We’re a family here at OaklandScotland School; that’s what makes the difference in how
we do business.”
15
,
t
o
o
h
s
y
The
!
n
r
a
e
l
y
e
th
C
anada’s national pastime has skated
to a classroom near you. Since 2004,
Paris District High School has run a very
popular Hockey Academy. “Head coach” and
teacher, Peter Crosby, is the driving force behind
the program that has 120 students learning
about nutrition and health, while learning and
enhancing their hockey skills.
Mr. Crosby, who played
hockey up to the
midget level, said
the program has
grown quickly
over the years. It
currently runs in the
first semester, with
students on the ice
four days a week at
the venerable Syl Apps
Arena in Paris.
When it started there
were only 19 Grade 11
students; today the 120
students range from grade
9 to 12, and 40 of those
students are female. There are
two classes of grade 9 students, and one each
of the other grades. Along with earning a school
credit, the Grade 12 students will also have
earned the level one coaching certification. The
Hockey Academy is part of the school’s physical
16
education program and is open to students of
all hockey skills.
“We have a student who is playing minor
midget AAA hockey to students who have
never played before and couldn’t even skate.
The students in the program do not play
for the same team; the program is all about
individual development and skill, which is
one of the reasons why it works well; you
don’t hinder each other,” said Mr. Crosby,
who has run the program since its inception.
The Hockey Canada Skills Academy is
a focused physical education course
with a focus on individual hockey skill
development. The curriculum has been
designed and implemented by Hockey
Canada and follows strict technical
development skill strategies as laid out by
qualified Hockey Canada skills instructors,
such as Mr. Crosby. Other elements of the
program vary depending on the grade, but
include various health components such as
CPR, a strong fitness component, and health
classes. Students receive 30 to 35 hours of
on-ice sessions.
Students are not required to take all four
levels of the program and there are no
prerequisites. Some past participants
have moved on to play university hockey,
while others have taken up hockey for the
enjoyment.
Mike Martin’s son, Justin, is one of the
students in the Grade 12 session. Mr. Martin,
who volunteers with the program and owns
Just Skates in St. George, describes it as an
excellent program, one that is well organized
and appropriate for all skill levels.
“I’ve been around a lot of coaches over the
years and seen a lot of teams, and Pete is as
good as anyone in the game today; he is an
excellent teacher and mentor. His reputation
within the Hockey Canada community is
outstanding,” Mr. Martin said.
In fact, Mr. Crosby coached the Paris
Panthers girls’ hockey team for several
years, winning a number of local and
provincial championships. Along with his
teaching duties, Mr. Crosby also serves as
the head coach for the Mississauga Chiefs
of the Canadian Women’s Hockey League.
The team includes three past Canadian
Olympians and several national players.
For his part, Mr. Crosby is proud of the
program, and says a number of volunteers
help drive its success, from co-op students
from other Grand Erie schools, to the
rink attendants at the arena, to the parent
volunteers.
The overall goal of the program, along
with providing a school credit, is to see
the participants get a little better at hockey
and hope their enjoyment of the game is
enhanced. “We just want people to be
involved in physical activity and have fun.
It doesn’t matter how good you are, just
have fun and get some exercise,” added
Mr. Crosby.
McKinnon Park Secondary School in
Caledonia also runs a successful Hockey
Academy.
Sci-Fi Butterflies of the
Apocalypse rocks out Port Dover
I
n the popular Hollywood film, School
of Rock, Jack Black plays a musician
who forms a rock band with his
students. Around the same time, Port Dover
Composite School (PDCS) teacher, Richard
Delaney, and educational assistant, Rob
Driedger, conceived of a staff and student
band that could give students and staff a
creative outlet.
Mr. Delaney and Mr. Driedger recognized
that impressive musical talent could be found
within the student body of their high school.
“I wanted to start a band, but most of my
adult, musician-friends were too busy,” Mr.
Delaney says. “There was so much potential
to create an excellent band right here at
PDCS so I thought, why not just do that!”
Mr. Delaney, who has an extensive career in
music as a singer, musician, and songwriter,
formed the Sci-Fi Butterflies of the
Apocalypse (SFBA) in December 2006,
and the band has been entertaining
audiences in the lakeside town ever since.
Original members who have been the core
of the band and continue with the group are:
Mr. Delaney, rhythm guitar and vocals; Mr.
Driedger, guitar & keyboard; students Jesse
Murphy, drums, and Corey Loshaw, bass.
“I want to give students more meaningful and
real opportunities to experience what it is to
be part of a rock band,” said Mr. Delaney,
who teaches Art & Sound Engineering music
at the secondary school.
The name of the band also came from Mr.
Delaney. When asked by band mate Jesse
Murphy what the band would be called,
Mr. Delaney responded with the most
absurd name that immediately came to
mind, and the Sci-Fi Butterflies of the
Apocalypse was born.
Mr. Delaney recruits students and staff
with above average musical talent, and he
believes the band can showcase individual
talent, as well as the high quality of teaching
being offered at the secondary school.
Becoming
a band
member isn’t easy; a
call for talent and auditions
is held, all designed to be part
of the process of giving students as
authentic an experience as possible.
The students and staff loved the idea. They
regularly and freely rehearse on their lunch,
and after school. The twist to the band,
however, is that membership is fluid and
continually changing. The band currently
consists of the members referenced earlier,
as well as Nate Dostal, lead guitar, and Jane
Kitchen, lead vocals. As students continue
their studies and eventually graduate, they
are replaced by other students.
“Through the life of SFBA we’ve had as many as
40 people – students, staff, and community members –
play in the group. In one live appearance, we performed
unplugged with a 30-piece orchestrated line-up and a
diversity of instruments, including strings, horns, bells, a
choir, and more,” he added.
“After playing together for a year, the band
sounds very good. We have a strong core,”
he added.
He is proud of what the band has accomplished so far,
but believes it has untapped potential. “I would love
to see it grow. We are becoming a well-seasoned band
accustomed to playing for audiences ranging from 100
to 400 people.”
The band was kept busy throughout the
school year performing at school events,
as well as a Friday the 13th event, the
Lighthouse Theater, Battle of the Bands at
the Norfolk County Fair, Canada Day, and
other local events.
Mr. Delaney describes the sound of the band as “Beatlelike melodic rock (heavy at times) that seems familiar
yet contemporary”.
It’s clear that Mr. Delaney is as passionate about
teaching as he is about music, and the ultimate
benefactors are the students.
Rock on SFBA!
17
St. George-German Public
School welcomes new kindergarten
students with open arms
P
alms are sweating; butterflies are
fluttering in anxious stomachs; eyes
are darting back and forth at a new
surrounding. Anxious and nervous moments –
and that’s just the parents of would-be
kindergarten students who are registering their
young children for school for the first time.
Ruth Mills, principal of St. George-German
Public School, has a strong program to
welcome nervous parents and youngsters
into her school community for the first time.
“I’m a parent and I remember what it was
like. I want all of our parents and children,
especially new kindergartens to feel
welcome. I want them to know we’re glad
they selected our school,” said Mrs. Mills.
One of the keys for delivering the warm
and welcoming feeling is the involvement
of the school council, student council, and
students.
A team of volunteers from school council
takes on the task of handling the registrations
during a pre-determined week in January.
They help parents fill out forms, explain how
the school runs, answer questions, and show
that St. George-German is a caring school,
and one which is open and welcoming to all
parents and students.
Using money the school council secured
from the province’s Parents Reaching
Out grants (PRO), the school produced
a comprehensive school handbook. The
handbook was given to each family at the
school, and all new registrants receive one as
well. The book answers most questions about
school life at St. George-German.
While parents are registering their children,
student council members entertain and play
with the new students, further creating a
bond and removing any anxiety the children
may have about attending school.
Students also receive a tote bag full of
information and assorted “goodies”. The
children are also photographed and create a
crown. When they come to school for the first
day, their photo is displayed and their crown
is waiting for them, further illustrating to them
that St. George-German is their school too.
18
The youngsters also receive
a tour of the school building by student
council members, and when the procession
of new students makes its way through the
school, students wave to the newcomers to
make them feel welcome.
In addition to wanting everyone to feel
welcome, Mrs. Mills also wants students to
be prepared to learn and succeed. Along
with teachers Lynda Flanagan and Pat Smith,
she co-authored Early Reading and Math
Strategies for Parents.
The book is chock full of ideas on early
reading and math strategies for the children.
In co-operation with the local public library,
Mrs. Mills and her kindergarten teachers
also deliver workshops, which all new
kindergarten parents are welcome to attend
to hear more about the strategies.
“We’re fortunate to have full attendance at
these workshops. This past year we registered
50 children, so we had 100 parents and
caregivers attend; it was wonderful,” she
added. “I want parents to know we need
them to be involved in this school; I have a
team of parents who proof communications
we send home to make sure it’s parentfriendly. This is the community’s school and
we want them to know their involvement is
needed and welcome.”
Tollgate Serves a Winning Recipe
W
hat do you get when you add one part
real-life industry experience, with one
part energetic and eager students?
Answer, a successful Hospitality and Tourism
program run by Tollgate Technological Skills Centre.
Like Mr. Vitiello, hundreds of others have also done
very well, and many of them are eager to return to the
school and speak to current students. Mr. Fordham
said he is aware of many former Tollgate students
who are thriving in the industry.
Tony Fordham, who worked in the food and
restaurant industry for 27 years before joining the
faculty at Tollgate in 2007, said the experience
that resident and magnet students receive through
Tollgate’s program is second to none.
However, the program is not just for students who
want to have a career in the foods industry. Mark
Miletich, the department head for the Hospitality
and Tourism program at Tollgate, said many students
take the course for their own benefit and to develop
their own life skills. Some students do go directly
into the industry following graduation while others
pursue the apprenticeship or college route. Annually,
the faculty arranges for a visit to Niagara, Fanshawe,
or George Brown College, and brings in speakers to
provide students with a greater awareness of available
pathways and opportunities.
“When I worked in the industry, I would regularly
see students from Tollgate come to our restaurant and
succeed,” he said.
Mr. Fordham spent many years running the kitchen
as the chef for the very popular Al Dente Restaurant
& Grill in Brantford. Many of the students from
Tollgate who went to work in the restaurant were well
prepared and capable employees.
The students are obviously proud of the time they
spent learning and “working” in the Tollgate program.
Earlier this year, Cory Vitiello, hospitality program
graduate, was featured as a local success in The
Brantford Expositor. Today a very successful chef
in Toronto, Mr. Vitiello has said that Tollgate played
a large and important role in his development. He
attended Tollgate as a magnet student from North
Park Collegiate. He later went on to study at a leading
chefs’ school and has won several awards for his
outstanding work. Mr. Vitiello is now a co-owner and
executive chef of Harbord Room, a new restaurant
in Toronto that has been ranked as one of the top
three new restaurants in Canada by a leading travel
magazine.
“We have about 150 students in the program, earning
about 250 credits (some students take more than one
course in the program), and of that number, about
100 are from other Grand Erie schools. So we draw
a very diverse group of students from all over Brant
County and Brantford,” added Mr. Miletich.
The kitchen equipment that students use is very
impressive. In fact, Mr. Fordham said many restaurants
would be envious of how well equipped the kitchen
is at Tollgate. It boasts two full walk-in freezers, two
full walk-in refrigerators, three commercial grade
stoves, salamanders, steamers, convection and bakery
ovens, and much more.
The goal of the program for many years has been and
continues to be to provide as authentic an experience
as possible for the students. For this purpose, Mr.
Miletich insists his staff must have relevant industry
experience. In addition, the students successfully
run the school cafeteria and fully experience the
operation of it, from setting the menu, to preparing
and serving the food, to clean up, to marketing and
promotion. The school operates the program on a
cost recovery basis and over the years has built an
enviable reputation for providing high quality and
affordable food.
Both Mr. Miletich and Mr. Fordham emphasize
healthy choices and healthy meals. They acknowledge
that high school students will always want to have
their share of fast food, but they continue to stress
and teach how to cook healthy meals. In the
last few years increased focus has been placed
towards ensuring that all meals are prepared from
wholesome ingredients; and fresh, locally grown
produce is used whenever possible. It is the school’s
hope that their students, as the future workforce,
will be better informed regarding nutrition and
will employ this knowledge when preparing
food for their customers.
“It’s amazing how well these kids can
cook. We are all very proud of their
efforts. This program is second to none
and we’ll continue to work hard
to make sure it remains one of the
best,” added Mr. Fordham.
19
Assistive Technology Award, 2008
A
Brantford Collegiate Institute (BCI)
recent graduate is the first recipient
of the Assistive Technology Award,
sponsored by Professional Support Services
Personnel.
es v
i
e
, rec n m
a
ckh ognitio f e
P
o
c
as
Luc rd in re tive use y.
awa is effec chnolog
of h stive te
assi
The award is given out by
the Grand Erie District
School Board’s Professional
Support Services Personnel
(PSSP) staff, and they
selected Lucas Peckham
for the new honour,
in recognition of his
effective use of assistive
technology.
This $200 award is given in
memory of Sharon Sienko Laidlaw in
honour of her commitment to helping all
students achieve success in school. Ms.
Laidlaw was the program co-ordinator of
Special Education for the Board from 2005
until her death in 2007. She fought a long
and heroic battle with cancer. Ms. Laidlaw
dedicated her entire career to special
education; as a result, she was well known
to the PSSP group. Ms. Laidlaw is credited
for being one of the first people in the Board
to embrace the possibilities that assistive
technology brings to students who struggle
with school.
Assistive technology is defined as any
technology that allows a person to increase,
maintain, or improve the functional
capabilities of a student with special learning
needs. Its applications and adaptations can
help open doors to previously inaccessible
20
learning opportunities for many children with
special needs.
“Like many of our students with learning
disabilities that affect the acquisition of
reading and writing skills, Lucas used
specialized software and a laptop to bypass
these specific problems. Keys to his success
included screen reading and voice-to-text
software. It takes time to learn to use this
software well and perseverance to tackle
the challenges of school using learning tools
that are different from most students. Lucas’
commitment to his own learning, in the face
of both practical and attitudinal barriers, is to
be commended,” said Karin Mertins, a PSSP
team member.
Lucas was nominated by Margaret Gillan,
Special Services Department Head, BCI. An
extremely personable and articulate student,
Lucas was diagnosed with a severe Learning
Disability in Grade 9. He learned how to use
assistive technology at Amethyst Provincial
Demonstration School in London, returning
to BCI after Grade 10. As Ms. Gillan noted
in her letter of nomination, “the progression
from taking locally developed English in
Grade 9 to having a Grade 12 university level
English credit is virtually unheard of. Lucas’
motivation and drive, when coupled with
access to assistive technology, enabled him
to progress towards realizing his goals and
dreams.”
During his years at BCI, Lucas became an
invaluable resource assisting other students
to use assistive technology and providing
a role model to deal with negative remarks
and teasing. He was a member of a student
panel at the GEDSB login.06 conference
for students with learning disabilities and
demonstrated the use of assistive technology
for school administrators. He completed
co-op placements at Princess Elizabeth
Public School and BCI where he worked
with students and staff to develop assistive
technology skills.
Lucas is currently attending Graceland
University in Lamoni, Iowa on a full football
scholarship. Lucas plans to become a special
education teacher.
Professional Support Services Personnel
include Grand Erie’s Attendance Counsellors,
Behaviour Counsellors, Child & Youth
Workers, Psychological Associates and
Consultants, Social Workers, and SpeechLanguage Pathologists.
Celebrating our successes with Aboriginal students
O
ne of the character attributes that
the Grand Erie District School Board
believes in, is Inclusiveness. In
Board literature it is described as meaning
we “create an environment where we
honour differences and diversity. Be fair and
equitable.”
that is slightly down from the previous year, Ms.
Montour said Six Nations students continue to
utilize and benefit greatly from the alternative
programming offered by the Board for Native
students. In addition, 64 students graduated with
a high school diploma, from a number of different
secondary schools across the system.
Reflective of that attribute is the focus
and resources the Board has invested in
supporting student achievement and success
of our Aboriginal students.
The Native Services area of the Board
introduced numerous initiatives to support
Native students this past year, including:
• Appointment
The Board has seven Native staff who work on
Native programming; of that number, 5.5 of
those positions are supported through the Six
Nations Funding Agreement. The remainder
are employed by the Board, with the exception
of one part-time counselor who is employed
by the Mississaugas of the New Credit Band
Council. A Native Advisory Committee,
chaired by the Board’s Native trustee Marion
Macdonald, represents the interests of Six
Nations and advocates for Native Students
and Native programming in the Board. That
advocacy is beginning to pay off.
Deneen Montour, the Board’s Native Advisor,
said good progress is being made in assisting
Native students to achieve success. In 2007-08,
548 “on reserve” Native students were
enrolled in Grand Erie secondary schools. One
of the measures of success tracked is the total
percent success rate, which measures the total
number of credits achieved against the total
number attempted. This past year the success
rate was slightly more than 77 per cent. While
of a community representative to the Native Advisory Committee
• An Aboriginal Cultural Awareness and Student Achievement Symposium and DVD
• Aboriginal Education Leadership Committee
• Involvement in the New Teacher Induction Program panel
• School/College/Work Initiative; “Picture Yourself at College” Aboriginal Initiative
• Safe Schools Program partnership
• Student Success Aboriginal mentor
• Support Services Provider conference
• Walking Hand in Hand workshops
• Working with transition teacher at J.C. Hill Elementary and Native Education Counselor for Brant Haldimand Norfolk Catholic District School Board
And much more.
While there have been successes, great
challenges remain in serving Native students.
Ms. Montour said the drop-out rate among
Native secondary students continues to
increase, from nine per
cent to 12 over the last
school year, and, overall,
Six Nations students
continue to be an “at
risk” group. For that
reason, the Native
Services team will
continue to focus
on the initiatives
that have
worked while
introducing new
programming and ideas,
such as:
• Alternative
programming for High Needs students
• Aboriginal Self-Identification Policy
• An Aboriginal Mentorship program
• Creation of science kits emphasizing
Indigenous knowledge
•C
reation of a link on the Board website that
informs and promotes native issues
• Cultural awareness training through NTIP
And much more.
“Niawehkowah (thank you). I commend the Native
staff, both teachers and counsellors, for their
dedication, professionalism, and excellent work
on behalf of all Native students in the Grand Erie
District School Board. The staff, led by Deneen
Montour, does a magnificent job for our students,
encouraging them to achieve as much as possible.
Their work is appreciated,” said Ms. Macdonald.
21
Board provides
opportunities for
involvement and
engagement
T
he Grand Erie District School Board has long
believed that a successful education is delivered
through a partnership between home and school,
and that the fuel which powers this partnership is
involvement and engagement.
Parent Involvement
The Board has an active Parent Involvement Committee,
which met several times throughout the school year
to discuss and share ideas to further enhance parental
involvement. The Committee hosted a parent information
evening at Delhi District Secondary School. During the
evening session, Dr. Tracy Vaillancourt from McMaster
University and Constable Doug Rees from Haldimand OPP
were the featured speakers. Dr. Vaillancourt spoke about
anti-bullying strategies, while Constable Rees focused on
children and internet safety. In addition, the committee
supported a Parent Conference, titled “Our Children Our
Future – Putting Students’ Safety First” which was held at
North Park Collegiate in May. Grand Erie’s efforts to ensure
safe schools was the featured topic. The event also included
a child athletic program to facilitate parental attendance.
Student engagement
Similar to other school boards in Ontario, the Board was
pleased to have the student voice represented at the Board
table. In 2007-08, student trustees Stephen Hanson and
Cameron Bower shared articulate and well-considered
22
thoughts on a plethora of Board discussions.
Their input was appreciated by fellow trustees
and senior administration.
Our student trustees also co-chaired our Student
Senate, which met on two occasions and
brought together the student council leadership
from secondary schools from across the system.
Along with providing a forum on several
topics of student interest, the Student Senate
provided valuable insights on the creation of
a Request for Proposal (RFP) for Food Services
and Vending Machines Services for the entire
system. Students were also represented by a
student trustee on the RFP selection committee.
Ultimately, one vendor was retained and one
new one selected, and both will adhere to new
nutritional regulations that reflect provincial
direction and student and community wishes.
Prior to the RFP process, a dedicated group of
students and parents initiated their own Healthy
Choices program at North Park CollegiateVocational School. That school community took
an active and lead role in ensuring the food and
vending options available at one of Brantford’s
largest secondary schools was balanced
between healthy choices and “guilty pleasures”.
The Board also hosted a special Earth Day
event, when students from across the large
geographical area that the Board serves were
bussed in to hear and see special guest,
Marc Kielburger, a social advocate and
leadership specialist. Mr. Kielburger spoke to
approximately 350 students and his message
centered on Me to We: How Youth Can Take
Action to Build a Better World for All.
Community use of schools
and involvement
It’s not uncommon to see young boy scouts and
girl guides streaming into one of our schools,
after hours, for their weekly meetings. The
Board is pleased to make its buildings available
to a number of community groups, including
the Scouts and Guides. To make the process
easier, the Board introduced an online booking
option from the home page of its website to
enhance ease of booking.
In all, the Board issued 581 permits to
community groups in 2007-08 many of which
were for multiple uses. The total number
of permit hours was more than 49,000, with
close to 95,000 participants utilizing
a Grand Erie facility.
The Board also ran a Community Partnership
Incentive Program (CPIP) this past year. Through
this program, the Board matches up to $10,000,
for any community fundraiser that supports
various capital projects in a school. The types
of initiatives varied throughout the school year,
but included new school signage, installation of
equipment, lighting and much more.
The Board also welcomes community input on
any new or revised Board policy or procedure.
Along with circulating the draft wording to
interested stakeholders, it is posted on the
Board’s website, and comments are accepted
for 60 days. Input is then considered and
incorporated if appropriate.
Supporting all our learners
The Grand Erie District School Board runs
Sprucedale Secondary School (SSS), a
secure custody facility operated to educate
incarcerated Young Offenders from Grades 9
to 12 at all levels of instruction. It is located
within Sprucedale Correctional Centre.
Notable achievements:
• School administration developed
an interdisciplinary course to
accommodate the short term
students.
• For eight consecutive years,
students at SSS have won the Junior
Homecraft Division of the Norfolk County Fair.
• Students participated in the Board’s
Education Week Exhibitions and
last year won seven awards in
poetry and visual arts.
• Entries in the Teens Write for Fun
Library Contest produced three
winners!
• The school developed a
Bistro - Hospitality and Tourism
program within which the students
also earn their WHMIS, Smart
Serve and Safe Food Handlers
Certifications.
• The music program created two
new versions of O Canada which
the school alternately plays each
morning.
• Five students earned an Ontario
Secondary School Diploma; and 93
Grade 9, 139 Grade 10, 58 Grade
11 and 33 Grade 12 credits were
earned by Sprucedale students.
Strategies to achieve targets
by 2011
• c reation of a system-wide standard for
EQAO test preparation—sample test writing,
moderated marking by teachers, and targeted
remediation.
• Junior Networks—release time for Junior division teachers to meet and work on
Teaching Learning Critical Pathways.
• Instructional Coaching model to provide
coaching support for all elementary schools.
• e nhanced support for administrators to understand EQAO data and to use data to
inform instruction.
Safe Schools team supports students
Following the significant changes
introduced by the provincial
government to the Safe School
legislation, the Board created a Safe
Schools team, under the direction of
Principal-Leader Mike McDonald.
that they would not have previously
earned. The appropriate teacher
helps interested suspended or
expelled students, with a goal of
seeing them succeed and re-enter
the school system.
The team includes a social worker, a
child and youth worker, a secondary
teacher, and an elementary teacher.
This team works with suspended
and expelled students; and it has
enjoyed some early successes.
Through Individual Learning Plans,
several students have earned credits
The program is designed to meet
the needs of the students and to be
as convenient as possible for them
to access. Program staff meet with
students in locations such as public
libraries and community agency
offices (Contact Brant has been
wonderful in offering their location
to us) which are close to their
homes to ensure participation. In
the 2007 - 2008 school year 95 per
cent of the students who qualified
for the program (a suspension of
more than six days) participated in
the program. Students benefited not
only from academic instruction but
also from counseling support which
gave them strategies and skills to
take back to school, in the hope of
avoiding any future situations which
may lead to suspension.
23
2007-08
ation
Senior Administr
etary
ucation & Secr
Director of Ed
Jim Wibberley
t of Business &
Superintenden
Jamie Gunn
Treasurer
ts of Education:
Superintenden
n
Greg Anderso
Andy Nesbitt
David Pyper
t of Program
Superintenden
er
ch
Brenda Blan
How to Contact Us
Head Office:
349 Erie Avenue
Brantford, ON N3T 5V3
Telephone: 519-756-6301
Toll Free: 1-888-548-8878
Fax: 519-756-9181
Herman E. Fawcett Teacher Resource Centre:
108 Tollgate Road
Brantford, ON N3R 4Z6
Telephone: 519-754-1600
Fax: 519-754-4842
Haldimand School Support Centre:
70 Parkview Road
Hagersville, ON N0A 1H0
Telephone: 905-768-9886
Toll Free: 1-888-620-8376
Fax: 905-768-9903
Norfolk School Support Centre
173 Hillcrest Road
Simcoe, ON N3Y 4L7
Telephone: 519-428-1880
Toll Free: 1-888-621-3778
Fax: 519-428-2484
Website: www.granderie.ca
Email: questions@granderie.ca
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