DIRECTOR’S ANNUAL REPORT

1999

A MESSAGE FROM THE DIRECTOR OF EDUCATION

I am pleased to present the annual report for 1999 which chronicles the many accomplishments the Toronto Catholic District School Board has realized during the past year.

Throughout the year, our Board has responded to many and varied challenges. The new funding model, provincial legislation governing class size, roles of parents and school councils, school accommodation review, staff reductions, and extensive curriculum, assessment and reporting changes have all required the ingenuity and adaptability of staff, students and the Catholic school community working together to undertake these major changes.

The change process has been difficult and stressful for our students, parents, community, staff and trustees. Each budget has brought with it difficult decisions with regard to services and programs and has resulted in unmet needs. There have never been enough dollars to do all that was needed. To do "more with less" has been our tradition, and is our present day reality. A dedicated and hard-working team of staff and trustees continue to meet the many needs of our students and the many requirements of education reform.

The recently released Education Improvement Commission (EIC) report acknowledges our efforts to improve student learning. The education of young people in Toronto’s Catholic schools has always been, and will continue to be, our primary focus. We have always tried to put the needs of our students first and foremost in our school and system-wide action plans, and I believe that the EIC recognizes our efforts in this area.

Throughout the last decade our Board’s Mission has stood the test of time and extensive educational change. Our Mission and Vision is truly to educate students to their full potential, in a school community formed by Catholic beliefs and traditions. We are now working to validate that Mission and Vision during the 1999-2000 school year in order to ensure the accountability for student learning expected by our parents, our students, our community and the government of Ontario.

Our two system priorities for the 1999-2000 school year are Literacy, and Building and rebuilding a faith community. Our goal is that every student in our system will become an effective communicator and that each student will be able to meet the appropriate expectations for reading and writing at his or her grade level. The building and rebuilding a faith community priority invites us to focus on reconciliation, staff morale, spiritual, physical and emotional wellness after an extremely difficult two years.

We are fortunate in our Board to have teaching and support staff who are dedicated professionals committed to our students and Catholic education. Staff, trustees and parents have worked co-operatively to improve Catholic education for the benefit of our students. We can take pride in the fact that TCDSB continues to ensure quality learning for today and in the future for the students in its care within a Christ-centred environment that promotes spiritual and physical well-being, academic excellence and responsible global citizenship.

Johanne Stewart
Director of Education

SYSTEM PRIORITIES
1999-2000

BUILDING AND REBUILDING A FAITH COMMUNITY

• Reconciliation
• Staff morale
• Wellness -- spiritual, physical, emotional
• Motivation, excitement, fun and energy
• Enhanced communication

• Every student in our system will become an effective communicator
• Each student will be able to meet the appropriate expectations for reading and writing at his/her grade level

CONTENTS

PROGRAM SERVICES
Religious Education and Family Life
Language Arts
Mathematics
Science and Technology
Health and Physical Education
Arts
French as a Second Language
Guidance and Counselling
Secondary School Reform
Co-operative Education and School/Work
Business Studies

STUDENT AND PROGRAM ASSESSMENT
Provincial Report Card
Ontario Education Quality and Accountability (EQAO) 1999 Results

SPECIAL SERVICES
Special Education
Psychological Services
Social Work
Speech and Language
Continuing Education--Adult Education
Community Relations

SYSTEM INITIATIVES/STAFF DEVELOPMENT
Catholic School Advisory Councils

INFORMATION TECHNOLOGY SERVICES
Computer Services
Information Technology Support services
Computer Telephony Integration

SECRETARIAT AND COMMUNICATIONS FUNCTIONS
Communications
Administrative and corporative Services
Education Improvement Commission
Economic Development
Policy Development

HUMAN RESOURCES

LABOUR RELATIONS

FACILITIES DEVELOPMENT AND ISSUES MANAGEMENT

CELEBRATING STUDENT AND STAFF ACHIEVEMENT
Student Successes
Staff Achievements
Schools Help the Community

MILESTONES
Openings
Blessings
Anniversaries

1999 BUDGET

MISSION STATEMENT

PROGRAM SERVICES

Religious Education/Family Life

Programs for Religious Education/Family Life are developed under the direction of the Canadian and Ontario Conferences of Catholic Bishops. The Religious Education Program assists Catholic students in the acquisition of a basic knowledge of their faith tradition, development of attitudes and skills that encourage a personal relationship with Jesus Christ and participation in a faith community committed to living the Gospel’s call to transform persons, relationships and structures. The Family Life Program enables students to become knowledgeable about the Christian vision of the human person, with a special focus on the Church’s teachings concerning human dignity, human relationships and human sexuality.

The National Office of Religious Education which operates under the auspices of the Canadian and Ontario Conferences of Catholic Bishops, completed its curriculum revisions for the intermediate cycle of the We Are Strong Together catechetical series. In-service on the new program for grade 9 entitled Be With Me was provided in June for Religion Department heads and representatives. The new program and support resources for the Religious Education/Family Life Program were well received by all those who attended.

A new Religious Education/Family Life curriculum was distributed to all secondary schools. This guideline, written under the auspices of the Institute for Catholic Education, has the approval of the Ontario Conference of Catholic Bishops and the local ordinary Cardinal Ambrozic. The document provides the necessary expectations for each grade level up to and including grade 12. Course profiles for each grade will be developed and the new courses will be phased in from 1999 to 2003.

Religious Education resource teachers provide ongoing support and in-service for teachers in the Religious Education/Family Life Program and for those on secondary school chaplaincy teams. Elementary schools were provided with sample presentations to assist teachers in presenting these programs on their curriculum night. Teachers continue to receive assistance in communicating Learning in Religion Family Life. Learning expectations, sample demonstrations and statements were provided for teachers for all three terms. These constitute the Religious Education/Family Life section of the new Provincial Report Card.

The department was invited by the Art Gallery of Ontario to write its teacher resource for the Angels from the Vatican art display. The document was distributed to schools who wished to attend the show. It contained lessons to be used prior to and after viewing the show. The theology of angels and connections with the students, parish, and church were part of the activities found in these lessons. Chrysler of Canada provided funding for both tickets and buses for 40 TCDSB schools to attend this show.

Language Arts

During the 1998-1999 school year, elementary teachers were in the second year of implementation of the new Ontario Language Arts Curriculum Grades 1-8, which includes general and specific expectations to be taught and assessed at each grade level. In the fall, teachers received the Ontario Curriculum – Writing Exemplars Grades 1-8, a resource offering teachers and students samples of work at each of the four achievement levels. The resource will be accompanied by the release of the Ontario Curriculum – Reading Exemplars Grades 1-8.

The Balanced Literacy initiative for junior kindergarten to grade 3 is in the third phase of implementation. The final 54 schools received materials and in-service in the fall. All schools receive on-going support from the Balanced Literacy support teachers to consistently implement the four main approaches to teaching reading: word study, guided reading, writing, and independent reading. Assessment tools for pre- and post-testing in the classroom as well as monitoring by the Research Department will provide data on the success of this literacy initiative.

Schools are gradually upgrading their Language Arts resources in the junior and intermediate grades beginning with the Ministry of Education’s textbook grant a year ago. In-service sessions are planned for reading, writing and assessment this school year.

The Academy of Reading Software, a resource to improve reading levels, was offered to all secondary schools and some elementary schools. Groups of teachers were trained in the implementation of this program so that students can experience success in all subject areas because of a stronger base in reading.

Secondary school teachers are successfully implementing the new Secondary Profiles in English, both applied and academic. Representatives from each school were in-serviced on the course profiles and on the assessment component. There is increased emphasis on in-school action plans to improve literacy.

Mathematics Department

A major initiative of the Mathematics Department was the development of 20 Curriculum Planning Guides for grades 1 to 8, specifically written for all text resources currently in use. After-school workshops were offered to assist teachers with the effective use of mathematics manipulative kits, which were provided to all schools. Additional workshops were offered on data management and probability, math games, and mathematics related to Christmas. Math Time: a Guide for Effective Mathematics Programming in Kindergarten was published and in-serviced in October. Math representatives from each school meet regularly and serve as links between the Mathematics Department and elementary schools. A number of resources were made available including Linking Assessment and Instruction in Mathematics, Primary Years and Junior Years, the NCTM journals Teaching Children Mathematics (P,J), Mathematics Teaching in the Middle Schools (J,I) and the Mathematics Expectations Continuum. The department produced a workshop package to help principals conduct mathematics information nights for parents. Staff also presented several sessions to parents.

At the secondary level, grade 9 teachers attended a one-day in-service on the new curriculum and the Catholic school profiles. Department heads met regularly to review current information regarding curriculum implementation, assessment, technology, etc. The Board co-ordinated the purchase of over 1,500 graphing calculators funded by the Ministry of Education. The purchase of additional technology such as calculator-based labs, calculator motion sensors and overhead technology was co-ordinated centrally. Representatives from most secondary schools attended a one-week summer institute that focused on the grade 9 curriculum, technology and assessment.

Teachers were provided with varied professional opportunities, including participation in the Ontario Association for Mathematics Education, various conferences, as well as through the provision of resources. Involvement in EQAO marking was encouraged and two days of in-service were offered in the spring of 1999 to assist grade 3 and 6 teachers in preparation for the spring assessment. The Collaborative Professional Development Program continues to be offered in association with York University and the Tutors in the Math/Science Classroom, in which York University Faculty of Education students tutor in our schools, was expanded.

A mathematics web page was established on the TCDSB web site and includes information on upcoming workshops, meetings, math contests, and links to additional math web sites.

Science and Technology

In the second year of implementing the elementary Science and Technology curriculum the department produced six comprehensive units for teachers to pilot within their classrooms. Along with these units primary, junior and intermediate resource documents were distributed to the system. All five strands of the Ontario English Catholic Teachers’ Association prepared support materials were placed in school libraries for teachers to access and use.

The department will evaluate commercially available materials to support the Science and Technology curriculum as they become available. Working in partnership with GTK Press, staff piloted and helped in the development of parts of its primary science program. Currently under way is a pilot program with ITS Nelson and its intermediate division program. Another partnership, with Reptila, a reptile supply company, and its leopard gecko program, focuses on grade 2 classes. Department staff is developing a full year cross-curricular unit on characteristics of living things for 26 schools.

Workshops on microscopy, properties of air and flight, forces and motion and assessment in science were offered. York University, along with 23 school boards, implemented phase 3 of the Assessment of Science and Technology Program. Science Exemplars for all 40 elementary units will be developed and published along with new and modified assessment tools for teachers. The Ministry of Education has contracted this consortium to produce a modified version of this project for December 2000.

Health and Physical Education Department

The Health and Physical Education Department completed its curriculum support documents for all grades in the elementary division with the introduction of the new kindergarten to grade 3 Physical Education Resource Units. Teachers were in-serviced to help them meet the Active Participation and Fundamental Movement Skills strands found in the new Ministry expectations. The classroom-ready units allow teachers to apply physical education expectations in context and to instil in students an appreciation for a physically active, healthy lifestyle.

Elementary and secondary schools received the new Ontario Safety Guidelines with respect to activities taught within the curriculum. Safety guidelines associated with intramural and interscholastic activities will be available in all TCDSB schools.

Secondary schools are implementing the new course profiles for the Healthy Active Living Course taught in grade 9. The Board took a lead role in reviewing the course profiles for the grade 9 and the upcoming grade 10 course profiles. Teachers received a resource package to help them meet the unit expectations outlined in these new course profiles.

Arts Department

The Arts Department in-serviced Arts in the Classroom, a CD-ROM resource for teachers. The CD-ROM, produced in co-operation with the Catholic Curriculum Co-operative of Central and Western Ontario, contains 17 documents (drama, music, dance and the visual arts) to support teachers in planning a balanced and varied arts program.

The department conducted a number of workshops for teachers on planning, delivering and assessing the new Ontario curriculum, grades 1 to 8. The Artist in the Schools program was restructured to incorporate expectations from the new curriculum. The department edited the Primary Visual Arts Studio Activities document, a project written jointly by TCDSB staff and professional artists. The document will be distributed and in-serviced in the spring of 2000.

French as a Second Language

Elementary

Core French teachers were in-serviced for, and began implementation of the new Ontario Curriculum for French as a Second Language. The TCDSB adopted a new grade 4 Core French Program Acti-vie. The new program is based on students’ real life experiences and reflects a multi-dimensional curriculum. The featured experiential goals and themes of Acti-vie address all the Ontario Curriculum expectations outlined in the following strands: oral communication, reading and writing. Grammar, language conventions and vocabulary are developed and applied through communicative activities in all strands.

A team of teachers developed expectations for Core French at the primary levels. In grades 1 and 2, the expectations in oral communication are introduced. In grade 3, reading and writing strands are added to the program.

In Early French Immersion Programs, primary teachers were in-serviced on the Balanced Literacy initiative which is being implemented in the French Immersion centres. The program is designed to improve the learning of the second language.

Secondary

Teachers were in-serviced on the new grade 9 curriculum for French as a Second Language, Core French, Extended French and French Immersion. Teachers received the grade 9 Catholic Course Profiles for core academic and applied, extended and immersion French. These profiles provide teachers with implementation support for the new curriculum.

Guidance and Counselling

As a support for the implementation of Teacher Advisor Groups in grades 7 to 10, two writing teams were established to create Teacher Advisor Group Support Binders. The resource documents -- one for grades 7 and 8 and one for grades 9 and 10 -- contain sample lessons and activities, with blackline masters to be used as student worksheets. The binders are organized chronologically by month with ideas for sessions that enable the completion of the Annual Education Plan and the learning competencies as outlined for grades 7 to 10 in Choices into Action. Supplemental activities are included for those schools that wish to spend more time on a specific area.

Spreadsheets were designed to cross-reference the competencies for each grade from grades 1 to 8, grouped under student development, interpersonal development and career development in Choices into Action. The competencies in the spreadsheets are linked to the Social Studies, Religion and Family Life and Language expectations in grades 1 to 6 and 7 and 8. Links to the Physical and Health Education curriculum will be written in the upcoming year.

Secondary School Reform

The Secondary School Reform Program was introduced into all schools in September. Each secondary school has an implementation team comprised of an administrator and four teachers. Implementation teams receive on-going training and resources dealing with such topics as capacity for change, curriculum planning, assessment, evaluation and reporting. The teams disseminate information to other staff members in their local schools. Grades 7 and 8 teachers, elementary principals and vice-principals were in-serviced on the changes in secondary school curriculum and the new graduation requirements.

Program Services and a number of teachers were involved in writing the grade 9 Catholic Course Profiles. The Board took a leading role in developing the Academic and Applied English, Business Studies and Arts Profiles. The profiles reflect the distinct nature of Catholic curriculum. Program Services conducted a series of subject-specific workshops to assist teachers in using the profiles in their classrooms.

The Secondary Summer Institutes, a province-wide project, was the result of partnerships among the Ministry of Education, Ontario Teachers’ Federation, school boards and subject associations. The voluntary three-day institutes provided an opportunity for 1,800 teachers to work with their colleagues across the province to develop classroom materials in specific subject areas.

Schools throughout the Board are using the draft version of the Annual Education Plan while awaiting the final version from the Ministry. Program Services, in partnership with Junior Achievement, developed a portfolio for students as a vehicle for students to document educational and career goals and to collect and store career exploration activities.

Co-op Education and School/Work

The Ontario Youth Apprenticeship Program, funded by the Ministry of Education, promotes careers for young people in skilled professions in general and apprenticeship in particular. The video, Taking Charge – It’s my Future, a joint project of the TCDSB and the Toronto District School Board, is a newly produced resource that profiles a number of students involved in school/work programs, such as hospitality industry, automotive repair, banking and carpentry workplaces. It is a useful teacher resource for the mandatory grade 10 Career Studies half-credit course for September 2000 as well as a tool for Co-operative Education and Technical Studies teachers.

TCDSB business teachers are playing a major role in supporting education reform. Last year, the Board, in participation with the Institute of Catholic Education, took the lead role in writing the Catholic course profile for a new course, Introduction to Technology in Business. This course, intended for students in grades 9 or 10 is an open course and is currently being implemented in Catholic secondary schools around the province. TCDSB business teachers are again taking the lead in the development of another course profile, Introduction to Business, a foundation course for business studies. This course can be taught in either grades 9 or 10 and is open to all students.

The TCDSB embarked upon a collaborative technologies pilot project with the Ministry of Education and several other boards in the province. Grade 9 business classes at Msgr. Percy Johnson and St. Joseph College Catholic Secondary Schools will join grade 9 business classes from other schools in the province using the familiar home group-expert group format of co-operative learning at a distance. Teachers and students participating in this project are breaking new ground in showing how to put technology to work/to learn.

STUDENT AND PROGRAM ASSESSMENT

Provincial Report Card

The elementary Provincial Report Card was fully implemented during the 1998-1999 school year. Teachers were in-serviced in the use of the new report card and its electronic format, and continue to develop their skills in linking assessment to curriculum. This year the Relational Report Card was introduced to selected elementary schools. Early in the fall, the selected schools were in-serviced and provided with a pamphlet that addressed specific report card-related issues. All other schools continue to use the stand-alone version of the Provincial Report Card.

The Board introduced the new junior kindergarten/senior kindergarten report card to principals and staff. Program Services staff, using Ministry of Education expectations for junior and senior kindergarten, developed this report card.

A Report Card web site was launched in September for the use of teachers and administrators. Information pamphlets for parents were updated and made available in the schools.

This is the first year of implementation of the new secondary school Report Card. New course comments are being developed for each course that will reflect strengths, weaknesses and steps for improvement for each student. A pamphlet is being developed for parents to assist them in understanding the changes that are taking place in assessment, evaluation and reporting practices.

Ontario Education Quality and Accountability Office (EQAO) 1999 Results

In the spring of 1999, over a period of five days, EQAO assessed all grade 3 and grade 6 students in mathematics, reading and writing. This is the third year that grade 3 students have been assessed and the first year for grade 6 students. This year’s assessments included a multiple-choice component that was added to both the reading and mathematics assessments. The purpose of the assessment was to provide students, parents, teachers and the public with information about students’ knowledge and skills.

During January and February 1999, the TCDSB provided two full days of in-service to all grade 3 and grade 6 teachers to help prepare teachers and students for the assessment. Individual student reports were returned to students on or before the middle of October. The provincial report was released by EQAO on October 29, 1999. School reports, copies of the provincial report and other pertinent information were distributed to schools on November 15, 1999. Provincial assessment results released by EQAO show that 52% of TCDSB grade 3 students scored at levels three or four in mathematics. Forty-one per cent of the Board’s grade 3 students scored at those levels in the 1997-1998 assessment.

A total of 7,088 grade 3 TCDSB students in 363 classes and 6,738 grade 6 students in 323 classes participated in the 1998-1999 reading, writing and mathematics assessments conducted in May. Students’ work was graded according to a four-level scale reported from one to four. Level three is considered the provincial standard and represents a high level of achievement.

In Toronto’s Catholic schools, 52% of the grade 3 students tested scored at a level three or above in mathematics, 55% in writing and 42% in reading. Forty-five per cent of grade 6 students matched or exceeded the provincial standard in reading, 48% in writing and 43% in mathematics.

Dedicated teaching staff, on-going teacher workshops and in-services, new texts, learning materials and manipulatives to schools, and programs such as Tutors in Mathematics had a positive impact on student performance in mathematics.

Schools shared their results and relevant contextual information with their school communities. A central action plan was developed for the system and local school action plans are being created and will be shared with school communities by February 1, 2000.

SPECIAL SERVICES

Special Education

The TCDSB delivers highly successful and sophisticated Special Education Programs and services to over 10,000 students within its schools.

A comprehensive Special Education Plan outlining programs and services was prepared in consultation with the Special Education Advisory Committee (SEAC), approved by the Board and submitted to the Ministry of Education in June. In addition, the Board conducted a major system-wide review of Special Education programs and services. A summary of the findings from this review was presented to SEAC and the Board in October and November. Further reports outlining action plans to address the gaps identified in the review will be presented to SEAC and the Board in the coming months.

Due to restructuring and downsizing of clerical and secretarial support, special services staff must now complete all professional reports, correspondence, etc. Training has been provided on the use of personal computers, Windows and Microsoft Office software.

New Developments

A revised Parent Guide to Special Education Programs and Services was completed and distributed throughout the system. It is available on the Board’s web site at www.tcdsb.org.

The document Guidelines for Physical Restraint Practices in the Schools was developed and schools were in-serviced in conjunction with Ontario English Catholic Teachers’ Association – Toronto Elementary Catholic Teachers (OECTA - TECT).

Physical restraint training was offered to school staff and will continue to be offered during the 1999-2000 school year. A video was prepared to highlight Board policy on physical restraint and will be used in conjunction with staff in-services throughout the 1999-2000 school year.

Twelve schools participated in a pilot project for identification of non-traditional gifted students and there are plans to expand the project during the 1999-2000 school year.

A handbook to support teachers who have deaf and hard of hearing students in an integrated setting was updated.

A draft protocol for anaphylaxis and anaphylactic students in medical crisis was reviewed and updated. Plans are underway to provide in-service on this revised protocol during the 1999-2000 school year.

A number of programs designed to provide intensive support for children with significant behaviour disorders were introduced. The KIND Program addresses students at the kindergarten level who require short term placement for social emotional support. The Turn Around Program provides similar support for students at the junior level. Plans for augmenting alternative programs for grades 7 to OAC students were developed and implementation began in September in two locations.

A pilot project, Beyond the Halls, was undertaken to support three secondary schools around issues including violence among youth, school gangs and strategies for maintaining safe schools.

In partnership with Computers for Kids, about 300 refurbished computers and other hardware were delivered to TCDSB schools free of charge, to be used in classrooms throughout the system.

Early Intervention Related to Learning Difficulties at the Kindergarten Level

The Psychology Department produced a support document that provides strategies for parents of kindergarten children who demonstrate a need in a particular area of learning and development. Parent-guided activities are being piloted in 20 schools and it is anticipated that early intervention, complemented by Balanced Literacy programming, will reduce the number of children identified with learning disabilities.

Stress Management Workshops for School Staff

Teachers who participated in stress management workshops indicated that they felt better able to focus on priorities in meeting the needs of their students as a result of attending those sessions.

Assessment of Learning Needs of English as a Second Language (ESL) Students

Psychology staff focus on tools and techniques that are appropriate in assessment of second language learners. In early September, staff received training in a new assessment tool that has been demonstrated to be reliable with students who do not have English as a first language (Universal Non-Verbal Intelligence Test).

Violence Prevention Curriculum

A five-lesson curriculum related to violence prevention and anger management was adapted by the Psychology Department and is being distributed to all secondary schools. Feedback from a pilot program at Madonna Catholic Secondary School was positive. The units may be included in the Physical Education or Religious Education/Family Life curriculum.

Full-time Psychology Service Provider at Our Lady of Victory

As a result of the Learning Opportunities Grant, Our Lady of Victory Catholic School, a large school in a multicultural community, requested a full-time Psychology staff member to work collaboratively with teachers to translate psychological assessment information into classroom practice. Strong partnerships with parents provide a solid foundation for literacy, with the results being increased attendance by parents at school meetings and improved scores on literacy tests for targeted at risk students.

Addressing the Mental Health Needs of Adolescents

In response to the coroner’s inquest into the death of a student, a number of departments including Psychology, Social Work, Guidance and Religious Education/Family Life work together to make information available to educators, students and parents in terms of addressing the mental health needs of adolescents. The Adolescent Suicide Awareness and Prevention program includes training for students, parents and staff through curriculum, in-services and training sessions. Staff members are being trained to recognize and assess persons at risk, and master a model for effective suicide intervention. They will be able to assist parents in recognizing the signs of adolescents at risk for suicide and how to promote the development of positive mental health in adolescents. The program also involves collaboration with mental health facilities, hospitals, school councils and TCDSB staff.

Education Programs in Partnership with Care, Treatment & Correctional Facilities

Under the provisions of Section 19 of the Ministry of Education’s General Legislative Grant Regulation (Reg. 287/98) educational programs are provided by the TCDSB for school-aged young people, who for various reasons are unable to attend regular schools. The Ministries of Education, Community & Social Services and Health & Corrections provide a multi-disciplinary approach for children and youth who have social/emotional, mental health and/or medical needs.

Partnerships include the following programs:

• Adventure Place: a children’s mental health centre providing assessment, treatment/education services to pre-school children with special needs and to their families. Types of needs include autism, behavioural disorders, developmental delays, emotional disturbances, learning disabilities, speech and language disorders and delays. (Number of teachers: 1)
• Aisling Discoveries Child and Family Centre: The day treatment program provides co-ordinated, highly specialized services for children who are identified as having serious difficulties at school, as well as at home or in the community. (Number of teachers: 3)
• Catholic Children’s Aid Society of Metropolitan Toronto: The Riverdale Classroom is a community-based Section 19 classroom sponsored by the TCDSB, Catholic Children’s Aid Society and Clifton Youth Services. This is a crisis, alternative, transitional program for students unable to attend local community schools. Frequently, these students are in receiving homes or short-term living situations for the purposes of holding, stabilization and assessment. (Number of teachers: 1)
• Covenant House: the country’s largest emergency youth shelter. Young people in crisis, between the ages of 16 and 21 are offered support through counselling, education and vocational assistance. (Number of teachers: 3)
• Earlscourt Child & Family Services: a licensed children’s mental health centre specializing in residential treatment for children with behavioural problems. The program provides a highly structured, safe and predictable environment for children and promotes a partnership with the families in all aspects of treatment. (Number of teachers: 1)
• Enterphase Child and Family Services: provides service to children who are unable to cope with traditional structures, organization or demands of a regular educational environment. (Number of teachers: 1)
• George Hull Centre for Children and Families: provides opportunities for day treatment for adolescents with specialized needs due to behavioural and mental health issues. (Number of teachers: 1)
• Hospital for Sick Children: Programs within the Child Development Clinic and the Learning Disabilities Research Program serve children with medical conditions (e.g. epilepsy, transplants, genetic disorders) and severe reading deficits. (Number of teachers: 2)
• Metropolitan Toronto West Detention Centre: Educational programs are provided for young women aged 18 to 21. (Number of teachers: 1)
• Regesh Family and Child Services: The classroom is an integral part of the program for many of the children, aged 6 to 13, who are receiving treatment at the agency. This extension to their treatment gives the children an opportunity to use the school-based program as another vehicle to enhance their social, emotional, behavioural and educational skills. (Number of teachers: 1)
• Rosalie Hall: provides programs for pre-natal and post-natal young women who are in need of treatment due to significant social and emotional issues. (Number of teachers: 2)
• Sunnybrook and Women’s College Health Science Centre: provides a residential program for adolescents who are admitted to Sunnybrook Hospital for emotional difficulties. (Number of teachers: 1)
• Thistletown Regional Centre For Children And Adolescents: The TRE-ADD school-based classrooms provide direct care, treatment and education, striving to enhance the competence and independent functioning of children with autism and developmental disorders. Programs and services are designed to be individualized, dynamic and comprehensive. (Number of teachers: 2)
• Toronto Youth Assessment Centre: a program for Young Offenders ages 17 and 18. (Number of teachers: 9)

Learning Opportunities Special Projects

Funding made available through the Learning Opportunities Grant supported two full-time Social Work positions in three elementary schools for special projects: early intervention for behaviour problems, social skills development through groups, parenting education and support of literacy, and development of a parent resource centre.

Increased Collaboration with Child Welfare Agencies, Police Departments and the Toronto Child Abuse Centre.

Following new legislation and amendments to the Child and Family Services Act and the new risk assessment delivery of service model, child abuse reporting procedures and policies within TCDSB are being reviewed and rewritten.

The Toronto Child Abuse Centre is the co-ordinating agency, which encouraged schools boards, police and child welfare agencies to co-operate to develop ‘best practices’ guidelines when investigating matters of child abuse. Collaborative working relationships with police and the Toronto District School Board are being further advanced through the development of a police/school board protocol, to reflect ‘best practices’ when police investigate criminal incidents on school premises.

Priorities for Social Work Service Delivery

Due to increased Social Work referrals, school assignments and critical incidents in schools, priorities for service are being established and qualitative measures of effective intervention are being developed.

Review of Crisis Response Team

The Social Work Department is increasingly called upon to assist schools in dealing with the aftermath of a tragedy or a critical incident in schools. The procedures and guidelines outlined in the TCDSB’s Guidelines for a Crisis Response are being reviewed to reflect current practice and needs of schools.

Speech and Language Department Initiatives

The demand for Speech and Language services have increased steadily, as teachers and parents become more aware of the importance of early intervention and the links between oral communication and literacy development. Speech and Language staff provided assessment, consultation and intervention services to over 2,500 students during the school year.

The Speech and Language Department provided a number of workshops for parents and teachers on topics such as Down Syndrome, helping children with speech problems and providing assistance to students with minimal hearing loss. A two-day conference was held in August, with participation from over 100 staff from TCDSB and other boards in the province, featuring workshops on strategies to improve students’ comprehension and spelling skills.

The department produced a variety of resources for parents and teachers, including a newsletter for teachers and parents of students in the primary division, the document Childhood Speech Problems: A Guide for Parents, new publications on selective mutism and working with children with mild hearing loss, a video for teachers and parents regarding the development of early literacy and language skills.

The department developed a service model for students with autism, which includes:

• the creation of a speech-language pathology position in the area of autism, providing consultation support to schools and parents
• the development of a training course in autism, which will be offered to TCDSB staff
• the creation of a support teacher position in the area of autism, to provide intensive direct support to students and classroom teachers

The Fifth Block, an early intervention program for at-risk readers, was developed in collaboration with Language Arts staff and complements the Balanced Literacy Program and provides daily, intensive, small group instruction for at-risk grades 1 and 2 students in the areas of guided reading and word study.

The Kindergarten Language Program, an early language intervention program, continues to be provided for senior kindergarten students with speech and language delays. Research was completed on the outcomes of the program, with significant improvements found in students’ language and literacy skills.

Career Access Department

The Career Access Department staff members offer support to students aged l6 and older who appear unlikely to complete their secondary school education and students with special needs. Acting on referrals by school staff and joint team members, they work closely with local school administration, Special Education and Guidance Departments, as well as Programming and Assessment teachers, Social Workers, Education Assistants, Child and Youth Workers and Job Coaches to ensure students are successful in their transition. Community outreach and extensive network with community agencies and support services is imperative when attempting to meet the needs of students.

Alternative Funding

In order to enhance opportunities for students within our Board, grant funding is accessed through the Career Access Department. The Over 21 Pilot Project funding made available through the Ministry of Education is administered through this department and has provided special needs students with the opportunity to continue in a program tailored to meet their specific needs.

Adult English as a Second Language (ESL), Language Instruction for Newcomers to Canada (LINC), Literacy & Citizenship Preparation

The Continuing Education Department offers Adult ESL, LINC, Literacy and Citizenship Preparation and other courses to more than 38,000 students annually. The programs operate 12 months a year, full-time and part-time during the day, evenings and weekends. The programs offered continue to be a highly valued resource to communities throughout the Toronto area.

New Projects

The Continuing Education Adult Education Program won a contract for a federally-funded project to write Ontario-wide Curriculum Guidelines for Adult Language Instruction to Newcomers to Canada with the integration of computer technology. The project guidelines were printed in July and an electronic version was posted on the Internet at the AlphaPlus site. Both versions of the curriculum are being in-serviced all over Ontario throughout the fall and winter.

The Federal Administration of Settlement Services for Newcomers to Canada allocates funding for Adult Education Programs through competing project proposals. The Continuing Education Adult Education Program won contracts for three projects, which started in the fall. The projects involve:

• the delivery of computer training for LINC instructors in Ontario that include:

1. LINC/Computer Train-the-Trainer Guide: Canadian Language Benchmarks 1-12
2. LINC/Computer Train-the-Trainer In-service
3. LINC/Computer Train-the-Trainer Courses

• the development of the LINC Literacy Employment Resource, Post-Literacy Stage 2
• the development and delivery of English for Employment-Specific Purpose Models, to be piloted in Toronto

The department negotiated an agreement with Woodsworth College, University of Toronto, to provide Teaching English as a Second Language (TESL) practicum sites and trainers for students in its Certificate Program. The service is provided for a fee to ensure that TCDSB instructors receive minimal compensation and the practicum is operated on a cost-recovery basis.

At the conclusion of the 1998-1999 school year, the Adult Education Program conducted a detailed survey of staff in order to seek feedback on a variety of aspects of program delivery. The results of the survey were shared with staff at the annual orientation meeting and will be used to improve the general program delivery with increased staff involvement in program planning and co-ordination.

Ongoing Projects

At the 1999 annual TESL Ontario conference, the largest conference for adult education programs in Ontario, the Continuing Education Department showcased a wide variety of Adult Education curriculum documents and teacher resources at the conference Publishers’ Display.

Adult Education continues to update its web site, which includes, among other information, the updated version of all the classes provided across Toronto. The web site also lists and introduces all of the curricula and resource documents developed by the department. Requests for purchases have been received from all over Canada.

Curriculum and Staff Development

Throughout the year, Adult Education staff provided monthly in-service sessions to staff and volunteers in their programs. For the second year in a row, Adult Education staff constituted the largest number of presenters of all the coterminous boards and other providers in Ontario, at the TESL Ontario and Affiliate Conferences. About 30 workshops and sessions were led by TCDSB staff at the Ontario Conference in November.

The department completed revisions to the Adult ESL Curriculum Guidelines. The new, Canadian Language Benchmarks 1-12 edition was showcased at the annual TESL Ontario Conference. In-service of the document will continue throughout the school year.

The Adult Education Program provided professional development certificate mini-courses in Teaching Pronunciation and Computers in the Classroom on a fee-for-service model.

The department provided training in computer software applications to Special Services staff, as well as training in software applications and in the use of technology in second language teaching to Continuing Education staff.

Guidelines for the teaching of TOEFL (Test of English as a Foreign Language) preparation classes were developed and in-serviced in the spring.

The department undertook the development of Guidelines for Adult Education Programs in School Locations. The document will be field-tested and in-serviced throughout the next year.

Literacy Programs

A new curriculum support document Adult ESL Literacy Resource Guide was completed in February. The document is being introduced in the Continuing Education Programs and in-serviced during the year.

Literacy program staff completed adult numeracy classroom resources. The following new modules will be showcased at the November TESL Ontario conference and in-serviced during the school year: Learning to Count Money, Learning to Tell Time and Learning to Add and Subtract.

Citizenship Preparation Programs

Over 4,000 adults participated in the citizenship preparation program operated through Continuing Education. In co-operation with the Toronto St. Clare and Woodbridge Citizenship Courts and community agencies, Continuing Education co-ordinates projects that prepare students for the citizenship test, provides assistance with the citizenship application process, arranges group testing and co-ordinates citizenship ceremonies. In the past year, eight ceremonies were held for over 800 participating students who successfully completed the test and took the oath of Canadian citizenship.

International Languages Elementary

The Board continues to provide instruction to more than 30,000 students in 22 languages at the elementary level.

Resources were developed for International Languages Balanced Literacy. Curriculum for junior kindergarten to grade 2, which includes support materials such as binders, booklets, songs in CD and cassette, is being developed in Italian, Portuguese and Spanish.

TCDSB reached agreements with the Italian and Ukrainian communities for additional funding for the Extended Day International Languages Program.

Enrollment increased in Arabic, Chinese, Hungarian, Tamil and Polish International Languages Programs.

New and additional curriculum resources are being developed in Chinese and Tamil.

‘Tool assessments’ are also being developed for academic achievement from junior kindergarten to grade 3 in Italian, Portuguese and Spanish.

An annual Professional Development Day was organized for approximately 300 instructors.

International Languages Secondary

Credit programs in 21 languages were offered to over 2,300 students in Saturday and night-school programs.

The first International Languages Student Symposium for parents and students was held in April. The symposium featured seminars for students and parents, an awards presentation and artistic presentations. This initiative was co-sponsored by the TCDSB and its community partners.

Night School/Summer School Programs

Night School Credit Programs for 3,500 students were offered in four secondary school locations.

Five hundred and thirty five grade 8 students attended a summer remedial program in Mathematics and English at eight locations to better prepare for the new grade 9 curriculum.

Summer School Credit Programs were offered to 10,335 students in 12 secondary schools. This represents an increase of two summer school locations.

Two overseas credit programs, in Ireland and Italy, were offered for 207 students.

A credit course at Camp Olympia was offered for 37 students during the month of July.

A secondary Special Education Summer School Program was offered at St. Patrick Catholic Secondary School for 48 students.

Elementary Special Education Summer School Programs were offered at Sacred Heart and Blessed Margherita di Castillo Catholic Schools for 105 students.

Adult credit programs at St. Ann and Holy Name Catholic Schools were expanded in conjunction with the Adult English as a Second Language program.

Community Relations Department

Although the Community Relations model was modified over the past few years to fit within funding reductions, a small staff continues to provide a vital link between home, school and parish.

The department maintains a Directory of Interpreters, who are available to facilitate meetings with parents whose first language is not English, and for the translation of Board documents. The directory is accessible to schools via the Intranet.

Revision of the volunteer handbook Who Cares? Volunteers Do was undertaken and distributed at the beginning of the current school year.

Community use of schools remains strong at the TCDSB. Breakfast and snack/nutrition programs operate at 27 sites and serve approximately 6,200 children. Child care, nursery, before-and-after school programs and family resource centres operate in over 90 schools.

Five new snack/breakfast programs and six after-school programs were launched this year.

Fundraising initiatives were undertaken to open Homework/Literacy Clubs to address the Board's literacy objective.

The Community Relations Department:

• organized a conference on education for the Spanish-speaking community
• organized parental workshops on Ready, Set, Read/Balanced Literacy
• co-ordinated parenting groups in Spanish offered in partnership with Dellcrest Children's Centre and Family Services Association
• organized extra-curricular activities with student members of Spanish Clubs in secondary schools
• co-ordinated the delivery of services to special needs children and their families at 91 TCDSB schools/sites through before- and after-school programs, daycare, nutrition and breakfast programs
• created the manual Nutrition Programs - Guidelines for Implementation
• organized workshops, titled How To Be an Effective Administration, for approximately 100 participants including principals, childcare supervisors and snack program co-ordinators
• assisted in organizing the City of Toronto's First Children's Summit at City Hall

Leadership in Catholic Schools

The System Initiatives/Staff Development Department and other TCDSB partners are developing a comprehensive program to support current and future Catholic schools leaders. The five series are:

• Foundation Series: for teachers who are in the process of exploring Catholic school leadership. This program will be of interest to those who are interested in the position of vice-principal.
• Issue Series: for newly appointed vice-principals, and for those on the short-list.
• Transition Series: offered to assist those who are preparing to make a leadership transition from the elementary to the secondary panel, or from the secondary to the elementary panel.
• Succession Series: for newly-appointed principals.
• Renewal Series: for experienced principals who desire refresher programs.

System Accountability

The TCDSB has transformed its Mission and Vision into validating the Mission and Vision. The Board announced two system priorities for the 1999-2000 school year:

• Building and Rebuilding a Faith Community

1. Reconciliation

2. Staff morale

3. Wellness, spiritual, physical, emotional

4. Motivation, excitement, fun and energy

5. Enhanced communication

• Literacy

1. Every student in our system will become an effective communicator

2. Each student will be able to meet the appropriate expectations for reading and writing at his/her grade level

Summer Institutes

A variety of professional development opportunities were offered to academic and support staff during the summer of 1999. The Summer Institutes program was expanded and had wide appeal to Board employees. Workshops focused on both classroom and personnel issues. It is anticipated that additional workshops will be provided during the summer of 2000.

The Spirit Committee

The Spirit Committee was established to help build staff morale at the Catholic Education Centre. The committee co-ordinates morale-building and fund-raising events. Hundreds of dollars were donated to the Board’s Hayden Trust Fund to buy clothes for needy students, as well as to the Cancer Society.

Quicken Software Training

A series of workshops were offered to 27 secondary school secretaries, especially to those newly appointed as head secretaries, on the Quicken software program. This program was chosen to complement and enhance practices currently being utilized in the areas of local school budgets and accounting procedures.

Violence Prevention Policy

The department is in-servicing all Ontario English Catholic Teachers’ Association (OECTA) representatives and administrators on the Board’s Violence Prevention Policy.

Race and Ethnic Relations Multiculturalism

The department continues the five-year implementation plan according to the Board’s policy on antiracism and ethnocultural equity. The process includes a Leadership Course and an Advisory Group on Race and Ethnic Relations, as well as outreach to various work sites, and addresses the needs of students, staff, parents and teacher candidates in the area of cross-cultural education.

Program additions, including Understanding Our Cultural Mosaic and Race Relations Leadership, are specifically designed to promote harmony and awareness of the diversity within TCDSB and Toronto.

The Catholic Teachers' Centre

This year, schools were offered the option of choosing their own faith development day. The Catholic Teachers’ Centre was therefore able to service more schools than previously. Faith development communities reflect on their mission and ministry and celebrate the presence of God in school communities.

New Teacher Induction

The New Teacher Induction Program formally welcomes new teachers to the Board. The program provides the teachers with a forum for passing on the history and tradition of Catholic education, a plan to celebrate the Mission and Vision of the Board, support for on-going faith development, and other practical support and program ideas.

System Initiatives/Staff Development Newsletter

The department introduced a quarterly newsletter to highlight ‘best practices’, celebrate successes and acknowledge outstanding achievements from students, parents, support staff, teachers and programs.

TIPS

TIPS is a computer based training program in a CD format designed to assist all teachers and support staff in improving knowledge and skills in Information Technology.

Government and Community Outreach/Support Staff Liaison

The government and community outreach focus is to enhance partnerships with the municipal, provincial and federal governments, and business communities in order to better meet the needs of students by offering a broad range of programs such as after-school study clubs with an emphasis on literacy.

The support staff liaison focus is to introduce programs and workshops to meet training needs of support staff throughout the Board. The Education Assistant Certificate program, offered in partnership with George Brown College, is in its fourth year of operation and has successfully met the needs of the Education Assistant employee group.

Mazemaster

The Mazemaster Project, funded by Human Resources Development Canada and sponsored by TCDSB in partnership with the Community Action for Youth Employment Partnership, is an innovative and creative web site (www.mazemaster.on.ca) designed by youth for youth to address the needs of youth employment. It offers six interactive modules, self-assessment, labour market information, training and education, self-employment, job search techniques and job postings. The One Stop Shop for Youth Employment is used in guidance and co-operative education classes throughout the TCDSB and surrounding boards.

Action Centre

To help the almost 280 employees who left the TCDSB due to restructuring, an Adjustment Committee was formed comprising affected workers, current staff and resource people from the Board and unions. Following individual needs assessments, job-search workshops were held for those seeking other employment. Those who accepted the voluntary exit package as a means to early retirement were encouraged to participate in seminars on topics such as lifestyle changes and starting a small business.

The committee’s Action Centre created a monthly newsletter, which includes information about seminars and workshops, access to training money and available resources. The committee retained a professional counsellor and directed people to confidential crisis counselling services through announcements in the newsletter. All Action Centre activities are funded jointly by the Board and the Ministry of Training.

Business/Academic Advisory Committee

The Business/Academic Advisory Committee comprises representatives from all unions and staffing groups. The committee meets quarterly to address staff development needs, to provide input to Board-wide initiatives and activities, and the yearly academic school calendar.

Professional Development Schools

The TCDSB and York University’s Faculty of Education collaborate on a professional development initiative for teacher candidates, and teachers in Professional Development Schools (PDS). There are approximately 15 elementary and secondary schools designated as PDS. These schools focus on literacy.

Communities of teachers, teacher candidates, school administrators, university professors and personnel, as well as those who share an interest in collaborative school-based approaches to teacher development, research and school renewal can enhance the quality of their work, as well as the quality of education for the students in their care.

Catholic Student Leadership Program

The Catholic Student Leadership Program, in partnership with the Office of Catholic Youth, Archdiocese of Toronto, is an initiative that supports student leaders who positively influence their school community. The foundations of the program are:

• leadership development training
• peer to peer workshops around issues impacting the school community, including anti-racism, violence prevention, drugs and alcohol
• networking with other leaders in TCDSB school
• fostering conditions to build community through service
• providing linkages to external leadership development programs and conferences

The Board is exploring partnerships with Premier School Agendas and Franklin Covey Institute on leadership training. It is anticipated that the Catholic Student Leadership Program will play a major role when Canada hosts World Youth Day in 2002.

Catholic School Advisory Councils – Our Partners in Education

Catholic School Advisory Councils (CSAC) enjoyed a third successful year. ‘Best practices’ were shared among councils. On-site support and training continues to be a focus during the school year and additional training sessions are planned for the future.

The Board’s highly-developed network of school councils in every school has proved invaluable in advising school principals, trustees and the Board about local issues and needs.

Consultations with the CSACs were conducted on such diverse issues as instructional make-up days for time lost due to secondary school closures, an exclusive beverage vending contract, budget priorities and the introduction of a Y2K modified school year calendar.

Although trustees now have much larger wards, they have often been able to hold ‘family of schools’ meetings for their school councils to share information and ideas.

The Board offered workshops designed to assist school communities to establish their local council, as well as to provide ongoing training to council members.

The Board is developing a web site for TCDSB Catholic School Advisory Councils.

Computer Services

Three new elementary school sites -- St. Dominic Savio, St. Maria Goretti and St. Gregory Catholic Schools -- were fully networked and connected to the Wide Area Network (WAN) and the Internet using local servers. The 14 non-networked secondary schools were networked in a similar manner.

A design for the networking of 58 elementary schools was completed in 1998-1999 and approved for implementation in 1999-2000. Server consolidation was adopted as a measure to increase reliability and availability of network resources, and to reduce costs of support and ownership. Elementary schools are being connected to a server farm at the Catholic Education Centre via high-speed fibre-optic connections.

A program to acquire $5.9 million in computer and related peripherals for elementary and secondary schools was developed by Information Technology (IT) committees. Over 2,000 new desktop PCs were installed and networked in the 36 secondary schools. About 1,800 computers were purchased and distributed to elementary schools, reducing the ratio of non-obsolete computers to students from 1 to 68 down to 1 to 17. There are now 3,700 Pentiums in elementary schools (ratio: 17:1) and 4,000 Pentiums in secondary schools (ratio: 8:1).

Year 2000 inventory, assessment and remediation efforts were a major activity at the Board. The student and payroll systems were renovated to make them Y2K compliant. The permits system was redeveloped as an Internet-based application that is Y2K compliant. Purchased applications were upgraded to a compliant version of the software. The financial management system was migrated to a new hardware platform, Unisys Clearpath, which offers Y2K compliance and improved price/performance. The HP UNIX servers were replaced with newer technology that provides improved price/performance.

A major focus of technology development was the planning and implementation of IT initiatives funded by the Ministry’s School Board Restructuring Fund as follows:

- Electronic mail & messaging services $1.1 m

- Database management system $0.5 m

- Financial management system $2.5 m

- Human resources / payroll system $5.0 m

- Technology call centre / help desk $0.6 m

- Student information system $4.5 m

- Telephone system replacement $2.7 m

- Wide area network $2.5 m

- Communications technology for Board $0.08 m

Total: $19.48 m

The development of the architecture and design for electronic mail and messaging services to all staff was completed. Deployment to all staff at secondary schools is planned for January-June 2000. As elementary schools are networked, staff will be connected to the Microsoft Exchange Server, the Board’s standardized electronic mail system. E-mail access was extended to all elementary school principals and vice-principals. Each principal was provided with a desktop computer. All Catholic Education Centre and Curriculum Support Services staff members are connected to the e-mail system.

The Microsoft SQL Server was selected as the database for the Board. The new Trillium Student Information System was implemented on SQL Server, and the Maximo Facilities Management System is being migrated to the SQL Server. Microsoft Terminal Server is used as a thin-client interface to facilitate use of Trillium by elementary schools over slow dial-up lines.

Contracts were signed with SAP Canada for its financial, human resources and payroll modules. Blueprinting of each application will commence in January 2000, with Go-Live on the financial applications targeted for September 1, 2000, and on the human resources/payroll applications for January 1, 2001.

Trillium was implemented at the elementary school level, and 100 elementary schools are using the client-server system to maintain student data. The remaining elementary schools will be migrated to the new system by February 2000. Secondary school implementation will be deferred for one year to give the software developer an opportunity to resolve performance and stability issues.

As part of the telephone system renewal project, unified messaging was implemented with voice and FAX messages being integrated into the Exchange Server database.

A 10-year contract for high-speed 100 Mbits/s fibre network connections to all schools was negotiated with Bell Canada. Twenty secondary schools and 10 elementary schools are targeted to be upgraded to the high-speed network by the end of the year. The remainder will be completed by May 2000.

The connection to the Internet was increased from 1.5 Mbits/s to 10 Mbits/s to support the large number of networked instructional computers. The firewall protecting the Board’s internal network from intruders on the Internet was upgraded to Checkpoint’s Firewall-1 to support increased Internet traffic and provide additional functionality. The Intranet site experienced rapid growth in functionality as departments hosted web sites. The Internet site grew in range of information content and the number of school and departmental web sites hosted. The 1999 EQAO results were published on the Internet web site.

As part of a community benefit associated with the take-over of Maclean-Hunter, Rogers Cable committed to providing all schools in the Maclean-Hunter area, the former City of Etobicoke, with a free PC with access to the Rogers@Home residential Internet service. Rogers also committed to providing five such PCs and connections to an elementary school in each superintendency outside of Etobicoke.

The NT network domain model was redesigned to accommodate the high speed WAN and server farm. Microsoft’s System Management Server is being deployed in conjunction with the elementary server farm for software distribution, asset inventory, software metering and remote control of desktops.

Staff worked with the Toronto District School Board on a joint Request for Proposal to select a vendor of record for server technology.

The proprietary Unisys System 80 technology was decommissioned, and the server room redesigned to accommodate new technology.

The Board entered into the Microsoft School Agreement, an annual subscription service, which licenses each Pentium PC and Macintosh computer to use any version of Microsoft desktop operating systems, Microsoft Office Professional, Works, Encarta Reference Suite, Visual Studio and BackOffice clients. This licence provides work-at-home rights for staff to use the software on their home PCs. This initiative reduces costs and allows the Board to standardize a common set of tools for all staff. In conjunction with a staff development initiative, IT services delivered computer-based training (CBT) on Office 97.

The new funding model required extensive changes to the student, financial and HR/payroll systems to track expenditures against the new cost centres. The Ministry audit and the Education Improvement Commission review required detailed teacher instructional time analysis and teacher full-time equivalent allocation. Similarly, average class-size legislation required the determination and analysis of average class sizes. The new Ministry reporting requirements necessitated program modifications. Staff participated with the Ministry and other school boards in the development of the Ontario Student Information system and the Ontario Education Number.

Information Technology Support Services (ITSS)

The Ministry of Education provided funding under the School Board Restructuring Fund to create an Information Technology (IT) Help Desk. The Help Desk is the designated point of first contact for all calls where help and advice is needed. Client support specialists, in addition to answering the normal queries and problems, provide support for recent technological expansion and innovations such as the extension of the LAN/WAN integration to 58 elementary schools, StudeNT Vista expansion, Computer Telephony Integration calls, Online Purchasing, and a new Student Administration System (Trillium).

ITSS staff evaluated hardware proposals for student use, tested various computers and worked with teaching and Purchasing Department staff to analyze and present recommended vendors for computers and peripherals, as well as a plan to implement timely deployment of the new computers to all school sites.

One of this year's more ambitious projects was a preliminary inventory of all elementary academic computers. However, the software is not precise enough to collect all of the data required to develop an accurate database, which would include a description of the computer's name, year built, operating system, manufacturer’s ID number, TCDSB assigned asset tag and a general title for the current user.

ITSS and Purchasing collected and disposed of non-operational hardware, peripherals and other electrical equipment in an environmentally responsible manner. All non-operational outdated equipment was disposed of and/or recycled into usable metals, glass etc. at no cost to the Board. Operational but outdated equipment was refurbished. Students in Third World countries and the Toronto Catholic Children’s Aid are the beneficiaries of some refurbished equipment.

ITSS staff was active in the Year 2000 Committee, which guided by ongoing meetings and teleconferences, provided by Ministry of Education staff, continued equipment, infrastructure and systems testing, prepared a template for developing contingency plans in the event of system failures and a communications strategy for all of the Board’s stakeholders.

Technical and teaching ITSS staff members tested all administrative and trustee computer hardware, using the Ministry-licensed software, Check2000. All elementary and secondary schools, the Catholic Education Centre and other Board sites, as well as home computers that are used for educational purposes, were tested and the necessary updates to existing programs (patches) applied. Testing of all student hardware was commenced in December 1999 and will extend into the initial months of the year 2000.

The Y2K testing was an opportunity to label computers with asset tags and to prepare a detailed inventory of computer hardware across the Board. This inventory will be stored on the Check 2000 Collator and appropriate spreadsheets for future reference, as well as on the Help Desk software, thus enabling client support specialists to bring up the details of the particular administrative computer to aid in problem-solving.

IT technicians and in-service teachers provide regular and extensive in-school and after-school workshops to academic and administrative staff on a wide variety of applications, including the electronic Provincial Report Card and the Microsoft Office Suite (the TCDSB standard for academic and administrative staff in the coming year). They assist in the development and pilot of in-service for schools on the Online Purchasing System and design and provide in-service for a the secondary and elementary schools being connected to the Wide Area Network. They continue to meet the needs of their assigned schools for preventative maintenance and instruction on new program software. There is the expectation that the increasing complexity of and reliance on computers will place greater demands on both the technicians and the in-service teachers to provide support for the entire TCDSB community.

Computer Telephony Integration

Computer Telephony Integration (CTI) prepared a joint proposal to the Ministry of Education with the Durham Catholic and the York Region District School Boards for new telephone systems, enhanced voice processing capabilities, and a unified messaging and fax solution. The TCDSB proposal for $2.7 million dollars was approved in October 1998.

A joint Request for Proposal with coterminous boards permitted each to leverage existing communications infrastructure as much as possible while adding new technologies. The proposal requirements included:

• telephone systems for every elementary and secondary school, replacing outdated 13-year old Trillium/Panther sets
• telephone system for Board offices, replacing 16-year old Rolm 9000 PBX with no room for growth
• expanded voice processing capabilities to allow for all teachers to have voice mailboxes and automated answering for secondary schools and some elementary schools using existing 10-year old VMX 300 system, upgraded and still technically expandable
• a unified messaging solution to allow staff to manage all message types (voice, e-mail and fax) from the desktop and from one single access point – Microsoft Exchange
• a fax solution to allow staff to send and receive fax messages to and from the desktop

Norstar telephone systems were installed in every elementary and secondary school in just over two months. This allows schools to have calling line identification, in addition to an additional incoming line. Most staff was trained on the new systems. CTI co-ordinated and managed the implementation of the new Option 61C PBX at the Catholic Education Centre in the summer (more than 400 telephones).

The telephone room and cables, and the existing voice mail system, were relocated to the computer room ensuring an environmentally safe and secure space. Existing voice mail users (guest mailboxes) were converted to the more user-friendly Aria platform, using the same prompts as Bell’s ‘Call Answer’. With the introduction of Unified Messaging and Faxination this relocation and expansion of space for telecommunications provided TCDSB with the ability to expand to meet future needs

Secondary school teachers were given voice mailboxes and are now able to receive messages directly. Most secondary schools opted for Auto Attendant, an automated answering system, which includes the ability to leave a message for a teacher, get information on upcoming school events, speak with a guidance or a school secretary. Auto Attendant was piloted at Bishop Allen Academy and has proven very successful. The system is being installed in all secondary schools.

Elementary school teachers will be offered voice mailboxes and automated answering to include either Auto Attendant or Bell’s ‘Call Answer’ in the new year. Auto Attendant and voice mail is being piloted in St. Maria Goretti Catholic School.

The Unified Messenger and Faxination systems are in use at the Catholic Education Centre offices. The TCDSB is one of the first in the world to implement such a totally integrated communications system. Unified Messenger is being piloted at Bishop Allen Academy and St. Basil-the-Great Catholic Secondary School and will be in use at Our Lady of Fatima Catholic School.

The Board restructured its committees in order to respond effectively to the new governance reality. All trustees are members of the Board’s Human Resources, Program and Religious Affairs Committee and Administrative and Corporate Services Committee. The Board appoints trustees to ad-hoc committees, and attempts to ensure trustee representation on community-based committees.

TCDSB meeting agendas were streamlined and the number of meetings scheduled for the year was reduced, which assisted in maximizing use of time and focusing on major issues for decision-making.

The number of reports and communications on Board committee agendas was significantly reduced as a result of the introduction of the Trustee Information Package.

Emphasis was placed on improving collaboration and co-operation between trustees and senior staff, and ensuring trustees have information they require in a more frequent and timely way -- through greater use of fax machines, voice-mail and e-mails, as well as more frequent courier delivery.

A new procedure was implemented for the order paper regarding the process for communicating information via presentations and public/private placements on agendas.

The Board continues to review details of Bill 160, and is maintaining ongoing communications with the Ministry of Education and the provincial government regarding various aspects of Bill 160 and the new funding model which have negatively impacted the TCDSB, via direct meetings, letters and briefs.

The use of forums to communicate the changes of education reform to our schools and communities was effective. Forums were held across the city to help explain Bill 160, changes to the school year calendar, and the budget options to be considered by the Board. These provided excellent opportunities to hear the concerns of parents.

Communications Department

Under the direction of Communications Department staff, information flows regularly from the Board office to schools and the community through weekly bulletins, monthly reports on Board highlights and decisions, the Director’s Annual Report, special events listings and highlights from schools, news releases, special bulletins, newsletters, brochures and other publications, and an informative web site that is updated regularly (www.tcdsb.org).

The Bulletin, which is distributed to all schools, administrative departments, Catholic School Advisory Councils (CSAC), unions, associations and employees groups is produced in hard copy format and made available on the Intranet. The Bulletin was recently expanded to include a monthly section, which carries news and updates for CSACs.

The Communications Department launched its Intranet site, which is designed as a resource for all those involved with communications. The site contains information to assist school administrators and other Board staff in areas such as crisis management, media relations and the planning of special events. The site will be expanded to include information on awards and scholarships, and in-service opportunities.

The Board’s web site, maintained by the Communications Department, now includes EQAO assessment results for each school, all Board policies, and links to school-designed web sites.

The Board took a leadership role in designing, and now maintains the web site for, the Institute for Catholic Education and its three regional Catholic Curriculum Co-operatives. The web site provides Catholic educators across the province with instant access to the Catholic Foundation documents, course profiles for use in Catholic schools and Ministry of Education policy documents.

Administrative and Corporate Initiatives

The Catholic School Boards Services Association (CSBSA), which has six Greater Toronto Area Catholic boards as members, is working towards a pooled capital debt financing arrangement, which could potentially reduce significant costs for all participants. If this approach proves to be successful, it could form the basis of a capital debt pooling process for other boards in Ontario. The association is also actively investigating co-operation in information technology, transportation planning systems, capital planning and design and many other business services common to all the boards.

An internal task force on document management systems was established and is pursuing various options to develop a plan for moving the Board towards new Y2K compliant systems for electronic document storage, indexing and retrieval for corporate board records, special services, Ontario Student Records and special services student records among others. The task force hopes to have a plan, costing and time frame for implementation of new systems early in 2000.

Education Improvement Commission Review

On September 21 and 22, 1999, the TCDSB participated in the Education Improvement Commission (EIC) review of school boards in Ontario, which evaluates the boards’ progress in responding to the challenges of restructuring and the impact on schools and students. In its presentation, the Board addressed the process of education reform, some of the Board’s priorities throughout that process, key successes and outstanding issues. The two-day review included a review of documents, survey of effective practices, financial analysis, and meetings with Board administrators and discussions with staff and community representatives.

Key issues identified and highlighted for the EIC were grouped in four areas:

• Equity: The lack of coterminous equity within Toronto during the five-year transition period presents real difficulties for the TCDSB as the Board continues to have over $1,000 less per student to spend than the public board. Also, the Board was forced to make many significant expenditure reductions over a one-year time period while its coterminous board has five years to make the same adjustment
• Unique needs and costs in Toronto: high number of special needs students and resources available to children; special education funding needs; small schools issues; high cost of living in large urban areas; teacher qualifications and experience, school administration and consultants funding envelopes; English as a Second Language and Adult Basic Literacy Program needs; International Languages grants
• Facilities: prohibitive repair cost schools, school renewal needs, site deficiencies, new pupil places grant calculation, closures and leased schools; community use of schools; technology infrastructure costs
• Program services and human resources: staff development related to new curriculum and lack of time; labour problems and workload issues; recognition of issue of maintaining a distinct Catholic system

The Board concluded that, capital costs and obsolescence of school buildings must be address by finding a ‘made in Toronto’ solution to these critical needs of the TCDSB, and recommended that the EIC consider a new special grant recognizing the unique needs and high costs of educating students in Toronto.

At time of writing, the Board had received the EIC report, and is reviewing its findings in detail. The Board is pleased that the EIC has acknowledged the challenge of educating a diverse range of students in a large urban area. The EIC report lauds the TCDSB for a number of initiatives including partnerships established for joint-use facilities, innovative approaches to energy management, outreach initiatives to communicate with linguistically diverse communities, mental health promotion, involvement of parents in decisions about special education, partnerships that benefit students and their families and comprehensive planning for improved student learning.

To support continued improvements, the EIC made a number of recommendations to the Board. Clarification is being sought as to how the EIC came to its conclusions and appropriate implementation plans will be developed.

Economic Development Initiatives

Another area of increasing impact resulting from the changes to, and reductions in, the funding for school boards, is the need to raise supplementary funds through commercial ventures and to introduce revenue-generating products or services in schools. A number of economic development initiatives were explored in order to find ways of bringing in additional revenue or reducing costs to the Board.

The Wild Water Kingdom/Fundraising and Scholarship Program provides an opportunity for schools to receive 80 cents for every paid admission to the park by a Summer Fun Card holder from that school. The cards were distributed in mid-May 1999 to staff and students of each TCDSB school. The Board receives 20 cents for every paid admission to the park by a cardholder from any TCDSB school. In addition, three scholarships, ranging from $3,450 to $1,150, are awarded to those schools with the highest attendance for the season.

Most recently, an agreement was reached with a major beverage supplier to have its products placed in TCDSB schools. This has meant additional revenue for school programs and services.

Policy Development

The new draft Violence Prevention Guidelines, with emphasis on protection for the victim and others, and on support for the perpetrator, was received by the Board in June. Directions have gone out to all superintendencies and schools for their implementation.

A review of the Board’s Permits Policy in relation to changes in caretaking coverage and usage of schools was launched.

The School Accommodation Review Policy was revised to reflect changes to the pupil accommodation grant announced in 1998.

A new draft policy on electronic communications systems, including the Internet, was developed and a consultation process was concluded in the fall of 1999. The draft policy and regulations take into account personal safety restrictions for students, system security, illegal activities, inappropriate language, respect for privacy, plagiarism and copyright, access to inappropriate material and the disciplinary process to deal with policy violations. The draft policy requires that all students sign an agreement to abide by the policy prior to gaining access to the Internet and an individual, class and/or school account. If the student is under 18 years of age, a parent or guardian must also sign the agreement. The draft policy has been forwarded to all school principals and teacher/librarians and Catholic School Advisory Councils for input. A final report will be presented to the Board.

A new Student Trustee Elections Policy was adopted and implemented in the spring of 1999. Under the new policy, each TCDSB secondary school may nominate one eligible candidate for the position of Student Trustee. Each secondary school student council president or his/her delegate will sit on a Student Trustee Selection Committee for the purpose of reviewing applications for the position of Student Trustee, and electing a candidate for ratification by the Board. An all candidates/election meeting will be held in June of each school year during which presentations will be heard from student applicants and a vote will be taken to nominate one candidate as the Student Trustee for the next academic year. An information package, which includes the revised policy, was sent to each secondary school.

The St. Michael Choir School and the Central Task Force action plans were approved by the Board, including a review and clarification of applicable related Board policies. The Board is in the process of implementing an annual in-service with respect to policies relating to students.

The Board considered a new policy with respect to the redirection of unused funds in trustee allowance accounts to establish trust funds to assist students in TCDSB schools.

The Board employs:

• 3,600 elementary teachers
• 2,000 secondary teachers
• 2,300 support personnel
• 400 principals & vice-principals
• 140 other non-union administrative personnel

In 1999, a shortfall in funds for teacher salaries forced the Board to make a reduction of 90 elementary teacher positions in areas such as English as a Second Language, Library and Guidance.

An intensive teacher recruitment initiative was initiated in response to teacher shortages and resulted in a satisfactory number of qualified staff available for September 1999.

Through the School Board Restructuring Fund, a grant of $5.0 million was allocated to the Board for a new human resources/payroll system. The SAP system was selected after an extensive review and implementation will commence in 2000.

Perhaps the most significant Human Resources initiative of 1999 was the administrative restructuring process including a review of options with an external consultant, then implementation of the Voluntary Exit Plan offered by the Board and assisted by a $9.2 million grant for severance costs.

A reduction of 92 administrative non-union and clerical and technical positions was realized through the Voluntary Exit Plan and the restructuring process saving approximately $2.3 million in the administration envelope. Restructuring of departmental configurations was done in early 1999.

A 24% reduction in administrative staffing significantly increased workloads and adjustments will be required to handle ongoing needs.

Personnel services also initiated in 1999 a review of all non-union positions, which were affected by the restructuring in order to assess whether compensation ranges require adjustment. Results are currently being assessed.

A study of workload changes for the school secretaries in elementary and secondary schools was commenced and completed in 1998-1999. Results will be analyzed during the 1999-2000 school year.

A reduction of 158 caretaking positions resulted in the restructuring of caretaking and maintenance services.

Labour unrest in secondary schools had to be dealt with in September 1998 and throughout the 1998-1999 school year.

In November 1998 a revised 1998-1999 school year calendar was set to make up for the 11 days lost-time caused by secondary school closures.

The Toronto Secondary Unit teachers’ agreement was concluded in February 1999 through arbitration imposed by provincial legislation.

Adjustments in June 1999 to secondary teachers’ schedules to provide for six scheduled credit course assignments plus one non-instructional/instructional assignment have alleviated much of the unrest for the 1999-2000 year.

Intensive negotiations with Ontario English Catholic Teachers’ Association elementary unit resulted in a contract agreement in April 1999, which will continue until August 31, 2000. The reduction of elementary teacher positions for the 1999-2000 school year poses a threat to stability in elementary schools.

In October, the Board ratified agreements with CUPE Local 1328’s office, clerical and technical staff and CUPE Local 1280’s caretaking, maintenance and warehouse staff. The new contracts expire on August 31, 2001. The settlement with CUPE Local 1328 covering the school-based educational support staff – education assistants and child and youth workers – will expire on August 31, 2000.

The Planning and Facilities Superintendency implemented a new Service Quality Structure, which focuses upon the promotion of a team approach to accountability and responsiveness within the limitations of the new funding model for school operations. It also aims to develop additional partnerships with suppliers to deliver value added services to TCDSB schools and offices.

The Board undertook some successful and innovative construction projects: the rapid conversion of the former Department of National Defence training centre on Avenue Road into a sophisticated new secondary school for mid-Toronto -- Marshall McLuhan Catholic Secondary School -- and changes at the Board’s head office -- the Catholic Education Centre -- to benefit students at Cardinal Carter Academy for the Arts. St. Basil-the-Great College opened its new facilities for students in September.

Through lobbying at the political and Pupil Accommodation Review Committee levels, the Province announced adjustment to the funding model so that no schools were required to close in 1998-1999. However, concerns regarding equity and adequacy remain.

TCDSB assessed the technical needs of schools by evaluating electrical and electronic, heating and ventilation, plumbing and drainage, architectural and structural systems. In February 1999, the Board of Trustees approved a list of 87 schools to be placed on the Prohibitive Repair Cost List and submitted this to the Ministry of Education. The Board looks forward to the Ministry recognizing criteria for the declaration of schools as obsolete. Approval of TCDSB’s Prohibitive Repair Cost List could mean increased funding for school construction.

TCDSB pressed for the Ministry of Education to take a leadership role to co-ordinate coterminous planning and co-operation on use of school facilities. The Board continues to push for a ‘made in Toronto’ solution to resolve over- and under-capacity situations of the two coterminous boards.

Revision of the school accommodation review policy, in accordance with Ministry regulation changes, resulted in the designation of 29 schools meeting review criteria. A school accommodation review committee was established for each school to receive community input and make recommendations to the Board.

At the time of writing, the Board had consulted with the affected communities on the staff recommendation to consolidate/blend/relocate up to 15 schools. The results of the consultation were compiled and included in a staff report, which was forwarded to the affected communities. The TCDSB will hold a Special Meeting of the Board to deal with the issue of School Accommodation Review, on Thursday, December 16, 1999. This will also afford staff the opportunity to review and consider the presentations and concerns brought forward by the affected school communities at the meeting of November 30, 1999.

TCDSB took a lead role in lobbying the Ministry for additional funding to pay for the leasing of schools from religious orders and the Toronto District School Board. The value of this grant was $4.7 million for the 1998-99 school year.

In the Student Transportation area, TCDSB was instrumental in 1998-1999 in seeking greater coterminous sharing of buses and routes. The Board led the initiative to have a GTA transportation consortium, and was successful in development of a proposal that was submitted to the Ministry of Education to develop a shared geographic information system for both public and Catholic school boards in the GTA.

Caretaking and maintenance needs of schools, following the downsizing of caretaking staff from 758 to 600 full time equivalent positions, are being addressed through re-training and re-assignments, and through the development of a Service Quality System. New initiatives include a custodial materials and supplier partnering agreement (Swish Maintenance Service partnership) which helps support the Service Quality System by bringing new technology, new materials and equipment, as well as improved training for Facilities staff.

TCDSB worked in partnership with the City of Toronto and Duke Solutions Inc. to expand its energy conservation and retrofit program through the Better Buildings Partnership Program. The retrofit of 60 schools in phase 1 brought savings from reduced energy and utility use, and improved the learning environment for students of the schools. Phase 2 of this program was recently presented to the Board for consideration, and a partnership agreement with the City of Toronto will provide the Board with a $4 million no interest loan. This funding will assist the Board in expanding the program to the balance of the Board’s schools, and to incorporate energy conservation measures in future schools that are being constructed.

Planning and Facilities has been assessing and remediating building components, which include building automation systems, fire and security systems, public address systems and elevators, to ensure that all building systems will operate past January 1, 2000. All systems that were not Y2K ready were replaced or the offending software was upgraded. A contingency plan was developed in the event of a system failure beyond the control of the Board. TCDSB staff and suppliers will be on call and ready to ensure that schools are operational for the return of scheduled classes in the New Year.

CELEBRATING STUDENT AND STAFF ACHIEVEMENT

TCDSB students and staff continue to be recognized within their communities and even across Canada and beyond for their outstanding achievements. Here are just a few of our success stories.

Student Successes

In the 1998-1999 school year, the TCDSB had 4,824 graduates. Of these, 1,147 achieved an average of 80 per cent or higher, earning them the distinction of Ontario Scholars.

Christopher Sulowski from Michael Power/St. Joseph Catholic Secondary School was TCDSB’s top scholar with a 98.8 per cent average in his top six OAC courses, earning 100 per cent in both OAC Calculus and Chemistry. His academic achievements earned him a $3,000 scholarship from the University of Toronto, a $2,000 scholarship from St. Michael’s College, and a $500 scholarship from the Canadian Merit Scholarship Foundation.

Band Aid Program

Dante Alighieri Academy was one of three schools selected from across the country to receive a $10,000 band instrument grant under the Band Aid Program initiated by the Canadian Academy of Recording Arts and Sciences (CARAS). As well as the gift of instruments, the school received a cash donation of $350 for the purchase of sheet music through the Canadian Music Publishers’ Association.

Band featured on Juno Awards

A combined percussion group from Dante Alighieri Academy and Regina Mundi Catholic School, under the direction of Allan Molnar, was featured on the Juno Awards in early March. The Canadian Academy of Recording Arts and Sciences (CARAS) featured the groups in a film clip, which focused on the Band-Aid Program.

Desmond Ngai, a student at St. Elizabeth Seton Catholic School, placed first in the Life Sciences category with his project, Which is the best cell cryoprotectant? He also earned the ‘Best of Show’ Award at the 1999 Mathematics, Science & Technology Fair. Desmond advanced to the Canada-Wide Science Fair held in Edmonton where he placed third in Canada.

Paulo Rubio, Nareg Kutyan, Russell Rosos, Brian Faraldo, Natya Casteneda, Joan Antonio, Percilla Rubio and Halla Kyayat, students at Francis Libermann Catholic Secondary School and provincial silver medallists at the 1999 Canadian Improv Games, captured sixth place in the National Competition in Ottawa.

Canadian Merit Scholarship

OAC student Mark Angelo of St. Michael’s Choir School was one of 25 students chosen from 3,000 candidates across Canada to receive a prestigious Canadian Merit Scholarship. Recipients are selected on the basis of academic achievement, leadership, community involvement and talent. The scholarship awarded to Mark is valued at $35,000 over four years at any Canadian university.

CEFO honours student achievers

Each year the Catholic Education Foundation of Ontario presents the Father Patrick Fogarty Awards to student achievers from across the province. TCDSB recipients of the award were: Lora Flanagan, St. Joseph; Colin Mang, Michael Power/St. Joseph; Luigi Capozzi, Brebeuf; Theresa Doan, Loretto Abbey; Gina Nardella, James Cardinal McGuigan; Lisa Chan-A-Sue, Francis Libermann; Adriana Iannozzi, Madonna; Sandra Montesdeoca, Don Bosco; Catarina Alves, St. Mary; Sharon Kelly, Bishop Allen; Fred Lara, St. Basil-the-Great; Mary Jane Garabedian, Senator O’Connor; Mark Shumelda, St. Michael’s Choir; Sana Bokhari, Loretto College; Virginia Crosbie, Mother Teresa; Karina Noble, Pope John Paul II; Jennifer Da Silva, Archbishop Romero; Travis Ratnam, Neil McNeil; Lisa Dias, Jean Vanier; Julie Shin, Msgr. Fraser; Daniel Comerford, St. Patrick; Ana Rodrigues, Brother Edmund Rice; Sandra Faustino, Cardinal Carter; Muna Muasher, Father Henry Carr; Helen Cvetnic, Marian Academy; Kathleen McMahon, St. Joseph Morrow Park; Melissa Hestick, Notre Dame; Nadia Tropea, Msgr. Percy Johnson; Shari Phillips, Mary Ward; Sean O’Connor, Bishop Marrocco/Thomas Merton; Huong Vu, Regina Pacis; Domenico Angelucci, Chaminade; and Vivian Arbid, Dante Alighieri.

Chess champions

Nativity of Our Lord Catholic School’s chess team, Justin Roncal, Martin Dasko, Jeff Sereda and Ryumer Gerochi, won the 1999 Junior Provincial Chess Championship sponsored by the Chess & Math Association of Canada. Justin Roncal also won the Junior Provincial Individual Championship and represented Ontario in the under 12 category at the Canadian National Individual Championships in Prince Edward Island where he placed second in Canada.

Vivien Tzau and Andrea Lau, students at Francis Libermann Catholic Secondary School, captured third place in the 1999 Connaught Student Biotechnology Exhibition with their project The anti-cancer effects of sulphur compounds on cancer cells. The Connaught Student Biotechnology Exhibition is designed to promote science education and highlight career opportunities in biotechnology.

Andrea Gonsalves from Mary Ward Catholic Secondary School is a co-winner of the Irish Canadian Aid and Cultur