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paradise in a sentence 2
Use 'paradise' in a sentence | 'paradise' example sentences
51- Police say she stole the cards out of purses at the paradise Café on 96th Street.
52- "I've left my blood behind me, Mother," he writes, "a trail that leads to paradise."
53- Only students slated to attend the new paradise school in Octagon Pond would be affected.
54- Brook Wilensky-Lanford is the author of "paradise Lust: Searching for the Garden of Eden."
55- 114458Brazil could be a paradise for those who want results, but what about the athletes?"
56- The new resort will be the first new-build hotel property in paradise Valley in seven years.
57- Traffic cones direct traffic through residential streets in paradise during ongoing road work.
58- Easy seasons and expansive arable acreage brought farmers, dreaming of an agricultural paradise.
59- 109140Blessed with sandy beaches and tropical forest, it's something of a backpackers' paradise.
60- Darwin's paradise is disappearing The Dead Sea is dying How can some companies not pay U.S. taxes?
61- The setting: Hawaiian pictures and artwork adorn the walls, and music from paradise fills the air.
62- Police received a report of impaired driving on Topsail Road in paradise around 7:15 p.m., Thursday.
63- paradise Mayor Dan Bobbett says the pilot program will be tested out in rural and high-density areas.
64- Shangri-La is another meaning for a mythical paradise.
65- Price released her fifth novel, paradise, in July 2010.
66- "Summer paradise" will be coming to your country really soon!
67- There is also a good scope for investment here, this paradise is still unexplored now.
68- " Famous disco bars included the very important paradise Garage and Crisco Disco as well as ".
69- paradise Creek (1989 – 2011) was a millionaire American Thoroughbred racehorse and successful sire.
70- A world it described as a paradise until it was destroyed by a dark evil that had spread across the land.
71- The name Savannakhet derives from Savanh Nakhone, which means "city of paradise", the province's original name.
72- Background "Lost in paradise" was inspired by the song "Jóga" (1997) by Icelandic recoring artist Björk (pictured).
73- The Amazons of paradise Island undertook her psychological treatment and apparently managed to rid Rose of the Thorn persona.
74- Buhle, A Dreamer's paradise Lost, pg. 10. By 1910, Fraina was writing voluminously for the daily newspaper published by the SLP.
75- Turnov lies in the heart of the Bohemian paradise (Český ráj) nature reserve which makes it a wonderful place for tourists and summer residents.
76- Sokal's later adventure games, such as Sinking Island and paradise have no connections to Syberia but do use the same high quality artwork and a similar interface.
77- McLeod and Graeme Bailey failed to finish at Sandown and Bathurst while Mcleod didn't compete at the Surfers paradise 300 bringing an end to the Group C era in Australia.
78- " He said, "About paradise and al-hoor and so on?
79- "HOMESTEAD: 'Stockman's paradise' true to the past".
80- Adam loses paradise, and Ish finds civilization dead.
81- Paraíso is the Spanish and Portuguese word for paradise.
82- The remainder hope to live forever in an earthly paradise.
83- "A paradise Inhabited by Devils" was released on November 2010.
84- The year she died, Edith starred in the film Mutants in paradise.
85- Lakes The region abounds with lakes and is a paradise for anglers.
86- They made sisters for Lh'owon to protect and maintain the paradise.
87- In 1973 Dunhill released Rhodes' final album, Farewell to paradise.
88- Upon his romantic question "Were you truly wafted here from paradise?
89- The arcade was designed by W. H. Ward of paradise Street, Birmingham.
90- Their personal set included "paradise City" and " Knockin' on Heaven's Door ".
91- "Klickow-Klickow" instead appeared on Naughty's next album, Poverty's paradise in 1995.
92- Warfare and Violence Among the Indigenous Peoples of North America: Problems in paradise.
93- The winner of day 1 and 2 played Super Knock Off, but did not go to "Shopper's paradise".
94- In 1939 she filmed Cai Chusheng 's Orphan Island paradise in Hong Kong ; it was another hit.
95- He helps grant them access to Net Slum, a place known as paradise for hackers and wandering AIs.
96- Orana says only the Amazon chosen to serve as Wonder Woman has the right to leave paradise Island.
97- Unlike paradise Hotel, the contestants could live in a resort not for weeks or months, but for years.
98- This I bring out in the paradise Island sequences where the girls beg for chains and enjoy wearing them.
paraders – parades – paradigm – paradigmatic – paradigms – parading – paradisaical – paradise – paradises – paradox – paradoxes – paradoxical – paradoxically – paraffin – paraffins –
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Heat up the queso crema in a small non-stick skillet, gently until it comes to a boil. Remove from heat and let cool slightly.
Take a food processor or in my case a Ninja food processor, which is awesome for small amounts and drinks.
Add the corn, about one third cup fire roasted Ortega chiles that have been drained and mix until blended with the queso Crema.
In a large bowl mix in the Masa Harina, shredded monterey jack cheese, Cotija cheese, baking powder, salt and sugar and then the queso Crema corn chili mixture. Mix until well Blended.
My batch made about 9 half cup size chili corn griddle cakes. I shaved mine with a large stainless steel ice cream scoop and then flatten them with a spatula to streamline the process of what Mary Sue Milliken did in the original recipe. Mary Sue places the dough between two large sheets of parchment or wax paper and then rolls out with a rolling pin until about a half inch thick. She then uses a round cutter, and cut them into 3 inch rounds. Whatever technique you use, they're going to come out great no matter what! Polly Motzko will testify to that!
I cooked mine using a little bit of unsalted butter in the frying pan. Make sure because you're using a lot of dairy products here, that you don't jack the temperature too high on the skillet.
The flavor of these griddle cakes are far better than what I even imagined they would be.
I tell you one thing, it makes me want to go meet Chef Mary Sue Milliken who came up with this recipe at the Border Grill.
I used to watch her on the Food Network on two hot tamales years ago, she had one of the best shows on TVs far as I was concerned.
It's cool because Chef Milliken has restaurants in both Santa Monica, California, which is an hour from where I was raised, and then here in Las Vegas – where I became a transplant to several years ago.
I discovered this recipe and Mary Sue Mullikin's great cooking through a fantastic cook book called "Lodge Cast-Iron Nation. Great American Cooking from Coast to Coast. It's by the lodge family who created the oldest American cast iron company in the United States.
June 4th 2017 at 1:44 a.m.
Updated on June 6th 2017 at 10:45 a.m., then 11 a.m.
NOTE: In this recipe I need a good kitchen scale to weigh the ingredients versus putting it measuring cups the American way. Oddly enough, every ingredient, one after another I was hitting right on the head, even with the very unusual measurements that Alton Brown ask's for. The result is totally worth it though and I will make thesense over and over again.
I have no idea how I did it, but I got the measurements just right without any effort – just like aiming for the target and hitting the bullseye.
Once you have a good reliable kitchen measuring scale you can make all kinds of dishes from Italy and also the UK too because they use that kind of measuring the metric system.
I bought my digital kitchen sCale in California for about $50 at Bed Bath & Beyond.
The Cuisinart digital kitchen scales is phenomenal and very accurate. With a Cuisinart unlike any other you can change them kind of measuring units too.
Preheat the oven to 350 degrees and roll out the dough on parchment paper with a rolling pin about 1/8 inch thick.
Cutting into your choice of small 1 inch or 2 inch shaped graham crackers.
You can use cookie cutters like I did, in Autumn Leaf shapes, or you can use square, scalloped cookie cutters or biscuit cutters or just cut them in squares shaped like graham crackers.
Quick few times with a fork before baking.
I rolled out the cookie dough on a marble slab covered with parchment paper and rolled it out with a marble rolling pin.
This worked great and I didn't even need to refrigerate my dough when I made it.
Alton Brown, who created the recipe suggests that you refrigerate it for 30 minutes before you roll it out.
Bake for 25 minutes, or until the edges are slightly browned.
Take out of the oven and cool on the parchment on a large baking sheet about 15 minutes until they're cool, with then lift off the parchment paper and put in a cookie jar or sealed container.
Alton Brown says they're good for 2 weeks although I don't think they left LOL!
Continue in this fashion until all the dough is used up.
1 cup dried cherries – I used the brand shown in the picture they were phenomenal. I found the brand over at Walmart in the produce section.
One cup of natural slivered almonds – I also found mine in the produce section at Walmart.
Mix all ingredients in your Kitchen Aid mixer with a dough hook, stirring every so often with a rubber scraper, making sure that all the dry ingredients are thoroughly areally mixed with the wet.
Once thoroughly mixed form into narrow logs on a parchment covered baking sheet and bake 20 minutes, or until the tops of the logs are cooked and firm to touch.
Let the baked biscotti logs cool at room temperature, and then slice with a very sharp knife used for slicing bread, into very thin slices.
Bake an additional five minutes on each side at 350 degrees.
You can vary the flavors in all kinds of ways to this biscotti recipe. You can also substitute canola oil for the better common it will come out just as good.
Although the butter will give the Biscotti a rich buttery, almost camel like flavor that goes really well with the almonds and cherries!
Recipe and all images with exception of photo of Paulette Motzko, which was photographed by Leonardo Valencia, are by Paulette L Motzko.


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\section{Introduction}

Observations of the redshifted 21-cm signal from neutral hydrogen is a unique
probe of the early universe and can open the entire redshift window $z\sim6-30$
for astrophysical and cosmological studies, allowing us to directly study the
astrophysical processes occurring during the Epoch of Reionization (EoR) and the
Cosmic Dawn (CD). This exciting goal is challenged by the difficulty of
extracting the feeble 21-cm signal buried under astrophysical foregrounds orders
of magnitude brighter and contaminated by numerous instrumental systematics.

Several experiments are currently underway aiming at statistically detecting the
21-cm signal from the Epoch of Reionization (e.g. LOFAR, MWA, PAPER), already
achieving increasingly attractive upper limits on the 21-cm signal power
spectra~\citep{Patil17,Beardsley16,Ali15}, and paving the way for the second
generation experiments such as the SKA and HERA which will be capable of robust
power spectra characterization and for the first time directly image the large
scale neutral hydrogen structures from EoR and CD.

To fully exploit the sensitivity of these experiments, accurate removal of the
foregrounds is required. The radiation from our own Galaxy and other
extra-galactic sources are well-known to vary smoothly in frequency, and this
characteristic can be used to model and remove them~\citep{Jelic08,Chapman13}.
However, the interaction of the spectrally smooth foregrounds with the Earth's
ionosphere and the observing instrument create additional ``mode-mixing''
foregrounds contaminants, which can mimic the 21-cm signal. Those are mainly due
to the rapid phase and sometime amplitude modifications of radio waves caused by
small-scale structures in the ionosphere~\citep[e.g.][]{Koopmans10}, the
inherent chromatic response of the instrument which creates chromatic side-lobe
noise~\citep[e.g.][]{Vedantham12,Thyagarajan15,Bharat17}, calibration
errors and mis-subtraction of sources due to imperfect sky modeling which also
introduce frequency structure to the otherwise smooth
foregrounds~\citep[e.g.][]{Patil16,Ewall17}.
Mitigating those sources of chromatic noise has proven to be extremely
difficult. The accuracy of the sky model used for calibration is limited by the
instrument confusion noise level and the precision of the beam response model of
our radio receivers. Unavoidably the observed signal will be
contaminated by mode-mixing.

To reduce the impact of this potential 'show-stopper', we have developed a
Maximum-Likelihood Power Spectra estimator using the spherical-wave visibility
equation (SpH ML) and a foreground removal method based on Gaussian Process
Regression (GPR).

\section{Spherical Harmonics Maximum-Likelihood Inversion}

 \begin{figure}

    \includegraphics{material/ps2d_I+Igrid_80sb_4fg_wedge_1row.pdf}

    \caption{
Cylindrically averaged power spectra estimated from the simulated visibilities.
The central and right panel shows the power spectra of the observed signal
(foregrounds, noise and 21 cm signal; Stokes I) obtained from the spherical
harmonics ML inversion (central) and by gridding the simulated visibilities
using WSClean (right). The absence of structure inside the 10 Field of View
wedge line (red dashed line) in the power spectra estimated using the SpH ML
inversion demonstrate that the method effectively compute PSF-deconvolved
representation of the sky. The power spectra of the noise (Stokes V) is plotted
in the right panel.}
    \label{fig:ps2d_I+V_80sb}
 \end{figure}

The SpH ML is a new method to produce Point-Spread-Function (PSF) deconvolved
images of the sky from radio-interferometric observations. It solves for the
interferometric equation using Maximum-Likelihood inversion of the
spherical-wave visibility equation, formulated in a full sky setting and
including the primary beam and its side-lobes~\citep{Carozzi15,Ghosh17}:
\begin{equation}
\mathcal{V}=\sum_{lm}\tilde{v}_{\ell m}j_{\ell}(kr)Y_{\ell m}(\Omega_{k}).
\label{eq:VisibilitySphDecomp}
\end{equation}
The method is tested using simulated LOFAR-HBA full-sky observations which
include diffuse astrophysical foregrounds~\citep{Jelic08}, 21-cm signal
simulated using 21cmFast~\citep{Mesinger11} and noise level corresponding to 100
nights of 12 hr LOFAR integration time. From the simulated Stokes-I and Stokes-V
visibilities, we infer the recovered spherical harmonics using the SpH ML algorithm
and compute the angular power spectra. Figure~\ref{fig:ps2d_I+V_80sb} presents
the cylindrically averaged power spectra. We find the smooth diffuse foreground
in the Stokes I power spectrum mostly dominates at low $k_{\parallel}$, where
most of the foreground power is bound within $k_{\parallel} \le 0.05 \rm{h
cMpc^{-1}}$. The power drops by two to three orders of magnitudes in high
$k_{\parallel}$ regions, where the 21-cm signal plus noise signal is expected to
dominate. In the power spectra obtained from the same simulated visibilities but
using the more traditional method of gridding the visibilities in uv-space, a
wedge like structure is clearly visible (central panel of
Figure~\ref{fig:ps2d_I+V_80sb}), and is well known to be due to the frequency
dependence of the PSF~\citep{Vedantham12,Hazelton13}. This demonstrate that by
doing a ML fit to non-gridded visibility data sets at each frequency, we
effectively obtain a PSF-deconvolved estimates of the sky spherical harmonics
coefficients.

\section{Statistical 21-cm Signal Separation}

\begin{figure}
    \includegraphics[trim={2mm 2mm 0 0},clip]{material/ps_fiducial_full_1row.pdf}
    \caption{\label{fig:ps_reference} Detection of the EoR signal with the
    reference simulation. The top panel shows the spherically averaged power
    spectra. The central and bottom panels show the cylindrically averaged power
    spectra as a function of $k_{\perp}$ and $k_{\parallel}$ respectively. The
    simulated observed signal (dark blue) is composed of intrinsic astrophysical
    foregrounds (dotted dark blue), instrumental mode-mixing contaminants
    (dashed light blue), noise (green) and a simulated 21-cm signal (dashed
    gray). Using our GPR method to model and remove the foregrounds from the
    simulated cube, the 21-cm signal (orange) is well recovered with limited
    bias.}
\end{figure}

The source of mode-mixing contaminants are manifold, and we also need to account
for the remaining contaminants related to calibration error and sky-model
incompleteness. Ad-hoc modeling is not an option for most of them, and the
problem boils down to statistically separating this contaminants from the 21-cm
signal.

With this aim, we developed a foreground removal method using the technique of
Gaussian Process Regression (GPR)~\citep{Mertens17}. In this framework, the
different components of the observations, including the astrophysical
foregrounds, mode-mixing contaminants, and the 21-cm signal, are modeled with
Gaussian Process (GP). Formally, a GP is the joint distribution of a collection
of normally distributed random variables~\citep{Rasmussen05}. The covariance
matrix of this distribution is specified by a covariance function, which defines
the covariance between pairs of observations (e.g. at different frequencies).
The covariance function determines the structure that the GP will be able to
model, for example its smoothness. In GPR, we use GP as parameterized priors,
and the Bayesian likelihood of the model is estimated by conditioning this prior
to the observations. Standard optimization or MCMC methods can be used to
determine the parameters of the covariance functions.

This formulation ensures a relatively unbiased separation of their contribution
and accurate uncertainty estimation, even in very low signal to noise
observations. When applied to simulation datasets, equivalent to LOFAR-HBA 1200
hours of observations and based on its current assessment of noise and
systematic errors, we found that the method is capable of recovering well the
21-cm signal power spectrum (see Fig.~\ref{fig:ps_reference}).

\section{Discussions and Future Perspective}

In this paper we have introduced two new methods that aim at mitigating the
foregrounds contaminants including the mode-mixing.

We have shown that using an ML spherical harmonic power spectra estimator,  it
is possible to deconvolve the chromatic ``wedge" (caused by frequency-dependent
side-lobes) in the ($\rm{k}_{\perp}, \rm{k}_{\parallel}$) power spectrum space.

We also introduced a novel signal separation method which uses Gaussian
Process Regression (GPR) to model the various mixed components of the observed
signal, including the spectrally smooth sky, mode-mixing, and a 21-cm signal
model.

The fundamental improvement of GPR resides in its complete statistical
description of all components contributing to the observed signal. In the
current implementation of GPR, we use generic covariance models for the 21-cm
signal and mode-mixing components. While this treatment may be sufficient for a
detection of the 21-cm signal and its characterization with LOFAR, an improved
model may be build for future experiments with e.g. the more sensitive SKA. The
mode-mixing model for example can be improved by integrating the $k_{\perp}$
dependency of the foreground wedge and folding into the model the analytic work
describing the effect on the signal of the instrumental chromaticity,
calibration errors and sky-model incompleteness. Exploiting the isotropic nature
of the 21-cm signal and its evolution at different redshift-bins will also
ensure a more sensitive and accurate modeling.

redpajama_set_name: RedPajamaArXiv


Here at Saturn Imagineering, we are always keeping our 'fingers on the pulse' when it comes to the latest news happening in the visitor attraction world. One story that really caught our eye recently was the increasing usage of virtual queuing systems, especially at Universal Studios Resort Orlando. In the past, they have used their premium queue skipping service Express Pass, but in recent years they have started to develop technology that has given Disney's MyMagic reservation system a run for its money.
Volcano Bay opened on the 25th May 2017 to rave reviews and has been dubbed Universal's third theme park at the Florida property. This 'Water Theme Park' has taken the concept of a water park to a brand-new level, and has been developed with no queue lines due to the Tapu Tapu system they have developed. This essentially puts you in a virtual queue while you enjoy other areas of the water park. The attraction is hugely popular, and the virtual queue system seems to have been a huge hit with the visitors, as you can spend more time enjoying the pools, uniquely themed lazy rivers and, of course, more importantly spending their money in the shops and restaurants.
Do we think that the concept of a Virtual Queue could work everywhere? Our answer would be potentially no, however, an attraction that is developed with the virtual queue system in place could very much be a success. Trying to overlay a similar system at an existing attraction would mean visitors may have long waits for things to do, with no attractions to experience while they are waiting in the virtual queue. In its current form, the system is still very experimental, but as time continues, we may see this be incorporated into more and more visitors attractions worldwide.
Credit to Orlando Informer (orlandoinformer.com) for the image.


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2017 MTV VMAs Best Performances | E! News
From Miley Cyrus to Pink, "Live From E!" sounds off on the performances that ruled the award show! Watch.
Watch Live from E! here: http://bit.ly/2vGuD5g
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About E! News:
Jason Kennedy and the rest of the E! News team bring you the latest breaking entertainment, fashion and Pop Culture news. Featuring exclusive segments, celebrity highlights, trend reports and more, The E! News channel is the only destination Pop Culture fans need to stay in the know.
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Ed Sheeran Performs "Shape Of You" & Brings Out Lil Uzi Vert At MTV VMAs
2017 MTV Video Music Awards: Best, Worst and Weirdest Moments

redpajama_set_name: RedPajamaCommonCrawl


On this day in 1776 the Navy adopts uniforms for officers.
Enjoy this look back through naval history and the evolution of the uniform.
Emily, the USNI photo researcher, was born into a Coast Guard family, originally from Virginia. She went to college at Christopher Newport University and received a B.A. in history. Following undergrad she continued her education and received a M.A. in American history from George Mason University. Before coming to USNI, she was an intern with the Marine Corps History Division. While with the History Division she became the first recipient of the Shaw Fellowship in Marine Corps history. She authored Crusading for Right, published in Leatherneck in the March 2012 issue. Emily presented the paper at the Society for Military History Conference in April 2013 with fellow historians from USMC History Division after she began work at USNI in October 2012.


We are celebrating the 30th anniversary of the slasher classic "A Nightmare on Elm Street" by waxing poetic about such important topics as parental alcoholism, villains who talk too much, Johnny Depp's smokin' bod, bullies, 'West Side Story', dream logic and bucketloads of blood. How do the practical effects look in 2014? Does pre-meta-horror Wes Craven stand the test of time? You'll have to listen to find out!
Werewolf Ambulance is a horror movie comedy podcast.


Early Childhood Education for pre-kindergarten students.
The Smrt Early Childhood course introduces very young learners to basic English in a way that is fun and educational. Children build a bank of vocabulary and phrases, and a phonics foundation through ABCs and number practice.


text:
CHAPTER 25 - ALL THINGS SOCIAL MEDIA & is WAP a Win for Lyrics Camps? ft. BL&L Favorites Polow Da Don (Musician) & Matt Goss (Musician)
Blurred Laws & Life with Richard Busch
Government & Organization
It's a landmark 25th Episode, Silver Anniversary! To start, Richard Busch is here to discuss: Reflecting on the issues of 2020 and how they'll be discussed for years to come, YouTube being sued for Billions in the U.K., a Tik Tok sale update & President Trump saying that he is going to rule on it, who owns the videos that people create on Tik Tok & more. Then it's an honor & a privilege to be joined by Polow da Don (Musician) on Blurred Laws & Life with Richard Busch to discuss: How things are currently in Atlanta & if there's conflict with police, the Brian Leslie interview, racism, differences in language & one of Polow's theory to success, WAP being a win? & more. Up next Richard is joined by Matt Goss (Musician) to discuss: an underwhelming introduction, getting real, bullying on social media, WAP, artists that push the boundaries, The Pros & cons of Social Media, bullying on the internet & spreading positivity, Trolls & Anonymity & so much more.Music provided by: FreePlayMusic.com
&nbspListen
CHAPTER 38: The Aftermath
CHAPTER 37: Apologies To The Bee Gees, and Trump's Waterloo: Cancelled!
CHAPTER 36: Are Grandmas About To Hit The Jackpot? Who Knew Babysitting Could Be So Profitable? And A Sincere Thank You on This Christmas Eve Edition
CHAPTER 35: Why We Live in The Best Country in the World! The Separation of Powers on Full Display & Now It's Facebook's Turn to Face the Music
CHAPTER 26: President Trump Gets Enjoined vs. Tik Tok, Nicki Minaj Wins Round 1 of an Infringement Case & Why We Were Dark Last Week
It's a landmark 25th Episode, Silver Anniversary! To start, Richard Busch is here to discuss: Reflecting on the issues of 2020 and how they'll be discussed for years to come, YouTube being sued for Billions in the U.K., a Tik Tok sale update & President Trump saying that he is going to rule on it, who owns the videos that people create on Tik Tok & more. Then it's an honor & a privilege to be joined by Polow da Don (Musician) on Blurred Laws & Life with Richard Busch to discuss: How things are currently in Atlanta & if there's conflict with police, the Brian Leslie interview, racism, differences in language & one of Polow's theory to success, WAP being a win? & more. Up next Richard is joined by Matt Goss (Musician) to discuss: an underwhelming introduction, getting real, bullying on social media, WAP, artists that push the boundaries, The Pros & cons of Social Media, bullying on the internet & spreading positivity, Trolls & Anonymity & so much more.
Music provided by: FreePlayMusic.com
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This dumpling sauce recipe makes the perfect dipping sauce for taking your favorite homemade or store-bought dumplings to the next level.
Dissolve 1 teaspoon sugar in 1 tablespoon hot water. Then add soy sauce, rice vinegar, chili oil, minced garlic, sesame seeds, and sesame oil. Stir to combine.
Serve with freshly cooked dumplings and enjoy!


text:
Journey House Campus Ministry
A campus ministry serving the University of Wisconsin River Falls and CVTC
Campus Ministry Team
Peer Leadership Opportunities
Sing, Pray, Learn
Serving our Neighbors
Spring Break Mission Trip
Resident Peer Leaders for 2020-21 Academic Year:
Sam Lenz
Sam Lenz is a student at UW-River Falls majoring in both Equine and Companion Animal Science. She grew up in the suburbs of Milwaukee, Wisconsin and has always had a passion for working with animals. Trail riding, indoor gardening, cooking, and binge watching TV shows are among her favorite pastimes when she's not in class. Some of her favorites are Grey's Anatomy, Friends, How I Met Your Mother, and Firefly.
Meghan Jirek
Meghan is joining the Peer Ministry team this fall. She comes from Rochester, Minnesota, where she has been studying Communications at Rochester Community and Technical College. More information about interests and goals, as wells as a picture are coming!
Deacon David Behling
David is a Deacon in the Evangelical Lutheran Church in America, and has worked in college and university settings for over 20 years. He was an English major as an undergraduate, and has graduate degrees in Biblical Studies, Technical Communication, and Creative Writing [MFA]. He grew up mostly in Tucson, Arizona, but moved around a lot as a child and also has lived in Japan and Germany. He currently lives in Chippewa Falls, Wisconsin. His interests include reading fantasy and Science Fiction, cooking, and binge watching Great British Baking Show , Grace and Frankie, Schitt's Creek, and Star Trek: Voyager on Netflix with his partner, who is a pastor at a church in Chippewa Falls.


Charger bus companies provide transportation services to organizations or individuals to different destinations. Unlike public service buses, charter bus companies are often run by private agencies. The buses are equipped with features that enhances the comfortability of the passengers such as air conditioning and entertainment systems.
Hiring a charter bus is always cheaper than using public means since the rates depends on the mileage. The charter buses are not restricted to routes that are defined by the driver since the passengers are also allowed to choose the routes that they would want the driver to follow. The process of finding a suitable charter bus company should be done while considering certain important factors. Therefore, in this article I will highlight some of the factors that should be considered when hiring a charter bus.
The fleet variety of the company should be put into consideration. The company should have a broad range of fleet that will be able to match different client needs. You will be able to avoid the stress associated with hiring an inappropriate bus if you go for a company that has a vast fleet variety. For example, the company should have numerous coaches with varying passenger capacities. The buses should be in the best condition and preferable new. Buses in good condition will prevent time wastage that results during breakdowns. The management should provide you with a document that proves that the bus is well serviced.
Another factor to consider is the quality of customer service. The customer service plays a key role in determining how the process will be conducted. To have a hassle free tour you should ensure that the company provides good customer service. The process of hiring the buses should also be done with honesty. In most cases, companies usually hide the fees and disclose them to the passengers once they have agreed to hire the bus. The hidden costs can interfere with your budget since you have not planned for it.
The buses should be of high quality regarding comfort provision. The features added to the bus are meant to keep the companies ahead of their competitors. Therefore, to have a fantastic tour you should hire a bus that has comfort features. If you want to go on a long journey, then the bus should have comfortable seats and charging sockets.
It is always less expensive to hire a charter bus than a public service bus. The company should, therefore, provide the transportation services at a fair price. You should ensure that the driver assigned to your journey has a good driving reputation in conjunction with a genuine driving license.


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D I R E C T O R ' S A N N UA L R E P O RT 2016 - 2017 T H U N D E R B AY C AT H O L I C D I S T R I C T S C H O O L B O A R D
DIRECTOR'S ANNUAL REPORT
TBCDSB 2017
TA B L E O F C O N T E N TS
OPERATING BUDGET - 2016-17
O U R B O A R D A T A G L A N C E / S E N I O R A D M I N I S T R A T I O N
B O A R D ' S M U LT I -Y E A R P L A N - O U R VA L U E S O U R V I S I O N 10	13	18	22	28
GROWING IN FAITH	INSPIRING ACHIEVEMENT	SUPPORTING COLLABORATION	ENDURING SUSTAINABILITY	CONNECTION COMMUNITIES
ENSURING EQUITY ENROLMENT DATA
38	IMAGERY
MISSION STATEMENT The Thunder Bay Catholic District School Board is committed to providing quality education, which combines academic excellence with a concern for the spiritual, moral, social, emotional, cultural and physical growth of the student. This education is provided in a Christ-centered environment where Catholic faith and life are integrated into the total curriculum and school day. Through the ministry of teaching, the Board fulfills its mandate in partnership with the home, the Church and the Ministry of Education.
DIRECTOR'S ANNUAL REPORT
DIRECTOR'S MESSAGE I have found myself reminiscing over moments throughout my career as an educator. From classroom teacher to principal and currently as Director of Education, my time has been filled with incredible memories, learning experiences and moments of faith. I am fortunate for the career opportunities I've had within our Board, and feel it has aided in establishing a greater connection to our students, my colleagues, our community and our Diocese. I am forever thankful to my Senior Team, the staff at the Catholic Education Centre, as well as our Board of Trustees and our entire Catholic School Family: Principals, VicePrincipals, Teachers, Custodians, Secretaries, Early Childhood Educators, Student Support Personnel, and Counsellors. Together, we create safe and happy learning environments for our students to learn and grow in faith. I am proud of our schools and our continued academic performance. This year, Thunder Bay Catholic Schools is honoured to be best in the region and best in the city of Thunder Bay in the recent EQAO results. Support from our parents and guardians continue to establish the success of Thunder Bay Catholic Schools, and the success of our students. We are blessed with advocates of faith and high-class education, both inside and outside of the classroom.
This year has brought about many ups and downs. Through it all, we have persevered together as educators, administrators and as a united organization. Our faith and fortitude continue to inspire, not only our students but also ourselves.
Pino Tassone Director of Education
"My time has been filled with incredible memories, learning experiences and moments of faith.� St. Patrick High School Blessing of the Field St. Ann School Memorandum of Understanding with Lakehead University President, Dr. Stevenson
Holy Family School Visiting with the students
M U L T I -Y E A R P L A N "WE ARE EMBARKING ON A JOURNEY OF PERSONAL LEARNING & FAITH THAT WILL LAST A LIFETIME." Pino Tassone
The Ministry of Education requires that School Boards report annually on how they are meeting the goals of their multi-year strategic plans. In November 2014, the Board approved "Our Values, Our Vision: 2014-2020 Strategic Plan" for the Thunder Bay Catholic District School Board. The new Strategic Plan contains strategic directions and goals to shape our Catholic Education system from now until 2020. Our complete Plan is available on our website: www.tbcschools.ca
G R O W I N G I N FA ITH
LEARNING ROOTED IN CATHOLIC VALUES AND FAITH GOALS .
GOALS: • Provide supports to enhance the social, emotional and spiritual lives of our students • Support policies and procedures that enhance the spiritual lives of our staff • Work together to make our school communities places of compassion, inclusion, sharing and forgiveness in accordance with the teachings of Jesus Christ • Strengthen the relationship between home, school and church to ensure the sustainability of Catholic Education
INSPIRING ACHIEVEMENT
NURTURING SUCCESSFUL AND FAITHFUL STUDENTS , STAFF AND FAMILIES .
GOALS: • Enhance individualized programs aimed at closing achievement gaps and identify students with unique needs • Implement programs and supports to address the cultural and learning needs of Indigenous students and families • Provide learning and working spaces that enhance productivity, increase engagement and ensure professional development • Prepare students for life after graduation by helping them find a path that best suits their talents and aspirations
S U P P O RT I N G C O L L A B O R AT I O N
ENCOURAGING PARTICIPATION, TEAMWORK AND SUCCESS FOR ALL .
GOALS: • Renew our commitment to a collaborative, co-operative and inspiring environment within our schools and across our Board • Share and promote best practices amongst staff to ensure consistency and encourage ongoing improvement • Work with parents and caregivers to effectively provide guidance and resources to assist families in supporting their children • Embrace and celebrate the importance of Indigenous culture and history among our students, staff and community
E N S U R I N G S U STA I N A B I L I T Y
PLANNING TODAY FOR A BRIGHTER TOMORROW.
GOALS: • Demonstrate the value of supporting Catholic Education to students, families and the community • Commit to organizational efficiency and fiscal sustainability across all departments • Foster a culture of environmental stewardship and ecological appreciation in our schools • Grow and support leaders from within our Board through enhanced mentorship and leadership programs
CONNECTING COMMUNITIES DEVELOPING PARTNERSHIPS AMONG SCHOOLS ,FAMILIES & COMMUNITY ORGANIZATIONS .
GOALS: • Enhance communications between home and school to ensure all parents and caregivers feel welcome, well-informed and involved • Foster engagement with Fort William First Nation and urban Indigenous families and organizations in inclusive, meaningful ways • Ensure community partners are welcomed and utilized to enhance programming and learning opportunities for families, staff and students • Celebrate successes in our schools and community by maintaining a regular positive presence in local media
THIS YEAR SAW A VARIETY OF EVENTS AND INITIATIVES DESIGNED TO SUPPORT, REFLECT AND COMMUNICATE OUR CATHOLIC BELIEFS AND VALUES AS PRESENTED IN OUR MISSION STATEMENT.
GROWING IN
E N H A N C I N G S P I R I T UA L I T Y IN OUR LIVES COMMISSIONING SERVICES Each school staff and all Catholic School Councils participated in a Commissioning Service to mark their commitment to and support of Catholic Education. CELEBRATIONS OF FAITH Our System Wide Faith Day was celebrated on April 28, 2017 at St. Patrick's Cathedral. Mike Downie, Co-Creator of the multi-media project "Secret Path" was our keynote. The Catholic Education Week theme, Walking Forward Together, was the focus of this celebration with emphasis on Faith and Reconciliation within our Indigenous communities. SYSTEM-WIDE FOOD DRIVE Our school and staff at the Catholic Education Centre participated in a food drive during the Lenten Season, beginning on Ash Wednesday and continuing through to Holy Week, in support of the Regional Food Distribution Association. CATHOLIC EDUCATION WEEK Celebrating the theme, "Walking Forward Together", our schools participated in a wide range of activities during Catholic Education Week, April 30 to May 5, 2017. School events ranged from daily prayer services and bulletin Board displays to plays, liturgical dances, reflection activities, family masses and school community faith evenings. 10
let your faith be bigger than your fear. PROVINCE-WIDE SIMULTANEOUS MASS St. Ignatius and St. Patrick students, as well as our three Senior Elementary Schools, participated in a simultaneous celebration of Mass with the Holy Father on May 3, 2017. MENTAL HEALTH WEEK Catholic Education Week overlaps with Mental Health Week, offering the opportunity to highlight the role of Catholic Education in supporting positive mental health and well-being. A newsletter was distributed to schools and the community with mental health themed activities and resources. Some schools integrated mental health themed activities alongside Catholic Teachings. SOCIAL JUSTICE PROJECTS All schools were invited to participate in a Catholic Education project aimed at supporting our most vulnerable and impoverished families.
SUPPORTING LGBTQ STUDENT INCLUSION & WELL-BEING In accordance with the teachings of Jesus Christ, our Catholic school communities strive to be places of compassion and inclusion for LGBTQ students, staff and families. Last year, our Board proudly supported workshops geared to increasing staff awareness and understanding of safe spaces for LGBTQ students. Over 40 school and Board staff attended training through Egale Canada, Human Rights Trust at the Catholic Education Centre in April, 2017. Schools represented received Egale Canada's LGBTQ Inclusion Pocket Guide to support ongoing work. "Reaching Every Student: Building Inclusive and Safer Communities for LGBTQ Students in Catholic Schools" was well received with requests to offer the training annually to more staff. The Board continues to be represented on the Sexual and Gender Equity Committee (SAGE). SAGE offers education and linkage to community groups and organizations supporting LGBTQ youth and families. This year, our senior Elementary Schools are represented on the committee. The Board continues to support PRIDE events, with student and staff participation in LGBTQ community and school education initiatives. TEACHING FAITH IN OUR SCHOOLS Traditionally our System Faith Leader, Fr. Ciarán Donnelly, would bring our Faith Ambassadors together for an annual spiritual evening in November, but due to the elementary teachers' labour action, the event was cancelled. Plans are on the way for a workshop in December, 2017 where school administrators will join Faith Ambassadors. CATHOLIC SCHOOLS PROMOTE POSITIVE MENTAL HEALTH Our Faith is central to our student mental health strategy. In teaching, promoting and living our Catholic Virtues, we promote positive mental health. Community initiatives in our schools align with our Catholic Virtues and further support universal and targeted mental health promotion efforts. Community partners include the Thunder Bay District Health Unit and Our Kids Count. In 2016-2017, the Health Unit supported our efforts to promote positive body image for students and encourage healthy living skills and attitudes. The Youth Mental Health Champions (YMHC) Initiative was deferred because of sanctions. The Board is committed to offering YMHC this year to High Schools and senior Elementary School s. Through Our Kids Count, we had additional classroom staff trained to deliver Roots of Empathy in our Elementary Schools. Roots of Empathy programming was interrupted by sanctions, but the Board continued to be active on the Roots of Empathy Coalition and remains committed to the Program over the long-term.
PROVIDING LEARNING AND WORKING S PA C E S T H AT E N H A N C E P R O D U C T I V I T Y
SUPPORT FOR TEACHERS Teachers receive support and guidance in Mathematics, Literacy, Indigenous Education, FSL, English Language Learners, and Technology from Resource teachers in Elementary Schools. Resource teachers focus specifically on the following: • co-planning and co-teaching with teachers • building content knowledge in areas of need, as determined by assessment and evaluation strategies • offering assistance with the development of rich and complex tasks • providing specific, focused experiences with students and teachers in creative and critical thinking processes • developing professional learning sessions for specific groups of teachers, based on collaboration with classroom teachers, principals, other resource staff • supporting teachers as they work through Additional Qualification Mathematic courses
SUPPORT FOR STUDENTS Mathematics, Literacy, Technology, Indigenous Education, FSL and English Language Learners Resource Teachers are embedded in schools on a rotational basis, focusing on the following: • working directly with students, in classrooms • helping students articulate their thinking and learning • providing guidance on how to improve work • assisting classroom teachers as they develop environments, programs and pedagogies to help students develop to their full potential • modeling and promoting an "open to learning stance" SUPPORT FOR SCHOOL ADMINISTRATORS A Board level focus on Mathematics leadership includes the following: • clear messaging regarding Mathematic achievement goals at the Board and school level • provision of resources to assist principals as instructional leaders (Tell Them From Me Surveys, Taking Stock templates, culturally relevant and responsive classroom resources) • support with data analysis, the disaggregation of student data and the development of next steps • support with the process of monitoring through the Leading Student Achievement Project and a Board consultant • feedback on the development of School Improvement Plans, focusing on specific pedagogy, resources and content in Mathematics • direct support from Superintendents and the School Effectiveness Leader on a cyclical basis, through planned student achievement visits • guidance in creating opportunities for mid-course revision as needed • continued support through "Family of Schools" which is comprised of teams of principals working together in a collaborative manner with other principals, influencing student growth and achievement ENHANCED MENTAL HEALTH SCHOOL SUPPORT "The Positive Connections" Pilot Project, launched during the 2015-2016 school year, was deemed a huge success by participating schools, moving beyond the pilot stage for 2016-2017 and becoming an established program of the Board. The reach of the Positive Connections Program was also extended, with services now being offered to St. Vincent School in addition to the original two pilot site schools, St. Jude and St. Martin. Positive Connections services are provided by Holly Maki, (MSW), "The Mindful Child", on behalf of the Board and in consultation with the Board Mental Health Lead. Positive Connections offers: • consultation and support to school leadership teams • on-site professional learning for school staff re: student mental health topics
• mental health consultation and coaching support to classroom teams • mental health education to students with a particular focus on Mindfulness practice • individual student counselling A total of 53 students across the three Elementary Schools received individual counselling services through the Positive Connections Program last year. Students at each school received Mindfulness lessons and in-services for staff focused on understanding and supporting students impacted by trauma. "ATTENDANCE MATTERS" This working was group formed in 2015 and focuses on ways to improve student attendance through enhanced collaboration within and between School Boards and with community health, social services, and legal / youth justice partners. The "Attendance Matters" working group is led by our Board's Attendance Counsellor, Glenda Carleton. Through ongoing data collection around Persistent Absenteeism (students missing more than 10% of their academic year) a clearer understanding of the profile of attendance problems within local and district School Boards continues to be evaluated so that the factors which contribute in creating barriers to school attendance can be addressed. Initiatives such as the "I'm Here Campaign" provide professionals in the education sector of Northwestern Ontario a concrete set of "tools" to draw upon in communicating the importance of consistent and regular school attendance. The working group's focus this year will include how transportation impacts attendance and the importance of access to clean clothing. The 2016-17 EQAO scores are one indicator that overall student attendance and achievement continues to improve within our Board.
VIOLENCE THREAT RISK ASSESSMENT PROTOCOL (VTRA) As part of school safety efforts, the VTRA Protocol was drafted and reviewed by all School Boards in Thunder Bay and the District. All Boards and most community partners have now agreed to move forward with the Protocol. Plans are underway to pilot the Protocol in School Boards this year. THREE YEAR MATH PLAN We are currently completing year three of the plan. Our goal is to create a partnership with Lakehead University to support teaching practices and assessment strategies, with focus on content knowledge. We have focused on grades 1-2-7-8 thus far. We have communicated with all our schools and families the outline of the plan and will review the plan in the Spring of 2018. All grade one and two teachers will have received professional development in math and we are starting with our grade three, four, and six teachers this year. EARLY YEARS School educator teams and elementary principals participated in professional learning sessions as co-learners. The Kindergarten Program 2016, "Growing Success: The Kindergarten Addendum and Communication of Learning" were the focus of professional learning sessions which also included the Ministry of Education Early Years webinars on Communicating Learning. Kindergarten educator teams continued to receive professional development throughout the year on key pedagogical approaches that form the foundation for learning and guide the work of educators in the early years. Educator teams from St. Paul, St. Elizabeth, St. Francis and Corpus Christi piloted the "SeeSaw" App as a method of documenting learning and communicating with families. Ongoing communication and enhancing partnerships with The District of Thunder Bay Social Services Administration Board and on-site child-care and Best Start Hubs continued to be a priority. FRENCH IMMERSION REVIEW The French Immersion program currently provides more continuity and consistency in programming and outlines various strategies for promoting the French Immersion program and French culture within our schools. This year we offered the DELF exam to students at Bishop Gallagher and Pope John Paul II. 90 students in grade 8 participated in November. We will bring FI school administration and teachers together to discuss how to raise the profile of French Immersion within their schools. The French Immersion working group will continue to meet annually to review program successes. BOARD IMPROVEMENT PLAN Each year, Boards across Ontario are asked to develop a Board Improvement Plan for Student Achievement (BIPSA) that will improve learning and well-being for students. The plan is developed with input from our Student Achievement team members and is closely linked to the work of our schools. School Improvement Plans (SIPs) incorporate key elements of the BIPSA, based on individual school needs. Similarly, the BIPSA is designed to provide guidance to school improvement planning. Ministry of Education officials visit our Board annually to review our BIPSA, discuss progress towards our goals, and offer support to staff. EQAO TARGETS Thunder Bay Catholic Schools continue to exceed the provincial targets in Reading, Writing and Mathematics in both Grades 3 and 6. In May 2017, eighty percent of our students in Grade 3 met the provincial standard (Levels 3 and 4) in Reading. Seventy-seven percent attained the standard in Writing, sixty-four per cent met the standard in Mathematics. Grade 6 students achieved eighty-two and seventy-seven percent respectively, in Reading and Writing, exceeding the provincial standard. In Mathematics, 48% of our students achieved the provincial standard.
2016-2017 EQAO RESULTS PRIMARY / JUNIOR
ONE YEAR COMPARRISON
GRADE 9 MATH
OSSLT 2013-14 2014-15 FIRST TIME 83.5 86 ELIGIBLE
2015-16 2016-17 82 77
PROVINCIAL 16-17
PROVINCIAL / TBCDSB COMPARISON
Credit Accumulation (during the school year) Percentage of Grade 9 students achieving 8 or more credits at the end of first year:
St. Ignatius HS
St. Patrick HS
Percentage of Grade 10 students achieving 16 or more credits at the end of school year:
S U P P O RT I N G
ENSURE CONSISTENCY AND ENCOURAGE ONGOING IMPROVEMENT
DIGITAL LEARNING ENVIRONMENTS / GOOGLE CLASSROOM Professional learning sessions were offered to elementary teachers focusing on Blended Learning and Google Drive/Classroom. Thunder Bay Catholic District School Board hosted its first Google Student Summit with students from our Board and students across the region. This Summit increased skills in the use of Google Apps for Education (GAFE). DATA MEETINGS Teachers in Elementary Schools meet on a monthly basis to review the progress of struggling students. Data of all 'at risk' students is discussed, success from previous month's interventions are tracked and new strategies are identified and assigned to teaching staff for the coming month. ELEMENTARY DAY TREATMENT PROGRAM In partnership with Children's Centre Thunder Bay (CCTB), we continued to offer a Day Treatment school-based program, which provides mental health intervention and a modified academic program for children who are struggling to succeed in their present academic environment. This elementary class at Our Lady of Charity School is designed for students in grades 3 through 6 whose academic success is hindered by social, emotional, and/or behavioural struggles, and where mental health assessment and treatment could be beneficial. Our program is one of four specialized classrooms in which students attend a modified school day, with each classroom limited to eight students. The program is staffed by a multidisciplinary team, including a Teacher, a Child and Youth Worker, and a Student Support Person. LEADERSHIP PHYSICAL EDUCATION Leadership Physical Education is a credit-bearing Grade 12 course offered at both High Schools which brings together leadership skills and physical education activities. It involves matching Grade 12 mainstream students with students from the Life Skills class. Students work in pairs or small groups to plan, execute, and evaluate a wide variety of physical activities. By-products of the course include: new friendships, fun and an increased understanding and new respect for the inclusion of students with significant learning challenges.
STRENGTH-BASED PROGRAMMING SUPPORTS SCHOOL-WIDE POSITIVE MENTAL HEALTH PROMOTION & STUDENT SUCCESS Led by Dr. Rawana from Lakehead University, a strength-based approach is aimed at enhancing school climate and supporting student success by focusing on students' attributes, virtues, and strengths while acknowledging and honouring cultural diversity. This program has been expanded to nine K-6 schools and includes research by the Centre of Education and Research Development On Positive Youth Development. TEACHING INDIGENOUS STUDENTS Lakehead University Professor, Lisa Korteweg, our Board's temporary Indigenous Resource Teacher, Lyndsay Hupka, and our temporary Outreach Worker, Kevin Kakegamic are helping teachers and schools build cultural awareness and provide strategies to support Indigenous students. In particular, they are developing a Land Based Education Program, and have recently surveyed teachers and administration on what types of Land Based Experiences they would be interested in. FIRST NATIONS, MÉTIS, INUIT (FNMI) COLLABORATIVE INQUIRY We continue with inquiry projects which focus on supporting the success of Indigenous learners in our schools through interactions with parents and communities. The collaborative inquiries engage students, staff, and parents in specific school communities. This year, St. Ann school has partnered with a class in Sachigo Lake, and will focus their inquiry on students interest in each of the communities. Students will communicate with each other through technology. INDIGENOUS RESOURCE GUIDE FOR STAFF A handbook for staff regarding Indigenous culture and history entered into the printing stage. At this time we are planning the release of this document. INDIGENOUS SUPPORT PROGRAM Biwaase'aa, is an in-school and after-school program for Indigenous elementary students and families. The program supports the social, emotional, physical and cognitive wellbeing of Indigenous students through focus on life skills, cultural awareness, academic mentoring, structured social activities and healthy nutrition. St. Ann and Our Lady of Charity currently have this program imbedded daily in the schools. INDIGENOUS COUNSELLOR Indigenous Counsellors in our two High Schools and three Senior Elementary Schools provide direct support to enhance the social, emotional, cognitive and spiritual wellbeing of our Indigenous students. They support transitions to our schools from northern communities and offer school-based mentoring, leadership and cultural programs. St. Patrick High School was renovated last year to include a culture room and enhanced counselling space for our Indigenous counsellor. Indigenous counsellor are members of school mental health and well-being teams and work closely with guidance departments and school mental health professionals. This year we have expanded to have one counsellor dedicated to Pope John Paul II. EQ Jennings and Bishop Gallagher will share a counsellor. Discussions into a cultural room at Pope John Paul II have begun. INDIGENOUS OUTREACH WORKER As a key liaison between our Board and local and regional Indigenous organizations and agencies, our Indigenous Outreach Worker provides support to Indigenous students and their families. Our Indigenous Outreach Worker also works very closely with school Indigenous initiatives and works with the Mental Health Lead to support Indigenous student mental health and well-being strategies and initiatives. Kevin Kakegamic is our Temporary Outreach Worker. He is currently working on a partnership with Windigo First Nation Treaty Council, and has raised our profile by attending regional chief assemblies. 19
INDIGENOUS PROGRAMMING Indigenous Language classes and Indigenous Studies programs are offered to our students. Cultural celebrations occur in our schools, and we participate annually in National Indigenous Peoples Day, Treaty Week, and in the National Day of Remembrance at Fort William First Nation. We have expanded our Native Language program, and now have twelve of our twenty schools offering the program. We are also offering Indigenous Language to classes of Indigenous and non-Indigenous students at St. Ann, St. Elizabeth, and St. Jude from Kindergarten to grade 3. INDIGENOUS ADVISORY COUNCIL Our Indigenous programming and services are designed and expanded with input from our Indigenous Advisory Council. The council provides direction and vision as it relates to Indigenous student success. SELF-IDENTIFICATION PROGRAM In 2016-17 we have continued focus on messaging the importance of Voluntary Self-Identification in our schools. To help with this message, a Voluntary Self-Identification Brochure has continued as a promotional tool to inform parents and give them an opportunity to declare their child is of Indigenous Ancestry.
Self-Identifying provides knowledge to our schools and Board on how to use resources to support Indigenous student success. INDIGENOUS LANGUAGE PROFESSIONAL DEVELOPMENT Programming is offered to our Indigenous Language Teachers to develop a capacity of understanding of curriculum expectations. This professional development is a partnership with Lakehead University Indigenous Language Instructor Program. This group met in October to review resource updates for our Indigenous Language Teachers. RECRUITMENT EFFORTS Concerted recruiting efforts have resulted in increased numbers of Indigenous teaching and non-teaching staff in our system. Each year we visit Lakehead University to meet with the students in the Indigenous Language Instructors Program.
INTERNATIONAL STUDENT PROGRAM A program has been established to attract and provide programming for international students to TBCDSB. Recruitment efforts began in the spring, with full implementation and International Students attending our High Schools this year. CONTEMPORARY INDIGENOUS VOICES NBE 3U/C/E AND EXPRESSING INDIGENOUS CULTURES NAC 101 A working group to write curriculum for NBE "Contemporary Aboriginal Voices" and NAC "Expressing Indigenous Cultures" courses was established. Learning resources that reflect the broad range of students' interests, backgrounds, cultures, and experiences are an important aspect of an inclusive Art and English program. Teachers routinely use materials that reflect the diversity of Canadian and world cultures, including those of contemporary First Nations, Métis, and Inuit peoples, and make them available to students. In inclusive programs, students are made aware of the historical, cultural, and political contexts for both the traditional and non-traditional gender and social roles represented in the materials they are studying. The only Grade 9 art credit being offered in September 2017 was: "Expressing Indigenous Cultures", NAC 101 credit. The Grade 11 English class, NBE3C and NBE3U" is being piloted for the 2017-2018 school year.
D E M O N S T R A T E T H E VA L U E O F S U P P O RT I N G C AT H O L I C E D U C AT I O N
IDENTIFY, DEVELOP AND SUPPORT LEADERS Implement the Board Leadership Development Strategy (BLDS) for 2016-17, with a focus on Mentoring for Aspiring, Newly-Appointed and Experienced Leaders; Principal/VicePrincipal Performance Appraisal; and Succession Planning. We are currently planning to expand the steering committee of the (BLDS) to involve an additional selection of Principals/ Vice-Principals and representatives from other areas of our organization. ENHANCE SKILLS OF NON-TEACHING STAFF • Ensure that goals of BLDS include non-teaching staff • Provide professional learning opportunities for Early Childhood Educators (ECEs) to support children in a high-quality, intentional, play-based environment
• Provide professional learning opportunities for Student Support Personnel (SSPs) related to IEPs, health & safety, mental health, technology and transitions
SPECIFIC SUPPORT FOR TEACHERS AND STUDENTS Board Resource Teachers follow a two-tiered system of support for students considered at risk academically. One level focuses on the teachers and the other on the students themselves. Support to teachers includes: capacity building in Literacy and Numeracy (in English and in French Immersion) and Indigenous world views, to help increase performance at all levels for all students, with a specific focus on moving students from Level 2 to Level 3. Co-planning, co-teaching and co-debriefing with classroom teachers helps to strengthen content area understanding and instructional strategies. The Indigenous Student Support Teacher works directly with students to inquire and discover which learning strategies work best for which students. Math and Literacy Resource Teachers focus on learning strategies that will work successfully for students at Level 2. They also gather student comments related to learning needs and share them with teachers. Our English Language Learner Teacher works to support student culture and to strengthen language development and learning skills. Our Technology Resource Teachers work alongside students and teachers to maximize the effective use of technology in the classroom, helping students at all levels demonstrate their knowledge and understanding. They also work intensively with students with special needs, enhancing their use of assistive digital tools.
Our Indigenous Education Resource Teacher works with teachers to infuse Indigenous world views into classroom work, bringing Indigenous perspectives into the curriculum, highlighting resources that teachers can use to support the integration of the TRC Calls to Action within their practice. SPECIAL EDUCATION INFORMATION SESSIONS Our Board level Resource staff attends regular provincial professional development conferences in order to provide regular, monthly Information Sessions to all school special education teachers. These individuals run regular information sessions to address new Ministry or Board initiatives, changes or additions to current regulations or processes, share data, or report on current trends. Sessions are also used to address professional development for items specific to special education, e.g. training of new assessment tools. Board level staff also mentor and/or support teachers within their schools, as well responds to student specific referrals for intakes, transitions and/or agency and parent conferences. Experts in the areas of ABA as well as Self-Regulation, provided classroom teachers with practical strategies and information to help support and program for students with ASD or those who may have behavior challenges or the need for alternative IEP expectations around social or life skills. RESOURCE STUDENT SUPPORT PERSONS (SSPS) Board Resource Student Support Persons provide system wide, student specific support in areas including technology, ABA, communication and behaviour. The Technology Resource SSP works alongside students who qualify for an iPad or computer through the SEA process, training them on device capabilities and how the technology can assist the student in his/her classroom. The ABA Resource SSP provides students, fellow support staff, and teachers, with Applied Behaviour Analysis strategies to be used with students who are on the autism spectrum. The Communication SSP works directly with students who require intensive language support, all of whom require assistive technology. This resource SSP joins the team who are already providing specialized student support with ABA (Applied Behaviour Analysis), communication (Proloquo2Go), and social emotional and behavior support. Resource Student Support Staff attended a Closing the Gap conference, as well as Ontario Council for Exceptional Children professional development sessions to enhance their knowledge and ability to support student achievement. CO-TEACHING AND TECHNOLOGY SUPPORTS INCLUSION Our schools' special education teachers support students with special needs right in their own classrooms. Alongside the regular classroom teacher, special education teachers are providing specific supports for some students, and general supports or accommodations to all students in the class. We see 'fairness' as every student receiving
what they need through differentiation and that "what is essential for some, is good for all". ENSURE CONTINUOUS RENEWAL OF FACILITIES The Board's Capital Program for 2016-17 was reviewed and executed. MAJOR PROJECTS INCLUDED THE FOLLOWING: • Artificial turf sports fields at St. Patrick High School and St. Ignatius High School • Holy Cross grounds update and kiss and ride • St. Ignatius science wing upgrade • St. Ignatius outdoor stairs upgrade • Ground improvements to St. Elizabeth, St. Paul, St. Vincent Schools • Partial roof replacements at St. Patrick High School and St. Paul School • St. Ann School front entrance and accessibility upgrade • Classroom upgrades to St. Elizabeth, Holy Family, St. Jude • St. Patrick Life Skills room upgrade THE BOARD ENTERED INTO FOUR CONTRACTS WITH HONEYWELL BUILDING SOLUTION TO COMPLETE THE FOLLOWING PROJECTS: • St. Ignatius electrical upgrade • St. Patrick heating system upgrade • Greenhouse Gas Reduction Funding lighting upgrade • Energy and facility renewal upgrades St Ignatius electrical upgrade was completed in the summer of 2017. Work has begun on St. Patrick heating system upgrade with schedule completion in January 2018. Work has begun on the Greenhouse Gas Reduction Lighting upgrade at various schools with work to be completed by March 31, 2018. Energy and facility renewal upgrades will be completed during 2017-18 school year. INCREASE ENVIRONMENTAL FRIENDLINESS • The Board Environmental Strategy Team (BEST) focused on best practices and supported schools certified as Ontario EcoSchools • Reduced paper consumption by replacing the current support staff data sheet with an electronic supply staff data sheet. Electronic staff data sheet has been piloted with Occasional Teachers group. A Board wide printing protocol was piloted to	reduce devices
IMPROVE HEALTH AND SAFETY PERFORMANCE • Audit and review of Non Traditional Classroom ensured compliance with Standard Operating Procedures and safe work practices • Launch of new Occupational Health & Safety Manual to ensure compliance with legislative requirements • Implemented a web-based Material Safety Data Sheet Management system to ensure compliance with new Global Harmonization WHMIS legislation. • Provided training in new legislation to all staff. MAINTAIN A SAFE ENVIRONMENT FOR ALL • Annual review and update of all Fire Safety Plans to meet current City of Thunder Bay Fire Department requirements • Complete audit of facility Workplace Violence Risk Assessments • Development of new Workplace Violence Prevention Guidelines. This program was launched Boardwide in Fall, 2016 • Implementation of Hearing Conservation Program (Winter 2017) • Complete implementation of keyless entry system in all Board facilities • Continue implementation of safe school and accessibility upgrades to all Board facilities • Implement and provide training related to our Multi-Year Accessibility Plan, which describes Board compliance activities for the period 2012-2017. The plan was put into place January 2014 as per legislation ENSURE EFFECTIVE BOARD GOVERNANCE • Support the work of the Board of Trustees in the development and review of policies • Lead Trustees through a review of the Board's Procedural By-Laws • Manage the implementation of new Ministry directives and legislation to ensure	compliance ENSURE A BALANCED BUDGET Support and facilitate professional development for Trustees. CONTINUALLY IMPROVE INTERNAL CONTROLS Work with Senior Team to fully implement the recommendations of the Operational Review, the internal and external audit committees, and Risk Management feedback in a timely manner. SPECIAL EDUCATION Supporting students with special education needs is a Board priority. Our Board views special education through a lens of Fairness and Inclusivity, ensuring that ALL students feel a sense of belonging, feel valued and most importantly, have the opportunity, and are motivated to meet their greatest potential. Along with a long list of services and resources available to support our students, our Board uses the RTI, Response to Intervention model in its supportive approach for both academic excellence and student well-being. This model identifies the key areas of need, and helps determine the appropriate level of intervention. The newly created Transition Class at Pope John Paul II provided necessary Math and Language interventions for students in Grade 7 and 8. The development of a Kindergarten Transition Program at St. Vincent School provided intensive support to students in the areas of communication and motor skills. KINDERGARTEN IN-TAKE TRANSITION FOR CHILDREN WITH SPECIAL EDUCATION NEEDS Our Board continued to follow the process outlined in the document titled: "Thunder Bay & District -Transition for Children with Special Education Needs Entering Kindergarten". Our special education staff worked collaboratively with child care centre resource staff to create seamless transitions children with special needs
and their families. Early identification and intervention services for children in need of supports, are determined through this valuable tool and intake process. BRIGANCE SCREENING The early identification of the learning abilities and needs of students is a priority of our Board. Brigance screens provide quick, easy, and accurate screening of skills that are critical predictors of school success, including physical development, language, academic/ cognitive, self-help, and social-emotional skills. All Kindergarten students are screened at least once within the 2 year Kindergarten program. All students who are determined to be 'at risk', will receive specific interventions, and will be re-screened to monitor their progress. In the event where students do not respond to interventions, further assessments may be administered and resources and supports determined. IEP ENGINE UPDATE Over the past year, we continued to focus on reviewing the capabilities and updating our Board's IEP web-based writing tool. Through Cardinal's eLITE module, enhanced programming allows for more stability, SIS integration, and customized content. The program provides our teachers with a more efficient and effective way to develop and produce excellent Individual Education Plans. Forms supporting safety, student success, medical and student support plans were developed with input from principals, teachers, SSPs, parents and community partners. These electronic forms will be piloted in the 20172018 school year. ASSESSMENT Using the updated, revised, Wechsler Individual Achievement Test-Third Edition (WIATIII), an educational assessment tool that identifies academic strengths and weaknesses of a student, helps to inform decisions regarding eligibility for educational services, educational placement, or possible diagnosis of a specific learning disability. Most importantly, the results of the WIAT help teachers design instructional objectives and plan interventions. The results may provide information to suggest further cognitive or functional learning assessments. We have recently partnered with Northwest Community Health Center to support assessment and programming for students with FASD. AUTISM IBI (Intensive Behaviour Intervention program) and Connections is a collaborative initiative between the Ministry of Children and Youth Services and the Ministry of Education that helps students move between specialized instruction and regular classroom programming. Students now entering into the IBI program, remain in their home schools every Friday to transfer acquired skills into the school, to allow for a smoother transition, and to continue to foster the home/school relationship. This collaborative approach with agency and school is essential for each student's success. Our Board continues to have a positive working relationship with Child and Community Resources who along with the Intervention Program, offer the connection process and skill building services to our Board. This year, our Board was funded to support the transition to the new Ontario Autism Program which will enhance the collaborative approach to service. Much of the funding was used to support the training and professional development of staff, as well as the transitions of students from school to school. Our Board was also approved for an After School Skills Development Program for students with autism. This program ran at two sites and provided after school programming for students K-8. The success of the program ensured that funding was secured again for the 2017-2018 school year.
DR. PAM MILLET – SOUND FIELD STUDY From 2010 to 2015, our Board participated in a research study measuring the effectiveness of Sound Field Amplification on Phonological Awareness skills. The results demonstrated that children process auditory information less quickly and less effectively than do adults, and are easily 'overloaded' in busy classrooms, resulting in hearing and listening challenges. The results clearly articulated the benefits of installing sound field amplification devices in primary classrooms. Given this information, our Board committed to purchasing and installing systems in all Kindergarten to Grade 3 classrooms before the end of the 2017-2018 school year. To date, systems have been installed in all Kindergarten, Grade 1 and Grade 2 classrooms.
E N S U R I N G A L L PA R E N TS & C A R E G I V E R S F E E L W E L C O M E D & I N V O LV E D
ENHANCING EXTERNAL AND INTERNAL COMMUNICATION Utilizing Social Media facets such as Facebook, Twitter and Instagram, our Board can attain a larger community and internal audience. Such facets provide the Board with a larger communication strategy – offering our audience various ways to connect and stay in contact with our news and events. Further utilization of the website and submissions to local media contribute towards positive messaging and overall communication. ENHANCING RETENTION AND RECRUITMENT STRATEGIES In Identifying schools with low enrolment, TBCDSB can focus advertising and communication strategies in assisting the increase of student up-take. Utilizing social media will assist in these tactics.
NATURAL HELPERS - CARING AND CONNECTING The Natural Helpers program is based on the premise that when students have problems, they often turn to friends and adults they trust for help. The program is run in our two High Schools to assist students with a wide array of social and emotional situations. It begins with annual training for students and adults who are already perceived by others as helpers. Natural Helpers are taught effective ways to help; positive ways of taking good care of themselves; and how to contribute to a safe, supportive and mentally healthy school environment. COMMON BONDS Common Bonds is a team of students who organize and implement a variety of social justice projects. The group motivates and encourages students and staff to open their hearts to those in need in our school, our community, and our world. Annual projects included clothing collection, Christmas Cheer, Pancake Breakfast, Catholic Leadership Day, and participation in community events such as Empty Bowls Caring Hearts, and Meals on Wheels. Students also attended "We Day". COMMUNITY MENTAL HEALTH COUNSELLORS IN OUR SCHOOLS School-based early intervention for students experiencing problems that impact their mental health and well-being stands as an on-going priority of our Board's mental health strategy: Children's Centre Thunder Bay (CCTB) continues to offer student mental health counselling services across our K-12 schools. Each High School has one dedicated CCTB mental health counsellor on-site providing service to students. Two CCTB mental health counsellors provide counselling services to 15 of our K-8 Catholic schools. This past year, the Board and CCTB signed a Memorandum of Understanding for school counselling services, ensuring on-going service continuation and collaboration on behalf of student mental health and well-being. CCTB Service Statistics: In 2016-2017 approximately 88 St. Patrick Catholic High School students sought and received individual school-based counselling services through CCTB, a 56% increase from the year before. At St. Ignatius, 78 students sought and received individual counselling services at school, representing a 32% increase from the year before. Service demand continues to grow in our K-8 system as well, resulting in growing wait lists for some schools. The "Mindful Child" provides services to three Elementary Schools (Positive Connections Program) through a service contract. The Positive Connections Program model has been very successful and the Board plans to annualize funding to ensure service continuity. Community counsellors work within Board and school teams and alongside our Guidance Counsellors, Attendance Counsellors, Indigenous Counsellors, School Administrators and Special Education Teachers. Services provided include brief counselling, crisis management, referral to community services, consultation to school staff and parent support. COMMUNITY MENTAL HEALTH & ADDICTIONS NURSE Through a renewed agreement with the Local Health Integration Network (LHIN), the Mental Health & Addictions Nurse (MHAN) continues to support students transitioning to and from hospital due to mental health emergencies. The CCAC MHAN also assists with student mental health crisis situations at school, during school hours and helps connect students and families to community mental health, substance use and specialized community health services. The CCAC MHAN works closely with the Board Mental Health Lead, Attendance Counselors, Guidance and Indigenous Counsellors, CCTB School Counsellors and Administrators.
SUBSTANCE EDUCATION & HARM PREVENTION The Board continues to be represented on the Thunder Bay Drug Strategy Implementation Table. In April of 2017, Drug Strategy representatives provided Principals with a presentation on Opiates and Naloxone with plans to roll out further in-service to schools during the 2017 -18 school year. We want to ensure our schools are prepared to respond to any potential school related opiate crisis through collaborations with our Community Addictions and Harm Prevention Partners. A working group with Board representation oversaw the development of a literature review and discussion paper titled "Trends and Promising Practices in School-based Substance Misuse Prevention". The discussion paper will be made available to all schools and posted on our website this year. At the grade 7 & 8 level, the Board partnered with "U-Turn" to run Rebound's "CHOICES" Program in our schools. CHOICES is an evidence-based 10 week, voluntary group prevention program, for youth age 12 to 17. Group sessions take place weekly in the school and are facilitated by a community mentor. Topics covered include goal setting and decision making, substance use education, relationships, risk taking / social media and coping skills. Sanctions interrupted CHOICES at the 7 & 8 level but the program was offered at St. Patrick High School. SOCIAL-EMOTIONAL CURRICULUM K-8 Social-emotional learning is as important as teaching math or language and supports both achievement and student mental health and well-being. Students, who can self-regulate behaviour and emotional reactions, empathize with others and use problem-solving skills in stressful situations are better able to cope in everyday life and participate to their full potential in their classrooms. The Board continued to offer two evidence-based, classroom social-emotional learning programs in our K-8 schools: Roots of Empathy (ROE) and Second Step. In 2016, additional ECEs received training as Roots of Empathy Instructors through Our Kids Count and financial support from Roots of Empathy National. Additional ECEs have volunteered to become Instructors for the 2017-2018 school year. The Second Step program continues to be taught in all of our K-8 classrooms. The Board purchased a Second Step "Principal's Manual" for each Elementary School . During the 2017-2018 school year, principals will be provided with training on this new resource to help support the use of the school-wide program. ONTARIO SPECIAL NEEDS STRATEGY Our Special Education Coordinator was an integral part of the working table of community partners and School Boards to develop proposals for our region for Coordinated Service Planning and Integrated Rehabilitation Services. This coordinated effort is centred on the needs of children, youth and their families as we move towards a system that is more accessible and timely. INTENSIVE SUPPORT SERVICES Strengthening our relationship with community social service and mental health agencies, has increased our ability to support some of our highest need students (Tier 3). A restructuring of the CCTB Day Treatment Service and referral access to CCTB Kindergarten Consultation services, has reduced wait times and has helped us link families into the services they require. Through our partnership with Dilico Anishinabek Family Care,
we also continue to offer Indigenous students a day treatment classroom setting that integrates mental health and cultural practices. CHARITY GALA For the past 8 years we have held a Board Gala Dinner in the spring in support of various organizations and Board initiatives. The Board Gala has evolved into a significant community event with over 400 people attending in 2017. Proceeds from the 2017 Gala exceeded $62, 000 and are being used to support the Award Trust Fund and The School Breakfast Program. BABY DAY February 1, 2017 was a very special day at the Catholic Education Centre! We hosted our annual Thunder Bay Catholic District School Board Baby Day Celebration. The event was planned for babies born in 2016 to female employees of the Board and wives of male employees who are currently on Maternity Leave. The moms had plenty of time to socialize and enjoy a lovely lunch while CEC staff happily engaged with the babies. It was a day of great celebration and joy. STUDENT BREAKFAST PROGRAM All of our schools provide nutritional breakfast programs. This program continues to be supported by the Red Cross and Thunder Bay Boys and Girls Club. In addition, the proceeds from the Board's Annual Gala help to offset some of the costs of the on-going nutrition programs. Every morning, students have the opportunity to eat a healthy breakfast that is consistent with the Student Nutrition Program guidelines set out by the Ministry of Children and Youth Services. The noted benefits of a school-based breakfast program include: improved classroom performance, increased attendance, growth in student attention and engagement, healthier student diet, improved student health and well-being and a decline in discipline issues. NEW CHILD CARE PARTNERSHIP AT ST. VINCENT SCHOOL On September 1, 2015 Mahmowenchike Family Development Centre opened its doors in the newly renovated section of St. Vincent School, offering an infant/toddler and preschool programs. They also operate a before-and-after school program at the school as well. What a wonderful partnership and addition to the St. Vincent School community. SUPPORTING WELL-BEING THROUGH COMMUNITY COMMITTEE COLLABORATIONS This past year, the Board was actively represented on a number of key community committees that strive to improve the well-being of children, youth, families and the community as a whole. Committee involvement has benefited our schools in a number of ways: Participation on the Thunder Bay Youth Suicide Prevention Taskforce has provided our school staff with helpful information on supporting student suicide prevention efforts. This past year, our Board in partnership with the Taskforce launched the "Be Safe" App for students in our Board and youth across our city. The App can be used by students, educators, parents and counsellors to help a youth develop a personal safety plan in preparation for potential crisis situations. Be Safe also includes local crisis contact numbers to use in an emergency situation. Anyone may download Be Safe free from the App Store. OTHER NOTABLE COMMITTEES INCLUDE: The Thunder Bay Crime Prevention Council, Diversity Thunder Bay, Moving on Mental Health, Child Welfare Education Championship Team (CWECT) and The Thunder Bay Drug Strategy.
ENSURING
FA I R N E S S A N D I N C L U S I O N THROUGHOUT OUR BOARD
Last year, we continued to work and establish a variety of initiatives supporting equity. System administration established direction for our schools, and monitored their progress closely. Teachers, support staff, parents and students partnered together to implement these initiatives such as: Natural Helpers, We Day Student Conference, Choices Programming, Student Advisory Council and Student Senates, Indigenous Educational art projects and a Indigenous Studies Course. The formation of many inclusive groups including, Gender and Sexuality Alliance, Positive Space and Rainbow Alliance groups create spaces for engagement in social justice work, inclusion, and celebrate diversity throughout the school communities. All system and school leaders are engaged in the School Improvement Planning, with a focus on student well being. Principals are directed to establish and maintain safe and accepting school committees and many of these groups assist with this improvement. Further global initiatives have blossomed, including our International Student Program. The International Program recruits students with diverse backgrounds all over the world, integrating international students with Ontario students in and outside the classroom environment. International opportunities such as this benefit all students – widening viewpoints and cultural experiences. Students have opportunities to connect and form relationships and further their global perspective.
As a Catholic system, we are privy and responsive towards diversity and inclusion throughout our Board. Religious accommodation requests within our schools and our policies have been granted support by the Human Rights Commission. These accommodation guidelines are in place and reflect the diversity of our community. ONGOING INITIATIVES Our Board continues to grow and learn in matters of Equity and Inclusivity. Replacement of ENG with NBE classes assists in the growing need from our diverse students and staff. We have made critical steps in analyzing our data, illustrating gaps in literacy and numeracy among our Indigenous students. Our diverse leadership team plays a critical role in shaping our environment in a positive manner. Our Senior Team exemplifies a strong panel of highly educated individuals with diverse backgrounds, cultures and work experiences. These individuals are leaders within the Board and continue to inspire and create fresh initiatives.
ENROLMENT OCTOBER 31st, 2017
Corpus Christi - 279 Holy Cross - 381 Holy Family - 340 Our Lady of Charity - 173 St. Ann - 154 St Bernard (Eng) - 205 St Bernard (FI) - 484 St. Elizabeth - 283 St. Francis - 165 St. Jude - 194 St. Margaret - 220 St. Martin (Eng) - 304 St. Martin (FI) - 388 St. Paul - 156 St. Pius X - 311 St. Thomas Aquinas - 250 St. Vincent - 152 TOTAL - GRADE JK TO 6 4,439 Bishop E Q Jennings - 246 Bishop Gallagher - 296 Pope John Paul II - 565 TOTAL - GRADE 7 to 8 - 1,107 TOTAL - ELEMENTARY 5,546 St. Ignatius - 1,167 St. Patrick - 1,135 TOTAL - SECONDARY 2,302 TOTAL - ALL STUDENTS 7,848
2016 - 2017 $104,139,603
O P E R AT I N G B U D G E T
PROVINCIAL GRANTS & TAXATION $100, 287, 443 TUITION FEES $2, 024, 358 OTHER REVENUES $1, 827, 802
SCHOOL OPERATIONS & SCHOOL MAINTENANCE $8, 337, 840
INSTRUCTION $79, 304, 365
DEBT REPAYMENT $2, 479, 230
SCHOOL RENEWAL $4, 355, 038 TRANSPORTATION $5, 544, 260
ADMINISTRATION $4, 118, 870
BOARD OF TRUSTEES Front row, from left: Bob Hupka, Chair; Tony Romeo, Vice-Chair; Eleanor Ashe, Trustee; Don Cattani, Trustee. Back row, Rob DeGagne, Trustee; Kathy O'Brien, Trustee and Phil Pelletier, Trustee.
7,848 STUDENTS TEACHING STAFF: Elementary Teachers 370 Secondary Teachers 165 Non-Teaching Staff: 657 20 SCHOOLS: 15 Elementary, 3 Senior Elementary, 2 Secondary
6 Trustees elected to serve on the Board for four-year term 1 Trustee appointed by Fort William First Nation 2 Student Trustees appointed for a 1-year term
FRENCH IMMERSION: 6 Dual Track Schools: 2 Elementary, 2 Senior Elementary, and 2 Secondary
SENIOR TEAM Front row, from left: Allison Sargent, Superintendent of Education; Pino Tassone, Director of Education; Back row, Sheila Chiodo, Superintendent of Business & Corporate Services; Tom Mustapic, Capital Plan Analyst; Omer Belisle, Superintendent of Education; Jean-Paul Tennier, Superintendent of Education
DIRECTOR OF EDUCATION: Pino Tassone
EDUCATION OFFICER: Nadia Marson (Retired August, 2017)
SUPERINTENDENT OF BUSINESS AND CORPORATE SERVICES: Sheila Chiodo
MANAGER OF EMPLOYEE SERVICES: Garry Grgurich (Retired May, 2017) Terry Bortolin (June, 2017)
SUPERINTENDENT OF EDUCATION: Omer Belisle
FAITH LEADER: Fr. Ciarรกn Donnelly COMMUNICATIONS OFFICER: Michael Thompson / Alexandra Korolenko
SUPERINTENDENT OF EDUCATION: Jean-Paul Tennier
SUPERINTENDENT OF EDUCATION: Allison Sargent (August, 2017) 37
ST. PATRICK GRADE 12 DRAMA PRODUCTION "THE SNOW QUEEN"
CHRISTMAS AT THE CATHOLIC EDUCATION CENTRE
T H U N D E R B AY C AT H O L I C D I S T R I C T S C H O O L B O A R D Educating for Christian Values & Academic Excellence www.tbcschools.ca
tbcschools
TBCDSB Annual Director's Report


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LONDON, NON PERMANENT HOME
CHILE - UNITED KINGDOM 79 MIN
London, Non-Permanent Home talks about the experience of a group of young people living on the edge of the system: living in houses that have been forgotten by their owners and fed with food that has been thrown away. These characters, mostly immigrants from different countries build their lives through coexistence and psychedelic exploration.
Considered to be non-systemic, these people seek answers through psychedelic exploration. What aspirations and expectations of life have these people got? What are their dreams and frustrations? What are their survival skills? Answers to these and other questions are what this documentary reveals.
London, Non-Permanent Home is a film from which you can reflect on the sociocultural context of young people living in squats. In this way it aims to create a visual reference to provoke discussion and analysis of different factors of reality portrayed by the camera.
ANDRÉS ROCCATAGLIATA
Young visual anthropologist who was born in Santiago, Chile and raised in Patagonia. In 2008 he completed a BA in anthropology at Southern University of Chile and continued to study documentary film in Cuba and Spain.
In 2005 Andres set up his own non profit independent production company, Unfulgor, dedicated to making ethnographic films, which seek primarily to rescue the oral history of ordinary people whose story often remains unaccounted for in the official History.
His first ethographic film, "Listen to the Voice of Those who can not Speak", allows indigenous people in the south of Chile to express their experiences which would otherwise remain unaccounted for.
Since 2005 Andres has created a range of vivid and personal documentaries which engage their audiences in the raw experience of human life, raising issues about identity and human rights. Using a very simple cinematographic language his documentaries have been shown in different film festivals around the World.
Overlook Film Festival in Rome, Italy 2014
Alter Bacifi in Buenos Aires, Argentina 2014
SouthEastern Film Festival, USA 2015
Main Competition 2015


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Could Vaccine Passports Be Required For Live Entertainment Venues?
Wally Londo
Wally Londo Published: April 21, 2021
Steen Wackerhausen
With large numbers of people getting vaccinated every day, questions are still being raised about the use of vaccine passports. What exactly is a vaccine passport? I don't know that there is actually a vaccine passport yet, but you do get vaccine certificates when you get vaccinated to prove you are vaccinated. There is still a lot of talk about creating these vaccine passports and whether or how they will be used. Applications could vary from country to country. The Kent County Health Department has said this kind of policy decision wouldn't come from your local health department, but more likely from the state or federal government.
Michigan Department of Health and Human Services has said there are no plans to mandate the vaccine at the state level. But local school districts, businesses and local cities would be able to create their own policies about the vaccines.
Richard MacKeigan who is the Regional General Manager for Van Andel Arena and Devos Place in Grand Rapids says they have discussed the idea and are not of the frame of mind that it would be something they would create.
WOODTV reports,
"I think it is more likely that perhaps a health department might require, or a state might require, but I think more likely if it becomes a reality, it might be something that a touring artist might require, or a promoter might require. I think most likely it's going to be a professional league — an NBA or an NHL. Then if that were to happen, then I could see many venues falling following suit," MacKeigan explained.
He also says the Van Andel Arena and Devos Place are booking up fast and that gives him reason to be optimistic. He says it shows that agents, artists and managers all are ready to get back to work.
After all that has been learned during this pandemic, they can now offer a safer live show experience, and safe environment for all involved including the entertainers, athletes, guests and employees. They have installed a new environmental system maximizing air quality for the arena, convention center and theatre. I'm ready to go out and enjoy some live entertainment again. I'll still take precautions to stay safe, but I'm all for live shows again.
The 40 Best Cover Songs by Rock Bands
Here are the top 25 hits of the '80s based on their overall popularity.
Filed Under: Covid Passport, Live Shows, Safe Venues
Categories: Concerts
Twisted Sister Reveal Who Will Play Drums at One-Off 2023 Reunion Show
Ex-Megadeth Members Announce 2023 Tour Playing First Two Megadeth Albums


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There's exciting stuff happening on TV this weekend. Saturday marks the start of TCM's month-long Summer Under the Stars. Each day in August will feature the films of a different actor, starting with Henry Fonda. The ad campaign for the event, featuring new posters for old movies, is getting some positive press.
Sunday, August 2, marks the return of Shark Week to Discovery.
Sunday's also the last day to bid on a package of tickets to see Dancing with the Stars cohost Samantha Harris perform in the musical Chicago.
In other DwtS news, judge Carrie Ann Inaba has been hired to host TV Guide Network's red carpet coverage alongside Bachelor host Chris Harrison.
Karina Smirnoff told People that she hopes Vera Wang participates in DwtS 9 so that she can beg the designer for a wedding dress.
When Who Wants to Be a Millionaire returns to primetime on August 9, it will feature an "Ask the Expert" lifeline. Among the celebrity "experts" available for help are Al Sharpton and Connie Chung.
Starting in October, ESPN will air an ambitious film project called "30 for 30", which will feature 30 short films about sports topics like BMX racing and Marion Jones' steroid use. Some of the filmmakers already attached to the project include director Peter Berg and my favorite Canadian point guard, Steve Nash.
Maureen Ryan, better known as The Chicago Tribune's The Watcher, wrote about a day in the life of a TV critic.
My brother will appreciate this Where Are They Now post about the cast of Night Court, since I'm pretty sure he still carries a torch for Markie Post.
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