our community report card...bucket drumming in our outdoor ‘music room.’ students were engaged...

#WeAreKPR

2021Volume 18 • Summer 2021

Our Message to You

Diane Lloyd

Chairperson

Rita Russo

Director of Education

Our Community Report Card

For all of us here at the Kawartha Pine Ridge District School Board, we believe it is a gift to work in schools, and share time with students each day. Their energy, curiosity, and passion for “doing what’s right” is inspiring and should serve as a guide for us all.

This difficult and demanding year has taught us a lot about ourselves, the importance of relationships and the value of our KPR family as a community of care. This year has elevated and reinforced the unbreakable bond our students and staff share as members of our learning community.

We are incredibly proud of the strength, resilience and growth our students and staff have demonstrated through this unprecedented school year. We extend our heartfelt thanks and appreciation to the families of our students for their continued patience, understanding and support for students and public education.

Together, we have persevered, together we have achieved and together we will move forward in hope and optimism.

For these reasons and so many others, it is with the greatest pride that we are showcasing the incredible work of our students and staff through our 2021 Community Report Card.

Our schools are places of wonder and joy, spaces where all children have the opportunity to realize their greatness. Sharing our amazing stories from person-to-person, school-to-school, and with the communities we serve will always be a source of pride.

Together, #WeAreKPR. Like you, we eagerly look forward to the promise of a new school year!

Our mission is to inspire our students to excel in learning, to succeed in life, and to enrich our communities.

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Our students and staff bring their energy, joy and curiosity to school every day, regardless of the challenges before them. Students and staff at Enniskillen Public School brought their passion for learning and exploration to every class, with perhaps the Kindergarten classes being the most creative of all.

Everyone had their own space to play at desks and in hoops, with toys of their own in takeout containers. Students were reminded of distancing rules using the ‘social distancing Ninja’ or ‘zombie arms.’

Inquiry was truly at the heart of this year’s learning, which made things so engaging for our learners, says the Kindergarten Team of Tara Restrepo, Frances Mason, Dawn Claxton and Kelly Carley.

“For in-person learning, we wanted to focus on fun ways to build relationships and establish a connection between students through non-traditional ways like hula hoops, desk drumming and STEM (Science, Technology, Engineering, Mathematics) activities. For online learning, we chose topics that could easily be

experienced from our own backyards, like bugs and animals, agriculture and plants,” says the Team. “Parents loved measuring and baking in our classes, crafting, exploring living things and experimenting with all different themes, with their child.”

Kindergarten Team Creates Positive Start for Young Students

“Our students took us on tours of their properties by ATV, we were introduced to pigs, chickens, ‘house ducks’, cats and dogs during online learning, we were able to share things and get a unique window into the lives of our students like never before. During periods of in-person learning we spiced things up with unique guests like the Tornado Hunter, Earth Rangers, Beaverhill Bird Observatory and Author Visits.

The Kindergarten team at Enniskillen Public School created an engaging and positive start to the educational journey of our students despite unprecedented challenges, says Principal Lorelei Downes.

“The members of our Kindergarten team have been truly amazing throughout the last sixteen months. It takes both talent and creativity to teach Kindergarten anytime but in a pandemic it takes a special kind of ‘true grit’.”

Thank You to Our Unsung Heroes!

Opening our schools and keeping them safe for everyone this year has been a challenge. It has been made possible through the dedicated work of staff – from those working behind the scenes, to secretaries, teachers, principals, vice-principals, education assistants and other support staff.

This year, more than any other, we want to thank our Custodial and Facilities Services staff. Thanks to these heroes, our school environments are clean, disinfected and operating at fully effective levels.

How can you provide meaningful and valuable music instruction while adhering to COVID restrictions? KPR staff were incredibly resourceful in answering that question this year, none more so than C.R. Gummow Public School teacher Haley Cole and her fellow staff.

Haley received the KPR Elementary Teachers’ Federation of Ontario (ETFO) Junior/Intermediate Teacher of the Year award, for her flexibility and creativity in adapting the music program at C.R. Gummow this year.

The school’s innovative approach to music included students exploring bucket drumming outside, then transitioning to ukulele instruction in the winter.

“It was fun. We did beat boss with our drumsticks. We had to repeat what the people at the front were doing. Lots of people got a turn to lead. Everybody in the class got to do it, we all had our own drumsticks. I play guitar so it was nice to do some drumming with the sticks,” says Knox (Grade 2).

“The way Mme Cole taught us how to play the ukulele and bucket drums has inspired me to learn other instruments, too. She makes music so much fun,” says Cole (Grade 7).

Making music together with students is always a big part of the school’s programming, says Haley.

Student has Political Podcast

Orono Public School’s Wyatt Sharpe has his own weekly podcast and newspaper column, and he’s only 12 years old.

“I like politics because I want to have an impact on future generations, including my own,” Wyatt explains. “I like the idea of seeing how different politicians help their communities and represent their constituents.”

C.R. Gummow Students Keep the Beat

Special Education Super Heroes!During school closures this year, the Ministry of Education has allowed students with special needs and developmental disabilities, in KPR’s Learning and Life Skills (LLS) classes, to continue to attend school in person.

The Special Education team at Lydia Trull Public School has used remarkable skill to support in-person learning for 21 students in the LLS Program and new Primary Hub classes.

LLS classes in KPR run from Grade 4 to Grade 12. When school closures were extended this spring, KPR created temporary Primary Hub classes to allow Junior

Kindergarten to Grade 3 students with special needs, who were unable to participate in virtual learning, to also attend school in person. Students from area schools attended central hub locations following COVID safety protocols, with teachers, educational assistants and child and youth workers.

“We have been able to support and interact with learners who cannot fully participate in virtual learning. This interaction is incredibly vital for these exceptional learners. In these small placement classes, our most vulnerable learners have been able to continue their education and meet essential learning needs, while adhering to COVID-19 protocols at school,” says Principal Sarika Henry.

This extension of learning for younger students with special needs was highly appreciated by the students and families taking part.

“This program has been such a great outlet for my son. He was not getting anything out of online school and found it hard to stay on the computer and focused,” says parent Jillian King.

“When the school informed me that he could go to school daily and receive his education, I was so happy for that option. As a parent of a child with special needs, it is difficult to keep routines and keep him challenged and focused on classes. He absolutely loves going to school each day, and enjoys himself when he is there!”

“The hub truly has a community impact… as parents, we’ve seen the power of equity and inclusion in action, and been given hope,” says parent Sarah Sinclair.

The special education staff at Lydia Trull PS, and all KPR schools, are like superheroes without capes! With perseverance and optimism, they work diligently each day to provide important supports to students with developmental disabilities and complex needs.

“We are so proud of all we have achieved through hosting the Primary Hub, and to have had our LLS classes operating during the past few months. It has been a ray of sunshine that has brightened our days,” says Sarika.

‘Flat Mrs. Sampson’ Visits Students

Kawartha Heights Public School Principal Jennifer Sampson has helped students with schoolwork, gardening, delivering newspapers, exploring nature, playing sports and more.

To maintain connections with students learning at home, and inspired by “Flat Stanley” children’s books, Jennifer invited families to participate in “Flat Mrs. Sampson.” Participants received a paper caricature of Jennifer, and responded with photos of their children’s adventures with Flat Mrs. Sampson or flat versions of themselves.

Jennifer also posted daily video announcements, and worked with School Council on a school-wide Paint Night.

“We’ve really had to reimagine how we can stay connected,” Jennifer explains. “In some ways, our community is closer now. You get to know each other in a different way, sometimes connecting more deeply through email than you would with a quick ‘hello’ in the schoolyard.”

“Our family has loved being part of so many things,” says parent Koraley Tambre. “We now have three Flat Mrs. Sampsons participating in learning around our house. These activities have helped us be more a part of our children’s learning experience.”

BEing their Best at Dr. MacGillivray!

At Courtice’s Dr. G.J. MacGillivray Public School, staff inspire students to BE their best. To maintain a sense of community and honour student voice, the school produced a video of student messages of encouragement, hope and camaraderie.

Enriching our Communities and Supporting Wellness for All

KPR’s mission is to inspire our students to excel in learning, to succeed in life, and to enrich our communities. Students at Peterborough’s Adam Scott Intermediate School and Port Hope’s Ganaraska Trail Public School have connected with local residents and seniors as virtual pen pals.

“This year presented the challenge of coming together with COVID restrictions in place. One way we made music-making accessible, fun and safe was to learn bucket drumming in our outdoor ‘music room.’ Students were engaged in creating and performing music in a safe and fun learning environment,” she adds.

“It was inspirational seeing Haley adjust her program throughout the year to ensure that our students received high quality music instruction. Her determination to provide students with the best possible learning in a tough situation was clear every single day,” says Principal Alison Osborne.

Percy Takes On Dance Challenge

Percy Centennial Public School helped put Warkworth “on the map” in the worldwide dance challenge, Jerusalema.

After business owner/parent Raquilda van Zoeren approached the school, all students learned the dance, and some from each class participated in the video. Teachers Kathryn Bahun and Sarah Bickle led practices.

“We danced for about ten minutes each period,” notes Sarah. “The students were pretty enthusiastic. I enjoyed the experience as well… it was fun to do something ‘extra’.”

“It is a dance you do in your own spot, which is a perfect choice for a COVID year,” agrees Kathryn. “The students thought it was really cool that it was a dance that people from around the world were doing.”

On the eve of National Indigenous History Month in June, we were confronted by a dark and inescapable piece of Indigenous and Canadian history – the horrible implications and generational harm of the Canadian residential school system. As a school board, we share in the deep sorrow for all the lives lost at the former Kamloops Indian Residential School in British Columbia, at Marieval Indian Residential School in Saskatchewan and at other residential schools across our country.

This tragedy serves as a difficult reminder of the impact of residential schools and the thousands of children whose lives were lost and whose families were broken. This discovery, like so many others, is the mandate for action towards reconciliation.

Indigenous Peoples Awareness Month is one of the ways we support the goals of education, awareness and reconciliation. Each November, and throughout the entire school year, schools engage in educational presentations and activities to better understand the history, cultures and perspectives of First Nation, Métis and Inuit communities.

One of this year’s educational presentations featured teacher Kevin Robinson and student Hannah Lemelin highlighting student work and learning from a new course, Indigenous Issues in Film. Students at Adam Scott Collegiate and Vocational Institute in Peterborough have been exploring how Indigenous people are represented in film through this new course first offered in 2020.

Indigenous Issues in Film builds on learning from the Grade 11 Contemporary Indigenous Voices course, which serves as the compulsory Grade 11 English credit for all KPR students. Through fictional works and documentaries, the Indigenous Issues in Film course showcases authentic voice, Indigenous realities and the resilience of Indigenous communities. For their culminating tasks, students have the opportunity to create their own documentary.

As a Métis student and aspiring filmmaker, Hannah explains that her perspective has changed through this new course. “I really enjoyed getting to watch films from Indigenous filmmakers. I also enjoyed examining flaws and stereotypes… because there are a lot of them,” she says.

In the Kawartha Pine Ridge District School Board (KPR), we value equity, diversity, inclusion and the dignity and humanity of all students, staff and stakeholders. Advancing equity through our policies, practices, programs and interactions is foundational to our success as an organization.

Our 2019–2022 Strategic Plan and our Mission, Vision and Values identify our commitment to:

– removing barriers to success and engagement,

– closing opportunity and achievement gaps, and

– supporting equitable outcomes.

The Every Student Matters Census, completed by Grades 7–12 students and parents or caregivers of K–6 students, provided information about our students, staff and communities, their backgrounds, and their sense of belonging in our schools.

While the data are important, understanding the lived experiences of those represented by the data is even more important and vital to the success of this work. KPR recently asked volunteers to participate in Census Advisory Groups, to work collaboratively and share lived experiences that will help us to analyze and interpret the data, identify barriers, and ensure that all students in our Board are successful. These efforts are ongoing.

As an organization, we know there is much work to do.

We have begun to systemically look at discrimination (racism, classism, heterosexism, Islamophobia, etc.) and how it manifests itself. We have held board-wide professional development days focused on identity, unconscious bias, microaggressions, power, privilege, anti-oppression and culturally relevant and responsive teaching.

We continue to focus on creating safe spaces for LGBTQ+ students and staff, with Accommodation Guidelines for Transgender and Gender Diverse Staff and Students and other supports for safety, wellness and inclusion.

Indigenous Education, Awareness and Reconciliation “A lot of the films we watched were Indigenous

Western, but they were told from white perspectives, so you’re not getting the true value of Indigenous perspectives,”she adds.

As an education system, we have a role to play, every day, in educating ourselves and others regarding the history, cultures and perspectives of Indigenous communities in Canada and, in particular, the creation and tragic legacy of the residential school system. We encourage everyone in our communities to become informed agents of change. Information and resources are available from the National Centre for Truth and Reconciliation (NCTR) and through grade-appropriate Canadian Residential School System teacher resources, supported by www.orangeshirtday.org.

Advancing Equity and Inclusion

We continue to review the resources in our schools and work environments to ensure they reflect the diversity of our region and, more broadly, of our world. We are proud of the work of Student Equity Groups, and we continue to foster student voice, engagement and involvement.

When we asked students, staff and families to participate in an online Thoughtexchange this fall to identify equity priorities for our schools and school board, 891 participants shared over 900 thoughts, and applied over 22,000 ratings to the thoughts of others. The ratings are especially important to help us prioritize key themes.

The Thoughtexchange information, focus group discussions and other school board data will inform the creation of KPR’s Multi-year Equity and Inclusion Strategy, and guide our important work for the next three years.

#WeAreKPR – Kim Forrest

From teachers and early childhood educators to secretaries, custodians, education assistants, child and youth workers, counsellors and central staff, all KPR employees help students experience success.

Kim Forrest is an outstanding example. Having spent 20 of her 30 years of teaching as a Special Education Resource Teacher at Chemong Public School, Kim has a legacy of supporting all students. Her passion for helping students with special needs began in a Composite Class.

“Kim is a dedicated and compassionate educator,” says Principal Debbie Strain. “She has the desire to reach all children and to activate their love of learning. Kim believes that all children can succeed, and she continually searches for resources and strategies to help them. Chemong is fortunate to have her!”

Menstrual Equity: Moving Forward

When KPR students return to school, they will benefit from a Menstrual Equity (ME) project championed by Student Trustees.

In the first year, dispensers of free menstrual products will be installed in secondary school female and all-gender washrooms, and in over 20 pilot elementary schools. Year two will expand to all schools, with dispensers and waste receptacles in at least one male washroom at each school.

Student Trustees Justine Mackay and Roan Haggerty-Goede explained, “We want all schools to be welcoming and supportive for students who do not identify themselves in traditional male/female roles, and to transgender students who may be transitioning. We also believe in equity of access to menstrual products for all students regardless of socio-economic status.”

Joyful Virtual Learning

Virtual Elementary School (VES) teacher Megan Park’s students have travelled the world and given advice on improving the learning platform Kahoot to a designer in Norway.

Her students virtually “visited” Russia, France, Italy, Australia and Hawaii, building skills in math, science, literacy, arts, physical education and more.

Megan also has a strong focus on mental health, which culminated in a school-wide Wellness Wednesday.

“I have absolutely loved teaching this year,” says Megan.

“My daughter has had the best year in virtual school,” agrees parent Gillian Strange-Dell. “Ms. Park has been very active in bringing workshops from zoos, the Science Centre and even one on coding. She has opened up new skills and passions in my child!”

Her daughter, Willow, is equally positive. “Ms. Park makes it really fun to express my ideas. She made me love creative writing even more!”

National Science Heroes

Four KPR students earned an unprecedented number of awards at this year’s virtual Canada-Wide Science Fair. Calvin Karthik, in Grade 9 at Kenner Collegiate Vocational Institute, won the top prize, Best Project Award. He will represent Canada at the virtual European Union Contest for Young Scientists. Other top finishers included Kenner’s Shaun Plassery, Adam Scott Intermediate School’s Rowan Sutcliffe Dummitt, and East Northumberland Secondary School’s Jessica Livingstone.

Angela Lloyd

Vice-chairperson

Townships of Cavan Monaghan, Douro-Dummer

and Otonabee-South Monaghan

SUPERVISORY OFFICERS

Rita Russo

Director of Education and Secretary of the Board

Chris Arnew

Superintendent of Education: Business and Corporate Services

James Brake

Superintendent of Education: First Nation, Métis, and Inuit Education

Anne Marie Duncan

Superintendent of Education: Student Achievement

John Ford


Steven Girardi


Greg Ingram


Jamila Maliha


Gloria Tompkins


Education Centre

1994 Fisher Drive

Peterborough, Ontario

K9J 6X6

705-742-9773

Toll-free 1-877-741-4577

kprschools.ca

[email protected]

Educating for Success!

Cathy Abraham

Municipality of Clarington

Kailee Dupuis

Alderville First Nation, Curve Lake First Nation

and Hiawatha First Nation

Rose Kitney

City of Peterborough

Jaine Klassen Jeninga

Town of Cobourg, Townships of Alnwick/

Haldimand and Hamilton, Municipality of Port Hope

Cyndi Dickson

Municipality of Brighton, City of Quinte West-

Murray Ward, Township of Cramahe

Steve Russell

City of Peterborough

Emilio Ojeda

Townships of Asphodel-Norwood and Havelock-

Belmont-Methuen, Municipality of Trent Hills

Roan Haggerty-Goede

Student Trustee 2020–2021 School Year

Our Trustees and Senior AdministrationTrustees

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Kawartha Pine Ridge District School Board is committed to making environmentally responsible choices, including the use of this 100% post-consumer paper, certified Ecologo, processed chlorine free, FSC® certified recycled and manufactured using biogas energy.

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Sarah Bobka

Municipality of Clarington

/kprschools

@kprschools

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Diane Lloyd

Chairperson

Municipality of Trent Lakes, Townships of North

Kawartha and Selwyn

Terry Brown

Town of Cobourg, Townships of Alnwick/

Haldimand and Hamilton, Municipality of Port Hope

A Message to our GraduatesThese are uncommon times. While graduation ceremonies are unusual right now, graduation continues to be an important milestone. It is the beginning of an exciting new chapter in your life and, along with your family, we share in the celebration of your accomplishments.

We thank you for your patience and understanding over the last year, as we learned through challenges. Your positive spirit and resiliency are amazing!

We regret that, along with your teachers, friends and family, we are unable to extend our best wishes to you in person at this time. Like you, we are all hoping for brighter days ahead.

Schools are simply bricks and mortar; it is your energy, your strength and your passion that makes them come alive. We thank you for the years of joy you have brought, and will continue to bring, to us all each day.

You uplift us and make us optimistic for the future. We believe next year will be an exciting new beginning, and we will soon all be together again. Until then, please enjoy your summer break with our sincere best wishes.

Stay safe, stay well,

The Board of Trustees

Justine Mackay

Student Trustee 2020–2021 School Year

In June 2021, the board approved a balanced operating budget of $440,328,463 and capital budget of almost $20 million for the upcoming school year, in compliance with Ministry of Education requirements. The budget was based on the priorities set out within our 2019–2022 Strategic Plan – Excellence in Learning, Life and Community.

Total enrolment for 2021–2022 is expected to be 33,232 students, with a projected increase of 279 secondary students next year. We want to be able to provide rich and varied programming options for all our students, and we are encouraged that the enrolment growth we have seen in the last few years within our elementary panel is now benefitting our secondary school students.

Our students and staff accomplish amazing things every day in our schools. The parents in our communities are recognizing the vibrancy of our schools, and increasingly making them a destination of choice for their children. That is a testament to the hard work and professional excellence of our staff.

Our budget also includes over $60 million in support for students with special needs and funding to advance key strategic priorities in the areas of Equity, Diversity and Inclusion, and Indigenous Education.

Capital projects are expected to include: program enhancements for students (library and science room enhancements), as well as annual building improvements (lighting, window replacements, roof, and boiler maintenance).

Over the last five years, we have invested over $220M in improvements and enhancements to our schools. We want to ensure that our physical spaces can keep pace with the new and innovative learning environments developed by our teachers and students each year!

Responsible and Accountable Fiscal Management

EXPENDITURE BY PERCENTAGE

Instruction 76.34 %Administration 2.44 %Transportation 5.64 %Pupil Accommodation 14.25 %School Funded Activities 1.08 %Other 0.26 %

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our community report card...bucket drumming in our outdoor ‘music room.’ students were engaged...

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