㽶ֱ

Near North District School Board

News and Announcements

Board’s Acting Executive Officer Lisa Collins seconded for term as president of Ontario Principals Council

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Friday, July 2, 2021

Board’s Acting Executive Officer Lisa Collins seconded for term as president of Ontario Principals Council

Near North District School Board (㽶ֱ) would like to congratulate Acting Executive Officer/Student Well-Being Principal Lead Lisa Collins on being elected the President of the Ontario Principals Council for the 2021-2022 school year.

Collins has handled her responsibilities at 㽶ֱ with poise, confidence and optimism and demonstrated her commitment to being a team player with her colleagues and 㽶ֱ. Only with solid leadership as exemplified by Lisa can we continue to move ahead towards a positive cultural shift in 㽶ֱ.

Collins began her career with 㽶ֱ 1998 as an educational assistant.A lifelong learner, she went on to earn her teaching degree. Shetaughtin both the English and French Immersion streams for 11 years before becoming a principal with the board in 2010. Lisa has always been passionate about special education and student instruction and well-being.

Acting Executive Collins began working with the Ontario Principals Council in 2016 as the Elementary Provincial Councillor for 㽶ֱ. She was then appointed Member at Large for 2017-2018, was elected Vice-President for 2019-2020 and served as President-Elect for 2020-2021. Collins looks forward to advocating on behalf of school administrators across Ontario in her new role as the President and will be residing in Toronto while she is seconded from the 㽶ֱ for her one-year term with the Ontario Principals Council.

We are very proud of Lisa’s accomplishments in her career and are excited to celebrate her achievements in the coming year.

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For more information, please contact:

Deb Bartlett
Communications Officer
Near North District School Board
P. (705) 472-8170, extension 5010
E. Deb.Bartlett@nearnorthschools.ca

Culminating English assignments with a side of creativity for students

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Wednesday, June 30, 2021

Across Near North District School Board (㽶ֱ), teachers found engaging ways for students to learn. As part of a culminating assignment, a Grade 11 and 12 English class at F.J. McElligott Secondary School read and studied an independent novel and students demonstrated their knowledge in whatever mode they chose depending on their strengths. Some students went in an artistic direction and some took a research approach.

“Students become more engaged in their study of English when they have autonomy over what they read, what they focus on, and how they present their understanding,” said teacher Chris Davis. “The challenge for the teacher is knowing your students well enough to provide just enough structure and support so that students gain momentum and find inspiration. I try to use shared texts, regular conferencing, student exemplars, and lots of feedback to help students refine their focus of study within the parameters given. When students can recognize their own strengths or areas of interest it opens the door to cross-curricular opportunities to show off what they know.”

The culminating English assignment had several components to it: an oral presentation; demonstration of knowledge of the students’ choosing; and of course, the reading of their novel.

“At some point in the course, we watched the documentary called The Way I See It and it talked a lot about the photographer for the President of the United States, said student Emma Dupuis. “I really liked the idea of how photos could tell a story. So, by doing that, I made a story with photos and quotes from book characters in the novel.”

One of Emilio Lavoie’s strengths is in graphic design and that was the creative direction he chose – designing a book cover for his assignment.

Student project

“My strengths are making things online like graphic design and stuff through software called Canva. I use that a lot for my presentations and stuff like that. So, I came up with the idea of making a book cover,” he said.

Both students shared that this type of learning keeps them engaged and motivated.

Creative writing was also a part of the culminating assignment with oral presentations.

“I wrote about Amanda Gorman’s inaugural poem. The words and how she presented her poem, I thought it represented how my main character could go from this really dark reality and to something brighter. I tried to compare it to how the poem can apply to many things, including my book,” said Emilio.

In this assignment, students express their strengths and passions through a natural student voice.

Five Near North District School Board students heading to Shad

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Wednesday, June 30, 2021

Near North District School Board (㽶ֱ) is proud to announce five students will be taking part in , a highly acclaimed summer enrichment program for well-rounded and academically successful secondary school students.

Three students from Chippewa Secondary School – Kaitlyn Bertrand, Jack Mah and Victoria Jones and two students from Almaguin Highlands Secondary School – Alyssa Jolliffe and Megan Lee, will spend four weeks in July learning at a virtual campus to expand their knowledge and skills in STEAM (science, technology, engineering, arts and math).

“The program offers a wide range of different topics to discover, and I am hoping that Shad will help me become a more well-rounded learner,” noted Bertrand. “This will be a great experience to build upon my leadership skills and give me a chance to work meaningfully as a member of a team.”

Learning through lectures, workshops, projects and activities, students will learn and expand their STEAM knowledge, which introduces participants to a multi-disciplinary approach.

“I am really interested in the sciences, and I know that Shad really explores different aspects of that. I’m also really excited to learn about engineering, art and math because it covers all the STEAM components,” Lee said. “I’m just excited to try some different things that I wouldn’t have otherwise been able to do.”

“I hope to be able to learn new and interesting things while attending Shad as well as grow as a student through the experiences that Shad offers and to make new connections with people who share similar interests to me,” Jones noted. “You should look for ways to pursue your interests, thoughts, or passions, and I am so grateful to this school, school board, teachers, family, and friends for supporting me, and helping me be a part of this opportunity.”

Mah is looking forward to coding.

“While looking at one of the packages Shad sent me leading up to the program, I noticed that I was given a device for coding! Coding is something I’ve always found interesting but never had the chance to investigate, so I’m really excited about this activity. As well, because my Shad program will take place virtually through Western University, I’d love to hear more about the post-secondary institution before I begin applying to universities in the fall.”

To be accepted into the program, students must go through a rigorous application process, which goes in-depth into both the students’ academics and extra-curricular activities.

“The application process is very similar to a university application, and I know how competitive and sometimes challenging that can be,” Lee shared.

Thousands of secondary school students from across Canada apply to Shad each year and roughly 900 are accepted into the program.

“I was first introduced to Shad when I went to the Canada-wide science fair in Grade 8 and ever since then, I’ve been wanting to apply,” Jolliffe said. “I definitely want to learn more about like the business and engineering portion, because I don’t really know a whole lot about that. So, I’m really excited to learn about that.”

Shad’s program attracts students with high aptitudes for risk-taking, curiosity, excellence, and resilience and prepares them to take on social and economic challenges. The program includes a real-world design challenge that asks students to work on issues such as food security, water and waste management.

“As a student, I’m really hoping that Shad will help me find some new interests and also be able to connect with like-minded motivated youth from across the country,” Lee shared. “I’m also hoping that this program might help me to steer me in a direction for what I want to do later as a career after secondary school. I’m looking forward to exploring some different things that might spark a new interest.”

“While the delivery and platform of Shad will be unique this summer, I am thrilled to take part in the program,” said Mah. “Without a doubt, it’ll be a wonderful month, and I am incredibly grateful for the opportunity.”

Students say their educational experience at 㽶ֱ has helped them in pursuing their goals.

“㽶ֱ courses have made me well prepared to be successful in this program and I am very grateful for both the guidance and support of the faculty,” said Bertrand.

“The staff and teachers at my school, have always helped me stay engaged in my academics and they’ve been very helpful in the application process. Everybody has been there to provide guidance and support for me,” said Lee.

“My educational experience at 㽶ֱ has helped me in pursuing my passions through supportive teachers and staff, as well as by providing different opportunities, and supporting me when I ask to pursue a new project or passion of mine in school or in school-related things,” said Jones.

“If it weren’t for the counsellors at Chippewa, I wouldn’t have known very much about this program. As well, it is the chemistry, biology, functions, etc. courses that led me to develop an interest in STEAM. The classes I’ve taken through 㽶ֱ have shown me what I enjoy learning about. By helping me find what topics intrigue me, the school board’s indirectly steered me towards my passions,” Mah exclaimed.

Letter to families: Statement and Resources regarding Residential 㽶ֱ

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Tuesday, June 29, 2021

Dear Parents and Guardians,

The news last Thursday of the confirmation of at least 751 unmarked graves at the former Marieval Indian Residential School was crushing. Talking about how sad the event is, sending thoughts and prayers or referring to residential schools as a mistake is no longer sufficient.

Though the architects of the residential school system have long since passed, the trauma created by various incarnations of the Indian Act and the residual effects on Indigenous Peoples continues today. It is impossible to turn a blind eye to the atrocities that have been known by Indigenous Peoples for hundreds of years. As more school sites are searched, more unmarked graves will be identified.

Near North District School Board (㽶ֱ) acknowledges the grief of Indigenous Peoples and continues to be committed to educating students and staff about the First Peoples of Turtle Island and the price they have paid in its colonization. We want Indigenous staff, students and their families to know that the following supports are available to them:

㽶ֱ resources:

  • Mental health staff who have been trained in cultural competency
  • An Indigenous outreach worker
  • Indigenous Grad Coaches (info has been circulated already)
  • Lynn D. Fortin, Indigenous social work staff, part of a four-member staff that will be working this summer. To access this service email socialwork@nearnorthschools.ca

Community partners/resources:

(counselling services, Nipissing First Nation)

Indian Residential School 24-hour crisis line 1-866-925-4419

Flags at 㽶ֱ schools, and all other provincial buildings, will fly at half-mast until further notice. We hope this respectful gesture provides an opportunity for reflection. We encourage families to discuss at an age-appropriate level Volume 4 of the Truth and Reconciliation Commission’s final report, and to participate in the project.

Sincerely,

Near North District School Board

Director’s year-end message to 㽶ֱ families

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Friday, June 25, 2021

To Parents and Guardians,

In early 2020, the world as we knew it changed with the global spread of COVID-19, and the effects of the virus on our family dynamics and the way we do business. At Near North District School Board, (㽶ֱ) that meant new protocols for transportation, in-school instruction, virtual learning and administrative operations.

We know this challenging school year has not been easy on students, their families and staff. We are navigating a health crisis in a world that is vastly different than in the last pandemic.

I am proud of the efforts of everyone in 㽶ֱ as we’ve maneuvered this school year and its obstacles. I want to acknowledge the hard work of staff and students, and family members that have juggled work and other responsibilities to accommodate the shifts from face-to-face to at-home learning. A multi-media presentation expressing gratitude has been compiled with input from staff, students and families. Please take a few minutes to view the presentation.

Congratulations to all students for completing this year; I know it was not easy. For those who are graduating, I wish you all the best in your future endeavours and can’t wait to see and hear about your accomplishments.

Graduates, please see these videos in which your accomplishments are acknowledged by Education Minister Stephen Lecce:

Kindergarten graduates

Grade 6 graduates

Grade 8 graduates

Grade 12 graduates

Have a safe, healthy, and joyful summer!

Sincerely,

Craig Myles

Director of Education

Students get creative for secondary school musical theatrical production

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Wednesday, June 23, 2021

Lights, camera, action! Students in Near North District School Board’s Arts Nipissing and Specialist High Skills Major arts and culture programs at West Ferris Secondary School recently took to the stage for a Broadway production of Pippin.

While students could not perform in front of a live audience due to COVID-19 restrictions, the production took a creative twist with a pre-recorded screening. Rehearsals and the production itself took place earlier this school year before the shift to virtual learning.

“I was so excited to get back at it because it had been one full year without doing any form of theatre,” said Megan Byrne, who portrayed Catherine. “I was just itching to get back out and do some form of art, I didn’t even care what I was doing just as long as I got to act again.

“It was different in the sense that with masks, you kind of had to learn how to just express with just the top half just using your eyes, and really making that evident,” she said.

Byrne noted it was a challenge to not physically interact with other actors, but they all were able to adjust to connect in order to make the production perfect.

Fellow actor James Devuono shared Byrne’s enthusiasm with performing again.

“I forgot how amazing it was to be on a stage, singing, and being with a bunch of my friends. It was certainly difficult to not have any physical contact during the entire thing, but it was still an amazing way of doing a show and it was just so amazing to come back to the stage. It really just felt like home to me, and nothing had changed.”

Pippin is the tale of a young prince who longs for passion and adventure in life. The production is a revival of the award-winning 1972 musical starring Ben Vereen. The play features dance, music, and magic by a company of clowns who perform Pippin’s story.

The production was rehearsed over four weeks during the Octomester and then filmed in the final week of the Musical Theatre course.

“It was just like, a big, long rehearsal that we’re kind of used to like we do at Dreamcoat Fantasy Theatre. Sometimes we’d have six- to eight-hour rehearsals. Of course, the process was a lot faster than what it normally is because we did only have three weeks of learning songs, learning, choreography, learning blocking, and then the last week was saved for filming the production,” said Byrne.

To enrich the student experience and learning, the production was double-casted, meaning there were two different versions of the same production: different actors play different roles.

Strict COVID-19 protocols were put in place during rehearsals and the filming of the production.

“We had to be really careful and follow the COVID-19 protocols set out by the board and health unit,” said teacher and director Allan MacAskill. “We made sure all actors on stage were safely spaced out and of course, everyone was wearing a mask.”

“Social distancing presented some challenges in staging certain scenes. We had to get creative, but we found again with the camera we were able to have it appear that two actors were very close to each other, but in reality, they were a very safe distance apart on stage,” he said.

Both Devuono and Byrne knew early on that they had a true passion for theatre.

“When I was in Grade 4, there was a school play and I had one line but after doing that one line, I discovered my love for theatre,” said Grade 10 student Devuono. “I’m really interested in voice acting. I put a lot of emphasis into the voices of the characters and it’s so much fun to be someone who you weren’t yesterday. Acting is a lot of fun for me and something I really enjoy doing.”

“I knew acting, singing and dancing was something I wanted to do for the rest of my schooling career. So, once I got to high school, I joined Arts Nipissing and I love it,” said Grade 12 student Byrne. “The way I get to express myself; I like playing different characters and I’ve always been a big fan of storytelling and theatre is that exact thing. You’re telling somebody else’s story through your perspective, which I’ve always enjoyed.”

“This group of students, all 25 of them were really looking forward to this course and many of them have been involved in theatre since they were seven, eight years of age with Dreamcoat Fantasy Theatre. Musical theatre means the world to them,” said MacAskill.

After the production was shot and edited, Byrne shared her reaction to seeing the final product.

“It was awesome to finally get to sit down and watch the end result and see what the audience is actually seeing. It was cool to see it from the different camera angles because it was just like how a movie musical would have been shot. It was so well done and it was so exciting to see it all come together.”

“My family had a lot of good laughs from the production and they just they loved being able to watch it again,” said Byrne.

Devuono said he received “overwhelming positivity from my family and my friends” after the production screened.

“To see their smiling faces at the end of the process was a great reward,” said MacAskill.

The students’ musical theatre trailer can be viewed .

Board commits to transparent communication with community about Parry Sound JK-12 build

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Tuesday, June 22, 2021

Board commits to transparent communication with community about Parry Sound JK-12 build

Following through on its commitment to provide accurate, transparent and timely communications to stakeholders, Near North District School Board (㽶ֱ) will be publishing information about the new school on the JK-12 Parry Sound build section of the capital planning page of the board website. Anyone interested in the build will find Board reports and minutes, the build committee’s terms of reference, media releases and the compilation of questions and answers from the community feedback survey.

The purpose of the page, which will be updated regularly, is to hold news, details and questions/answers about the build in one place.

㽶ֱ has held three information sessions for various stakeholders. There have been presentations to the Town of Parry Sound council, a session with the architect for the public and a session for staff who will be affected by the project.

Following the community presentation about the new build, the community was invited to share questions and concerns in an online form, which closed Thursday afternoon. The information is being compiled by theme (to avoid repeated questions) and questions and answers will be posted online by July 16, 2021.

This is just one more way this board is demonstrating its commitment to excellence in communication and excellence to relationships – two of the four priorities in the Multi-Year Strategic Plan (MYSP). The community has been waiting many years for the Parry Sound build to happen and this board is motivated to see students in a new school capable of providing a 21st century education.

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For more information, please contact:

Deb Bartlett
Communications Officer
Near North District School Board
P. (705) 472-8170, extension 5010
E. Deb.Bartlett@nearnorthschools.ca

Board Highlights for June meeting

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Monday, June 21, 2021

Board Highlights for June meeting

The following are the highlights of the Near North District School Board (㽶ֱ) meeting of Tuesday, June 15, 2021.

Board meetings will open with words from Elder

To improve the work the board does in honouring the Truth the Reconciliation Commission’s Calls to Action, it was announced that 㽶ֱ’s Board of Trustee meetings will include an opening prayer by an Elder.

Tuesday night’s meeting opened with a prayer in Anishinaabemowin from Elder June Commanda of Nipissing First Nation. In her translation, she said she thanked Creator for today, this life, and everything Mother Earth provides us with – water, plants, food and medicines. She thanked Creator for the gift of life and helping us to be brave and strong-hearted.

Trustee Nichole King, the Board’s First Nations representative, read a poem she wrote called Our Children as the Board paid tribute to the children whose remains were found at the former Kamloops Indian Residential School.

Coaching supports students with different needs

At the request of the SEAC Committee, Trustees heard a presentation from Rick Cunningham of about the work that company is doing with 㽶ֱ students who access special education programs and services.

LEARNstyle provides technology coaching support for school boards and families. The project began in September 2020 for students in Grades 7 and 8 and has since been expanded to include junior and secondary students. The goal is to help the students adapt to the expansive use of technology in education.

The company builds relationships between the students and coaches, which leads to students trusting their coaches, and coaches understanding the student’s greatest need and choosing the best strategies.

Cunningham says coaching students with different abilities on utilizing technology can “change the trajectory of their life.” The goal is to move students through four stages – full guidance, moderate guidance, minimal guidance and full independence.

He added that cancellations and no-shows of 㽶ֱ students is the lowest of any board and attributed that to the engagement and excitement of staff.

Trustee Harry Fry, Chair of the Special Education Advisory Committee, said “the success has been quite astounding.”

Lead shares information on Indigenous Education

At the request of the Equity Advisory Circle Committee, 㽶ֱ’s Indigenous Education Lead, Tracy Hendrick, gave a presentation about the creation of resources that assist educators to better support Indigenous students and their families.

Hendrick says 10.8 per cent of the board’s students self-identify as Indigenous (First Nation, Métis or Inuit), although she expects there are more who are not comfortable identifying themselves. The self-identification helps the board create programs and supports for Indigenous students and their families.

Hendrick, who started in her position in fall of 2020, began using Sway, a Microsoft app, as a tool to keep herself organized. She soon discovered that it was a great way to curate content and make it available to anyone in the board. She has been adding resources for staff, including the creation of resources (by 㽶ֱ Anishinaabemowin teacher Falcon McLeod) that are relevant locally, and in the local dialect.

The resources, she says, “are not for special events or by Indigenous People”. Hendrick says many non-Indigenous people want to teach Indigenous Studies courses and do it right, and the resources she’s compiled are comprised of content and how to teach it.

School trip preparedness being reviewed

Student safety and well-being is a priority at 㽶ֱ, which also realizes that learning experiences outside of school can deepen understanding. To ensure that board policies and processes reflect provincial best practices and provide families with as much information as possible to make informed decisions, a thorough review of policies and procedures has resulted in the testing of a School Trip Preparedness (STP) template.

The template is a visual method of communication that shares the out-of-school learning opportunity with parents with maps, photos and concise language to identify the activity and rational for attending, map links for parents and emergency services, contact information of leaders and providers, curricular links, initial assessment and acknowledgement of risk, emergency preparedness including communication protocols and mustering areas, and more.

Specialist High Skills Major lead teachers were trained June 16 on how to complete the STP template, and future training dates will be held next school year. Information gathered from the first round of training, including teacher feedback will be used to update the board’s administrative guideline to align the guideline to the STP template.

Student Trustee provides final report

Madelaine Hall-Paradis, 㽶ֱ’s student trustee, gave her final report to the Board. Her term ends August 30, and she was acknowledged as this is the last scheduled board meeting of her term. Cecilia Darling is the student trustee-elect.

Student Trustee Hall-Paradis reported on how various secondary schools managed graduation photos, how the Ontario Student Trustees’ Association is working to achieve menstrual product equity in all Ontario schools, and that students are encouraged to participate in a Pride month photo contest showcasing pride or solidarity for the LGBTQ2S+ community.

Trustees approve Multi-Year Strategic Plan

The Board approved the Multi-Year Strategic Plan (MYSP) following an extensive 16-month collaboration with stakeholders. Over the summer, staff will get to know their role in the MYSP, which will be implemented in September.

Nanos Research, Ramsay Partners Inc. and Ministry special advisors Wayne Joudrie and Wally Easton engaged with stakeholders to gather input to determine strategic priorities for the board. Those priorities – excellence in teaching and learning, communication, building relations and innovation – will guide all work done by 㽶ֱ for the period 2021-2026. All school, department and board improvement plans will align with these priorities, with student achievement and well-being at the centre of all the board does.

The MYSP is a living document that will be responsive to Ministry and community changes.

Board approves $160.9 million budget

Trustees approved the 2021-2022 budget, which has an operating revenue of $160.9 million. The budget was developed, after review for efficiencies and savings, to align with the Multi-Year Strategic Plan (MYSP) and provides resources that support the Board’s mission and vision. The Finance Committee met for a thorough review of the budget in advance of the Board meeting and recommended its approval.

Expenditures are projected at $161.2 million, resulting in a deficit of $417,000, or 0.3 per cent of the total budget. COVID has significantly impacted revenue and expenses this year, and the Ministry of Education is allowing boards to access previous years’ surpluses to assist with the current budget. The Ministry has allowed two per cent of operating grants ($2.9 million for 㽶ֱ) but asked boards to budget half this amount.

Build committee engages with council, community

A report in the agenda package brought trustees up to date with the status of the Parry Sound Build Committee and its two sub-committees, the building and programming sub-committees.

The programming sub-committee’s focus will be on room allocations, move management and how to accommodate programming in the new build. The building sub-committee will ensure the project stays on track. There will be meeting over the summer with specific department staff to design specific spaces.

Representatives of 㽶ֱ were invited to the Parry Sound town council meeting on June 1 to provide an update on the JK-12 build. The deputation lasted 90 minutes.

On June 8 there was a community session at which stakeholders heard from the architect about the new build. Members of the community were invited to provide comments and questions online. Now that the online form has closed, those questions and answers are being compiled and will be published on the board website.

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Note: the full agenda package is posted on the website prior to meetings, and official minutes are posted after they are approved at the next board meeting.

Information about Near North District School Board:

Near North District School Board is an English-language public school board serving the North Bay – Parry Sound – Nipissing area. The Board consists of approximately 10,000 students in 27 elementary schools, seven secondary/senior schools and various alternative learning centres. For more information, please visit nearnorthschools.ca and follow Near North District School Board on social media.

For more information, please contact:
Deb Bartlett (she/her)
Communications Officer
Near North District School Board
P. (705) 472-8170 ext. 5010
E. Deb.Bartlett@nearnorthschools.ca

A year in review and a look ahead with 㽶ֱ’s Student Trustee

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Friday, June 18, 2021

As the 2020-2021 school year comes to a close, Near North District School Board (㽶ֱ) Student Trustee Madelaine Hall-Paradis reflects on her time in the role and 㽶ֱ introduces incoming Student Trustee Cecilia Darling.

A student trustee represents the student population at the Board level. They share the opinions of the students and strive to make change using the student voice. Board meetings are also crucial opportunities for student trustees to bring ideas, questions, and initiatives to the attention of trustees and administration.

Madelaine Hall-Paradis – Student Trustee 2020-2021

In her final weeks as student trustee, Madelaine Hall-Paradis virtually sat down with 㽶ֱ’s Communication Department for a year in review interview.

The Grade 12 student at Almaguin Highlands Secondary School shared her thoughts on the school year that saw a mixture of in-person and remote learning.

The challenges of an unconventional year

“Everyone this year is experiencing screen fatigue,” she noted. “We really don’t want to be on electronic devices more than we have to given the shift from virtual learning to in-person to virtual that we’ve been experiencing throughout the year. So, trying to organize additional meetings and conferencing over TEAMS has been incredibly challenging because we all just really want to be able to meet face-to-face, but are unable to at the given moment.”

One goal Student Trustee Hall-Paradis achieved this year was free menstrual hygiene products for students

“One of the big goals to the Ontario Student Trustees’ Association this year was we wanted to ensure there were free menstrual hygiene products available to all students,” she said. “㽶ֱ had those in different places in each secondary school. At some secondary schools, they were located in the main office or elsewhere. So, after bringing this forward to the Board of Trustees, we are currently working towards re-locating those resources to gender non-binary washrooms, and female washrooms to make sure they’re available to any student that needs them.”

“This was a big achievement that I am excited to see implemented at 㽶ֱ,” Hall-Paradis noted.

A favourite moment for Student Trustee Hall-Paradis was networking with Student Trustees across the province as ‘knowledge is power’

“Even though the conferences were virtual this year, I really enjoyed getting to network with all of my fellow Student Trustees and learning about what’s happening in the other school boards. I really believe knowledge is power,” she said.

“Hearing what’s going on at other boards and bringing it back to 㽶ֱ, it gave me some really good thoughts for what I want to see implemented in our board. That was one of the ways we crafted with the Student Senate this year which focused on mental health: Thrive in a Hive and wellness pledges,” Hall-Paradis noted. “We saw through some of our other boards, how they were hosting virtual mental health symposiums with meetings and offering these resources. So, when our board’s mental health team approached us about this initiative, Thrive in a Hive, and collaborating, we were able to see that as a great opportunity to bridge the gap and give some student feedback. Additionally, it was really fun to generate some friendly competition between schools and see how invested students became in getting the most pledges.”

Student voice has drastically increased this year

“Students have had to be more vocal in terms of how we are feeling and what we need in order to be successful when we’re learning remotely because it’s not like when you’re sitting in a classroom and you don’t understand something, or something happens in school, where it’s really easy to just walk up to a teacher and say, ‘hey, I need help.’ You really need to be better at facilitating those conversations and opening that line of communication. So, I would say even individual student advocacy, and connecting with our school team for additional support when needed has definitely improved over the past year,” Hall-Paradis said.

Advocating for student voice was extremely important for Student Trustee Hall-Paradis

“I am a student with a Learning Disability (LD) and that is one of the reasons I am so invested in student advocacy. I want to increase the representation of marginalized students who wouldn’t typically be presented with opportunities such as being a Student Trustee, being a student with an “invisible” disability myself,” she said.

“I’m very open about my LD and think this is a great opportunity to help other students feel more comfortable with their unique learning profiles and realize the potential they have in an academic setting.”

Student Trustee Hall-Paradis shared what she gained during this experience

“I would say my ability to collaborate with others and facilitate group projects has definitely improved. I have always been a part of student council throughout my four years of secondary school. Having the ability to lead a team of students from multiple schools had its unique challenges,” she said. “Especially with it being virtual this year, we’ve had to be very good with time management and scheduling meetings that weren’t during online lessons, making sure everyone could get there, creating agendas, finding ways to still connect with students such as what we did for Thrive in a Hive.”

Hall-Paradis shared that working with creativity was a big part of her gained experience, as was just “rolling with the punches.”

During her term as Student Trustee, Hall-Paradis learned a lot about herself

“This is something I already kind of knew going into the role. I am extremely passionate about student voice and equity in education,” Hall-Paradis shared. “I’ve really enjoyed having the chance to hear from students about the changes they wish to see implemented in the school system, so every student has an equitable and fair chance at having a safe school experience. Also connecting with students across the region has given me ideas of projects I want to see implemented not only in my school community, but across the board.”

“I learned I really like presenting to large groups. Having the opportunity to present to the Board every month on the Student Trustee updates has been super exciting because I’m very proud of what our students accomplish and always happy to share and talk about what’s going on in all of our schools. And number three, I would say my ability to speak in front of a group, it’s not something I’ve had to do a ton of previously, but it’s something I’ve become quite comfortable with and that I enjoy doing now,” Paradis said.

Student Trustee Hall-Paradis shares what it’s like to present a report at the Board meetings

“From a student perspective, it’s not often you get the opportunity to talk to a group of higher-ups such as the trustees, superintendents and principals about what’s happening in our schools and giving student perspective on events and other things that we see happening. It’s a pretty exciting opportunity,” she said.

“It’s definitely a responsibility because I want to do my best to represent not only my secondary school but all schools across the region. So before presenting, I always make sure that I have some input from each respective school senator to make sure all schools are included,” Hall-Paradis shared. “It’s a really great opportunity to be able to connect the board with what’s happening from a student’s perspective. It’s not often we get that chance to kind of give our two cents into what’s happening and provide student insight.”

Hall-Paradis provides advice to incoming Student Trustee Darling

“I actually go to the same secondary school as Cecilia, and I’ve had the chance to get to know her personally. So, with her level of drive and determination, I know she’s going to excel in this role and I’m very excited to be passing the torch to her. I would say you need to be really good at communicating with those around you. As much as there’s only one Student Trustee for 㽶ֱ, it’s really a teamwork role. You have to rely on your school student senators and those around you for support because there are so many things you’re responsible for. Learning how to delegate and to share the workload is especially important,” Hall-Paradis said.

What does the next chapter look like for Hall-Paradis?

“Next year, I’m going to be pursuing a joint Bachelor of Social Science in Communications and Political Science. I’m also enrolled in the French immersion stream at the University of Ottawa,” she said.

After post-secondary school, Hall-Paradis hopes to work in human rights law, specifically as it relates to education.

Hall-Paradis offers parting words as she wraps up her term

“It (student trustee) is an opportunity I would suggest to any other student that is passionate about bringing student voice to the table and who wants to advocate for the students of their respective school board. I think a lot of students are kind of unaware this position exists. So, I really hope to see our student senate grow in the next few years. And I’m sure that’s something Cecilia is going to do a fantastic job of,” Hall-Paradis exclaimed.

Cecilia Darling – Student Trustee 2021-2022

㽶ֱ is proud to officially announce and welcome the incoming Student Trustee for the 2021-2022 school year: Cecilia Darling.

“Hello, I’m Cecilia Darling and I am going into Grade 11 at Almaguin Highlands Secondary School. I am very passionate about school life, student involvement activities, and being an advocate for student voice. I would like to say to my student body that I am very approachable. I have established a communication plan and I really have my finger on the pulse of the student body,” she said. “Through my involvement in many aspects of school, I will be able to represent the student body of our board as a Student Trustee, and I am very excited and appreciative that I was given the opportunity in this role.”

Student mental health and wellness will be a major focus for Darling

“Going into my term as an incoming Student Trustee, I would like to continue the focus on mental health and wellness that was focused on this school year. I feel it’s very important to prioritize mental health and wellness within our board and through the province. That’s something that I would like to focus on going forward and I’m really looking forward to soaking up the knowledge that the trustees have to offer, learning and growing as a leader, representing our school board and making change for the better,” she said.

What does Darling hope to accomplish during her term as Student Trustee?

“In my term as Student Trustee, I hope to inspire other students within 㽶ֱ, I hope to ensure students feel like they have a purpose and a voice. And that students can present any issues, opinions, wants or needs in their education to me and I can be the bridge to the board level,” she said. “I hope to be a mentor like Madelaine was to me; I hope to mentor the team of senators that I will be leading and focusing on mental health and wellness.”

Incoming Student Trustee Darling plans to start new initiatives

“In the experience of being a Student Trustee, I hope to broaden my impact on the Near North District School Board to inspire others and to be a strong advocate for student voice. I would like to start initiatives that benefit our students in our school and can lead them all to success and get to know new leaders within our board,” Darling noted.

Student Trustee Darling offers final comments

“I would just like to say thank you for this amazing opportunity! I started out by being involved in Student Council at my school, working up to be a Student Senator and now Student Trustee. I’m very excited for the opportunity to come and very appreciative of it,” Darling exclaimed.

Trustees approve MYSP that will be board’s roadmap

By

Thursday, June 17, 2021

Trustees approve MYSP that will be board’s roadmap

The five-year roadmap that charts the course for Near North District School (㽶ֱ) has been approved by the Board of Trustees. It has taken 16 months of extensive research and collaboration to get the Multi-Year Strategic Plan (MYSP) to this stage. Now that the plan is approved by the Board, staff will be oriented to their role in the MYSP, which will officially launch in September.

The MYSP is more than just an assertion of the work the board wants to accomplish. It is a comprehensive document that incorporates the voices and concerns of internal and external stakeholders into a plan whose goals all focus on student achievement and well-being. As a living document, the MYSP will adapt as new ministerial and community initiatives come forward to align with the board’s ultimate goal of student achievement and well-being.

Board Chair Jay Aspin said, “With strong and capable leadership from our Director, Craig Myles, this Multi-Year Strategic Plan has been one of the most important initiatives our board has undertaken. This strategic plan will be our compass in focusing on marshalling our resources on student achievement and well-being over the next five years. This process included comprehensive survey scans by Nik Nanos of Nanos Research, one of Canada’s most prominent research firms who concluded ‘our board was headed in the right direction’. Committee Chair Trustee Bill Steer did a tremendous job of shepherding our board through this important process despite the disruptive challenges of a pandemic.”

The MYSP has four strategic priorities: Excellence in Teaching and Learning, Excellence in Communication, Excellence in Building Relationships and Excellence in Innovation. The work of the committee included overseeing the creation of improvement plans for schools, departments and the board that set measurable goals that aligned with the four priorities.

With the MYSP in place, the processes and decisions of the board will be guided by the plan, which will ensure all resources are aligned to the board’s core purpose of student achievement and well-being.

The full MYSP report to the board can be found on Page 64 of the agenda package. All MYSP information can be accessed on the MYSP page of the board’s website.

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Information about Near North District School Board:

Near North District School Board is an English-language public school board serving the North Bay – Parry Sound – Nipissing area. The Board consists of approximately 10,000 students in 27 elementary schools, seven secondary/senior schools and various alternative learning centres. For more information, please visit nearnorthschools.ca and follow Near North District School Board on social media.

For more information, please contact:

Deb Bartlett
Communications Officer
Near North District School Board
P. (705) 472-8170, extension 5010
E. Deb.Bartlett@nearnorthschools.ca

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