Dear 2020 Graduates,

We wish to congratulate you on your academic achievements and persistence through these unprecedented times. The current reality we are facing with COVID-19 and specifically what you, our graduating students, are facing is a situation that has not been encountered in our time.

Graduation and the ensuing celebrations are a special time. This is a time to commemorate not only your accomplishments with the NNDSB but also your hard work, memories, connections, successes and experiences. While we cannot celebrate as we usually would, this in no way minimizes or diminishes the depth and breadth of your accomplishments. We, along with your teachers and school staff, are incredibly proud of you.

Life has caused a real twist in the tale that will cause you never to forget the year you graduated. We will all remember with flashbulb memory how we spent our last few months of this school year. While there are many lessons to be learned from what the world has endured in the story that we have all been swept up in, it is important to remember that you control your own story. As the world begins to open again and you embark upon your next steps in your life journey, trust in the magic of beginnings.

In the words of Martin Luther King Jr, “Everything you need to accomplish your goals is already in you.”

Write your own narrative, be your own story.

We are eager to see what the future brings to you and how you and your fellow graduates will continue to improve the world around us. Take care of yourselves and each other and stay healthy.

Craig Myles                                                       Jay Aspin
Director of Education                                              Chair, Board of Trustees

BOARD OF TRUSTEE DECISIONS

On December 20, 2016, the Board of Trustees passed a motion to initiate an Accommodation Review for several schools in the North Bay Planning area, including the three secondary schools.

On September 26, 2017, the Board of Trustees approved the consolidation of three North Bay secondary schools (Chippewa, West Ferris and Widdifield) into two schools at the West Ferris (South) and Chippewa (North) sites.

On September 24, 2019, the Board of Trustees reaffirmed the previous decision of September 26, 2017. The Board of Trustees confirmed that effective September 2020 West Ferris Intermediate and Secondary School and Chippewa Secondary School will be designated the two operating North Bay Secondary Schools and that Widdifield Secondary School will be closed.

STAFF REPORTS AND BACKGROUND INFORMATION

School Information Profiles

Chippewa Secondary School - School Information Profile
West Ferris Secondary School​​ - School Information Profile
Widdifield Secondary School​ - School Information Profile

Capital Plan

NNDSB-Long Term Capital Plan-Sep-1-2016
NNDSB Updated Capital Plan Feb-25-2020

Staff Reports

December 13, 2016 - Initial Staff Report
May 23, 2017 - Final Staff Report
August 19, 2019 - Staff Report: Site Selection Information

INFORMATION ON THE ACCOMMODATION REVIEW PROCESS

The Near North District School Board is committed to working with community partners when undertaking capital planning, including when the Board is beginning to develop options to address under-utilized space in its buildings. Further, the Board is committed to ensuring that decisions regarding student accommodations are made with the involvement of an informed local community and are based on a broad range of criteria regarding the quality of the learning experience for students.

The Guide to Accommodation Reviews is a great resource for anyone interested in learning more.

ADDITIONAL INFORMATION:

Our Student Accommodation Policy
Ministry PARG Policy
Ministry Administrative Review Policy

FUTURE ACCOMMODATION NEEDS

The Near North District School Board is committed to optimizing the use of board-owned assets. This may be achieved by establishing facility partnerships for co-building opportunities when undertaking major capital projects, the leasing of space within current assets, the disposition of properties and engaging in long term planning. Capital planning activities will be well informed, well-coordinated, transparent, sustainable and supportive of student achievement and well-being.

The Board will continue to address the future accommodation needs of students across the district with a focus on the priorities as outlined within the Board’s Capital Plan. No new accommodation reviews will be considered until the Ministry of Education’s revised Pupil Accommodation Review Guideline is complete, and the moratorium on establishing accommodation reviews and school surplus is lifted. Exploring opportunities for collaborative capital projects and shared-space opportunities with municipalities, co-terminus school boards, community partners, and agencies remains a priority.

Individual Education Plans (IEPs)

To support access to learning for students with special education needs, Individual Education Plans (IEPs) will continue to remain in effect as continuity of learning strategies are implemented. Students with special education needs are expected to continue to receive appropriate accommodations and modifications where necessary. In situations where the existing accommodations, modifications or alternative programming is not feasible, the school teacher and the school team will work with parents and families to determine the best strategies, on a case by case basis.

Identification Placement and Review Committees (IPRC’s)

Schools will be scheduling reviews of Identification Placement and Review Committees (IPRC’s) to be offered remotely at this time.

School-Based Staff

Teachers and Educational Assistants in Special Education System Classes continue to provide programming suited to the goals and learning profiles of the individual students in their classes, with an emphasis on practicing skills already taught to maintain and apply in their home environments and supporting the development of new skills with a focus on the learning goals established in their Individual Education Plans.

Differentiated Learning Resource Teachers(DLRTs) continue to support and coordinate special education processes at the school level, and are available to work with classroom teachers in adapting any accommodations given the nature of the virtual learning environment. DLRTs will be supporting the school regarding special education processes, including the annual Identification Placement and Review Committees (IPRCs) and student transition planning.

Educational Assistants continue to support remotely, the students they are assigned to support, in collaboration with the classroom teachers. They will be working with the classroom teachers to ensure the ongoing engagement and success of students through the preparation of individualized learning materials for students and working with individual students through a variety of remote methods (phone, email) to deliver program for specific students as determined by the teacher.

Central Support Staff

Itinerant Teachers, Psychology, Behavior and Speech and Language Professional Staff are available to consult and support the school staff with resources including accessible formats and strategies as needed to further support the classroom teacher and DLRT as they implement and adapt accommodations and modifications. Professional support staff are also supporting in the building of relevant professional learning resources to support students, families and/or staff.

We continue to consider the different ways in which our professional support staff can work remotely to provide consultation, resources, collaborative planning (such as transition planning and behaviour management planning) and other supports to teachers and or families where appropriate and in line with applicable privacy legislation and regulatory bodies connected to professional staff.

Mental Health Staff

Our Mental Health staff are providing prevention and intervention resources and information, mental health check ins, and intervention services.

The Mental Health Team for the NNDSB are currently providing mental health supports to students remotely. This includes, “check ins” for students currently receiving prevention and intervention services in schools with mental health staff and those students who come to the attention of staff during the school closure period, as needing additional support. Students and families are encouraged to seek support through our Social Work team following the guidance and links provided on our board website.

Mental Health resources are available through our Board website at We Are Here to Help.

SUPPORTING OUR CHILDREN DURING COVID-19

Children and teens take their cues and react based on how the adults around them react. If parents and teachers are dealing with the COVID-19 outbreak calmly and confidently, this will assist children and students as they cope with this situation. It is important to be prepared. “It is not a crisis if the adults know what to do”!

SHARE THE FACTS – if you name it, you will tame it!

Be prepared to speak to the facts about COVID-19 at a level children can understand. Having accurate information helps regain a sense of control and mastery over the situation. Avoid excessive details and stick to just the basic facts on how it might affect them. Also, limit their exposure to news feeds and social media as children can easily misinterpret something they have seen or read. Encourage them to come to you if they have any questions, and together, you will get the correct answers. Remember to be a good listener and encourage their questions.

http://theconversation.com/coronavirus-qandas-answers-to-7-questions-your-kids-may-have-about-the-pandemic-133576

PRACTICE CORRECT HAND WASHING WITH YOUR CHILDREN

Explain how important hand washing is to keep us all safe and show them the best way to wash your hands. Have a supply of hand soap with kid appeal if you can get it! Teach them how to cough in their elbow and how to use Kleenex to cover spray. Make it a fun experience by making up short songs that ensure a good wash.

PROVIDE REASSURANCE

Reassure children that they are safe and that it is the job of adults to do what is best to keep them safe. Point out how our governments are doing an excellent job of supporting us, and that is why the schools are closed. Brilliant doctors and other health professionals are giving us the best advice they can, and we should follow the directions they give us even though it may not be fun. Explain that sleepovers are not a good idea as we don’t know who has been exposed, so that is why we are all staying home, so we don’t spread COVID-19 to one another.

NORMALIZE AND VALIDATE FEELINGS

Be sure to validate any feelings they express and assure them that being worried and fearful in this situation is normal and that we are all having those feelings. Explain that it is important to talk about our feelings and to develop coping strategies. Discuss with the child what helps them in these situations and remember that each child is a little different in what comforts them. You can offer suggestions but let the child tell you what they need.

HAVE A PLAN

As a family develop a plan on how you are going to manage the school closure, how to support and maintain contact with grandparents, how you are going to get supplies, who the children can associate within the neighbourhood and what the restrictions are. Explore ways they can connect with their friends. Explain the differences between social isolation, quarantine, and social distance and when which one would apply.

https://newsnetwork.mayoclinic.org/discussion/helping-kids-cope-with-the-covid-19-pandemic/

KEEP UP REGULAR ROUTINES

Children experience a sense of safety and security when regular routines are established.  Understand that children have had all of their activities taken away and might be feeling a sense of loss. Set up a routine that, if possible, continues their activities but on a smaller scale. They still need to practice and stay engaged, as this situation will not last forever.  Create, if possible, a schedule of learning activities that mimics school routines and/or build in fun activities that encourage creativity. Set aside a time for reading. There are excellent read-aloud books and videos for younger students that address worrying.

Wilma Jean and the Worry Machine

https://www.youtube.com/watch?v=gpAijfP99Ng

Jacks Worry

https://www.youtube.com/watch?v=TQ0wyzjr5mg

CREATE A LIST WITH YOUR CHILDREN OF FUN THINGS TO DO

Engage children in creating a fun list of activities to do. This might be the opportunity to coach them on how good boredom is! Children need to be encouraged to engage during their own undirected play and downtime. Outside play in nature has a healing effect and can reduce stress levels. Children also like to contribute, and you may have to work at home. Set up a chore jar with rewards and share with them how helpful it will be to you as you must still work. Praise and reward the efforts!

WHAT TO DO IF YOU DO NOT THINK YOUR CHILD IS COPING WELL

Most of the local community agencies are providing phone and telehealth services and are encouraging people to reach out when needed. Professional services can be provided in different ways in the short term so it is important that you reach out for support.

Please see our board website for contact information connected to our counselling team or email our Social Workers at socialwork@nearnorthschools.ca.

Hands the family help network is the local Children’s Mental Health Centre for our regions.

https://thefamilyhelpnetwork.ca/   crisis line 1-844-287-9072

Kids Help Line: 1-800-668-6868

https://kidshelpphone.ca  for online chat

Text: 686 868

Prepared by: NNDSB Mental Health Team