Beyond our Borders - Kawartha Pine Ridge District School Board

Beyond our Borders
Director’s Report
2011

“Our mission is to educate our students
to excel in learning, to succeed in life,
and to enrich our communities.”
Some of our 2011 Success Stories
H Eight KPR schools received Ontario EcoSchools certification in spring 2011. Dr. G.J.
MacGillivray Public School and East Northumberland Secondary School earned gold
status; George Hamilton, Kirby Centennial, Northumberland Hills, Percy Centennial
and Waverley Public Schools earned silver; and Cobourg DCI West earned bronze.
Schools must apply annually and meet rigorous standards to receive their EcoSchool
certification.
H The Pines Senior Public School organized an event with neighbouring schools, which
broke the Guinness World Record for most people exercising to a video game; 783
people took part in the May 2011 event behind the school.
H KPR schools and departments raised about $15,400 to benefit tsunami and earthquake
victims in Japan. Schools donated the funds to organizations providing disaster relief
in Japan, such as the Red Cross.
H Deborah St. Amant, Core French teacher at Spring Valley Public School, was selected
by the Canadian Teachers’ Federation to represent Canadian Aboriginal teachers at
Education International’s 6th World Congress in South Africa.
H About 50 community agencies throughout the KPR area signed the Community Threat
Assessment Protocol: A Collaborative Response to Assessing Violence Potential in
2010-11. The protocol outlines how local school boards and agencies work together
to identify and support children and youth at high risk of committing serious harm
to themselves or others. Partner agencies include police and fire services, hospitals,
Children’s Aid and John Howard Societies, and others.
H Students from Peterborough Collegiate and Vocational School received votes from
more than 50,000 supporters world-wide in placing second in the Walk the Walk
competition, as part of the US Open of Surfing, at Huntington Beach, California.
H KPR schools raised $238,763.20 in 2010 for the Terry Fox Foundation. The Foundation
announced four KPR high schools were among the top 20 in Ontario. East
Northumberland Secondary School ranked 3rd among high schools, raising $36,625;
Crestwood was 8th at $26,091.90; Kenner CVI was 17th at $18,409.58; and Adam Scott
CVI was 20th at $17,778.50.
H The Campbellford DHS Senior Jazz Ensemble won the school’s 24th national Gold
award at Musicfest Canada. Congratulations also go to the Junior Jazz Ensemble,
which won a silver; to students Adam Finley and Peter Crate, who received music
leadership awards; and to teachers Dave Noble and Michelle Noble.
H Dr. Lynn Kostuch, Instructional Leadership Consultant: Research and Accountability,
recently served as President of the Association of Educational Researchers of Ontario.
The Association of Educational Researchers of Ontario (AERO) was established in 1972,
and its objectives are to promote and improve research and evaluation in Ontario
school systems.
H John Lawrence, Superintendent of Education: Business and Corporate Services, was
elected as President of the Educational Computing Network of Ontario.

From the Director
From the Chairperson
W. R. (Rusty) Hick
Director
At the Kawartha Pine Ridge District School Board,
we know that our school system and public education
in Ontario are among the very best in the world. This
knowledge is validated by independent analysis, through
international testing, when educational leaders come
from across the globe to examine our practices, and in
the post-secondary success demonstrated by our students
in a global society.
The students and staff of our Board showcase this
excellence, beyond the borders of our communities,
in a number of pursuits provincially, nationally and
internationally. With our 2011 Annual Report, we are
pleased to celebrate these accomplishments with you.
Our students’ accomplishments are many, varied and,
indeed, world-class – from Kelaiah Guiel’s nationally
recognized Remembrance Day poster which is currently
displayed proudly in the National War Museum, to national music award winners, to national
science fair participants, including Shayla Larson and Adam Noble, Gold Medal recipients and
Manning Innovation Award winners whose work has been recognized in Stockholm, Sweden.
While we shine a spotlight on the few to illustrate the success of many, we continue to focus
on achievement and success measured in broad terms, accomplishment that encompasses all
dimensions of personal development; intellectual, social, physical, emotional and spiritual.
We also know that in terms of provincial testing results we continue to make outstanding
progress. Our students are benefitting from some of the specific strategies that we have put
in place, such as reading recovery, to help them succeed.
We live in a world of globalization and rapid change. Now, more than ever, we need creative
thinkers and innovative leaders to contribute to social, technological and environmental
advancements. Toward that end, we are very pleased that our new strategic plan will address
these challenges and help prepare students to live, learn and lead in a changing world.
Our Board Mission, Vision and Values are solid and broadly supported, and have become
part of the fabric of our district. Along with our focus on the principles of inclusion,
accountability and citizenship, these form a strong foundation for our work.
Thank you for taking the time to reflect on the accomplishments of our school board, and
our students, beyond our borders.
Diane Lloyd
Chairperson
With this report, we celebrate a year in our life as
the Kawartha Pine Ridge District School Board. My
fellow Trustees and I are once again honoured to be a
part of what we believe is essential for the continued
success of our communities, province and country – the
education of our youth.
Through our 2011 Annual Report, we are, at a
glance, providing those we serve with a sense of the
wonderful efforts and accomplishments of our students
and staff. This year, we have captured these moments
in time with the theme “Beyond Our Borders,” to
represent the ways our students are excelling and
contributing on the provincial and national stages.
We are also looking forward to new successes with
the adoption, this past November, of our new strategic
plan: Living, Learning and Leading in a Changing World.
As you will read later in this report, our plan was developed after widespread consultation
with our communities. We are eager to embrace the challenges and opportunities that lie
ahead.
Together with our community partners, we will continue to focus on student development
and success, sustaining our growth and achievements to date. We also will be accountable
to the public we serve. We are a public institution, and our parents and communities need
to know how we are doing, and where we will be looking to improve.
As Trustees, we will continue to advocate positively on behalf of those we represent,
and ensure that the aspirations of our students, parents and stakeholders are being met.
We value our partnerships with our school council communities and strive to ensure
their voices are being heard. Together with all of our community and stakeholder partners,
we will continue to be a school district that supports learning and is responsive to the needs
of our students.
As you read this report, we urge you to reflect not only upon the current and past
success of our students, which we are very proud to share, but also how we will work
together toward their future success.

2011 Program Highlights
Early Learning Program
With two years of full-day kindergarten now in place, 888
children within 15 elementary schools are benefitting from the
opportunities provided through the Early Learning program.
In addition, many kindergarten children are participating in
the extended day programs offered within several of our
schools, provided by third-party not-for-profit licensed child
care partners. Through collaboration and cooperation, Early
Childhood Educators and teachers work together to deliver a
seamless day of play-based learning.
The following schools now have full-day kindergarten in
place, with many offering extended day programs:
– Apsley Central Public School, Apsley*
– Brighton Public School, Brighton*
– Central Public School, Bowmanville*
– Charles Bowman Public School, Bowmanville*
– Colborne Public School, Colborne*
– Ganaraska Trail Public School, Port Hope*
– Grant Sine Public School, Cobourg
– Hastings Public School, Hastings
– Havelock-Belmont Public School, Havelock
– Keith Wightman Public School, Peterborough
– Northumberland Hills Public School, Castleton
– Orono Public School, Orono
– Otonabee Valley Public School, Peterborough*
– Prince of Wales Public School, Peterborough*
– Roseneath Centennial Public School, Roseneath
* These schools also have school-based extended day programs
provided by third-party child care partners.
As we continue to roll out the Early Learning program, annual
surveys will aid us in determining the viability of providing
extended day programs within our schools.
Parents and Community: Our Best Partners
In Kawartha Pine Ridge, we continue to focus on building
positive relationships with our parents and community
members. One of the ways we do this is through our annual
Parent Conference. At our eleventh annual conference –
Success at School and Home! – parents, community members,
and staff came together in practical parenting and educationbased
workshops. This year’s conference featured a keynote
address by Alison Griffiths, author and television personality,
who dispensed entertaining, practical advice on financial
literacy for people of all ages.
For the first time this year, we also held a series of regional
parent workshops in April 2011. Sponsored by our Parent
Involvement Committee, these parent information sessions
were held in Clarington, Northumberland and Peterborough,
focusing on some of the following areas of interest for students
and parents:
– Anxiety, Stress and Peer Pressure Among Students
– Understanding the Ontario Curriculum and Provincial
Testing
– Post-secondary Path: Helping Your Child Chart a Course
Pathway
– Navigating the World of Special Education
– Who Does What: Understanding KPR and Public
Education.
We are fortunate to have a thriving base of supportive parents
who get involved in so many ways – from at-home support, to
in-school volunteering, to school councils and regional school
councils, to our central Parent Involvement Committee. We
witness daily the positive effects of parental involvement. When
parents are involved in education, students do better.
In addition to regular, ongoing parental involvement
activities, 30 of our schools have applied for and received
Parents Reaching Out Grants to encourage increased levels of
involvement in their school communities this year. The grants
supported projects such as: Family Math Night at C.R. Gummow
Public School, Learning Better with Healthy Eating at Spring
Valley Public School and In Tune with Technology at Home
and School at King George Public School. These activities are
cooperative projects initiated by school councils and supported
by school administration.
Alternative Education
We know that regular school programs do not always serve the
needs of all our students. The Supervised Alternative Learning
(SAL) program has been successful at supporting many of our
most vulnerable students.
This individualized alternative education program is designed
to create success for disengaged students. Through the SAL
program, individualized plans are crafted to meet the needs of
the student and provide for either part- or full-day alternative
placements for students, for the most part on a short-term basis
to assist them with resolving issues which are barriers to their
success in school. These plans are developed with input from
the student, parents or guardians, school staff, community
partners and a school board counsellor. A committee approves
the SAL placement and defines the length of time for which
SAL is approved.
Last year the SAL program helped 114 students earn a total
of 59 credits towards their diplomas.

Advancing Equity at KPR
Kawartha Pine Ridge values the contribution of all members
of its diverse community to the achievement of its mission and
goals. Our continuous improvement requires the creation and
maintenance of safe, fair, nurturing, positive and respectful
working and learning environments.
Over the course of the past year, we engaged in a widespread
consultation process with both staff and community members,
which led to the creation of our Multifaith Accommodation
Guidelines. This is one of several opportunities that have helped
to expand our community partnerships. We will be working
together as a system to implement these guidelines in a manner
that respects all employees.
In addition to our standing committees and structures, we
have been working collaboratively on many important initiatives
to help spread awareness and support for equity and inclusion.
Some of these efforts include the development of:
– Accessibility Awareness Resource Package for Grades
7-10
– Hate Crimes and Human Rights Resource Package for
Grade 10 Civics
– Bias Staff Training Module available for all school board
staff
– School Equity Contact resources and support
– Workplace Harassment training, and
– Settlement Workers in Schools partnership with the New
Canadian Centre to help newcomer students and their
families.
To monitor our progress in the area of fostering equity, diversity
and inclusion, we are embarking on a partnership project
to identify key performance indicators. To help embed the
principles of equity and inclusion in all aspects of school board
operations, we are in the midst of creating a three-year Equity
Strategy that will be aligned with the Strategic Plan of the
school board, our leadership training plans, and Accessibility for
Ontarians with Disabilities legislation. We are excited to work
with our students, staff, parents and community partners in
all of these areas to support organizational effectiveness and
accountability, creativity and innovation.
Aboriginal Education
We believe it is essential that First Nation, Métis and Inuit
students are engaged and feel welcome in school, and that they
see themselves and their cultures reflected in the curriculum
and the school community.
As part of this commitment, we are implementing the
Ontario Ministry of Education’s First Nation, Métis, and Inuit
Education Policy Framework. Its aim is to help all students
in Ontario understand and appreciate contemporary and
traditional First Nation, Métis, and Inuit traditions, cultures and
perspectives.
With the Ministry of Education’s support for the
implementation of the policy framework, we provide a twoday
learning session called Legacy of Respect, which started last
year and will continue again in 2011-12. The participants in
these sessions consist of the teacher-librarian and a classroom
teacher from each of our elementary and secondary schools.
In partnership with our First Nation communities, our teachers
gain a greater awareness of how to help our students gain a
better understanding and appreciation of contemporary and
traditional First Nation, Métis, and Inuit traditions, cultures and
perspectives.
We continue to build the components of the policy
framework within our Board improvement plan and school
improvement plans, with the provincial vision guiding us as we
develop curriculum and resources to support all schools in our
system. Artists, musicians, treaty writers and local First Nation
community members are critical education partners within
KPR schools. We continue to enhance our Aboriginal Peoples
website, and our Advisory Committee on Aboriginal Issues
(ACAI) provides advice to ensure our resources, contacts and
programs, such as the voluntary self-identification process, are
supported, public and accessible.
We are fortunate to have many students with First Nation,
Métis or Inuit heritage in our schools. Moving forward, we
hope to genuinely reflect the contemporary and traditional
experiences of our Aboriginal students and community
members in our classrooms.
Our students’ accomplishments are many, varied
and, indeed, world-class.

Remembering the Past; Building toward the Future
As our students develop the academic skills we know are
crucial for their future success, we also focus on achievement
and success measured in broader terms that encompass all
dimensions of personal development.
We know our children are not only great students, but
responsible and contributing citizens of our community and
country.
“I think being compassionate, caring, loving, giving and
respectful are very important qualities that everyone should
have,” says Kelaiah Guiel, a Grade 7 student at South
Monaghan Public School in Bailieboro.
“Good morals and values are essential for developing good
character, and it is the responsibility of parents and guardians
to instill this into their children,” says Kerrie Guiel, Kelaiah’s
mother.
“A child learns a great deal from simply watching how
we as parent and elders deal with each other with day to day
issues. They need to see examples of respect, kindness, and
other values to help them develop and become a well-rounded
person. As the Dalai Lama said, “It is vital that when educating
our children’s brain that we do not neglect their hearts,” says
Terry Guiel, Kelaiah’s father.
Last year, Kelaiah showcased her character through a
contribution for the entire country to enjoy.
In October 2010 Kelaiah submitted a poster for the local
(Millbrook) Legion’s annual poster story competition in honour
of Remembrance Day.
Kelaiah’s poster won the Junior colour poster category.
Kelaiah’s poster then went on to place first at the district and
provincial levels.
In national competition against entries from across Canada,
Kelaiah’s poster depicting the contributions of Canadian Forces
members on land, air and sea, was awarded the first prize. It
was deemed the finest in the country.
“I have great pride and respect for my country and for
the people who fought for it. I felt that creating this poster
was a great way to show my gratitude towards them, and my
country,” says Kelaiah.
“We are extremely proud of Kelaiah for her academics, arts
and music, but more importantly for her as a person,” conclude
Kerrie and Terry.
We know our children are not only great students,
but responsible and contributing citizens
of our community and country.
Kelaiah Guiel’s poster is currently displayed in the National War Museum in Ottawa.

KPR Leaders on the National Stage
Of the estimated 25,000 students who compete in science fairs
across the country annually, only 500 are selected to attend the
Canada Wide Science Fair. Of those 500, only a handful have
the opportunity to walk across the stage and receive an award
at the national level.
In 2011, five students of our Board were among those
chosen few: Laurence Emery, Kaitlyn Bulmer, Madeline Stever,
Shayla Larson and Adam Noble. Laurence Emery, currently a
Grade 8 student at Queen Mary Public School, was awarded
a Bronze Medal in the Junior Division and a $300 prize for his
project studying the effects of road salt on Daphnia, titled “Ecofriendly
Road Salt: What do Daphnia Have to Say About It?”
Kaitlyn Bulmer, now a Grade 10 student at Kenner Collegiate
Vocational Institute, showcased the effect of stem colour
change in plants. Madeline Stever, also a Grade 10 student
at Kenner Collegiate Vocational Institute, won a Silver Medal
in the Intermediate Division and was awarded $700 in prizes
for her project titled “Sunscreen: The Good, The Bad and The
Metallic Taste in my Mouth – Part 2.”
The work of Shayla Larson and Adam Noble, currently
Grade 12 students at Lakefield District Secondary School, was
also exceptional. They were national Gold medal recipients in
the Senior Division Environment Challenge category for their
project titled “The Hazards of Nanosilver Uncovered.” Shayla
and Adam also received other special awards for their project
including: the Canadian Stockholm Junior Water Prize, the
Manning Innovation Achievement Award and the Manning
Young Canadian Innovation Award. Their awards totaled over
$7,000 in monetary prizes and over $21,000 in scholarships.
Their project was also chosen to compete for the Junior
Stockholm Water Prize in Sweden.
“We will always be grateful for the excellent opportunities
our science fair involvement has provided for our future. We
couldn’t have accomplished what we did without the support of
our entire school, especially our excellent science department,”
says Shayla. “Our teacher’s encouragement enabled us to step
outside the classroom to explore, and even contribute, to the
real world of science.”
“I feel that our success at science fair began in the science
classroom with our teachers, especially Jennifer Adams,
encouraging all students to explore independent science
investigations. Our school, and members of the Peterborough-
Lakefield community, supported our ideas and helped make it
possible for us to succeed,” says Adam.
“Our science department does classroom projects and we
really enjoy seeing what the students come up with as they
choose a project that interests them. They are keen, as it is
a topic of interest to them, but they must use the scientific
approach to study the problem (controls, variables, statistical
analysis),” says Jennifer Adams, science department head at
Lakefield District Secondary School. “The projects turn students
on to science, and we have seen a number of cases where the
students continue the study at the university level.”
“To win a medal when competing in our national science fair
is an exceptional achievement. To win a gold medal at this level
of competition in science is an outstanding achievement. Adam
and Shayla have extended their reach significantly by winning
recognition at the international level of science competition,”
says Dr. Ann McIlmoyle, a retired science department head from
Adam Scott Collegiate Vocational Institute who, along with
teacher Donna Clysdale, supported Shayla and Adam with their
project.
We live in a world of globalization and rapid change. Now
more than ever, we need creative thinkers and innovative
leaders to contribute to social, technological and environmental
advancements. At the Kawartha Pine Ridge District School
Board, we are heartened by our students’ contributions and
leadership within our ever-changing world.
>
Adam Noble and Shayla Larson, currently Grade 12
students at Lakefield District Secondary School, were
national Gold Medal recipients in the Senior Division
Environment Challenge category for their project titled
“The Hazards of Nanosilver Uncovered.”
Now more than ever, we need creative thinkers and innovative leaders
to contribute to social, technological and environmental advancements.

Marshall Hohmann – Beyond Physical Borders
Marshall Hohmann is a senior student at Clarington Central Secondary School. Diagnosed with Cerebral Palsy, Quadriplegia, and
with very limited use of his arms and legs, he communicates through use of a head switch connected to a DynaVox voice output
device that allows him to select letters and words by movements of his head. A supporter of the Board’s investment in wireless
technology for all schools, Marshall has also been instrumental in identifying the need for glass convex mirrors in the hallways of his
school to support mobility for himself and others. With the permission of this extraordinary student, we are sharing a condensed
version of Marshall’s educational presentation to the Board in September, 2011:
Since I last visited one year ago, a lot has happened to
me which I wanted to share with you – not only to fortify
the importance of education but the perseverance that has
to be in place by someone like myself. This burning desire
needs to be nurtured and supported by not only the Special
Education Department, which does a great job, but by all
teaching staff, support staff and heads of the departments.
Education is fundamental for a kid’s success, but the right
tools and people are the key to the door of success.
I know someone like myself comes along very rarely,
but I’d like to work with this Board to ensure that the frustrations that
have oppressed me, on top of my disability, can indeed be averted in the
future for other students. It is the responsibility of the educators and support
staff to read and totally digest how to implement and put into action the
individual education plan. It’s not asking a lot – it’s asking everyone to use
their full potential and skill to educate in the best possible way for every
individual student, disability or not.
I just want to be a hard-working student to the very best of my ability,
despite my disability. Please do not underestimate any child’s potential.
We need you to help us succeed in life. You need us too. God has
given us all a purpose or we would not be here. It’s ability, not disability. I
appreciate all that has been done to support my years as a student in this
Board.
Please help others to shoot for the stars and achieve their dreams and
goals.
Thank you.
2011 Highlights for Marshall
– Completed a double credit co-op at Holland Bloorview in their
research department, working with the Canadian Institute for
Health and Research researching the optimum environment
for severely disabled youth. Marshall was a speaker at the
press conference, where he met the Federal Health Minister.
Marshall also participated in the second year of the study,
both as a research client and as part of their team to advise
them so others with very high needs could participate.
– March Break was spent working in Toronto at the Ontario
College of Art & Design (OCAD) in the research department,
beta testing cell phones for users with special needs. Marshall
can text friends with his head switch and they can call and
hear his answer on his voice output unit. Marshall is currently
doing a co-op at OCAD to continue with the research; this
time on gaming systems.
– Honour Roll
– Voted Prom King
– Speaking engagements on accessibility and inclusiveness
around the region. Received a personal letter from Lieutenant
Governor David C. Onley.
– Chosen to carry the 21st anniversary medal of the Rick Hansen
Cross-Canada Accessibility Tour through Bowmanville and
Durham Regions. Delivered a speech at the Garnet Rickard
Centre, and met Rick in person. The mayor of Clarington
quoted Marshall from that speech when he made his
commencement address.
– Sponsored to become a member of the International Society
for Augmentative and Alternative Communication.
– Rode his reverse recumbent bike across Durham Region
as part of a cross-Canada venture called Kilometres for
Communication.
– On the mentoring panel for the Youth at Work Program for
youth with disabilities at Holland Bloorview.
– Entered the Harbourfront Scotiabank Marathon doing the
5 km portion on his bike, and raising money for the Grandview
Children’s Centre.

All Students are Special
In our Board, we believe that all students can learn, and all
students are capable of making positive contributions to their
community schools. We develop strategies to help every student
succeed, regardless of personal circumstances. In consultation
with our stakeholders, and as part of our commitment to
inclusion, we are continually looking for better ways to serve
our most vulnerable students. Our quest for improvement
has resulted in a professional development focus which has
intentionally targeted capacity building of Special Education
Resource Teachers, to ensure that Individual Education Plans
for students with special needs are implemented effectively in
classrooms.
Our objectives within Special Education Services remain
clear:
– We provide services to schools to help them support
students with special needs.
– We provide services to schools to raise their capacity to
support students with special needs.
We also are proud to be a certified provider of Additional
Qualifications courses, recognized by the Ontario College
of Teachers. Special Education is our most highly subscribed
subject area, and we trained over 80 teachers during the
2010‐11 school year.
Access to assistive technologies
for students with special needs
continues to be a source of pride for
our board. Last year, we provided
netbooks, computers and associated
training for more than 750 students,
to support their development and
success.
Students with special needs in
our district continue to demonstrate
growth over time, and outperform
their provincial counterparts on
Education Quality and Accountability
Office (EQAO) assessments. Over the
last five years, we have seen a 20%
increase in reading achievement and a
24% gain in the number of Grade 6 students with special needs
meeting the provincial standard in writing. The news is even
more positive for students with special needs in Grade 3, where
we have demonstrated improvement of 34% in writing.
Beyond Learning Borders
Nathan, a Grade 1 student at Dr. Ross Tilley Public School in
Bowmanville, was having a little trouble learning to read.
Nathan’s mother, Tara Tremblay, was concerned that his
struggles were going to make it hard for him to continue to
develop and succeed in school.
We know that some students progress at a different pace,
and where reading is concerned, we especially want to ensure
that fundamental building blocks are in place for future success.
For some students, like Nathan, that means a dedicated
program of reading support can work wonders.
At Dr. Ross Tilley, teachers Candace Campbell and Susan
Boyce, and the school’s Reading Recovery program, were there
to help.
Reading Recovery is a short-term intervention intended
to serve students who are in Grade 1. The goals of Reading
Recovery are to promote literacy skills, reduce the number of
Grade 1 students who are struggling to read and write, and
prevent long-term reading and writing difficulties. Tutoring,
which is conducted by trained Reading Recovery teachers, takes
place daily for 30 minutes over 12-20 weeks. While in Reading
Recovery, the child has two teachers – the classroom teacher,
who teaches reading and writing throughout the day, and the
Reading Recovery teacher, who gives intensive support in oneto-one
tutoring sessions.
“Reading Recovery is fun! I learned my letters and the
letters make sounds. I can read because I look at the letters
and I know what to do. I look at the pictures and they help
me, too,” says Nathan.
Tara Tremblay is also a big fan of the Reading Recovery
program.
Candace Campbell, Nathan and Susan Boyce work
together to help Nathan improve his reading skills.
“I am so thankful Nathan has been accepted into the
Reading Recovery program. Not only has the program helped
him with reading, writing letter sounds and spelling; it has given
him self-confidence and the drive to want to learn more. I have
seen tremendous progress in such a short time and I am hopeful
that Nathan will be at the appropriate level very soon,” says
Tara.
“Reading Recovery is unique in several ways. We take kids
who are struggling and carefully observe how they are reading
and exactly what they know about the reading process. We
identify the strategies the child is using and then we carefully
design our daily lessons to build on them,” says Candace.
“Reading Recovery works! As an educator and a Grade 1
classroom teacher, I have seen the benefits of this program and
the success of the children in it. It truly is a program that is
designed, in theory and in practice, to focus on the individual
needs of each child,” says Susan. “Reading Recovery not only
promotes literacy growth, but also self-confidence and overall
academic success. As a result of this early intervention, students
see themselves as ‘readers’ just like the rest of the class.”
Since 2010 our Board has committed almost $2 million to
implement our Reading Recovery program which helps students
catch on to the complex set of concepts that make reading
and writing possible. Besides Dr. Ross Tilley, this program is
contributing to student success at:
– Beatrice Strong Public School, Port Hope
– Brighton Public School, Brighton
– Colborne Public School, Colborne
– Grant Sine Public School, Cobourg
– Havelock-Belmont Public School, Havelock
– Highland Heights Public School, Peterborough
– John M. James Public School, Bowmanville
– Lydia Trull Public School, Courtice
– Norwood District Public School, Norwood
– Otonabee Valley Public School, Peterborough
– Prince of Wales Public School, Peterborough
– Ridpath Junior Public School, Lakefield
– Roger Neilson Public School, Peterborough
– Roseneath Centennial Public School, Roseneath
– S.T. Worden Public School, Courtice
– Vincent Massey Public School, Bowmanville
Candace believes the Reading Recovery program works
because, in collaboration with the child’s home-room teacher,
it provides dedicated time and resources specific to each child’s
needs.
“I am very proud to be working with these children, and the
potential effect we have on changing their lives is very powerful
and rewarding for me as an educator.”

Growing Success One Student at a Time
Great things are happening for the students of our Board.
This is evident in Grafton Public School where, in the
most recent round of provincial testing, student achievement
has seen a 37% improvement in Grade 3 Reading, a 34%
improvement in Grade 3 Writing and a 35% improvement in
Grade 3 Mathematics.
This impressive improvement in year to year results
continues at the Grade 6, level where students have improved
their results by 16% in Reading and 7% in Writing, while Grade
6 Mathematics continues to be above the provincial average.
Sarah Cook, Grade 3 teacher, attributes the incredible
improvements in the students’ results to a focused and
collaborative effort on behalf of all students, staff and, most
importantly, parents.
“When the whole school community works together,
believes in each and every student and commits to his or her
achievement, great things can be accomplished,” says Sarah.
Della Lee, who teaches Grade 6 at the school, also credits
teamwork as the key to the children’s success.
“I am proud to work with dedicated teaching colleagues
who create classroom learning environments in which students
are assisted to develop the skills and strategies to be able to
approach all learning with confidence and all tasks with a
positive attitude,” says Lee.
“As a school community, we are very proud of the efforts of
all of the students within the school,” says Joan Fortin, Principal.
“Improving student achievement results from a dedicated effort
by educators to learn and change so that effective teaching
practices are utilized. This focused inquiry is occurring across
our Board.”
Students from Grafton Public School
achieved impressive improvements in
EQAO results this year.
Students from across our schools have seen significant
and measureable improvements in provincial testing by the
Education Quality and Accountability Office (EQAO). We will
challenge ourselves to continuously improve, through focused
work by our students, staff, parents and community volunteers.
Schools like Grafton Public School, with committed students,
parents and staff leaders such as Sarah Cook, Della Lee, and
Joan Fortin, will continue to lead our way.
When the whole school community works together,
believes in each and every student
and commits to his or her achievement,
great things can be accomplished
Being Better at What We Do
At the Kawartha Pine Ridge District School Board we are
constantly looking for ways to improve what we do: providing
an education of the highest quality to our students.
We are committed to increasing student achievement,
closing the learning gap to help all of our students be successful
and building public confidence in our education system.
Our most recent system special education review continues
to support us with structures and processes that will further
augment special education services to our students and families.
In the past year, we have included our secondary schools
in our School Effectiveness Framework as a way to support
student learning, and to determine the resources required to
foster student success.
Adult professional learning communities in every school
provide our teachers with ongoing learning based on student
needs specific to literacy, numeracy, career pathways, and to
supporting community, culture and caring. The Teaching and
Learning department actively responds to the needs of each
school, as professional development is tailored to school
improvement plans.
Some of the strategies we continue to employ to help
improve outcomes for students and schools include:
– Schools in the Middle program in elementary schools, with
a focus on mathematics
– Early Reading Intervention initiatives such as Reading
Recovery and Leveled Literacy Intervention
– an Early Years Mathematics project in partnership with
Trent University
– Full-Day, Every-Day Early Learning programs
– a multidisciplinary team approach, in conjunction with
our Kindergarten teachers and our Speech and Language
staff, to assist our lower performing schools with oral
language strategies
– focused intervention in our lower performing schools
– transition initiatives between secondary schools and their
feeder elementary schools
– a focus on the implementation of Growing Success and
the new Assessment, Evaluation and Reporting policy,
Kindergarten to Grade 12
– principal and vice principal meetings focusing on school
improvement and effective practices, using student
evidence to guide our work, and
– participation in the Leading Student Achievement
provincial project.

Living, Learning and Leading in a Changing World
Since our inception as a school board, KPR has believed that
sound planning, in collaboration with our educational partners,
leads to continued success for our students. In practice, and by
policy, every four years we take time to ask ourselves, and the
parents and public that we serve, how are we doing? The result
of this process is a strategic plan that serves as our compass,
charting our course for the future. It focuses on how to build,
grow and change our organization, and drives budget decisions.
As part of our strategic planning consultation process,
over 1,400 community members participated in our online
strategic planning survey and four focus group sessions.
They included students, staff, parents, community members,
police, municipal, post-secondary, First Nations, child care and
social service representatives. The feedback received through
our consultation process is directly reflected in our 2011-14
strategic directions:
Living in a Changing World
– Belonging and Inclusion
– Healthy Living
– At-Risk Supports
– Student Engagement
We were impressed with the enthusiasm and insight of all
of the participants in our consultation process, particularly our
students. Cobourg District Collegiate Institute West student
Sarah Pudwell appreciated the opportunity to contribute as
part of a focus group: “Most questions focused on how to
improve life for students, so we had a first-hand perspective
on that, and it was really great to hear what everyone else was
thinking about.” Community member and retired teacher of
World Religions, Muhammad Shaikh, also found the experience
meaningful: “In terms of the quality of the process, everyone
had the opportunity to contribute, and people felt comfortable
to speak freely and give their opinions.”
Over the next few years, our progress in each of our strategic
directions will be captured and reported on twice a year in the
Areas of Emphasis document, and posted on our website.
Thank you to everyone who participated in this process, and to
everyone who will help us work towards these important goals
to help our students succeed in a rapidly evolving future.
Learning in a Changing World
– Equitable Access
– Critical Thinking
– Consistency
– Continuing Education
Leading in a Changing World
– Science & Technology
– Environment
– Careers
– Partnerships
LIVING
LEARNING
LEADING
Our Strategic Plan serves as our compass,
charting our course for the future.

Education Quality and Accountability Office (EQAO) Results
Test Score Results, 2006 – 2011
100
Reading
Grade 3
80
60
40
20
0
Prov. High Prov. Average Prov. Low KPR Average KPR Female
KPR Male
100
Reading
Grade 6
80
60
Highlights
40
20
Over the last two years, we have celebrated an upward trajectory of student
achievement for all learning pathways, Kindergarten to Grade 12 and including
students with special needs, as demonstrated in our provincial assessment results.
0
Prov. High Prov. Average Prov. Low KPR Average KPR Female
KPR Male
Highlights of our success this year, in comparison with last year’s results, include:
– 2% improvement in Grade 3 reading; provincial results improved by 3%
100
Applied Math
– 7% improvement in Grade 3 writing; provincial results improved by 3%
– no change in Grade 3 mathematics; provincial results declined by 2%.
We are now at, or above, the provincial average in all primary areas for the first time.
This includes:
– 4% improvement in Grade 6 reading results; provincial results improved by 2%
– 4% improvement in Grade 6 writing results; provincial results improved by 3%
– 1% decline in Grade 6 mathematics results; provincial results declined by 3%.
Grade 9
80
60
40
20
0
Prov. High Prov. Average Prov. Low KPR Average KPR Female
KPR Male
In Grade 6 results, we have narrowed the gap in writing and math, and moved above
the provincial average in reading.
Our significant improvements in EQAO results suggest that, while we are not
currently on pace with the government’s target of 75% on EQAO assessments for
Grade 6 reading, writing and mathematics by 2012, we are quickly closing the gap
toward that goal.
Grade 10
100
80
60
40
OSSLT
20
0
Prov. High Prov. Average Prov. Low KPR Average KPR Female
KPR Male

100
Writing
100
Math
100
Special Ed
80
80
80
60
60
60
40
40
40
20
20
20
0
Prov. High Prov. Average Prov. Low KPR Average KPR Female
KPR Male
0
Prov. High Prov. Average Prov. Low KPR Average KPR Female KPR Male KPR
0
Province KPR Province KPR Province
Reading Writing Math
100
Writing
100
Math
100
Special Ed
80
80
80
60
60
60
40
40
40
20
20
20
0
0
Prov. High Prov. Average Prov. Low KPR Average KPR Female KPR Male Prov. High Prov. Average Prov. Low KPR Average KPR Female
KPR Male
0
KPR
Province
KPR Province KPR Province
Reading Writing Math
100
Academic Math
100
Special Ed
80
80
60
60
40
40
20
20
0
Prov. High Prov. Average Prov. Low KPR Average KPR Female
KPR Male
0
KPR Province KPR Province
Applied Math
Academic Math
100
Special Ed
80
LEGEND
60
40
20
0
KPR
Province
2006–07
2007–08
2008–09
2009–10
2010–11

Our Financial Story
In June 2011, the Board approved a balanced operating budget of $377,664,448
for the 2011-12 school year. The budget included funding to support a number
of key areas of focus for the Board, such as expanding the Reading Recovery
program, classroom technology, and continuing to make support for students
with special needs a priority. The Board also approved a capital budget of
$24,970,503 to support construction of two new schools to replace existing
buildings: Ontario Street Public School, Bowmanville; and Brighton Public
School, Brighton.
We take very seriously our obligation to be an open and accountable fiscal and
administrative manager of public funds. It is a public trust with which we are
invested and value greatly.
Detailed information on our operating expenditures for 2010-11 is also provided
here.
Expenditure by Function
Budget 10/11 Actual 10/11 Actual 09/10
Restated in accordance
with PSAB
Instruction 283,288,298 279,469,668 271,111,734
Administration 11,854,203 11,530,536 13,298,350
Transportation 18,230,446 18,968,872 18,285,341
School Operations and Maintenance 30,365,866 29,429,696 28,622,282
Pupil Accommodation 13,370,901 15,473,709 14,836,739
School Funded Activities 10,600,000 9,516,233 10,106,979
Other 1,210,831 3,143,440 1,803,386
Total Expenditures 368,920,545 367,532,154 358,064,811
2011–12
Total Budget: $377,664,448
Student Enrolment
(Under 21 years of age)
Elementary 19,913
Secondary 12,177
————
Total 32,090
EXPENDITURE BY PERCENTAGE
Instructional 76.04 %
Administration 3.14 %
Transportation 5.16 %
School Operations and Maintenance 8.01 %
Pupil Accommodation 4.21 %
School Funded Activities 2.59 %
Other 0.86 %
Instruction
> 75%
Staffing
Teachers 2,089
Instructional Support 662
School Administration 293
Central Administration 114
School Operations 303
————
Total Staff 3,461
Expenditure by Object Budget 10/11 Actual 10/11 Actual 09/10
Restated in accordance
with PSAB
Salary & Wages 249,274,000 251,786,095 243,886,803
Employee Benefits 36,334,665 36,472,291 33,639,300
Staff Development 1,332,668 1,210,100 1,150,213
Supplies & Services 29,962,362 28,850,918 28,909,813
Interest 4,612,447 4,711,462 3,627,388
Rental Expenditures 465,645 355,103 439,580
Fees & Contract Services 24,386,495 23,707,487 25,390,784
Other 1,958,781 1,399,770 1,742,060
Amortization 9,993,482 9,522,695 9,171,891
School Funded Activities 10,600,000 9,516,233 10,106,979
Total Operating Expenditures 368,920,545 367,532,154 358,064,811

Our Trustees and Senior Administration
Our Trustees
Diane Lloyd (Chairperson 2011-12)
Townships of Galway-Cavendish & Harvey, North Kawartha,
and Smith-Ennismore-Lakefield
Angela Lloyd (Vice-chairperson 2011-12)
Townships of Cavan Monaghan, Douro-Dummer
and Otonabee-South Monaghan
Cathy Abraham Municipality of Clarington
Steven Cooke Municipality of Clarington
Wes Marsden First Nation Band Councils: Alderville, Curve
Lake and Hiawatha
Cyndi Dickson Municipality of Brighton, City of Quinte West-
Murray Ward, Township of Cramahe
Gordon Gilchrist Town of Cobourg, Townships of Alnwick/
Haldimand and Hamilton, Municipality of Port Hope
Rose Kitney City of Peterborough
Jaine Klassen Jeninga Town of Cobourg, Townships of
Alnwick/Haldimand and Hamilton, Municipality of Port Hope
Shirley Patterson Townships of Asphodel-Norwood and
Havelock-Belmont-Methuen, Municipality of Trent Hills
Roy Wilfong City of Peterborough
Christopher Grouchy Student Trustee (2011-12 School Year)
Supervisory Officers
W.R. (Rusty) Hick
Director of Education and Secretary of the Board
Catherine Foy
Superintendent of Education: Student Achievement
Steve Girardi
Superintendent of Education: Student Achievement
John R. Lawrence
Superintendent of Education: Business and Corporate Services
Jennifer Leclerc
Superintendent of Education: Teaching and Learning
Peter Mangold
Superintendent of Education: Student Achievement
Scott Pollard
Superintendent of Education: Human Resource Services
Shelly Roy
Superintendent of Education: Student Achievement
Martin Twiss
Superintendent of Education: Student Achievement
Who We Are
The Kawartha Pine Ridge District School Board encompasses
almost 7,000 square kilometres, including the Municipality
of Clarington, Northumberland and Peterborough Counties.
We serve the communities located in the Kawarthas to the
north, and south to Lake Ontario. Hastings County is our
eastern border and our western border extends to the City
of Kawartha Lakes and to the edge of the City of Oshawa.
We have 76 elementary schools and 17 secondary schools,
including three adult and alternative learning centres to
serve our urban and rural communities.
– Most northerly school: Apsley Central Public School,
Apsley
– Most easterly school: Stockdale Public School, Stockdale
– Most westerly school: S.T. Worden Public School,
Courtice
As of October 31, 2011, we had approximately:
– 34,515 students (32,361 full-time equivalent)
– 21,995 elementary students (19,975 full-time
equivalent)
– 12,520 secondary students (12,386 full-time equivalent)
– 23,000 students bused to school every day on 500
different bus routes.
– Students for whom language of instruction is not their
first language: 1.6 %
– Students with First Nation, Métis and Inuit ancestry:
1.6%
– Primary classes with 20 or fewer students: 94%
– Primary classes with 23 or fewer students: 100%
– Students who have completed 16 credits as of June 30
of their second year of high school: 74%
– Students (Grade 1 to Grade 12) with Individual
Education Plans (IEPs): 21%
The Board has approximately 3,500 employees, including:
– 1,228 elementary teachers
– 892 secondary teachers
– close to 1,400 union and non-union support and
administrative staff, including secretaries, custodial and
maintenance staff, education assistants, professional
and paraprofessional staff, technicians, principals, viceprincipals,
supervisors and senior staff
We are also fortunate to receive the assistance of over 8,000
volunteers in our schools.
The Board is governed by:
– 11 Trustees, including a First Nations Trustee. The Board
also has a Student Trustee.

Educating for Success!
Education Centre
1994 Fisher Drive
P.O. Box 7190
Peterborough, Ontario
K9J 7A1
705-742-9773
Toll-free 1-877-741-4577
kpr_info@kprdsb.ca
www.kprschools.ca
Clarington Community Education Centre
905-623-6723 / Toll-free 1-866-551-5032
Northumberland Community Education Centre
905-372-5563 / Toll-free 1-877-994-9910
Peterborough Community Education Centre
705-750-0634 / Toll-free 1-877-886-8668
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 recycled and manufactured using biogas energy.