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Students in the Holy Family Roman Catholic Separate School Division are doing well in the mid-year academic report, and have responded positively to being back in school since September. . . .
Superintendent Chad Fingler provided an update to the Holy Family board at their monthly meeting, which was held virtually on Wednesday evening. “We know that education has a vast amount of information, both private and personal,” he said, noting that schools can become primary targets of hackers who want to mine that data. He touched on phishing, which is a method of using fake emails to get people to click on and provide a portal for them to come in and look around the school’s system, as it were, or to plant a Trojan or ransomware as they lock the school’s system down for a ransom.
Chief financial officer Lisa Wonsiak said Holy Family had applied for about $2 million in funding, and were approved for $858,000 by the ministry. In making the application for funding, education director Gwen Keith said they consulted with the staff of their schools first. “With the deployment of resources, we listened to the staff to find out their concerns and where the needs are, and how we could support our staff through COVID,” she said. Wonsiak noted that the application was first narrowed in its focus to $1.5 million, and for this round of funding, the ministry decided to provide funding to support remote learning, and for cleaning and sanitizing needs in the school facilities, including equipment and supplies needed for these areas.
Anderson and Kiliwnik, the two professional leaders, tag-teamed the offering as they explored the data and charts that were offered online to bolster their verbal report. Kiliwnik said educational support was offered on three tiers that included core, targeted or intensive. She said 80 per cent of the general student population responds positively to Tier 1 supports while five per cent require intensive support. Anderson noted teachers in all of the division’s 38 schools and online services support the strategy and research for early intervention, which they suggested was a key to success since intentional planning can then take place and the type of intervention required is sorted out more immediately and total learning needs of all students are then known.