Staff Meeting
Together We Grow — Spring 2026
Welcome, everyone. Today's meeting covers a full agenda. You will be able to access this deck online.
Spring 2026
Staff Meeting
Key Meeting Takeaways
Moving Forward
Collective Impact
Enhancing Student Success
Our focus remains on creating inclusive and supportive learning environments through our pillars of Native Language, Culture, Music and Academic Achievement.
Planning for the Future
Strategic planning for the next academic year and long-term initiatives ensures sustained growth and success for our school community.

Together, we are building a foundation for educational excellence, student wellbeing and future success.
Today's Agenda
01
Elder Brunch Sharing Session
Reflections and teachings from our Elders
02
Mental Health
Staff wellness, student programs, and anti-bullying
03
Toronto Trip
May 25–29 — details and preparation
04
Report Cards & IEPs
Timelines, expectations, and supports
05
Symphony Math & Lexia Updates
Fidelity to program, discussion, and support staff
06
Attendance, School Success & Upcoming Visit
Chronic absenteeism, planning for next year, May 14 feast
Elder Brunch Sharing Sessions
At HCMS we grateful for the wisdom our Elders bring into our school community. All of our Elder Brunch Sharing Sessions are dedicated times to listen, reflect, and receive teachings that ground our work in culture and relationship, particularly in regards to Native Language, Land Based Learning and Marten Falls Culture. We have close to 30 elders in our community. This diversity keeps our educational community dynamic and diverse.
Listen & Reflect
Be present. Set aside the busyness of the day and receive the stories and teachings being shared with open hearts.
Honour the Relationship
Our Elders are essential partners in education. Their presence in our school strengthens student identity and belonging.
Bring It to Your Classroom
Consider how Elder teachings might connect to your classroom practice, your students, and the culture of learning you are building together.
Mental Health — Staff Wellness
We cannot pour from an empty cup. Staff mental health is a priority, and we want to ensure every team member has access to meaningful supports.
Meditation for Teachers
Guided meditation opportunities are available to staff through our partnership with Connected North. These sessions are designed to support mindfulness, reduce stress, and build resilience in a demanding profession.
Beading with Connected North
Beading has deep cultural roots and powerful therapeutic benefits. Connected North is offering beading sessions for teachers as a form of creative healing, grounding, and connection to Indigenous wellness practices. These sessions are a wonderful way to decompress, connect, and create.

Both meditation and beading sessions are offered through our Connected North partnership. Watch for scheduling details — we encourage all staff to participate.
Sun Life Benefits
Don't forget to use your Sun Life benefits! Coverage includes mental health supports such as counselling, therapy, and wellness services. If you haven't explored what's available to you, now is a great time. Reach out to administration if you need help navigating your plan.
Community Resources — Gym & Arena
Our community has valuable wellness resources right here — including the gym and arena. Physical activity is one of the most effective tools for managing stress and supporting mental health. Make use of these spaces and encourage one another to stay active.
Social Gatherings & Connection
Participating in social gatherings — whether community events, staff get-togethers, or cultural celebrations — is an important part of wellness. Connection with others reduces isolation and builds the sense of belonging that sustains us through a demanding school year.

💛 Our Mental Health Advocates — Ms. Joann & Ms. Verna
Ms. Joann and Ms. Verna will continue to serve as our Mental Health Advocates here at Henry Coaster Memorial School. We encourage all staff to connect with them, support their efforts, and walk alongside them as they work to move both staff and students forward in a good way. Their dedication to the well-being of our school community is a gift — please reach out and let them know they have your support.
Mental Health — Student Programs
Supporting the Whole Child
Nojomoo Mental Health Curriculum
Students are engaging with the Nojomoo mental health curriculum, which supports emotional literacy, self-regulation, and cultural identity. This program is tailored for Indigenous learners and provides a strong foundation for student wellbeing across grade levels.
Creative Therapies — Social Emotional Learning
Creative Therapies brings social emotional learning to life through art, music, movement, and play. These modalities help students process emotions, build relationships, and develop healthy coping strategies in age-appropriate ways.
Anti-Bullying Education
We teach students to distinguish between age-appropriate social conflict and bullying, so they can respond with clarity and care. The Seven Grandfather Teachings — Love, Respect, Courage, Honesty, Wisdom, Humility, and Truth — serve as a cultural foundation for character education and anti-bullying work, guiding how we treat one another and grounding student identity in Indigenous values.

Definition of Bullying: Bullying is repeated, intentional, harmful behaviour directed at an individual where there is a real or perceived power imbalance. It differs from normal social conflict, which is typically unintentional, situational, and involves peers of equal standing. Teaching this distinction empowers students to advocate for themselves and others.
Toronto Trip — May 25–29
May 25 – May 29, 2026
Please refer to the Toronto Trip Presentation for full details, itinerary, and logistics. Below are key highlights for staff awareness and preparation. Please see our link https://canva.link/uqh0v2ipu1fjlgw
📅 Dates
May 25 – May 29, 2026. Five days of learning, exploration, and community building beyond our school walls.
🎯 Purpose
To broaden student horizons, build independence, and connect classroom learning to real-world experiences in a major urban setting.
📋 Staff
All attending staff should review the trip presentation. Please know on field trip you are representing Marten Falls Education. You are there as a public representative and not a private citizen. All events are alcohol free for all participants.
✅ Preparation
Ensure students have all required forms, permission slips, and packing lists. Connect with families early to address any questions or concerns.
Report Cards & IEPs
Expectations, Timelines & Supports
Report Cards
Report cards are a critical communication tool between school and families. All staff are expected to:
  • Complete reports accurately and on time
  • Use professional, strength-based language, personalized to each student.
  • Reflect actual student progress against curriculum expectations. There should be no surprises.
  • Submit drafts for review before final release if you are uncertain.
Timelines will be confirmed — please flag any concerns early.
Individual Education Plans (IEPs)
IEPs must be current, accurate, and meaningfully connected to daily instruction. Key reminders:
  • Review and update all active IEPs before the reporting period closes. Include Individualized Literacy Plans.
  • Goals should be SMART — specific, measurable, achievable, relevant, and time-bound
  • Involve families in the IEP process wherever possible
  • Reach out to administration if you require support or clarification

If you are feeling overwhelmed with report writing or IEP completion, please speak with administration. We are here to support you. My advice to you is to start early. Use the time left to know what you want to cover and how you will assess and report on it.
Attendance & Duty to Report
Chronic Absenteeism
Chronic absenteeism — defined as missing a significant amount of school days impacting student learning, social development, and long-term outcomes. We must identify chronically absent students early and engage families with care and urgency.
Reporting to Tikinagan
When attendance concerns rise to the level of neglect or child welfare risk, HCMS has an obligation to report to Tikinagan Child and Family Services. Document all absences, communication attempts, and family contacts thoroughly before and during the reporting process.
Teacher's Duty to Report Protocols
All teaching staff must be familiar with Ontario's Duty to Report requirements under the Child, Youth and Family Services Act. If you have reason to suspect a child is in need of protection, you are legally obligated to report — this duty cannot be delegated. When in doubt, report.
Symphony Math & Lexia Updates
Reinforcing Fidelity to Program
Program Fidelity Matters
Both Symphony Math and Lexia are research-based programs that deliver results — but only when used consistently and as intended. We are asking all staff to recommit to regular, structured use of both platforms as part of daily instructional routines.
Fidelity means students log in, engage meaningfully, and progress through the program at an appropriate pace. Data from these tools helps us make informed decisions.
Support Available — Rebecca & Jessica
Rebecca and Jessica are available to support both teachers and students in making the most of Symphony Math and Lexia. Whether you need help with data interpretation, student troubleshooting, or integrating the platforms into your weekly schedule — reach out to them.
Open Discussion
We want to hear from you. What is working well? What barriers are you facing? Let's open the floor for a brief discussion on how we can collectively strengthen our use of these tools.

🎉 Symphony Math — Grade 1/2 Classroom Success Spotlight
This broader Grade 1/2 classroom view shows multiple students at various stages of progress. It demonstrates how Symphony Math is being used across the Grade 1/2 classroom in real ways, with growth and movement through the program happening in action.
Grade 1/2 Classroom — Symphony Math Data
Grade 3/4 — Symphony Math Data ⭐

⭐ Symphony Math — Grade 3/4 Progress Spotlight
Great progress from our Grade 3/4 students! The data shows strong engagement from Connwith solid session times and measurable growth through the program. These students are building real math foundations through consistent use. Well done!
Grade 3/4 Symphony Math — Weekly Data
Lexia Usage — Week of May 8, 2026

📊 Lexia — Student Usage Update (This Week)
This week's data shows a range of engagement. Top performers include Harry (73 min), Gabrielle (49 min), Titus (49 min), Hudson (48 min), and Lashayla (48 min). Several students are close to or meeting their weekly targets. Students who have not yet logged in this week need daily encouragement and support to get on the platform.
Grade 7/8 — Lexia Power Users ⚡

⚡ Grade 7/8 Power Users - Lexia Reading
Our Grade 7/8 students are leading the way! Top performers this week include Titan, Sharlette, and Carter — showing strong session counts and progress ratios. These students are demonstrating what consistent, engaged use of Lexia Reading looks like. Shoutout to our power users — keep it up!
Grade 7/8 Lexia — Weekly Data
Teacher Check-In — Weekly Expectation

👩‍🏫 Weekly Teacher Check-In — Rebecca's Guidance
As part of our training sessions with Rebecca, all teachers are asked to check in on a weekly basis. Regular check-ins allow teachers to monitor student progress, identify who needs encouragement, and ensure the programs are being used with fidelity. The data below shows current staff login activity — teachers are encouraged to aim for Daily or at minimum Weekly check-ins.
School Success Planning for Next Year
As we move toward the end of the school year, it's time to be intentional about celebrating what we've built and planning for what comes next. Our work this spring and summer will continue to directly shape the strength of next September's start.
Class Success Reports
Each class is asked to prepare a detailed end-of-year report covering: curriculum successes, challenges faced, and what teachers would like to contribute toward school success next year.
Report to Chief & Council
Please review the recent report to Chief and Council — there is a great deal there to build on. It reflects our collective strengths and gives us a strong foundation for next year's goals.
Summer Curriculum Writing
We are excited to highlight the summer curriculum writing project. This is a meaningful opportunity for staff to shape our school's instructional direction, develop culturally responsive materials, and be compensated for that important work.
After-School Clubs — A Planning Conversation
One idea to explore for next school year: after-school clubs in classrooms. This could deepen student engagement and build community. This is an open planning conversation — what do staff think? Is this something we want to explore together for next year?
Keewatinase — Lakehead University Teacher Education Program
Growing Our Own Educators — An Opportunity for Community Members & HCMS Employees
HCMS is proud to share an exciting opportunity through the Keewatinase Teacher Education Program at Lakehead University. This program is designed to support community members and HCMS employees in obtaining their teaching certification while continuing to live and work in Marten Falls. This is a meaningful investment in local capacity and the long-term future of education in our community.
May 19, 2026 — Info Session
Lakehead University
What Is Keewatinase?
A Lakehead University teacher education program designed specifically for First Nations community members. It provides a pathway to full Ontario teaching certification through a model that respects community context and supports learners where they are.
Who Can Apply?
Open to community members and current HCMS employees who are interested in becoming certified teachers. This is an opportunity to formalize your skills, deepen your practice, and build a career in education right here at home.
Information Session — May 19, 2026
An information session will be held on May 19, 2026 at 5:30 p.m. in the HCMS gymnasium. All interested community members and staff are encouraged to attend. Come with your questions — this is your opportunity to learn more and take the first step.
Why It Matters
When our students are taught by educators who share their language, culture, and lived experience, the impact is profound. This program is how we build that future — together.

For more information or to express interest before the session, please speak with Principal Tom Recke or administration.
Next Week's Visit — Education Partners
Week of May 12
Special Guests
1
Matawa Team
Visit by the Matawa education team — partners in supporting First Nations student success across the region. Their visit is an opportunity for dialogue, collaboration, and relationship-building.
2
Geraldton High School Team
Representatives from Geraldton High School will join us to discuss transition planning, pathways, and how we can better support our students as they move toward secondary education.
3
Wayne Mercer & Crisis Support
Wayne Mercer and the Crisis Support Team will be on-site. This visit underscores our commitment to student and staff mental health, and the importance of having crisis supports embedded in our school community.
May 14th Information Session and Community Feast
May 14, 2026
Stakeholder Session
This information session is for families, community members, and partners who support students as they transition to high school and beyond the community. We will share information about the supports available, answer questions, and talk about how we can work together to help students succeed. The feast will begin at 5:30.
Transition Planning
Learn how we prepare students for the move to high school or to education opportunities outside the community.
Supports in Place
Review the academic, social, and student support systems available for learners leaving the community for secondary education.
Pathways Forward
Explore the next steps, available pathways, and how we help students plan for success after leaving for high school.
Family & Community Involvement
Discuss how families and stakeholders can stay informed, ask questions, and stay involved throughout the transition process.

Strong transition planning depends on clear communication and community partnership. Your voice helps ensure students feel supported, connected, and ready for the next stage of their education.
ABA Approaches & Continued Training
Student Support
Professional Development
Our commitment to student well-being includes continuous professional development and strategic approaches. Lauren will lead a session on ABA, while we reinforce best practices for daily operations and student support.
ABA Training with Lauren
Lauren's upcoming ABA training will equip us with evidence-based strategies for positive behavioral support. This focused approach aims to enhance student engagement and promote skill development, ensuring a more inclusive learning environment for all.
Observations & Proactive Support
Regular classroom observations are crucial for identifying student needs and applying learned techniques. Let's actively observe, share insights, and collaboratively strategize to support student transitions and overall well-being.
Smooth Hallway Transitions
For younger grades, intentional hallway transitions are key. Staff should lead the front and guard the rear of the line to ensure student safety and a calm, orderly flow. Maintain a visible and supportive presence.
Friday Transitions for Young Students
For our youngest students, Friday transitions can be challenging. Take them outside to release energy, build capacity, and minimize running in hallways. This helps them transition calmly and positively every day.
Track Behaviors & Ask for Support
Work closely with families to track behaviors and develop consistent strategies. If you have a plan in place, implement it, and don't hesitate to ask for additional support from administration or specialized staff when needed.

These strategies contribute to a safer, more supportive, and productive learning environment for every student. Collaboration and consistent application are vital for success.