Developed by the Royal Canadian Geographical Society, this interactive atlas offers an in-depth look at the histories, cultures, and perspectives of First Nations, Inuit, and Métis peoples in Canada.
Developed by the Royal Canadian Geographical Society, this interactive atlas offers an in-depth look at the histories, cultures, and perspectives of First Nations, Inuit, and Métis peoples in Canada.
Explore maps, artwork, and educational resources that support truth and reconciliation through learning. Explore the atlas →
Belonging refers to a sense of connectedness to others, an individual’s experiences of being valued, of forming relationships with others and making contributions as part of a group, a community, the natural world.
Goal for children: Every child has a sense of belonging when he or she is connected to others and contributes to their world.
Children demonstrate a sense of belonging when they:
• feel included and safe in relationships with adults and other children in the early years setting;
• participate fully in ways that are most comfortable to them;
• participate in social interactions, shared exploration, play, and learning with adults and children;
• make smooth transitions between home and early years settings;
• begin to show concern and empathy and take action to assist others;
• notice similarities and differences between self and others and respond positively to the uniqueness, differing capabilities, and perspectives of others;
• recognize, explore, and make connections:
– between home and the early childhood setting,
– with their community,
– with the natural environment;
• express a sense of purpose as they participate and make contribution
Program expectation: Early childhood programs cultivate authentic, caring relationships and connections to create a sense of belonging among and between children, adults, and the world around them.
Educators can create contexts in which all children can develop a sense of belonging by:
• being attuned to the physical and emotional states of each child and responding in a warm and sensitive manner;
• connecting with each child and recognizing and valuing his or her unique spirit, individuality, and presence;
• planning for ways to support smooth transitions:
– between the home and the early years setting,
– in daily routines,
– across early years settings;
• supporting relationships between children as they initiate, respond, collaborate, celebrate, and demonstrate care for others;
• developing policies, practices, and environments that respect and support inclusion, meaningful participation, and a sense of belonging for all children;
• finding ways to intentionally integrate the unique perspectives and gifts of parents, caregivers, and extended family throughout all elements of the program in a meaningful and authentic way;
• establishing and maintaining positive reciprocal relationships with community partners to support meaningful participation;
• creating opportunities throughout daily experiences that enable children to explore, wonder about, care for, and make connections to the natural environment;
• giving visibility to the many relationships that children form with adults, other children, the community, and the natural world through various forms of documentation;
• inviting community members to contribute to and participate in the program and providing opportunities for children to participate and make meaningful contributions to the
Additional considerations for educators
A warm and caring manner is conveyed through body language as well as words – how we touch, carry, and move children through daily routines sends a strong message.
Capitalize on opportunities for one-to-one interactions during daily routines (e.g., for infants and toddlers: diaper changing, dressing to go outdoors, and feeding/meal times are ideal opportunities for making connections and building relationships).
Discover the unique characteristics and gifts of each child by talking with his or her family, observing, and documenting (e.g., in addition to what the children are interested in, notice what brings them joy and how they relate to others and to the environment around them; to support inclusion, consider each child’s capabilities rather than focusing solely
Rather than reprimanding children for undesirable behaviours, assist them in finding new ways to achieve their goals (e.g., look for the root cause of behaviour; reduce stressors; support children’s efforts to initiate and join in play with others; notice, acknowledge, and document positive interactions and attempts at self-regulation and share the information with children and families to gain new insights).
Helping all children in the program to gain a clearer understanding of the capabilities and challenges of others is a way to build their social competence. The ability to value the differences of others is strengthened both for typically developing children and for children who require additional support.
Build connections between the home and the program by communicating with families using multiple means (e.g., send e-mail updates; create a blog; set up a documentation panel and place it near the entrance where families can find out more about their children’s experiences; invite families to comment on a specific piece of documentation; suggest ways families can extend learning at home to build on a particular idea children are exploring; encourage families to help you.
Engagement refers to a state of being genuinely involved and interested in what one is doing. Optimal conditions for learning occur when we are fully engaged.
For children, this happens in play that evolves from the child’s natural curiosity – active play that allows children to explore with their bodies, minds, and senses, stimulating them to ask questions, test theories, solve problems, engage in creative thinking, and make meaning of the world around them. These investigations through play fuse intellect and feeling to help children make connections and develop the capacity for higher-order thinking.
Research into learning and development – from the early theories of Dewey, Piaget, and Vygotsky to the latest findings of neuroscience – makes it clear that children learn best when they are fully engaged in active exploration, play, and inquiry (Gopnik, 2009). When children initiate experiences, generate ideas, plan, problem-solve, make meaningful choices, and act spontaneously through play, they are more likely to be happy and get along well with others, to have lower levels of stress, and to be attentive and motivated to learn.64 When children are fully engaged, they develop dispositions and skills for lifelong learning that are important for success in school and beyond.
Ways in which children might demonstrate engagement
Goal for children: Every child is an active and engaged learner who explores the world with body, mind, and senses.
Children are engaged learners when they:
• express joy and wonder in their encounters with the environment, the natural world, and other people;
• focus attention, manipulate, investigate, observe, question, test theories, solve problems, create, and represent ideas and their understanding of the world around them through play in divergent and increasingly complex ways;
• engage with others to negotiate, collaborate, create, and communicate feelings, ideas, experiences, and knowledge;
• through their play, explore materials that support an increasing awareness and understanding of concepts associated with literacy and numeracy;
• participate to the best of their abilities in an inclusive learning environment.
Ways in which programs can foster engagement
Program expectation: Early childhood programs provide environments and experiences to engage children in active, creative, and meaningful exploration, play, and inquiry.
Educators can create contexts that engage children by:
• designing indoor and outdoor environments and experiences that spark curiosity, invite investigation, and provide challenges that are responsive to individual capabilities to help children extend the boundaries of their learning;
• connecting with families and communities and inviting their participation to ensure that environments and experiences reflect and are relevant to children’s everyday lives;
• providing a wide variety of interesting objects and open-ended materials for children to explore with their senses, manipulate, and investigate;
• planning daily routines (the flow of the day) with limited interruptions and transitions to maintain a sense of calm and simplicity for infants and toddlers, and providing ample opportunities through large blocks of time for older children to engage in sustained, complex play and inquiry; participating with children as a coinvestigator, co-learner, and co-planner rather than as director or “keeper of knowledge” and “keeper of the plans” in a way that is separate and apart from the children;
• continuously questioning and testing their own theories and strategies and seeking new ideas to facilitate children’s exploration and understanding of the world around them in meaningful ways;
• working with families and community partners to ensure that environments and experiences provide equal learning experiences for all children by making
flexible program adaptations and providing special equipment and/or adaptive devices (as recommended by a regulated health professional);
• ensuring that the spaces and experiences provided promote play and inquiry that will help children discover and develop an increasing awareness and understanding of key concepts, including those associated with literacy and numeracy development;
• documenting and making children’s thinking, learning, and competence visible to children, families, and others.
Additional considerations for educators
Assess the type of toys and materials available in your program and consider replacing those that limit exploration (e.g., single-purpose toys) with “open-ended” materials that can be used in many ways (e.g., for infants: objects that encourage exploration of questions such as, “How does this feel, sound, taste, move?”; for toddlers: materials to help them explore questions such as, “What parts does this have? What can I make it do?”; for preschoolers: materials that encourage construction and exploratory questions such as, “How does this go together?” “What can I make?”; for older children: opportunities to encourage representation of their thinking and ideas through various mediums).
Create environments and experiences that support active engagement and meaningful exploration by focusing on the questions and theories children investigate through their play. This may involve moving away from traditional, adult-chosen themes towards what children are engaged and interested in as a starting point for planning. Educators also need to make decisions about the types of interests that have potential for rich and complex play. This could mean focusing less on the objects that interest children and more on what children are doing with the objects: What questions are they asking through their play? What theories are they testing? What are they noticing and attending to? What problems are they solving?
For example, observing a group of children interested in cars, educators noticed that it wasn’t so much the cars children were focused on as more complex questions such as, “How can I make it move?”; “What happens on different surfaces?”; “How can I make it go faster?”; “How can I build a ramp?”; “What other things roll?”; “What might happen if I try these ideas outside?” Exploring questions and theories about “movement” through their play deepens children’s learning and engages them in thinking about physics and mathematical concepts.
Belonging refers to a sense of connectedness to others, an individual’s experiences of being valued, of forming relationships with others and making contributions as part of a group, a community, the natural world.
Goal for children: Every child is a capable communicator who expresses himself or herself in many ways.
Children are able to communicate when they:
• initiate, respond to, and engage in reciprocal communication with others;
• learn, understand, and use language for a variety of purposes;
• use varied forms of creative expression to communicate feelings, experiences, ideas, and understanding of the world around them;
• express themselves in their first language in addition to gaining competence in language acquisition;
• participate in meaningful interaction and communication with peers and adults, regardless of their abilities;
• develop increasing capacity in the foundations of language that will support later reading and writing.
Program expectation: Early childhood programs foster communication and expression in all forms.
Educators can create contexts that foster communication by:
• being attuned and responding to children’s varied cues and communications;
• engaging in authentic, reciprocal communication with children, where children participate as both initiators and equal partners;
• facilitating successful communication between children by helping children listen to and express themselves to one another;
• documenting children’s communication to help them revisit thoughts and ideas expressed in order to extend their understanding;
• providing time, space, and materials to encourage expression through creative materials that reflect children’s capabilities as well as their social and cultural background;
• engaging and cultivating children’s connections with stories and books in a variety of contexts (e.g., by sharing books and telling stories with individuals, small groups, and large groups), and for a variety of purposes (e.g., to foster close relationships, explore and play with language structures, recount past events, research ideas, spark conversations, and connect with cultural traditions);
• weaving language- and literacy-related activities and materials into all daily experiences, routines, and physical spaces;
• working with families and community members to find ways to support and enrich the transmission of language and culture;
• becoming aware of the many “languages” children use to communicate and providing individualized support so children of all abilities can express themselves and be heard;
• reflecting continuously on and seeking to improve their own communication strategies and techniques for facilitating responsive, authentic conversations with children and families.
There is clear evidence that early experiences have a significant impact on the biology of the body and on brain development, with implications for lifelong physical and mental health and well-being.
Physical well-being
Patterns of eating, physical activity, and sleep that are established in early childhood continue into later life. Inadequate nutrition and sleep, low levels of physical activity, and persistent stress in early childhood can lead to later health problems, including obesity, diabetes, heart disease, depression, and anxiety.
Connections between cognition and physical and emotional well-being
Children thrive in programs where they can engage in vigorous physical play in natural outdoor spaces and playgrounds that present manageable levels of challenge. While these environments need to be safe, it is also important for them to provide children with interesting opportunities for a reasonable degree of risk taking. In addition to providing physical benefits, active play outdoors strengthens functioning in cognitive areas such as perception, attention, creative problem solving, and complex thinking.
Self-care
High-quality early childhood programs play an important role in supporting children’s developing sense of self, autonomy, and competence. A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress.
Self-regulation
The ability to self-regulate is an important component of children’s development. A growing number of studies have identified this ability as central to children’s long-term physical, psychological, behavioural, and educational well-being.
Mental health and wellness
Ontario’s Policy Framework for Child and Youth Mental Health reports that 15 to 21 percent of children and youth in Ontario have at least one mental health disorder. Left untreated, these can have significant impacts on the quality of children’s experiences in early years settings as well as later consequences such as poor academic achievement, failure to complete high school, substance abuse, an inability to live independently, health problems, and suicide. Early years programs can . . . support families by taking a strength-based approach. When educators establish positive, authentic, and caring relationships with families and provide a safe, non-judgemental environment for shared learning, everyone benefits.
Ways in which children might demonstrate health and well-being
Goal for children: Every child is developing a sense of self, health, and well-being.
Children have a sense of self and health and well-being when they:
• are physically active and confident in their growing abilities;
• are increasingly aware of and able to make healthy choices to meet their basic needs (e.g., for food, sleep, physical activity, self-care);
• experience a sense of competence, autonomy, and agency as they participate at their own pace throughout daily experiences and interactions;
• are increasingly able to identify, monitor, and manage stress levels and engage in strategies for self regulation (e.g., of emotions, attention, and behaviour);
• are increasingly able to take initiative, tackle challenges with enthusiasm and persistence, and cope with and adapt to changes, frustrations, and the unexpected in everyday living;
• are developing a strong sense of self and the ability to value their own unique identity;
• are increasingly able to recognize, value, and respect the unique identity and perspectives of others.
Ways in which programs can foster health and well-being
Program expectation: Early childhood programs nurture children’s healthy
development and support their growing sense of self.
Educators can create contexts to support children’s health and well-being by:
• providing healthy meals and snacks and establishing positive eating environments that are responsive to children’s cues of hunger and fullness;
• incorporating opportunities and time to practise self-help and self-care skills based on each child’s capabilities throughout daily routines and activities;
• providing regular daily opportunities (responsive to individual capabilities) for children to be physically active and explore the world around them with their bodies, minds, and senses;
• limiting activities where children are sedentary for an extended period of time;
• creating safe and stimulating outdoor spaces for intentional active play that is individualized and adapted as needed to support children’s varied abilities, offering challenges that are within each child’s ability to master;
• facilitating children’s efforts to take reasonable risks, test their limits, and gain increasing competence and a sense of mastery through active play and social interactions;
• recognizing and supporting children’s developing and varied self-regulation abilities in all domains (biological, emotional, communicative, cognitive,
social);
• designing environments that are attuned to children’s varied sensitivities, arousal states, and need for maintaining a calm, focused, and alert state;
• reaching out to all families, including those who may be experiencing stressful and challenging circumstances, and helping them to make connections to formal supports (e.g., community agencies) and informal supports (e.g., connections with other families and/or their own support networks);
• participating in professional learning and connecting with community partners to ensure the program fosters social and emotional well-being and resilience for children and families.
Additional considerations for educators
Many early years programs are beginning to view their outdoor playgrounds as places for discovery and learning with bodies, minds, and senses rather than just places to blow off steam. For example, some programs are removing large play structures that dominate the space in favour of more natural outdoor playgrounds. These may include a variety of natural surfaces such as grass, sand, and pebbles; pathways to follow and hills to climb; garden areas; low platforms; and an assortment of large, open-ended materials to encourage building and creative problem-solving and foster imagination and a sense of mastery. Adapting the outdoor environment to support the varied capabilities of children helps to ensure all have equitable opportunities for active outdoor play.
The OESP is an Ontario Energy Board (OEB) program that lowers electricity bills for households experiencing lower income. The OESP provides a monthly credit to eligible customers based on household income and household size. The OESP credits are applied directly to eligible customers’ bills.
For some customers, the need to use more power is necessary. If your home is electrically heated, or you rely on an approved medical device requiring a lot of electricity, OESP offers a higher level of assistance.
Credit amount approved by OESP will depend on how many people live in the house and the combined household income after tax.
The maximum income amount to qualify for the program is outlined below.
• 1 person household with an income of $38,000 or less
• 2 person household with an income range $38,001 – $54,000 or less
• 3-4 person household with an income range $54,001 – $65,000 or less
• 5+ person household with an income range $65,001 – $71,000 or less
Customers can apply online at OntarioElectricitySupport.ca. Customers need to complete the online application, print and sign the consent form, and mail it to the address provided on the OESP website. A paper version of the application can be downloaded from the OESP application website at OntarioElectricitySupport.ca or can be mailed to applicants by the OESP Contact Centre upon request.
Customers unable to apply online can contact Empower Simcoe by calling: 705-739-0485, or emailing housingcalls@empowersimcoe.ca
Customers experiencing a change in income from the previous year meeting eligibility criteria can call 705-739-0485, or emailing housingcalls@empowersimcoe.ca, to book an appointment for application.
The Housing Retention Fund is available to assist residents of Simcoe County with:
• arrears of rent or mortgage payments,
• arrears in utilities,
• last month’s rent,
• moving expenses.
For information regarding the eligibility requirements and budget amounts please contact Ontario Works at:
https://simcoe.ca/residents/housing/housing-retention-program/
Call: (705) 722-3132 ext. 1833
Please visit https://www.simcoe.ca/OntarioWorks/Pages/housing.aspx for more information.
The Low-Income Energy Assistance Program (LEAP) was created to help individuals or families who are struggling to pay their electricity bills throughout the year.
The program provides a one-time financial assistance grant of up to $500 per year, or $600, if electric heat is used. This grant is available to low-income or special circumstance residents who meet program criteria, whose utility accounts are in arrears and are faced with the threat of disconnection.
Contact the United Way Leap office at: 1-855-487-5327.
For residents of Wasaga Beach contact Regional Housing Support Services at: 705-739-0485 or email housingcalls@empowersimcoe.ca.
Photo ID for everyone in the home
Current utility bill
Copy of lease or mortgage
Proof of household income for everyone over the age of 18 years
A bank statement showing 30 days prior to the application date
| Staff Name | Position | Years of Service |
|---|---|---|
| John Johnson | Community Support Services Supervisor | 40 years |
| Barb Burns | Community Support Worker | 40 years |
| Dianne McLean | Infant and Child Development Support Worker | 35 years |
| Kristi Pitkin | Transition Support Services Coordinator | 35 years |
| Lisa Lawlor | Community Support Worker | 30 years |
| Crystal Donaldson | Community Support Services Site Coordinator | 30 years |
| Kim Hammell-Ramos | Community Support Worker | 30 years |
| Kerry Sommers | Accommodations Support Worker | 30 years |
| Jordanna Meeker | Service Planning Coordinator | 30 years |
| Jennifer Nichols | Accommodations Support Worker | 30 years |
| Sandy Paterson | Community Support Worker | 30 years |
| Kim Martin | Supports and Services Manager | 30 years |
| Diane Uram | Employment Supports and Service Coordinator | 30 years |
| Carrie Nadeau | Supports and Services Supervisor | 30 years |
| Stephanie Mole | Senior Support Worker | 30 years |
| Caroline Pattison | Community Support Worker | 25 years |
| Krista Duguay | Community Support Worker | 25 years |
| Joyce Falcon | Community Support Worker | 25 years |
| Kelly Erb | Regional Housing Supervisor | 25 years |
| Colleen McGinnis | Quality and Innovations Manager | 25 years |
| Cyril Quiambao | Accommodations Support Worker | 25 years |
| Carrie Nixon | Supported Independent Living Worker | 25 years |
| Claire Lavigne | Employment Support Services Coordinator | 25 years |
| Kelly Balkwill | Community Support Worker | 25 years |
| Dawn Theriault | Transition Support Services Coordinator | 20 years |
| Natasha Brown | Housing Access Worker | 20 years |
| Amy Readman | Accommodations Support Worker | 20 years |
| Tania Walker | Accommodations Support Worker | 20 years |
| April McKenzie | Quality and Innovations Supervisor | 20 years |
| Tania Lever | Accommodations Support Worker | 20 years |
| Shannon Fox | Accommodations Support Worker | 20 years |
| Courtney Shields | Transitions Support Services Coordinator | 20 years |
| Pamela MacDonald | Accommodations Support Worker | 20 years |
| Giselle Powell-Guerard | Accommodations Support Worker | 15 years |
| Carol Virus | Accommodations Support Worker | 15 years |
| Stacie Swinton | Accommodations Support Worker | 15 years |
| J.P. Muldoon | Digital Solutions and Brand Marketing Specialist | 15 years |
| Denise Jarvis | Accommodations Support Worker | 15 years |
| Aime Vanayan | Accommodations Support Worker | 15 years |
| Rosemary Beckett | Accommodations Support Worker | 15 years |
| Dianna Naulls | Senior Support Worker | 15 years |
| Carolann Faris | Accommodations Support Worker | 15 years |
| Crystal Myers | Accommodations Support Worker | 15 years |
| Denyse Russell | Accommodations Support Worker | 15 years |
| Ashley Arnold | Senior Support Worker | 15 years |
| Thea Farrell | Community Participation Support Worker | 15 years |
| Amy Daynard | Accommodations Support Worker | 15 years |
| David Canzi | Accommodations Support Worker | 15 years |
| Helena Ogilvie | Accommodations Support Worker | 15 years |
| Joan Newell | Accommodations Support Worker | 15 years |
| Michelle Melville | Accommodations Support Worker | 15 years |
| Craig Rioux | Property Technician | 10 years |
| Pauline Marin | Accommodations Support Worker | 10 years |
| Amanda Genier | Accommodations Support Worker | 10 years |
| Brittney Piercy | Software Implementation Project Lead | 10 years |
| Desiree McKenzie | Accommodations Support Worker | 10 years |
| Allison Fletcher | Accommodations Support Worker | 10 years |
| Kelsey Lockman | Accommodations Support Worker | 10 years |
| Sandra Jones | EarlyON Program Facilitator | 10 years |
| Corrie Patton | Preschool Services Supervisor | 10 years |
| Sandra Urbshott | Community Participation Support Worker | 10 years |
| Meghan Baron | Accommodations Support Worker | 10 years |
| Breanne White | People and Culture | 10 years |
| Laura Facciolo | EarlyON Program Facilitator | 5 years |
| Dorota Rynkowski | Finance Associate | 5 years |
| Shayne Engel | Accommodations Support Worker | 5 years |
| Kristina McLean | Accommodations Support Worker | 5 years |
| Namandeep Singh | Accommodations Support Worker | 5 years |
| Jackie Schrum | Family Home Support Worker | 5 years |
| Kayla Howe | Accommodations Support Worker | 5 years |
| Silena Reichert | Accommodations Support Worker | 5 years |
| Anika Wilks | Supported Independent Living Worker | 5 years |
| Katerina Amos | Accommodations Support Worker | 5 years |
| Jeff Czetwerzuk | Supported Independent Living Worker | 5 years |
| Kayla Morrison | Accommodations Support Worker | 5 years |
| Katlin Kitching | Community Support Worker | 5 years |
| Thomas Black | Accommodations Support Worker | 5 years |
| Matt Leno | Accommodations Support Worker | 5 years |
| Nathan Packard | Accommodations Support Worker | 5 years |
| Luke McGann | Accommodations Support Worker | 5 years |
| Naomi Langfeld | Accommodations Support Worker | 5 years |
| Kathleen Bazely | Accommodations Support Worker | 5 years |
| Jacob Taplin | Accommodations Support Worker | 5 years |
| Tracy Parker | Accommodations Support Worker | 5 years |
| Linda Cluett | Accommodations Support Worker | 5 years |
| Cindy Dixon | Accommodations Support Worker | 5 years |
| Justin MacDonald | Accommodations Support Worker | 5 years |
| Bukky Oyebanjo-Odofin | Accommodations Support Worker | 5 years |
| Valerie O’Donnell | Finance Associate | 5 years |
Andrea Dickins
Empower Simcoe Employee Giving Program
Kelly Houston
Ron Ptasiuk
Anna Rinaldi
Jessica Skinner
Raed Abdullah
Surbhi Warach
Daniel and Ann Johnston
Joseph McIsaak
Rose Mary & Thomas King
Victoria Ptasiuk
| A Helping Hand Always Inc. | Allandale Pharmasave Pharmacy | Alvin Moore | Amy St. John |
| Andrea Dickins | Angela Brown | Anna Rinaldi | Arlette Utton |
| Arnold Veen | Ashley Polischuik | Ask4Care Support Services Inc. | Av Utukuri |
| Barbara Warne Estate | Barbara Woodrow | Barrie Fire Community Projects | Bayfield Carpet Inc. |
| Bertram Construction (Ontario) Ltd. | Boathouse Eatery | Boston Pizza Foundation | Bradanick Construction Services Inc. |
| Cakes by Design | Cari Whyne | CL & F Consulting | Compu-SOLVE Technologies Inc. |
| ComVida Corporation | Constance Kain | Cowan Insurance Group | Dale Rowe |
| Daniel and Ann Johnston | Desjardins Insurance | Donald Matheson | Don McIsaac - Mayor of Orillia |
| Dorvict Home and Health Care Services | Dr. Mitchell Whyne | Empower Simcoe Employee Giving | Enbridge Inc. |
| Equitable Life of Canada | Eric & Narumi Hyatt | Essa Painting | Fully Promoted Barrie |
| Glenn Meeuwisse | George Lunan Foundation | Gilda Ann Whyne | Helen Capastrand |
| Helen Thompson | Hicks Morley LLP | Humberview Mobility | Ilene Taillefer |
| Investigative Risk Management | IODE West Gwillimbury Chapter | James S. Deitch | Jennifer Moore |
| Jessica MacDonald Architect Inc. | Jessica Skinner | Jet Lag Voyages | Johanne Messner |
| John & Marie Ritchie | Joseph McIsaac | J.P. Bickell Foundation | J Plumbing |
| Just Junk | Kim Taitt-Meikle | Kiwanis Club of Barrie | Kelly Houston |
| Lake Country Office Solutions Inc. | Lorrie Truen | Lothar and Brigitte Thiemann | Lynn Lafrance |
| Marika Brousseau | Marilyn Ulrick | Margaret Good | Mary-Jane & Serge Gravelle |
| Michael E. Reed Professional Corporation | Michele Kapteyn | Michelle Kozinetz | Muriel Flynn |
| Nathan Robertson | NEXIM Healthcare Consultants Inc. | Nicole Mulholland | Northern Performance Windows and Doors |
| Optimist Club of Barrie | Petro-Canada Caremakers | Phyllis Fletcher | Pooran Law |
| Powell Jones LLP - Chartered Accountants | Raed Abdullah | RBC Foundation | RBC Wealth Management Dominion Securities |
| Retired Teachers of Ontario District 17 | Richard Ellis | Ron Ptasiuk | Rose Mary and Thomas King |
| Rotary Club of Barrie Huronia | Sandy Cove Drug Store | Scarlett Cuthbertson | Sheldon C. Barris |
| Shelley Rhyno | Simcoe County Road Supervisors Association | Sue Tedesco | Sunshine Carpet & Flooring |
| SUPERIOR Home Health Care Barrie | Surbhi Warach | Surelock Homes Ltd. | Tom Richardson Electric (Stroud) Ltd. |
| Toronto Blue Jays Baseball Club - Community Relations | Trellis Social Enterprises Inc. | United Way Simcoe Muskoka | Vancouver Foundation |
| Victoria Harbour Lions Club | Victoria Ptasiuk | Wendy Stephens | WHS Automotive |
| William Dorey |
Trevor Knight knows how to rise to the occasion. Whether it’s winning multiple medals earlier this year at the Special Olympics Winter Games in Calgary or proudly walking the runway at the 2023 Empower Simcoe Celebrating Community Champions Fashion Show, Trevor wholeheartedly embraces every opportunity to work, play, and volunteer in his community.
Trevor was born with Down Syndrome in 1978, and throughout his life, Empower Simcoe has been there to guide and encourage him to live his best life.
“Empower Simcoe’s Preschool program launched its Infant Development Program just before Trevor was born,” said Kathy McCarroll, Trevor’s Mom. “Trevor was the first baby into that program from the beginning. I don’t know what we would have done without these services, the resources that were made available to us, and how to work with special needs.”
As a toddler, Trevor joined Sunny Park Children’s Centre, now the EarlyON Child and Family Centre. After graduating high school, Trevor started working with the YMCA of Simcoe/Muskoka and volunteered at a retirement home, folding laundry and assisting with cleaning.
As someone who’s received services from Empower Simcoe his entire life, it was only fitting, during the agency’s 70th anniversary year, that Trevor represent Empower Simcoe, by dropping the ceremonial puck at the 2023 Boots and Hearts Barn Burner Hockey Game.
In front of a sold-out crowd at the Sadlon Centre in Barrie, hockey legends Darryl Sittler, and Barn Burner captains John Tavares and Gary Roberts joined Trevor at center ice. Trying on Darryl’s Hockey Hall of Fame ring before the game was an unforgettable highlight for Trevor.
However, Darryl was more impressed that Trevor is a Dr. Frank Hayden Lifetime Achievement Award recipient from Special Olympics Ontario for his remarkable dedication to Special Olympics for more than thirty years.
Congratulations, Trevor. We can’t wait to see what occasion you rise to next.
Helping people and his community just comes naturally to Jeff Czetwerzuk. As an Empower Simcoe Supported Independent Living Worker and Ward 3 Councillor for the City of Orillia, Jeff explains the parallels between the two positions.
“It’s really about helping and supporting people of all abilities in our community,” says Jeff. I’m passionate about that.”
Born and raised in Orillia, Jeff’s commitment to community service started in grade six as a volunteer with Special Olympics bowling. “Many people I now support as a SIL Worker recognize me as that 11-year-old from bowling,” says Jeff. “It’s heartwarming to see things come full circle.”
Following his roots, Jeff pursued a Child and Youth Care diploma from Georgian College, which was succeeded by an Honors Bachelor of Social Work degree from Lakehead University. His passion for politics flourished during his time as a student leader, having been elected to the Georgian College Student Association and the Georgian College Board of Governors.
Jeff’s journey with Empower Simcoe began as a summer student, leading to being hired eventually as a member of the Empower Simcoe Supported Independent Living team. On any given day, he assists people with grocery shopping, attending doctor’s appointments, cooking, support around one’s home, banking, and accessing the community.
“The people we support are so thankful to have an extra set of hands to help them with their daily lives,” notes Jeff. “They really appreciate the work we do.”
Elected to Orillia City Council in 2022, Jeff is committed to serving the citizens of Orillia, just like the people he supports at Empower Simcoe, by being involved in the community, being responsive, and being committed to creating positive change.
There’s a palpable focus and a sense of purpose from participants at the weekly Fibre Friends table at the Ramara Centre Library. As part of Empower Simcoe’s Community Support Services program, this drop-in beginner’s knitting class meets weekly to support and encourage each other at whatever stage they might be at with their knitting projects. This is a stitch and social where participants gather to laugh and share ideas and their love of knitting.
Watching Hailey Mackie, one can’t but be impressed and inspired by her determination and progress as she skillfully loops a piece of colourful yarn around each peg of her adaptive loom. Due to a weaker right hand, Hailey originally had challenges maneuvering the knitting needles; however, thanks to the ingenuity of Empower Simcoe Community Support Services Support Worker Cortney Moreau, Hailey is now crushing it one stitch at a time.
Much research by Cortney went into finding an adaptive loom design that would best fit Hailey’s needs. With the assistance of Cortney’s handy husband, Mike, a knitting loom was thoughtfully custom-built and assembled to allow Hailey to knit on her own.
Now, Hailey is creating beautiful, knitted apparel she loves and building connections and a sense of belonging with other community members.
“I like being around people,” says Hailey. “Knitting is such a fun and relaxing thing to do.”
Hailey continues to learn new patterns and plans to sew her creations together to make a beautiful new patch blanket. She promises to share a picture with Empower Simcoe upon completing the project.
“I’m excited to be working towards this goal,” exclaims Hailey.
A heartfelt thank you to Cortney and Mike for their innovative and unwavering commitment to help Hailey lead a meaningful and inclusive life.
Keep shining, Hailey, and know that your inspiring journey brightens the lives of those around you.
| Risk Identification | Mitigating Actions/Controls ( currently in place) |
|---|---|
|
Risk Identification
Labour shortage of employees in various departments and programs and at all levels |
Mitigating Actions/Controls ( currently in place)
Ongoing recruiting drive. Ensuring competitive wages and benefits. Advocate for cost of living funding increase. Seek Employee feedback on how to improve work conditions. |
|
Risk Identification
Lack of cost of living funding increases resulting in the erosion of quality and capacity of service delivery over time. |
Mitigating Actions/Controls ( currently in place)
Consistent dialogue and advocacy with funders. Reliance on fundraising to supplement government funding shortfalls. Invest in efforts to improve efficiency and productivity. |
|
Risk Identification
Labour disruption. |
Mitigating Actions/Controls ( currently in place)
Union negotiations with the support of labour relations lawyer. Work stoppage/contingency plan. |
|
Risk Identification
Cyber Security Breach. |
Mitigating Actions/Controls ( currently in place)
Employee cyber security training. Invest in up-to-date cyber security technology and best practises. Off-site backups. IT audits. |
|
Risk Identification
Temporary or permanent loss of funding from main funders. |
Mitigating Actions/Controls ( currently in place)
Consistent dialogue and advocacy with funders. Maintain contingency fund. Maintain fundraising efforts. |
|
Risk Identification
Major disruption to operating environment due to natural disasters, pandemics, war, terrorism and other catastrophic events. |
Mitigating Actions/Controls ( currently in place)
Pandemic planning, business continuity planning, insurance, contingency fund. |
2023-2024 was a record year for recruitment at Empower Simcoe thanks to the incredible strides made in transforming Empower Simcoe into a more cohesive and empowered organization. Our dedicated People and Culture team diligently delved into researching the entire employee journey, from recruitment to onboarding, with the goal of creating an engaging and fulfilling experience for every new team member.
Through strategic partnerships with the Provincial Network Workforce Initiative and other developmental service agencies, as well as collaboration with educational institutions, we have developed a comprehensive recruitment and retention strategy.
In our commitment to attracting top talent, Empower Simcoe actively participated in career fairs, engaging with students and highlighting the rewarding opportunities within the DS sector. Furthermore, our proactive approach of networking, attending industry events, and reimagining our job postings has allowed us to stay ahead in addressing talent shortages.
We are proud to report these efforts have led to a noteworthy decline in the use of external staffing agencies, a decrease in vacancy rates, and most importantly, the opportunity for every new employee to deeply understand the exceptional services and breadth of our entire organization.
This solid foundation, built on Empower Simcoe’s core values, is driving our organization towards even greater success for generations to come.
Empower Simcoe’s Listening and Connecting sessions have been a critical tool for understanding and addressing employee concerns, enhancing engagement, and fostering a positive work environment.
Customer Service brainstorming discussions
From November 2023 to March 2024, five sessions, including Equity, Diversity, and Inclusion sessions, were conducted in both Barrie and Orillia. Employees shared valuable (meaningful) insights, identified areas of positive feedback, and made valuable suggestions for change.
Transforming these insights into actions is shaping our agency’s efforts to constantly improve the work environment at Empower Simcoe. At the same time, upcoming Listening and Connecting sessions are being scheduled so our organization can continue to listen, learn, and maintain an open dialogue with every Empower Simcoe employee.
Additionally, Journey to Belonging Customer Service Excellence sessions ensure that every Empower Simcoe employee has the information and necessary tools to implement Journey to Belonging: Choice and Inclusion, the Ministry of Children, Community and Social Services’ long-term vision for developmental services in Ontario.
By respecting and putting people first while improving customer service, Empower Simcoe is positioned to be at the forefront of this transformational shift in how responsive services are chosen by people and families in our community.
CEO Dr. Claudine Cousins leads a Journey to Belonging Customer Service Session
Supervisors Kayla Hall and Lisa Wright highlight Journey to Belonging suggestions
2023 marked Empower Simcoe’s 70th anniversary of providing supports and services to people of all abilities in Simcoe County. For the past 70 years, Empower Simcoe has continued to flourish and grow by responding to community needs through inclusive programming that improves the quality of all lives.
What began in 1953 as a small group of parents who wanted to offer their children with an intellectual disability an alternative to institutional placement has grown to become one of the largest multi-service agencies of its kind in Ontario, providing supports and services to 60,000 individuals and their families across Simcoe County on any given day.
we offer our heartfelt gratitude for 70 years of evolving, learning, and growing to support people of all abilities. 70 years of promoting quality of life and providing the tools and support needed for every person to live well so they can Be, Belong, and Thrive in our community.
for employees, people and families supported, volunteers and community partners.
with media partners and the Barrie Bay Cats.
Creation of Empower Simcoe 70th anniversary signature wine in association with Windrush Estates.
70th anniversary commemorative Cookbook compiled with recipe contributions from Empower Simcoe employees, volunteers and people we support.
Trivia and Show Us Your Empower Simcoe contesting for employees and people supported.
After making a tuna salad wrap with Empower Simcoe’s Cooking Up Capability class, Don Green couldn’t wait to taste the fruits of his labour. He thoroughly enjoyed it as a morning snack but made sure to save room for a chicken pesto sandwich he also put together in the cooking class at Grace United Church in Barrie.
“I’ve tried pesto before — I like most food,” Don said.
As one of the enthusiastic participants enrolled in Empower Simcoe’s groundbreaking eight-week Fee for Service Program in Barrie and Orillia, Don is embracing the opportunity to enhance his culinary skills and expand his culinary repertoire. The program’s primary goal is to empower people by equipping them with essential cooking skills and inspiring them with exciting new recipes, fostering independence and confidence.
“There’s also a social aspect to this,” instructor and Community Participation Support Worker Kyara Casillas said. “Many of the participants look forward to seeing their friends. If somebody is a bit behind, they offer help.”
The Cooking Up Capability program is a shining example of Empower Simcoe’s unwavering dedication to being accountable in providing outstanding and innovative services to the community.
Empower Simcoe’s Fee for Service menu continues to evolve, featuring a diverse array of enriching programs including Snoezelen light and sensory therapy for adults and children, Ex-Press Yourself Dance and Motion, Skills to Thrive, Grow Your Own Way, SibsShop, Youth Link, and more.
Empower Simcoe Grow Your Own Way participants
Snoezelen Therapy for children and adults
With an ever-expanding range of skill-building workshops, recreational opportunities, and educational and vocational training programs on the horizon, Empower Simcoe’s Fee for Service future is brimming with exciting prospects for personal growth and development for people of all abilities within the community.
