The WRDSB’s 2023-2024 Board Improvement and Equity Plan (BIEP) has identified four:

  • Key areas
  • Corresponding results statements

These each connect to the Strategic Directions set out in our Strategic Plan.

To achieve these results, we have identified:

  • Performance indicators we will use to measure progress
  • Strategies and actions we plan to implement to positively change the indicators

The following are the definitions of the different components of the BIEP:

  • Results – The outcomes we desire for every WRDSB student and staff member.
  • Indicators – Measures which help us to gauge our progress to achieving the desired result (e.g., Achievement – Every student will succeed academically)
  • Strategies – Approaches that are most likely to have a positive influence (an impact) on an indicator.
  • Actions – Descriptions of the work that is taking place to make the strategies a reality in classrooms, schools, and the district.

For this final report, we have included a status for each of the strategies listed:

  • Completed – Strategy and related actions were carried out in the 2023-2024 school year
  • Paused  – Strategy and related actions were paused in the 2023-2024 school year

Updates on Outcomes from the 2023-24 Plan

In the second year of the implementation of the Board Improvement and Equity Plan, in support of the WRDSB Strategic Plan and Conditions for Learning:

  •  We focused on the use of evidence-based instructional practices and implementation of
  • We continue to build on our commitment to improving well-being, equity and student pathways, including
    • Support WRDSB schools to create environments where students feel a sense of connection and belonging
    • Sovereignty-affirming and equity leadership competencies

We also aligned the Board Improvement and Equity Plan with the Ministry of Education Student Achievement Plan, which includes:

  • 11 indicators mandated by the Ministry of Education
  • Data supplied by the Ministry and posted annually

Note: Indicator data for the Student Achievement Plan (with the exception of EQAO results) are provided by the Ministry of Education and represent data from the 2021-22 school year. Student Achievement Plan indicators are marked with an asterisk (*) and links to publicly available data for SAP indicators are included throughout the report.  

“At the WRDSB, we’re working to transform education for the changing world. Our goal is to create an education system that prepares each and every student we serve for success in the future.”
– jeewan chanicka, director of education for the WRDSB

Four Areas of the BIEP

Achievement

Every student will succeed academically

Indicators Strategies & Status Actions
% of students who are reading at grade level by the end of Grade 2

  • 70% of students met provincial standard in Grade 2 language (N=4,500)
  • Implement the Structured Literacy Multi-Year Plan
  • Build administrator and educator capacity
  • Implement and monitor evidence-based reading practices in classrooms
 Completed
  • Implemented educator training on using an early reading screener
  • Provided professional learning for administrators and staff with a focus on structured literacy
  • Placed Reading Resource Teachers in 37 elementary schools to support the development of early reading skills
  • Delivered professional learning for educators on implementing reading intervention programs (i.e., Lexia, Empower)
  • Shared the Structured Literacy Multi-Year Plan

% of students who meet or exceed the provincial standard on the Grade 3 EQAO Assessments of Reading, Writing, and Mathematics*

Reading – 68% (N=4,067)

Writing – 60% (N=4,074)

Mathematics – 58% (N=4,073)
  • Implement the Math Achievement Action Plan
 Completed
  • Placed mathematics facilitators in Grade 3 and 6 classrooms in schools identified by the Ministry of Education
  • Implemented professional learning for administrators and staff with a focus on mathematics and structured literacy
  • Provided support for the implementation of the revised Language curriculum
  • Supported educators to complete the math part 1 additional qualifications course
  • Shared the Math Achievement Action Plan

% of students who meet or exceed the provincial standard on the Grade 6 EQAO Assessments of Reading, Writing, and Mathematics*

Reading – 82% (N=4,161)

Writing – 81% (N=4,174)

Mathematics – 52% (N=4,163)
  • Build administrators and educator capacity in using high-yield instructional strategies
 Completed
  • Actions associated with this indicator and strategy are included in the cell above
% of students who meet or exceed the provincial standard on Grade 9 EQAO mathematics *

  • 52% (N=4,206)
  • Implement the Math Achievement Action Plan
 Completed
  • Provided job-embedded support and professional learning with Itinerant Math Coaches in secondary schools
  • Placed Math and Literacy intervention specialists in schools to support Grades 7 to 10 classrooms
  • Shared educator and administrator resources on the WRDSB de-streaming website

% of first-time eligible, fully participating students who are successful on the Ontario Secondary School Literacy Test (OSSLT)*

First Time Eligible – 85% (N=4,309)

Previously Eligible – 58% (N=1,149)
  • Build administrator and educator capacity in using high-yield instructional strategies
 Completed
  • Provided job-embedded support with itinerant teachers, focused effective instructional strategies and assessment practices in de-streamed classrooms
  • Delivered differentiated professional learning opportunities for staff (e.g., instructional support days, blended learning days)
  • Applied tiered intervention model to support student learning

Supporting student achievement in practice

“If classroom instruction is based on an evidence-based core curriculum, most students (80-90%) will learn to read words accurately and efficiently, and few students will need more intensive instruction or intervention.” “Executive Summary.” Right to Read Inquiry Report. Ontario Human Rights Commission, 2022.

In the 2023-24 school year, WRDSB engaged in system-wide professional development and capability building in literacy and math. We shared our Structured Literacy Multi-Year Plan and Math Achievement Action Plan to help students build their skills and proficiency in the areas of reading, writing and mathematics. These plans are consistent with guidance from the Ministry of Education and the Right to Read report.

In addition to implementing changes to how we approach literacy and math instruction, we know we are in a period of recovery from student learning loss during the global pandemic.

The 2023-2024 Education Quality and Accountability Office (EQAO) results are only one of the many ways we assess student achievement and well-being.

We know it will take time for our plans to grow and create system-wide change, but we are seeing signs shifts in practices are occurring. We are committed to the work ahead and continue to set high expectations to improve outcomes for all students.

Teachers who completed professional learning reported feeling more comfortable teaching a structured approach to literacy. They benefited from having more time to learn about the resources. Teachers are feeling more competent with how to facilitate the diagnostic assessments. There has been an increase in the number of educators engaging in the implementation of evidence-based approaches to literacy. During implementation, 95% of students assessed in one of the WRDSB evidence-based reading intervention initiatives (Lexia) showed improvement in their reading skills.

To support students’ success in math, WRDSB placed Grades 7 & 8 math intervention specialists in targeted schools. Math intervention specialists worked to build administrator and educator capacity in high-yield instructional strategies and to build capacity in implementing a tiered learning approach to math programs.

Sovereignty, human rights and equity

Every student and staff member has equitable opportunities in an environment free from discrimination

Indicators Strategies & Status Actions

% of students who met provincial standard in Grade 9 de-streamed courses 

English – 79% (N=4,371)

Math – 64% (N=4,834)

Science – 73% (N=4,771)

Geography – 76% (N=4,985)
French – 79% (N=3,299)
  • Build administrator and educator capacity in delivery of de-streamed/single streamed curriculum, assessment and evaluation
 Completed
  • Provided job-embedded support with itinerant teachers focused on effective instructional strategies and assessment practices in de-streamed classrooms
  • Provided subject-specific learning series for educators & department heads
  • Implemented intervention strategies including Math Intervention Specialists, Empower and Lexia
  • Offered credit rescue and credit recovery interventions in secondary schools

% of students in Grades 4-12 who were suspended at least once *

Grades 4-8 – 2.9% (N=22,836)

Grades 9-12 – 4.3% (N=21,445)
  • Build administrator and educator capacity in a progressive discipline approach
  • Ensure all WRDSB schools create an environment where students feel a sense of connection and belonging
 Completed
  • Provided an elementary and secondary administrator learning series with a focus on Safe Schools, including the use of mitigating factors as articulated in the Education Act and relevant regulations
  • Implemented professional learning on Training Active Bystanders in intermediate schools.
  • Provided professional learning on Dismantling Anti-Black Racism

% human rights complaints resolved informally and formally (students and staff)

Informal Resolution – 91%

Formal Resolution – 9% 

(N=46)
  • Implement and monitor a Human Rights complaints process
 Completed
  • Initiated process for developing a new case management system to track and manage complaints submitted to the Human Rights Branch

% of students receiving special education modifications

Data Forthcoming

(Data validation is required before this indicator data can be published. This data point will be updated when the data is reconciled)
  • Build administrator and educator capacity in understanding the WRDSB Student Support Process
  • Implement and monitor assessment, evaluation and evidence-based intervention practices
 Completed
  • Provided professional learning for administrators and Special Education teachers on the Student Support Process
  • Refined the Student Support Process
  • Delivered professional learning for educators on literacy interventions (i.e., Lexia, Empower)
  • Offered weekly sessions for educators to consult with central staff about ways to support early learners

Changes in the identities of individuals who apply, are hired and promoted to positions within WRDSB

Identities of Candidates for Elementary Occasional Teacher Positions

Qualified Applicants – N=371

Indigenous/Racialized – 50%

Disability – 4%

2SLGBTQ+ – 7%

Hired – N=195 

Indigenous/Racialized – 41%

Disability – 5%

2SLGBTQ+ – 10%

Identities of Candidates for Secondary Occasional Teacher Positions

Qualified Applicants – N=283

Indigenous/Racialized -46%

Disability – 4%

2SLGBTQ+ – 8%

Hired – N=179

Indigenous/Racialized -40%

Disability – 3%

2SLGBTQ+ – 8%
  • Update and implement practices that support equitable application, hiring and promotion processes
 Completed
  • Updated questions and rubrics that are used as part of the hiring process
  • Hosted and attended job fairs

Sovereignty, Human Rights & Equity in practice

“A truly transformative education should build on what communities, families, parents, and children treasure most, and respond to local, national and global needs, cultures and capacities. It should promote the holistic development of all learners throughout their lives, supporting them to realize their aspirations and to contribute to their families, communities and societies.” “Transforming Education: An urgent political imperative for our collective future,” United Nations Transforming Education Summit, 2022.

WRDSB takes a holistic approach to better supporting the academic success of the students we serve. We’re transforming education by ensuring that human rights are foundational to their achievement and well-being. We must ensure that students feel welcome, included, supported, and have the resources they need to achieve academic success. The WRDSB is committed to meeting its obligation under the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code by providing inclusive, safe and caring schools and workplaces that respect the rights of every individual. The WRDSB is also guided by the Calls to Action identified within the Truth and Reconciliation Commission Report.

System Navigators supported more than 100 African, Caribbean and Black identifying students through the provision of safe and affirming drop-in spaces where diverse stories, experiences, cultures and ways of being are welcomed/supported. One-to-one support was provided for students experiencing identity harm and those experiencing academic anxiety as they approach post-secondary studies (supported by guidance, social work and Black-led community supports).

Professional development sessions were offered for special education resource teachers (SERTs) from all WRDSB schools. Sessions focused on Universal Design for Learning, Differentiated Instruction, Tiered Instruction, and the Student Support Process.

Sovereignty, Human Rights & Equity in practice

“The promotion of human rights and equity is vital to achieving a diverse and representative teacher workforce to meet the needs of a diverse student body. There is a positive effect on the educational experience and outcomes of historically under-served students when teachers reflect their identities. Research demonstrates that all students benefit from having teachers with varying social identities and lived experiences.” Ontario Ministry of Education Policy/Program Memorandum 165.

We are committed to building a culture of human rights throughout the organization. The WRDSB Human Rights Branch provides information, professional development, and a safe, confidential space for all members of the Board to report Code-based concerns related to discrimination and harassment. The Human Rights Branch works alongside the Human Resources and Equity Services Department to support staff training, procedural changes, programs and accountability, as well as offer staff mentorship, affinity groups and support.

Some trustees and all senior leaders, including union leaders and leaders of management groups, have undergone Human Rights learning. Principals and Managers are also engaged in this learning. This year, we saw 91% of human rights complaints resolved through informal resolution.

Guided by the Accessibility for Ontarians with Disabilities Act (AODA), WRDSB works to continuously identify and eliminate barriers encountered by persons with disabilities at the WRDSB through the Multi-Year Accessibility Plan.

Administrator and teacher professional learning was implemented on the Understanding Contemporary First Nations, Métis and Inuit Voices Studies course, including Land-based education; Community connections; Indigenous Pedagogies (developing practice); and Culturally Responsive, Relevant and Sustaining pedagogies. This included 9 school-based sessions and 6 central board sessions. Ninety per cent of teachers in these sessions expressed increased knowledge of Indigenous practices and pedagogies with a focus on teaching Indigenous Brilliance.

Mental Health, well-being and engagement

Every student and staff member will learn and work in environments that engage them and support their mental health and well-being

Indicators Strategies & Status Actions

% of Grade 6, 9 and 10 students who report being aware of mental health supports and services in order to seek supports for mental health*

Grade 6 – 60% (N=4,035)

Grade 9 – 65% (N=3,452)

Grade 10 – 66% (N=4,239)
  • Build student knowledge and understanding of  mental wellness
  • Build educator capacity to support student mental health literacy
 Completed
  • Established student wellness teams at secondary schools.
  • Hosted the annual student wellness conference.
  • Provided ongoing support to school wellness teams, including building capacity to learn about mental health.
  • Offered professional learning sessions related to resources from School Mental Health Ontario (SMHO).
  • Provided learning opportunities for staff to develop mental health literacy led by school mental health clinicians

% of students in Grades 4-12 who feel their school is a safe, inclusive environment as reported through the Safe, Caring and Inclusive School survey

% of students who agreed “I feel like I am important to this school”

Grades 4-6 – 68% (N=11,035)

Grades 7-8 – 47% (N=6,432)

Grades 9-12 – 41% (N=10,684)

% of students in Grades 4-6 who report that they have never been bullied during the school year

Grades 4-6 – N=11,035

Cyber – 77%

Physical – 56%

Social – 46%

Verbal – 41%

% of students in Grades 7-8 who report that they have never been bullied during the school year

Grades 7-8 – N=6,432

Cyber – 76%

Physical – 66%

Social – 50%

Verbal – 42%

% of students in Grades 9-12 who report that they have never been bullied during the school year

Grades 9-12 – N=10,684

Cyber – 81%

Physical – 86%

Social – 63%

Verbal – 63%
  • Build student knowledge and understanding of mental wellness.
  • Build staff capacity to support student mental health literacy.
 Completed
  • Supported students through Social Workers/Attendance Counsellors
  • Provided job-embedded learning for educators on mentally healthy classrooms
  • Delivered in-class presentations in support of student mental health and well-being
  • Provided mental health literacy professional learning sessions for Grade 7 and 8 educators
  • Implemented professional learning sessions for educators related to vaping and cannabis and the connection to mental wellness
  • Delivered class and school presentations on vaping and cannabis and the connection to mental wellness
  • Created a social emotional learning (SEL) team to review current and emerging practices
  • Provided administrator and educator learning on Understanding Contemporary First Nations, Métis and Inuit Voices Studies course, and Dismantling Anti-Black Racism
  • Supported school-based groups (e.g., Affinity Groups, GSAs, Student well-being teams)
  • Hosted student conferences (e.g., Black Brilliance, February 12-16, 2024) 

% of students in Grades 4-12 with high well-being (optimism, happiness, self-esteem, absence of sadness and general health) as reported through the Safe, Caring and Inclusive School survey

Grades 4-6 – 36% (N=11,045)

Grades 7-8 – 31% (N=6,421)

Grades 9-12 – 23% (N=10,684)
  • Build student and family knowledge and understanding of  mental wellness and well-being
  • Build staff capacity to support and enhance student well-being
 Completed
  • Coordinated community engagement tables that include grassroots community organizations to participate in wraparound supports for students
  • Delivered in-class presentations on social-emotional learning and mental health strategies
  • Hosted lunch and learn sessions for families
  • Implemented professional learning for educators with a focus on student mental health and well-being
  • Established student wellness teams at each secondary school.
  • Hosted the annual student wellness conference (April 16, 2024)

% of students in Grades 1-8 whose individual attendance rate is equal to or greater than 90 percent*

Grades 1-8 – 50% (N=35,666 – 2021-22)
  • Build staff capacity in supporting students’ attendance at school
 Completed
  • Offered training to Social Workers/Attendance Counsellors from the Ontario Association of Attendance Counsellors
  • Continued to monitor and support students’ attendance by Social Workers/Attendance Counsellors
  • Revamped the Attendance Counselling procedure

% of students who report they “often” or “always” feel engaged at their school as reported through a student survey

Grade 7 – 68% (N=568)

Grade 10 – 56% (N=706)
  • Implement and monitor strategies high-yield strategies to engage students
 Completed
  • Supported implementation of school based groups (e.g., Affinity Groups, GSAs, Student well-being teams)
  • Provided outdoor education opportunities Land-Based Learning (WONAA) for students
  • Hosted student conferences (e.g., Black Brilliance)

% of staff who report workplace as psychologically and socially supportive of their mental health and well-being on Guarding Minds at Work

2022-23 – 56% (N=2,459)

The Guarding Minds at Work survey was paused during the 2023/24 school year to allow for the completion of the WRDSB Workforce Census. The WRDSB plans to publicly release Workforce Census results later in the 2024/25 school year.
  • Build system leader capacity to support them in creating a psychologically and socially supportive workplace
 Completed
  • Implemented Employee and Family Assistance Program
  • Provided system leaders and managers with professional learning on reinforcement
  • Offered network learning opportunities for educators and administrators (e.g., Aspiring Leaders, Administrator Mentoring Program, Network Learning Series)
  • Delivered professional learning for system leaders on disability management and accommodation

% of staff who report that their work environment protects their physical safety on Guarding Minds at Work

2022-23 – 62% (N=2,459)

The Guarding Minds at Work survey was paused during the 2023/24 school year to allow for the completion of the WRDSB Workforce Census. The WRDSB plans to publicly release Workforce Census results later in the 2024/25 school year.
  • Build system leader capacity to support them in ensuring the protection of physical safety within the workplace
 Completed
  • Implemented training for system leaders and new members of workplace inspection teams
  • Provided personal protection equipment, consultations, education and support to staff
  • Supported an effective Internal Responsibility System with support from joint union-management Health and Safety Committee
  • Provided ongoing Behaviour Management System (BMS) training for staff

% of staff who feel engaged at work on Guarding Minds at Work

2022-23 – 91% (N=2,459)

The Guarding Minds at Work survey was paused during the 2023/24 school year to allow for the completion of the WRDSB Workforce Census. The WRDSB plans to publicly release Workforce Census results later in the 2024/25 school year.

 Build system leader and staff capacity in supporting their well-being at work Completed
  • Provided Road to Resiliency training for all staff
  • Offered professional learning for service leaders to build capacity on foundational leadership competencies
  • Develop resources for the Leadership Development website
  • Engaged staff through Aspiring Leaders program, On-Boarding of Administrators program, Administrators Mentoring Program
Determine, implement and monitor practices to support staff well-being informed through the Growing Minds at Work survey Paused

Mental Health, Well-Being & Engagement in practice

“Educational research has consistently demonstrated that a positive school climate is associated with academic achievement, effective risk prevention efforts and positive youth development.” National School Climate Center

“Research has shown that school-based mental health interventions, delivered universally or in targeted ways by school staff, can reduce students’ experiences of mental health problems.” School Mental Health Ontario

WRDSB is committed to ensuring our schools are safe, caring and inclusive spaces for everyone. We work together with families, caregivers and community members to improve outcomes for all students, especially those who come from historically marginalized backgrounds. We are committed to meaningful engagement that is open, accessible, inclusive and responsive. We are committed to engaging with students and consistently centring their voices in decisions about their education, as well as increasing their sense of connection and belonging at school and throughout the system.

Active wellness teams from WRDSB secondary schools attended the Student Wellness Conference to learn about ideas to take back and implement at their own schools. Activities at each school varied and ranged from wellness bulletin boards and resource sharing to wellness fairs prior to exams.

The WRDSB continues to engage with community partners to support mental health and well-being in schools. For example, over 4000 Grade 7 and 8 students were reached through the “Sources of Strength” session coordinated with the Waterloo Region Suicide Prevention Council.

Evidence of how we are supporting mental health, well-being and engagement

“Workplaces can play an essential part in maintaining positive mental health. They can give people the opportunity to feel productive and be a strong contributor to employee wellbeing. Yet it can also be a stressful environment that contributes to the rise of mental health problems and illnesses.” Mental Health Commission of Canada

As a part of our Staff Well-being Strategy, we are taking steps to provide meaningful programs and initiatives to promote the wellness of our employees. WRDSB believes that a healthy workforce is essential for our ability to provide quality education and support for our students. We strive to assist our employees to balance their work and personal lives by supporting a positive, productive and respectful work environment. WRDSB employees have access to support and resources that will assist in optimizing their health and well-being. This includes benefits, programs and resources that promote emotional, physical, social and cognitive health and well-being.

Professional sessions that support a Psychologically Safe Workplace were delivered to system leaders at the System Leaders Conference. Over 80% of the system leaders (e.g., principals, managers, and superintendents) in attendance (57 in total) indicated that they would incorporate a new strategy to support a Psychologically Safe Workplace with their teams.

Pathways and transitions

Every student is prepared for the next step in their elementary and secondary education and their postsecondary pathway

Indicators Strategies & Status Actions

% of students who earn 16 or more credits by the end of Grade 10*

2021-22 – 82% (N=4,489)
  • Implement high-yield strategies focused on credit accumulation
 Completed
  • Provided Grade 6 to 7 and Grade 8 to 9 transition support to students
  • Provided opportunities for Grade 8 students to earn “Reach Ahead” credits
  • Offered credit rescue and credit recovery interventions in secondary schools
  • Placed Graduation Coach to support Black students

% of students graduating with an Ontario Secondary School Diploma (OSSD) within five years of starting Grade 9*

2021-22 – 86% (N=4,581)
  • Implement programs to support students to earn credits towards their diploma
 Completed
  • Engaged in credit accumulation monitoring
  • Offered credit rescue and credit recovery interventions in secondary schools
  • Offered “Build A Credit” program to student
  • Offered e-learning opportunities to earn credits
  • Expanded offerings available through Specialist High Skills Majors (SHSM), Ontario Youth Apprenticeship Programs (OYAP), and Cooperative Education
% of students enrolled in alternative programming (e.g., ACE students) who receive an Ontario Secondary School Certificate (OSSC) or Certificate of Accomplishment (COA)

  • 86% (N=55)
  • Build staff capacity to support students on alternative pathways
 Completed
  • Delivered professional learning for Alternative Continuum of Education (ACE) educators

% of Students Enrolled in at Least One Grade 12 Math or Grade 11 or Grade 12 science course*

2021-22 – 60% (N=12,525)
  • Implement supports for students to engage in different pathways
 Completed
  • Provided single streaming of core courses in Grade 10 to ensure all pathway options remain open to students when they enter Grades 11 and 12
  • Continued implementation of tiered intervention model to support student learning

% of students participating in at least one job skills program (SHSM, Dual Credits or OYAP)*

2021-22 – 14% (N=10,898)
  • Implement and expand programs to support students on different pathways
 Completed
  • Dual Credit (College) programs offered
  • Offered School Within a College (SWAC) program with Conestoga College
  • Expanded offerings available through Specialist High Skills Majors (SHSM), Ontario Youth Apprenticeship Programs (OYAP), and Cooperative Education
  • Offered summer school Cooperative Education opportunities

% of students earning an OSSD who applied or received an offer of admission to an Ontario educational experience after secondary school (i.e., apprenticeship, college, or university)

Applications – 64%

Offers of Admission – 55% (N=4,066)
  • Implement programs to support students on different pathways
 Completed
  • Launched exit survey for graduating students
  • Dual Credit (College) programs offered
  • Offer School Within a College (SWAC) program with Conestoga College
  • Expanded offerings available through Specialist High School Majors (SHSM), Ontario Youth Apprenticeship Programs (OYAP), and Cooperative Education

% of students who believe their learning has prepared them for the next step in their learning experience (i.e. next grade, post secondary, etc) *

Grade 6 – 57% (N=4,037)

Grade 9 – 67% (N=3,435)

Grade 10 – 67% (N=3,307)
  • Implement supports for students to successfully transition to the next steps in their learning experience
 Completed
  • Provided Grade 6 to 7 and Grade 8 to 9 transition support to students
  • Continued partnership with the Smart Waterloo Region Innovation Lab (SWRIL) to engage students in innovative learning opportunities
  • Launched a transition survey for students in Grades 7-11
  • Launched exit survey for graduating students

Four students stand together holding their SXSW EDU award

Pathways & Transitions in practice

“Equipping students with future-ready skills is not solely about preparing them for the workforce. It also includes ensuring they can fully participate in all aspects of their lives and society.” “Canadian Right to Education Framework” People for Education, 2020

The WRDSB is committed to ensuring all students have learning and skills to succeed in their chosen future pathways. We provide innovative and engaging opportunities for students to participate in real-world experiential learning environments. We work with families and caregivers to support student achievement and well-being. Additional student support is in place, such as Graduation Coaches, System Navigators and staff who help students to build connections with their peers and their communities. Our collective aim is to help students receive the necessary learning and credits towards graduation.

Our “Reach Ahead” program saw an increase in enrollment in 2024, as 130 students began Grade 9 with 1 credit completed towards their OSSD. Nearly 3000 students completed an eLearning course in Summer School. This provided them with more flexibility in their 2024-25 timetables.

In coordination with Conestoga College, the WRDSB offered dual credit opportunities in 15 different programs in Semester 1 and 21 different programs in Semester 2. Students in these programs came from across 16 WRDSB high schools, as well as the Alternative Education program and the Education and Community Partnership Program.

Find Out More

To find out more, please read the full 2023-2024 WRDSB Board Improvement and Equity Plan.