The WRDSB’s 2024-2025 Board Improvement and Equity Plan (BIEP) identified four key areas and corresponding results statements.

These each support the implementation of the strategic directions set out in our Strategic Plan.

To achieve these results, we identified:

  • Performance indicators used to measure progress
  • Strategies and actions implemented to positively change the indicators

Key Terms

  • 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 results.
  • Strategies
    • Approaches that are most likely to have a positive influence (an impact) on the Indicators.
  • Actions
    • Descriptions of the work that was completed to make the strategies a reality in classrooms, schools, and the district.

Achievement

Result: Every student will succeed academically

Indicators

Strategies

Actions
% of students who are reading at grade level by the end of Grade 2

  • 69% students met provincial standard in Grade 2 language (n=4,407)
  • Implement the Structured Literacy Multi-Year Plan 
  • Build administrator and educator capacity in structured literacy 
  • Implement and monitor evidence-based reading practices in classrooms
  • Monitor the implementation of the early reading screener, ensuring all students in Kindergarten to Grade 2 are screened.
  • Provide professional learning for administrators and staff with a focus on structured literacy.
  • Place Early Reading Resource Teachers in all elementary schools to support the development of early reading skills.
  • Deliver professional learning for educators on implementing reading intervention programs (i.e., Lexia, Empower, Corrective Reading and Rewards).
  • Continue to implement the Structured Literacy Multi-Year Plan.

% of students who meet or exceed the provincial standard on Grade 3, 6 EQAO reading, writing and mathematics*

Grade 3 EQAO Results

  • Reading – 72% (N=4,076)
  • Writing – 62% (N=4,094)
  • Mathematics 62% (N=4,094)

Grade 6 EQAO Results

  • Reading – 85% (N=4,117)
  • Writing – 85% (N=4,131)
  • Mathematics – 52% (N=4,129)
  • Implement the Math Achievement Action Plan
  • Build administrator and educator capacity in using high-impact instructional practices
  • Implement the Structured Literacy Multi-Year Plan
  • Place mathematics facilitators in Grade 3 and 6 classrooms in schools identified by the Ministry of Education.
  • Implement professional learning for administrators and staff with a focus on mathematics and structured literacy.
  • Provide support for educators to complete the Mathematics Additional Qualifications course.
  • Share the Math Achievement and Action Plan (MAAP) on the WRDSB website.
  • Utilize PowerBI dashboards to monitor math achievement in Grades 2-6.
  • Provide mathematical technology tools for Grades 1-10.
  • Place Grade 3 Lead Literacy Teachers in 30 identified schools.
% of students who meet or exceed the provincial standard on Grade 9 EQAO mathematics*

  • 62% (N=4,326)
  • Implement the Math Achievement Action Plan
  • Build administrator and educator capacity in using high-impact instructional practices
  • Support educators to complete the Mathematics Additional Qualifications course.
  • Implement professional learning for administrators and staff with a focus on mathematics.
  • Provide mathematical technology tools for Grades 1-10.
% of first time eligible, fully participating students who are successful on the OSSLT*

  • 85% (N=4,242)
  • Implement the Multi-Year Structured Literacy Plan 
  • Build administrator capacity in using literacy-based data to support the school learning and improvement process
  • Continue implementation of tiered intervention model to support student learning.
  • Place site-embedded Reading Support Teachers in secondary schools.
  • Continue to implement the Structured Literacy Multi-Year Plan.
  • Implement professional learning for administrators connected to structured literacy, specifically reading fluency.

*Indicator from the Ministry of Education’s Student Achievement Plan

Supporting Student Achievement in Practice

Strategies for supporting student achievement included the implementation of our Structured Literacy Multi-Year Plan (SLMYP) and our Math Achievement Action Plan (MAAP), as well as capacity building for administrators and educators capacity to support High-Impact Instructional Practices in classrooms.

Key actions implemented in the 2024-2025 school year include:

  • 98% of all students in Kindergarten to Grade 2 were screened for early literacy skills in fall 2024. 87% of these students were screened for a second time in winter 2025 (nearly double the Ministry requirement).
  • Literacy leads, Kindergarten teachers, and early childhood educators from every school participated in professional development five times throughout the year.
    • This learning built capacity to deliver consistent approaches to effective assessment, and evidence-based instructional practices across the WRDSB.
  • All WRDSB educators in Grades 3-8 received training to implement Oral Reading Fluency assessments.
    • These assessments measure reading accuracy and rate, providing educators with essential information needed to identify student literacy needs on their path toward reading comprehension.
  • Resources were provided to all elementary educators to support a tiered model of instruction and High-Impact Instructional Practices in math, including diagnostic tools, data tracking tools, and sequenced problem sets for small group instruction.
  • Throughout 2024-2025, 26,000 students used an adaptive and individualized online math learning tool to support student achievement of basic math fact fluency in addition, subtraction, multiplication, and division.
    • At the beginning of 2024/2025, nearly 7,500 students using the tool were not demonstrating math fact fluency.
    • By the end of the year, nearly 9,000 students demonstrated at least 70% fluency in math facts, a significant marker of foundational skill development.
    • The average number of math facts demonstrated per student grew from 75 in February to 95 in June.
  • From October to May, WRDSB math leads facilitated a seven-part Administrator Learning Series to deepen school leaders’ understanding of mathematics instruction.
    • An average of 50 administrators participated in each session.
    • The series focused on unpacking the High-Impact Instructional Practices and equitable assessment practices.
  • Professional development in number sense was provided to 280 Designated Early Childhood Educators, who play a crucial role in supporting early numeracy development.
  • School Math Facilitators also provided training for two teachers per school in all non-ministry identified schools, reaching more than 2,000 students across the WRDSB.

Pathways and transitions

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

Indicators

Strategies

Actions
% of students finishing Grade 10 with 16 credits*

  • Result forthcoming from Ministry of Education
  • Implement high-impact strategies focused on credit accumulation
  • Provide Grade 6 to 7 and Grade 8 to 9 transition support to students.
  • Provide opportunities for Grade 8 students to earn “Reach Ahead” credits.
  • Offer credit rescue and credit recovery interventions in secondary schools.
  • Provide eLearning options for students in Grades 9 and 10.
  • Provide Blended Learning Support Teacher (BLST) & Student Success Teacher (SST) supports.
% of students participating in at least one job skills program*

  • Result forthcoming from Ministry of Education
  • Implement and expand programs to support students on different pathways
  • Offer Dual Credit (College) programs.
  • Offer School Within a College (SWAC) program with Conestoga College.
  • Expand offerings available through Specialist High Skills Majors (SHSM), Ontario Youth Apprenticeship Programs (OYAP), and Cooperative Education.
  • Offer summer school Cooperative Education opportunities to enhance SHSM program completion.
% of students enrolled in at least one Grade 12 math, or Grade 11 or Grade 12 science course*

  • Result forthcoming from Ministry of Education
  • Implement supports for students to engage in different pathways
  • Provide increased academic support for single streamed core courses in Grade 10 to ensure all pathway options remain open to students when they enter Grades 11 and 12.
  • Continue implementation of tiered intervention model to support student learning.
% 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 – 59% (N=3,986)
  • Grade 9 – 67% (N=3,562)
  • Grade 10 – 69% (N=4,073)
  • Implement supports for students to successfully transition to the next steps in their learning experience
  • Provide Grade 6 to 7 and Grade 8 to 9 transition support to students, including students with disabilities and/or special education needs.
  • Offer opportunity for all Grade 8 students to complete the transition survey & all Grade 12 students to complete the exit survey.
  • Offer System Navigator support for students, staff and families to help students progress towards graduation.
% of students graduating with an Ontario Secondary School Diploma (OSSD) within five years of starting Grade 9*

  • Result forthcoming from Ministry of Education
  • Implement programs to support students to earn credits towards their diploma
  • Engage in credit accumulation monitoring.
  • Offer year round credit rescue and credit recovery interventions in secondary schools.
  • Offer “Build a Credit” program to students.
  • Offer e-Learning opportunities to earn credits.   
  • Offer opportunities for students to earn credits in summer school options (including Co-operative Education and eLearning).
  • Expand offerings available through Specialist High Skills Majors (SHSM), Ontario Youth Apprenticeship Programs (OYAP), and Cooperative Education.
  • Implement system wide approach to delivering Prior Learning and Assessment Recognition (PLAR) Process (e.g., PLAR Assessor Role, build system capacity, etc.).
  • Place Graduation Coach to support Black students.
% of students enrolled in alternative programming (e.g., ACE students) who receive an Ontario Secondary School Certificate (OSSC) or Certificate of Accomplishment (COA)

  • 69% (N=49)
  • Build staff capacity to support students on alternative pathways
  • Deliver professional learning for Alternative Continuum of Education (ACE) educators.
  • Provide transition support for students enrolled in alternative programming.
% of students accessing a University educational experience after secondary school

  • University Applications – 53% (N=4,241)
  • University Admissions – 47% (N=4,241)
  • Implement programs to support students on different pathways
  • Offer opportunity for all Grade 12 students to complete the exit survey.
  • Offer Dual Credit (College) programs.
  • Offer School Within a College (SWAC) program with Conestoga College.
  • Expand offerings available through Ontario Youth Apprenticeship Programs (OYAP).

*Indicator from the Ministry of Education’s Student Achievement Plan

Pathways & Transitions in Practice

Our strategies for supporting pathways and transitions included implementing supports for students to successfully transition to the next steps in their learning experience, implementing programs to support students to earn credits towards their secondary school diploma.

Key actions implemented in the 2024-2025 school year include:

  • More than 2,500 students participated in a Specialist High Skills Major program (a roughly 9% increase from previous years).
    • This included an additional 18 new programs.
  • WRDSB exceeded their goals for growth offerings and participation in Ontario Youth Apprenticeship Programs (OYAP), increasing the number of OYAP participants by 251 students from the previous school year.
    • WRDSB had 74 unique trades represented in the 2024-2025 OYAP program, an increase of four from the previous year.
  • Approximately 2,302 students participated in co-op programming in 2024-2025, with students receiving a total of 5,273 course credits.
  • A total of 4,746 credits were granted through WRDSB e-Learning.
    • This represents a 34% increase in the number of WRDSB e-Learning credits granted from the previous year.
  • A total of 3,361 Grade 8 students completed the Future Grade 8 survey, and 1,353 Grade 12 students completed the Your Life After High School survey.
  • Over 1,750 Grade 8 students indicated that they attended a Grade 8 Information Night at a WRDSB secondary school in 2024-2025.
  • WRDSB staff distributed WRDSB Transition Guides to 4,500 Grade 8 students.
    • Over 950 Grade 8 students indicated that they used the WRDSB Transition Guide to support their transition to secondary school.

Sovereignty, human rights and equity

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

Indicators

Strategies

Actions
% of students achieving the provincial standard in de-streamed courses

  • English – 81% (N=4,340)
  • Math – 66% (N=4,603)
  • Science – 77% (N=4,520)
  • Geography – 79% (N=4,638)
  • French – 81% (N=3,190)
  • Build administrator and educator capacity in the delivery of de-streamed/single streamed curriculum, assessment and evaluation
  • Implement intervention strategies including Math Intervention Specialists, Empower Lexia, Corrective, Rewards, Long Range Plans.
  • Offer learning series for administrators on de-streamed/single streamed curriculum, assessment and evaluation.
  • Provide Professional Learning opportunities for all schools in Culturally Relevant and Responsive Pedagogy, Indigenous Understanding, and support for affirming student identities through the Indigenous and Equity Reps model.
  • Place Itinerant equity teachers and Itinerant Indigenous education teachers to work with classroom teachers and students to build a culture of belonging in schools.
% human rights complaints resolved informally and formally

  • Informal Resolution – 96% (N=47)
  • Formal Resolution – 4% (N=47)
  • Implement and monitor a Human Rights complaints process
  • Develop a new case management system to track and manage complaints submitted to the Human Rights Branch.
  • Provide professional learning opportunities to system leaders focussed on building capacity and confidence in identifying and addressing human rights issues.
% of students receiving special education modifications

  • Data is not available
  • Build administrator and educator capacity in understanding in the WRDSB Student Support Process
  • Implement and monitor assessment, evaluation and evidence-based intervention practices
  • Provide professional learning for administrators and Special Education teachers on the Student Support Process and tiered instruction (e.g., SERT PD, SEA Assistive Tech PD, Geneva Centre Courses, EA/CYW PD).
  • Develop and share resources to support educators, In School Support Team (ISST) and Multidisciplinary Support Team (MDST). (e.g., Universal Design for Learning (UDL) Classroom tool, Educator handouts).
  • Provide professional learning for educators on literacy interventions (i.e., Lexia, Empower, Corrective and Rewards).
  • Offer weekly sessions for educators to consult with central staff about ways to support early learners.
  • Implement a new information and data management platform (i.e., Clevr).
  • Provide professional learning for teachers on critical consciousness and differentiated instruction in the context of implementing Culturally Relevant and Responsive pedagogies, Indigenous pedagogies, and Universal Design for Learning.
Changes in the identities of individuals who apply, are hired and promoted to positions within WRDSB

  • See Tables A and B below
  • Update and implement practices that support equitable application, hiring and promotion processes
  • Update questions and rubrics that are used as part of the hiring process.
  • Establish the requirement to use questions and rubrics in the hiring process and communicate to system leaders.
  • Host and attend job fairs.
  • Update Department Head process to include Sovereignty Affirming & Equity Competencies (SA&E) Competencies.

*Indicator from the Ministry of Education’s Student Achievement Plan

Table A

Elementary Occasional Teacher Positions
Qualified Applicants Change
Indigenous/Racialized +5%
Disability +1%
2SLGBTQ+ -1%
Hired Applicants Change
Indigenous/Racialized +4%
Disability +2%
2SLGBTQ+ -2%

Table B

Secondary Occasional Teacher Positions
Qualified Applicants Change
Indigenous/Racialized +9%
Disability +4%
2SLGBTQ+ +4%
Hired Applicants Change
Indigenous/Racialized +13%
Disability +4%
2SLGBTQ+ +2%

Sovereignty, Human Rights & Equity in Practice

Strategies for supporting sovereignty, human rights, and equity included implementing and monitoring a human rights complaints process and building administrator and educator capacity in understanding in the WRDSB Student Support Process.

Key actions implemented in the 2024-2025 school year include:

  • 866 Teachers and Educational Assistants participated in the professional development sessions in the use of assistive technology to support the needs of WRDSB students.
  • 45 Administrators participated in professional development on the use of Universal Design for Learning (UDL) processes and guiding documents.
  • More than 200 Special Education Resource Teachers (SERTs) attended two separate UDL training sessions.
    • 80% of SERTs in attendance indicated that the UDL documents were helpful or extremely helpful.
  • 216 educators engaged in professional learning and received ongoing support through the Indigenous, Equity, and Human Rights consultants and Itinerant Teachers.
    • Throughout the 2024-2025 school year, the WRDSB offered 11 full day professional development sessions to all Indigenous, equity representatives from schools across the WRDSB.
  • School administrators and system leaders participated in human rights training across six different sessions throughout the 2024-2025 school year.
    • Following the training, 75% of participant responses (out of 115) rated their confidence to integrate and implement the information and ideas into their work as 4 out of 5 or higher (with rating of 5 indicating significant confidence).
  • In December 2024, hundreds of students in Grades 10-12 identifying as African, Caribbean and Black, alongside their parents, families and caregivers, visited the WRDSB Education Centre to learn more about post-secondary pathways at the Black Brilliance Pathways to Post-Secondary Fair.

Mental health, well-being and engagement

Result: Every student will learn in environments that engage them and support their mental health and well-being 

Indicators

Strategies

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

  • Results forthcoming from Ministry of Education
  • Build staff capacity in supporting students’ attendance at school
  • Continue to monitor and support students’ attendance by Social Workers.
  • Share updated the Attendance Counselling Procedure.
% of students in Grades 4-12 who were suspended at least once *

  • Results forthcoming from Ministry of Education
  • 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
  • Provide 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.
  • Provide professional learning on Training Active Bystanders with Grade 5 & 6 schools.
% 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*

  • See Table C below
  • Build student knowledge and understanding of  mental wellness
  • Build educator capacity to support student mental health literacy.
  • Support the work of student wellness teams in secondary schools.
  • Provide mental health literacy professional learning sessions for educators in Grades 6 & 10.
  • Deliver in-class presentations in support of student social emotional learning (SEL), mental health literacy and well-being.

% 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

Percentages represent the % of students who reported a high sense of school belonging on the Safe, Caring, and Inclusive School Survey.

  • Grades 4-6 – 66% (N=10,997)
  • Grades 7-8 – 52% (N=6,087)
  • Grades 9-12 – 44% (N=8,744)
  • Build student knowledge and understanding of  mental wellness.
  • Build staff capacity to support student mental health literacy.
  • Provide support for students through Social Workers.
  • Provide job-embedded learning for educators on mentally healthy classrooms.
  • Provide administrator and educator learning on Understanding Contemporary First Nations, Métis and Inuit Voices Studies course, and Dismantling Anti-Black Racism.
  • Support student participation in school based groups (e.g., Affinity Groups, GSAs, Student well-being teams).
  • Host student conferences and symposiums (e.g., Black Brilliance, Human Rights).
  • Continue work to create washrooms for everyone in all secondary schools (i.e., washrooms that include gender neutral sections with a barrier free option).
% of students in Grades 4-12 with high well-being as reported through the Safe, Caring and Inclusive School survey

  • Grades 4-6 – 35% (N=10,997)
  • Grades 7-8 – 30% (N=6,087)
  • Grades 9-12 – 23% (N=8,744)
  • Build student and family knowledge and understanding of  mental wellness and well-being
  • Build staff capacity to support and enhance student well-being
  • Deliver in-class presentations on social-emotional learning (SEL) and mental health strategies.
  • Promote student wellness through substance use prevention initiatives (e.g., Youth Champions Initiative and professional learning for educators).
  • Implement professional learning for educators led by school mental health professionals with a focus on mental health literacy, including School Mental Health Ontario (SMHO) resources.
  • Support the work of student wellness teams in secondary schools.
  • Host the annual student wellness conference.

% of students who feel engaged at their school as reported through a student survey

Starting in the 2024-25 school year students were asked about their school engagement on the Safe, Caring, and Inclusive School Survey.

  • Grades 4-6 – 59% (N=10,997)
  • Grades 7-8 – 54% (N=6,087)
  • Grades 9-12 – 43% (N=8,744)
  • Implement and monitor high-yield strategies to engage students
  • Support student participation in school based groups (e.g., Affinity Groups, GSAs, Student wellness teams).
  • Provide outdoor education opportunities for students.
  • Host student conferences and symposiums (e.g., Black Brilliance, Human Rights).
% of staff who report the workplace as psychologically and socially supportive through the Guarding Minds at Work survey

  • The Guarding Minds at Work Survey was not administered in the 2024-25 school year.
  • Build system leader capacity to support them in creating a psychologically and socially supportive workplace
  • Offer an Employee and Family Assistance Program.
  • Provide leader learning network for service leaders.
  • Offer network learning opportunities for educators and administrators (e.g., Aspiring Leaders, Administrator Mentoring Program, Network Learning Series).
  • Provide system leaders with professional learning on disability management and accommodation.
% of staff who report that their work environment protects their physical safety through the Guarding Minds at Work survey

  • The Guarding Minds at Work Survey was not administered in the 2024-25 school year.
  • Build system leader capacity to support them in ensuring the protection of physical safety within the workplace
  • Implement training for system leaders and new members of workplace inspection teams.
  • Provide personal protection equipment, consultations, education and support to staff.
  • Support an effective Internal Responsibility System with support from the joint union-management Health and Safety Committee.
  • Create new signage at school entries outlining behavior expectations.
  • Provide ongoing Behaviour Management System (BMS) training and support for staff.
% of staff who feel engaged at work as reported through the Guarding Minds at Work survey

  • The Guarding Minds at Work Survey was not administered in the 2024-25 school year.
  • Build system leader and staff capacity in supporting well-being at work  
  • Determine, implement and monitor practices to support staff well-being informed through the Growing Minds at Work survey
  • Offer Road to Resiliency training for all staff.
  • Offer professional learning for service leaders to build capacity on foundational leadership competencies.
  • Develop resources for the Leadership Development website.
  • Engage staff through Aspiring Leaders program, On-Boarding of Administrators program, Administrators Mentoring Program.
  • Implement Educational Assistant (EA) and Child and Youth Worker (CYW) Coach roles.

*Indicator from the Ministry of Education’s Student Achievement Plan

Table C

Percentages represent students who report they have never been bullied during the school year on the 2024-25 Safe, Caring & Inclusive School Survey.

Physical Bullying
Grades 4-6 54% (N=10,997)
Grades 7-8 65% (N=6,087)
Grades 9-12 84% (N=8,744)
Verbal Bullying
Grades 4-6 35% (N=10,997)
Grades 7-8 39% (N=6,087)
Grades 9-12 59% (N=8,744)
Social Bullying
Grades 4-6 40% (N=10,997)
Grades 7-8 46% (N=6,087)
Grades 9-12 59% (N=8,744)
Cyber Bullying
Grades 4-6 77% (N=10,997)
Grades 7-8 78% (N=6,087)
Grades 9-12 81% (N=8,744)

Mental Health, Well-Being & Engagement in Practice

Strategies for supporting mental health, well-being, and engagement included building student knowledge and understanding of mental wellness, building educator capacity to support student mental health literacy, and building system leader capacity to create a psychologically and socially supportive workplace.

Key actions implemented in the 2024-2025 school year include:

  • 85% of elementary and secondary schools reported engaging in a student focused wellness initiative during the 2024-2025 school year.
  • Student Wellness Teams led well-being events in secondary schools across the WRDSB including information fairs, games, wellness days, and information campaigns.
    • WRDSB central board staff attended school events, where they had the opportunity to observe students leading and participating in these events.
  • 48 Secondary Career Educators participated in the training about incorporating help-seeking information into Grade 10 Careers course.
  • 40 junior educators representing ten schools reported that they would take a strategy to build community and interrupt harm back to their classroom from the Training Active Bystander workshops.
  • 40 elementary educators reported that they would incorporate a new community building and conflict resolution tool in their classroom from the social-emotional and activity-based programming workshops.
  • 43 Grade 6 educators attended professional learning sessions about vaping and cannabis awareness.
    • Vaping and cannabis awareness resources were shared with Grade 6 classes in 30 elementary schools.
  • 25 students from five secondary schools participated in the Youth Champions Initiative and led events at their schools using materials from Public Health.
  • 100 WRDSB students and 32 secondary staff members attended the Student Wellness Conference in April 2025.
    • At the conference, Student Wellness Teams developed plans for sharing their learning with their peers.
    • 75% of student attendees felt they “learned something new that will be helpful to me or a friend” and 81% felt that they were leaving with “at least one idea for promoting wellness at our school.”
  • Throughout 2024-2025, service leaders participated in a series of professional learning opportunities, on a range of topics including ‘Progressive discipline’ (62 attendees), ‘Emotional Intelligence’ (55 attendees), ‘Managing Issue-based Difference’ (61 attendees) and ‘System Thinking and Beyond’ (68 attendees).
  • 100% of the staff who completed the feedback forms about the sessions on ‘Progressive Discipline’ and ‘Emotional Intelligence’ indicated that the session will assist with their leadership skills.
  • 91% of staff who completed the feedback forms about sessions on ‘Managing Issue-based Difference’ and 100% of staff who completed the feedback forms about sessions on ‘System Thinking and Beyond’ indicated that sessions like these contribute to the psychological support of staff.