The WRDSB’s 2025-2026 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

Please see below for more details on how we plan to reach our goals.

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 will take place to make the strategies a reality in classrooms, schools, and the district.

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Achievement

Result: Every student will meet or exceed the provincial standards in learning environments that are culturally responsive.

Indicators	Strategies	Examples of Actions
% of students who are reading at grade level by the end of Grade 2	Implement the Structured Literacy Multi-Year Plan (SLMYP)	Build capacity of educators through professional development sessions and embedded school coaching (e.g., early reading resource teachers) to implement foundational skills instruction and an effective multitiered system of supports (MTSS) model in Kindergarten to Grade 2. Collaborate with the Literacy Department to support Kindergarten to Grade 2 educators in selecting identity-affirming, evidence-based literacy resources aligned with the SLMYP.
	Build administrator and educator capacity in structured literacy	Implement professional development sessions for Kindergarten to Grade 2 administrators focusing on tier 1 foundational skills and implementation of the MTSS model. Provide learning opportunities for early reading resource teachers, designated early childhood educators (DECEs), and literacy consultants with a focus on students with complex communication needs. Collaborate with the Literacy Department to build administrator capacity through embedded learning that highlights Indigenous-informed approaches to structured literacy.
	Implement and monitor evidence-based reading practices in classrooms	Use universal screening data collected at the beginning and middle of the year to determine next steps in classroom instruction. Use progress monitoring to measure the effectiveness of small group (tier 2) instruction.
	Embed Early Reading Resource Teachers, and Junior and Intermediate Literacy Coaches	Build capacity of educators through embedded school coaching to implement foundational skills instruction and an effective MTSS model in Kindergarten to Grade 6.
	Build administrator and educator capacity for Culturally Relevant and Responsive Pedagogy (CRRP) across curriculum areas	Provide culturally relevant programming for self-identified First Nations, Métis, and Inuit (FNMI) students that strengthens identity, engagement, and achievement through Indigenous-informed math and literacy learning opportunities.
% of students who meet or exceed the provincial standard on Grade 3 and Grade 6 EQAO reading, writing and mathematics*	Implement the Structured Literacy Multi-Year Plan (SLMYP)	Build the capacity of educators through professional development sessions and embedded school coaching to implement foundational skills instruction and an effective MTSS model in Grade 3 to 6 classrooms. Provide Tier 3, evidence-based literacy intervention for self-identified FNMI students that builds foundational skills, confidence and cultural identity.
	Build administrator and educator capacity in using high-impact instructional practices and tiered interventions	Implement professional development sessions for Kindergarten to Grade 10 administrators focusing on tier 1 foundational skills and implementation of the MTSS model Deliver administrator learning series on the implementation of math high-impact instructional practices and tiered interventions. Monitor in-school implementation of high-impact instructional practices and tiered interventions through administrator documentation of classroom observations.
	Implement the Math Achievement Action Plan (MAAP)	Build capacity of educators in math instruction with explicit focus on tiered instruction and culturally responsive and relevant pedagogies with the support of Math Facilitators. Monitor MAAP progress through a student, staff and Math Facilitator survey collected three times throughout the school year. Collaborate with the Math Lead to build Math Facilitator and Administrator capacity in embedding Indigenous ways of knowing into mathematics instruction. Provide centralized, culturally relevant, math learning opportunities for self-identified FNMI students by partnering with NPAAMB to deliver identity-affirming instruction and enrichment.
% of students who meet or exceed the provincial standard on Grade 9 EQAO mathematics*	Implement the Math Achievement Action Plan (MAAP)	Build capacity of educators in math instruction with explicit focus on tiered instruction. Monitor student and staff beliefs about math through a survey collected two times throughout the school year.
	Build administrator and educator capacity in using high-impact instructional practices and tiered interventions	Deliver administrator learning series on the implementation of math high-impact instructional practices and tiered interventions. Monitor in-school implementation of high-impact instructional practices and tiered interventions through administrator documentation of classroom observations.
% of first time eligible, fully participating students who are successful on the OSSLT*	Implement the Structured Literacy Multi-Year Plan (SLMYP)	Build capacity of educators through professional development sessions and embedded school coaching to implement an effective MTSS model in Grade 9 classrooms. Increase educator comprehension through research-based, step-by-step strategies for explicitly scaffolding complex text structures and vocabulary professional development for Grade 7-8 Educators, all Grade 9 English Teachers (Semester One) and English Department Heads. Build capacity for Grade 9, 10, and 12 educators to embed Indigenous pedagogies into literacy programming in support of the NBE pathway (e.g. Jo Chrona’s “5 More Minutes” self-directed PD).
	Build administrator capacity in using literacy-based data to support the school learning and improvement process	Implement professional development sessions for Grade 7-10 administrators focusing on tier 1 foundational skills and implementation of the MTSS model
% of students achieving the provincial standard in Grade 9 de-streamed and Grade 10 academic courses	Build administrator and educator capacity in the delivery of de-streamed/Grade 10 academic curriculum, assessment and evaluation.	Build capacity of educators through professional development sessions to implement foundational skills instruction and an effective MTSS model in Grade 9. Increase educator comprehension through research-based, step-by-step strategies for explicitly scaffolding complex text structures and vocabulary PD for Grade 7-8 Educators and All Grade 9 Semester One English teachers and English department heads
	Build administrator and educator capacity for Culturally Responsive and Relevant Pedagogy (CRRP) across curriculum areas	Embed CRRP into the School Learning and Improvement Process (SLIP) at the school level. Build system and school capacity in CRRP to foster identity-affirming, inclusive learning environments through sustained professional learning led by school-based Indigenous and Equity Representatives. Deploy Itinerant Equity teacher to collaborate with classroom educators and students in fostering inclusive, identity-affirming school environments grounded in belonging. Build educator capacity in critical consciousness and differentiated instruction to effectively implement CRRP and Universal Design for Learning in all classrooms.
% of students with special education needs who have demonstrated an increase in their foundational literacy skills	Implement and monitor evidence-based reading practices in classrooms.	Provide personalized learning experiences for Grade 9 and 10 students who will benefit from focused foundational literacy skills, supported by small group instruction. Provide educator professional development and coaching to ensure the implementation of a high fidelity, evidence-based tool for Fast Forward English Semester One Classes (ENG 1L, ENG 2L). Implement oral reading fluency assessments at the beginning, middle, and end of the year to monitor progress. Use ongoing assessments to gauge the effectiveness of small group (Tier 3) literacy instruction.

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

Preparing Students for Future Success

Result: Every student is prepared for elementary, secondary, and post-secondary pathways in environments that promote high expectations and academic engagement.

Indicators	Strategies	Examples of Actions
% of students finishing Grade 10 with 16 credits*	Implement high-impact strategies focused on credit accumulation	Build capacity of Secondary Reading Support Teachers with a focus on teaching phonics, word study and Tier 2 instruction in secondary. Provide Grade 9 and 10 program options for e-Learning. Offer credit recovery options for students through regular day school and summer school options. Support student credit accumulation by the use of gap closing/foundational courses in literacy and numeracy (ie: MAT1LY, ELS20).
% of students participating in at least one job skills program*	Implement and expand programs to support students on different pathways	Expand opportunities for students to participate in Special High Skills Major (SHSM), Ontario Youth Apprenticeship, and Co-operative Education programs. Offer Dual Credit (College) and School Within a College programs for secondary students. Provide and monitor engagement in Outdoor and Environmental Education Provide and monitor engagement in summer school Co-operative Education opportunities. Provide and monitor training for guidance counselors to support preparing students for future success. Offer summer school Co-operative Education opportunities to enhance SHSM program completion. Provide students in Alternative Continuum of Education (ACE) classes with an opportunity to participate in the Inclusive Community Access and Navigation program.
% of students graduating with an Ontario Secondary School Diploma (OSSD) within five years of starting Grade 9*	Support students to earn credits towards their diploma	Build capacity of Grade 9 educators and English Department Heads with a focus on strengthening Tier 1 instruction and scaffolding challenging texts to ensure that all students have access to strategies to unpack complex vocabulary. Offer credit recovery options for students through regular day school and summer school options. Offer summer school programming, including Reach Ahead, Co-operative Education. Develop and release resources and training for all Co-operative Education teachers. Expand opportunities for students to participate in Special High Skills Major (SHSM), Ontario Youth Apprenticeship, and Co-operative Education programs.
	Enhance academic achievement, sense of belonging, and graduation outcomes with identity affirming support from Graduation Coach for Black Students strategy and Graduation Support Teacher.	Launch and sustain the Graduation Coach for Black Students and Graduation Support Teacher initiative. Provide one-to-one mentorship, culturally responsive learning, and system navigation for Black identifying students and families.
% of students enrolled in at least one Grade 12 math, or Grade 11 or Grade 12 science course*	Build student awareness of Math and Science requirements for post-secondary pathways	Share information with students about continuing in Math and Science courses in the senior grades with support of Guidance counsellors.
	Build administrator and educator capacity in the delivery of de-streamed/Grade 10 academic curriculum, assessment and evaluation.	Build capacity of educators through professional development sessions to implement foundational skills instruction and an effective MTSS model in Grade 9.
	Implement supports for students to engage in different pathways.	Provide targeted supports to students through Graduation Support Teacher. Collaborate to enhance access to disaggregated Indigenous student data in ways that honour Indigenous data sovereignty and support responsive school and system planning for achievement and well-being.
% of students who believe their learning has prepared them for the next step in their learning experience (i.e. next grade, post-secondary, etc)*	Implement supports for students to successfully transition to the next steps in their learning experience	Provide multiple training sessions for Guidance Counselors and Special Education Resource Teachers in Grades 6 and 8, and Grades 9 to 12. Offer transition sessions for Grade 8 students to support transitions to secondary school. Offer all Grade 9 students the opportunity to complete the Future Grade 9 Survey and all Grade 12 students the Your Life After High School Survey. Offer Reach Ahead program for students in Summer School.
	Engage students in creating and monitoring an Individual Pathways Plan (IPP) through myBlueprint	Provide a new Transition Guide activity for staff and students to support transitions. Provide support for students and staff to increase awareness and implementation of Individual Pathways Plans (IPP) in the myBlueprint platform. Develop a community pathway within myBlueprint for students with disabilities and/or special education needs.
	Implement Special Education Transition Navigator Role	Develop and share resources with students with disabilities and/or special education needs, and their families, regarding the transition to Grade 9 and post secondary pathways. Develop and provide professional development and resources for educators to support students with disabilities and/or special education needs in preparing for transitions.
% of students accessing an educational experience after secondary school (apprenticeship, college, or university)	Monitor student post-secondary pathways to inform improved supports for student transitions.	Offer all Grade 12 students the opportunity to complete the Your Life After High School Survey. Monitor student post-secondary pathways through key data sources.
% of students enrolled in a Grade 11 or 12 technological education course	Support student enrolment in Grade 11 and 12 technological education courses through expanding student pathways	Expand opportunities for students in technological education courses through support of pathways programs (i.e., SHSM, OYAP, Co-Op, and dual credit courses)
% of students in the Alternative Continuum of Education program who are prepared for the next step in their learning experience	Build student independence through the Inclusive Community Access and Navigation (ICAN) program.	Create and coordinate a range of placements aligned to students’ levels of independence and interest.
	Build educator capacity to develop literacy and math skills in Alternative Continuum of Education (ACE) classrooms	Provide 2 part learning series for educators in ACE classrooms with a focus on building mathematics skills. Provide 2 part learning series for educators in ACE classrooms with a focus on building literacy skills.

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

Mental Health, Well-being and Engagement

Result: Every student will feel engaged in inclusive and affirming learning environments that support and build their awareness of mental health, well-being, and belonging.

Indicators	Strategies	Examples of Actions
% of students in Grades 1-8 whose individual attendance rate is equal to or greater than 90%*	Establish a Student Attendance Strategy	Establish an attendance support team consisting of school administrators and staff. Building understanding of current research and data pertaining to attendance trends. Co-create a plan to improve student attendance rates with a focus on a cohort of students.
	Build staff capacity in supporting students’ attendance at school	Build educator’s awareness and capacity to understand and support student absenteeism through a culturally responsive and identity affirming lens. Provide professional development on Mentally Healthy Schools and Mentally Healthy classrooms to build and cultivate a sense of belonging. Provide school based Social Work/Attendance Counsellors to address the barriers and provide culturally responsive care for students and families.
	Promote and support accessible, inclusive, and equitable education practices for students with disabilities and/or special education needs both inside and outside of the classroom.	Build capacity of educators in neurodiversity-affirming practices. Build educator capacity in the use of assistive technology and augmentative and alternative communication to support students with special education needs and/or disabilities.
% of Grade 4-12 students suspended or expelled from school*	Build administrator and educator capacity in a progressive discipline approach	Provide mandatory Safe Schools training for all administrators, including: Tips of the Waves training, Erin’s Law, and Human Trafficking. Offer administrator learning opportunities regarding the use of mitigating factors as articulated in the Education Act and relevant regulations.
	Ensure all WRDSB schools create an environment where students feel a sense of connection and belonging	Provide and expand Training Active Bystanders opportunities for students and staff. Provide The Ripple Effect Education (TREE) programs in selected sites to support conflict resolution, peace building, and social justice. Provide professional development on Leading Mentally Healthy Schools for school administrators. Provide professional development on Mentally Healthy Schools and Classrooms for classroom educators.
% 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*	Build student knowledge and understanding of mental wellness and access to supports and resources through implementation of the Mental Health and Addictions Strategic Plan	Support implementation of Grade 6 and Grade 10 Mental Health and Substance abuse curriculum. Provide Suicide Prevention/Life Promotion professional development for Guidance staff. Mobilize school wellness teams and conference. Support student participation in the Youth Champions Initiative. Support educators in the utilization of School Mental Health Ontario Wayfinder resources.
	Build educator capacity to support student mental health literacy.	Build capacity to promote social emotional learning and mental health literacy through support from Mental Health and Wellbeing Itinerant Coach
% of students who report that feel a sense of belonging, inclusion, and engagement in their school on a student survey.	Build educator capacity to co-create mentally health classrooms with students and other stakeholders.	Provide professional development on Leading Mentally Healthy Schools training for school administrators. Provide professional development on Mentally Healthy Schools and Classrooms for classroom educators. Provide staff with training on how to access the Wayfinder resources provided by School Mental Health Ontario. Implement Administrator Driven Learning series to build capacity in sovereignty-affirming leadership, culturally safe school conditions, and Indigenous-informed restorative practices.
	Build staff capacity to support student mental health literacy through culturally responsive and trauma-informed practices.	Build administrator and educator capacity to foster identity-affirming, inclusive, and culturally responsive school environments through professional development on Dismantling Anti-Black Racism
	Foster student mental wellness by creating and sustaining identity-affirming and affinity spaces that nurture belonging, joy and well-being.	Support students and families through engagement with System Navigators to increase a sense of belonging, trust, and access to resources. Promote and support student participation in identity-affirming groups in their schools. Host Black Brilliance conference and 2SLGBTQIA+ student gatherings
	Implement and monitor high-yield strategies to strengthen student engagement, belonging and achievement.	Build capacity of staff to implement culturally and historically responsive pedagogy, Universal Design for Learning, co-operative learning structures, and student voice and choice initiatives. Support and expand student participation in school-based identity-affirming Affinity Groups.

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

Services and Operations

Result: All students, staff, parents, families, and the broader community will have confidence in public education at the WRDSB.

Indicators	Strategies	Examples of Actions
Attendance Support Program (ASP) statutory elements established on time as prescribed by PPM171	Develop and Implement Attendance Support Program	Develop Attendance Support Program (ASP) protocol. Review absence data by employee groups to establish attendance thresholds for entering and exiting the program. Develop a communications plan and letters for staff entry into and exit from the program. Implement the consultation process for all employee groups and schedule dates. Develop a training plan and schedule training for managers/administrators. Launch the ASP for all employee groups.
% of Long-Term Accommodation Plan (LTAP) actions that have been completed within the specified timeframe.	Strengthen Accountability Structures	Implement and monitor a centralized tracking system for LTAP actions.
	Enhance Engagement and Communication	Develop and maintain a public-facing LTAP progress report. Gather feedback and demonstrate how planning decisions reflect community needs and priorities.
# of WRDSB procedures reviewed or revised in alignment with the Ontario Human Rights Code (OHRC), the Accessibility for Ontarians with Disabilities Act (AODA), or related legislation.	Implement Administrative Procedure 1650 – Development of Board Policy and Procedure, section 4.4	Create a process in collaboration with WRDSB staff to ensure procedures are considered and updated in alignment with the OHRC and AODA. Collaborate with and provide expertise to staff across the WRDSB in the process of reviewing and updating Administrative Procedures.
All WRDSB expenses align with all Ministry reporting and balanced budget requirements.	Prepare and administer annual budgets that comply with all Ministry and legislative requirements	Guide annual budget development process guided by strategic plan, BIEP, and Ministry directives. Identify risks and potential mediation in the annual budget report. Review staffing levels and discretionary spending lines in alignment with Ministry funding and priorities set by WRDSB Leadership. Identify emerging pressures and changes to the in-year forecast and report in Quarterly updates to the Trustees. Prepare financial statements in accordance and compliance with Public Sector Accounting Board and Ministry requirements. Show compliance with balance budget requirements, board administration requirements and transportation & facilities requirements through Education Finance Information System (EFIS) submissions.
# and % of facilities work orders completed annually	Improve the efficiency and effectiveness of our work order management and response process	Collect and analyze the data for the percentage of urgent work orders completed within seven days and non-urgent work orders completed within 30 days to monitor progress and inform improvements. Track progress and adjust strategies or resources as needed to improve completion of high-priority requests.
% utilization of available Extended Day spaces	Implement changes to our registration business processes	Ensure families can register siblings together. Implement fixed, part-time care options to improve utilization.
	Identify community initiatives that can be adopted to improve access	Participate in the Child Care Access pilot with the Region of Waterloo to hold Extended Day spaces for families referred through Family & Children’s Services or the Child Care Subsidy team at the Region of Waterloo.
% of new student registrations processed within the same week of submission	Provide schools with training and support to effectively complete registrations	Provide annual drop-in sessions for office staff to ensure current knowledge of Ministry requirements and system supports (e.g. Kindergarten registration resources).
	Ensure applications are accessible to parents and provide current reference documents	Ensure that schools are aware of translation options for online registrations. Review registration checklists and parent resources annually to ensure the information is current and uses relevant examples.
% of staff completing cybersecurity training earlier in the school year	Strengthen accountability, monitoring, and communication around training	Track monthly completion rates and issue scheduled reminders. Analyze staff data to identify employees at-risk of non-completion and develop targeted strategies to encourage completion.

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