The WRDSB’s 2022-2023 Board Improvement and Equity Plan (BIEP) has identified four key areas and corresponding results statements that connect to the strategic directions set out in our Strategic Plan. As we continue to focus on student achievement and well-being, we developed several performance indicators to measure our progress.

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.

Updates on Outcomes from the 2022-23 Plan

In the first year of the implementation of the Board Improvement and Equity Plan:

  • We are seeing incremental growth in student achievement, particularly in the areas of literacy and numeracy.
  • We are engaging with students, staff, parents/families/caregivers and the community while building capacity to promote equitable and inclusive learning opportunities to foster a culture of sovereignty, human rights and equity in the WRDSB.
  • We are continuing to utilize results from the Safe, Caring and Inclusive School survey and Guarding Minds at Work survey to inform decision-making and support student and staff mental health and well-being.
  • We are preparing WRDSB students for the future by providing innovative learning opportunities with real-world applications.

We know each learner is different and we are committed to providing access to the necessary supports for success in academic achievement and well-being to improve outcomes for all.

“We intend to change the future of public education from right here at WRDSB.”

– jeewan chanicka, director of education for the WRDSB


Four Areas of the BIEP

Achievement

Every student will succeed academically.

Indicators Strategies Actions
76% of Grade 2 students achieved a final grade of B- or higher (70%) in reading on their final report card
  • Build administrator and educator capacity in structured literacy
  • Implement and monitor evidence-based reading practices in classrooms
  • Provided monthly administrator learning series that focused on structured literacy.
  • Delivered professional learning for Educators, Itinerant Teachers and Educational Assistants on supporting multilingual learners.
  • Reading Resource Teachers placed in 38 elementary schools.
  • Provided a copy of the Heggerty and UFLI resources in all
  • Kindergarten through Grade 2 classrooms.
  • Piloted an early reading screener, Acadience, tool with 1000 students (Kindergarten – Grade 2). 
2022-23 Grade 3 EQAO – % of students who met or exceeded the provincial standard:

  • Reading: 73%
  • Writing: 65%
  • Mathematics: 59%

2022-23 Grade 6 EQAO – % of students who met or exceeded the provincial standard:

  • Reading: 85%
  • Writing: 85%
  • Mathematics: 49%
  • Build administrator and educator capacity in utilizing EQAO results and high-yield instructional strategies
  • Implement and monitor tutoring programs
  • Provided administrator learning series with a focus on equitable mathematics teaching and learning.
  • Provide job-embedded “wraparound” sessions in 26 elementary schools.
  • Provided job embedded support to Grade 7 and 8 teachers and students focused on mathematics.
  • Coordinated the delivery of tutoring programs by external partners for students in Grades 1-8.
  • Provided support for educators to complete mathematics part 1 additional qualifications course.
55% of students met or exceed provincial standard on the 2022-2023 Grade 9 EQAO
  • Build administrator and educator capacity in utilizing EQAO results and high-yield instructional strategies
  • Provided job-embedded support and professional learning with access to itinerant math coaches in all secondary schools.
  • Shared educator and administrator resources on the WRDSB de-streaming internal website.
  • Provided professional learning for educators with Peter Liljedahl on Building Thinking Classrooms to support achievement in mathematics. 
85% of first time eligible fully participating students were successful on the 2022-2023 Ontario Secondary School Literacy Test (OSSLT)
  • Build administrator and educator capacity in utilizing EQAO results and high-yield instructional strategies
  • Provided OSSLT practice resources to all Grade 10 educators.
  • Provided administrator learning series with a focus on de-streaming in Grade 9 and 10 courses.

 

Evidence of how we are supporting achievement

In the 2022-23 school year, more than 600 secondary school students participated in a design thinking program. The program partners with Smart Waterloo Region Innovation Lab (SWRIL) to teach students design thinking tools using the GIMI Impact Program. Using this approach, students are encouraged to address challenges or issues in their local communities and/or the world and create solutions. Curriculum expectations are met through this – so while students are learning they are also making a difference in the world. Some students pitched these ideas and were able to get funding to make their ideas come to life.

WRDSB has developed five strategies to support student agency and voice. Learn more about how we are centering student voice and Transforming Education.

The WRDSB Intermediate Math Intervention Project assists students across 20 schools utilizing a tiered small-group instruction approach to deliver targeted instruction based on individual student needs.

Learn more about how we’re focused on supporting student achievement


Sovereignty, human rights and equity

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

Indicators Strategies Actions
% of students achieving a final grade of 70% or higher in Grade 9 De-streamed Math (MTH1W):

  • Semester 1: 68%
  • Semester 2: 66%
  • Build administrator and educator capacity in delivery of de-streamed/single streamed curriculum, assessment and evaluation
  • Provided targeted credit rescue opportunities to students and supported educators with resources to support credit rescue
  • Provide job-embedded support and professional learning with Itinerant Coaches in all secondary schools.
  • Provided subject specific learning series for educators.
  • Implemented elementary intervention strategies including Mathematics Intervention Specialists, Lexia, Gizmos, Desmos and Knowledgehook.
4% of students in Grades 4-12 were suspended
  • Build administrator and educator capacity in the area of transformative and restorative practices, in addition to the work on progressive discipline
  • Provided elementary and secondary administrator learning series with a focus on Safe Schools.
  • Provided network and individual support for administrators.
  • Provided job-embedded professional learning with safe schools consultants at specific schools who are participating in the Ministry of Education Keeping Students in School Pilot Project.
42 Human rights complaints submitted
  • Build system leader and staff capacity to develop a just, inclusive and equitable working and learning environment
  • Provided professional learning for staff with a focus on understanding and working within the protected groups under the Ontario Human Rights Code.
  • Launched Human Rights Procedures.
  • Provided professional learning for all staff about WRDSB’s Human Rights policy and procedures.
  • 88% Human rights complaints resolved informally through alternative resolution processes without investigation
  • 12% Human rights complaints resolved formally through a full investigation process
  • Implement and monitor a Human Rights complaints process
  • Build system leader and staff capacity in restorative practices
  • Process put in place to address and resolve human rights complaints.
  • Developed and implemented policy and procedure to support the formal and informal resolution of complaints. 
% of students receiving special education accommodations and/or modifications:

  • Accommodated: 16%
  • Modifications: 6%
  • Build administrator and educator capacity in understanding in the WRDSB Student Support Process
  • Implement and monitor assessment, evaluation and evidence-based intervention practices
  • Provided professional learning for administrators and Special Education department staff on the Student Support Process.
  • Developed criteria to ensure identified interventions are achieving their desired results.  
% of multilingual learner students who are receiving accommodations and/or modifications:

  • ABLE: 1%
  • Accommodated: 48%
  • Modifications: 32%
  • Monitored: 19%
  • Build administrator and educator capacity in supporting the learning and achievement of multilingual learners
  • Implement and monitor assessment, evaluation and evidence-based intervention practices
  • Provided administrator learning series specific to multilingual learners, understanding the Steps To English Proficiency process and assessment and evaluation.
  • Created an educator resource guide.
  • Provided interpretation and translation serviced.
  • Deliver the Elementary Accelerated Basic English (ABLE) Program.
  • Developed an online course as a resource for educators.

 

Evidence of of how we are supporting sovereignty, human rights and equity

A sign outside a washroom reads "Washroom for Everyone"

WRDSB continues its commitment to implementing WRDSB Accessibility Plan 2021-2026, including launching the Accessibility Status by School website.

Through licensing its Extended Day Program, WRDSB is able to provide more affordable and accessible child care to help to provide the conditions for all students to improve their academic achievement and well-being.

The Multilingual Language Learners (MLL) team relaunched a day camp for Grade 5 and 6 students who have been in Canada for less than three years. The camp hosted 200 students from more than 30 WRSB schools and students participated in an array of activities, including high and low ropes challenges, archery and tie-dye.

Learn more about how we’re focused on centring sovereignty, human rights and equity:


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 Actions
Middle Years Development Instrument: % of students who responded “agree a little” or “agree a lot” to the statement “I feel like I am important to this school”:

  • Grade 4-6: 71%
  • Grade 7-8: 49%
  • Grade 9-12: 40%

Middle Years Development Instrument: % of students who responded “never this school year” to the question “How often have you been bullied by other students in the following ways?”:

  • Cyber
    • Grade 4-6: 80%
    • Grade 7-8: 80%
    • Grade 9-12: 83%
  • Physical
    • Grade 4-6: 61%
    • Grade 7-8: 69%
    • Grade 9-12: 86%
  • Social
    • Grade 4-6: 53%
    • Grade 7-8: 56%
    • Grade 9-12: 66%
  • Verbal
    • Grade 4-6: 48%
    • Grade 7-8: 49%
    • Grade 9-12: 66%
  • Build administrator, educator and staff capacity in sovereignty affirming and equity competencies
  • Monitor implementation of the competencies from learning to embedded practice
  • Provided job-embedded learning for administrators with a focus on sovereignty affirming and equity competencies.
  • Provided administrator and educator learning series on Understanding Contemporary First Nations, Métis and Inuit Voices Studies course, and Dismantling Anti-Black Racism.
  • Provided educator learning series on First Nations, Métis, and Inuit Voices in secondary schools.
  • Filled staff positions (i.e., System Navigators, Social Workers with an Indigenous Focus).
  • Supported implementation of school based groups (e.g., Affinity Groups, GSAs, Student well-being teams).
  • Hosted student conferences (e.g., Black Brilliance).
  • Developed and launched a system campaign to address mental health.
Middle Years Development Instrument: % of students with high well-being

  • Grade 4-6: 34%
  • Grade 7-8: 26%
  • Grade 9-12: 20%

Note: The Middle Years Development Instrument (MDI) Well-being Index consists of measures relating to children’s physical health and social and emotional development that are of importance during the middle years: Optimism, Happiness, Self-Esteem, Absence of Sadness and General Health. On the MDI, a “high well-being” categorization represents students who reported positive responses on at least 4 of the 5 measures and no low range scores.

  • Build administrator and educator capacity to support and enhance student well-being
  • Develop and implement a student voice and agency plan
  • Developed community engagement tables that include grass root community organizations to participate in wraparound support for students.
  • Delivered in class presentations on social-emotional learning and mental health strategies.
  • Hosted “lunch and learns” for parents, caregivers and families.
  • Provided professional learning for all administrators and educators with a focus on trauma informed practices
56% of staff who completed the the Guarding Minds at Work survey agreed with statements related to the workplace being psychologically and socially supportive.
  • Build system leader capacity to support them in creating a psychologically and socially supportive workplace
  • Developed sovereignty affirming and equity competencies.
  • Launched the National Standard for Psychological Health & Safety awareness campaign.
  • Provided administrator professional learning on trauma informed leadership.
  • Provided network learning opportunities for educators and administrators (e.g., Aspiring
  • Leaders, Administrator Mentoring Program, Network Learning Series).
62% of staff who completed the the Guarding Minds at Work survey agreed with statements related to factors in the workplace protecting their physical safety.
  • Build system leader capacity to support them in ensuring the protection of the physical safety within the workplace
  • Provided training for system leaders and new members of workplace inspection teams.
  • Developed and provided one-to-one professional learning sessions for system leaders on reporting tools.
  • Provided personal protection equipment, consultations, education and support to staff.
70% of secondary school students who completed a pilot student engagement survey indicated they are ‘always’ or ‘often’ engaged in school.
  • Implement and monitor high-yield strategies to engage students
  • Support and ensure WRDSB learning environments are culturally relevant and responsive
  • Supported implementation of school based groups (e.g., Affinity Groups, GSAs, Student well-being teams).
  • Filled staff positions (i.e., Indigenous Social Worker, Wellbeing and Equity officers.).
  • Developed and communicated smudging guidelines in WRDSB.
  • Provided outdoor education opportunities for students.
  • Hosted student conferences (e.g., Black Brilliance).
 91% of staff who completed the the Guarding Minds at Work survey agreed with statements related to feeling engaged at work.
  • Build system leader and staff capacity in supporting their well-being at work
  • Determine, implement and monitor practices to support staff well-being informed through the Growing Minds at Work survey
  • Provided Road to Resiliency training for all staff.
  • Provided learning series for staff with a focus on well-being as a leader.
  • Conducted comprehensive learning needs assessment for service leaders.
  • Developed resources for the Leadership Development website.
  • Engaged staff through Aspiring Leaders program, OnBoarding of Administrators program, Administrators Mentoring Program.

77% of secondary school students who completed a pilot student engagement survey agreed that their family/caregiver takes an interest in their learning.

Note: With the launch of the family and community engagement plan, in 23-24 we will gather data on the % of families who feel engaged in their child’s learning.

  • Develop and implement a family and community engagement plan
  • Developed a better understanding of what family engagement means to the WRDSB community.
  • Identified gaps in service to students and families through the work of System Navigators and community partners.

 

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

In recognition of Mental Health Week in May 2023, students and staff shared personal reflections through the #MyStory campaign to help break the stigma of talking about mental health.

More than 100 students from secondary schools across WRDSB participated in the first-ever Student Wellness Conference, entitled Be Kind to Your Mind. The event brought together students, staff and community partners for a day focused on providing students with the information and resources they need to support their mental health and well-being.

WRDSB has developed a Disconnecting from Work Protocol to support a positive shift in our organizational culture. Ensuring that staff have healthy and professional boundaries between work and home is an important part of that commitment and is an investment in positive mental health and the ability to serve and support students.

Learn more about how we’re creating learning and work environments that support mental health and well-being:


Pathways and transitions

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

Indicators Strategies Actions
80% of secondary school students finished Grade 10 with 16 credits
  • Implement high-yield strategies focused on credit accumulation
  • Placed Student Success Teachers at all secondary schools
  • Offered Learning Strategies and General Learning (GLE, GLS) credit opportunities in all WRDSB secondary schools.
  • Offered credit rescue and credit recovery programs.
  • Provided Grade 8 to 9 transition support to students.
  • Created intentional Grade 9 timetables.
  • Provided opportunity for students to earn “reach ahead” credits and high skills activities.
% of students graduating who graduated in 4 or 5 years (2017-18 Cohort):

  • 4 Year Rate: 77.9%
  • 5 Year Rate: 85.2%
  • Implement programs to support students to earn credits towards their diploma
  • Engaged in credit accumulation monitoring.
  • Offered Learning Strategies and General Learning (GLE, GLS) credit opportunities in all WRDSB secondary schools.
  • Offered credit rescue and credit recovery programs.
  • Offered “build a credit” program to students.
  • Offered e-learning opportunities to earn credits.
  • Offered programs such as Specialist High Skills Majors (SHSM), Ontario Youth Apprenticeship Programs (OYAP), Magnet programs and Cooperative Education.
  • Ensured social workers and child and youth workers present in schools.
  • 35 students received an Ontario Secondary School Certificate (14 credits) or Certificate of Accomplishment
  • 60 students were recognized for graduating from the Alternative Continuum of Education (ACE) Program
  • Build administrator and staff capacity to support students on alternative pathways
  • Provide professional learning for administrators with a focus on the student support process.
  • Offered the Inclusive Community Access and Navigation (iCan) Program.

42% of secondary students submitted at least one application for full-time, first-year, fall-entry, undergraduate university study in Ontario.

Note: We are awaiting data from the Ontario College Application Service for the % of students who applied to a college program.

  • Implement programs to support students on different pathways
  • Offered Dual Credit (College/University) programs.
  • Offered School Within a College (SWAC) program with Conestoga College.
  • Offered programs such as Specialist High Skills Majors (SHSM), Ontario Youth Apprenticeship Programs (OYAP), Magnet programs and Cooperative Education.

 

Evidence of how we are supporting pathways and transitions

WRDSB creates experiential learning opportunities for students to develop career-ready skills, including providing Co-op opportunities, Ontario Youth Apprenticeship Program, and 55 Specialist High Skills Majors (SHSH) program areas across 16 secondary schools.

Secondary schools support Grade 8 students to get ready for the transition to Grade 9 during information sessions and ongoing engagement to support student learning and promote positive transitions.

WRDSB students are supported in reaching graduation and beyond through a focus on mathematics, literacy, and supporting the development of students’ capacity for compassion, creativity, curiosity and social responsibility.

Learn more about how we’re supporting all students prepare for their chosen pathways: