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.

In order to achieve these results, we have identified the strategies we plan to take, as well as the performance indicators that we will use to measure our progress. Please see below for more details on how we plan to reach our goals.

Four Areas of the BIEP

Achievement

Every student will succeed academically.

Indicators Strategies
% of students who are reading at grade level by the end of Grade 2
  • Build administrator and educator capacity in structured literacy
  • Implement and monitor evidence-based reading practices in classrooms
% of students who meet or exceed the provincial standard on Grade 3, 6 EQAO reading, writing and math
  • Build administrator and educator capacity in utilizing EQAO results and high-yield instructional strategies
  • Implement and monitor tutoring programs
% of first-time eligible fully participating students who are successful on the OSSLT
  • Build administrator and educator capacity in utilizing EQAO results and high-yield instructional strategies
% of students who meet or exceed the provincial standard on Grade 9 EQAO mathematics
  • Build administrator and educator capacity in utilizing EQAO results and high-yield instructional strategies

Sovereignty, human rights and equity

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

Indicators Strategies
% of students achieving the provincial standard in de-streamed courses
  • Build administrator and educator capacity in delivery of de-streamed/single streamed curriculum, assessment and evaluation
% of suspensions and expulsions across grades 4-12
  • Build administrator and educator capacity in the area of transformative and restorative practices, in addition to the work on progressive discipline
  • Ensure all WRDSB schools create an environment where students feel a sense of connection and belonging
# of human rights complaints
  • Build system leader and staff capacity to develop a just, inclusive and equitable working and learning environment
% human rights complaints resolved (informally and formally)
  • Implement and monitor a Human Rights complaints process
  • Build system leader and staff capacity in restorative practices
% of students receiving special education accommodations and/or modifications
  • Build administrator and educator capacity in understanding in the WRDSB Student Support Process
  • Implement and monitor assessment, evaluation and evidence-based intervention practices
% of multilingual learner students who are receiving modifications
  • Build administrator and educator capacity in supporting the learning and achievement of multilingual learners
  • Implement and monitor assessment, evaluation and evidence-based intervention practices

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
% 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
  • Build administrator, educator and staff capacity in sovereignty affirming and equity competencies
  • Monitoring implementation of the competencies from learning to embedded practice
% of students in Grades 4-12 with high well-being as reported through the Safe, Caring and Inclusive School survey
  • Build administrator and educator capacity to support and enhance student well-being
  • Develop and implement a student voice and agency plan
% of staff who report the workplace as psychologically and socially supportive through the Guarding Minds at Work survey
  • Build system leader capacity to support them in creating a psychologically and socially supportive workplace
% of staff who report that their work environment protects their physical safety
  • Build system leader capacity to support them in ensuring the protection of the physical safety within the workplace
% of students who feel engaged at their school as reported through a student survey
  • Implement and monitor high-yield strategies to engage students
  • Support and ensure WRDSB learning environments are culturally relevant and responsive
% of staff who feel engaged at work as reported through the Guarding Minds at Work survey
  • 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
% of families who feel engaged in their child(ren)’s learning
  • Develop and implement a family and community engagement plan

Pathways and transitions

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

Indicators Strategies
% of students finishing Grade 10 with 16 credits
  • Implement high-yield strategies focused on credit accumulation
% of students graduating with an Ontario Secondary School Diploma within four or five years of starting Grade 9
  • Implement programs to support students to earn credits towards their diploma
% of students on an alternative pathway who receive an Ontario Secondary School Certificate or Certificate of Accomplishment
  • Build administrator and staff capacity to support students on alternative pathways
% of students entering university, college or apprenticeship training after high school
  • Implement programs to support students on different pathways

Find Out More

To find out more, please read the full 2022-2023 WRDSB Board Improvement and Equity Plan.