Director’s Annual Report 2023-2024

Across all schools, staff worked diligently to implement the three strategies outlined in the Board Improvement Plan to enhance literacy achievement for every student. A key step in this effort was the adoption of the Ministry-approved Acadience as the universal early reading screener. Beginning in March 2024, teachers of Kindergarten to Grade 2 students participated in over 650 minutes of training to effectively implement the screening tool. To complement this work, a decision-making tool was developed to guide staff in identifying and responding to students’ individual reading needs. Targeted reading intervention supports were consistently provided through programs such as Lexia (Tier 2), Empower (Tier 3), after-school tutoring lessons, and summer reading camps.

To address literacy needs at the secondary level, two schools piloted a program where staff were trained to deliver Tier 3 support using the evidence-based Wilson Reading program. This approach provided intensive support to Grade 9 students identified with significant literacy gaps, allowing them to build critical reading and writing skills while earning high school credits. This supportive model ensured students stayed on track to achieve their secondary school diploma, reflecting the board’s commitment to meeting the needs of all learners.

The Math Achievement Action Plan was implemented to support student achievement and improve results in mathematics for students in Grades 3, 6, and 9. This plan prioritized schools identified by the Ministry based on EQAO math scores and provided targeted support through math facilitators at 43 elementary and 3 secondary schools.

Professional learning opportunities were offered for principals and teachers to deepen their understanding of the curriculum, enhance math content knowledge, and focus on knowing their students as learners. A comprehensive support plan was also developed and implemented to assist principals and educators in preparing for EQAO assessments.

To address student learning gaps, small group instruction was utilized, while math facilitators modeled and supported Grade 3, 6, and 9 teachers in using evidence-based, high-impact instructional practices (HIIP). Digital tools such as Knowledgehook and MathUP were incorporated to enhance student practice and support teachers with effective resources. Collaborative work with various educators, including learning resource and ESL teachers, helped build capacity for supporting students with diverse math learning needs.

In classrooms, the focus was on building student confidence and fostering a strong math community. These efforts led to a significant increase in Grade 3 student achievement as measured by the provincial EQAO assessment, along with slight increases in performance for students in Grades 6 and 9.

Staff have remained dedicated to creating meaningful opportunities for secondary students, focusing on initiatives that support credit accumulation, skill development, and cultural learning. Dedicated student success staffing was added to all secondary schools to address credit accumulation, including expanded summer opportunities for students to rescue credits or earn additional secondary credits through reach-ahead programs.

Collaboration with community and industry partners enhanced experiential learning opportunities for students. Co-operative placements at Dofasco and Specialist High Skills Major (SHSM) experiences at Hamilton Healthcare provided engaging, real-world learning. Job skills programs, including Dual Credits, OYAP, and SHSM, were actively promoted through well-attended information evenings, sparking strong interest from students and families.

In alignment with our commitment to Indigenous Education, staff participated in lessons centered on the 13 Moons Teaching Cycle. This sustainable, systemic approach—co-developed with Indigenous partners—deepens understanding of Indigenous knowledge, ways of knowing, and land-based learning. Grounded in lunar and ceremonial calendars, the project launched its first year with a goal of implementing 104 lessons to connect students and staff with Indigenous perspectives.

These concerted efforts have yielded measurable success. Overall, 85% of students are projected to graduate within five years, representing a 1% increase. Additionally, 76% of Grade 10 students are on track to graduate with 16 credits, a significant improvement from 67% the previous year. Participation in job skills programs also saw a remarkable increase, with 39% of students now engaged, up 15% from 2022-2023. These gains reflect the collective commitment of staff, students, and community partners to fostering success and opportunity for all learners.

In June 2024, staff developed and released the HWDSB Mental Health and Addiction Strategy in alignment with PPM 169, marking a significant step forward in supporting the mental health and well-being of our students and staff. Key highlights of this work include the updated Reimagining Wellness 3.0, which was revised based on feedback from both students and staff. This version introduced new lessons on Belonging, Connecting, and Mattering to deepen the focus on fostering a supportive school environment.

Additionally, staff developed and implemented further content aimed at continuing identity-affirming mental health and addiction education, ensuring that students’ diverse needs are addressed. Professional learning and capacity-building efforts were centered on the Restorative Indigenous Educational Wellness Framework, which includes Indigenous pedagogical approaches and the Restorative Journey: Indigenous Educational Wellness (OCT) document. These initiatives support the goals of the Indigenous Education Circle Strategic Action Plan (IECSAP) 2021-2025 and are a critical part of advancing our commitment to Indigenous education.

A major milestone in this work was the launch of a multi-year project focused on the new Grade 11 NBE3U English course, Understanding First Nations, Métis, and Inuit Voices. This project involved collaboration with eight High School English departments, further strengthening Indigenous learning opportunities within the curriculum.

Moreover, staff continued to offer essential programming aimed at supporting students’ mental health and well-being. The Indigenous student leadership and learning community, Cultivating Community: Reclaiming Our Spaces in Education (CC:ROSE), hosted regular meetings and provided leadership development, with students like Rose Shakowennakara:tats stepping into roles such as student leader on the Board of Trustees.

The SKENNEN Program, in partnership with St. Joseph’s, presented a two-eyed seeing approach to care, combining traditional teachings with Western clinical psychology and social work practices. This program enabled Indigenous students to access support for anxiety, stress, and cultural-identity related issues. Participants engaged in weekly sessions over a 10-week period, providing a valuable support network for students facing mental health challenges.

These initiatives represent a holistic, inclusive approach to mental health and wellness, with a strong emphasis on cultural relevance and community support, as we continue to prioritize the well-being of every student.