The Director’s Annual Report is an interactive online
report that highlights the success of our students, staff and school communities. It also provides links to operational expenditures, system-wide survey data and measures concerning the Board’s diversity and growth.
The Director’s Annual Report is
developed to showcase the Board’s progress toward achieving our goals outlined in the Multi-Year Strategic Plan 2020-2024. The stories and accomplishments highlighted in this report celebrate the successes of the students and staff of the Halton District School Board and share in our pride for public education.
Director's Message
Message from Director of Education, Curtis Ennis
As the Director of Education for the Halton District School Board, I am pleased to present the 2020-2021 Director’s Annual Report.
When I joined the Halton District School Board in August 2021, I did so with the knowledge that I was joining an organization dedicated to providing a high standard of education for students and a reputation for excellence in teaching, innovation and engagement known throughout the province.
This past school year presented ongoing challenges through the COVID-19 pandemic for our students, staff and families to adapt quickly, persevere and maintain a healthy and positive outlook. I would like to acknowledge and thank my predecessor, Director of Education Stuart Miller, whom I replaced in August 2021, for his leadership and guidance, especially during these challenging past few years.
This Annual Report highlights the Board’s progress toward achieving our goals identified in the 2020-2024 Multi-Year Strategic Plan and what actions we have taken to move the Board toward attaining these goals.
Guided by a foundation of values that includes
adaptability, innovation, engagement, relationships, communication and
accountability, we have structured this Director’s Annual Report around the five areas of focus outlined in the Multi-Year Strategic Plan:
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Equity & Inclusion
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Mental Health & Well-Being
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Learning & Achievement
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Environment Leadership
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Indigenous Perspectives & Awareness
Throughout this report you will learn of the many successes of Halton District School Board students and staff and share in our pride for public education.
I wish to acknowledge the commitment and dedication of our staff and thank them for inspiring students to learn and grow, which is evident in this 2020-2021 Director’s Annual Report.
Sincerely,
Curtis Ennis
Director of Education
Pronouns: He/him
Highlights in 2020-2021
HDSB's numerous national and provincial awards and celebrations for students, staff and schools in recognition of achievement and leadership.
Our progress in fulfilling the areas of focus in the 2020-2024 Multi-Year Strategic Plan
In Fall 2020, the HDSB initiated its operational plan for the new 2020-2024 Multi-Year Strategic Plan. For this initial year of the new
Multi-Year Plan (MYP), the organization of the 2020-2021 Director’s Annual Report follows the
five areas of focus in the MYP and highlight the successes and accomplishments toward each stated goal in the MYP.
The following is our progress in fulfilling the five areas of focus in the 2020-2024 Multi-Year Strategic Plan.
Equity & Inclusion
Champion supportive and inclusive practices to ensure equitable access to positive opportunities and outcomes for all.
Multi-Year Plan Goals
Identify and eliminate racism and discriminatory barriers within the Board
End-of-Year Successes and Accomplishments for 2020-2021
- HDSB
Human Rights Equity Action & Accountability Plan: The Way Forward was shared with all stakeholders.
- Membership was secured for the newly formed
Human Rights & Equity Advisory Committee.
- The HDSB
Discriminatory & Harmful Language Protocol (revised 2020) was implemented across all schools. Implementation included system-wide professional development.
- The Dismantling Racism Learning Series kicked-off on the September 2020 PA Day and continued through training provided at Family of Schools meetings and school-based learning modules.
- The Leading Change Pilot Mentoring Program for staff members of the
Indigenous and Racialized Educators Network (IREN) was initiated. This 12-session pilot project included eight leadership learning sessions focused on leadership development pathways with 25 racialized educators participating.
- Facility Services and Business Services staff participated in meetings with the HDSB Human Rights & Equity Advisor to build team capacity and competency for better understanding and alignment with system priorities.
- The Employment Equity Policy was developed and passed by the Board of Trustees in accordance with PPM 165.
- The
HDSB Staff Census was conducted, with results scheduled to be released in 2021-2022.
- Teacher Hiring Practices administrative procedure was implemented.
End-of-Year Successes and Accomplishments for 2020-2021
- Three
Culturally Responsive & Relevant Practices (CRRP) learning series modules were delivered for elementary/secondary educators, highlighting the importance of centring student identity in classrooms.
- Two sessions on Addressing Race and Racism in the Intermediate Classroom learning series were provided for staff.
- System-wide staff and student learning opportunities were offered, linking to Heritage Months and Months of Significance, including but not limited to:
Asian Heritage Month,
Black History Month,
Pride Month
- Two New Teacher Induction Program (NTIP) learning sessions were delivered to support new teachers in the implementation of CRRP.
- The
Selection of Instructional and Library Resource Administrative Procedure (AP) was revised to support the inclusion of learning resources that are accessible and free from stereotypes, racism and discrimination. To support the new AP, two sessions of the Critical Consciousness in Action learning series were provided to secondary educators, as well as a review of the resource selection process. Three sessions were held with Elementary Teacher Librarians relating to the Selection of Instructional and Library Resource AP in collaboration with School Programs and Library Services Departments.
- Two sessions on Dismantling Racism in the EA Role were delivered for Educational Assistants to support the implementation of the updated
Discriminatory & Harmful Language Protocol (2020).
- All school staff meetings included a centrally-provided professional development lesson on anti-oppressive practices and/or culturally responsive teaching strategies.
- “A Novel Idea” Book Club included participation from 81 secondary teachers. Staff chose one of six novels focused on topics specific to racialized or Indigenous characters and discussed with the authors about how they can disrupt colonialism and enhance positive learning environments.
- A three-part Indigenous Rights & Equity learning series was offered to secondary Guidance Counsellors, Student Success (STSC) Lead Teachers and English as a Second Language (ESL/ELD) Lead Teachers on Indigenous Rights, Human Rights and Equity in Pathway Planning Learning Series.
- An Anti-Oppression and Equity learning series was provided for Social Workers, CYCs and Special Education staff.
- Ongoing support for implementing culturally responsive instruction and anti-oppressive practices was made available to staff, as well as relevant training (e.g., racial trauma).
End-of-Year Successes and Accomplishments for 2020-2021
- The
HDSB Student Census was conducted across all schools.
- The implementation of Grade 9 Math de-streaming was guided through the development and delivery of system-wide professional development addressing the importance of culturally responsive and relevant pedagogy (CRRP).
- Grade 11 virtual summer school guidance credit course was offered in July 2021 for Indigenous and/or racialized students in partnership with the University of Toronto, Mississauga to confront systemic barriers that Indigenous and racialized students face accessing university programs and to build skills to support post-secondary pathway planning.
Mental Health & Well-Being
Strengthen safe and caring environments that promote mental health and well-being.
Multi-Year Plan Goals
Incorporate a whole-person approach that includes cognitive, emotional, social, spiritual and physical development as well as academic development
End-of-Year Successes and Accomplishments for 2020-2021
- The Circle of Support for Student Well-Being (also known as the Pathway to Care) was created to help students wherever they are on the mental health and well-being continuum.
- The Mental Health & Well-Being Advisory Team and the Human Rights & Equity Team reviewed Social Emotional Learning Programs for racism, human rights and anti-oppression. Recommendations from this committee will be shared through School Programs and Family of Schools meetings.
- Two virtual Mental Health Information Sessions for Parents/Guardians (via livestream) were offered along with 23 sessions for parents/guardians about specific child and youth mental health and well-being topics. Format allowed for two-way interaction between parents/guardians and staff.
- Eleven
videos focusing on how the HDSB collaborates with parents/guardians and supports student mental health and well-being were created for families to view before returning to school in September.
- HDSB held 11 focus groups with parents/guardians representing diverse communities and identities to gather feedback on how the HDSB engages with parents/guardians when their child has a mental health and well-being concern.
End-of-Year Successes and Accomplishments for 2020-2021
- A new staff wellness program (The Ripple Effect) was launched in Spring 2021. Available to all permanent, casual staff and their families, the program is designed to increase resiliency and improve mental health and well-being. It is anticipated that more than 40 per cent of staff will participate in the program.
- Prepared a workplace mental health and resiliency assessment (SBCI’s Mental Health and Resiliency Workplace Assessment). The assessment is divided into three parts: prevention, promotion and workplace support for mental well-being and will take place in Fall 2021.
- Three Student Well-Being Expected Practices Writing Teams are continuing to develop expected practices for all classrooms in the areas of Mental Health Literacy, Supportive Learning Environments and Bullying Prevention.
End-of-Year Successes and Accomplishments for 2020-2021
- Concerns of Suicide in Elementary Students professional development sessions of more than 200 elementary staff and 40 administrators in attendance.
- Board website was revised to provide
students and parents resources regarding mental health, how to support good mental health, and where to turn for help.
- Guidelines for Responding to Students with Non-Suicidal Self-Injurious Behaviour were created and professional development was offered on a student-specific basis.
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Daily well-being and mental health literacy calendar activities were shared with Educators each month. The Educator HUB on the staff intranet (myHDSB) Student Well-Being Department Page was developed for resource sharing.
Learning & Achievement
Create learning conditions to elevate student achievement.
Multi-Year Plan Goals
Incorporate a whole-person approach that includes cognitive, emotional, social, spiritual and physical development as well as academic development
End-of-Year Successes and Accomplishments for 2020-2021
Elementary
- Increased in-class support opportunities for foundational and recovery learning in Primary Literacy were provided through the redesign of the Learning Resource Teacher role.
- Opportunities for learning outside the school day were increased in Literacy and Math and made available to students across all elementary grades to increase student achievement.
- Kindergarten - Grade 5 opportunities: 1,362 student participants
- Grade 6-8 opportunities: 144 student participants
- The Spotlight Learning Series was created for administrators to use with staff to focus on small group instruction, the effective use of assessment and evaluation practices and differentiated instruction for students.
- Math curriculum implementation support for administrators and teachers included training, workshops and resources.
- First 30 Days resources were co-created by School Programs and Special Education Service to support educators for Emergent Literacy Strategy (K-Grade 1) and Grade 2-3.
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HDSB First 15 Days of Math for Grade 1-8 was created for staff.
- New to Teaching Math three-part series (Primary, Junior, Intermediate) and a Self-Directed Module were developed.
- New to Teaching Literacy two-part series (Primary, Junior, Intermediate) was developed.
- The Emergent Wheel of Literacy Behaviours and Self-Directed Module were developed.
- A “Shared Reading” resource was purchased for schools with Kindergarten to Grade 2 English programming, with professional development provided for educators.
- Created new and updated existing documents to support the implementation of the 2020 Math Curriculum (HDSB Math Curriculum Supports website, Coding in Math Supports, Infographics in Math Supports, Getting Started with Number Talks) and related professional learning sessions.
- Summer learning sessions were offered to support teachers in French, Kindergarten, Literacy, Math (Primary, Junior, Intermediate), ESL and Digital Platform use.
- Subsidized Additional Qualification courses were offered to teachers in Math, Reading, Writing, French and ESL.
- English and French language MathUp Licenses for Grade 1-8 were expanded.
- Digital resources were provided for schools in a variety of subject areas.
- Key instructional resources/materials were distributed to schools to
support the instructional program in Literacy and Math.
Secondary
- Subsidized Additional Qualification courses were offered to teachers in the areas of Special Education Parts 1 or 2, ESL, Teaching and Learning Online, Inclusive Classroom Instruction and Math as an additional basic qualification. As of Fall 2021, 69 secondary teachers have taken advantage of this opportunity.
- A six-part virtual learning opportunity with Peter Liljedahl focused on his new book, Building Thinking Classrooms in Mathematics was offered, with participation from 81 secondary Math teachers.
- KnowledgeHook, a formative assessment tool and instructional guidance system for teachers was used by 12 secondary schools.
- Mathspace, an adaptive, interactive learning tool which provides immediate feedback to students is now in use at six secondary schools and there are another 40 teacher licenses in other schools.
End-of-Year Successes and Accomplishments for 2020-2021
- Building a sense of community for both virtual and in-person classes was the focus for the return to school in September-October to increase student engagement through the SHIFT’s
community building activities.
- Numerous schools implemented the
Modern Classroom Project and enhanced the transferable skills of self-directed learning.
Elementary
- “Hidden Halton”, a Board-wide initiative to engage with the local community about the history and geography of Halton, took place in Spring 2021.
- Teachers participated in workshops and learning modules to strengthen teaching skills and implement inquiry-based practices and the development of global competencies.
- Google Workspace tools were used to engage students in small to large group opportunities to work collaboratively and demonstrate learning in authentic ways.
- Online resources were created to support elementary educators with virtual learning and student engagement strategies.
- More than 500 learning opportunities were offered to educators to help them navigate Google Workspace and use the Google Enterprise tools available.
- Technology education resources and support have been provided to families to increase student engagement.
Secondary
- Professional development sessions in partnership with real-work learning connections include:
- Funding and support for 29 different school-specific experiential learning projects
- Subject-specific virtual/hybrid learning support available in all subject areas
- Student conference opportunities including A Future that Fits (Grade 10), Gen Green Conference, Grade 7 Skilled Trades Day
- A
Post-secondary Guide for Students and Families was created along with six videos outlining
different post-secondary pathways destinations (Apprenticeship,
College,
Community,
University,
Workplace)
- Staff have received training to use newly-purchased experiential education software to provide hands-on learning opportunities for students in Arts, Science and Technology.
- Edwin, a digital learning environment program, was used as a pilot project to support Grade 9-10 students in the Virtual School - Secondary.
- A Virtual Secondary Education Google site was created as a repository for articles and tools to support technology and enhanced learning (real-time, teacher-led instruction and independent learning), digital citizenship, support for multilingual students, templates, webinars and multimedia resources for occasional teachers.
- The Brightspace Learning Hub continues to be updated with videos, webinars and documents.
- The “Technology Enhanced Learning” section on the staff intranet myHDSB, which provides resources to support Grade 9-12 students, has been updated to provide resources on the following:
- Brightspace
- Google Workspace
- Technology Enhanced Tools (e.g., Screencastify, Mindomo)
- Student orientations including learning skills development, navigating BrightSpace, digital citizenship, the translation of Brightspace videos and support materials in various languages.
End-of-Year Successes and Accomplishments for 2020-2021
- The first year of the Structured Reading Pilot for students with a learning disability (LD) has been completed.
- Five Structured Reading Itinerant Resource Teachers (IRT) provided targeted support for 14 LD classes/81 students (virtually and in-person), based on science of reading strategies.
- 100 per cent of students improved their level of phonological awareness on the Phonological Awareness Screening Test (PAST), 45 per cent of whom demonstrated mastery at the highest level.
- 46 per cent of students doubled, or in some cases tripled, their initial scores in reading and spelling, with an average individual score increase of 14 per cent, as measured by the Wilson Assessment for Decoding and Encoding (WADE).
- 97 per cent of students improved their ability to read decodable text.
- Self-contained LD teachers participated in training on Science of Reading strategies to embed in their program along with ongoing modeling and training in the use of strategies by Instructional Program Leaders (IPLs) with IRTs as part of their Year 1 training.
- Self-paced learning modules for all interested educators in the Science of Reading strategies were delivered to 100 staff.
- Special Education Professional Development:
- Self-paced learning modules were provided to Special Education Resource Teachers (SERTs).
- Five sessions for effective Individual Education Plan (IEP) development were offered to staff.
- A three-part series called “Life Skills Self-Contained classes: Effective Practices” was offered with 20 self-contained teachers participating.
- A two-part session called “Sensory Toolkit” had participation from more than 90 teachers and educational assistants.
- A five-part session called “Supporting Primary Gifted Students in the Regular Classroom” was delivered to 140 teachers.
- Professional development was provided on CCAT Assessment Interpretation of Results and paired with strategies to support Grade 4 and 5 students in the classroom.
- Assistive Technology Leads (ATLs) provide inservices for staff and student use of assistive technology (e.g., job-embedding learning for staff; 1:1 instruction for students; small and large group sessions on generalized strategies for staff).
- A Guide for Community Pathway Programs (CPP) was developed to build continuity across all CPP sites.
- Project Search was introduced and the HDSB was identified by the Ministry of Education as a “mentor board” to assist other school boards in their implementation in the 2021-2022 school year.
Environmental Leadership
Take action for a sustainable world.
Multi-Year Plan Goals
Deepen opportunities to learn about connections between ecosystems, social justice and climate change
End-of-Year Successes and Accomplishments for 2020-2021
- Outdoor, Environmental and Experiential (OEE) projects:
- Revised Policy regarding Sustainability - Environment and Education presented to the Board of Trustees in June 2021.
- Built awareness and promoted the
Student-led Climate Emergency Declaration (approved by Trustees in June 2020)
End-of-Year Successes and Accomplishments for 2020-2021
- Planned the third annual HCC Reads student presentation and community presentation set for November 2021.
- Design of Oakwood Public School community garden with Oakville Parent-Child Centre, Kerr Street Mission and the Halton Environmental Network to support food scarcity.
- Successfully delivered the
Generation Green Conference in a virtual format.
- Feasibility study submission for district energy plant for Iroquois Ridge High School.
- Continued to be active partners with Halton Climate Collective, Climate Adaptation Plan (Burlington), Oakville Energy Task Force, Halton Hills Active Easy and
EcoSchools Program Advisory Council, EcoSchools National Advisory Council and Halton Active and Sustainable School Transportation Hub.
- Use of boomerang lunches in schools significantly reduced waste generation in schools.
End-of-Year Successes and Accomplishments for 2020-2021
- Design and construction of 56 outdoor learning spaces through the COVID-19 Resilient Infrastructure Stream funding.
- Bioswale construction at Elsie MacGill Secondary School.
- Applied learning from Irma Coulson Public School Climate Ready School design into plans for Milton #11 and Milton #12 public schools.
- The construction of a 300kW photovoltaic system at Irma Coulson Public School was finished and design has been completed for Escarpment View Public School.
Indigenous Perspectives & Awareness
Promote knowledge and understanding of Indigenous perspectives and realities.
Multi-Year Plan Goals
Provide opportunities for a whole community approach to understanding the impacts of colonialism, past and present
End-of-Year Successes and Accomplishments for 2020-2021
- Critical Consciousness
PD sessions dedicated to
Indigenous rights, histories, contributions and current realities for
staff were held.
- The
Indigenous Knowledge Guide & Engagement Advisor conducted more than 300 virtual
classroom visits (Kindergarten - Grade 12), making curriculum connections and addressing overall outcomes.
- Learning sessions at Parent Involvement Committee (PIC) meetings involved unpacking the HDSB Land Acknowledgement through a deeper understanding of the history of the land we are on, as well as anti-Indigenous racism.
- Two Itinerant Resource Teachers for Indigenous Education (Kindergarten - Grade 12) were hired to support work directly in classrooms and schools to centre Indigenous voices, rights, histories, knowledge systems, truths and current realities.
End-of-Year Successes and Accomplishments for 2020-2021
- The HDSB’s Indigenous Lead participated in a multi-board session with Mohawk College on Removing Barriers for Indigenous Students’ Participation in Post-Secondary Education.
- A three-part learning series was provided for secondary guidance counsellors, student success (STSC) lead teachers and English as a Second Language (ESL/ELD) lead teachers on Indigenous Rights, Human Rights and Equity in Pathway Planning.
- Elders and
Indigenous community members supported
classroom learning and provided authentic perspective and understanding
connected to curriculum.
- Ongoing meetings with our
Treaty partner were held to develop work on policy, practices, curriculum delivery and professional development.
End-of-Year Successes and Accomplishments for 2020-2021
- Full-class and beyond the school day enhanced learning and professional development opportunities were provided to students and staff, led by Indigenous authors, artists and speakers
- Learning opportunities specific to Indigenous students were provided (e.g., Skills Trades Fair for Indigenous Students)
- Collaboration with the Human Rights & Equity team was done to deliver CRRP modules with a focus on centering Indigenous rights, content and critical thinking.
- Worked with staff groups ( e.g., Social Workers) to develop understanding to inform and uncolonize practice.
- First Nation, Métis and Inuit resources were provided to schools.
- Working committee was established for the Understanding Contemporary First Nations, Métis, and Inuit Voices (Grade 11 NBE course) for implementation across all secondary schools.
- HDSB staff had the opportunity to enrol in First Nations, Métis and Inuit Studies additional qualification courses with subsidies; 18 secondary teachers enrolled.
- The Board’s Indigenous Knowledge Guide now has a permanent role in the HDSB to provide continued support to the classroom, along with broadened responsibilities for community engagement.
- Learning about trauma-informed care was supported in consultation with the Mental Health & Well-Being department.
Facts About Halton District School Board
22.0
Average size of
Kindergarten classes
91.3%
of Grade 1-2 classes had 20
or fewer students
23.9
Average size
Grade 4 - 8 classes
Students
46,355
Elementary Students
19,794
Secondary Students
(includes Gary Allan Learning Centres)
66,149
Total Students
Staff
2,808
Elementary Teachers
1,286
Secondary Teachers
2,183
Support Staff
Schools
89
Elementary
17
Secondary
(includes Gary Allan Learning Centre and Syl Apps School)
Note: Elsie MacGill Secondary School in Milton opened in September 2021 at its temporary location. Students will move into the newly-built school in February 2022.
Financial Expenditures 2020-2021
Instructional Expenditures
Instructional expenditures total
$620,902,412 or
77.50% of the Halton District School Board’s annual expenditures.
Instructional Expenditures Category Overview
- classroom teachers
- occasional/supply teachers
- educational assistants
- early childhood educators
- classroom computers
- textbooks, learning materials, classroom supplies and equipment
- professionals, paraprofessionals and technicians
- library and guidance
- staff development
- coordinators and consultants
- principals and vice principals
- department heads
- school office – secretarial and supplies
- continuing education, summer school and international language
- Centre for Skills Development and Training
Administration
The amount of the Halton District School Board’s annual expenditures spent on administration totals
$16,278,529 or
2.03% of the total.
Transportation
The Board spent
$19,232,179 on transportation, or 2.4% of its annual expenditures. This includes pupil transportation to and from Halton District School Board schools as well as provincial schools.
Pupil Accommodation
Expenditures in this category total
$108,205,051 or 13.5% of the Halton District School Board’s annual expenditures.
Pupil Accommodation Category Overview
- Operations and maintenance (schools)
- School renewal
- Debenture interest and bridge financing of capital projects
- Annual amortization of Tangible Capital Assets
Other
Expenditures in this category total
$36,638,925 or 4.57% of the Halton District School Board’s annual expenditures, and include other non-operating expenditures, such as one-time Ministry funding for specific projects as well as School Generated Funds.
HDSB Office Locations
J.W. Singleton Education Centre
905-335-3665
2050 Guelph Line
Burlington, Ontario L7P 5A8
New Street Education Centre
905-631-6120
3250 New Street
Burlington, Ontario L7N 1M8