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Director's Annual Report 2023-2024

The Director’s Annual Report is a dynamic, interactive online resource that celebrates the achievements of our students, staff and school communities. It offers valuable insights into operational expenditures, system-wide survey results, and metrics related to the Board’s commitments.

Designed to reflect the progress made toward the objectives outlined in the Multi-Year Strategic Plan 2020-2024, the report highlights the inspiring stories and accomplishments that define the Halton District School Board. In this report, we proudly share the successes of our students and staff and reaffirm our dedication to the excellence of public education.

Director's Message on the 2023-2024 Director’s Annual Report

As the Director of Education for the Halton District School Board (HDSB), I am pleased to present the 2023-2024 Director’s Annual Report.

​The HDSB is committed to supporting student success and academic excellence by providing a vibrant, inclusive and engaging learning environment that empowers students to thrive in their learning and well-being. As the Director of Education, my priorities have centred on inspiring curiosity, critical thinking and a lifelong love for learning that will set our students and community on a path of success. I believe when schools create the optimal conditions for student learning, partner with families and cultivate a genuine sense of belonging, it creates an environment where all students can succeed inside and outside the classroom. 

This Annual Report reflects the Board's progress in achieving the goals identified in our 2020-2024 Multi-Year Strategic Plan (MYSP), and outlines the actions we have taken to meet these objectives. As we move into the next four years, the insights gained from this plan and the leadership and guidance of our incredible staff have been instrumental in shaping our 2024-2028 Multi-Year Strategic Plan, and I am confident that this report demonstrates our continued commitment to achieving our goals now and in the future.  

The 2023-2024 school year was marked with countless achievements, growth and shared experiences that have enriched our school communities. Our approach has focused, and continues to focus on, creating a culture centred around student learning and achievement while building welcoming spaces where every student, staff and community member has the support needed to achieve. 

Guided by the foundational elements of adaptability, innovation, engagement, relationships, communication and accountability, this Director’s Annual Report is structured around the five areas of focus outlined in the HDSB 2020-2024 MYSP:

  • Equity & Inclusion
  • Mental Health & Well-Being
  • Learning & Achievement
  • Environmental Leadership
  • Indigenous Perspectives & Awareness

As we move into the next four years with a new MYSP, the progress made in these areas will continue to inform and guide our efforts.

Throughout this report, you will learn about the many achievements of Halton District School Board students and staff, and join us in celebrating our shared pride in the success of public education.

I would like to recognize the commitment and dedication of our staff, whose efforts have empowered students to learn, grow and inspire as reflected in this 2023-2024 Director’s Annual Report.

Sincerely, 
Curtis Ennis 
Director of Education​

Highlights in the 2023-2024 School Year

Numerous national and provincial awards and celebrations for students, staff and schools​ in recognition of achievement and leadership.

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 Multi-Year Plan (MYP) 2020-2024. The 2023-2024 Director’s Annual Report is organized around the five key areas of focus outlined in the 2020-2024 Multi-Year Plan, showcasing the progress and achievements made toward each of its goals.

On Nov. 5, 2024, a new Multi-Year Strategic Plan for the Halton District School Board was approved by Trustees. As this report reflects on the 2023-2024 school year, it aligns with the structure of the previous Multi-Year Plan (2020-2024) for continuity and clarity.

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.

  • Schools implemented protocols and expanded professional learning to address bullying, racism, hate and discrimination.
  • Increased training and collaboration with departments and community organizations to support inclusive learning spaces.
  • Expanded identity-affirming programs, including Graduation Coaches and Black Student Alliances.
  • Enhanced mentorship and leadership opportunities for Indigenous and racialized educators through the IREN network.

Multi-Year Plan Goals

End-of-Year Successes and Accomplishments for 2023-2024

  • ​All schools have implemented the Discriminatory & Harmful Language Protocol to identify and respond to incidents of racism, hate and discrimination.
  • Multiple departments, including Safe Schools and Special Education, are working closely with the Human Rights, Equity and Inclusive Education team to better address incidents of racism and discrimination. This includes creating solutions that help support everyone involved and taking actions to prevent these issues.
  • More opportunities for staff training on topics such as racism, discrimination and creating inclusive environments are now available to all HDSB staff who work directly with students.
  • There has been an increase in working with community organizations to support students and schools in eliminating racism and discrimination.

​End-of-Year Successes and Accomplishments for 2023-2024

  • School staff are taking part in professional development to build their skills and confidence in creating inclusive and accessible learning environments, while also learning how to identify and address racism, hate and bias.
  • Professional learning sessions were held with groups of schools on CRRP, including collaboration with secondary school programs to help teachers use culturally responsive and anti-oppressive teaching practices.

End-of-Year Successes and Accomplishments for 2023-2024

  • A Graduation Coach for 2S&LGBTQ+ students was hired in 2023 to provide support, helping students feel affirmed and improving their credit and graduation rates.
  • The Graduation Coach Program for Black Students expanded from two to three coaches, and the program was extended from four to eight secondary schools.
  • More Black Student Alliances were created in secondary schools, and a few elementary schools also started their own Black Student Alliances.
  • There is a greater focus on offering programs and opportunities that help students explore post-secondary education and career paths in a way that affirms their identities.
  • Since starting the Leading Change Mentorship Program in the 2020-2021 school year, the HDSB’s Indigenous Racialized Educators Network (IREN) has continued to offer mentorship and leadership opportunities to self-identifying educators and school leaders. The network offers approximately  four professional learning sessions each year, and membership in IREN has been steadily growing.

Mental Health & Well-Being

 Strengthen safe and caring environments that promote mental health and well-being​.

  • Teachers who received training on student mental health and well-being report feeling more confident and capable in talking about mental health with students, with 95 per cent or higher showing positive feedback.
  • Parents/guardians who attend information sessions consistently rate their satisfaction highly.
  • Students receiving support from social workers and child and youth counsellors report experiencing positive changes in their well-being.

Multi-Year Plan Goals​

End-of-Year Successes and Accomplishments for 2023-2024

  • Students who are receiving individual support from social workers and child and youth counsellors are reporting positive improvements in their well-being.
  • Ongoing awareness campaigns and Grade 7 and 8 presentations in six pilot schools have led to an increase in the number of students being referred to social workers for support.
  • Parents/guardians consistently express high satisfaction with the parent/guardian information sessions.​

End-of-Year Successes and Accomplishments for 2023-2024

  • Introduced a Bullying Response Protocol for staff to follow.
  • Provided anti-bullying resources and training for staff.
  • All teaching staff participated in mandatory training during school staff meetings.
  • Created a guide for school administrators to help respond to reports of sexual-based violence.​​

End-of-Year Successes and Accomplishments for 2023-2024

  • Students who received Second Step (social-emotional learning program) and mental health literacy lessons report feeling more comfortable discussing mental health and well-being topics.
  • Students who have been taught mental health literacy are reporting improvements in their well-being and better relationships with others.
  • Teachers who receive training on student mental health and well-being feel more confident and capable in discussing these topics with students.
  • Mental Health First Aid training continues to be available. So far, 322 employees and 110 schools and board locations have certified staff members.
  • Mental Health anti-stigma training for school leaders was offered three times, with 98 leaders taking part.
  • Additional training sessions were held on topics such as nutrition, attendance support, wellness, mental health, building resilience and understanding mental health treatment.
  • More students now know that their school has support available for mental health and well-being, thanks to initiatives that raise awareness and help students find resources and services.

​Learning & Achievement

Create learning conditions to elevate student achievement.

  • In primary reading and writing, students performed better than the provincial average over the past three years.
  • The percentage of HDSB students meeting provincial standards in primary reading has decreased over time, while in primary writing, the percentage improved to 74.1 per cent in the 2022-2023 school year, before dropping slightly by 3.1per cent in the 2023-2024 school year.
  • In junior mathematics, Grade 6 students consistently outperformed the provincial average over the past three years, with an increase of 3.6 per cent in students meeting the provincial standard from 2021-2022 to 2023-2024.
  • In Grade 9 mathematics, students consistently outperformed the provincial average over the past three years, with an 8.5 per cent increase in students meeting the provincial standard from the 2021-2022 school year to the 2023-2024 school year.
  • Students consistently performed better than the provincial average on the Ontario Secondary School Literacy Test (OSSLT), with a 2.5 per cent increase in students meeting the provincial standard from the 2021-2022 school year to the 2023-2024 school year.​

Multi-Year Plan Goals

End-of-Year Successes and Accomplishments for 2023-2024

Elementary

  • A range of resources and training were provided to primary educators to improve early reading skills, including phonics, vocabulary, fluency and comprehension, using programs like Reader’s/Writer’s Workshop and Wilson Fundations.
  • School administrators received training to help them monitor and support the implementation of Fundations, ensuring effective literacy instruction.
  • Educators and special education teams received training on using data to identify student needs and provide targeted support, especially for literacy and math.
  • The Wilson Reading System was expanded to support struggling readers, with both elementary and secondary schools involved.
  • Junior and Intermediate teachers were supported with resources and training to implement the revised Ontario Language Curriculum and improve literacy instruction for all students.
  • Lead Teachers and Learning Resource Teachers helped build capacity across schools by providing support in literacy and math, co-planning with administrators and offering targeted small-group instruction.
  • Specialized programs such as "HDSB Learns Together" and summer camps provided additional learning opportunities for students in literacy and math.
  • Support for educators in using math resources including MathUP and Knowledgehook was also provided to enhance teaching and student outcomes in math.

Secondary

  • Grade 9 Math: Teachers from Grades 7-10 participated in learning sessions to improve math instruction, with targeted support provided at the school level.
  • Math Facilitator Support: Instructional coaches worked directly in classrooms with teachers and students to help improve student success. This involved setting goals, co-planning lessons, observing students and gradually building teachers’ skills. As a result, there was a 5 per cent increase in the number of students meeting or exceeding the provincial standard on the Grade 9 Math EQAO from the 2022-2023 school year to the 2023-2024 school year.
  • Grade 10 Literacy: Teachers received professional development (PD) to better prepare students for the Ontario Secondary School Literacy Test (OSSLT). New resources and training helped teachers support students both in the classroom and during after-school literacy sessions.
  • English Curriculum: New teaching resources were developed and used to help teachers implement the updated English curriculum.
  • Assessment Practices: System-wide professional development focused on "Asset-based Assessment," which emphasizes high expectations and effective assessment strategies to support all students and promote their success.
  • Grade 9 De-Streaming: To support the shift to de-streamed Grade 9 courses, instructional partners worked closely with secondary schools. This included providing ongoing training and support to teachers on effective teaching strategies, resulting in improved student engagement and learning, as well as positive changes in teaching practices.

End-of-Year Successes and Accomplishments for 2023-2024

Elementary

  • Grade 7 students had opportunities to visit local colleges through programs such as Destination College at Mohawk College, and Grade 8 students participated in a virtual Skilled Trades event.
  • Educators in both elementary and secondary schools had hands-on learning experiences in skilled trades at colleges including Sheridan and Mohawk.

Secondary

  • Post-Secondary Exploration: More than 5,000 students and their families attended a two-day event to explore college and university pathways.
  • US Admissions Fair: More than 500 students and families explored post-secondary options in the US at an information fair.
  • Specialist High Skills Major (SHSM) Programs: More than 1,600 students participated in SHSM programs, with a completion rate of 77 per cent, 5 per cent higher than the provincial average. New partnerships with local organizations such as Burlington Hydro and the Performing Arts Centre were also formed.
  • Summer Co-op Internship: 273 students completed a five-week co-op placement, gaining valuable work experience.
  • Ontario Youth Apprenticeship Program (OYAP): Participation in OYAP increased, with more students starting apprenticeships and gaining skilled trades experience.

Teacher Professional Learning

  • New lesson plans for Grades 3, 5 and 7 incorporated skilled trades into the science and tech curriculum, with learning resources provided to all elementary schools.

Skills Competitions and Events

  • More than 1,200 students participated in the Halton Skills Competition, which grew by 300 students since 2020.
  • The School College Work Initiative offered hands-on learning experiences at colleges including Mohawk, Sheridan and Conestoga, with students exploring trade-related fields.
  • Jill of All Trades events introduced young women in Grades 9-12 to careers in the trades, with 80 students participating across two college events.

Special Programs

  • School Within A College (SWAC): 10 out of 14 students in the program completed their high school diploma while earning college credits at Sheridan College.
  • College Oversight: A partnership with Niagara College provided students a pathway to earn apprenticeship certification in fields including  auto service and hairstyling before graduating secondary school.

​End-of-Year Successes and Accomplishments for 2023-2024

Supporting Student Learning

  • Variety of Learning Methods: We offer different types of learning sessions to model teaching strategies that help teachers support all students in the classroom.
  • Materials to Support Diverse Learning Needs: We’ve purchased resources that allow for flexible teaching approaches and ensure consistency across the entire school board.
  • Ongoing Teacher Training: Teachers receive training to help them use a tiered approach to teaching, ensuring that students at different levels get the support they need.
  • Spotlight Series: Special sessions are held to showcase effective teaching strategies that can help all students succeed, including methods for small group instruction, encouraging student discussions (Accountable Talk), and improving assessment and evaluation practices.

These efforts aim to create an inclusive learning environment that meets the needs of every student, ensuring they all have the opportunity to succeed.

Environmental Leadership

Take action for a sustainable world.

The HDSB has shown a strong commitment to environmental leadership with impressive accomplishments in recent years:

  • EcoSchool Certifications: The number of EcoSchool certified schools has grown significantly, from seven in 2021 to 34 in 2023. This includes 10 platinum, 14 gold, five silver, and five bronze certified schools, with 11 additional schools participating. Key environmental initiatives included community clean-ups, participation in WWF Earth Hour, waste sorting and creating pollinator and food gardens.
  • Outdoor Learning and Student Involvement: EcoSchools reported over 25,000 hours of outdoor learning and involved 739 students in EcoTeams, taking part in 512 environmental actions.
  • Climate Change Education: Most students in both elementary and secondary schools report having opportunities to learn about climate change and related issues. In 2023-2024, 80 per cent of secondary students and 80 per cent of students in Grades 4-8 reported such opportunities, reflecting a strong focus on environmental education.

These efforts highlight the HDSB’s dedication to environmental sustainability and teaching students about climate change and its impact.

Multi-Year Plan Goals​​

End-of-Year Successes and Accomplishments for 2023-2024

  • Climate Change in Curriculum: The science curriculum for Grades 9, 10 and 11 now includes climate change as a central theme, with lessons also addressing environmental justice.
  • Innovative Learning Opportunities: For Grades 6 and 9, students participated in the “Integrated Learning Series,” which emphasized critical thinking and how students’ personal stories connect to broader issues like climate change.
  • Youth Forum and Conferences: HDSB hosted a “Climate Change Innovation & Green Futures Youth Forum,” involving 300 students from 26 schools. Educators also took part in professional development on climate change and sustainable development. Students received grants to take action on sustainability projects at their schools.
  • Generation Green Conference: More than 100 students attended a youth-led conference focused on reducing carbon footprints, with nearly 60 students submitting projects on food sustainability.
  • Community Partnerships: In collaboration with local organizations, 60 staff members engaged in professional development related to food literacy, sustainability and community gardens, including a hands-on Hydroponic Grow Kit project.
  • Outdoor Education Expansion: HDSB developed long-term plans for Outdoor Experiential Education at 35 elementary schools, with 18 staff members trained to lead outdoor learning activities.​

​End-of-Year Successes and Accomplishments for 2023-2024

  • EcoTeams and Actions: 875 students were involved in EcoTeams, with schools completing 612 actions to promote sustainability.
  • Outdoor Learning: Schools recorded an impressive 56,915 hours of outdoor learning, connecting students to nature and environmental issues.
  • Sustainable Future Schools: Five schools—Elsie MacGill SS, Pilgrim Wood PS, Limehouse PS, Post’s Corners PS and Boyne PS—are participating in the Learning for a Sustainable Future’s Sustainable Future Schools initiative.
  • Environmental Leadership: 58 elementary schools and 12 secondary schools identified Environmental Leadership Representatives to help lead sustainability efforts.
  • Resources and Recognition: A series of UN Sustainable Development Goals (SDG) and Earth Month posters were distributed to all schools in April, and six students and three student groups were recognized with 2024 Sustainability Leadership Awards for their outstanding environmental contributions.​

End-of-Year Successes and Accomplishments for 2023-2024

  • Waste Reduction at Hand Wash Stations: Students at a school worked together to identify waste caused by faulty hand wash stations. As a result, 10 Bradley hand wash basins were repaired and upgraded with new thermostatic mixing valves and timer shut-offs, making the system more efficient and reducing waste.
  • Miyawaki Mini-Forest: Students, staff and community partners successfully planted a Miyawaki mini-forest at Craig Kielburger Secondary School, which features over 750 native tree species, helping to improve local biodiversity and the environment.
  • Duct Seal Pilot Project: A pilot project, Duct Seal, was implemented at Brant Hills to improve the efficiency of the school's HVAC system, aiming for better energy use and lower environmental impact.​

Indigenous Perspectives & Awareness

Promote knowledge and understanding of Indigenous perspectives and realities.​

  • Expansion of Indigenous Education Department: With new funding from the Ministry of Education, the Indigenous Rights and Education Department grew from four to 11 staff, allowing for greater support and outreach to Indigenous students and families.
  • Increased Demand for Support: Indigenous students and families have continued to seek support for academic success, including credit accumulation, well-being, school meetings and overall student achievement.
  • Professional Learning Requests: There has been a consistent demand from departments across the system for professional learning on working towards an anti-colonial stance and integrating Indigenous education into school practices.
  • NBE3 Implementation: All secondary schools now offer the course "English: Understanding Contemporary First Nations, Métis and Inuit Voices" (NBE3), expanding from just two schools four years ago, as part of a system-wide effort to better include Indigenous perspectives in education.
  • Increased Outreach for Student Support: There has been a rise in requests for support in areas such as academic planning, student well-being, identity affirmation, curriculum development and engagement from Indigenous students, families and school teams.
  • Ongoing Requests for Support: Educators and school leaders continue to seek assistance in upholding Indigenous rights within classroom teaching, school-wide projects and student support services.

Multi-Year Plan Goals

End-of-Year Successes and Accomplishments for 2023-2024​​

  • Collaborative Inquiry on Language Arts and Indigenous Education: Primary educators engaged in collaborative inquiries focused on the Language Arts curriculum and incorporating Indigenous education through cross-curricular approaches.
  • Intermediate Collaborative Inquiry: Teachers explored rights-based approaches in History, Geography and Science, emphasizing the inclusion of Indigenous perspectives in these subjects.
  • Co-planning Sessions: Teachers across all grades, including French Immersion, participated in co-planning sessions to integrate Indigenous education into their classrooms.
  • Treaties Week and National Day for Truth & Reconciliation PD: Professional development sessions were offered to staff to deepen their understanding of Indigenous history and culture, particularly through Treaties Week and National Day for Truth and Reconciliation.
  • Curriculum Revisions and PD for Learning Resource Teachers: Professional development supported revisions to the Language curriculum for Learning Resource Teachers (LRTs) and Instructional Resource Teachers (IRTs) in elementary schools.
  • Primary Social Studies Curriculum Revisions: Staff participated in system-wide professional development on the Primary Social Studies curriculum, with modules developed for the April Professional Development Day.
  • Anti-Colonial Approach in Safe Schools: The Indigenous Rights and Education Department worked with Safe Schools Committees to develop anti-colonial protocols and procedures, aligning with an inclusive and respectful approach for all students.
  • Cross-Departmental Collaboration: Efforts across various departments (e.g. Programs, Special Education, Student Well-Being) focused on embedding an anti-colonial stance in broader system processes to enhance student achievement and create a more inclusive learning environment.​

​End-of-Year Successes and Accomplishments for 2023-2024

  • Cultural and Experiential Learning Opportunities: Students and families participated in various cultural events, such as Jingtamok, mitten and moccasin making, Skills Ontario, the Indigenous Post-Secondary Fair and the Elders' Conference, providing hands-on learning with Indigenous community members.
  • National Day for Truth and Reconciliation Gathering: A student gathering was held to honour Indigenous student voices and respond to their requests for a meaningful observance of this important day.
  • Support for Families Navigating HDSB Processes: Assistance was provided to Indigenous students and families to help them navigate school processes such as the IPRC (Identification, Placement and Review Committee) and school meetings.
  • Bridging Community Services and Cross-Departmental Support: Schools received support in connecting students with community services, facilitating case conferences, and coordinating meetings across different departments to address students' needs holistically.
  • Academic and Well-Being Support: Support was offered to students in areas like course selection, program requirements, credit accumulation, pathway planning and identity affirmation to help them succeed academically and personally.
  • Virtual Visits by Indigenous Experts: Indigenous authors, land protectors, artists and storytellers visited schools virtually, sharing their knowledge and cultural practices with students across the HDSB.​

​​End-of-Year Successes and Accomplishments for 2023-2024​

  • Treaties Week Professional Development: One representative from each elementary school participated in professional development sessions focused on Treaty Education during Treaties Week, enhancing their understanding of Indigenous rights and history.
  • English: Understanding Contemporary First Nations, Métis, and Inuit Voices (NBE3) PD: Multiple professional development sessions were held to support teachers in delivering the NBE3 course, helping them effectively integrate Indigenous perspectives into their English curriculum.
  • Co-Planning and Co-Teaching: Collaborative sessions were held with teachers to integrate Treaty Education, Indigenous rights and cross-curricular approaches into classroom teaching, ensuring a holistic and inclusive approach to Indigenous education.
  • Student-Specific Support: School teams received guidance on how to rethink and reimagine their actions to uphold Indigenous students' rights and ensure they have access to the full curriculum, fostering a more inclusive and supportive learning environment for all students.​

Facts ​about the HDSB

24

Average size of Kindergarten classes​

92%​

of Grade 1-2 classes had 20 or fewer students​

2​4.4

Average size Grade 4 - 8 classes​​

Students

45,197
Elementary Students

21,157
Secondary Students
(includes Gary Allan Learning Centres)

66,354​
Total Students

​Staff (Full Time)​

2,856
Elementary Teachers

​1,364
Secondary Teachers

2,271
Support Staff​

Schools​

91
Elementary

17
Secondary
(includes Gary Allan Learning Centre and Syl Apps School)

Top Non-English Languages​

Top non-English Languages spoken by HDSB students are Urdu, Mandarin, Arabic, Hindi, Punjabi, Tamil, Spanish, Telugu and Russian

26% of Elementary & 12% of Secondary

students learned languages other than English as their first language.

Financial Expenditures 2023-2024

Instructional Expenditures​​

Instructional expenditures total $790,077,421 ​​ or 78.4% of the Halton District School Board’s annual expenditures.​

  • 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 $21,030,561 ​or 2.1% of the total. 

  • Board administration, including non-instructional operations, maintenance and capital: 
    • ​Communications & Engagement 
    • Facility Services 
    • Finance 
    • Human Resources 
    • Information Technology 
    • Payroll 
    • Planning 
    • Purchasing 
    • Research 
  • ​​​Director and supervisory officers 
  • Trustees

Transportation

The Board spent $21,799,278 ​ on transportation, or 2.16​% 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 $130,624,599 ​​ or 12.96% of the Halton District School Board’s annual expenditures.

  • 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 $44,175,731 ​ or 4.38% 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

View Senior Administration Responsibilities for 2023-2024

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