Learning, Engagement and Achievement
What This Commitment Means
We’re committed to creating vibrant, supportive learning environments where students and staff can thrive. This includes helping students build strong, transferable skills; offering a wide range of learning opportunities that reflect their interests and goals; ensuring student voices help shape their experience; and providing staff with high-quality, evidence-informed professional learning to support their growth and student success.
Highlights from 2024-2025
- In early reading, 12,040 students in Kindergarten (Year 2) to Grade 2 completed the first screening and 1,291 educators were trained to analyze the results and plan responsive instruction.
- Learning Resource Teachers and School Math Facilitators supported priority schools in Grade 3 and 6, focused on numeracy achievement and closing gaps.
- Credit-accumulation rates remain strong: 92.3 % of Grade 9 students earned eight or more credits and 88.7 % of Grade 10 students earned 16 or more – both above benchmark.
- Student voices tell us engagement is increasing: Elementary students reporting choice in how they show what they’ve learned rose to 85%, up from 73% benchmark and secondary students increased to 72%.
- HDSB students explore their inner entrepreneur at annual conference
- HDSB educators honoured with award for excellence in Cooperative Education
- Full HDSB Celebration of Student Excellence 2025 ceremony recognizing 108 students from all schools.
By The Numbers
| Metric | Result (2024–25) |
|---|---|
| % of Kindergarten to Grade 3 students meeting/exceeding benchmark (Acadience) | 71% |
| % of Grade 1–8 students meeting/exceeding provincial standard | 83%–85% across grades |
| Grade 9 students earning 8+ credits | 92.3% |
| Grade 6 students meeting math expectations (2022–24 benchmark) | 62.5% |
| Student perception: Elementary choice in learning demonstration | 85% |
| Student perception: Secondary teaching strategies match learning needs | 72% |
What’s Next
- Expand Tier 1–3 literacy supports beyond the early years, focusing especially on Grade 3–8 and students with special education needs.
- Monitor and integrate the delayed 2024-2025 assessments (EQAO, OSSLT/TPCL) as soon as available and adjust interventions accordingly.
- Continue building professional learning for numeracy, especially through blended (in-person and virtual) models to reach more educators.
- Strengthen student voice and diverse-learning-pathway options, ensuring every learner has meaningful choice and support toward graduation.
2024-2025 Director’s Annual Report Sections
Six Commitments to Student Success
