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 - Director’s Annual Report 2021-2022
Message from Director of Education, Curtis Ennis
As the Director of Education for the Halton District School Board, I am pleased to present the 2021-2022 Director’s Annual Report.
The Halton District School Board is dedicated to providing a high standard of education for students and has a reputation for excellence in teaching, innovation and engagement. When I started as the Director of Education in August 2021, my primary goals included bringing collaboration, teamwork and open communication to Halton. I believe when schools create the optimal conditions for student learning, partner with families and foster inclusivity, it creates a positive environment for learning and well-being.
This Annual Report highlights the Board’s progress toward achieving the goals identified in our
2020-2024 Multi-Year Strategic Plan and what actions we have taken to move the Board toward attaining these goals. I am confident that this report demonstrates our intention to achieve these key goals now and into the future. With the leadership and guidance of our incredible staff, I feel we have been successful in moving forward on this, and we will continue on this path.
The 2021-2022 school year presented ongoing challenges, including addressing the impact of the pandemic. Our approach has focused, and continues to focus on, addressing student and staff mental health and well-being, early reading and math and re-engaging students. Our students, families and staff continued to demonstrate resilience, flexibility and adaptability through remote and in-person learning.
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 Multi-Year Strategic Plan:
- Equity & Inclusion
- Mental Health & Well-Being
- Learning & Achievement
- Environment Leadership
- Indigenous Perspectives & Awareness
Throughout this report, you will learn of the many successes and accomplishments 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 enabling students to learn, grow and inspire, which is evident in this 2021-2022 Director’s Annual Report.
Sincerely,
Curtis Ennis
Director of Education
Pronouns: He/him
Highlights in 2021-2022
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
Strategic Multi-Year Plan (MYP) for 2020-2024. The organization of the 2021-2022 Director’s Annual Report follows the five areas of focus in the MYP and highlights 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 2021-2022
-
Gender diversity and 2SLGBTQ+ student support learning opportunities provided to staff
- Collaborated with community organizations (e.g. National Council of Canadian Muslims) to provide staff with learning sessions on anti-Blackness, Islamophobia and the intersectionality of identity
- Offered a learning session on Intersectionality (addressing Islamophobia and Transphobia) in collaboration with the Canadian Centre for Gender Diversity & Sexual Diversity
- Provided a learning session on Antisemitism to principals/vice-principals
- The annual
HDSB Human Rights Symposium focused on Identity & Human Rights and students (Grade 7-12) and staff heard from keynote speakers Janet Makokis and Spencer West
- Intermediate and secondary students had the opportunity to take Affirmed Sikh Identity sessions (in connection to Asian Heritage Month)
- Staff provided with opportunity to participate in a session on affirming student identity and
addressing Islamophobia
- Equity Department leads continued to work with school administrators
- More than 6,000 students from 650 classes attended a
virtual learning engagement with Toronto Raptors Superfan Nav Bhatia to empower and uplift students through his message of the strength in diversity
- HDSB staff developed
educational resources/activities that will be used in the Superfan Nav Bhatia Foundation’s “Superfan Workshop” - available to schools across Canada
- Continued to implement and build system capacity with respect to the new Teacher and Education Worker hiring Administrative Procedures in accordance to PPM 165 and the Board’s Employment Equity Policy
- Analysis of the
Staff Census findings inform board and school-level decisions and actions for creating and maintaining safe, equitable and inclusive workplaces
End-of-Year Successes and Accomplishments for 2021-2022
- Delivered Culturally Responsive & Relevant Practices (CRRP) learning series modules for elementary educators, highlighting the importance of centring student identity in classrooms.
- Offered system-wide staff and student learning opportunities for Heritage Months (e.g.
Asian Heritage Month, Black History Month, Pride Month)
- Led a book study on Me & White Supremacy with all HDSB social workers and Child Youth Counsellors
- Worked with administrators to lead and monitor anti-oppressive classroom practices (e.g. CRRP)
- Collaborated with Student Trustees and student leaders to develop the HDSB Student Equity Committee to provide student-led equity training
- Empowered GSA students in secondary schools to organize an after-school event with six secondary schools with Two-Spirited guest speaker Teddy Syrette
- Established Black student affinity spaces (e.g., Black Student Unions, Alliances, etc.) at four secondary schools
End-of-Year Successes and Accomplishments for 2021-2022
-
Examined disaggregation data based on race, gender, sexuality and having an Individual Education Plan (IEP) in relation to student experiences, special education and trends and patterns
- Hosted a virtual session with Scientist Dr. Eugenia Duodou for Grade 7+ Science classes
- Engaged in a partnership with 100 Strong Summer Academy to offer an engaging experience for Black male students in Grade 7-9 during three weeks in July
- Established the Graduation Coach for Black Student initiative and hired two graduation coaches
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 2021-2022
- More than 70 students participated in wellness sessions such as Asian Wellness, Muslim Wellness, Indigenous Circle, 2SLGBTQ+, anxiety, depression and autism in partnership with community providers (ROCK, Enaahtg, Punjabi Health Services)
-
Thousands of students and hundreds of educators took part in Well-Being In Action sessions in schools (e.g. Body and Movement, Stand Up for Student Well-Being, Power Yoga, Music and Well-Being, Painting and Well-Being, Embracing Identity and Well-Being, Drawing and Well-Being, Dance and Well-Being, with 93% likely or very likely to participate in the Well-Being in Action series in the 2022-2023 school year
- More than 60 Stress/Coping Kits were provided for elementary Life Skills, Behaviour Resource Classrooms (BRC) and Learning Disability (LD) classrooms
- The “Whole Person” approach is embedded in Individual Education Plan (IEP) training and documentation as well as Behaviour Management Systems (BMS) consults
- The Expected Well-Being Practices Draft was piloted by two elementary schools and one secondary school with reflections shared with school administrators
- New mental health and well-being skills videos (e.g.
Regulating Difficult Emotions,
Deep Breathing,
Balance Your Thinking, How to Help My Own Mental Health, How to Help My Friend with their Mental Health) were created for students along with identity-specific resources which are on the
Mental Health & Well-Being webpage of the HDSB website
End-of-Year Successes and Accomplishments for 2021-2022
-
More than 10 different
mental health and well-being information sessions for parents/guardians were offered virtually with a total of 1,282 people attending and 77.3% of parents indicating that the session increased their understanding of mental health and well-being, 77.6% indicating that the session increased their understanding of how they can support their child’s mental health and well-being and 88.7% indicating that the session made them feel like the HDSB cares about their child’s mental health and well-being.
- Child and Youth Counsellors (CYCs) made 250 Wellness check-ins in September for students identified as benefiting from planned support when transitioning back to attendance in elementary schools.
-
New mental health and well-being skills videos were created for students along with identity specific resources which are on the
Mental Health & Well-Being webpage of the HDSB website
- Reviewed five Social Emotional Learning Programs used in schools to provide recommendations to schools
- Resources such as Program Companion Guides and the Critically Conscious Guiding Questions for Well-Being Activities were provided and promoted in schools
- CYCs delivered numerous social emotional learning opportunities to elementary classes
- CYCs provided group services such as Chill Club, Peers, Second Step, Primary Peers, Trails, Black Kids Voice and Kids Have Stress Too
- Increased awareness and understanding of the HDSB Code of Conduct for all staff and students by having all staff and students review the code
- Continue to offer the Ripple Effect Program to staff along with other staff wellness initiatives
- Implemented the
Have Your Say survey for parents/guardians, students and staff
- Created system-wide professional development for all staff in response to
PPM 166 Keeping Students Safe - Anti-Sex Trafficking to raise awareness and provide a response protocol that can be used to support victims and survivors
- Developed an Integrated Bullying Prevention and Intervention Plan rooted in mental health awareness and Human Rights principles for implementation in the 2022-2023 school year
End-of-Year Successes and Accomplishments for 2021-2022
- Continued to offer the Ripple Effect Program to staff along with other staff wellness initiatives
- Implemented the
Have Your Say survey for parents/guardians, students and staff
- Launched the Mental Health First Aiders program for staff to designate staff at each site to be knowledgeable in mental health response
- An Essential Staff Skills Survey identified top skills required to support student mental health needs, useful resources and training/PD needs of staff
- HDSB suicide protocols were updated and the Non-suicidal Self-Injury Guidelines and Awareness video was updated
- All schools provided a Self-Injury and Concerns of Suicide Awareness session to all staff, which included a review of guidelines, protocols and resources to support students
- Students who received summer mental health supports reported that it was helpful “talking with people who are similar to me”, “learning about who I can talk to at school, who can help me”, “valuing who I am”, “knowing I’m not alone in how I am feeling”, “talking about and sharing experiences and feelings”, and “talking with people who are similar to me.”
- Administrators learned about the Circle of Support, safety plans for Non-Suicidal Self-Injury (NSSI), youth suicide, expected well-being practices
- More than 100 Lead Educators for student well-being and 40 Youth Well-Being Teams in elementary and secondary schools led student well-being work: Lead Educators shared resources and information provided by the Student Well-Being Department, provided school level professional development and coordinated youth well-being teams.
- Professional development (PD) sessions were provided to 573 educators (on grief, anxiety, concerns of suicide and more), representing a 50% increase in PD attendance prior to the 2019-2020 school year
- School Mental Health Ontario’s (SMHO) Secondary Mental Health Literacy lessons were implemented to increase classroom level provision of mental health literacy and well-being activities in secondary schools
Learning & Achievement
Create learning conditions to elevate student achievement.
Multi-Year Plan Goals
Foster a culture of high expectations to maximize student and staff achievement
End-of-Year Successes and Accomplishments for 2021-2022
- Increased in-class support opportunities for foundational and recovery learning in Primary Literacy were provided through the redesign of the Learning Resource Teacher (LRT) role.
- 29 LRTs provided reading intervention and coaching support in 46 schools
- Approximately 500 Grade 1 students received 15 weeks of daily reading intervention support
- LRTs worked with students in 153 Kindergarten to Grade 6 classrooms through the co-plan, co-teach model, working collaboratively with classroom educators during coaching blocks focused on Math and Literacy
- Expanded learning opportunities outside the school day in literacy and mathematics to all elementary students to increase student achievement
- Spring and Summer Learning Opportunities
- Grade 1-3 Spring Break Camp (approx. 600 students)
- Grade 3 HDSB Learns Together After School Program (103 students)
- Grade 6 HDSB Learns Together After School Program (41 students)
- Grade 8 HDSB Learns Together After School Program (50 students)
- Supporting Student Learning Before and After School Tutoring (563 students)
- Kindergarten to Grade 2 Summer Camp (192 students)
- Grade 3-5 Summer Camp ( 144 students)
- Gary Allan Grade 6-8 Summer Learning Registrations
- Grade 6 Literacy - 15 classes
- Grade 6 Numeracy - 17 classes
- Grade 7/8 Literacy - 12 classes
- Grade 7/8 Numeracy - 17 classes
- Newcomer Literacy/Numeracy - 8 classes
- Created capacity building resources and opportunities for administrators focusing on deepening staff practice and creating a culture of high expectations
- Continued use of Spotlight Learning Series which focuses on small group instruction, the effective use of assessment and evaluation practices and accountable talk to engage students
- Two-part series using “The School Leader’s Guide to Building and Sustaining Math Success”
- Created capacity building resources and opportunities focusing on deepening staff practice and increasing student achievement in Literacy and Math
- MathUP Professional Learning sessions for staff
- HDSB Grade 3 Learns Together (six-week Literacy and Math-based program)
- HDSB Grade 6 Learns Together (three-week Literacy and Math-based program)
- HDSB Grade 8 Learns Together (three-week Math-based program)
- Supporting Number Sense in the Early Years (three-part session)
- Knowledgehook (two-part session), a formative assessment tool and instructional guidance system for teachers
- Drop-in session for Lead Math teachers
- Supporting Student Thinking in Early Numeracy (three-part session)
- Supporting the Development of Mathematical Reasoning (three-part session)
- New to Teaching Math offered in June plus Self-Directed Module
- Cathy Marks Krpan Session (Supporting Multilingual Learners) supported a Math breakout session using the Teaching Math with Meaning resources
- Secured and supported the effective use of digital licenses that support best practices and achievement in both literacy and math
- MathUP (teacher and student resources; planning, instruction, assessment, professional learning) English and French Licenses allocated to schools based on need/requests
- Knowledgehook board licence (formative assessment tool for Math available in English and French)
- Gizmos (interactive Science and Math simulations)
- DreamBox
- Tech Ed safety training and curriculum implementation support:
- 101 intermediate Science and Technology teachers (hand tools and machines)
- Kindergarten - Grade 6 hand tools (30 educators)
- Blind/Low Vision Team (hand tools)
Promote innovative strategies that connect learning to the world and encourage a climate to ‘try, learn and shift’ thinking
End-of-Year Successes and Accomplishments for 2021-2022
- Increased student engagement through
The SHIFT thinking with 135 Assessment for Learning sessions among both elementary and secondary staff
- Increased student reach through innovative learning and reaching beyond the classroom with the SHIFT social media reach including the Shift Website (11,910 pageviews) , SHIFT PODCAST (312 downloads),
SHIFT Twitter (1,552 followers) and the SHIFT YouTube Channel
- Increased student engagement and awareness of global competencies through the Modern Classroom Project with 114 classrooms designing learning with a focus on student passions and pace (93 subscribers)
- Collaboratively re-designed
outdoor learning spaces including global Evergreen Project launch at Irma Coulson Public School, Oakwood Public School’s garden spaces, Anne J. MacArthur Public School’s outside learning pod between the cottages (portables)
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Opening of Elsie MacGill Secondary School with ‘one-of-a-kind’ collaborative lounges and classroom pod designs
- Opening of Rattlesnake Point public School with the expansion of interior chill spaces including glass break out pods and a gym at the front of the school
- Design of a new elementary and secondary school in Oakville completed
- Continued learning and focus on Thinking Classroom approach which fosters collaborative learning and centres student thinking and gifts they bring to the classroom
Differentiate teaching and learning to support each unique learner.
End-of-Year Successes and Accomplishments for 2021-2022
- Created capacity building resources and opportunities focusing on deepening staff practice in intentionally planning responsive learning opportunities for all students
- The Learns Together programs in Grade 3, 6 and 8 continued and expanded to support educators in the development and implementation of responsive, differentiated interventions based on ongoing assessment of individual learners’ strengths and needs in Math and Literacy
- Before/after school tutoring program offered (Supporting Student Learning) to support students striving to meet grade level expectations in the areas of Math and/or Literacy
- Collaboration between School Programs (SPD) and Special Education Services (SES) departments to develop a tiered-intervention for early literacy, including:
- Phonological screening tool to be used with all students Kindergarten to Grade 2 students two times per year
- Strategies and resources for each tier of intervention
- Professional development opportunities for staff
- Review of the continuum of placement options ranging from regular classes with special education resource support to specialized classes
- Professional development sessions for SERTs on how to improve strengths, needs, goals and strategies in the IEP to target learning needs at grade level for students with a learning disability
- Autism Spectrum Disorder (ASD) project to improve service and supports for students with Autism, including the Structured Learning Class pilot
- Implement a consistent model for Community Pathways Programs across schools, with a particular focus on CSC
- Structured Reading Program expansion to address reading deficits in students with a learning disability
- Behaviour Resource Class (BRC) review of program for improvement
- Update to the Problem Solving Pathway and build consistency across schools through SERT professional development
- Professional development for staff on:
- Supporting students with Learning Disabilities with an emphasis on mathematics
- Assistive Technology training
- Implementation of the Employability Skills Community Skills Certificates
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 2021-2022
End-of-Year Successes and Accomplishments for 2021-2022
- More than 30 schools achieved EcoSchools certification, up from eight in 2021
-
Community-school projects included planting hundreds of trees, working with Conservation Halton and a return to Earth Day clean-ups, sponsored by all four municipalities
- HDSB continues to work with Halton Region and the municipalities of Burlington, Halton Hills, Oakville and Milton as part of the Halton Climate Collective
- Updated the Sustainability - Education and Environment Policy
- Student Sustainability Awards were launched with inaugural winners awarded in June
End-of-Year Successes and Accomplishments for 2021-2022
-
Continued to nurture partnerships with Halton Environmental Network (HEN) and Halton Climate Collective (HCC) to give students and staff opportunities to access community projects and community experts
- Supported HEN’s application for a Feasibility Study of an energy campus project at Iroquois Ridge High School
- Continued to participate on the Oakville Energy Task Force, the City of Burlington’s Climate Adaptation Plan and work with partners at the Town of Milton and Town of Halton Hills to support partnerships that support sustainability
- Worked with partners in support of the Climate Change Leaders Partnership led by Mohawk College and in partnership with eight other school boards
- Developed a framework for an annual Sustainability Report to be presented to the Board and develop baseline metrics in the 2022-2023 school year
- Designed and delivered outdoor learning spaces that support rich learning environments for student (social, emotional, cognitive and behavioural) development
- Adapting and applying learning from the Climate Ready School implementation at Irma Coulson Public School into new school builds
- Utilized the Energy Conservation and Demand Management Plan and the established baseline data from 2017-2018. This plan established a system-wide energy intensity of 19.52 ekWh/ft2 with a goal of 10% reduction by 2022-2023 to 17.57 ekWh/ft2
- Development of educational communication plans to increase occupant understanding and awareness of practices to reduce energy and water consumption
- Continued to implement Building Automation System (BAS) solutions and upgrades in schools
- Continued to implement light emitting diode (LED) lighting solutions and upgrades
- Performed energy audits at schools with high energy intensity performance
- Aontinued to apply to Energy Efficiency Rebate programs and reinvest in the Board
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 2021-2022
- Provided on-going staff learning opportunities to support system-wide learning about the impacts of colonization, anti-Indigenous racism and Indigenous Rights and worked towards enhancing knowledge and understanding of Indigenous history, culture and realities in the following forums:
- Family of Schools meetings
- Offered three-part virtual learning sessions open to all staff on understanding colonialism in Halton
- Offered four virtual learning sessions for students and staff during Treaty Recognition Week
- Created classroom resources in support of the National Day for Truth & Reconciliation
- Eight 2.5 hour professional development sessions for HDSB social workers and CYCs with Nancy Rowe, educator, consultant and a Traditional Practitioner of Aanishinaabek lifeways, views, and customary practices, and the Instructional Program Leader (IPL) for Indigenous Rights and Education
- The IPL and Itinerant Resource Teachers (IRTs) regularly visited classrooms to support educator knowledge and understanding in Indigenous histories, rights, excellence and current realities through inquiry and anti-colonial practices.
- Partnered with the secondary School Programs Department to provide professional development for secondary school educators on de-streaming
- Offered subsidized First Nations, Métis and Inuit Studies Additional Qualifications (AQ) course for secondary teachers to build capacity for the implementation of NBE3
- 15 teachers completed the First Nations, Métis and Inuit Studies Additional Qualifications (AQ) course
- Ensured course offerings include the English: Understanding First Nations, Métis and Inuit Contemporary Voices (NBE3U/C/E) alternative English course and one other First Nations, Métis and Inuit Studies course not currently available in their school
- The English: Understanding First Nations, Métis and Inuit Contemporary Voices (NBE3U/C/E) was offered as the only option for the compulsory English credit at eight secondary schools, including Milton District High School and Acton District School
- Developed Indigenous Education Policy with Treaty partners and Indigenous Education Advisory Council consultation which outlines rights and guides practices across all systems in the Board
-
Held the third annual Human Rights Symposium on Identity & Human Rights with keynote speakers Janet Makokis and Spencer West for all corporate, staff and students in Grade 7-12 and developed classroom activities and resources integrating topics related to Indigenous Rights
- Worked with HDSB’s Communications Department to publicly acknowledge days of significance and help spread awareness of events and classroom learning across the HDSB
End-of-Year Successes and Accomplishments for 2021-2022
- Hired two Instructional Resource Teachers (IRTs)
- IRTS visited classrooms to support educator knowledge and understanding in Indigenous histories, rights, excellence and current realities through inquiry and anti-colonial practices
- IRTs performed ongoing classroom visits to assist with grounding lesson design through UNDRIP and TRC
- IRTs delivered three-part lessons in class while teacher release was unavailable. Provided PD and anti-colonial pedagogies rooted in UNDRIP and TRC. Strategies included visible thinking and iTHINK.
- Staff were supported through educator learning, in collaboration with First Nation, Métis and Inuit partners, to enhance age and grade appropriate understanding and teaching of the history and legacy of residential schools, treaties and the Indian Act and current realities
- More than 15 secondary schools received professional development in support of Treaties Education for the Civics curriculum
- Regular classroom visits, co-teaching and planning on anti-colonial pedagogical approaches
- Approximately 30 schools had multiple classroom co-planning sessions with the IRTs
- Approximately 80 classroom visits occurred with the HDSB Indigenous Knowledge Guide and other Indigenous community voices to raise awareness of Indigenous Rights, as well as historical and contemporary realities
- Approximately 80 classes (Grade 7+) participated in Indigenous artist and advocate Isaac Murdoch’s learning session on Moving Forward Together
-
The Chippewas of Nawash Unceded First Nation did a presentation to students with follow-up connections offered
- More than 30 Grade 7+ classes and 10 secondary classes participated in Wilfred Buck, Cree, provided an overview of the night sky from the Cree perspective and demonstrated how Indigenous knowledge systems can help to advance the fields of STEM (Science, Technology, Engineering and Math)
- Approximately 50 classes were visited by D'Scribe, Anishinaabe/Mi'qmaq, spoken word artist/poet, where he shared his poetry and worked with students on creating their own. Students were part of a Spoken Word Slam in collaboration with the Human Rights and Equity Department.
End-of-Year Successes and Accomplishments for 2021-2022
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Opportunities for all students to engage in learning about First Nations, Métis and Inuit histories, rights, excellence and current realities by embedding
Indigenous content across the curriculum, focus on
knowledge building through critical and pedagogies
- System-wide response to learning opportunities on Treaties for staff and students:
- Treaty is a Promise - 68 junior grade classes participated
- Peace and Friendship Agreements - 60 Grade 7 and 8 classes participated
- Treaty Remembrance - 71 elementary classes participated
- Treaty Remembrance - 14 secondary classes participated
- Treaties and Treaty Relationships - 40 Grade 9-12 participated
- Approximately 150 classrooms engaged in sustained learning with IRTs
- IPL provided identity-affirming sessions:
- First Nations, Métis and Inuit students were supported and engaged through intentional, specific and identity-affirming opportunities (e.g. beading sessions with Naomi Smith, Qilliq lighting for Inuit families)
- IPL and IRT learning sessions:
- Implemented the NBE3 Working Committee’s plan to ensure system readiness to offer NBE3 on school option sheets for the 2022-2023 school year and provided ongoing learning for English departments throughout the school year
- Provided on-going professional learning for all employee groups specific to the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), Truth and Reconciliation Calls to Action, the impact of residential schools, as well as the contributions of Indigenous Peoples
- Approximately 150 classrooms engaged in sustained learning with IRTs
- Indigenous Rights and Education team curates and vets resources to be used in classrooms through a scope and sequence document with enduring understandings and sample resources that have been delivered in schools.
Facts About Halton District School Board
24.7
Average size of
Kindergarten classes
90.6%
of Grade 1-2 classes had 20
or fewer students
24.46
Average size
Grade 4 - 8 classes
Students
45,610
Elementary Students
20,424
Secondary Students
(includes Gary Allan Learning Centres)
66,034
Total Students
Top Non-English Languages
Top Non-English Languages spoken by HDSB students are Urdu, Arabic, Chinese, Hindi, French, and Punjabi.
20% of Elementary and
15% of Secondary Students
learned languages other than English as their first language.
Staff
2,832
Elementary Teachers
1,316
Secondary Teachers
2,441
Support Staff
Schools
90
Elementary
17
Secondary
(includes Gary Allan Learning Centre and Syl Apps School)
Financial Expenditures 2021-2022
Instructional Expenditures
Instructional expenditures total
$641,048,762 or
76.56% 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
$17,274,447 or
2.06% of the total.
Administration Expenditures Category Overview
- 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
$19,881,070 on transportation, or 2.37% 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
$118,360,704 or 14.13% 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
$40,843,221 or 4.88% 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