Director's Annual Report 2023-2024

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.
  

• 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.
  

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.

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.​

• 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.​

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.​

• 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.​

• 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.​