Director’s Annual Report 2023-2024
Supporting Foundational Skills
Amazing work and investments continued to support foundational skills in Upper Grand students:
Early Reading Teachers worked to support the development of foundational reading skills with some of our youngest learners.
Math Support Teachers worked to further the development of foundational mathematics understanding, starting with a focus on Grade 3.
Learning Support Teachers worked in Grade 9 Math classes to support students deepen their math learning and attain their credit with a grade at or above the provincial standard.
Literacy and Math Action Plans
The UGDSB Vision, “to be recognized as leaders in creating unparalleled, agile and inclusive learning experiences for all” has inspired the work of Literacy and Math in 2023-2024. As outlined in the Multi-Year Plan, Foundational Education and Student Achievement is driven by the overarching goal “to be a provincial leader in educational achievement for all students through high graduation rates, superior results in math and exceptional literacy skills”. A range of supports and interventions were deployed over the 2023-24 school year to help students progress, monitor outcomes, and expand professional learning opportunities both virtually and in person for educators.
Essential Staff Learning
In February and March of 2024, all Grade 3 classroom teachers, principals, and vice principals across the board participated in full-day professional learning sessions aimed at strengthening instructional practices in reading and math. The sessions focused on equipping educators with research-based strategies and resources to improve literacy development and math skills, ensuring alignment with board-wide priorities to elevate student achievement in these critical areas. Through collaborative activities, participants explored differentiated instruction, effective assessment methods, and interventions designed to meet the diverse learning needs of their students. By including school leadership teams, the sessions encouraged a unified, school-wide approach to supporting Grade 3 students. Additionally, the board continued its focus on agile professional learning, with staff creating learning modules in the Innovation Lab.
In the 2023-24 school year, the UGDSB dove into the world of Generative AI. Using the model of Understand, Create, Expand, the board began by first raising awareness of GenAI through regular updates to staff on topics including AI bias, privacy, deepfakes and uniquely human skills. The central theme of this framework is around developing AI Literacy, for students and for staff. AI literacy involves understanding the basics of AI technology and its implications. This includes knowing how AI works, how it can be used, and recognizing its social and ethical impacts. Why is it important? With AI becoming increasingly prevalent, students need to be literate in AI to navigate their future effectively. It's not just about using AI but understanding its role in society and its potential effects on various aspects of life.
Inspire a Lifelong Love of Learning
Innovation Lab 2.0
The UGDSB Innovation Lab was a groundbreaking initiative launched in September 2022, aimed at transforming professional learning across the system. This state-of-the-art, self-service studio enables users to create high-quality video and audio learning modules, as well as professionally produced podcasts. Initially focused on the Program Department and the professional learning of teachers, the Innovation Lab has quickly expanded, with all departments now utilizing its resources to create and deliver impactful learning modules throughout the board. Professional learning created in the lab is made available as part of Let’s GO! UGDSB Learn…any time, any place on any device through the Virtual Learning Environment (VLE).
The Innovation Lab has garnered significant attention, welcoming a diverse range of visitors, including former Deputy Ministers of Education, Directors of Educations from across Ontario, student leaders, K12 education corporate partners such as Apple Canada and Knowledgehook, employee group leaders, business executives, municipal officials, police services and more, all eager to see how UGDSB is leading in innovative professional learning practices. Dedicated to continuous growth and evolution, the Innovation Lab remains committed to meeting the professional learning needs of all UGDSB staff. It stands as a powerful example of UGDSB’s leadership in delivering agile, inclusive, and forward-thinking learning experiences that foster a culture of continuous improvement and innovation across the organization.
As a learning organization, the UGDSB wishes to inspire a lifelong love of learning in its students and its staff. Through this goal, UGDSB staff members are supported and encouraged to seek professional learning opportunities that they can bring back to their positions and teams.
Throughout the year, Terry James Resource Centre (TJRC) highlight the importance of their continued learning when it comes to working in a library or learning commons setting. Libraries are an ever-changing resource that require constant knowledge updates. TJRC staff continually participate in professional learning activities to bring back to their positions and help educate their peers. Topics include building effective and inclusive collections, topics on book purchasing, catalogue metadata and accessibility.
The TJRC is the UGSDB’s one-stop-shop for materials and resources for UGDSB staff. From the media centre and resource centre to 3D printing, and online resources, the TJRC has everything staff need to succeed and pass that success on to UGDSB students.
UGELA
In 2023-24 the UGDSB launched the Upper Grand Executive Leadership Academy (UGELA), a unique opportunity offered by the UGDSB for dynamic, transformational senior leaders, internal and external to the board, to develop the leadership skills required to take on an executive role. The academy is not limited to academic roles, participation is offered to “system leadership,” those interested in the program are required to undergo a selection process, with participation in the academy requiring a 2-year commitment, with sessions occurring on average 1 Saturday and 2 evenings per month. A UGELA course site was developed in the Let’s GO! UGDSB Virtual Learning Environment, housing all materials associated with the academy, including announcements, a calendar of events, academy podcasts, session overviews and knowledge outcomes, introductions to the facilitators, session materials, and more. The UGELA is a remarkable opportunity for individuals seeking to advance their leadership strengths through the collaboration of both an academic and business operations approach, exposing learners to distinct experts, innovative processes, and new perspectives. With an agile approach to an ever-changing environment and political landscape, UGELA develops system thinkers who are prepared for complex challenges while fostering positive transformation.
Ensure Equity of Access and Outcomes
Human Rights
Prior to the start of the 2023-24 school year, the UGDSB hired Alicia Ralph as the board’s first-ever Human Rights, Equity and Accessibility (HREA) Commissioner. The school year also saw the creation of the Human Rights, Equity, and Accessibility Office, which further solidified our commitment to human rights and equity and the identification and elimination of systemic barriers. At the close of the school year, the Board of Trustees officially approved the development of a comprehensive Human Rights Policy Framework. Under the leadership of the HREA Commissioner, this initiative marked a significant milestone in integrating human rights principles into every aspect of UGDSB’s operations.The new policy will aim to establish a foundation that reflects the diverse needs of our community, ensuring every individual within the UGDSB is respected, valued, and provided with equitable opportunities. By using best practices from leading human rights organizations and other educational institutions, the UGDSB will develop a policy that addresses all forms of discrimination and promotes equity.
In the 2023-24 school year, the UGDSB embarked on exciting partnerships with local partners, launching Project SEARCH opportunities for Upper Grand students. Project SEARCH is a unique school-to-work training program for students with disabilities. Students get more than 700 hours of hands-on work experience geared to in-demand roles in the local labour market. They then learn employability skills and plan their careers with guidance from March of Dimes Canada, the local vocational rehabilitation counsellors. In the 2023-24 school year, the UGDSB established partnerships with the University of Guelph, in partnership with the Wellington Catholic DSB and March of Dimes Canada, as well as the YMCA of Three Rivers Guelph and March of Dimes Canada.
There are two facets to the Project SEARCH program: employment skills instruction and employment skills application. The ultimate goal is to support students to be successful in their post-graduation search for competitive employment, utilizing the skills learned in the work experiences and throughout the program. Some students may be hired by the host business where they trained. Others find employment in a range of industries in their local communities. Each student is supported by a local employment service provider during programming and following graduation.
Land-Based and Indigenous Education
The 2023-2024 school year saw the first fully operational year of Akinomaagayegaamikong, the site of UGDSB’s Land-Based and Indigenous Education Centre at Island Lake Conservation Area. This is a partnership between UGDSB and the Credit Valley Conservation (CVC) and a collaborative initiative between the Indigenous Education Department and the Program Services Department.
At Akinomaagayegaamikong, all programming has been co-developed with the Indigenous Education Team and treaty partners in UGDSB to meaningfully and appropriately weave Indigenous Knowledges and pedagogies into student offerings across all grade levels. Some of the programming options offered to students were: Kindergarten Forest Play, Indigenous Ingenuity, Navigation and Mapmaking and Water (nibi & ohné:kanos) is Life.
Several residencies were also hosted with Indigenous Elders, Knowledge Keepers, and community partners, which are vital to the program offerings.
Read more about the highlights from the 2023-24 school year at Akinomaagayegaamikong.
Champion Health and Well-Being
Student Mental Health and Well-Being Strategy
In the 2023-24 school year, the UGDSB launched the Student Mental Health and Well-Being Strategy – Strategic Framework 2023-2026. This framework looks at the Foundations and Guiding Principles and establishes key Priority Areas. The Principles and Foundations guide the development, implementation, and monitoring of the UGDSB mental health and well-being strategy. The foundations of this framework are:
Relationships are Foundational: Relationships are foundational to every aspect of the strategy. They are the vital context through which the strategy will be experienced by every student.
Every Student: Mental health is relevant to Every Student within the school community as represented at the centre of the model. Students are individuals who require resources and support informed by their identity and context.
Whole Community Connections: Relationships at home and within the broader community are deeply important to student mental health and well-being. Whole Community Connections means working closely with families and community partners to successfully meet the mental health and well-being needs of every student.
This framework helps to guide the UGDSB in providing accessible mental health resources and supports, while striving to create learning and working environments that are safe, healthy, and accepting. This framework also aligns with the board’s goal of encouraging students to advocate for themselves and help develop their abilities to handle what the ever-changing world will throw at them.
The UGDSB’s Student Leadership Committee was formed in the 2023-24 school year. The idea for the committee came out of planning and consulting for the 2023-26 Student Mental Health & Well-Being Strategy. As staff moved through their engagement process and data collection to inform the development of the strategic framework, it became clear from all stakeholders that youth voice and engagement was a critical component to address. Students have much to offer in the striving for mentally healthier schools and that greater student agency will also fuel their well-being.
Some of the group’s work last year included:
Learning about mental health leadership and system planning at UGDSB, and sharing the MYP areas of focus and the outcomes to date. This committee is about “system” thinking and that the work this group does will influence all students.
Students reflected on their elementary and secondary school experiences and provided input on current areas of focus. They engaged in small group discussions about what they liked and wanted to enhance as well as what was perhaps missing.
In May 2024, the committee met for the Student Leadership Day. At this inaugural conference, students provided feedback on several priority areas including: Whole Student Well-Being Promotion; Early Identification and Skill Building; Inclusive and Identity Informed Approaches; and Student Engagement and Leadership.
Supporting Student Well-Being
One of the goals of the UGDSB’s MYP is to ensure that learning environments are rated by all students as supporting or highly supporting physical and mental well-being. Questions were added to the 2023-24 Well-being Health and Youth (WHY) Survey, in order to measure progress on reaching goals to support student well-being. The WHY survey is a collaborative effort between Wellington-Dufferin-Guelph Public Health, the UGDSB and Wellington Catholic DSB. It’s a way of working with students, parents/caregivers and staff to understand people’s experiences within the school environment and student health and well-being.
More than 20,400 student surveys were completed, representing a 69% participation rate. Survey results found that most students can identify a caring adult in their school, which is a priority of the board. In 2022, 87.6% of elementary students felt they had someone and in 2024 it rose to 89.9%. In 2022, 79.3% secondary students felt they had a caring adult and in 2024 it rose to 81.9 %. We are encouraged to see gains across both panels.
2023-2024 data was shared with school administrators so that schools would be able to look at their individual data to help them better understand how they could be doing specific work as it relates to the Health and Well-Being goals.
Employee Wellness
In the 2023-24 school year, a wide range of wellness initiatives were offered to UGDSB employees. A total of 47 programs were offered, with 547 employees participating both in-person and remotely. The most popular programs were yoga, Pilates, and boot camps or core challenges. To further support mental health and well-being, programs like stress management, sleep education, and meditation/mindfulness were made available. With recordings provided, staff could enjoy the flexibility to engage at a time that worked best for them. To encourage participation, information is shared through newsletters, System Leaders’ memos and posting on internal message boards.
Additionally, we reviewed our Attendant Support Policy to better assist staff facing challenges with regular attendance, ensuring they feel supported in their vital roles within our schools, supporting students in the system.
Looking ahead, 62 programs are scheduled for 2024-2025, continuing our commitment to fostering a healthy workplace.
Lead through Sustainability
Last year, the Upper Grand began introducing heat pump technology into its buildings. The heat pump introductions at UGDSB schools such as Eramosa PS, John F. Ross CVI and Victoria Terrace PS have now had their first full year of operation. Through the implementation and maintenance of this new technology, the board is perfecting its strategy on how to best utilize this equipment at more schools in the future. Heat pumps will enable the board to curb the reliance on fossil fuels to heat our buildings and is seen as an important measure in our GHG reduction goals.
For the 2023-2024 school year, the board continued its focus on reducing energy consumption through many measures such as upgrading 9 more schools with LEDs. As of September 2024, over half of the UGDSB’s total floor area is now lit by efficient LED lighting. With 11 more schools planned to be upgraded in 2024-2025, the UGDSB is well on its way to having all areas converted to LED by 2030.
EcoStars Program
UGDSB elementary students had the unique opportunity to learn from Community Environmental Leadership Program (CELP) students in the fall through the EcoStars Program. CELP is a four-credit environmental leadership program for grade 10 students that launched in 1995. As a community, these students have field camp experience, mentor elementary students, take some core classes in the context of environmental issues and form lasting friendships. Grade 10 CELP students who lead the EcoStars Program come from a number of UG secondary schools. Between October 16 and November 2, 2023, elementary students from 13 UGDSB schools had the chance to learn from their secondary peers. During EcoStars, classes become immersed in the Victoria Woods Forest at the Guelph Arboretum while they are led by grade 10 leadership students. As part of EcoStars, students engage in experiential learning activities about food chains, food webs, habitats, and biodiversity related to the Life Systems Strands in the grades 4-6 Science Curriculum. The interactive nature of the program not only helps elementary students immerse themselves in their science teachings, but also helps students build a love for the outdoors.
Department Practices
In alignment with the MYP’s priority of Leading through Sustainability, UGDSB departments looked for small ways they could make a difference in their daily work. As one example, staff launched an online store for employees, the Sustainable Swag Store. Following the approval of the new UGDSB brand identity and logo, staff began getting requests for new UGDSB merchandise. ‘Swag’ was just a regular part of some department processes, so we wanted to see if we could make small changes to make this process more sustainable. Purchasing staff had a list of approved vendors that focused on sustainability. With the new online store, every item in the store was carefully selected with the environment in mind. From products made of recycled materials to those designed for endless reuse, to items sourced and manufactured using sound environmental practices, sustainability was top of mind. The idea for the online stores came from staff looking at processes already happening in their area of work and trying to make small changes so that those processes better align with the UGDSB’s priority of sustainability. Staff were already purchasing merchandise and swag for various events and reasons, but now there is an option to do so knowing the products you are choosing have a lower burden on the environment.