Director's
Annual Report
The 2023-2024 Director’s Annual Report showcases the exceptional achievements across District School Board of Niagara schools and worksites, reflecting our progress towards our strategic goals and priorities, as guided by our 2023-2028 Strategic Plan: Redefining Excellence.
This report celebrates the dedication of students, staff, trustees, and stakeholders who drive success in our community.
Inside, you’ll discover highlights of the outstanding work and learning initiatives that took place throughout the school year and into the summer, reaffirming our commitment to student success.
It's time to
redefine excellence
To achieve our vision of Learning and Growing Together, we are taking crucial steps forward, with the knowledge that we have the ability - as students, staff, families and community members - to redefine what excellence means to each of us.
DSBN Launches 2023-2028 Strategic Plan
What are the
Five Strategic Priorities?
These five Strategic Priorities embody DSBN's philosophy at the heart of who we are, what we believe and how we will act.
Learning
Learning and Growth
Strategic Priority
We value the uniqueness of each individual and believe everyone can excel and achieve excellence at the DSBN.
DSBN is a place where students can learn and grow at their own pace, in their own way. It is a place where they will determine their own goals and define their own personal version of excellence. We are each truly unique, and DSBN students and staff are empowered to learn and grow in a way that best reflects them as individuals.
What does this look like in action?
- Prioritizing and cultivating the relationships between educator and student by investing care and knowing each learner in the classroom community.
- Using innovative, engaging and culturally responsive programming to support students now and as they transition to their future pathways.
- Honouring student and staff voice as coauthors of their learning by valuing the importance of both collective and individual perspectives.
Spotlight
EQAO
EQAO results from 2023/2024 demonstrate the success of DSBN system improvement strategies and focus, as well as the time and dedication of staff in supporting student learning. The three-year data trend also affirms our continued math focus. As a system, we look forward to adding EQAO data into our existing data review process to support the development of student, class and school summaries which drive our school- and board-level Student Achievement Plans.
Grade 3
Grade 3 students topped the provincial averages by as much as 20%, with reading at 88%, writing at 81%, and math at 81%.
| Grade 3 |
2021/2022 DSBN |
2022/2023 DSBN |
2023/2024 DSBN | DSBN Change |
2023/2024 Province | DSBN vs. Province |
|---|---|---|---|---|---|---|
| Reading | 82% | 85% | 88% | +3% | 71% | +17% |
| Writing | 75% | 79% | 81% | +2% | 64% | +17% |
| Math | 70% | 73% | 81% | +8% | 61% | +20% |
Grade 6
Grade 6 students showed similar success, improving in all areas since 2022/2023 and performing above the provincial average by 10% in reading, 12% in writing and 18% in math.
| Grade 6 |
2021/2022 DSBN |
2022/2023 DSBN |
2023/2024 DSBN | DSBN Change |
2023/2024 Province | DSBN vs. Province |
|---|---|---|---|---|---|---|
| Reading | 90% | 91% | 92% | +1% | 82% | +10% |
| Writing | 90% | 91% | 92% | +1% | 80% | +12% |
| Math | 57% | 62% | 68% | +6% | 50% | +18% |
Secondary
EQAO results in secondary were also positive, with DSBN improving significantly in Grade 9 math and scoring above the province in math and OSSLT.
|
2021/2022 DSBN |
2022/2023 DSBN |
2023/2024 DSBN | DSBN Change |
2023/2024 Province | DSBN vs. Province | |
|---|---|---|---|---|---|---|
| Grade 9 Math | 53% | 51% | 58% | +7% | 54% | +4% |
| OSSLT | 85% | 86% | 87% | +1% | 85% | +2% |
Additional Highlights
Belonging
Equity, Inclusion, & Human Rights
Strategic Priority
We respect and uphold the importance of equity, inclusion, dignity and human rights in all learning and working environments so individuals from all social realities and lived experiences are valued.
DSBN is a place where students and staff feel safe to be themselves. It is a place where we honour and actively dismantle barriers that prevent the celebration of each individual’s unique traits, cultures, talents and experiences. Our schools thrive on developing differentiated strategies to ensure each learner has what they need to flourish.
What does this look like in action?
- Uphold human rights and build knowledge and awareness of the principles of anti-bias, anti-racism, anti-colonialism, anti-oppression and inclusion.
- Identify and eliminate systemic barriers, racism and discrimination to ensure equitable access to positive opportunities and outcomes for all.
- Provide differentiated strategies and programming to accommodate each learner in a way that promotes their inclusion and full participation in learning.
- Examine and change policies, procedures and practices through an equity, inclusion and human rights lens to eliminate differential treatment and outcomes for sovereignty seeking and equity deserving groups.
Spotlight
Students Shine Bright at Special Olympics
A record-breaking number of students participated in the 19th annual DSBN Special Olympics, held on June 11 at Welland Centennial Secondary School. The beloved event saw students from over 80 elementary and secondary schools join in, competing in a variety of athletic events including long jump, frisbee toss, track races, softball throw and a brand-new obstacle course.
The day officially kicked off with the much-loved parade of athletes, led by Pine Grove and Ferndale Public School Bucket Drummers. Students from several schools played a key role during the opening ceremonies – a Land Acknowledgement was read by an Eden High School student, O’Canada was sung by students from Parnell Public School while a Kindergarten class from John Brant Public School signed the national anthem and a student from Eastdale Secondary School read the Special Olympics oath.
Continuing the tradition of selecting students to serve as torch bearers, the Special Olympics Committee was pleased to invite Devon and Katelyn from Eden High School to return to a role they previously held years ago. Throughout the day, students gave their all, surrounded by the endless encouragement and support of family members, volunteers, staff and community partners, many of whom wore specially designed T-shirts created by students.
Each year, the Special Olympics Committee takes time to reflect on the competition and look for improvements. This year, they added a new event – an obstacle course. Several schools submitted their designs, focusing on what it would look like for everyone to participate. The winning design – created by Grade 8 students from Kate S. Durdan Public School to be as inclusive and accessible as possible – was then chosen by the Committee.
A very special thank you to everyone who played a role in planning this inspiring and memorable day.
RISE UP Student Equity Conference Unites DSBN Students
The DSBN’s second equity conference, RISE Up - Students Leading the Change, was a transformative event held on April 30th, uniting secondary students from all corners of the DSBN to tackle issues of inequity head-on. With a diverse attendance of 240 students, 16 staff advisors and 21 support staff representing all 16 secondary schools, the conference provided an engaging platform for dialogue, learning and collaboration. Students engaged in small group sessions led by experienced facilitators, delving into crucial topics such as anti-racism, embracing differences, human rights advocacy and creating inclusive spaces. The day also featured immersive experiences like community mingling, a speaker’s corner, and mindful art and dance, culminating in a whole group session focused on action planning to foster a more inclusive and welcoming school environment.
At the heart of the conference was the empowerment of students to become catalysts for change within their schools and communities. Beginning with a Haudenosaunee opening and keynote address emphasizing empathy and empowerment, students were encouraged to shed mental burdens, embrace diversity, and envision a more inclusive future. The event not only provided a space for learning and self-reflection, it also facilitated networking and collaboration among students, reinforcing the idea that every individual has the agency to inspire and lead meaningful change. The conference’s success lay in its ability to ignite passion, foster understanding and equip students with the tools and inspiration needed to address inequities and champion inclusivity in their educational journey and beyond.
Additional Highlights
Thriving
Mental Health & Well-Being
Strategic Priority
We believe in cultivating learning and working communities where everyone feels safe and connected while increasing mental health awareness knowledge and skills.
DSBN is a place where individuals are encouraged to nurture their interpersonal, self-awareness and self-control skills to enhance their contributions, whether it be in the classroom, in the workplace, or interacting with others in the community. Together, we will seek to understand each persons’ context and work together to provide individualized supports.
What does this look like in action?
- Strengthen the universal delivery of social emotional learning and mental health literacy to ensure students have a diversity of skills to be successful.
- Deepen our understanding of the unique experiences and circumstances of individuals to support the needs of students and school communities.
- Enhance access to intensive and integrated supports that further promote the partnership between school and community.
Spotlight
Roots of Empathy
On May 31, 2024, a group of babies marking their first birthday were celebrated as classroom heroes at DSBN for their contribution to teaching over the past school year. These babies, alongside their parents, have been teaching children important lessons about expressing feelings, respect, inclusion, infant development and safety as well as the power of a loving bond between a parent and child.
The Baby Celebration is an opportunity to recognize the many community partners who contribute to the success of Roots of Empathy in Niagara. Roots of Empathy is an evidence-based classroom program that reduces levels of aggression among school children while raising social/emotional competence and increasing empathy. The internationally recognized and award-winning program developed by social entrepreneur, educator and author Mary Gordon, has been offered within Niagara’s classrooms since 2002. Thirty-three classrooms participated this year within DSBN and Niagara Catholic District School Board (NCDSB), positively impacting over 600 students.
The heart of the program is a neighbourhood infant and parent who visit the classroom each month throughout the school year. The program is facilitated by a certified Roots of Empathy instructor who coaches the students to observe the baby’s development, celebrate milestones, interact with the baby and learn about an infant’s needs and unique temperament. The Roots of Empathy instructor visits the participating Kindergarten and elementary school classrooms before and after each baby visit to prepare and reinforce teaching using a specialized curriculum for specific age ranges.
DSBN was proud to partner with Niagara Catholic District School Board and the Early Childhood Community Development Centre (ECCDC) - a local charitable organization offering a pedagogical resource library, mentoring support and professional learning opportunities - to help build caring and compassionate classrooms through Roots of Empathy.
Mental Health Literacy Modules for Grades 7 and 8
The Mental Health and Well-Being department collaborated with Curriculum Support Services to employ a well-planned implementation strategy that involved piloting the Ministry’s Mental Health 7/8 modules with a select group of teachers and administrators. This was followed up with pilot-informed training sessions offered for administrators and intermediate division staff who provided leadership in their schools. Schools were supported with messaging and resources, including printed copies of the student workbooks, to ensure that the mental health literacy modules were taught consistently across all schools in the board. The Mental Health and Well-Being Department and Curriculum Support Services continue to collaborate on supporting educators in planning for the new mental health literacy modules for the Career Studies GLC20 Course being implemented in 2024-25.
DSBN Mental Health and Well-Being Team
The DSBN Mental Health and Well-Being team provides professional learning to educators in order to increase their capacity to provide mentally healthy learning environments and identify students in need of early intervention supports. The youth counsellor team delivers a suite of evidence-based social emotional learning (SEL) programs to all elementary schools.
Over the past two years, our board has implemented a streamlined social work service delivery model for elementary students, where every elementary school now has access to a case management social worker and an intervention social worker, who provides brief and specialized therapy services. Our secondary social workers continue to provide a variety of services ranging from brief interventions to more specialized therapy services, when needed. Resources were created for families and a social worker provided monthly virtual workshops for caregivers to participate in and increase their mental health literacy and awareness. Sessions were recorded and posted on the DSBN website.
Additional Highlights
Walking Together
First Nation, Inuit and Métis education and voice
Strategic Priority
We value and respect the rights of First Nations, Inuit and Métis communities, families and individuals and believe in honouring these voices.
DSBN believes in taking action to demonstrate that the knowledge, experiences and perspectives of First Nations, Inuit and Métis communities are critical to learning and growth for everyone. We strongly believe that supporting First Nation, Inuit and Métis student voices and well-being includes investing in opportunities for these voices to be heard. We will commit to ongoing reconciliation by bringing the truths of history forward, enabling us to keep working towards creating positive, long-term change.
What does this look like in action?
- Invest in relationships with Indigenous organizations, Treaty Partners and families to strengthen community voice, build trust and offer reciprocity.
- Promote strategies to work from an asset lens and drawing from the National Centre For Truth and Reconciliation’s Calls to Action to strengthen the presence of First Nation, Inuit and Métis cultures, languages, histories and current realities to promote a deeper understanding for all.
- Honouring First Nations, Inuit and Métis student voice to further support their well-being and school experiences to promote students’ learning and growth.
Indigenous Education Team
Using the 2023-2028 Strategic plan and the Strategic Priority: Walking Together, First Nations, Inuit and Métis Education and Voice, the team designed a high-level plan to support schools in their understanding of what this could look like and personal and professional action that can be taken.
Commitment at the system and school level to building a deeper understanding of what reconciliation can be, by bringing the truths of history forward, enabling us to keep working towards creating positive, long-term change through:
In 2023-24 the goals of the Indigenous Education team were:
- Further supporting the wellness (well-being and school experiences) of First Nations, Inuit, and Métis students to promote student achievement and increase student voice.
- Strengthening the presence of Indigenous culture, languages, and history for all students in all schools.
- Assisting educators and staff to incorporate Indigenous knowledge into their teaching practices through capacity building, professional learning, Indigenous Education team support and personal opportunities to learn more.
- Working with the Indigenous Education Advisory Council (IEAC) to increase the involvement of community partners in the work we are doing.
Spotlight
Teacher Navigators Elementary/Secondary
This program was designed for elementary and secondary educators to develop a deeper understanding of Indigenous Education, sovereignty, history, perspectives, and current realities of the Indigenous community across the nation as well as locally.
The learning focused on capacity building and on the personal learning journey of participants. As educators’ knowledge grew, they began to see the systemic barriers in schools, the national history to be unlearned and they began interrupting conversations in the staff room and encouraging teachers to reach out to the Indigenous Education team. Teachers knew they were not experts and were becoming allies, walking together in this work.
Sessions:
- Elementary Navigators completed 2 after school sessions and 3 full days sessions.
- Navigators have completed 4 full days of learning.
NBE3 Training for Educators for Mandatory Implementation
In September 2024 the English: Understanding Contemporary First Nations, Métis, and Inuit Voices (NBE3) course replaced ENG3 in all secondary schools. To prepare for this, the secondary team created resources and supports for teachers to access through D2L.
These resources were developed in collaboration with DSBN English teachers and the Indigenous Ed Secondary team, with all resources vetted by the community.
New resources were purchased for schools and multiple professional learning sessions were planned throughout the year for all teachers new to NBE3 to support their transition.
Other Initiatives for 2023-24
Indigenous Student Leadership Reps
The Indigenous Student Leadership Reps group formed in the 2022-2023 school year through discussions with the then Indigenous Student Trustee and the Indigenous SAL. In her role, the Student Trustee felt there was a need to bring the voice of Indigenous students from across the Board into the work she was doing. She began to seek advice and information from a small group of Indigenous students though she realized this did not necessarily connect with the broader experiences of Indigenous students from across the Board. However, these discussions played a role in forming the first Student Leadership Reps group.
That fall, information was sent out to all secondary schools and in the first year, the group gained 12 reps from 8 high schools. In the 2023-24 school year, there were 26 reps from 11 schools. The Indigenous Student Trustee comes from a member of this group and a new process was developed in the spring of 2024 alongside educator Stacey Hill, from Six Nations, based on the Haudenosaunee Governance system.
A student rep and co-chair of the Indigenous Student Leadership Reps, has shared her experiences as part of this group.
"Being part of the Indigenous Student Reps has been an incredibly meaningful experience. This group provides a community space where First Nations, Inuit and Métis students can come together to share their voices and feel valued. As a co-chair, I have been able to develop stronger leadership and communication skills, but more importantly, it has strengthened my confidence in my identity as a Métis student. One of the most exciting developments this year has been the growth of our group.
A particularly impactful change in the program has been the new format for electing the Indigenous Student Trustee, which follows traditional Haudenosaunee governance principles. This shift has allowed us to practice consensus-building, a core value in Indigenous leadership, and has made the election process more inclusive and reflective of our cultural values. With both an Indigenous Student Trustee and Indigenous Co-chairs for the Leadership group, there is a built-in student responsibility to help guide and represent our group, ensuring that the voices of Indigenous students are heard not just within our schools, but throughout the DSBN.
Throughout the previous year, we have had the privilege of learning from Indigenous community members, each offering valuable lessons that connected us to our culture. This group has not only helped me grow as a leader but has also given me a strong sense of belonging. It has motivated me to continue creating positive change, both within our schools and in the broader community. The opportunities and support I've received through the Indigenous Student Reps have had a profound impact on my life, and I look forward to continuing this journey alongside my peers."
Additional Highlights
Spaces
Learning Environments
Strategic Priority
We value caring and supportive environments that promote lifelong learning for all students, staff and community.
DSBN is a place where learning happens everywhere. Learning can happen inside the classroom, outside with nature, or in a virtual space. At the DSBN, learning is not limited to a classroom. Learning happens within a combination of the physical spaces we provide, as well as the supportive, caring and welcoming spaces we create. DSBN is a learning organization where students and staff feel comfortable to learn, empowered to excel and safe to be.
What does this look like in action?
- Establish learning spaces that are safe, welcoming and responsive to student needs.
- Foster environments that promote lifelong learning for all students, staff and community through a collective responsibility to nurture a culture of trust, respect and cooperation.
- Optimize our facilities and human resources to effectively and responsibly create environments that enhance learning.
- Recognize that we are all part of local and global communities and responsible for environmental stewardship.
Spotlight
Introducing West Niagara Secondary School
In September 2023, West Niagara Secondary School (WNSS) opened its doors to over 1,500 students.
“I’m so excited for our students,” shared Principal Mat Miller. “That’s the reason the school was built - for our students. They’re all going to have the best facilities, in addition to the best programs both inside and outside the classroom. So, it’s a great day for students in West Niagara.”
Excitement for the brand-new secondary school has been building since the initial vision was outlined. Highlights of the building include a 750-seat theatre intended for students, staff and community use. Along with modern classrooms and lots of natural light, West Niagara’s state-of-the-art building also includes a turf football field, eight-lane running track and a greenhouse, with both an interior and exterior classroom, providing specialty programming for students enrolled in the Agricultural Specialist High Skills Major Program.
The school offers a wide range of industry-standard technology and equipment for programs like construction, culinary and cosmetology. Additionally, West Niagara was able to introduce around 30 new classes including Italian, environmental science, world culture, custom woodworking, health care, TV/video, computer engineering and physical education focusing on court sports and football.
On April 4, 2024, WNSS welcomed students, staff and community members through its doors to celebrate the school’s Grand Opening. The event was also an opportunity to recognize the many people whose hard work resulted in this incredible new school for DSBN students.
Following musical performances by students and presentations in the theatre, attendees were invited to explore the school, take a guided tour led by student volunteers and enjoy delicious refreshments provided by WNSS students.
The halls were buzzing with excitement from both first-time visitors to the school and current students eager to share their positive experiences at West Niagara. “Throughout my time here, I have been shown nothing but support for my passion for music,” shared a Grade 12 student. “With the addition of new courses and this theatre, the arts will help students like me find happiness through creativity.”
Additional Highlights
Capital Project Investments
In 2023-2024, the Board invested $61.9M in 206 capital projects and successfully secured Ministry approval for six major initiatives, including new builds, additions, and renovations, totaling over $75M. Our $42M infrastructure renewal efforts included $20M for mechanical and system upgrades, $12M for energy-efficient projects, roofing, and window replacements, and over $4M for accessibility enhancements. Additionally, we prepared business cases for funding to support land acquisition and the construction of four new schools.
