Student Achievement Plan

In June 2023, the Ministry of Education established provincial priorities in education, which school boards must reflect in the development of their Multi-Year Strategic Plans (MYSP).

Achievement of Learning Outcomes in Core Academic Skills
Preparation of Students for Future Success
Student Engagement and Well-Being

The provincial priorities in education re-affirm the TDSB’s commitment to student achievement and academic success, and are reflected in the renewed MYSP. Inspiring Minds and Shaping Futures: Our Multi-Year Commitment to Student Success (2024-2028).

The TDSB will share our progress with students, parents/guardians/caregivers, staff, community partners and education partners through the Student Achievement Plan, Board reports, and school-based improvement planning efforts. The TDSB will use three main strategies integrated with equity and guided by the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), and the Truth and Reconciliation Commission of Canada: Calls to Action to improve student experiences and learning outcomes:

Central professional learning sessions, webinars, and resources.
Differentiated support for schools, teachers, and students.
A school improvement process within all schools in which schools work with the local community to establish focus areas in Achieve, Belong, Thrive, and Indigenous Education. Schools throughout the year go through a process of planning, acting, and reflecting to achieve their goals.

Below are selected examples of strategies that support the TDSB’s achievement of its MYSP.

Anti-Hate and Anti-Racism Strategy
The TDSB’s Anti-Hate and Anti-Racism Strategy is a community-led and TDSB staff facilitated strategy to proactively combat hate and racism in schools in support of student achievement and well-being.

Capital Revitalization Strategy
The Capital Revitalization Strategy is a program to revitalize TDSB school buildings to bring them up to a good state of repair with contemporary spaces. The long-term goal of the strategy is for TDSB to not have any school buildings classified as requiring extensive improvement by 2035. The mid-term goal is to reduce the number of school buildings classified as requiring extensive improvement by 25% by 2028. The goal, specifically the timing, will be reviewed regularly to assess progress and the impact of external factors.

Indigenous Education Strategy

Guided by the Elders Council, the UIEC is dedicated to enhancing First Nations, Métis and Inuit students’ well-being and achievement including Indigenous language revitalization and land-based education. The Indigenous Education Strategy supports all students and staff by improving/expanding knowledge of Indigenous histories, contemporary contexts, perspectives, achievements and contributions. Work across the Indigenous Strategy focuses on the following Seven Canopies: Student Voice, Professional Learning, Community Engagement, Partnerships, Programming and Curriculum Development, Research and Innovation, Truth and Reconciliation, and Self-Determination. For more information, please see our program offerings.

Literacy Strategy
The Literacy Strategy 2024-2027 will ensure that all students achieve high levels of literacy regardless of their background or social identity. A focus will be placed on providing specific oral language, reading and writing instruction and learning experiences that cultivate a sense of joy, engagement and belonging.

Math Achievement Action Plan

The TDSB is committed to providing exceptional, inclusive, empowering and culturally responsive mathematics education for all students. We believe strongly that every math classroom across our system should be a place where students of all backgrounds and abilities can excel.Our aim is for all students to reach high levels of academic achievement and develop a deep appreciation for mathematics that will serve them in the future. Our aim is for all students to reach high levels of academic achievement and develop a deep appreciation for mathematics that will serve them in the future.

TDSB’s Math Achievement Action Plan, Mathematics for All: Supporting & Empowering Every Student, Every Classroom , was approved in 2023 and guides this work. As a system, we continue to monitor TDSB EQAO results and make adjustments to the plan as needed.

Mental Health and Addiction Strategy
The Mental Health and Addiction Strategy 2023-2026 is rooted in the foundational principles of Belonging, Mattering, Equity, and Inclusion, in alignment with the components of the new Multi-Year Strategic Plan. It advocates for the inherent right of all students to experience a deep sense of belonging in their school environments, challenging deficit thinking and promoting asset-based approaches to daily mental health and wellbeing for students and staff alike, while recognizing and centring all intersecting social identities.

Completed Student Achievement Plan Public Reporting Template for 2025

View the Student Achievement Plan actions below:

Achievement of Learning Outcomes in Core Academic Skills: Literacy

To support all students in literacy achievement, the TDSB is providing:

Professional Learning to Support Student Literacy Success:

The implementation of the Ontario Curriculum, Grades 1 to 8: Language and the de-streamed Grade 9 English Course, highlighting appropriate recommendations from the Ontario Human Rights Commission’s Right to Read report included within the curriculum
Foundations of the Kindergarten Program and strategies for creating rich play experiences, including opportunities to visit exploration classrooms.
Middle Years Literacy Learning Series (Pilot for 20 schools), which explores leveraging technology to create and facilitate meaningful literacy learning experiences with students in Grades 6-8; emphasis will be on how to embed Strand A: Literacy Connections and Applications from the Ontario Language Curriculum
Administrators’ series focused on leading school-wide literacy planning, support and monitoring.
Monthly resource sent to school administrators to support foundational language instruction as detailed in Ontario Human Rights Commission’s Right to Read report.

Direct student interventions:

Increasing access to daily regular literacy support for students and building in-school educator capacity across 70 priority schools through the Early Literacy Intervention Model
Each school has tiered resources led by teachers to support students who require additional support to learn to read (e.g., Wilson and Empower) which aligns with recommendations from the OHRC Right to Read Report
Collecting system-wide grade 1 reading data at two points yearly
Tracking and monitoring of student reading data to develop and implement timely instructional interventions. Reading Intervention Toolkits were distributed to all Grade 1 educators to support.

Support to parents/caregivers/guardians:

Through the learning series, ABCs of Literacy, in partnership with the Centre of Excellence for Black Student Achievement, which included an overview of the revised Ontario Language Curriculum for Grades 1-8
By providing a Kindergarten Literacy Calendar to all Kindergarten families, distributed four times a year, to provide literacy skill building ideas and activities families can engage together
Website developed for parents/caregivers outlining literacy supports for families that align with the TDSB Literacy Framework and recommendations in the OHRC Right to Read Report

Achievement of Learning Outcomes in Core Academic Skills: Mathematics

To support all students in mathematics achievement, the TDSB is providing:

Professional Learning Support Student Mathematics Success:

In four (4) focus areas: Building Foundational Math Skills in the Early Years; Building Thinking Classrooms; Spiralling Coding in Destreamed Grade Nine Classroom; and Unlocking Fractions Understanding
TDSB Additional Qualifications Math Courses subsidies
On Equals Math, a multi-sensory program, to Primary Autism Intensive Support Programs (ASD ISPs) and Primary Mild Intellectual Disability Intensive Support Programs (MID (ISPs)

Additional learning opportunities and resources available to schools to support the local School Improvement Planning needs:

School support from Math Learning Partners (MLP) who deliver the learning to a cluster of 132 priority schools and then support educators in the classroom in implementing and documenting students’ learning
Leader learning sessions for principals and superintendents regarding their support and monitoring of the math program in schools
Provide schools with digital math tools that are accessible to all classes in the system (e.g., Knowledge Hook, Brainingcamp)

Support to parents/caregivers/guardians:

The TDSB math team has been collaborating with Community Service Workers (CSWs) and individual schools to create learning opportunities for families to support math learning

For more information please visit TDSB’s Math Action Plan.

Preparation for Students’ Future Success: Graduation

The TDSB is supporting students for graduation and their future pathways through professional learning for educators and guidance staff focused on academic pathways, transitions, and post-secondary options, including skilled trades and apprenticeship awareness. Students benefit from direct supports such as peer tutoring, increased credit rescue and recovery programs, transition support, and increased access to specialized programs like SHSM, OYAP, Dual Credits, and cooperative education opportunities. Additional experiential learning staffing and graduation coaches for Indigenous and Black students further facilitate advocacy, mentorship, and access to academic and career pathways.

Student Engagement and Well-being: Student Participation in Class Time and Learning

The TDSB is improving student attendance and engagement by launching targeted programs for Grades 1–8, offering professional development for staff on evidence-based attendance strategies, and supporting schools to use data-driven strategies to create supportive school environments. Families are supported through collaboration with community organizations and school staff to address barriers to attendance and provide identity-affirming resources.. Direct support for students include reducing suspensions including through consideration of mitigating circumstances, working with educators to develop school-based restorative practices, delivering mentorship and tutoring programs.

For more information, please see Social Work and Attendance Services, Professional Support Services, Caring and Safe Schools.

Student Engagement and Well-being: Student Well-Being

The TDSB is deeply committed to student well-being through a multi-tiered approach that prioritizes mental health promotion, early intervention, and responsive support. Mental health literacy is being integrated into Grades 6 (beginning September 2025), 7, 8, and 10 to help students care for themselves, seek support when needed, and support one another. Schools are embedding well-being goals into their School Improvement Plans to foster safe, inclusive, and identity-affirming learning environments. Daily mental health activities help reduce stigma and normalize help-seeking behaviours. Access to mental health professionals has expanded, along with culturally responsive supports—particularly for Black and Indigenous students. Student-led initiatives and peer programs, developed in collaboration with Professional Support Services and school staff, cultivate a sense of belonging. Partnerships with educators, community agencies, and mental health organizations continue to strengthen the continuum of care through tailored resources and sustain circles of care.

For more information, please visit TDSB Mental Health.