Student Achievement Plan: Actions and Strategies

Thames Valley District School Board (TVDSB)

2025–2026

Priority Area 1: Achievement of Learning Outcomes in Core Academic Skills

Goal 1: Improve students’ literacy learning and achievement

Actions and strategies

• Responded to Early Reading Screener results for Kindergarten to Grade 2 students.
• Allocated Classroom Literacy Support Teachers to support reading instruction.
• Supported teachers to implement the revised Language and English curriculum.
• Established individual plans for students requiring additional support to be successful on the Ontario Secondary School Literacy Test (OSSLT).
• Implemented the Thames Valley EQAO district- and school-level Implementation Plans.

Goal 2: Improve students’ math learning and achievement

Actions and strategies

• Implemented the Thames Valley EQAO district- and school-level Implementation Plans.
• Supported educators to use the TVDSB Scope and Sequence resources to enhance their math content and curriculum knowledge.
• Leveraged digital tools to support formative assessment to drive math instruction.
• Implemented responsive and culturally relevant approaches to support math learning for all students in every school, as part of their School Improvement and Equity Plan (Math Goal).

Priority Area 2: Preparation of Students for Future Success

Goal 3: Improve students’ graduation rates and preparedness for future success

Actions and strategies

• Provided professional learning to secondary educators on responsive and culturally relevant teaching and learning, differentiated instruction, assessment, and evaluation to promote credit attainment.
• Closely monitored credit accumulation and ensured options were in place for credit completion.
• Administrators regularly reviewed graduation summaries to identify areas of intervention and support for credit accumulation and graduation requirements.
• Provided increased opportunities for credit completions (e.g., alternative education, credit rescue, credit recovery, summer programs).
• Reviewed student course selections and coordinated student and family meetings to ensure pathway opportunities are maximized for future success with an emphasis on math, science, and technology.
• Promoted Specialist High Skills Major, Ontario Youth Apprenticeship Program, and Dual Credit Programs through family and student engagement activities.
• Provided STEM-related activities and events to enhance educator and student awareness of trades and technology and the importance of senior science and math.
• Created and distributed the Preparing for Evaluations resource focusing on strategies to explicitly embed learning skills as part of the assessment and evaluation cycle.
• Created and distributed resources for Grades 6, 9, and 10 to support educators in explicitly connecting student learning experiences to build confidence and preparedness.

Priority Area 3: Student Engagement and Well-Being

Goal 4: Improve students’ participation in class time and learning

Actions and strategies

• Provided administrators with enhanced attendance reports.
• Provided families with additional resources related to attendance (e.g., Attendance Matters webpage).
• Developed a Food Security Toolkit and began implementing strategies throughout the district.

Goal 5: Improve student well-being

Actions and strategies

• Created and implemented a Safe and Inclusive School Plan at every school focused on enhancing safety, connection, and well-being.
• Shared information about restorative practices and the continuum of progressive discipline with school communities and increased consistency in applying these practices within and across schools.
• Staff provided students with information about healthy coping strategies during high-stress times and how to find and access mental health support when needed.
• Educators delivered mental health literacy modules to students in Grade 7 and 8 Health and Grade 10 Careers course.

Data Sources (Percentages, by Year)

Priority Area 1: Achievement of Learning Outcomes in Core Academic Skills

2024–2025 Academic Year

Goal: Improve students’ literacy learning and achievement

Measure: Percentage of students who met or exceeded the provincial standard on EQAO Assessments for Grade 3 and Grade 6 Reading and Writing, and percentage of first-time eligible students who were successful on the OSSLT / TPCL.

Grade 3 EQAO Reading

• 2023–2024: Board 66%, Province 71%
• 2024–2025: Board 67%, Province 74%

Grade 3 EQAO Writing

• 2023–2024: Board 58%, Province 64%
• 2024–2025: Board 56%, Province 65%

Grade 6 EQAO Reading

• 2023–2024: Board 78%, Province 82%
• 2024–2025: Board 82%, Province 86%

Grade 6 EQAO Writing

• 2023–2024: Board 75%, Province 80%
• 2024–2025: Board 81%, Province 85%

Ontario Secondary School Literacy Test (OSSLT / TPCL)

• 2023–2024: Board 78%, Province 85%
• 2024–2025: Board 77%, Province 85%

Goal: Improve students’ math learning and achievement

Measure: Percentage of students who met or exceeded the provincial standard on EQAO Assessments for Grade 3, Grade 6, and Grade 9 Math.

Grade 3 EQAO Math

• 2023–2024: Board 59%, Province 61%
• 2024–2025: Board 60%, Province 64%

Grade 6 EQAO Math

• 2023–2024: Board 48%, Province 50%
• 2024–2025: Board 50%, Province 51%

Grade 9 EQAO Math

• 2023–2024: Board 47%, Province 54%
• 2024–2025: Board 52%, Province 58%

Priority Area 2: Preparation of Students for Future Success

2024–2025 Academic Year

Goal: Improve students’ graduation rates and preparedness for future success

Measure: Percentage of students graduating with an Ontario Secondary School Diploma (OSSD) within five years of starting Grade 9.

Includes students who began Grade 9 in 2019–2020 and tracks their progress until 2023–2024.

• 2022–2023: Board 83.7%, Province 89.5%
• 2023–2024: Board 83.5%, Province 89.5%

Measure: Percentage of students who earn 16 or more credits by the end of Grade 10.

• 2023–2024: Board 69%, Province 78%
• 2024–2025: Board 72%, Province 80%

Measure: Percentage of students enrolled in at least one Grade 12 math or Grade 11 or 12 science course.

• 2023–2024: Board 53.2%, Province 57.9%
• 2024–2025: Board 57.6%, Province 59.0%

Measure: Percentage of students participating in at least one job skills program (Specialist High Skills Major, Dual Credits, or Ontario Youth Apprenticeship Program).

• 2023–2024: Board 16%, Province 26%
• 2024–2025: Board 18%, Province 28%

Measure: Percentage of students who believe their learning has prepared them for the next step in their learning experience (i.e., next grade, post-secondary, etc.).

• 2023–2024: Board 59%, Province 63%
• 2024–2025: Board 59%, Province 64%

Priority Area 3: Student Engagement and Well-Being

2024–2025 Academic Year

Goal: Improve students’ participation in class time and learning

Measure: Percentage of students in Grades 4–12 who were suspended at least once.

• 2023–2024: Board 5.93%, Province 4.18%
• 2024–2025: Board 5.83%, Province 3.84%

Measure: Percentage of students in Grades 1–8 whose individual attendance rate is equal to or greater than 90 percent.

• 2023–2024: Board 63.7%, Province 59.9%
• 2024–2025: Board 50.8%, Province 55.5%

Goal: Improve student well-being

Measure: Percentage of Grade 6, 9, and 10 students who report being aware of mental health supports and services in order to seek supports for mental health.

• 2023–2024: Board 59%, Province 60%
• 2024–2025: Board 61%, Province 62%

Source: As reported by schools through the Ontario School Information System (OnSIS), 2022–2023 to 2024–2025, and the Education Quality and Accountability Office (EQAO), 2023–2024 to 2024–2025. #N/A: Not applicable. Secondary student indicators are not available for elementary-only school boards.

Actions Our School Board Will Take to Improve

Achievement of Learning Outcomes in Core Academic Skills

• Use Early Reading Screener results for Kindergarten to Grade 2 students to plan instruction.
• Provide teaching staff professional learning, resources, and digital tools to support responsive and intentional instruction and intervention.
• Use teaching approaches and materials that are responsive to students’ needs and reflect their diverse cultures and experiences to support learning.

Preparation of Students for Future Success

• Regularly review student progress towards graduation to identify areas for intervention and to work together to provide support that reflects students’ identities, experiences, and needs.
• Provide increased opportunities for program and credit completion (e.g., Prior Learning Assessment and Recognition (PLAR), Specialist High Skills Major, Ontario Youth Apprenticeship Program, Dual Credit Programs, alternative education, credit rescue, credit recovery, summer programs).
• Staff and families work together to support students with course selections to ensure pathway opportunities are maximized for future success with an emphasis on math, science and technology.

Student Engagement and Well-Being

• Implement the elementary attendance dashboard district-wide in Fall 2026 to support administrators in using data to increase student engagement.
• Support school communities to use relationship-based approaches to promote student learning and well-being, and address behaviour in bias-aware and respectful ways.
• Provide student and caregiver mental health conferences to support awareness of mental health initiatives, supports, and services in schools and communities.