The Director’s Annual Report provides a brief snapshot of the teaching and learning that took place across the Limestone District School Board during the 2023-2024 school year, and the continued progress on the board's strategic priorities, student achievement data, and more.
Image description: Photo of Krishna Burra, Director of Education
Director's Message
As the Director of Education for the Limestone District School Board, I am pleased to provide an overview of the 2023-2024 school year. This year has been one of progress, resilience, and focused effort as we continue to support students, staff, and school communities.
Community engagement and strategic planning
This year, we continued our commitment to meaningful community engagement. The completion of the new Limestone District School Board Multi-Year Strategic Plan reflects the voices of the diverse communities we serve. Additionally, we worked collaboratively to gather input on budget priorities, ensuring that our decisions align with the needs and aspirations of Limestone community members.
Focus on equity and student success
Our professional learning focus for the 2023-2024 school year centered on fostering equity and improving outcomes for all students. We recognize that not all students currently find purpose, value, or hope in their educational experiences. Addressing these disparities remains a priority, as we strive to support those who are underserved or not finding success within the current system.
To this end, we have embraced three guiding inquiry questions:
For whom is the current education system not working, and why? How do we know? What can we do differently to make a meaningful difference?
By embracing these questions, we aim to drive system-wide improvements that align with the provincial Student Achievement Plan. Ultimately, our focus remains on improving outcomes at the individual student level, which we believe will lead to broader systemic advancements. This work requires a focus on essential academic skills like reading, writing, mathematics, and critical thinking; and on ensuring that all protected grounds in the Ontario Human Rights Code are respected and upheld.
Looking Ahead
There is much to celebrate across Limestone. I am deeply grateful for the ongoing collaboration and dedication of Limestone Trustees, staff, and community partners. While we may not always agree on every issue, our collective focus on making a difference in the lives of all Limestone students is unwavering.
"Together, we are focused on building a brighter future for all students, ensuring they find purpose, value, and hope in their educational journeys, and opening as many opportunities as possible."
It is an honor to serve as Limestone’s Director of Education, and I look forward to another year of progress and achievement.
Krishna Burra, Director of Education
Image description: Photo of Robin Hutcheon, Chair of the Board of Trustees
Chair's Message
It is with great pride that I share this year’s highlights and reflections as Chair of the Limestone District School Board. Trustees serve as advocates for public education in our communities.
"Our primary focus remains on student achievement and well-being, ensuring that all decisions reflect the best interests of the entire district."
This role goes beyond representing individual constituents—it is a commitment to every family, student, and community member within Limestone’s jurisdiction. Together with dedicated staff and community partners, we strive to create equitable opportunities that empower all students to reach their full potential.
Over the past year, we have all shown resilience and innovation in fostering inclusive and welcoming learning environments. Students and staff have worked diligently to ensure academic success while creating spaces where every student feels valued and included.
Celebrating diversity and inclusion
LDSB honored key moments such as Black History and Futures Month, celebrating Black Excellence and amplifying Black voices, and National Indigenous Education and History Month, where we learned about the diverse cultures, and traditions of First Nations, Métis, and Inuit peoples. These occasions highlighted the importance of authentic learning and using perspectives and voices of Black, Indigenous, and racialized communities to enrich classrooms across Limestone.
Initiatives such as Pride collaborations, Pink Shirt Day, and Bullying Awareness and Prevention Weeks demonstrated the Limestone's commitment to inclusion and acceptance. These events remind us that harassment, discrimination, and hate have no place in Limestone. I extend heartfelt thanks to students and staff for fostering meaningful conversations about culture, history, and social justice.
Fostering engagement and excellence
Community engagement remains a cornerstone of the Board's work. The annual Limestone District School Board Budget Survey invited families, students, and staff to share their priorities and feedback. The insights gathered through this process serve as a critical foundation for the budget planning process. In addition, we collected significant community voice on several occasions to shape the new strategic plan for Limestone.
A shared commitment
Reflecting on the past year, I am deeply grateful for the dedication of staff, students, families, and community partners. Together, we have celebrated successes, navigated challenges, and upheld our shared values.
Thank you for your continued support as we work together to create inclusive, equitable, and thriving school communities where every student has the opportunity to succeed.
Robin Hutcheon, Chair of the Board
Limestone District School Board by the numbers
Image description: LDSB student enrolment for 2023-2024. Total enrolment was 20,509. Secondary was 6,753 and elementary was 13,756. There were 10,937 full-time elementary students enrolled and 2,819 students enrolled in French Immersion programs across the district. In secondary, there were 6,180 students attending LDSB schools, and 573 were enrolled in secondary French Immersion programs. 536 elementary and 333 secondary students self-identified as First Nations, Métis and Inuit.
The Limestone District School Board offers elementary and secondary students an education that is enriched with diverse and unique programming opportunities and activities to complement the Ontario curriculum while supporting the achievement and well-being of every student.
LDSB offers a wide variety of programs in the academics, the arts and technology as well as special programming such as Full-Day Kindergarten, French Immersion, International Baccalaureate and Advanced Placement. Experiential learning is cultivated in both the elementary and secondary panels. We also offer expanded opportunities to secondary students such as our well known Focus Programs, Specialist High Skills Major (SHSM), Co-operative Education, Dual Credits and Ontario Youth Apprenticeship Programs (OYAP).
Expanded Opportunities at a glance
Elementary
- Experiential Learning
- STEM + Coding support
The focus is to support students to develop transferable skills through exposure of purposeful, relevant and engaging learning opportunities. Supporting educators across the district as well as over 3,000 students in Grades 6 to 8.
Secondary (Grade 11 & 12)
Cooperative Education (Summer of Grade 10)
Co-op gives students the opportunity to see the relevance of their classroom learning in a work setting; develop essential skills and work habits; gain valuable work experience and an understanding of workplace expectations; and experience authentic and purposeful learning outside a traditional classroom setting.
1,323 students participated in a co-op experience
3,127 enrolled with 2,935 credits earned
Ontario Youth Apprenticeship (OYAP)
352 registered participants
41 registered training agreements
5 Level One (three electrical, one welding, one auto)
Specialist High Skills Major (SHSM)
186 students graduated with OSSD/SHSM in 2023-2024
Dual Credits
Dual credit programs allow eligible students in high school to take college or apprenticeship courses that count towards:Ontario Secondary School Diploma, a postsecondary certificate, diploma, degree or a Certificate of Apprenticeship.
3 college partners (St. Lawrence College, Loyalist College & Algonquin College)
Over 400 Dual Credits offered each year
School Within a College (SWAC)
Students who are between the ages of 17 to 20 complete secondary school courses taught by secondary school teachers onsite at a St. Lawrence College Campus, while at the same time, completing college Dual Credit courses taught by college instructors for a full semester.
60 students each year (each student takes at least one Dual Credit)
Under-represented Workers in the Trades (uWitts)
Is an exploration opportunity for students in Grades 11 and 12 to explore the trades in a hands-on, supportive environment. Located at St. Lawrence College, Kingston campus.
16 Students participated (second semester)
Financial Stewardship and Budget Management
To address funding shortfalls in areas such as special education, transportation, statutory benefits, and human rights and equity initiatives, the board strategically utilized its accumulated surplus—savings from prior years. Despite these challenges, the majority of the operating budget remains focused on supporting classroom instruction and enhancing student learning opportunities.
Key budget highlights include:
- Funding equity and inclusion positions, which are not supported by Ministry of Education funding in LDSB but are essential to our mission.
- Covering transportation costs that exceed provincial funding levels.
- Managing increased costs for statutory employee benefits.
While our commitment to fiscal responsibility is steadfast, this year presented unique financial challenges. Retroactive salary increases mandated by Bill 124 (the Protecting a Sustainable Public Sector for Future Generations Act) resulted in higher-than-anticipated revenues and expenditures. Specifically, revenues exceeded the budget by $42.4 million, primarily due to $39.7 million in funding for retroactive salary payments. Expenditures also exceeded projections by $41.5 million, largely due to these retroactive payments. Despite these pressures, the board ended the year with a reduced in-year deficit of $3.5 million, an improvement over the originally projected $4.4 million deficit.
Image description: LDSB Budget Year-End Results. With a total budget of $352,557,170. Instruction budget is 74.9% or $263,860,606. Pupil accommodation accounts for 14% or $49,169,566. Transportation is 5.8% or $20,568,126 of the budget. Administration costs account for only 2.7% or $9,427,419 and 2.7% represents the Other category of $9,531,453.
LDSB's Strategic Plan: "See Yourself in Limestone: The Road Ahead – 2023-2028"
School Boards are entrusted with the responsibility for student achievement and the effective stewardship of resources. Specifically, the responsibilities of the School Board encompass the following components: promoting student achievement and well-being, fostering a positive school climate that is inclusive and welcoming to all pupils, preventing bullying, ensuring the efficient management of the board’s resources, developing and maintaining policies, formulating a Multi-Year Strategic Plan (MYSP) aimed at achieving set goals, and annually reviewing this plan with the board’s director of education.
This year marks the initial implementation of the LDSB’s new Strategic Plan. These changes align with Bill 198, which mandates the incorporation of provincial priorities into the MYSP.
The MYSP will guide the Board's actions and priorities over the next five years, focusing on creating a more inclusive and equitable learning environment for all students. The plan underscores the Board's commitment to meeting the needs of all students, regardless of their demographic characteristics.
Learn more about the District’s Intention, Mission, Vision, and Values for the new MYSP.
The Board’s intention: To make a positive difference in the lives of every student, in every classroom, in every school.
While equity work does not have a stand-alone goal, equity work is embedded within each of the five strategic goals which are:
Image description: Graphic that contains five colour icons associated with the 5 strategic goals. 1. Improve student well-being/sense of belonging, participation/engagement in class time, and time focused on learning. 2. Improve literacy learning and achievement for every student. 3. Improve math learning and achievement for every student. 4. Improve graduation rates and preparedness for future success for all groups of students, and 5. Improve responsiveness and service to families, staff, and community partners.
Phases 4 (Report and Implementation) and 5 (Monitoring and Reporting) of the new MYSP will overlap throughout the school year and into future years, supported by ongoing communications to engage students, staff, families, and community members.
The full report can be found in the October 2024 Board Meeting Agenda Package on pages 22 to 31.
Image description: A poster with four horizontal, coloured background sections of green, black, blue and white. A combination of black and white text that outlines the Board's Intention: To make a positive difference it the lives of every student, in every classroom, in every school. The Board's Mission: To a make a positive difference in the lives of the students we serve by empowering every student with the essential skills to shape their future, be lifelong learners, and contribute meaningfully to an interconnected, inclusive, and evolving world. The Board's Vision: For all students, families, and a staff to feel they belong within Limestone: a system that understands and supports learners' strengths, needs, and preferences; inspires their hearts and minds; and nutres hope for the future success of every student, in every classroom, in every school. The Board's Values: Effective school boards have strong shared beliefs and values about what is possible for students and their ability to learn, and of the system and its ability to teach all students at high levels. Our core values are critical to achieving our priorities as outline in our mission and vision. They are: Adaptability, Community, Creativity, Empathy, Equity, Integrity and Respect. In the bottom left there is a blue circle with white text inside that says See Yourself in Limestone, and the Limestone District School Board logo is on the bottom right.
Fostering engagement and excellence
Examples of Limestone's responsiveness to family voice over the 2023-2024 school year, including but not limited to:
- Special Education Model Changes After Consultation
- Budget Survey and Feedback
- New Board and School Websites
- School Year Calendar Consultation
- Continuing Virtual School
- Continued Enhancements to Reporting Tools
- Strategic Plan Consultations/Feedback
- Regular Family Updates
- Expanded Translation Services Incorporated into Communication Tools
As well as responsiveness to staff voice and creating a culture of service excellence, including but not limited to:
- Employee Assistance Program (EAP) Satisfaction Survey
- Continued to promote French as a Second Language (FSL) teacher recruitment, partnering with Queen's FSL Multi-Session Program
- Leadership resources developed for administrators
- Continued mentoring program for new Principals and Vice-Principals
- Aspiring Leaders workshops provided for teachers who are contemplating administration
- Provided equity, diversity and inclusion training to elementary occasional teachers
- Provided Human Rights training for investigations with K-12 Administrators
- Streamlined Online Incident Reporting process
- Developed myLDSB (intranet)
- Refined facilities improvement process
EQAO Results - Good to excellent improvement
The Limestone District School Board’s 2023-2024 EQAO results align with provincial outcomes in some areas, while showing notable improvements in others and among specific student groups.
The elementary school report provides assessments of Reading, Writing, and Mathematics written by students in Grades 3 and 6. The secondary school report provides similar information relating to the Grade 9 Assessment of Mathematics and the Ontario Secondary School Literacy Test.
There was Good to Excellent improvement in six of eight provincial EQAO measures, and slight declines in two.
"These achievements reflect the efforts of both central and teaching staff, as well as the dedication of students. Their achievements are a result of innovative teaching strategies combined with a strong emphasis on foundational literacy and math."
Krishna Burra, Director of Education
Of significant note, is the gains in achievement in Grade 3 reading, writing, and mathematics made by Limestone students with special needs – up 12%, 14%, and 15% respectively compared to last year’s results. Achievement in reading and math for students in Grade 6 with special education needs in Limestone has increased by 4% and 6%, respectively since the 2022/23 assessment, and is higher than the province for reading.
The board’s current focus on improving teaching and learning in classrooms are critical components of the provincial and board priorities, but also integral to Limestone’s equity work in ensuring that each student has the skills and confidence to access their pathway of choice as they navigate through their K to 12 years.
Limestone will continue using this data to support rich learning environments for every student. As an example, schools will continue to receive the support of Learning Partners, School-Based Math Facilitators (elementary), and Instructional Coaches (secondary). Schools have also received rich instructional resources to support evidence-based literacy and math programming K to 12, along with a variety of professional learning sessions for educators to support foundational literacy and math skills.
Grade 3 Assessment: Reading, Writing, Mathematics
Grade 3 student achievement saw a 10% to 14% increase in all subject areas in Limestone with math achievement showing the most significant difference for students in Grade 3. Of significant note, is the gains in achievement in Grade 3 reading, writing, and mathematics made by Limestone students with special needs – up 12%, 14%, and 15% respectively compared to the 2022/23 assessment results.
Image description: A bar graph with six columns comparing LDSB assessments and provincial assessments in reading, writing and mathematics for students in Grade 3. In reading, LDSB students achieved 69% and the provincial average was 71%. In writing, LDSB students achieved 60% and the provincial average was 64%, and in mathematics, LDSB students achieved 57% with the provincial average of 61% achievement.
Grade 6 Assessment: Reading, Writing, Mathematics
With a similar trend to the province, Grade 6 student achievement in Limestone continues to improve in reading and math. Achievement in writing for students in Grade 6 with special education needs in Limestone is slightly lower than the province.
Image description: A bar graph with six columns comparing LDSB assessments and provincial assessments in reading, writing and mathematics for students in Grade 6. In reading, LDSB students achieved 79% and the provincial average was 82%. In writing, LDSB students achieved 73% and the provincial average was 80%, and in mathematics, LDSB students achieved 40% with the provincial average of 50% achievement.
Grade 9 Mathematics Assessment
Results for Grade 9 math in Limestone are slightly lower compared to the provincial results. For all participating students in the Grade 9 math assessment, 50% achieved the provincial standard in Limestone and 54% achieved the provincial standard provincially. Grade 9 math results decreased by 1% as compared to last year. Results for students with special education needs achieving the provincial standard are similar to the province at 28% for Limestone compared to 29% for the province.
Image description: A two-column bar graph illustrating student achievement in Grade 9 math assessment, 50% achieved the provincial standard in Limestone and 54% achieved the provincial standard provincially.
Ontario Secondary School Literacy Test (OSSLT)
This year, 94% of first-time eligible students wrote the test in Limestone, compared to 92% of students in the province. With this high participation rate, 81% of all students in Limestone were successful, an increase of 2% compared to the 2022-2023 school year. OSSLT results for students with special education continue to show an improvement for the 2023-2024 year, with 61% of Limestone students being successful on the assessment.
Image description: Four -column bar graph that shows the participation rate of students in LDSB, compared to the province, and the success rates of LDSB students in the OSSLT as compared to the provincial average. 94% of first-time eligible students wrote the test in Limestone, compared to 92% of students in the province. 81% of all students in Limestone were successful, as compared to 85% across the province.
The Education Quality and Accountability Office (EQAO) is an arm’s-length agency of the provincial government. Schools routinely consider EQAO data along with other information to support student success. Students in all publicly funded schools in Ontario are required to write provincial assessments that test students’ skills in literacy in Grades 3, 6, and 10 and math skills in Grades 3, 6, and 9 in relation to Ontario Curriculum expectations. Successful completion of the literacy requirement is one of the requirements to earn an Ontario Secondary School Diploma. The EQAO assessments have undergone significant changes, with the newest digital assessments offered entirely online through a digital platform for students over the past three years.
Future success within a positive culture
While the goal is to improve student learning, achievement, well-being, and future success within a positive culture for each student, we recognize the need to focus particular attention on Indigenous students, (rights-based and holistic education) and students who belong to, or identify with, historically and/or currently marginalized/oppressed populations (equity seeking), and who are currently not having their needs met within Limestone.
LDSB recognizes the need to address disparities in student experiences, as highlighted in the "See Yourself in Limestone: Student Census Achievement Report." This report emphasizes the importance of providing equitable support to all students, regardless of their background or identity.
The board's commitment to addressing issues of racism and discrimination, particularly anti-Black racism, is evident in its development of a document prohibiting the use of the N-word and other racial slurs. This document was developed in consultation with racialized students, staff affinity groups, and community organizations, indicating a collaborative approach to fostering an inclusive and respectful environment. The document was also built on the foundation provided through education focused on the Ontario Human Rights Code that was shared with Limestone students (Grades 4 to 12), staff, and families in the fall of 2023.
Upholding human rights and belonging
LDSB is committed to upholding human rights, and creating an equitable, inclusive, and accessible school climate that ensures all students, staff, and members of the broader school community feel safe, comfortable, and accepted. The board champions a welcoming and open atmosphere in our schools. An overview of LDSB’s approach, resources and advisory committees and affinity networks can be found on the board’s website under Human Rights, Equity and Inclusion.
TheLDSB Student Human Rights Reporting System serves as a critical tool for students, families, and staff to report human rights concerns involving LDSB students. The platform is designed to help in fostering a welcoming and inclusive environment by addressing issues such as discrimination, harassment, and other human rights violations.
Special Education Review
The LDSB is actively taking steps to improve inclusivity, such as restructuring elementary special education services to provide more targeted support where it is most needed, and increasing staff focused on special education in schools. This change aims to ensure that students with diverse learning needs receive the necessary support to thrive academically and personally.
A Special Education Review was conducted between February 2023 and October 2023. Over 3,400 participants responded to the question:
“What key supports and services are important for students with special education needs to experience success at school and reach their full potential?”
More than 4,000 individual thoughts were shared through the exchange, and participants rated 76,000 thoughts. Additionally, Educational Services staff met with small focus groups of students, parents/guardians, and staff to explore the data together. This extensive feedback was incredibly valuable, and we extend our deepest gratitude to the families and students for their participation in the review process.
This review aimed to identify the key supports and services critical for the success of students with special education needs by elevating the voices of students and families. Our goal was to use this data to inform and develop a model of support that is flexible, responsive, and tiered.
The primary reasons for the restructuring include the following:
- to provide equitable access to special education support and services within a student’s home school, and to leverage current supports to meet the needs of all students.
- to minimize barriers to support and services such as diagnosis, identification, and geographic location.
- to provide flexible and responsive support, programming, and access to resource spaces that adapt and respond to a student’s unique learning profile.
As a result of these changes, elementary LDSB special education classrooms and itinerant support positions and staff were reallocated into schools. This restructuring will positively impact school-based support for students in Junior Kindergarten through Grade 8. This is inclusive of students who attend intermediate school sites. Choices at 7- Challenge, LEAP, ATLAS and Education and Community Partnership Programs (ECPP) programs were not impacted. There were no changes to the secondary special education service delivery model.
The change in the elementary service delivery model does not reflect any cost savings and in fact, the new model has an overall staff increase. Through this restructuring, the board reallocated 29 special education teacher positions to schools across the district, in addition to educational assistants, literacy intervention, mental health, and clinical supports.
Areas for exploration, growth and improvement will be identified and embedded in the 2023-24 monitoring plan.
Details about the review and a list of reports are posted on the board’s website under Special Education – Special Education Review 2023-2024.
The board’s philosophy of special education programs and services can be found on its website under Special Education.
Director Burra shared the 2023-2024 Annual Report with the Board of Trustees at the December 4, 2024 Education, Policy, and Operations Board Meeting. This report, submitted annually to the Ministry of Education, showcases the strategic initiatives undertaken during the 2023-2024 school year. It highlights the remarkable progress made towards LDSB’s goals and the achievements of both students and staff.
"Our goal is to ensure that every Limestone student feels supported, valued, and equipped to succeed—not just today, but well into their future. This vision is at the heart of the new Strategic Plan, guiding our work to create inclusive, innovative, and student-centered learning environments."
— Krishna Burra, Director of Education
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