Student Achievement Plan | Upper Grand District School Board

At the Upper Grand District School Board (UGDSB), we recognize that student success begins with well-being. In alignment with our Multi-Year Plan, we are taking deliberate steps to ensure that all students feel supported, connected, and empowered throughout their educational journey.

To improve mental health and well-being support, the UGDSB has developed a renewed, data-informed plan rooted in consultation with students, staff, and families. This plan emphasizes early intervention—offering timely, accessible support before challenges become more complex. While enhanced services remain in place for students facing significant mental health needs, our broader goal is to reach more students earlier, with the right supports at the right time.

At the heart of this work is a renewed focus on student voice and individualized care. Conversations about well-being are now more student-centered and responsive, with supports tailored to meet evolving needs. We have restructured the way supports are delivered, ensuring greater collaboration and coordination across student support services and school-based teams. Teachers and support staff meet regularly to co-develop strategies that directly address student needs, creating a seamless and integrated system of care.

Multidisciplinary teams now engage in regular consultations, using shared expertise to guide the development of student support plans. Our improved data tools and evidence-based decision-making processes ensure that supports are proactive and targeted. These enhancements are already showing early signs of improved student outcomes and more responsive service delivery across our schools.

In addition, UGDSB has fundamentally restructured its Student Support Services model to place more professionals directly in schools. This integrated approach fosters stronger partnerships between educational and support staff and helps ensure students receive consistent, in-school support. Data collection processes have also been upgraded to allow for timely, evidence-informed decisions that reflect the real-time needs of our students.

Central to these efforts is our unwavering commitment to equity and human rights. As we implement the 2024-2025 Student Achievement Plan, the development of a Human Rights Policy Framework is playing a key role in promoting student well-being and academic success—particularly for students from historically underserved communities. This framework will guide efforts to remove systemic barriers, ensure equitable access to high-quality instruction, and foster inclusive learning environments for all. Trauma-informed practices have also been embedded into our prevention and intervention strategies, ensuring a supportive and compassionate approach to student care.

The UGDSB recognizes that student success cannot be achieved without a firm commitment to equity and human rights. As we advance our 2024-25 Student Achievement Plan, the development of a comprehensive Human Rights Policy Framework is central to improving academic outcomes, future preparedness, and student well-being particularly for historically underserved communities. The Human Rights Policy Framework is being developed to support equitable access to high-quality instruction, with a particular focus on addressing systemic barriers that impact students disproportionately. Moreover, the board has implemented trauma-informed practices to ensure that student well-being is supported through both prevention and intervention strategies.

These initiatives reflect the UGDSB’s ongoing work to support students not only academically, but also socially and emotionally. Aligned with the Multi-Year Plan’s five core priorities—Foundational Education and Student Achievement, Ensuring Equity of Access and Outcomes, Leading through Sustainability, Inspiring a Lifelong Love of Learning, and Championing Health and Well-Being—this work supports our commitment to the UGDSB Vision 2026: to be recognized as leaders in creating unparalleled, agile, and inclusive learning experiences for all students.