Section 1.2: System Policies and Procedures

Approved: June 15, 2010

Revised: June 22, 2022

EQUITY AND INCLUSIVE EDUCATION

Procedures 

These procedures will fulfill the requirements of the Ministry to include an Implementation Plan associated with the Equity and Inclusive Education Policy. All action items, at both the Board and School levels, will be implemented to the best of our ability, in good faith and with good intention.  

1.0             BOARD POLICIES, PROGRAMS, GUIDELINES AND PRACTICES

At the Board level

1.1             The establishment of the DSB1 Equity Committee and the Equity Action Plan and accompanying implementation plan will serve as the foundational framework that will inform the review and/or development and implementation of a comprehensive equity and inclusive education policy that recognizes and addresses biases related to race, colour, culture, ethnicity, linguistic origin, disability, socio-economic class, age, ancestry, nationality, place of origin, religion, faith, sex, gender identity, gender expression, sexual orientation, family status, and/or marital status.

1.2             Review existing equity and inclusive education policies and/or extend or develop such policies to fulfill the requirements of existing regulations, the Strategy, Policy/Program Memorandum No. 119, and the Code.

1.3             Ensure that principles of equity and inclusive education permeate all Board policies, programs, guidelines, operations, practices, and Board improvement plans.

1.4             Ensure all future policies, guidelines and practices are drafted and implemented in accordance with the Board’s equity and inclusive education policy and the Equity Action Plan.

1.5             Collect information needed to monitor the effects of the implementation of the Equity and Inclusion Education policy and the Equity Action Plan by the Board.

1.6             Ensure persons with disabilities are accommodated appropriately and in a manner consistent with the Code. 

1.7             Provide training for school leaders and hiring managers to facilitate equitable recruitment and hiring practices to reflect Ontario’s diverse society.

1.8             Provide opportunities for the diverse school community, including students, staff, parents, trustees and community members, to provide active input into Board policies and improvement plans on an ongoing basis.

1.9             Investigate in a thorough and timely manner any claims of discrimination and/or racism and take appropriate action, consistent with the principles of the Code.

At the School level

1.10        Review existing school policies, for example, codes of conduct and discipline procedures, to determine that they include the principles of equity and inclusive education.

1.11        Extend, develop, and implement strategies to actively engage students, parents, families, and the wider community in the review, development, and implementation of initiatives to support and promote equity and inclusive education.

1.12        Implement Board equity and inclusive education policies, programs and school improvement plans that are consistent with the Code and the Equity Action Plan Implementation Guideline and reflect the needs of their diverse students and school communities.

2.0             SHARED AND COMMITTED LEADERSHIP

At the Board level

2.1             Develop a system plan to build and sustain staff capacity in the areas of equity and inclusive education in curriculum and instruction, human resources and governance.

2.2             Provide ongoing education and training for students, administrators, teachers, support staff and trustees in implementing equity and inclusive education and leadership initiatives.

2.3             Establish selection criteria for leadership positions that prioritize demonstrated commitment, knowledge and skills related to equity and inclusive education implementation and inclusive leadership, and cognizance of Code compliance.

2.4             Provide ongoing training for all staff that reflects comprehensive attention to the principles of human rights and their fundamental role in an equitable and inclusive environment.

2.5             Strive to include members of communities that are underserved and /or marginalized in the shared leadership.

At the School level

2.6             Establish a collaborative culture to develop and implement equity and inclusive education goals.

2.7             Provide opportunities for student leadership related to equity and inclusivity.

3.0             SCHOOL-COMMUNITY RELATIONSHIPS

At the Board level

3.1             Review and/or initiate tools (e.g., school climate surveys and demographic data survey) to determine stakeholders’ views on school environments and data that will inform decision making related to equity and inclusive education and act upon relevant next steps.

3.2             Review and /or deepen existing community partnerships to reflect the diversity of the community and the principles of equity and inclusive education.

3.3             Expand community outreach efforts to foster new partnerships that engage a cross-section of diverse students, parents, staff, community members and various community organizations, including business groups, to foster and support an inclusive environment.

3.4             Address systemic barriers that limit or prevent all sectors of the school community from opportunities to access Board representation and be involved in Board activity.

At the School level

3.5             Review existing community partnerships and make every effort to ensure that they reflect the diversity of the broader community.

3.6             Invite and support representation of diverse groups on school committees (e.g. Safe Schools Committee, Parent Advisory Council).

4.0             INCLUSIVE CURRICULUM AND ASSESSMENT PRACTICES

At the Board level

4.1             Review student assessment and evaluation policies and practices to identify and address bias that may exist in the way student work is assessed and evaluated in order to reduce the achievement gap.

4.2             Support the schools’ review of classroom strategies that promote school-wide equity and inclusive education policies and practices.

At the School level

4.3             Review student assessment and evaluation policies and practices to identify and address systemic bias that may exist in the way students’ work is assessed and evaluated.

4.3.1            Provide for assessment and evaluation to support growth and learning with the belief that all students can achieve and be successful given the appropriate time and support.  Such assessment and evaluation shall follow the guidelines outlined in Growing Success, Learning for All, and the Ontario Curriculum for English Language Learners. 

4.4             Review and reflect upon classroom practices and revise them as needed to help ensure that they are aligned with school-wide equity and inclusive education policies.

4.5             Ensure resources and instructional strategies are respectful and inclusive (e.g.  show people of different races, genders, and ages in non-stereotypical settings, occupations, and activities; explore the roles and contributions of all peoples in Canada, and the factors that shaped these roles; encourage open discussion of the prohibited grounds of discrimination under the Code (e.g., race, gender, disability, faith, sexual orientation) in society, the community, and the school).

5.0             RELIGIOUS ACCOMMODATION   - SEE ALSO APPENDIX A

At the Board level

5.1             Review and revise existing religious accommodation guidelines on a regular basis, and communicate these guidelines to the school community.

At the School level 

5.2             Implement religious accommodation practices to align with the Board’s religious accommodation guideline.

6.0             SCHOOL CLIMATE AND THE PREVENTION OF DISCRIMINATION AND HARASSMENT  

At the Board level

6.1             Implement strategies to identify and remove discriminatory barriers that limit engagement by students, parents, and the community, so that diverse groups and the broader community have access to Board-level representation and initiatives.

6.2             Comply with procedures in place (Safe Schools:  Progressive Discipline Policy 2.1.15) that will enable students and staff to report incidents of discrimination and harassment safely and that will also enable Boards to respond in a timely and effective manner as required in PPM 145 (2009) Progressive Discipline and Promoting positive student behaviour.

6.3             Promote positive behaviour through initiating or strengthening proactive programs to reduce suspensions and expulsions and as required by PPM 144 (2009) Bullying Prevention and Intervention.

At the School level

6.4             Review and revise codes of conduct in consultation with students, staff, and parents, to address any evidence of racism or discrimination.

6.5             Use Progressive Discipline practices, which may include peer mediation and restorative justice.

7.0             PROFESSIONAL LEARNING

At the Board level

7.1             Support classroom strategies that promote school-wide equity and inclusive education policies and practices.

7.2             Provide ongoing opportunities for students, administrators, teachers, support staff, and trustees to participate in equity and inclusive education training and leadership initiatives.

At the School level

7.3             Review and revise classroom strategies to ensure they align with and reflect equity and inclusive education policies.

7.4             Promote collaboration among staff to select and implement informed practices in equity and inclusive education.

7.5             Build staff capacity through ongoing professional learning that is based on needs determined through results-oriented and evidence-based research.

7.6             Encourage and support students in their efforts to promote equity and inclusivity.

7.7             Undertake initiatives which promote a welcoming and respectful school environment and provide timely and specific feedback that will further school-wide equitable practices.

8.0             ACCOUNTABILITY AND TRANSPARENCY

At the Board level

8.1             Include the principles of equity and inclusive education into Board policies, programs, guidelines, and practices.

8.2             Share the equity and inclusive education policy with students, teachers, parents, staff, school councils, community partners, and volunteers and provide opportunities for feedback through the Board’s public website.

8.3             Engage Board and school teams in school improvement planning with particular emphasis on identifying and removing barriers to student achievement.

8.4             Report on the progress of implementation of The Strategy and its impact on student achievement using specific criteria to the Ministry of Education (e.g. achievement of First Nation, Métis, and Inuit students).

At the School level

8.5             Review student contextual and achievement data annually and intervene at all levels to support the achievement and success of all students.

8.6             Develop and communicate evidence-based school improvement plans that are aligned with The Equity and inclusive Education Strategy.

8.7             Review and reflect on the effectiveness of the school’s equity and inclusive education plans and procedures and take action to improve in areas that are not meeting the needs of students, particularly those who are at-risk.

Appendices

Appendix A: Religious and Faith-Based Accommodation of Students

References

Ontario Ministry of Education Policy/Program Memorandum No. 119 (2009)

Canadian Charter of Rights and Freedoms, the Constitution Act, 1982

Ontario Human Rights Code