1. 1 PUT TITLE HERE Presentation to School Boards on the Ontario’s Equity and Inclusive Education Strategy, Policy/Program Memorandum No. 119 (2009) and Guidelines for Policy Development and Implementation October 20 & 21, 2009

2. 2 Purpose of Meeting _____________________________________________________ The purpose of the meeting today is to provide you with an overview of the equity and inclusive education strategy and Ministry and School Board action items. Key Action Items Boards will review or develop a policy on equity and inclusive education including a guideline on religious accommodation for implementation by September 2010. The implementation phase will be done over a period of four years (2008-2009 to 2011-2012).

3. 3 Introduction ___________________________________________ There is a direct link between success at school at school and a school’s learning environment. Research and experience indicate that students are more able and more motivated to do well and achieve their full potential in schools where they feel safe, supported and welcomed. (Safe Schools Action Team, 2008). Research findings about the effects of rejection and bullying on young people are clear and consistent. Rejection, exclusion and estrangement are associated with behaviour problems in the classroom, lower interest in school, lower student achievement, and higher dropout rates. (Osterman 2000). Positive results of a genuine partnership between parents and schools include improved student achievement, reduced absenteeism, better behaviour, and increased public confidence among parents in their children’s schooling.

4. 4 Inclusive Education Branch _____________________________________________________ The Inclusive Education Branch (IEB) was established in October 2008, and as of August 2009, the Parent Engagement Office is part of the branch. The branch: supports the development, implementation, training and monitoring of equity and inclusive education policies identifies and promotes specific parent engagement practices that are known to be effective in supporting student achievement provides base funding for school councils and parent involvement committees provides Parents Reaching Out (PRO) Grants – a specific focus on reaching parents who face barriers acts as liaison between the Ministry and the Ontario Human Rights Commission (OHRC) on issues related to the Ministry and the education sector.

5. 5 Definitions ____________________________ Diversity: The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religious, sex, sexual orientation, and socio-economic status Equity: A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences

6. 6 Definitions ___________________________ Inclusive Education: Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.

7. 7 Background _______________________________________ Policy/Program Memorandum (PPM) No. 119, Development and Implementation of School Board Policies on Antiracism and Ethnocultural Equity (1993). –To date only forty-three of Ontario’s seventy-two school boards report that they currently have some form of equity policy in place –Only twelve boards report that they have policies or guidelines relating to religious accommodation –Only three of those could be considered comprehensive.

8. 8 Ontario’s Equity and Inclusive Education Documents _______________________________________________________ The Ministry released the following documents: 1.Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy (April 6, 2009) 2.Policy/Program Memorandum No. 119, “Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools” (June 24, 2009) 3.The Guidelines for Policy Development and Implementation (July 3, 2009)

9. 9 The Need for Action _______________________________________________ Ongoing incidents of discrimination, homophobia, cyberbullying and hate propaganda “...Supreme Court of Canada (2005) acknowledged that racial prejudice against visible minorities is so notorious and indisputable that its existence needs to be treated as a social fact.” Documented increase in reported incidents of anti-Black racism, antisemitism, and Islamophobia in Canada 2007/08 Annual Report of the OHRC shows that complaints based on race and disability outnumber all others The new Policy/Program Memorandum (PPM) No.119, “Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (2009)”, broadens the scope of the former PPM 119 (1993) and “does not reflect a weakened or reduced commitment to antiracism or equity.”

10. 10 Ontario’s Equity and Inclusive Education Strategy: establishes a framework to help Ontario’s education community identify and remove discriminatory biases and systemic barriers to student achievement related to the prohibited grounds of discrimination set out in the Ontario Human Rights Code, and other related factors (e.g. socio-economic status) recognizes that the intersection of overlapping dimensions (e.g. race, sexual orientation and poverty) may create biases and barriers to student achievement supports the government’s core education priorities, i.e. high levels of student achievement, reduced gaps in student achievement and increased public confidence in publicly-funded education builds on successful Ministry, school board and school policies and practices Equity and Inclusive Education Strategy Highlights ___________________________________________

11. 11 Embedding the Principles of Equity ____________________________________________ The Ministry is embedding the principles of equity and inclusive education within its initiatives such as: The Ontario Curriculum Student Success The School Effectiveness Framework The Operational Review Guide Request for Proposal for Teaching Practices etc. Implementation of the OPS Diversity Strategy within the Ministry Presentations including community outreach e.g. Faculties of Education, Ontario College of Teachers, Boards and other organizations (Ontario Police College) Participation in evidence-based research

12. 12 Ontario’s Equity and Inclusive Education Strategy Key Connections to Ministry Programs and Initiatives p. 33 of Guidelines

13. 13 Legislative and Policy Context _____________________________________________ The Strategy: is to be implemented within the context of the Education Act, which affirms the constitutional rights of Catholic and French- language rights holders in Ontario. is in line with the principles outlined in Ontario’s Aménagement linguistique Policy for French-Language Education. reflects the values outlined in the Ontario Catholic School Graduate Expectations.

14. 14 Policy Development ________________________________________________________ A boards’ equity and inclusive education policy is expected to be comprehensive, cover the prohibited grounds of discrimination set out in the Ontario Human Rights Code and may include other similar factors (e.g. socio-economic) –Grounds may be related to ancestry, culture, ethnicity, gender, gender- identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, or other similar factors Intersecting Grounds of Discrimination –For example, the prohibited grounds of race, religion, and disability can intersect in one individual.

15. 15 Policy Development _______________________________________ Boards should: consult widely with the diverse community adhere to the provisions of the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA), the Education Act, etc. consult with legal counsel and their freedom-of-information coordinators

16. 16 Board policy must include: a vision based on the ministry’s vision the guiding principles the Strategy’s three goals the eight areas of focus an implementation plan an accountability and transparency section Policy Development ______ _______________________________________

17. 17 Vision ________________________________________________________ Equity and inclusiveness are internationally recognized as critical to the delivery of a high quality education in a global, knowledge-based economy (UNESCO, 2008). The Ontario’s Equity and Inclusive Education Strategy (2009) sets out a vision for an equitable and inclusive education system where: all students, parents and members of the school community are welcomed and respected, every student is supported and inspired to succeed in a culture of high expectations for learning.

18. 18 Guiding Principles of the Equity and Inclusive Education Strategy ________________________________________________________ Equity and inclusive education: is a foundation of excellence; meets individual needs; identifies and eliminates barriers; promotes a sense of belonging; involves the broad community; builds on and enhances previous and existing initiatives; is demonstrated throughout the system.

19. 19 Goals __________________________________________ Realizing the Strategy’s vision depends on the effective implementation of the Strategy’s three goals: 1. Shared and committed leadership 2. Equitable and inclusive education policies and practices 3. Accountability and transparency

20. 20 Eight Areas of Focus ___________________________________________ 1.Board policies, programs, guidelines, and practices 2.Shared and committed leadership 3.School – community relationships 4.Inclusive curriculum and assessment practices 5.Religious accommodation 6.School climate and the prevention of discrimination and harassment 7.Professional learning 8.Accountability and transparency

21. 21 p. 14 of Guidelines

22. 22 Implementation Plan ___________________________________________ The implementation phase will occur over a period of four years (2008-2009 to 2011-2012). This year (2009-10) is the second year of implementation. By September 2010, boards will implement their policies on equity and inclusive education including a guideline on religious accommodation. Boards are expected to: demonstrate continuous improvement in embedding equity and inclusive education principles into their operations meet, at a minimum, timelines stated in the strategy and guidelines

23. 23 consult with a full range of education and community stakeholders, including parents, staff and students implement positive employment practices that support equitable hiring, mentoring, promotion and succession planning. provide opportunities for students, administrators, teachers (including guidance counsellors), support staff and trustees to participate in equity and inclusive education training and leadership initiatives. Implementation Plan ___________________________________________

24. 24 Accountability and Transparency _______________________________________________ Boards are expected to: report progress in the Director of Education’s annual report and to their local communities. outline progress, arising from the cyclical review of board policies and practices, in embedding the principles of equity and inclusive education into all aspects of the board’s operations. develop, monitor and communicate indicators and self- assessment processes to determine progress and identify areas that require further work/improvement. post their equity and inclusive education policy on their website.

25. 25 Action Items - Ministry Key Commitments _______________________________________________ Year 1: 2008-09 Released of the Equity and Inclusive Education Strategy, Policy/Program Memorandum (PPM) and Guidelines Supported the development and implementation of equitable and inclusive education policies, programs, and practices Provided $4 million to school boards to support and promote equity and inclusive education and school safety Provided direction to boards to develop or expand/revise, implement and monitor policies on equity and inclusive education by September, 2010 and embed equity and inclusive education principles in board and school improvement plans. Expanded the school climate surveys for students, parents and school staff to promote equity and inclusive education Developed courses related to equity and inclusive education as part of the revised curriculum Promoted the involvement and engagement of parents with their boards and school Encouraged and empowered students to share their ideas and get involved in activities that honour diversity

26. 26 Action Items - Ministry Key Commitments ________________________________________________________ Ongoing commitments: Provide training to support the Strategy, PPM and Guidelines Work with stakeholders to facilitate the sharing of resources by a variety of methods, including a website and e-network Work with faculties of education and collaborate with the OCT to develop courses on equity and inclusive education Review, conduct and disseminate research on promising practices Consult with diverse stakeholders on implementation Facilitate the development of an equity-related website and e- learning network. Work with education and equity organizations to create innovative partnerships Encourage all leaders to draw on effective practices and competencies

27. 27 Action Items - Board Key Commitments ______________________________________________ Develop or revise policies on equity and inclusive education for implementation by September, 2010 include a guideline on religious accommodation. Embed equity and inclusive education principles in board and school improvement plans. Review and revise existing community partnerships so that they support the principles of equity and inclusive education and reflect the diversity of the broader community. Develop procedures 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 manner. Develop active outreach and engagement strategies that will identify and remove systemic barriers that limit engagement with students, parents and the community. Review resources, classroom instruction and student assessment and evaluation practices to identify and remove discriminatory biases and systemic barriers that may exist.

28. 28 Next Steps ______________________________________ Ministry is to: provide support to boards to review or develop, implement and monitor policies on equity and inclusive education. work with partners to provide support to school boards in order to embed the principles of equity and inclusive education into all aspects of their operations such as employment, research, curriculum resources, instructional and assessment practices. communicate progress to educators, parents and the public.

29. 29 Next Steps ________________________________________ Boards are to: develop a policy or revise their existing policies on equity and inclusive education which will include a religious accommodation guideline by September 2010. report progress in the Director’s Annual Report. - Report due in December 2009 - Further direction will be coming from the Ministry implement their four-year plan within a culture of continuous improvement. - The Ministry recognizes that boards are at different stages of implementing equity and inclusive education policies; however, all boards will demonstrate progress towards meeting the needs of our diverse student population.

30. 30 Resources _________________________________________ Link to three documents (Strategy, PPM 119, Guidelines http://www.edu.gov.on.ca/eng/policyfunding/equity.html) http://www.edu.gov.on.ca/eng/policyfunding/equity.html Tools and Resources (pp. 53 – 85 of guidelines) - Sample policies (pp. 53 – 55) - Getting started (p. 56) - Sample template on religious accommodation guideline (p. 61) -Resources from OHRC (p. 83)