Equity,+Diversity+and+Social+Justice

__Musts: __ As part of the key aspects that reflect Catholic beliefs, the YCDSB has formed a policy that “values and acknowledges the diversity of the human experience and dignity and worth of all persons, regardless of race ethnicity”.This policy is the Antiracism and Ethnocultural Equity Policy and it aims to eliminate discriminatory practices and “provide an antiracist and ethnocultural equity curriculum for all”. Ethnocultural and antiracism equity should be incorporated into areas such as, curriculum, leadership, and student placement, assessment and evaluation. [1] Please see the following document for the full board policy, here: As a new teacher, it is important that you are aware of the stance that the YCDSB takes on the Ministry of Education’s Safe School Strategy. The board approved this policy and also stressed that “ proactive strategies, progressive discipline and redemptive practices – as basic tenets to ensure that all students have an opportunity to be educated in an environment conducive to learning”. [2]This board policy helps to ensure that each student is treated equitably and defines terms such as, bully, impact on school climate and harassment. Guidelines to this policy include positive practices and progressive discipline. __ Positive Practices __ To help create a safe and inclusive Catholic learning environment, the Board supports the use of positive and preventative practices. “Some examples of positive practices are: a) Bullying prevention and violence prevention programs;  b) Mentorship programs; c) Student success strategies;  d) Character education; e) Second Step Programs  f) Student leadership; g) Healthy lifestyles;” [2] __ Progressive Discipline __ New teachers are expected to promote a safe learning and teaching environment by using progressive discipline. Progressive Discipline uses a wide range of techniques to help “reinforce positive behaviours and help pupils make good choices.  Some examples of Progressive discipline may include early and/or ongoing intervention   strategies, such as:   a) Contact with the pupil’s parent(s)/guardian(s); b) Verbal reminders;  c) Review of expectations; d) Written work assignment with a learning component;  e) Volunteer service to the school community; f) Peer mentoring;  g) Referral to counselling; h) Conflict mediation and resolution; and/or  i) Consultation.” [2] For more information, please visit http://www.ycdsb.ca/html/POLICIES/202.pdf For the Ministry policy on Safe Schools, see the Effective Learning Environments and Classroom Management section of this handbook. For all students to be treated equitably, struggling students may require additional consideration to be able to succeed. The Student Success Strategy developed by the Ministry of Education was implemented to help students “ tailor their education to their individual strengths, goals and interests” a nd decrease the number of students that do not complete high school. [3]  The YCDSB has addressed this policy by making it their initiative to aid the following types of at-risk students: “• Secondary students who would have previously studied at modified or basic levels; • Secondary students performing significantly below provincial standard, earning marks in the 50s or 60s and who do not have the foundations to be successful in the new curriculum; • Students who are disengaged with very poor attendance.” [4] An example of how the board is putting this policy into action is by providing an in-service training for teachers who are teaching the Ontario Secondary School Literacy Course. This course is offered to Grade 11 and 12 students who have failed the literacy test once and will help them improve their grade when they take the test again. More information on this policy can be found in this document : __Shoulds: __ In September 2003, schools in the YCDSB entered the character community program by designing a poster emphasizing the important values from the Catholic teachings. This [|poster]is displayed in every classroom and teachers are encouraged to “integrate the Character Community theme into the classroom and students are encouraged to develop a strong sense of character both inside and outside of the classroom.” [6] The YCDSB chose the following characteristics and teachers should emphasize and incorporate these into the classroom: • Honesty • Integrity • Courage • Compassion • Inclusiveness • Fairness • Optimism • Perseverance • Initiative • Respect • Responsibility As well, the YCDSB has set up a program where they have a character trait for every month that is associated with a corresponding Catholic value. It has an “I Will” section for the staff and students to follow that month and every month of the year. To see the poster, visit : http://www.ycdsb.ca/pdf/ATTRIBUTE%20OF%20THE%20MONTH.pdf [7] For more information, please visit : http://www.charactercommunity.com/ycdsb.htm The diverse nature of the student population in the YCDSB has prompted the Board to develop programs from ESL and ELD students. The Board recognizes that their students come from “ a variety of linguistic, racial and ethnocultural backgrounds. Some of these students require program support in developing and/or refining standard Canadian English communication skills. As well, some students may require support in their transition/orientation to their new environment. York Catholic District School Board provides the following programs and services to meet the needs of ESL/ELD students: • **program support** to ESL/ELD students at the elementary and secondary levels; • **consultative support** for school staff regarding programs and services for ESL/ELD students; •interpreters/translators and multilingual assessors through **Multilingual Services**. The following courses are currently being offered to enable students learning English to succeed in regular programs: • ESL credit courses which can replace some of the mandatory English credit courses; • special ESL sections in certain subject areas (e.g. Geography) for which students receive the subject credit. *Note: As a new teacher, you could be assigned to teach this type of course Through this service, **interpreters** and **translators** from a variety of linguistic, ethnocultural and racial backgrounds are provided to assist board staff in communicating with parents/guardians and students who have limited English proficiency. As well, through this service, students with limited English communication skills are provided the opportunity to have an academic assessment in their first language. Multilingual assessors are available to provide support to schools in assessing the needs of these students. Interpreters, translators, and multilingual assessors may be accessed through the ESL/ELD Teacher assigned to Multilingual Services (Student Services).” [8] For more information, please visit : http://www.ycdsb.ca/html/sts_esl.html As a new teacher in the YCDSB, you will have access to the YCDSB’s equity office. This office “ identifies inequities and develops system-wide strategies to bring about equity, justice and harmony in a Christ-centered learning and working environment. Through the equity consultant, the Equity Office provides the following: • input into Board policies, procedures and objectives related to equity • annual objectives and plans related to equity • support and advice to staff on implementation strategies • resources and support materials to all educational partners • partnership with instructional services • written and oral communication for schools and employee groups • staff development in the form of workshops, presentations • classroom programs on discrimination, harassment, bullying and creating an inclusive and respectful environment • liaison with community groups and membership in associations • [|'Character in Action' Newsletter] ” [9] __Tips __ The YCDSB offers a tip sheet on Safe and Caring Schools : [10] To learn tips on how to aid your ELLs in the classroom, you can take a look at Many Roots Many Voices. Supporting English language learners in every classroom. This is a document from the Building Future site : http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf. [11] As a new teacher, the attached template could be useful when trying to incorporate equity into unit plans. The template helps to organize why you would like to incorporate equity, how you are going to do this and what resources are required to accomplish this. [|equity_template_pg_1.jpg] [|equity_template_pg2.jpg] __ Where Can You Go To Find More Information? __ 1.   To learn more about ELLs, such as Ministry wide policies set in place for these types of learners, you can visit : http://building-futures.ca/eng/resources.html (Also on the Building Futures USB Key) 2.  For material to help your students succeed, you can visit the Ministry of Education’s site on Student Success. Under the teacher resources section, there are many helpful links to ideas of opportunities that can help your students to succeed. These include fact sheets, lesson outlines of activities (to help with math) and ideas for assessment. http://www.edu.gov.on.ca/eng/parents/studentsuccess.html
 *  __Equity, Diversity and Social Justice__ **
 * Antiracism and Ethnocultural Equity (Board Policy) **
 * Safe Schools (Ministry and Board Policy) **
 * Student Success Strategy (Board and Ministry Policy) **
 * Character Community **
 * ESL and ELD Programs **
 * ESL/ELD PROGRAMS IN SECONDARY SCHOOLS **
 * MULTILINGUAL SERVICES **
 * Equity Office **

3.  The Ministry of Education’s Safe Schools Action Team’s report on Gender-based Violence, Homophobia, Sexual Harassment and Inappropriate Sexual Behaviour in Schools examines these issues and makes recommendations of action for teachers and students. http://www.edu.gov.on.ca/eng/teachers/RespectCulture.pdf 1. Antiracism and Ethnocultural Equity Policy. (2003). York Catholic District School Board. September 23, 2003. http://www.ycdsb.ca/html/POLICIES/808%20antiracism-ethnocultural%20equity.pdf 2. Safe Schools (Student Discipline). (2008). York Catholic District School Board. February 9, 2009. http://www.ycdsb.ca/html/POLICIES/202.pdf 3. Student Success Strategy/ Learning To 18. (2008). Ministry of Education. February 9, 2009. http://www.edu.gov.on.ca/eng/teachers/studentsuccess/strategy.html 4. Quality Learning For All.(2004). York Catholic District School Board. February 9, 2009. http://www.ycdsb.ca. 5. York Catholic Communities of Faith. (2003). York Catholic District School Board. February 12, 2009. http://www.charactercommunity.com/pdf/ycdsb-poster.pdf 6. York Region Catholic School Board. (2008).York Region Character Community Council. February 12, 2009. http://www.charactercommunity.com/ycdsb.htm 7. Attribute of the Month. (2007). York Catholic District School Board. February 12, 2009. http://www.ycdsb.ca/pdf/ATTRIBUTE%20OF%20THE%20MONTH.pdf 8. English as a Second Language. (2007). York Catholic District School Board. February 12, 2009 http://www.ycdsb.ca/html/sts_esl.html 9. Equity Office. (2007). York Catholic District School Board. February 12, 2009. http://www.ycdsb.ca/html/equity_intro.html 10. Safe and Caring Schools. (2006). York Catholic District School Board. February 12, 2009 .(http://www.ycdsb.ca/pdf/tipsheet_caringschools.pdf 11. Many Roots Many Voices. Supporting English language learners in every classroom. http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf
 * __ References: __**