Celebrating Inclusion & Well-Being

Goal: To create a positive school climate that supports students’ feelings of belonging and safety.

2021 – 2022 Priorities	Strategic Actions to realize priorities	Status as of June 2022
Build on learning from last year to increase engagement and support for traditionally under-served students in both virtual and in-person models.	Increase supports and resources for a mentally healthy return to school: • Updated Team site: Mentally Healthy Return to School 2021, with key resources for targeted groups (e.g., administrators, elementary and secondary educators)	Completed
Increase focus on mentally healthy schools through the use of the Aligned Integrated Model (AIM).	• Temporary increase in mental health support for the 2021-2022 school year (e.g., Social Worker, Board, Child and Youth Worker, Certified Behaviour Analyst)	Completed
Increase supports (e.g., professional development and staffing) and build capacity and reflective practice for staff to notice and respond appropriately to students who may be experiencing concerns with belonging and safety.	Staff professional development and training: • Secondary teachers – 2-hour Equity training: “Critical Consciousness and Anti-Black Racism: Self and Space • Invitational Learning Series (Staff) – Authors and Advocates: Illuminating Representation in the Classroom • Subthemes include: ◦ Decolonization, Eurocentricity, and Curriculum Development ◦ Black and Racialized Authors and the Margins of Mainstream Education ◦ Agency and Accountability in Education ◦ Where do Race and Representation ‘Belong’ in Classrooms? ◦ The Education System: Where Black Learners and Black Contributions Must Thrive • Elementary School Administrative Assistants • Secondary School Administrative Assistants Pilot Anti-Black Racism Course: • Father Leo J. Austin CSS • Note Dame CSS • St. Mary CSS	Completed Completed Completed Completed Completed

Goal: To build capacity in Mental Health, Equity, and Inclusive Education, Safe and Accepting Schools, and Health Schools for all members of the DCDSB community.

2021 – 2022 Priorities

Strategic Actions to realize priorities

Status as of June 2022

Increase capacity at all levels to understand and practice bias-free decision making.

Staff professional development and training:

• Highlight School Mental Health Ontario resources in capacity building sessions and school improvement:

◦ Mentally Healthy Classroom Reflection Tool

◦ Understanding Anti-Black Racism to Support Mental Health and Well-Being of Black and Racialized Students

◦ Supporting Mentally Healthy Conversations About Anti-Black Racism with Students

• Deeper learning through Framework and Resource Document – Responding to Student Incidents Involving Racism and Discrimination

Continued engagement through the Anti-Black Racism and Black Excellence Advisory Committee

• Sub-committees:

◦ Curriculum and Learning

◦ Community Resource Development

◦ Academic Performance and Student Discipline

◦ Talent Recruitment and Advancement

◦ Celebration and Recognition

◦ Faith and Expression

Completed

Due to supply coverage, learning has been disrupted. This learning is continuous regardless and further learning opportunities have been planned for next year

There will be some restructuring of the committee to enhance clear and transparent communication, and alignment with the mandate of the committee. New HREA will be involved with this committee.

Raise awareness of Anti-Sex Trafficking across the system to build capacity and understanding of warning signs as well as interventions and supports.

Anti-Sex Trafficking:

• Offer PD/training in partnership with Victim Services of Durham Region (VSDR) for all senior administration, school administration and gatekeepers (Student Success, Guidance, PST, Chaplains) in Sept./Oct. 2021

• System PD Day for all DCDSB employees

• Develop Anti-Sex Trafficking Board Protocol in collaboration with community partners; offer PD for parents/guardians and students

Completed

Goal: To ensure consistent use of evidence-informed practices, strategies, and programs.

2021 – 2022 Priorities	Strategic Actions to realize priorities	Status as of June 2022
With a critical equity lens, improve outcomes for traditionally marginalized students through culturally responsive and relevant approaches (e.g., enhanced learning profile to support transitions, early interventions and overall success).	CRRP Inquiry with the Ministry of Education • Secondary schools involved with “The Belonging Project”: ◦ Father Leo J. Austin CSS ◦ Notre Dame CSS ◦ St. Mary CSS	Completed
Enhance capacity of all educators and administrators to use Culturally Responsive and Relevant Pedagogy (CRRP).	Coach/Advocate for Black Students • New position started this year to provide support/advocacy for Black students and families • Pilot project that will focus on selected priority schools and a self-referral model Equity Leads • Re-engage Equity Leads in each elementary and secondary school to build capacity around CRRP • Planning for capacity building in collaboration with Academic consultants and Re-engagement Lead	Completed Due to supply coverage shortage, learning has been disrupted. This learning is continuous regardless and further learning opportunities have been planned for next year
Continue to invest in and support the use of evidence-based intervention programs for social-emotional and academic learning.	Special Education Review • Begin initial data collection for initiating a review of key standards related to the Special Education Plan: • Standard 2.1 (The Board’s general model for special education) • Standard 2.3 (Early identification procedures and intervention strategies) • Standard 2.5 (Educational and other assessments) • Standard 2.8 (Special education placements provided by the Board) • Standard 2.9 (Individual Education Plans – IEPs) • Engage stakeholders in conversation/dialogue about meeting the needs of students with special needs	Due to supply coverage, the review has been disrupted. The Student Services team has continued to collect data and engage in dialogue. A full review will continue next year.
Gather data will inform our work as we strive to remove systemic barriers and eliminate disparities and disproportionalities that impact and hinder achievement, well-being and success for all students.	Administer student census with consultation of the Indigenous Community, Black Community and the community at large.	Completed