LEGISLATIVE AND POLICY CONTEXT FOR English Language Learners

HOW DO WE KNOW WE ARE

http://www.edu.gov.on.ca/eng/document/esleldprograms/
ONTARIO’S EQUITY AND INCLUSIVE esleldprograms.pdf
EDUCATION STRATEGY Finding Common Ground (Character Development)

MAKING A DIFFERENCE?
Ontario’s Equity and Inclusive Education Strategy is designed http://www.edu.gov.on.ca/eng/document/reports/literacy/
booklet2008.pdf
to promote human rights as described in the Ontario Human
Rights Code and the Canadian Charter of Rights and Freedoms, Foundation for a Healthy School (Framework)
with which school boards are required to comply. http://www.edu.gov.on.ca/eng/healthyschools/foundations.pdf

On September 1, 2012, the Accepting Schools Act, which

Growing Success
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
A Reflective Tool for School and System Leaders on
amended the Education Act, came into force. This legislation
builds on the successes of the Equity and Inclusive Education Learning for All, K–12 the Implementation of Ontario’s Equity and Inclusive
and Safe Schools Strategies. The Act is part of a multifaceted
http://www.edu.gov.on.ca/eng/general/elemsec/speced/Learning-
forAll2013.pdf Education Strategy
plan that focuses on a whole-school approach that involves all
partners in order to bring about necessary systemic change Model Bullying Prevention and Intervention Plan
http://www.edu.gov.on.ca/eng/document/curricul/
that will foster safe, caring, inclusive, and accepting learning
BullyingPreventPlan.pdf
environments in which every student can succeed. The Vision of Ontario’s Equity and Inclusive Education Strategy
Ontario First Nation, Métis, and Inuit Education Policy
As outlined in Policy/Program Memorandum No. 119, Framework Ontario’s Equity and Inclusive Education Strategy, 2009 sets out a vision for an equitable and inclusive education
“Developing and Implementing Equity and Inclusive Education http://www.edu.gov.on.ca/eng/aboriginal/fnmiFramework.pdf system in which:
Policies in Ontario Schools” (April 22, 2013), all school boards
are required by legislation to develop and implement an equity
Ontario Human Rights Commission • all students, parents,1 and members of the school community are welcomed and respected;
and inclusive education policy. Every board must also have a
http://www.OHRC.on.ca • every student is supported and inspired to succeed in a culture of high expectations for learning (p. 10).
Ontario Leadership Strategy
religious accommodation guideline in place. http://www.edu.gov.on.ca/eng/policyfunding/leadership/index.html Purpose of the Strategy
Parent Engagement Policy The strategy establishes a framework to help the education community identify and address discriminatory biases
Schools . . . change only when their leaders http://www.edu.gov.on.ca/eng/parents/involvement/ and systemic barriers to student achievement and well-being, honour diversity, and affirm respect for all in our schools.
PE_Policy2010.pdf
use equity as a lens to recognize the disparities It recognizes that Ontario’s diversity is one of our greatest assets. Parent engagement and character development are
Parent Information essential components of the strategy. Ontarians share a belief in the need to develop character and prepare students
that exist, and then intentionally develop, http://www.edu.gov.on.ca/eng/parents for their role in society as engaged, productive, and responsible citizens.
implement, and monitor clear, unambiguous Policy Statement and Guidelines on the Admission,
Welcoming, and Support of Students in French-Language
action plans for producing the desired educational
Schools in Ontario
Guiding Principles of the Strategy
outcomes. – Ontario Principals’ Council (2011) http://www.edu.gov.on.ca/eng/document/policy/Admission.pdf The following principles are to be embedded in all ministry, board, and school initiatives, policies, programs, and
Promoting a Positive School Climate Resource practices. Equity and inclusive education:
http://www.edu.gov.on.ca/eng/parents/IntroDocEng.pdf • is a foundation of excellence;
Equity and Inclusive Education Links Safe and Accepting Schools • meets individual needs;
Ontario’s Equity and Inclusive Education Strategy http://www.edu.gov.on.ca/eng/safeschools/ministry.html • identifies and eliminates barriers;
http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf School Effectiveness Framework, K–12 • promotes a sense of belonging;
• involves the broad community;

14-066 • ISBN 978-1-4606-3158-4 (PDF) • © Queen’s Printer for Ontario, 2014

Equity and Inclusive Education in Ontario Schools: http://www.edu.gov.on.ca/eng/literacynumeracy/SEF2013.pdf
Guidelines for Policy Development and Implementation Stepping Stones: A Resource on Youth Development • builds on and enhances previous and existing initiatives;
http://www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdf http://www.children.gov.on.ca/htdocs/English/documents/topics/ • is demonstrated throughout the system.
Quick Facts: Ontario’s Equity and Inclusive Education Strategy youthopportunities/steppingstones/SteppingStones.pdf
http://www.edu.gov.on.ca/eng/policyfunding/EquityQuickFacts.pdf Student Voice Initiative Purpose of This Reflective Tool
Policy/Program Memorandum No. 119 (2013) http://www.edu.gov.on.ca/eng/students/speakup/index.html This resource is designed to support school and system leaders in their ongoing reflection on how to strengthen
http://www.edu.gov.on.ca/extra/eng/ppm/119.pdf Supporting Bias-Free Progressive Discipline in Schools implementation of Ontario’s equity and inclusive education strategy in their schools and boards. Leaders may use
http://www.edu.gov.on.ca/eng/policyfunding/SupportResGuide.pdf the resource to engage their students, staff, and communities in reflecting on the eight areas of focus that support
Links to Additional Resources the identification and elimination of barriers to student achievement and well-being at all levels. It is recommended that
school and system leaders review the guiding principles above, the legislative and policy contexts, the updated Equity
Achieving Excellence: A Renewed Vision for Education in Ontario The Ontario Human Rights Code’s prohibited
http://www.edu.gov.on.ca/eng/about/renewedVision.pdf and Inclusive Education Guidelines (2014), and Policy/Program Memorandum No. 119 (2013), as well as the prohibited
grounds of discrimination include: grounds identified in the Ontario Human Rights Code, before responding to the questions for reflection. Additional
Aménagement Linguistique Policy for French-Language
age, ancestry, citizenship, colour, creed, disability, information may be found at the links provided.
Education
http://www.edu.gov.on.ca/eng/document/policy/linguistique/ ethnic origin, family status, gender identity and
policyguide.pdf
gender expression, marital status, place of origin, 1. In this document parent(s) refers to parent(s) and guardian(s).
Caring and Safe Schools in Ontario: Supporting Students with
Special Education Needs Through Progressive Discipline, K–12. race, sex, and sexual orientation.
http://www.edu.gov.on.ca/eng/general/elemsec/speced/Caring_Safe_
School.pdf
 HOW DO WE KNOW WE ARE MAKING A DIFFERENCE? Reflective Tool for School and System Leaders: Areas of Focus of Ontario’s Equity and Inclusive Education (EIE) Strategy
Focus Questions for Reflection Focus Questions for Reflection
1. Board policies, 1.1 How do we know that EIE principles are being embedded in school policies, guidelines, programs, and 2. Shared and 2.1 How effectively do we value all voices and reach out to and work with all parents and community
programs, guidelines, classroom practices to support student achievement and well-being? committed leadership groups?
and practices 1.2 How do we identify and address systemic barriers and discriminatory biases within system and school 2.2 How effectively do we identify and address barriers to fostering parents’ engagement in their children’s
structures and organization, policies, programs, and practices? The board and schools are learning at home and at school?
The board is committed to 1.3 How effective are our employment practices at supporting equitable hiring, mentoring, retention, committed to providing 2.3 How do we foster open and safe spaces where students, staff, and parents can engage in meaningful
serving students in diverse promotion, and succession planning? effective leadership to conversations about equity, diversity, and inclusive education?
communities by incorporating 1.4 In what ways do our board and school improvement plans and review processes demonstrate a improve student achievement 2.4 How do we provide all students with a voice and leadership opportunities to help ensure that their
the principles of equity and commitment to the eight EIE areas of focus? and to close achievement perspectives are reflected in the school’s EIE initiatives?
inclusive education (EIE) into 1.5 What are we doing to support the successful implementation of the EIE strategy and build system gaps for students by 2.5 How effectively do we make use of the expertise of the board/school EIE contact person and EIE
all aspects of its operations, capacity (e.g., by addressing assumptions about diversity and student learning)? identifying, addressing, networks?
structures, policies, programs, 1.6 How well do the practices of the board and school (e.g., practices related to classroom and wall displays, and removing all forms of 2.6 In what ways are EIE principles, strategies, and initiatives reflected in board teams, school committees,
procedures, guidelines, and instruction and assessment, communications, school events/speakers, contents of the library, parent discrimination. and student activities and clubs?
practices. engagement, and student discipline) convey support for EIE principles? 2.7 How are we building leadership capacity to foster shared responsibility for safe, inclusive, and accepting
schools across our schools and board?

3. School-community 3.1 Are we effectively using a whole-school approach to enhance student engagement and learning? 4. Inclusive curriculum 4.1 In what ways are the voices, stories, cultures, and histories of our students, families, and communities
relationships What are we doing to ensure that the perspectives of various individuals and groups in the school and assessment practices included in our classrooms, curriculum, learning materials, groupings, displays, and resources?
community and the broader community are included? 4.2 Do we review our assessment and evaluation policies and practices regularly, using an EIE lens, to help
The board and schools are 3.2 In what ways is our school supporting the board’s strategy for parent engagement? The board and schools us address any biases that may limit student success?
committed to establishing 3.3 What strategies do we use to create a welcoming environment where parents, visitors, and community are committed to 4.3 How effectively do we identify and address barriers that prevent some students from fully participating
and maintaining members are respected and valued? implementing an inclusive in class or school activities, or from completing class assignments (e.g., Are we regularly assessing the need
partnerships with diverse 3.4 How do we know which outreach initiatives are effective in building school–parent–community curriculum and to reviewing for accommodations and modifications)?
communities so that the partnerships to support children’s learning at home and at school? resources, instruction, and 4.4 Do we effectively consider our school’s diversity in the planning of co-curricular and extracurricular
perspectives and 3.5 To what degree has representation across diverse groups increased on board and school committees? assessment and evaluation activities?
experiences of all students 3.6 How can we work more effectively with our school committees and clubs, school council, and the practices in order to identify 4.5 How do we know that we have created a culture of high expectations to support the achievement and
are recognized and their board’s Parent Involvement Committee (PIC) to support EIE principles and implementation of the and address discriminatory well-being of all students and to reduce gaps in student achievement?
needs are met. board’s EIE policy? biases and maximize 4.6 How do we foster a learning environment that gives students a sense of safety and belonging so that
students’ learning potential. they are empowered to take risks, explore new ideas, and take responsibility for their learning?

5. Religious 5.1 How effectively do the board and our school communicate the board’s religious accommodation policy 6. School climate 6.1 How do the board and school’s EIE policy, bullying prevention and intervention plan, and code of
accommodation and procedures to students, staff, parents, and the community? and the prevention of conduct promote a safe, caring, inclusive, and accepting environment for students, staff, parents,
5.2 What kinds of religious accommodations are we providing for students in response to requests related discrimination and and the community?
The board and schools to daily routines, programs, scheduling, meetings, assessments, instruction, and extracurricular activities? harassment 6.2 How do we use the results of our school climate surveys of students, staff, and parents to inform the
acknowledge each 5.3 How can our school and board improve processes for gathering input and providing open dialogue school’s EIE practices?
individual’s right to follow with our diverse faith communities, as well as communities without religious beliefs and observances, The board and schools are 6.3 What learning opportunities exist to help students, staff, parents, and the community understand,
or not follow religious to inform learning opportunities for students, staff, and parents? committed to the principle identify, and address issues of equity, racism, and discrimination?
beliefs and practices free 5.4 Are we making appropriate use of community resources to provide staff, as well as students and that every person within the 6.4 What are we doing to embed character development more deeply in our school and board programs
from discriminatory or parents, with information about faith practices and about individual requests for accommodations? school community is entitled and practices, so that students are supported in reaching their full potential as productive, responsible,
harassing behaviour 5.5 What evidence indicates that board and school procedures are working well for students and parents to a respectful, positive and caring citizens?
and are committed to who have asked for accommodations? school climate and learning 6.5 How are staff, students, and parents responding to incidents of discrimination, bullying, or harassment?
adhering to the board’s 5.6 Are requests considered on an individual basis, and are reasonable steps taken to accommodate, in environment, free from all 6.6 How do we know that incidents of discrimination, bullying, or harassment are being reported and
religious accommodation keeping with the religious accommodation guidelines? forms of discrimination and investigated and that the outcome of the investigations is being communicated in a timely manner?
guidelines. harassment. 6.7 How do we foster among all members of the school community, including students, staff, parents, and
community members, a sense of shared responsibility to create a respectful, positive school climate?

7. Professional learning 7.1 How do we assess the effectiveness of strategies and learning opportunities in building capacity 8. Accountability and 8.1 What processes do we use to assess, monitor, and communicate implementation of our EIE policies and
among students, staff, and parents to support EIE principles? transparency principles in our schools and board to all partners (e.g., students, staff, parents, community)?
The board and schools are 7.2 In what ways do our school and board foster reflection and dialogue among staff to help them 8.2 What key indicators do we use to assess the impact of EIE on student learning and well-being?
committed to providing challenge their own biases and stereotypes and to support their professional learning? The board and schools are 8.3 How does the school seek and use a full range of information and data (e.g., quantitative or qualitative
the school community, 7.3 How can we better support student engagement in initiatives that promote healthy relationships committed to assessing and data; data on trends in student population, learning needs, or student profiles) to help identify barriers
including students, with and help to develop productive, caring, and responsible citizens? monitoring their progress and biases and adapt to the needs of students?
opportunities to acquire the 7.4 How do our school and board provide staff with learning opportunities that foster safe, caring, in implementing an equity 8.4 How do we know that EIE principles are embedded as part of the board’s multi-year strategic plan – in
knowledge, skills, attitudes, inclusive, and accepting schools? and inclusive education the school effectiveness review process, in board (BIPSA) and school (SIPSA) improvement plans, and
and behaviours needed 7.5 What evidence-informed resources are our school and board developing and/or acquiring to inform policy; to embedding the in classroom practices?
to identify and eliminate professional learning? principles into all board/ 8.5 How can our school better engage staff in the continuous improvement of instructional and operational
discriminatory biases and 7.6 How do we know that these resources are being shared with and used by staff, students, and parents? school policies, programs, practices to embed EIE principles and foster a positive school climate in support of student achievement
systemic barriers. guidelines, and practices; and well-being?
and to communicating these
results to the community.