Equity, Diversity and Safe, Caring and Inclusive
Catholic School Communities
A presentation for School Councils 2009-2010
HUMANKIND MADE IN GOD’S IMAGE
Genesis 1:27
Dufferin-Peel CDSB and the
Ontario Ministry of Education: WORKING TOGETHER
Purpose
To introduce …

The Ontario Ministry of Education’s new Equity and
Inclusive Education Strategy

Dufferin-Peel’s new Safe Schools legislative changes
and requirements as of February 1st, 2010
Humankind Made in God's Image
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Ontario’s Aboriginal
population grew nearly
five times faster than
the non-Aboriginal
population - more than
(35.7%) of the
Aboriginal population
consists of children and
teenagers aged 19 and
under
A Context
Ontarians reported
more that 200
languages, as “mother
tongue” - the
proportion of Ontarians
reporting English or
French as a mother
tongue is declining
Aboriginal
Population
MotherTongue
Languages
Lone-Parent
Families
Consensus
Canada
By 2017 about one
fifth of our population
will be non-Catholic
Ontario’s racialized
population increased
four times faster
that the population as a
whole
NonCatholic
Population
2001-2006
Racialized
Groups
Newcomers
Humankind Made in God's Image
Same-Sex
Couples
Number of loneparent families
increased by 11.2%
number of
self-identified
same sex
couples
increased by
40%
More than half of all
newcomers
(52.3%) settled in
areas outside of
Toronto
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Catholic Worldview
Humankind is Created in God's Image.
Genesis 1: 27
Catholic Bishops (2004, 10) remind us that:
“the right of each student to be free of harassment, violence or
malice in speech or action is unequivocal and [that] schools carry the
clear obligation to provide a positive school environment for all students
and staff”
Research
Students are more able and more
motivated to do well and achieve
their full potential in schools where
they feel safe, supported and
welcomed.
Rejection, exclusion and
estrangement are associated with
•behaviour problems …
•lower interest …
•lower achievement, and
•higher dropout rates.
(Safe Schools Action Team, 2008)
Humankind Made in God's Image
(Osterman, 2000).
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A Call for Partnerships
A genuine partnership between parents & schools include improved:
 student achievement,
 reduced absenteeism,
 better behaviour, and
 increased public confidence among parents in their
children’s schooling.
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MOE Equity & Inclusivity
Documents
Realizing the Promise of Diversity: Ontario’s
Equity and Inclusive Education Strategy
(April 6, 2009)
Policy/Program Memorandum No. 119, “Developing
and Implementing Equity and Inclusive
Education Policies in Ontario Schools” (June
24, 2009)
The Guidelines for Policy Development and
Implementation (July 3, 2009)
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Ministry of Education Equity & Inclusive Education Guidelines, 2009
Connections
Leadership
Strategy
French Language
Education
Aboriginal
Education
Strategy
Special
Education
Programs
Student
Success/Learning
to 18
Parent
Engagement
Policy
Curriculum &
Resources
STUDENT
ACHIEVEMENT
&
PUBLIC
CONFIDENCE
New Teacher
Induction
Program
Literacy &
Numeracy
Humankind Made in God's Image
Safe Schools
Strategy
Virtue Formation &
Education, K-12
French Language
Schools Policies
& Guidelines
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Definitions
Diversity
wide range of human
qualities and attributes
within a group, organization,
or society
Examples
ancestry, culture, ethnicity,
gender, gender identity,
language, physical and
intellectual ability, race,
religious, sex, sexual
orientation, and socioeconomic status
Equity
fairness, inclusivity,
and respectful
treatment of all
people.
Equity does NOT mean
treating people the
SAME without regard
for individual
differences
Humankind Made in God's Image
Inclusive
Education
acceptance and
inclusion of all
students.
Students see
themselves reflected
in their curriculum,
their physical
surroundings, and
the broader
environment.
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MOE Equity & Inclusivity
Strategy Highlights
Framework
establishes a FRAMEWORK TO 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 (e.g. socio-economic status)
Overlapping Dimensions
recognizes that the INTERSECTION OF OVERLAPPING DIMENSIONS (i.e., race, sexual orientation
&poverty) MAY CREATE BIASES AND BARRIERS to student achievement
MOE Priorities
SUPPORTS THE GOVERNMENT’S CORE EDUCATION PRIORITIES (i.e. high levels of student
achievement, reduced gaps in student achievement and increased public confidence in publiclyfunded education)
Builds on Policies
BUILDS ON successful Ministry, school board and school policies and practices
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Guiding Principles & Focus Areas
Ministry of Education Equity & Inclusive Education Guidelines, 2009
Prohibited Grounds of the Ontario Human Rights Code and Other Factors
1. Board Policies and
Programs
2. Shared & Committed
Leadership
Equity &
Inclusive
Education
8. Accountability and
Transparency
3. School Community
Relationships
4. Inclusive Curriculum and
Assessment Practices
7. Professional
Learning
6. School Climate
and the Prevention of
Discrimination and
Harassment
5. Religious
Accommodation
Humankind Made in God's Image
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Ontario Human Rights Code
2 Main Areas of
Complaints:
Race & Disability
TAKES PRECEDENCE OVER
 Education Act and
 most legislation
The Code
Every person has a right to equal treatment with respect to services,
goods and facilities, without discrimination because of race, ancestry,
place of origin, colour, ethnic origin, citizenship, creed, sex, sexual
orientation, age, marital status, family status or disability.
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Duty to Accommodate
ACCOMMODATION IS REQUIRED
under the Ontario Human Rights Code to be considered on an individual basis
unless it would cause UNDUE HARDSHIP because of
Cost, Health, Safety
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BILL 157
Education Act
Keeping Our Kids Safe @ School, Bill 157
Regulation 472/07
Behaviour, Discipline and Safety of Pupils
PPM
Bullying Prevention
Intervention (144)
Progressive Discipline and
Promoting Safe Schools (145)
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BILL 157: Brief Summary
By February 1, 2010:
• [Dufferin-Peel CDSB] must have appropriate policies and guidelines in
place based on Ministry policy
• all [Dufferin-Peel] staff - including bus drivers - must report serious student
incidents to the principal
• all [Dufferin-Peel] staff who work directly with students must respond to
incidents that may have a negative impact on the school climate
• [Dufferin-Peel] principals must contact parents of victims as a result of
serious student incidents
(Deputy Minister K. Constantine, 2009)
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Equity and Inclusivity,
Safe School Policies
Dufferin-Peel IS CREATING the EQUITY AND INCLUSIVITY POLICY as per the
Ontario Ministry of Education’s mandate.
The following Safe Schools policies HAVE BEEN REVISED AND UPDATED:
 Safe Schools
(9.00)
 Catholic Code of Conduct (9.00)
 Bullying Prevention and Intervention (9.02)
 Progressive Discipline (9.03)
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Reporting
ALL BOARD EMPLOYEES
MUST REPORT
to the principal IF THEY BECOME AWARE that a student may have engaged in an
activity for which the student must be
CONSIDERED for SUSPENSION OR EXPULSION.
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Reporting
“All Board Employees”
Administrators
Teachers
Social Workers
Child and Youth Workers
Psychology Staff
Educational Resource Workers
Speech & Language Staff
Work
Directly
Work
Indirectly
Secretarial Staff
Custodial Staff
Maintenance Staff
Lunchroom Supervisors
Library Technicians
DPCDSB
Bus
Drivers
Settlement
Workers
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Reporting: Protocol
VERBALLY
(at minimum)
AND
IN WRITING
(by the end of the school day)
In a case in which immediate action is required a VERBAL REPORT to the principal will be made and a completed
SAFE SCHOOLS INCIDENT REPORTING FORM – PART I will be submitted to the principal no later than the end of the
school day.
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Responding
ALL BOARD EMPLOYEES WHO WORK
DIRECTLY with students
MUST RESPOND to incidents that may have a NEGATIVE IMPACT on
the SCHOOLS
CLIMATE.
This behaviour includes but is not limited to
RACIST AND/OR SEXIST COMMENTS.
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Responding: Protocol
Stop
All board employees who
WORK DIRECTLY WITH
students MUST RESPOND to
Correct
Name
incidents of inappropriate and
disrespectful behaviour so that the
students involved can learn that it
is
Act
unacceptable.
(PPM 144)
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School Climate
At School
• Classrooms, hallways, washrooms, gymnasium, cafeteria/lunch room, library,
office, parking lot, bus route, etc.
School-Related Activity
• Extra-curricular activities, field trips, retreats, etc.
Circumstances that Negatively Impact School Climate
• Mall, community centre, community library, community sports organizations, online (i.e., facebook, email, twitter, youtube), cell-phones/blackberries
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Principals Must
Follow-up
&
Investigate
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Childrens’ Aid Society
If person has any
REASONABLE GROUNDS TO SUSPECT
that a student, who is under
the age of 16, is or may be in need of protection
from the person having charge of him/her, the staff person
MUST REPORT this DIRECTLY to CAS
and not rely on anyone else to report on his/her behalf.
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Provide Supports
Board employees WORKING DIRECTLY WITH students MUST SUPPORT all students,
including those who DISCLOSE/REPORT such incidences by PROVIDING CONTACT
INFORMATION about professional supports … making this information
READILY AVAILABLE to students wishing to discuss issues of:
 relationships
 gender identity, and
 sexuality.
Humankind Made in God's Image
SCHOOL LEVEL PLANS
must provide support
strategies including
PLANS TO PROTECT
VICTIMS
(PPM 144)
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Contacting Victim’s
Parent(s)/Guardian(s)
(Education Act, 200.3)
Administrators WILL CONTACT parents/guardians of persons who are
harmed, UNLESS student is ...
18 YEARS
OLD
or older
16 or 17 years old and
has
WITHDRAWN FROM
PARENTAL
CONTROL
Humankind Made in God's Image
AT RISK OF
HARM
from parent(s)/
guardian(s)
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Steps Taken
in Dufferin-Peel
Canadian Race Relations Foundations Series
Diversity Workshop Certificate Series
School presentations across grade levels
Recruitment
Family initiatives – film and speaker resources,
diversity conferences, student diversity leadership
certificate program, book studies and blogs
Aboriginal project
Education advisors – OCT, community groups
Diversity Dialogue re: age, race, disability,
economic, cultural, sexual orientation,
gender and faith etc
FSWC trips
Curriculum projects
New Teacher Induction Program (NTIP)
Human Resources Department
Employee Relations
Harmony Movement
Schools submit Diversity and Anti-Racism
Action Plans as part of School Improvement Plan
Access DP
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Community Resources
Equity Summit Group
AMENO (Anti-racist Multicultural
Educators Network of Ontario)
Peel Public Health
Black Community Action Network
Regional Diversity Roundtable
Associated Youth Services of Peel
Peel Committee Against Woman Abuse
Friends of Simon Wiesenthal Center for
Holocaust Studies
Youth Can Move The World
Peel Police
Ontario Provincial Police
Youth Can Move The World
Success by 6
CAMH (Centre for Addiction and Mental
Health)
Peel Youth Violence Prevention Network
Canadian Hate Prevention Network
Share Life
United Way
Dufferin Child and Family Services
Wellington/Dufferin/Guelph Health Unit
Catholic Family Services of Peel Dufferin
Dufferin-Peel Stakeholders
Parishes
School Councils
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