• Indigenous community
• Black community
• Muslim community

These roles support caregivers/families in addressing barriers their children are facing.

• Social media
• WRDSB website

Create a Community Engagement Charter. It outlines our commitment to transparency and working with families and community members.

Trustees and Senior Team members trained in the use of the Policy Review Guide. This aims to ensure policies are written and reviewed with an equity and human rights lens.

Launch of new Administrative Procedure 1215 – Code-Based Human Rights Complaint Resolution Procedures for Non-Staff. It describes how to make complaints of discrimination and harassment for:

• Students
• Caregivers and families
• Other members of the WRDSB community

Launch of new Anonymous Bullying Reporting Tool. It provides a process to address incidents including an accountability loop.

Invitations to Human Rights Training for:

• Trustees
• Union leaders
• Professional Association leads
• Senior Team members

Most who were invited attended the training.

Communicate policies up for review through school websites.

Develop and implement an Anti-Racism Policy. This work will be guided by a steering committee that will include staff and community members.

Developed new Sovereignty Affirming and Equity Competencies for School Leaders. These act as a companion to the Ontario Leadership Framework. They speak to the importance of building trust with the community.

Developing a more culturally responsive and targeted communications strategy.

System Navigators to host listening sessions with families and caregivers.

Follow through with the “Future Action” items outlined in this report for transparency and promote accountability-taking.

Launch Family Engagement and Community Engagement Programs

Hosted Listening Forums for the family and caregiver community. The themes, takeaways and action items are outlined in this final report.

Developed new Sovereignty Affirming and Equity Competencies for School Leaders. These will help build the capacity of leaders to:

• Establish a safe space for sharing and listening
• Have organic and intentional conversations with families and caregivers

System Navigators to host listening sessions with families and caregivers.

Develop and deliver training for Sovereignty Affirming and Equity Competencies for School Leaders.

Create a Community Engagement Charter and publish on the Board website.

• Indigenous English course rollout
• LearnUsSeeUs online learning
• Disrupting Anti-Black Racism
• Black History Curriculum
• Culturally Relevant and Responsive Pedagogy
• Ableism in Education – learning series for special education consultants
• 2SLGBTQIA+ Affirming Schools
• Resources shared with educators throughout the year on important dates, including but not limited to:
  • Missing and Murdered Indigenous Women and Girls and Two-Spirit People
  • National Day of Remembrance and Action Against Islamophobia
  • Islamic Heritage Month
  • Black History Month
  • Jewish Heritage Month
  • Asian Heritage Month
  • Sikh Heritage Month
  • Transgender Awareness Week
  • International Day of Persons with Disabilities
  • World Autism Awareness Day

Ensuring that curriculum resources reflect all students.

Implementation, evaluation and revision of Board created professional learning opportunities.

Identification of emerging topics for professional learning.

Establish and Monitor OHRC Special Program for prioritizing the hiring of marginalized groups based on staff census and student achievement data.

Created a WRDSB definition of “Lived Experience” to be used in hiring practices.

Identified Sovereignty and Equity Leadership Competencies for System Leaders.

Deliver training to System Leaders on Board Policy 5000 – Employment (Fair, Equitable, and Inclusive Hiring)

Deliver training to hiring staff on the definition of “Lived Experience” and how it is to be used.

Strengthen mentorship pathways at all levels for:

• Indigenous staff
• Black staff
• Racialized and marginalized staff

This will support hiring, promotion and retention to ensure reflective staff.

Measure and monitor staff census changes to determine measures for and outcomes of this work.

• Indigenous community
• Black community
• Muslim community

These roles support caregivers and families in addressing barriers their children are facing.

System Navigators attend community events to:

• Make connections with the family and caregiver community
• Increase their visibility in the community

Launch Family Engagement and Community Engagement Programs

System Navigators to host session for families and caregivers on navigating the system

Mandatory human rights training for all staff at the beginning of the school year.

Sovereignty Affirming and Equity Leadership Competencies for System Leaders.

Consultant and Officer led work focussed on equity, inclusion and human rights. For example:

• Disrupting anti-Black Racism
• Culturally Relevant and Responsive Pedagogy
• New Teacher Induction Program
• Indigenous English Course PD

Partnering with unions to offer professional learning sessions.

De-streaming Grade 9 Math

Structured Literacy

• WRDSB Multi-Year Literacy Plan (new)

(Un) Learning Ableism Lunch & Learn Sessions for Managers

Ableism in Education: a learning series for special education consultants

Disrupting Anti-Black Racism Learning Series with school teams. Our 5 year plan is to provide all WRDSB schools with this professional development (in year 2).

Proactive approach to reducing suspensions and expulsions. This is done by creating culturally relevant and responsive conditions for learning in all WRDSB schools

These celebrate students’ strengths, social identities and lived experience. They help create spaces where students feel a sense of connection and belonging

Professional learning for guidance counsellors related to bias and deficit thinking

De-streaming of Grade 9 English

Right to Read responses. For example, Effective Early Reading Instruction: A teacher’s guide

Community Sessions on WRDSB Learning to Read strategies

Sovereignty Affirming and Equity Leadership Competencies for System Leaders

Based on census and achievement data, we have hired System Navigators for the:

• Indigenous community
• Black community
• Muslim community

These roles support caregivers and families in addressing barriers their children are facing.

Using existing data, created a new Family and Caregiver Engagement plan

System Navigators develop and deliver learning sessions for Administrators.

These focus on:

• Understanding intergenerational trauma and
• Building trust with the family and caregiver community

• Recruitment
• Hiring
• Promotion
• Mentorship strategies

This includes Special Programs and Affinity Groups.

Leverage the Student Census data to make decisions in support of student well-being and achievement

Create Special Programs for other Code-protected Groups based on census data

Complete a new Student Census survey.

• Ensure the extensive communication of this process through social media and website

Communicate policies up for review through School-Day, Facebook and public channels

Listening Sessions with System Navigators

Family and School Community Engagement:

• Using existing data, create a new family and caregiver engagement strategy