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Programming and Supports for Students

Explicit and deliberate actions are urgently required to address inequities in our systems, structures, policies and practices that continue to impact student and staff success and well-being and to build trust with students, families, staff, and communities that we have been under-serving. 

The OCDSB Indigenous, Equity and Human Rights Roadmap, 2020-2023, focuses on six key areas. The following outlines how we intend to focus on programming and supports for students.

Goal

To increase representation of Indigenous, Black and minoritized students in curriculum, courses, programs and pathways.

Key Indicators

  • Number of courses developed or redesigned to include and represent Indigenous, Black and minoritized histories, perspectives and ways of knowing in content and deliver
  • Increase percentage of Indigenous, Black and minoritized students who report seeing themselves reflected positively in the curriculum
  • Decrease disproportionate representation of Indigenous, Black and minoritized students in programs and pathways

Priorities

  • Redesign Social Studies, History and Geography and Grade 9-12 English to include and represent Indigenous, Black and minoritized histories, perspectives and ways of knowing in content, resources and delivery
  •  Pilot destreaming grades 9 and 10 in select secondary schools starting with high Indigenous, Black and minoritized student representation (English and Math)
  • Review and modernize supports for English Literacy Development (ELD) program
  • Establish links with culturally-specific mental health supports for Indigenous, Black and

minoritized students

  • Provide resources and support for pathways to success and graduation for Indigenous, Black and minoritized students (e.g., Graduation coach program, Rainbow Bridges program for 2SLGBTQ+)
  • Develop District process/criteria for selecting and reviewing culturally responsive texts/resources for school libraries, learning commons and classrooms
  • Develop comprehensive communications plan for parents, guardians and students regarding secondary program placement and course selection process and opportunities
  • Develop and implement a District inquiry in select schools to address equitable access, opportunities, learning, and outcomes: Student Achievement Through Inquiry 
  • Ensure all students have access to technology for learning

Highlight on Indigenous Knowledge

  • Establish compulsory Grade 11 English: Understanding Contemporary First Nations, Métis and Inuit Voices, in all pathways in all secondary schools
  • Expand InSTEM programming in secondary schools
  • Expand mathematics/beading partnerships in schools
  • Develop District strategy to support transitioning students who identify as Inuit from the North
  • Establish Indigenous Language Educator Initiative
  • Create land-based learning opportunities for Indigenous students
  • Provide Indigenous students with the opportunity to engage in cultural learning, celebrations and ceremonies: e.g., Indigenous Youth Symposium, Land Camp, Mamawii Together

Highlight on Black Excellence

  • Develop and Implement Black Studies courses across the district
  • Provide ABC students with the opportunity to engage in cultural learning, celebrations, and networking: i.e., Black Student Forum
  • Develop District strategy to support ABC students transitioning from Grade 8 to Grade 9 including pathways

Milestones

By 2020-2021

  • Indigenous Graduation Coach established at Gloucester High School to support Indigenous student success
  • Graduation Coach for Black students (Sankofa Centre of Excellence) established at Woodroffe and Ridgemont High Schools
  • Compulsory Grade 11 English: Understanding Contemporary First Nations, Métis and Inuit Voices is established in all pathways at 15 schools
  • InSTEM program has been established in one secondary school
  • Provide continued joint support with the Ottawa Catholic School Board and the Ontario College of Teachers for Uquasilirijiit Elders Circle for Inuktitut language teacher accreditation

By 2021-2022

  • Social Studies, History and Geography, Grade 9-12 English curricula have been redesigned to include Indigenous, Black and minoritized, and 2SLGBTQI+ histories, contemporary contributions and perspectives
  • Compulsory Grade 11 English: Understanding Contemporary First Nations, Métis and Inuit Voices is established at all secondary schools
  • Black Studies course developed and piloted in two secondary sites
  • District criteria have been developed to guide selection of culturally relevant and responsive education resources
  • Rainbow Bridges Program to support 2SLGBTQ+ students transitioning to secondary in three secondary and feeder schools
  • All students have access to technology for learning
  • Grade 9 mathematics destreaming pilot
  • Student Achievement Through Equity Inquiry (SATE) initiated for 11 schools
  • InSTEM program expanded
  • Math/beading partnerships expanded
  • Establish Indigenous language credit course through Continuing Education

By 2022-2023

  • Gender inclusive physical education classes are piloted in two secondary sites
  • Expansion of Black Studies course and Rainbow Bridges program
  • Inuktitut Core Languages pilot program is established at R.E. Wilson Public School
  • Annual SATE report established
  • Anishinaabek/Algonquin Elders Circle is established for language speakers accreditation through Ontario College of Teachers

 

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