Tier 1

• Consult for strategies to create relationships with the land and all beings.

• A relationship-based approach to student well-being and achievement

http://www.thirdpath.ca/ 

• Use your voice and your actions to become an ally to marginalized communities. 

Review resources for our learning, as adults:

• First, Listen. Then, Learn: Anti-Racism Resources For White People

• Why People of Color Need Spaces Without White People

• The Real Safe Spaces for Black People Are Places Where We Can Escape the White Gaze

• Guidelines for Effective White Caucuses

• White Culture is Violent - ekdoux on Instagram

• Anti-Racism Resources for White People by Sarah Sophie Flicker, Alyssa Klein

• White People: Here Are 3 Things You Should Start Doing for Racial Justice 

• Whiteness and White Fragility

• PURPOSE of the Inside/Outside Circle

- To ensure that every child in school has a meaningful connection with a supportive adult.

- To move students from outside of the circle (less known)  to inside of the circle (well known)

• SET UP

- In a private area, create a large circle on the wall.. 

- Gather small sticky notes and pens

- Each student name is placed on a separate sticky note

• PROCESS

In small groups (grade level teams, LSTs+teachers, etc.)  staff will work through class lists, discuss and jot notes for each  student, answering the following questions: 

Can I match their name to their face?

Do I know something personal about this student?

Do I know what they like/ what are their interests? 

Do I know who they are as  learners? 

• COME BACK TOGETHER as a full staff

Referring to the notes, place each student-sticky note inside or outside of the circle. 

• For students who are well-known, their names can be placed inside of the circle. 

• For students who are less known, their names start on the outside of the circle. 

• DISCUSS

Reflect, as a group, who is not known (who is outside of the circle)

Discuss what we can do as a staff to ensure we develop deeper relationships with the students on the outside of the circle; with those who are not well known. 

Ask ourselves, which students don’t yet have a connection to an adult in the building - and who will step in and make the intentional connection? How will we find out more about our students?

• ONGOING ASSESSMENT

Revisit the Inside/Outside circle frequently (staff meetings, CLTs, PD days), ensure there are intentional steps being taken to move students into the circle and make this movement visual.

 Share what you learned about the students. Discuss what staff now know that tells us they are pulled in.  Celebrate successes when students get moved into the circle! 

See video for a variation of this activity (larger class lists, checkmarks, categories)

Video: https://www.youtube.com/watch?v=xjZx0VdmgkE

For more info: 

Article: https://www.edutopia.org/article/power-being-seen 

• Engage staff in use of Restorative Practices

• The 5 Principles of Restorative Practices

Restorative Relationships - Developing Connections

Respect - Valuing the Opinion of Others

Responsibility - Being accountable for actions towards self, others and environment

Repair - Repairing harm and remaining included

• Reintegration - Consistent invitation to be in community

• Article: The Restorative Approach in Nova Scotia Schools

• Training Resource: https://www.iirp.edu/professional-development/restorative-practices-for-educators

• A strategy used by staff to greet and welcome students as they enter the classroom, supporting positive relationships and engagement.

• Foundational practices to enhance consistency and predictability in school behaviour expectations. Ensuring they are established, clearly communicated, and consistently and equitably enforced through a trauma informed lens. 

• The Mass Casualty Commission (MCC) has issued recommendations to address gender-based, intimate partner, and family violence. Educational institutions have been identified as one of many implementation points for enacting the MCC recommendations. 

• The recommendations identified are specific to enhancing grief, bereavement, trauma, and resiliency literacy, bystander intervention, promoting and supporting healthy masculinities.

• This document outlines where related learning occurs specific to Health Education in grades primary through 9, and pilot courses 10-12.