Embedded Files
Reflect:
Reflect:
What do I know about this child? How are we considering all of their intersectional identities?
What do I know about this child? How are we considering all of their intersectional identities?
What do I know about their family? Caregivers?
What do I know about their family? Caregivers?
What is the unmet needs behind the behaviour?
What is the unmet needs behind the behaviour?
What does the student communicate that they need? What does the family say?
What does the student communicate that they need? What does the family say?
What role does the learning environment play?
What role does the learning environment play?
What role does the educator play?
What role does the educator play?
What might we change/adjust about the learning environment that can reduce stress and support the child?
What might we change/adjust about the learning environment that can reduce stress and support the child?
What other supports might we connect with? Who might we engage with?
What other supports might we connect with? Who might we engage with?
Plan
Plan
Consider the framework created by Dr. Maisha Winn:
Consider the framework created by Dr. Maisha Winn:
Race Matters:
Race Matters:
Helping us to understand our own identity, privilege and power and how that impacts our understanding of race, social justice, and the intersectional identities that students have in relation to connection and community.
Helping us to understand our own identity, privilege and power and how that impacts our understanding of race, social justice, and the intersectional identities that students have in relation to connection and community.
Who are you?
Who are you?
What do you want us to know about you?
What do you want us to know about you?
What do you want to share about your identity?
What do you want to share about your identity?
What do you want to share about what is important to you?
What do you want to share about what is important to you?
History Matters:
History Matters:
We are understanding the historical impacts of racism and systems of oppression in education. Justice as a form of balance which cannot be achieved without coming to terms with history. We also need to historicize ourselves and who we are. We are in charge of sharing our lived experiences that we feel people need to know to understand who we are.
We are understanding the historical impacts of racism and systems of oppression in education. Justice as a form of balance which cannot be achieved without coming to terms with history. We also need to historicize ourselves and who we are. We are in charge of sharing our lived experiences that we feel people need to know to understand who we are.
What happened?
What happened?
What harm was caused?
What harm was caused?
Who caused the harm?
Who caused the harm?
How do you know the others involved?
How do you know the others involved?
What do we need to know about what has happened in the past that may have impacted the relationship and contributed to this issue?
What do we need to know about what has happened in the past that may have impacted the relationship and contributed to this issue?
What are the systems of oppression that are impacting individuals? How are we addressing these systems that are causing disparities?
What are the systems of oppression that are impacting individuals? How are we addressing these systems that are causing disparities?
Justice Matters:
Justice Matters:
We are understanding how social injustice has pushed students to the margins. We take action to create opportunity for student agency and advocacy of their lived and personal experiences.
What does justice mean for you?
What does justice mean for you?
What needs to happen to make things right?
What needs to happen to make things right?
What actions need to happen to repair the harm?
What actions need to happen to repair the harm?
What can be said to repair the harm?
What can be said to repair the harm?
Language Matters:
Language Matters:
We are working to reflect how words impact students, educators, families and communities
What are the words you used to hurt others?
What are the words you used to hurt others?
What are the words that were used to hurt you?
What are the words that were used to hurt you?
What are the words that might make you feel better?
What are the words that might make you feel better?
Futures Matter:
Futures Matter:
We are working to create space for students to see many paths forward for themselves, their families and communities. How they can think about and reclaim this idea that everyone has a future and that people can imagine, dream and plan for a future they desire and deserve.
Who might help you make things right?
Who might help you make things right?
What do you need to make that happen?
What do you need to make that happen?
What are the actions of the staff?
What are the actions of the staff?
What are the actions of the students?
What are the actions of the students?
What are the actions of the families?
What are the actions of the families?
Proactive Planning:
Proactive Planning:
Responsive Planning:
Responsive Planning:
When Intensive Support is Needed:
When Intensive Support is Needed:
Affinity Spaces
Affinity Spaces
"Students need to be able to be themselves at school—and that’s where affinity groups come in. A group of students who share an identity are going to relate to each other in ways they can’t with peers who can’t or don’t understand their experience. It’s about safety and, in some cases, about fundamental issues of injustice."
Peer Mediation - Circle of Friends
Peer Mediation - Circle of Friends
Plan of Support
Plan of Support
List of Human Rights Code Grounds
List of Human Rights Code Grounds
When harm happens and it is necessary for a suspension based on the Education Act Sections 306/310
When harm happens and it is necessary for a suspension based on the Education Act Sections 306/310
P.A.I.R.
P.A.I.R.
Collecting Data
Collecting Data
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