Winter 2020-2021 Learners LeadersThe official magazine of the Canadian Association canadienne des gestionnaires Association of School System Administrators& de commissions scolaires

Equity and Inclusion for Student Well-Being Part 3 Post Mail Publications Agreement Number: 40609661 YOU CAN'T | Winter 2020-2021 | Contents

“Check!”, courtesy of unlearn®. 11 A Dollop of Northern Courage and a Cup of “Crazy”

MESSAGES©2020 unlearn.com 13 Equity: A Successful COVID-19 Response to Support Our School Community 5 A Message from the CASSA/ACGCS 16 Keeping Our Gaze on Equity and Inclusion President for Student Well-Being 7 A Message from the CASSA/ACGCS 18 The Age of the Virtual Classroom Executive Director

THEME: EQUITY AND INCLUSION FOR LEADERSHIP LEARNING STUDENT WELL-BEING 20 Unlearning Everything: Anti-Racist Education in the COVID-19 Context 9 Students Snooze Their Way to Success: National Recipient of the 2020 Health Promoting Schools Champion Award 22 INDEX TO ADVERTISERS

Winter 2020-2021 President & CEO: Director of Circulation & Advertising Design: PUBLISHED FOR: Jack Andress Distribution: James Robinson Canadian Association of Lloyd Weinberg Operations Manager: Layout & Design: School System Administrators / [email protected] Shoshana Weinberg Cody Chomiak Association canadienne [email protected] Sales Manager – Winnipeg: des gestionnaires de ©2020-2021 Matrix Group Neil Gottfred commissions scolaires Publishers: Publishing Inc. All rights reserved. 1123 Glenashton Drive Jessica Potter, Julie Welsh Sales Manager – Hamilton: Contents may not be reproduced Oakville, L6H 5M1 Jeff Cash by any means, in whole or in part, Editor-in-Chief: Tel: 905-845-2345 without the prior written consent of Shannon Savory Sales Team Leader: Fax: 905-845-2044 the publisher. Opinions expressed in [email protected] Colleen Bell www.cassa-acgcs.ca this publication are not necessarily Senior Editor: Matrix Group Publishing Inc. those of Matrix Group Publishing Inc. PUBLISHED BY: Alexandra Kozub Account Executives: Matrix Group Publishing Inc. [email protected] Andrew Lee, Bonnie Petrovsky Return all undeliverable (in memoriam), Brian MacIntyre, addresses to: Editor: Winter 2020-2021 Cheryl Klassen, Frank Kenyeres, 309 Youville Street Jenna Collignon LeadersThe official magazine of the Canadian Learners Jim Hamilton, Rob Gibson, Sandra Association of School System Administrators Association canadienne des gestionnaires Winnipeg, R2H 2S9 & de commissions scolaires Finance/Administration: Kirby, Tanina Di Piazza, Tenisha Toll-Free: (866) 999-1299 Lloyd Weinberg, Nathan Redekop Myke Toll-Free Fax: (866) 244-2544 [email protected] www.matrixgroupinc.net Canada Post Mail Publications Equity and Agreement Number: 40609661 Inclusion for Student Well-Being Advertise in Leaders & Learners Part 3 Leaders & Learners is mailed to decision makers in the education industry all across Canada. To learn more about pricing, shape and sizes options, and special event distribution, email [email protected] or call (866) 999-1299. Canada Post Mail Publications Agreement Number: 40609661

Winter 2020-2021 3

| Message from the CASSA/ACGCS President | Equity and Inclusion for Student Well-Being

ve been doing a lot of thinking about regular instructional setting with their age equity and inclusion of late, what peers, and in their home community right those words mean, and how they up through Grade 12, where possible (even manifest in our schools in a way that in communities of less than 300 people, impacts wellness. Equity refers to the reducing the need for residential schools). fair and respectful treatment of all people, Curtis Brown Idespite our differences, and it values divers- Equity and Inclusion in a Pandemic CASSA/ACGCS President ity and prioritizes inclusiveness. In order for The pandemic has heightened awareness all people to feel included, they must feel of the inequities that already existed for dis- Our schools have a significant role to respected, accepted, and valued. Equity and advantaged students. Students have had dis- play in ensuring a more just society, and it inclusion are foundational to staff and stu- ruptions to regular programming and to the starts with ensuring safe and caring schools, dent wellness, and wellness underpins staff school breakfast, snack, and lunch programs for ALL students. The best interest of each and student outcomes. that are so important for families living in student is at the heart of an inclusive educa- In Canada, we’re doing so much to feel poverty. Our health and social service part- tion system, regardless of race, religion, age, proud of. Yet, we still have so much more to ners tell us that the number of eyes on kids disability, sex, sexual orientation, gender do to ensure equity and inclusion. decreased—child and family services issues identity, or socio-economic factors. increased—when in-school programming Workplace Equity and Inclusion was disrupted. Relationships In the workplace, gender equity and Further, recent pivots to blended and Everyone can be an ally and play a part affirmative action policies intend to level the remote learning reminded us that many in creating an equitable and inclusive cul- playing field and create a workforce more students still don’t have access to a digital ture. Behavioural psychiatrists, like Dr. Jean representative and welcoming to the popu- device (computer or tablet) with internet Clinton, tell us connection is key and that lation served. Here in the Northwest Ter- connectivity. Those students are disadvan- every interaction can be like an intervention ritories (NWT), Indigenous and Northern taged in terms of access to information and for disadvantaged students. All students and students are encouraged to learn the local a quality education. This is an equity and staff must feel they belong at the school, Indigenous languages and to enter the teach- inclusion issue that CASSA and the Can- and that requires all school staff bring the ing profession so our students, the majority adian School Boards Association (CSBA) right attitude, have a strong belief that each of whom are of Indigenous descent, see the recently issued a joint letter to federal student can and will attain their potential, education system as one that honours their Ministers about, asking they take immedi- and treat students with empathy, kindness, identities and perspectives. ate action to ensure all students, families, and caring. and school staff have reliable internet For Indigenous students, the relationship Inclusive Schooling connectivity. with culture, identity, and the land are also Equity and inclusion in education most foundational and must be cherished. Every often refers to efforts to ensure fairness and Racism, Sexism, and Homophobia interaction and every effort to indigenize belonging for students with unique needs. Worldwide, far too many biased and education contributes to reconciliation. All students, including those who experi- unethical political stances, often in the name Despite all we have done already, we con- ence significant barriers to learning and of nationalism, are used to justify and pro- tinue to seek ways to ensure all students— adverse childhood experiences (poverty, mote divisiveness and exclusion, resulting regardless of background or personal circum- trauma, etc.), should have access to a qual- in hatred, discrimination, violence, and stances—have equitable and inclusive oppor- ity education program. In order for all stu- even genocide and wars. Recent disturbing tunity to reach their full potential. Now, dents to be successful, some students need and undeniable evidence of bias-motivated more than ever, social-emotional learning and extra support in the form of a pyramid of violence have compelled social movements trauma-informed practices are needed and interventions, to build on their strengths, such as Murdered and Missing Indigenous expected of teachers to help students be there address their stretches, and support them Women, #MeToo, and Black Lives Matter socially with, and for, each other. With that to independence. Here in the NWT, stu- and show that North American society has a expectation, the challenge for schools, school dents with unique needs are placed in a long way to go to ensure equity and fairness. system leaders, and governments continues.

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hope that you, your families, • Discrimination, stereotyping, and stig- and the communities you matization mechanisms are similar for all serve are safe and healthy as learners at risk for exclusion; we move through the pan- • Despite progress, many countries still demic. I know this has been don’t collect, report, nor use data on a very challenging time for those left behind; Canadians in all sectors. I look forward to • Millions are missing out on the opportu- Ia return to normalcy, whatever that may nity to learn; look like. • A key barrier to inclusion in education is The inequities that exist across Canada the lack of belief it’s possible and desir- have been underscored since last March, able; including: access to technology, access to • While some countries are transitioning Ken Bain Wi-Fi, and the ongoing challenge of food toward inclusion, segregation is still prev- CASSA/ACGCS Executive Director insecurity for many families in many alent; communities. • Financing needs to target those most in I recently participated in an inter- need; and national webinar hosted by the International • Teachers, teaching materials, and learn- School Health Network. Among the many ing environments often ignore the ben- Divisional Education Council in the North- presenters was Anna D’Addio, lead author efits of embracing inclusion. west Territories, to BC’s School District of the Global Education Monitoring Report Pages 18 to 22 in the report present find- No. 10; from ’s CAPE School, to a by UNESCO, who presented the sum- ings and observations that would be most partnership between Riverside School Dis- mary and key messages from UNESCO’s relevant to school systems. Pages 22 to 24 trict and Lester B. Pearson School District 2020 report, titled Inclusion and Educa- offer recommendations within the broad in Quebec. Also highlighted is the work of tion: All Means All. To read the full report, understanding that All Means All; Learner the Rick Hansen Foundation and the Wel- visit https://unesdoc.unesco.org/ark:/48223/ Diversity is a strength to be celebrated. lington Catholic District School Board in pf0000373721. This issue of Leaders & Learners offers a Ontario. I highly recommend the report, which window into some of the wonderful work Please check out the CASSA website, includes these key messages: being done across Canada to provide equi- https://www.cassa-acgcs.ca/Page/9, for pro- • Identity, background, and ability each table and inclusive schools that support fessional resources and leadership updates as dictate education opportunities; student well-being, from the South Slave we move through 2021.

CASSA Board of Directors President OPSOA (Ontario) BCSSA Curtis Brown Joy Badder and Timothy Graves Claire Guy and Teresa Downs

Past President OCSOA (Ontario) NLASSA (Newfoundland and Labrador) Reg Klassen John Kostoff and Lori Naar Gerald Buffett and Andrew Hickey

President Elect NWTSA (Northwest Territories) AASA Eastern Rep Kevin Kaardal Yvonne Careen and Simone Gessler Cindy Finn

CASS (Alberta) ADGESBQ (Quebec) AASA Western Rep David Keohane and Wilco Tymensen Mike Helm Mike Borgfjord

LEADS (Saskatchewan) AAESQ (Quebec) Directors At Large Ben Grebinski and Pela Nickelotopoulous Bill Cooper (Nunavut), Domenic Scuglia Paul McFadyen (Yukon) and Anne RNDGÉ Bernard-Bourgeois (PEI) MASS (Manitoba) Valérie Morand and Anne Bernard-Bourgeois Barb Isaak and Pauline Clarke Executive Director NBSSA (New Brunswick) Ken Bain Zoë Watson

Winter 2020-2021 7

Quebec Students Snooze Their Way to Success: National Recipient of the 2020 Health Promoting Schools Champion Award

By Reut Gruber, McGill University; Gail Somerville, Douglas Mental Health University Institute; and Cindy Finn, Lester B. Pearson School Board

hronic sleep loss affects a large proportion of the student population. Several recent large- scale studies found that one-third to one-half of Canadian youth don’t get the amount of sleep recommended for Ctheir age, and that 60 per cent of this popu- lation reported feeling tired in the morn- ing. Thousands of articles have provided unequivocal evidence that sleep is critical to achieving the key goals to which Canadian schools are committed; namely, maximizing the academic success, mental health, and physical health of their students. A modest but chronic reduction of just one hour of sleep per night has been shown to have a significant negative impact on performance on tasks measuring executive functions and attention. A comparison of school performance measures with reported physical health, sleep deprivation weakens To address this problem, our Quebec- total sleep time found that students who had the youth immune response, making stu- based partnership has pioneered the inte- grades of C, D, or F averaged 25 to 30 min- dents more likely to get sick. gration of sleep health education into utes’ less sleep per weeknight than did their Despite the pervasiveness and magnitude school curricula and has demonstrated peers with better grades. of sleep deprivation and poor sleep habits that this approach extends and improves In addition, higher sleep efficiency is in Canadian youth, recognizing the impor- sleep and enhances academic performance. associated with better report card grades in tance of sleep and prioritizing sleep health as The partnership, which has been rooted Mathematics, English, and French among a part of school health curricula are neglect- in community-based participatory research Canadian students. Sleep deprivation also ed by most Canadian schools. Furthermore, since 2007, includes the Riverside School affects students’ mental health, as it’s associ- the tools required to support the behavioral Board (RSB), the Lester B. Pearson School ated with high levels of depression, inatten- changes needed to optimize sleep are gener- Board, and the Attention, Behaviour, and tion, drug use, and suicidality. In terms of ally lacking. Sleep Lab at McGill University / Douglas

Winter 2020-2021 9 Research Centre in Montreal. The partners the national recipient of the 2020 Health with sleep and the extent to which poor sleep comprise the main stakeholders, includ- Promoting Schools Champion Award. increases the stress experienced during the day. ing school principals, teachers, parents, stu- The most recent implementation of this Given that students’ success is directly related dents, school psychologists / mental health program took place just before the COVID- to educator well-being, the time has come to workers, physical education experts, and key 19 pandemic outbreak. During the pan- ensure teachers have access to the knowledge administrators. demic, our partnership continued to work and tools they need to protect their sleep and Between 2007 and 2015, we created, remotely, documenting the impact of sched- help students better manage their sleep habits. implemented, and evaluated Sleep for Suc- ule changes on students’ sleep. Typically, cess (SFS), a comprehensive, multi-module, our key findings were that developing ado- Tips for Better Sleep school-based sleep health education pro- lescents had a two-hour shift in their sleep, Prioritize your sleep. This is easier said gram. SFS was integrated into the curricula longer sleep duration, improved sleep qual- than done, but it’s possible! Clear your of elementary schools. Participation in SFS ity, and less daytime sleepiness compared to schedule so you can go to bed when you’re was associated with significant improve- what was observed under the regular school- sleepy and have enough time to get your ments in children’s sleep and report card time schedule. Most students extended their optimal sleep duration. grades in Mathematics and English. Since sleep, and our preliminary findings indicat- Determine your optimal sleep duration. 2015, our partnership has gradually shifted ed that students who participated in the SFS Sleep shouldn’t be too short or too long. its focus from elementary school students intervention just before the school closure Rather, the optimal duration should be to adolescents, who differ from school-aged had better sleep hygiene during the pan- based on the person’s age and their feel- children, in terms of their sleep patterns and demic and their sleep quality was better than ing of being well-rested. A pre-determined preferences and in the ways they think, feel, students in a control group. wake-up time, such as the school or work and interact with others. Due to disruptions in typical school starting time, should be used as an anchor. The potential targets for change and the schedules and the extended school shut- From there, count back seven, eight, or nine most suitable strategies to facilitate improve- down that occurred in the spring of 2020, hours (depending on your age and your ments in sleep behaviour were expected to students have been able to sleep longer dur- individual preference), and determine a be different in this older age group, so we ing the COVID-19 pandemic. Since the desired bedtime. created, in partnership with Johanne Boursi- return to school in Quebec this fall, teachers Small extensions count. If you can’t get er and Sujata Saha from Heritage Regional have also worked hard to better recognize your ideal sleep duration on a regular basis, High School, a school-based sleep interven- and accommodate their students’ needs. remember, even small changes count! Stud- tion tailored to the developmental, psycho- Unfortunately, teachers’ stress levels have ies have shown that small increases in sleep logical, and physiological characteristics of increased significantly during the pandemic. duration—even 28 minutes per night on a adolescents. The resulting data show sig- Intense prolonged stress has a negative regular basis—are associated with improved nificant improvements in students’ sleep, impact on sleep. In addition, high levels of functioning in school. sleep behaviour, and mental health. In April stress and poor sleep influence each other over Protect yourself against the impact of sleep 2020, the partnership was recognized by time. An individual’s stress levels affect both deprivation. If you’re about to enter a busy Physical Education Canada and named as the extent to which daily experiences interfere stretch, extending your sleep prior to this period will reduce, to some extent, the impact of sleep deprivation on your atten- tion and performance. Sleep! Identify positive reinforcements you can give yourself for adhering to your set sleep schedule, and then follow through. The effect of sleep deprivation can only be undone by ensuring you get enough sleep.

Reut Gruber, Ph.D., is an associate profes- sor for the Department of Psychiatry at McGill University. She is also director of the Atten- tion, Behaviour and Sleep Lab at the Douglas Research Centre. Gail Somerville, M.Ed., is former director of Complementary Services at the Riverside School Board in Quebec. She currently works at the Attention, Behaviour, and Sleep Lab at the Douglas Research Centre. Cindy Finn, Ph.D., is director general of the Lester B. Pearson School Board, which is headquartered in Dorval, Quebec.

10 www.cassa-acgcs.ca A Dollop of Northern Courage and a Cup of “Crazy” By Dr. Trudi Rowlands, South Slave Divisional Education Council

he Northwest Ter- ritories education renewal vision is that of the “Capa- ble Person,” who is able to fully participateT in society with integrity in relationships with themself, the land, other people, and the spiritual world. How, in a COVID-19 socially and physically distant world, do you fos- ter relationships, empathy, and resiliency and enhance social-emotional learning, while delivering quality instruction, access to resources and supports equitably and inclusively for all students, staff, and com- munities? draws on well-known programs (e.g., Existing inequities in the North— Zones of Regulation, WITS, Fourth R) remote location, complex needs, socio-eco- infused with the Dene Laws and Seven nomic factors, and inter-generational trau- Sacred Teachings unique to our northern ma—all amplified the risks of remote, home and Indigenous context, to enhance the learning. Yet, the students, parents, and holistic wellness, mind, body, and spirit for communities we serve are no less deserving all students and staff. Then we “PLUSSED” it. of a quality education. Therefore, as Bron- Framed within the context of the Five fenbrenner states, “In order to develop nor- Leadership Practices staff seek “crazy con- mally, a child requires progressively more nection,” leaning into and living our “why.” complex joint activity with one or more (Kouzes and Posner) adults who have an irrational emotional How, in a COVID-19 socially relationship with the child. Somebody’s got 1 | Model the Way: Schools are creative in to be crazy about that kid. That’s number supporting access to dynamic teaching and and physically distant world, one. First, last, and always.” learning resources through online classrooms do you foster relationships, James Comer says, “No significant learn- and even establishing Drive Up / Drive-Thru ing occurs without a significant relation- Wi-Fi internet in the school parking lot, to empathy, and resiliency and ship.” Further, Shanker explains, “Brains work around accessibility and bandwidth grow and develop as children interact with issues. Provision of technology (laptops or enhance social-emotional their environment; all learning is based on tablets and mobile internet sticks) delivered learning, while delivering relationships.” More recently, Carrington by schools to homes is enabling equitable suggests, “First, last, and in all ways, it access to learning, facilitating connection via quality instruction, access comes down to connection… It’s all about three-way conferences, one-on-one tutoring to resources and supports connection. Full stop.” and parent engagement opportunities. Leveraging our commitment to social- Poverty is a reality in our school com- equitably and inclusively emotional learning, and set within a frame- munities; maintaining breakfast and lunch for all students, staff, and work of self-regulation, positive attachment, programs has been essential to physical well- and social responsibility, the South Slave1 being. Schools have established partnerships communities? Divisional Education Council (SSDEC) with local businesses to provide / donate

Winter 2020-2021 11 gift cards to local grocery stores and keep 4 | Enabling Others to Act: The innova- and mental health in a bid to help create healthy food boxes available each week for tive creation of the online resource data- future Capable Persons. As odd as it may families, often delivering these to homes base supported our communities. Addition- be, COVID-19 has a silver lining, as it has to help students stay nourished. Modelling ally, other divisions across NWT leveraged reminded us to intentionally build empa- our care and investment in our students has them to assist their own communities— thetic relationships, to stay “crazy” for our deepened community ties at a time when and ours–in return. The schools’ leader- kids, and to authentically build bridges into our people need us most. Identifying gaps ship teams have intentionally adopted a homes and communities. in provision of online resources, the SSDEC strengths-based, trauma-informed approach I read once that being lost is not the recently built a database for students, par- to supporting staff wellness. Whether it’ was problem. Rather, being lost and knowing no ents, and staff to access, which is now being through implementing weekly meetings or one is looking for you is the problem. We populated and adopted by the whole terri- conference calls to support staff, addressing remain “crazy” for our students, for relation- tory but remains a work in progress as we any concerns around the rapidly changing ship, and for connection, whether in class, develop this initiative. situation, transitioning to and from home behind screens, or in homes, and we commit learning, and offering mentorship for new to leaving no child or heart behind! 2 | Inspire a Shared Vision: Consistently teachers, the teams acknowledged the inter- focusing on the regional priorities and main- sectionality that exists between teacher well- Dr. Trudi Rowlands is the assistant super- taining fidelity with the PLC collaborative 4ness and student learning. Healthy, bal- intendent at the South Slave Divisional Edu- learning team has resulted in the refine- anced, and emotionally regulated staff are cation Council. Prior to joining SSDEC, she ment of our essential learning outcomes and best-positioned to support social-emotional was a director of high school curriculum with competencies, which has enabled teachers to learning and create safe spaces for our stu- Alberta Education. For a full list of references, help students focus on inquiry and deeper dents to move from support, to indepen- contact the author at [email protected]. learning. McLaughlin, like DuFour et al., dently thriving—as Fisher and Frey note, “I says, “the most promising strategy for sus- do, we do, you do together, you do on your

tained, substantive school improvement is own”—enabling both student and individu- Summer 2020

LearnersAssociation canadienne des gestionnaires LeadersThe official magazine of the Canadian de commissions scolaires building the capacity of school personnel to al wellness. Association of School System Administrators& function as a professional learning commu- nity. The path to change in the classroom 5 | Encourage the Heart: Possibly the lies within, and through, professional learn- most important element, our teachers never Winter 2020-2021 LeadersThe official magazine of the Canadian Learners AssociationEquity of School System and Administrators Association canadienne des gestionnaires & de commissions scolaires ing communities.” stopped directly showing they care, provid- Inclusion for Student ing direct instruction of social-emotional Well-Being 23 | Challenge the Process: Reimagining learning. Schools have evolved to meet stu- Part 2 our teaching, encouraging creativity, and dents’ needs, and schools have continued ingenuity have facilitated the creation of programming as best they can, given the Equity and Inclusion

Canada Post Mail Publications Agreement Number: 40609661 Number: Agreement Publications Mail Post Canada for Student Google Classrooms. This resource, focused circumstances, whether they are in-person, Well-Being solely on wellness, allows users to develop blended learning, or remote learning. Some Part 3 a sense of belonging to school communi- schools developed new initiatives such as ties. These wellness classrooms promote the staff and student walks. These sched-

broad social-emotional supports such as uled appointments with individual students Canada Post Mail Publications Agreement Number: 40609661 stress management strategies with links to have occurred outside on the school track to exercise videos, art instruction, mindfulness “walk and talk” about their goals and their resources, and opportunities for connection progress in a physically distant way. These BOOK YOUR SPACE through exercises, like the photo or baking / mobile meetings have provided a stronger FOR NEXT ISSUE! cooking / craft challenges with participating 5connection between school and students teaching staff. and increased both student engagement and During school closures, staff were exercise. Enhancing access to school coun- The upcoming issue of empowered to share their passions and selors by phone or online has been inten- Leaders & Learners will be mailed 3interests and deliver various sessions to stu- tional, as schools seek to establish connec- to readers in late 2021. Reserve dents and whole families to foster fun and tion with vulnerable / marginalized students connection. Pet photo sharing proved to be who are foremost in priority. your space now to ensure your quite popular! Schools further supported As the COVID-19 pandemic continues, products, services and expertise physical well-being through fine motor the SSDEC has remained true to its vision reach the decision makers in bootcamp (Junior Kindergarten to Grade and mission. It has focused on a consis- Canada’s education sector. 1), developing mindfulness and brain gym tent framework of academic achievement exercises through teacher-created videos, and social-emotional learning embedded and sharing staff-created workouts to get in culture to enhance positive and trust- Email [email protected] students moving and promote whole-brain ing relationships with self, others, culture, or call 866-999-1299. learning. identity, and the land to promote wellness

12 www.cassa-acgcs.ca Equity: A Successful COVID-19 Response to Support Our School Community By Teresa Di Ninno and Jeney Gordon, Centre for Academic and Personal Excellence Public Charter School

he personalized program at the Centre for Academic and Personal Excellence (CAPE) is predicated on the concept of equity. Overt teaching of fair versus equal occurs in all classes throughout the year. Students come to understand that each student will receive the support they need when they need it. Within this ideal, students also develop an appreciation and acceptance of differences. TCOVID-19, unexpected and sudden, thrust us into a new reality that has confronted us all, and it will continue to do so for some time. We were pushed toward in-school, at-home, and blended learning options and chal- lenged to re-think our strategies and processes for ensuring equity within our student population. In addition, the idea of equity extended to families and staff. It was apparent that the pandemic truly was a test of our own preach- ing: each person will receive the support needed, when needed. The first week after the provincial closure, our teachers were completing second term report cards. They focused on reporting student progress and growth, while administration focused on a fact-finding mission: our students’ and families’ needs. Point-people were designated for key areas: food supplies, housing, mental health, physical health, and interpersonal connections. Prior- ities were placed on basic needs first, as food from our kitchens and programs was distributed to families and community. Safety and sanitation supplies were delivered to community businesses to help extend their work. Once immediate priorities were addressed, polling our parents gave us information about the access to technology—and the level of comfort with that technology—in each household. We were able to identify concerns, and we learned from the experiences of global learners to develop an at-home learning model that was responsive to individual needs and would have some common elements for structure and familiarity. The next step was to develop equitable teams to support learners. In the development of grade pod teams, teachers were supported by educational assistants. Staff experienced with technology was shared among groups. Expertise with online programs, differentiation, and specialized needs were also shared between groups. In this way, each student would have a team

Winter 2020-2021 13 of professionals supported by colleagues to solve problems and respond to questions. Equity of resources expanded far beyond the classroom and became a crucial aspect of learn- ing. Since 1994, CAPE has been dedicated to its one-on-one computing program. Several years later, it’s expanded to include all Grade 4 to 9 students, so each individual can benefit from 24/7 access to an individually assigned iPad for use during the full academic year. CAPE had also strived to build staff capacity in the use of laptops and iPads as teaching tools. This proved to be a great advantage, as we were thrust into the era of online learning. Our vice-principal took the lead in the deployment of the technol- ogy, apps, and training. We distributed additional iPads and lap- tops and expanded the use of Zoom to reach out to parents, students, staff, board members, School Council members, and the communi- ty. Within each instructional pod, tech leaders were identified to support colleagues, students, and parents. Our principal also supported par- ents with both group instruction and individu- al guidance, as they adapted to online learning, so they could, in turn, support the children. Teachers and educational assistants focused on teaching and met with students in large groups,

14 www.cassa-acgcs.ca small groups, and individually. Quickly adapt- ing to online options was a huge learning curve COVID-19, unexpected and sudden, thrust us into a new reality… for everyone, but each person was able to access We were pushed toward in-school, at-home, and blended supports, if and when needed. Equity extended past students, since sup- learning options and challenged to re-think our strategies and porting families and professionals was also of processes for ensuring equity within our student population. crucial importance. Our principal organized staff meetings to brainstorm individual student programs and family supports—but also to cards to each student celebrating a birthday and provision of release time, and to the planning just see each other, bad hair days and all. Staff to each student needing a bit of a boost. Staff for time together as a team. worked to maintain weekly connections with was not forgotten. They, too, got little personal Using distributed leadership and social families. Our educational psychologist focused notes once in a while. Teachers dropped off study capital, CAPE was able to provide equitable on the well-being of each student, staff, adminis- packages while connecting with students and supports to assist the school community dur- trator, and parent, with the support of the entire families. Educational assistants called students ing the pandemic. We know we are on track. school community: system leaders, the board of and parents to say hello. One of our staff mem- The faces of the children who returned to our directors, and community health professionals bers spearheaded the development of a video, the classes this fall, the messages of thanks from and agencies. Families were made aware of on- CAPE Song When You’re Gone, which was shared our parents, and the words of thanks from line and face-to-face resources available within on our Facebook page. the staff tell us we are. the community. She let staff know of available Even though the provincial closure of schools webinars on topics such as stress, anxiety, emo- has been lifted, equitable supports remain avail- Teresa Di Ninno, CEGEP, B.A., B.Ed., M.A., is tional wellness, social health, and self-regulation. able for students, families, and staff. Whether an alumnus of McGill University and the University Our principal, in addition to being our in- in class or from home, students are able to ac- of . She is founder, past principal and current house counsellor-of-sorts, organized virtual vol- cess lessons and personnel to assist them with superintendent of CAPE Public Charter School in untary staff meetings to talk, share, connect, vent, learning. Families continue to be able to use Medicine Hat, Alberta. commiserate, and just laugh. In responding to a administrative supports for assistance with food Jeney Gordon, B.F.A., B.Ed., Diploma of Vis. student’s need for social connections, one of our supplies, mental wellness, and physical health. Com., is an alumnus of the University of Lethbridge. staff members facilitated virtual recesses. What a Staff input regarding required supports resulted Jeney has been the principal of CAPE Public Charter simple, brilliant idea! The superintendent sent in changes to our academic calendar, to the School for 15 years.

Winter 2020-2021 15 Keeping Our Gaze on Equity and Inclusion for Student Well-Being By Terry Taylor, School District 10 (Arrow Lakes)

n the early days of the pan- demic, School District 10 (Arrow Lakes) staff drove meals hundreds of kilometres to feed 40 per cent of fam- ilies in need throughout the district, provided 50 per cent of learners with laptops, and ensured all Ifamilies had internet access for learning. The efforts constituted no small feat in a geographically dispersed rural district faced with poverty, little or no connectivity, and families already struggling with food sustain- ability and well-being. Yet sustaining equity and access to high-quality teaching, learning, and food programs for marginalized learners and fam- ilies is vital. The school district motto is “World-Class Learning in a Rural Environ- ment,” an ambitious goal for a rural district comprised of six small schools located amid forests, lakes, and mountain passes in the West Kootenay region of . Yet, it forms a shared vision everyone in the district takes to heart. In this way, all students with identi- fied diverse learning needs, and those who self-identified as needing extra help, were welcomed in their schools from March to May. In June, as the province transitioned Students spent Orange Shirt Day 2020 at the Nakusp Elementary School. to more students in schools, 72 per cent of learners returned to school, their educa- The district has evolved and grown inclu- success for learners seen on provincial and tors happy to see them back in numbers far sive and equitable teaching and learning district assessments, and is visible in the dis- beyond provincial return-to-school metrics. practices in all schools through intentionally trict video gallery, https://sd10.bc.ca/video/. Inclusion of all learners in high-quality designed, multi-year collaborative professional In addition, strengthening professional learning environments designed around stu- learning over the past decade. Diversity schol- capacity for co-teaching and co-planning dent strengths and needs is the DNA of ar-practitioner Dr. Leyton Schnellert, from with Learning Support specialist teachers School District 10 (SD 10). the University of British Columbia; Drs. Judy alongside classroom teachers resourced with To this end, growing inclusive classroom Halbert and Linda Kaser, leaders of the Net- adequate Education Assistant support has and school cultures, where learners with work for Inquiry and Indigenous Education; also deepened inclusion and equity. diverse abilities and disabilities, Indigenous literacy expert Faye Brownlie; inclusion and Meanwhile, despite results above provin- learners, and learners with diverse gender diversity specialist Shelley Moore; and assess- cial averages for Indigenous students, closing identities are valued, nurtured, challenged, ment consultant Katie White all work with the equity gap for the 22 per cent of the and supported in deep learning is key. These district teachers. Each year, 82 per cent of SD district’s Indigenous learners is a current are cornerstones of district pedagogical 10 teachers voluntarily engage in one or more strategic priority. Good is not good enough. frameworks. However, the work of inclusion professional learning teams. Schools, the district, and the Indigenous and equity isn’t a finite state; it’s a continu- This investment in professional capacity Education Advisory Council have hunkered ous and sustained journey. building for inclusion and equity has yielded down with data and are conducting Equity

16 www.cassa-acgcs.ca Good is not good enough. Schools, the district, and the Indigenous Education Advisory Council have hunkered down with data, and are conducting Equity Scans with Indigenous learners, parents, and Elders to inform the path to greater equity.

Scans with Indigenous learners, parents, adult capacity-building for student well-be- and Elders to inform the path to greater ing. Compassionate Systems is identified as equity. Increasing the agency and voice of a crucial pillar in nurturing well-being for Indigenous learners and community, deep- everyone. All school leaders and district staff ening Land-based learning, and other cul- engaged this fall in the four-day Compassion- turally responsive pedagogies is essential. We ate Systems workshop, while Compassionate ask ourselves, “How can we better decol- Systems Awareness training for teachers and onize, unlearn, and re-inhabit the district’s students is planned for 2021. signature pedagogy of place-consciousness This coherence between Ministry of informed by Indigenous worldviews and Education MHiS and school district men- perspectives?” tal well-being strategy provides additional Inclusion and equity have long-in- leverage for difference-making in the lives of formed the thoughtful journey in SD 10 young people and greater equity and inclusion. to shifting practice using the pressure Meanwhile, building on previous educator of data to inform shared moral purpose well-being work, the local teachers’ union and The school district’s priorities help outline the direction toward greater equity. around success for all learners and sup- district collaboratively planned a professional port through capacity building. development day focused on well-being, SEL, student well-being are therefore responsive Recently for example, due to increased and mindfulness for January 2021. All teachers to the changing and emergent needs of our anxiety in adults and children during the new to the district are given a copy of The Well young people, families, and communities. pandemic and increased concerns about stu- Teacher, a book by Wade Repta that is pro- At ICSEI in 2016, Pasi Sahlberg inter- dent well-being, the Board of Education vided by the school district to all teachers and polated equity and student achievement expanded counselling time at all schools, educational support staff along with educator data from PISA scores and extolled, “the while district staff deepened community wellness Pro-D work. Sustaining thoughtful world needs more Canada” because of great- partnerships, creating mental health out- and evidence-based well-being capacity-build- er inclusion and equity in Canadian edu- reach for more seamless support to vulner- ing is intentionally focused. cation systems. Yet, ensuring equity and able children, youth, and families. Equity In this time of crisis therefore, SD 10 inclusion for all takes intentionality, shared is also about responding to emergent needs actions focus on multiple solutions to vision, and hard work. We are not there through continuous scanning of data and address complex fundamental problems yet. Equity and inclusion are predicated on evidence to inform action. rather than simple quick fixes. collaboration among all educational part- As a result, SD 10 school and district In this way, the school district scanned ners and communities, keeping our gaze on leaders reviewed Middle Years Development diverse data sources and chose targeted foci quantitative and qualitative data to inform (MDI) data revealing declining student to deepen existing socio-emotional learning direction and track progress, and ensuring well-being across British Columbia and the and mental well-being supports. It nurtured evidence-informed and culturally responsive school district. In October 2020, the Board already strong arts programs, filled a gap pedagogies inform our actions. In this way, specifically targeted enhancing student and with a new elementary music program, and we can continue to grow safe, caring, and adult well-being as a district strategic priority continued support for environmental edu- inclusive learning environments so founda- in recognition of the correlation between cation and outdoor learning to respond to tional to public and educator and student well-being. the diverse passions and interests of learn- British Columbia and so very critical to the Consequently, the district is building ers. The district narrowed its focus, address- well-being of all learners. leadership capacity through Compassionate ing the equity gap for Indigenous learners, Systems Awareness with Drs. Peter Senge and and interrogated decolonization of its edu- Terry Taylor is superintendent and sec- Mette Boell. This initiative aligns with British cational structures. System change succeeds retary-treasurer of School District 10. For a Columbia’s new Mental Health in Schools when it builds on what currently exists and full list of references, contact Terry Taylor at (MHiS) strategy which also prioritizes strengthens it. Equity and inclusion for [email protected].

Winter 2020-2021 17 The Age of the Virtual Classroom

This student is learning in an adapted educational setting.

By Rebecca Blissett, Rick Hansen Foundation

rielle Weltman’s many other Canadian educators, she was passion for teach- forced to adjust to a completely ing is evident in virtual environment due to her commitment to the COVID-19 pandemic, find new and excit- which closed the doors to most ing ways to engage brick and mortar classrooms with students. across the country. Weltman When she was a student teacher, and her quickly rose to the challenge of GradeA 8 class was reading Eric Walter’s Rebound, navigating the steep learning curve a novel about a young boy named David who online teaching presented. made a new start after a car accident left him “The transition to digital learning was paralyzed, she was inspired to show the class what initially isolating and fairly daunting,” says being in a wheelchair was like. Weltman rented Weltman. “What really kept me going was five child-sized wheelchairs from a local charity, the reminder that precious souls on the so students could experience wheelchair basket- other side of the screen were yearning for ball, just like the character David. engagement, connection, and stimula- “I wanted them to get a real understand- tion. Knowing my lessons and activities ing of what life was really like playing bas- gave students purpose and meaning to their ketball, dribbling, and wheeling around,” otherwise lonely and empty days drove me to says Weltman. “The results of my lesson work extra hard.” that day were well worth it. My students In sourcing digital resources, Weltman dis- walked away with everlasting lessons that covered the team at the Rick Hansen Founda- certainly made a profound impact on them.” tion (RHF) School Program had developed Fast-forward 13 years. Weltman teach- and updated their resources, which are available A young student works on a Rick es Grade 7 in , Ontario. As with online for free. These came in the form of Little Hansen Foundation School Program Little Big Lesson activity on his tablet. 18 www.cassa-acgcs.ca Big Lessons, a collection of bite-sized engaging activities for K-12 students learning on the big themes of disability, accessibility, and inclusion. “Little Big Lessons have been a phenom- enal success with students,” says Weltman. “Whether it was posting the ‘difference maker bingo challenge’ for the younger students, or engaging older learners in the ‘first impressions and stereotypes lessons,’ there are resources and supports for all ages that are eye-opening and Students working on The Boy who Loved to Move Little Big Lesson activity, which is an animated story of interesting and that facilitate thoughtfulness Rick Hansen's inspirational journey. and fabulous discussions.” Along with Little Big Lessons, the Founda- restrictions, ambassadors are reaching students challenging times due to COVID,” says Appel. tion partnered with GHM Academy to build through online platforms such as Zoom at “Raising the awareness to students that, even at an interactive Man In Motion World Tour schools, like the Leo Baeck Day School in their age, they can make a difference in the lives activity, through which students can learn Toronto, Ontario. of others is powerful and empowering. Our about Rick Hansen’s historic achievement Marni Appel, a Grade 3 teacher at Leo students come out of the presentation and look through maps and lessons in the context of Baeck, originally connected with the RHF differently at each storefront or building they geography, weather, and mathematics. Teach- when one of her students chose Rick Hansen enter. They talk to shop owners about ramps ers can also set up a virtual classroom to assign for her biography research project on differ- and main floor bathrooms.” activities and mark quizzes. ence-makers a few years ago. Her presentation This is proof of how education can lead to Weltman is grateful for compelling resourc- was a hit with the students, and the icing on positive change. es that not only cover the basics, but that also the cake was a surprise appearance from Rick “In teaching students about the importance show kids the nuanced value of a diverse society. himself via Skype. of accessibility and inclusion,” says Weltman, “Students must have an understanding of “It was quite incredible for them to see their “I hope to pass on the torch of passion and disability, inclusion, and accessibility, so they research come to life,” recalls Appel. “Since dedication to the next generation and inspire can learn to be fair, empathetic human beings then, we’ve continued to reach out to the RHF a world filled with awareness, inclusion, and who take initiative to show courage and integ- each spring when we do this unit.” accessibility for all.” rity at every opportunity,” she adds. RHF Ambassador Fernando Resende visit- The RHF didn’t want the pandemic to ed Appel’s school last year and, in a first for the Teachers rely on online resources such as those hamper efforts to connect with youth, with program, returned virtually this year. The stu- provided by the Rick Hansen Foundation (RHF) both classroom activities and offering inspiring dents were just as captivated as they were dur- to make virtual classrooms both interesting and presentations from role models. Since 2002, ing his live presentation, especially as Resende educational. RHF School Program lessons and the RHF Ambassador program has created gave a virtual tour of sporting gear in his garage activities are free, available in French and Eng- meaningful dialogue about disability, inclusion, and the mobility equipment he relies on to get lish, and align to provincial curricula. Visit www. and accessibility by providing presentations around in his home. RickHansen.com/Little-Big-Lessons to obtain your from individuals with varying disabilities at “Right now, there are so many different free resources, or e-mail [email protected] schools across Canada. Due to COVID-19 segments of our population suffering or facing to set up a meeting with a representative.

Winter 2020-2021 19 LEADERSHIP LEARNING

Unlearning Everything: Anti-Racist Education in the COVID-19 Context

By Yvonne Runstedler, Wellington Catholic District School Board

hen teach- er-librarian Cindy Della Croce par- ticipated in the unlearn® Webinar series1 offered to Wellington Catholic edu- catorsW during the pandemic school closure in the spring of 2020, she had no way of knowing her career path would take a sud- den turn and she would be redeployed as a teacher in the newly formed virtual school beginning in September. Her 28-year career included both ele- mentary and secondary classrooms, and inspiring students to love reading through her role as teacher-librarian had always been, in her words, “the pinnacle of her career.” When all school libraries were closed due to COVID-19 safety measures and she was ©2020 unlearn.com redeployed to teach Grade 9 English for A recently released unlearn® poster, titled “Check!”. the Wellington Catholic virtual school, she faced the steepest learning curve she had ever experienced. “I cried,” says Cindy. “A lot.” This story is reminiscent of so many other teachers across the country during COVID-19. Faced with an assortment of new public health protocols, new restric- tions on how we work and live, and the evi- dence of equity imbalances exposed by the pandemic—including access to technology and increased challenges to mental health— Cindy had to adapt. Adapting as a requirement of educa- tor practice was further punctuated by the murder of George Floyd and the resulting increased awareness of the Black Lives Say Her Name is a collection Matter movement. Students, and the com- of poetry by Dr. Zetta Elliott, munity around us, were asking questions a Black Canadian-born writer. and seeking justice. To Cindy, there was

20 www.cassa-acgcs.ca a profound understanding that addressing systemic racism in her classroom needed to take prominence, while navigating what this might look like in a virtual setting, using Microsoft Teams, Desire2Learn, and other web-based modalities. In the Wellington Catholic Program Department, coordinators and coaches were having long conversations about how to best support educators in this unprecedented learning climate. With in-person profes- sional development off-the-table, we had no This exercise using unlearn®’s Check! poster prompts student discussion to Dr. Elliott’s poetry. choice but to consider how online platforms could advance conversations on equity. With this in mind, we decided to build upon our relationship with Abhi Ahluwalia and Lakhdeep Dhaliwal from unlearn® and to deliver a three-part webinar series for educators. We advertised this to all staff but expected a limited response, recognizing the pressures placed on educators during the pandemic and acknowledging we are a smaller school board. We thought per- haps a group of 15 would be interested. When over 50 educators from a variety Victoria Nestico and Cindy Della Croce learned how to teach students in a virtual classroom during the pandemic. of employee groups including librarians, educational assistants, teachers, administra- tors, and child-and-youth workers signed up for the series titled Real Conversations in an Unreal World, we decided to offer this opportunity in three different sections, allowing the groups to be manageable, so everyone would get a chance to participate and contribute. These were affectionately named unlearn® Groups A, B and C. The sessions were themed with an equity lens as follows: 1. Dismantling and discussing the COVID-19 context; 2. Considering the equity concerns Sep- tember would bring; and 3. Engaging in discussions on future possi- A sample of student responses to Dr. Elliott’s poetry. bilities, envisioning a post-pandemic world. While these webinar series were under- her 28-year career and her recent profes- Cindy was in unlearn® Group C. way, Victoria Nestico was completing her sional development in anti-racist education, The aforementioned webinar series was Bachelor of Education degree at Brock Victoria realized, “I was not alone. As long planned and coordinated prior to the mur- University in St. Catharine’s, Ontario, with as I was with Cindy, I was okay.” And as der of George Floyd. Witnessing this, and aspirations of supply teaching in September. long as Cindy had Victoria’s technological becoming more aware of the need in educa- She was elated when she was offered her know-how, she would be okay, too. tion to augment educator skill in addressing first teaching job at our virtual school. Her Together, Victoria and Cindy leveraged systemic racism, we offered a summer book personal interest the online learning plat- their collective knowledge. Where Cindy study based on Robin Di Angelo’s White form, Desire2Learn—BrightSpace (D2L), struggled with using online learning tools, like Fragility; again, a three-part series offered was an asset needed and made her stand out D2L and Microsoft Teams, Victoria took the online to an over-subscribed list of educators as an applicant. She was assigned Grade 9 lead. Where Victoria wasn’t aware of school wanting to understand their positionality academic English. Paired with Cindy, whose board-based supports such as the unlearn® and privilege in the context of 2020. expertise in teaching pedagogy honed over posters and their capacity to create safe spaces

Winter 2020-2021 21 for dialogue on a range of issues, including poster, Chess Pieces and the use of Poll Every- | Index to Advertisers | Black Lives Matter, Cindy could fill in. where, which allowed students to share their Both educators shared a dedication to thoughts in response to Dr. Elliott’s poetry. BOTTLE FILLING STATIONS, DRINKING incorporate a wide range of resources in As a teacher-librarian, Cindy couldn’t have FOUNTAINS AND PORTABLE WASH the English classroom context, using con- imagined she would be teaching in one room, STATIONS cepts of culturally relevant and responsive physically distanced from her colleague, away pedagogy. Through Instagram, Victoria from the school in which she had spent much Dobbin Sales Ltd...... IFC was introduced to Dr. Zetta Elliott, a Black of her teaching career. Victoria imagined get- Morris Lee Ltd...... 15 Canadian-born writer, whose book Say Her ting supply calls, carefully attempting applica- Name was set to be published. After each tion of COVID-19 safety protocols. educator purchased a copy directly after the As a program coordinator before the CHILDREN’S BOOK PUBLISHER book’s release, Victoria and Cindy decid- Ontario Ministry-mandated school closure, Crabtree Publishing Company ...... OBC ed to read with their students, tagging the I scoffed at the idea webinars could be an author on Twitter with the results. When effective platform for delivering professional Dr. Elliott herself replied, offering teaching development. I also couldn’t have imagined CLASSROOM A/V TECHNOLOGY ® resources, Victoria and Cindy were elated the system wide unlearn presentations by Extron USA ...... 6 and decided to risk an additional request: guest presenters, Lakhdeep Dhaliwal and Would Dr. Zetta Elliott be willing to speak Abhi Ahluwalia, in Grade 7, 8, and 10 class- directly to their virtual class about her poet- es would be remembered and then brought CROWDSOURCING PLATFORM ry? To their surprise, she agreed. into a discussion by a student two years later Thoughtexchange...... 14 At this online meeting, the knowledge with noted author Dr. Zetta Elliott. Cindy gained through the equity profes- We have all been in a deep process of sional development opportunities offered as unlearning, and while I would not wish HR AND PAYROLL SOLUTIONS a result of school closure, the best practices the pandemic on anyone, this story is good HRP Link ...... 22 she and Victoria demonstrated in collective news only made possible by this context, efficacy, and the good fortune of receiving leading me to wonder which “unlearnings” Dr. Elliott’s generous offer to become a vir- we will encounter as this school year con- OCCUPATIONAL HEALTH AND SAFETY tual guest speaker all converged. tinues to unfold. TRAINING When one student, remembering the Yow Canada ...... 19 unlearn® presentations arranged in all Yvonne Runstedler is a program coordinator Grade 7 and 8 classes two years prior, asked for the Wellington Catholic District School Board Elliott, “Did you feel as though you had to with responsibilities in equity and inclusion. Her PROFESSIONAL DEVELOPMENT unlearn the way you were taught when you passion lies in the promotion of social justice and, Solution Tree ...... IBC were younger?” Elliott responded that she at the time of publication, is mid-way through a had to “decolonize her imagination.” doctoral program at Wilfrid Laurier University She went on to explain that, “You reach in the area of equity and inclusion. SCHOOL TRIPS a point where you have to decide how much Cineplex Entertainment...... 4 responsibility you are going to take for your REFERENCE education,” noting that her “first Black edu- 1. See unlearn.com or Creating Student cator was in university” as one example of Upstanders in the Summer 2020 edi- UNIVERSITIES systemic racism she faced in the Canadian tion of Leaders & Learners for more Queen’s University ...... 8 educational context. This discussion was information. prompted by the recently released unlearn® St. Mary’s University...... 10

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