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We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
We will create positive, inclusive learning environments
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We will create positive, inclusive learning environments

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We will create positive, inclusive learning environments.

We will create positive, inclusive learning environments.

Published in: Education
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Transcript

  • 1. ••
  • 2. •
  • 3. ••
  • 4. ••
  • 5. •••
  • 6.  Organize elementary and secondary school-based presentations promoting Pathway planning and highlighting OYAP and SHSMs.  Increase in the number of school-based Pathway Planning presentations throughout the Board by 25% over last year.  50% increase in the number of dual credits granted over 2012/13 as compared to 2011/2012
  • 7. ••
  • 8. ••••
  • 9. ••••••
  • 10. •
  • 11. THE EQUITY WALK INTRODUCTION: The purpose of the equity walk is to encourage ongoing reflection of school and classroom practices and to promote learning conversations that lead to equitable outcomes for all students. The first step to develop a school profile that describes pervasive beliefs and attitudes, identifies the unique make-up of your school community, examines and disaggregates student achievement data, and identifies existing achievement gaps. School teams will then attempt to identify existing barriers from this profile and use Phase 2 as an observation guide as they question current practices that may contribute to achievement gaps. Phase 3 requires that we identify an area that needs improvement and then create a concrete plan to address barriers, inequities and existing achievement gaps. PHASE 1: Setting Directions 1. What attitudes/knowledge/skills would you like your students to have in terms of equity and inclusion once they leave your building? 2. Who are your students and staff? (a) Which cultures are represented? (b) Which languages are spoken at home? (c) What is the diversity of faith groups? (d) What is the diversity of special education needs that my students bring? (e) In what ways might sexual identity be expressed? (f) What are the issues related to socio-economic status in my school community and how do they impact the specific students within it? (g) Are there other unique considerations for my school and/or community?
  • 12. 
  • 13. ••
  • 14.   
  • 15. •••
  • 16. • •• •

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