Talking about Race and Racism With Children
Discussing race and racism can be a difficult conversation for many adults and the thought of speaking directly with children about it can be daunting. Nevertheless, it cannot be ignored if we are committed to living in a more just world where everyone’s human rights are upheld equally.
The recent events in the United States and Canada depicting acts of anti-Black racism, as well as the rise of other forms of hate, including anti-Asian racism, anti-Indigenous racism, and Antisemitism, have made it incumbent upon all of us to have informed and regular conversations with children about these issues. While these events are not new and have historical roots, it is essential that we raise our children’s awareness about their own biases and prejudices, the different forms of discrimination and how to stand up against injustices. These discussions should occur at home and at school on a regular basis and not solely in reaction to current events.
To assist families in having these important discussions, the TDSB’s Equity, Well-Being and School Improvement team have developed TDSB Resource for Families (First Edition). Additional resources are currently in development.
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Wash.Distance.Save Lives.Please wash your hands.
Keep physical distance.
Stay healthy.
Save lives.
We are all in this together.
"The power to change the story is entirely in our hands. So thank you, thank you to the residents of our city, thank you to business owners, thank you all for doing this, but we can still do better, we must do better, and we need your help to get there." Dr. Eileen de Villa, Toronto's Medical Officer of Health
Other Important Links:
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Summary Notes from Covid-19 Update - June 2
Below are highlights,
Back to School - In preparation for the Fall, we currently have two separate committees looking at return to work/school. One focussed on instruction and one focussed on operations. We have realized that we need to take a more holistic approach to working together and we are implementing a new return to school/work committee structure. Steering Committee will be led by Associate Director Carlene Jackson. There will be several sub-committees to work on the focussed areas. The chairs of the sub-committees will be part of the steering committee to ensure we have coherence. We are not mirroring the structure of the steering committee and sub-committees with the Ministry structures. How do we move from emergency remote space to something that exists longer? It is evolving. We need to be absolutely prepared to be in a remote space, a hybrid space or back in the school space When it comes to direction, we have to be sure we have supported every educator to be successful working in a remote space and we are working through this. We are meeting every week with our union partners and collaborating. We need to work towards September with the three scenarios (1. still remote, 2. hybrid or 3. we are back in school). Cleaning will be key. Physical Distancing will need to be considered but that information is not here yet. We are interested in hearing from educators and all stakeholders.
End of Year Celebrations - Many of the milestones that would have taken place at the end of the school year have been postponed until it is safe to gather. Over the last few weeks we have had many creative ideas to celebrate students. Schools are able to work in creative ways to create safe celebrations. Staff have developed guidelines for celebrations to support principals. Principals are welcome to work with their school council and parent communities to consider unique and creative ways to acknowledge these important milestones and occasions in a safe and remote way. We are asking principals to keep the following guidelines in mind:
- TDSB schools and buildings remain closed to all staff and individuals with the exception of school-based staff, students and parents clearing out classrooms, conducting end-of-year business and retrieving their belongings.
- In support of physical distancing, the Ontario government’s emergency orders gatherings remain restricted to no more than five people. During these unprecedented times, when celebrations are happening we must not gather with others in person to celebrate.
- Mandated physical distancing of at least 2 metres or 6 feet away from each other remains a critical aspect of reducing the spread of COVID-19.
- Temporary closure of places of non-essential business (e.g. banquet halls) is still in place in Ontario to help protect the health and safety of the people of Ontario in response to the declared emergency.
Anything postponed to the Fall will be subject to any new parameters that may be in place then.
Discipline Matters - All of our policies and procedures still apply to discipline in a virtual way. Principals and vice principals are reporting discipline matters through their school structures as they normally do. We have suspensions, although they are significantly reduced.
Pride Month - Pride has always taken a significant place in the operations of TDSB. This year, thus far, it has been different, however, we have updated all of our landing pages and websites to communicate our commitment to Pride. Gay Straight Alliance (GSA) Awards - working on collecting information for this although the celebration will need to be postponed. We won’t be having the Pride parade as in past, Pride Toronto is working on a virtual parade and we have shared information with them. Virtual Pride - https://www.pridetoronto.com/virtualpride/
Racism - Recent incidents of racist and discriminatory violence in communities across North America have focused our attention on the pervasive racism in our own country, city and even school system. Since the COVID-19 virus was identified as originating in Wuhan, China, anti-Asian racism has been on the rise due to racist stereotypes, misconceptions and misinformation. The Chinese Canadian National Council for Social Justice (CCNC-SJ) recently conducted a poll to measure how anti-Asian bias has grown across Canada.These disturbing statistics are indicative of rising racial biases that impact our staff, students and communities. Our response to that, curriculum resources have already been distributed to school administrators to address the issues of racism arising from COVID-19. This information, which will also include links to supports for staff and students who may be experiencing racism. Everyone in TDSB has the right to learn and work in a place free of racism, hate and discrimination.
Remote Learning Expectations - We are working closely with our educator colleagues. We have to potentially move to a different place. Different families have different perspectives on what real time learning is. We are trying to do our very best to communicate. We continue to think and plan from a contingency perspective for the fall, as we await further direction from the Toronto Public Health and the Ministry of Education. At this time we do not know what school will look like in the fall and it may be some time before we know based on COVID-19's unpredictability. Based on the recent announcement from the Minister of Education, there will be enhanced expectations for TDSB teachers for the month of June, particularly in the area of synchronous learning. We plan to look at best teaching practices from April till June and use this information to plan a more structured teaching model for the fall in the event we are in remote learning. Please note that it is not our intent to duplicate the classroom with remote learning, as this would not be possible. When our parent concern protocol is required because parents want more, they can follow that. Teacher - Principal - Superintendent - Trustee.
3-1-1 - Executive Officer Steve Shaw and Associate Director Carlene Jackson had a meeting with the Municipal Licencing Standards (MLS) and they were given the message - the City doesn't have the resources or capacity to enforce this work. They only enforce on their top 20 parks. They said they could help do some analysis where 311 calls are reporting on and whether or not we need to do some additional efforts ie. putting up signs, etc. to deter people from gathering. It is unlikely there will be people to go and enforce those who are not compliant with the order not to gather. Our staff do not have the ability to ticket, that is the by-law enforcement and they do not have the resources to keep up. We will continue to discuss with the City.
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School/Work Reopening Plans and SurveysA number of TDSB staff are on Committees that are working to explore a number of possible scenarios for re-opening, including staggered schedules for students, the ability to switch between remote and in-person learning, and transportation.
While final direction and health and safety requirements will come from the Ministry of Education, Toronto Public Health and/or other public health agencies, we expect that there will be restrictions in place once schools and administrative buildings reopen. With that in mind, the School/Work Reopening Committee is reviewing a number of key considerations and how those may be addressed and considering a variety of issues in critical areas, including:
- Physical Distancing
- Attendance and Absenteeism – Staff and Student
- Personal Hygiene
- Maintenance/Cleanliness/Facilities
- Personal Protective Equipment (PPE)
- Special Education
- Food Preparation
- Student Transportation
- Child Care, Before- and After-School Programs and EarlyON Centres
- Summer Programming
The Committee is also developing a survey for parents/guardians and a survey for staff to seek input regarding reopening plans so that we have the benefit of insights, ideas and expertise from all groups. While final direction will be provided by the Ministry of Education, Toronto Public Health and/or other public health agencies, the feedback gathered from TDSB staff and parents/guardians will be used in ongoing conversations with provincial agencies when considering return to school planning concerns. Links to the parent/guardian survey and staff survey will be shared via email and social media during the week of June 8 and we look forward to receiving this valuable feedback.
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Anti-Asian Racism amid COVID-19 PandemicRacism, bias, hate and discrimination have no place in the Toronto District School Board or in any of our communities. As the Director of Education and Chair outlined in their recent message, which focused on anti-Black racism, we must continue to work together to dismantle the tools of oppression and white supremacy that are present and deeply-rooted in our everyday systems. Everyone in TDSB has the right to learn and work in places that are free of racism, discrimination and hate.
Anti-Asian racism has been on the rise due to racist stereotypes, misconceptions, and misinformation because the virus originated in Wuhan, China. The Chinese Canadian National Council for Social Justice (CCNC-SJ) recently conducted a Poll to measure how East Asian bias has grown across Canada. These disturbing statistics are indicative of rising racial biases that impact our staff, students and communities. There has been such a rise in discriminatory incidents, that multiple Chinese Canadian organizations have collaborated to create a COVID-19 Racism in Canada Incident Reporting Form to measure how anti-Asian bias has grown.
Reporting Discrimination - If you experience or become aware of anti-Asian racism, or any type of racist or discriminatory behaviour in your school or workplace, please report it to your supervisor or contact the Human Rights Office of the Board at 416-397-3622. For more information about Human Rights at the TDSB please contact the Human Rights Office. TDSB students can also report incidents of racism, discrimination and hate through the Student Safety Line.
Resources
- Staff can access support through the Employee and Family Assistance Program and resources on the Mental Health and Well-being Webpage.
- Centre for Addiction and Mental Health has created a great resource about the rise in discrimination sparked by COVID-19.
- Examples of teaching resources include:
TDSB must be responsive to the needs of our wider community and committed to advancing the understanding of human rights, equity, diversity, and inclusion. We have a duty, and as an organization, we have made a strong commitment towards building the most equitable and inclusive school system possible; the rich diversities that exist in our city demand that of us and they deserve nothing less.
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Student Transportation
While we do not yet know what transportation will look like in the fall, we are committed to keeping parents/guardians informed of all changes and safety practices for the upcoming school year. All parents/guardians with children who take the bus to school are encouraged to sign up for the Student Transportation Parent Portal (https://busplannerweb.torontoschoolbus.org/) to access important information and updates. If you have moved this past year, or plan to move over the summer, please complete the Student Transportation Application form with your new address, and email it to your school and studenttransportationapplications@tdsb.on.ca.
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Delegation Process - Addressing a CommitteeDelegation requests will still be accepted during the closure of all schools and administrative sites at the Toronto District School Board; however, oral delegations to address a committee of the Board will be presented by phone. To submit a delegation request (written or oral), please refer to the information here https://www.tdsb.on.ca/Leadership/Boardroom/Delegations and email delegates@tdsb.on.ca. If your request is approved, further details will be provided to you via email.
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Upcoming Committee Meetings
The Toronto District School Board is committed to developing opportunities for our wider school community to connect and engage in conversations about education issues. Due to the closure of all schools and administration sites at the Toronto District School Board, all standing committee and regular board meetings will be held virtually and broadcasted live to the public. Click here at the start time to view - https://www.tdsb.on.ca/Leadership/Boardroom/Live-Webcast-of-Meetings
Finance, Budget and Enrolment Committee (View Live Cast) Tuesday, June 9, 2020, at 4:30 p.m.
5. Budget Matters
- 5.1 Contract Awards, Facilities
- 5.2 Contract Awards, Operations
- 5.3 Contract Awards: Summer Approval Process
- 5.4 2020-21 Budget Timelines Update and Transition Supports for School Re-opening -
In past years, the Ministry of Education announces revisions to education funding and
the amounts that school boards will receive in the spring of each year. Funding for
education is determined through a set of provincial benchmark costs for the major
components of education operations, as well as the number of students known as the
Grant for Student Needs (GSN).
At this time there is no official notification of a release date for the GSNs. Staff have
developed a revised timeline for the reporting and approval of the 2020-21 Operating
and Capital budget of the Board, based on best information available of an anticipated
release date of the GSN. The latest information available from the Ministry suggests that the release of the GSN funding memorandum will occur sometime between June 5th and June 12th. However no official date has been announced. We have also been told that the detailed technical information which is used to build the Board’s budget will be released shortly after, within two weeks of the release of the GSN funding memorandum. We have been informed that the likely approval deadline for submission of school budget to the
Ministry will be shifted to around August 15, 2020. In conversations school boards have had with Ministry staff, there are no expected significant changes to the GSN other than those released to settlement of collective agreements.
- 5.5 TDSB Budget – Virtual Town Halls - At this point, it is anticipated that the Ministry of Education will release the Grants for Student Needs (GSN) in early/mid June. Should the Ministry follow this timeline, the TDSB’s draft projected financial position, including identification of transitional supports to students and staff during COVID-19, will be presented to FBEC on 7 July. As a result of the closure of schools and cancellation of in-person meetings at the TDSB due to the COVID-19 pandemic, a virtual budget town hall has been scheduled for 8 July to ensure that the community has the opportunity to provide their feedback. Appendix A of this report details the communication plan for the TDSB Budget Virtual Town Halls. Trustees will be provided with a summary of the questions received during the town halls for consideration before voting on the 2020-21 budget.
Committee of the Whole (Special Meeting) (Electronic Meeting) Tuesday, June 9 6:30 p.m. The purpose of this meeting is to provide strategic advice and recommendations to the Board on the continued implementation of services during school closures, creating a successful path to the post-COVID reopening of schools and other potential learnings from the pandemic period.
- 4. Report From the Director of Education (Oral Update)
- 5. Report From the Chair of the Board (Oral Update)
- 6. Report From Representative on the City's Board of Health (Oral Update)
- 7. Report From the Directors on Ontario Public School Boards' Association (Oral Update)
- 8. Report From the Chairs of the Governance and Policy Committee, the Program and School Services Committee, the Finance, Budget and Enrolment Committee (Oral Update)
- 9. Report From Representatives on the Parent Involvement Advisory Committee and the Special Education Advisory Committee (Oral Update)
- 10. Reports From Student Trustees (Oral Update)
- 11. Emergency Motions (to be presented)
- 12. Other Questions, Insights and Advice From Trustees to Staff (to be presented)
Committee of the Whole Wednesday, June 10, 2020, at 4:30 p.m.
- 5.1 OPSBA Directors’ Report (To be presented)
- 6.1 French-as-a-Second Language Recommendations: Interim Report - The review findings provided a comprehensive overview of the Board’s FSL programs, highlighting system successes (e.g., growth in number of French Immersion/Extended French program sites), but also identified challenges in a number of areas. This data was used to inform the approved FSL recommendations, and continue to guide next steps.
The overarching principle guiding the approved FSL recommendations is to provide equitable access to stronger FSL programs by restructuring the Board’s intensive FSL
programs leading to a single program model with two entry points and the elimination of
all other entry points. The streamlining will increase access to an intensive FSL program
for students in the board. It will permit the focus of resources, both material and human,
in order to serve students better, and to strengthen the Core French programming that
serves all students in Gr. 4-9 (and beyond) in TDSB schools who do not choose an
intensive FSL program. The streamlining will also support the following: allow a more
effective deployment of FSL qualified teachers, staff allocation process (i.e., concentrate
staff efforts in two French programs only - Core French and Immersion), school
organizational model, maintain program viability, support teacher retention, and reduce
the need for supplementary French teachers. - 6.2 Profiles of Administrative Sites - The TDSB currently has 13 sites that are almost exclusively used for system and central administrative functions:
four are purpose-built administration centres composed mostly of office and meeting space;
seven are purpose-built maintenance centres and warehouses composed of a variety of spaces such as shops and storage, as well as office space; and t wo are former schools being used as office and meeting space. These profiles will be used in planning space needed for central and system administrators in the post-pandemic work environment.
This information will be used to explore opportunities to achieve efficiencies in administrative operations
- 6.3 The Centre of Excellence for Black Student Achievement - It is recommended:
a) That the establishment of a centre for the success of Black students, as presented in the report, be approved;
b) That costs for implementing the initiative at Part (a) be incorporated in the 2020-
2021 budget development process. - 7.1 Sale of Vaping Products to Teenagers (Trustee Donaldson, on behalf of Student Trustee Deng and Trustee Laskin) - That the Chair write to the Minister of Health to: i. advocate for raising the minimum age to buy vape products containing nicotine from 19 to 21 years; ii. urge vape companies to restrict advertising campaigns that are targeted towards teenagers
- 7.2 Incorporating Genocide Education as Compulsory Learning (Trustees Laskin and Moise) - That the Chair write to the Minister of Education with the following recommendations: a. That the Genocide: Historical and Contemporary Implications (CHG381), Grade 11, Locally Developed Course, be accredited as part of the Ontario Curriculum as a “university” or “mixed” course; b. That, as Genocide education is critical in fighting intolerance, racism and hate, the provincial government look for ways to ensure that Canada’s role in genocide examples are a comprehensive study as part of the mandatory Canadian History since World War I, Grade 10 Academic and Applied course; c. That the province convene a working group of experts to look critically at the Ontario curriculum to:
i. develop a policy framework which will enable students to graduate with a better understanding of human rights, peace, war, critical thinking, historical thinking, racism, etc;
ii. ensure students know their human rights and responsibilities, how to protect those rights, the consequences of indifference and how to take effective action when they or other members of the community experience, hate, racism, and other forms of discrimination and violence, now and in the future; iii. include Genocide education3 as mandatory curriculum in order toaccomplish (i) and (ii) above.
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The Centre of Excellence for Black Student Achievement
More information excerpted from the Report coming to Committee of the Whole referenced above
The work of the Enhancing Equity Task Force (EETF) surfaced systemic barriers that many students are facing in the TDSB and identified the areas of focus including ongoing barriers faced in classrooms and schools by Black students. One of the recommendations was to establish a “Centre of Excellence for Black Student Achievement'' within the TDSB, with a focus on generating solutions, based on evidence, and providing support for Black students and their families.
Some of the Task Force’s recommendations were adopted in the Director’s Response to the Enhancing Equity Task Force Report (Appendix B) and subsequently interpreted through the priorities in the Multi-Year Strategic Plan (MYSP) - Action Plans. Specifically, with the MYSP Action Plans, is the Development of a Strategy for Black Student Achievement and Excellence - in lieu of the creation of a Centre of Excellence for Black Student Achievement. This focused strategy to support Black students is an important and essential component of equity, anti-racism and transforming student learning and is necessary until we are able to make meaningful gains for Black students in the areas of early years, reading, graduation rates, suspensions and expulsions, access to academic programming, and changes to trends in Special Education and to family and community engagement. The Action Plans also committed to providing professional learning in addressing anti-Black racism to staff starting with principals/vice-principals which was directly connected to a recommendation from the EETF Report. Those plans include: Transforming Student Learning: Toward the Excellence in the Education of Black Students in the MYSP outlined actions and commitment to address the following:
- Transforming Learning, Achievement and Well-being – Leadership Development
- Transforming Learning, Achievement and Well-Being – Pathways & Transitions
- Transforming Learning, Achievement and Well-Being – Special Education
- Transforming Learning, Achievement and Well-being-Suspensions and Expulsions
- Transforming Learning, Achievement and Well-Being – Early Years
While specific gains in many areas have been demonstrated in TDSB’s data (Appendix C) in a series of annual reports to the Board of Trustees, the current rate of improvement in closing the achievement gap and enhancing school climate is ultimately insufficient.
Prevalence of Anti-Black Racism - Anti-Black racism is deeply entrenched in Canadian institutions and many attempts to address it have fallen short. There is daily coverage of the persistence of anti-Black racism despite decades of studies and strategies put in place to dismantle it. Anti-Black racism is seen as a root cause of the over-representation of children of Black-African descent in child welfare, higher mortality rates, educational attainment and underemployment as adults.
For Black families, present initiatives and newly developed policies and procedures need to promote faster positive change for the benefit of their children and all children to live in a more just world where everyone’s human rights are respected. Families have a right to expect more from us as educators, allies and aspiring leaders at the forefront of human rights, equity, and anti-racism.
Systemic and individual acts of anti-Black racism have been normalized and are insidious therefore difficult to identify, address and prevent. The prevalence of anti-Black racism in schools has been tracked this year through requests for instructional coaching support from the four K-12 Equity Coaches. Those referrals highlighted that 50% of all requests were tied to anti-Black racism with 88% of these requests occurring within elementary classrooms and schools. In addition, Human Rights Procedure (PR 728) tracks all incidents and the upcoming Human Rights Report will show that anti-Black racism is among one of the most reported incidents in TDSB schools and departments.
While existing plans in the MYSP have been a positive first step in shifting toward antiracist attitudes and pedagogies in specific schools, they are insufficient to uproot such a deeply entrenched form of oppression across the district. It is difficult to change not only the mindset of staff, parents and students and the systems that have been in place for decades that have not changed the educational structures and practices in ways that ensure that all TDSB employees are engaged in preventing, addressing and responding to anti-Black racism. There is no path to racial equity that does not involve a direct confrontation with interpersonal, institutional and structural racism (Gorski, 2017).
A Centre of Excellence for Black Student Achievement - It is vital for children and youth to be supported to see their own brilliance, celebrate their innovations and unique perspectives, value their distinct forms of expression and view themselves as essential contributors to a better Canada. A Centre for Excellence for Black Student Achievement aims to respond to this explicit need in an ongoing educational and community-informed approach to promoting the achievement and wellbeing of Black students. A Centre for Excellence for Black Student Achievement offers a multi-pronged strategy for bringing about meaningful change and sustained change. It would provide a more direct, coordinated and well-resourced approach must be adopted to ensure that systemic transformation is achieved through greater support for impacted individuals, transparency and accountability.
This Centre would be among the first of its kind in Canada in public education within a Kindergarten to Grade 12 district school board - would be a gathering place for people with expertise to collaborate on innovative approaches to promoting Black student success in school. It would offer a forum for developing solutions that are authentic and relevant for Black students, families and staff as well as for staff of all identities. It has the potential for making significant contributions toward transforming professional practice, educational programs, pedagogy and policies in educational institutions and Boards across the province.
A common misconception tied to centres that specifically focus on Black students and communities is that they foster separatism and self-segregation. It is important to recognize that communities of African-descent in Canada are not a monolithic identity of who identifies as Black and why they require a centralized space. In TDSB for example, while 77% of students who identify as Black are born in Canada the Black student population has diverse family/cultural backgrounds that span large regions of the Caribbean, West Africa, East Africa, and Canada (TDSB, 2011). With this in mind, Patton (2006) reminds us that Black students require a space in which to come together to address their common experiences of anti-Black racism.
It is also a misconception that those who hold the title “equity” are the experts and are primarily responsible for tackling system change. Further some may believe this work is most urgent in racialized communities. Nothing could be further from the truth. Tackling anti-Black racism, hate and oppression must be owned by everyone. This Centre holds the potential to be transformative but will not resolve all aspects of the discrimination faced by young people in education.
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Secondary Program Review Interim Report
The Secondary Program Review Interim Report, shared with Trustees in May 2020, highlights the issues, gaps, and needs facing our system that are impacting our ability to support this vision. And, while the report offers some preliminary concepts for discussion, it is not a set of recommendations on school closures or a roadmap to a one size fits all approach to our schools. Using comprehensive and data-rich information, including enrolment and population projections, this report acknowledges where we have been, where we are and where we could go, all while respecting and protecting many of the successful schools and programs that exist right across our system. A Summary Guide has been developed to help navigate the Interim Report. The complex and comprehensive report is divided into four appendices. Click here https://drive.google.com/file/d/1mihLxCilt86nCCEetnEKyw6lvBGvM25W/view.
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School Year Calendar 2020-2021
Pending Ministry Approval
The official school year calendar for the Toronto District School Board runs from September 1 to June 30, inclusive.
First day of classes for all students is September 8, 2020 (please note there is no school for students on September 4)
- The last day of class for elementary students is June 29, 2021
- The last day of class for secondary (full year) students is June 25, 2021
- The last day of class for secondary (semestered) students is June 28, 2021
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