Inclusive Curriculum and Assessment Practices

Area of Focus 4

Goal

 

As an administrator I review existing resources to ensure bias-free, anti-discriminatory and inclusive material which represents and honours  all aspects of diversity.

As an administrator I review existing structures and strategies related to instruction, assessment and evaluation to ensure they are bias-free, anti-discriminatory and inclusive in nature.

Intended Outcome

 

An inclusive school community is committed to implementing inclusive curriculum by reviewing resources, instruction and assessment and evaluation practices in order to identify and address discriminatory biases and maximize student well-being and achievement.

First Phase : Emerging Practice

Indicator

The administrator :

  • conducts a review of current curriculum resources (e.g. text books, library materials, assessments, course content, e-resources, book fairs) for bias and the dignity of the person;

  • conducts a regular review of data, both formal and informal,  with an equity lens (e.g. classroom management strategies, office referrals, student groupings, student engagement, safe schools data, EQAO).

Second Phase : Embedded Practice

Goal

As an administrator I establish structures (e.g. school teams, rubrics, checklists) by which staff review existing resources and standards are established for the purchase or access of new resources.


As an administrator I establish structures (e.g. school teams, rubrics, checklists) and encourage staff to examine their own instruction, assessment and evaluation to ensure they are bias-free, anti-discriminatory and inclusive in nature.

Indicator

The administrator, with consultation from the school team and the community:

  • encourages open, ongoing and reciprocal communication with community members (e.g. surveys, feedback, exit tickets, invitations to participate);

  • provides opportunities for community members to participate in the review of practices and acquisition of resources (e.g. curriculum nights for this specific purpose).

Third phase : Integration and Renewal

Goal

The  inclusive school community has established, accessible structures in place for all members of the school community to review, audit and provide input related to the acquisition and use of inclusive resources.


The  inclusive school community has established, accessible structures in place for members of broader community to review, audit and provide input related to bias-free, anti-discriminatory and inclusive instruction, assessment and evaluation practices.

Indicator

The administrator, with consultation from the school team :

  • makes use of a variety of  resources (diverse school teams, rubrics, checklists) to review  materials;

 

  • advocates for required programs and resources at a local and board level (e.g. non-classroom staff input i.e. teacher librarian, Special Education staff, students, leadership team).

Resources
Promising Practice

1. Staff collaborates with students and community members to regularly review curriculum resources and practices in order to ensure that they are inclusive and equitable in nature and content.

 

2. All students participate in sacrament preparation at the elementary school level.

Reflective Questions
Ontario Leadership Framework (OLF)

Alignment with the Ontario Leadership Framework (OLF) :

  1. Improving the Instructional Program (Providing instructional support);

  2. Securing Accountability (Building staff members’ sense of internal accountability);

  3. Personal Leadership Resources (Knowledge about classroom conditions with direct effects on student learning).

 
 
 
 
 
 
 
 

4.1 In what ways are the voices, stories, cultures, and histories of our students, families, and communities included in our classrooms, curriculum, learning materials, groupings, displays, and resources?

4.2 Do we review our assessment and evaluation policies and practices regularly, using an EIE lens, to help us address any biases that may limit student success?

4.5 How do we know that we have created a culture of high expectations to support the achievement and well-being of all students and to reduce gaps in student achievement?

4.4 Do we effectively consider our school’s diversity in the planning of co-curricular and extracurricular activities?

4.6 Do we effectively consider our school’s diversity in the planning of co-curricular and extracurricular activities?

4.3 How effectively do we identify and address barriers that prevent some students from fully participating in class or school activities, or from completing class assignments (e.g., Are we regularly assessing the need for accommodations and modifications)?

© 2017 CRRIDEC