2.1 Staff develop an understanding of how social identity and social location are constructed and impact school and system practices.

• Participating in professional learning opportunities about how social identity and social location are constructed and impact school and system practices.
• Reflecting on how their own social identity and social location inform and influence their work.
• Beginning to co-construct learning, knowledge, and spaces that affirm students’ identities.
• Actively changing their practices to support creating inclusive schools, classrooms and workplaces.

• Engaging in learning about marginalization and its impact, both historically and currently.
• Learning about oppressive structures and practices and the ongoing impact of colonialism on Indigenous communities.
• Using available data including student voice to actively seek information about their marginalized students in order to inform program planning and instructional practice.
• Demonstrating understanding of the importance of knowing their learners through CRRP.

• Participating in professional learning about power and privilege.
• Reflecting on how power, privilege and bias operate in schools and workplaces to advantage some and disadvantage others.
• Reviewing existing policies, programs and practices in order to identify and address inequities.
• Beginning to identify and disrupt barriers to learning (e.g., using the Responding to Discrimination Pocket Guide).

2.4 Senior System Leaders and Trustees develop an understanding of how social identity and social location are constructed and impact school and system practices.

• Engaging in professional learning to develop an understanding of how social identity and social location are constructed and impact school and system practices.

• Acknowledging racism is experienced differently by various racialized groups and within groups along intersectional lines (e.g., gender identity, creed, class, sexual orientation, history of colonization)
• Using an anti-oppressive approach to decision-making.
• Demonstrating increased awareness of experiences of marginalization and existing oppressive educational practices.

• ​Engaging in professional learning about power, privilege, colonialism and anti-oppression within an educational context.
• Considering the ongoing impact of colonialism on Indigenous communities.
• Dismantling existing oppressive practices and structures by using their understanding of how power and privilege operate to create and maintain inequities.
• Engaging in learning about the Two Row Wampum as part of understanding the relationship between settlers and Indigenous communities.
• Reviewing existing Board policies, programs and practices in order to identify and address inequities.

3.1 Implement a Comprehensive Math Program (CMP) reflective of the interconnectedness of the Environment, the Learners and the Learning (BIPSA Math).

• All schools participate in math learning networks which focus on the interconnectedness of the Environment, the Learners and the Learning.

• Math classrooms exhibit the interconnectedness of the Environment, the Learners, and the Learning.
• The physical space is organized to allow students to work together and the learning is designed to promote collaboration and a positive attitude toward math.
• Instruction and assessment practices are informed by students’ identities, lived experiences, needs, and interests.
• Educators design math learning so that problem solving is central to the development of fundamental concepts and skills.
• Educators support conversations with families about math learning using the updated math page on the public site.

3.2 Support educators in using students’ social identities, lived experiences, strengths, needs, and interests to plan, teach and assess within a CMP.

• Learning sessions occur with system leaders and educators to understand how to use students’ social identities, lived experiences, strengths, needs and interests to plan, teach, and assess within a CMP.

• Learning sessions occur with system leaders and educators which include connections between the Ministry’s Fundamentals of Math and a CMP.

• Resources are developed to support educators to better understand and use Understanding Learning Disabilities: How Processing Affects Mathematics Learning.

• A tool is created for schools to collect and use data to support the implementation of a CMP.

• Educators are using students’ social identities, lived experiences, strengths, needs, and interests to plan, teach, and assess within a CMP.