Safe, Equitable and Inclusive Schools Steering Committee (SEISSC)
SEISSC is mandated as an advisory committee through Bill 13 – The Accepting Schools Act as a standing committee of each school board
ROLE AND RESPONSIBILITIES – SEISSC WILL
- Play a significant role in the review of the Equity and Inclusive Education Policy, Bullying Prevention Plan, Mental Health Plan, Equity Plan and Safe Schools Policy
- Bring and receive updates and information from community groups with regard to Safe, Equitable and Inclusive environments in order to advise board plans and policies
- Respond to the needs of all students to ensure a safe, equitable and inclusive school environment
- Use WHY (previous Climate Survey) and diversity data to identify needs and desired outcomes with regard to Safe, Equitable and Inclusive school environments
- Acquire and maintain a knowledge of the needs of all groups as it relates to a safe, equitable and inclusive school environment
- Inform the community association/agencies and members about SEISSC activities/information
- Provide input to the chair for the SEISSC agenda
- The SEISSC will meet four times a year at the beginning of each of the following months (October, January, April, June)
- Meetings may be called by the Chair between these times, as required by matters that arise within the community
MEMBERSHIP OF SEISSC
- Members are appointed by the Trustees for a 4-year term and are formed every 4 years, to coincide with the terms of the Board of Trustees
- When selecting members for the SEISSC Committee every effort will be made to ensure that the Board’s geographical diversity is equitably represented
- 2 Trustees
- 1 Student Trustee
- Representatives from community associations/agencies serving the UGDSB region
- 1 representative from each of the First Nations Metis Inuit Advisory Committee, Parent Involvement Committee and Special Education Advisory Committee
- Board personnel – Equity Lead, First Nation Metis Inuit Lead, Mental Health Lead
- Superintendent with Equity and Inclusion portfolio or Designate
- Other staff as deemed appropriate based on the topics being covered in each meeting, additional staff expertise will be included as required
- Administrative support (preparation of agendas, minutes, reports)
Rights that recognize the dignity and worth of every person, and provide for equal rights and opportunities without discrimination, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status, or disability, as set out in the Ontario Human Rights Code, or other similar factors.
The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status.
A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences.
Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.
An obligation under the Ontario Human Rights Code to provide reasonable accommodation for students and employees who wish to observe the tenets or practices of their faith, as well as for those who wish not to participate in any form of religious observance.
Ontario Human Rights Code (“the Code”)
A provincial law that gives everyone equal rights and opportunities, without discrimination, in specific areas such as education, jobs, housing, and services. The goal of the Code is to address and ultimately prevent discrimination and harassment. (Available at www.ohrc.on.ca).
Duty to Accommodate
The legal obligation that school boards, employers, unions, and service providers have under the Ontario Human Rights Code to take measures that enable people to benefit from and take part in the provision of services equally and to participate equally and perform to the best of their ability in the workplace or an educational setting. (Refer to www.ohrc.on.ca).