HomeMy WebLinkAbout6.2 Equity Assessment Tool for Policies and ProceduresEQUITY ASSESSMENT TOOL FOR POLICIES AND PROCEDURES
All policies and procedures will be planned,reviewed,and developed using this Equity
Assessment Tool (EAT)to uphold our commitment to Indigenous Rights,Human Rights,and
Equity in order to expunge all forms of discrimination and inequity from OCDSB policies and
procedures1.This tool allows for a shared and harmonized assessment of equity and diversity
among staff in the OCDSB,and thus,aids in improving capacity for the identification and
removal of inequities and systemic barriers faced by diverse and historically or currently
marginalized individuals and communities.It is important to note that equity work cannot be
reduced to just one tool,and requires us to consistently question and understand the specific
ways inequity plays out in our context,to engage in praxis —the integration of constant
reflection and action —and to engage in a continuous cycle of learning.
WHEN DO I USE THE EQUITY ASSESSMENT TOOL?
●As early as possible when developing a new policy/procedure,or conversely,when
revising an existing policy/procedure;and
●Throughout the life-cycle of the policy/procedure development,implementation and
review process.
BEST-PRACTICE STEPS FOR USING THE EQUITY ASSESSMENT TOOL
●Collect and analyze relevant research,existing policies,and demographic data;
●Consult with affected marginalized and vulnerable groups to identify needs,barriers and
root causes of inequity,where deemed appropriate;
●Consider approaches to addressing systemic barriers and inequities,while meeting the
identified needs emergent from the policy/procedure;
●Consult additional resources (academic,financial,organizational,etc.)to contribute to
equity-informed considerations and assessment;
●Identify,analyze,and address the actual or potential impacts that the policy/procedure
may have on vulnerable groups that were historically and/or are currently marginalized;
●Make recommendations to eliminate adverse impacts and to enhance the positive
impacts of the policy/procedure;and
●Submit tool to __________________with the associated policy/procedure.
Guiding Questions:
1.Who is not included in the work you do?
2.What could contribute to this exclusion?
3.What can you do differently to ensure inclusion?
1 See the Board’s Human Rights Policy for the terms and definitions used in this Equity Assessment Tool.
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POLICY/PROCEDURE TITLE:[INSERT TITLE HERE]
STEP 1:
Identify which demographics are impacted by this policy/procedure
Persons impacted by policy/procedure due to:
Persons are impacted:
Positively Negatively
Age (e.g.,children,youth,seniors)
Race,Ancestry,Ethnicity,Culture,Place of Origin
Indigenous Ancestry (First Nations,Inuit,Métis)
Nationality,Citizenship,Immigration Status
Disability (e.g.,persons with physical,mental,cognitive,auditory,
visual,addiction,psychological disabilities or disorders,etc.)
Creed Beliefs (e.g.,Muslim,Jewish,Christian,Hindu,Buddhist,
Indigenous,Spirituality,etc.)
Sexual Orientation (e.g.,gay,lesbian,queer,two-spirit,bisexual,
pansexual,demisexual,asexual,etc.)
Language (e.g.,persons whose first language is not English or
French,persons who use ASL or have varying literacy levels)
Gender Identity,Gender Expression (e.g.,female,transgender,
non-binary,gender fluid,gender-queer,etc.)
Socioeconomic Status (e.g.,low income,precarious
employment,housing or residing in priority neighbourhoods,etc.)
Family Status and Marital Status (e.g.,single parent,childcare,
adoption,foster parents,diverse families,breastfeeding,
maternity leaves,etc.)
Body Image (e.g.,body size,appearance,body art,etc.)
Other:_____________________________________________
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STEP 2:
Describe the potential negative impact(s)on the demographics identified above.Please
provide as much detail as possible in your assessment and consider existing policies
and procedures to inform your approach to the assessment.Consider which human,
structural,and financial resources are required to address equity and inclusion in the
implementation of this policy/procedure:
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STEP 3:
What practical steps have been taken to assess and address the identified potential
impact(s)of the policy/procedure?
Conducted consultations
Internal consultations
External consultations
Reviewed complaint/concern history
Conducted quantitative/qualitative research:
Compared other jurisdictions
Identified current barriers,biases,and service gaps
Conducted literature review
Obtained feedback and assessment from OCDSB staff
Conducted self-assessment (considered and interrogated personal biases)
Obtained input from members of diverse and disenfranchised groups and communities
Other ____________________________________
Please explain in further detail what steps were taken to assess and address the potential
impact(s)of the policy/procedure.How early were affected groups consulted?What
unanticipated adverse impacts emerged and how were they resolved and/or mitigated?
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STEP 4:
In the box below,please explain:(1)what changes or recommendations are being
suggested to mitigate against the potential negative impacts or unintended
consequences of the policy/procedure;and (2)what changes or recommendations are
being suggested to enhance the positive impacts of the policy/procedure.
As applicable,consult with and receive equity feedback from appropriate groups/individuals
to determine recommendations and considerations for the policy/procedure:
Human Rights and Equity Advisor
Superintendent(s)of Instruction Responsible for Equity and/or Indigenous Education
Special Education/Learning Support Services Department
General Counsel
Indigenous Education Council (IEC)
Advisory Committee on Equity (ACE)
Special Education Advisory Committee (SEAC)
Multi-Liaison Cultural Officer (MLOs)
Instructional Coaches and Support Coordinators (e.g.Equity Coach,Indigenous
Support Coordinator,Trans and Gender Diverse Student Support Coordinator,etc.)
Student Senate and Student Groups (e.g.,Original Voices,Black Youth Forum,
Rainbow Youth Forum)
Community Support Workers
Other applicable staff/departments___________________________
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