b'STRATEGIC GOAL 1.1STRATEGIC GOAL 1.2 STRATEGIC GOAL 1.3All learners will demonstrate a thoroughAll staff will recognize their collective capacityAll parents/guardians will demonstrateunderstanding of equity and inclusionto strengthen practices of equity andsupport for Strategic Priority 1 and contribute through a strong sense of connectedness toinclusion that can be achieved through ato a culture of equity and inclusion in LRSD. peers, staff and community.strong sense of connectedness to their We will achieve this by: We will achieve this by: learners, peers, families and community. We will achieve this by: sharing and promoting Strategic Priority 1 with knowing and valuing the story of each learner,the community to gain their understanding and family and community; ensuring staff are a part of a collective responsesupport;reducing the impact of factors such as complexthat guarantees each learner and family knowensuring all parents/guardians are welcomed as poverty, racism, prejudice, and physical andthey have a person in their school who will advo- partners in classrooms, schools, and LRSD;mental health challenges on learning and cate for them; involving parents/guardians in a collective and well-becoming; involving staff in a collective and systemic effort tosystemic effort to reduce the impact of factors implementing the Truth and Reconciliationreduce the impact of factors such as complex pov- such as complex poverty, racism, prejudice, and Commission of Canadas (TRC) Calls to Action (i.e.,erty, racism, prejudice, and physical and mentalphysical and mental health challenges on learning Indigenous languages, treaty education, andhealth challenges on learning and well-becoming; and well-becoming.closing the gaps for Indigenous learners); ensuring all staff sees they are reflected and have ensuring every learner sees a place for themselvesa place in classrooms, schools, and LRSD;in classrooms, schools, and LRSD; building capacity and co-creating the strategies allocating opportunities and resources in waysto implement the TRCs Calls to Action such as that recognize local and personal strengths andcontinuing the development of the K-3 Ojibwe needs; language program, including Indigenous perspec-eliminating the learning gaps related to socio-tives in curriculum, treaty education throughout economic status, race, ethnicity and gender. K-12 and learning cohorts we call ECHO in all high schools;strengthening the principles of equity and inclu-sion such as responsive tiered instruction, the Circle of Courage, and Universal Design into our collective practice;co-creating systemic strategies to eliminate the learning gaps related to socio-economic status, race, ethnicity and gender.13'