Equity Framework Usage Examples

• Big Brothers Big Sisters Toronto (BBBST) is working with children, families, and staff to collect information on 23 indicators of Adverse Childhood Experiences (ACEs) among their service users.
• ACEs scores of 3-5 are used as an indicator of children who have experienced adversity and cumulative ACEs are intreprated to mean that more support is needed.
• ACEs information is used to guide resource allocation in their programs. For example, children with five or more ACEs are provided with additional support, and caseworkers are granted more space on their caseloads for clients with higher ACEs scores.
• ACES are used to prioritize matching of children and mentors, matches are based on shared lived experiences.
• As matches progress, developmental relationships are measured, from the perspective of both the child and the mentor.
• BBBST expanded the original list of ACEs to reflect experiences of racialized communities. Additional questions were added based on a review of reasons clients were entering the program.

Levels of Action
• This example aligns at multiple levels. At the individual level, BBBST works with parents and caregivers as equal partners, sharing power and responsibility, in supporting the development of their child. Parents and caregivers are considered part of the program, including collecting ACEs information from parents and working to integrate an understanding of intergenerational trauma in their programming.
• At the program and service level, ACEs information is employed in the priorization and matching process.
• At the community level, BBBST is doing research to understand challenges within neighbourhoods and is engaging with partners in the North West region of Toronto, including Rexdale.
• At the systems level, BBBST takes a leadership role in discussing the importance of ACEs in spaces such as the Toronto Child & Family Network.

Intentional Practices: Building Relationships
• sharing power, expressing care, and increases in developmental assets.
• Relationship building is reflected through the long-term model of the BBBST program, children and engaged in programing, on average, for three years. The benefits of having a constant adult involved in children’s lives for 3-5 years is considered central to mitigating the impacts of trauma.
• Building relationships is also reflected in the effects of mentoring, long-term, on mentees. For example, many reach adulthood and want to mentor a little. A lot of people in the program were formally littles and then go on to become mentors.

Intentional Practices: Listening & Learning
• There are many avenues for listening and learning.
• BBBST supports children in their programs to share experiences and speak for themselves.
• Through yearly surveys, child development is measure in terms of developmental relationships.
• In addition, BBBST take an approach which features collaboration with organizations that fully surround the child throughout the lifespan, including building relationships with organizations that serve youth 16 years of age and older.
• From a child-centred approach, children are engaged on a regular basis and can seek support from caseworkers or parents.
• Children speak to caseworkers every 12 months.
• BBBST also incldes an model to address intergenerational social isolation through a mentor-mentee-senior matching which exemplifies listening and learning no matter the age.

Intentional Practices: Responsiveness
• Responsiveness is reflected through a child-centred and trauma-informted approach to programming, evaluation, and planning.
• BBBST is responsive to the impacts of COVID-19, the needs of 2SLGBTQ+ communities, and addressing anti-Black racism.
• In addition, responsiveness to the needs of mentors is crucial, ensuring that “bigs” are well- equipped and provided with supports is achieved through maintaining open lines of communication with caseworkers.
• BBBST is intentional about meeintg communities where they are at, including being mindful of historic investments and engagement in neighbourhoods such as Jane and Finch.

Intentional Practices: Taking Action
• BBBST is taking action through a decentralization strategy to ensure their offices are located in communities across the city.
• Regarding research in Rexdale, BBBST has been intentional about hiring people from the community to do research in the community.

Spotlight Event: Ways to Enhance Community Safety (October 12, 2022)

• Surrey Place is a not-for-profit organization that serves people of all ages with developmental disabilities, autism spectrum disorder and visual impairments in the Toronto region and Northwestern Ontario. We offer integrated services and inclusive support in a safe and welcoming environment. Our approach is family-based, which centres the interests and care of our clients, families, and caregivers by teaching them skills. We strive to ensure the greatest access to services and support our clients in navigating the health care system. Surrey Place helps people learn new skills, gain self-confidence, and reach their full potential. 

• The Community, Partnership and Innovation (CPI) Department at Surrey Place hosted a virtual spotlight event on Community Safety in October 2022. The session was part of the Spotlight Series put on by CPI, which is designed to raise awareness and build knowledge about the lived experiences of people with physical, emotional, or culturally diverse characteristics.

• This free community forum was developed in collaboration with SMILE Canada and the Community Partnership and Engagement Unit (CPEU) of the Toronto Police Service, to gain a better understanding of community safety needs from a culturally sensitive perspective.

• Neurodiverse individuals, their families and caregivers experience daily challenges in keeping themselves safe when navigating their local and surrounding communities. Professionals, community members, people with intellectual and developmental disabilities, family members and caregivers came together to gain a better understanding of community safety needs and to advocate for culturally sensitive supports. The discussion centered around barriers to personal safety and strategies to build trust and enhance safety. Members of the audience engaged in dialogue with panelists t o develop practical solutions to improve community safety through knowledge exchange.

Levels of Action: Program and community levels

• This example reflects collaboration between Surrey Place and our two partners.

• At the program level, the Spotlight Series is an initiative of the CPI Department at Surrey Place, and it helps to fulfill the department’s strategic goal of raising awareness and building knowledge about people who have lived experiences with various disparities.

• At the community level, the voices of stakeholders from each of the agencies that partnered with the CPI Department to put on the Community Safety spotlight event were included at all levels throughout the co-creation process, which highlighted personal stories and recounted client experiences (including challenges in keeping themselves safe).

• Smile Canada Support Services is a charity dedicated to supporting racialized children and youth with disabilities and their families. SMILE’s focus area is working with diverse Muslim communities including refugee and new immigrant families.

• The CPEU of the Toronto Police Service is divided into three sections, including 1) Community Engagement, 2) Neighbourhood Policing, and 3) Community Services. The CPEU oversees the Youth in Policing Initiative and the Law Enforcement Torch Run in support of Special Olympics Ontario. The Unit continuously works on developing, enhancing and maintaining constructive community partnerships.

Intentional Practices: Building Relationships
• This event highlighted the resilience of the clients, families and caregivers served by Surrey Place and the partnering organizations. In addition, Surrey Place built trust across agencies during our planning meetings to determine the flow and content of the session.

Intentional Practices: Listening & Learning
• This example reflects listening and learning, primarily through engagement. Hearing about the lived experiences of clients and their families or caregivers from the representatives at SMILE Canada was an important part of the co-creation process to decide on the structure and content of the event.

• These powerful stories shaped how the session was delivered. In addition, the strategies and resources provided by the CPEU to keep the public safe were helpful, impactful, and new to many of the event organizers and participants.

Intentional Practices: Responsiveness

• An interactive platform was used to host the virtual event, the panelists were able to provide and disseminate information and resources to the audience in real-time (e.g., by using the chat function to post links).

• Participants had the opportunity to interact with panelists and each other during the question-and-answer period, which contributed to a rich and engaging discussion and fostered in-the-moment connections. The Community Safety session also created networking opportunities for everyone involved.

• The audience was given the opportunity to provide feedback on the session and future presentation topics both during the 90-minute event and via a post-event survey.

• A short debriefing meeting was held for all panelists immediately after the session was completed, to provide the opportunity to share reflections on the event and discuss possible next steps.

Intentional Practices: Taking Action
• The Community Safety event is the first in a series of quarterly meetings for the Spotlight Series. Each session shares new and relevant information, with the term ‘safety’ for example being explored in connection to Black mental health, and Indigenous peoples, where safety and trust are key areas of discussion.

A social story is a learning tool that describes a new experience or a specific situation. TPL’s Social Story project aims to increase visibility and collaboration with children with disabilities and their families by addressing the following goals and objectives:

• Designing and publishing a social story that captures the experiences of children with various disabilities using the library to familiarize children with the experience before their own visit.
• Making the social story accessible in multiple formats and applying the accessibility lens to the design, formatting, and images of the story in order to render it as accessible as possible for multiple readers.
• A dedicated webpage for the Social Story was created for customers with links to the various accessible formats. tpl.ca/socialstory
• A print copy of the story is available for free upon request at all TPL branches across the city. Branches also have a reference copy of the story for staff to use in programming and outreach.
• A promotional poster was created for display in branches to promote the resource to families in the community. The poster has a QR code for customers to scan that directs them to the webpage.
• TPL’s social media channels, such as Facebook, were utilized as part of the promotional efforts.
• Fostering connections with both users and non-user families of children with disabilities, as well as the local agencies serving these individuals.

Levels of Action
• This examples fits at multiple levels.
• Individual and Community Levels:
• At the individual and community levels, the project included interactive consultation sessions with children, families and caregivers and service providers.
• Programs & Services:
• The project team worked collaboratively with internal stakeholders including staff from the multiple divisions and departments including Communications, Programming and Customer Engagement, Children’s Services, Information Technology Services, Accessibility Services and Collections.
• System:
• At the systems level, the project supports the City of Toronto’s Multi-Year Accessibility Plan, which “outlines goals and initiatives that reaffirm the City’s commitment to creating an accessible City and advancing efforts in building an equitable and inclusive society that values the contributions of people with disabilities.”
• It also supports the City of Toronto Children’s Services Service Plan to plan and deliver “early learning and child care services in Toronto”
• It also supports the City of Toronto Vision Statement on Access, Equity and Diversity “The City recognizes the dignity and worth of all people by equitably treating communities and employees, fairly providing services, by consulting with communities and making sure everyone can participate in decision-making.”

Intentional Practices: Building Relationships
• Yes, the consultations helped to raise awareness of relevant library services and helped to build relationships with families and agencies.

Intentional Practices: Listening & Learning
• Yes, the TPL Social Story project heavily featured listening and learning via consultation. These included consultation with:
• Partner agencies to identify the specific needs of their clients and provide feedback on the content and structure of the draft story. Agencies were invited to an interactive focus group held at S. Walter Stewart Branch to provide their feedback.
• TPL’s Children Services Committee, School Outreach Committee, and the Accessibility Services for Children Work Group.
• Participants at the Holland Bloorview Hospital Community Information Fair to learn about the library experiences of children with disabilities and their families. The TPL team led a story time program and craft activity for the families.
• Children and families including interactive virtual interviews. These sessions provided valuable feedback on the social story draft as well as library services in general. Virtual sign language interpretation and live captioning were provided as needed. Feedback received about the library was passed on to relevant stakeholders and service owners in order to improve library services.

Intentional Practices: Responsiveness
• Yes, members of the Accessible Services for Children work group were inspired to submit a proposal to develop a social story in response to hearing from parents and caregivers of children with disabilities and those who are Deaf, that they often do not feel welcome in the library and do not feel represented in library promotional materials.
• A design thinking approach was used in the development of the library social story, which involved interactive consultation sessions with children, families and caregivers and service providers.
• The project also included investigation and prioritization of accessible, digital formats for the social story. In turn, it is available in variety of accessible formats including: accessible pdf, ePub, eBraille, video with audio description and video with American Sign Language.

Intentional Practices: Taking Action
• Yes, this project reflects action on increasing disability representation in media and images included in the Social Story.
• The project also represents taking action via staff engagement. TPL’s Social Story was one of the successful submissions in the 2019 City Librarian’s Innovation Challenge callout. Staff whose ideas were chosen were provided with funding, time, and manager and staff mentors to support the development of their project. In turn, TPL’s Social Story became a staff-led innovation project.
• The social story is now available in numerous accessible formats including accessible pdf, epub, video with American Sign Language and electronic braille which launched in March 2022. The formats are live on TPL’s Ready for Reading website. A print version of the story is in progress with the goal to have copies available for families to pick-up free at any TPL branch in 2023.

• Mothercraft has developed and committed to comprehensive Diversity, Equity and Inclusion and Truth & Reconciliation Plans.
• As part of these plans, they have begun a process for annual collection of sociodemographic data. This data is being factored in to how their organization approaches diversity, equity, and inclusion (DEI) work as well as expansion planning.
• Questions are voluntary and have been based on the City of Toronto’s Data for Equity questionnaire as well as consultation with evaluation, DEI and Truth & Reconciliation experts.
• In addition to sociodemographic data, Mothercraft also surveys services users and staff on quality indicators including belonging, well-being, and relationships.

Levels of Action
• This example fits at multiple levels including the Individual; Program and service; and Community levels.
• This work includes connecting with individual staff and service users, ongoing engagement of community experts and individuals with lived experience analysis, and understanding of demographic profile of the communities in which Mothercraft operates or are considering operating in.

Intentional Practices: Building Relationships
• Part of process includes building relationships with DEI subject matter experts and Indigenous partners to co-develop the DEI and Truth & Reconciliation Plans.
• Mothercraft is also pursuing professional learning on how to collect information in a safe and equity informed way.
• The approach features building relationships with staff and service users with lived experience from equity-deserving groups for feedback on the survey process, participation of Advisory Councils, and through qualitative interviews.
• Part of building relationships includes sharing back results with respondents (staff and service users) and providing regular updates to all Advisory Council members and staff.

Intentional Practices: Listening & Learning
• The process includes listening to socio-demographic data collection experts and learnings from research, and developing survey questions and process accordingly.
• Plans were developed, in part, based on learning from the baseline survey results of staff and service users
• Mothercraft is also taking on ongoing research and data collection to deepen existing understanding and monitor new staff and service user needs and barriers.

Intentional Practices: Responsiveness
• Being responsive includes ongoing evaluation and reflection on the results of sociodemographic data collection in order to build capacity to continually respond to survey findings.
• Mothercraft practices responsiveness in this process through collecting feedback on how to improve surveys.
• This process also features regular updating, and annual reporting on progress to staff, clients and the Board with opportunities to ask questions and provide feedback.

Intentional Practices: Taking Action
• Part of taking action is allocating financial resources for ongoing staff, expert and client engagement and data collection activities in annual budget.
• Taking action also includes identifying relevant training and sharing with all staff
• Using data from this process to practice evidence-informed decision-making around where resources are allocated to ensure that inclusivity and reconciliation become part of the overall culture and work of Mothercraft.
• This data will drive actions towards focus groups with staff and service users, interviews, as well as efforts to expand to underserved communities, and tailoring services to community.
• Taking action is also about building a continuous learning culture to enable Mothercraft to understand their service users and the gaps in an ongoing way.

• Glitterbug is a unique mobile program that works with EarlyON Centres across Toronto to promote inclusion and affirmation of gender and sexual diversity among children and families.
• The Glitterbug team conducts outreach to different EarlyON Centres across all four quadrants of Toronto, to work with them in improving inclusive programming.
• The program combines an understanding of 2SLGBTQ+ inclusion with a play-based learning approach (i.e. interactive circle time, field trips, etc.) for children and families to develop a broader understanding of inclusion at EarlyON Centres across the city and in the early years sector.
• Programs and Services offered include:
• 2SLGBTQ+-affirming interactive workshops for parents, caregivers and guardians.
• 2SLGBTQ+-affirming drop-in programming to support queer, trans and 2Spirit inclusion.
• Designated programming for 2SLGBTQ+ families
• Special events and pop-up visits
• Resources (Proud to Be Me – The 519, Elise Gravel, Education and Training – The 519
• The team is mindful of existing barriers and challenges for the program including discomfort, uncertainty, and lack of knowledge around 2SLGBTQ+ children, families, and issues.
• Glitterbug serves children 0-6 years of age, and after aging out of Glitterbug, participants can move up to programming for youths from 6-9 (Kids Action and Arts Space), 10-14 (Youth Action and Arts Space), 14 years+ (Trans Youth Mentorship Program), 16 years+ (Building Power Advocacy)

Levels of Action
Individual, Program and Service, and Community Levels:
• Glitterbug includes and reflects on Land and African Ancestral Acknowledgements in programming.
• Glitterbug implements land-based practices focusing on Indigenous Reconciliation.
• Collaborates with TDSB EarlyON’s on their mandate as well as The 519’s commitment to the health, happiness, and full participation of 2SLGBTQ+ communities in Toronto and beyond.
• Supporting inclusion through the Proud to be Me Campaign:
• Developed for EarlyON centres across the city, child-care environments, schools, and any space accessed by children and families.
• The campaign reminds everyone in those spaces of the diversity that exists among children, young people, and their families, and of the celebration this diversity deserves.
• Attempts to capture unique interests, personalities and perspectives that make kids who they are, and to create spaces where kids are proud to be their true selves. (Proud To Be campaign posters (Proud to Be Me – The 519),
• Encourages to be proud of themselves and meeting folks where they are at and using strength-based practices to develop a sense of self, community and self-esteem.
i.e, Being proud of your community, being proud of your family, being proud of yourself.

Community
• Glitterbug programming engages families and children together, and show that 2SLGBTQ+ communities are here and proud, for example:
• Partnering with 2SLGBTQ+ artists and BIPOC artists to share their talents and gifts.
• Programs that support healing together as a community
• Programming for different age groups and targeted to different cultural needs/norms

Intentional Practices: Building Relationships
• Glitterbug reflects relationship building through collaboration in various EarlyON’s in the four quadrants of the city.
• Through visiting EarlyON’s in the four quadrants of the city doing pop-up visits (based on the needs of the agency), workshops, circle times, resources, and providing new ways of incorporating best practices in creating 2SLGBTQ+ affirming environments. Through these visits, Glitterbug creates and forms relationships with families and their children.

Intentional Practices: Listening & Learning
• The 519 focuses on being observant, and reflective of practices and programs within their organization through receiving thoughts, concerns and feedback from participants. In turn, Glitterbug is working on developing an FAQ to support provide answers to commonly asked questions and furthering development of programs on education and training.
• Hoping to have all communications resources in one space for participants, including resources that provide information on the 2SLGBTQ+ community, and children + family in relation to this.

Intentional Practices: Responsiveness
• The Glitterbug team is very intentional about the way that work is done. The 519 works with students, who are always working on projects and making contributions to the program. This supports development of the community and safety. The 519 also works a lot with volunteers.
• The team is responsive to the needs to early years staff and families and puts effort towards normalizing asking questions and overcoming hesitation in asking questions.
• This is a model for any child care space focused on being responsive to the needs of a specific community
• With 53 sessions and 1543 participants to date in 2023, Glitterbug continues to partner with new EarlyON’s annually. Based on agency needs and requests, Glitterbug provides programming and services. Families that meet Glitterbug team follow Glitterbug from EarlyON to EarlyON.

Intentional Practices: Taking Action
• We use lived experience of folks to guide the programming and resources. We are responsive to community, and to the trends that are happening in the 2SLGBTQ+ community, such as violence towards drag queens and providing resources about transitioning.
• Glitterbug works directly with partners involved in developing programming for community, by community. Action is taken at all levels in creating a safe space, promoting inclusion and affirmation of gender and sexual diversity, and doing so via play-based learning with action on the ground.

The purpose of the Parent Advisory Council (PAC) is to provide advice to the Community Programs management team about current and potential programs and services; policy and protocols; and assist with outreach, promotion and fundraising.
• The PAC provides an opportunity for parents to contribute in a meaningful way and helps Macaulay deliver a more equitable approach to programming, identify service gaps, and recommend programs and activities to meet the needs of children and families served by Macaulay.
• Board members support this approach and the PAC is co-facilitated by two board members who are also Macaulay service recipients.
• Families are eligible to receive child minding, transportation and meals to support their participation on the PAC, and a small honorarium for attending meetings to acknowledge and honour their expertise and commitment to the PAC.

Levels of Action
• Individual; Program and Service; Community Levels, and potentially System level as we explore expansion into new areas.
• The process is about supporting agency and empowerment for families. The impacts span to programs and services, and community levels since the group also advises on current and potential future programming, policies, protocols, community outreach, and fundraising initiatives.

Intentional Practices: Building Relationships
• Outreach and engagement with Macaulay families, in-depth orientation, ongoing education about current programs and services, intentional strategy to build strong positive and respectful relationship between PAC members and between PAC and Macaulay staff.
• Reciprocity is reflected by PAC parents understanding that their voice and their ideas will result in a specific change. In fact, the meeting agenda includes a standard item entitled “We Heard You”, where staff report back on how PAC ideas and suggestions have been and will be incorporated in programs, services, and community outreach.
• PAC is also focused on families getting value for participating, for example, in addition to receiving an honourarium for each meeting attended, parents are able to add this experience to their resume in terms of volunteer work, providing a great learning opportunity.
• Parents are entrusting Macaulay with their lived experience and advice, trusting the agency to bring that back and make change in programs.
• This approach includes working with staff who have relationships with families, raising their awareness of the PAC, and in turn, outreaching with families.
• The process also reflects long-standing relationships with families whose children may have graduated, and are no longer receiving services, but can bring their passion and perspectives on Macaulay’s programs and services to the PAC, and has a particular relevance as we plan to expand our service to older children and their families.

Intentional Practices: Listening & Learning
• The majority of each PAC meeting involves one to two brainstorming sessions where PAC members are tasked with generating ideas for specific areas of program growth and community outreach.
• Part of this work is recognizing and believing parents are the experts in care and decision-making for their children.
• Engagement includes community outreach and fundraising. Families on the PAC connect within their communities, families, colleagues, to hear from others and bring that back to their role on the PAC, amplifying these voices.

Intentional Practices: Responsiveness
• PAC members determine meeting frequency, modality (in person and virtual), day, and time of the meetings.
• Macaulay staff create outreach and fundraising opportunities for interested PAC members.
• Macaulay front line staff rotate through the meetings to explain their program, solicit feedback from the PAC about current programs and ideas for future programming, and then report back on how the feedback is and will be incorporated into the program.
• The approach is also responsive to the fact that different programs will feel change in different ways, some programs can make changes more quickly than others.
• PAC reviewed their terms of reference and decided to expand the membership from 12 to 15 people, which is a reflection of the value the members see in participating in the PAC

Intentional Practices: Taking Action
• The entire approach is about taking collaborative action by being able to get down on the ground floor and work with families. This reflects collaboration with families from different programs that wouldn’t have otherwise gotten together being able to hear each other’s voices.
• PAC is action oriented, and has contributed significantly to the work of Macaulay since its inception.
• Macaulay makes a relatively small financial investment to support the PAC, and we believe this is an important investment that provides excellent value for money.