As per course, 

Reflect on the decision making within your classroom, school, and system with respect to reporting on Learning Skills and streaming from Grade 8 to Secondary. What potential biases, mindsets, and cultural norms inform these decision-making processes? As a Principal, how might you disrupt these processes, mindsets, and norms? Describe actions you would take.

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As per discussion,

I have noticed that in the past, here at the current school I am working at, that there was a sort of streaming occuring, however (I feel), it may have been due to the 3 different programs that students enter my classroom (ENG4U/ENG3U/PPL3O) from. We have the dual-credit program (students who will recieve a diploma from China and Canada-Ontario), AP based students who will often be much higher performing academically and finally, the CIS students who will be graduating with their OSSD (solely). In most cases the AP students are credit rich, the CIS students are facing a similar situation to majority of students in ON (except they rarely take a spare) and the DCP students are usually in a very difficult spot as they need to reach their goals effectively or there is a chance they will need to return for another year to acheive their OSSD. 

Over the time being here, I observe that the homerooms are certainly split up because that is the base of the scheduling and classroom/facility measurement. From there, the DCP students seem to be the group that struggle the most, and in few cases overloading their classes in semester 1 (some chinese classes occur outside of the OSSD program hours) so that they can have more time to prepare for ENG4U in semester 2. 

In my classroom, to be honest, I don't  segregate or try to mix students around too much unless I feel there is a serious need for it. In most cases my students have been exceptional, granted there are many who are very much an ESL student, yet capable of producing passing quality of learning. In some cases this is not enough for them, so I have needed to tier some tasks. When I do this though to make it equitable I usually get a lot of grief from which ever of the three groups of students' coordinators who didn't get treated the way another group had (as mentioned before, considering equity vs. equality). 

The leadership team that looks over the CIS, DCP and AP are very much selecting students based on a number of things, they know that I am very much looking at students' English capabilities and providing feedback, but writing based tasks. In other cases I have a colleague online for another class, and the administration may move the student there to give the student an opportunity to use the assistive tool effectively. 

As a Principal, its as simple as allowing a student to transfer from one course to the another course because their friend is in that class, the other administrators need to solidify that particular change, but it still needs to pass their eyes. In other cases, the principal may ask teachers to complete a "Check-in" with all students over a specific period of time from across the school to give the teacher another perspective on students who the teacher thought they really knew.