Page 22 - Building Bridges to Success for First Nation, Métis and Inuit Students – Developing Policies for Voluntary, Confidential Aboriginal Student Self-Identification: Successful Practices for Ontario School Boards

• Building Bridges to Success for First Nation, Métis and Inuit Students
In addition, NOEL sought feedback on the self-identification initiative through two regional forums focused on Aboriginal education.
OUTREACH AND COMMUNICATION
The boards hosted three local public meetings with Aboriginal parents. They publicized the meetings through local newspapers, letters to parents, and communication to First Nation communities through their First Nation partners. The outreach was largely through the schools; however, board representatives also went to centres within the community, such as shopping centres, to talk to parents and hand out brochures explaining the meetings. Each of the public meetings attracted 30–40 Aboriginal parents.
CRITICAL SUCCESS FACTORS
1. KPDSB and KCDSB recommend that when boards begin the process
of engaging First Nation communities, they work through their regional Provincial Territorial Organizations and/or Tribal Councils to seek their support and facilitate communication with their member First Nation communities. The boards also recommend working through other Aboriginal organizations within the local community, such as the Métis Nation of Ontario.
2. Consultations were critical to the implementation of the policy. Without serious intentional consultations, the policy will have limited success. Sharing how the data would be used and explaining the confidentiality of the data was very important in gaining support from Aboriginal parents. Developing Aboriginal parents and educators as advocates to help explain to other Aboriginal parents was very helpful, both in policy development and policy implementation. The brochure was a useful way to engage dialogue with parents. It also was something parents could take away
with them. Two brochures were developed: one by KCDSB with NOEL;
the second by a First Nation educator from NAEC.
3. The boards indicated that one of the keys to their success in implement-
ing the policy was taking steps to train secretaries and other front-line administrative staff in schools, who fielded questions from parents, about the question that was included on the registration forms. It was important that staff understood the initiative, were sensitive to the concerns raised by parents, and could respond appropriately.
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