Page 27 - 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

2. It was also recognized that the wording of the questions was important, as phrasing and language could impact on participants’ willingness to respond. The board spent significant time consulting with communities on various drafts of the questions to develop something that would meet the needs and expectations of each community.
The TDSB’s self-identification policy was in place as of October, 2006. The next phase of the initiative will be the development of protocols for sharing the information that is collected with the Aboriginal communities.
Aboriginal Peoples’ Council of Toronto
The Aboriginal student self-identification project led by the Toronto District School Board included collaboration with a range of Aboriginal community and political representatives. The TDSB Aboriginal Advisory Committee included representatives such as private citizens, academics, service delivery agencies, Elders, and political representatives. One member of the Advisory Committee, representing the Aboriginal Peoples’ Council of Toronto, commented on the TDSB self-identification initiative.
REFLECTING DIVERSITY
One of the key challenges in creating an Aboriginal Advisory Committee is ensuring that the committee is representative of the diversity of Aboriginal peoples in the community. The Advisory Committee member indicated
INSIGHT
One way the committee supported the self-identification process was to advise the board on clarification of language, so that it was reflective of the diversity of Aboriginal peoples. It is important for boards to understand the different dynamics of Aboriginal commu- nities, as well as the diverse needs and aspirations of Aboriginal children and youth. Boards need to be aware of the reasons why some students may not complete their education and the types
of supports they need to succeed, such as financial support, and culturally appropriate counseling.
• Successful Practices for School Boards
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