Page 36 - 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
Guiding Questions
Community Forum on Aboriginal Education
Session A: The Need for Self-Identification of Aboriginal Students in TDSB
Facilitated by ________________________________
What are the issues surrounding voluntary self-identification?
How can we address these issues in culturally appropriate ways in order to improve educational opportunities for Aboriginal students within the education system?
How should a voluntary self-identification process be implemented?
(e.g., types of data collected, format of questions, procedures for self-identification and purposes/application of tracking)
Session B: Educational Needs Assessment
Facilitated by ________________________________
We will be discussing the questions listed below with consideration of the following four stages of the academic cycle:
a) preschool and kindergarten,
b) elementary school,
c) high school, and
d) postsecondary/lifelong learning.
1. What is currently being provided to adequately support Aboriginal students throughout their academic career in Toronto/GTA schools?
2. What are the key strengths of these services – what are best practices or keys-to-success stories?
3. What are the gaps and/or concerns with the current academic system, in terms of adequately addressing the needs of Aboriginal students?
4. What do you see as key to formulating an alternative delivery model?
Session C: Educational Needs Assessment (continued)
(Please refer to the set of questions from Session B above.)
32