Page 8 - 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
Building Bridges to Success for First Nation, Métis, and Inuit Students was designed to help Ontario school boards1 develop effective policies and practices for voluntary, confidential Aboriginal student self-identification.
In it, you will find:
• Background information on the self-identification process and its relationship to Ontario’s education policy framework for First Nation, Métis and Inuit students
• A recommended process for developing effective voluntary, confidential self-identification policies and practices
• Case studies illustrating successful practices in Ontario school boards
• Practical tools you can use to develop, implement, and communicate
policies and practices
• Reference information on the collection and use of personal informa-
tion, ministry contacts, and selected provincial and local Aboriginal organizations.
The development of effective self-identification policies by Ontario school boards is a significant step toward ensuring that First Nation, Métis, and Inuit students receive the highest possible quality of education, and that all Ontario students benefit from an appreciation of the richness of Aboriginal cultures, and the important contributions of First Nation, Métis, and Inuit communities to Ontario’s cultural, economic and social future.
WHERE TO GET HELP
The Aboriginal Education Office (AEO) of the Ministry of Education can provide you with help and guidance as you develop and implement self-identification policies. See Appendix B for important contact information.
1. In this document, the term school boards is used in reference to both district school boards and school authorities.
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