YORK REGION DISTRICT SCHOOL BOARD. Policy and Procedure #601.0, Supports for First Nation, Métis and Inuit Students

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1 Application YORK REGION DISTRICT SCHOOL BOARD Policy and Procedure #601.0, Supports for First Nation, Métis and Inuit Students Board Policy and Procedure #601.0 Supports for First Nation, Métis and Inuit Students addresses the self-identification process and the provision of supports for First Nation, Métis and Inuit students to improve student achievement and well-being. Stakeholder Groups with Responsibilities Under this Policy Board of Trustees Director of Education Superintendents of Schools Superintendent of Curriculum and Instructional Services Managers Principals Teachers School Councils Relationship to the Board priorities Self-identification of First Nation, Métis and Inuit students provides information required to access and focus resources to improve achievement and well-being of First Nation, Métis and Inuit students in YRDSB. This helps increase student achievement and well-being through a culture of caring and learning that emphasizes positive relationships among students, staff, parents/guardians and community members. In addition, the delivery of effective and sustainable education programs is supported by: providing equitible access to differentiated and relevant learning opportunities, resources and programs; and engaging students as partners in their learning. Document History and Previous Versions Working Document April 2013 It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term parents refers to both biological/adoptive parents and guardians in all Board policies and procedures.

2 Board Policy #601.0 Supports for First Nation, Métis and Inuit Students Document Integration Project Format Policy Statement The York Region District School Board is committed to providing students with access to programs to support student achievement and well-being. To that end, the Board recognizes the need for First Nation, Métis and Inuit (FNMI) students to self-identify to ensure that appropriate services are being provided. Responsibilities The Board of Trustees is responsible for: reviewing the Supports for First Nation, Métis and Inuit Students policy in accordance with the priorities in the Trustees Multi-Year Plan and the approved review cycle; approving trustee participation on the First Nation, Métis and Inuit Education Steering Committee and the First Nation Education Liaison Committee; and understanding and communicating with members of the community about the Supports for First Nation, Métis and Inuit Students policy, as required. The Director of Education is responsible for: implementing and operationalizing the Supports for First Nation, Métis and Inuit Students policy. Superintendents of Schools are responsible for: providing leadership and promoting capacity building to support the implementation of the Supports for First Nation, Métis and Inuit Students policy; working cooperatively, providing leadership opportunities and promoting partnerships with First Nation, Métis and Inuit (FNMI) educators, parents, students and community members; and ensuring that all curriculum includes accurate and reliable FNMI perspectives. Principals, Managers and Supervisors are responsible for: ensuring recruitment, hiring and promotional practices are supportive of First Nation, Métis and Inuit (FNMI) student achievement and well-being; and increasing the knowledge of FNMI cultures, histories and perspectives among all staff members. Principals are responsible for: providing staff with access to accurate resources that include the First Nation, Métis and Inuit (FNMI) perspective to address the needs of all students, and in particular in schools where significant numbers of students have self-identified; promoting and supporting Native Languages opportunities for all students and particularly in areas where significant numbers of students have self-identified; and promoting and supporting FNMI Studies programming opportunities for all secondary students.

3 Teachers are responsible for: fostering a safe, inclusive and supportive learning environment that affirms pride in cultural identity among First Nation, Métis and Inuit students. School councils are responsible for: ensuring that parents of First Nation, Métis and Inuit students are encouraged to participate in parent engagement activities and school council meetings. Definitions Aboriginal Peoples The descendants of the original inhabitants of North America. Section 35(2) of the Constitution Act, 1982, states: In this Act, Aboriginal peoples of Canada includes the Indian, Inuit, and Métis peoples of Canada. These separate groups have unique heritages, languages, cultural practices and spiritual beliefs. Their common link is their indigenous ancestry. (Ontario First Nation, Métis and Inuit Education Framework, 2007) At times, Aboriginal and First Nation, Métis and Inuit are used synonymously. First Nation A term that came into common usage in the 1970s to replace the word Indian, which many found offensive. The term First Nation has been adopted to replace the word band in the names of communities. (Ontario First Nation, Métis and Inuit Education Framework, 2007) Inuit Aboriginal people in northern Canada, living mainly in Nunavut, the Northwest Territories, northern Quebec and Labrador. Ontario has a very small Inuit population. (Ontario First Nation, Métis and Inuit Education Framework, 2007) Métis People of mixed First Nation and European ancestry. The Métis history and culture draws on diverse ancestral origins, such as Scottish, Irish, French, Ojibwe and Cree. (Ontario First Nation, Métis and Inuit Education Framework, 2007) Self-Identification A process that will allow students to declare their origin as First Nation, Métis or Inuit. Department Education and Community Services Policy History Working Document April 2013 It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term parents refers to both biological/adoptive parents and guardians in all Board policies and procedures.

4 Board Procedure #601.0 Supports for First Nation, Métis and Inuit Students Document Integration Project Format This procedure outlines how the York Region District School Board provides opportunities for students of First Nation, Métis and Inuit (FNMI) origin to self-identify and supports their achievement and well-being. Responsibilities The Director of Education shall: allocate staff and resources to support the Supports for First Nation, Métis and Inuit Students procedure; and promote the spirit and intent of Supports for First Nation, Métis and Inuit Students procedure among internal and external stakeholders. Superintendents of Schools shall: provide leadership and build capacity to ensure the effective implementation of Board programs and supports that address the achievement and well-being of First Nation, Métis and Inuit (FNMI) students; support opportunities to inform parents about the rationale and goals of self-identification; provide representation and participate actively on the First Nation, Métis and Inuit Education Steering Committee and the First Nation Education Liaison Committee; and support school staff in implementing necessary supports for FNMI students at the individual student, classroom and school levels. The Superintendent of Curriculum and Instructional Services shall: ensure that all curriculum and resources include accurate and reliable First Nation, Métis and Inuit (FNMI) perspectives; provide ongoing professional learning to develop; teaching strategies that are appropriate to FNMI learner needs, a curriculum that reflects accurate FNMI cultures, histories and perspectives, and school environments that encourage FNMI student and parent engagement; and provide accurate and timely reporting of assessment data related to FNMI student achievement and well-being. The Superintendent Business and Finance Services shall: ensure appropriate resources and training for the accurate collection of First Nation, Métis and Inuit (FNMI) self-identification and student achievement information; support schools to ensure accurate and timely reporting of FNMI self-identification and student achievement information; provide accurate and timely reporting of FNMI financial and other statistical information internally and to the Ministry of Education; and ensure that all data that is collected is securely stored and used only for purposes related to assessing and supporting achievement and programming needs of FNMI students.

5 Principals shall: ensure that self-identification for First Nation, Métis and Inuit (FNMI) students is promoted through annual communication to the school community; ensure that students who are already attending school are aware of how and are provided with an opportunity to declare their FNMI ancestry by completing a First Nation, Métis and Inuit Self- Identification Form at their home school; ensure that students who are registering are informed of the opportunity for FNMI self-identification and that if they choose to self-identify, their ancestry is recorded on the student registration form; obtain parent approval for students under the age of 18 who self-identify; update student records in Trillium following the completion of the self-identification form; attach the original copy of the student s FNMI Self-Identification Form to the student s registration form; ensure that the School Improvement Plan addresses the teaching and learning of accurate FNMI cultures, histories and perspectives for all students and the achievement and well-being of FNMI students; work with teaching staff, student success teachers and special education staff to assess the needs of students who self-identify, and address achievement and well-being where necessary; recommend and support Board programs for FNMI students and their families in the areas of transition, literacy, numeracy and career development; and provide and communicate opportunities that increase the knowledge of FNMI cultures, histories and perspectives among all staff members and provide access to accurate resources that include the FNMI perspective to address the needs of all students, including, but not limited to, schools where significant numbers of students have self-identified. Teachers shall: work with principals to support student self-identification; and implement teaching strategies and curriculum that are appropriate to First Nation, Métis and Inuit (FNMI) learner needs; reflective of FNMI cultures, histories and perspectives; and foster a safe, inclusive and supportive learning environment that encourages FNMI student and parent engagement. Students and parents shall: make the choice of self-identification by understanding that the purpose of the process is to ensure that they/their child will receive appropriate supports for student achievement and well-being. Department Education and Community Services Procedure History Revised March 2009 It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term parents refers to both biological/adoptive parents and guardians in all Board policies and procedures.