First Nation, Métis and Inuit Education
in Rainbow Schools
December 2009 Issue
Some of the Things We DoFirst Nation, Métis and Inuit Education in Rainbow Schools
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The Vision
First Nation, Métis and Inuit students in Ontario will have the knowledge, skills, and confidence they need to successfully complete their elementary and secondary education in order to pursue postsecondary education or training and/or to enter the workforce. They will have the traditional and comtemporary knowledge, skills, and attitudes required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in Ontario will have knowledge and appreciation of contemporary and traditional First Nation, Métis, and Inuit traditions, cultures, and perspectives.
Voluntary Self-Identification
“I Am Aboriginal” Families Invited to Complete Voluntary Self-Identification Survey
In an effort to build bridges to success for First Nation, Métis and Inuit students, all families of students in Rainbow Schools will be invited to complete a Voluntary Self-Identification Survey the week of June 18th to 22nd, 2007. The survey is a key component of the “I Am Aboriginal” campaign being presented by Rainbow District School Board in partnership with the Urban Aboriginal Youth Leading the Way and the Eshkiniijig Advisory Circle.
“Rainbow District School Board is dedicated to providing quality programs and ensuring success for all learners, including Aboriginal students,” says Director of Education Jean Hanson. “Through a Voluntary Self-Identification Survey, we are asking students in Rainbow Schools to tell us more about their ancestry so we can improve educational outcomes for all students. A first priority will be to enhance programs for Aboriginal learners in keeping with Ontario’s First Nations, Métis and Inuit Education Policy Framework.”
The survey consists of a simple form that can be completed in a few minutes. The information being collected is confidential and will be used in aggregate form only.
“The Voluntary Self-Identification Survey will enable us to implement programs to close the achievement gap between Aboriginal (status and non-status) and non-Aboriginal students in the areas of literacy and numeracy, retention of students in school, graduation rates, and advancement into post secondary studies,” says Hanson.
She adds: “In addition to improving educational outcomes for all students, the information on the survey will be used to promote equal opportunity, reflect Aboriginal culture, values and traditions in Rainbow Schools, and establish and maintain relationships with parents/guardians and the Aboriginal community.”
Aboriginal student specific data is currently not available on enrolment, Education Quality and Accountability Office (EQAO) results, graduation rates and school leaver rates. “In Rainbow Schools, we do not have a clear picture of how many Aboriginal students attend our schools,” says Hanson. ”While we do have statistics on tuition paying students, there are many Aboriginal families living in the urban centres who have not had the opportunity to identify themselves as Aboriginal.”
In the 2007-2008 budget, Rainbow District School Board received a First Nations, Métis, and Inuit Education Supplement to deliver programs for Aboriginal learners. Funding has also been provided to offer more Native language instruction in Rainbow Schools.
“This year’s grant allocation was based on Census data,” says Hanson. “In the future, our grant allocation will be based on the data from the Voluntary Self-Identification Survey.” Self-identification information related to new students will be gathered on registration forms beginning in 2008.
