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Policy #601.0, First Nations, Métis and Inuit Education

WORKING DOCUMENT

1. Policy Statement

The York Region District School Board (YRDSB) acknowledges that it is located on the lands of two treaties signed by the Mississaugas of the Credit First Nation and the First Nations of the Williams Treaties, including the Chippewas of Georgina Island, which is its closest neighbour and partner in education. 

As Indigenous Peoples of Turtle Island, First Nations, Métis and Inuit communities hold distinct relationships with Canada grounded in self-determination and inherent rights. The Board honours these relationships and recognizes the authority and sovereignty of each Indigenous community. The Board further recognizes and honours that Chippewas of Georgian Island First Nation is part of the Anishinabek Education System and is thereby independent self-governing nation in all matters of education. 

Aligned with the Truth and Reconciliation Commission of Canada Calls to Action and the Ontario First Nations, Métis and Inuit Education Policy Framework and Implementation Guide, the Board reaffirms its commitment to human rights, inclusive education and reconciliation. The Board is dedicated to addressing anti-Indigenous racism, removing systemic barriers, and fostering learning environments that affirm Indigenous identity, well-being and success through relationships grounded in trust and respect.

2. Application

The Board is committed to supporting the achievement and well-being of First Nations, Métis and Inuit students through programs that honour Indigenous knowledges, cultures and histories. The Board strives to ensure that all students, staff and community members see themselves reflected in their learning and working environments.

In partnership with the Chippewas of Georgina Island First Nation, the Mississaugas of the Credit First Nation, the Williams Treaties peoples and Indigenous Knowledge Keepers, the Board works to build respectful relationships that affirm First Nations, Métis and Inuit rights and perspectives. All staff share responsibility for ongoing learning and for creating inclusive environments where Indigenous students and families feel valued and respected.

3. Responsibilities

3.1 The Board of Trustees is responsible for:

1. reviewing the First Nations, Métis and Inuit Education Policy in accordance with the priorities in the Multi-Year Strategic Plan and the approved review cycle;
2. collaborating with the Indigenous Trustee and Indigenous Student Trustee to build relationships with Indigenous communities across the region;
3. approving trustee participation on the Liaison Committee – Georgina Island First Nation;
4. supporting the participation of the Indigenous Trustee on the Indigenous Education Advisory Council (IEAC);
5. supporting the participation of the Indigenous Trustee on the Special Education Advisory Committee (SEAC);
6. where possible, attend Indigenous cultural events and ceremonies, such as the Chippewas of Georgina Island First Nation annual Pow Wow; and
7. understanding and communicating with members of the community about the First Nations, Métis and Inuit Education Policy, as required.

3.2 The Director of Education is responsible for:

1. implementing and operationalizing the First Nations, Métis and Inuit Education policy and related procedures.

    

4. Definitions

4.1 Aboriginal Peoples

The descendants of the original inhabitants of North America. Section 35(2) of the Constitution Act, 1982, states: that “Aboriginal peoples of Canada” includes the Indian, Inuit and Métis peoples of Canada. These distinct groups have unique heritages, languages, cultural practices and spiritual beliefs. Their common link is their Indigenous ancestry. At times, the terms First Nations, Métis and Inuit, Indigenous and Aboriginal are used interchangeably. (Ontario First Nation, Métis and Inuit Education Framework, 2007)

4.2 First Nations

A term that came into common usage in the 1970s to replace the word Indian, which many found offensive. First Nations refers to Indigenous peoples in Canada who are neither Inuit nor Métis. The term recognizes their distinct nations, cultures, languages and inherent rights arising from their historical occupation, governance and stewardship of their traditional territories.

4.3 Indigenous Peoples

A collective term referring to First Nations, Métis and Inuit peoples who are descended from the original inhabitants of what is now known as Canada. The term Indigenous is the preferred modern usage and is recognized internationally. Indigenous peoples maintain inherent rights to self-determination, their lands, languages and cultures. (Government of Ontario, 2025).

4.4 Inuit

Indigenous people in northern Canada, living mainly in Nunavut, the Northwest Territories, northern Quebec and Labrador. Ontario has a small but vibrant Inuit population. (Ontario First Nation, Métis and Inuit Education Framework, 2007).

4.5 Métis

People of mixed First Nations and European ancestry. The Métis are one of the three distinct Indigenous peoples in Canada. Their history and culture draw on diverse ancestral origins, including Scottish, Irish, French, Ojibwe and Cree. The term refers to distinctive Métis collectives who, in addition to their mixed ancestry, developed their own customs, way of life and group identity, separate from their Indian, Inuit or European forebears.

4.6 Anti-Indigenous Racism

Ongoing race-based discrimination, negative stereotyping and systemic injustice experienced by Indigenous peoples within Canada. It includes ideas and practices that maintain power imbalances, systemic barriers and inequitable outcomes stemming from colonial policies and practices such as the Indian Act and residential school system. (Government of Ontario, 2025).

4.7 Indigenous Education Advisory Council (IEAC)

A formal committee that advises the Board on strategies to support Indigenous student achievement and well-being, share information, strengthen relationships with Indigenous communities and enhance collaborative work across schools. Membership includes First Nation, Metis and Inuit community representatives and organizations.

4.8 Indigenous Trustee

A trustee selected by the Chippewas of Georgina Island First Nation under Ontario Regulation 462/97. The Indigenous Trustee is a full member of the Board with the same rights and obligations as other trustees and provides governance leadership from an Indigenous perspective.

4.9 Indigenous Student Trustee

An Indigenous student, identified by the Indigenous student community, who represents Indigenous student voice and advocates for student success and well-being. The Indigenous Student Trustee builds relationships among Indigenous students and promotes engagement in public education.

4.10 Self-Identification

A voluntary and confidential process that allows students to declare their identity as First Nations, Métis or Inuit. Information gathered through self-identification supports equitable programming, enhances student well-being and informs data-driven decision-making to improve outcomes for Indigenous learners.

5. Contact

First Nations, Métis and Inuit Education Team

Inclusive School and Community Services

Education and Community Services

7. History

Approved: 2007

Revision drafted: May 2, 2019, October 2025  

Working Document: April 2013, June 2019, November 2025

Revised: February 2014, March 2020
 

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Procedure #601.1,
First Nations, Métis and Inuit Education: Supporting Students

1. Procedure Statement

The Board will provide culturally responsive and community-based supports for First Nations, Métis and Inuit students that promote student achievement, well-being and belonging.

2. Application

First Nations, Métis and Inuit student achievement and well-being will be supported holistically, culturally, mentally, physically and spiritually, as outlined in the Indigenous Education and Equity Strategy. The Board will provide all students with access to inclusive programs that reflect First Nations, Métis and Inuit histories, cultures, perspectives and languages. These programs will affirm Indigenous identity, foster belonging and contribute to student success.

3. Responsibilities

3.1 The Director of Education shall:

1. provide overall leadership to ensure programs and supports affirm Indigenous student identity, achievement and well-being; and
2. maintain collaborative relationships with Indigenous partners, including neighbouring First Nations (including the Chippewas of Georgina Island First Nation), to strengthen supports for students.

3.2 Coordinating Superintendent of Education, Indigenous Education and Equity shall:

1. recommend and support Board programs that enhance Indigenous student achievement, well-being and successful transitions;
2. ensure teaching and learning approaches are inclusive of First Nations, Métis, and Inuit histories, cultures and perspectives and responsive to Indigenous learner needs;
3. support school administrators in providing Indigenous languages opportunities for students, particularly in areas where significant numbers of students have self-identified; and
4. maintain and strengthen education partnerships with the Chippewas of Georgina Island First Nation and other Indigenous partners that support student success.

3.3 Superintendents of Education shall:

1. provide leadership and promote school capacity to support implementation of the Policy and the Indigenous Education and Equity Strategy; and
2. support principals in creating learning environments that affirm Indigenous identity and foster belonging.

3.4 First Nations, Métis and Inuit Education Coordinator shall:

1. provide leadership and promote capacity building to support the implementation of the First Nations, Métis and Inuit Education policy and related procedures;
2. support the development of opportunities for Indigenous students to participate in leadership and cultural gatherings;
3. support opportunities for Indigenous student mentoring; and
4. support opportunities for Indigenous students to learn traditions from Elders, knowledge keepers and other community members.

3.5 Indigenous Languages Coordinator shall:

1. support the achievement, well-being, and sense of belonging of Indigenous students through access to Indigenous language learning opportunities;
2. promote and facilitate student participation in Indigenous language and cultural learning within schools and the broader community;
3. create opportunities for students to learn from Elders, Knowledge Keepers and Indigenous language educators;
4. encourage student leadership and pride in Indigenous language revitalization; and
5. support Indigenous students in maintaining and strengthening their connection to language, culture and identity.

3.6 Indigenous Student Advisor shall:

1. support the achievement, well-being and sense of belonging of Indigenous students in schools;
2. facilitate connections among students, families, community organizations and support services;
3. create opportunities for students to participate in leadership, cultural and community-based gatherings;
4. provide opportunities for Indigenous students to learn from Elders, Knowledge Keepers and cultural educators; and
5. offer support to Indigenous students who may be living away from home.

3.7 Indigenous Transition Coordinator 

1. support smooth transitions for First Nations students moving between on-reserve and off-reserve schools;
2. collaborate with students, families, educators and community partners to support academic and social transitions; and
3. coordinate with First Nations education authorities to maintain communication and continuity of supports for students.

3.8 Principals shall:

1. demonstrate leadership to promote understanding of Indigenous diversity within the school community;
2. support the implementation of the Policy, related procedures and the Indigenous Education and Equity Strategy;
3. provide staff with access to accurate and current resources that reflect First Nations, Métis and Inuit perspectives and address the needs of all students;
4. promote and support Indigenous languages opportunities for students, particularly where significant numbers of students have self-identified;
5. provide cultural spaces that reinforce Indigenous students’ sense of identity, belonging and cultural pride, where appropriate; and
6. address incidents of racism and discrimination through education and by fostering environments where such behaviour is not tolerated.

3.9 Teachers shall:

1. foster inclusive learning environments that affirm pride in Indigenous cultural identity and promote student well-being;
2. support the implementation of the Policy, related procedures and the Indigenous Education and Equity Strategy; and
3. incorporate First Nations, Métis and Inuit histories, cultures and perspectives into classroom learning in authentic and accurate ways.

4. Contact

First Nations, Métis and Inuit Education Team

Inclusive School and Community Services

5. History

Working Document: June 2019

Revised: January 2020, October 2025

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Procedure #601.2,

First Nations, Métis and Inuit Education: Supporting Staff

1. Procedure Statement

This procedure outlines how the Board provides opportunities for staff to have access to teaching strategies and supports that are responsive to First Nations, Métis and Inuit learner needs and that promote inclusive, identity-affirming and culturally grounded learning environments.

2. Application

First Nations, Métis and Inuit perspectives will be integrated across the curriculum and through intentional staff learning to strengthen cultural understanding, competency and confidence in supporting Indigenous students, families and communities. All students in Ontario will have knowledge and appreciation of contemporary and traditional First Nations, Métis and Inuit histories, cultures and perspectives. Curriculum delivery will reflect accurate and authentic representations of Indigenous peoples. These perspectives will be embedded across curriculum areas and grade levels for all students. Professional learning will also promote understanding of reconciliation, the impacts of colonization and residential schools, and the importance of Indigenous self-determination in education.

3. Responsibilities

3.1 The Director of Education shall:

1. allocate staff and resources to support implementation of the Supporting Staff procedure; and
2. maintain ongoing relationships with Indigenous partners and neighbouring First Nations in support of staff learning and Indigenous education priorities.

3.2 Coordinating Superintendent of Education, Equity, Inclusive School and Community Services Research and Assessment Services shall:

1. represent the Board at Ministry and regional meetings for Indigenous education leads;
2. support cultural and professional learning opportunities for staff to deepen their knowledge, perspectives and culturally responsive practices;
3. collaborate with Indigenous communities to provide professional development opportunities for trustees and staff;
4. sit on and support the Indigenous Education Advisory Council (IEAC);
5. support the development of First Nations, Métis and Inuit knowledge networks in schools; and
6. support the creation and sharing of curriculum-focused learning strategies and materials for classroom use that authentically reflect First Nations, Métis and Inuit perspectives.

3.3 Coordinating Superintendent of Education, Curriculum and Instructional Services and Continuing Education shall:

1. ensure that all curriculum and instructional resources are accurate, current and inclusive of First Nations, Métis and Inuit perspectives; and
2. support professional learning opportunities that strengthen culturally responsive and identity-affirming teaching practices

3.4 Superintendents of Education shall:

1. support voluntary and confidential staff self-identification by developing guidelines in collaboration with education partners, including Indigenous staff;
2. support school staff in implementing necessary supports for Indigenous students at the classroom and school levels;
3. ensure staff have access to training on trauma-informed and culturally responsive practices, including the intergenerational impact of residential schools; and
4. support school efforts to enhance Indigenous student achievement and well-being.

3.5 First Nations, Métis and Inuit Education Coordinator shall:

1. represent the Board at Ministry and regional meetings for Indigenous education leads;
2. coordinate cultural learning opportunities for staff that strengthen understanding of culturally responsive and appropriate practices;
3. collaborate with Indigenous communities to provide professional development opportunities for trustees and staff;
4. coordinate the Indigenous Education Advisory Council (IEAC);
5. support the development of First Nations, Métis and Inuit knowledge networks in schools; and
6. coordinate the creation and sharing of curriculum-focused learning strategies and classroom materials that reflect authentic First Nations, Métis and Inuit histories, cultures and perspectives.

3.6 Indigenous Languages Coordinator shall:

1. coordinate the design, on-boarding of staff and delivery of Indigenous language programming at other schools;
2. liaise with school principals to support Indigenous Language staff with monitoring progress, assessing needs and allocating resources;
3. collaborate with the First Nations, Métis and Inuit Education Team, school principals and superintendents to promote student access to Indigenous language programs across YRDSB;
4. support staff in developing knowledge and confidence to integrate Indigenous languages and cultures into classroom learning;
5. collaborate with teachers to build capacity in delivering Indigenous language instruction and culturally responsive pedagogy;
6. share resources and effective practices that promote Indigenous language revitalization and cultural affirmation in schools; and
7. promote ongoing professional learning that supports reconciliation and the inclusion of Indigenous worldviews in education.

3.7 First Nations, Métis and Inuit Education Consultants shall:

1. facilitate cultural and professional learning opportunities for staff to strengthen their knowledge of First Nations, Métis and Inuit histories, cultures and perspectives;
2. collaborate with Indigenous communities to provide professional development opportunities;
3. support the IEAC;
4. facilitate First Nations, Métis and Inuit knowledge networks in schools;
5. support the creation of curriculum-focused learning strategies and materials for classroom use;
6. consult with principals and teachers to ensure that resources and teaching strategies are appropriate for Indigenous learner needs; and
7. ensure that First Nations, Métis and Inuit perspectives in classrooms are accurate, authentic and inclusive of diverse experiences.

3.8 Principals shall:

1. work with teachers, student success staff and support staff to assess the needs of Indigenous students and address achievement and well-being where necessary;
2. provide and communicate opportunities that increase staff understanding of First Nations, Métis and Inuit histories, cultures and perspectives;
3. ensure staff have access to accurate resources that include First Nations, Métis and Inuit perspectives to address the needs of all students, including in schools with significant numbers of self-identified students;
4. ensure recruitment, hiring and promotional practices are supportive of First Nations, Métis and Inuit student achievement and well-being; and
5. promote a school culture that values reconciliation and intercultural understanding.

3.9 Teachers shall:

1. implement teaching strategies and resources that are appropriate and responsive to Indigenous learner needs;
2. integrate accurate and authentic First Nations, Métis and Inuit perspectives in classroom instruction;
3. foster inclusive and supportive learning environments that encourage engagement of Indigenous students and families; and
4. participate in ongoing professional learning to strengthen understanding of First Nations, Métis and Inuit histories, cultures and pedagogies.

3.10 Support staff shall:

1. be culturally aware and supportive of First Nations, Métis and Inuit identities; and
2. engage in culturally relevant and supportive practices that encourage First Nations, Métis and Inuit student, parent and family engagement.

4. Contact

First Nations, Métis and Inuit Education Team

Inclusive School and Community Services

Education and Community Services

5. History

Working Document: June 2019

Revised: January 2020, October 2025

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Procedure #601.3, First Nations, Métis and Inuit‌ Education:

Community Engagement and Awareness Building

1. Procedure Statement

This procedure outlines how the Board engages the parents/guardians and families of Indigenous students and First Nations, Métis and Inuit community partners and organizations in meaningful collaboration on shared priorities that support Indigenous student achievement, well-being and belonging.

2. Application

The parents/guardians and families of Indigenous students and First Nations, Métis and Inuit community partners and organizations shall be engaged by the Board in meaningful collaboration on common issues and priorities. The Board will continue to build trust and partnership through transparent communication, culturally relevant engagement and shared decision-making that respects First Nations, Métis and Inuit rights, knowledge systems and community leadership.

3. Responsibilities

3.1 The Director of Education shall:

1. allocate staff and resources to support the Community Engagement and Awareness Building procedure; and
2. maintain relationships with Indigenous partners, including neighbouring First Nations (including the Chippewas of Georgina Island First Nation), to strengthen collaboration and engagement.

3.2 Coordinating Superintendent of Education, Equity, Inclusive School and Community Services Research and Assessment Services shall:

1. support the development and promotion of leadership opportunities and partnerships with First Nations, Métis and Inuit educators, parents/guardians, families, students and community members;
2. provide oversight and system leadership for the Board Action Plan (BAP) for Indigenous Education, informed by recommendations from the IEAC and Indigenous partners;
3. provide leadership and build capacity to ensure effective implementation of Board programs and supports that enhance the achievement and well-being of First Nations, Métis and Inuit students;
4. represent the Board and participate actively on the Indigenous Education Advisory Council (IEAC) and the First Nations Education Liaison Committee;
5. collaborate with superintendents of education to promote school environments that encourage Indigenous student, family and community engagement; and
6. support the development and maintenance of partnerships that reflect the diversity of First Nations, Métis and Inuit communities within and surrounding York Region.

3.3 Superintendents of Education shall:

1. work collaboratively to promote partnerships with First Nations, Métis and Inuit educators, parents/guardians, families, students and community members;
2. provide leadership and build capacity to support the implementation of programs and initiatives that promote Indigenous student success and well-being; and
3. encourage and monitor school efforts to foster Indigenous student and family engagement.

3.4 First Nations, Métis and Inuit Education Coordinator shall:

1. develop and maintain formal networks for collaboration with First Nations, Métis and Inuit community partners and organizations;
2. engage members of the IEAC and community partners in co-developing recommendations for the Board Action Plan for Indigenous Education;
3. support opportunities for local community members, particularly Elders, Senators, Knowledge Keepers and residential school survivors, to contribute to curriculum delivery and community-based learning; and
4. strengthen community partnerships that promote cultural awareness, identity affirmation and Indigenous education across the Board.

3.5 Principals shall:

1. ensure that the School Improvement Plan reflects accurate and authentic First Nations, Métis and Inuit histories, cultures and perspectives for all students;
2. build and maintain collaborative relationships with First Nations, Métis and Inuit parents, families and community members;
3. provide identity-affirming and welcoming environments that encourage the participation of Indigenous students and families;
4. invite Indigenous parents/guardians and extended family to share their expertise in the classroom and during school events;
5. collaborate with Indigenous community partners and organizations to facilitate community-based activities and events, where appropriate; and
6. promote and support First Nations, Métis and Inuit Studies programming for all students.

3.6 Teachers shall:

1. foster inclusive safe and supportive learning environments that encourage First Nations, Métis and Inuit student, parent and family engagement; and
2. integrate authentic First Nations, Métis and Inuit perspectives into instruction and classroom practice engagement.

3.7 School councils shall:

1. encourage Indigenous parents/guardians and families to participate in school council meetings and engagement activities;
2. support opportunities for the broader school community to learn about local and surrounding First Nations, Métis and Inuit histories, treaties, cultures and achievements; and
3. collaborate with school administration to celebrate Indigenous cultural events and community partnerships.

4. Contact

First Nations, Métis and Inuit Education Team

Inclusive School and Community Services

5. History

Working Document: June 2019

Revised: January 2020, October 2025

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Procedure #601.4, First Nations, Métis and Inuit‌ Education:

Using Data to Support Student Achievement

1. Procedure Statement

This procedure outlines how the Board collects and uses data to measure, track and monitor the achievement and well-being of First Nations, Métis and Inuit students. The Board provides opportunities for students of First Nations, Métis and Inuit ancestry to self-identify and access supports that promote their success.

2. Application

To assess the progress of First Nations, Métis and Inuit students, the Board recognizes the importance of reliable and valid data. The Board invites all Indigenous students to voluntarily and confidentially self-identify their ancestry.

All data is collected and managed in accordance with the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) and other relevant legislation. Personal information is confidential and used only to develop, implement and evaluate programs that support student achievement and well-being.

Research conducted through the Board External Research Review Committee (ERRC) must also respect the principles of Indigenous Data Sovereignty, ensuring that any data about Indigenous peoples are collected, interpreted and shared in partnership with Indigenous communities.

3. Responsibilities

2.1 The Director of Education shall:

1. allocate staff and resources to support the Using Data to Support Student Achievement procedure; and
2. oversee compliance with privacy, data security and Indigenous Data Sovereignty principles.

2.2 The Associate Director of Education, and Chief Financial Officer, Service Excellence shall:

1. ensure appropriate resources and training for accurate collection, reporting and secure storage of self-identification and achievement data; and
2. provide accurate and timely reporting of Indigenous data to the Ministry of Education and other required bodies.

2.3 Coordinating Superintendent of Education, Equity, Inclusive School and Community Services Research and Assessment Services shall:

1. ensure accurate and timely reporting of assessment data related to Indigenous student achievement and well-being;
2. provide communication resources to help families understand the purpose and benefits of self-identification; and
3. collaborate with Indigenous partners and Research Services to ensure ethical and culturally appropriate data practices.

2.4 Superintendents of Schools shall:

1. support schools in promoting voluntary and confidential self-identification among students and families; and

2. monitor school-level data on Indigenous student achievement and well-being to inform supports and programming.

    

2.5 Principals shall:

1. promote Indigenous self-identification annually through school communication;
2. ensure all registering students are informed of the opportunity to self-identify and that completed forms are properly recorded and stored;
3. update student information systems following receipt of the self-identification form; and
4. obtain parent/guardian consent for students under the age of 18 who choose to self-identify.

2.6 Teachers shall:

1. collaborate with principals to encourage voluntary self-identification;
2. implement culturally responsive teaching practices that reflect First Nations, Métis and Inuit histories, cultures and perspectives; and
3. foster inclusive classroom environments where Indigenous students feel valued and supported.

3. Contact

First Nations, Métis and Inuit Education Team 

Inclusive School and Community Services

Research and Assessment Services

Education and Community Services

4. History

Formerly Board Procedure #601.0, Supports for First Nation, Métis and Inuit Students

Working Document: June 2019

Revised: November 2019, October 2024, October 2025