The process by which First Nation, Metis, or Inuit families could choose to self-identify was determined through discussion at the Native Advisory Committee table and a series of community meetings which were held during the 2007-2008 school year. The policy was approved by Trustees in June of 2008. A subsequent review of the policy was undertaken by the Indigenous Liaison Committee during the 2015-2016 school year and the latest version of the policy was approved by Trustees in June of 2016.
Excerpt from the regulation: An effective voluntary and confidential self-identification policy is an important part of the board's overall plan to best support both academic and non-academic outcomes for First Nation, Métis, and Inuit students. The availability of student achievement data allows for the development, implementation, and evaluation of programs and strategies in supporting the needs of First Nation, Métis, and Inuit students. More specifically, this data is also valuable in the support of improvement planning and in the board's accountability to First Nation community partners. It also helps to inform policy and funding decisions at both the board and provincial levels.
A voluntary self-identification process for staff has been drafted and is now in the approval stage with First Nation communities before coming back to the Indigenous Liaison Committee for final discussion before being presented to Trustees. One of the accountability measures under the First Nation, Metis, and Inuit Education Framework is each board's commitment to increasing the number of employees who are Indigenous. This process will help establish a reference point for the board's efforts in this regard, and will also help to further raise the profile of the board's priorities in terms of Indigenous education.