Indigenous Education in Trillium Lakelands District School Board
Welcome, Aaniin, Tansi, Shé:kon, Kwey, Tungasugit, Wachiye
Trillium Lakelands District School Board (TLDSB) is committed to building meaningful relationships with Elders, Knowledge Keepers, Senators, Community Stakeholders, and Indigenous families. We are committed to further support our students and staff as they learn the rich and vibrant cultural traditions, histories, and contributions of Indigenous Peoples of Turtle Island.
‘Guiding the Way’ is the TLDSB framework that supports the education and achievements of First Nations, Métis, and Inuit students. The framework is based on the Ontario Ministry of Education’s First Nations, Métis, and Inuit Education Policy Framework, which was released in 2007. The framework is also supported by the 2018 Social Studies, History and Geography Curriculum for K-8 and the 2019 First Nations, Métis and Inuit Studies Curriculum for Grades 9-12.
Curriculum connections are made in all subject areas in both elementary and secondary schools highlighting Indigenous heritage, culture, and perspectives. Several locally developed curriculum support resources have been created by TLDSB and our community partners called ‘Integrating First Nations, Métis and Inuit Perspectives’ for classroom use from Kindergarten to Grade 12. Indigenous Studies courses are offered at each of the seven secondary schools in TLDSB.
An Indigenous Education Advisory Committee meets regularly to guide initiatives and activities in TLDSB schools ensuring that Indigenous history and culture is honoured and celebrated with respect.
Schools are supported in their efforts to incorporate Indigenous learning into classroom curriculum content and activities. Funding is provided annually to all schools to bring Indigenous Elders, Knowledge Keepers, Métis Senators and community partners into schools to share cultural teachings. The Indigenous Education Curriculum Consultant develops connections with Indigenous community members, provides professional learning for schools and staff and supports for classrooms.
Voluntary Self Identification
Parents, guardians, and students are encouraged to voluntarily and confidentially disclose Indigenous ancestry. No proof of ancestry is required.
Voluntary self-identification is for anyone with status and non-status Indigenous ancestry.
How can voluntary self-identification benefit Indigenous families and students?
With information collected through self-identification, the School Board is able to:
- Support the success of Indigenous students by providing programming, resources, and activities.
- Improve the effectiveness of programs for our Indigenous students.
- Build stronger relationships with students of Indigenous students.
- Celebrate the rich and vibrant culture and traditions of Indigenous students and families.
- Honour our true history and work of the Truth and Reconciliation Commission acting for the meaningful reconciliation and change.
How do I self-identify?
Complete an online form or contact the principal at your child’s school or call 1-888-526-5552.
The OP-6211 Voluntary Self-Identification for First Nations, Métis, and Inuit Students policy and procedure may be found on the policies and procedures page.
Frequently asked questions
Do I have to live on a reserve to self-identify?
No, you do not have to live on a reserve to self-identify your Indigenous ancestry.
Is self-identification only for people with a status card?
No. The goal is to self-identify Indigenous ancestry. If a family member (parent or grandparent) is First Nations, Métis, or Inuit then the student would self-identify as having Indigenous ancestry and indicate either First Nations, Métis, or Inuit.
What happens to the information?
All information will be securely stored to respect privacy and used only as a means to enhance Indigenous education programs with the school board. This information will be treated in the same manner as the Ontario Student Record and is protected by the Freedom of Information and Privacy Act.
Is there a deadline to self-identify?
No, this is an ongoing opportunity to help us in our planning.
Supporting the well-being of all
Feed All Four was developed in TLDSB out of an ongoing need to align teaching and learning with mental health and well-being. The body, mind, spirit, and emotions of an individual need to be fed consistently in order to optimize achievement and well-being.
Feed All Four is based on the Anishinaabe Medicine Wheel and Maslow’s Hierarchy of Needs. Classroom teachers incorporate Feed All Four into classroom activities and a whole school approach is utilized by school communities.
For more information
Dave Golden, TLDSB Superintendent of Learning, with responsibility for Indigenous Education
Holly Groome, TLDSB Indigenous Education Consultant
Carol Holmes, Wahta Mohawks First Nation Education Services Coordinator