aboriginal survey sept2011

8/3/2019 Aboriginal Survey Sept2011

http://slidepdf.com/reader/full/aboriginal-survey-sept2011 1/42

S u r v e y R e s u l t s - S e p t e m b e r 2 0 1 1

Initiatives in Aboriginal EducationS u r v e y R e s u l t s - S e p t e m b e r 2 0 1 1




Table of Contents

Introducon Page4

TheBorderLandSchoolDivision Page4

TheBrandonSchoolDivision Pages5-7

TheEvergreenSchoolDivision Page8TheFlinFlonSchoolDivision Page9

TheHanoverSchoolDivision Page10

TheKelseySchoolDivision Page11

TheLordSelkirkSchoolDivision Pages12-22

TheLouisRielSchoolDivision Pages23-24

ThePembinaTrailsSchoolDivision Pages25-26

ThePortagelaPrairieSchoolDivision Pages27-29

TheRedRiverValleySchoolDivision Page30

TheRiverEastTransconaSchoolDivision Page31

TheRollingRiverSchoolDivision Page32

TheSeineRiverSchoolDivision Pages33-34

TheSevenOaksSchoolDivision Pages35-37

TheSouthwestHorizonSchoolDivision Page38TheSunriseSchoolDivision Page39

TheTurtleMountainSchoolDivision Page40

TheWinnipegSchoolDivision Pages41-42



http://slidepdf.com/reader/full/aboriginal-survey-sept2011 3/42Initiatives in Aboriginal Education4

Division/District:

The Border Land School DivisionDescripve tle of program/iniave: Aboriginal Academic Achievement

Goal(s) of program:

• IncorporangAboriginalperspecvesintothecurriculum

• ImprovingoutcomesforAboriginallearners

• EngagingAboriginallearnersandcommunies

Descripon of program/iniave:• Purchaseofleveledandculturallyappropriatebooksforusebothincurriculumareasaswellas

generalbooksfortheschoollibraries

• SeveralvisualresourceswerepurchasedandusedinELAandHistorycoursestoengagevisuallearners.

• Navestudiescoursewasoeredthroughthealternaveeducaoncentre• ConsideraongiventoteachingcoursesatGinewSchoolforadultlearnerstoavoidtransportaon

constraints

• Severalculturalspeakersandarstsintheschoolwerebroughtintotheschoolsforculturalexperiences

• Abreakfastandlunchprogramwasdevelopedinseveralschoolstoenhanceaposivelearningenvironment

• Familieswereinvolvedinplanningandimplemenngagroceryshoppingexcursiontoplanforhealthymealchoices–throughthedivisionalsocialworker

• Professionalsta,trainedinReadingrecovery,washiredtocomeinpartmetoworkwithstudentsgrades2to10onreadingwringandcomprehension–ledtoincreasedaendance,increaseinself-esteem,greaterteachercollaboraon

• Dierenatedinstrucontrainingtoimproveclassroominstrucontomeetmoreneedsofaboriginalstudents

• Opengymnightsoccurtocreateaposiverelaonshipwiththeschool

Contact:KristaCurry|CarolBraunPosion:Superintendent|AssistantSuperintendentEmail:[email protected]|[email protected]:204-324-6491


TheManitobaSchoolBoardsAssociaonhascompiledinformaonaboutsuccessfulprogramsoriniavesinAboriginaleducaonthathavebeenimplementedinManitobapublicschools.Thepurposeofthissurveyistocollectdatathatcanbesharedwithschooldivisionsacrosstheprovince,sothattheycanlearnfromeachother’sexperiencesandsharebestpraccesthatmayleadtoimprovedoutcomesforalllearners.




Division/District: The Brandon School DivisionDescripve tle of program/iniave: Aboriginal Educaon in BSD

Goal(s) of program:• IncorporangAboriginalperspecvesintothecurriculum



Descripon of program/iniave:• NaveEldersProgram

• AboriginalCounsellor

• BSSAPProgram(BuildingStudentSuccesswithAboriginalParents)

• CommunitySchoolsPartnershipIniave(CSPI)

• DaycareSpeechProgram

• FindingMyWay

• AboriginalAcademicAchievement(AAA)

• TeacherProfessionalDevelopment

Nave Elders ProgramAneedwasidenedbytheBrandonSchoolDivisionthatthereberolemodelsaccessibletostudentsandtoassistinprovidingknowledgeofanAboriginalCulturalperspecvewithintheclassroomsandwithincurriculumdevelopmentandotherrelevantdocuments.SincetheimplementaonoftheNaveElder’sprogramintheBrandonSchoolDivisiontherehavebeenmanysuccessfulacvies.Therst

responsibilitywastocreateaworkingrelaonshipwiththeschooladministraonatallschoolsandtocreateapartnershipwiththecounselors.Overtheyears,theElder’sprogramhasbeeninvolvedinmanyareasoftheSchoolDivision.Withintheclassroomtherehavebeenvariouspresentaonssuchas:

• Navehistory;

• selfgovernment;

• tradionalteachings;

• Dakotaphilosophy;

• Aboriginalmusicandart;

• games;and

• dreaminterpretaoninpsychologyclasses.

Aboriginal CounsellorWehaveoneAboriginalCounsellorwhoprovidesdirectedcounselingforAboriginalstudentsandprovidesfamilysupport.HerworkisfocusedattheK-8level,butisprimarilyatthemiddleyears.Asaresultshedoescarryoverinherprojectworktotheearlyhighschoolyears,andinparculardoesextensiveworkwithhighriskpre-andearlyteenyouth.



BSSAP Program (Building Student Success with Aboriginal Parents)Theprogramsthathavebeenestablishedhaveassistedinbuildingsolidandconsistentnetworkingrelaonshipswithvariedcommunityorganizaonssuchas:BrandonFriendshipCentreandYouthCentre,MesFederaon,BrandonUniversity,DOTC/CFS,AssiniboineCommunityCollege,SiouxValleySchool,etc.ThevalueoftheBSSAPgrantisshownintheincreasednumbersofparentandgrandparentinvolvement,alongwithincreasedrequestsforperformances,workshopsandoutofschoolparcipaoninourprogramandschool.Thelargercommunityisrecognizingthatthisisaprojectthatmodelsmoreinclusiveeducaon,theimportanceofculturetoidentyandtheimportanceoftheinvolvementofparentsandcommunity.Ongoingprogramsinclude:

• B.A.S.I.C.(BuildingAboriginalStudentIdentyCircles);

• BoysDrumming;

• RoundDanceHandDrummingandSinging;

• GirlsHandDrummingandTradionalSinging;

• Girls/Mother/GrandmotherClub;

• Weekly“CommunityPowwow”Dancing;• AwasisakPowwow;

• BSSAPAboriginalParentCircles;

• HealthyKidsClubandDiabetesAwareness;and

• Communityacviesandperformances.

Community Schools Partnership Iniave (CSPI)TheCommunitySchoolPartnershipIniave(CSPI)isdesignedtosupportschoolsinlowsocio-economiccommuniesenhancingeducaonoutcomesbydevelopingandstrengtheningpartnerships.TheCSPIismeanttobealong-termeorttoencouragefamilies,organizaonsandschoolstowork

togethertoimprovestudents’successandstrengthencommunies.Communityschoolsstrengthentheparent/schoolrelaonshipandencourageawiderangeofacvityinaneighbourhood.Parents,community,students,andservicedeliveryagenciescometogetherinthecommunityschool’swelcomingenvironment,nurturingagreatersenseofinter-dependenceandcommunityspirit.Theschoolprovidesagatheringplacewhereadultsandchildrenareprovidedopportuniesforeducaon,social,culturalandrecreaonalacvies.

Daycare Speech ProgramBrandonSchoolDivisionprovidesSpeechLanguagePathology(SLP)servicestothreedaycares,twoofwhichareoperatedbyAboriginalsupportagencies.Throughouttheyear,aSpeechLanguagePathologistprovidesdiagnoscservicestothedaycares.Addionally,twoSLPEducaonAssistants

provideregularintervenonforalloftheparcipantsoftheprogram.

Finding My WayAnewiniavewasdevelopedatHarrisonMiddleSchool–nowmovedtoNewEra,andexpandedintoGeorgeFionandKingGeorgeSchool,tokeepMiddleYearsstudentsengagedwithschool.FindingMyWayfocusesonthepersonaldevelopmentofstudentsusingtradionalperspecves,conceptsandtoolsfromAboriginalcommunies.Ithashadposiveinialresultsandisshowingfurthersuccesswiththeexpansionoftheprogramthisyear.




Aboriginal Academic Achievement (AAA)• Atthehighschoollevel,arangeofprogramdeliveryoponsprovidedirectsupportsforthe

academicprogressofstudents.Addionaldirectsupportisprovidedthroughafull-meAAAWorkerateachhighschool.Theservicemodelvariesfromschooltoschoolbasedonthestrengthsoftheindividuals–fromdirectEducaonalAssistantsupportintheclassrooms,facilitaonofaccesstoschoolandcommunityresources,homeliaisonandaendancemonitoringsupport.Thismodelhasprovidedsomeparcularsuccesswithouryounger,grade9and10students.

• Addionalsupportfromthisgrantiscurrentlyprovidedtofourofourcoreareaschoolstoprovideaddionalacademicsupports,primarilyaroundliteracyatthegrade3and4levels.Trendsinourassessmentresultsindicatethatwearehavingsuccessinthisarea.TheDivisionprovidesaddionalresourcestohaveLiteracySupportProgramsinallofourschools.Whiletheiniavehasresultedinsignicantgrowthformanystudents,ithasprovidedforsignicantgrowthforstudents,inparcularouryoungmaleAboriginalstudents.

• Ouro-campusiniaveforhighschoolstudentshasencouragedmanyolderAboriginalstudentstore-engagewithhighschool.Currentlywehave,intherangeof,fourty-vepercent(45%)ofourover200studentswithAboriginalbackgrounds.Ofthestudentswhoconnuewiththeprogram,eightypercent(80%)ofmoreoftheAboriginalstudentsaregraduang,actuallyatastascallysignicanthigherratethanournon-Aboriginalstudents.

Teacher Professional DevelopmentWearecurrentlywrappingupyeartwoinourimplementaonoftheManitobaEducaondocument“FromCulturalAwarenesstoCulturalCompetency”.Thetraininghasfocusedonintegrangaboriginalperspecves/issuesintoregularcurriculumasrecommendedbyManitobaEducaon.Wetrainedtwelvestaas“Trainers”inthe2009/2010schoolyear.TohavemaximumimpactDivisionally,andtoensurethatthe“trainers”arenotoverwhelmedwehavebuiltEarlyYears,MiddleYearsandSeniorYearsteamsofthreeprofessionalstaeach.Thisyear’ssessionsweredeliveredinNovember/

December2010withfollowupsessionsApril/Mayof2011.

Contact:Name:GregMalazdrewiczPosion:AssociateSuperintendentE-mail:[email protected]:204-729-3105



Division/District: The Evergreen School DivisionDescripve tle of program/iniave: Aboriginal Educaon Program

Goal(s) of program (check all that apply):• IncorporangAboriginalperspecvesintothecurriculum

• ImprovingoutcomesforAboriginallearners• EngagingAboriginallearnersandcommunies

Descripon of program/iniave:Programvision:AboriginaleducaonisforallstudentsProgrammission:TopromoteAboriginalperspecvesandimprovesuccessofAboriginalstudentsinthedivision.

Theprogramplanconsistsofvecomponents:AboriginalAwareness,ResourceDevelopment,IntegraonofAboriginalPerspecvesintotheCurriculum,CommunicaonsandAboriginalIdentyand

Belongingness

Examples of Aboriginal Educaon Program Iniaves in Evergreen School Division:• AboriginalResourceCollecon–Holdingshavebeencompiledwiththemesandsubjectareasto

correspondtocurriculumareasfromKindergartentoGrade12.IfateacherisdoingbookstudiesorliteraturecirclesthenbookssuchaslegendsfromtheAboriginalColleconcanenhancewhattheyarecoveringinthecurriculum.

• AboriginalAwarenessAcvies–Suchasstorytellers,authors,arstsintheschoolsandcommunitypartnershipsarepartoftheongoingscheduleaspartofschoolplans.Theseenhanceacviesalreadygoingonsuchas“ILovetoReadMonth.”

• ClassPresentaons-BytheAboriginalEducatoraredoneonaregularbasistoincludetheAboriginalperspecveinthecurriculumwhereitbelongs.ThiscreatesaposivelearningclimateforAboriginalstudents.

Contact:Name:PennyRossPosion:AboriginalEducatorE-mail:[email protected]:204-642-8546




Division/District: The Flin Flon School DivisionDescripve tle of program/iniave: Building Student Success with Aboriginal Parents


• ImprovingoutcomesforAboriginallearners• EngagingAboriginallearnersandcommunies

Descripon of program/iniave:Theorganizingcommieeismadeupofcommunitymembers,communityagencies,andschooldivisionsta.Thispastyearacviesincludedtwocommunity/schoolfeasts,presentaonstostudentsbyDakotaHouseandScoWard,supportforstudentstoaendtheThompsonAboriginalYouthConference,stonecaring,Creelessons,curricularresources,NaonalAboriginalWeekacvies,teepeepurchase,ceremonyandteachings.

Contact:Name:BlaineVeitchPosion:SuperintendentE-mail:[email protected]:204-681-3413



Division/District: The Hanover School DivisionDescripve tle of program/iniave: Promong Aboriginal Awareness in Hanover Schools




Descripon of program/iniave:Purpose:oftheAAAgrantinHanoverSchoolDivision1. Provideacviesforallstudentsthatpromoteaboriginalperspecvesintheareasofcurriculum,

instrucon,assessment,classroommanagement,andschoolorganizaon.2. Increaseaboriginalawarenessinallourschoolsforallstudentsandsta,bysupporngprofessional

developmentandcollaboraveplanningamongteachers,principals,specialists,supportstaparents,andthecommunity

Intervenon Strategy:• HanoverSchooldivisionhasanAAAconsultanttofacilitateteammeengsandprofessionaldevelopmentfortheAAAteam.

• OnerepresentavefromeachschooljoinsthedivisionalAAAteam.ThispersonisinterestedinAboriginalissues,worksdirectlywithAboriginalstudents,orisinvestedinembeddingaboriginalperspecveacrossthecurricula.ThecommitmenttotheAAAteamisfor1schoolyear.

• ThreetofourteammeengsayeararefacilitatedbythedivisionalAAAconsultant.ProfessionaldevelopmentwithManitobaEducaonconsultantsisorganized.Listsofpossibleprojectsaredeveloped.AnevaluaonofprojectsisthefocusofnalmeenginMay.

• Teammemberspromoteideasandiniavesintheirschools.Ideasforprojects,performers,and

purchasesofresourcesmaycomefromanystaorcommunitymembers.Eachschoolsubmitsaproposalfortheprojectorprogram,projecngcostsandexpenses.

• TheAAAreviewcommiee,whichincludestheAssistantSuperintendentofStudentServicesandthedivisionalAAAconsultant,approvestheproposalsthatmeettheabovecriteriaandallocatesfundsaccordingly.

• SchoolacviesprojectsapprovedincludepresentaonsbyMichaelManyeaglesandJoeMcLellan,soapstonecarvings,storytelling,drummingandtradionalmusic,eldtripstotheForkstoparcipateinNaonalAboriginalDay,monthlythemeassembliesusingtheSevenAboriginalteachings,presentaonsontradionalhomesandpibuilding.

Contact:GeriHarder-RobsonPosion:AssistantSuperintendentofStudentServicesE-mail:[email protected]:204-326-9829



S u r v e y R e s u l t s - S e p t e m b e r 2 0 1 1 1

Division/District: The Kelsey School DivisionDescripve tle of program/iniave: Aboriginal Educaon Iniaves



• EngagingAboriginallearnersandcommunies• Other–LanguageDevelopment

Descripon of Program/Iniave:AboriginalEducaonCommiee–focusfordivisionanduseofAAAGrant

• developandshareacviesandprogramswithlocalFirstNaonsSchool.

• middleschoolGrade6Creeoponclass.

• alternateProgramminginMaryDuncan–culturalinclusionandallowsagegroupingfromchildcaretoadulteducaon.

• ongoingdatacolleconandtrackingofselfidenedFirstNaonsinnumeracy,literacyandgraduaonpaerns.

• parcipaoninMuseumNorthprogramdevelopment–2staoncommiee–developingteachingkitswithlocalAboriginalthemes.

• developingacentrallibraryforresourcesofallkinds.

• integraonofculturalelementsintoclassroomcurriculumandsupplementprogrammingwitheventsfeaturingfeasts,guestarsts,eldersandstorytellers

Contact:

Name:CecileAeck Posion:StudentServicesCoordinatorE-mail:[email protected]:204-623-6421



Division/District: The Lord Selkirk School DivisionDescripve tle of program/iniave: Aboriginal Educaon Iniaves



• EngagingAboriginallearnersandcommunies• Other-improvingAboriginalself-awareness

Descripon of program/iniave:WithintheLordSelkirkSchoolDivision,thereareavarietyofiniavestakingplacetopromoteAboriginalEducaon.Aachedbelowareexamplesoftheiniavesoccurringineachschool.Schoolcontactinformaonhasalsobeenprovided.

Contact:Name:ArleneKindenPosion:AboriginalPerspecvesLeadTeacher

E-mail:[email protected]:204-482-4521

Centennial SchoolDescripve tle of program/iniave: Seven Sacred Teachings

Goal(s) of program (check all that apply):• ImprovingoutcomesforAboriginallearners

• Other

Descripon of program/iniave:• Classroomsincorporatedsharingcirclesintotheirdailyrounes.

• LibrarypurchasedseveralbooksonAboriginallegends,mythsandtradionalstories.

• Classroomsmadedreamcatchers,soapstonecarvings,drums,turtleralesandtalkingscks.

• Guestspeakerscameintotheclassroomstospeakaboutthesevensacredteachings.

• Tipilessonsweretaughtateachgradelevelandschoolshowcasedthedivisionalpi.

• SevenSacredTeachingsarebeingtaughtineachclassroom,showcasedatassembliesandincludedinnewsleers.

• Invitedlocaldrumminggrouptoaschoolassembly.

School Contact:SharisseBrown|LoriWiebePosion:Gr.2Teacher|ResourceE-mail:[email protected]|[email protected]:204-482-3265




East Selkirk Middle SchoolDescripve tle of program/iniave: AAA – Aboriginal Academic Achievement



• EngagingAboriginallearnersandcommunies• Other

Descripon of program/iniave:• TheschoolintroducedtheSevenSacredTeachingsschoolwideasits‘virtues’program.

• Wepurchasedapproximately200poundsofsoapstoneandavarietyofcarvingtools.Studentswereintroducedtotheartofsoapstonecarving.

• DuringFesvalduVoyageur,theFrenchteachersorganizedeventssuchasstorytelling,storywring,games(indoorandoutdoor),snowsculpng,etc.

School Contact:RitaProcyshynPosion:ArtTeacherE-mail:[email protected]:204-785-2036

École BonaventureDescripve tle of program/iniave: Aboriginal Academic Achievement Grant




• Other

Descripon of program/iniave:

OurschoolhasbeenmovingforwardthroughtheIntegrangAboriginalPerspecvesconnuumandhasfocusedonAcademic&Culturalintegraon.Wehave:• InvitedaFrenchMésarsttosharethetradionofaboriginallegendsandtheartofsoapstone

carvingandsnowcarvingwithourgrade5&6staandstudents.

• ConnuedtobuildresourcesthroughthepurchaseofmaterialsinFrench(i.e.posters,books,music,videos)thatrepresentthetradionalvalues,beliefsandwaysoflifeforAboriginalpeople.Byhavingthesematerialsavailable,wewillhavethebasistobuildagreaterawarenessofAboriginalcultureintoavarietyofunitsofstudythroughoutthecurriculum.

• PlannedacviesthatcelebratebothFrench&MésAboriginalculture,duringoneweekinFebruaryforFesvalduVoyageur.

School contact:JocelyneSavoiePosion:VicePrincipalE-mail:[email protected]:204-785-8284



Daerwood SchoolDescripve tle of program/iniave: 7 Sacred Teachings

Goal(s) of program (check all that apply):• ImprovingoutcomesforAboriginallearners


• Other

Descripon of program/iniave:Theteachersincorporatedthe7sacredteachingsintotheireverydayclassroom.Eachclasswasresponsibleforsharingatanassembly.Eachclassalsodidabigposterthatwasthenputupinthehallways.WealsowenttoOakHammockMarshthisyearforAboriginalDayandtookpartinstorytellingandotheracviesthatwereoered.WehavealsodoneanAboriginalDayattheschoollevelwhereweincorporatedavarietyofacviesalongwithvariouspresenterssuchasahoopdancerandPowWowgroups.OurlibrarianalsosharedAboriginalstorieswithalltheclassesinaneorttoincreaseawareness.

School Contact: Name:DarcelleSaundersPosion:PrincipalE-mail:[email protected]:204-482-4326

Ecole Selkirk Junior HighDescripve tle of program/iniave: Aboriginal Studies/ Aboriginal Awareness

Goal(s) of program (check all that apply):

• IncorporangAboriginalperspecvesintothecurriculum



• Other-improvingaboriginalself-Awareness

Descripon of program/iniave: Grade 8 Aboriginal Studies programThisprogramrunsinconjunconwiththeGrade8Artprogram.Theyrunsidebyside,thestudentswhoareintheArtprogramtakeArtforhalfayear,thentakeAboriginalStudiesfortheotherhalfayear.TheGrade8AboriginalStudiesprogramisanart-basedcourse.Studentsstudydierentindigenouscultures

andthencreateaprojectreecveofthatculture.Example:studyoftheMaoricultureinNewZealandandthestudentspainted“mokos”-facialtaoosontheirfacesindesignsthatrepresentedthemselves.Thecourseistoopenupawarenessofworldindigenousculturestothestudents,toseethattheissuesthatmanyindigenousculturesarefacingareparalleltotheissuesthattheAboriginalpeople’sofCanadaarefacing.Thiscourseisalsodiscussionbasedandspeakersandeldtripsarebookedthroughouttoreectthecurrenttopic.StudentsalsodevelopadeeperunderstandingandappreciaonoftheAboriginalculturethroughparcipanginsmudgeceremonyandSharingCircle.

Thisprogramisopentoallstudents.




Grade 9 Aboriginal Studies programThisprogramisanelecvecourseopentoallstudents,althoughthemajorityofthestudentswhotakethiscoursehaveanaboriginalbackground.Thiscoursefocusesonthehistoricalandcontemporaryimpactoftreaes,residenalschools,culturaltradions,andthestateofaboriginalcommuniesinCanada,withthefocusbeinginManitoba.ThiscourserunsparallelwiththeGrade9SocialStudiescurriculum,butwhiletheGrade9SSonlytouchesoncertaintopics,theGrade9AboriginalStudiescoursetakestheseaboriginalperspecvesandgoesmuchdeeperintoeachtopic.Studentsdevelopamoresenseofawarenessabouttheiridenty,betheyaboriginalornon-aboriginal.Studentsalsodevelopadeeperunderstanding

andappreciaonoftheAboriginalculturethroughparcipanginsmudgeceremonyandSharingCircle.Unitendprojectsarestudentoriented,andpresentedeitherdigitallyorpersonally.Speakers,eldtripsandworkshopsarescheduledthroughout,dependingonthecurrenttopic.

Aboriginal AwarenessThisawarenessiniaveisrelayedthroughouttheschool,ineitherschoolartprojects(murals,presentaons),orintegraonofperspecvesinto

subjectareas:example:theMichifLanguageintoBasicFrench,theMesandtheirroleduringthefurtradeforLeFesvalduVoyageurforBasicFrench,thesciencebehindthepiforgrade7ScienceForcesandStructures,AboriginalArtClubheldduringTalentDevelopment,theuseofnewsowaretechnology(MouseMischief)tomakelessonsmoredynamicandinteracve.TheinclusionofAboriginalStudentsandtheirfamiliesintotheAboriginalStudiesprogramssothatthey

becomecomfortabletalkingandsharingabouttheiridenty.Grade9ELAStorytelling,andtheuseofaboriginallegendsandstoriesinGrade7ELAtoreectthecreavityofshortstoriesandhowtheycanbeportrayedindierentformatsratherthan justpaper.

AsoneoftheschoolsintheLordSelkirkdivision,weareveryluckytohavesixaboriginaleducatorswhoareveryproudoftheirheritageandwho

arewillingtoshareitwiththeirstudents.Theseaboriginaleducatorsarededicated,andposiverolemodelstotheAboriginalpopulaoninourschool.Beingposiverolemodels,showsourAboriginalstudentsthattheycanlookpastthestereotypesandbesuccessfulinanyoftheirendeavors.

TheAboriginalStudiesteacherisalsoavailabletotheteachersforresources,lessonplansandteam-teachingofanyaboriginalperspecvesthattheymayunfamiliarwith,orevenunsureofhowtodiscusswiththeirstudents.Havingthisresourceavailabletotheteachersisintegraltomaintainingtheposiveculturallysensiveatmosphereofthe juniorhighschool.

School Contact:Ms.JacquelineBercierPosion:AboriginalStudiesTeacherE-mail:[email protected]:204-785-8514

Happy Thought SchoolDescripve tle of program/iniave:Integraon of Aboriginal Educaon into our Early

Years School focusing on literacy and numeracy

Goal(s) of program (check all that apply):• IncorporangAboriginalperspecvesintothe

curriculum



• Other

Descripon of program/iniave:Ourpurposeistointegrateaboriginaleducaonintoourenreschoolculture.Wehavecelebratedthesevensacredteachingsinourmonthlyvirtuesprogram,purchasedabeaufulsevensacredteachingsreadingrugforourupstairsreadingarea,purchasedleveledaboriginalbookstoincorporateintoourguidedreading,startedstorysacksforourenreschooltouseduringindoorrecess,invitedasoapstonecarverintosharehis



talentwithallourGrade4students,invitedanaboriginalwriterintoworkwithourearlyyearswriters,purchasedaboriginalresourcesforourteacherstouse,andpurchasedaboriginalbooksforourlibrary,creangarichculturalareainconjunconwithourUkrainianbooks.

School Contact:Name:NancyLovenjakPosion:PrincipalE-mail:[email protected]:204-482-4521

Lockport SchoolDescripve tle of program/iniave: AAA – Aboriginal Academic Achievement

Goal(s) of program (check all that apply):• IncorporangAboriginalperspecvesintothecurriculum• EngagingAboriginallearnersandcommunies• Other:BuildingConneconstoSchoolandPeers

Descripon of program/iniave:• Novelsetwillbepurchasedandresourcewillco-teachthenovelwiththeELAteacherbasedonprotagonistofFirstNaons.

• Prideestablishedaseldtripsoccurredtovariousaboriginalcelebraons/educaonfacilies

• Groupmeengsofstudentstofacilitatefriendshipswithstaandstudentstokeepanddeepenstudents’desiretostayinschool

School Contact: BrandieLevPosion:ResourceTeacherE-mail:[email protected]

Tel:204-757-9881

Lord Selkirk Regional Comprehensive Secondary SchoolDescripve tle of program/iniave: Aboriginal Studies/ Aboriginal Awareness




• Other-improvingaboriginalself-awareness

Descripon of program/iniave:• MBEducaonapprovedcourse–FirstNaons,MesandInuitStudies40S–isoeredtostudents

• Full-meAboriginalcounselor,providesguidanceandsupporttomeettheneedsofallaboriginalstudents,andhelpsnewstudentsfromreservesadapttotheseng

• AboriginalStudentCenterprovidesahomebase,homeworkhelp,andEducaonalAssistanthelp




• “Pilot”teachertobeaddedtoourAboriginalStudentCentertoworkwithat-riskaboriginalstudentsdirectly

• Awardprogramsforaboriginalstudents

• CommunitybasedPASSProgram(PromongAboriginalStudentSuccess)recognizesformer

studentsofaboriginalheritage,providesinspiraonforcurrentstudents,exposesthemtoaboriginalsuccessstories,anddemonstratescommunitysupport

• IndividualizedSelfPacedLearninghashelpedanumberofaboriginalstudentssucceedwhentheymayhavestruggledinaregularclassroom

• Aboriginalstudentsareinvolvedinschoolwideat-riskmentorshipprogram

• Curricularareas–likesocialstudiesandEnglishlanguagearts–incorporate/infuseaboriginalperspecvesincurricula

School Contact:VickiCielenPosion:PrincipalEmail:[email protected]:204-482-6926

Mapleton SchoolDescripve tle of program/iniave: InfusingAboriginal Perspecves into the Curriculum


curriculum

• Other


AtMapletonSchool,theaimhasbecometoinfuseaboriginalperspecvesintothecurriculumbyimplemenngandthenmaintainingaschoolwideprogramof“LearningThroughtheArts”.Eachgradewillintroduceanarscelement/conceptrelangtotheAboriginalculturesofCanadatotheirstudents.Thentheseconceptswillserveasabasisforcreangaworkofart.K-Wintercount

1–Tipi2–Pinchpots3–Totempoles4–Dreamcatchers5–Birchbark6-Loombeading

Thisworkwasdisplayedwithdetailsonthemeaningandproduconandthenviewedbyeachgrade.Everystudentwillnowhavetheopportunitytolearnaboutadierentarscelementineachgrade.Theschoolconnuestoinviteinvisingarsts/educatorstohelpstudent’sandsta’sunderstandingofaboriginalculture.

Weconnuetointegrateaboriginalperspecvesthrough:

• Fieldtrips• Aboriginalliterature

• Mathacvies(games/probability)

• Gymacvies(games,sports,winteracvies)

• SocialstudiesandFrenchCurriculums

• Purchasingresources

School Contact:

GinaDoylePosion:ResourceTeacherE-mail:[email protected]:204-482-4409



Robert Smith SchoolDescripve tle of program/iniave: Building Student Success




• Other

Descripon of program/iniave:• Aerschooldrumminggroupeverysecondweekfrom3:30-4:40pm

• Fallcommunitybuildingacvity–Studentswereencouragedtocomewithafamilymember.

• StudentsdrummedatanassemblyfortheVirtueofRespect

• Heldadrummingwintersolscefeast

• HostedTipiTeachingswithBrianMcLeod.BrianwasaSundanceChiefoftheNorthShoreSakeengSundance.

• PromotedAboriginalcultureinourLiteratureprogram

• OeredaCoeeClubforparents

• Grade4overnighttriptothemuseum

• AboriginalCelebraonWeekinJune

School Contact:StephenDudarPosion:PrincipalE-mail:[email protected]:204-482-3677




Ruth Hooker SchoolDescripve tle of program/iniave: Building Student Success




Descripon of program/iniave:Seven Sacred Teachings• RuthHookerSchoolhasincorporatedtheSevenSacredTeachingsintoourdailyrounes.Eachmonth

wearepresentedwithanewteachingtolearn.Thisconnuedthroughouttheenreyearwitheachclassassignedanewteachingtolearnaboutandprepareapresentaonattheendofthemonthtosharewiththeschool.SeptemberwasanintroducontotheSevenSacredTeachings.

September–Introduconofall7SacredteachingsOctober–Respect(bualo)November–Courage(bear)December/January–Love(eagle)February–Wisdom(beaver)March/April–Honesty(honesty)May–Humility(wolf)June–Truth(turtle)

Building Success with Parents• InDecemberasagitoallparentsofRuthHookerSchool,afamilyphotowastakenofeachchild

intheschoolwiththeirfamily.Ifparentswerenotavailablethenaphotoofjustthechild/childrenweretaken.ThesephotoswerethenframedandgiwrappedandgiventothefamiliesasagiatChristmas.

• WeinvitedsomeofourparentstojoinusatthebeginningoftheyeartocometoourBSSAPgathering.Thisallowedallofustoshareincreang/planningnewideasforourstudentsandourschool.

• LocalarstMarkGuibochewasinthegrade6classsharinghisarsctalentsforthreedays.Heisaparentofoneofthestudentsingrade6.MarkGuiboucheisoriginallyfromWinnipeg,ManitobaandtreatytotheBloodveinFirstNaon.Guibouchehasauniquestyleofworkingwithacrylicandinktocreatepainngswithdened,boldlinesandvibrantcolours.Guiboucheisaself-taughtarstwhousesthisdisncvestyletoreectcontemporaryaboriginalartthatrepresentstheconnecon

betweenthespiritandearth.Thegrade6studentsproducedsomebeaufulartpieces.• ChrisneHarcusourSchoolAendanceLiasonbringsgroupsofparentstogetheronFridaysforCoee

Group-eldtrips,baking,zumba,etc.

• MarvelousMondays(Mondayaer-school-7families)–Facilitatorsworktobringfamiliestogethertoteachtheimportanceofstayinginschoolandliteracy.Theysharedamealtogether,familyacvies,breakoutsessions–pre-school&schoolage.



Boys Group• BackgroundInfo:OurAboriginalmaleyouth

areinneedofasafeenvironmenttoself-expressandgainasenseofbelonging.OvertheyearsthecrimeratewithinourAboriginalmaleyouthpopulaonhasrisensignicantly.Thisisveryalarmingandrequiresimmediateaenon.OurAboriginalmaleyoutharesearchingforanswersabouttheirjourney.Butbeforetheycanexplorethatjourneytheyneedaplacetohealandaskquesons.

• BeginninginOctober2010,KevinKipling(BSWHealthandWellnessSpecialist)wasatRuthHookerSchooltobeginaprogramcalledYoungBrothersofRedNaonWorkingGroup.Thisconnuedintothespring.HeworkedwithagroupofAboriginalmaleyouthsfromboth

grades5and6.Thisgroupmetonceaweekfortwelveweeks.Themainobjecveoftheworkinggroupwastooerasafesengforourmaleyouthtoaskquesonsandself-express.Theweeklymeengsweresimilartoasharingcircleseng.Adierenttopicwasexploredeachsession.

Topicsincluded:• GangAwareness

• Bullying• Respect• BoundarySeng• HealthyFamilySeng• RoleofMaleYouthinourCommunies• Communicaon• Relaonships• BehaviourManagementStrategies

Attheendofthesessions,Kevinheldacelebraonwiththeboysandtheirparents.

Theyweretreatedtolunchandtheboyswerepresentedwithaspecialgiofabearclawnecklace.

Aboriginal WeekForAboriginalweekourdivisionalpiissetupinourlibraryandclassesareallowedtogoinsidetoreadandholddiscussions.Tostartotheweekapowerpointpresentaonwaspresentedtothe

schoolinanassemblytointroducethestudentstothepiandgivethemabeerunderstandingofhowthepiissetup,thesignicanceofthepolesandtheproperequeewhileenteringthepi.ThroughouttheweekwehadspecialguestsinourbuildingtohelpustoincorporateAboriginalperspecvesintoourclassrooms.Herewerethepresentaonsthatwehad:

Louis Riel Instute–TheysetupstaonsinourgymforthestudentstocirculatethroughtoengageindierentacviesinvolvinglearningaboutthehistoryoftheMéspeople.TheaernoonendedwithaperformancebyayoungMesjigger,TonyLindo,fromWinnipeg.

Jacquie Bourcier,anaboriginalstudiesteacherin

L.S.S.D,discussedthemedicinewheel,medicines,anddidasmudgeoutside.Thebeginningofthepresentaonwasinthegymwithapowerpointandthenstudentswentoutsideforasmudge.

Sandra Ross–Allclassesparcipated.Studentssatinasharingcirclewithboysinthenorthandgirlsinthesouth.Shetalkedaboutmakingatobaccooeringbeforeharvesngfromthewildandthenshemadeonetalkingsckforeachclass,explainingtheitemsshewasaachingtothesck

andthemeaningbehindthem.Onceshenishedshepresentedthetalkingscktotheteacher.Shethensmudgedwiththestudentswithsage.Thentherewasasharingcircle.Sheexplainedhowthesckwasusedandtherulesofthecircle.Therewasadiscussionledbytheteacherastowhattheywoulddooverthesummer.

Diane Cross(aformerEA)wasattheschooltotalktothegrade5&6classesintheirroomsabouther

journeyandhowsheguidestheAboriginalyouthoftoday.SheisaspiritualleaderwhoworksforMesChildandFamilyServicesinWinnipeg.

Donna Sutherland –alocalAboriginalauthor.ShehaswrienbooksaboutChiefPeguisandisintheprocessofwringachildren’sbookabouthim.Shesharedthewringprocesswiththestudentsandwhatittakestoputabooktogether.




School Contact:TamaraDeiContPosion:PrincipalE-mail:[email protected]:204-482-3614

St. Andrews SchoolDescripve tle of program/iniave: InfusingAboriginal Perspecves into the Curriculum


curriculum

• Other


• AstorytellerwasinvitedtotheschoolduringILovetoReadMonth(February)andprovidedourgrade3,4,and5studentswithwonderfulstoriesaboutherlife.

• Loomsandbeadingmaterialshavebeenpurchasedandorganizedinaportablecart.Groupsofstudentscreatetheirownpaerns.

• Clayandpaintshavebeenpurchasedandusedtocreateclaybowlswiththegrade5students.

• Ayearlycalendarofeventswasestablishedwhichidenesspecicacvies/eventsforeachschoolmonthoftheyearandindicateswhichgradelevelwillbetakingpartintheacvity/event(e.g.,Novemberacvitymaybemakingclaybowlswiththegrade5’s).Someacvieswillremainthesamefromyeartoyear.Bythemestudentsleavetheschoolingrade6theywouldhavehadtheopportunitytoparcipateinalloftheacvies.

• Asoapstonecarverwasinvitedtospendthe

daywithgrades4and5.

• BookbinsforgradesK-3havebeenestablished.EachbincontainsstorieswithanAboriginaltheme.Thesebinsarepassedaroundtheclassrooms.

• ArtacviesanddisplaymaterialspromongawarenesshavebeenpurchasedfromtheNaveReeconscatalogue.

• NovelscontaininganAboriginalthemehavebeenpurchasedforuseinthegrade6classroomsforliteracycircles.

• Talkingsckshavebeenpreparedforeachclassroom.

• Everyyearapiiserectedinthelibraryfor

twoweeksinMay.Studentsaregivenabriefhistoryandtaughthowtousethepirespecully.

School Contact:NancyBarganPosion:ResourceTeacherE-mail:[email protected]:204-334-6083

Walter Whyte SchoolDescripve tle of program/iniave: AAA –Aboriginal Academic Achievement


curriculum



• Other

Descripon of program/iniave:Grade8&9studentsweretaughtanAboriginalStudiescurriculum.

InMarch,wehadTedLongboomvisitourschoolforaweek.Duringthisme,avarietyofacviesoccurred:• Wrotesongs

• LearnedaboutanddressedlikeMéshuntersandbualo

• Performedaskit

• Drewpictures

School Contact: Name:MelodyTully Posion:KindergartenteacherE-mail:[email protected]:204-754-2240



William S. Paerson SchoolDescripve tle of program/iniave: AAA – Aboriginal Academic Achievement




Descripon of program/iniave:• Grade4studentssharedinformaonabouttheSevenSacredTeachingsataschoolassembly.

• PennyRossworkedwithclassestomakespecialtalkingscksfortheirclassroomsandthenledasharingcirclewiththeclass.

• Schoolacviesincluded:birchbarkbing,visitformaboriginalauthorDonnaSutherland,musicalpresentaonbytheBogBoys,school-widejigging,makinginuksuks,learninghowto

smudge,

School Contact: LindaBreakeyPosion:Grade4teacherE-mail:[email protected]:204-738-4700




Division/District: The Louis Riel School DivisionDescripve tle of program/iniave: Footsteps Program




Descripon of program/iniave: Aboriginal Student Support ServicesGiventhelargeandever-increasingnumberofstudentsandfamiliesfromAboriginalbackgroundsintheDivision,anumberofprogramsandsupportshavebeenestablishedtoaddresssomeoftheuniqueneedsamongthiscommunityoflearners.AboriginalStudentSupportServiceshasbeenhousedintheReneDeleurmeCentrecomplexsince2005,originallyastheFootstepsprogram.Sincethatme,thisprogramareahasexpandedtoinclude5full-meteachingsta,3AboriginalCommunityLiaisonWorkers,andafull-mesupervisor.Thefollowingareareasoffocusthisyear:

• Thegrade4andgrade6socialstudiesprogram:eachandeverygrade4andgrade6classroominthe

DivisionaendsReneDeleurmeCentreforahalfdayofculturalprogrammingintendedtocomplimentoutcomesintheprovincialsocialstudiescurriculum.ClassesarebusedtoRDCandareengagedinarangeofacviesanddiscussionsthattacklehistoricalmisperceponsandsupporttheinclusionofaboriginalperspecves.

• Footstepsresourcecentreandsmudgeroom:tosupportstudents,teachersandschools,theDivisionmaintainsacomprehensivecolleconofmaterialsandresourcesonaboriginalissues,concernsandperspecves.Inaddion,asmudgeroomhasbeendevelopedforteachingandlearningpurposes,andtosupporttheappropriateinclusionofculturalpracceswherewarranted.

• Grade9AboriginalTransionProgram:thisprogramisintendedtosupporttheneedsofstudentsfromaboriginalbackgroundswhoareexperiencing2ormoreyearsofdelayinthedevelopmentof

age-appropriateliteracyandacademicskills.Tofacilitateastrongertransiontohighschool,thesestudentsspendahalfdayatRDC,receivingintensiveliteracyandacademicsupports,inaddiontoculturalsupportsintendedtobuildstrongidenesassuccessfullearners.Thestudentsthenreturntotheirhomeschoolforthesecondhalfoftheschoolday.

• AboriginalYouthLeadershipProgram:thisprogrambuildsleadershipcapacityinAboriginalyouthacrosstheDivision,andsupportsstudentsinundertakingleadershiprolesintheirhomeschools.StudentsparcipanginthisgrouphavehistoricallyaendedanaonalyouthleadershipconferenceinEdmontoninOctober.Thestudentsreceiveahighschoolcreditfortheirparcipaonintheprogram.

• AboriginalGrade9and10CareerEducaonCourses:incollaboraonwithallofthehighschoolsin

theDivision,thesecoursessupportcareerexploraonandcareerreadinessamongAboriginalyouth.Studentsreceiveahighschoolcreditfortheirparcipaon.

• AboriginalStudentSupportinschools:inaddiontotheprogramsnotedabove,theAboriginalStudentSupportServicesteamconnuestoprovidedirectsupporttostudentsandfamiliesthroughouttheDivisionincludingAboriginalSocialWorksupport.Thismayentailindividualizedinstruconalandacademicsupports,orsocialwork,culturalandothersupportinschoolsandthecommunity.



• CurrentTopicsinFNMIStudies40S:thisschoolyear,theFootstepsprogramprovidesAboriginalteachingstatoteachtheFNMIStudies40Sinthreeofoursevenhighschools.SimilarsupportswillbeprovidedtootherhighschoolsinLRSDthefollowingyear.Theintentofthissupportistohelpbuildcapacityintheschoolstosustaininstruconofthecourseinthefuture.

• ResourceCentre:alargeAboriginalresourcelibraryandclassroomspaceislocatedattheReneDeleurmeCentrethatisusedtosupportthecurricularneedsofclassroomteachersinLRSD.

Contact:Name:NeillJohnsonPosion:AssistantSuperintendentEmail:[email protected] Tel:204-257-7827




Division/District: The Pembina Trails School DivisionDescripve tle of program/iniave: See programs below




Descripon of program/iniave:Warriors of the RainbowTheWarriorsoftheRainbowisavaluesprogrambasedontheSevenSacredTeachingsoftheOjibwaypeople.Theprogramcentersaroundsevenvalues:love,truth,humility,courage,honesty,wisdomandrespect.FirstNaonpeopleareportrayedinaposivelight,highlighngtheircontribuons,heroes,worldviewandculture.Onevalueaweekormonthispresentedwithsongs,stories,andacvies,allfromanAboriginalculturalperspecve.Classroomteachersfollowupwithaprojectoracvitythatexempliesthevalue.Toconcludethereisspecialcelebraon,apowwowwhereeachstudentreceivesa

necklaceofsevenbeads,witheachcolourrepresenngthevaluetheyhavelearned.TheWarriorsoftheRainbowprogramistaughtbyAboriginalConsultantJulieSullivan.

WorkshopsTheAboriginalAcademicAchievementConsultanthasdesignedanddeliverednumerousworkshopsonAboriginalcultureandworldviews,includingAboriginalPerspecvesinEducaon,AboriginalArtandEducaon.TheseprogramshavebeendeliveredtoMASS,MTS,PembinaTrailsstaandAdministrators,schooltrusteesandstudentsinManitobaandAlberta.ThepresentaonshavealsobeenrequestedbytheFacultyofEducaonattheUniversityofManitoba.AerschoolprogramsareoeredontradionalAboriginalculturetoeducatorsinPembinaTrailsSchoolDivision.Forexample,TeachingSweatlodgesconnuestobeoeredandiswellaended.

Social Studies CurriculumTheworkisconnuingtosupporttheFirstNaon’scontentintheSocialStudiescurriculumwithprofessionaldevelopmentprovidedforgrades2–6teachersbytheAboriginalAcademicAchievementConsultant.Teachershavebeenhelpedtobuildacontextfornewoutcomesandreectonwhichnewinstruconalstrategiesmightbeeecveforengagingstudents.EducatorshaverequestedtoworkwiththeConsultanttodeveloprelevant,credibleresource/materialsforthegrades2-5curriculumwhichfocusesonAboriginalstudies.

Aboriginal Academic Achievement TeachersTwoAboriginalAcademicAchievement(AAA)TeachersworkinsixschoolsinPembinaTrailsSchoolDivisionwiththehighestAboriginalstudentpopulaons.Thegoalistoraisetheacademicachievementoftheseyoungpeople.Programmingisvariedtomeetthespecicneedsofeachindividualschoolcommunity.AAAteachersprovideacademicsupport,liaisonbetweenschoolandthehome,studyskillssupport,anAboriginalBoysClub,theincorporaonofAboriginalcultureintolessons,andstudentleadershipskills.Dataiscurrentlybeingcollectedandwillbeusedtodeterminethesuccessoftheprogram.



Career Trek: Children Raising ProgramFourschoolsareparcipanginCareerTrek,aprogramthatgivesstudentsanopportunitytoexperiencerst-handover20dierentcareers.

Drumming and Dancing WorkshopsAerschooldrumminganddancingworkshopstakeplacethroughouttheschoolyearatavarietyofschoolsinthedivision.

Family Connecons RoomAFamilyConneconsRoomhasbeenestablishatWestgroveSchool“tocreatawelcomingandbelongingplace”.Thisroomisopentoallcommunitymembers(50%ofWestgrove’spopulaonareAboriginal)andissupportedinconjunconwithHealthyChildandtheWinnipegRegionalHealthAuthority.ItisavailableTuesdaysandThursdaysfrom9:00-11:00a.m.andisastayandplayforparentsalongwiththeiryoungchildren.Workshopsarealsooeredwithhealthandnutrionbeingthecurrenttopic.

Contact:

JulieSullivanPosion:AAAConsultantEmail:[email protected] Tel:204-488-1757




Division/District:

The Portage la Prairie School DivisionDescripve tle of program/iniave: Aboriginal Academic Achievement

Goal(s) of program:• ImprovingoutcomesforAboriginallearners

• EngagingAboriginallearnersandcommunies• Other–HoliscApproach

Contact:Name:WinstonHrechkaPosion:AAAFacilitatorEmail:[email protected]:204-857-6843Ext.11115

Descripon of program/iniave:The Parent RoomThemainpurpose/intenonofourParentRoomistopromoteaposiveconneconbetweenhome

andschool.Itreallyhasmoretodowithchangingparentatudesandviewoftheeducaonsystem.Ifparentsfeelwelcomeandsafe,theywilltransferthatfeelingtotheirchildren.Whenparentsvalueeducaon,theirchildrenvalueeducaon.Manyofourparentshaveanegaveimpressionoftheeducaonsystemduetotheirownnegaveexperience;byopeningourdoorswearetryingtoshowthatwewelcometheirinputintheirchild’seducaon.

Theeducaonofourchildrenreliesonafunconingfamily.Healthcare,socialassistanceandotheragenciessuchastheYoungParent’sResourceCentreallsupportourfamilies.Manyofourparentshavedicultyaccessingtheresourcesinthecommunityduetothefactthattheydonotconsistentlyhaveaphoneinthehousetoevenmakeappointments.Wealsosendfaxesasneededandallowcomputeraccess.

Weprovidecoee,teaandtoysforthelileonestoplaywith.Thisallowsourparenttheopportunitytogettogether,networkandsupporteachotherandthelileonesarecomfortableinthebuildingbeforetheystartschool.Wearetryingtoencourageparentstowalktheirchildrentoschool,stopinforacoee,possiblyimprovingaendance.Wehopetooerparenngsupportinthefuture,smallgroupdiscussionregardingissuestheyaredealingwithathomewiththeirchildrenandproblemsolvingtogether.

Wearenotdirectlysupporngcurriculumoutcomes,butrathersupporngparentsinordertosupportchildrenandencourageaposiveatudetowardeducaon.

Contact:MichelleHeamanPosion:Principaltel:857-4564email:[email protected]



Ogitchita GroupArecentin-serviceindicatedthatiniaonsareabsentinmanyayoungAboriginalboy’slife.Inthepast,thistransionintomanhoodwasrepresentedasanintegralpartofgrowingup.ItwasalsoindicatedthatalthoughtherehavebeenfewsupportgroupssetupforyoungAboriginalwomen;itisthemalegroupthatisfarmoreallusive.ItisthisknowledgethatwastheinspiraonofbeginninganAboriginalgroupformalestudentsatLaVerendryeSchool.Theself-namedOgitchitagroup(warriorwithaheart)beganinthelaterstagesofthe2010/2011schoolyear.Thegroupconsistsofapproximatelyninegrade7malestudents.Theinialmeengwascharacterizedbythenamingofthegroup,aswellasthecompleonofaKWL.TheKWLindicatedwhatthegroupnewaboutAboriginalculture,whattheywantedtoknow,andnallywhattheyhavelearnedaboutAboriginalculture(completedattheendoftheyear).ThegroupshowedinterestintheareaofAboriginalnames,Aboriginalfoodpreparaon,andAboriginallegends.Theschoolleaderguidedthegroupintotheterritoryofresidenalschools,history,andtradions.Thegrouphostedvisitsfromelders,madebannock,andlletedsh.TheyearwascappedowithavisittotheManitobaMuseum,withanemphasisonAboriginalhistory.Thegroupwasasuccessincreangasenseofprideamongstitsmembers,aswellasprovidingthebenetsofthesharingcircle.Goalsforthegroupincludeincreasingitsmembership,aswellasincreasingaendanceandacademicperformanceamongstitsmembers.

La Verendrye School Ogitchita Group School FacilitatorContact:BlairHordeskiPosion:GuidanceCounsellortel:[email protected]

Young Women of TomorrowTheYoungWomenofTomorrowisaYellowquillSchoolguidanceiniavethatinvolvesAboriginalgirlsingrades6-8.Theprogramwasdevelopedin2007byYellowquillSchoolGuidanceCounsellor,SherylRosstoprovideaninclusive,safe,andcaringsengforthegirls.Thegroupfocusesonbuildingrespectforselfandothers,goalseng,conictmanagement,andhowtobeafriend.Inweeklymeengsthegirlsdiscusstheimportanceofstayinginschool,volunteerism,posiveleadershipskills,andworkingtogethertoaccomplishgoals.

Overthelastfewyears,thegirlshaveparcipatedinmanyacviesculturalandotherwisetohelpdeveloptheabovegoals.ThegroupholdsafundraisingacvityeveryyearbymakingandsellingIndianTacos.TheproceedsfromthefundraiseraredonatedbackintotheschoolcommunityintheformofEasterBasketsthatthegirlsmakeanddelivertosomeofthelessfortunatestudentsinourgradesK-4classrooms.ThisfundraisingmoneyhasalsoenabledthegrouptogooneldtripstoTheForksfortherstNaonalPublicGathering“It’sAboutRespect,AJourneyofSurvival,Strength&Resilience”(June2010),aswellastoayear-endovernightcampinJuneof2011.SomeofthegirlsalsoparcipatedinPortagelaPrairie’s“ShareOurWorldDay”,thekick-oeventforPortagelaPrairie’sMulCulturalWeek.

Somefuturegoalsofthegroupincludeanannualyear-endcampwherethegirlsfocusonteam-buildingacviesaswellastodevelopamentoringprogramatYQSfeederschoolssothegirlscanhelpincomingaboriginalstudentswiththetransiontoanewschool.

Sheryllooksforways/eventstoinvolvecommunitymemberstoprovideaddionalAboriginalperspecves.

In2010,SherylwasarecipientoftheInnovaveTeachingAwardfromthePortageTeachers’




Associaon.ShendstheYoungWomenofTomorrowProgramtobeverysupporveforthegirlsandpersonallyrewardingwhensheseestheseyoungwomenachievingtheirgoals.Twoofthegirlswillberecipientsofacademicawardsthisyearfortheirrstme.

Contact:SherylRossPosion:GuidanceCounsellortel:857-8714email:[email protected]

First Naons Leadership GroupThisgroupwasformedforthesolereasonofidentyandasenseofbelonging.Aboriginalstudentsvoicedtheirconcernsandfelttheyneededtohavevoiceintheschool.Thisgrouphasgonefromalowself-esteemgrouptoagroupthatiswillingtotackleanyiniave!Ourgoalwastoaddresstheissueofinequalityandthelackofbelonging.ByvirtueofbringingtogethervariousAboriginalculturesourmissionoffeelingproudandyesyoudobelonghasallowedmanystudentstowalkthroughourdoors?Thisgrouphasbeenulizedasmentorsforearlyandmiddleyear’schildreninourschooldivisionandhasproventobequitesuccessful.Thisgrouphasspentmanynoonhourstotacklemanyissuesandhasmanagedtoturnthemintoaposiveexperience.ThisgrouphasestablishedaroominPortageCollegiateInstutewhichtheynamed“CHILLSTOP”asaplacewherestudentscancomeandhangoutduringnoonhourtochat,dohomeworkandplayvideogamesor

justCHILLOUT!

FirstNaonsLeadershipGroupwelcomesallstudentsofPCIandlookforwardtobuildingfriendships.



Division/District: The Red River Valley School DivisionDescripve tle of program/iniave: Aboriginal Academic Achievement


Descripon of program/iniave:Iniavesintheschooldivisionareschool-based.TheseschoolssecuremoremoneybecauseofthenumberofMésfamiliesinthecommunies.Studentsinmiddleyearsarebusedtoaneighbouringcommunitysotheyhavetheopportunitytodohome-economics.Underthedireconoftheclassroomteacher,educaonalassistantsprovideone-on-oneintervenontomeettheneedsofstudents.

Contact:PaulineLafond-BouchardPosion:AssistantSuperintendentEmail:[email protected]:204-746-2317ext.223




Division/District: The River East Transcona School DivisionDescripve tle of program/iniave: Aboriginal Academic Achievement




Descripon of program/iniave:TheRiverEastTransconaSchoolDivisioninWinnipegManitobahasbeenprovidingauthencandsuccessfulAboriginalculturalprogrammingforitsstudentsandstaforanumberofyears.Underthe“AboriginalAcademicAchievement”(“AAA”)poroliofundedbyManitobaEducaon,ourschooldivisionhasintegratedAboriginalhistoryandperspecvesintocurriculum.

Wehavealsoplannedandimplementedavarietyofculturallearningacviesinallourforty-twoschoolsfromGradesKindergartentoTwelve.Someofthelearningacviesinclude:

• TradionalTeachingsbyourDivisionalElder

• GuestpresentersandteacherssharingculturalwisdomonDrumming,Tipi,MedicineWheel,SevenSacredTeachings,Dance,andplantmedicines

• AerschoolculturalclubsforstudentsfromGrades4to8

• Aboriginalrolemodel/mentorshipfromAAAstafortargetedandintensivestudentpopulaons

• Authenccurriculumintegraon

• Bi-annualDivisionalCommunityPowwow

• OjibweandCreeLanguageclassworkshops

• FieldtripstoamanagedBorealForestsitewherestudentslearnabouttheforestfromtradionalhelpers/teachers(plantmedicines,animalbehavior,naturaleco-systemrelaonships)

• SmudgeCeremonyandSharingCircles

• Culturalprofessionaldevelopmentforschoolsta

Oneofthemainfactorsinoursuccessisour“MedicineWheel—AllFourNaons”approachtosharingculturalknowledge;meaningtheseAAAacviesareopenforstudentsandstafromallculturalandethnicbackgroundstoparcipatein.

TheRiverEastTransconaSchoolDivisionisrounelyaskedtopresentatotherschooldivisionsand

educaonconferencestoprovideguidanceandencouragementtoschoolswanngtoimplementAboriginalprogramming.

Contact:CaroleShankarukPosion:AboriginalCommunityNetworkEmail:[email protected]:204-669-2945



Division/District: The Rolling River School DivisionDescripve tle of program/iniave: See below



Descripon of program/iniave:WehavethreeprogramsthatwehaveimplementedinourcommunityschoolwhichourRollingRiverFirstNaonsstudentsaend.PleasenotethattheseprogramsarenotaendedexclusivelybyRRFNstudents,althoughtheyareiniavesresulngfromaneedamongourAboriginalstudentpopulaon:

All Day, Every Day Kindergarten–thiswillbeoursecondyearoftheallday,everydaykindergartenprogram.TheRRSDdesignatesalargeamountoftheAAAgranttosupportthisprogram.Ourgoalistoensurethatallourstudentsaresociallyandemoonallyreadyfromgradeone,sotheprogramisplay-based,literacyrich,andfocusedonsocialskills.

Literacy Intervenon for Grade Two–beyondthe“usual”supportsofResource,ReadingRecovery,SuccessMaker,etc.,wehavealsoimplementedanEYintervenonprogramtohelpstrugglingreaderswhodidnotparcipateinReadingRecoveryprogramandwhoarenotyetready“atlevel”.

Equine Assisted Learning –thisprogramisforourhighneeds/highriskstudentsinMYandSYwhostruggleinschool.Thepurposeoftheprogramistogivestudentsanopportunitytoexploretheirstrengths,developsocialskills,increasetheirlevelofcondenceanddevelopasenseofselfpride.TheEquineAssistedLearningtakesplaceatUpperLe7Ranch,nearErickson.

Contact:

MargJanssenPosion:AssistantSuperintendentEmail:[email protected]:204-867-2754




Division/District: The Seine River School Division(1)Descripve tle of program/iniave: Three Regional Aboriginal Engagement Acvies



Descripon of program/iniave:SeineRiverSchoolDivision’sthreeregions,west,centralandeast,eachdesignayearlyacvitytoengageAboriginallearnersintheircommunies.Eachregionismadeupofthehighschoolanditspartners,K-8schools.

Inthewesternregiontheschoolsparcipateintwoeldtripswhichincludestudentsselectedfromalltheschoolsintheregion.ThispastyearthetwoeldtripswereashingtriptoCrowduckLakeandavisittothePetroformsintheWhiteshellProvincialPark.AneldermetthegroupatthePetroformsandgavea‘guidedtour’oftheareaandexplainedthespiritualmeaningforthestudents.InthecentralregionaCareerFairwasarrangedforallstudents,aboriginalandnonaboriginal.Thehighschoolhostedthefairandallthegrades7and8studentsfromthepartnerschoolsaendedandhadanopportunitytolearnaboutcareersinallwalksoflife;thesessionswereledbypeoplepraccinginthoseprofessions.

TheeasternregioncelebratedtheYearoftheMésandthestudentsinallfourschoolsbuilthalfsizedRedRiverCarts.AMéscarpentertaughtthestudentsthehistoryofthecartsandtheirimportancetotheMéspeopleinManitoba.Heassistedtheminbuildingauthenccartsandassemblingthemintheschools.

(2) Descripve Title of program/iniave: Building Academic Success

Goal(s) of Program:



Descripon of program/iniave:SeineRiverSchoolDivisionhasiniatedadivisionwideassessmenttrackingplanwherethenumeracyandliteracygainsaregathered.SeptemberandJuneassessmentdatainnumeracyiscollectedandcharted.InliteracythedataiscollectedinSeptember,December,MarchandJune.ThedataisabletoidenfystudentsofAboriginaldescent,Ifstudentsarenotmakinggains,parentsarecontactedand

adaptaonsareprovidedtoenhancetheirprograms.

PartoftheAAAgrantisgivenasassistanceforstudentsthroughresourceprogramming.



(3) Descripve Title of program/iniave: Aboriginal Leadership

Goal(s) of Program:• IncorporangAboriginalperspecvesintothecurriculum



Descripon of program/iniave:InSt.NorbertCollegiatetheAboriginalstudentshavetheopportunitytoparcipateinanAboriginalLeadershipGroup.Thegroupmeetsregularlytosupporteachotheranddeveloptheirleadershipskills.

Oneofthemaingoalsistocreateawelcomingandsupporveenvironmentforthestudents.Allstudentsarewelcometojointhegroup.Throughouttheyeartherearevarioustopicschosenbythegroupand‘experts’areinvitedtospeakwiththegroup.ThesessionsareledbytheclassroomteacherwhoteachestheAboriginalPerspecvescourseandthesocialworkclinician.

Contact:ElaineLochheadPosion:AssistantSuperintendentofStudentServicesEmail:[email protected]:204-878-4713




Division/District: The Seven Oaks School DivisionDescripve tle of program/iniave: Building Capacity

Goal(s) of program:• ToincorporateAboriginalPerspecveintoCurriculaareas

• ToimproveoutcomesforAboriginalLearners

• EngageAboriginalLearnersandCommunity

Highlights:• CreatedDivisionAboriginalEducaonTeacherTeamLeader/CATEPCoordinatorposion

• CreatedDivisionElder-in-Residenceposion

• HiredateachertoruntheGitchiMisawedamowinanProgramatEcoleSevenOaksMiddleSchool

• MaintainourAboriginalArstinResidenceposion-movedfromElwicktoEdmondPartridgeSchool

• CreatedanewdivisionprogramforAboriginalstudents

• CreateddivisionAboriginalEducaonNetworkingmeengs-AboriginalEducaonCircle

• OurpartnershipwiththeAboriginalEducaonCommunityconnuestoexpand-UrbanCircle,CAEM,AboriginalEducaonDirectorate,ACE,TreatyRelaonsCommissionofManitoba

• OurCommunityAboriginalTeacherEducaonProgram(CATEP)seesit’srstroundofgraduatesaer6sixyears-October2011.

• Ourddlingprogramisexpanding(MargaretPark,ÉcoleSevenOaksMiddleSchoolandRiverbend).

• OurpartnershipwithourAboriginalParentsandtheKeepingBalanceprogramconnues.

• DevelopingdivisionAboriginaleducaonresourcekitsforallthreehighschoolse.g.increaseincurriculamaterialsandbookspurchased.

WeconnuetooerCreeandOjibweclassesaspartofourheritagelanguageprogramDescripon of Programs/Iniaves:ParentsandCommunityInvolvement• ConnuepartnershipwithAboriginalParentCouncilmaintainingcollaboravesupportsforKeeping

Balance-anaerschoolorlunch-hourprogramthatemphasizesAboriginalCulturalawarenessthrougharts,crasandeducaonalteachingsandyearlydivisionalAboriginalyouthconference.Thisisapartnerships’betweenHeritageCanada,theAboriginalParentCouncilandSevenOaksSchoolDivision.

• ConnuetofacilitatepublicawarenessaboutdivisioniniavesandpartnershipsthroughschoolanddivisionnewsleersandnowthroughCAEM–CouncilforAboriginalEducaoninManitobanewsleer.

• NewdivisionprogramGitchiMisawedamowinan”(kitchimis-wayn-damowin)invitesparents/guardians,communitymemberstocontributetotheteachingandlearningenvironment.

• DivisionPowwowandschoolcommunityfeastsconnuetogrow

• Establishingpartnership(ie.eCAEM,CouncilforAboriginalEducaoninManitoba,hosngCAEM



webpageonSevenOaksdivisionwebsiteandhosngCAEM’sOctober21st,2011SAGConferenceatGardenCityCollegiate

• MaintainconneconwithAboriginalCircleofEducatorsthroughAboriginalEducaonSupportTeacher-willconnuetonominateourownstaforvariouscategoriesforAnnualAboriginalEducaonAwardsBanquets.EstablishedapartnershipwithTreatyRelaonsCommissionofManitobaandestablishedanoon-hourspeakersseriesatMaplesCollegiate,opentoallstaand

studentsinSevenOaks.• DevelopedadivisionwebsitetoincludeourAboriginaleducaoniniavesandtoprovideteaching

stawithresources,eventscalender,pdopportuniesandinformaon,outofdivisionpdetc.

• HiredadivisionalAboriginaleducaonteacherteamleadertodevelop,support/enhanceAboriginaleducaoniniaves.Focusisonbuildingcapacity,increasecommunityconneconsandincreasestudentssupportsthroughpd,awarenessandeducaontraining,networking,communitybuildinganddevelopmentofnewdivisionalresources/programs:Buildingondivisionsuccessesandcreangopportuniesfornewlearningandiniaves.

• EstablishedaprofessionallearningseriesentledCurricularImaginaons:IntegrangAboriginalPerspecves.TargetwasGrade10ELAteachers,Grade11Historyteachers.4fullin-servicedays

throughoutthe2010-2011schoolyear.Seriesincludedexploraonofthemes/topics/issuesthatwererelevanttoELA/Historycurricularareas.Seriesincludesstain-servicing,schoolvisits,planningmeengs,integraontrialsandsupportfornewiniavesthatemergedfromthisseries(i.e.MaplesCollegiateandTreatyRelaonsCommissionSpeakersseries.DevelopmentofaELAunit).

• EstablishedSevenOaksDivisionAboriginalEducaonCircle-Adivisionwidenetworkingresourcethatisopentoallsta.Meengstakeplaceduringschoolhoursandsubsareprovidedforteacherstoaend.Four½daymeengsthisyearforanystamembertoaend.Sessionincludeanexploraonofvarioustopics,presentaonofschooliniaves,divisionandcommunityresourceswithopportunitytoengageinprofessionaldialogue.

• Makingconneconsbetweenestablishedprogramsandnewiniaves-creangopportuniesforCATEPEA’stoparcipateindivisionAboriginalEducaonPD,topresentatAboriginaleducaonconferences,someCATEPstudentshiredtorunKeepingBalanceprogram.–connecngthedots.

• School-wideinservicingonAboriginalEducaontopics,MargaretPark,ArtherE.Wright,WestSt.Paul-MedicineWheelteachings,Residenalschools,deningstarngpointsforAboriginaleducaoniniaves.

• Provided4fulldayinservicingtrainingfor6divisionsta,FromCulturalAwarenesstoCulturalCompetencyJourneyTraining.PartnershipwithMECYAboriginalEducaonDirectorateConsultant

• Increasedresources/supportsforteacherstointegrateAboriginalperspecves-allthreehighschoolsnowhaveanAboriginaleducaonresourcekittosupporttheintegraonofAboriginaltopicsingrade10ELAorGrade11Historycourses.Kitswillbecataloguedandlocatedineachhighschoolandlibraryforallteacherstoaccess.

Divisionconnuestoenhance/maintainmulpleprogramsandsupportsforlearnersaswellasthedevelopmentand/orenhancementofAboriginaleducaoniniaves/supports:

• DivisionhiredanAboriginalElder-in-ResidencetosupporttheintegraonofAboriginalperspecvestoliaiseandconsultwithinregardstoAboriginaleducaontopics.




• ConnuetomaintainandprovidesupportsforKeepingBalance,RecandRead,AboriginalstudiescoursesatMaplesCollegiate,andGardenCityCollegiate.

• Increasingawarenessofnewiniaves,resourcesandsupportsatAdministratorsmeengsandAdministratorsAnnualConference.

• DivisionmaintainsAboriginalLanguageprograms-CreeandOjibwe

Enhancing communicaon & disseminaon of Division iniaves and promising pracces:• Disseminaonofourresearch,”CelebrangStrengths:AboriginalStudentsandtheirStories

ofSuccessinSchools”atAboriginalEducaonConferencesincludingAboriginalEducaonResearchForum-ShawaneDagisowin,AboriginalCircleofEducatorsconferenceandwillconnuedisseminaonintonextyear.

SharingaboutCATEP,Community-basedAboriginalTeacherEducaonProgramasaPromisingPraccethroughcreaonofnewSevenOaksCATEPvideothatisbeingdeveloped.FirstroundofCATEPgraduatestakesplaceOctober14th.AllthreegraduateswerehiredbySevenOaks.

Maintainhighexpectaonsandencouragementforacademicsuccess.Connuetobeconsciousnessofcreangwelcomingenvironmentsforallstudents-increasingAboriginalrepresentaonthroughsta,posters,artworkthatreectsAboriginalpeoplesandarts.Aboriginalfocusedprogramsandsupportsdisseminatedtoallstathroughdivisionemail.

CreateopportuniesforAboriginalstudentstoconnectwithAboriginalcommunitythroughevents:

• ManitobaAboriginalYouthAchievementAwards

• KaniKaniChihksKeepingtheFire’sBurning

• MaintainingHeritagelanguage/culturallearningopportunies

• ManitobaAboriginalFilmFesval

• MakingConneconsAboriginalYouthFilmProjectthroughWAFF

• Speakersseries-topicsincludeCanadianIndianTreaes,ResidenalSchool,contemporaryissues/topics.Division-widestudentconferenceonAboriginaleducaon-KeepingBalanceprogram

• Connuetosupportsummercampprograms(Dial-a-Life,KeepingBalance/WASAC).

• ConnueArtsinResidenceatEdmondPartridgeSchool

• PurchasingAboriginalliteratureandresourcesforhighschoolELAandhistorycourses

• Creangopportuniesforstudentstolearnfromoraltradions-guestspeakers,portableplanetariumthatfocusesonFirstNaonsknowledgeofthestars.

Contact:RebeccaChartrandPosion:CATEPCoordinator/AboriginalEducaonTeacherTeamLeaderE-mail:[email protected]:204-339-9889,ext.229



Division/District: The Southwest Horizon School DivisionDescripve tle of program/iniave: Cultural AwarenessGoal(s) of program:• EngagingAboriginallearnersandcommunies

• Other–Engagingnon-AboriginallearnersinAboriginalissues/perspecves

Descripon of program/iniave:SouthwestHorizon’sSocialJusceCommieehasorganizedaone-dayculturalfairfocusedonlocalAboriginalandMésculturesforallGrade9studentswithinthedivision.Aboriginalperformers,arsts,andspeakerswillshareAboriginalcultureandperspecvewithstudents,staandcommunity.Acvieswillincludehoopdancing,storytelling,cras,foodsampling,discussionswitharepresentavefromtheTreatyRelaonsCommission,drummingandapowwowdemonstraon.

Contact:CarolynCoryPosion:CurriculumCoordinator

E-mail:[email protected]:204-483-0063




Division/District: The Sunrise School DivisionDescripon of Iniave:WehaveaDivisionalAboriginalEducaonCommiee(AEC)thathasrepresentavesfromthemajorityofourschools.

Goal(s) of program:

• StudentLearning• StudentBelonging

• ParentalInvolvement

Eachschoolsubmitsyearlyplansinvolvingthethreedivisionalgoals.Eachschoolisalsorequiredtohavesomeformofa“cluborgroup”thatisrunbyAboriginalstudentswhichfocusonbelonging.

Wemeasureouriniavesfocusingon“Grades,GradsandGoingtoclass”.

Aswell,ourAECholdsatwodayAboriginalCelebraonDays.Closeto450studentstakepartina

varietyofculturalacvies.

Contact:PaulMagnanPosion:AssistantSuperintendentE-mail:[email protected]:204-268-6538



Division/District: The Turtle Mountain School DivisionDescripve tle of program/iniave: Aboriginal Academic Achievement Projects


Descripon of program/iniave:• Strongfocusonacademicachievement;literacy,numeracy,homework.

• Kurzwell,readingintervenon/programisbeingusedbystudentswhohavebeenidenedashavingareadingchallenge.Itisanempoweringtoolforthesestudents.

• OtherstudentsaccesstheBartonReadingProgramtoassisttheminovercomingreadingdiculesintheareaofdecoding.

• Pro3000assessmentsarebeingusedtosupportstudentsincareerdevelopmentallowingstudentstoconnectschooltotheirlivesandfuture.

• Apprenceshipoponhasallowedstudentstomakeconneconsandstayinschool.

• ApartnershipwiththeAdultEducaonCentrehasallowedsomestudentstoremaininschoolduetotheirexibilityinprogramming.

• CareertechnologyhasallowedAboriginalstudentstoseeviablecareerpossibilies.

• StrongconneconwithCareerTrekismaintained.Studentsparcipateintheprogramannually.

• SocialemoonalsupportsareinplaceforstudentsthroughmentalhealthandAFMserviceswithintheschoolseng.

Contact:TanyaEdgarPosion:AssistantSuperintendentofStudentServicesE-mail:[email protected]:204-523-7531




Division/District: The Winnipeg School DivisionDescripve tle of program/iniave: Aboriginal Academic Achievement iniave

Goal(s) of the program:EverydivisionschoolisinvolvedintheAboriginalAcademicAchievementiniave,whichallows

schoolstosupportAboriginalstudentsandencourageunderstandingofAboriginalculturebyallstudentsthroughthedevelopmentofsupportdocuments,theintegraonofAboriginalperspecvesinthecurricula,opportuniesforculturalacviesandenhancingtheinvolvementofparents/guardians.FieenschoolsparcipateinBuildingStudentSuccesswithAboriginalParentsiniaves,whichpromotesparentengagementacviesthataimtoimprovestudentsuccessatschool.

(1) Descripon of program/iniave: Aboriginal Educaon Support TeacherFourAboriginalEducaonSupportTeacherposionshavebeenestablishedtoassiststaand/orstudentsindesignatedschoolsintheareasofprogramandprofessionaldevelopment.TheAboriginalEducaonSupportTeacherworkscollaboravelywiththeDistrictSuperintendentofSchools,DirectorofAboriginalEducaon,andAboriginalEducaon.

Consultantstofacilitatethiswork.

The Aboriginal Educaon Support Teachers are responsible for:• providingin-classmodeling,coachingandconsultaonsforidenedteachers;

• providingparcipangteacherswithin-servicingrelatedtoeecvepraccesintheintegraonofAboriginalperspecvesacrossthecurricula;

• researchinganddevelopingresourcesandmaterialsforteachers;

• assisngwithregularlyscheduledmeengsforAboriginalAchievementcontactsfromeachschoolinthedistrict;andconsulngwithschooladministratorsregardingDistrictandschooliniavesin

theareaofAboriginaleducaon.

(2) Descripve tle of program/iniave: Community Support Workers (Aboriginal)Descripon of program/iniave:Therearecurrently18schoolsintheWSDthathaveCommunitySupportWorkers.Thefocusofthisprogramistodevelopposiverelaonshipsamongsttheschool,theparents,andthecommunity.Specicallytheprogrampromotesmutualunderstandingandstrengthenscommunicaonbetweenallparcipants.Thereisparcularemphasisonprovidingencouragementandsupporttofamiliestobeacvelyinvolvedwiththeirchild(ren)’seducaon.

Underthedireconoftheschoolprincipal,theCommunitySupportWorker:• providessupporttoparentstoincreasecommunicaonbetweenfamilies,schoolandcommunity;

• actsasaliaisonbetweenschoolandparents;

• facilitatesandcoordinatesworkshopsforparents;

• coordinatesculturalacvies;and

• networkswithoutsideagenciesandcommunityorganizaons.



(3) Descripve tle of program/iniave: Aboriginal Language Support TeacherDescripon of program/iniave:TheposionofAboriginalLanguageSupportTeacherhasbeenestablishedintheWinnipegSchoolDivision.TheAboriginalLanguageSupportTeacherdeliversOjibweorCreeclassroomprogrammingandprovidesAboriginalLanguageinstrucontostainorderthattheymaydevelopandimplementappropriateAboriginalSecondLanguageProgramming.

UndertheSupervisionsoftheDirectorofAboriginalEducaon,theAboriginalLanguageSupportTeacher:

• guidestheimplementaonoftheKindergartentoGrade12AboriginalLanguagesFrameworkofOutcomes;

• adaptanddevelopcurriculatomeetthespecicneedsoftheprogram;

• assistintheidencaon,acquisionanddevelopmentofmaterialsforusebytheinstruconalstatopromoteawarenessanduencyinspeciclanguage;

• assistsintheorganizaonanddevelopmentofschoolbasedinformaonsessionsforparentsandcommunity.

Aboriginal Educaon Policy IGABATheWinnipegSchoolDivisionrecognizesthatitservesadiversepopulaonandiscommiedtomakingeducaonmeaningfulandresponsiveto,andinclusiveof,theculturaldiversitythatcharacterizestheCanadiansociety.

OneaspectofthatcommitmentistherecognionofthesignicantAboriginalpopulaonwithintheDivisionandthe,developmentofiniaveswhichwillenhancetheeducaonofAboriginalstudentsas

wellasbeofbenettoallstudents.

Contact:ValGeorgesPosion:DirectorofAboriginalEducaonEmail:[email protected]



191 Provencher Boulevard

Winnipeg, Manitoba R2H 0G4tel: 204-233-1595

www.mbschoolboards.ca

aboriginal survey sept2011

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