enhancem ent agreement annual report 2009-10 ent agreement annual report 2009-10 ... knowledge and...

School District No. 48 (Sea to Sky)

Aboriginal Education Program

Third Annual Report

September 2009 to June 2010

Submitted by

Juanita Coltman, District Administrator for

Aboriginal Education

Enhancement Agreement

Annual Report 2009-10

“Our Journey Together”


Enhancement Agreement Annual Report 2009 – 10 School District No. 48 (Sea to Sky)

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TABLE OF CONTENTS

Introduction 3 Aboriginal Education Committees 5 Student Enrolment Information 10 Building Aboriginal Student Success 2007 – 2011 11 Aboriginal Student Performance Information 12 Goal 1: Improve Successful School Completion for Aboriginal Students Goal 2: Improve Performance of Aboriginal Students Identified as having Behavioural and Learning Needs According to Ministry of Education Criteria Goal 3: Improve Academic Performance of “At Risk” Aboriginal Students Goal 4: Improve Literacy for Aboriginal Students Aboriginal Education Accomplishments of 2009 – 2010 18 Recommendations for 2010 – 2011 21 Farewells 23 Cover Photograph: Alex Wells, Mt. Currie Hoop Dancer working with Signal Hill Elementary School Students Inside Cover Photograph: 2006/2007 Aboriginal Education Council (AEC)

“All Aboriginal students will be given necessary programs and services leading to success.” Aboriginal Education Council (AEC)



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INTRODUCTION

The good news about the School District #48 (Sea to Sky) Aboriginal Education Enhancement Agreement (EA) is that implementation continues consistently. In only three short years of implementation the EA is showing the promise of hoped for success. Great efforts are being made to address long standing issues in Aboriginal education. Progress in some areas has been rapid, in other areas frustratingly slow and in a few, disappointing. Initiatives require financial support and so funding has been crucial to the sustainability of the EA. Funding for the EA, has been consistent throughout the implementation years, but future funding could be jeopardized as the Board of Education faces severe financial constraints. Thus, there are many challenges facing this fledgling initiative, the EA in its early stages of implementation. Future success demands of all, a commitment to build relationships, to gain an understanding of Aboriginal education, to take collective action based on common knowledge and realistic expectations and to adhere to the fundamental principles and tenets of the EA. In times of budget constraints the Board has the difficult task of balancing the budget. Therefore, more than ever, it is important to maintain effective communication between the Board and the Aboriginal communities to ensure that financial issues and decisions are discussed and understood. To that end, the inclusion of representatives from the Aboriginal communities in the Board of Education’s budget process is a positive and important step in budgeting transparency and relationship building. At this third year of EA implementation it would be worthwhile to collectively take stock of progress made and look to future progress and success. The three year process of creating the EA brought with it its unique rewards and benefits as well as the inevitable difficulties and conflicts. Ultimately, it resulted in the historic EA signing in May 2007 and the accompanying optimism and euphoria. Following the signing, the work of implementing the EA began. The successes and setbacks, progress and frustrations are documented in this and previous year’s EA reports. Clearly, in some areas successes have been very encouraging, but less so in other areas. The main leadership structure, the District Administrator for Aboriginal Education has been an unqualified success; the two half time Aboriginal Student Success Advisors have had noteworthy success. The Shared Learnings and Cultural Resource Committees have been very successful in integrating Aboriginal culture into curriculum, schools and classrooms. The EA Advisory and Steering Committees continue to provide valuable leadership. Achieving success in the EA’s four Goals has been a more difficult task. There have been some modest successes towards goal achievement; however results still give rise to concern. The Learnings and Actions sections for each goal attempt to address goal achievement, success, lack of success and possible actions for improvement. The Board of Education, to further its knowledge and understanding of Aboriginal education, has asked and received presentations from the District Administrator for Aboriginal Education.



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INTRODUCTION (con’t) During the implementation process it is not unusual to encounter what is called an implementation dip, where progress and efforts seem to slow down, even stagnate in some instances. It seems to occur at a point between the initial impetus period and the point where knowing how to sustain efforts for further success becomes difficult. To overcome a possible implementation dip and maintain momentum may require a reconvening of EA partners and participants in reviewing EA principles, goals, structures, strategies and progress. The EA is only as good as those who carry out its aims. Consideration could be given to a forum, or workshop, to renew relationships, build common understandings about Aboriginal education. Participants could include the Ministry of Education, the Board of Education, Aboriginal communities and educators, District Educational Administrators, school principals, teachers and support workers. Obviously one workshop or discussion forum is not a panacea for Aboriginal education success, but it is a start and a building block.



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ABORIGINAL EDUCATION COMMITTEES

Enhancement Agreement Steering Committee

The Role

The EA Steering Committee members are the dreamers and visionaries for Aboriginal Education in School District 48 (Sea to Sky) Responsibilities The Aboriginal Education Enhancement Agreement Steering Committee members: 1. Collectively meet as a committee 4 times a year to review the implementation of the Aboriginal

Education Enhancement Agreement. Specific issues for review would include:

• Budget requirements in relation to program needs • Issues related to baseline data • Implementation timelines • Resource needs and procedures for allocation of resources • Review of assessment tools

2. Make recommendations as deemed appropriate and necessary to support the implementation of the Aboriginal Education Enhancement Agreement and the success of Aboriginal students. 3. Provide to the Aboriginal Education Steering Committee information from the constituencies they

represent, (e.g. schools staffs, communities, Chief and Councils, Board of Education) regarding implementation issues, the progress of the Enhancement Agreement, and the success of Aboriginal students.

4. Provide support to the District Administrator, Aboriginal Education in her leadership role towards

achieving the aims of the Aboriginal Education Enhancement Agreement.



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ABORIGINAL EDUCATION COMMITTEES (con’t) Enhancement Agreement Steering Committee Membership: Gwen Harry, Elder, Squamish Nation Shirley Toman, Elder, Squamish Nation Joy McCullough, Associate Director of Education, Squamish Nation Dale Harry, Councilor, Squamish Nation Education Portfolio Jackie Williams, Parent Advisory Committee Rep, Squamish Nation Linda Williams, Parent Advisory Committee Rep, Squamish Nation Paul Wick, Squamish Nation Administrator, Squamish Valley Christine Baker, Employment and Training Dept. Head, Squamish Nation Veronica Bikadi, Elder and retired Aboriginal Support Worker, Mt Currie Band Georgina Nelson, Elder Rep, Board of Education, Mt Currie Band Priscilla Ritchie, Community Rep, Mt Currie Band Martina Pierre, Councilor, Mt Currie Band Verna Stager, Board of Ed Admin (Xit’olacw Community School) Mt. Currie Band Karen Thevarge, Band Councilor, N’Quatuqa Band Julie Thevarge, Aboriginal Support Worker, N’Quatqua Band Ramona Linger, Education Coordinator, Xa’xtsa Christine Perkins, Principal, Don Ross Secondary Stuart Bent, Vice-Principal, Howe Sound Secondary Paul Lorette, Principal, Brackendale Elementary Margaret Paxton, Principal, Squamish Elementary Seb Amenta, Principal, Valleycliffe Elementary Angela Uren, Principal, Stawamus Elementary Graeme Galloway, Teacher, Brackendale Elementary Nolan Cox, Principal, Pemberton Secondary Pat MacKenzie, Principal, Signal Hill Elementary Lisa Barlett, 2010-11 Principal, Signal Hill Elementary Cindy Street, Teacher, Pemberton Secondary Beth Miller, Sea to Sky Teachers’ Association President Magy Odorfer, District Principal/Aboriginal Advisory, SD#48 Rick Erickson, Superintendent of Schools, SD #48 Dave Walden, School Board Trustee, SD #48 Rebecca Barley, School Board Trustee, SD#48 Alex Marshall, Enhancement Agreement Co-facilitator Gina Corpuz, Enhancement Agreement Co-facilitator Juanita Coltman, District Administrator, Aboriginal Education



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ABORIGINAL EDUCATION COMMITTEES (con’t) Aboriginal Education Advisory Committee The Aboriginal Education Advisory Committee (AEAC) provides on-going advice and support in achieving the goals of the Aboriginal Education Enhancement Agreement. This committee meets quarterly prior to the EA Steering Committee meetings. Members of the AEAC are also members of the Enhancement Agreement Steering Committee and they are Principals, SD 48 District Administrators and Aboriginal Educational Leaders. 2009 – 10 FOCUS AREAS: Assessment/Goals

� Review and confirm the assessment criteria for the goals of the EA � Promote Assessment Literacy in relation to the goals of the EA

Aboriginal Literacy

� School and Community Connection Grant � Aboriginal Early Learning Literacy Project

Early Childhood Education Alternate Education

� Restorative Justice/Restitution Curriculum Development

� First Nation courses with a cultural component

Professional Development (including First Nation Support Workers) � Aboriginal Reading Assessment Tool � Cultural Evening at the Whistler Cultural Centre

Annual Report Aboriginal Education Advisory Committee Membership:

Paul Wick, Squamish Nation Administrator, Squamish Valley Joy McCullough, Associate Director of Education, Squamish Nation Rose MacKenzie, Director of Instruction Marilyn Caldwell, District Vice-Principal, Student Support Services Magy Odorfer, District Principal Christine Perkins, Principal, Don Ross Secondary Verna Stager, Administrator, Xit’olacw Community School Angela Uren, Principal, Stawamus Elementary Pat MacKenzie, Principal, Signal Hill Elementary Nolan Cox, Principal, Pemberton Secondary Alex Marshall, Enhancement Agreement Co-facilitator Gina Corpuz, Enhancement Agreement Co-facilitator Juanita Coltman, District Administrator, Aboriginal Education



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ABORIGINAL EDUCATION COMMITTEES (con’t) Shared Learnings/Cultural Resource Committee The Shared Learnings Committee is made up on one teacher representative from each school and we work with the Cultural Resource Committee (consisting of elders, drummers/singers, storytellers, and artists from the local nations). We bring the two groups together to build relationships and work together to develop and integrate local cultural curriculum. This year the two committees came together to developed their “Shared Learning Goal – Weaving resources, curriculum, practice, and people together to change the education paradigm and to experience, embrace and value local Aboriginal culture.” We also outlined the roles and responsibilities of the members:

Roles and Responsibilities of Members/Chair: Outline tasks of members. TASKS TEACHERS CULTURAL

RESOURCE CHAIR

1. Setting date for meeting �

2. Preparing the Agenda �

3. Presenting at Staff meetings � 4. Presenting to community meetings

�

5. Prepare Learning Resources � � �

6. Supporting and encouraging Aboriginal Integration in the classroom

� � �

7. Cultural presentations � � �

8. Encouraging people to attend pro-d event

� � �

9. Planning and organizing event � � �

10. Participating and attending meetings

� � �

Our professional development for this year focused on residential school. The long range goal will be to develop a workshop for teachers entitled “Why Some of our Aboriginal Student Struggle in School.” Gina Corpuz and Alex Marshall presented on the “Reconciling Residential School in the Classroom” workshop. This case:

Tells the story of the Honorable Prime Minister Stephen Harper’s formal apology to the survivors of Native residential schools. Televisions were turned on in classrooms all across Canada so the historic event could be viewed live by their students. Although residential school was a “sad chapter” in Canada’s policy making history, schools, educators and Aboriginal communities today continue to face the overwhelming challenge of designing a successful academic future for Aboriginal students. This case provides an opportunity to discuss the manifestations of atrocity and how multigenerational trauma impacts learning. It examines how shameful eras in history can provide a curricular foundation to build mutual respect and understanding between communities. We’ll discuss “pedagogy of discomfort” and ask the question, “When is curriculum too sensitive or emotional for teachers to bring into their classrooms?”



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ABORIGINAL EDUCATION COMMITTEES (con’t) The Shared Learnings/Cultural Resource committees also developed a three-year plan in the areas of Aboriginal resources, workshops, professional development, cultural integration projects and personnel. This year we focused on expanding our Aboriginal book bins, developing bins more in the north, and hosting an evening at the Squamish-Lil’wat Cultural Centre to showcase our bins and highlight the centre. Year Two, 2010-11, focuses on learning more about residential school by bringing in other presenters, starting a book club and reading titles related to the topic, developing a workshop on “Why Some Aboriginal Students Struggle”, and creating curriculum to teach about residential schools in the classroom. They will also continue expanding the kits and work on formalizing a process for signing out the kits. Other ideas included developing role model posters, continuing the Aboriginal Early Learning Literacy Project, learning about Aboriginal learning styles and providing resources on-line. Hosting a District Aboriginal Education professional development day will be the focus for Year Three, 2011-12. This may include a keynote speaker, panel discussion on “Why Some Aboriginal Student Struggle,” and an Aboriginal medicine play. Plans are to continue expanding the kits, the Aboriginal Early Learning Literacy Project and role models project. The members of the committees for 2009-10 are:

Shared Learnings Teacher Contacts Cultural Resource Committee Members Louise Wick (BES) Joy McCullough Mary Elliot (DRSS) Charlene Williams Karen LaRiviere (GHE) Deanna Lewis Christine Fitzpatrick (HSS) Diana Billy Jan Chartrand (MES) Art Harry Natalie Mah (SES) Linda Williams Beth Walker (STES) Daryl McCullough Jutta L’Hirondelle (VES) Shirley Toman Larissa Parker (RAP) Gwen Harry Sue Reed (BWC) Priscilla Richie Diane Hart (MPCS) Georgina Nelson Heather Quamme (PSS) Veronica Bikadi Tanya Niet (SHE) Karen Thevarge Jeff Maynard (SHE) Sylvia Shanoss Deanne Palmer (SCCS) Michelle Beauregard Brianne Aldcroft (WSS) Andrea Jones Jeanette Green (XCS) Luis Araujo



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STUDENT ENROLMENT INFORMATION Students of Aboriginal ancestry have increased from 563 in 2007/08 to 589 students in 2008/09. The 2008/09 Aboriginal students made up 13.8% of the District population. SD48 Aboriginal population is increasing, while the overall District population is declining. There are 290 on-reserves and 299 off-reserves. In the data, there is gradual decline in on-reserve students and off-reserve numbers are increasing.

Number of Students who Self-identify as Aboriginal

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

Year

# of Students

District # Aboriginal #

District # 4723 4760 4754 4682 4723 4576 4551 4491 4436 4311 4255

Aboriginal # 422 446 464 487 535 634 611 577 589 563 589

1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09

Number of Aboriginal Students, On or Off-Reserve

0

50

100

150

200

250

300

350

400

Year

# of Students

On Reserve Off Reserve

On Reserve 353 345 335 299 290

Off Reserve 258 232 254 264 299

2004/05 2005/06 2006/07 2007/08 2008/09



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BUILDING ABORIGINAL STUDENT SUCCESS 2007 – 2011 The Sea to Sky School District is committed to ensuring that all Aboriginal students will be given the necessary programs and services leading to success. The intent of this agreement is to build strong, trusting and respectful relationships between schools and all Aboriginal communities. By working together to improve Aboriginal student success, parents, caregivers, Aboriginal communities, and schools will be accountable for providing effective supports and resources to increase Aboriginal student opportunities for success. Our aim is to continuously improve Aboriginal student achievement by preserving the integrity and spirit on which this agreement was created. The 2007 – 2011 Aboriginal Education Enhancement Agreement is based on four student performance goals which reflect the critical need to improve Aboriginal student achievement in Grades K – 12. The goals are:

Goal 1: Improve Successful School Completion for Aboriginal Students Goal 2: Improve Performance of Aboriginal Students Identified as Having Behavioural and Learning Needs According to Ministry of Education Criteria Goal 3: Improve Academic Performance of “At Risk” Aboriginal Students Goal 4: Improve Literacy for Aboriginal Students

The goals of the Enhancement Agreement will be measured and reported on annually. The performance areas selected for enhancement are based on educational outcomes and where there is assurance that the data can be:

� tracked with integrity � tracked over time � effectively used to support initiatives, design, coordinate and implement programs & services � review and check effectiveness

Cohort data/evidence will be reviewed in addition to annual targets in order to enhance our understanding of student performance. This will be monitored by the Aboriginal Education Advisory Committee. The Sea to Sky School District will work in partnership with Aboriginal communities to ensure that strategies and structures are put in place to address the need for increased academic success for Aboriginal students. The commitment to implement the Aboriginal Education Enhancement Agreement is also reflected in School Growth Plans and the District Achievement Contract.



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Goal 1: Improve Successful School Completion for Aboriginal Students The increase in school completion for Aboriginal students is measured through the percentage of Aboriginal students completing trades/apprenticeship programs. The second measure is provided by the Ministry of Education and measures the percentage of students who graduate with a Dogwood within six years of entering grade 8. The Ministry releases this information in January of each year.

Performance Indicator

2006-07 Results 2007-08 Results 2008/09 Results

Trades and Apprenticeship Completion

64% 29% N (17%) S (38%)

50% N (TN%) S (50%)

6 Year Dogwood Completion Rate Commencing with Grade 8

53% Female (71%)

Male (44%)

40% Female (62%)

Male (22%)

35% Female (15%)

Male (48%) Graduation: First time Aboriginal Grade 12 Students

69% N (88%) S (67%)

44% N (45%) S (44%)

31% N (46%) S (23%)

TN-Trades programs were not offered in the north (at PSS) in 2008-09 and no students participated/completed the apprenticeship program

LEARNINGS

� Trades programs were not offered in the north � Increase in completion in the South, 12% increase � 6 year Dogwood Completion has declined to 35%, with 15% of females completing and 48% of males � The two years previous, females completions rate was higher � The male completion rate has increased � Graduation: First time Aboriginal Grade 12 Students has declined over the three years � Decline in both north and south graduation rates

ACTIONS

� Aboriginal Student Success Completion Advisors (2 x 0.5 positions, north and south) � “Shared Learnings” teacher contacts – one rep. from each school—monthly reports at staff meetings � Aboriginal support workers in all schools � Aboriginal professional development (i.e., Aboriginal Reading Assessment Tool, Cultural Evening) � Aboriginal education website: www.sd48.bc.ca/aboriginal � Summer Camps: Literacy & Science/Math programs grades 1 – 7 (5 – south, 1 – north) � Summer School: Math 8/9 (south) � District Rep. for Trades/Apprenticeship opportunities and partnership with College � Tribes program being implemented in various classroom across the District � Artist-in-residence projects (MES. HSS, PSS) � VES – early literacy and numeracy intervention for K students identified as not yet meeting expectations in

March report card in small groups 4 days a week with a teacher first thing in the morning, grade 4 drummers, Project Drum for grade 7s who make a drums under the guidance of a local elder/artist

� GES – More self-identified Aboriginal students � DRSS – Asset team visits, First Nations course, Aboriginal SBT meetings, Sko’mish Day Celebration � BES – breakfast and lunch program and family groups � WSS – Aboriginal Support Worker assisting with academic and emotional issues � SHE – Making connections room/program, late bus, homework club, cultural activities � PSS – Modular blocks, credit recovery, adult grad, appropriate placement, Aboriginal support team, cafeteria

program and food for thought room � HSS – Grade 9 student forums, credit recovery, new leaf awards, Asset Team, Aboriginal Fine Arts course,

post-secondary Aboriginal presentation, report cards hand-out at Totem Hall, trades programs



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Goal 2: Improve Performance of Aboriginal Students Identified as having Behavioural and Learning Needs According to Ministry of Education Criteria

The improved performance of Aboriginal students identified as having behavioural and learning needs according to Ministry of Education “criteria” is measured through the Grades 4 to 7 Social Studies and Science report card grades in March and June across the District. The report card grades for Aboriginal students in categories H, Q or R are gathered with modified students excluded. The committee decided to track this data because students need to complete Science and Social Studies courses to complete secondary school and since more attention is given to Language Arts and Mathematics in the elementary grades it was felt that some attention should be given to Science and Social Studies. Performance Indicator

2007 March

Results

2007 June

Results

2008 March

Results

2008 June Results

2009 March

Results

2009 June Results

Grade 4 – 7 Social Studies (Ab. Students in H, Q, or R Categories)

87%

100%

*

85%

62%

73%

Grade 4 – 7 Science (Ab. Students in H, Q, or R Categories)

80%

86%

*

85%

77%

73%

* Technical Notes: March 2008 Report Card data is not available

LEARNINGS

� In the March 2009 results science is slightly better than social studies, but even out in June � The social studies results improve from March to June, however the opposite occurs for science � Majority of the students are in the Q – Learning Disabilities category � Only 3 students are modified in this sample population � Results are declining, but there are fewer students modified

ACTIONS

� Aboriginal Mental Health Counselor – North � English as a Second Dialect programs—developing standard English skills—various schools � Restorative Justice – Alternative to suspensions � Late bus and after-school programs in the north and after-school tutoring, girl groups and boy

groups in the south � SCCS – Social Skills Training � SHE – Family groups, school work help (AM, Lunch, PM), girl’s group, behaviour rubric for working

in class and with TA, Speak Q, Word Q, transition support, making connections room/program, drumming at assemblies

� PSS – redeveloping LA/Life Skills program, modular blocks, learning assistance centre � HSS – full time behaviour resource teacher



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Goal 3: Improve Academic Performance of “At Risk” Aboriginal Students The improvement of academic performance of “at risk” Aboriginal students measured through the percentage in Social Studies and Science Grades 4 and 7, Grade 1 DIBELS, Grade 4 and 7 FSA Reading Comprehension, Grade 3, 4, 7 and 8 DART, secondary school transition rates and 7 year Dogwood completion rate. Note: “at risk” in the context of the Enhancement Agreement is defined as Aboriginal students who are not meeting expectations but have the potential to do so. These students may at times be “at risk” and sometimes not. Performance Indicator

2007 March

Results

2007 June Results

2008 March

Results

2008 June

Results

2009 March

Results

2009 June

Results

Grade 4 SS (Receiving C- or better on report card)

100%

100%

*

100%

100%

100%

Grade 4 SC (Receiving C- or better on report card)

97%

100%

*

100%

100%

100%

Grade 7 SS (Receiving C- or better on report card)

94%

95%

*

79%

81%

73%

Grade SC (Receiving C- or better on report card)

81%

84%

*

79%

84%

73%

Performance Indicators 2006 – 07 Results 2007 – 08 Results

2008-09 Results

Grade 1 DIBELS Emerging and Benchmark

23%**

* *

Grade 3 DART Meeting or Exceeding Expectations

* * *

Grade 4 FSA Reading Meeting or Exceeding Expectations

43% 60% 50%


* * *

Grade 7 FSA Reading Comprehension Meeting or Exceeding Expectations

37% 47% 47%


* * *


* * *

* Technical Notes: DART, DIBELS, March 2008 Report Card data is not available ** DIBELS data is based on teachers who submitted their data



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Goal 3: Improve Academic Performance of “At Risk” Aboriginal Students Performance Indicators 2006 – 07 Results 2007 – 08 Results

2008-09 Results

Grade 8 to higher grade transition rate

93%

95%

98%


91% 93% 90%


77% 83% 92%


36% 70% 66%

Graduation: First time Grade 12

69% 45% 31%

6 year Dogwood Completion rate commencing with Grade 8

53% 40% 35%

LEARNINGS

� Grade 4’s overall tend to do well in Science and Social Studies, with 100% receiving C- or better � Numbers decline for Grade 7 students in Science and Social Studies classes � In the 2009 results for Grade 7 June marks declined from March grades � Overall, less students being modified--on adaptive or regular programs � FSA Grade 4 results, 10% decline from 2007-08 to 2008-09 results, Grade 7 FSA 47% over 2 years � Generally Grade 4’s perform better than Grade 7 students � Transition for Grade 8 and 10 to higher grade are improving � Graduation rate and 6 Year Dogwood Completion rate are declining over the last three years

ACTIONS

� Aboriginal Success Advisors (2 x 0.5 positions, south and north) are tracking data, organizing team support, exploring alternatives and career planning

� Aboriginal Child/Youth Care Workers—South 2, North 3 � Alternative Schooling (Summit and RAP) � Squamish – Lil’wat Cultural Centre school visits—various schools � Grade 12 Gatherings, Career Conference, campus tours (BCIT, CapU, VCC) � Assistance with completing post secondary and sponsorship forms � PSS – Hum 9/10 and Science 9/10, Aboriginal Leadership



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Goal 4: Improve Literacy for Aboriginal Students The improvement of Literacy for Aboriginal students is measured through the Grade 1 DIBELS, Grades 3, 4, 7 and 8 DART, Grades 4 and 7 FSA, participation and completion rate in English 10, 12 and Communications 12. Performance Indicators 2006 – 07

Results 2007 – 08 Results

2008-09 Results

Grade 1 DIBELS 23%* * * Grade 3 DART * * * Grade 4 FSA Reading Comprehension

43% 60% Baseline

50%

Grade 4 DART * * * Grade 7 FSA Reading Comprehension

37% 47% Baseline

47%

Grade 7 DART * * * Grade 8 DART * * *

*Technical Notes: DART, DIBELS data is not available FSA 2009: Significant test format changes may hinder cohort comparisons

Performance Indicators

2008-09 March Results

Grade 1 Reading-Report Card (meeting or exceeding)

75% (Baseline)


69% (Baseline)


85% (Baseline)


71% (Baseline)

Performance Indicators

2006-07 Results

Completion = C-

(Pass) or better

2006-07 Participation

Results

2007-08 Results

Completion = C-

(Pass) or better


Results

2008-09 Results

Completion = C-

(Pass) or better


Results

English 10 77% 29% 74% 45% 83% 49% English 12 94% 44% 88% 32% 92% 28% Comm. 12 100% 18% 83% 27% 83% 26%

LEARNINGS

� FSA Learnings (same as above) � English 10, completion results improving over the three years and participation rates also increasing � English 12, completion results improving from 2007-08 to 2008-09 � English 12, participation rates have declined over the three years � Communications 12, completion results the same over the last two years, participation rates

increasing over the three years � At grade 12, still 46% not participating in English or Communications 12 course



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Goal 4: Improve Literacy for Aboriginal Students (con’t)

ACTIONS

� School-based reading programs i.e. ReadWell, ReadWell Plus, Smart Reading, guided reading, Reading Recovery, Power Reading, etc.

� Grade 3 At-Promise project—extra TA or LAC time to support students not at gr. 3 level in reading � District Vulnerable Children Coordinator working cooperatively to gather information on preschool

programs offered in Aboriginal communities � Aboriginal primary reading assessment tool (grades 1, 2 and 3) � Aboriginal book bins K-12 � Aboriginal Early Learning Literacy Project—developing preschool to grade 2 leveled readers based

on local Aboriginal people, places and things � Community Literacy – The Sea to Sky Lower Stl’atl’imx Regional Literacy Committee



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Aboriginal Education Accomplishments of 2009-10 We have completed our third year of implementation. Our focus this year was on maintaining our structures we established during year one, learning about the effects of residential schools, and developing our literacy initiatives. Other highlights included hosting the 2010 Olympics, YMCA Exchange Program and Positive Action grant. EA Structures: The EA Steering Committee is comprised of 37 members. Christine Baker is the Acting Department Head for the Employment and Training for the Squamish Nation and a new addition to the committee this year. Karen Thevarge replaces Rebecca Barley as the N’Quatqua representative. Karen is a band councilor for N’Quatqua and holds the education portfolio. Rebecca Barley is the alternative School Board Trustee representative. Julie Thevarge joined us this year as the Aboriginal Support Worker representative and she is also an N’Quatqua band member and councilor. Beth Miller is the new SSTA president, replacing John Hall. Lisa Barlett will be the new principal at Signal Hill Elementary School as Pat MacKenzie retires at the end of this school year. This year some members of the EA committee along with representatives from the SD48 Board of Education went to Victoria, BC to visit with the Minister of Education. Together they met with the minister to express their concerns about EA funding, Ministry EA support and financial difficulties. For the first time this year the EA committee elected 4 Aboriginal representatives to participate in the Education Partners budget discussions with the SD48 Board of Education. The members learned about the District budget process and the current budget for 2010-11. The Shared Learnings teacher contacts and Cultural Resource Committee continue to meet 3-4 time per year. We have a teacher contact from every school in the District, including a representative from Xit’olacw Community School. This year we brought the north and south groups together to develop our shared learning goal of “Weaving resources, curriculum, practice and people together to change the education paradigm and to experience, embrace and value local Aboriginal culture,” our role and responsibilities and our 3 year plan. This year we focused on developing book bins in the north and expanding present book bins to include more teaching resources. Two representatives from the committee also visited Abbotsford School District to learn about their Aboriginal kit program. At the end of the school year, the committees hosted a Cultural Evening at the Squamish-Lil’wat Cultural Centre to showcase all the bins that are available in the district and tour the wonderful local Aboriginal exhibits in Whistler. Members of the Shared Learnings/Cultural Resource Committee have led cultural activities for their school. At Spring Creek Community School, the staff participated in a cultural tour at the Squamish-Lil’wat Cultural Centre in Whistler and later in the school year the staff made a hand-drum for their classroom. The staff at Signal Hill Elementary School participated in a cultural walk to learn about istkens and culturally modified trees during a staff development day. Learning about weaving with cedar was a professional development day topic at Stawamus Elementary School this year. A goal for next school year would be to encourage more school-based Aboriginal culture initiatives across the District. Our Aboriginal Success Advisors were in place for September 2009 and they have been working on tracking ‘Missing in Education’ and at-risk students in the secondary schools. We are successfully bringing students who have dropped out back into the school system and finding effective ways of supporting our at-risk populations in the school. In the south, they continue to host report card sessions at Totem Hall. Several students attended BCIT and Capilano University campuses to learn about



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Aboriginal Education Accomplishments of 2009-10 (con’t) programs offered, and the ASSET team continues to support students at HSS and DRSS. In the north, parent information sessions took place in the 3 Aboriginal communities to learn about the Grade 10-12 graduation program, a bus load of students visited VCC campus and learned about their trades and apprenticeship programs, the Aboriginal support team have become an integrated part of the School Based Team. Residential School: For the first time, the EA Steering Committee and the Shared Learnings/Cultural Resource Committee members came together for a meeting. Together they participated in the “Reconciling Residential School in the Classroom” presentation by Gina Corpuz and Alex Marshall. The group examined the topic from several points of view and heard stories from Residential Schools Survivors. This presentation was recommended by the Shared Learnings/Cultural Resource committee for the next SSTA professional development day. The Shared Learnings/Cultural Resource committee will be working on, “Why Some Students Struggle in School” workshop for teachers that will focus on the effects of residential school. The committee will also continue to work with Gina Corpuz and other presenters to learn and develop curriculum for the classroom based on this theme. The EA Steering Committee also heard from a grade 7 student at Signal Hill Elementary School on the topic of Residential Schools. Her presentation was well received and she has several other engagements through out the school year. Literacy Initiatives: Aboriginal Early Learning Literacy project started this school year. After becoming a successful recipient for the School Community Connections Program grant, we started creating meaningful books that represented families in our communities. This is an early intervention strategy to improve Aboriginal students reading skills during the primary years. It is about creating a series of primary leveled readers for children that integrates local Aboriginal culture, people and places. By integrating local content into the reading materials, Aboriginal students will relate and connect better with the text books and learn the skills to read. Aboriginal Reading Assessment is a primary grades 1 to 3 assessment tool developed by Leslie Drinovz and April Lowe. Using BC Performance Standards and Aboriginal books the tool is a helpful instrument to assess fall, winter, and spring whole-class and individual reading abilities. A 2-part training and group mark professional development was offered for teachers who expressed an interest in learning those skills and implementing them in their teaching practice. In the training session, primary teachers learn how to use formative assessment tools using Aboriginal content reading material and in the group mark session, teachers assess and compare students’ reading assessments. The Community Literacy committee has developed the Sea to Sky Lower Stl’atl’imx Literacy Plan. The plan represents the ideas of many individuals in the Sea to Sky corridor coming together to assess the strengths and needs of each community and develop community literacy initiatives. Capilano University played an overall coordination and community outreach role of putting this plan together. The group is divided into three regions: Squamish, Whistler/Pemberton and Northern Communities. A variety of projects will be taking place over the next two years and is supported with $150,000.00 funding from Literacy Now. One initiative supported by Community Literacy plan is the Aboriginal Early Learning Literacy Project.



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Aboriginal Education Accomplishments of 2009-10 (con’t) Other Highlights: The Lil’wat and Squamish Nation were two of the Four Host First Nations communities involved in the 2010 Winter Olympics Games. They played an active part in the opening/closing ceremonies, venue sites, First Nation’s pavilion, and much more. Many of our Aboriginal students in SD48 had an opportunity to take in an event through the Celebrate 2010 program that offered 2010 Winter Olympic Games tickets to Aboriginal people who lived in or near the Whistler and Vancouver areas. There were also many volunteer and work experience opportunities during the Olympics for secondary students. The YMCA Youth Exchange Program is a group reciprocal exchange designed for groups of 10 to 30 participants between the ages of 12 and 17. Participants are twinned with same-age groups from another province or territory, and they take turns staying in each other’s communities for at least five days. The YMCA strives to include participation of all youth and their goal is to give youth groups the opportunity to learn more about other communities across Canada. In the process, participants learn new skills, develop a stronger sense of community, and get a chance to experience Canada’s diversity first-hand. This year, 12 students from Pemberton Secondary School had the opportunity to participate in an exchange. They were twinned with Woodroffe Secondary School in Ottawa, Ontario. Many thanks go out to the parents, school administration and the supervisors, Geoff Pross, Andrea Jones and Juanita Coltman, for making this happen! Positive Action is a Community that Care/C6 initiative. After completing a needs assessment in the northern 6 communities of Pemberton, Mt. Currie, D’arcy, Samhaquam, Skatin and Douglas, the CTC/C6 committee reviewed all research based programs and selected Positive Action as the best program to meet their needs in their communities. Positive Action is a character development curriculum, parent, and community program that emphasizes the simple truth that you feel good about yourself when you do positive actions and positive actions empower individuals to make positive choices for a lifetime. The National Crime Prevention Centre approached the CTC/C6 community and offered funding that would target crime reduction in the Northern Aboriginal communities. A grant for $1.5 million grant has been approved by the federal and provincial governments to support the implementation of Positive Action in the C6 area from 2009-2014. The schools in Pemberton and SD48 will be partners in the project.



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Recommendations for 2010-11

� Maintain/enhance the stories that promote understanding of First Nations learnings, families and educational history esp. Res. Sch.

� Help new members know that for some FN families that school is NOT a welcoming place and that strategies that change this will benefit generations of learners

� Con’t to promote understanding of FN experience in non-FN learners – SHARED LEARNINGS

� Promote positive deviance! � Tell and re-tell stories � Create opportunities for our Aboriginal youth to share their voices in our EA circle � Find out from them such things as: “What brings them to school?” “What keeps them away from school?” “What will help them succeed?” � Involving parents, care givers, and community more as to what the Enhancement

Agreement is all about � Do more presentations on issues such as “Residential School” and its impact on our

children/community/parents to staff throughout the District � School Completion Counselor we need to focus on Grade 8 and up and not focus on

10 and up � Build a more collaborative relationship with the School Board in making decisions

that affect our Aboriginal students � I would like to see what options we can come up with for those students who

graduate with leaving certificate. Where are they going have we given them skills � We need to start with our children when they are young with an Ab. Guidance

Counselor we need to plant the seed. Why do you think you are going to school? What do you want to do when you finish school? We are still as Aboriginals just sending our children to school and expect the schools to teach my child. We haven’t gotten to the point that I can walk thru those doors and participate

� Engaging -- educate our parents on what their children do in a day. Put them in kids shoes i.e. new math

� Educate parents what is offered in schools i.e. ESD, Special Ed. � Awareness/involved/continuous – community, parents, students, teachers � Continue with Gina and Alex as consultants � Use report card data to determine whether students are meeting or not in

reading/drop Dibels and Dart � Be careful how “watered” down we get when analyzing data i.e. grad rates – I want

Aboriginal students to graduate just like everyone else (so what is it we need to do along that journey to improve things)—not wait till end of high school to figure out ways to finish

� We need to narrow down the #’s of district people on the EA Steering Committee – imbalanced and could create untrust/political upset especially when we are trying to make decisions (also amongst the Nations i.e. Squamish vs. Lil’wat)



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� More teacher’s on Shared Learnings Committee – have 2 teachers from each school –most important/fantastic structure of EA—build it’s capacity

� In reports include actual #’s of students in addition to % � Cross cultural workshops with schools and school board trustees, First Nations � Get feedback from students, which would include what is working well and what can

be improved upon � Invite parents to EA meetings � Have AbEd students “report out” to SBO � Looking at the ways we measure and present “success;” what do we consider as

successful? We need to broaden our definition of success; include more steps on the way

� I’d love to have more conversations around how to incorporate more of the “stories” into reports and data

� Increase support for Shared Learnings teachers, to implement strategies and share better with their schools

� How can we teach the parents about the importance of school and homework � “Make schools more welcoming” � Process for targeted funding set up � Board in serviced on how EA processes work and commitment to joint decision

making � Relationship building thro’ developing common understandings: Board of

Education/Aboriginal Communities � Guiding Principles in the EA � Board of Education goal � Board interested in learning about Aboriginal Ed. – presentations from Juanita and

Magy � Discussion forums, information sessions, workshops on how the EA translates into

action in schools, classrooms and the educational success of Aboriginal students—using the expertise of people in the district

� Have teachers like Deann Palmer available to mentor or work with other schools/teachers

� Bring Gina and Alex up for workshops with schools e.g. SQES/VES/STAW could join together – residential school affect

� Keep literacy a priority with understanding that students who struggle don’t need programs, they need ↑ time, ↑ practice, and caring relationships with people to read to them, and beside them – so continue and increase the one on one and small group + home + community support

� Understanding the 2 paths – recommend that FN students gain an understanding of the histories and impacts that have an effect on the education of the children. To gain a perspective on where they find themselves in the world as a FN person

� Storytelling – is a teaching tool



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FarwellsFarwellsFarwellsFarwells

Pat MacKenzie:Pat MacKenzie:Pat MacKenzie:Pat MacKenzie: Pat Mackenzie is retiring and what a loss that is to education, and especially Aboriginal education. Pat doesn’t know what it means to give anything but a one hundred percent commitment to whatever she does. Her students and colleagues have been the fortunate recipients of her commitment to education and her expertise. Pat’s considerable contributions to Aboriginal education are based on sound academic qualifications, including a minor in Aboriginal education at the M.Ed level, personal qualities of intelligence, compassion and drive. She has

experience as a principal in two school districts, as well as many years as a classroom teacher in SD 48. To be succinct, Pat gets things done. She knows what students need to succeed and does her best to meet those needs with appropriate, often innovative programs and services. She can tell you exactly, and in great detail, how her students are doing. She is hands on and pragmatic in working with teachers and support staff; in turn, they respect her involvement and knowledge. At the district administrative and decision making level Pat has been invaluable. She is a member of the Aboriginal Targeted Funding and Aboriginal Enhancement Agreement Steering Committees. She has been a consistent source of advice and knowledge throughout the Aboriginal Education Enhancement Agreement development and implementation process. Thank goodness for the pragmatic Pats of the world because they make things happen. Pat herself is positive, proactive, empathetic and fun to be around. Pat, the extent of your contribution will really become evident when you are no longer involved. You will definitely be missed. Enjoy your retirement. It is well earned.

--Alex Marshall, ABED Consultant

Stuart Bent:Stuart Bent:Stuart Bent:Stuart Bent: Stuart Bent was the vice-principal at Howe Sound Secondary for the past eight years. His professionalism, sense of humor, and level-headedness were significant assets for the school. He has been a strong advocate not only for the Aboriginal students but all students and will be sorely missed by staff and students. He is now heading to Whistler Secondary and we wish him all the best in his new position. --Rose MacKenzie, HSS Principal



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Farwells (con’t)Farwells (con’t)Farwells (con’t)Farwells (con’t) Graeme Galloway:Graeme Galloway:Graeme Galloway:Graeme Galloway:

Graeme Galloway attended the first meeting of the enhancement committee back in 2004-05 as the teacher representative for the Southern region of the district. Since that time, Mr.

Galloway has been committed to the development, implementation and success of the enhancement agreement. Mr. Galloway is a strong advocate for students of aboriginal ancestry and has made numerous contributions to the committee through his work in the school, his reflective and insightful comments at meetings and his belief in the ability of all students to learn. Mr. Galloway has demonstrated a significant commitment to the enhancement agreement process and working to effect change for students. We thank him for his commitment and his dedication to the enhancement agreement process. His contributions will be missed by the committee.

--Paul Lorette, BES Principal

Andrea Jones and Jeanne Cross:Andrea Jones and Jeanne Cross:Andrea Jones and Jeanne Cross:Andrea Jones and Jeanne Cross: I would like to take this opportunity to say farewell and best of luck to both Andrea Jones and Jeanne Cross. Both Andrea and Jeanne were part of Pemberton Secondary School’s Aboriginal Support Team between 2008 and 2010. During her time at PSS, Andrea assumed several duties including Aboriginal cultural work, home support, and teaching assistant. Andrea also participated in many trips with Aboriginal students including a trip to Ottawa in May, 2010. While at PSS, Jeanne’s responsibilities involved youth care and support of our Aboriginal students. Jeanne would assist Aboriginal youth with social/emotional challenges while mentoring others in the alternate program. Both ladies worked closely with our student support team, often attending school-based team meetings and working with our counselors. As well, these ladies offered after school programs to engage Aboriginal students, including the Palkumten Leadership group, cultural activities, and counseling support. Pemberton Secondary school would again like to extend our sincerest wishes for the future, and our gratitude for your services at Pemberton Secondary School. --Nolan Cox, Principal Pemberton Secondary Scho

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