SD 93 Aboriginal Education Enhancement Agreement 2015

SD 93
Aboriginal
Education
ENHANCEMENT AGREEMENT
2015 - 2020
csf.bc.ca
Table of
contents
Weaving Our Stories Together
4
Preamble
6
Purpose
12
14
Photo : Students from école Océane de Nanaimo, Snuneymuxw territory.
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
Organizational chart
Goal # 1
Self-esteem and Pride
Goal # 2
Academic Success and Graduation
Transitions
16
18
Goal # 3
Leadership - Sharing and Learning
Governance
20
Acronyms
21
Acknowledgements
22
Appendices
24
Appendix 1
Strategies supporting the emotional,
intellectual, and physical Holistic Self
25
Appendix 2
Pullout vs Integration
26
Appendix 3
Regional Annual Gathering
27
Photo 1 :Students from école Jack Cook
visiting Aboriginal artist Joe Mandur’s studio.
Photo 2 :Eagle feather beaded by Mrs. Grace Paul, shíshálh Nation Elder.
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3
Weaving Our
Stories Together
«
I hoped this weaved blanket
would represent the work
that will be done by the Aboriginal
families of the francophone
schools in BC. When we lay the
blanket down, we can share a meal
and the blanket will capture all of
our discussions. Just as the wool is
woven, our stories will be woven
together, building consensus on the
Enhancement Agreement, which we
hope will support the cultural and
educational development of our
Children. »
(Aboriginal parent, école Victor-Brodeur.)
Photo : Members of AEEAC, SD 93 Aboriginal Education Enhancement Advisory
Committee 2014-2015.
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
Photo 1 :Mrs Barb Higgins, shíshálh Nation Elder.
Photo 2 :Kindergarten to Grade 6 Aboriginal students at école des Voyageurs
displaying their leather bracelets.
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Preamble
Purpose
Governance
Preamble
Organizational chart
1
Board of Education - SD 93
2
Education Council Committee - ECC
3
CSF’s Aboriginal Education Enhancement
Advisory Committee - AEEAC
4
Representation of the CSF
Représentant,
CA-Président
_________________
Représentant,
CA-Président (Alt.)
_________________
Personnel du CSF,
CSF-personne contact
Représentant,
SCFP, Syndicat canadien
de la fonction publique
_________________
Représentant,
SEPF, Syndicat des
enseignant(e)s du
programme francophone
de la C.-B.
_________________
_________________
Personnel du CSF,
Représentant,
CSF-personnel
administratif
_________________
Représentant,
RDF, Regroupement
des directions
francophones
5
Représentant des
élèves du CSF
_________________
Représentant,
Invité de l’AFA,
Association francophone
autochtone
aboriginal school education
advisory committee, aseac
Parent
Parent
SUD-EST DE LA C.-B.
GRAND VANCOUVER
Anse-au-sable
Gabrielle-Roy
_________________
Parent
SUD DE L’ÎLE DE
VANCOUVER
Acronyms
Acknowledgements
Appendices
T
he Francophone Education Authority,
SD 93, operates 37 schools dispersed
in the traditional territories of almost
all BC First Nations, and thus operates in all
geographic areas of
the province with
the exception of the
Northeast.
The district office is
located in Richmond,
on the traditional
territory of the
Musqueam Nation.
Photo : Robert Joncas, AEEAC Chairman with Lisa Mercure, AEEAC parent
representative for Vancouver Island South.
Regional representation nominated in the AEEAC
Parent / Élève
Parent / Élève
SUD-EST DE LA C.-B.
NORD DE LA C.-B.
Sophie-Morigeau
Collines-d’or
Anse-au-sable
Sentiers-alpins
Entre-lacs
Penticton
Glaciers
Sept-sommets
Franco-nord
Duchess Park
Jack-Cook
_________________
Parent / Élève
GRAND VANCOUVER
Bois-joli
Navigateurs
Gabrielle-Roy
Anne-Hébert
Rose-des-vents
Jules-Verne
_________________
Parent / Élève
VALLÉE DU FRASER
La Vérendrye
Voyageurs
Deux-rives
Pionniers-de-Maillardville
_________________
Parent / Élève
SUD DE L’ÎLE DE
VANCOUVER
Victor-Brodeur
_________________
_________________
Parent / Élève
Parent / Élève
CÔTE SUD DE LA C.-B.
André-Piolat
Vallée-de-Pemberton
Pacifique
Chatelech
Les Aiglons
La Passerelle
NORD DE L’ÎLE
DE VANCOUVER
Mer-et-montagne
Carihi
Au-coeur-de-l’île
Océane
Nanaimo-NDSS
Grands-cèdres
Côte-du-soleil
Brooks
Victor-Brodeur
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
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Preamble
Purpose
Governance
Acronyms
Acknowledgements
Appendices
Photo: Student from école des Pionniers wearing an authentic cedar bark hat
woven by Mrs. Barb Higgins, shishahl Nation Elder.
I
n 2014-15, about 500 Francophone students
were identified by their parents as Aboriginal.
Our students’ Aboriginal and Francophone
cultures are diverse which adds to the complexity
of creating an Enhancement Agreement in our
district. SD 93 also encompasses the entire
province which covers most of the BC First Nations
traditional territories. The Aboriginal Education
Enhancement Advisory Committee (AEEAC) has
adapted to these complexities by implementing
a strategy in the consultation process involving
parents, students, staff and members of the
indigenous communities from all seven regions.
During the months of March and April 2014,
seven regional meetings were held. At these
meetings, mandate and process were explained.
The discussion then focused on the identification
of guiding principles, objectives and evaluation
criteria for the agreement. Further to these
meetings, the AEEAC created a survey available
in print or online to encourage the sharing of
ideas and comments about the Aboriginal
Education program in our schools.
Photo 1 :AEEA renewal Vancouver Island South regional meeting.
Photo 2 :Maddy Lafontaine, Grade 1 Aboriginal student from école
Collines d’or wearing a cedar bark hat woven by Mrs. Barb Higgins,
shishahl Nation Elder.
Photo 3 :Dance around the tipi at école du Pacifique for first day back to school.
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
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Preamble
Purpose
Governance
Acronyms
Acknowledgements
Appendices
Question #1
In your opinion, what is academic and cultural
success for a student with an Aboriginal heritage?
(How can the school’s Aboriginal program nurture
your child in living their Francophone Aboriginal
identity and in connecting with the student’s and
the local Aboriginal Nations?)
Question #2
What do we need to do to ensure success?
Question #3
How can we know if we have successfully
achieved the goals that you have identified in
the question #2?
The summary of these meetings and survey are
accessible by all on the CSF server.
These consultations and survey responses are the basis for the three
goals identified for the Aboriginal Education Enhancement Agreement
2015-2020.
Photo 1: Mrs. Alanis Obomsawin, Canadian filmmaker of Abenaki descent,
with students from école Anne-Hébert.
Photo 2: Maia Proteau, Grade 4 Aboriginal student from école Entre-lacs,
working on her on totem animals art project in preparation for the
Aboriginal Arts Festival.
Photo 3: Grade 1 class from école Collines d’or during the Eaglecrest workshop.
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
Photo : Student from école du Bois-joli with his cedar basket made during a
workshop with Mrs. Alice Guss, a weaver from the Squamish Nation.
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Preamble
Purpose
Governance
Purpose
Acronyms
Acknowledgements
Appendices
S
D 93 Aboriginal Education Enhancement
Agreement (AEEA) seeks to improve and
enhance the success of our Aboriginal
students and, in doing so this, improve and
enhance the success of all our students.
With respect and honor towards all Aboriginal
Peoples, and with shared participation and
wisdom, we will work together in a mutually
beneficial manner to develop appropriate and
meaningful programs for the benefit of all
our students. SD93 believes it is important to
make connections with our local Aboriginal
communities. This is why we created a
protocol to assist in establishing the
connections between SD93 school communities, and local Aboriginal communities.
Together, we can work to improve the
academic success of Aboriginal students in
such a way that they graduate with a strong
sense of cultural pride and capable of taking
leadership roles in their Francophone and
Aboriginal communities. The following three
goals focus on the four aspects of the holistic
Self: spiritual, emotional, intellectual and
physical to achieve a balance between
academic and cultural values:
Self-esteem and pride
Build students’ self-esteem and pride in their
Aboriginal ancestry by recognizing and honoring
the contributions, culture and historic heritage of
all Aboriginal peoples in Canada, including Metis,
Inuit and BC First Nations.
Academic success and Graduation Transitions
Improve Aboriginal students’ academic success
in such a way that they graduate with both English
and French Dogwood Diplomas (“Dual Dogwoods”)
and are able to transition toward a successful
future.
Leadership - Sharing and learning
Develop students and staffs’ leadership skills by
enabling them to play a role in their Francophone
and Aboriginal communities.
Photo:Grade 11 students from école Gabrielle-Roy visiting the Haida Heritage
Center in Skidegate.
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
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Preamble
Purpose
Governance
Acronyms
Acknowledgements
Appendices
Self-esteem and pride
T
hroughout the process of developing,
monitoring and improving services to
Aboriginal students, SD93, parents, staff,
and the community will:
Goal # 1
Self-esteem and pride
Targets # 1
Build students’ self-esteem and pride in their Aboriginal ancestry by recognizing and honouring the
contributions, culture and historic heritage of all
Aboriginal peoples in Canada, including Metis, Inuit
and BC First Nations.
The AEEAC will establish targets in the first year
of the AEEA implementation after baseline data is
collected and analyzed.
PERFORMANCE INDICATORS
A. Sense of belonging
a.
Opportunities offered to students of
Aboriginal ancestry to build relationships
with local Aboriginal communities in each
7 regions of SD 93
I. Culturally based activities targeted to
Aboriginal students
II. Targeted community-based activities
for Aboriginal students
III. Pedagogical activities targeted to
Aboriginal students
B. Understanding First Nations, Inuit and Métis
cultures and history
a.
Opportunities offered to students of
Aboriginal ancestry to better understand
First Nations, Inuit and Métis cultures and
history in each 7 regions of SD 93
I. Opportunities to identify and honor
the cultures and historical heritage of
all indigenous peoples
II. Culturally based activities targeted to
Aboriginal students and non-Aboriginal
students
III. Community-based activities targeted
to Aboriginal students and nonAboriginal students
IV. Pedagogical activities targeted to
Aboriginal students and non-Aboriginal
students
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
Photo 1: Elders of the Penticton Indian Band at the alevin release attended by
students from Grade 3 to 5 from école Entre-Lacs.
Photo 2: Grade 5 to 7 class at école Collines-d’or during the Kanata workshop.
Photo 3: Science and Aboriginal Cultural weekend at the Bamfield Marine
Sciences Centre on the Vancouver Island west coast of,
Huu-ay-aht territory.
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Preamble
Purpose
Governance
Acronyms
Acknowledgements
Appendices
Academic success and Graduation Transitions
Goal # 2
Academic success and Graduation Transitions
Targets # 2
Improve Aboriginal students’ academic success
in such a way that they graduate with both English
and French Dogwood Diplomas (“Dual Dogwoods”)
and are able to transition toward a successful
future.
The AEEAC will establish targets in the first year
of the AEEA implementation after baseline data is
collected and analyzed.
PERFORMANCE INDICATORS
A. Academic indicators *
a. Teacher-produced school report card
grades
b. Foundation Skills Assessment, Grades 4
and 7 (FSA)
I. Writing, Grade 4 and Grade 7
II. Numeracy, Grade 4 and Grade 7
III. Reading Comprehension, Grade 4
and Grade 7
c. Required provincial exam results
I. Français Langue première 10 et 12,
Français langue première 10 and 12
Premiers Peuple
II. English Language Arts 10 and 12 or
English 10 and 12 First Peoples
III.
Mathematics 10,
IV.
Science 10
V. Social Studies 11 or First Nations
Studies 12
1. Communicate the results published by the
Ministry of Education in their annual report
« How are we doing »
2. Visits of local and provincial Post Secondary
institutions
3. Participation in workshops and events offered
by post-secondary institutions
*With the new curriculum implementation these indicators may
change during the 5 years of the AEEA 2015 - 2020.
B. Graduation Transitions indicators
a.
Scholarships and Awards
I.
Number of Graduation Program
Examinations Scholarships
II.
Number of District/Authority Awards
Photo 1: The five Aboriginal students from école du Bois-Joli showing their
wool weavings.
Photo 2: Grade 5 to 7 Students from école Collines-d’or visiting the Kamloops
residential school (T’kemlups Indian Band).
Photo 3: Fishing outing with students from école des Grands-cèdres,
Harbour Quay (Port Alberni) with two Aboriginal dads.
b.
School Completion
I.
Six-Year Completion Rate, by Cohort
and Gender
c.
Graduation Transitions
I.
Number of Grade 12 Graduates by
Transition Type, Destination and
Immediate Entry, Student Destinations
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
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Preamble
Purpose
Governance
Acronyms
Acknowledgements
Appendices
Leadership - Sharing and learning
Goal # 3
Leadership - Sharing and learning
Targets # 3
Develop students and staffs’ leadership skills by
enabling them to play a role in their Francophone
and Aboriginal communities.
The AEEAC will establish targets in the first year
of the AEEA implementation after baseline data is
collected and analyzed.
PERFORMANCE INDICATORS
A. Aboriginal students’ community engagement
indicators
a. Student participation in Aboriginal
conferences
b. Student participation in AEEAC
c. Participation of students in their
community
B. CSF staff participation in professional
development opportunities indicators
a. Opportunities to attend Aboriginal
Conferences
b. Participation in the Aboriginal Education K-12 Continuum workshops
I.
Community literacy
II.
Cultural literacy
III.
Pedagogical literacy
c. Participation in virtual meetings / sharing
circles offered by Aboriginal Education
d. Participation in the workshops offered by
Aboriginal Education at the annual SD 93
Teachers Convention (“Rond-Point”)
C. Regional leadership indicators
a. Establish academic advisors to coordinate
students’ activities in each of the 7 regions
I. Aboriginal leadership activities offered
in every school, region and SD 93
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
Photo 1: Woven cedar bark hat typical of
indigenous cultures from the Canadian west coast.
Photo 2: Chantae Sweetwater Kruger, Grade 1 Aboriginal student wearing her
regalia at école Entre-lacs.
Photo 3: Mrs. Alice Guss, a member of the Squamish Nation, showing a 4th grade
student of école du Bois-joli how to weave a basket.
Photo 4: Students at école des Voyageurs in front of the school tipi.
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Preamble
Purpose
Governance
Governance
I
n order to ensure the successful implementation of SD 93 Aboriginal Education
Enhancement Agreement 2015-2020,
a District Aboriginal Education Enhancement
Advisory Committee, (AEEAC) will be formed
of two representatives, one parent and one
student, from each of the 7 regions.
The regional representatives nominated
annually by school Principals will meet at
least twice per year.
In the first year, one of the AEEAC roles will be to
establish baseline data in the goal areas from
existing Ministry of Education, District and School
assessment results in order to set targets for
improving academic achievement. The AEEAC will
review results and update targets every year as
needed.
Acronyms
Acknowledgements
Appendices
Acronyms
SD 93
Francophone Education Authority
EAEEA
Aboriginal Education Enhancement Agreement
AEEAC
Aboriginal Education Enhancement Advisory
Committee
ASEAC
Aboriginal School Education Advisory Committee
ECC
Education Council Committee
BE
SD 93 Board of Education
Furthermore, each school Principal will encourage
Aboriginal students and parents/guardians, as well
as staff to form a Aboriginal School Education
Advisory Committee (ASEAC). The frequency of
meetings of this school-based committee will be
at least twice a year.
Every year in September, each school will mail a
letter to all SD 93 parents via school mail inviting
them to identify their Aboriginal ancestry. This
letter will specify that parents will be taken at their
word, no written or legal proof will be required by
the Ministry of Education since such knowledge
is often traditionally oral. It will also be sent to all
Kindergarten students’ families and to all students
who are new to the CSF. This practice will ensure
that all families are aware of the Ministry’s and the
District’s wish to welcome and acknowledge the
Aboriginal heritages within school communities.
Photo 1: Grade 8/9 class from école Duchess Park singing a song
accompanied on hand drums.
Photo 2: Students at école des Pionniers looking at a bearskin as part of the
demonstration lesson “Grizzly Tracks.”
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
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Preamble
Purpose
Governance
Acronyms
Acknowledgements
Appendices
Acknowledgements
Parents
staff
Geraldine Atleo, Valerie Beaton, Bouvier,
Elizabeth Bent, Helene Blake, Duncan Caron,
Kayla Chappell-Pickles, Michel Coté, Ditta Cross,
France Cyr, Christine Delisle, Marc Deschênes,
Jana Diebel, Richard Haywood, Sherry Hinz,
Isabelle Houde, Janik Lapointe, Manon Laviolette,
Jean Leboe, Tania LeSurf, Michelle Mowbray,
Lisa Mercure, Ed Pednaud, Natasha Prokosh,
Peter Quaw, Antonieta Rivera, Sylvie Rochette,
Allan Sayers, Regine Siemons, Diana Sillery,
A. Spooner, Rhoda Taylor, Corey Whalen,
Tania Whalen.
Johanne Asselin, Audrey Barrault, Marie-Josée
Beaulieu, Annie Bédard, Pascale Bernier, Daniel
Blais, Sylvain Bouchard, Laurent Brisebois,
Anthony Bulteau, Nicole Chagnon, Louise Charland,
Marie-Odile Chau, Monique Courchesne, Fariba
Daragahi, Cécile Desgagné, Véronique Desjardins,
Chantale Desmarais, Catherine Drapeau, Bertrand
Dupain, Jocelyne Fortin, Amel Gardinetti, Réjean
Gosselin, Céline Hamel, Pierre Hébert, Syndie
Hébert, Claire Hélie, Marie-Anne Hellinckx, Roger
Lagassé, France Langlois, Stéphane Leblanc, Donald
LeClair, Sophie Lemieux, Éric Leclerc, Marjolaine
Léveillée, Claude Martin, Carole Massé, Jeanne
Musuku, Heather Neale, Heidi Noel, Irène Noël,
Dolorès Patenaude, Sylvie Patenaude-Coulombe,
Lisa Poirier, Guylaine Pouliot, Jean Savoie, Marie
Spriet, Renée Syvret, Michel Tardif, Alain Thibault,
Ghislaine Varin, Anne Veilleux, Marc Vezina,
Huguette Zuehlke.
students
Noah Caron, Emily Caul, Isabelle Côté, Noëlle Côté,
Elijah Otis, Drake Richardson, Phoebe Taylor,
Ussani Taylor.
Parents and staff
Annie Arel, Isabelle Baril, Sophie Côté,
Isabelle Houde, Lawrence Patris.
RELATIONS, ELDERS AND OTHER COMMUNITY MEMBERS
AFA, BCAAFC, Victor Jim SD 57, Maxine Lavallée,
Philip Lavallée.
BC MINISTRY OF EDUCATION
Ted Cadwallader, Colleen Hannah.
Photo 1: Grade 2/3 class from école du Bois-Joli showing their dream catchers.
Photo 2: Grade 1 Students from école Victor-Brodeur making hats as part of the
Eaglecrest workshop.
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
Photo: Unveiling of the totem pole carved by Jackie MukSamma Timothy,
Tla’amin First Nation. Aboriginal students at école Gabrielle-Roy
created the blanket with the help of Gisèle Dupuis. Katzie Nation
territory.
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Preamble
Purpose
Governance
Strategies supporting.......
Appendices
Acronyms
Acknowledgements
Appendices
emotional, intellectual, and physical Holistic Self
Appendix 1
Strategies supporting emotional, intellectual,
and physical Holistic Self
Examples of suggested strategies to achieve
these goals:
- Establish a francophone Aboriginal education
resource library, including a list of cultural and
artistic resource people and their contact
information.
- Foster the development of a medium for celebrating
and sharing francophone resources for Aboriginal
education.
- Facilitate anti-racism (training) education to dispel
stereotypes about Aboriginal people.
- Make contact with the local Aboriginal community
and Elders.
- Include a symbol of local traditions (pole, canoe,
carving, etc) on the school campus after consulting
with local First Nations artists and Elders to ensure
cultural appropriateness.
- Learn a traditional dance.
- learn about traditional music & songs and perform in
ceremonies, events, dances or powwows.
- Make their own regalia.
- Take care with this. New teachers should consult
with more experienced teachers and with local Elders
to ensure appropriateness.
- Invite resource people (storytellers, singers, artists,
cultural groups).
-Create an organized cultural database so schools
can access people to present performances and
workshops.
-Organise cultural awareness days.
-Go on excursions to Aboriginal communities,
cultural and educational centres.
-Encourage all Aboriginal students to learn about
their roots. Help children to learn more about their
Aboriginal roots through genealogical research and
through books, video, posters, guest speakers and
workshops.
-Promote understanding of Aboriginal culture and
history to all CSF students.
Photo : Grade 6 students Avery Shea (left) and Aydn Brabant from école des
Sentiers-alpins playing the flute.
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
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Preamble
Purpose
Governance
Acronyms
Acknowledgements
Pullout vs Integration
Appendices
Regional annual gathering
Appendix 2
Appendix 3
Pullout vs Integration
Regional annual gathering
Many parents and students expressed a desire to
avoid missing academic content through pullout
programs. They felt activities should be integrated
into the school and class so all students can build
awareness and respect for Aboriginal cultures.
Some parents favoured pullout programs.
In order to meet the needs of each school
community, school staff must engage parents
and students in defining the right combination
for their own school.
Most respondents expressed a need for a regional
annual weekend gathering where older students
(i.e. Grades 5-12) could live together a rich
academic and cultural experience with other
francophone Aboriginal students and parents.
(This could be along the lines of the gatherings
organized at the Bamfield Marine Sciences Centre
in Huu Ay Aht First Nations Territory in 2006, 2007
and 2008) One-day regional annual gatherings for
the K-7 students could also take place in different
culturally significant contexts each year in the four
regions of the province (Coast, Southern Interior,
Northern Interior, Kootenay) on a rotating basis,
thus offering younger students the opportunity
to experience the diversity of traditional and
contemporary Aboriginal cultures adapting to the
diversity of environments in BC.
Photo 1: Rowan Healey, Grade 5 Aboriginal student from école des Sentiers-alpins,
playing the flute.
Photo 2: Five SD 93 schools participated in the Coast First Nations Dance Festival at
the UBC Museum of Anthropology.
Photo 3: Leo Gagnon, Haida sculptor, presenting a carved mask to Grade 11 students
from école Gabrielle-Roy during their visit to Haida Gwaii.
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020
Photo 1: Phoebe Taylor, Lisa Mercure, Roger Lagasse and Rhoda Taylor in the
Elders’ room at the “Gathering our voices” 2014 annual Aboriginal
youth conference.
Photo 2: Presentation of “100 years of loss”, a workshop on Residential Schools
to a 9th grade class at école Victor-Brodeur.
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Photo:Classes from école secondaire Brooks in Powell River, école secondaire
Chatelech and école du Pacifique in Sechelt during a field trip at the UBC
Museum of Anthropology on Musqueam territory.
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SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020