SD 67 Aboriginal Enhancement Agreement 2015 - 2020

Transcription

School District No. 67 – Okanagan Skaha
Aboriginal Education Enhancement Agreement
April 2015 – June 2020
“Working Together for Aboriginal Student Success.”
Table of Contents
Section
Page Number
Territory Acknowledgement
Logo Information
Focus Group Quotes
Philosophy of SD67’s AEEA (Aboriginal Worldview)
Overview and Purpose of Enhancement Agreements in BC
Context of SD67’s Aboriginal Education Enhancement Agreement
Focus Group Questions
Framework for SD67’s AEEA: “The Four Food Chiefs”
Connection between “The Four Food Chiefs” and “The Four Goals”
Goals of SD67’s AEEA (2015-2020)
- Goal 1: To raise awareness and understanding of Aboriginal history,
traditions, and culture for all students and staff in the Okanagan
Skaha School District.
- Goal 2: To increase Aboriginal student’s sense of belonging, including
sense of place, personal and cultural identity, and self-esteem in a
caring, safe and inclusive environment.
- Goal 3: To nurture and foster relationships between the Okanagan
Skaha School District and Aboriginal families, communities, and
organizations.
- Goal 4: To increase the educational success of all Aboriginal students.
Aboriginal Education Council
Memorandum of Understanding
Appendix A: The “Okanagan Food Chiefs”
Appendix B: Indicators for each Goal
Appendix C: SD67 District Data: “How are we Doing” Aboriginal Performance Data
Appendix D: Aboriginal Student Population Demographics in SD67
Appendix E: Membership of the Aboriginal Education Council
Okanagan Words (Nsyilxcen language) – Pronunciation Guide
References
Additional Information: Links and Resources
3
4
4
5
6
6
6
7
8
9
10
11
12
13
14
15
16
17
22
23
24
25
26
2
Territory Acknowledgement
The Aboriginal Education Council and School District No. 67 (Okanagan Skaha) wish to recognize
the Okanagan (Syilx) People and our host community, the Penticton Indian Band, on whose
traditional territories we live, learn, and do our work.
For a closer look of the map, please visit http://www.syilx.org/who-we-are/organizationinformation/okanagan-nation-territory/
3
The Aboriginal Education Enhancement
Agreement* Logo
The logo was created by Anne Tenning, and the design on the center of
the drum was created and shared with permission by Tim Lezard,
member of Council for the Penticton Indian Band.
The drum represents our vision of educational success for students of
Aboriginal ancestry in SD67 – founded in Aboriginal culture and shaped
by the 4 goals of the AEEA, which are based on the Four Food Chiefs – an
oral story that is central to Okanagan culture. (The images on the drum
depict the Four Food Chiefs; see page 7 for more info).
The images in the sky represent the three distinct groups of Aboriginal
People in Canada: the Inuit (represented by the Inuksuk), the Métis
(represented by the infinity symbol),and the First Nations (represented
by the eagle feather).
The four figures holding up the drum (in no particular order) represent Aboriginal students, their families, the
community, and all SD67 educators working together to support the educational success of Aboriginal students.
[The design on the drum may not be used without permission from Tim Lezard].
*The acronym AEEA will be used to refer to ‘Aboriginal Education Enhancement Agreement’ in this document.
Focus Group Quotes: A few examples of the sentiments that are guiding SD67’s Aboriginal
Education Enhancement Agreement
What would a perfect school system for Aboriginal students look like?
“A perfect school system would support and educate the whole family on how to support your child’s
education; a place where students could not wait to get to school – for academic reasons (as well as
social); all students would be proud of their culture and history.”
Okanagan College focus group participant
What does “success” mean for Aboriginal students?
Achieving goals; Being happy, healthy; Being comfortable with nationality; To finish school; Staying in
school; Participating in culture, life, in society; Being a positive role model in your community
Princess Margaret Secondary focus group
What needs to be done in order to improve the success of Aboriginal students?
Increased number of Aboriginal teachers/support workers in schools; Increased cultural support for
students; District-wide programs that reach all students; Life-skills training for students and families;
Changing the curriculum; Everyone (parents/students) needs to be treated with respect; Student’s true
talents need to be identified so that they can go into the right education area and feel fulfilled in their
life/soul – this rubs off on everyone in a very positive way; Community/family connection: can include
schools and partnerships with other agencies - strengthen what exists
Ooknakane Friendship Centre focus group
4
Philosophy of SD67’s Aboriginal Education Enhancement Agreement
SD67 recognizes the importance of grounding the work of the Aboriginal Education
Enhancement Agreement in Aboriginal Worldview. The overview of Worldview that is provided
below is from the document, Our Words, Our Ways.

“Aboriginal students, regardless of whether they are gifted, bright, average or
struggling, come to the classroom with histories and worldviews that are unique.
Because these are such an integral part of who they are, it may be difficult for parents
and students to articulate exactly what their histories and worldviews are, and exactly
how these factors affect what they think and do. Some students in urban centres may
have limited contact and understanding of their Aboriginal culture” (page 1).

“Each Aboriginal group expresses its culture in various ways—a result of geographic
circumstances and each group’s unique history. At the same time, many Aboriginal
peoples throughout North America share similar guiding thoughts and traditional values.
These common threads running through many Aboriginal cultures are sometimes
referred to as foundational worldviews. They reflect the guiding principles and
traditional values of Aboriginal societies. They suggest the way Aboriginal peoples see
themselves in relation to the world.
Traditional Aboriginal education is based upon these worldviews—it is a holistic process
where learning takes place across different spheres of human experience including
spiritual, physical, emotional and mental dimensions. Worldviews may also consider
relationships and experiences of the past, present and future as interconnected” (page
13).

“Effective education that includes Aboriginal worldviews does not exclude or discredit
other cultures but ensures that non-Aboriginal students and Aboriginal students alike
are given the opportunity to see Aboriginal perspectives, and the strengths and gifts of
Aboriginal people reflected in the schools they attend.
There are five strong threads common to Aboriginal worldviews that can be brought to
life in the classroom:
o a holistic perspective
o the interconnectedness of all living things
o connection to the land and community
o the dynamic nature of the world
o strength in ‘power with’”
(page 14)
(to view the complete document, please go to:
http://education.alberta.ca/teachers/resources/cross/ourwordsourways.aspx)
5
Overview and Purpose of Enhancement Agreements in BC
“An EA is a working agreement between a school district, all local Aboriginal communities, and
the Ministry of Education designed to enhance the educational achievement of Aboriginal
students. The EA establishes a collaborative partnership between Aboriginal communities and
school districts that involves shared decision-making and specific goal setting to meet the
educational needs of Aboriginal students.
EAs highlight the importance of academic performance and more importantly, stress the
integral nature of Aboriginal traditional culture and languages to Aboriginal student
development and success.” (BC Ministry of Education)
For more information, please visit http://www.bced.gov.bc.ca/abed/agreements/.
Context of SD67’s Aboriginal Education Enhancement Agreement
The goals of this Aboriginal Education Enhancement Agreement were developed from input
provided by students, parent, community members, and district staff at seven different focus
groups conducted between November 2012 and November 2013.
-
Community and Parents
 OUC Focus Group: Nov. 2nd, 2012
 PIB Community Focus Group: March 11th, 2013
 Métis Family and Community Focus Group: May 28th, 2013
 Ooknakane Friendship Centre Focus Group: Nov. 26th, 2013
-
Students
 Princess Margaret Student Focus Group: March 11th, 2013
 Pen High Student Focus Group: March 12th, 2013
 Summerland Secondary Focus Group: April 10th, 2013
-
School District
 District Administrators Focus Group: May 21st, 2013
The Focus Group Questions:
-
Question 1: If you could envision a perfect school system for Aboriginal students, what
would it look like?
Question 2: What does ‘success’ mean for Aboriginal students?
Question 3: What needs to be done in order to improve the success of Aboriginal
students?
Question 4: How do you see yourself / community involved in supporting the
vision/goals of Aboriginal student success in SD67?
6
The Framework for SD 67’s Aboriginal Education Enhancement Agreement: “The
Four Food Chiefs”
With regard to Aboriginal Education Enhancement Agreements, the Ministry of Education
states: “Fundamental to EAs is the requirement that school districts provide strong programs
on the culture of local Aboriginal peoples on whose traditional territories the districts are
located .” For this reason, we have framed our AEEA on The Four Food Chiefs – a Syilx
(Okanagan) oral story (or captikʷɬ in the Okanagan Nsyilxcen language). (Please see page 24
for a pronunciation guide of Okanagan words).
“The Four Food Chiefs” describes the relationship between the Syilx, the people, and the natural world.
Before humans arrived, four communities represented by four chiefs assembled to decide what to do for
the people to be (humans): bear, chief of land animals; salmon, chief of aquatic life; bitter root, chief of
roots and life in the earth; and Saskatoon berry, chief of plant, bird and insect life. The Food Chiefs agreed
to give their lives and bodies to the humans so that all could survive and flourish on the land. The story
illustrates that knowledge comes from the natural world, and suggests the role of leadership is to always
address the question: what can you do for the people to be, the future generations?”
(see Appendix A for more information).
Skemxist (Black Bear)
Represents: tradition, experience and wisdom, sacrifice,
traditional thinking, cultural and historical teachings.
Skemxist’s gift to the learning process is the wisdom and
self-awareness that comes with learning about one’s
history, culture, and traditional knowledge.
Speetlum (Bitterroot)
Represents: roots, complex relationships, preservation;
symbolic of encouraging social responsibility and growth
(caring/thoughtful). Speetlum’s gift to the learning
process is about nurturing and fostering relationships
and trust.
Siya? (Saskatoon Berry)
Represents: unique relationships, community,and innovation;
symbolic of new ways, technology, new learning. Siya?’s gift to the
learning process is innovative thinking and new learning.
Ntityix (Spring Salmon)
Represents: warriors, hard work and perseverance, overcoming
barriers; symbolic of creating a platform on which future
generations can stand. Ntityix’s gift to the learning process is about
achieving goals and navigating one’s destiny by persevering to
overcome obstacles, adversity or challenges: “Don’t give up.”
(“How Food was Given” is a version of the Four Food Chiefs story that can be shared with
students and it can be found in the book Kou-Skelowh / We Are The People: A Trilogy of
Okanagan Legends available from Theytus Books (http://www.theytus.com/).
7
Connection between “The Four Food Chiefs” and the Four Goals
It is important to note that ALL of these goals contribute to the holistic definitions of ‘success’ for Aboriginal students that were given at the
various focus groups that contributed to the writing of this AEEA.
Skemxist (Black Bear)
Skemxist: Represents: tradition, experience and
wisdom, sacrifice, traditional thinking, cultural and
historical teachings. Skemxist’s gift to the learning
process is the wisdom and self-awareness that comes
with learning about one’s history, culture, and
traditional knowledge.
Goal 1: To raise awareness and understanding of
Aboriginal history, traditions, and culture for all
students and staff in the Okanagan Skaha School
District.
Siya?: Represents: unique relationships, community,
and innovation; symbolic of new ways, technology, new
learning. Siya?’s gift to the learning process is
innovative thinking and new learning.
Goal 2: To increase Aboriginal student’s sense of
belonging, including sense of place, personal and
cultural identity, and self-esteem in a caring, safe and
inclusive environment.
Speetlum: Represents: roots, complex relationships,
preservation; symbolic of encouraging social
responsibility and growth (caring/thoughtful).
Speetlum’s gift to the learning process is about
nurturing and fostering relationships and trust.
Goal 3: To nurture and foster relationships between the
Okanagan Skaha School District and Aboriginal families,
communities, and organizations.
Ntityix: Represents: warriors, hard work and
perseverance, overcoming barriers; symbolic of creating
a platform on which future generations can stand.
Ntityix’s gift to the learning process is about achieving
goals and navigating one’s destiny by persevering to
overcome obstacles, adversity or challenges: “Don’t
give up.”
Goal 4: To increase the educational success of all
Aboriginal students.
8
Goal 1: To raise awareness and understanding of Aboriginal history, traditions,
and culture for all students and staff in the Okanagan Skaha School District.
Skemxist (Black Bear):
Rationale:
It is our belief and hope that the more all students and staff in SD67 learn about Aboriginal
people, culture, and history – that not only will Aboriginal students achieve better success – but
the district will also benefit as a whole.
From Our Words, Our Ways (http://education.alberta.ca/teachers/resources/cross/ourwordsourways.aspx):
Aboriginal content can be infused into the regular Kindergarten to Grade 12 programs of study. Infusion
of Aboriginal content is not an add-on or a special event—it is an integral, embedded and ongoing aspect
of classroom experience. This inclusive model includes infusion of Aboriginal perspectives across the
subject areas at all grade levels. The infusion of Aboriginal content into the regular curriculum ensures
that all students have opportunities to learn about the historical and contemporary contributions and
cultures of Aboriginal peoples.
In a classroom that includes Aboriginal students, infusion of Aboriginal content provides a balance of
perspectives and helps dispel stereotypes by reflecting these students’ cultures in their learning. Students
learn most effectively when they experience a connection with what they are learning. Infusion fosters
this connection. It also encourages Aboriginal students to become aware of the multiple perspectives
within Aboriginal groups. In a classroom of both Aboriginal and non-Aboriginal students, infusion of
Aboriginal content encourages all students to become more aware of their own perspectives on particular
topics or concepts, and to increase their knowledge and understanding of Aboriginal perspectives (page
53).
Indicators: Indicators are provided in Appendix B. They provide evidence of the progress being
made in each of the four goal areas. They will be set and reviewed annually, and they will be
based on the themes identified in the focus groups that were facilitated to write SD67’s AEEA.
Goal 1: Themes from the focus groups:
 Cultural awareness / training / education for all students and staff
 Dispelling stereotypes
 Aboriginal courses and content
 Aboriginal teachers
 Cultural safety / sensitivity training
 Cultural awareness activities that are inclusive of all students
 Diversity of Aboriginal cultures / history
 Authentic resources
 School-wide events
 Understanding of protocols
9
Goal 2: To increase Aboriginal student’s sense of belonging, including sense of
place, personal and cultural identity, and self-esteem in a caring, safe and
inclusive environment.
Rationale:
Friesen & Friesen (2002) assert that the inclusion of Aboriginal knowledge “provides a means by
which Aboriginal students can learn about their historical backgrounds within the school
context. The belief is that this will help students gain a more positive self-image and thus
improve learning” (page 34).
 Importance of cultural/language learning opportunities for Aboriginal students
 Indigenous learning styles
 Culture visible in schools
 Student support
 Balance between both worlds (academic and cultural)
 Student’s feeling about school
 Positive recognition
 Help students identify their own interests / strengths
 Pride of culture; connection to culture
 Feeling safe and respected
 Student connectedness to school
 Personalized learning
 Sharing culture with others
 Student voice: ability to advocate for self
 Health and well-being
10
Goal 3: To nurture and foster relationships between the Okanagan Skaha School
District and Aboriginal families, communities, and organizations.
Rationale:
Dr. Martin Brokenleg explains the important role that adults play in the learning of young
people:
“In the normal course of experience, children learn their most important lessons from
individuals who are their attachment figures, which was originally necessary for survival.
In fact, children who are not attached to adults are not likely to learn from them, a
reality that caused Johann Pestalozzi to contend that love-not teaching-was the essence
of education. Thus, in cultures and communities where adults are securely bonded to
children, learning flourishes. Children who are alienated from adults have major
problems in developing competence and achievement.”
(https://reclaimingjournal.com/sites/default/files/journal-articlepdfs/07_4_Brokenleg.pdf)
It is our belief and hope that the stronger the relationships are amongst the School District,
community partners and agencies, and with parents and families, the more supported
Aboriginal students will be.
 Communication with parents / community
 Opportunities for parent / community involvement
 Partnership and collaboration
 Opportunities for mentorship
 Presence of Aboriginal leaders / role models in school
 Parents feeling comfortable going to / contacting the school
 Family / school opportunities both in the school district and
in the community
 Support for parents / families on how to support students
 Guest speakers & elders
11
Goal 4: To increase the educational success of all Aboriginal students.
Rationale:
Blum (2005) says that the academic success depends largely on how connected students feel to
their school environments:
When one looks at the research literature across different fields of inquiry,
three school characteristics stand out as helping young people feel connected
to school while simultaneously encouraging student achievement: (1) high academic
standards coupled with strong teacher support; (2) an environment
in which adult and student relationships are positive and respectful; and (3) a physically
and emotionally safe school environment” (page 17).
For many Aboriginal students, academic achievement is also linked to feeling culturally
respected: “When [Aboriginal] students’ cultural affiliation is valued in the classroom,
motivation for learning is highest” (Weeks, page 2).
 Post-secondary preparedness and identifying goals
 Completing school / graduating
 Students being a role model
 Attendance
 Programs relevant to post-secondary
 High expectations of students
 Recognition: awards, scholarships, bursaries, honour roll
 Leadership and mentoring younger students
12
Aboriginal Education Council: Background Information
On January 17th, 2013, the Aboriginal Education Planning Council of School District 67, along
with some interested observers, met to review and update their Membership and Terms of
Reference. This meeting was facilitated by consultant Janice Rose. The group was renamed the
Aboriginal Education Council (AEC).
The Aboriginal Education Council consists of school district and community representatives who
oversee Aboriginal education in SD67. The AEC has played a critical role in the development of
this Enhancement Agreement.
AEC Mission Statement
“To increase the success rate of Aboriginal students by increasing the capacity,
participation, and influence of the Aboriginal community, while honouring, supporting
the history, culture and language of the Syilx, and other Aboriginal people in the
territory.”
Membership of the AEC
The membership of the Aboriginal Education Council is comprised of the following representatives (a list
of the names of current AEC members can be found in Appendix D):
 3 members of the Penticton Indian Band nominated by PIB chief and council
 1 member of the Ooknakane Friendship Centre nominated by their board of directors
 1 member from the South Okanagan Similkameen Métis Association to be nominated by the Métis
Nation of British Columbia
 1 Trustee from School District 67 nominated by the Chair of the Board of Education
 1 member of the Okanagan-Skaha Teacher’s Union (OSTU) (non-voting if an ABED staff member)
 1 member of the Principals and Vice Principals Association
 1 Administrator of the Aboriginal Education Program of School District 67 (non-voting)
 1 School Board Office representative (non-voting)
 1 elder (non-voting)
 1 student (non-voting)
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A Framework for the Enhancement of Aboriginal Education in SD67
Memorandum of Understanding
We, the undersigned, acknowledge and honour our collective responsibilities for the success of all Aboriginal
Learners attending school in School District No. 67 Okanagan Skaha and agree to the terms of the Aboriginal
Education Enhancement Agreement. This agreement will provide direction to School District No. 67 Okanagan
Skaha for the period of April 2015 to June 2020.
_____________________________
_____________________________
Penticton Indian Band
SD67 Board of Education
_____________________________
_____________________________
Ministry of Education
South Okanagan Similkameen Métis
Association
_____________________________
_____________________________
Ooknakane Friendship Centre
The Aboriginal Education Council
_____________________________
_____________________________
CUPE Local 523
Okanagan Skaha Teacher’s Union
_____________________________
_____________________________
SD67 Principals Vice Principals Association
Superintendent of Schools
_____________________________
_____________________________
Aboriginal Partnerships Group
Student Representative (Witness)
_____________________________
_____________________________
Parent Representative (Witness)
Elder (Witness)
th
Signed April 13 , 2015
“Working Together for Aboriginal Student Success.”
Penticton Indian Band
Okanagan Skaha
Teachers Union
Ooknakane Friendship
Centre
SD67 Principals and Vice
Principals Association
South Okanagan Similkameen
Métis Association
SD67 Aboriginal
Education Program
SD67 Board of Education
School District
No. 67 Okanagan Skaha
CUPE
Local 523
BC Ministry
of Education
14
15
Appendix A: The “Okanagan Food Chiefs” (design by Tim Lezard)
16
Appendix B: Indicators for Each Goal
Indicators/targets will be set by the Aboriginal Education Council once the AEEA has been
signed, Year 1 of implementation begins, and baseline data has been collected and analyzed.
ABED Grad Certificates and Gifts – Princess Margaret Secondary School – June 2014
17
Appendix C
SD67 District Data: “How are we Doing” Aboriginal Performance Data (Key Data)
The Ministry of Education collects data to monitor the performance of Aboriginal students in
the BC public school system. The data is published annually in the form of a report entitled
“How Are We Doing?” (HAWD) which includes demographic and assessment outcomes at both
provincial and school district level. This report provides a mechanism for the Ministry of
Education, Aboriginal communities and school districts to open dialogue and make
recommendations for improving the educational outcomes for Aboriginal students. For more
information, please visit: http://www.bced.gov.bc.ca/abed/performance.htm
Foundation Skills Assessment (FSA)
Grade 4 Reading
2013/14
2012/13
2011/12
2010/11
2009/10
Grade 4 Writing
2013/14
2012/13
2011/12
2010/11
2009/10
Grade 4 Numeracy
2013/14
2012/13
2011/12
2010/11
2009/10
Grade 7 Reading
2013/14
2012/13
2011/12
2010/11
2009/10
Grade 7 Writing
2013/14
2012/13
2011/12
2010/11
2009/10
Grade 7 Numeracy
2013/14
2012/13
2011/12
2010/11
2009/10
SD67 Aboriginal
%
SD67 NonAboriginal %
Provincial
Aboriginal %
Provincial NonAboriginal %
(Meeting or Exceeding
Expectations)
Expectations)
Expectations)
Expectations)
68
65
58
72
49
79
84
87
82
74
54
58
54
52
53
70
71
70
68
67
86
71
79
76
59
83
88
90
87
70
53
57
54
55
55
71
74
72
73
68
63
61
50
54
50
73
78
85
78
70
46
48
50
47
45
68
68
69
66
64
65
61
64
60
43
75
76
82
68
65
49
49
46
49
47
66
66
64
66
64
59
68
85
74
40
79
84
87
81
65
53
55
53
57
50
71
72
72
73
68
41
47
48
44
29
65
70
68
58
55
38
40
36
39
39
63
64
60
63
63
18
What does the data for SD67 FSA results indicate?
- Generally, the Grade 4 and 7 reading and writing results for Aboriginal students in SD67 are
higher than the provincial Aboriginal results, but they are still significantly lower than results for
non-Aboriginal students in SD67 and provincially. SD67’s initiatives that focus on early literacy
strategies seem to be making a difference for both Aboriginal and non-Aboriginal students.
- Generally, the Grade 4 and 7 numeracy results for Aboriginal students in SD67 are higher than
the provincial Aboriginal results, but they are still significantly lower than results for nonAboriginal students in SD67 and provincially. Numeracy should become a focus of support to
increase these results. Low numeracy results have implications at the secondary level in math
and science courses, and also for program eligibility at the post-secondary level.
Course Options Leading to Graduation (2013/14)
Aboriginal
Students
Assigned
Final Mark
English 10
English 10: First Peoples
Foundations of Math 10
Apprenticeship Math 10
Science 10
Civic Studies 11
Social Studies 11
BC First Nations Studies 12
English 12: First Peoples
English 12
Communications 12
C- (Pass)
or Better
#
#
63
10
47
29
76
Msk
54
17
Msk
37
20
60
10
42
27
72
Msk
50
15
Msk
35
20
Non-Aboriginal
Students
Assigned
Final Mark
C+ (Good)
or Better
%
#
95
100
89
93
95
Msk
93
88
Msk
95
100
32
9
21
13
43
Msk
33
8
Msk
21
9
%
51
90
45
45
57
Msk
61
47
Msk
57
45
C- (Pass)
or Better
#
#
422
15
376
82
428
35
385
35
47
390
47
415
15
352
76
420
35
378
33
47
383
46
C+ (Good)
or Better
%
#
%
98
100
94
93
98
100
98
94
100
98
98
314
13
263
48
311
26
301
17
36
302
30
74
87
70
59
73
74
78
49
77
77
64
What does the data for SD67 ‘Course Options Leading to Graduation’ results indicate?
- At the grade 10, 11, and 12 levels, the majority of Aboriginal students are passing English, Math,
Science, and Social Studies courses, but the percentage of these students who are achieving a
grade of C+ or higher is significantly lower. This has implications for post-secondary admission
criteria, which often require achievement rates of C+ or higher.
- Significantly more Aboriginal students in SD67 take Foundations of Math 10 over Apprenticeship
of Math 10 and also English 12/English 12 First peoples over Communications 12, both of which
are better-suited for post-secondary admission requirements.
6-Year Completion Rate
2013/14
2012/13
2011/12
2010/11
2009/10
SD67 Aboriginal %
SD67 NonAboriginal %
Provincial
Aboriginal %
Provincial NonAboriginal %
63
62
66
60
60
86
87
87
87
86
62
60
57
54
51
86
86
84
83
82
What does the data for SD67 ‘6-Year Completion Rate’ results indicate?
The 6-year completion rates for Aboriginal students in SD67 is higher than that of the provincial
Aboriginal results, which is promising, but the gap between the results for Aboriginal versus NonAboriginal students in SD67 is still large, indicating much work still needs to be done to further
improve the results for Aboriginal students.
19
Satisfaction Survey Results: SD67
Note: survey results from 2011/12 have not been included. Due to labour disputes during this year, survey
participation was optional
“Do you like
school?”
Grade 4
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 7
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 10
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 12
2013/14
2012/13
2010/11
2009/10
2008/09
“At school, are you
being taught about
Aboriginal peoples
in Canada?”
Grade 4
2013/14
2012/13
2010/11
2009/10
Grade 7
2013/14
2012/13
2010/11
2009/10
Grade 10
2013/14
2012/13
2010/11
2009/10
Grade 12
2013/14
2012/13
2010/11
2009/10
Aboriginal
All of the time or
many Times %
Non-Aboriginal
All of the time or
many Times %
63
62
70
75
72
60
60
69
69
60
52
43
40
35
53
48
59
49
42
50
37
40
36
44
35
49
46
42
38
53
44
49
53
31
43
54
55
56
53
60
Aboriginal
All of the time or
many Times %
Non-Aboriginal
All of the time or
many Times %
71
70
88
95
61
60
54
60
35
35
18
38
19
17
10
12
38
35
34
47
39
40
34
38
31
37
20
19
27
25
15
15
What does the data indicate?
At the grade 4 level, the % of
Aboriginal students who like school is
consistently higher than that of NonAboriginal students. However, these
results drop at grade 7 and continue
to be low until grade 12. This has
implications for completion rates.
At the grade 4 and 7 levels, the % of
Aboriginal students who say that they
are taught about Aboriginal people is
consistently higher than that of NonAboriginal students. However, the
overall results for both groups drop
drastically at grade 7 and continue to
be low until grade 12. At the grade 12
level, the results are again higher for
Aboriginal than non-Aboriginal
students. Much work needs to be
done to ensure that Aboriginal
content is incorporated consistently
from K-12.
20
“Do you feel safe
at school?”
Grade 4
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 7
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 10
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 12
2013/14
2012/13
2010/11
2009/10
2008/09
“At school, are you
bullied, teased, or
picked on?”
Grade 4
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 7
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 10
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 12
2013/14
2012/13
2010/11
2009/10
2008/09
Aboriginal
All of the time or
many Times %
Non-Aboriginal
All of the time or
many Times %
64
77
82
89
83
82
83
83
84
87
71
85
60
64
64
83
88
81
76
78
70
68
81
70
53
81
81
77
79
73
83
89
88
81
78
88
87
84
85
84
Aboriginal
All of the time or
many Times %
Non-Aboriginal
All of the time or
many Times %
19
15
9
9
8
7
8
10
12
5
16
11
16
16
16
9
8
8
8
10
10
7
12
6
4
5
6
8
7
7
5
0
6
8
18
4
7
6
4
7
Generally, the % of Aboriginal
students who feel safe at school is
lower than that of non-Aboriginal
students. The results for Aboriginal
students are lower at the grade 7 and
10 levels, and improve at the grade
12 level.
The % of Aboriginal students that
indicate being bullied, teased, or
picked on in Grade 4 (2012-14) and in
Grade 7 (all years) is significantly
higher than that of non-Aboriginal
students. Personal and cultural safety
needs to be a focus at the elementary
and middle-school levels.
21
“How many adults
at your school care
about you?”
Grade 4
2013/14
2012/13
2010/11
2009/10
Grade 7
2013/14
2012/13
2010/11
2009/10
Grade 10
2013/14
2012/13
2010/11
2009/10
Grade 12
2013/14
2012/13
2010/11
2009/10
“Are you satisfied
that school is
preparing you for a
job in the future?”
Grade 10
2013/14
2012/13
2010/11
2009/10
2008/09
Grade 12
2013/14
2012/13
2010/11
2009/10
2008/09
“Are you satisfied
that school is
preparing you for
post-secondary
education (for
example college,
university, trade
school?”
2013/14
2012/13
2010/11
2009/10
2008/09
Aboriginal
(% responding 2
adults or more)
Non-Aboriginal
(% responding 2
adults or more)
92
92
100
100
95
93
95
95
89
98
85
87
88
96
93
86
86
84
69
77
85
83
76
83
87
82
90
75
86
87
81
82
Aboriginal
All of the time or
many Times %
Non-Aboriginal
All of the time or
many Times %
42
30
44
46
46
33
40
45
46
56
24
27
26
28
44
20
31
37
41
49
Aboriginal
All of the time or
many Times %
Non-Aboriginal
All of the time or
many Times %
Gr. 10
53
48
48
59
50
Gr. 10
42
50
53
61
62
Gr.12
33
42
50
44
51
Gr.12
41
48
51
54
61
Overall from elementary through
secondary school, the % of Aboriginal
students who indicate that two or
more adults care for them at school is
quite high. This is important to
maintain a student’s connection to
school, and also for their personal
well-being.
The results are low overall for both
Aboriginal and non-Aboriginal
students, but the results are
alarmingly low for Aboriginal
students at the grade 12 level. Much
work needs to be done to ensure that
Aboriginal students see what they
learning in school as being relevant to
future careers.
Generally, less than half of Aboriginal
students at grade 10 and 12 feel that
school is preparing them for postsecondary education. This has
implications on completion rates and
transition to post-secondary.
22
Appendix D
Aboriginal Student Population Demographics in SD67
SD67 Aboriginal Student Groups 2013/14
(Enrolled in ABED)
Students participating in an Aboriginal Girls Group session at KVR – Jan. 2013
23
Appendix E
Membership of the AEC: January 2013 – Present (April 2015)
AEC Positions
3 members of the Penticton Indian Band
nominated by PIB chief and council
Members
1. Kathy Pierre: PIB Education Director
2. Tim Lezard: PIB Chief and Council
Representative
3. Cheryl Dekock: PIB Parent
Representative
1 member of the Ooknakane Friendship
Centre nominated by their board of
directors
1 member from the South Okanagan
Similkameen Métis Association to be
nominated by the Métis Nation of British
Columbia
Peggy Joe: Executive Director of the
Ooknakane Friendship Centre
1 Trustee from School District 67 nominated
by the Chair of the Board of Education
Linda VanAlphen
1 member of the Okanagan-Skaha Teacher’s
Union (OSTU) (non-voting if an ABED staff
member)
Dan VanOs (teacher at Princess Margaret
Secondary School and ABED program)
1 member of the Principals and Vice
Principals Association
Terry Grady (Principal of Princess Margaret
Secondary School)
1 Administrator of the Aboriginal Education
Program of School District 67 (non-voting)
Anne Tenning (Principal of Aboriginal
Education Program)
1 School Board Office representative (nonvoting)
Don MacIntyre (Director of Instruction)
1 elder (non-voting)
Grace Greyeyes (PIB elder)
1 student (non-voting) (joined AEC in
November 2014)
Emily Okabe from Pen High
Marlene Cox-Bishop: President of the South
Okanagan Similkameen Métis Association
24
25
Okanagan Words – Pronunciation Guide
Word*
Pronunciation*
Meaning
Captikʷɬ
“Chap-TEEK”
A Syilx (Okanagan) oral story
Nsyilxcen
“In-SEAL-chin”
The Okanagan language
Ntityix
“In-TEE-TEE’kw”
Spring salmon
Siya?
“SEE-ya”
Saskatoon berry
Skemxist
“Skem-HEEST”
Black bear
Speetlum
“SPEET-lum”
Bitterroot
Syilx
“See-EEL’ck”
The Okanagan people
*Please note that slight variations in both the spelling and pronunciation of these words exist locally and
throughout the Okanagan Syilx territory.
Students & Staff from West Bench Elementary participating in the
Syilx Land Based Learning Project at the En’owkin Centre in November 2014
26
References
Alberta Education. (2005). Our Words, Our Ways: Teaching First Nations, Métis and
Inuit Learners. Alberta: Aboriginal Services Branch and Learning and Teaching Resources
Branch. http://education.alberta.ca/teachers/resources/cross/ourwordsourways.aspx
BC Ministry of Education. (n.d.). How are we Doing? Aboriginal Performance Data. Retrieved on
October 1, 2014 from http://www.bced.gov.bc.ca/abed/performance.htm.
BC Ministry of Education. (n.d.). Aboriginal Education Enhancement Agreements. Retrieved on
October 1, 2014 from http://www.bced.gov.bc.ca/abed/agreements/.
Blum, R.W. (2005). A case for school connectedness. The Adolescent Learner, 62(7), 1620.
Brokenleg, M. (1999). Native American perspectives on mastery. Reclaiming Children and
Youth, 7 (4), 194-196. Retrieved November 24, 2014 from
https://reclaimingjournal.com/sites/default/files/journal-articlepdfs/07_4_Brokenleg.pdf.
Friesen, J. & Friesen, V. (2002). Aboriginal Education in Canada: a Plea for Integration.
Calgary, Alberta: Detselig Enterprises, Ltd.
Okanagan Tribal Council. (2012). Kou-Skelowh: We are the People – A Trilogy of Okanagan
Legends. Penticton, BC: Theytus Books.
Weeks, D.R. (2003). Canoes in the classroom. Northwest Teacher 4(2), 10-11.
Métis wall hanging created by students at Pen High - 2014
27
Additional Information: Links and Resources
-
The SD67 Aboriginal Education website: https://abedsd67.wordpress.com/
-
The Penticton Indian Band website: http://pib.ca/
-
The Thompson Okanagan Métis website: http://tometis.com/communities/southokanaga/
-
The Ooknakane Friendship Centre website: http://friendshipcentre.ca/
-
The Okanagan Nation Alliance website: http://www.syilx.org/
-
The En’owkin Centre website: http://www.enowkincentre.ca/
-
The Theytus Books website: http://www.theytus.com/
-
The Ministry of Education Aboriginal Education website:
https://www.bced.gov.bc.ca/abed/
-
The First Nations Education Steering Committee website: http://www.fnesc.ca/
Students playing Lahal at Giant’s Head Elementary School – Dec. 2013
28

SD 67 Aboriginal Enhancement Agreement 2015 - 2020

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