aboriginal education enhancement agreement · 2013-08-14 · enhancement agreement annual report...

Aboriginal Education

Enhancement Agreement Annual Report 2012‐2013

Used with permission from Circle of Courage, PO Box 57, Lennox, SD 57039. Artist: George Blue Bird

We are committed to “ensure high levels of emotional, spiritual, physical and intellectual success for all Aboriginal learners”.

School District 87 (Stikine)

School District 87 (Stikine) Aboriginal Education Enhancement Agreement Annual Report July 2013

Foreword

Covering an area of over 188,000 square kilometres, the Stikine region boasts several of the largest and most significant parks in Canada. Here can be found the mighty Stikine, Taku and Liard rivers, three of the last free flowing wilderness rivers in North America. The Stikine River has created the dramatic Grand Canyon of the Stikine ‐‐ a major geological wonder. Gorges up to 300 m (948 ft.) deep have been carved through sandstone, granite, and volcanic rock. The Stikine river basin, passing through two countries, abounds with a great variety of wildlife which still coexists in a natural balance between predator and prey.

The Tahltan, Tlingit and Kaska Peoples are the original First Nations of the region. The Tahltan traded their goods frequently using the coastal Tlingit tribes as middlemen. Today the Tahltan people are activity involved in managing the resources of this region, most specifically in the communities of Telegraph Creek and Dease Lake. The Tlingit First Nation is prominent in Atlin, while the Kaska First Nation populates the Lower Post community. Each community is distinct

within the District and offers opportunities to celebrate cultures.

We live in a beautiful rural and remote area. Our small communities (the largest has a population of about 450 people) are spread throughout this vast region which stretches north to the Yukon and west to Alaska. The trip from Atlin, starting at the furthest north‐west point to Lower Post to Dease Lake to Telegraph Creek, the furthest south‐west point, is distanced by almost

1500 kilometres. Leaving from Dease Lake, day trips to the other communities are virtually impossible.

Our school population is composed mainly of First Nation students. Hunting, fishing and gathering are important to community and family life. Leaders in the First Nations communities are working hard to maintain and promote traditional languages and culture.

To achieve the goals as outlined in the Enhancement Agreement, it will be the responsibility of all parties to ensure that strategies are coherent, aligned and sustainable, and that appropriate assessment is planned to meet emerging needs. It will also be a collective responsibility to ensure that students, parents, communities and school staffs are engaged in the planning and implementation of yearly plans

“Language and Culture are extremely important. Developing language in the students’ native tongue will improve oral language, reading and writing skills.” Teacher


Guiding Principles

To ensure high levels of emotional, spiritual, physical and intellectual success for Aboriginal Learners we believe: Our relationships and behaviour will be based on the

following values: Trust Respect Support Empathy and understanding Caring and sharing

We can all learn from one another. Input from Aboriginal communities is an essential

component when decisions, which affect Aboriginal learners, are to be made.

We all have a contribution to make and a role to play in

the education of Aboriginal Learners. We also believe it is important to:

honour and acknowledge the people, traditional territory, history, languages and cultural diversity of the First Nations within School District #87 (Stikine);

incorporate the traditional teachings of the Elders, the wisdom and intrinsic value of their culture;

promote a learning environment where Aboriginal learners feel confident and proud of their ancestry, feel safe, respected and experience a positive sense of place and belonging;

promote and support educational opportunities beyond the school and community that enhance and expand educational success;

develop shared responsibility and ownership, and mutual respect through ongoing dialogue and strong relationships that recognize the cultural identity and diverse needs of Aboriginal learners;

hold high expectations for all Aboriginal learners; and Understand the necessity for differences in approaches to learning and assessment

for individuals.

Skinning a lynx at Dease Lake School

Drumming practice led by an Elder


Goal Attainment Assessment Tool

Last year partners contributed to an assessment tool that was designed to identify where students were at in reaching each goal. As a part of our District‐wide Needs Assessment, teachers use this tool in collaboration with students to assess their development. District‐wide results accompany each goal discussion below.

For each goal a series of descriptors are provided in a progressive manner from Approaching to Confident. As this tool is used, discussions about the descriptors and types of evidence that supports where a student is on the scale increases awareness and understanding of both goals and descriptors. Asking the question, “What does that look like?” creates a chance for teachers to consider ways to promote and foster growth in that area. It is anticipated that further use will enhance activities that directly support growth in these goal areas.


Goals and Indicators

Goal: To improve the academic success of all Aboriginal learners Objectives Aboriginal learners will show improvement in

reading, writing and numeracy. Aboriginal learners will achieve success according

to their educational goals and career plans. Performance indicators:

Graduation rate District Wide Assessments – Reading, Writing and

Math Performance Standards Assessments Provincial Examinations Individual Education Program goal attainment Grade 11/12 graduation (percentage of learners entering grade 11 who graduate within

three years) Transitions to Post Secondary Training Programs

Results: 33% of the students in Grade 12 graduated in their 5th year. The remaining are eligible

to return to complete graduation in their 6th year

Our FSA results do not indicate improvement. 2012/13

The results from the current year, on an individual basis are more encouraging, but far below where we need them to be in reading, writing and numeracy.

School based assessments indicate improvements in Reading. Using the PM benchmark reading assessment, 40% of Grade ½ students are meeting expectations and over 75% of students in Grades 3 to 7 are meeting expectations in reading.

Student Learning Plans that used Protocols (IEPs) showed improvements in the targeted areas.

All graduating students from 2012/2013 are moving onto Post Secondary Training Programs

Meeting Expectations

Grade 4 Grade 7

Reading 44% 44% Writing 25% 33% Numeracy 56% 13%

Working with hides

Skis and sleds in action

Comment [cah1]: Cohort tracking and bringing together both provincial and district data will provide a better and full picture

Comment [cah2]: This is encouraging


EA Goal Attainment Assessment:

This data indicates that only 41% of all students are ‘capable’ and ‘confident’ with their overall academic success. Clearly this is an area that we, as a district, need to address. We need to re‐examine our approach as a provider of services to students so that we can better enable academic success for each student. There are only 10 grade 4 students and 18 Grade 7 students in the 2012/13 FSA sample. The performance of one student significantly affects the reported FSA

results and the comparison of cohorts is of little value. We must compare individual student performance

over time. In addition, the data reported through this province wide assessment is not consistent with the data collected from school wide assessments. This inconsistency raises questions about the academic performance of students that the 2013/2014 school year will seek to address. While the past year indicates commendable personal growth for many students in numerous areas there is much still be done for this goal to be attained for all.

0%

20%

40%

60%

80%

100%

Approaching Emerging Capable ConfidentSeries2 12% 30% 40% 19%

Series1 14% 44% 32% 9%

PERCENTAGE

Aboriginal Enhancement Agreement Goal: Academic Success% District K‐12

“Teaching language and culture at our school gave me a sense of pride too, especially when I was able to join the Tahltan Dancers. The activities helped to connect to culture and tradition to the lives of the Tahltan students and that is important.” non First Nations graduate student

1Releasing Salmon fry

Comment [cah3]: What is series 1 or 2

Comment [cah4]: Nice quotes


Activities:

Elementary Secondary Community- Personalized learning plans - Integration of language & culture

in all subjects - Culture Camps - First Nations’ legends shared - Focus on Literacy

- Personalized learning plans - Traditional gathering and cooking - Passport to Success - Grad Transitions - Use of Shared Learning resources - Enrolment in BC First Nations 12 &

Sustainable Resources 11

- Community mentors and role models in schools

- Elder support learning - Community dinners - Graduation ceremonies

Goal: To increase awareness and knowledge of Aboriginal history, traditions, culture

and language; and to uphold and strengthen the inherent respect for and connection

to the land

In this context spirituality is derived from a deep sense of belonging to the land and the environment, belonging to one’s culture, and to others who share the land and the culture. Aboriginal spirituality has a connectedness to all life. Objectives

Aboriginal learners will participate in cultural activities on the land.

Aboriginal learners will learn their local culture within their traditional communities.

All learners will understand Aboriginal history, and broaden their knowledge and awareness of the history of other Aboriginal peoples within School District #87 (Stikine).

Aboriginal learners will increase their appreciation for, and fluency in their language.

“I like learning how to do moose skins but I like ice fishing with my grandpa more” Grade 3 student

Aboriginal day


Performance indicators: See the Goal Attainment Assessment Tool

Results:

Each school had field trips on the land with high student participation

Culture and language camps were held

Participation by two schools in FNESC conference November 2012

Trapping, skinning and dressing game and fishing occurred in some schools

Language integration into subjects Language taught and used Non Aboriginal teachers learning to speak the language

This data indicates that 51% of all students are capable or confident with an awareness of their traditions, language and culture. In each school, staff, including the Language and Culture Assistant, work together to provide opportunities for all students to investigate and experience their history, traditions, culture and language. When opportunities arise, students willingly participate and are quite focussed. Connections with Elders who support many activities are very valuable. The evidence suggests that we have a way to go yet. The Tahltan Nation has made significant investment and progress in utilising modern techniques including web based technology and an ipad app to bring the language to a wider audience. Increasing the use of the language is a challenge when less than 40 people speak the language competently.

0%

20%

40%

60%

80%

100%

Approaching Emerging Capable Confident2011/12 10% 14% 51% 25%

2012/13 18% 30% 41% 10%

PERCENTAGE

Awareness and Knowledge of History, Traditions, Culture and Language

% District K‐12

Scraping the moose hide

Comment [cah5]: Do the smaller communities have access to reliable wifi?


Activities:

Elementary Secondary Community- Aboriginal Day celebrations - Culture Camps - Traditional language lessons - Traditional games - Drum making - Netting, smoking fish - Rabbit snaring - Trapping excursions - Skinning game - Traditional cooking - Traditional dance groups - Raising salmon for spring

release

- Aboriginal Day celebrations - Gathering & cooking - Traditional dance groups - Skinning and dressing game

- Aboriginal Day celebration - Mentors tanning, sewing,

drum‐making, story‐telling with students

- Elders participate in ‘on the land’ activities

- Presentations by Chief and council and Elders

- Participate in trapping, skinning and dressing game

- Partnership with Fisheries

The Stikine River showing part of the 100 kilometre long Grand Canyon

Drum making


Goal: To improve the physical wellbeing of Aboriginal learners Objectives All learners will make informed and healthy choices about nutritional foods, recreational

drugs, alcohol and lifestyle; and the negative effects of making unhealthy choices. All learners will participate in sports and traditional activities.

Performance indicators: See Goal Attainment Assessment Tool

This data indicates that only 47% of all students are capable or confident with physical well‐being compared to 76% last year. Teachers report more students are participating in physical activities at school and daily physical education has less resistance. Currently very few students are leaving school grounds to smoke which is a significant decrease as compared to years past. Students are passionate about playing hockey and, once the ice has set, the new covered arena occupies many students all week. In addition to this, evening volleyball is gaining in popularity.

“Our Language and Culture activities are always entertaining. We need to have these. We do not want to lose our language. These activities remind us of who we are. Grade 8 Student

0%10%20%30%40%50%60%70%80%90%100%

Approaching Emerging Capable ConfidentSeries2 6% 19% 54% 22%

Series1 11% 42% 35% 12%

PERCENTAGE

Aboriginal Enhancement Agreement Goal: Physical Well ‐ Being

% District K‐12

“Being taught Native culture and art show us where we come from and help us understand our heritage.” Grade 9 student


Activities:

Elementary Secondary Community- Daily physical activity - D.A.R.E. program - Super Flex self‐regulation

program - Hockey - Dog sledding - Leadership opportunities - Personal safety units of

study

- Intermural activities - Drug awareness

presentations - Leadership opportunities - All students enrolled in

Physical Education - Healthy foods in Home Ec

- R.A.P. training - Aboriginal Day parade and

activities - Role model and Elder

presentations

“My favorite activity was drum‐making. I had a chance to learn about native art and make my own. I learned how to do it the real way.” Grade 5 student

Goal: To increase the sense of belonging, identity, and self‐esteem in a caring and inclusive

environment for all Aboriginal learners

Objectives All learners will have a sense of belonging and pride within themselves.

All Aboriginal learners will feel safe and respected in the school environment, and confident that they can safely express their views.

Aboriginal learners will experience success and a feeling of accomplishment, which builds self‐esteem.

Aboriginal learners will know their tribal and clan history, their genealogy and traditional teachings.

Aboriginal learners will be leaders in their community.

Learning winter ways Beading

Comment [cah6]: These pictures showing how learning has gone outside the walls of the school are priceless


Performance indicators: Success beyond the community – track post‐secondary activities Social Responsibility Performance Standards Goal Attainment Assessment Tool

This data indicates that 61% of all students are capable and confident when it comes to a sense of belonging, identity and self‐esteem. This compares to 81% last year. The former needs to be improved and a concern is how one year to the next can result in such a significant change. This goal references feeling safe at school, self‐esteem, pride and interest in one’s heritage. At the school level further analysis is required. Success with this goal is vital to the success of the others goals in the agreement.

0%

20%

40%

60%

80%

100%

1 2 3 4Series2 1% 17% 51% 30%

Series1 9% 29% 49% 12%

PERCENTAGE

Aboriginal Enhancement Agreement Goal: Sense of Belonging, Identity and Self‐Esteem

% District K‐12


Activities:

Elementary Secondary Community- Application of RAP

philosophy - School Codes of Conduct - Dance performances - Musical recitals - “Start where they are”

model for teaching - Morning Circle meetings - Culture camp participation- Experiential learning

- Application of RAP philosophy

- School Codes of Conduct - Dance performances - “Start where they are”

model for teaching - Monthly Circle meetings - Mentors reading to

younger students

- Interagency communication

- Community dinners - School BBQs - Elder presentations - Guests at Circle meetings - Recognition Assemblies

“Without our language we have nothing. All my life I have been searching for who I am. Now that I have found the language I am still learning who I am, but I am no longer searching” A Tahltan adult language learner


From here to where

As one can see there is a lot we need to do in the school district to build the capacity of our children. There are numerous areas where we must see improvements so that the children we are responsible for can take their place in the community with the skills and attitudes to be successful in their own lives and successful as caretakers of the land for their descendants. We will emphasise the tracking of each student’s individual performance so that we can scaffold their learning and successfully build their capacity in partnership with the student. Specifically we will focus on increased opportunities for students to experience their language and culture. There will be a focus in numeracy development at all grade levels. A reading intervention will be enabled for all students not reading at a level commensurate with their grade. Students in the graduation program (Grades 10‐12) will be mentored and make progress based on successful course accumulation so that we have improved graduation rates.

So what are some of the things that have been happening in the schools this year.

Tahltan School: Verna Vance has been doing excellent work in our Tahltan room. She has been teaching the Tahltan language for animals, colours, weather, months, numbers and basic phrases to the primary class. Verna has been getting great engagement from students by teaching traditional stories to the 4, 5, 6 class. As part of Verna’s lessons on land stewardship, our older students have written letters to Wade Davis, an internationally renowned speaker, author and environmentalist. Wade Davis has offered to communicate with

our students and give them all a copy of his book, “The Sacred Headwaters”. Additionally, he’s offered to speak to our students and advocate for post secondary funding for them. Verna and the older students have completed a book about the Tahltan Bear Dog. This book includes local images as well as individual student artwork and text based on the traditional history of this famous dog. This book has been edited, compiled and professionally printed and will be available to any person or school for purchase. A copy will remain in our library and Tahltan room for future students to learn from.


From Denetia: To increase awareness and knowledge of our Aboriginal culture we have daily online Kaska language lessons. We also attend community culture camps hosted by community leaders and elders. Also we blend lessons in all subject areas that show Daylu Dena perspective and practices. In addition we use elders to teach us about trapping and skinning in the winter months.

To improve the physical wellbeing of Aboriginal learners, we focus on the four key values of the Circle of Courage in our everyday school setting. As well as daily physical activities in gym, we go on photo walks in the community throughout the year. To increase

the sense of belonging, identity and self‐esteem in a caring and inclusive environment for all Aboriginal learners, we do personal daily reflection journals. These have positively framed statements to review each day that are based on the student’s personal protocol. We also created mural panels, one was given to the community youth centre that includes a Kaska name that the students picked. The mural panels for the school focus on the Circle of Courage and local dog‐sledding activities that the students do every winter as part of our animal empathy program. DEASE LAKE SCHOOL Tatl’ah Ke’ets’ehdī Kime

SPRING ABORIGINAL LANGUAGE & CULTURE NEWSLETTER Dease Lake School Grade 7/8 students have continued to learn about Residential Schools. They have written information papers based on what they have learned. In Art the students have been learning about West Coast and North West Coast Native art. We learned about artists such as Alano Edzerza, Sheldon Dennis, and Roy Henry Vickers. Sonia Dennis was recently at the school helping Ms. Howlett’s Grade 8/9 class make gambling sticks. Mrs. Cook’s grade 5/6 class has welcomed Penny Louie into their classroom. She comes into the classroom once a week to help the students and the teacher with their beading projects. An iPod case is the first project they are close to finishing.

After this project, the class and Penny will start learning how to loom. The students love to have her in the classroom as she is full of knowledge and experience. Dream catchers and medicine wheels will also be completed throughout the rest of the year in their Art classes. In addition, Penny Louie invited classes to participate in the procedure of tanning hides.

The school took part in the Project of Hearts where the students, with help from parents and community members painted tiles. The tiles were framed and have been put on display at the school.


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Additional Academic Data

0%10%20%30%40%50%60%70%80%90%100%

NY MM FM EX

Reading2008/09 22% 30% 36% 11%

2009/10 23% 32% 32% 13%

2010/11 28% 30% 31% 11%

2011/12 13% 46% 34% 7%

2012/13 23% 28% 32% 17%

PERCENTAGE

Classroom Reading Assessment Using Ministry Performance Standards: % Total District

0%

20%

40%

60%

80%

100%

NY MM FM EX2008/09 22% 41% 32% 6%

2009/10 29% 38% 30% 2%

2010/11 28% 41% 23% 8%

2011/12 23% 41% 28% 9%

2012/13 26% 36% 28% 10%

PERCENTAGE

Classroom Writing Assessment Using Ministry Performance Standards: % Total District


0%

20%

40%

60%

80%

100%

NY MM FM EX2008/09 27% 28% 40% 5%

2009/10 26% 34% 35% 5%

2010/11 30% 35% 31% 4%

2011/12 22% 41% 32% 5%

2012/13 32% 29% 32% 7%

PERCENTAGE

Classroom Numeracy Assessment Using Ministry Performance Standards: % Total District

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

NY MM FM EX2008/09 14% 35% 46% 4%

2009/10 11% 35% 53% 2%

2010/11 20% 30% 48% 2%

2011/12 11% 40% 45% 4%

2012/13 13% 38% 45% 4%

PERCENTAGE

Classroom Social Responsiblility Using Ministry Performance Standards: % Total District


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aboriginal education enhancement agreement · 2013-08-14 · enhancement agreement annual report...

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