education enhancement agreement 2015 - 2020 · 2 93 agreement, 2015 2020 csf.bc.ca 3 weaving our...

csf.bc.ca

SD 93

Aboriginal Education

ENHANCEMENT AGREEMENT

2015 - 2020

3SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020 csf.bc.ca2 SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020

Weaving Our Stories Together 4

Preamble 6 Organizational chart

Purpose 12 Goal # 1 14 Self-esteem and Pride Goal # 2 16 Academic Success and Graduation Transitions Goal # 3 18 Leadership - Sharing and Learning

Governance 20

Acronyms 21

Acknowledgements 22

Appendices 24 Appendix 1 25 Strategies supporting the emotional, intellectual, and physical Holistic Self Appendix 2 26 Pullout vs Integration Appendix 3 27 Regional Annual Gathering

Table of contents

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.Photo : Students from école Océane in Nanaimo, Snuneymuxw territory.


«

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.)

Weaving Our Stories Together

Photo 1 : Mrs Barb Higgins, shíshálh Nation Elder. Photo 2 : Kindergarten to Grade 6 Aboriginal students at école des Voyageurs displaying their leather bracelets.

Photo : Members of AEEAC, SD 93 Aboriginal Education Enhancement Advisory Committee 2014 - 2015.

6 7SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020 csf.bc.ca

Parent / ÉlèveSUD-EST DE LA C.-B.

Sophie-Morigeau

Collines-d’orAnse-au-sableSentiers-alpins

Entre-lacsPentictonGlaciers

Sept-sommets _________________

Parent / Élève

GRAND VANCOUVER

Bois-joliNavigateurs

Gabrielle-RoyAnne-Hébert

Rose-des-ventsJules-Verne

_________________

Parent / ÉlèveCÔTE SUD DE LA C.-B.

André-Piolat

Vallée-de-PembertonPacifiqueChatelech

Les AiglonsLa Passerelle

Parent / ÉlèveNORD DE LA C.-B.

Franco-nord

Duchess ParkJack-Cook

_________________

Parent / ÉlèveVALLÉE DU FRASER

La Vérendrye

VoyageursDeux-rives

Pionniers-de-Maillardville _________________

Parent / Élève

SUD DE L’ÎLE DE VANCOUVER

Victor-Brodeur

_________________

Parent / ÉlèveNORD DE L’ÎLE

DE VANCOUVER

Mer-et-montagneCarihi

Au-coeur-de-l’îleOcéane

Nanaimo-NDSSGrands-cèdresCôte-du-soleil

Brooks

Organizational chart

The 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.

Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices

Preamble

Représentant, AEEAC-Président

_________________

Représentant, AEEAC-Président (Alt.)

_________________

Personnel du CSF, CSF-personne contact

_________________

Personnel du CSF, CSF-personnel administratif

_________________

Représentant, RDF, Regroupement

des directions francophones

ParentSUD-EST DE LA C.-B.

Anse-au-sable

_________________

ParentSUD DE L’ÎLE DE

VANCOUVER

Victor-Brodeur

ParentGRAND VANCOUVER

Gabrielle-Roy

Représentant, SCFP, Syndicat canadien de la fonction publique

_________________

Représentant, SEPF, Syndicat des enseignant(e)s du

programme francophone de la C.-B.

_________________

Représentant, Représentant des

élèves du CSF _________________

Représentant, Invité de l’AFA,

Association francophone autochtone

Regional representation nominated in the AEEACSD 93 REPRESENTATION

Board of Education - SD 931

2

3

5

4

Education Council Committee - ECC

CSF’s Aboriginal Education Enhancement Advisory Committee - AEEAC

aboriginal school education advisory committee, aseac

Photo : Robert Joncas, AEEAC Chairman with Lisa Mercure, AEEAC parent representative for Vancouver Island South.


In 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.

Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices

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.

Photo: Student from école des Pionniers wearing an authentic cedar bark hat woven by Mrs. Barb Higgins, shishahl Nation Elder.


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.

Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices

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.

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.


SD 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. SD 93 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 SD 93 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.

Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices

Purpose

Photo: Grade 11 students from école Gabrielle-Roy visiting the Haida Heritage Center in Skidegate.


Targets # 1 The AEEAC will establish targets in the first year of the AEEA implementation after baseline data is collected and analyzed.

Goal # 1 Self-esteem and pride 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.

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 non- Aboriginal students IV. Pedagogical activities targeted to Aboriginal students and non-Aboriginal students

Preamble

Self-esteem and pride

Purpose

Governance

Acronyms

Acknowledgements

Appendices

Throughout the process of developing, monitoring and improving services to Aboriginal students, SD 93, parents, staff,

and the community will:

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.


Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices


Goal # 2 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.


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 *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 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

Academic success and Graduation Transitions

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.


Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices


Goal # 3 Leadership - Sharing and learning Develop students and staffs’ leadership skills by enabling them to play a role in their Francophone and Aboriginal communities.


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

Leadership - Sharing and learning

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 Grade 4 student of école du Bois-joli how to weave a basket.Photo 4: Students at école des Voyageurs in front of the school tipi.


SD 93 Francophone Education Authority

AEEA 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

In 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. 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.

Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices

Governance Acronyms

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.”


Parents 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.

students Noah Caron, Emily Caul, Isabelle Côté, Noëlle Côté, Elijah Otis, Drake Richardson, Phoebe Taylor, Ussani Taylor.

staff 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. 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.

Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices

Acknowledgements

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.

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.


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. - Respect protocols in effect. 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.

Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices

Appendices

Strategies supporting....... emotional, intellectual, and physical Holistic Self

Photo : Grade 6 students Avery Shea (left) and Aydn Brabant from école des Sentiers-alpins playing the flute.


Appendix 2 Pullout vs Integration 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.

Appendix 3 Regional annual gathering

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.

Preamble

Purpose

Governance

Acronyms

Acknowledgements

Appendices

Pullout vs Integration

Regional annual gathering

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 Grade 9 class at école Victor-Brodeur.

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.

28 SD 93 Aboriginal Education Enhancement Agreement, 2015 - 2020

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.

education enhancement agreement 2015 - 2020 · 2 93 agreement, 2015 2020 csf.bc.ca 3 weaving our...

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