enhancement agreement annual report 2008-09 agreement annual report 2008-09 ... behavioural and...

School District No. 48 (Sea to Sky)

Aboriginal Education Program

Second Annual Report

September 2008 to June 2009

Submitted by

Juanita Coltman, District Administrator for

Aboriginal Education

Enhancement Agreement

Annual Report 2008-09

“Our Journey Together”


Enhancement Agreement Annual Report 2008 – 09 School District No. 48 (Sea to Sky)

2

TABLE OF CONTENTS

Introduction 3 Aboriginal Education Committees 4 Student Enrolment Information 8 Building Aboriginal Student Success 2007 – 2011 9 Aboriginal Student Performance Information 11 Goal 1: Improve Successful School Completion for Aboriginal Students Goal 2: Improve Performance of Aboriginal Students Identified as having Behavioural and Learning Needs According to Ministry of Education Criteria Goal 3: Improve Academic Performance of “At Risk” Aboriginal Students Goal 4: Improve Literacy for Aboriginal Students Aboriginal Education Accomplishments of 2008 – 2009 16 Recommendations for 2009 – 2010 18 Cover Photograph: Welcome Figure Ceremony at Stawamus Elem. School Inside Cover Photograph: 2006/2007 Aboriginal Education Council (AEC)

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



3

INTRODUCTION This year (2008 – 2009) marks the second year of implementation of Sea to Sky School District’s Aboriginal Education Enhancement Agreement (EA). The guiding principles of the EA continue to be the foundation of the agreement, in particular, the acknowledgement of the “special relationship that exists between SD48 and all Aboriginal communities”. The uniqueness of the relationship is demonstrated in the trust and respect evident between the partners as they work towards achieving common goals. Leadership is an essential element in the success of the EA. The structures that were established in the EA have proven to be successful in providing the necessary leadership. Under the guidance of the District Administrator, Aboriginal Education, a key structure in itself, other structures, the EA Steering Committee, the Aboriginal Education Advisory Committee, the ‘Shared Learnings’ and Cultural Resource (SLCR) Committees have shared the leadership responsibilities. The Shared Learnings and Cultural Resource Committees have been instrumental this year in building relationships and working together to develop local curriculum. Determining the achievement made in attaining the goals of the EA requires careful consideration and analysis of the performance indicators. The performance indicators show some successes in this the second year, but also some areas where results have been less than expected. Information from performance indicators has resulted in, ‘Learnings’ and ‘Actions’ which describe what was learned from the information and what actions will be taken. Professional development is an important aspect of the EA. This year, a variety of professional development opportunities were made available to teachers, support workers, parents and community members. Professional development included Aboriginal culture, mixed heritage, case studies as a learning tool, career paths and a reading assessment tool for Aboriginal children. Together, the Aboriginal communities and the Sea to Sky School District share a continued commitment to implementing the EA as well as a determination to achieve its goals.

Photo: Gerald Gabriel and PSS Student at Stl’atl’imx Declaration Celebration at Pemberton Secondary



4

ABORIGINAL EDUCATION COMMITTEES

Enhancement Agreement Steering Committee

The Role

The EA Steering Committee members are the dreamers and visionaries for Aboriginal Education in School District 48 (Sea to Sky) Responsibilities The Aboriginal Education Enhancement Agreement Steering Committee members: 1. Collectively meet as a committee 3 to 4 times a year to review the implementation of the

Aboriginal Education Enhancement Agreement. Specific issues for review would include:

• Budget requirements in relation to program needs

• Issues related to baseline data

• Implementation timelines

• Resource needs and procedures for allocation of resources

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

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

4. Provide information to the constituencies they represent regarding matters pertaining to the

implementation of the Enhancement Agreement and the success of Aboriginal students. 5. Provide support to the District Administrator, Aboriginal Education in her leadership role towards

achieving the aims of the Aboriginal Education Enhancement Agreement.



5

The district’s Enhancement Agreement Steering Committee, formally the Aboriginal Education Council, was formed in 2005 and meets quarterly to discuss implementation matters, such as:

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

The EA Steering Committee members are the dreamers and visionaries for Aboriginal Education in School District No. 48. Enhancement Agreement Steering Committee Membership: Gwen Harry, Elder, Squamish Nation Shirley Toman, Elder, Squamish Nation Joy McCullough, Associate Director of Education, Squamish Nation Dale Harry, Councillor, Squamish Nation Education Portfolio Jackie Williams, Parent Advisory Committee Rep, Squamish Nation Linda Williams, Parent Advisory Committee Rep, Squamish Nation Paul Wick, Squamish Nation Administrator, Squamish Valley Stuart Bent, Vice-Principal, Howe Sound Secondary Graeme Galloway,Teacher, Brackendale Elementary Angela Uren, Principal, Stawamus Elementary Seb Amenta, Principal, Stawamus Elementary Georgina Nelson, Elder Rep, Board of Education, Mt Currie Band Priscilla Ritchie, Community Rep, Mt Currie Band Martina Pierre, Counsellor, Mt Currie Band Verna Stager, Board of Ed Admin (Xit’olacw Community School) Mt. Currie Band Veronica Bikadi, Elder and retired Aboriginal Support Worker, Mt Currie Band Rebecca Barley, Band Manager, N’Quatqua Band Ramona Linger, Education Coordfinator, Xa’xtsa Pat MacKenzie, Principal, Signal Hill Elementary Cindy Street, Teacher, Pemberton Secondary John Hall, Howe Sound Teachers’ Association President Margaret Paxton, Principal, Squamish Elementary Christine Perkins, Principal, Don Ross Secondary Nolan Cox, Principal, Pemberton Secondary Rick Erickson, Superintendent of Schools, SD #48 Dave Walden, School Board Trustee, SD #48 Alex Marshall, Enhancement Agreement Co-facilitator Gina Corpuz, Enhancement Agreement Co-facilitator Juanita Coltman, District Administrator , Aboriginal Education



6

ABORIGINAL EDUCATION COMMITTEES (con’t)

The Aboriginal Education Advisory Committee (AEAC) provides on-going advice and support in achieving the goals of the Aboriginal Education Enhancement Agreement. This committee meets quarterly prior to the EA Steering Committee meetings. Members of the AEAC are also members of the Enhancement Agreement Steering Committee and they are Principals, SD 48 District Administrators and Aboriginal Educational Leaders. 2008 – 09 FOCUS AREAS: Assessment/Goals

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

Aboriginal Literacy

� School and Community Connection Grant Early Childhood Education Alternate Education

� Restorative Justice/Restitution � First Nation Alternate Education Models

Curriculum Development

� First Nation courses with a cultural component

Professional Development (including First Nation Support Workers) � Dr. Brokenleg (Reclaiming Youth) � Gray Poenell (Guiding Circles)

Annual Report Aboriginal Education Advisory Committee Membership:

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



7

ABORIGINAL EDUCATION COMMITTEES (con’t)

The Shared Learnings Committee is made up on one teacher representative from each school and we work with the Cultural Resource Committee (consisting of elders, drummers/singers, storytellers, and artists from the local nations). We bring the two groups together to build relationships and work together to develop local cultural curriculum. This year the committees in the southern area learned about the slahal. The teachers had an opportunity to make a slahal set, hear the traditional knowledge about the slahal from the cultural resource committee, and together they facilitated a professional development workshop for educators in the district. The northern committee has expanded to include teacher representatives from Whistler and Xit’olacw Community School. Cedar was the focus this year; they learned about inner bark and cedar root. The “What’s in your Basket” Cedar Workshop was well attended by many northern educators. The committees also participated in professional development sessions with Gina Corpuz, Alex Marshall and Laura Rudland. Island Roots DVD shared information about the migration of First Nations women during the strawberry picking season and this was accompanied with a teacher resource. A Native Case Study was presented as a creative idea to integrate culture into the curriculum. Some strategies from the Ministry of Education Shared Learnings were applied/extended with the Fallen Feather DVD. “Shared Learnings” Committee (South) “Shared Learnings” Committee (North)

Natalie Mah, Squamish Elementary Jutta L’Hirondelle, Valleycliffe Elementary Beth Walker, Stawamus Elementary Kathleen Riley, Don Ross Secondary Louise Wick, Brackendale Elementary Anne Thomson, Mamquam Elementary Sean Carter, Reconnect Alternative Program

Deann Palmer, Spring Creek Com. School Jenny Reynolds, Signal Hill Elementary Angela Stott, Pemberton Secondary Diane Hart, Myrtle Philip Community School Brianne Cordingley, Whistler Secondary Jeanette Green, Xit’olacw Community School Aimee Boyer, Xit’olacw Community School Willow Mumford, Xit’olacw Community School

Cultural Resource Committee (South) Cultural Resource Committee (North)

Joy McCullough Shirley Toman Art Harry Gwen Harry Diana Billy Charlene Williams Linda Williams Dale Harry

Priscilla Richie Rebecca Barley Georgina Nelson Sylvia Shanoss Veronica Bikadi Michelle Beauregard

Photographs (left to right)

� Native Case Studies Workshop with ‘Shared Learnings’ teachers and Cultural Resource members

� Whistler Cultural Centre Presentation

� Cedar Workshop in Pemberton

� Slahal Workshop in Squqmish



8

STUDENT ENROLMENT INFORMATION Students of Aboriginal ancestry have been gradually growing with a peak in 2003/04 and then leveling out at approximately 530 students. Numbers tend to be increasing in the southern area and declining in the northern area. Some reasons for the downward trend in the north are students are enrolling in the band-operated school, moving to urban areas, and seeking employment opportunities before graduation. In 2007/08 Aboriginal students made up 12.4% of the District population for a total of 534 students. There are 299 on-reserve and 235 off-reserve. In the data, there is gradual decline in on-reserve students and off-reserve numbers are increasing.

Number of Students who Self-identify as Aboriginal

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

District #

Aboriginal #

District # 4,721 4,723 4,757 4,753 4,682 4,721 4,573 4,551 4,491 4,436 4,310

Aboriginal # 405 422 446 463 487 535 607 586 551 559 534

1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08

Aboriginal Students On or Off-reserve

0

50

100

150

200

250

300

350

400

On Reserve

Off Reserve

On Reserve 362 353 345 335 299

Off Reserve 245 233 206 224 235

2003-04 2004-05 2005-06 2006-07 2007-08



9

BUILDING ABORIGINAL STUDENT SUCCESS 2007 – 2011

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

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

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

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

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



10



11

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

Performance Indicator

2006-07 Results 2007-08 Results

Trades and Apprenticeship Completion 64% 29% N (17%) S (38%)

6 Year Dogwood Completion Rate Commencing with Grade 8

53% 40%

Graduation: First time Aboriginal Grade 12 Students

69% 44%

LEARNINGS

� Trades and apprenticeship completion rates has seen a decrease � Lower completion rates for trades and apprenticeship programs in the north � Graduation rates decrease in the north and an increase in the south � The number of Aboriginal graduates has decreased significantly, fewer in the north � Leaving certificate and adult dogwood numbers not included, suggestion to start collecting thin information

ACTIONS

� Aboriginal Student Success Completion Advisors (2 x 0.5 positions, north and south) � “Shared Learnings” teacher contacts – one representative from each school � Aboriginal professional development (i.e., Dr. Brokenleg, SLCR Workshops, Guiding Circles) � Aboriginal education website: www.sd48.bc.ca/aboriginal � Explorations Camps: Aboriginal component included (2 – south, 2 – north) � Summer Camps: Literacy & Science/Math programs grades 1 – 7 (5 – south, 1 – north) � Summer School: Math 8/9 (south) � District Rep. for Trades/Apprenticeship opportunities and partnership with College � Artist-in-residence projects (GES, SES. PSS, STE, VCE) � MES – Elders circles and more home visits � GES – More self-identified Aboriginal students � DRSS – Asset team visits, First Nations course, visit to Cultural Centre � BES – First Nations social worker, attendance, grade 3 literacy grant funding providing extra support for First

Nations students, breakfast and lunch program and family groups � WSS – Aboriginal Support Worker assisting with academic and emotional issues � SHE – Making connections room/program, late bus, homework club, Aboriginal Network, cultural activities,

Aboriginal Support Workers � PSS – Modular blocks, credit recovery, adult grad, appropriate placement, Aboriginal support team, cafeteria

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

post-secondary Aboriginal presentation, report cards hand-out at Totem Hall, trades programs, Aboriginal Support Workers providing daily support



12

Goal 2: Improve Performance of Aboriginal Students Identified as having Behavioural and

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

2007 March Results

2007 June Results

2008 March Results

2008 June Results

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

87%

100%

TN

85%

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

80%

86%

TN

85%

LEARNINGS

� The number of modified students decreased vastly from 2007 to 2008, especially in the north � From 2007-08 the number of LD has decreased significantly, especially in the north

ACTIONS

� Aboriginal Mental Health Counsellor – North � Restorative Justice – Alternative to suspensions � Late bus and after-school programs in the north and after-school tutoring in the south � SCCS – Social Skills Training � SHE – Family groups, school work help (AM, Lunch, PM), Gr. 3 at-promise reading help, girl’s

group, behaviour rubric for working in class and with TA, Speak Q, Word Q, Aboriginal support staff, transition support, making connections room/program, drumming at assemblies

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



13

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

2007 March Results

2007 June Results

2008 March Results

2008 June Results

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

100%

100%

TN

100%

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

97%

100%

TN

100%

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

94%

95%

TN

79%

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

81%

84%

TN

79%

Performance Indicators 2006 – 07 Results 2007 – 08 Results

Grade 1 DIBELS Emerging and Benchmark

23%*

TN

Grade 3 DART Meeting or Exceeding Expectations

TN TN

Grade 4 FSA Reading Meeting or Exceeding Expectations

43% 60%


TN TN

Grade 7 FSA Reading Comprehension Meeting or Exceeding Expectations

37% 43%


TN TN


TN TN

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



14

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

Grade 8 to higher grade transition rate

93%

95%


91% 93%


77% 83%


36% 70%

Graduation: First time Grade 12

69% 45%

6 year Dogwood Completion rate commencing with Grade 8

53% 40%

LEARNINGS

� From the transition rates, fewer students are transitioning from Grade 10 to 11 � Transition results have improved for Grades 8, 9, 10 & 11 � Grade 12 graduation and 6 year Dogwood completion have declined � FSA results for both Grades 4 and 7 have improved � The Science and Social Studies results have declined � Based on attendance data, there is high absenteeism at HSS, VES, SHE and SES and a large

number of lates at HSS, STES, DRSS and BES � Address absenteeism and sporadic attendance through adaptations in approach to learning e.g.,

adapted classes, modular courses

ACTIONS � Aboriginal Success Advisors are tracking data, organizing team support, exploring alternatives and

career planning � District Outreach Workers � Aboriginal Child/Youth Care Workers � Alternative Schooling (Summit and RAP) � Science 10 Aboriginal Integration Project � Aboriginal Youth Forums � Aboriginal Leadership � Grade 12 Gatherings and Career Conference � Squamish – Lil’wat Cultural Centre school visits � PSS – Hum 9/10 and Science 9/10



15

Goal 4: Improve Literacy for Aboriginal Students The improvement of Literacy for Aboriginal students is measured through the Grade 1 DIBELS, Grades 3, 4, 7 and 8 DART, Grades 4 and 7 FSA, participation and completion rate in English 10, 12 and Communications 12. Performance Indicators 2006 – 07 Results 2007 – 08 Results

Grade 1 DIBELS 23%* TN

Grade 3 DART TN TN

Grade 4 FSA Reading Comprehension

43% 60% (N - 73%, S – 50%)

Baseline

Grade 4 DART TN TN

Grade 7 FSA Reading Comprehension

37% 45% (N - 36%, S – 55%)

Baseline

Grade 7 DART TN TN

Grade 8 DART TN TN

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

Performance Indicators

2006-07 Results Completion = C- (Pass) or better

2006-07 Results Participation =

Students Assigned Final Mark

2007-08 Results Completion = C- (Pass) or better

2007-08 Results Participation =

Students Assigned Final Mark

English 10 77% 29% 74% 45%

English 12 94% 44% 88% 32% Comm. 12 100% 18% 83% 27%

LEARNINGS

� English 10 has seen an increase in participation with a slight drop in completion � English 12 has seen a decrease in participation and completion � Communications 12 has seen an increase in participation and a decrease in completion � This data supports concerns over decrease in transition from Grade 10, 11, and 12 � English 10 has seen 22% to 33% in completion, when the number of Aboriginal students in those

years has decreased by 25 students – 5% � Focus on strategies for teaching reading has improved results i.e., Smart Reading

ACTIONS

� Aboriginal primary reading assessment tool � Aboriginal book collections � Piloted Skwxwui7mesh Snichim Language Program � Aboriginal Language Worker (north) to develop and implement language program for 2009-10 � District Vulnerable Children Coordinator working cooperatively to gather information on preschool

programs offered in Aboriginal communities � Continue the focus on strategies for teaching reading



16

Aboriginal Education Accomplishments of 2008 - 09 We have completed our second year of implementation. Our focus this year was on maintaining our structures we established during year one, providing Aboriginal professional development opportunities, and celebrating our progress by providing EA Annual Report updates to school boards, school administrators, EA Steering Committee and Chief & Councils. For assessment, we are examining some of our Aboriginal results between north and south areas and we are collecting ‘meeting expectations’ reading data from schools to replace DIBELS and DART assessments. We have revisited our membership on the Aboriginal Education Advisory to include one elementary and one secondary administrator from the north and south and one band representative from the north and south for a total of 10 members. This committee meets prior to the EA Steering Committee and the purpose of the committee is to provide on-going advice and support for the EA. The Shared Learnings teacher contacts have been expanded to include a teacher rep. from every school in the district (including Whistler) and from the band-operated school in Mt. Currie. We currently have a teacher contact from every school except two (Howe Sound Secondary and Blackwater Creek Elementary). Our northern committee includes teachers from the Whistler schools and Xit’olacw Community Band School, which is helping to strengthen the efforts of the group. Our Aboriginal Success Advisors were in place for September 2008 and they have been working on tracking ‘Missing in Education’ and at-promise students in the secondary schools. We are successfully bringing students back into the school system that have dropped out and finding effective ways of supporting our at-promise populations in the school. The secondary schools have developed a credit recovery process to help students repeat the modules they need to complete the course. In the north, they have been working developing a cafeteria program, providing after-school programming and leadership opportunities for their Aboriginal students. Professional Development A focus this year is professional development opportunities in Aboriginal Education for all educators in the district. � We had Dr. Brokenleg, Circle of Courage, back for a repeat performance at the District Professional

Development day in September 2008. We were also able to included a parent/community evening with Dr. Brokenleg in Mt. Currie that was hosted by DPAC, Lil’wat Nations and SD48. This event was well attended with approximately 80 people in attendance.

� We had two cultural workshops the Shared Learnings/Cultural Resource (SLCR) committees

developed, and they are Coast Salish Slahal and What’s in your Basket? Cedar Workshop. � We had a Shared Learnings professional development day with Gina Corpuz, Alex Marshall and

Laura Rudland, where we learned about the migration of First Nations women, Native Cases Initiatives, and Fallen Feather.

� The district hosted a train the trainer session to learn about Guiding Circles: An Aboriginal guide to

finding career paths. This team of 14 will learn about the resource, implement it in their schools, and come together in the fall to develop and present a workshop for other educators in the district.



17

Aboriginal Education Accomplishments of 2008 – 09 (con’t) � Lastly, a group of primary teachers are piloting the Aboriginal Primary Reading Assessment Tool

developed by two local teachers in SD 48. The primary teachers learned about the resource, will try it in the fall, then return for a marking session to discuss their results and to evaluate the usefulness of the tool.

Annual Report Presentations Another important development this school year is the SD 48 Aboriginal Education presentation based on the 2007-08 Annual Report. We made presentations to SD 48 Board of Education, Mt. Currie School Board, and Chief and Council presentations to Lil’wat and Squamish Nations, Principal/Vice Principals, and EA Steering Committee. Magy Odorfer, Aboriginal Success Advisor (south), and myself presented and Dr. Rick Erickson, Superintendent of Schools, attended the meetings. Aboriginal Population Our numbers have increased this school year. We have 54.5 more self-identified Aboriginal students that are receiving an Aboriginal program. Traditionally in the Whistler area we have 1-2 Aboriginal students, but this year we have 15 students that are self-identifying and 14 of them are receiving an Aboriginal program. Aboriginal Results In SD 48 we have two distinct Aboriginal populations in two different regions (north and south). We have decided to examine our Aboriginal results in three categories: the entire district, northern areas (Pemberton and Whistler schools) and southern areas (Squamish area schools). We are finding interesting results between the two regions, which will help us target our actions. In 2008-09 we also started collecting reading results that indicate the number of students that are meeting (minimally, meeting and exceeding) expectations in reading. This will replace the DIBELS and DART data that is currently unavailable. School Board and Aboriginal Communities A first time event, the School Board of Education will meet with representatives from each of the six Aboriginal communities. As we move into our 3rd year of implementing the EA the Board will be seeking comments and recommendations as we work together to continuously improve Aboriginal student achievement.



18

Recommendations for 2009 – 2010

ACHIEVEMENT School Community

1. 0 – 5 HeadStart/StrongStart Language & Culture

1. Preschool/Language & Culture

2. School Website – Face to Face 2. Communication � Access

3. Technology � Software � ARC

3. Technology � Language Software � Technology in home � Computer lab � Parent training

4. Curriculum � Best Practice

4. Resources � Facilities � Access

5. Sports Involvement � Camps

5. Sports Involvement � Nutrition

6. Intervention Strategies 6. Basic Needs � Rest

7. Student Advocate (building)

8. Student Responsibility

RELATIONSHIPS School Community

� Home/School Coordinator – Go to homes to tell of successes early in year

� Home/School Coordinator – Go to homes to tell of successes early in year

� Artist In Residence � Parents as helpers to students

� Principal ‘on side’ � Feels welcome, heard, comfortable, partner

� PAC � Rep of Aboriginal parents on it

� PAC Meetings � At/In each community

� DPAC � Rep. Aboriginal Parents PAC report on AEC progress

� AEC regular report in newsletters � In community newsletters

� Highlight/recognize student successes � Parents/family support/celebrate children’s successes

� ProD – FN Writers/Authors � Invite all (parents, families, support staff)

� Drama to tell � Invitation to share

� Archology – Rudy Reimer � Squamish history

� Summer Science Camps (range of ages) � Secondary students to help

� Student ‘buddy” � Big Sister/Brother from secondary (community hours)

� Transition to secondary school � Lead by a Gr.8/12 as a role model

� Grade 1 students – help/work with elders � Grade 1 students help/work with elders

� Student Led Conferences are a success � Parents to come out

� Principals Tea/Student recognition � At New site school and Signal Hill (3 times per year)

PROFESSIONAL DEVELOPMENT

School Community

Residential School effect – Multi Generational – Trauma, Cultural Sensitivity – Build empathy/Understanding Audience: Teachers, Students (e.g., FN 12), Parents, Families (“Power of Vision”)

How can the schools address the barriers to achievement? – Acknowledgement/Understanding/Empathy

Action?

enhancement agreement annual report 2008-09 agreement annual report 2008-09 ... behavioural and...

Documents