Year Three Report SD43 uitlam

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Introduction School District 43 is the core territory for the Kwikwetlem First Nations people and lies within the shared traditional territories of the Tsleil-Waututh, Katzie, Musqueam, Squamish and Sto:lo Nations. The first Aboriginal Education Enhancement Agreement for School District 43 was signed in April 2007. The four goals contained in the Aboriginal Education Enhancement Agreement were listed in the order of priority as identified by the Aboriginal community at that time. Implementation of the Agreement began in September 2007 and a report was presented to the Aboriginal community and the Aboriginal Enhancement Branch of the Ministry of Education in June 2008 and October 2009. The Agreement’s Framework for Success, which identifies strategies and structures used to support the goals, is evaluated and adjusted according to the results indicated in the annual reports.

Agreement Goals and Summary of Achievement2009 - 2010

Year Three Report

ABORIGINAL EDUCATION ENHANCEMENT AGREEMENTJune, 2010

Increase knowledge and respect for Aboriginal 74% of students have increased knowledge cultures and history for all District students: of Aboriginal culture and history

Increase number of Aboriginal students reporting 74% of students meeting expectationsfeelings of safety and sense of belonging:

Improve Aboriginal students’ academic achievement: 79% of students meeting/exceeding expectations

Improve six-year completion rates: 71% of students achieving Six-Year Dogwood certificate

www.sd43.bc.ca

Advisory Committee Members Carole Pierce, Kwikwetlem FN rep., Elder Lorraine Richard, ParentLisa Gregory, Parent Lolita Wittur, Parent, DPAC repCaisy Jackson Cassiea MugicaRobert Thompson, Parent Focus Group, DPAC Rep Lanita Peddie, Parent Focus GroupTheresa Karhukangas, Parent Focus Group Gail Despins, Parent Focus GroupDave Taylor, Director of Student Services Lori Halcro, CUPETerri-Mae Galligos, CTA Bill Trask, CPVPAMargaret Mary Deck, Program Coordinator http://sites.sd43.bc.ca/Programs/AboriginalEd/Pages/default.aspx

http://www.sd43.bc.ca

http://www.sd43.bc.ca

http://sites.sd43.bc.ca/district/aboriginaled/default.aspx

http://sites.sd43.bc.ca/district/aboriginaled/default.aspx

FRAMEWORK FOR SUCCESS The Medicine Wheel is not part of the local Aboriginal tradition but its teachings are used by many First Nations Peoples. Each of the four areas of the wheel represents many things in the natural world and human life. With every topic that is viewed with the Medicine Wheel in mind, one is reminded of the fact that nothing stands alone; every action affects more that one area; and a conscious effort is needed to keep things in balance. It is through the lens of the Medicine Wheel that the strategies and structures of the Framework of Success are developed and evaluated to provide supports for students, families, teachers and school communities.

Aboriginal Education Context2010

Demographics1140 Total students

239 Elementary students

406 Middle students

435 Secondary students

Aboriginal Education Staff1 – District Coordinator 5 – Youth Workers

5 – Support Workers 1 – Support Teacher

1 – District Secretary

Student Focused:

fostering resiliency and

personal success

Family Focused:

fostering connections within the schools and community

School Community Focused:

building foundations and bridges for

successful futures of Aboriginal students

Teacher Focused:

enhancing teacher and school efforts to improve the learning

environment and opportunities for success for their

Aboriginal students

4.1% of total school population

Working Together

Aboriginal Education Enhancement Agreement

and theDistrict Achievement

Contract The Aboriginal Education Enhancement Agreement and the District Achievement Contract share similar strategies and district structures. Theframework for the District Achievement Contract is derived from the individual schools’ Action Plans for Learning (APLs). School goals must be meaningful and based on the needs of individual schools and their community, and determined by a clearly articulated need for improvement. These goals, combined with the District’s vision for student learning, provide the scaffold for the Achievement Contract Goals. Targets are embedded in each goal area of the District Achievement Contract to support the efforts of schools and the community to address the needs of Aboriginal students in all aspects of educational planning.

The Aboriginal Education Advisory Committee met in September 2009 to review the 2009-2010 Framework for Success and set meaningful targets for each performance indicator for the school year. These targets are noted with the performance indicators in each goal area.

Gifted Pilot After research was gathered in 2007-2008, a pilot project was implemented and has now completed its second year. In the three years since implementation the number of identified gifted Aboriginal students has steadily increased. In cooperation with the district’s Gifted Coordinator, the Challenge Centre teachers offer additional testing to elementary schools for students who demonstrate giftedness in non-verbal subtests of the standard screening tool. The Centre also offered Aboriginal students the choice of an additional session consisting of open-ended units which enabled students to focus on cultural or environmental issues. Choice session titles included: The Artifact Box, Problem-Based Learning, Masks and Creative Problem Solving.

Young Warriors For the past three years, our Aboriginal Education Program has been hosting a Post-Secondary Education Fair to introduce staff from Aboriginal Support Services, and recruiters from twenty colleges and universities, to our students—the Young Warriors. In 2009-2010, the Young Warriors visited the Nicola Valley Institute of Technology, Douglas College, UBC, Capilano University, and Simon Fraser University, where they had the opportunity to meet Elders, students, and instructors; as well as reconnect with support staff and recruiters.

Olympics In the spirit of community building and strengthening Aboriginal connections, the Aboriginal Education Program worked in cooperation with

Port Coquitlam Spirit of B.C. to distribute several hundred complementary tickets to Aboriginal students. Some of the events included women’s, men’s, and sledge hockey, curling, speed skating, the Paralympic Opening Ceremonies and several medal ceremonies.

Colony Farm Bike Tours Our local Kwikwetlam First Nation continued to build an eco-tour business on their reserve at Colony Farm. The Colony Farm Bike Tours was supported by close to 50% of our schools through field trips sponsored by The Aboriginal Education Program. Students learned about the history of the Kwikwetlam people and the local eco-system through a fun physical activity.

Aboriginal Kindergarten Program After five years, our formal Aboriginal Kindergarten Program has been replaced by full day Kindergarten. Although we are sad to say goodbye to our teachers, Mary Kennedy and Terri Mae Galligos, and speech and language pathologist, Dawn Sasgas, we are pleased that twenty full day kindergartens are opening up in our district much closer to home for students and parents.

ABORIGINAL EDUCATION PROGRAM HIGHLIGHTS

Glossary of TermsTeacher Survey - teachers complete the survey following Aboriginal staff presentations and field trips.

Student Survey - any District students participating in presentations, field trips and events sponsored by the Aboriginal Education Department complete the survey.

Culturally relevant activities - includes presentations, field trips and events sponsored by the Aboriginal Education Department.

KNOWLEDGE AND RESPECT Increase knowledge and respect for Aboriginal cultures and history for all District students

Elementary(All Grade K - 5 students)

Middle(All Grade 6 - 8 students)

Secondary(All Grade 9 - 12 students)

Target22% of all students participating in

culturally relevant activities



81% of students reporting increased knowledge of Aboriginal

culture and history



79% of students reporting increased knowledge of Aboriginal

culture and history

Indicators/Evidence•Teacher survey

Indicators/Evidence•Teacher survey •Student survey

Indicators/Evidence•Teacher survey •Student survey

Results 2009 - 201025% of all students participating in culturally relevant activities

Results 2009 - 201016 % of all students participating in culturally relevant activities

87% of students reporting increased knowledge of Aboriginal culture and history

Results 2009 - 201030 % of all students participating in culturally relevant activities

74 % of students reporting increased knowledge of Aboriginal culture and history

Elementary Participation Middle Participation

Secondary Participation

0

10

20

30

40

50

07/08 08/09 09/10

Participation in Cultural Activities

0

20

40

60

80

100

07/08 08/09 09/10Participation in Cultural ActivitiesIncreased knowledge of culture and history

0

20

40

60

80

100

07/08 08/09 09/10

Participation in Cultural ActivitiesIncreased knowledge of culture and history

Glossary of TermsMin. of Education Satisfaction Survey ) - completed online by all parents and students

District-wide enrollment in Alternate Behaviour Programs - represents the percentage of students in these programs who have Aboriginal Ancestory

SAFETY AND SENSE OF BELONGINGIncrease the number of Aboriginal students reporting feelings of safety and sense of belonging

Elementary(Grade K - 5 Aboriginal students)

Middle(Grade 6 - 8 Aboriginal students)

Secondary(Grade 9 - 12 Aboriginal students)

Target86% of Gr. 3-4 students reporting they feel

safe at school all, or some of the time

Target80% of Gr. 6 - 8 students reporting they feel

safe at school all, or some of the time

Target40% of Aboriginal Secondary students completing the Aboriginal Education

Program survey

Indicators/Evidence• Ministry of Education Satisfaction Survey

• Percentage of Aboriginal students missing 20 + days of school

• District report on out-of-school suspensions

• District-wide enrollment in Alternate Behaviour Programs

Indicators/Evidence• Ministry of Education Satisfaction Survey

• Percentage of Aboriginal students missing 20 + days of school



Indicators/Evidence• Aboriginal Education Program survey



Results 2009 - 201078 % of Gr. 3-4 students reporting they feel safe at school all, or some of the time

15 % of students missing 20+ days of school

% of students receiving out of school suspensions (results masked)

16 % of students attending an Alternate Behaviour program have Aboriginal ancestry

Results 2009 - 201070% of Gr. 6 - 8 students reporting they feel safe at school all, or some of the time

24% of students missing 20+ days of school

10 % of students receiving out of school suspensions


Results 2009 - 201023% of Aboriginal Secondary students completing the Aboriginal Education Program survey

10 % of students receiving out of school suspensions


Percentage of Out - of - School Suspensions

Percentage of students in Alternate Behaviour programs with Aboriginal ancestry

Secondary Student Participation in Aboriginal Ed. Dept. Student Survey

Elementary & Middle Students Missing 20+ Days

Elementary & MIddle Sense of Safety & Belonging

020406080

100

06/07 07/08 08/09 09/10

Gr. 3/4 Gr. 6/7/8

0

12.5

25.0

37.5

50.0

07/08 08/09 09/10

Gr. 3/4 Gr. 6/7/8

06

12182430

07/08 08/09 09/10Percentage of ElementaryPercentage of MiddlePercentage of Secondary

06

12182430

07/08 08/09 09/10

Secondary Student Survey Participation

07

14212835

06/07 07/08 08/09 09/10Percentage of ElementaryPercentage of MiddlePercentage of Secondary

(results masked)

Glossary of TermsKindergarten Developmental Continuua - specific assessment tools focusing on evaluating literacy skills and abilities.

CBA - Classroom Assessments Based on Teacher Judgement - teachers use the BC Performance Standards for Reading, Writing, and Numeracy to evaluate current student progress

Early Primary Language Development Screening Assessment - a locally developed tool administered to Gr. 2 Aboriginal students

Primary Literacy Achievement Gr. 5 & 8 Numeracy Achievement

Kindergarten Literacy

Gr. 2 Language Development

Gr. 3 Reading Gr. 5 & 8 Numeracy Problem Solving

Target90% of Aboriginal students

meeting or exceeding expectations





Target88% of Gr. 5 Aboriginal and

75% of Gr. 8 Aboriginal

students meeting or exceeding expectations

Indicators/Evidence•Teacher Judgement using

Kindergarten Developmental Continuum

Indicators/Evidence•Early Primary Language

Development - Language Screening assessment

Indicators/Evidence•Classroom Assessments

Based on Teacher Judgement

Indicators/Evidence•Classroom Assessments

Based on Teacher Judgement

Results 2009 - 201078% of students meeting or

exceeding expectations

Results 2009 - 201081 % of students meeting or


Results 2009 - 201082% of students meeting or


Results 2009 - 201083% of Gr. 5 students meeting

or exceeding expectations

79 % of Gr. 8 students meeting or exceeding expectations

ACADEMIC ACHIEVEMENTImprove Aboriginal students’ academic achievement

0

20

40

60

80

100

06/07 07/08 08/09 09/10

Kindergarten LiteracyGr. 2 Language DevelopmentGr. 3 Reading

0

20

40

60

80

100

06/07 07/08 08/09 09/10

Gr. 5 Numeracy AchievementGr. 8 Numeracy Achievement

Transitions Completion

Target100% of Gr. 6 - 9 students transitioning from grade-to-grade 95% of Gr. 9- 12 students transitioning from grade-to-grade 0 % of students missing 20+ days of school3% of students receiving out of school suspensions

Target70% of students achieving Six-Year Dogwood completion

Indicators/Evidence•Grade-to-Grade Transition Rates•Percentage of Aboriginal students missing 20 + days of

school•District report on out-of-school suspensions

Indicators/Evidence•Six-Year Dogwood Completion Rate•District-wide enrollment in Alternate Behaviour Programs

Results 2008 - 2009100 % of students transition from Gr. 8 - 9 98 % of students transition from Gr. 9 - 10 93 % of students transition from Gr. 10 - 11 85 % of students transition from Gr. 11 - 12

Please also refer to Results for Safety & Sense of Belonging

Results 2008 - 200971 % completion rate for Six-year Dogwood

Please also refer to Results for Safety & Sense of Belonging

TRANSITIONS AND GRADUATIONImprove transition rates and the six-year Dogwood completion rate for Aboriginal students

Glossary of TermsGrade-to-Grade Transition Rates - this represents the percentage of students that successfully move from one grade to the next each year spanning Grade 8 to 12.

Six-Year Dogwood Completion Rate - this represents the percentage of students who achieve their high school graduation diploma (Dogwood) in six years.

Suspension and Absence results - these are reported in the Safety & Sense of Belonging goal.

Six-Year Dogwood Completion Rate

0

25

50

75

100

05/06 06/07 07/08 08/09

Transition Rates (Aboriginal)

Grade 8 to 9 Grade 9 to 10Grade 10 to 11 Grade 11 to 12

0

25

50

75

100

05/06 06/07 07/08 08/09

Completion Rate

Stor

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of

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“Aboriginal adults should know that our children are a gift after all that w e h a v e l i v e d through for two centuries and they are the promise of our future hope.”

The Rev. Dr. Martin Brokenleg

Talking TablesWith the move to inclusive all-day kindergarten, Aboriginal Education is piloting a new classroom project. The “Talking Tables” program aids in oral language development focusing on vocabulary, phonological awareness, auditory comprehension, and expressive language skills. These are the building blocks for success in reading and academic achievement. Facilitated by a team that includes speech-language pathologist, Dawn Sasges; Aboriginal resource teacher, Terri-Mae Galligos; the classroom teacher, and one other staff, “Talking Tables” provides children with opportunities to engage in several structured activities in small groups. Themes include school, Aboriginal culture, body parts, fruits and vegetables, transportation, and animals and their babies. This kindergarten pilot is located at Mountain View, Roy Stibbs, Alderson, and Cape Horn Elementary Schools.

Drum ProjectAn exciting collaborative project is in the works between Aboriginal

Education and Moody Middle School. While attending the University of Victoria, Moody Middle music teacher, Alia Yeates was given permission to sing and drum three Coast Salish songs and incorporate them into the music program. This year, Aboriginal teacher, Kirk Gummow will work along with Alia; Youth Worker, Carrie Clark; and Cultural Presenter, Carman McKay, to craft drums with grade six students. During music explorations the students will learn to sing and drum the Coast

Salish Songs, while learning about Aboriginal cultural protocol.

Urban Aboriginal ProjectIn collaboration with Coquitlam’s alternate

secondary program, Aboriginal

Education is developing an exciting new project

relevant to urban aboriginal youth. Using the medicine wheel model, this interdisciplinary course will take a holistic approach, involving body (hip-hop and movement), mind (novel study), spirit (graffiti as art), and emotion (writing).

Documents

Year Three Report SD43 uitlam