SD# 72 Campbell River Aboriginal Education Handbook. Greg Johnson -District Principal of Aboriginal Education

Transcription

1 SD# 72 Campbell River Aboriginal Education Handbook Greg Johnson -District Principal of Aboriginal Education

2 School District #72: Aboriginal Education Handbook 1 Introduction Aboriginal Education Handbook S.D. #72 Campbell River This handbook is for School District #72 employees and the Board of School Trustees. Its purpose is to provide information about the Campbell River Aboriginal Education Enhancement Agreement, the Aboriginal Education Department programs and personnel, and how as a district we can work together to ensure the success of all Aboriginal learners. Contents: Pg. 1 Pg 3 Pg. 4 Pg. 5 Pg. 6 Pg. 7 Pg. 8 The fourth Campbell River Aboriginal Education Enhancement Agreement ( ) Targeted Funding Aboriginal Education Programs Liq w ala/k w ak w la Language and Culture English Skills Development (ESD) Aboriginal Education Department Personnel District Principal of Aboriginal Education Aboriginal Support Teachers Aboriginal Support Workers Aboriginal Education Assistants Liq w ala/k w ak w la Language Program Office at Robron Centre Contacts Appendix A: Aboriginal Education Advisory Council The Fourth Campbell River Aboriginal Education Enhancement Agreement What is an Enhancement Agreement (EA)? An Enhancement Agreement (EA) is a working agreement between a school district, all local Aboriginal communities, and the Ministry of Education. EAs are designed to enhance the educational achievement of Aboriginal students. The EA establishes a collaborative partnership between Aboriginal communities and school districts and involves shared decision-making and specific goal setting to meet the educational needs of Aboriginal students. Enhancement Agreements highlight the importance of academic performance and more importantly, stress the integral nature of Aboriginal traditional culture and languages to Aboriginal student development and success. Fundamental to EAs is

3 School District #72: Aboriginal Education Handbook 2 the requirement that school districts provide strong programs on the culture of local Aboriginal peoples on whose traditional territories the districts are located. Enhancement Agreements.... are intended to continually improve the quality of education achieved by all Aboriginal students; support strong cooperative, collaborative relationships between Aboriginal communities and school districts; provide Aboriginal communities and districts greater autonomy to find solutions that work for Aboriginal students, the schools and the communities; and require a high level of respect and trust to function. Background Enhancement Agreements resulted from the recognition by the Ministry of Education that British Columbia schools have not been successful in ensuring that Aboriginal students receive a quality education, one that allows these students to succeed in the larger provincial economy while maintaining ties to their culture. Growing recognition of this problem led to the signing of a Memorandum of Understanding in 1999: "We the undersigned, acknowledge that Aboriginal learners are not experiencing school success in British Columbia. We state our intention to work together within the mandates of our respective organizations to improve school success for Aboriginal learners in British Columbia." Memorandum signatories included: o the Chiefs Action Committee, o the provincial Minister of Education, o the federal Minister of Indian and Northern Affairs, and o the President of the BC Teachers Federation. The fourth Campbell River Aboriginal Education Enhancement Agreement is an agreement signed by the School District; Campbell River s Aboriginal community and Aboriginal Education Advisory Council and the Ministry of Education. It recognizes our collective responsibility for ensuring the success of all Aboriginal learners. As such, district personnel are tasked with providing a continuum of substantive learning experiences and/or support services throughout the school year for the benefit of all Aboriginal learners in the Campbell River School District. The goals of the Enhancement Agreement and Aboriginal student success are measured and reported on annually at a school and district level.

4 School District #72: Aboriginal Education Handbook 3 The five goals of the fourth Campbell River Aboriginal Education Enhancement Agreement are as follows: Goal 1: To increase all Aboriginal students sense of pride and ensure they have the opportunities to participate in and learn about their history, heritage and culture. Goal 2: Continued improvement in engaging parents, families, caregivers, educators, and community in supporting all aspects of Aboriginal student success. Goal 3: Year by year improvement in literacy and numeracy achievement by all Aboriginal students at the elementary, middle, and secondary school levels (K-12). Goal 4: Continued improvement in the transition readiness of all Aboriginal students at all levels. Goal 5: To increase the number of Aboriginal students who graduate with a Dogwood diploma. Aboriginal students will develop a strong self-identity and the skills and knowledge needed to achieve career and life goals. Targeted Funding In order to provide academic and cultural programs to achieve the goals of the Enhancement Agreements the Ministry of Education provides targeted funds for aboriginal learners. Students qualifying for Aboriginal Education funding are funded at $1090 per full-time equivalent student. The delivery and outcomes of Aboriginal programs and services must be measured and documented. Funded Aboriginal Education programs must be additional to any other programs and services to which an Aboriginal student is eligible, including provincial base funding, English Language Learningand Special Education. Targeted Aboriginal Education funding must not be used to replace other funded programs such as Special Education or ELL. Targeted Aboriginal Education funding must not be used for the delivery of BC First Nations Studies 12 or other basic classroom instruction. Aboriginal Education Programs Liq w ala/k w ak w ala Language and Culture A very important purpose of our Educational Agreement is to honour and support the histories, cultures and languages of the First Nations whose traditional territories are served by School District No. 72. The local First Nations language, ~ Liq w ala/k w ak w ala has been taught in Campbell River schools for approximately twenty-five years. The School District has been very fortunate to have had such knowledgeable and skilled speakers of the language work with our students. The Ministry approved curriculum for this course has been developed within the department. Over the years, the language program has flourished. Liq w ala/k w ak w ala is now offered at many of our elementary schools as well as at

5 School District #72: Aboriginal Education Handbook 4 Ecole Phoenix Middle School and Carihi Secondary. Liq w ala/k w ak w ala is recognized by the University of Victoria as fulfilling the entrance requirements for a second language. It is our hope that after taking Liq w ala/k w ak w ala in school, students will have a greater awareness of the language and will go on to learn more of the language from speakers in their communities. Salishan, the language of one of our local First Nations is taught at Georgia Park Elementary and Cortes Island School. English Skills Development (ESD) English Skills Development or English as a Second Dialect (ESD) is a program offered at various schools throughout SD72, Campbell River. This program provides extended language development support to Aboriginal learners and this support comes out of English Language Learning funding. This support may be necessary in order for these students to develop their individual potential and is only offered to Aboriginal learners if assessments indicate so, and if parents and guardians want their children to receive this support. ESD support services are oriented toward developing school language. English language proficiency should be considered in broad terms to take into account all of the differences between language used for social interaction and language used for purposes in all content areas. ESL Standards Document, B.C., Ministry of Education 2001, page 15. ESD Program Goals To enrich the development of oral/aural language skills To build self-confidence, self-esteem and cultural pride To improve reading and writing skills using Aboriginal content To provide an advocacy base for Aboriginal students within the schools. The following principles of learning are relevant to the philosophy of the ESD program: Learning should be built on the educational and personal experiences of the student Cultural identities and languages spoken at home should be honoured by instructional practices that recognize the knowledge and experiences students bring to school rather than attempt to replace them. Learning a language means, among other things, learning to use the language to socialize, learn, query, imagine and wonder. Students' cognitive and academic growth should continue while the language is developing. Integrating language teaching within the teaching or curricular content simultaneously develops students' language, subject-area knowledge, and thinking skills. ESL Standards Document, BC Ministry of Education 2001, page 14

6 School District #72: Aboriginal Education Handbook 5 Aboriginal Education Department Personnel District Principal of Aboriginal Education The District Principal of Aboriginal Education is tasked with monitoring Aboriginal student success and ensuring continued progress towards achieving the goals of the Enhancement Agreement. The District Principal supports district schools in this endeavor. The District Principal liaises with the Aboriginal Education Advisory Council, reports on the progress of the district s Aboriginal students, in consultation with the Aboriginal Advisory Council ensures the allocated funds are well spent, and that programs and department personnel are meeting the needs of all learners, especially Aboriginal learners. Aboriginal Support Teachers Some of our elementary and secondary Aboriginal learners are supported by an Aboriginal Support teacher. The Aboriginal support teacher is an advocate for all aboriginal students. The support teacher s number one priority is to support aboriginal students academically. The support teacher also works with aboriginal students and non-aboriginal students and staff at their school to develop individual Aboriginal students sense of identity and belonging through cultural support and celebrations. Finally the Support teacher informs and educates staff about student needs, historical contexts, the goals of the enhancement agreement and the districts commitment to fulfilling them. Roles and Responsibilities of the Support Teacher The Support teacher: Has contact with all aboriginal students and monitors their progress and attendance. Supports Aboriginal students needing the most support first. Participates and assists staff in assessing for and of learning. (DART; DMA school wide assessments etc.) Using the assessment data provides instructional support to identified individuals or groups of students in consultation with the classroom and Learning Assistance teachers. Attends School Based Team meetings where Aboriginal students are being discussed and works with department, school and student service staff in fulfilling any plans. Promotes the Enhancement Agreement and the district s commitment to fulfilling it. Ensure staff knows who the aboriginal students in their class are. Establishes a system of communication with students, teachers and administrators so that all groups know how to access the support teacher to receive help and to ensure student success. Provides cultural experiences to students. Aboriginal Support Workers School District No. 72 has nine Aboriginal Support Workers who work within our schools.

7 School District #72: Aboriginal Education Handbook 6 Aboriginal Support Worker roles and responsibilities are described in the Criteria for Success below. BUILDING RELATIONSHIPS - with students; staffs; caregivers Make regular contact with students through class check-ins; being present at break times and nutrition times; meeting and checking in with students; attending SBT and other meetings involving students. Advocate for students and parents and support them during interactions with staff Regular communication with caregivers via phone and home visits Communicate regularly with administration and teaching staff regarding role and to support students. Be dependable and accountable follow through Maintain confidentiality Attend department and community events STUDENT SUPPORT Advocacy Class placement and support for students to ensure their success Academic and Emotional Support read reports academic & attendance and follow-up connect with community support students with girl and boy groups; one-on-one time etc. provide access to community supports and services for students and caregivers meet with Administrators/teaching, district and department staff to support students promote culture and cultural awareness attend School functions and all meetings regarding Aboriginal students STAFF/SCHOOL/DISTRICT SUPPORT be accountable and follow through make regular contact with teachers & administrators to assist them and students educate staff and school personnel to ensure a better understanding of children be available maintain confidential and accurate records of meetings, contacts and activities. PARENT/COMMUNITY SUPPORT network with community services support parents at appointments, meetings establish relationships with school ensure clear communication help students and caregivers with forms etc. attend school/community events Aboriginal Education Assistants The role of the Aboriginal Educational Assistant is to empower all Aboriginal students through the creation of strong positive relationships in order that students reach their full academic, emotional, and physical potential. Aboriginal Educational Assistants are assigned to a school to be a role model for aboriginal students and assist Aboriginal students in their academic and emotional

8 School District #72: Aboriginal Education Handbook 7 growth. Aboriginal Education assistants can be used in a variety of ways but should be used to assist as many aboriginal students within a school as possible. Aboriginal students with designated special needs and requiring assistance from an Educational Assistant because of this designation are supported through Student Services. Aboriginal Education Assistants are a member of a school s educational team and are scheduled by a school s L.A. teacher/aboriginal Support teacher and/or principal. It is appropriate to include non-aboriginal students within a small group of Aboriginal students an Aboriginal Education Assistant is working with. It would also be appropriate for a classroom teacher to assign an Aboriginal Education Assistant to work with non-aboriginal students if the classroom teacher was working with a small group of Aboriginal students. In both examples the Aboriginal Education Assistant is supporting the education of Aboriginal students. Liq w ala / K w ak w ala Language Program Robron Centre Curriculum materials developed by office staff to support Liq w ala/k w ak w ala language instruction and culture are created and available here. As well, the District Leveled readers, WhalesTales, are available through the office. Teaching staff who need support in the delivery of lessons or in accessing a guest speaker to visit your class can call the Language office and we will be happy to support their needs. Contacts Karen Giesbrecht: Secretary Monday- Friday 8:30-2:30 Liq w ala / K w ak w ala Language Program Robron Centre Ph Loc Fax: Greg Johnson: District Principal of Aboriginal Education and Alternate Programs Robron Centre Monday- Friday Ph Loc Fax:

9 School District #72: Aboriginal Education Handbook 8 Appendix A: Aboriginal Education Advisory Council (AEAC) The Aboriginal Education Advisory Council must be acknowledged for their continued dedication to the success of Aboriginal students in School District #72 and the wisdom and leadership they provide as they work together with School District #72 to ensure the Council s vision of successful Aboriginal learners becomes reality. School District 72 AEAC Vision of Successful Aboriginal Learners To have all Aboriginal learners graduate with pride and confidence in who they are as individuals..and who they will become. Members of the District 72 Campbell River Aboriginal Education Advisory Council: Lisa Anwar representing the Kwakiutl District Council Curtis Blaney representing the Homalco First Nation Billy Barnes representing Klahoose First Nation Michael Dumont representing the North Island Metis Nation Kelly Johnsen representing Nu-Chah-Nuulth Tribal Council Pamelalee Lewis representing Cape Mudge First Nation Audrey Wilson representing Laichwiltach Family Life Society and Curtis Wilson representing Campbell River First Nation The Aboriginal Education Advisory Council goals are to: Continue to develop and enhance open and positive communication among all partners in Aboriginal Education. Develop and use Aboriginal resources in schools and school curriculum and promote the instruction of Liqwala/Kwakwala and Coast Salish languages, and develop awareness of the Métis culture and Michif language. Monitor the District s progress in building success for Aboriginal student performance on local and provincial assessments.