Year Three Report SD43 uitlam
Transcript of Year Three Report SD43 uitlam
SD43
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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
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
Target22% of all students participating in
culturally relevant activities
81% of students reporting increased knowledge of Aboriginal
culture and history
Target22% of all students participating in
culturally relevant activities
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
• District report on out-of-school suspensions
• District-wide enrollment in Alternate Behaviour Programs
Indicators/Evidence• Aboriginal Education Program survey
• District report on out-of-school suspensions
• District-wide enrollment in Alternate Behaviour Programs
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
29 % of students attending an Alternate Behaviour program have Aboriginal ancestry
Results 2009 - 201023% of Aboriginal Secondary students completing the Aboriginal Education Program survey
10 % of students receiving out of school suspensions
23 % of students attending an Alternate Behaviour program have Aboriginal ancestry
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
Target90% of Aboriginal students
meeting or exceeding expectations
Target85% 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
exceeding expectations
Results 2009 - 201082% of students meeting or
exceeding expectations
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
Sust
aina
bilit
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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).