School District No. 85 Vancouver Island North

ABORIGINAL EDUCATION ENHANCEMENT AGREEMENT REPORT 2016 – 2017

‘The wisdom of our ancestors guides us’

TABLE OF CONTENTS

SECTION 1 PAGE Kwakwaka’wakw Territorial Map ...... 1 Introduction ...... 2 Bighouse Framework ...... 3 First Peoples Principles of Learning ...... 5 Enhancement Agreement Goals ...... 6 Aboriginal Education Team ...... 8 Data Analysis ...... 11 Role Model Program ...... 26 Elders in Residence Program ...... 27 Resource Centre/First Nations Library ...... 28

SECTION 2 ‘Bringing Learning to Life’ School Reports ...... 29 AJ Elliott Elementary...... 30 Alert Bay Elementary ...... 35 Cheslakees Elementary School ...... 38 Eke Me-Xi Learning Centre ...... 40 Eagle View Elementary ...... 42 Fort Rupert Elementary ...... 45 North Island Secondary ...... 47 Port Hardy Secondary ...... 51 Sea View Elementary / Jr. Secondary ...... 58 Sunset Elementary ...... 60

SECTION 3 Aboriginal Education Enhancement Agreement Building Further Successes ...... 62 Our Goals: Community Gatherings Goal 1 ...... 64 TABLE OF CONTENTS (continued)

SECTION 3 PAGE Aboriginal Education Enhancement Agreement Building Further Successes Our Goals: Community Gatherings (continued) Goal 2 ...... 66 Goal 3 ...... 68 Goal 4 ...... 70

Our Goals: Parent/ Community Surveys ...... 72 Our Goals: ThoughtExhange ...... 78 Aboriginal Content ...... 79 Academic Success ...... 81 Belonging ...... 82 Relationships ...... 84 Resources, Scheduling, and Measurements ...... 86 General Feedback ...... 87

Gilakas’la ...... 88

GILAKAS’LA, WELCOME TO KWAKWAKA’WAKW TRADITIONAL TERRITORY

(source: U’mista Cultural Centre)

School District No. 85, Vancouver Island North acknowledges the traditional territories of the Kwak’wala speaking peoples, the Kwakwaka’wakw.

In our service to learning we value the ongoing relationships across communities as we work for the success of all children.

INTRODUCTION TO ABORIGINAL EDUCATION

Welcome to the Annual Report on Aboriginal Education for 2016/2017, for School District No. 85, Vancouver Island North. As Acting District Principal for Aboriginal Programs, it is a privilege to report on the district’s progress in meeting the goals of our Aboriginal Education Enhancement Agreement (EA). This year’s report overviews the leadership, achievement data, school based initiatives, EA Community Feedback, Thoughtexchange, and SurveyMonkey towards building further successes for students of Aboriginal ancestry and all students.

Some of the additional highlights in 2016/2017 have been completing Aboriginal education focused projects at each school, Elders in Residence, and expanded Role Model Program across district schools.

I would like to acknowledge each of the members of the School Board, the First Nations Education Council, and the numerous members of our school staff and communities who provide their time and energy to the ongoing leadership and direction for First Nations Programs and their continuing commitment to Aboriginal student success.

Gilakas’la, Irene Isaac—Welila’ogwa District Principal, Aboriginal Programs

District Demographics (September 2016—June 2017)

As of September 2016 School District 85 was serving just over 1350 learners (1335 FTE) with 597 students who were of Aboriginal Ancestry (597 FTE). Aboriginal Education targeted funds are utilized to support both school and district based initiatives and include 18 positions across 10 schools. These include:

° Education Assistants (5) ° First Nations Support Workers (4) ° Home School Coordinators (2) ° Language and Cultural Worker (1) ° Language and Cultural Teacher (1) ° Aboriginal Youth Worker (1) ° Connections Workers (2) ° Secretary (1) ° District Principal (1)

In addition, the First Nations Resource Library, First Nations Role Model Program, Elders in Residence, and other initiatives are supported through Aboriginal Education and are described further in this report.

Further Information

° Student population (as of September 2017) 1,363 (1355.75 School Age Learners, 7.25 Adult Age Learners) ° 597 students of Aboriginal ancestry (43%) ° 6 elementary schools (K-7) ° 1 elementary junior/secondary school (K-10) ° 3 secondary programs (8-12)

FIRST NATIONS EDUCATION COUNCIL

PURPOSE The purpose of the First Nations Education Council (FNEC) is to be the voice for students of Aboriginal ancestry (includes First Nations, Inuit and Metis) and their families in School District No. 85. The FNEC works in full partnership with the School District to support and guide Aboriginal Education services. FNEC also ensures the provision of ongoing comprehensive support and services relevant to the needs of Aboriginal students, and to ensure sensitivity and respect for First Nations priorities and perspectives.

The First Nations Education Council (FNEC) works in full partnership with the School District to support and guide First Nations Education Services for students of Aboriginal ancestry.

FNEC is made up of delegated representatives from the:

° Kwakiutl Band Council ° Whe-la-la-u Area Council: (Mamalilikala, Tlowitsis, Tlatlasikwala First Nations) ° Da'naxda'xw First Nation ° Musgamagw-Tsawataineuk Tribal Council: (Kwicksutaineuk-Ah-kwa-mish First Nation, ‘Namgis First Nation, Dzawada'enuxw First Nation) ° Gwa’sala-’Nakwaxda’xw First Nation ° Quatsino First Nation ° Sacred Wolf Friendship Centre ° School District No. 85 leadership and school representatives ° First Nations Elders, parents, and students

BIGHOUSE FRAMEWORK

The Enhancement Agreement committee of First Nations Education Council created the Bighouse Model to illustrate the collective vision and responsibility that all of us play towards enhancing the learning opportunities for Aboriginal learners. The framework is based upon many of the traditional values that continue to provide strength for Aboriginal communities and families. Similar to our role when participating in Bighouse ceremonies, we each have a responsibility to support, encourage, validate and ‘witness’ the development and growth of our students.

The framework demonstrates how a student enters the school system and through their school experience will encounter the four goals of the Enhancement Agreement as well as the collective support and partnership of the stakeholders listed along the outer borders.

Within our communities, families, schools, and partner agencies, we each have a role in guiding and directing our programs towards further achievement for our students.

BIGHOUSE FRAMEWORK

ENHANCEMENT AGREEMENT GOALS

All Aboriginal students will experience a sense of belonging and respect through the recognition and honouring of their culture, history and values.

Eagle View and Fort Rupert Cultural Celebration

All partners will work towards increasing the level of academic success for each Aboriginal student.

Graduates

ENHANCEMENT AGREEMENT GOALS

All students will experience Aboriginal content in all subject areas and at all grade levels.

Elders in Residence

All partners will work together to foster success for Aboriginal students through relationship building and partnerships with parents, families and communities.

EA Community Meeting

ABORIGINAL EDUCATION TEAM

Bea Wadhams Irene Isaac Home School Coordinator Aboriginal Programs District Principal

Brigette Avoine Janice Ellis First Nations Youth Worker Home School Coordinator

Claudia Maas Jean McCormack First Nations Education Assistant First Nations Education Assistant

Consuela Cook Jim Jones First Nations Education Assistant First Nations Support Worker

Christine Ley Kathleen Keiver / Tamara Keiver Aboriginal Programs Secretary First Nations Education Assistant

Crystal Walkus Leah Hubbard First Nations Support Worker Kwak’wala Language & Cultural Teacher

Donna Hunt Pauline Johnson Connections Worker First Nations Education Assistant

Ernest Alfred Pearl Johnson First Nations Language & Cultural Worker First Nations Support Worker

Harold Nelson Ross Hunt Kwak’wala Language & Cultural Teacher First Nations Support Worker

Ida Miller Connections Worker

ABORIGINAL EDUCATION TEAM

DATA ANALYSIS

Performance Indicators and Targets

As part of the Enhancement Agreement and our collective responsibility to increase student achievement, we overview and analyze all areas of student information as well as maintain ongoing dialogue with communities, schools, staff and students. From the data sources available, we focus on indicators of performance to measure student success and respond to areas of need.

Performance indicators are selected from all sources of data available and are used to measure improvement from reliable information that can be:

Collected from multiple sources to ensure accuracy (individual, classroom, school, district, and provincial level data)

Tracked over time to identify trends

Effectively used to implement interventions and best practices

Quantitative and qualitative to support targets and goal areas

Performance indicators are used to monitor and improve academic achievement and other goal areas for all Aboriginal students. Targets can be established each year and measured over time to reflect on the strategies and initiatives in place to support student learning.

STRATEGIES FOR SUCCESS

All Aboriginal students will experience a sense of belonging and respect through the recognition and honouring of their culture, history and values.

EA Goal 1 Strategy Map: ~ Improve Student Attendance~

First Nations Support Workers ° Continue to make home/community calls/visits to connect and Support Staff with students/families in consultation with school administration ° Work collaboratively with community contacts/Education Workers/Band schools to support student absenteeism i.e.. Tri- Band Education Team ° Include information and track rationale for absenteeism using Survey tool ° Implement events and incentives to encourage students to improve attendance Teacher ° Continue to make home calls/home visits to connect with students/families in consultation with school administration

° Work collaboratively with community contacts/Education

Workers to support student absenteeism

° Recognize that relevant and meaningful curricular content is a significant determining factor for student engagement ° Seek and participate in opportunities that enhance local knowledge and awareness of the lived experiences of all learners i.e.. Cultural gatherings, community events, U’mista Cultural Centre Principal/Vice Principal ° Continue to follow up with parent meetings/letters regarding attendance/participation in school in a variety of ways ° Host events to engage families and connections ie. Parent’s club, parent dinner NISS, Tri-Band education team meetings ° Implement and monitor results of First Nations Programs survey and suggested strategies annually

District and First Nations Pro- ° Track information and rationale for absenteeism using Survey grams tool ° Create new strategies with schools to address attendance issues Community Contact or ° Offer student incentives for good attendance and progress in Partner Agency school ° Liaise with families and school district staff to support student success ° Host school and community based events on the value of get- ting good grades and attending regularly

STRATEGIES FOR SUCCESS

All Aboriginal students will experience a sense of belonging and respect through the recognition and honouring of their culture, history and values.

EA Goal 1 Strategy Map: ~Improve Sense of Belonging and Respect~

First Nations Support Workers ° Implement Role Model Program in every school, target schools

and Support Staff and students reflecting cultural values and activities, ie. respect ° Participate in regional learning opportunities at other schools, ie. Lahal Tournament, Fun Soccer Tournament, cultural presentations ° Create opportunities to connect First Nations families with school ie: First Nations Parents Club ° Implementing Kwakwaka'wakw ways of knowing:  Maya’xala  Nanwakola  Hutłilalas  Salt’idas  Dała xa ik noke’

Teacher ° Initiate multi-cultural learning opportunities

° Focus on student relationships to build self-esteem and positive self-concept Principal/Vice Principal ° Encourage classes to host events and learning opportunities focused on First Nations culture/language ie. Lahal Tourna- ment, cultural presentations, Kwak’wala class ° Organize guest speakers in schools for community and parents ° Implement Bullying initiatives and prevention strategies District and First Nations Pro- ° Expand cultural program learning opportunities through the grams development of Board Authorized Approved Course – Kwakwaka’wakw Studies

° Support School Planning Councils with First Nations programs

survey results and collaborative planning

° Continue to utilize FNESC, BCTF, VIRC for resources and in- service to support teachers (Anti-Racism/Aboriginal content/ pedagogy) Community Contact or ° Host information sessions in schools and community focused on Partner Agency the Enhancement Agreement and First Nations Programs

STRATEGIES FOR SUCCESS

All Aboriginal students will experience a sense of belonging and respect through the recognition and honouring of their culture, history and values.

EA Goal 1 Strategy Map: ~ Improve Student Grade to Grade Transitions ~

First Nations Support Workers  Host First Nations support team student orientation in Septem-

and Support Staff ber at both high schools

 Meet with student groups regarding course selection and grad program at secondary, follow up ongoing  First Nations staff and grade 8 students to visit elementary schools to provide information sessions on what grade 7’s need to know about high school Teacher/Counsellor  Academic courses encouraged and high expectations main- tained  Ensure that student assessment is based on BC Performance Standards  Collaborate with parents and families on progress towards ex- pected performance

Principal/Vice Principal  Implement a Sr. student mentor program at secondary to sup-

port incoming students (grade 8’s)

 Encourage and promote academic course paths for all students  Host course selection events in February with community partners District and First Nations Pro-  Host course selection events and create strategy for communi- grams ties and schools to expand Aboriginal learning opportunities, ie. English First Peoples, Kwak’wala, Cultural Studies  Create career maps and what is needed for high school pre- requisites to access those opportunities  Host PHSS/NISS Role Model events to showcase past student success stories

Community Contact or  Education coordinators to host information sessions on a varie-

Partner Agency ty of Post-Secondary themes/opportunities for students, staff and families  Explore and develop opportunities for child care and program options for young parents

STRATEGIES FOR SUCCESS

All partners will work towards increasing the level of academic success for each Aboriginal student.

EA Goal 2 Strategy Map: ~ Improve Aboriginal Student Achievement ~ First Nations Support ° Work with Principals, Teachers, and Support teams to target Workers and Support interventions to support individual needs of student’s in a va- Staff riety of ways ° Communicate with parents and communities on an ongoing basis for all students, ie. positive feedback, communicating learning needs, challenge areas, encourage academic course paths ° Focus and meet with students ongoing grades 10—12 to keep on graduation path in secondary ° Focus on supporting elementary reading and interventions for students not meeting expectations Teacher ° Design learning around culturally appropriate instruction for students ° Provide targeted culturally appropriate interventions to support individual needs of student’s in a variety of ways ° Design instruction to incorporate the unique ways of knowing and learning of all students ° Communicate with and provide materials for tutorial services, homework clubs, reading clubs Principal/Vice Principal ° Ensure that staff meetings focus on the successful implemen- tation of school plans, enhancement agreement and student need areas ° Provide tutorial services and homework clubs for all students ° Schools and academic advisors to ensure students ‘opt in’ for best educational course options and encourage students who ‘opt out’ District and First Nations ° Provide In-Service and Pro-D opportunities focused on Abo- Programs riginal pedagogy and ways of knowing to support student success ° Continue First Nations Education Council scholarships/ bursaries ° Host Aboriginal graduation ceremonies in community ° Monitor student achievement data and focus additional staff resources on identified areas of need/growth Community Contact or ° Offer student incentives for good attendance and progress in Partner Agency school ° Liaise with families and school district staff to support student success through community based parent/teacher events – NISS, PHSS, Eke Me Xi and all schools ° Meet monthly with Tri-Band education team for PHSS students ° Host course selection and post-secondary information ses- sion/events in partnership at both secondary schools ° Provide homework clubs and professional workshops on career options, study skills and other student focused opportunities

PERFORMANCE INDICATORS

All students will experience Aboriginal content in all subject areas and at all grade levels.

PERFORMANCE INDICATORS

All students will experience Aboriginal content in all subject areas and at all grade levels.

ENGLISH FIRST PEOPLES 10 *MSK = 5 or less

PERFORMANCE INDICATORS

All students will experience Aboriginal content in all subject areas and at all grade levels.

ENGLISH FIRST PEOPLES 12 *MSK = 5 or less

PERFORMANCE INDICATORS

All students will experience Aboriginal content in all subject areas and at all grade levels.

BC 12 FIRST NATIONS STUDIES

PERFORMANCE INDICATORS

SIX-YEAR COMPLETION RATE

*The six-year completion rate is the percent of Grade 8 students who graduate with a Certificate of Graduation. It is not the inverse of a “dropout rate” as students may graduate after the six-year period.

PERFORMANCE INDICATORS

All partners will work towards increasing the level of academic success for each Aboriginal student.

Role Model Program

Elders in Residence Program

STRATEGIES FOR SUCCESS

All students will experience Aboriginal content in all subject areas and at all grade levels.

EA Goal 3 Strategy Map:

~ Increase Aboriginal Content across all grades/subjects ~ First Nations Support Workers  Utilize Role Model program in a variety of themes and contexts and Support Staff in every school  Elementary cultural workers to work closely with language cultural programs at Band schools and secondary to share curricular ideas and planning Teacher  Plan field trips to local First Nations sites and localized opportu-

nities for Aboriginal history, territories, etc.

 Invite local elders and community guests into the classroom to

support learning across subject areas  Utilize a variety of Aboriginal content resources for annual planning  District support positions reinforce Aboriginal content  Infuse and incorporate Aboriginal content, inquiry and pedagogy  Provide Aboriginal content planning sheet  Aboriginal themed Professional Development Day & Non- Instructional Day  U’mista Professional Development Day Principal/Vice Principal  Implement Kwak’wala and English First Peoples 10-12 courses at both high schools

 Continue school based projects focused on the goals of the

Enhancement Agreement

District and First Nations Pro-  Promote and offer in-service/pro-d opportunities on all courses grams with First Nations content for all students: English First Peoples, Kwak’wala, Cultural Studies, First Nations Studies, other  Promote and track Aboriginal content resources in schools and classrooms ie. District Resource Centre, FNESC, Strong Nations  Create curriculum resources and plan for 50’ canoe experience for students Community Contact or  Partner with post-secondary institutions, FNESC, Band schools, Partner Agency and other agencies to share curriculum resources and work- shop themes with an Aboriginal focus

PERFORMANCE INDICATORS

All partners will work together to foster success for Aboriginal students through relationship building and partnerships with parents, families and communities.

First Nations Programs and the First Nations Education Council are committed to the collective responsibility of communities and schools working together for the success of all Aboriginal learners. Performance indicators for Goal 4 demonstrate the importance of this continuing relationship and commitment in working towards establishing, maintaining and improving our connections to support student success.

Homework Clubs

Homework clubs operate to support student learning after school hours in the Kwakiutl, Gwa’sala- ’Nakwaxda’xw and Quatsino communities, as well as Alert Bay. Approximately 20—25 elementary aged students and 10—12 secondary students are actively involved in the programs.

Community Annual Celebrations

In each of the First Nations communities year-end feasts are held to acknowledge the accomplishments of students in each of the communities. Port Hardy Secondary staff attend the Gwa’sala-’Nakwaxda’xw year- end dinner and North Island Secondary staff attend the Alert Bay graduation dinner.

Elders in Residence

This year we had the privilege of having three part time elders supporting all learners at Eagle View, Fort Rupert, and Port Hardy Secondary. Elders supported classroom learning as well as cultural learning opportunities that included story telling, Kwak'wala language learning, button blanket making, traditional foods, and more.

PERFORMANCE INDICATORS

All partners will work together to foster success for Aboriginal students through relationship building and partnerships with parents, families and communities.

NISS Staff Alert Bay Community Dinner

Several times per year members of the North Island Secondary School staff host a community feast along with parents and families in the Alert Bay Community. The purpose of the event is to come together to discuss ongoing support strategies for students travelling from Alert Bay to Port McNeill to attend school.

First Nations Parents Club (Port Hardy Secondary School)

Beginning September, the First Nations Support Team at Port Hardy Secondary School has initiated a Parent’s Club for Aboriginal families. The focus of this years First Nations Parents Club is to increase information sharing and connections between school and home. A variety of themes form discussion topics and presentations at meetings held once a month, with the last 2 being post-secondary national guidelines, access to funding and Aboriginal ‘Honour your Health’ initiatives.

Post-Secondary Visit to PHSS and NISS

Both high schools host annual information forums for students and families along with visiting public institutions.

Annual Lahal Tournament

K’ak’ot’latsi School in Quatsino hosted another very successful Lahal tournament that has been held annually for schools since 2003. Eleven teams participated last year and throughout the day each team played games of Lahal in a round robin format. (Lahal is a traditional guessing game played by the Kwakwaka’wakw peoples and many First Nations up and down the coast).

STRATEGIES FOR SUCCESS

All partners will work together to foster success for Aboriginal students through relationship building and partnerships with parents, families and communities.

EA Goal 4 Strategy Map: Increase Partnerships and Relationships with Parents, Families and Commu- nities towards Student success

First Nations Support Workers ° Communicate with each Aboriginal student’s family to share and Support Staff at least one positive experience of their students learning

Teacher ° Meet with parents and families in community ie. IEP meetings, parent teacher meetings

Principal/Vice Principal ° Host events specifically targeting parents and families in schools ie. welcome back events, events around food District and First Nations Pro- ° Host and coordinate collaborative meetings annually on Abo- grams riginal Education and educational themes for North Island communities and schools (in individual communities and on larger scale)

Community Contact or ° Continue to offer and expand FNEC Aboriginal student schol-

Partner Agency arship/bursary initiatives

ROLE MODEL PROGRAM

The purpose of the Aboriginal Role Model Program is to provide schools with the opportunity to invite elders and other community members into classrooms to share their expertise and knowledge. First Nations Role Models present a large variety of cultural knowledge and wisdom to enhance the educational experience of students and staff. Role Models engage in direct services to students in the classroom or in a field trip setting. The program is also designed to support and assist teachers in various Aboriginal approaches and methods.

This year, some of the highlights and activities of the First Nations Role Model Program are: °Drum design and painting °Singing, dancing and traditional teachings °Smoking salmon °Wood carving and traditional design °Storytelling, history and regalia presentations °Salmon fry release and first salmon ceremony °Bighouse Protocol °Plants and medicine

ELDERS IN RESIDENCE PROGRAM

The Elders in Residence program is intended to provide the support of elders and knowledge keepers in classrooms and in schools to support learning. The role of an elder can be to enhance cultural perspectives and share wisdom and teachings, promote awareness of cultural traditions, encourage the use of Kwak’wala in schools, or act as a mentor and guide for all students.

RESOURCE CENTRE/ FIRST NATIONS LIBRARY

With a view to the four goals of the recent Aboriginal Education Enhancement Agreement, the Aboriginal Programs Library continues to acquire materials available to all staff featuring our First Nations’ cultures, history and values.

An often requested and popular item has been the graphic novel with First Nations’ themes. Last year, we acquired the Raven Tales series in graphic novel form. There are 26 different titles, in 2 boxes of 13 each, for circulation. The pictures are identical to the DVDs and the stories equally engaging. We also purchased the award winning graphic novel The Adventures of Rabbit and Bear Paws: Bear Walker and expect to have the remaining 4 titles in the series in our collection soon.

Last year, we added to our First Nations drum kits. We now have 2 bins of 10 drums each, with drum sticks. Beautifully crafted and always sought after. We also recently purchased the required DVD items for the First Nations Studies 12 course. Several items were upgraded to DVD from VHS (still available, too) and all new items come with Public Performance Rights. We have several important additions already in the works.

The Aboriginal Programs Resource Centre is open Mondays to Fridays, 8:30 to 4:00.

School District No. 85 Vancouver Island North

Aboriginal Education Enhancement Agreement School Reports

September 2016 — June 2017

AJ ELLIOTT ELEMENTARY SCHOOL

A.J. Elliott Elementary School is a small school with forty-two students from Kindergarten to Grade 7. The student body is divided into three classrooms; Kindergarten/Grade 1, Grades 2/3 and Grades 4/5/6/7.

Twenty-five of our students identify as First Nations (59%).

This school year was a busy year. Our cultural program included learning about pictographs and petroglyphs, the origin and use of ochre, animal symbolism and Kwak’wala animal names, Inuit artists and their use of stone and animal bone for carving.

We painted rocks with ochre, carved soapstone, went on a beach walk to Donegal Head to find a pet- roglyph, looked at art of Anishinaabe artist Norval Morrisseau and much more.

For Remembrance Day the intermediate students learned about indigenous soldiers in WW1 and the sacrifices they made for our country.

AJ ELLIOTT ELEMENTARY SCHOOL

In the spring we had a visit from Elder Vera Newman, who taught us some words in Kwak’wala, sang and played with the students and told us some legends.

The primary students read and discussed the story of Little Bear’s Vision Quest and reenacted the story as a play. They learned what it means to

AJ ELLIOTT ELEMENTARY SCHOOL

The grade seven students were again making drums out of deer hide, as this grade does every year.

AJ ELLIOTT ELEMENTARY SCHOOL

On May 30 th the grade seven students were invited to join a group of younger students from the T’lisalagi’lakw School in Alert Bay to travel to Hanson Island. There we visited the ecological garden of David (Walrus) Garrick and learned about native medicinal plants. We were also shown how to harvest cedar bark for weaving. It was a fantastic day on the water and we enjoyed the wonderful hospitality of our hosts on board the seine boat “Western Moon”.

AJ ELLIOTT ELEMENTARY SCHOOL

On June 2nd, our grade six students went to Alert Bay to see the Cultural Celebration of Alert Bay Elementary School, always a highlight in our school year.

We will end the school year as always with a beach party at Bere Point where we barbecue salmon and roast bannock over the fire.

ALERT BAY ELEMENTARY SCHOOL

This report is a brief overview of First Nations Programs in two of our schools. I have successfully coordinated, developed and taught First Nations programs at Alert Bay School and Sunset School. I am very proud and happy to report on the work and accomplishments of our students. Here, I would like to highlight only a few examples of this work.

Two days a week, Sunset School students receive lessons on the Kwakwaka’wakw territories, history, traditions, and the Kwak'wala language. The staff and students have a better understanding and knowledge about the First Nations People of northern Vancouver Island. Many have learned and practiced Kwak'wala terms such as Gilakas’la and Ma’yaxala. Meanings and teachings that are represented in these terms have been integrated into every class and supported by staff and su- pervisors at Sunset. There is an incredible transformation underway at this school, and it is really encouraging to see not only students of First Nation decent, but their peers and teachers collectively learning. I am faced with certain challenges with our program in Port McNeill. One example is the lack of an adequate classroom. However, I feel that with the proper support and guidance, this program will make the world of difference for all learners in Port McNeill. I have ideas and a vision that I am happy to share with you about our continued growth.

Alert Bay School has a Cultural Program dating back several decades, that we continue to build on every year. The Enhancement Agreement goals are not only met, but exceeded at our school. At our annual Salmon Feast, students learn to be great hosts. Often Elders visit our school and share their knowledge with us, prior to the event. They help us understand our Feasting traditions and why we must maintain them. Students prepare the salmon that is served. Chiefs, Elders, grandparents and community members are invited to witness our learning. Well-rehearsed speeches are prepared and practiced and students learn how to serve hot bowls of Yusa with fresh baked buns and deserts made by our students. The Role Model or Elders in Residence funds are most helpful during the preparations for this event. Not only does this event provide an example of traditional feasting but it is also done in conjunction with the salmon in the classroom program where students are learning the biology of salmon and enhancement and conservation efforts to help revitalize their wild stocks. Often students of Alert Bay School go on to become cultural ambassadors, as Alert Bay sees many visitors from all around the world. Our students are actively participating in community events when we are invited. Recently we hosted and welcomed visitors from Australia, where our children left a memorable impression. Our annual Cultural Celebration is a good example of our efforts to maintain our Culture at our School. The Big house was full to capacity at this years’ Cele- bration. Guests came from all over the district, including 60 students from our neighboring School District #71.

Cultural and Language classes for the students of Alert Bay and Port McNeill schools are one of the finest in the Province. I am proud of my work and I will continue to advocate for First Nations programs, like the one I’ve been committed to over the previous 10 years. I look forward to the future and furthering learning for all students of our School District.

Gilakas’la!

Ernest Alfred Cultural and Language Teacher School District #85

ALERT BAY ELEMENTARY SCHOOL

CHESLAKEES ELEMENTARY SCHOOL

Cheslakees school was very busy this year with three kindergarten classes. Our students and staff were able to take part in ongoing First Nation's initiatives.

Some highlights included a visit with Elders, Richard George and Hazel Wilson who shared stories and songs, learning the salmon dance with Ida Rose Miller and some very talented students and a visit to the Big House.

Students also learned about regalia and were able to have their photos taken in regalia.as a keep- sake from their year at Cheslakees.

Student pictures mounted in cedar frames for end of year gift to Kindergarten from Jean McCormack FNEA

CHESLAKEES ELEMENTARY SCHOOL

Elders in Residence at Cheslakees

EKE ME-XI LEARNING CENTRE

Eke Me-Xi Learning Centre of School District #85 is a choice school that offers grade 8-12 for school aged students as well as adult learners. Our school is located in Tsulquate, the present day home of the Gwa’sala-‘Nakwaxda’xw Nation. Relationships of strength and respect with the local Nation has provided many opportunities that enrich and ground our school specifically to the values, ceremonies and history of the Kwakwakawa’kw.

Throughout this academic year Eke Me-Xi has continued offering annual and seasonal opportunities for staff and students to learn from Kwakwakawa’kw traditions such as, Kwamaya’sapa, culti- vation of foods from clams to seaweed and the gathering of cedar. Every year we improve by learning local history from place names, uses of the resources, Kwakʼwala words/phrases, songs/ chants, give away and barter. We have incorporated informally and formally the traditional learning that goes with harvesting, processing and preservation. Examples of of this year’s learnings include:

 Tak’astan– (seaweed), we have learned to recognize its appearance and how to harvest, prepare, preserve and store the seaweed. We incorporated Kwakʼwala language from the name, to the motions of picking and different stages of seaweed from fresh to dried, etc.

 Dzika – (Clam), recognizing the various clams and their names in Kwak'wala along with place names of where we are digging. We teach our students how to harvest, process, and preserve.

 sanka – (cedar bark stripping), preparing, weaving and twisting rope, tied in with Kwak'wala and First Nations Studies.

EKE ME-XI LEARNING CENTRE

t’sat’sa'yasola – (sibling of the same sex can be male or female), social group held monthly to discuss aboriginal issues that youth males/females deal with, a place to build comradery.

k’ulu'xw – (smoked fish), processing fish for bbq, kawas, smoking, jarring and used in events and shared with local Nation communities, cross-curricular connections with Kwa- k’wala 8-12, Shared Understandings 11 and BCFN Studies 12.

k’amk’amxwał – School district #85 dance group collaboration with Building Blocks.

ham'yinuxw – (berry picking) learn of the place name and how to prepare, preserve and eat—also how to make jam.

Alaxwa – “looking game” or lahal, we practice the songs yearly and participate in this fun and competitive game, we teach our students the history of the game itself and the songs and where the songs come from.

Kwamya'sapa – (play potlatch), our students attend as witness and/or help other schools with their ceremony. Our students learn the importance of maya'xala during these events

In the coming years, Eke Me-Xi will be preparing for their own Kwamya’sapa that will help entrench our students with indigenous sensitivity and awareness. Eke Me-Xi will continue to balance and bridge the values and beliefs of the Kwakwakawa’kw Nations.

EAGLE VIEW ELEMENTARY SCHOOL

Eagle View Elementary school has 252 students of which 114 are Aboriginal ancestry. Our First Nations programs provide a wide range of supports and opportunities to learners both in and out of the school. These programs are anchored through our culture and language teacher Sisaxolas, home school coordinator Be- atrice Wadhams, FNEA Pauline Johnson, culture and language support worker Crystal Walkus and elder in residence Nancy Wamiss. What makes First Nations programs at Eagle View so powerful is the ability of this team to draw in all members of the Eagle View family to create learning experiences that are authentic and woven into the fiber of our being.

Throughout the year our Kwak’wala culture and language program has harmonized elements of our improved academic achievement with a vision and focus that ties everything together at our year- end Gwamya Sgp’a in the Kwakiutl big house. Be- ginning in September and working throughout the year students have been lead by Mr. Sean Barfoot and Sisaxolas through the development and crea- tion of a traditional foods and medicines trail. Through combining project based learning and Aboriginal Worldviews and Perspectives our staff has continually sought to address implicit bias and challenge a racism of low expectations for our learners.

EAGLE VIEW ELEMENTARY SCHOOL

Daily academic support is provided through coordination with classroom teachers both in class and when appropriate in the First Nations support room. In addition to daily academic support, our First Nations programs have provided ongoing opportunity for in- creased engagement and the development of a sense of belonging for all. Many students have been participating in our lunchtime culture and language club practicing their Lahal skills and dancing or singing. All members of our team provide social and emotional support acting as a liaison between home, school and outside agencies. These supports are further extended through health and wellness initiatives coordinated by Ms. Johnson including our lunch time running/urban poling club to build strength and stamina. There are continuous efforts to increase cultural awareness in the area of traditional foods and sharing of family histories related to these foods. This sharing of family history has been expanded to include the significance of family crests, regalia and understandings of family origins.

Significant culture and language experiences outside of our school have also been created as a re- sult of the ongoing strength of our First Nations Pro- grams. Over 40 students participated in Lahal practices leading up to the gathering where Eagle View not only hosted but took home top prize for the second year in a row. In mid-June many students participated in a day of experiential learning through traditional practices at

T’saxis. Role model Anthony Hunt participated as a traditional food and medicine knowledge keeper and Mervin Child helped make the experience profound as a place based story teller and artist. PHSS staff and students acted as role models and facilitators while District Principal for Abo- riginal Programs Irene Isaac supported in all areas. It was a day of supernatural learning for all involved.

EAGLE VIEW ELEMENTARY SCHOOL

Our journey thus far has been epic and as we come to the end of the school year all areas of First Nation Education at Eagle View have culminated in an ex- ceptional experience with our year-end Gwamya Sgp’a in the Kwakiutl big house. All students have practiced songs and dances during culture and language class that they performed in the big house. Bea, Crystal and Pauline have been instrumental in ensuring that all students and staff have been helping to prepare food and other gifts for the event and have given up countless hours of time in doing so. The culmination of this year’s successful programs will lay the foundations for a highly promising 2017-2018 year of learning.

FORT RUPERT ELEMENTARY SCHOOL

Throughout the 2016-2017 school year, Fort Rupert Elementary con-tinued to incorporate Indigenous content and experiences school wide. This was done with the help and assistance of many. Crystal Walkus worked with students all year, on Thursdays and Fridays in a support role. Mr. Harold Nelson, as our Culture and Language Teacher, ensured students took part in the annual Lahal tournament, taught students how to follow protocols while in the Big House, prepared students for dancing and singing and organized our annual culture celebration at the Kwakiutl Bighouse . Our Elder in Residence, Maggie Sedgemore, visited classrooms and read with students from February through to June. We were thankful for the opportunities to learn about: Kwak’wala language, culture and carvings from Mervin Child, traditional medicines from Eva Dick, and ce-dar weaving from Anthony Hunt. We look forward to what next year will bring!

Kale Hunt– June 2017 Kale Hunt—June 2017

Mervin Child– -- Kwak’wala Kwak’wala history history

Aiden Pratt—June 2017

FORT RUPERT ELEMENTARY SCHOOL

Eva Dick—Traditional Medicines

Harold Nelson & Anthony Hunt—Cedar Weaving

NORTH ISLAND SECONDARY SCHOOL

GOAL 1 All Aboriginal students will experience a sense of belonging and respect through the recognition and honouring of their culture, history and values.

May 19, 2017, Chiefs, elders, board members, students and staff travelled by water taxi to Village Island (Mimkwamlis) for traditional workshops of dancing, drumming, and history.

Most of our aboriginal students come from the Kwakwaka’wakw territories of the North Island; the rest of the students are those who identify with having some sort of aboriginal ancestry. Our Kwakwaka’wakw students come to the high school with an in depth knowledge of their cultural 2017—group of NISS students at Village Island heritage and whenever possible, are encouraged to share it. During assemblies, the NISS cultural group performs a dance or sings a song, and the traditional territory of the ‘Namgis people where the school is located is always acknowledge during school events such as the graduation ceremonies. To foster growth for the rest of the students who identify as having aboriginal decent, the support worker and connections worker help by looking into their family histories and cultures to empower their paths to self- identity. A wise chief always tells us that “you have to know where you come from, to get to where you’re going”, these are words we live by at North Island Secondary School.

2016/2017 NISS’ cultural group shared their knowledge with neighboring elementary schools

NORTH ISLAND SECONDARY SCHOOL

GOAL 2 All partners will work towards increasing the level of academic success for each Aboriginal student.

June 3, 2017, Alert Bay graduation community dinner honouring the First Nation Grads. To ensure the success of aboriginal students at NISS, the First Nations Support Worker and Connections Worker assist them in homework support, after school tutoring, communicating with parents and staff and advocating for the student’s needs. Alert Bay hosts their own community grad celebration and NISS staff attend to show their support and pride in their aboriginal student’s success of graduating high school. Other supports offered to encourage aboriginal success rates are, phone calls home when attendance slips, circle meetings with parents, staff and students when needed, and field trips focusing on traditional activities. We hope to en- tice all students with a supportive atmosphere so that the students feel confident and deserving to be at the school and apart of the school community.

NORTH ISLAND SECONDARY SCHOOL

GOAL 3 All students will experience Aboriginal content in all subject areas and at all grade levels.

2016/2017 Inclusion of aboriginal art into the textiles and woodwork classes.

In accordance with the aboriginal enhancement agreement, NISS strives to include aboriginal traditions, beliefs and values into the classrooms. Each aboriginal student is empowered and encouraged to share their knowledge, and it has been successful in the way they take ownership of what they can pass on to our school. They are proud to share and are becoming more and more excited to do so with their peers. Other classes that integrate our promotion of First Nations principles have included traditional ways of cook- ing traditional foods, field trips to traditional grounds for picking berries, shoots, and cedar. The goal is to have Fist Nations principles of learning integrated into any learning atmosphere in the school, and we are well on our way to doing so.

NORTH ISLAND SECONDARY SCHOOL

GOAL 4 All partners will work together to foster success for Aboriginal students through relationship building and partnerships with parents, families and communities.

June 5, 2017, Blessing the log that will soon be carved into a new totem pole for N.I.S.S. Joined by neighboring elementary schools ( Alert Bay,

Sointula, Port McNeill) transitioning for grade 8 in September.

April 2017, Field trip to ‘Namgis owned Kuterra land based fish farm

NISS hosts community dinners in Alert Bay to facilitate better communication and form stronger relationships amongst its staff, parents and community. Alert Bay is a 40 minute ferry ride that the students commute every day to get to the highschool, most of their families do not make it over for the meet the teacher night in Port McNeill. At NISS we have been making the extra effort to include the First Nations community, we are currently start- ing a totem pole project which will represent the surrounding territories of the ‘Namgis, Port Mcneill, Port Al- ice, Port Hardy and Woss communities. The hereditary chief and newly elected chief Don Svanvik, the carver who will be working with the NISS students, also came to bless the pole to begin the carving process with the students. The plan will be to host a big feast and celebrate the new pole to go out front of the school with all our surrounding communities.

PORT HARDY SECONDARY SCHOOL

Port Hardy Secondary School has a population of approximately 264 students 160 of which are of Kwakwaka’wakw decent. Kwakwaka’wakw means Kwak'wala speaking people. PHSS is working with our local elders and Kwa- k'wala speakers to incorporate the language into the classroom. Students worked together to complete individual and group projects with the main themes focused on Maya'xala (respect self, respect others, respect environment) and Nugwa’um (I am). At first students were quiet and shy but as they began to learn about themselves and their culture they were eager to participate.

Students did not want the class to end the were proud to share what they learned and a bit of their family history.

A’wilgola’elas (Gathering Place) is a safe place for students to get together. We are fortunate to have two A’wilgola’elas spaces at PHSS. One in the area of our First Nations Counsellor's (Bridgette's) office and one in the Area of our First Nations Connections Worker (Donna's) office. These spaces are available for our students to receive academic and emotional support, as well as Aboriginal Programs and Services. On a daily basis, our students receive healthy snacks thanks to community partnerships and support. Many special events also take place in our A’wilgola’elas with a strong focus on maya’xala (respect for all things) and ‘namwayut (we are all one).

PORT HARDY SECONDARY SCHOOL

Students from Port Hardy Secondary School and Eagle View Elementary took part in Spring Science at the Kwagu’ł Big House in Fort Ru- pert. More than 20 kutala (fish) were cleaned and put on traditional cedar barbeque sticks to be cooked by the open fire in the (Gukwdzi) Big House.

PHSS students attended North Island College to participate in Stories From Our Land. This event was about elders sharing stories from the “old days” and passing on traditional teachings. Stu- dents also had an opportunity to share their stories. There was a lot of laughing and sharing that ended with a special event at Sacred Wolf Friendship Centre.

Jim Jones and Eva Dick teachings at Kwagu’ł Big House on traditional plant uses. Bridging Western Mod- ern Knowledge with Traditional Kwakwaka’wakw Knowledge.

PORT HARDY SECONDARY SCHOOL

Well deserving PHSS recipients of our Aboriginal Programs Scholarship and Bursary awards. Both students are known for practicing maya’xala in and out of school. They represented themselves, their family and their school well during special cultural events and outings. Both students also ex- pressed how strong family and cultural values contributed to their successes. Best of luck to both Lyam and Christina.

We would like to extend a huge Gilakas’la! to ‘Namgis First Nation Natural Resource Department (Harry Alfred, Rachel Dalton, Nicola Dedeluk) for sharing their traditional Kwakwaka’wakw knowledge and their Western science knowledge on our SD85 forestry field trip to Hanson Island. As School District 85 works towards implementing more Aboriginal content into the current BC curriculum, we will be relying heavily on the support of our local communities and their knowledge. These authentic experiences prove to be extremely meaningful and successful and bridge Western ways of knowing and traditional ways of knowing. Our students are the future caretakers of our land and what better way to get them interested then to take them into our traditional territories. We look forward to partnering with all of our Nation’s on future SD85 projects that aim at meeting the needs of our students’.

PORT HARDY SECONDARY SCHOOL

Here grade seven students from Gwasala -‘Nakwaxda’xw and K’as’ot’lats’I School are making tool boxes in the PHSS woodworking class. PHSS woodwork teacher Joel Dyck did some pre- preparation by visiting both band schools to provide a lesson on drafting and design. This transition program was fun and busy for the grade seven’s, and has had a positive impact on everyone involved.

PORT HARDY SECONDARY SCHOOL

PHSS Girls Group Our focus in girls group was to develop positive peer relationships, learn about healthy living, self-care, and learn about supports inside and outside of the school. A survey was completed at the beginning of the year to gather information on what activities or topics would benefit their (the girls in girls group) overall well -being at school. All grade 8 girls were split into 4 groups so that students could participate for 7 consecu- tive weeks about various topics. Students needed parent/guardian permission and teacher permission to participate. Students were able to list many activities and topics that they wanted to do or learn about. Angela Clair, Child and Youth Care Worker, along with Brigette Avoine, First Nations youth worker met with each group for 7 weeks: safety planning, sexual health, top stress reducers for teens, what consists of a healthy versus non-healthy relationship, helpful websites for anxiety, mental health and information on drug abuse, peer pressure, and crafts were completed. Community partners such as Discovery Youth Counsel- lors, RCMP, and the Health Nurse were invited to participate in our groups. During topic of Healthy Relation- ships, we had a few of our trained Red Cross Student Facilitators talk to the girls about the characteristics of a Healthy Relationship and about how to access supports. We asked the girls to complete a Self-Reflection Questionnaire to see if they could identify adults in the school who would support them, as well as out of the school. Every girl identified adults in the school that they would receive support from.

Brigette Avoine First Nations Youth Worker

PORT HARDY SECONDARY SCHOOL

Boys’ Group - 2016-2017

Boys Group was created to educate boys on subjects that are relevant to them. Our work involved educat- ing them on healthy relationships, sex education, self-worth, and culture and shared values. We develop programs to engage our youth in a well-rounded education giving them opportunities to learn knowledge, skills and abilities they need to succeed in today’s world. The picture above was a demonstration on shav- ing that Michel Therrien and I did with each of the groups. We had spent the day talking about groom and the importance of it.

In these picture, the boys created their drums, paddles and a blanket

made in Boys’ Group. The boys enjoyed their projects and worked hard to

create pieces that were detailed.

The boys told us that they enjoyed the group and learned a lot. Some of the high lights that the boys men- tioned were: 1) Our group discussion on relevant topics, even when it was embarrassing 2) their culture and the history of their families and community 3) friendships 4) and of course the food.

Brigette Avoine First Nations Youth Worker

PORT HARDY SECONDARY SCHOOL

Boys’ Group - 2016-2017

SEAVIEW ELEMENTARY / JR. SECONDARY SCHOOL

Sea View School currently has an enrollment of 39 students with 5 children of First Nations heritage: 2 in Kin- dergarten, 2 in Grade 4, and 1 in Grade 5. All Aboriginal learners are meeting expectations in all areas.

Although we do not have the numbers to generate funds for a FN Support Worker, the School District has generously allocated our small school six hours a week of FN support. From September to May, this position was filled by Ms. Tamara Keiver. In May and June, the position was filled with Ms. Kathleen Keiver. Tamara & Kathleen are sisters, and members of the Tsawataineuk First Nation of Kingcome Inlet, and attended Sea View School as children. Their roles have primarily been one of providing academic and social-emotional support to all students, and specifically connecting with FN students as needed. Kathleen, who will continue in this position on a day to day basis in September 2017, is currently taking English 12, and has enrolled in a distance EA course for September 2018. She is very interested in learning Kwak'wala and cultural teachings, and being able to share these with all students at our school.

During the 2016-2017 school year, FN Principles of Learning, knowledge and perspectives were increasingly embedded in our learning. Specific examples of what this looked like in our building include: Weekly K-3 walks in a nearby forest, and through the village of Port Alice, for community-based and nature- based lessons. Walks began with a Learning Circle, in which the traditional lands of the Kwak'wala speaking people were acknowledged. Literacy lessons intentionally involved resources that reflect FN culture and perspectives. These created conversations, questions, deeper understanding and appreciation of historic and current experiences of FN people.

One of our teaching staff, who was taking her second year of Kwak'wala lessons in Port Hardy, shared what she was learning with staff, and with her students.

An attempt was made to connect with role models on days we were in Port Hardy for swimming lessons. Of the five days, we attended a Lahal tournament one day, enjoyed stories with a role model on another day, and for the remaining three days, our FNISSW read local legends and adapted familiar games to include Kwak'wala words. We have had limited success accessing role model support; this is an area we will continue to pursue.

On June 21, National Aboriginal Day, volunteers prepared a First Nations mini-feast for all students and staff. Locals donated all the food. Students from Grades 5 & 6 served the meal of both baked and smoked salmon, bannock, and berries. Mrs. Johnson spoke about the significance of indigenous knowledge in identify- ing and using natural resources that are available to all of us. Children were encouraged to try each of the foods, and many came back for seconds. Servers and guests greeted one another with “Gilakasla”.

As the principal of Sea View School, I appreciated being involved in the Enhancement Agreement meeting in Port McNeill this month. I was able to meet Janice and Jean, who provide FN support at Sunset School. Because of our discussions, I attended Sunset's Celebration of FN Learning on the afternoon of June 21, to become more aware of how other schools are integrating FN worldviews and knowledge in their classrooms. Unfortunately, our own FN EA was not able to come with me on that day, but we have had numerous discussions about ways in which we can develop our FN program at Sea View. We have not been able to make good use of role models, as transportation to Port Alice is often a problem. We are excited to be making plans for next year...

Respectfully Submitted, Heather Johnson Principal, Sea View School

SEAVIEW ELEMENTARY JR. SECONDARY

SCHOOL

SUNSET ELEMENTARY SCHOOL

Orange Shirt Day. The entire school took part and our playground looked like a sea of orange. We also created a bulletin board display with each student's handprint. The students each wrote a message of what they could do to show that every child matters, on their handprint.

Role Model Program/ Elders in Residence. This school year we were able to utilize these programs. We had singers, drummers, story tellers, dancers, a cedar bark weaver, a photographer, an expert in traditional fish- ing, and an expert in medicinal plants.

Residential School Studies. Grade 4 class read multiple novels about children who were sent away to residential school. We incorporated videos, art and history into this unit, that lasted for a few months. This unit ended with a beautiful faux stained glass replica of the stained glass window that is part of the parliament buildings in Ottawa.

Cedar project and celebration. The Grade 2 class studied many aspects of the Tree of Life. These included experimenting with traditional paint techniques, weaving with cedar, and exploring totem poles and their meanings. This 3 month study ended with the students creating their own class totem pole and celebration to show what the class had learned.

SUNSET ELEMENTARY SCHOOL

Play-Feast. The grade 1 and Grade 1/2 class did an exten- sive unit on potlatches. Many resources were used including the U'mista potlatch education website. We finished the unit by hosting a play-feast, which included speeches, singing, dancing, feeding our guests, and gift giving. This was so successful, that we have had requests to do it again next year.

National Aboriginal Day Assembly. Sunset partnered with NISS to celebrate this day. Our assembly included a welcome song by the grade 2 class, followed by a slide show of the many activities that were part of First Nations programs, and we finished with dances performed by the high school students, as well as the salmon dance by our own young students. The assembly was well attended by the community, and everyone enjoyed finish- ing the day with a fun dance and gift.

Jean McCormack Janice Ellis Sunset School

School District No. 85 Vancouver Island North

Aboriginal Education Enhancement Agreement Building Further Successes for Aboriginal Students September 2016 — June 2017

OUR GOALS -Community Gatherings-

A boriginal Programs would like to thank all those who participated in the Aboriginal Education Enhancement Agreement community meetings. In June of 2017, six gatherings were held in Kwakwaka’wakw traditional territory / School District 85 to look at the four goals below. Invitations went out to these communities via posters, word of mouth, and email. Locations were chosen based on the ease of access and convenience for the community members. Parents, community members, stakeholders, and staff attended these gatherings and provided a great amount of very valuable feedback. Some of the main thoughts and ideas are featured on the following pages as samples of the feedback that will be assisting us in the continued growth of the goals that help guide us in the ongoing success of our Aboriginal learners.

OUR GOALS -Community Gatherings-

All Aboriginal students will experience a sense of belonging and respect through the recognition and honouring of their culture, history, and values.

Bridge between parents and staff needs to We do very well at the “one offs”. be strengthened. Community Meeting, Community Meeting, Port McNeill Alert Bay

Elders need to be participants and teach- Have a goal to reflect high academic ers. expectations for students. Community Meeting, Fort Rupert Community Meeting, Quatsino

How is sense of belonging happening? Is it Follow ministry mandate to incorporate enough? culture in every class.

Community Meeting, Community Meeting, Gwa’sala ‘Nakwaxda’xw Eagle View

Signage at schools—Kwak’wala—on Heritage fair which highlights the im- rooms, bathrooms, classrooms, etc. portance of culture.

Community Meeting, Community Meeting, Alert Bay Port McNeill

OUR GOALS -Community Gatherings-

All Aboriginal students will experience a sense of belonging and respect through the recognition and honouring of their culture, history, and values.

Ecological knowledge that is embed- Elders available in all schools, help ded in Kwak’wala address behavioural problems.

Community Meeting, Community Meeting, Fort Rupert Quatsino

Helps to do hands on work and have a Staff orientation out on the land. positive impact on behaviour issues. Community Meeting, Community Meeting, Eagle View Gwa’sala ‘Nakwaxda’xw

Full time cultural teacher in high schools—from local area.

Community Meeting, Quatsino

Quatsino Community Meeting

OUR GOALS -Community Gatherings-

All partners will work towards increasing the level of academic success for each Abo- riginal student.

How accurate are letter grades given Are all community partners aware by teachers? that they are needed for these goals to reach full potential? Community Meeting, Eagle View Community Meeting, Gwa’sala ‘Nakwaxda’xw

Teachers who are understanding are More outdoor education, connection helpful; they get to know students. to land and waters for all learners.

Community Meeting, Community Meeting, Quatsino Fort Rupert

More work experience. Proactive rather than reactive.

Community Meeting, Community Meeting, Port McNeill Alert Bay

Make sure there is consistent dialogue. More one on one support would be helpful. Community Meeting, Community Meeting, Gwa’sala ‘Nakwaxda’xw Quatsino

OUR GOALS -Community Gatherings-

All partners will work towards increasing the level of academic success for each Abo- riginal student.

Look at traditional evaluation meth- How do we gage how these goals are ods. happening? Community Meeting, Community Meeting, Eagle View Alert Bay

Schools prepared to deal with issues Older students role models for younger such as depression, suicide, early preg- students. nancy, and addiction.

Community Meeting, Community Meeting, Fort Rupert Port McNeill

What is the definition of success?

Community Meeting, Fort Rupert

Gwa’sala -’Nakwaxda’xw Community Meeting

OUR GOALS -Community Gatherings-

All students will experience Aboriginal content in all subject areas at all grade levels.

It should be stressed more that BC Minis- Learn to live off the land, hunting, try of Education promotes this goal. gathering, cut fish...give thanks for what we take. Community Meeting, Port McNeill Community Meeting, Quatsino

More professional development for ed- Have students involved in setting EA ucators. goals.

Community Meeting, Community Meeting, Alert Bay Gwa’sala ‘Nakwaxda’xw

More effort by teachers and admin- Connect with elders, fisherman, hunt- istration to include Aboriginal content. ers, etc. to give students more au- How do principals and teachers in- thentic opportunities. clude Aboriginal content. Community Meeting, Community Meeting, Gwa’sala ‘Nakwaxda’xw Port McNeill

Bridging Western and Traditional Administrators must see this goal in knowledge. teachers’ yearly plan or course overview. Community Meeting, Community Meeting, Eagle View Port McNeill

OUR GOALS -Community Gatherings-

All students will experience Aboriginal content in all subject areas at all grade levels.

Kwak’wala needs to be visible every- Council of Elders where. Community Meeting, Community Meeting, Eagle View Alert Bay

Teachers need to ask for help. Learn about protocols in the big house. Community Meeting, Community Meeting, Alert Bay Fort Rupert

Alert Bay Community Meeting

OUR GOALS -Community Gatherings-

All partners will work together to foster success for Aboriginal students through relationship building and partnerships with parents, families, and communities.

Eagle View is too full; re-open Robert Challenging for students to cope with Scott. the trauma they experience.

Community Meeting, Community Meeting, Quatsino Gwa’sala ‘Nakwaxda’xw

Mentor—to give students a taste of Create a parent centre room; give what it would be like to be a teacher parents ownership in decorating. or a staff member in our school system. Community Meeting, Community Meeting, Eagle View Port McNeill

Parental involvement improves student World Café structure for youth and behaviour. leadership.

Community Meeting, Community Meeting, Fort Rupert Alert Bay

How to make sure parents are com- Employment equity agreement—50% fortable in school space, especially for First Nations students... can we aim for off reserve parents who don’t/can’t 50% First Nations teachers? attend meeting with school. Community Meeting, Community Meeting, Port McNeill Eagle View

OUR GOALS -Community Gatherings-

All partners will work together to foster success for Aboriginal students through relationship building and partnerships with parents, families, and communities.

More support for children in care. More than one day for grade 7’s at PHSS. Community Meeting, Community Meeting, Fort Rupert Quatsino

There needs to be a 5th goal that includes all of us in reconciliation.

Community Meeting, Port McNeill

Alert Bay Community Meeting

Quatsino Community Meeting

Port McNeill Community Meeting

OUR GOALS -Parent/Community Surveys-

T hank you to parents and community members who took the time to complete our Parent/ Community Surveys in order to help us succeed in our commitment to students. These surveys were compiled of 25 questions including a comment section where parents and community members could express any concerns or thoughts on improving programs for Aboriginal students in our schools. Once again our goals are a very important part of helping to guide us to provide the best education possible for our Aboriginal learners for successful and prosperous futures. Feedback from these surveys will assist us in reviewing these goals to ensure they grow and develop with the needs of our students.

Reading the Charts The charts on the following pages feature some of the important questions asked to our parents and community members. Each chart shows the number of participants that either Strongly Agreed, Agreed, Didn’t Know, Disagreed, or Strongly Disagreed to the question or statement. Samples of some of the common ideas/comments provided through the surveys are also featured in this section.

OUR GOALS -Parent/Community Surveys-

More cultural events and parent involvement.

Educate everyone about each others’ culture but mostly respect and I think it would be amazing to have a sense of belonging. Kwak’wala immersion for some of the K-7 courses...I think existing language, culture, and traditional styles of education need to be continued and strengthened.

More outdoor learning involving language Kwak’wala.

OUR GOALS -Parent/Community Surveys-

That programs reveal the importance of both academic and importance of the culture to their futures. Ensure there is a strong balance of academic and culture programs to reflect the ever changing times.

Don’t ever segregate. If a program or event is geared towards FN students— Have more language programs, all students should participate or at dance, history, and singing. It is a least have the choice. huge part of our people and I strongly believe it should be a part of schooling practice. Also aboriginal sports programs introduced more for the more athletic students.

We are going to create a breakfast room and art hang-out room for our students to have a safe place to relax.

OUR GOALS -Parent/Community Surveys-

Hire staff who are open and respectful to culture at school… respecting and not just talking about it

Just treat people how you want to be treated.

Bring in/implement a Council of El- ders to the schools for discipline and respect. Their presence is felt.

Students should listen better and have more respect towards everyone.

OUR GOALS -Parent/Community Surveys-

Children receive support in class when needed with their studies—make sure children are not just wandering around the school all day long!

There should be some recognition and education about the many other cultures within our schools; this should be presented to the students not only to educate, but to learn respect and understanding of other people, their beliefs, and how each per- More communication is needed from son has a right to their culture without racism. Aboriginal support staff to home. This needs to happen with updates on school work before they get behind and its too late to catch up.

More Elders brought into the classrooms as they have great knowledge and insight in re- gards to culture as well as social aspects (i.e. respect, family, the impacts of drug and al- cohol abuse, etc.) ...

OUR GOALS -Parent/Community Surveys-

More aboriginal pres- More parent involve- ence (i.e. in counsel- ment ling, native words on doors, etc.)

More Parent / Community Feedback... More open communications, consistently—ensuring all stakeholders are kept up to par Gardening should be taught at about students and their pro- schools. It will teach (students) gress. responsibility and to care for life.

Language and cultural immersion Increase the FN cultural program, in- needs to happen to be effective. The crease hiring of local FN expertise Enhancement Agreement needs to based on their local knowledge, in- reflect this if it is serious about enhanc- crease language techniques & hours at ing our people. Building a cultural each school and each grade level. foundation will enhance our students’ academic path.

OUR GOALS -ThoughtExchange-

We used the ThoughtExchange program to deeply engage our entire community in discussions about our four Enhancement Agreement goals. ThoughtExchange allowed us to dig into each of our goals to obtain meaningful and specific information. This project helped us to effectively gather more descriptive feedback to assist us in the continued advancement and adaptation of each of our four goals as our Aboriginal students’ needs continue to grow and change. Invitation to participate in the ThoughtExhchange project was sent out via school newsletters, school websites, Aboriginal Programs website, Band newsletters, local newspaper (Gazette), as well as email to community stakeholders, parents, and staff (with the majority of participants being SD85 staff members). Aboriginal Programs and School District No. 85 would like to express their appreciation to everyone who took the time to provide us with the excellent feedback and ideas that will contribute to the success of all of our learners.

Reading the Charts

When looking at the charts below, ThoughtExchange assigned ‘stars’ to indicate how important participants felt the idea to be. Each of the Summary Themes (shown below) have been broken down into categories (on the following pages) to which feedback was provided. The feedback you will see is based on the top two highest rated thoughts/ideas.

OUR GOALS -ThoughtExchange-

ABORIGINAL CONTENT

Thoughts

Curriculum and Aboriginal Content Integration

SD85 has a rich access to culture and resources. - STAFF “We have access to resources and resource people that can help teachers embed more Aboriginal ways of knowing and learning in our classrooms. We have locally developed materials in our schools that include My Elders Tell Me and The Village series. The board office has a good lending library.”

Cultural Education

First Nation Art course – PARENT/GUARDIAN “Is there not a way to develop a local FN art course - since the North Island is over flowing with artists; Kwakwaka'wakw flat design, 3 dimensional design, regalia making, cedar art, etc.”

Kwak’wala Language

Kwak'wala Language - STAFF “Although (SD85) is having trouble gaining traction with students and finding "qualified" fluent kwakwa'la speakers, I believe that the opportunity needs to remain with current curriculum and developing curriculum. It is imperative that any indigenous student be allowed to connect with their identity.”

OUR GOALS -ThoughtExchange-

ABORIGINAL CONTENT...continued

Thoughts

Non Aboriginal Students’ Education

Aboriginal content for all students - STAFF “Every student in our district will be learning about FN culture. It's important because this is where we live, in traditional territories. By every student learning this, it will create acceptance and understanding.”

Connection to the land

Opportunities to connect to the land from a cultural perspective. – PARENT/GUARDIAN “Clam digging was a highlight last year and an opportunity to participate in an important local tradition and learn directly form knowledgeable Elders and t'saxis community members.”

Multiple Cultures

Belonging - STAFF “I believe it is important for all children to feel they belong (as our goal states). This means acknowledging different heritages, cultures, and family stories. We are more respectful of one another once we know and can share our own family stories, and are able to draw comparisons.”

Aboriginal Content

Aboriginal Content - STAFF “I think our culture department is doing a fabulous job! Children are taking pride in their culture, dances and regalia. When our visitors were here, our students had a chance to highlight some of their teachings.”

Discuss Aboriginal Issues

Focus on hope and growth. – PARENT/GUARDIAN “As an educator, I hear many of my students - aboriginal and non-aboriginal - comment about how nega- tive and heavy the content and the dialogue is around aboriginal issues. Not that I think we should ignore the trauma, but rather we should focus on the hope and growth.”

OUR GOALS -ThoughtExchange-

ACADEMIC SUCCESS

Thoughts

Student Support

Academic success & struggling students – PARENT/GUARDIAN “When students are falling below average are they just allowed to fall or is there someone that checks in with student, family? There should be no reason a student reaches mid term and finds out that they are fail- ing? Whose job is it to catch this? What structures are in place to assist?”

Academics

Academics - STAFF “I feel it is critical for our First Nations students to be held to the same high standards as all students, ensuring they reach their full potential. I beileve a lot of the staff here are creating fun, engaging lessons to ensure this is happening.”

Academic Programming

Life Skills & Wellness – OTHER ABORIGINAL “Good habits start in pre-school all the way through school years. Basic life skills need to be implemented. Students need to be able to have critical thinking skills, problem solving skills, how to deal with emotions in every grade as they transition from elementary to High School.”

OUR GOALS -ThoughtExchange-

BELONGING

Thoughts

Inclusion and Compassion

All students need to become knowledgeable about First Nations culture – COMMUNITY MEMBER “To stop bigotry and misunderstanding and promote inclusion all students need to be knowledgeable about the other person's culture and history. The community at large must be included as well as attitudes are formed and reinforced in the family and community.”

Cultural Traditions and Celebration

Goal 4: Relationships – STAFF MEMBER “Funding is the short fall that impacts school districts; imagine the funding saved by allowing schools to participate in the hunting, gathering, processing, preservation of food and materials? learning traditional ways in each of these areas would alleviate budgets while meeting indigenous views.”

School, Community, and Relationships

Belonging – STAFF MEMBER “I feel this is a critical first step in seeing First Nations students succeed at an elementary school. I see a lot of interactions and friendships between all students at the school. Teaching children to see who people are for their heart and character is a vital part of our practice.”

OUR GOALS -ThoughtExchange-

BELONGING...continued

Thoughts

Understand History

It is relevant to the place in which we live – STAFF MEMBER “It is important for students and educators to understand where we are, the history of their area and place we all call home.”

Attendance Regular attendance needs to be stressed. – PARENT/GUARDIAN “Students who miss class, miss learning and fall behind. When they do come to class they fell dumb because they don't know what is going on, but if they came regularly they would be able to keep up with the learning.”

Belonging Belonging is important! – STAFF MEMBER “Every other goal depends on the success of this goal, that students feel they belong and are valued.”

OUR GOALS -ThoughtExchange-

RELATIONSHIPS

Thoughts

Teachers and Staff

More Aboriginal teachers and other staff members - STAFF “It is important for Aboriginal and non-Aboriginal children learn in an environment that reflects their community. More Aborignal staff provides all students with Aboriginal role models in all areas of education.”

Role Models and Elders

Relationships are critical. - STAFF “Visits from our leaders are important in encouraging staff and providing role models for students. Making contact and connections with classrooms would inspire staff and students. Knowing the strengths and needs of learners first hand is a powerful way to make decisions.”

Professional Development and Collaboration

Educational Assistants - STAFF “EA's play n important role in our schools. It would be great if SD 85 could continue to support initiatives to train young and energetic Aboriginal EA's to fill all of the existing and upcoming vacant spots at our schools. Retaining these valuable staff would greatly improve our school culture.”

OUR GOALS -ThoughtExchange-

RELATIONSHIPS...continued

Thoughts

Parent and Family Involvement

Goal 4. Relationships. Foster grannies, grandpa's, uncles & aunts. – PARENT/GUARDIAN “Some people really struggle with a lack of families and need support. Children, youth & teens can greatly benefit from these positive role models and gain skills or knowledge from them. Not everyone has grandma's or grandpa's and even aunt's and uncles.”

Communication

The goals are good; I am not sure if the students and parents have full understanding of them – COMMUNITY MEMBER “Knowledge of the goals which would help in success”

OUR GOALS -ThoughtExchange-

RESOURCES, SCHEDULING, AND MEASUREMENTS

Thoughts

Measurements of Success

Academic success – STAFF “This goal needs to be flushed out, Graduation is the end goal, but we must continue to look at how we can think outside the box, and what does academic success look like for elementary students, other than provincial test results.”

Materials and Resources

We need support to have accurate, informed content that is age appropriate. - STAFF “Teachers need quick access to accurate resources about our area. Units and lessons, visuals and models, multimedia and audio files to use in the classroom will bring unity/ consistency district wide. The materials need to be accessible online. Teachers could share their lesson plans there, too.”

Calendar and Scheduling

School Calendar - STAFF “School districts operate on a calendar that meets x hours of education over y amount of days I believe the greatest impacts to aboriginal worldviews and perspectives will be to operate on a calendar that reflects indigenous ways of living ie) summer months are prime for hunting/gathering.”

OUR GOALS -ThoughtExchange-

GENERAL FEEDBACK

 I believe the goals are still very relevant and do not need to be changed. - STAFF “I would add Truth and Reconciliation to the goals as the piece that over arches everything else.”

 Goals still relevant – STAFF “I feel these goals are still relevant and essential for us to move forward to better serve Aboriginal and non- Aboriginal learners.”

 Love them! Positive, realizable, and achievable – PARENT/GUARDIAN

 These are lifetime goals, for us to keep working on until we are satisfied. – STAFF

The Aboriginal Education Enhancement agreements have been supported and implemented by the Ministry of education for 15 years. It has only been since 2016 that these agreements have been the responsibility of the School Districts and the local Aborigi- nal Communities.

Through the good work of the First Nations Education Council (FNEC), parents, students, teachers, elders and community members TOGETHER we have been able to create our Aboriginal Edu- cation Enhancement Agreement. TOGETHER in partnership we have developed shared values, guiding principles and our goals. We are on this journey together. We are developing partnerships and relationships as we work together (Nanwakola).

Gilakas'la to all who took part.

Irene Isaac District Principal Aboriginal Programs and Services, SD85