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Gathering Strength Report 2001 – 2002 First Nations Education Steering Committee

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Gathering Strength Report 2001 – 2002 First Nations Education Steering Committee FNESC and FNSA _________________________________________________________________________________________________ Gathering Strength Report 2001 – 2002 First Nations Education Steering Committee Introduction Historically, the First Nations Schools Association (FNSA) and the First Nations Education Steering Committee (FNESC) worked cooperatively and assisted First Nations Schools in their efforts to provide quality education to their students. The 1998/1999, 1999/2000, and 2000/2001 Gathering Strength initiatives of the Department of Indian Affairs (DIA) had made a significant contribution to those efforts, and had allowed for the implementation of a range of useful activities at both the provincial and regional levels.The FNSA and FNESC were responsible for allocating funding from DIA for Gathering Strength Education Reform initiatives for the 2001/2002 years. The FNSA and FNESC have allocated the Gathering Strength funding through three streams focused in key areas: Collective Research and Information Sharing First Nations School Stream First Nations Community Stream I Collective Research and Information Sharing - Summary In the area of collective research and information sharing FNESC and the FNSA were directed by First Nations communities to undertake research, hosted workshops and provided support in a number of areas that included capacity building, stay-in-school, curriculum development, integrating services, special education and literacy activities. FNSA and FNESC Special Education Activities Update Toll-Free Support Line The 1999/2000 and 2000/2001 Gathering Strength initiatives included a significant component in the establishment of a toll-free support line for staff of First Nations schools. The usefulness of that support line had increased continually, as more and more people became aware of the service. The detailed data was being collected and in this final report we included the detailed data to date regarding the number of telephone calls received, who used the line, the average length of each call, and the follow-up required, and the type of information/service being requested. A Special Education teacher was now staffing the support line, and she was available, and provided information and advice, shared contacts for relevant organizations, publishers and support groups, recommended professional development activities and facilitators, and interpreted assessment results and planned follow-up. The toll-free line received 285 phone calls from September 2001 to June 2002. First Nations school administrators, teachers, education coordinators and parents used the phone line, and those who had used the service expressed appreciation for the ability to access much needed resources and information to assist them in their efforts to meet the needs of their students. This usage had increased consistently, as more and more people became aware of the service. In addition, a monthly newsletter highlighted some of the common requests received and shared information about relevant sources and programs. In 2001/2002, FNESC and the FNSA continued this service and ensured that the staff of First Nations schools had access to the support and resources they critically required. The tables (See Appendix 2) provided data from September 2001 to June 2002 regarding the: Use of the Resource Line in 2001/2002, Regional Use of the Toll Free Line and the Use of Toll Free Line by Special Education Category. __________________________________________________________________________________ Gathering Strength 2001/2002 First Nations Schools and Community Final Report - 1 - FNESC and FNSA _________________________________________________________________________________________________ __________________________________________________________________________________ Gathering Strength 2001/2002 First Nations Schools and Community Final Report - 2 - FNESC and FNSA _________________________________________________________________________________________________ FNSA and FNESC Capacity Building Activities Update Continued First Nations School Assessments For the past three years, the FNSA and FNESC facilitated discussions and prepared information related to key aspects of school operations-school assessments. Many First Nations schools expressed an interest in undertaking meaningful assessment processes in an effort to celebrate their successes, learn from their challenges, and strengthened their operations. The importance of the school assessment work cannot be overstated, as an effective assessment process is a central component of future growth and development. Many schools, however, had limited resources with which to conduct a comprehensive evaluation, including a lack of personnel with expertise in school assessment. In addition, it is clear that comprehensive support and information sharing was crucial to a truly meaningful assessment process for schools in BC. The FNSA had began to address this issue by producing assessment information tools for First Nations schools. Meeting out Expectations: A Framework for the Assessment of First Nations Schools, was published in 1999, and two accompanying catalogues were produced the following year. Those materials were reviewed and approved at the FNSA Annual General Meeting in April 2000. In addition, one component of the 2000/2001 Gathering Strength Initiative was training for staff of First Nations schools in the area of school assessment. The FNSA and FNESC, with funding from DIA, sponsored 22 pilot school assessment projects, and facilitated two workshops for representatives of the schools taking part in those pilots. The workshops provided an important opportunity for people to share their ideas about school assessment processes, and adequately prepare for the work involved. The workshops also allowed for a collective review of the information and tools available assisted schools with their assessment processes, provided an opportunity for enhanced materials. Another workshop took place in February 2001, involved people who were interested in conducting external components of school assessment processes. The FNSA and FNESC firmly supported a continuation of this work for the 2001/2002 school years. It is widely believed that effective assessment processes were critical for transparency of First Nations schools, and many First Nations representatives continued to assert their commitment to a constructive review of their operations and success. In order to support schools in attaining that goal, it was crucial that the FNSA and FNESC continued to provide opportunities for people to gather and share their experiences and understandings of assessment processes. Meaningful tools must also be developed. In the fiscal year, therefore, the FNSA and FNESC offered three workshops for all interested schools, and particularly for representatives of schools that chose to undertake an assessment process in 2001/2002. Following submission of final reports from schools completed assessment processes, additional tools were developed to respond to any concerns or requests for further information. The long-term goal of this initiative was to provide training, adequate information and facilitated the increasing group of people with expertise in the assessment of First Nations schools, which allowed for the eventual implementation of an exchange of First Nations schools staff for external evaluation purposes. __________________________________________________________________________________ Gathering Strength 2001/2002 First Nations Schools and Community Final Report - 3 - FNESC and FNSA _________________________________________________________________________________________________ In the fiscal year, the FNSA also responded to one of the key lessons learned through the 2000/2001 pilot assessment projects. The schools that participated in that initiative worked extremely hard and conducted a thorough assessment, which resulted in numerous recommendations for further growth and school improvements. However, without funding or resource available to respond to those recommendations, the schools were uncertain about how to follow-up on the assessment process and ensured that the results are truly meaningful. For that reason, First Nation schools that had already completed an assessment process were provided support for the implementation of their school growth plans in 2001/2002. Those schools were asked to share their experiences through both reports to the FNSA and through information sharing sessions. Therefore, all schools benefited from learning about the complete assessment process including follow-up and school growth plan implementation. Speaker Series In 1999/2000, 2000/2001 a Speaker Series was supported by the Gathering Strength funding proved to be successful and received excellent reviews from all participants. FNESC and FNSA organized 34 workshops in various communities throughout the province, and since their initiation, over 500 people had received training through the Speakers Series. Participants that attended the workshops included teachers, school board members, parents, community workers and students. Evaluation forms were distributed at each workshop, and the attendees consistently indicated that the workshops were informative, well organized, and extremely useful. The FNESC and FNSA continued to offer this successful initiative for a 2002 Speaker Series. Individuals with expertise related to special education, capacity building, and stay-in-school activities facilitated workshops in
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