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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

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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.

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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 a variety of locations throughout the province. Everyone interested was welcome to attend the workshops for a nominal fee of $50.00 per participant. This series of workshops supported First Nations schools and communities in their efforts to provide quality educational programs to First Nations students. Many of the speakers who led the Speaker Series workshops last year returned and provided workshops in new locations around the province. Workshop topics for the 2002 included Literacy, Special Needs Education, Supporting Children, Board Training and Conflict Resolution. Workshop content and facilitator(s) were as follows:

LITERACY

Workshop: Study skills to Improve Student Performance Presenter: Kim Marcum/BJ Wise

This workshop presented Project ACCESS, a study skills program that had been making a dramatic difference for at-risk learners throughout the United States since 1980. Originally developed for learning-disabled students Project ACCESS quickly became recognized as a must-have course for all learners. Teachers received hand-on ideas that made an instant difference in students’ ability to learn efficiently. Skills such as organization, test-taking, SQ3R and note taking were covered and the materials were designed for Grades3-12. Kim Marcum had extensive experience as a learning specialist and special education teacher, and BJ Wise had a special education teacher at every grade level, as well as a Principal and Assistant Superintendent of Special Education for the state of Washington, USA.

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SPECIAL NEEDS EDUCATION

Workshop: Difficult Students: What’s and Educator to Do? Presenter: Kim Marcum/BJ Wise

This workshop was on discover how to establish positive, school-wide discipline standards that really worked. Learn the basics about how to teach and reinforce positive behaviors, and learn how to create structures for success. Kim Marcum is an Elementary School Principal form Washington State, USA who has 27 years of experience in public education. Kim and her faculty were successfully implementing a multilevel, school-wide approach to discipline designed to quickly intervene in student misbehavior patterns. BJ Wise has been a special education teacher at every grade level, as well as Principal and Assistant Superintendent of special education for the state of Washington, USA.

SUPPORTING CHILDREN

Workshop: Communities Supporting Children Presenter: David Rattray

This workshop contained how could we create supportive, belonging environments for First Nations students in our communities and schools. This workshop explored how to nurture and strengthen First Nations students, how to provide them with a bicultural education, which blended First Nations vision, support, values and culture with education in modern skills. David Rattray, Tatlan educator, and well known for his progressive views on First Nations education.

Workshop: Supporting Learners in Your Community Presenter(s): Gwen Phillips and Karen Bailey-Romanko

This workshop was about what are the needs of the children and other learners within a community. How can communities support learners who had special needs with community resources? Planning strategies and methods of monitoring were explored in this workshop. Gwen Phillips, a member of the Ktunaxa Nation has been responsible for the development of numerous community programs and helped support children and youth including the CHIP Program. Karen Bailey-Romanko, an educator and consultant also helped to design and implement programs to support at-risk children and youth in First Nations communities.

Workshop: Board Effectiveness Presenter: Dr. Larry Thomas

This workshop was of interest to both board members and administrators of non-profit boards. The workshops focused on strategies for improving board effectiveness including:

• The seven “governance” functions of a board • Differentiating between the roles and responsibilities of the board and administrator • Hiring, monitoring and evaluating the administrator’s performance • Setting a vision; strategies for directing activities without getting involved in administration • Focused on results, key policies for every board should adopt; the board’s role in budget; and effective meeting strategies

Dr. Larry Thomas had been a school superintendent for nearly 20 years, and now, working as a consultant to school boards and other not-for-profit boards, he advised on matters relating to board effectiveness.

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Workshop: Introduction to Conflict Resolution Presenter: Sue Yerxa, Justice Institute of BC

This workshop offered an introduction to the collaborative conflict resolution model, the mediation process, and the mediator’s role. Participants learned how to judge when mediation is needed and how to establish a respectful environment that supported safety and collaboration. They also learned how to clarify key issues for mediation and to build understanding between parties. Sue Yerxa, a skilled and enthusiastic individual who worked extensively as an adult educator within government agencies, educational institutions, social services and the private sector. Sue currently works as a trainer for the Centre for Conflict Resolution at the Justice Institute of BC and currently focused her talents and energy on helping organizations spur positive change.

Parents Club

One of the most exciting new initiatives for FNSA in 2000/2001 was the establishment of a Parent’s Club. That initiative involved the organization of locally-based Parent’s Clubs in First Nations communities, with support materials such as newsletters, incentive gifts, and parenting materials supplied by FNESC and the FNSA. The first year of the program received an overwhelming response, with over 1,500 members enrolled in over 70 clubs.

For 2001/2002, greater Gathering Strength funding was allocated for a Parent’s Club initiative, allowing for the production of additional newsletters, and more support materials. Some of the ideas shared at the regional sessions included a calendar for parents, highlighted tips and ideas for family educational activities, as well as vests for parents, books to support home-reading, and a Parent’s Club cookbook, using recipes submitted by Parent Club members.

The 2001/2002 had the implementation of the first FNESC and FNSA sponsored First Nations Parent’s Conference. That Conference, planned for May 24 and 25, 2002, in Vancouver BC, built upon the Parent’s Club and offered members an opportunity to gather together to share ideas for supporting their children’s education

Continued Language Curriculum Development Workshops

One of the primary goals of all First Nations schools was the promotion of language and culture as a key aspect of the schools’ programming, enhanced students’ learning and raised their self-esteem and positive sense of identity. In order to reach that goal, there was a pressing need for more relevant and up-to-date language curriculum-curriculum that was developed by First Nations communities to ensure its appropriateness. Through the 2000/2001 Gathering Strength initiative, the FNSA and FNESC began to address that need by providing training in language curriculum development, the resources required, and ways to effectively organize the task of creating language curriculum. Space limitations and the need to ensure involvement of all participants meant that each workshop could accommodate up to 40 people. Both workshops met that capacity, and many additional people expressed great interest in attending had space allowed.

Given the tremendous response to this initiative, the FNSA and FNESC organized additional workshops in 2001/2002. Many people were unable to attend the first workshops due to space limitation’s the first workshop was repeated in the last year. In addition, for people who participated in 2000/2001, second level workshops were offered to further their understanding and ability to create effective and meaningful language curriculum. Therefore, three language development workshops were organized for 2001/2002 year.

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Integration of Services

Board Training Research and Manual

Throughout the past two years, FNESC and FNSA organized workshops and provided training to members of First Nations School Boards. Dr. Larry Thomas for many years provided training to new public school board members, facilitated six workshops on behalf of FNESC and FNSA. Those workshops addressed issues such as organizing effective meetings, distinguishing the roles of board members and administrators, setting policy, maintaining accountability, and meeting fiscal responsibilities. Much of the feedback received indicated that similar information is needed for all boards. In response, the FNESC and FNSA sponsored researched and the development of a training manual for First Nations Boards. The result was information and tools that can be shared through FNESC, the FNSA, the BC Chiefs’ Aboriginal Child Care Society, the Caring for First Nations Children Society, and other organizations.

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II Funding for Local Program Development and Delivery - Summary

First Nations School Stream

The funding in the 2001/2002 Gathering Strength – Education Reform School Stream was allocated directly to First Nations schools on a base plus per captia basis. The emphasis for the funds was as follows:

$1,150,000.00 to Capacity Building initiatives $ 300,000.00 to Stay-In-School initiatives $ 600,000.00 to Curriculum Development initiatives $ 500,000.00 to Integrating Services initiatives $1,000,000.00 to Special Education initiatives $ 450,000.00 to Literacy initiatives

Each school submitted a letter of intent describing how they intended to spend their allocations. Schools received 75% of their allotted funds, upon receipt of their letter of intent. Upon receipt of a final report of program activities, the final 25% was released. Gathering Strength projects took place between September 2001 and March 29, 2002, some received advanced authorization to continue until the end of the school year, June 30 2002. The following abstracts reflect a short description of their allocations.

The funding provided for Gathering Strength activities in 2001/2002 allowed for continued growth in those support activities and allowed First Nations schools significant advances in their efforts to support all of their learners. This final report highlighted the activities undertaken by the FNSA and FNESC and specifically focused on the projects that took place in the 2001/2002 year.

FNESC and the FNSA administrated continued support for First Nations schools through the implementation of this program. Feedback from First Nations schools on the 2001/2002 Capacity Building, Stay-In-School, Curriculum Development, Integrating Services, Special Education and Literacy had been extremely positive. This final report described a condensed form of all of the First Nations schools activities.

Capacity Building Activities

The greatest emphasis under the Capacity Building initiative was on professional development activities. The effectiveness of professional development enhanced the services and support for school programming. Some examples included board development, FNSA/FNESC Speaker Series, in-service, and school board training. Teaching staff and classroom support staff participated in workshops that benefited their educational practice. The school staff acquired additional tools to deal with students, and crisis intervention strategies and solutions.

The second greatest emphasis provided additional school staff in schools such as teacher aides, language teachers, learning assistants, curriculum writers, special education teachers and many other positions so desperately needed in First Nation schools. This year there was a demand for student learning assistance, resources, supplies and educational materials.

There was a wide variety of reading programs and materials in the schools for students who needed to have reading materials enhanced to improve literacy skills, built

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- 8 - FNESC and FNSA ______vocabulary and promoted more interest in reading. Schools had extra classroom reading assistance and resources complimented other core subjects. Many schools increased their selection of books and videos in their libraries for the benefit of the students. Encouraging students to read made an enormous difference to the students. Students had more of a selection to choose the books and styles of writing that they most enjoyed. Parents were more involved with encouraging their children to develop and master the skill of reading. Educational materials purchased greatly enhanced the building of resources in our schools.

Stay-in-School Initiatives

The greatest emphasis under the Stay-in-School initiative was on a wide variety of programming activities at First Nations schools. The types of programs that were offered included Early Childhood and Primary Education, Career Exploration and School Retention, After-School Language, Peer Support, Student Support, Mentoring, Success Maker, Alternate Education Programs.

A second greatest emphasis was on graduation, student grades, incentives, and attendance and student recognition programs. Schools focused on improving the success rates of their students and promoted stay-in-school strategies to complete their program of studies.

A third greatest emphasis was First Nations Schools providing or enhancing their physical education areas by providing their students with the necessary physical education equipment and extra curricular materials. A focus was to develop healthy students by creating an outlet for students to exercise, engage in sports during school break time and after school.

Curriculum Development Activities

The greatest emphasis under the Curriculum Development initiative was on First Nations schools developing curriculum for language, First Nation studies, cultural, conducting research for the development of language curriculum and enhanced equipment and supplies. Activities included supporting the development of cultural education curriculum that included the scope, sequence activity and relevant IRP’s and some schools catalogued their resources. Several schools developed interactive CD ROMS for use by both adults and children.

A second greatest emphasis concentrated on hiring language teachers, teacher assistants, language pathologists, translators, curriculum writers, consultants, technicians, specialists and tutors to work on developing relevant curriculum, teaching, lesson aides and resources. Schools were involved in language and cultural programming and research on curriculum development practices in other communities.

A third greatest emphasis was on schools producing language resources, booklets, textbooks, teaching kits, education materials, supplies and resources to aid the school classrooms, teachers and students to support learning. Educational material purchased greatly enhanced the building of resources in our schools School representatives also participated in professional development activities and increased their skills, knowledge and experience through training, attended conferences and workshops that enhanced curriculum development and research work.

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Integrating Services Activities

The greatest emphasis under the Integrating Services initiative was on First Nation schools hosting workshops, interagency meetings, community meetings, community development, liaison and networking with School Districts, education symposiums, specialized services, community awareness, institutional sessions and many other activities that facilitated a greater integration of services within schools and communities. Many schools met and discussed cooperative strategies with School Districts and undertook research related joint initiatives for supporting First Nations students. Many schools shared with other social agencies, joint record keeping, joint parent workshops and career planning activities for students.

The second emphasis concentrated on increasing staff in the schools by hiring positions that supported and provided much needed help in classrooms. Positions such as teacher aides, learning assistant teachers, tutors, curriculum developers, resource assistants, special needs teachers and many more supported First Nations Schools.

The third emphasis was implemented effective relevant programs into First Nations schools, some in cooperation, jointly and shared initiatives by integrating services within and outside First Nations schools. Program offerings included Cooperative, Special Education, Experiential, Success Maker, Life Skills, Reading, Work Experience, Health, and Safe Kids Programs.

Special Education Activities

The greatest emphasis under the Special Needs initiative concentrated on hiring teacher assistants, conducted assessments and prepared individual learning plans, student assessments, accessed services of specialists such as play therapists, speech and language therapists, hearing impairment specialists, reading specialists and other specified therapies and programs. In addition, schools participated in relevant professional development workshops, conferences and seminars for the teaching and support staff in the schools. Schools that hired additional teacher aides were of great benefit as more time was spent with individual students, thus many schools required one-on-one instruction for students who needed learning assistance. Teachers were able to discuss and create Individual Education Plan (IEP) and implemented an individualized program for students who needed extra help.

A second greatest emphasis was for the tremendous need for reading programs, books and reading resources and access to learning resources and equipment in schools. Schools purchased special education programs, books and reading resources that benefited students. Types of programs were on early intervention, special education, program reading recovery, childcare worker, school/community, after school reading programs. Students in some schools who virtually had no reading skills participated in some of the reading and writing activities in their regular classrooms. Special Needs material purchased helped improve programming for students with various levels of individual needs and concerns.

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Literacy Activities

The greatest emphasis under the Literacy initiative was to provide a variety of reading programs and First Nation schools were creative, innovative in seeking out different approaches to engage students in reading and writing. A focus promoted more parental involvement in their children’s literacy development as well as their own. Some strategies developed and implemented a home reading program, enhanced school and community libraries and researched new reading programs through acquired information, through conferences, workshops and meetings.

A second emphasis was for First Nations schools to build on their existing resources, materials, supplies and equipment. The demand for more books and reading materials were so desperately needed for improved and enhanced quality reading for students, parents and community members. Many of the First Nations schools reading programs hired the services of a tutor, teacher aide and volunteers to promote reading and writing for children and adults in First Nations Schools and communities.

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Capacity Building Initiatives, Summary Table

Number Capacity Building Initiatives of Times Professional Development, Conferences 37 Board Development, School Board Training/Workshops, Staff Training, 24 Training Sessions, Speaker Series, In-Service Training, Project Team Teacher Aide, Curriculum Developer, Language Pathologist, Special 22 Education Teacher, Consultant, Home Liaison Worker, Learning Assistant Teacher, Language Speakers, Curriculum Writer, Teacher Assistant, Special Needs Assistant, Education Assistant, Science Camp Instructor Information Materials, Education Materials, Ancillary Materials 17 Parent/Teacher Handbook, School Year Book, Student Handbook, 16 Student/Parent Handbook, Parent Handbook, Yearbook, Pamphlets Physical Education, Equipment, Playground Equipment, Fencing and 15 Landscaping, Recreation School/Community Reading Program, Success Maker Program, Lekwungen 15 Lunch Nest Program, SOI/ESI Program, Parents and Tots Reading Program, Master Reading Program, Tutoring Program, Homework Program, Education Program & Development, Language Immersion Program, Early Childhood Transition Program, Incentive Program School Employment Policies, Personnel Policies, School Handbook & Policy 13 Manual, School Directory, Student Handbook, Report Cards Teaching Equipment, Supplies, School Equipment, Education Equipment, 10 Program Equipment Library, Librarian, Library Program, Library Upgrades 9 Parent Support Group, Parent Workshops, Workshops, Meetings 8 Community Awareness Day, Career Fair, School Events, High School Visits, 8 Student Tours, Field Trips English & Mathematics, First Nations Studies, Resource Books, Language 7 Resources, Resources Graduation Ceremony, Role Model Program, Recognition/Achievement, 6 Attendance Policy Development, Policy Handbook, Policy & Procedures Manual, 6 Research Art, Music, Music Lessons, Sports, Supplies 5 Community Feast, Dinners, School Socials, Pot Luck Dinner, Book Breakfast 5 Button Blankets, Language & Cultural Training, Cultural Event 5 Summer Camp, Wilderness Camp, Summer School 3 Homework Club, School Kids Club, Girls Group 3 Learning Centre, Resource Room Contract 2 Conference, Education Conference 2 Lobby Display 1 Special Student Assistance 1

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Stay-In-School Initiatives, Summary Table

Number of Stay-In-School Initiatives Times Early Childhood and Primary Education Program, Alternate Education 16 Program, Cooperative Program, Career Exploration and School Retention Program, After-School Language Program, Success Maker Program, Language & Culture Program, Bike Safety Program, Safe Kids Program, Elder Resident Program, Peer Support Program, Peer Tutoring Program, Mentoring Program, Student Support/Workshops, Alcohol & Drug Workshops Graduation, Student Grades, Awards, Incentives, Student Assemblies, 16 Attendance Awards Outdoor Education, Wilderness Camp, Cultural Awareness Camps, Field 14 Trips, External Trips, Student Tours, Cultural Events Physical Education, Physical Education Equipment & Materials, Extra 13 Curricular Materials, Outdoor Equipment, Playground Equipment Tutoring Program, Homework Centre, Home Reading, After-School 11 Reading Program, Homework Club, Tutoring Service, Home Study Program Local Carver/Artist, Volunteers, Fun Night, Story-Telling, School & Social 9 Events, Fun at School, Open House, Special Persons Day Youth Conference, Education Conference, Youth Workshops, Student 8 Conference Parenting Workshops, Youth Workshops, Life Skills, Career Planning, 8 Parent Involvement, Anger Management Workshops, Youth Courses, Job Work Experience, Parent Retreat Resources, Books, Parent Handbook, Curriculum Materials, School 8 Library, Reading Room, Book Bag Swimming, Sports, Recreation, Sports Facility 7 Hot Lunch Program, Gyconutrionals, Community Dinners, Community 6 Newsletter Teaching Assistant, Teacher Aide, Special Needs Educator, Special 5 Needs Assistant, Counselor, Child/Youth Support Worker, Science Camp Instructor, Counselor, Policy/Procedure Writer, Teacher Education Support 5 Professional Development 5 Cultural Crafts, Language & Culture, Artists, Language Curriculum, CD 5 Language ROM Music Equipment, Music Club, Music Program 4 Parent Meetings, Dinners, Meetings, Workshops, Parent Advisory 4 Education Committee, Conference Education Equipment & Supplies, Education Toys 3 Student Testing, Assessments, Education Assessments 3 External Agency Support, Meetings 2 Survey Training 2

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Curriculum Development, Summary Table

Number of Curriculum Development Initiatives Times Language Curriculum Development, Language Research, Cultural 27 Curriculum, Heritage Heros Curriculum, Musqueam Language Equipment & Supplies, Computer Curriculum, First Nations Studies, Research Consultant, Childcare Worker, Language Teacher, Teacher Assistant, 26 Special Needs Assistant, Part-Time Teacher, Librarian, Curriculum Specialist, Curriculum Developer, Language Pathologist, Special Needs Educator, Teacher Aides, Contractor, Translator, Technician, Teacher, Curriculum Writer, Learning Assistant, Speech and Language Pathologist, Tutors Language Resources, Booklets, Textbooks, Curriculum Materials & 21 Supplies, Education Materials, Resource Materials, Teaching Kits Professional Development, Training, Conference, Workshops 15 Special Education Lessons, Language Course, Language Program, 14 Cultural Studies, Language and Cultural Programs, Early Childhood & Primary Program, Reading Programs, Music Program, Education Program & Development, Reading Recovery Program, Special Needs Program, Awareness Program, Health Program Meetings, Workshops, Curriculum Workshops, Seminars, In-Service 11 Workshops, Parent Workshop, Father’s Support Group Special Needs Program, Transition Program, Elders Program, Language 5 & Culture Program Summer Camp, Language & Culture, Aboriginal Calendar, Cultural Tour 5 Graduation, Special Person Day, Open House, Recognition/Achievement, 4 Attendance External Trips, Community Visits, Parent Board, Transportation 3 Art, Music & Culture 3 Special Needs Equipment, Language Equipment, Language Materials 3 Playground, Outdoor Recreation 2 Learning Centre 2 Interactive Language CD ROM 2 Personnel/Employment Policies 1 Student Assessments 1 Aboriginal Advisory Council 1

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Integrating Services, Summary Table

Number of Integrating Services Initiatives Times Workshops, Meetings, Interagency Meetings, Community Services, 39 Community Meetings, Agency Meetings, Institutional Sessions, National Forum, Community Awareness, Dinners, Visits, Planning Sessions, Education Symposium, Community Gathering, Band Council Meetings, Communication, Integration Training, Community Development, School District, Specialized Services, Agency Manual, Integrating Programs, Education Gathering, Integration of Departments, Family Services Home/School Liaison, Home/School Coordinator, Teacher Assistant, 25 Teacher Aide, Resource Assistant, Part-Time Teacher, Science Camp Instructor, Special Needs Teacher, Learning Assistant Teacher, Special Needs Educator, Assistant, Tutor, Curriculum Developer, Teacher, Speech and Language Pathologist, Specialists, Mental Health Worker You Make a Difference Program, Experiential Program, Cooperative 18 Program, Special Education Program, NTR Infant Development, Success Maker Program, Safe Kids Program, Transition Program, PB5 Reading/SOI Program, Life Skills Program, Coop Program, Reading Recovery Program, School Based Program, Work Experience Program, Community Reading Program, Health Program Parent Workshop, Dinner, Parent Club, Parent Advisory Council, First 11 Nations Parent Conference, School Profile Professional Development, Training, Research, Workshops, Conference 10 Service Integration, Adult Services, Counseling Services, Professional 8 Visits, Research, Bus Service, Day Care Services Summer Camp, Cultural Camp, Wilderness Camp, Longhouse Experience 6 Workshop, Wellness Plan Student Assessments, Testing, Materials & Assessment Tools, Language 5 Materials, Language Game Library Member, Librarian, Book Purchases 4 Field Trip, Career Fairs 4 Public School Electives, Cultural Studies, Curriculum Development 3 Learning Centre, Resource Room, Resource Centre 3 Playground, Physical Education Equipment 2 Graduation 1

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Special Education, Summary Table

Number of Special Education Initiatives Times Special Education Assistant, Speech Language Pathologist, Assessment 63 Specialist, Support Worker, Teaching Assistants, Personal Attendant, Special Needs Assistant, Special Needs Aide, Resource Assistants, Part- Time Teacher, Teacher Aide, Librarian, Therapist, Education Psychologist, Special Education Teacher, Special Needs Teacher, Speech & Language Teacher, Learning Assistant Teacher, Special Needs Educator, Assistant, Resource Room Aide, Special Education Tutor, Consultant, Education Assistant, Reading Assistant Student Assessments, Speech Assessments, Testing, Screening, IEP’s, 20 Speech Training, Speech & Language Intervention Services, Assessment Tools, Student Support School/Community Reading Programs, Early Intervention Program, After- 20 School Tutoring Program, Experiential Program, Prevention Program, Special Education Program, Volunteer Program, Childcare Worker Program, Conflict Resolution Program, Book Program, Program Reading Recovery Program Professional Development, In-Service Training, Conference 10 Special Needs Workshops, Workshops 9 Resource Class, Literacy, Library Upgrade, Book Purchases 5 Special Needs Equipment, Playground Equipment, Change Table 5 Resource Materials, Language Materials 3 Cultural Studies, Longhouse Experience Workshop, Wilderness Camp 3 Toast Masters Group, Learning Support Team 2 High School Resource Room 1 Conference 1 Community Meetings 1 Reading Curriculum 1 Student Tours 1

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Literacy, Summary Table

Number of Literacy Initiatives Times Reading Programs, Early Literacy Program, Home Reading Program, 41 School Wide Literacy, Community Reading Program, Special Education Program, Early Childhood Transition & Primary Program, Tutoring Program, Peer/Tutor Program, Companion Reading Program, After- School Reading Program, Open Court Reading Program, Home Reading Program, Reading Recovery Program, Education Program & Development, Success Maker Program, Family Reading Program Resources, Materials, Equipment, Language Resources, Literacy 23 Materials, Education Materials, Reading Materials, Library Books, School Library, Reading Area, Library Enhancement, Community Library, Book Purchases Book Purchases, Reading Materials, Reading Guides, Library Books & 21 Resources, Book Club, Library Materials, Books, SOI Materials, Computer Software, Library Equipment, Language Game Education Support Worker, Assistant Teacher, Teacher Aide, Resource 14 Assistant, Curriculum Specialist, Tutor, Resource Room Aide, Curriculum Developer, Teacher Assistant, Home/School Coordinator Professional Development, Speaker Series, Reading Recovery Training 12 Tutor/Teacher Aide, Assistant, Homework Club Assistant, Curriculum 6 Writer Parents Workshops, Literacy Workshops, Family Literacy Evening, 5 Community Activities, Father’s Support Group Student Assessments, Materials and Assessment Tools, Testing 4 Incentives, Attendance Awards 2 Research Reading Programs 2 Field Trips 2

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III Community Stream – Summary

First Nations Community Stream

The Gathering Strength 2001/2002 initiative included funding for distribution to First Nations communities, tribal councils and First Nations organizations, and First Nations Post-Secondary institutions to support activities related to education. Overall funding available for the Gathering Strength Community Stream was $1,860,000.00. The Gathering Strength funding supported the following four priorities:

Management Strengthening First Nations education management and governance capacity

Quality Improving the effectiveness of classroom instruction

Community Supporting community and parental involvement

School Aiding the school to work transition

This year, the funding was available for community-based Gathering Strength projects and distributed directly to First Nations using a formula that provided a base plus per captia amount. Each community, tribal council, First Nation organization, or First Nations Post-Secondary institute submitted a letter of intent describing how they intended too spend their allocations. Schools received 75% of their allotted funds, upon receipt of their letter of intent. Upon receipt of a final report of program activities, the final 25% was released. Most Gathering Strength projects took place between September 2001 and March 29, 2002; some received advanced authorization to continue until the end of the school year, June 30, 2002.

The funding provided for Gathering Strength activities in 2001/2002 allowed for continued growth in those support activities and allowed First Nations communities to make significant advances in their efforts to support all of their community learners. The range of activities undertaken was significant and the activities strengthened education management and governance capacity, improved effectiveness of classroom instruction, supported communities and created more parental involvement with schools, and aided in the school to work transition. This final report described a condensed description of the local community activities undertaken by the FNSA and FNESC and specifically focused on the projects that were taking place in the 2001/2002 year.

FNESC and the FNSA administrated continued support for First Nations communities through the implementation of this program. Feedback from First Nations communities on the 2001/2002 funding has been extremely positive. This final report listed all of the First Nations local community activities.

We encouraged all First Nations to explore possibilities for working with other communities, or with other service agencies to broaden the scope and effectiveness of their chosen activity. Many of the projects supported the Gathering Strength identified priorities, supported increase in success for First Nations learners, demonstrated a link to additional programs and resources, supported by the community and projects were manageable and feasible within existing resources and timeframes. The projects were results-based and supported the success of students in the community. This final report described a condensed form of all the community stream activities.

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Management Activities

Strengthening First Nations education management and governance capacity

A major focus under the Strengthening Education Management and Governance Capacity initiative included First Nations communities providing job shadowing, workshops, joint management workshops, school board, professional management, staff, committee and computer training. A main emphasis was on supporting and training new and existing board members. First Nations communities had improved/enhanced new or existing governance capacity, developed policies, formed education committees and authorities, defined roles and responsibilities, program management and accountability.

Quality Activities

Improving the effectiveness of classroom instruction

A major focus under the Improving the Effectiveness of Classroom Instruction included First Nations communities providing and developing programs that included a wide variety of programs for students, parents and community members. There were programs that included improving school attendance, peer tutoring and counseling, and language and curriculum development and provided support staff for some of the First Nations schools.

Community Activities

Supporting community and parental involvement

A major focus under the Supporting Community and Parental Involvement included First Nations communities providing different types of reading programs for students, parents and community members. There was Reading Mentoring, After-School Reading, Home Reading Programs and Homework Clubs/Hotlines, reading circles that aided in the promotion of reading and writing skills in the communities and schools. There was support for parent clubs, parent conference and training, and youth workshops in the communities. The communities focused on providing a wide variety of cultural activities such as youth camps, field trips, traditional gatherings, language training and kid camps.

School Activities

Aiding the school to work transition

The greatest emphasis under the Aiding the School to Work Transition focused on the communities providing outdoor education, cultural events, visits to post-secondary institutions, field trips for students, parents, and community members. There was support for the communities to host Career Fairs, Career workshops, and job search training. A variety of career handbooks, career advice manuals aided students and community members in researching and choosing a specific career. All of these activities were specific to First Nations needs in support of aiding the school to work transition.

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Strengthening Education Management and Governance Capacity, Summary Table

Number of Summary Table Times School Board Training, Professional Management Training, Joint 33 Management Workshops, Staff Training, Priority Management, Provincial Development, Board Member Training, Committee Training, Training & Workshops, Band Training, Job Shadow, Computer Training Education Policies, Education Manual, Policy Development, Human 7 Resource Policy, Education Authority, Policy Making Integrating Community Services, Strengthening Community, Education 5 Symposium, Community Gathering Local Education Agreements, Local Improvement Agreement 4 Professional Development 4 Research Learning Centre, Research Proposal, Survey 3

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Improving the Effectiveness of Classroom Instruction, Summary Table

Number of Summary Table Times Mentoring, Reading, Homework Club, Role Models, Tutoring Sessions, 24 Homework/Hotline, Peer Tutoring Program, Literacy Program, Reading/Writing Program, Literacy Intervention Program, Success Maker Program, Tutoring Program, Peer Tutoring, Mentoring/Reading Program, Homework Club, ABE Program Language Sessions, Language Reading Books, Language Training, 13 Language Program, Language & Culture Class, Language Immersion Program, Language Curriculum, Curriculum Development, Language Kits, Curriculum Analysis, Language & Culture Counselor, Youth Counselor, Education Counselor, School Counselor, 10 Special Needs Assistant, Education Support Worker, Program Coordinator Education Assistant Language CD ROM, CD Recording, Language Videos, Language CD 8 Production, Film, Video, Computer Cultural Camp, Community Events, Cultural Program, Cross-Cultural 8 Training, Traditional Workshops, Summer Youth Camp School Attendance Program, Student Incentives 7 Adult Basic Education, Native Language Studies, Summer School 7 Courses, Brain Gym Courses, Integration Program Counseling, Counseling Support 3 Computer Classes, Computer Training, Virtues Training 3 Transportation 2 Student Learning Plans 2 Literacy Research 1 Learning Centre 1 School Parent Involvement 1 Staff Workshops 1 School Visits 1 Recreation 1 Accreditation 1

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Supporting Community and Parental Involvement with Schools, Summary Table

Number of Summary Table Times Reading Mentoring Program, Tutoring Services, Summer Reading 37 Program, After-School Reading Program, Homework Club/Hotline, Reading Circle, Literacy Classes, Success Maker Program, Peer Tutoring Program, Home Reading Program Cultural Centre, Cultural Trips, Kids Camp, Youth Summer Camp, Cultural 34 Language, Cultural Camp, Day Camp, Traditional Gathering, Cultural Field Trips, Power Of Hope Camp, Cultural Training, Youth Workshops Parents Club, Parents Conference & Training, Young Parents Gathering, 17 Parent Newsletter, Parent Participation, Parent/Teacher Meeting, Fathers Support Group, Parent Workshops, Parent Handbook & Policy Manual, Parent Meeting Recreation, Swimming Lessons, Sports, Equipment, Boxing Club, Music 15 Program, Ski Program Cultural Healing, Cultural Events, Community Events, Community 10 Programs, Summer Program, Indigenous Days, Elders Gathering, Aboriginal Awareness Week, Cultural Awareness Student Support Worker, Camp Counselor, Education Counselor, 9 School/Community Counselor, Community Nurse, Youth Worker, Education Coordinator, Career Enhancement Counselor, Learning Assistant Mentoring, Parent Role Models, Elders Role Models, Coaching Services, 9 Peer Support Language Training, Language, Culture, Arts & Crafts, Community 9 Language & Culture Program, Language Program, Distance Language Community Dinners, Community Play, Fundraising, Community Events 8 Summer School, Learning Centre, Daycare, Preschool, CAP 7 Awards Ceremony, Graduation, Incentives, Academic Achievement, 6 Attendance Education Learning Activities, Mini Cultural Kits, Local Resource Book, 6 Extra Curricular, Computer Software First Nations Task Group, Symposium on Education, Community Policy 6 Workshops, Research, Education Policy, Partnerships Workshops, Racism Workshop, Literacy Workshop 4 Health & Life Skills, Breakfast Program, Lunch Program 3 Career Planning, Career Day, Stay-In-School 3 Transportation, School Bus Proposal 3 Library, Website, Computer Training 3 Professional Development 2 Student Education Plans, Student Orientation Manual 2 Questionnaire 1

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Aiding the School to Work Transition, Summary Table

Number of Summary Table Times Outdoor Education, Cultural Events, Weekend Camp, Cultural Tour, Field 25 Trips, Cultural Field Trips, Post-Secondary Visits/Tours, Research Trips Career Fair, Career Day, Career Handbook, Career Advice Manual, 24 Career Planning, Career Exploration, Internet and Job Search Training, Career Workshops, Life Skills Community Training, Adult Education Training, Computer Training, Retail 6 & Hospitality Training Transportation 2 Labor Market Trends, Integrating Services 1 Natural Resource Technology Program 1 Recreation 1 Role Models 1 Band Administrative Trainee 1 Economic Development Workshops 1

Summary

This condensed Gathering Strength Education Reform 2001/2002 Final Report highlighted on the First Nations Schools Stream and Community Stream initiatives. The FNSA and FNESC appreciated the hard work, dedication and commitment that First Nations schools and communities in the wide range of Gathering Strength initiatives that had been implemented. This fiscal year was very busy, productive and results-based for First Nations schools and community stream initiatives, but this was only through the support and courageous work of many professionals such as educators, administrators, facilitators, teachers, education coordinators, Elders, and parents who all work diligently in the field of education. Representatives of First Nations schools and communities had been very generous in providing positive feedback and recommendations to the activities undertaken, and the FNSA and FNESC were confident that the Gathering Strength funding resulted in continued significant benefits for all First Nations learners.

On behalf of First Nations Schools and First Nations communities in BC, the FNSA and FNESC thank the Department of Indian Affairs for its ongoing support through the Gathering Strength Education Reform Program.

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Aatse Davie School Fort Ware, BC Total Allocation $40,763.30 Timeline September 1, 2001-March 29, 2002 Linkages Other Community Agencies Target Population Over 18 people, Many Community Agencies

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Policy Development, Home Economics Program 2. STAY-IN-SCHOOL Youth Conference 3. CURRICULUM DEVELOPMENT Consultant 4. INTEGRATING SERVICES Workshops 5. SPECIAL EDUCATION Special Education/Assistant 6. LITERACY Professional Development

SUMMARY

The Capacity Building initiative changed during the funding year from sponsoring a conference among all the Kaska communities to the development of policy with a local school board and the purchased equipment and supplies for a new Home Economic Program. This policy development project included 18 community members. The project had two workshops for a total of four days. The Home Economic Program expanded to include sewing for the high school students.

The Stay-In-School initiative allowed eight students and two supervisors to attend a youth conference at Edmonton, Alberta in October 2001. The goal of the program was to develop self- esteem in eight at-risk students.

The Curriculum Development initiative developed a Sekani Language IRP and a Circle Time Curriculum (CTC). The CTC was completed by June 20, 2001 and the IRP development was part of a larger three-year plan. Project dollars paid for a consultant who developed an IRP and for community members to attend a language workshop.

The Integrating Services initiative implemented two workshops with all community agencies to discuss cooperative strategies. It also specifically targeted medical services to develop proper protocol between the school and medical services. This program also worked with the Kwadacha Band on board development and record keeping.

The Special Education initiative supported a special education position and the remaining funds supplemented wages for a Special Education teacher and Assistant.

The Literacy initiative involved in-service training for teachers on literacy. This involved further training of staff on a Phonological Awareness Program the POPAT, twice during the year. The remaining funding purchased additional resources for a Companion Reading Program.

RESULTS/IMPACTS • New developed policy with the local school board • Local at risk students provided with an opportunity outside the community to explore personal growth through their participation in a Youth Conference • Newly developed curriculum with a program that directly impacted 85 community members • New ongoing cooperative strategies between medical services and the school • Added direct support to 30 students in a classroom by Special Education Teacher/Assistant • The literacy training was a success as it is working for the students in both programs

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Acwsalcta Nuxalk School and Nursery Bella Coola, BC Total Allocation $57,806.24 Timeline September 4, 2001- March 29, 2002 Linkages RCMP Target Population 45 School Staff, 160 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School Board Training/Development 2. STAY-IN-SCHOOL Student Education Support 3. CURRICULUM DEVELOPMENT Language Curriculum 4. INTEGRATING SERVICES Community Services 5. SPECIAL EDUCATION Student Support 6. LITERACY Professional Development

SUMMARY

The Capacity Building initiative trained teachers and supported staff to develop the capacity of the organization including board training for an education authority. Various team sessions utilized the expertise of facilitators of specific topic issues. Training sessions were specific and applicable to various positions in the school operation. A session was held for teachers, support staff and some students with New Directions Training on self-awareness.

The Stay-In-School initiative continued cultural program supported extra curriculum activities to encourage students with a positive school spirit and helped students stay interested in school. The Nuxalk language, mask dance, song and native foods were taught to students form K4 to Grade 12. The school was able to contribute funds to a portion of the four Nuxalk staff members working at the school.

The Curriculum Development initiative helped the Nuxalk language by providing teaching materials to the cultural staff and language teachers. Improvements and ongoing development of the language curriculum from Kindergarten to Grade 12 for the language continued throughout the year. Staff in the Nuxalk Cultural Program attended language sessions at the community level twice weekly. A salmon fest was held to welcome the spring and the coming of salmon.

The Integrating Services initiative started an information session on the integration of community related services. Services like health and wellness, healthy beginnings, youth incentive programs, rediscovery, drug and alcohol, RCMP (Dare) Programs. Life Skills type information and Social Development strategies were included with appropriate staff and caregivers.

The Special Education initiative focused on more specialized training, orientation sessions and work with special needs students. All teaching staff worked along with a newly hired full-time therapist who specialized in Mediated Learning. The learning program was offered to students from K4 to Grade 12.

The Literacy initiative addressed students with learning disabilities or literacy problems. There were special sessions for teachers and teacher aides in Reading Recovery. The inclusion of parents assisted in this process when necessary.

RESULTS/IMPACTS • Encourage positive school spirit and help student stay interested in school • Increased organizational capacity building and Increased team building • Appropriate strategies for learning disabilities or literacy problems • Improved language curriculum and integration of Services • More Special Needs information for school personnel and parents ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Agnes George Nursery Gold River, BC Total Allocation $20,035.40 Timeline September 2000 – March 29, 2002 Linkages Education Institutions, Students, Educators, School District staff, Target Population Over 114 –144 Individuals, 38 Students, 20-45 Participants

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School Board Development/Training 2. STAY-IN-SCHOOL Field Trip 3. CURRICULUM DEVELOPMENT Curriculum Plan 4. INTEGRATING SERVICES Institutional Sessions 5. SPECIAL EDUCATION Special Needs Assistant 6. LITERACY Reading Program

SUMMARY

The Capacity Building initiative allowed for a consultant to facilitate several sessions on policy development for local Education Board committee members in a two-day retreat venue.

The Stay-In-School initiative allowed for a group of students to travel to Vancouver, BC for an on- site visit of the University of British Columbia (UBC) and Simon Fraser University (SFU) to review the campus, programs and courses. The trip had six chaperons on a 2.5-day excursion for 38 students. The whole group also participated in a one-day cultural activity.

The Curriculum Development initiative hired a consultant to develop a curriculum plan for the school. This included reviewing current practices and working with a committee, educators and school district staff.

The Integrating Services initiative had a facilitator to host several sessions to develop and plan integrating services with local institutions. The number of participants was 45 and overall 180 benefited from this initiative. The activity occurred over a six to eight month period.

The Special Education initiative allowed the Education Board Committee to hire special needs assistance to identify and address school programs and support services for those students with special needs, including physically, emotionally and mentally challenged and FAS/FAE students. This initiative benefited 150 participants and occurred over the entire school year.

The Literacy initiative had the Education Board hire a Reading Tutor to develop a Reading Program for students. The committee purchased age and culturally appropriate resource materials for the community library.

RESULTS/IMPACTS • Implemented education policies • Valued student experiences at academic institutions • How to integrate changes in curriculum • Committee members identified progress of integrating services • Completed student assessments • Long-term literacy testing

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A’q’amnik Elementary and Preschool Cranbrook, BC Total Allocation $25,102.22 Timeline September 2001 – March 29, 2002 Linkages Other Communities and Inter-Agencies Target Population 29 Students, School Staff Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School Board Development/Training 2. STAY-IN-SCHOOL Music Program 3. CURRICULUM DEVELOPMENT Child Care Worker 4. INTEGRATING SERVICES Meetings 5. SPECIAL EDUCATION Student Assessments 6. LITERACY Literacy Assessments/Workshops

SUMMARY

The Capacity Building funds initiative sponsored Board members and education staff to attend the FNESC/FNSA Speaker Series 2002 on “Supporting Learners in your Community.”

The Stay-In-School funds provided for a Cultural Music Program and a lunchroom supervisor who helped to implement the program.

The Curriculum Development initiative had a Child Care Worker develop a curriculum in conjunction with teachers relevant to student’s individual needs. Upon completion of a teacher’s workshop, they developed a more effective literacy curriculum and reading program.

The Integrating Services initiative had regular meetings involving representatives from all departments what has come to be known as a Healthy Committee for a Healthy Community Table.

The Special Education initiative provided for 29 formal and informal assessments for special needs students. All students completed a Brigance Inventory of Basic Skills Assessment.

The Literacy initiative had 29 children complete a literacy assessment. In addition, to administering an Alberta Reading Diagnostic, 23 children were also assessed by a Speech Pathologist, using a variety of articulation and literacy development tests. Three parents and teaching staff attended a literacy workshop with facilitator Gretchen Karlbach.

Under all categories, a lunchroom supervisor/teacher aide attended training at a Health Board and in-service training for teachers continues on literacy and reading programs.

RESULTS/IMPACTS • Professional development for Board and staff members • Individual progress report on students, new strategies for individuals in classrooms • Teachers are doing house evaluations of student’s literacy skills • Literacy and support program successes • Parent’s increased awareness and satisfaction on literacy workshops, literacy materials and programs • Culturally relevant music program

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Bella Bella Community School Waglisla, BC Total Allocation $107,706.74 Timeline September 4, 2001- March 29, 2002 Linkages Artisan, Community Members, Vancouver Foundation Target Population 310 Students, Parents, Staff Members, 40-50 Special Needs Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Home Liaison Worker, School Kid’s Club 2. STAY-IN-SCHOOL Local Carver/Artist 3. CURRICULUM DEVELOPMENT Language Resources 4. INTEGRATING SERVICES Community Dinner and Community Awareness 5. SPECIAL EDUCATION High School Resource Room, Speech Language Pathologist 6. LITERACY Professional Development

SUMMARY

The Capacity Building initiative hired a Home Liaison Worker (HLW). The HLW provided additional support for staff members, parents and 200 Elementary students from September 2001 to June 2002. A school kid’s club was set up and counseling was provided to support students and parents.

The Stay-In-School initiative hired a local carver/artist who taught traditional art to students in the high school grades. The project involved designing and painting 10 Heitsulk designs related to monthly school themes on banners.

The Curriculum Development initiative used one person to complete a first draft of a Heiltsuk Language Resource Package for Grade 5-12 grade levels for review by the Ministry of Education (MoE). A second draft was submitted to MoE that was financially supported by the Vancouver Foundation

The Integrating Services initiative hosted a community dinner that introduced staff to the Heiltsuk people and involved staff and community members. There was equipment purchased for filming school and community and Bella Community Handbook was produced.

The Special Education initiative opened a High School Resource Room stocked with resources and reading materials appropriate for special needs students. Two Special Education teachers used the room for working with special needs students. A Speech Language Pathologist was contracted to assess students in the fall and spring and to train a teacher aide to work with students. There were 15 students in need of assessments and therapy services.

The Literacy initiative had all staff participate in a two-day literacy workshop facilitated by Dawn Reitaug was cancelled due to bad weather conditions and an alternate workshop “Alternatives for Success was facilitated by Jack Fleming. The school library required upgrading so the school librarian and staff conducted an inventory of library equipment and purchased books, videos and audio/video equipment.

RESULTS/IMPACTS • Strengthened relations between home, school and community • An average of 20 students attend the Kid’s Club on a weekly basis • Ten banners were placed in prominent areas of the school –has lasting impact on school morale and identity ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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• Students being able to carve and paint at the High School and Intermediate grade levels • Second draft submitted for the Heiltsuk language curriculum and awaiting accreditation • Excellent attendance to community dinner and positive feedback from the event • Videos produced to promote community awareness of school activities on local television channel • Bella Bella Community School Handbook was produced for all parents, staff and students • High School Resource Room program has twelve students using the room for learning assistance • Completed 18 students assessed by a speech language pathologist • More use of the library, equipment and videos by students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Blueberry Band School Buick, BC Total Allocation $24,180.98 Timeline September 2000 – March 29, 2002 Linkages School District, FN School, Other Agency Target Population 15 Students, Other Schools, Parents and Staff Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School/Community Reading Program 2. STAY-IN-SCHOOL Educational Student Support 3. CURRICULUM DEVELOPMENT Development of Relevant Curriculum 4. INTEGRATING SERVICES Professional and Community Training 5. SPECIAL EDUCATION School/Community Reading Program 6. LITERACY School/Community Reading Program

SUMMARY

The Blueberry Band School implemented a School/Community-Wide Reading Program that included access to reading materials, staff development and special attention for students with special needs. Therefore, they combined the Capacity Building, Special Education and Literacy project funding. These combined activities included:

• Professional Development for teachers and other staff • One-on-One instruction for students by existing staff members • Support for Parents/Community Interaction and Involvement

School staff attended relevant conferences such as FNSA/FNESC Speaker Series workshops, FNSA School Conference, as well as a workshop on Fetal Alcohol/Fetal Alcohol Effects at the Chalo First Nations School with a guest speaker from the USA.

A Special Education/Learning Assistance (SELA) teacher worked one-on-one with students and continued to implement an Individual Education Program (IEP) for each student. Additional teaching materials were purchased for the programs.

Various workshops were offered for parent/Caregivers to enable them take an active role in their child’s education. Community dinners or events encouraged more involvement and raised the school profile.

The school purchased additional library books, teaching equipment and materials. Special education materials also assisted student learning. Student and community access to a library/computer room was available. Staff and community researched new reading programs.

The Stay-In-School project involved an establishment of an After-School Tutoring Program that required hiring part-time staff to oversee the program and a counselor for student support.

The Curriculum Development funds allowed for additional resource materials and equipment in order to enhance a native language program. An individual was hired to teach the students both the Beaver and Cree language.

The Integrating Services initiative had the Peace River North School District #60 provide teachers professional development workshops related to special education. Staff members and parents will attend workshops directly related to the learning process. Facilitators will visit the school and community to offer workshops relating to current issues affecting the community.

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RESULTS/IMPACTS • Increased staff and parent information on special needs • More support for special needs students • Higher profile of school within the community • More parent involvement in their children’s education • Researched new reading programs

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Bonaparte School Cache Creek, BC Total Allocation $22,645.58 Timeline September 2000 – March 29, 2002 Linkages FNSA Speaker Series, Qwemtsin Health Society, Secwepemc Child and Family Services, Bonaparte Indian Band Drug & Alcohol Program, Community Health Representatives, Youth Program and a Social Development department Target Population 12-20 Student, Parents and School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development 2. STAY-IN-SCHOOL Physical Education 3. CURRICULUM DEVELOPMENT Consultant 4. INTEGRATING SERVICES Meetings/Workshops 5. SPECIAL EDUCATION Assessment Specialist 6. LITERACY Resources

SUMMARY

The Bonaparte School achieved an increase parental and community involvement in school and student activities.

The Capacity Building initiative supported planned activities for professional development for teachers. The school also had a playground upgrade.

The Stay-In-School initiative purchased physical education equipment and sport uniforms. The school activities included materials, supplies and aides required for the activities and classroom teaching and follow-up.

The Curriculum Development initiative supported the services of a Consultant for curriculum development and resources.

The Integrating Services initiative had a community/education advisory committee meeting and provided leadership workshops for community members. They also attended the FNESC/FNSA Speaker workshops.

The Special Education initiative contracted the services of an Assessment Specialist who developed an assessment process and implemented an assessment plan for the school.

The Literacy initiative provided for the purchase of library books, literacy resource materials and the services of a literacy consultant.

RESULTS/IMPACTS The students at the Bonaparte School were real winners as they able to experience new opportunities in the area of cultural exchange (Japanese), technology, new curriculum materials, workshops, field trips, interactions with Elders members and other organizations.

The school staff measured the effectiveness of Bonaparte School by the attendance rate which stands at about 97% community participation form parents, Elders, and other members. Through student-teacher interviews the feedback from students and parents was quality education was being delivered.

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Boquilla School Port Alberni, BC Total Allocation $23,413.28 Timeline September 2001 – March 29, 2002 Linkages Other Communities, Target Population 32 Students, Community Members, Specialized Teachers

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School and Employment Policies 2. STAY-IN-SCHOOL Bike Safety Program and Physical Education 3. CURRICULUM DEVELOPMENT Special Education Lessons 4. INTEGRATING SERVICES Professional Development 5. SPECIAL EDUCATION Early Intervention Program 6. LITERACY Special Education Program

SUMMARY

The Capacity Building project encompassed a development of a school policy and employment handbook for Boquilla School. A handbook was produced with information relevant for parents, students and community members.

The Stay-In-School initiative sponsored a Bike Safety Program that required the school to be equipped with bike racks, locks and helmets. The school purchased more physical education equipment and supplies.

The Curriculum Development project involved a Special Education teacher who developed and implemented curriculum for students who required academic and behavioral individual education programs. A school-based team (IEP team) formed and conducted research and work cooperatively with the Ditidaht community members to support First Nations students. Visits to outside communities occurred to learn about existing curriculum.

The Integrating Services initiative supported professional development for education staff of Boquilla School. The staff members attended fall conferences and workshops for Mathematics and BCTF Special Education Association Conference.

The Special Education initiative hired a Special Education teacher to work full-time with Primary and Intermediate teachers and focus on early intervention programs. Assessments and evaluation of special needs students required learning assistance using adapted and modified programs.

The Literacy initiative hired a Special Education Teacher who worked on curriculum development and special education programs.

RESULTS/IMPACTS • An excellent school and employment policies handbook • Physical Education and Bike Safety Program – new bicycle racks for students • IEP Team, researched and developed special education lessons and programs • Developed Individual Education Program, Modified Programs and Adapted Programs • Parents were involved in learning about their children’s progress and development • Parents attended student-led and teacher conferences • Students who have worked with the Special Education Teacher showed great progress • Workshops provided individuals with information and enhanced learning and shared new methods and strategies for work and job positions. ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Busy Bear Club Preschool Abbotsford, BC Total Allocation $19,267.70 Timeline September 2001 – March 29, 2002 Linkages School District, Service Providers, Community Members Target Population 32 Students, Parents, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Language Resources 2. STAY-IN-SCHOOL Elder’s In Residence Program 3. CURRICULUM DEVELOPMENT Language Resources 4. INTEGRATING SERVICES Community Dinner 5. SPECIAL EDUCATION Support Worker 6. LITERACY Early Literacy Program

SUMMARY

The combined Capacity Building and Curriculum Development project funds provided time and materials for a language teacher to further develop language curriculum materials. Children received more language instructor time in the classroom.

The Stay-In-School project continued an Elder’s in Residence Program. Children received a cultural component such as storytelling, arts and crafts, field trips and sharing traditional teachings.

The Integrating Services initiative provided a community dinner for teachers from public schools, Sumas First Nation staff, and other service providers to the community.

The Special Education initiative hired a part-time support worker and other Preschool staff.

The Literacy project initiative supported an Early Literacy Program for the school and community. The school purchased literacy materials with Aboriginal content.

RESULTS/IMPACTS • Children and parents benefited learning language • Parents of children had an opportunity to join classes • School staff, elders, children and parents benefited from language training • Community approach to integrating services • Behavior and disruptive students improved • All children benefited in the Early Literacy Program

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Chalo School Fort Nelson, BC Total Allocation $49,822.16 Timeline September 2001 – March 29, 2002 Linkages School District, Agencies, Hospital Target Population 22 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Education Assistant 2. STAY-IN-SCHOOL Student Testing, Assessments, Workshop 3. CURRICULUM DEVELOPMENT Language & Culture Program 4. INTEGRATING SERVICES Student Testing, Assessments, Workshop 5. SPECIAL EDUCATION Education Assistant 6. LITERACY Student Testing, Assessments, Workshop

SUMMARY

The combined Capacity Building and Special Education initiative supported the wages of an Education Assistant who worked specifically with identified students and a .5 Learning Assistant Teacher.

The Stay-In-School, Literacy and Integrating Services initiative provided for student testing and four students received psycho educational assessments. The school hosted a professional development workshop on “The Fragile Brain.” Fundraising activities were for reading at home in the community. Integrated services included a focus on the importance of reading at home is highlighted for the Fort Nelson First Nation community.

The Curriculum Development initiative was for a First Nations Language and Culture Program. Plans continued work on a Social Studies course.

RESULTS/IMPACTS • Students benefited received the Alberta Diagnostic Reading Inventory • Students who had Individual Education Plans received psycho-educational testing • All students received Canadian Test of Basic Skills • All test results were documented on students’ individual files • A reduced number of students on individualized programming • Completed study units at each grade level with learning outcomes • Completed learning outcomes for Slavey Language Preschool to Grade 3 as well as Cree Language Program Preschool to Grade 3

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Chehalis Community School Agassiz, BC Total Allocation $58,573.94 Timeline September 2001 – March 29, 2002 Linkages Surrounding Communities and Support Agencies Target Population 152 Students, School Staff, Community Families and Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Policy Development, Parent and Teacher Handbooks, Workshops, Education Materials 2. STAY-IN-SCHOOL Peer Support Group, Graduation, Outdoor Education 3. CURRICULUM DEVELOPMENT Cultural Education Curriculum 4. INTEGRATING SERVICES Home/School Liaison 5. SPECIAL EDUCATION Resource Class 6. LITERACY GINN Reading Program

SUMMARY

The Capacity Building initiative supported research policy, policy development and provided relevant education-based policy. Utilizing the school policy manual, school calendar and other resource produced a parent handbook. A teacher handbook provided an outline of procedures and expectations of the school. Students, families and community members received workshops on topics such as drug and alcohol awareness, FAS/FAE and Bully Beware. The school purchased education materials for the library, music, art and the physical education areas.

The Stay-In-School initiative provided in-service and materials to students through the Counseling department. A Peer counseling group assisted students in dealing with personal and educational issues. Students at graduation ceremonies received traditional shawls, feathers and blankets. Funds also supported decorations for the graduation ceremony. Education classes received camping gear, tents, sleeping bags and cooking utensils.

The Curriculum Development initiative supported the development of a Cultural Education Curriculum included the scope and sequence, activity guide, relevant IRP’s and a catalogue of resources. Other activities included cultural education staff with participation in curriculum growth plan.

The Integrating Services initiative supported a home/school liaison to address issues such as student attendance, homework, and communication between school, home and other support agencies within the community.

The Special Education initiative provided support services for student enrichment as well as special needs education that included the development of student IRP’s, resource materials for teachers, student assessments and supervision of a student-based computer-learning program.

The Literacy initiative supported a Pearson/Ginn Reading Program that enhanced student learning and provided for the varied reading needs of students.

RESULTS/IMPACTS • Reflected the changing needs of the education community • More effective means of implementing policy within education • More information for families about school • Increased awareness of school procedures and policies • Made community members aware of the influences on their children

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• Provided a positive role model for acceptable and good personal choices for youth • Provided materials to complement existing programs will promote learning and personal growth • Students had greater access to learning materials and learning opportunities • Growth of self-esteem and character amongst students • Developed a sense of pride in the cultural awareness of their world • Provided language development for youth • Education was the key to maintain cultural teachings and traditions • Provided a strong communication link between home and school • Greater accountability for students regarding attendance and school work • Increased student performance, higher attendance, enhanced self-esteem • Provided a bridge in areas of academics and social expectations allowed for student growth on an individual level • Provided a reading program that is consistent in nature and allowed flows from grade to grade • Allowed for reading development at the students level • Closed gap in reading levels and test scores through a consistent and universal reading program

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Chemainus Native College/Stu”ate Lelum Secondary School Ladysmith, BC Total Allocation $50,014.09 Timeline September 2001-March 29, 2002 Linkages School District Target Population 110 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Library, Community Feast, Consultant, Physical Ed 2. STAY-IN-SCHOOL Counselor 3. CURRICULUM DEVELOPMENT Language Teacher 4. INTEGRATING SERVICES Public School Electives 5. SPECIAL EDUCATION After-School Tutoring, Teaching Assistants 6. LITERACY Assessments

SUMMARY

The Capacity Building initiative invested in additional reference and research books. A community feast enhanced the level of support for the students by their friends and families. Four teachers attended the FNESC Aboriginal Education Conference in November 2001. Education psychologists and other special need consultants observed and provided our teachers with advice on techniques for handling behavior problems. An area for sports activities warranted the building of a hard (rubberized) and confined surface to support various sports.

The Stay-In-School initiative supported the return of a part-time counselor for one-on-one counseling three afternoons per week and Life Skills workshops.

The Curriculum Development initiative had a community member to teach two levels of the Hul’quimenum language.

The Integrating Services initiatives embarked on a partnership with the local public High School to offer students a wider range of course electives.

The combined Special Education and Literacy initiatives extended a teaching assistant and a teacher’s hours of work. More individualized assistance was made available to students with special needs in the Morningside Program during and after school.

RESULTS/IMPACTS • Additional books assisted students in their courses • Increased staff professional development, experience and knowledge • Play area for student sports • More student support • Language lesson delivery • More student individual assistance • Wider range of elective courses for students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 38 - FNESC and FNSA ______

Chi Chuy Preschool Powell River, BC Total Allocation $20,956.64 Timeline September 2001- March 29, 2002 Linkages Conference Delegates Target Population 16 Kindergarten and 10 Preschool Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, IRP 2. STAY-IN-SCHOOL Recreation, Short Courses, Parent Retreat 3. CURRICULUM DEVELOPMENT Teacher Assistant 4. INTEGRATING SERVICES Teacher Assistant 5. SPECIAL EDUCATION Teacher Assistant 6. LITERACY Book Purchases

SUMMARY

The Capacity Building initiative had eight teachers and elders attend a long TPR Storytelling Conference. All school staff and language nest staff met for three days to review CAS programs and all courses from nursery, kindergarten to Grade 10 levels. Three teachers met and reviewed an Immersion IRP.

The Stay-In-School initiative focused on recreation and short courses. The high school students were given a guided tour of the University College of the Caribou then met a First Nations Support Worker. Parents participated in a retreat and discussed the lack of motivation of some students. As well, the parents conformed guidelines for rules of behavior.

A Curriculum Development initiative supported a Curriculum Development review meeting held on June 27 to 27, 2001 where the staff reviewed all the material that was piloted. Other curriculum activities included lesson aides for Secwepmectsin crafts and carpentry courses. Three education professionals developed curriculum for new salmon and integrated unit. A Grade 4 Secwepmectsin Math student text is completed.

The Integrating Services initiative helped to sponsor meetings of local helping agencies and planned joint cooperative projects.

The Special Education initiative supported the hiring two teaching assistants for two of the special needs students.

The Literacy initiative purchased books for a classroom supporting literacy and cultural goals. At the beginning of an early intervention program children in Preschool and younger who are at risk were targeted and provided with one-on-one opportunities to grow in literacy.

RESULTS/IMPACTS • Increased staff background knowledge about special needs • Preschoolers and Kindergarten students future classes • Teachers will have more resources for classes • Two special needs students received more one-on-one support • Increased literacy levels of students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 39 - FNESC and FNSA ______

Chief Atahm School Chase, BC Total Allocation $29,247.80 Timeline September 2001- March 29, 2002 Linkages Public Post-Secondary Institutions Target Population 37 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Conference, Report Card, School Policies and Procedures Handbook, Student Handbook 2. STAY-IN-SCHOOL Youth Courses, Field Trips, Recreation 3. CURRICULUM DEVELOPMENT Curriculum Development 4. INTEGRATING SERVICES Joint Planning Events, Research 5. SPECIAL EDUCATION Learning Assistant, Student Testing 6. LITERACY Reading Club, Field Trips, Incentives, Literacy Workshops

SUMMARY

The Capacity Building initiative sent eight teachers and Elders to a TPR Storytelling Conference in Oklahoma, USA. All the school and language staff met for three days to review CAS Programs and all courses from Nursery, Kindergarten to Grade 10. Three teachers designed a new report card and will review and revise an immersion IRP. Plans were to consolidate the school policies and procedures handbook, develop a student handbook and Chief Atahm School Nest pamphlet.

The Stay-In-School initiative sponsored short courses such as Food Safe, Worker’s Compensation Board for Youth, First Aid and swimming lessons. The High School will go on career exploration field trips to universities. The students went on three recreational field trips such as kayak/canoe lessons, skating and to a gymnasium in Salmon Arm, BC.

The Curriculum Development initiative conducted one curriculum review meeting developed curriculum for a new salmon and deer integrated units. Other activities included developing lesson aides, and completing a Primary Language Arts book.

The Integrating Services initiative organized meetings of local helping agencies to plan joint cooperative projects, joint parenting workshops, joint career planning events, and conducted research on methods for teaching special needs children, hosting meetings with specialists and set up a referral system.

The Special Education initiative had four students tested and hired a Learning Assistant Teachers to provide individual or one on one instruction for five students.

The Literacy initiative held three literacy workshops, Book Fair, Pro-Day’s for staff, field trip for parents and set up a Recreational Reading Centre for students. Plans were for a Student Reading Club with incentives for students.

RESULTS/IMPACTS • Students gained valuable knowledge about life in an academic institution • Parents became involved in students’ education and behavior in school • Student handbook being developed for the school • Progress in the area of literacy for students • Excellent developed curriculum for the school • Integration with local helping agencies for the benefit of students • Teachers are referring students to a school-based team ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 40 - FNESC and FNSA ______

Chief Matthews Community School Massett, BC Total Allocation $31,704.44 Timeline September 2001- March 29, 2002 Linkages Community Members Target Population 50 Students, Parents, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Handbooks 2. STAY-IN-SCHOOL Cultural Events 3. CURRICULUM DEVELOPMENT Language 4. INTEGRATING SERVICES Service Integration 5. SPECIAL EDUCATION Support Worker 6. LITERACY Education Support Worker

SUMMARY

The Capacity Building initiative contributed towards the development and production of the Chief Matthews School Handbook for students, parents and staff.

The Stay-In-School initiative contributed to offering weekly cultural events such as Haida Singers and drummers.

The Curriculum Development initiative addressed Haida language curriculum development. The project reviewed the lack of relevant Haida curriculum available to teachers.

The Integrating Services initiative created a connection between the four areas of service integration (education, health, child welfare and childcare) is not as evident as one would like. The Health department offered the services to the community children by way of a breakfast club available to all students and lunch program available to the Chief Matthews School students.

The Special Education initiative hired an Education Support Worker (ESW) – Special Needs position within the Chief Matthews School. Students who required extra assistance in reading, speech, writing and behavior management benefited from the ESW –Special Needs worker.

The Literacy initiative hired an Education Support Worker (ESW) – Literacy position within the Chief Matthews School. Students who required extra assistance with reading and writing program in the classroom benefited from the ESW-Literacy worker.

RESULTS/IMPACTS • Current and future students, parents and staff used the handbook • Students, present and future realized the value of being Haida • Impressed on parents the value of being at school daily • The language project addressed a lack of relevant Haida curriculum • Language resources were available for students and parents • Students benefited from added nutrition of a healthy lunch at the school • Teachers benefited from extra support in the classroom in both the special needs and literacy areas

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 41 - FNESC and FNSA ______

Chilliwack Landing Preschool Chilliwack, BC Total Allocation $27,251.78 Timeline September 2001- March 29, 2002 Linkages None Target Population 65 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Materials, Professional Development 2. STAY-IN-SCHOOL Graduation Ceremony 3. CURRICULUM DEVELOPMENT Learning Assistant, Speech and Language Pathologist, Language Materials 4. INTEGRATING SERVICES Learning Assistant, Speech and Language Pathologist, Language Materials 5. SPECIAL EDUCATION Learning Assistant, Speech and Language Pathologist, Language Materials 6. LITERACY Library, Professional Development

SUMMARY

The Capacity Building initiative purchased materials targeted for special areas of development such as gross motor skills (balls, climbing equipment) sequencing materials (language development) art and mathematics materials (counting). The remaining funds went towards staff professional development

The Stay-In-School initiative hosted a Kindergarten Graduation Ceremony and planned a traditional dinner, guest speakers and small gift for all students.

The combined Curriculum Development, Integrating Services and Special Education initiatives hired a Learning Assistant, a Speech and Language Pathologist and purchased language based instructional materials.

The Literacy initiative expanded the student and parent library and purchased books and magazines subscriptions. Other activities provided professional development.

RESULTS/IMPACTS • Combined funding targeted children involved in receiving special assistance • Students benefited from the additional assistance in their learning process • Presence of special needs students in Kindergarten as well as in the preschool department was a measure of success • Graduation had increased participation by graduated and families • Staff received valuable professional development • More reading taking place in the home environment

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 42 - FNESC and FNSA ______

Coldwater School Merritt, BC Total Allocation $30,629.66 Timeline September 2001 -= March 29, 2002 Linkages Science World Target Population 48 Students, Staff, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Student Handbook 2. STAY-IN-SCHOOL Field Trips 3. CURRICULUM DEVELOPMENT Special Needs Program 4. INTEGRATING SERVICES Student Assessments 5. SPECIAL EDUCATION Workshops 6. LITERACY Tutoring Program

SUMMARY

The Capacity Building initiative trained staff to operate library software, the Internet, and how to train student volunteers to work in the library and purchased more materials.

The Stay-In-School initiative had primary and intermediate level grade two to seven students visited Science World in Vancouver, BC.

The Curriculum Development initiative further developed hands-on and interactive curriculum. A newly hired contractor taught the staff Total Body Response to learning a language.

The Integrating Services initiative developed a program that educated students about handling money in society and research poverty, welfare mindsets that exist, and challenges they cause.

The Special Education initiative was used to introduce the Phone-Graphix Reading Program to intermediate students. It was a goal to introduce the program to Nursery/Kindergarten level students. This was part of a long-term strategy to address reading skills.

The Literacy initiative focused on a parent and primary level children’s program to enhance early literacy development in the younger children. A number of parents received training and honorarium while in the program.

RESULTS/IMPACTS • Trained staff and volunteers in the library • Increased library use, improved reading skills • Students on the field trip gained maximum learning benefits by gathering information as directed by the assignments in class • The school staff received training had skills to assist in promoting language usage as well as using strategies to increase their own learning • Students think differently about money in society • Staff and students report that frustration was decreased and students were able to achieve learning outcomes set by the teachers • Completed professional training for teaching staff • Teachers assessed reading levels of students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 43 - FNESC and FNSA ______

Coldwater Resource Tech School Merritt, BC Total Allocation $22,760.74 Timeline September 2001 -= March 29, 2002 Linkages School District Target Population 13 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Handbooks 2. STAY-IN-SCHOOL Field Trips 3. CURRICULUM DEVELOPMENT Special Needs Program 4. INTEGRATING SERVICES Specialists, Work Experience Program 5. SPECIAL EDUCATION Consultant 6. LITERACY Tutoring Program

SUMMARY

The Capacity Building initiative supported revised and upgraded student handbook, a parent handbook and an orientation manual for staff.

The Stay-In-School initiative provided an opportunity for field trips to enhance students’ academic and cultural component of their studies. The students learned about basic concepts in forestry and fisheries, ethno botany, culture and mining.

The Curriculum Development initiative developed a program for special needs High School students that provided them with necessary life skills.

The Integrating Services initiative supported school district specialists to assess students with learning difficulties, assisted staff with IEP’s and monitoring. A Work Experience Program was for students to work with local agencies, businesses and trades.

The Special Education initiative contracted a Consultant who delivered several workshops to assist students with their emotional challenges.

The Literacy initiative provided tutoring for older students with reading difficulties. Materials were purchased for use in the Tutoring Program.

RESULTS/IMPACTS • Handbooks distributed to staff, students and parents • Students received hands-on and practical experiences • Special Needs students achieved necessary life skills • Students gained necessary confidence, skills and contacts for adult transition, and to further training • Emotional challenged students worked effectively with others and managed themselves and set appropriate boundaries for themselves • Students benefited from tutoring services and improved reading skills

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 44 - FNESC and FNSA ______

Eliza Archie Memorial School 100 Mile House, BC Total Allocation $29,247.80 Timeline September 2001-March 29, 2002 Linkages Parents Target Population 31 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Learning Assistant Teacher 2. STAY-IN-SCHOOL Learning Assistant Teacher 3. CURRICULUM DEVELOPMENT Learning Assistant Teacher 4. INTEGRATING SERVICES Learning Assistant Teacher 5. SPECIAL EDUCATION Learning Assistant Teacher 6. LITERACY Learning Assistant Teacher

SUMMARY

The combined Gathering Strength initiatives continued to employ an existing Learning Assistant (LA) teacher for the Eliza Archie Memorial School. They continued with the current program and the developed individual education plans for students. The LA teacher continued to work with groups of two to four students.

The Learning Assistant Teacher concentrated in the areas of spelling, reading comprehension, sight words, phonics and handwriting. The Classroom Teacher had identified the students that required learning assistance. Students were worked with on an individual basis and in small groups. Each student was assisted to do their best, regain their motivation for academic success and they had fun doing it.

Common characteristics were in areas of reading, spelling and mathematics. Reversal in numbers and letters, following in direction and listening, student that were easily frustrated and impulsive was identified. Other observations included students with difficulties in producing written materials and with social/emotional difficulties.

RESULTS/IMPACTS • Ways to meet the needs of the students with various learning styles • Understanding about a student is a capable person and can learn differently than others • Together with the school can find ways for a student to perform better at school • Developed problem solving techniques to overcome obstacles • Supported student efforts towards independence • The elimination of classroom disruption • Increased student motivation • Increased awareness of the value of education • Allowed each child to reach their individual potential • Keen involvement of the student’s families • Higher attendance rates • Greater student success rate

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 45 - FNESC and FNSA ______

Eugene Joseph/Tl’azt’en Adult Learning Centre Fort St. James, BC Total Allocation $70,778.80 Timeline September 2001- March 29, 2002 Linkages FNSA Training Target Population 140 Students, School Staff, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development 2. STAY-IN-SCHOOL Survey/Training 3. CURRICULUM DEVELOPMENT Training 4. INTEGRATING SERVICES You Make a Difference Program 5. SPECIAL EDUCATION Personal Attendants 6. LITERACY Professional Development

SUMMARY

The Eugene Joseph School and the Tl’azt’en Adult Learning Centre combined their allocated funding.

The Capacity Building initiative sent staff members to a First Nations Aboriginal Education Conference, FNSA Speaker Series and the FNSA Annual Conference. There were also purchases of additional library books and a Library Management System.

The Stay-In-School funds implemented suggestions and ideas from the Tl’azt’en Nation by an “At Risk” Youth survey. There was a continued implementation of Effective Behavior Support Training.

The Curriculum Development initiative trained staff on a Pathfinder Program and the integration of the “Total Physical Response method of instruction with Carrier culture and language program teacher.

The Integrating Services initiative provided for two sessions of “You Make the Difference” an Early Childhood Education Integration Program.

The Special Education initiative partially contributed to the cost of hiring three Personal Attendants to support special needs students.

The Literacy initiative subsidized Aboriginal Family Literacy Facilitator Training, professional development for the Carrier Language and Culture teacher and staff, parent and Education Society to visit Immersion Schools.

RESULTS/IMPACTS • A minimum of ten staff members benefited from the professional development • All students benefited from the improvements in the library • Completed “At Risk” Youth Survey with suggestions and ideas • The Curriculum Development eventually impact all learners • More support for special needs students • Two teachers and four other community members involved with education will benefit from the professional development activities • Realization that current core funding levels were not adequate to meet the specific needs of students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 46 - FNESC and FNSA ______

First Nations High School Hazelton, BC Total Allocation $38,153.12 Timeline September 2001- March 29, 2002 Linkages White Crow Village Target Population 60 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Math Software, Professional Development 2. STAY-IN-SCHOOL Job/Work Experience 3. CURRICULUM DEVELOPMENT Professional Development 4. INTEGRATING SERVICES Experiential Program 5. SPECIAL EDUCATION Experiential Program 6. LITERACY Reading Program

SUMMARY

The Capacity Building initiative purchased Mathematics software (Math Problem Solver-CD ROM Series) and classroom set of scientific calculators. Staff members received professional development such as Conflict Management and Facilitator Training.

The Stay-In-School initiative provided local job/work experience and an incentive based on school attendance and academic progress. A Breakfast/Lunch Program was implemented for a number of students not provided with lunch or lunch money.

The Curriculum Development initiative covered professional development for instructors at the White Crow Village in order to research and gather information on FAS/FAE. A year-end trip had students attend a White Crow Village Youth Camp.

The Integrating Services and Special Education initiative provided an Experiential Program that included:

• Outdoor Education • Personal Advising • Service Learning • Learning and Career Action Plan • Career Portfolio • External Credit • Purchase of Life Skills, GED, Workplace Materials/Resources

The Literacy initiative purchased a Corrective Reading Program, student/teacher materials, additional resources, and purchased current novels and library books.

RESULTS/IMPACTS • The items, equipment and software available for use on a year-long basis • Ten students benefited from a local job/work experience program • Four staff members received professional development training • A White Crow Youth Camps benefited ten students • Thirty students participated in the Experiential Learning Program • Entire student population benefited from the materials and resources • The Reading Program benefited the entire student population • The purchases of equipment allowed students to learn new sports • Proven fact that diet and nutrition had a positive/negative effect on how students learn

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 47 - FNESC and FNSA ______

Fort Babine Elementary School Smithers, BC Total Allocation $25,102.22 Timeline September 2001- March 29, 2002 Linkages Communities Target Population 18 Students, School Staff Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Physical Education, Language Instruction, Potlatch 2. STAY-IN-SCHOOL Youth Conference, Education Retreat 3. CURRICULUM DEVELOPMENT Playground 4. INTEGRATING SERVICES Playground 5. SPECIAL EDUCATION Professional Development 6. LITERACY Library, Book Bag Program

SUMMARY

The Capacity Building, Curriculum Development and Integrating Services funds were combined to purchase physical education supplies and equipment for a playground at the school. A long- term member of the community provided language instruction to the children as part of the school program. This member also coordinated mini-potlatches for the school children.

The Stay-In-School initiative supported student and teacher attendance at youth conferences and events. All teachers attended an Education Retreat including all the employees of the education department and the members of Chief and Council.

The Special Education initiative was used for programs, meetings and workshops such as Speaker meetings, FAS/FAE informational sessions.

The Literacy initiative enhanced the school library and reading program materials. A “Book Bag” Program was established to encourage children to take books home with them.

RESULTS/IMPACTS • All students benefited from the newly acquired playground as last summer the old school burned and all was lost • Students benefited from attending youth conferences and events • Four teachers benefited from the professional development relating to special needs topics • Success was measured by how many books the children took home with them and returned to the library • During the Education Retreat there was achieved consensus on an organization-wide focus on optimal health for all members, targeted education initiatives with culture and language and a band operated high school at Woyenne within five years

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 48 - FNESC and FNSA ______

Fountain Band Preschool Lillooet, BC Total Allocation $19,421.24 Timeline September 2001- March 29, 2002 Linkages Sylvan Learning Centre Target Population 70 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, Summer Camp, Learning Centre, Graduation 2. STAY-IN-SCHOOL Tutoring Program 3. CURRICULUM DEVELOPMENT Professional Development, Summer Camp, Learning Centre, Graduation 4. INTEGRATING SERVICES Professional Development, Summer Camp, Learning Centre, Graduation 5. SPECIAL EDUCATION Tutoring Program 6. LITERACY Tutoring Program

SUMMARY

The combined Stay-In-School, Literacy and Special Education funds provided students with tutoring services to promote staying in school, asking for assistance, and improved overall student success within the school system.

The combined Capacity Building, Curriculum Development and Integrating Services funds benefited various members of the community. The staff at the Preschool, Education Committee members, students in the Summer Science Program, student transportation for attendance to the Sylvan Learning Centre and a contribution to the Stl’atl’imx Graduation 2002 ceremonies.

RESULTS/IMPACTS • The tutor, students and community benefited members in a more positive way and included them in the learning cycle • Communities were strengthened and empowered students, members, and parents to participate in the children’s education • Youth were able to share with other youth on what they learned and motivated them to participate in different activities • Provided assistance to students and parents who were unable to access funding for attendance to the Sylvan Learning Centre • Graduation ceremonies provided recognition for successful students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 49 - FNESC and FNSA ______

George Manual Institute Chase, BC Total Allocation $29,593.27 Timeline September 2001- March 29, 2002 Linkages Post-Secondary Institute Target Population 36.5 Students, Parents, School staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, Language Development 2. STAY-IN-SCHOOL Field Trip 3. CURRICULUM DEVELOPMENT Special Needs Assistant, Student Assessments 4. INTEGRATING SERVICES Field Trip 5. SPECIAL EDUCATION Special Needs Assistant, Student Assessments 6. LITERACY Professional Development

SUMMARY

The combined Capacity Building and Literacy initiative supported staff attendance to a conference to enhance their professional abilities as an instructor. Staff had a one in-service day training session with a specialist. A fall Open House raised the profile of the George Manual Institute and encouraged parental involvement. Elders helped develop language curriculum and taught the Secwepemnc language.

The combined Stay-In-School and Integrating Services initiative facilitated a planned field trip to a post-secondary institute. A youth who had mentorship training for youth offered sports and computer programming for youth.

The combined Curriculum Development and Special Education initiative provided assessments for students with special needs. A Special Needs Assistant worked with specific students with special needs.

RESULTS/IMPACTS • Increased in staff professional abilities • Language training and curriculum produced • Surveyed survey of programs with parents • Encouraged more parental involvement • Access for youth in computer programming • Increased support for special needs students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 50 - FNESC and FNSA ______

GitGingolx Wilp Wiloxskw Adult School Gingoix, BC Total Allocation $22,184.96 Timeline September 2001- March 29, 2002 Linkages Toastmaster Group Target Population 29 Adult Students, 60 K4-8 students, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Resources 2. STAY-IN-SCHOOL Resources 3. CURRICULUM DEVELOPMENT Nisga’a Language Course 4. INTEGRATING SERVICES Library Member, Parents Club 5. SPECIAL EDUCATION Literacy, Toastmasters Group 6. LITERACY Library Upgrading

SUMMARY

The combined Capacity Building, Stay-In-School and Literacy initiative included resources for a library, science equipment and supplies. The library portion included the purchase of books, CD’s, videos, audiotapes and furniture. Other funds were used towards a science lab and included equipment, supplies, biology facilities, physics, chemistry and general science.

The Curriculum Development initiative was used to develop a Nisga’a language course for the Pathfinder, Nautikos and Odyssey system platform. These funds were primarily used to hire a member of the community who was fluent in the Nisga’a language, teaching, lesson planning, and course delivery.

The Integrating Services initiative hired a member of the community to open a classroom and library for students and other members of the community who wanted to study or access the library facilities.

The Special Education initiative promoted basic literacy skills and started a Toastmasters group. To promote basic literacy a portion of the funds was used to hire a member of the community to work with adults in small groups and in one-on-one settings. There were project materials and supplies purchased. To start the Toast Masters group a portion of the funds was used to help develop a viable group, and to purchase appropriate equipment and supplies.

RESULTS/IMPACTS • Developed a comprehensive library for a long-term benefit • Science lab emphasized on enabling simple and safe experiments and investigations • Nisga’a language curriculum development work • Access for community members to use library services • The Toast Masters group built on existing capabilities to develop greater self-confidence and personal strengths. • Can now provide more reading resources for the students • Take home box with different types of activities was setup to promote literacy

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 51 - FNESC and FNSA ______

Gitanmaax Band Nursery School Hazelton, BC Total Allocation $21,570.80 Timeline September 2001 – March 29, 2002 Linkages Elementary School, Head Start Program Target Population 32 Students, Parents, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Equipment and Supplies 2. STAY-IN-SCHOOL Fun Night, Graduation, Toys 3. CURRICULUM DEVELOPMENT Curriculum Developer 4. INTEGRATING SERVICES Swimming Lessons and School Train Trip 5. SPECIAL EDUCATION Workshops 6. LITERACY Library, Reading

SUMMARY

The Capacity Building initiative was able to purchase much needed supplies that enhanced this educational institute. All 32-nursery students were provided with newer activities and equipment that enhanced their learning environment.

The Stay-In-School initiative supported a Christmas Craft Family Fun Night, graduation ceremony with gifts, and purchases of fun activities and toys.

The Curriculum Development initiative supported newly developed curriculum through the purchase of new curriculum resources for the program. In addition, staff received training and certificates for workshop participation in literacy on promoting early readers.

The Integrating Services initiative coordinated swimming lessons, and a school train trip that included parent chaperones and nursery school staff. Work was in conjunction with an Elementary School and Head Start Program.

The Special Education initiative supported parent workshops and staff special education workshops. Other events were to encourage parental/community involvement.

The Literacy initiative enhanced the school library and reading areas and allowed for research and training opportunities in new reading strategies.

RESULTS/IMPACTS • Provided Nursery staff with in-depth training and professional development in areas of Education of Young Children, Early Childhood Education, Curriculum Development and age appropriate reading strategies • More parental involvement in children’s education • Offered children language experiences and learning opportunities that enhanced their self esteem to stay-in-school • Developed and offered a Preschool Program that was child-centered and implemented curriculum to prepare children for Kindergarten

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 52 - FNESC and FNSA ______

Gitanyow Independent School Kitwanga, BC Total Allocation $31,550.90 Timeline September 2001- March 29, 2002 Linkages Community Members Target Population 45 Students, Board Members, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Board Training/Teaching Equipment 2. STAY-IN-SCHOOL Graduation/ Award Ceremony/Cultural Crafts 3. CURRICULUM DEVELOPMENT Part-Time Teacher 4. INTEGRATING SERVICES Part-Time Teacher 5. SPECIAL EDUCATION Part-Time Teacher 6. LITERACY Companion Reading Program

SUMMARY

Part of the Capacity Building initiative funds provided Board training that was essential for a smooth and knowledgeable transition from the old school board to the new members. Part of the training was with Larry Thomas on “Board Effectiveness.” There were purchases of a new overhead projector and supplies, as well as a binding machine and laminator for the school.

The Stay-In-School initiative focused on a graduation and award ceremony for the benefit of students, parents and the entire community. Older students learned basic carving cedar and the younger students learned how to make plastic canvas boxes and some larger beadwork.

The combined Curriculum Development, Integrating Services and Special Education initiatives hired a part-time teacher to relieve the present staff and helped many special needs students. Students were removed individually and placed in small groups for special instructions that helped their pre-reading skills as well as their pre-mathematics and mathematical skills.

The Literacy initiative involved the purchased Grade Three Companion Reading and upgraded Kindergarten, Grade one and two levels of a reading program. A half-time teacher received in- service training.

RESULTS/IMPACTS • Board Training completed for five new Board members • The overhead projector was used daily in a reading program and a binding machine was used for the construction of English books • More recognition for volunteer parental involvement in the school • Enhancement of cultural crafts, Gitksan and language classes • Finished projects completed by the students • Extra help received with reading and pre-reading skills • Primary students continue with Companion Reading Program • In-service trained teachers in reading program

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 53 - FNESC and FNSA ______

Gitsegukla Elementary School South Hazelton, BC Total Allocation $35,082.32 Timeline September 2001- March 29, 2002 Linkages FNESC Participants Target Population 65 Students, Staff, Board Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, Teacher Aide 2. STAY-IN-SCHOOL Teacher Aide 3. CURRICULUM DEVELOPMENT Librarian 4. INTEGRATING SERVICES Librarian 5. SPECIAL EDUCATION Teacher Aide, Librarian 6. LITERACY Teacher Aide, Reading Enhancement

SUMMARY

The combined Capacity Building, Stay-In-School, Literacy and Special Education initiative supported the continued teacher aide’s work to provide extra help for classroom teachers. Other activities included: one-one with students, intra mural games, computer classes, field trips, noon hour supervision, girl’s basketball and primary soccer team coaching. One school staff member and one Board Member attended a FNSEC Annual Aboriginal Education Conference in the fall of 2001.

The Curriculum Development, Special Education, and Integrating Services initiative supported a half-time librarian and helped students in sign out books, read and tracked their return to the library. Other activities included book fairs, library classes, reading stories, intermediate student research work and the repair and binding of books.

The Literacy funds were used to acquire culturally relevant books and materials that had a First Nations theme. A variety of excellent books were obtained for the student use in their classes.

RESULTS/IMPACTS • Extra help provided for students and classroom teachers at the school • Students were able to keep up with their school work because of the extra help they received • Appreciation of modern technology and the basics of computer concepts were most evident in students • Professional development opportunities for staff and Board members • Improved library services • The library services boosted the students reading comprehension • Broader selection and relevant reading materials

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 54 - FNESC and FNSA ______

Gitwangak Elementary School Kitwanga, BC Total Allocation $21,570.80 Timeline September 2001- March 29, 2002 Linkages Head Start, FNSA/FNESC Speaker Series Target Population Students, Staff, Parents, Communities

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development 2. STAY-IN-SCHOOL Equipment 3. CURRICULUM DEVELOPMENT Song and Dance Program 4. INTEGRATING SERVICES Planning Sessions 5. SPECIAL EDUCATION Therapist 6. LITERACY Reading Guides

SUMMARY

The Capacity Building initiative provided for three staff members to attend “Math and Science Conference on February 2-5, 2002. Staff participated in a two-day workshop on February 21-22, 2002. Other relevant workshops were provided with attendance by the staff and community members.

The Stay-In-School initiative funds were utilized to purchase musical instruments and dress-up sets for the Preschool to Kindergarten and Grade one students.

The Curriculum Development initiative was changed because the professional to develop an interactive language CD was not available, but a Song and Dance Program was delivered. A Curriculum developer was hired along with two people who drummed and sang. The traditional songs were dying because most of the songs were handed down orally.

The Integrating Services initiative supported a three-day planning sessions to integrate all education programs at Gitwangak Adult Centre. Two staff members attended an integrated services to find out how successful other communities are and what strategies work for them.

The Special Education initiative hired a therapist to visit the school and work with special needs children. Funds were also available through the Aboriginal Head Start On-Reserves funding. The therapist focused on students with attention deficit disorders, speech, hearing, and language needs.

The Literacy initiative purchase guided reading sets, reading materials and CD ROM reading resources for Nursery, Preschool, Kindergarten and Grade one levels.

RESULTS/IMPACTS • Staff acquired a wealth of information that they could use • The musical instruments enhanced the children’s music, imaginary skills • Parents and students used cassettes for listening centers and for recording songs • Great excitement about the recording of local history and language • Planning sessions were a huge success with parental involvement • Special needs students had support services • New books now available for Preschool and Nursery

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 55 - FNESC and FNSA ______

Gitwangak Adult School Kitwanga, BC Total Allocation $24,180.98 Timeline September 2001- March 29, 2002 Linkages Head Start Program Target Population Students, Parents, Staff, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development 2. STAY-IN-SCHOOL Career Readiness Program 3. CURRICULUM DEVELOPMENT Song and Dance Program 4. INTEGRATING SERVICES Planning Session 5. SPECIAL EDUCATION Professional Development 6. LITERACY Reading Program

SUMMARY

The Capacity Building initiative provided for three staff members to attend “Math and Science Conference on February 2-5, 2002. Staff participated in a two-day workshop on February 21-22, 2002. Other relevant workshops were provided with attendance by the staff and community members.

The Stay-In-School initiative was changed from Parenting and Parent Advisory workshops and how to support your child to a week Career Readiness Program. The students were taught resume writing, first host, interview skills, employer expectations, making your money last, time management and organizational skills.

The Curriculum Development initiative was changed because the professional to develop an interactive language CD was not available, but a Song and Dance Program was delivered. A Curriculum developer was hired along with two people who drummed and sang. The traditional songs were dying because most of the songs were handed down orally.

The Integrating Services initiative covered planning sessions for integration of all education programs with cost share benefits in an attempt to reach more community members.

The Special Education initiative cover instructors to attend a 4th Annual Conference on Effective Behavioral Support: Teaching Learning, Behavior: Making Connections on November 1-2, 2001.

The Literacy initiative funded a reading program to complement last years Math and English program. This year an additional reading component was added. New reading materials were purchased.

RESULTS/IMPACTS • More education information for staff members • Education/Health information for community members • Outreach services to improved within community • Staff acquired a wealth of information that they could use • Parents and students used cassettes for listening centers and for recording songs • Great excitement about the recording of local history and language • Planning sessions were a huge success with parental involvement • Improved Reading Program

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 56 - FNESC and FNSA ______

Gitwinksihlkw Wil Sii Sit’aatkws/Gitwinksihlkw Elementary School Gitwinksihkw, BC Total Allocation $19,421.24 Timeline September 2001- March 29, 2002 Linkages FNSA/FNESC Speaker Series, School District Target Population 18 Part-Time and 30 Full-Time Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development 2. STAY-IN-SCHOOL Awards 3. CURRICULUM DEVELOPMENT Language CD ROM 4. INTEGRATING SERVICES Education Symposium 5. SPECIAL EDUCATION Workshops 6. LITERACY Reading Materials

SUMMARY

The Capacity Building initiative funded three Board members to the FNSA/FNESC Speaker Series “Board Training and “Conflict Resolution” workshops. A local family psychologist on “Communicating and Building Self Esteem with Children” provided local board and staff training.

The Stay-In-School initiative promoted good work ethic, punctuality and attendance at the school. The school had monthly award meetings to recognize those with good attendance and punctuality.

The Curriculum Development initiative funded a language CD ROM for students to take home so they may teach their parents as well. The CD contains names of animals, fish, trees, plants, family ties, etc.

The Integrating Services initiative shared funding for an Education Symposium with a vision for School District to produce a Local Education Improvement Agreement.

The Special Education initiative funded hosted parent workshops to provide information about supporting children in their education and coping strategies for parents. Monthly dinners were held in conjunction with their workshops.

The Literacy initiative funded reading materials for parents such as parent pamphlets and some books for the school.

RESULTS/IMPACTS • Professional development provided for Board Members • More education information for Board members • Improved student attendance and punctuality • School environment a positive place for students and parents • Proceeding with a Local Education Improvement Agreement • First draft of a Gitwinksihlkw Village Government Report • More student and parent involvement in learning language • More informed parents and support to their children • Parenting literature available for parents

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 57 - FNESC and FNSA ______

Glen Vowell Band School Hazelton, BC Total Allocation $18,807.08 Timeline September 2001- March 29, 2002 Linkages None Target Population 55 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Recognition Attendance/Academic Achievement 2. STAY-IN-SCHOOL Recognition Attendance/Academic Achievement 3. CURRICULUM DEVELOPMENT Recognition Attendance/Academic Achievement 4. INTEGRATING SERVICES Community Reading Program, Book Purchases 5. SPECIAL EDUCATION Community Reading Program, Book Purchases 6. LITERACY Community Reading Program, Book Purchases

SUMMARY

The combined Capacity Building initiative, The Stay-In-School and Curriculum Development initiative will encourage 55 students from Nursery to Grade 12 to attend school on a daily basis and achieve the best of their academic capabilities. The students received rewards for perfect attendance and academic achievement at a mini feast during the year and at school year-end. The students received language training at the mini feasts to enrich the Gitksan cultural heritage. The integration of Elders, youth and dignitaries with the use of modern technology recorded the presentations on audio and video with written material compiled in binder form for future use.

The combined Integrating Services, Special Education and Literacy initiative was used for a Community Wide Reading Program. A hired tutor worked in the areas of reading, writing and spelling with students. Purchased reading books for the library.

RESULTS/IMPACTS

• Rewards were in the form of gift certificates from local businesses, back packs, calculator, luncheon date with parents, Principal, Chief and Council to acknowledged achievement • Student reading levels advanced

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 58 - FNESC and FNSA ______

Gwa’sala-‘Nakwaxda’xw School Port Hardy, BC Total Allocation $46,597.82 Timeline September 2001- March 29, 2002 Linkages Inter-agencies, Resource Line, School District Target Population 150 Students, Parents, Community, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Handbooks, Parenting Workshops, Physical Education 2. STAY-IN-SCHOOL DARE Program 3. CURRICULUM DEVELOPMENT Professional Development, Curriculum 4. INTEGRATING SERVICES Interagency Meetings, Cultural Camp 5. SPECIAL EDUCATION Education Psychologist 6. LITERACY Home Reading Program

SUMMARY

The Capacity Building initiative covered the cost of producing a school year books, school manual, staff handbook and a school evaluation booklet. Other activities included the purchase of resource materials for parents, Parenting workshops in collaboration with Family Services and continued developing a Fine Arts Program.

The Stay-In-School initiative covered activities such as participating in the DARE Program, graduation ceremony, dance and dinner and to offer physical education events for students.

The Curriculum Development initiative worked on improving Language and Mathematics curriculum. Three staff members attended an Aboriginal Language Conference, and Aboriginal Development workshop and cultural field trip.

The Integrating Services initiative covered the cost of weekly interagency meetings at a Family Services Building. A First Aid course was presented for all staff, as well as an Outdoor Activities and Life Skills Adventure Program. A Family Services team continued to work with parents, staff and students. Some of the interagency community members include: the RCMP, Drug & Alcohol Counselors, Health Services personnel, Ministry of Children and Families, and a Child Psychologist.

The Special Education initiative assessed students by hiring an Educational Psychologist. A teacher aide worked with the special needs students. Karen Horner, Special Needs Toll Free Line Coordinator was used as a resource, facilitator and trainer.

The Literacy initiative focused on a Home Reading Program to add diagnostic reading tests, new reading programs and hosted a Book Fair.

RESULTS/IMPACTS • School year book, school manual, staff handbook and school evaluation booklet • Staff involvement in professional development activities • Enhanced teaching with improved curriculum • Linkages with inter-agencies and joint professional development • Student assessments • Additional diagnostic reading tests and information on other reading programs

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 59 - FNESC and FNSA ______

Haahuupayak School Port Alberni, BC Total Allocation $64,562.00 Timeline September 2001- March 29, 2002 Linkages USMA Mental Health, Cisaa? ath Tribal Council, Taatnee? is Daycare, nuucaanu1 Education and Training Board, First Peoples Cultural Foundation Target Population 132 Students, Parents, Communities

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Ancillary Materials, Librarian, Language Speakers 2. STAY-IN-SCHOOL Counselor 3. CURRICULUM DEVELOPMENT Art, Language 4. INTEGRATING SERVICES Counseling Services, Interagency 5. SPECIAL EDUCATION Teacher Aide 6. LITERACY Half-time Teacher Aide

SUMMARY

The Capacity Building initiative covered purchased ancillary materials necessary for the new Math series implemented last year. Additional Aboriginal and other print materials were purchased for the library. A librarian worked for one day per week to properly manage the growing collection. Other activities included fluent language speakers for the school, additional regalia, audio/visual supplies and continuing curriculum development.

The Stay-In-School initiative provided aid to the continued relationship with the nuccaariu1 Tribal Council’s USMA Mental Health Program to share the cost of a counselor. This school was provided with a counselor for one day per week.

The Curriculum Development initiative had Art curriculum and local artists worked with a variety of mediums to share their knowledge with students. Associated with this program was the purchase of materials and supplies. A portion of the funds was used for continuing efforts to build curriculum for the nuucaanu1 language.

The Integrating Services initiative contributed towards additional counseling services for the school with the nuucaanu1 Tribal Council USMA Mental Health Program. Other activities included interagency processes, representing cisaa?ath on a tribal council education sub- committee and operated an ABE Program and Language Program in conjunction with the First Nation Cultural Foundation. All of these activities were through our Integrating Services initiative.

The Special Education initiative continued support for a teacher aide to work with a previously assessed student with severe educational delays. Purchased material and supplies increased the supply of teaching materials.

The Literacy initiative continued employment services of a half-time teacher aide to ensure that individualized instruction was available for students. The school purchased needed literacy materials.

RESULTS/IMPACTS • Material and supplies helped delivery of better programming for students • Improved Library resources • Developed curricula in art, nuucaanu1 studies and language • Improved Counseling services and Integration of Services • Continued support for special needs students and literacy support for students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 60 - FNESC and FNSA ______

Haisla Community School Kitamaat Village, BC Total Allocation $32,165.06 Timeline September 2001- March 29, 2002 Linkages First Nations Communities, Urban Centers, Other Provinces, Education Institutions Target Population 45 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Library, Physical Education, Art & Music 2. STAY-IN-SCHOOL External Trips 3. CURRICULUM DEVELOPMENT External Trips 4. INTEGRATING SERVICES Teacher Assistant, Resource Assistant 5. SPECIAL EDUCATION Teacher Assistant, Resource Assistant 6. LITERACY Teacher Assistant, Resource Assistant

SUMMARY

The Capacity Building initiative focused on last year’s recommendations from a school assessment. Purchases included library resources, physical education equipment, and art/music resources.

The combined Stay-In-School and Curriculum Development initiative supported external trips to other First Nations communities, urban centers, other provinces related to social studies, science and art etc.

The Special Education, Literacy and Integrating Services initiative supported continuing to employ a Teacher Assistant and added a Resource Assistant. This Pull-Out Program had teachers sending students to the Resource Assistant for additional help in particular subject areas, primarily reading and mathematics.

RESULTS/IMPACTS • Library resources, physical education equipment and art/music resources will improved the quality of education • Student retention of educational information from external trips • Improvement in the progress of students in subject areas • Students received badges for swimming lessons and students were knowledgeable about water safety • Instituted a testing program using the Canadian Test of Basic Skills in all grade levels

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 61 - FNESC and FNSA ______

Halfway River School Wonowon, BC Total Allocation $25,562.84 Timeline September 2001- March 29, 2002 Linkages Other Public Community Target Population 27 Students, 125 Community Members, Education Committee, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Policy Handbook, Student Handbook, Professional Development, Community Awareness Day 2. STAY-IN-SCHOOL Swimming, Awards Day 3. CURRICULUM DEVELOPMENT Language 4. INTEGRATING SERVICES Special Education Program 5. SPECIAL EDUCATION Special Education Program 6. LITERACY Resources

SUMMARY

The Capacity Building initiative developed a policy handbook for the use of school facilities and after school hours. The Education committee with the Chief and Council will prepare a Halfway River School Employment Handbook. Three members of the Education committee attended an Education Conference in Prince George, BC. The students and community members met over supper on Community Awareness Day to discuss any concerns.

The Stay-In-School initiative provided for swimming one day every two months for students. At the end of the year, an Award Day honored and recognized students for their accomplishments.

The Curriculum Development initiative covered the Education committee to review a Beaver Language Alphabet and Halfway River Dialect book and Coloring book for comments and recommendations.

The Integrating Services and Special Education funds were combined to continue last years successful Special Education Program that helped students improve their basic skills in phonics, reading and language arts.

The Literacy initiative developed a Beaver Language Program for students. Literacy activities included developed and published a Beaver language in the Halfway River dialect, published a Beaver Language Alphabet book, coloring books and published a collection of short stories in the Beaver language.

RESULTS/IMPACTS • Policy Handbook • Student Handbook • Increased education knowledge • More community awareness • Improved basic skills in phonics, reading and language arts for students • Beaver language books

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 62 - FNESC and FNSA ______

Hartley Bay School Hartley Bay, BC Total Allocation $36,617.72 Timeline September 2001- March 29, 2002 Linkages Local In-Service Staff Target Population 56 Students, 100 community people

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development/Information Materials/ Library 2. STAY-IN-SCHOOL Youth Conference 3. CURRICULUM DEVELOPMENT Language Booklets 4. INTEGRATING SERVICES Conference 5. SPECIAL EDUCATION Conference 6. LITERACY Speaker Series

SUMMARY

The Capacity Building initiative covered sending two representatives to Terrace, BC for School Board Training. Production of informational materials acquainted the public and students about the school. Other activities included upgrading library resources and supplies for recreational sports.

The Stay-In-School initiative sent students to a Youth Conference in Prince Rupert, BC. A Beautician/Hairdresser visited the school and worked with students to help them develop their own personal style and assisted with self-esteem issues and personal appearance.

The Curriculum Development initiative focused on the production of booklets in native language and culture and to promote literacy.

The Integrating Services initiative focused on information on integrating services by interacting with others such as attendance to an Aboriginal Education Conference.

The Special Education initiative sent four to five staff members to a Cross Currants Conference and informed the rest of the staff, students about the skills/information that were learned.

The Literacy initiative sent eight staff members to the FNSA/FNESC Speaker Series in Prince Rupert, BC on January 25, 2002.

RESULTS/IMPACTS • The School Board Training had a filtered down effect to the whole community • Local level meetings with School Board officials • Village leaders discussed LEA’s • Four students attended a youth conference and returned to conduct workshops and informational sessions with their peers • All staff will be able to use developed curriculum materials in their classrooms • Cross Currants Conference participants returned to host in-service sessions for the rest of the staff • Speaker Series information benefit the staff and eventually the students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 63 - FNESC and FNSA ______

Head of Lake School Mount Currie, BC Total Allocation $29,708.42 Timeline September 2001- March 29, 2002 Linkages Industry Canada School Net Program, INAC, Education & Health Professionals Target Population 45 Students, 14 School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development 2. STAY-IN-SCHOOL Child & Youth Support Worker 3. CURRICULUM DEVELOPMENT Heritage and Heroes Curriculum 4. INTEGRATING SERVICES Professional Visits 5. SPECIAL EDUCATION Special Needs Aide 6. LITERACY Reading Spirit Program

SUMMARY

The Capacity Building initiative had professional development for Board and staff members. This included: • Attendance at UBC First Nations Managers Training • Special Needs Conference • First Aid Training • Training in Simple Accounting • Internet Access, Tips and Trouble-shooting • Leadership development activities for Student Council

The Stay-In-School initiative supported a hired Child and Youth Support Worker. Activities included a developed School Pride Program, teaching/support for provincial anti-bullying curriculum, one-on-one and small group support for students in need of counseling or special support. A Tsaqkmen – Our Way of Life Program was coordinated bi-weekly.

The Curriculum Development initiative was to begin development of a local Heritage and Heroes curriculum that emphasized outdoors education, respect for the natural environment and recognition of ancestors and what they contributed.

The combined Integrating Services and Special Education initiative developed closer ties and team meetings with service providers to benefit our students with special needs. A Special Needs Aide worked on a half-time basis with one developmental delayed Kindergarten student. Other costs covered were for inviting professionals to the school such as resource specialists, speech therapists, social workers and mental health counselors.

The Literacy initiative focused on a Catch the Reading Spirit Program that included school students, families and community members. Other activities included parent and student volunteers training, student and families, incentives and prizes, and increased library and resource materials.

RESULTS/IMPACTS • Changes in students and staff • Organized curriculum, guidelines and program • Increased school spirit and appreciation of unique local culture • Increased student support • Developed tools that are effective for school staff • Created a community library ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 64 - FNESC and FNSA ______

Hot Springs Cove School Tofino, BC Total Allocation $20,342.48 Timeline September 2001- March 29, 2002 Linkages Library Target Population 22 Students On-Reserve, 180 Students Off- Reserve, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Playground Equipment 2. STAY-IN-SCHOOL Grades and Attendance Records 3. CURRICULUM DEVELOPMENT Cultural Studies 4. INTEGRATING SERVICES Cultural Studies 5. SPECIAL EDUCATION Cultural Studies 6. LITERACY Reading and Library Program

SUMMARY

The Capacity Building and Literacy initiative reverted back to a Capacity Building initiative and funding was to purchase additional playground equipment for the students.

The Stay-In-School initiative monitored off-reserve High School student marks and attendance records. The Hesquiaht Chief and Council reviewed student report cards before a student received an incentive according to the Hesquiaht Education Terms and References.

The Curriculum Development, Integrating Services and Special Education initiative covered curriculum development activities for Cultural Studies on the Hesquiaht First Nation. The Curriculum Development Team was comprised of two Elders, two Elementary teachers and one special education teacher.

The Literacy initiative involved students in a Reading and Library program that encouraged reading. Students visited a library once per week with supervision from two teachers and a librarian. Each student received a home visit to encourage parents and student to participate in nighttime story time.

RESULTS/IMPACTS • The impact on the community and school has been a safe place for the children to play in addition it serves as a gathering place for the children away from the dangers of a wharf and water area • The students can review their attendance record and marks on a monthly basis • The elected education councilor has a good idea of the high school population and can be now proactive in initiating programs for problematic students • Improved reading skills students and parent involvement in the home • Cultural component to school curriculum and special education • Encourage students to go forward with confidence in learning their own culture • Gave children the learning option to be productive through their creative art • Witness to healing was evident in learning their songs and dances • Elders go into the classrooms on a daily basis to teach the children developed language curriculum • Improved marks and attendance records • Unique Hesquiaht language and culture curriculum

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 65 - FNESC and FNSA ______

Houpsitas Kindergarten Nursery School Kyuquot, BC Total Allocation $19,881.86 Timeline September 2001- March 29, 2002 Linkages Other First Nations Schools, FNSA Target Population 9 Students, School Staff, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Student, Parent/Staff Handbooks, Personnel Policies 2. STAY-IN-SCHOOL Parent/Community Involvement 3. CURRICULUM DEVELOPMENT Aboriginal Language 4. INTEGRATING SERVICES NTRC Infant Development 5. SPECIAL EDUCATION Special Needs Workshops 6. LITERACY School Library

SUMMARY

The Capacity Building initiative supported the preparation of student, parent and staff handbooks. The school developed personnel policies in conjunction with the Tribal office.

The Stay-In-School initiative supported parents, community interaction and involvement with the school and their children. Counseling was provided on parenting on scheduled days and had an Open House periodically.

The Curriculum Development funds covered the work involved in curriculum development for the pre-school program and the development of a Native Language Program. The initiative employed two workers, paid for materials/supplies and a trip to the HaHoPayuk School in Port Alberni, BC.

The Integrating Services initiative focused on work with the NTC Infant Development and with the Kyuquot Health Worker and Education Committee.

The Special Education initiative had staff members participate in workshops that focused on Fetal Alcohol Syndrome and Fetal Alcohol Effects.

The Literacy initiative enhanced the school library with books and CD’s to replace outdated materials. Part of the funding started a reading program to give our young children the best start possible.

School staff participated in an annual First Nations Schools Conference, annual General Meeting, and an annual Aboriginal Education Conference and other relevant workshops.

RESULTS/IMPACTS • Enhanced education training for staff members • More parental involvement • Newly developed preschool and language curriculum • Integrated services • Special needs training • Enhanced library

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 66 - FNESC and FNSA ______

Iiyus Stluliqul Nursery – Kindergarten School Duncan, BC Total Allocation $39,227.90 Timeline September 2001- March 29, 2002 Linkages Institutions, Health, Training Centers, Other Communities Target Population 83 Students, Parents, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development 2. STAY-IN-SCHOOL School Equipment 3. CURRICULUM DEVELOPMENT Language Curriculum 4. INTEGRATING SERVICES Workshops 5. SPECIAL EDUCATION Education Psychologist 6. LITERACY Resource Materials

SUMMARY

The Capacity Building initiative provided school staff with professional development opportunities. The Nursery staff attended an Early Childhood Education Conference in Victoria, BC, three staff members participated in an Aboriginal Child Care Society Conference in Vancouver, BC and the Kindergarten teachers attended a First Nations Conference in Vancouver, BC.

A Speech and Language Pathologist implemented a reading program with parents and children that included workshops and parent meetings. The library received hard covered books for the Take Home Reading Program. Additional picture books were available for the Kindergarten and Nursery classes. There were visits to other communities by the Hul’qumi’num language staff.

The Stay-In-School initiative supplied extra-curricular materials so children had access to a wide variety of fun learning experiences. Gym equipment, musical instruments, and art supplies were purchased for students.

The Curriculum Development initiative developed a Hul’qumi’num language and Cowichan culture curriculum based on the traditional teachings of the Cowichan people for delivery in K-12 classrooms and other educationally settings.

The Integrating Services initiative provided workshops for parenting and Art Therapy for service workers in Cowichan, Malaspina College, Ya Thuy Thut Training Centre and Lelumel Daycare and Health worked together.

The Special Education initiative allowed an Education Psychologist to assess eight children attending the school.

The Literacy initiative covered the purchase of leveled reading books for a Take-Home Reading Program. Production of teacher manuals for an Animated Literacy Program and games for age specific students reflected the Cowichan Culture and Language.

RESULTS/IMPACTS • Increased education knowledge of school staff • Effective parenting workshops and meetings • More reading books for children • Integrated services, completed student assessments and teacher manuals

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 67 - FNESC and FNSA ______

Ittatsoo Preschool and Kindergarten, Ucluelet Elementary & Secondary School Ucluelet, BC Total Allocation $19,114.16 Timeline September 2001- March 29, 2002 Linkages School District #70, Communities Target Population 193 Students, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Success Maker Program, Science Camp Instructor 2. STAY-IN-SCHOOL Success Maker Program, Science Camp Instructor 3. CURRICULUM DEVELOPMENT Summer Youth Program 4. INTEGRATING SERVICES Success Maker Program, Science Camp Instructor 5. SPECIAL EDUCATION Special Needs Equipment, Professional Development 6. LITERACY Reading Program

SUMMARY

The Capacity Building, Stay-In-School and Integrating Services initiatives contracted a Science Camp instructor to work with preschoolers going to Grade one and began to cultivate their interest in Science.

The school purchased a site license and employed an Ucluelet First Nation member who provided First Nation students with a structured program to utilize the Success Maker educational software program for both Ucluelet Elementary and Secondary schools.

The Curriculum Development initiative was changed from a teacher and daycare/preschool assistant to attend an ECEBC Conference and the funds were used to provide a summer youth program initiative for children up to the age of 14 years old. The program included a guided tour to teach the children about vegetation, wildlife, river inhabitants and swift water safety and to immerse the children in a different learning environment.

The Special Education initiative provided professional development for a Preschool Supervisor attendance to the North Island College for 165 hours of Special Needs-Infant/Toddler practicum to complete her diploma requirements. A small portion of the Gathering Strength funds supported a teacher’s salary.

The Literacy initiative started a Reading Club and rewarded the children as they completed each book or set of books. Funds also purchased rewards/gifts for the students. For example, Preschool children who read ten books received a t-shirt, after 20 books, a book bag etc.

RESULTS/IMPACTS • Students progressed through the Success Maker Program at their own pace • Students progressed in reading, writing, and arithmetic • Student self-esteem increased • Children’s attendance and participation increased in daily activities and field trips • Children reading more and understanding books they had read • Staff members brought back useful knowledge into the classroom • Staff received diploma once practicum was completed

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 68 - FNESC and FNSA ______

Jean Marie Joseph School Fort St James, BC Total Allocation $25,255.76 Timeline September 2001- March 29, 2002 Linkages School District, Head Start/, Outside Agencies Target Population 33 Students, School Staff, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Early Childhood Transition and Primary Education Program 2. STAY-IN-SCHOOL Early Childhood Transition and Primary Education Program 3. CURRICULUM DEVELOPMENT Early Childhood Transition and Primary Education Program 4. INTEGRATING SERVICES Special Needs Teacher 5. SPECIAL EDUCATION Special Needs Teacher 6. LITERACY Early Childhood Transition and Primary Education Program

SUMMARY

The combined Capacity Building and Stay-In-School initiative focused on an Early Childhood Transition and Primary Education Program. A Community Student Support Worker (CSSW) was employed and trained to work with the children and developed a capacity for parents to support their child(s) learning. The Primary teacher and Early Childhood educator provided opportunities for the CSSW and parents participation in training sessions, classroom observations and classroom participation.

The combined Curriculum Development and Literacy funds included:

• Hired a contractor to develop culturally and developmentally appropriate comprehensive student and parent curriculum • Researched and reviewed appropriate curriculum models • Selected and purchased appropriate curriculum guides as a foundation for the development of the Yekoochet’en curriculum • Adapted and implemented curriculum with appropriate documentation of strategies and activities that prove effective with the Yekoochet’en children, the Student Support Worker and the parents • Produced an ECE Transition/Primary Curriculum Manual

The combined Integrating Services and Special Education funds were used to recruit and employ a Special Needs teacher who facilitated a day-to day integration of the ECE and Primary Program. Some activities included coordinating/facilitating assessments; interventions and training that involved the children, staff and parents.

RESULTS/IMPACTS • Increased understanding of education and learning • Better start in the education system • Motivation and ability to stay-in-school • Provided encouragement and support to children • Participation of parents • Positive parent feedback • Effectiveness of integration of services include special needs assessments, individual intervention plans and family referrals made to various support agencies ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Jean Marie Joseph Adult Centre Fort St James, BC Total Allocation $24,641.60 Timeline September 2001- March 29, 2002 Linkages Distance Learning School, FNESC, First Nations and Inuit Health Branch, Northern Interior Health Board, Carrier Sekani Family Services, Ministry of Children and Families Target Population 23 Students, 15 Professionals, 10 members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Project Team 2. STAY-IN-SCHOOL Career Exploration and School Retention Program 3. CURRICULUM DEVELOPMENT Curriculum Specialist 4. INTEGRATING SERVICES Special Needs Teacher 5. SPECIAL EDUCATION Special Needs Teacher 6. LITERACY Curriculum Specialist

SUMMARY

The Capacity Building initiative funded an established and coordinated project team in developing an Adult Education and Career Development sections for the Jean Marie Joseph School Policy and Procedure manual. The held meetings reviewed Terms of Reference for an Education Society and completion to the BC Society’s Act.

The Stay-In-School initiative covered an expansion of a career exploration and school retention program for all adult education learners. An instructor provided a two-day training program to certify a new adult education teacher, teacher assistant and student support worker in the use of a computerized career exploration program, CHOICES. Program purchased included student support materials.

The combined Curriculum Development and Literacy initiative covered hiring a Development Specialist to consult with the JMJ adult education staff and reviewed program and student progress. Other activities included review of all Central Interior Distance Learning School (CIDLS) course packages, consulted with literacy specialist from School District #981 and Simon Fraser University, developed and delivered individual class materials and lessons designed to prepare adult learners for the CIDLS course work.

The combined Integrating Services and Special Education initiative was for a Special Needs teacher who reviewed program and student progress, and worked with adult education staff to determine needs for student assessments and identified appropriate interventions. Other activities included identifying professional development training needs for staff. There was coordinated integration with external agencies that provided support services.

RESULTS/IMPACTS • Application for establishing an Education Society was completed • Increased capacity for administering Band Operated School • Improved community education system • Prepared class materials and lessons for adult learners • Staff completed professional development training • Identified student assessments

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Kispiox Elementary Junior Secondary School Hazelton, BC Total Allocation $72,699.62 Timeline September 2001- March 29, 2002 Linkages Communities, Colleges and Universities Target Population 181 Students – Ages 8-15

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Wilderness Camp 2. STAY-IN-SCHOOL Wilderness Camp 3. CURRICULUM DEVELOPMENT Language Textbooks 4. INTEGRATING SERVICES Wilderness Camp 5. SPECIAL EDUCATION Wilderness Camp 6. LITERACY Library Books and Materials

SUMMARY

The Kispiox Elementary, Junior Secondary School combined their Gathering Strength Capacity Building, Stay-In-School, Integrating Services and Special Needs funds towards a Wilderness Camp initiative for troubled students who were at risk. The camp utilized counselors, and included group and individual activities, the teaching of traditional values, working with students who had special needs such as severe behavior problems and generally with students who were at risk. Counseling and group work focused on suicide prevention, goal setting and made proper decisions.

The Curriculum Development initiative funds reproduced 20-year-old Gitksan Language textbooks. All students and many community members, universities and colleges, used these books as well as community members.

The Literacy initiative utilized funds for purchased library materials and books for the Elementary and High school classes. This purchase benefited all 180 students.

RESULTS/IMPACTS • Operated five camps • Reduced the number of at-risk students • Increased number of graduates at school • Over 100 students attended the camps • Produced a reprint of Gitksan language textbooks • New library books and materials available • Real measure of success was the amount of support received from the community and its members

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Kitasoo Community School Hartley Bay, BC Total Allocation $45,062.42+6,739.72 (Community) Timeline September 2001- March 29, 2002 Linkages Economic Development Corporation Target Population 90 Students, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School Board, Elders, Education Materials, Handbooks 2. STAY-IN-SCHOOL Educational Support 3. CURRICULUM DEVELOPMENT Language Program 4. INTEGRATING SERVICES Community Meetings 5. SPECIAL EDUCATION Assessments 6. LITERACY Peer/Tutor Program

SUMMARY

The Capacity Building initiative had School Board committee members produced a vision, set of goals and education process for the community. In addition, they developed supporting personnel and employment policies, training manuals, handbooks, pamphlets, and other materials aimed at parents, teachers and students.

An Elder In Residence Program incorporated drum making, decorating, drumming techniques, singing and dancing. In addition traditional art by Elders were “Cultural Advisors” to the teaching staff.

A school library was developed with implemented reading level appropriate books, materials and a Reading Support Program for parents and general community members.

The Stay-In-School initiative supported a variety of activities that included a Career Daze Program involving students, parents, Band Council and the local Economic Development Corporation. The purpose was to analyze the community needs for trained workers in all aspects with a created a path of achievement.

A Role model Expo delivered a workshop-style presentation involving people with success stories from Kitasoo Xais Xais Nation and other First Nations. At graduation, an invited person addressed all students, parents and community members about education and opportunities.

An Attendance Program linked the importance of attendance and timeliness with the benefits of classroom success. Visits to other school sites ascertained other successful programs. A Counseling Program addressed a need for students to vent their concerns and issues.

The Curriculum Development initiative included the Kitasoo Xais Xais culture within the school program. Specific focus was on language. Language specific workshops were on-site curriculum development in the form of seminars, and trained teachers involved in modifying curriculum and purchased specific materials and/or in-house development of such materials.

The Integrating Services initiative had several community meetings address the direction of their education system, building support for post-secondary students and career counseling support services.

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The Special Education initiative focused on final assessment and development of Individual Learning Plans and ongoing review and adjustments throughout the year. Professional assessments for key students were available beyond in-house. In cooperation with the Health Services Board there was meetings and workshops on FAS/FAE and community awareness.

The Literacy initiative addressed reading, writing and speaking by a program that produced peer tutors and/or learning assistants with further expansion into the community that encouraged parents to become better readers and role models for their children. Certain students required the services of speech specialists.

RESULTS/IMPACTS • Established supportive path for students • Educational awareness for students, parents and community members • Counseling services for students • More Elder participation and sharing of culture with students • Newly formed School Board • School Board manuals, policies, pamphlets, handbooks • Increased reading levels and materials for library • Improved oral and written communication skills • Language specific curriculum, teachers and community involvement • Community involvement in education system • Assessments, training and parent involvement in special needs services

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Klappan Independent School Iskut, BC Total Allocation $35,542.94 Timeline September 2001- March 29, 2002 Linkages Other Communities, Iskut Recreation Club, School District #87 Target Population 69 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Library Upgrade 2. STAY-IN-SCHOOL Mini Conference, Education Awareness 3. CURRICULUM DEVELOPMENT Language Research 4. INTEGRATING SERVICES Community Agencies Meetings 5. SPECIAL EDUCATION Assessments 6. LITERACY Companion Reading Program

SUMMARY

The Capacity Building initiative upgraded the library at the school. Library books and tools were purchased for an Art class to assist the semi-remote community where resources were very limited. The native art class flourished with it being the most popular classroom in the school.

The Stay-In-School initiative was changed from creating a music club to a mini-conference with a theme of “Preparing our Youth for Tomorrow.” The conference was held on-reserve and youth were invited to attend from Dease Lake and Telegraph Creek, BC. Four facilitators conducted workshops on self-esteem building, suicide intervention, drug & alcohol abuse, the importance of an education, and how to effectively apply A.D.H.D. symptoms effectively and positively.

The Curriculum Development initiative included visits to other schools with language and cultural programming and researched their curriculum development practices. A hosted community dinner was for discussion on identifying key strategies for incorporating language and culture into the school.

The Integrating Services initiative had organized monthly meetings with all the community agency representatives who began working on combining resources and discussed cooperative strategies. A pattern was quickly established to carry through future meetings on a continuous basis. A main topic was suicide prevention and intervention and how to recognize the signs at an early stage. There was research on ways of organizing a working group and collaboration with other neighboring communities.

The Special Education initiative conducted psych-education testing and focused on students missed last year due to limited funding. Pre-testing and post-testing continued with all students on an Individual Education Plan, maintained, and expanded to a Home School Program. A hired full-time assistant assisted students and parents to fully benefit from the program.

The Literacy initiative continued a school wide Companion Reading Program. Other activities included school library enhancement and parent volunteers were trained to assist with program delivery.

RESULTS/IMPACTS • School now has a library with resource materials whereas before there was limited resources • Library project benefited whole school, especially Grades 6-12 students • More students interested in attendance to Art class to complete projects

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• The mini-conference was a huge success with teenage students expressing gratitude for the hosted event • Strategies to implement language and culture curriculum into classroom • Voluntary work on behalf of committee members to compile information and put together a framework for education • Community support for language and culture in school • Cooperative strategies on community issues • Regular monthly meetings with all community resource people • The school now has a variety of information regarding different workshops and facilitators that can contribute to the community • The school is now part of a monthly Interagency Working group within the local Nation • Maintained and expanded Home School Program • Completed student assessments and Individual Education Plans • The entire population has been engaged in pre/post testing in area of special education • The school now has an excellent idea as to where the students were in terms of their respective grade levels • Less frustration from the learners and has lead to less disruptive behavior • Full support received from parents, health representatives and School District #87 and the parents were more willing for their children to undergo special education testing • The school was able to measure success by taking a look at how many more students were able to be provided with I.E.P.’s • Enhanced School Library and delivery of Companion Reading Program • The Companion Reading Program has proven to be effective by the overall testing showed that the reading levels were beginning to improve. Quizzes were given to determine this factor on a regular basis

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Kuper Island School Chemainus, BC Total Allocation $47,519.06 Timeline September 2001- March 29, 2002 Linkages RCMP, Shulhetun Health Society, Kwumut Lelum Child and Family Services, Sylvan Learning Centre Target Population 100 Students, School Staff, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Read Program 2. STAY-IN-SCHOOL Safe Kids 3. CURRICULUM DEVELOPMENT Read Program 4. INTEGRATING SERVICES Safe Kids 5. SPECIAL EDUCATION Read Program 6. LITERACY Read Program

SUMMARY

The school combined Capacity Building, Curriculum Development, Special Education and Literacy initiative focused on continued developed literacy curriculum through enhancement of a Read In and Read Program. In-programs for students and teachers developed their skills and build the capacity of the school. A consultant monitored this program in conjunction with other programs. Student costs were set aside for tutoring and special development services at the Sylvan Learning Centre.

The school combined its Stay-In-School and Integrating Services initiative to contact a medical service office, child and family services program and the local RCMP detachment to cooperatively work on a strategy to keep kids safe and stay-in-school. Students were provided with health kits from a Community Health Representative (CHR) who came to the school and provided talks to the classes around proper nutrition and general health issues. Addition activities included bike and personal safety workshops, career planning, self-esteem and parent support workshops. There was continued counseling through support services by a qualified child and youth care worker.

RESULTS/IMPACTS • Read In and Read Program promoted staying-in-school benefits • There was a lot reading materials that was purchased for the Read In and Read Program and has increased student interest in reading more • One of the teachers has utilized her drama skills as a tool to get the children to read, sometimes beyond their regular reading level • One student who couldn’t read a word was now able to read simple stories and was becoming more confident as she progressed in school • A caution the children should take when approached by a stranger as well as other safety tactics • A bonus was that one of the RCMP officers was a First Nations woman • The talks from the CHR provided ongoing benefits and in time the lines of communication form the education staff and health staff develops further • The school has acquired a wealth of material related to health issues • Bring students to a level of academic achievement • Youth to benefit form participation in workshops • Attain a safe and violence free environment for students • Whole student population will benefit from all programs

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Kwadaacha Dene Ty Centre Fort Ware, BC Total Allocation $24,795.14 Timeline September 2001- March 29, 2002 Linkages Local Forestry Company Target Population 30 Students, Adult Students, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Woodworking Program 2. STAY-IN-SCHOOL Drug & Alcohol Workshops 3. CURRICULUM DEVELOPMENT Sekani Language 4. INTEGRATING SERVICES Adult Services 5. SPECIAL EDUCATION Special Needs Assistant 6. LITERACY Teacher-Aide

SUMMARY

The Capacity Building initiative changed from sponsoring a conference among all Kaska communities to building the programs capacity internally. This was done by introduced woodworking component to adult education. Equipment purchases were made for a woodworking workshop. In total 30 students participated in the program.

The Stay-In-School initiative hired a facilitator to present two Drug and Alcohol Awareness workshops for the year.

The Curriculum Development initiative focused on developing a Sekani language IRP and a Circle Time curriculum. Funding paid a consultant on the IRP and attendance of community members to a language workshop.

The Integrating Services initiative helped integrate the adult services provided by the Band and local Forestry Company. This included several meetings on file and record keeping and management. The initiative involved the services of one external consultant.

The Special Education initiative hired an assistant to work on a half-time basis with special needs students at the Centre. The assistant was able to work one-on-one with the students.

The Literacy initiative hired a Teacher Aide for literacy work with adults. The staff member worked every evening with two adult students for four days a week.

RESULTS/IMPACTS • New Woodworking Program was a success with 30 students participating • The students found the Drug & Alcohol workshop was informative and helpful • The Sekani language IRP’s and Circle Time curriculum was an on-going project • Integrated adult services in process with a pending finalized agreement between the various service providers • The effectiveness of the integrating services can be seen by the development of local forestry worker certificate. Immediate impact has been on 16 participants with the potential to impact 50+ • The Special Education Assistant directly impacted nine special needs students • Literacy support for adult students

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Kwanwatsi Band School Campbell River, BC Total Allocation $18,960.62 Timeline September 2001- March 29, 2002 Linkages Other Schools & Communities Target Population 15 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, School Profile 2. STAY-IN-SCHOOL After-School Tutoring Program 3. CURRICULUM DEVELOPMENT Research 4. INTEGRATING SERVICES School Profile 5. SPECIAL EDUCATION Assistant 6. LITERACY Ready Program Materials

SUMMARY

The Capacity Building initiative funded a teacher and assistant attendance to a First Nation Education Steering Committee Annual Aboriginal Education Conference. The Administrator attended a First Nations School Association Annual General Meeting. A community dinner was held to raise the profile of the school. Administrative staff, teachers, school district representatives, home/school coordinators, Kwanwatsi Band Chief and Council and community members attended. .

The Stay-In-School initiative established an After-School Tutoring Program in October 2001 for students and continued to March 2002. .

The Curriculum Development initiative contracted the services of an individual to research curriculum and received input from 10 Elders. One other contracted person traveled to a neighboring community to research their curriculum.

The Integrating Services initiative funded organized meetings with various representatives of other community agencies to discuss a cooperative strategy. A joint graduation ceremony occurred in school year end. The school hosted a potluck dinner and invited Elm Elementary School to raise the profile of the transition of K4’s to Kindergarten and provided cultural awareness to teachers and administrative staff.

The Special Education initiative contracted the services of an Assistant to work with specific students with special needs.

The Literacy initiative enhanced a school library by purchased Ready Program materials.

RESULTS/IMPACTS • The teacher and assistant provided a brief report about the FNESC Math and Science Conference • The Administrator provided a brief report on about the FNSA Annual General Meeting • A questionnaire was distributed to parents and caregivers to evaluate workshop facilitator • The tutor kept a record of how many students took part in the Tutoring Program • Research outcomes prepared in a written report • A written report prepared on the Assistant’s performance • A card index identified books and a library system identified books purchased

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Kyah Wiget Education Society Moricetown, BC Total Allocation $23,797.13 Timeline September 2001- March 29, 2002 Linkages Seabird Island Target Population 123 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Policy and Handbook Development 2. STAY-IN-SCHOOL Youth Conference 3. CURRICULUM DEVELOPMENT Language and Culture 4. INTEGRATING SERVICES Research 5. SPECIAL EDUCATION Student Assessments 6. LITERACY Books and Computer Software Purchases

SUMMARY

The Capacity Building initiative updated a personnel policy and teacher contract and considered utilizing the services of a policy analyst. A student/parent/staff handbook was updated. There were Art supplies purchased for drum making.

The Stay-In-School initiative sent five students to the FNESC Youth Conference at Seabird Island in Agassiz, BC.

The Curriculum Development initiative hired a teacher for development of language and culture curriculum with a special emphasis on traditional discipline, protocol and respect.

The Integrating Services initiative had conducted research related to joint initiatives for supporting First Nations students. On person was responsible for student evaluations of the adult education services with intent to improve upon the current service offered.

The Special Education initiative conducted assessments for every student in the Adult Education Program. The intent of the assessment was to give individuals a better understanding of their strengths and challenges in relation to learning styles. Career exploration was also a part of the assessment process.

The Literacy initiative funded the purchases of novels and computer programs to promote literacy.

RESULTS/IMPACTS • Personnel policy and teacher contract finalized • Parent/staff/student handbook completed • First Nation Art Display • Books for Adult Education Centre • Five youth completed reports on their experiences at Youth Conference • Curriculum developer reported on units for First Nation Studies • Research report on improving services

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Lach Klan Elementary Junior Secondary School Kitkatla, BC Total Allocation $53,046.50 Timeline September 2001- March 29, 2002 Linkages Local Museum, Band Office, Nursing Station, School District #52, Target Population 102 Students, Parents, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Physical Education Equipment 2. STAY-IN-SCHOOL EBS Program, Parent Handbook, Career Fair 3. CURRICULUM DEVELOPMENT Reading 44 Program, First Nations Art Project 4. INTEGRATING SERVICES Community Visits, Parenting Workshop & Dinner 5. SPECIAL EDUCATION Reading Program 6. LITERACY Specialized Reading Programs

SUMMARY

The Capacity Building initiative improved playground/recreational facilities to enhance healthy physical activities. This project included indoor portable basketball hoops, and an outdoor pave court with basketball hoops and painted lines.

The Stay-In-School initiative purchased relevant prizes to continue the operation of an “EBS” store. The EBS Program has been in the school since September 1998. Through the implementation of this program, there was recognition for student accomplishment and efforts in the areas of academic and personal growth.

A Parent Handbook was adapted for community needs and goals. The students were involved in a Career Fair that included input from the Kitkatla Band office and the Nursing station. The purchase of additional parenting books and booklets for parents allowed for access through the Parent’s Information Centre in the school library.

The Curriculum Development initiative pursued adapting a Reading 44 Program specifically aimed at the needs and experiences of First Nations students. Workshops and in-services, with the cooperation of First Nations Education Services in School District #52, was held to discuss materials that can be modified and developed, including methodology, that had relevance to First Nations learners.

The Integrating Services initiative sent an administrator neighboring communities to seek ideas and exposure to supporting parental /community interactions and involvement. Attendance to a workshop on this topic, as well as having parent workshops provided information on supporting children in their education and providing parent coping strategies. First Nations Art project was chosen and implemented by a childcare worker, who was also a parent, member of the community and role model for the students. A hosted dinner and information session with a parenting expert was for parents. A member of the community paid was available to parents during evening hours, so they had access to library books and reading areas to enjoy with their children.

The Special Education initiative focused on special reading programs for special needs students. Teachers and Child Care workers attended relevant conferences and workshops. Enhancement to the program had books with high interest and low vocabulary, a computer program that converted speech to text, vice versa a Life Skills Program that included field trips for special needs students.

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The Literacy initiative focused on continuing and improving specialized reading programs. The initiative included staff and parent workshops and learning resources. The program involved six classroom teachers Grades K-10, the Learning Assistance teacher, Administrator, three Child Care workers and parents.

RESULTS/IMPACTS • Physical education equipment enhanced healthy physical activities • EBS Program provided recognition for students • Information on parenting/reading materials for parents • Relevant curriculum for First Nations learners • The curriculum workshops provided information about how to help identify and meet the needs of students who required program adaptation and modification in the regular classroom • Students were taught First Nations Art by a role model, parent and community member • A newsletter has been an important communication tool that promoted activities and programs at the school • Enjoyable reading experiences for parent and child • Visual and motor skills integration • Training and awareness workshops for parents to better understand learning of students • Parent increased confidence and expertise

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Lauwelnew Tribal School Brentwood Bay, BC Total Allocation $75,501.73 Timeline September 2001- March 29, 2002 Linkages Public Health Nurse, Colleges and Universities, NILUTO Child and Family Services Target Population Students, SISB Board of Directors

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Administration/Board Development 2. STAY-IN-SCHOOL Special Events 3. CURRICULUM DEVELOPMENT Saanich Cultural Program 4. INTEGRATING SERVICES Home/School Coordinator 5. SPECIAL EDUCATION Learning Support Team 6. LITERACY Reading Development

SUMMARY

The Lauwelnew Tribal School Capacity Building initiative included: • Upgraded student records and staff personnel files • File Maker pro-based school records • Assessment implementation reviewed sessions for internal assessment committee • Professional development activities for staff, Parent Advisory Committee expenditures • Saanich Adult Education Centre developed bookkeeping and student handbook • SISIB Board of Directors visioning retreat, subsequent workshops

The Lauwelnew Tribal School Stay-In-School initiative included: • Lauwelnew High School special field trips • Career information sessions • Transition activities to Public High Schools

The Curriculum Development initiative focused on a Lawwelnew development of a Saanich Cultural Program for Grades 4-9, a comprehensive IRP outcome related package and the beginning of its implementation during the 2001-2002 year.

The Integrating Services initiative used a Home/School Coordinator time for liaison with a public health nurse, NILTUO Child and Family Services, Saanich Native Support Worker Program for youth at risk.

The Special Education initiative had a Lauwelnew Learning Support Team comprised of one FTE teaching staff and two FTE support staff and specialist services for student assessments.

The Literacy initiative addressed low student/teacher ratio at Primary level to facilitate individual attention to reading development.

RESULTS/IMPACTS • Student reports, transition statistics tracking students • Yearly standardized testing • Field trips and other out of town activities enhanced instruction and made a school a more attractive environment • Extra teacher time top parent contact was a valuable activity for student success

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• The Middle school waiting list was a clear indication of the success of programming • School’s Adult Education Program was climbing rapidly • Infrastructure for Gathering Strength Programs was developed for example: record keeping and handbook • The Literacy initiative significant factor in student success was language development and the most significant factor in language development, apart from parent interest, was a manageable class size for individualized attention • Gathering Strength funding supported a smaller teacher-student ratio at primary level for the school • Statistics on family reading improvement • Cultural Curriculum packages for Grades 4-9 were implemented • 15 students received speech therapy • Record of learning assistance provided

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Laxgalts’ap Nursery Daycare Centre Greenville, BC Total Allocation $21,570.80 Timeline September 2001- March 29, 2002 Linkages Nisga’a Child Family Services, School District Target Population 13 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Physical Education 2. STAY-IN-SCHOOL Library 3. CURRICULUM DEVELOPMENT Professional Development 4. INTEGRATING SERVICES Cooperative Program 5. SPECIAL EDUCATION Prevention Program 6. LITERACY Community Resources

SUMMARY

The Capacity Building initiative had purchases of indoor and outdoor physical education equipment such as sand play toys, tricycles and carts. Young children needed many and varied opportunities for both active and manipulative play.

The Stay-In-School initiative focused on a library corner stocked with a wide variety of books to stimulate language growth, including teacher equipment such as flannel boards and puppets. Musical instruments and art supplies were made available for the students.

The Curriculum Development initiative had staff access professional development opportunities such as curriculum development workshop and training within childcare organizations and community.

The Integrating Services initiative implemented a Cooperative Programs with other agencies such as the Nisga’a Child Family Services and School District. Joint parenting workshops were available on “Effective Parenting.”

The Special Education initiative focused on prevention programs, meetings and workshops to increase community understanding on FAS/FAE.

The Literacy initiative provided community resources such as Elders, parents and grandparents to read or present stories and activities of the Nisga’a culture and traditions.

RESULTS/IMPACTS • Improved indoor and outdoor physical education equipment • Enhanced library and supplies for the Art Program • Joint working relationships with other social agencies • Addressed young parents issues as early as possible • Increased community knowledge about FAS/FAE • More community involvement with students

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Lax Kw’Alaams Community School Port Simpson, BC Total Allocation $73,659.25 Timeline September 2001- March 29, 2002 Linkages Child Care Workers and Volunteer Workers Target Population 175 Students, Community, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, Education Materials 2. STAY-IN-SCHOOL Education Support, Professional Development 3. CURRICULUM DEVELOPMENT Mathematics Textbooks, Education Materials 4. INTEGRATING SERVICES Career Fair, Community Meetings and Events 5. SPECIAL EDUCATION Volunteer Program, Resource Materials, Workshops 6. LITERACY Home Reading Program, Incentives

SUMMARY

The Capacity Building initiative focused on professional development activities that included: • Teachers, Child Care workers and volunteer workers will participate in a workshop hosted by four villages on “Modifying & Adapting Curriculum” on September 21, 2001 • Staff members participated in FNSA Speaker Series • Workshops to support school initiatives

Other activities included Mathematics textbooks to support changes to “Essentials of Mathematics 10,” a production of “School Code of Conduct,” Parent and Student handbooks, year at a glance magnets listing school special events and First Nations Art resources.

The Stay-In-School initiative included:

• Motivation Media Assembly for Kindergarten to Grade K-10 • Organize a Alcohol and Drug Awareness Week • After-hours Tutor Program • Youth workshops • Year-end graduation • Professional development on “At Risk” student workshops

The Curriculum Development initiative had purchased Mathematic textbooks to support changes to the “Essentials of Mathematics 10.” Resources to support First Nations curriculum content included role model support for a First Nations Art Program. Purchasing of equipment and supplies assisted in developing a local Reading Support Program.

The Integrating Services initiative had a Career Fair in May 2002. There were monthly community meetings with outside agencies hosted by the school counselor or Family Counseling Centre. The school participated in forums on integrated services related to the school and also attended various other functions.

The Special Education initiative included: • Volunteer Helper Support Program • Resource Materials to support a Learning Assistance Program • Purchased Gates McGinite assessment tests • Professional development - Special Needs workshops

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The Literacy initiative had a Home Reading Program where students read a required amount of books and received a t-shirt and sweatshirt. As encouragement, parents received a shirt with the same logo, but on the back, it said, “Coach.” Incentive orders were for an Accelerated Reading Books Store where the students exchanged their points for incentives.

RESULTS/IMPACTS • Better met the needs of students and effective use of materials • Implemented a new textbook into Junior High Mathematics Program • The participants of the FNSA Speaker Series presented their information to the rest of the staff • School Code of Conduct and Student and Parent handbooks distributed to every High School student and parent • Every student and parent received a “at a glance” calendar for 2001/2002 • Teachers participated in workshops were expected to present to other staff • Students participated in a poster/essay contest reflecting Motivation Media Assembly team message • Poster and essay contest during Alcohol and Drug Awareness week • Ascertained how many students participated in Tutor Program and Youth workshop • Graduation photos submitted to FNSA • Number of role models invited to school • Informal reading assessments evaluated effectiveness of program • Employers, students, parents attended a Career Fair • Community involvement in integrating services • Participants of the Special Needs workshop provided a mini workshop • Informal assessments during the school year • Higher number of Home Reading students and parents • Community Billboard message on the importance of reading • Teachers implemented reading resources • Staff accessed professional development activities and helped to identify and meet the needs of the students who required program adaptation and modification in a regular class • Workers had a better understanding of the reading processes, structures for success, increased writing output, fostered independence, provided structure, used pathways to learning and used alternative assessments

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Liplayc Adult Centre Bella Coola, BC Total Allocation $35,389.40 Timeline September 2001- March 29, 2002 Linkages External Professionals Target Population Students, Parents, School Board Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Board Training 2. STAY-IN-SCHOOL Education Assessments 3. CURRICULUM DEVELOPMENT Nuxalk Language 4. INTEGRATING SERVICES Wellness Plan 5. SPECIAL EDUCATION Special Needs Teacher/Therapist 6. LITERACY Reading Readiness Program

SUMMARY

The Capacity Building initiative provided the Nuxalk Education Authority with Board training four times during the school year. Board Training will consist of:

• Phase I - Development of Vision, Philosophy and Goals and Roles and Responsibilities of the Board • Phase II - Amendment of Employment Policies and Procedures (from vision statement) • Phase III - Amendment of School/Adult Centre Policies and Procedures • Phase IV – Effective and Ongoing Communication Strategies

The Stay-In-School initiative conducted an educational assessment of all students who enrolled in adult education classes. The assessment focused on what literacy rates amongst the adult learners. Individual Learning Plans developed according to assessment results.

The Curriculum Development initiative focused on developing Nuxalk language curriculum in conjunction with other internal and external professionals.

The Integrating Services initiative had made a commitment to work alongside Health personnel in the Nuxalk Nation to implementing a Wellness Plan for the Nation.

The Special Education initiative focused on hiring a Special Needs Teacher/Therapist who worked with students for two days or more per week.

The Literacy initiative expanded a Reading Readiness Program to Later Literacy, a reading program that has proven success for all age groups over the age of eight years old.

RESULTS/IMPACTS • Smoother operations of the School Board • Understanding of the roles and responsibilities of a School Board Member • Stronger vision for education on the Nuxalk reserve • Student success in the Mathematics, Science and Social Studies subjects • Nuxalk developed language curriculum • Parenting workshops, Diabetic workshops, Care Kits for wellness • Learner support for Special Needs student • Reading Readiness available for disadvantaged learners

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 87 - FNESC and FNSA ______

Little Fawn Nursery Kamloops, BC Total Allocation $21,110.18 Timeline September 2001- March 29, 2002 Linkages School Board, School District, Internal and External Agencies Target Population 27 Students, School Staff, KIB Education Department

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Parent Handbook, School Board Development 2. STAY-IN-SCHOOL Education Equipment & Supplies 3. CURRICULUM DEVELOPMENT Curriculum Materials 4. INTEGRATING SERVICES Community Meetings 5. SPECIAL EDUCATION Intervention 6. LITERACY Research Reading Programs, Library Enhancement

SUMMARY

The Capacity Building initiative consisted of preparation and production of a parent handbook. The Kamloops Indian Band Education department and Community Education Committee gathered for school board development and training.

The Stay-In-School initiative funded physical education equipment, art supplies and equipment purchases for drama, music and supplies.

The Curriculum Development initiative hired a contractor for curriculum development and production of curriculum materials.

The Integrating Services initiative had organized meetings with School District #78, Thompson Nicola Family Resources Society, Child and Youth Resource Society, Little Fawn Daycare, Little Fawn Nursery and the Kamloops Indian Band Education department to discuss joint initiatives and cooperative strategies for supporting First Nations learners in the community.

The Special Education initiative offered early intervention for children with language and speech development. Fine motor skills focused on through occupational therapy and in delays or disorders in social intellectual, emotional and/or behavioral development.

The Literacy initiative researched new pre/early reading programs, access reading programs, equipment, and enhanced the school library.

RESULTS/IMPACTS • Completed student/parent/staff handbook • Implementation of physical education, art supplies drama and music equipment • Being able to access physical education equipment, musical instruments, art supplies has assisted the after-school tutoring program, and in turn built the children’s self-esteem and confidence • Produced curriculum materials • Cooperative strategies with community partners • Intervention for special needs children • Reading programs and enhanced school library

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 88 - FNESC and FNSA ______

Lower Nicola Indian Band School Merritt, BC Total Allocation $21,110.18 Timeline September 2001- March 29, 2002 Linkages Other Schools Target Population 33 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Education Materials, Yearbook, Physical Education Equipment 2. STAY-IN-SCHOOL Physical Education Equipment 3. CURRICULUM DEVELOPMENT Curriculum Developers 4. INTEGRATING SERVICES Cooperative Program 5. SPECIAL EDUCATION Assistant, Special Needs Equipment 6. LITERACY Library Book Purchase

SUMMARY

The Capacity Building initiative funded the access of educational materials and production of a student yearbook. Physical education equipment and supplies was purchased with a focus on ice equipment.

The Stay-In-School initiative had purchased ice skates, helmets and skating helpers for students. The goal was to improve the Physical Education Program by adding much needed equipment for the students use.

The Curriculum Development initiative developed Grade 1-4 Nle?kepmuxcin (Thompson language). Curriculum Developers were hired to complete this task.

The Integrating Services initiative implemented Cooperative Programs with other agencies. Other schools were involved with a first annual year-end Mini Pow Wow. A school was made available for this event, as well as the making shawls and regalia.

The Special Education initiative funded purchased specific equipment and materials for special needs students. A hired Assistant provided a workshop on guidance strategies for behavior modification for special needs.

The Literacy initiative funded purchased library books for the Band School.

RESULTS/IMPACTS • Curriculum reviewed by Language Authority • Parent and staff input on purchase of materials • Integration with other schools for Mini Pow Wow • Materials purchased and developed curriculum enhanced and stimulated student learning • Improvement for the Physical Education program by having purchased equipment • There has been a request from other communities for the language curriculum

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 89 - FNESC and FNSA ______

Lower Similkameen Band & Tee Pee Tots Preschool Keremeos, BC Total Allocation $18,814.76 Timeline September 2001- March 29, 2002 Linkages None Target Population 50 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Teacher/Tutor Aide, Pamphlets, Book Purchases 2. STAY-IN-SCHOOL Teacher/Tutor Aide, Pamphlets, Book Purchases 3. CURRICULUM DEVELOPMENT Consultant 4. INTEGRATING SERVICES Teacher/Tutor Aide, Pamphlets, Book Purchases 5. SPECIAL EDUCATION Early Prevention Program 6. LITERACY Teacher/Tutor Aide, Pamphlets, Book Purchases

SUMMARY

The combined Capacity Building, Stay-In-School, Special Needs, Literacy, and Integrating Services initiatives included:

• Hired Teacher Aide/Tutor • Production of information pamphlets for parents, students and community members • Purchased books, teaching equipment and materials and develop a K5 Program.

The Curriculum Development initiative contracted a Consultant to develop language curriculum packages.

The Special Education initiative provided an Early Prevention Program addressing language and speech delays.

RESULTS/IMPACTS The school assessed the results for the projects by the following methods:

• Self-evaluation by parents, • Student feedback surveys • One-to-one feedback from students • One-to-one feedback from parents

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 90 - FNESC and FNSA ______

Maaqtusiis Elementary Secondary School Ahoousaht, BC Total Allocation $101,411.60 + $13,017.84 (Community) Timeline September 2001- March 29, 2002 Linkages School District, Community Businesses, Government Services, Contractors, FNESC/FNSA Special Needs Hotline Target Population 205 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Board Member Workshops, Education Materials 2. STAY-IN-SCHOOL Alternate Education Program, Cooperative Education Program 3. CURRICULUM DEVELOPMENT Alternate Education Program, Cooperative Education Program 4. INTEGRATING SERVICES Outdoor Recreation 5. SPECIAL EDUCATION Resource Room, Professional Development 6. LITERACY Reading, Resources, Events

SUMMARY

The Capacity Building initiative provided board members to attend Making Connections 2001 conference on November 1-2, 2001, FNESC Aboriginal Education Conference on November 2-4, 2001 and Board Training workshop with Larry Thomas on January 25, 2002. School Board members, Administrative staff and a small delegation of teaching and support staff attended two retreats and reviewed and revised current policies. There was an update of the current school policy. In September 2001 a committee of High School teachers formed and enhanced the school library and selected and purchased reference materials.

The combined Stay-In-School and Curriculum Development initiative had a Coop team plan and implement an Alternate Education Program and a Cooperative Education Program. Plans for next year were to expand the number of students at the school. Many community members were involved through work experiences and projects.

The Integrating Services initiative funded an outdoor, concrete pad and provided a new recreational facility for school and community use. Hired local contractors guided the project.

The Special Education initiative had staff training working with special needs students. Effective remedial and developmental instruction and collaboration met the needs of students. A Resource Room provided training on deaf and hearing-impaired children, delayed language development and Attention Deficit Disorder and Hearing Disorders. A teacher attended a CHADD Fall Conference and hosted follow-up discussions.

The Literacy initiative promoted home reading by increasing parental awareness of the benefits of reading, student appreciation of/and access to reading and reading materials and collaborative effort of teachers, teacher assistants, parents and Resource Room staff. The Resource Room teachers monitored the need for providing more materials students, book bags, three Book Fairs, family events on literacy, guided reading, remedial reading instruction and a home reading program.

RESULTS/IMPACTS • Trained Board Members • Updated school policy impacted entire school staff and student body • Library enhancement impacted high school and Intermediate grade students • Teaching materials impacted on teachers and students • Active community members involved in education activities at the school • Staff and community involvement in the Outdoor Recreation Facility project • Resource Room and staff benefited many Preschool and Elementary students. • Case load of 43 at the Resource Room • Many links and partnerships formed ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 91 - FNESC and FNSA ______

Meares Island Preschool Tofino, BC Total Allocation $20,035.40 Timeline September 2001- March 29, 2002 Linkages First Nations Training and Consultants Target Population 24 Students, 500 People, School Staff, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Board Training 2. STAY-IN-SCHOOL Education Equipment 3. CURRICULUM DEVELOPMENT Language Equipment 4. INTEGRATING SERVICES In-Service Training, Language CD ROM 5. SPECIAL EDUCATION Speech Assessments, In-Service Training 6. LITERACY Materials and Equipment

SUMMARY

The Capacity Building initiative provided a facilitated Board training and produced a Board manual for the Tla-o-qui-aht First Nations Children and Families Society. Canada Customs and Revenue received an application for charitable status. Purchases under this initiative also included: books, puzzles, dramatic play equipment, resource books, manipulative table, locking filing cabinet and outdoor play equipment.

The Stay-In-School initiative funded purchased bike, wagons, outdoor equipment, art supplies and drum making kits. Drum making workshops occured in February 2002. All materials were stored at the Children’s Center and used for curriculum.

The Curriculum Development initiative had included purchased language master, laminator and camera. The staff participated in professional development in January 2002. Planned meeting with “Dream Weavers” creators of computer language programs was in January 2002. Video taping Elders and collected curriculum was part of the project.

The Integrating Services initiative had a hosted a Child Safe First Aid course in the community, coordinated drum making workshops, Virtues workshops for all staff, families and community members. Staff, parents and community received in-service training on integrating departments, conflict resolution, facilitated meetings and communications. A development of a CD ROM of the Nuu-chah-nulth language happened by combining dollars from other funding categories.

The Special Education initiative provided speech assessments for children before they entered into Elementary school. In-service training was with a Speech Pathologist for all Education staff and families. Training in “Ages and Stages” also included purchased kits for early intervention of developmental delays.

The Literacy initiative had equipment and materials purchased such as: book bags, felt board stories, tape and book sets, and other home activity kits.

RESULTS/IMPACTS • Trained Board members • Produced Board manual • Completed In-service training, community workshops and professional development • CD ROM language development • Creation of Book Bags and Home Activity Kits

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 92 - FNESC and FNSA ______

Moricetown Elementary School Moricetown, BC Total Allocation $42,452.24 Timeline September 2001- March 29, 2002 Linkages Professionals, School District Target Population 69 Moricetown Students, 117 School District students, 30 Adult Education Students, Parents, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Community Library 2. STAY-IN-SCHOOL Educational Support, Peer Tutoring Program 3. CURRICULUM DEVELOPMENT Curriculum Developer 4. INTEGRATING SERVICES Learning Assistant Teacher 5. SPECIAL EDUCATION Learning Assistant Teacher 6. LITERACY Professional Development, Literacy Materials

SUMMARY

The Capacity Building initiative provided a library for the Moricetown community. The students in public schools private schools and off-reserve students also had access the library. School library books, First Nations Resources K-12, Computer Programs, educational videos, dictionaries, thesauruses, and a Companion Reading Program was purchased.

The Stay-In-School initiative involved parents in classroom activities such as: afternoon plays, gymnastic displays, story readings and poem recitals. The newly formation Parent Advisory Council was announced at a school opening. A Learning Assistant and MES teacher organized a Peer Tutoring Program.

The Curriculum Development initiative had a Curriculum Developer work with the existing Wet’suwet’en Teachers at the Daycare and at the Elementary School. New curriculum materials were produced with the assistance of the Elders and community resource people.

The combined Special Education and Integrating Services initiative had a Learning Assistance teacher with specialized training in Reading Education and Language Development. A Speech and Language Pathologist observed Learning Assistant teams working within their groups. Coordination took place with a local School District and utilized a trained Educational Psychologist.

The Literacy initiative provided staff with an opportunity to access current information on literacy education. Students received current resources and enhanced their literacy development. Staff members participated in professional development such as attending a Literary Conference and alternate Early Literacy Conference. Early literacy materials were purchased for a Guided Reading Program.

RESULTS/IMPACTS • Community library • Companion Reading Program • Parent Involvement • New curriculum materials • Professionals working with Learning Assistant teams • School staff acquired education information through PD participation • Guided Reading Program

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 93 - FNESC and FNSA ______

Morris Williams Memorial Preschool Burns Lake, BC Total Allocation $22,338.50 Timeline September 2001- March 29, 2002 Linkages FNSA, Other Communities, Various Agencies Target Population 30 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, Education Equipment 2. STAY-IN-SCHOOL Physical Education Equipment and Materials 3. CURRICULUM DEVELOPMENT Professional Development, Materials 4. INTEGRATING SERVICES Community Gathering 5. SPECIAL EDUCATION Professional Development, Materials 6. LITERACY Education Materials

SUMMARY

The Capacity Building initiative had cost shared with the Woyenne High School Program and coordinated “Orchestrating Academic Success by Modifying and Adapting Programs” and Orchestrating Positive and Practical Behavioral Plans facilitated by Dawn Reithaug. Other activities included staff participating in the FNSA Mathematics and Science conference in November 2001 and a FNSA Conference in April 2002. A large heated laminator was purchased for a new classroom Listening Center.

The Stay-In-School initiative had purchased physical education and materials such as: bike helmets, hockey helmets. juggling scarves, streamer sets, and small and large ball bags for the school.

The Curriculum Development initiative provided for professional development training for 12 staff member from Lake Babine Nation. A joint-shared Physical Response workshop was with the Morris Williams Preschool and the Woyenne High School. In addition, this workshop was opened to other neighboring communities. Large smoked moose hide was purchased for cultural learning, and other projects like beading was to make gifts for the Kindergarten students and June graduation.

The Integrating Services initiative had a hosted Education staff gathering and developed a vision for the Lake Babine area and developed goals. This workshop was cost shared and facilitated by two First Nations education professionals. Other various representatives in the community also attended.

The Special Education initiative supported four participants who attended a Special Education Conference in Vancouver, BC and Supported Childcare Conference. Special Education materials were purchased for the school.

The Literacy initiative had education materials purchased for the school such as: Dinosaur books, Home Reading Program and music education. The school had traditional foods supplied so that the children learned about by seeing, tasting and speaking names of the food in traditional language.

RESULTS/IMPACTS • Staff and community members acquired useful information from participating in workshops and conferences

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 94 - FNESC and FNSA ______

• Vision and goals for Lake Babine Nation • Acquired physical education equipment and materials • The coolest and neatest books always entice the students who prefer not to engage into the magical land of book reading and magic • The introduction of traditional foods by the Elders was most important for the students • The professional development training for staff was very beneficial as one of the workshops provided knowledge about behavioral plans • Laminator purchased for the school was long overdue and has made a big impact on what can be prepared in advance for all program areas • Professional development training allowed the teachers to be able to network on a provincial basis and share all kinds of ideas that were brought back to the school for implementation, this benefited the school, staff, students and parents

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 95 - FNESC and FNSA ______

Mount Pendleton School Good Hope Lake, BC Total Allocation $23,720.36 Timeline September 2001- March 29, 2002 Linkages High Schools, School District Target Population 17 Students, Elders, Community

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Master Reading Program, Hosted Community Dinners, Special Education Teacher, School Handbook and Policy Manual, Physical Education Equipment, High School Visit, Upgrade Library 2. STAY-IN-SCHOOL 3. CURRICULUM DEVELOPMENT 4. INTEGRATING SERVICES 5. SPECIAL EDUCATION 6. LITERACY

SUMMARY

The combined Capacity Building, Stay-In-School, Curriculum Development, Integrating Services, Special Education and Literacy initiative included:

• Mastery Reading Program that involved a total six staff and two parent representatives • Series of hosted in-school dinners helped enhance a sense of ownership within the community and provided a platform form which to showoff the school to people outside the community • Elders were invited to the school and participated in school projects and outings • Five students required daily special education contact and a teacher was hired who helped with the special education classes • A school handbook and policy manual was developed and helped position the school for accreditation • Cross country skis and shoes were purchased for the school population • Upper Intermediate students visited a High School in Terrace or Whitehouse • The library was upgraded with both fiction and nonfiction books • Established curriculum recommended for the library and purchased a curriculum based software • Two grade levels of the Reading Mastery Program was purchased

RESULTS/IMPACT • Review of the Master Reading Program for its effectiveness at the school • Student progress monitored and expected improvement from the students • Assessments made on the quality level of specialized learning assistance and ascertained if students had improved • Continued preparation of a school handbook and policy manual • Feedback from High School students on their visit to other high schools • Student feedback on what stay-in-school perceptions

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 96 - FNESC and FNSA ______

Muskoti Learning Centre Moberly Lake, BC Total Allocation $25,754.77 Timeline September 2001- March 29, 2002 Linkages Other Programs Target Population 33 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Curriculum and Resource 2. STAY-IN-SCHOOL Youth Worker, Incentives, Cultural Field Trips, Workshops 3. CURRICULUM DEVELOPMENT Youth Worker, Incentives, Cultural Field Trips, Workshops 4. INTEGRATING SERVICES Curriculum and Resource 5. SPECIAL EDUCATION Youth Worker, Incentives, Cultural Field Trips, Workshops 6. LITERACY Youth Worker, Incentives, Cultural Field Trips, Workshops

SUMMARY

The combined Capacity Building and Integrating Services initiative funded a purchased computer course and software that contained up-to-date curriculum resources and materials.

The combined Stay-In-School, Curriculum Development, Integrating Services, Special Education and Literacy initiatives funded a variety of activities at the Centre as follows:

• Purchased cultural craft and home economic supplies • Youth Worker hired to work with the students during after-school education programming • Student Incentives for maintained 70% attendance to the Center • Cultural field trips and Awareness workshops • Youth Conference and events • Trips to College • Career Planning, • Self-Esteem Building workshops • Year end leaving and traditional ceremonies

RESULTS/IMPACTS • The computer course and software enhanced the Centre by being able to deliver up-to- date educational techniques which helped the community to build a path towards greater self-reliance and personal development • Youth Worker was able to work with students, especially youth that were at-risk and those with special needs • Students at the Centre had tremendous academic improvement • Students had an ability to make choices towards a more positive lifestyle • Students achieved a higher level of self-esteem • Students had a desire for learning, a sense of pride, and respect for oneself and others • Workshops, field trips and other events were beneficial for all students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 97 - FNESC and FNSA ______

Musqueam Cooperative School Vancouver, BC Total Allocation $20,035.40 Timeline September 2001- March 29, 2002 Linkages Special Needs Professionals, Elders Target Population Preschool Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Language Pathologist 2. STAY-IN-SCHOOL Special Needs Educator 3. CURRICULUM DEVELOPMENT Language Pathologist, Special Needs Educator, Musqueam Language 4. INTEGRATING SERVICES Special Needs Educator 5. SPECIAL EDUCATION Special Needs Educator 6. LITERACY Parent Workshops, Book Club

SUMMARY

The combined Capacity Building and Curriculum Development (partial) initiative funds was used to hire a Language Pathologist who assessed students showing difficultly in language development. The Pathologist arranged therapy with students.

The combined Stay-In-School, Curriculum Development (partial), Integrating Services and Special Education initiative funds was used to hire a Special Needs Early Childhood Educator to work one-one one with students requiring assistance.

The Curriculum Development (partial) initiative funds was used for a Musqueam language educator who arranged weekly language and culture sessions with Preschool children.

The Literacy and Curriculum Development (partial) initiative funds provided for a parent workshop on Child Development and a Literacy Book Club. The focus was to educate parents on the importance of early reading programs. There were workshops for parents on early literacy.

RESULTS/IMPACTS • Speech Language Pathologist reported on student progress and concerns • Parents feedback on workshops on early literacy • Discussed method of delivery of Musqueam language to Preschool • Having a Speech Pathologist onsite twice a week allowed for the identification of children needing support and development of a treatment plan • 22 pre-school children participated in the various activities • Established working networks with different school boards while developing literacy initiative • Met with Special Needs Educator on progress of students • An update on children’s progress was discussed at regular meetings with Pre-school teachers. These meetings were very helpful in determining any changes that must be made in order to enhance the students’ progress • Remarkable improvement with the children participation in speech therapy • It is hoped that having a literacy program in place at the pre-school level will provide them with a foundation to build upon for their higher learning in future years

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 98 - FNESC and FNSA ______

Nadleh Koh School Fort Fraser, BC Total Allocation $21,570.80 Timeline September 2001- March 29, 2002 Linkages Community Representatives Target Population 13 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Playground Equipment 2. STAY-IN-SCHOOL Storytelling, Special Person Day, Open House 3. CURRICULUM DEVELOPMENT Curriculum Materials 4. INTEGRATING SERVICES Parent Workshops, Conference 5. SPECIAL EDUCATION Special Needs Assistant 6. LITERACY Animated Literacy Training Workshop

SUMMARY

The Capacity Building initiative funded new playground equipment such as indoor climber, materials for day-to-day activities and indoor/outdoor play learning equipment for the Nadleh Koh School. Field trips were provided for the children for example a trip to the Exploration Place in Prince George, BC. Other special occasions at the school were financially supported by this initiative.

The Stay-In-School initiative provided the students with Elders for storytelling and role modeling. Other activities include a Parent Advisory Committee, Open House and a Special Person Day at the school.

The Curriculum Development initiative had Elders involved in curriculum development with a Teacher Assistant with help in developing curriculum materials.

The Integrating Services initiative had joint parenting workshops and two staff participated in an ECEBC conference in Vancouver, BC. Meetings with other community representatives were to develop workable strategies for parents and children.

The Special Education initiative provided an Assistant to help with the Special Needs children.

The Literacy initiative provided reading and lending library for parents and children. Staff attended an Animated Literacy Training workshop in Kamloops, BC.

RESULTS/IMPACTS • New playground equipment benefited all students • Students heard and learned traditional stories from the Elders • Parent and community involvement at the school • Staff and parent opportunities to participate in workshops • Special Needs children received assistance

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 99 - FNESC and FNSA ______

Nagwuntl’oo School Anahim Lake, BC Total Allocation $28,019.48 Timeline September 2001- March 29, 2002 Linkages FNSA, BCTF Target Population 32 Students, Parents, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Education Materials 2. STAY-IN-SCHOOL Extra Curricular Materials 3. CURRICULUM DEVELOPMENT Equipment and Supplies 4. INTEGRATING SERVICES Band Council Meetings 5. SPECIAL EDUCATION Assessments, Community Meetings 6. LITERACY Home Reading Program, Tutor

SUMMARY

The Capacity Building initiative included the purchase of library books for the school library and art materials for class activities. Also, staff members attended a FNESC Special Education Conference in September 2001 and a conference hosted by FNESC Special Education Resource Teacher in March 2002.

The Stay-In-School initiative accessed physical education equipment such as sleds, ice skates and soccer balls. Musical supplies were accessed such as tape recorders, children’s tapes and ghetto blasters for dancing and concerts. Drama and Art supplies were accessed that included clay, fabrics, costumes and mini puppet stage for promoting fun at school.

The Curriculum Development initiative funded purchased equipment and supplies required for curriculum development such as theme-related library books, teacher books, CD ROMS and Mathematics and Science manipulatives.

The Integrating Services initiative had activities such organized meetings with Band Council members to discuss cooperative strategies for parents and community members.

The Special Education initiative funded assessed special needs students and developed IEP’s for students. Specific program implementation was for special needs students and purchased specific equipment for students with Fetal Alcohol Syndrome/Attention Deficit Disorder problems. Community meetings increased understanding of ways to support special needs students. Assessments for language and speech delays and counseling were available for student suffering with trauma or abuse.

The Literacy initiative had a home reading program where student borrowed books from school and read at home with their parents. The School library was enhanced with posters, displays and good book picks. There were more theme-related books purchased. A hired part-time tutor read stories with or to students. Volunteers were teacher-directed and trained to assist with the school reading program.

RESULTS/IMPACTS • Increased education resources for the school • Teachers provided with valuable and useful professional development • Enhanced school programs through new materials, supplies and equipment • Improved results for learners by increased enthusiasm about school and learning • Introduced several new themes and theme-related teaching materials in the areas of Science, Mathematics and Technology • Cooperative strategies and increased participation for parents and community members • Improved results for learners with participation of parents and community members • Completed special needs student assessments • Several assessments instruments were used to evaluate the special needs programming • Implemented Home Reading Program ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 100 - FNESC and FNSA ______

Nak’albun Elementary School Fort St James, BC Total Allocation $51,357.56 Timeline September 2001- March 29, 2002 Linkages FNSA, Communities Target Population 80 Students, School Staff, School Council Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Materials, Supplies and Teaching Equipment, Professional Development 2. STAY-IN-SCHOOL Grad Ceremony, Physical Education Equipment, Camp 3. CURRICULUM DEVELOPMENT Professional Development 4. INTEGRATING SERVICES Mental Health Worker 5. SPECIAL EDUCATION Special Education Teacher, Phonic Ear 6. LITERACY Reading Programs

SUMMARY

The Capacity Building initiative funded purchased teaching equipment, materials and supplies for the school. A variety of cultural activities took place such as Elders story telling, cut and prepared fish, beaver and rabbit skinning and made wood for a fire. Three school council members attended School Board training at the FNSA 6th Annual Conference in Vancouver, BC on April 26- 27. 2002.

The Stay-In-School initiative purchased physical education equipment, a hosted graduation ceremony, and one teacher with eight students attendance to an Educo Wilderness Camp.

The Curriculum Development initiative had a Carrrier Language teacher attendance to the “Aboriginal Language Conference in Vancouver on February 22-23, 2002. A “Step to Writing Program” was purchased for the school.

The Integrating Services initiative had a shared Mental Health Worker (MHW) with Nakazdli Health Center who made 56 visits from November 2001 to June 2002. The MHW often worked with an entire family and visited children in school.

The Special Education initiative had a Special Education Teacher and Teacher Aid work with small groups and one-on-one with students on targeted areas of concern.

The Literacy initiative had implemented a software based reading program for students, a system that has been proven to raise students reading levels 2.5 grades with only 25 hours in the program. This system also started an Adult Literacy Program for adults in evening classes.

RESULTS/IMPACTS • A survey determined the impact of the usefulness of books • Monitored the use of the physical education equipment by students • Language Conference had the teacher returned with tremendous enthusiasm for many technological ideas of transferred language-based materials onto various forms of media to be shared within the community • Teachers very comfortable with the Writing Program • A lot of support from the community regarding the Mental Health Worker services • Test will determine reading levels of special needs students • Phonic Ear Acoustics and Speakers in four classrooms helped hearing impaired students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 101 - FNESC and FNSA ______

New Aiyansh Band Nursery School New Aiyansh, BC Total Allocation $22,799.12 Timeline September 2001- March 29, 2002 Linkages Skeena Native Development Society, New Aiyansh Village Government Target Population 32 Children, School Staff, Five Board Directors

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Role Model Program, Immersion Program, Playground Equipment, Fencing and Landscaping 2. STAY-IN-SCHOOL All Categories Combined 3. CURRICULUM DEVELOPMENT All Categories Combined 4. INTEGRATING SERVICES All Categories Combined 5. SPECIAL EDUCATION All Categories Combined 6. LITERACY All Categories Combined

SUMMARY

The New Aiyansh Band Nursery School combined their Capacity Building, Stay-In-School, Curriculum Development, Integrating Services, Special Education and Literacy initiative to undertake the following activities:

• Designed a Role Model Program to involve community members in the school • Integrated an Immersion Program from the Aboriginal Head Start Program to the Nursery Program • Purchased and installed playground equipment for recreational activities that will be coordinated between the Head Start Program and the Nursery Program • For safety precautions installed fencing and implement landscaping plans • Provided professional development for the Education Administrator and Board of Director training for the new Board

RESULTS/IMPACTS • Community members participation in Role Model Program • Integrated Immersion Program • The fencing project that was installed ensured the safety of all the young children who attended Nursery school • Safety measures accomplished • Staff received professional development and Board training

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 102 - FNESC and FNSA ______

Neqweyqwelsten School Barriere, BC Total Allocation $26,484.08 Timeline September 2001- March 29, 2002 Linkages FNSA Target Population 31 Students, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Staff Training 2. STAY-IN-SCHOOL Special Needs Assistance 3. CURRICULUM DEVELOPMENT Workshops 4. INTEGRATING SERVICES Communication 5. SPECIAL EDUCATION Special Needs Assistance 6. LITERACY Reading Program Materials

SUMMARY

The Capacity Building initiative focused on staff training for working with special needs students, upgrading skills in the area of Mathematics, Science and Sewepemctsin curriculum development and delivery. School staff attended Larry Thomas workshop on Board Training sponsored by FNSA. In addition, the school staff attended the Mathematics and Science Conference, a TPR Instruction workshop at the Chief Atahm School and a Special Needs Conference in Vancouver, BC to learn more information about using a Success Maker Program. Lastly, the school staff and community members attended a workshop describing brain function and research delivered by Dr. Bob Aitken.

The Stay-In-School and Special Needs initiative had staff working with a special needs student and provided services in order to keep the student in the community. There were seven students with special needs, not all were assessed and materials were purchased for the 35 students in the school. Through linkages with a Community Health Nurse and Education Consultant extra services were provided within the boundaries of special needs settings.

The Curriculum Development initiative utilized workshops to further develop Secwepemctsin curriculum. Linkages included the costs of development and strategies used, which included those learned in workshops delivered by the Chief Atahm School.

The Integrating Services initiative had a new staff member facilitate communication in the school. Linkages were also made with Barriere Secondary and Neqweyqwelsten Schools. This year, one student was involved and seven staff from various departments. In the future, it was anticipated that communication strategies were to be expanded.

The Literacy initiative funded purchased materials to support a Reading Program along with a wide range of new literature and also to replace existing worn favorites.

RESULTS/IMPACTS • Increased ranged level of awareness about learning in the wider community • Acquired a wide variety of materials, manipulatives, and books for special needs student • Materials and manipulatives purchased enrich the environment and expand vocabulary by provided hands-on opportunities • Comprehensive Secwepemctsin curriculum in place • Staff will have refined instructional programs for Mathematics as a result of learning about new strategies and approaches • Special needs students will continue to develop life skills and academic competencies

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Nisga’a Elementary Secondary School New Aiyansh, BC Total Allocation $83,600.96 Timeline September 2001- March 29, 2002 Linkages Village Government, Administrators, Stakeholders, Local Businesses Target Population 375 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Summer School, Courses, Career Fair Tutoring Program, Professional Development, Education Conference 2. STAY-IN-SCHOOL Homework Centre, Student Assemblies, External Agencies Support, Conference, Professional Development 3. CURRICULUM DEVELOPMENT Career Technical Program, First Nations Artist Program 4. INTEGRATING SERVICES Transition Program, Professional Development 5. SPECIAL EDUCATION Assessments, Professional Development 6. LITERACY Reading Programs

SUMMARY

The Capacity Building initiative consisted a wide variety of activities such as: • Organized Summer School, Food Safe Levels I and II courses and First Aid courses • Partnered with Village Government to organize Student conference • Organized a Career Fair, promote use of January graduation students for tutoring • Established Tutoring Program and purchase student training materials and resources • Coordinated joint and individual professional development for Nass Valley teachers • Assisted in organizing joint, community, local government, parent, educators and student education conference • Maintained school trust account to assist students pay for career related activities

The Stay-In-School initiative included: • Organized an evening homework center for students and parents • Motivational student assemblies • Partnered with outside agencies to support substance abuse prevention • Provided Safe Teen conference, professional development and community workshop

The Curriculum Development initiative consisted of writing a proposal to implement a dual credit career technical program for secondary students. Establish a First Nations Art Program through resident artists. Supported a Career and Personal Planning course.

The Integrating Services initiative continued a transition program and a preparation for secondary program conference for Grade seven students. Other activities included incorporating the Nisga’a art into a curriculum program, professional development for educators, career and personal planning course for CAPP teachers/counselors and support for planning sessions for K- 12 curriculum.

The Special Education initiative established a diagnostic, assessment, remedial Mathematics Program for Elementary, Intermediate and Secondary school. There was professional development support related to special education for teachers and administrators. Individual special needs students, community pre-school program and parent handbook were addressed.

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The Literacy initiative established a diagnostic, assessment and Remedial Reading Program for Elementary, Secondary students. There was support for Accelerated and Guided Reading Programs.

RESULTS/IMPACTS • The Summer School gave students a chance to finish course work and take an extra course • Student Conference impacted all Nass Valley students • Joint activities impacted up to 50 educators • Tutor Program affected 50+ students • Homework Drop-In Centre helped Nass Valley students • Over 200 student were potentially impacted by the Career Technical Program • Around 100 students impacted by the Remedial Math Program and assessment processes • Large waiting list for Food Safe Program was an indication of its success

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 105 - FNESC and FNSA ______

N’kwala School Merritt, BC Total Allocation $31,857.98 Timeline September 2001- March 29, 2002 Linkages None Target Population 63 Students, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Teacher Aides 2. STAY-IN-SCHOOL Glyconutrionals 3. CURRICULUM DEVELOPMENT Language Materials 4. INTEGRATING SERVICES Glyconutrionals 5. SPECIAL EDUCATION Two Teacher Aides 6. LITERACY PB5 Program

SUMMARY

The combined Capacity Building and Special Education initiative had two Teacher Aides for Primary and Intermediate level students. A PB5 Reading Program was used to develop literacy skills in reading, spelling, vocabulary, and grammar development. A Structure of Intellect (SOI) Program utilized balance boards and helped to improve reading, spelling and motor coordination.

The combined Stay-In-School and Integrating Services initiative had students on glyconutrionals (nutritional supplements). Students were provided with the supplements twice a day while school was in session. In addition, there was a conducted pilot project on two report card periods and the results were compared from first report card period.

The Curriculum Development initiative had developed teaching and resource materials for the Okanagan Conversational Language Program. Mini-books, created language tapes, comic book phrases with real photos were a few of the tasks undertaken. Language teachers attended a language conference. The teaching and support staff attended a Special Education Conference.

The Literacy initiative had a PB5 Program that developed skills in reading, spelling, grammar and vocabulary. The student s’ were from Kindergarten to Grade seven and adult students. Students were introduced to phonics that enhanced decoding skills. Students also worked on spelling books and developed their penmanship.

RESULTS/IMPACTS • Improved reading, spelling and motor coordination by students • The PB5 Program had significant student progress from September to November 2001 • As the students progress through SOI training their skills became better developed • Student Mastery and changes in academic, social/emotional and physical after using supplements • Students that had difficulty staying on task were accomplishing more of their work while on the supplements • Students became more energetic and participated more in sport activities while on the supplements • Students that were lethargic and had poor appetites noticed changes after taking the supplements • Students marks in English were on par for most students • Language materials that were user-friendly was developed and used in the Language Program • Teachers who attended both conferences came back with positive feedback • Notable improvement in independent decoding and spelling ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 106 - FNESC and FNSA ______

Nus Wadeezulth Community School Takla Landing, BC Total Allocation $42,529.01 Timeline September 2001- March 29, 2002 Linkages None Target Population 69 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Teacher Aide, Professional Development 2. STAY-IN-SCHOOL Teacher Aide, Professional Development 3. CURRICULUM DEVELOPMENT Teacher Aide, Professional Development 4. INTEGRATING SERVICES Teacher Aide, Professional Development 5. SPECIAL EDUCATION Teacher Aide, Professional Development 6. LITERACY Power Lines Reading Program

SUMMARY

The combined Capacity Building, Stay-In-School, Curriculum Development, Integrating Services and Special Education funds was used to hire a full-time Teacher Aide. The Teacher Aide assisted teachers in lesson delivery and worked one-on-one with students. School staff attended a 2001 FNESC Conference and two staff members attended Effective Behavioral Support (EBS) training.

The Literacy initiative funds were used for a Power Lines Reading Program that required materials to be purchased from the Metra Reading International Company. The program helped alleviate disproportionate reading levels.

RESULTS/IMPACTS • New staff position evaluated the effectiveness of their duties • Staff survey completed of participation in FNESC Conference • Staff provided feedback on The Effective Behavioral Support training through a survey method • Improved reading levels of students before and after using the Power Lines Reading Program

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- 107 - FNESC and FNSA ______

Nutsumaat Lelum Child Care Centre Ladysmith, BC Total Allocation $20,188.94 Timeline September 2001- March 29, 2002 Linkages Chemainus First Nation, Other Local Community Services Target Population 55 Students, Parents, School Staff, Community

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Training Sessions, Parent Handbook, Policy and Procedure Manual, Meetings, Field Trips 2. STAY-IN-SCHOOL Community Newsletter, Conference, Meetings 3. CURRICULUM DEVELOPMENT Curriculum Materials 4. INTEGRATING SERVICES Meetings 5. SPECIAL EDUCATION Testing/Screening, Professional Development 6. LITERACY Book Clubs, Library Materials

SUMMARY

The Capacity Building initiative supported training sessions, workshops and meetings organized for the community, parents and staff. The sessions included:

• Monthly Parent Advisory Committee meetings • Meetings with parents • Cultural events, hosting parent and community lunches/dinners • Encouraged Elders participation • Involved parent and community in future planning • Production of Parent handbook, Policy and Procedure manual • Field trips to local libraries and schools • Funding for certification programs, licenses and other fees

The Stay-In-School initiative supported:

• Community newsletter • Hosted parent/teacher interviews and conferences • Increased access and availability of education resources and materials • Facilitation of meetings and workshops with parents, Elders and community • Scholarships and other post secondary needs

The Curriculum Development initiative funded the development of resource curriculum materials and guidelines that was relevant to the Chemainus First Nation culture and language. Other activities included curriculum-based workshops, staff, parent and community involvement. In addition community artists/craftsman’s were invited to share their skills and knowledge, and relevant materials and supplies were also purchased.

The Integrating Services initiative had organized and facilitated meetings with the Chemainus First Nation departments who encouraged program support to improve delivery services. Additional strategies included more involvement with other community services and raising awareness of resources and benefits of sharing and integrating services.

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The Special Education initiative had an Ages and Stages Development Screen in a Child Care Program. Staff received training in a variety of special education topics such as Observation Skills and Reporting Writing. Hired substitute staff tested and conducted screening of children. Additional activities included a developed video for staff use with children, provided travel opportunities and encouraged parent participation.

The Literacy initiative encouraged participation in book clubs such as Scholastic and Elf magazines. Additional books were purchased for the library. Parents were encouraged to use computers to help improve reading and literacy skills.

RESULTS/IMPACTS • More parental and community involvement • Good relationships with the parents that provided honest feedback • Distributed Parent Handbook and Policy and Procedures manual • Community newsletter reaching members • Developed curriculum resource materials • Increased program support • Staff, parent and community involvement • More staff trained in special education • Book Clubs and more parents improved in literacy skills

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Outma Squilxw Cultural School Penticton, BC Total Allocation $34,161.08 Timeline September 2001- March 29, 2002 Linkages None Target Population 54 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Parent/Teacher Handbook, Education Materials 2. STAY-IN-SCHOOL Hot Lunch Program 3. CURRICULUM DEVELOPMENT Language Curriculum 4. INTEGRATING SERVICES Joint Family Services 5. SPECIAL EDUCATION Learning Assistant 6. LITERACY Reading Support

SUMMARY

The Capacity Building initiative had the following activities:

• Developed and implemented a Parent/Teacher Handbook • Purchased Science and Social Studies Texts/Kits • Purchased overall testing package for Grades 1-7 • Home School Reading Program Kits for K-4 • Professional Development

Meetings were scheduled with invited parents who participated in the developed parent/teacher handbook. Teachers attended a conference for updates on current curriculum and testing materials that were available to purchase for their classrooms.

The Stay-In-School initiative provided for a Hot Lunch Program three times a week for students. Teachers voted for the program because most families were restricted to low incomes. There were 35 students provided with healthy meals and snacks to eat so they could perform in school better.

The Curriculum Development initiative had developed and upgraded Okanagan language lessons and activities to meet current Okanagan language curriculum. Elders came and assisted the teachers with curriculum development. The teachers had the task of creating a handbook, manual and resource list. Resource list was available for teachers and parents.

The Integrating Services initiative hosted a joint Family Services and School workshops for parents on a bimonthly basis starting October –December 2001. There were purchased and collected materials for learning projects that were relevant to the Okanagan environment and endangered species. Comparative studies of global strategies connected with stewardship and sustainability was compiled.

The Special Education initiative had a Learning Teacher Assistant who provided support and assisted individual students. Unfortunately, the Educational Psychologist provided us only with input and feedback due to conflicted work schedules. Teachers attended workshops and conferences that pertained to specific learning challenges.

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- 110 - FNESC and FNSA ______

The Literacy initiative had Reading Anthology for Grade 3-7, Building Communication Skills for Grades 5-7 and Companion Reading for Grade 1-3 starting in September 2001. Books were purchased at book fairs and conferences. A Buddy Reading System was implemented to encourage students to improve their reading skills. Books were sent home with the students and parents were asked to assist their children with their reading.

RESULTS/IMPACTS • Students used the Home Reading Program • Parent/Teacher handbooks improved home/school relationships • Parents were able to refer to the Parent/Teacher handbook regarding school objectives and protocol • Teachers were able to foster a cooperative relationship with parents • Hot Lunch Program met the students nutritional needs • Parents learned new ways of preparing nutritious meals and snacks for their families • Teachers were able to get hands-on experience working with a dietician and to be healthy role models for the children • Results were noted in reading levels by teachers, parents and the students themselves • Many of the students had been successful in achieving their reading levels • Students gained confidence and self-esteem, because of their achievements • Reading materials helped student improve reading skills • Language curriculum benefited teaching of language • Parents were amazed by how quickly the students picked up on words and phrases in the language. This resulted in parents wanting to learn along with their children • Respect was learned by all in terms of respecting the Elders and what they had to teach • Traditional knowledge was passed down from one generation to another • Parent/joint workshops helped families and community • Students had displayed academic improvement through the endangered species and stewardship projects • Students developed confidence and a sense of self-worth through integrated family/school programs • The special needs initiative demonstrated that an investment in innovative and progressive programs designed to assess individual learning profiles and affective domains resulted in academic achievement and increased performance and attendance

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 111 - FNESC and FNSA ______

Penticton Indian Band Education Centre Penticton, BC Total Allocation $31,819.60 Timeline September 2001- March 29, 2002 Linkages School District, Other Agencies, Target Population Students, School Staff, Parents, Community

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Interactive Program, Teacher Aides, Training, School Directory 2. STAY-IN-SCHOOL Hot Lunch Program 3. CURRICULUM DEVELOPMENT Professional Development, External Community Visits, Curriculum Materials and Supplies 4. INTEGRATING SERVICES Community Agencies Meetings 5. SPECIAL EDUCATION Assessments and IEP’s 6. LITERACY Literacy Resources

SUMMARY

The Capacity Building initiative had an Interactive Pilot Program that involved community members in school. Part-time Teacher’s Aides who provided training for classroom volunteers to improve their understanding of education issues. There was also a production of a school directory and information/awareness pamphlets for parents, students and community members.

The Stay-In-School initiative provided for a Hot Lunch Program three times a week. The students felt some of their basic needs were recognized and provided for; these were acknowledged in an informal but clear manner through verbal acknowledgement.

The Curriculum Development initiative had professional development for teachers and staff such as participating in an Annual FNESC Math and Science Aboriginal Education Conference in Vancouver, BC. Additional activities included visiting neighboring communities to learn about curriculum development. Purchased equipment and supplies.

The Integrating Services initiative had organized meetings of community agency representatives who discussed cooperative strategies. Additional activities included attendance to relevant forums and events, implemented a Cooperative Programs with other social agencies, and participated in joint workshops.

The Special Education initiative had a professional psychologist conduct assessments for special needs students and developed Individual Learning Plans (IEP). Other activities included prevention programs and staff training on IEP’s.

The Literacy initiative enhanced a school library by purchased literacy resources such as English novels, Native study books and workbooks, and videos for Native studies.

RESULTS/IMPACTS • Implemented Interactive Program with community members • Trained volunteers job shadowed with teacher assistant for the potential of returning to school • Distribution of School Directory and pamphlets • Hot Lunch Program goals were achieved • School staff acquired valuable professional development training

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• There still is a area of improvement needed for newly developed curriculum • Integrated services with other agencies and school district • Further research into cognitive psychology and learning styles of First Nation’s people would be beneficial to all students • The field of neuroscience and the application of learning profiles have provided significant understanding of the individual’s cognitive landscape and predisposition of learning • Enhanced library with new literacy resources

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 113 - FNESC and FNSA ______

Prophet River Dene Tsaa School Fort Nelson, BC Total Allocation $22,031.42 Timeline September 2001- March 29, 2002 Linkages School Districts, Target Population 29 Students, Elders, Parents, Teachers, Council Members, Community

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Personnel/Employment Policies 2. STAY-IN-SCHOOL Language and Culture 3. CURRICULUM DEVELOPMENT Personnel/Employment Policies, Language and Culture, Aboriginal Advisory Council 4. INTEGRATING SERVICES Aboriginal Advisory Council 5. SPECIAL EDUCATION Teacher Assistant 6. LITERACY Tutor/Teacher Aide, Assistant

SUMMARY

The partial combined Capacity Building and Curriculum Development initiative had prepared and revised personnel and employment policies.

The partial combined Stay-In-School and Curriculum Development initiative had developed language and culture curriculum manual for the students. A hired consultant conducted research and compiled the manual with the assistance of the Elders, Education Board and Coordinator, parents, teachers, council members and the community.

The Integrating Services and partial Curriculum Development initiative utilized the Aboriginal Advisory Council of School District #81 to support First Nation students. The goal was for improved academic support for high school students

The joint Special Education and Literacy initiative had a Teacher Assistant focused on students that had problems with reading.

The Literacy initiative had a Tutor/Teacher Aide who assisted with reading programs. Training was provided for volunteers who also assisted with the program. In-service training was held for the teachers in the literacy and reading programs/workshops.

RESULTS/IMPACTS • Produced Personnel and Employment Policies • Developed language and culture curriculum manual • Board members and parents were aware of declination of language and were supportive of the program • Parents and Education Coordinators gave directions as how the students can reach their academic successes. • Students reading level had increased due to individualized attention provided by Teacher Assistant and parents • Reading assistance for students • Tutoring, training and in-service training enhanced the reading programs

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 114 - FNESC and FNSA ______

Rosie Seymour Elementary School Dog Creek, BC Total Allocation $25,869.92 Timeline September 2001- March 29, 2002 Linkages Band Health, Social and Recreation Departments Target Population 25 Students, Staff, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School Socials, Student/Parent Handbook, Workshops, Speaker Series, Education Materials 2. STAY-IN-SCHOOL School Social Events 3. CURRICULUM DEVELOPMENT Language Booklets 4. INTEGRATING SERVICES Life Skills Program 5. SPECIAL EDUCATION Reading Curriculum 6. LITERACY Books

SUMMARY

The Capacity Building initiative consisted of monthly socials for school staff and parents to build trust and communication between both parties. A student/parent handbook was prepared with their involvement. Parents attended workshops and training with school staff. There were hosted workshops in the community for parents, students, community members and school staff. Parents and school staff attended a FNSA Speaker Series. In addition, under this initiative library books and educational materials were purchased for the school.

The Stay-In-School initiative involved parents, school staff and students for visits to Dog Creek and Alkali Lake communities. Two workshops were provided for students about Health and Awareness and Drug Prevention. The students participated in a poster contest and also celebrated the “walk” and “run” as part of Addictions Awareness week.

The Curriculum Development initiative had a fluent speaker of the Secwepemc language worked on constructing booklets for the school. All students were involved in the illustration of the pictures for the booklets. Materials and supplies were also purchased for this project.

The Integrating Services initiative had the Band Health, Social and Recreational departments together for discussions about student programming. A Life Skills Program was provided that helped students make healthy choices, being respectful of self and others, and health and fitness.

The combined Special Education and Literacy initiative funded a purchased Open Court Reading Program for the primary grade level. Novels were also purchased for the intermediate grades.

RESULTS/IMPACTS • Parent and teacher participation • Produced student/parent handbook • Other schools involvement • Produced language booklets • Results from reading assessments at end of year • Improved reading skills in all students • Student interest in education, staying-in-school and setting goals

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- 115 - FNESC and FNSA ______

Qwam Qwum Stalicut School Nanaimo, BC Total Allocation $20,496.02 Timeline September 2001- March 29, 2002 Linkages FNESC Target Population 21 Students, Parents, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Parent Involvement 2. STAY-IN-SCHOOL Home Reading Program 3. CURRICULUM DEVELOPMENT Elders Program 4. INTEGRATING SERVICES Bus Service 5. SPECIAL EDUCATION Speech and Language Teacher 6. LITERACY School Library

SUMMARY

The Capacity Building initiative provided the opportunity for parent and community input at monthly meetings. Eight parents attended a Parent Conference in Vancouver, BC hosted by the First Nations Parents Club and sponsored by the First Nations Schools Association. A one-day workshop was held on “Risk Children” and “Educational Activities To Do With Your Children At Home.” There was school board training where work was done on a written submission to the Hearing to Equality on Access to Public Education for Aboriginal People.

The Stay-In-School initiative had a Home Reading Program that encouraged parent involvement. Books were ordered for the children and parents to read at home.

The Curriculum Development initiative had a new program with Elders teaching children about Snu ney muxw history and legends. Language instruction was offered four days a week for the youth and community members. A community member also taught drumming and singing to the students.

The Integrating Services initiative had integrated bus services for the children who lived two to nine miles away from school.

The Special Education initiative had a Speech and Language teacher for two hours a week to work with the students.

The Literacy initiative enhanced the school library. A meeting with a speech and language teacher, teachers and staff provided parent involvement with how to work with your child at home.

RESULTS/IMPACTS • Positive feedback from parents who attended the Parent Conference • Positive change for parents and children, • Children and parents reading together • School board training included parents and provided them with an opportunity too have a say in the education of their children’s education • Elders and children learning together • The students are eager to speak the language to their parents at home • With the bus there has been a lot more doors open for the community • Students received special needs assistance • Enhanced school library

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 116 - FNESC and FNSA ______

Qwiq’Wiyelst School Savona, BC Total Allocation $23,106.20 Timeline September 2001- March 29, 2002 Linkages Special Needs Professional, Other Schools Target Population 66 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Library/Reading Room, Book Purchases 2. STAY-IN-SCHOOL Tutors, Transportation 3. CURRICULUM DEVELOPMENT Language Game 4. INTEGRATING SERVICES Integrated Projects 5. SPECIAL EDUCATION Student Assessments 6. LITERACY Reading Program, Language Game

SUMMARY

The Capacity Building initiative had developed a library/reading room and was be available to all students, family and community members. Books and materials were also purchased.

The Stay-In-School initiative provided students with tutors who assisted their reading. In addition, there were incentives such as field trips, plays, for the students that read a required amount of books. Students will receive after-school transportation services.

The Curriculum Development initiative had supported development a Shuswap language training game made with number and colored tiles that corresponded to several books. This initiative involved language teachers, artists and storywriters.

The Integrating Services initiative had supported the integration all of the community projects such as Capsite, Daycare, Success Maker, Tutoring and the Education department.

The Special Education initiative had supported a professional who conduct ed student assessments for suspected special needs students and prepared remedial plans/IEP’s.

The Literacy initiative had a Reading Program with the development of a language game and the establishment of a library/reading room.

RESULTS/IMPACTS • Students increased their reading skills through the increased participation of adults and Elders • Attendance was key in earning special education prizes • Established cooperative learning opportunities that encouraged peer and buddy reading sessions • Game developed for students to learning language • Integrated projects in the school • Assessments completed for special need students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 117 - FNESC and FNSA ______

Saik’uz Elementary School Vanderhoof, BC Total Allocation $34,621.70 Timeline September 2001- March 29, 2002 Linkages School District Target Population 60 Students, School Support Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING English and Mathematics 2. STAY-IN-SCHOOL Artists 3. CURRICULUM DEVELOPMENT Curriculum 4. INTEGRATING SERVICES School District Agreement 5. SPECIAL EDUCATION Special Education Teacher 6. LITERACY School Wide Reading Program

SUMMARY

The Capacity Building initiative priority addressed English and Mathematics, and developed motivational activities.

The Stay-In-School initiative continued culture activities from the previous year utilizing artist from the community. There were purchased materials and supplies, Elders honorariums and resource workers helped to support this project.

The Curriculum Development initiative was changed from a Music Program and an enhanced computer curriculum to expanded curriculum that focused on activities such as sewing, juggling, cooking, web design, and web editing. Related equipment was purchased for the classroom to achieve this initiative.

The Integrating Services initiative had focused on School District #91 agreement that allowed for an effective integration of Band services with the District. Plans were for funds also to be used to contract special services. Other activities had planned parent involvement, skill development and integrated education and health under the direction of a hired facilitator.

The Special Education initiative changed from a Child Care Worker Program to the support a portion of the Special Education teacher wages. This teacher was superbly trained in meeting the unique needs of troublesome students. The teacher developed some unique techniques for creating a safe, caring atmosphere for the children to study in.

The Literacy initiative changed from expanding the school library to the development of an effective school wide reading program. A strategy was a created eclectic approach to teaching reading. Hooked on Phonics, Paths, and North Van Reading Program was purchased.

RESULTS/IMPACTS • Improving student English and Mathematics levels • Expanded curriculum had created considerable interest in students • School District #91 developed work • Improved attendance to school because of the new activities introduced • Students under the Special Education Teacher had gratifying results of being granted visiting privileges in other classrooms • Quality of instruction had increased • School Wide Reading Program results to be known at later date • Reading materials were consistent with current pedagogical strategies as to the importance of learning the sounds of letters as instrumental in developed reading skills ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Seabird Island School Agassiz, BC Total Allocation $74,465.33 Timeline September 2001- March 29, 2002 Linkages Seabird Island Health and Social Development, School District #78, Chehalis Community School Target Population Students, School Board Members,

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School Board Training, Professional Development 2. STAY-IN-SCHOOL Counselor, Youth Workshops 3. CURRICULUM DEVELOPMENT First Nation Studies 4. INTEGRATING SERVICES Specialized Services 5. SPECIAL EDUCATION Special Needs Teacher 6. LITERACY Teacher Aide

SUMMARY

The Capacity Building initiative had a facilitator/consultant for School Board training. This process included all Education Committee members who participated in a 2-3 day workshop and reviewed roles and responsibilities. The consultant updated policies and operating procedures to ensure they coincide with the organizational structure of the school. Other activities included staff professional development. Various resource people facilitated training and staff participated in workshops with School District $78.

The Stay-In-School initiative had a part-time counselor for students in the High school. The program included one-on-one counseling and assistance of the Seabird Island Health and Social Development who developed various youth preventative workshops.

The Curriculum Development initiative had a contractor develop First Nations Studies; in particular, a Social Studies unit plans for Grades 3-5 that included Sto:lo culture and traditions that met the Ministry of Education requirements.

The Integrating Services initiative had program delivery of specialized services between the Seabird Island School and Chehalis Community School. Using resource people between both schools aided in integrating various programs and services.

The Special Education initiative had a full-time Special Needs Teacher who worked with Kindergarten to Grade five students. The school also subsidized this full-time position.

The Literacy initiative had a Teacher Aide who assisted with development and implementation of a Reading Program. Efforts were made to promote parent participation in the student activities.

RESULTS/IMPACTS • Trained School Board Members and updated school policies and procedures • The Speech Pathologist and School Counselor position was an imperative ingredient in the school programming • First Nation Unit Plans • Integrated program and services with Chehalis Community School • Support to special needs students • Provided the necessary support for students with learning disabilities helped minimize frustration that students experience • Implemented Reading Program • The Gathering Strength initiatives has allowed Seabird Island School to incorporate activities ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Sechelt Band Education Centre Sechelt, BC Total Allocation $67,939.88+$8,555.08 Timeline September 2001- March 29, 2002 Linkages None Target Population 175 Students, Parents, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING In-Service Training, Parent Workshops 2. STAY-IN-SCHOOL After-School Reading Program 3. CURRICULUM DEVELOPMENT Curriculum Developer 4. INTEGRATING SERVICES Professional Development 5. SPECIAL EDUCATION Conflict Resolution Program 6. LITERACY After-School Reading Program

SUMMARY

The Sechelt Indian Band pooled their community funds with the Sechelt Band Education Centre to be able to provide the following initiatives:

The Capacity Building initiative provided teacher in-service training for two-day workshops on First Nations awareness and learning styles. Four Parent and Caregiver workshops were provided on information about supporting children in their education, and coping strategies for parents and students. Training workshops for classroom volunteers helped to build a gap between the community and the schools. Purchased education materials were for parents, students and community members.

The combined Stay-In-School and Literacy initiative established an after-school reading program and homework club for High School and Elementary students. Two teaching assistants were available for approximately 15-20 students in each group. A Morningside Academy Program was used to address student’s basic academic skills and performance skills in reading.

The Curriculum Development initiative consisted of an Assistant to a Curriculum Developer who required assistance in data entry of materials, books etc. to create a language curriculum product.

The Integrating Services initiative had staff attendance to relevant forums and events in the area of integrated services as well as conferences and workshops during the year.

The Special Education initiative implemented specific programs for students with special needs. A facilitator provided a Conflict Resolution Program that introduced students to social skills, empathy, impulses and anger management.

RESULTS/IMPACTS • Feedback forms completed by participants • Increased in attendance in after-school reading program • Increased parent involvement • Community surveys • Changes in student reading levels • Created language curriculum product • Decreased in behavior issues of students • Parent/teacher interviews addressed several student/school issues • Resource Room for parents, students and community members

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 120 - FNESC and FNSA ______

Secwepemc Cultural Education Society Kamloops, BC Total Allocation $24,411.29 Timeline September 2001- March 29, 2002 Linkages FNESC Target Population 50 Students, Elders, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING All categories: First Nations Studies, Personnel and Policies Handbook, Handbooks, Education Materials, Homework Program, SOI/ESI Program, Field Trip, Graduation Ceremony, Professional Development 2. STAY-IN-SCHOOL As Above 3. CURRICULUM DEVELOPMENT As Above 4. INTEGRATING SERVICES As Above 5. SPECIAL EDUCATION As Above 6. LITERACY As Above

SUMMARY

The Secwepemc Cultural Education Society determined the activities planned interrelated with the Gathering Strength Capacity Building, Stay-In-School, Curriculum Development, Integrating Services, Special Education and Literacy categories. Activities consisted of:

• Curriculum development of First Nations Studies Grade 10-11 • Organized meetings to integrate services for Resource Day In September 2001 • Developed handbook, pamphlets, and resources for students/community members • Developed Personnel or Employment Policies handbooks • Developed resources for students, purchased education, language materials, First Nations resource materials, computer programs and special education equipment and workbooks • Student orientation/Community Resource Day, Cultural activities – earth/medicine ball • Assessed students for attendance, commitment and needs for Special Education Program • After-school Tutoring/Homework Program and accessed counselor for student support • Implement Structure of Intellect (SOI) and ESI Program • Production of cultural materials with Elder involvement • Facilitated a career planning event/field trip to post-secondary institutes • Learned and utilized cultural materials • Student taught workshops on cultural information learned in school • Professional development for teachers/staff members at relevant workshop/conferences

RESULTS/IMPACTS • Produced First Nations Studies Grade 10-11 • Distribution of handbooks, pamphlets and resources • Completed Personnel and Employment Policies handbooks • Completed student assessments • Implemented SOI Program • Attended FNESC Annual Aboriginal Education Conference • Use of a First Nations Language Resources helped to improve language program

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 121 - FNESC and FNSA ______

Sen*Pok*Chin School Oliver, BC Total Allocation $28,173.02 Timeline September 2001- March 29, 2002 Linkages Special Needs Professionals Target Population 41 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School Library, Parents and Tots Reading Program 2. STAY-IN-SCHOOL Outdoor Equipment 3. CURRICULUM DEVELOPMENT Music and Culture 4. INTEGRATING SERVICES Teacher Aide 5. SPECIAL EDUCATION Teacher Aide, Speech Training 6. LITERACY Open Court Reading Program

SUMMARY

The Capacity Building initiative focused on obtaining new books for the school library and for resources for the lower grade levels such as big books, cassette books and phonics program. The First Nations section in the library was improved. Expansion of the Parents and Tots Reading Program had parents and their children together to experience the joy of reading.

The Stay-In-School initiative had purchased new outdoor equipment for a playground that included outdoor basketball courts, two tetherball poles, volleyball net, recess carts and various smaller pieces of equipment.

The Curriculum Development initiative followed expressed interest of the community to expose students to music and culture. There was invited community talented members at the school twice a week to present to Grade 1-7 students. The school purchased instruments for the students.

The Integrating Services and Special Education initiative used funds to defray costs of a Teacher Aide who assisted students with reading difficulties. A Teacher Aide had students to a reading level equivalent or better than the public school system. A Speech Language Pathologist worked with providing speech training for four students one afternoon per week.

The Literacy initiative had an Open Court Reading Program for Grades 1-3 and implemented it for this school year.

RESULTS/IMPACTS • Enhanced school library and accessed by students – increased by approximately 50% • Parents and children reading together • Outdoor equipment available for students • Introduction of music and culture to students • Improved student reading levels • The demand for the Teacher’s Aide time had increased with the school’s larger enrolment • Implemented Open Court Reading Program

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 122 - FNESC and FNSA ______

Sensisyusten School Westbank, BC Total Allocation $38,153.12 Timeline September 2001- March 29, 2002 Linkages FNESC/FNSA Target Population Students, Parents and School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Counseling, Girls Group, Training 2. STAY-IN-SCHOOL Aboriginal Music Program 3. CURRICULUM DEVELOPMENT Father’s Support Group/Leadership, Physical Ed 4. INTEGRATING SERVICES Counseling, Girls Group, Training 5. SPECIAL EDUCATION Counseling, Girls Group, Training 6. LITERACY Father’s Support Group/Leadership, Physical Ed

SUMMARY

The combined Capacity Building, Special Education and Integrating initiative funds provided counseling for students in all grade levels on a referral basis during the school year. Students received counseling and training using the Re-Evaluation Counseling methodology and theory. In addition, a girls group was formed following a Rainbow model as was ongoing and accommodated 12 girls each school term. Students also received training from “The Prepare Curriculum Teaching Prosocial Comptencies” by Arnold P. Goldstein (www.researchpress.com).

The Stay-In-School initiative had a musician who delivered music theory and technique on a Pan Flute. The students provided a concert for the parents and community members. The leader of the project was also a certified psychological counselor, which enabled the students to receive therapeutic training in music.

The combined Curriculum Development and Literacy initiative had a Father’s Support Group/Leadership Group Development. This program was available to community adults and students 16 years and older. In addition, the school purchased extra physical education equipment to add to the existing inventory.

RESULTS/IMPACTS • Students confidence and levels of cooperation increased in the students • The incidence of misbehavior in the participating students was non-existent during the Music Program • The level of abusive behavior was diminished considerably • Men in the Father’s Support Group gradually took on more leadership in various areas of the community and school • The Physical Education equipment and program motivated and encouraged students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 123 - FNESC and FNSA ______

Shihiya Elementary Band School Enderby, BC Total Allocation $25,869.92 Timeline September 2001- March 29, 2002 Linkages FNESC/FNSA Target Population Students, Parents and School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School Policy Manual, Program Equipment, Workshops 2. STAY-IN-SCHOOL Playground Equipment 3. CURRICULUM DEVELOPMENT Resource Materials 4. INTEGRATING SERVICES Materials and Assessment Tools 5. SPECIAL EDUCATION Special Needs Teacher Assistant 6. LITERACY Materials and Assessment Tools

SUMMARY

The Capacity Building initiative had the school policy manual updated, equipment for music, physical education and Mathematics Program. Other activities included parents and staff attendance to FNESC Speaker Series workshops. Elders taught the Shuswap language to the children. There were volunteer classroom assistants and bus monitors.

The Stay-In-School initiative provided additional playground equipment that included new swings, chains and teeter-totters.

The Curriculum Development initiative supported the curriculum areas of Science, Social Studies and Mathematics. Materials were purchased to support an Integrated Resources Package and learning outcomes.

The combined Integrating Services and Literacy initiative purchased materials and assessment tools for students in the area of language development. Some of the areas were articulation, basic concepts, alphabet recognition, and sound/letter correspondence.

The Special Education initiative focused on a Special Needs Teaching Assistant at the school.

RESULTS/IMPACTS • Students and parents benefited from an updated school manual and workshops • Students utilized playground equipment during recess and lunch breaks • Subject areas are supported with newly purchased materials • Student supported for language acquisition and understanding • Each classroom teacher was able to discuss areas of concern and take input from the Speech Pathologist and also in the area of materials and resources • Students provided feedback on the playground equipment and were elated with the new outdoor equipment • The children learned the Shuswap language from the Elders and it helped bridge a gap between the Elders, students and parents

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 124 - FNESC and FNSA ______

Skidegate Band Nursery School Skidegate, BC Total Allocation $20,496.02 Timeline September 2001- March 29, 2002 Linkages FNESC Target Population Students, Elders, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Button Blankets, Language and Culture Training 2. STAY-IN-SCHOOL As Above 3. CURRICULUM DEVELOPMENT As Above 4. INTEGRATING SERVICES As Above 5. SPECIAL EDUCATION Book Program, Workshops 6. LITERACY As Above

SUMMARY

The combined Capacity Building, Stay-In-School, Curriculum Development and Integrating Services initiative continued from last year and utilized the funds to initiate Button Blankets making project. The Elders taught the Haida language and culture to the students. A hosted ceremony had family members who helped make the blankets present them to the students.

The combined Special Education and Literacy initiative started a Book Program for the children. The project secured parent involvement. A presentation at a workshop gave the Nursery School Teacher some very helpful tips on what books to order for the children. The teacher purchased a set of books that laddered into each other. Other activities included hosted workshops and attendance to FNESC Speaker Series workshops.

RESULTS/IMPACTS • The Button Blankets tell a family story • Children tested by the Elders on their language and culture learning • Children read more books • The children love the Book Program and asked that the books be read over and over again • More parent involvement • Participation in Speaker Series workshops • Behavior and Speech problems addressed and by the time they reach Kindergarten should be able to fit in and cope

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 125 - FNESC and FNSA ______

Sk’il Mountain Community School Shalalth, BC Total Allocation $38,690.51 Timeline September 2001- March 29, 2002 Linkages School District, Band Administration Target Population 111 Students, School Staff, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, Education Equipment and Books, Homework Club 2. STAY-IN-SCHOOL Homework Club 3. CURRICULUM DEVELOPMENT Learning Centre 4. INTEGRATING SERVICES Alternate Program 5. SPECIAL EDUCATION Special Education Teacher 6. LITERACY Companion Reading Program, Home Reading Program, Home Work Club Assistant

SUMMARY

The Capacity Building initiative funded seven teaching staff attendance to a First Nations Schools Association Annual Conference. A trainer/facilitator provided training in a subject discussions area of identified needs for teachers and administrator. Equipment and books were purchased to assist high school and adult learners.

Students and parents received a newly developed official handbook.

The Stay-In-School initiative used partial Capacity Building funds and established a Homework Club for High School students and covered extra busing and tutoring costs. The Homework Club benefited about 20 students in high school and 28 students in elementary school.

The Curriculum Development initiative established a Learning Centre that offered an array of vocational training that helped younger people find a meaningful career.

The Integrating Services initiative changed to Band Administration and the School meetings to design an alternate program.

The Special Education initiative retained the services of a Special Education Resource Teacher who worked part-time with students who have special learning needs.

The Literacy initiative had a Companion Reading Program and Assistant who worked with readers in the Home Work Club.

RESULTS/IMPACTS • New approaches were implemented for Mathematics can Science in the school as a result of teaching staff attendance to FNSA Conference • Distribution of official handbook to students and parents. The handbook provided some structure and reduced conflict between parents and the school • Established Home Work Club with an increase in performance of students by at least one letter grade • Established Learning Centre • Alternate Program underway to address students who cannot effectively learn in a traditional school environment • Special needs assistance for students • Improved student reading skills – now reading at level 2 or 3 ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 126 - FNESC and FNSA ______

Snc’c’amala?tn School Vernon, BC Total Allocation $24,795.14 Timeline September 2001- March 29, 2002 Linkages Communities Target Population Students, Elders, School Staff, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Music Lessons 2. STAY-IN-SCHOOL After-School Language Program 3. CURRICULUM DEVELOPMENT Professional Development, Workshops, Project 4. INTEGRATING SERVICES Parenting Workshops, Community Dinner 5. SPECIAL EDUCATION Speech and Language Pathologist 6. LITERACY Library Enhancement

SUMMARY

The Capacity Building initiative continued weekly music lessons for students. Children used guitar, drumming, fiddle and piano with the assistance of two-three music instructors. Approximately 30 students benefited from this program.

The Stay-In-School initiative consisted of an After-School Language Program with two staff from the community operating the program with up to 20 students in the class. Materials and supplies were purchased.

The Curriculum Development initiative sent school staff to professional development opportunities. Curriculum development workshops used the Elder’s teachings, incorporated a cultural component and included community member participation. A Documentation project was successful beyond what was imagined due to the creative ideas of various staff members.

The Integrating Services initiative had Parenting workshops, student/parent celebrations, and a partnership community dinner. Over 300 community members, including children and families attended the activities for Aboriginal Day.

The Special Education initiative employed a Speech and Language Pathologist. Services covered assessment, observation, consultation, direct therapy and planning, and report writing. Program support materials were purchased such as journals, kits, and props for language games.

The Literacy initiative enhanced the school library with shelving and books. The teaching staff selected books for the library. There were 30 students who benefited from this enhancement.

RESULTS/IMPACTS • Language training for students • The music students developed skills in other areas, but enjoyed the music for sheer pleasure and relaxation • Books and literacy skills made a huge difference in terms of school success and life skills • Useful professional development training that will support teachers • Created records and learning materials through the use of actual photographs • Staff felt that parents included in school helped show that the school was family oriented • Effective service delivery for special needs students with program support materials • Enhanced school library for the benefit of students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 127 - FNESC and FNSA ______

Songhees Band School Victoria, BC Total Allocation $21,570.80 Timeline September 2001- March 29, 2002 Linkages Maori Language Nest Target Population 12 Children, Parents, Elders, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Lekwungen Lunch Nest Program, Special Student Assistance 2. STAY-IN-SCHOOL As Above 3. CURRICULUM DEVELOPMENT As Above 4. INTEGRATING SERVICES As Above 5. SPECIAL EDUCATION As Above 6. LITERACY As Above

SUMMARY

The combined Capacity Building, Stay-In-School, Curriculum Development, Integrating Services, Special Education and Literacy were for two projects. The first initiative was to build staff and family relationships, share information and integrated services. A Hot Lunch Program continued with the inclusion of an authentic language learning opportunity.

A half-time staff member had activities such as menu planned, shopped, cooked and coordinated parent helpers and implemented a Lekwungen curriculum. The program was a Maori Language Nest Model. The program offered a “Nest Mother” and “Nest Father” who introduced two Lekwungen “words of the day” to the 12 children and staff at the Songhees Preschool. Along with weekly scheduled visits from the various service program coordinators on staff, varied early childhood resource people, families of the children in the preschool were welcome to visit with the children and preschool staff.

The second initiative provided financial resources and hired an assistant under a Special Student Assistance Fund to provide services as they arose at the school. Children had informal assessments and gathered formal assessments or had formal assessment process. These children received ongoing assistance and support.

RESULTS/IMPACTS • Created language learning opportunities for children and families • Supported families by means of networking at Lunch Program • New language words learning daily • Integrated services between support program staff and families of the children • Proactive special learning assistance services for children entering school • Assistant available to address services required

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 128 - FNESC and FNSA ______

Stein Valley Nlakapamux School Lytton, BC Total Allocation $53,353.58 Timeline September 2001- March 29, 2002 Linkages Other Schools Target Population 130 Students, Elders, Parents, Government Agencies

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING School Events, Materials, Sports 2. STAY-IN-SCHOOL Sports Facility 3. CURRICULUM DEVELOPMENT Resources 4. INTEGRATING SERVICES Counseling, Workshop 5. SPECIAL EDUCATION Teacher Assistants 6. LITERACY School-Wide Literacy

SUMMARY

The combined Capacity Building and partial Special Needs funding contributed to a variety of activities such as: • Construction of a concrete slab for sports activities • Parents in school to support school activities • Student awards for academic excellence • Run under the Sun Sports Day that promotes fitness • Community bulletins, school banners, book bags with school logo for students • K4 playground equipment to provide more creative physical activities • Coop Education short courses for both academic and personal growth • Elder’s BBQ to have students value Elder involvement

The Stay-In-School funds assisted part of a special education project and developed a multiple use facility for students and community usage.

The Curriculum Development funds assisted part of a special education project and provided support for curriculum resources the Nlhakapmuxcheen Language and Culture Program.

The Integrating Services funds assisted a special education project and provided special community counseling services. There was a two-day workshop with Dr. Gordon Neufeld, a developmental psychologist from Vancouver, BC.

The Special Education initiative provided for Teaching Assistants in the classrooms to work one- on-one with students needing special attention. Basic funding upgraded hired two full-time assistants by drawing funds from the other Gathering Strength categories.

The Literacy initiative assisted development of a school-wide literacy focus and the implementation of Balance Literacy in the K5 to Grade 10 classrooms.

RESULTS/IMPACTS • Increased parent involvement • Scope and sequence development curriculum • More one-on-one assistant with students with special needs • Sports area and activities for students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 129 - FNESC and FNSA ______

Sum-SHA-thu Lellum Sooke, BC Total Allocation $20,649.56 Timeline September 2001- March 29, 2002 Linkages Parks and Recreation, First Nations Cultural Foundation, National Child Benefits Target Population 40 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Research, Teacher, Parent Support Group 2. STAY-IN-SCHOOL After-School Tutor Program 3. CURRICULUM DEVELOPMENT Parent Workshops, Health Program 4. INTEGRATING SERVICES Parent Workshops, Health Program 5. SPECIAL EDUCATION After-School Tutor Program 6. LITERACY Library, Book Purchases

SUMMARY

The Capacity Building initiative had the following activities: • Research literacy programs • Hire a teacher/helper as a cultural resource • Honorariums to support Elder visits • Parent information and support group

The combined Stay-In-School and Special Education initiative had an After-School Tutoring Program for school age children.

The combined Curriculum Development and Integrated Services provided Parent workshops, Health programs, Social Movement Program in partnership with Parks and Recreation. A Native Language Revitalization Program was in partnership with the First Nations Cultural Foundation.

The Curriculum Development initiative funds were used for purchased cultural program teaching, language intervention and native language teaching materials.

The combined Literacy and Integrating Services initiative created a literacy resource library. There were books purchased that was also partly funded by the National Child Benefits. Under this category there were book awards and birthday book program for students.

RESULTS/IMPACTS • A continuous method of evaluation was used to track results and impacts • After-school Tutoring Program benefited the children at the school • Parent workshops benefited parents and school • Language teaching materials helped cultural program • Additional books to library

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 130 - FNESC and FNSA ______

Switsemalph Learning Centre Salmon Arm, BC Total Allocation $26,368.93 Timeline September 2001- March 29, 2002 Linkages First Nations Programs Target Population 26 Students, School Staff, Parents, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Workshop, Handbook, Resource Books, Supplies 2. STAY-IN-SCHOOL Workshops 3. CURRICULUM DEVELOPMENT Honoraria, Equipment and Supplies 4. INTEGRATING SERVICES Conference 5. SPECIAL EDUCATION Workshops 6. LITERACY Reading Program

SUMMARY

The Capacity Building initiative had a one-day workshop with local First Nations Adult Programs. Ten instructors were included that benefited up to 100 students. Revisions were made to the Switsemalph Learning Centre handbook. Cultural History resource books were purchased for 25 students. Arts and crafts supplies were purchased for cultural events.

The combined Stay-In-School and Special Education initiative offered a variety of workshops for a class of 25 students and community members with topics such as:

• Life Skills development, career planning • Self-esteem, anger management, communications • Job readiness and goal setting

The Curriculum Development initiative provided a honoraria for community members for assistance in curriculum development activities. There were purchased equipment and supplies.

The Integrating Services initiative had planned and hosted a community-based First Nations HIV/AIDS Conference in October 2001.

The Literacy initiative hired a Tutor/Teacher Aide to assist with reading programs.

RESULTS/IMPACTS • Over 100 students benefited from the one-day workshop • Program and information sharing at the one-day workshop • Handbook revisions completed and arrangements to be made for reprint • Resource Books used by students • Supplies available for cultural events • 100+ students gained knowledge and experience from workshops • Developed curriculum • Informative conference for students, parents, families, community and educators • Assistance to the Reading Programs

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 131 - FNESC and FNSA ______

Sxoxomic Elementary Secondary School Williams Lake, BC Total Allocation $46,290.74 Timeline September 2001- March 29, 2002 Linkages FNESC/FNSA, Eskemtemc First Nation Target Population 90 Students, School Staff, Board Members, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Teacher Aide, Reading Program, Liaison Worker, Curriculum Developer, Professional Development 2. STAY-IN-SCHOOL As Above 3. CURRICULUM DEVELOPMENT As Above 4. INTEGRATING SERVICES As Above 5. SPECIAL EDUCATION As Above 6. LITERACY As Above

SUMMARY

The Sxoxomic Elementary Secondary School combined their Gathering Strength six categories to cover the following activities:

• Hired a Teacher Aide to assist students that aren’t at grade level • Implemented a Guided and Companion Reading Program • Continued with the services of a Liaison Worker for student support • Hired a Curriculum Developer • Provided School Board Training • Provided professional development for staff, parents and Board members • Attended the FNESC/FNSA Speaker Series

The Eskemtemc First Nation also reallocated their Gathering Strength community stream funding to the Sxoxomic Elementary Secondary School to promote parent support for all students attending school.

RESULTS/IMPACTS • Improved student grade levels • Enhanced the Learning Lab with the implementation of reading program • Developed TUS Studies through curriculum archived materials • Produced trained Board Members, staff members and parents • More parent support for students and school

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 132 - FNESC and FNSA ______

Takla Lake Adult Centre Takla Landing, BC Total Allocation $23,451.67 Timeline September 2001- March 29, 2002 Linkages Professionals Target Population 18 Students, Educators, School Staff, Parents, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Physical Education Equipment 2. STAY-IN-SCHOOL Physical Education Equipment 3. CURRICULUM DEVELOPMENT Body Brain Research 4. INTEGRATING SERVICES Physical Education Equipment 5. SPECIAL EDUCATION Student Assessments 6. LITERACY Community Library

SUMMARY

The combined Capacity Building and Integrating Services initiative purchased playground equipment in the form of swings. Other physical education purchases included scooters, balls, hockey equipment, mats, lacrosse equipment and cross-country skis.

The Stay-In-School initiative purchased weightlifting equipment for students to foster greater participation in the school and enhanced the physical educational opportunities for the students.

The Curriculum Development initiative hired Susan Kovalik who hosted a two-day seminar on her teaching methods that focused on Body Brain research.

The Special Education initiative had student assessed by Arthur J. More determine the relative strengths and challenges of students.

The Literacy initiative developed community library housed in the adult education center for the use by our community members. Shelving, books and magazine subscriptions were purchased for this project.

RESULTS/IMPACTS • Accessed recreational equipment for students at school • Seminar provided educators with more perspectives and strategies on how to instruct and deliver education more effectively • Assessments identified learning styles of students • Physical education equipment increased student self esteem and confidence • Community access to stocked library of information

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 133 - FNESC and FNSA ______

Ted Williams Memorial Learning Centre Burns Lake, BC Total Allocation $30,591.28 Timeline September 2001- March 29, 2002 Linkages Public Institutions, Museums, Longhouse, Vancouver Community East Side Target Population 40 Students, School Staff, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Student Tours 2. STAY-IN-SCHOOL Student Tours 3. CURRICULUM DEVELOPMENT Conference, Language and Cultural Materials 4. INTEGRATING SERVICES Tutor 5. SPECIAL EDUCATION Student Tours 6. LITERACY Tutor

SUMMARY

The combined Capacity Building, Stay-In-School and Special Education initiative sent 30 students on a trip to Vancouver, BC and included events:

• East side tour • Vancouver Native Education Centre tour • University of British Columbia Native Longhouse tour • Museum of Anthropology tour • Celebration of Learning (Open Learning Agency)

The Curriculum Development initiative funded four staff members attendance to a FNSA Conference in Vancouver, BC on November 4-5, 2001. The theme was Mathematics and Science Programs. The surplus dollars were used towards language and cultural materials such as a hosted Model Potlatch in the community.

The combined Integrating Services and Literacy initiative hired a part-time tutor too work directly with an adult diagnosed with Fetal Alcohol Syndrome. The funds also supported a Food and Nutrition Program and Culture Class on traditional foods.

RESULTS/IMPACTS • East-Side student tour created an awareness about Drugs and Alcohol and important topics • Students discovered successfulness of the establishments of First Nations people • Students seen other First Nations students on campuses • Students shared in graduation ceremonies of other students • FNSA conference strengthened teachers ideas to instruct Mathematics and Science Programs • Tutor shared traditional teachings

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 134 - FNESC and FNSA ______

Tl’azt’en Adult Learning Centre Fort St. James, BC Total Allocation $31,857.98 Timeline September 2001- March 29, 2002 Linkages Neighboring Communities Target Population 60 Students, School Staff, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development 2. STAY-IN-SCHOOL Survey/Training 3. CURRICULUM DEVELOPMENT Training 4. INTEGRATING SERVICES You Make a Difference Program 5. SPECIAL EDUCATION Personal Attendants 6. LITERACY Professional Development

SUMMARY

The Eugene Joseph School and the Tl’azt’en Adult Learning Centre combined their allocated funding.

The Capacity Building initiative sent staff members to a First Nations Aboriginal Education Conference, FNSA Speaker Series and the FNSA Annual Conference. There were also purchases of additional library books and a Library Management System.

The Stay-In-School funds implemented suggestions and ideas from the Tl’azt’en Nation by an “At Risk” Youth survey. There was a continued implementation of Effective Behavior Support Training.

The Curriculum Development initiative trained staff on a Pathfinder Program and the integration of the “Total Physical Response method of instruction with Carrier culture and language program teacher.

The Integrating Services initiative provided for two sessions of “You Make the Difference” an Early Childhood Education Integration Program.

The Special Education initiative partially contributed to the cost of hiring three Personal Attendants to support special needs students.

The Literacy initiative subsidized Aboriginal Family Literacy Facilitator Training, professional development for the Carrier Language and Culture teacher and staff, parent and Education Society to visit Immersion Schools.

RESULTS/IMPACTS • A minimum of ten staff members benefited from the professional development • All students benefited from the improvements in the library • Completed “At Risk” Youth Survey with suggestions and ideas • The Curriculum Development eventually impact all learners • More support for special needs students • Two teachers and four other community members involved with education will benefit from the professional development activities • Realization that current core funding levels were not adequate to meet the specific needs of students

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 135 - FNESC and FNSA ______

T’it’kit Preschool (T’it’q’et Administration) Lillooet, BC Total Allocation $21, 570.80 Timeline September 2001- March 29, 2002 Linkages FNESC/FNSA, community Agencies Target Population 36 Students, 5 Staff Members, 16 Parent Committees, 6 Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Workshops, Policy Development, Education Equipment, Materials, Physical Education Equipment and Supplies 2. STAY-IN-SCHOOL Volunteers, Workshops, Education Equipment and Supplies 3. CURRICULUM DEVELOPMENT Workshops, Community Visits, Curriculum Equipment and Supplies 4. INTEGRATING SERVICES Community/Agency Integration 5. SPECIAL EDUCATION Student Support 6. LITERACY Research of Reading Programs

SUMMARY

The Capacity Building initiative sent Board Members to FNESC/FNSA School Board Development training workshops, Board retreat and received board development with a trained facilitator. Other activities included the development of personnel and employment policies and information awareness pamphlets. Additional library books, teaching equipment and materials as well as equipment and supplies were purchased for physical education, music or art programs.

The Stay-In-School initiative provided honoraria for volunteer classroom assistants, parent workshops and hosted community dinners to profile school and parent involvement. There were hosted student wellness and awareness, parents/caregivers and community member workshops. Physical education equipment and musical instruments and supplies were purchased to facilitate love of the Arts

The Curriculum Development initiative supported attendance to curriculum development workshops and training. There were visits to neighboring communities to learn about their curriculum development. Curriculum equipment and supplies were purchased for produced curriculum.

The Integrating Services initiative facilitated greater integration of services within the community. Meetings with community agency representatives were to discuss cooperative strategies. Other activities included implementing a cooperative program with other social agencies, joint record keeping and sharing, joint board development and joint parent workshops.

The Special Education initiative supported individual needs of students with special needs. Student assessments and Individual Learning Plans were for students. There were specific equipment purchased, and special needs awareness programs, and other early intervention programs.

The Literacy initiative had researched new reading program, held workshops and meetings to increase staff, parent and community understanding of reading development. The school library enhanced and accessed reading program reading materials and equipment. There was In- service training for teachers on literacy and reading programs.

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 136 - FNESC and FNSA ______

RESULTS/IMPACTS • Trained Board Members and development of policies • Distribution of pamphlets, handbooks and training manuals • Increased education materials such as library books and teaching equipment • More volunteer classroom assistants and parent involvement • Participation in workshops by students, parents, caregivers and community members • Training of staff and parents were the best way to benefit most of the people • Once staff were trained in a particular area, it was a skill brought into the facility that benefited all the children and/or parents • All materials and supplies bought for the facility directly enhanced the programs and most directly benefited the students learning experience and helped staff in their teaching endeavors • In order to evaluate programs focus groups were held to measure success in terms of parent, community and staff input • Produced quality curriculum • More integration of services within community and community agencies • More support for students with special needs • Early intervention programs • Researched reading programs for consideration

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 137 - FNESC and FNSA ______

Tl’etinqox School Alexis Creek, BC Total Allocation $40,302.68 Timeline September 2001- March 29, 2002 Linkages School District, Other communities Target Population Students, 450 People, School Staff, Community Members, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Cultural Awareness Camps, Community Dinners, Professional Development, Resource Room Contract 2. STAY-IN-SCHOOL Hot Lunch Program 3. CURRICULUM DEVELOPMENT Professional Development, In-Service Workshops 4. INTEGRATING SERVICES Resource Centre, Cultural Awareness Camps 5. SPECIAL EDUCATION Resource Room Aide 6. LITERACY Reading Recovery Training, Resource Room Aide

SUMMARY

The Capacity Building initiative provided Cultural Awareness Camps during the First Nations Awareness week. Hosted community dinners at the school brought the community closer and created a relaxed environment for teacher and community member. The Tl’etinqox School teachers received professional development support. The Resource Room Center allowed our school to access theme kits and other learning resources and materials that the School District had assembled.

The Stay-In-School initiative funds contributed to maintaining the Hot Lunch Program for students.

The Curriculum Development initiative provided teacher workshops and professional development on understanding IEP’s and how to make the most of them.

The Integrating Services initiative had a contract with the School District to access resources at a Resource Centre.

The Special Education initiative had a full-time Resource Room Aide who helped students and teachers.

The Literacy initiative covered costs for a Resource Room Aide and teacher in a Reading Recovery Program with the School District.

RESULTS/IMPACTS • Students not hungry in school and will learn better • Professional development training allowed staff to manage their time and teaching resources • Greater understanding of IEP’s and how to make the most of them • Student reading levels increased • Resource Room Aide great support for students and teachers • Closer relationship between community members and school staff • Successful repeat of cultural camps sharing richness of the Chilcotin culture

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- 138 - FNESC and FNSA ______

T’lisalagi’lakw School Alert Bay, BC Total Allocation $43,527.02 Timeline September 2001- March 29, 2002 Linkages Sports Athletes Target Population 105 Students, 100 Parents, Community

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Sports 2. STAY-IN-SCHOOL Sports 3. CURRICULUM DEVELOPMENT Kwak’wala language 4. INTEGRATING SERVICES Kwak’wala language 5. SPECIAL EDUCATION Home Reading Program 6. LITERACY Kwak’wala language

SUMMARY

The combined Capacity Building and Stay-In-School initiative established both an intramural and extra curricular program to complement the physical education program and provided athletic activities to students. Funded activities included recruiting high caliber athletes/coaches to provide sports camps, honoraria to volunteer coaches, school uniforms, transportation, trophies, athletic equipment and recruitment of a part-time athletic coordinator.

The combined Curriculum Development, Integrating Services and Literacy initiative developed new and expanded existing curriculum that promoted school/community wide use of Kwak’wala language. A Curriculum Developer worked closely with Immersion language teachers and developed implemented, monitored and evaluated language, learning outcomes. Other activities included developed teaching materials and resources, cultural celebrations, community events and language conference facilitated in Kwak’wala. A Kwak’wala Steering Committee developed guided, advised and supported implementation of strategic and specific action plans.

The Special Education initiative established a reading program that enabled students to improve reading fluency and comprehension. The program included parental involvement by implementing a Home Reading Program where parents either listen to their child’s oral reading, pair reading, and choral reading with children. The special education funds had purchased age, grade and ability appropriate reading materials, a computer assisted reading program and recruitment of special needs teaching assistants.

RESULTS/IMPACTS • Improve student reading fluency and comprehension • Parental involvement in reading program • Age, grade and ability specific reading material for students • School-wide reading program complemented a Language Arts IRP • Strategies that promoted daily use of the Kwak’wala language • Strengthened language program • Complemented existing physical education program

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- 139 - FNESC and FNSA ______

Totem School Squamish, BC Total Allocation $19,881.86 Timeline September 2001- March 29, 2002 Linkages School District, Other Schools, Four Agencies Target Population 232 Students, Youth, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Parent Handbook, Professional Development 2. STAY-IN-SCHOOL Youth Workshops 3. CURRICULUM DEVELOPMENT Teaching Kit 4. INTEGRATING SERVICES Agency Meetings, Manual 5. SPECIAL EDUCATION Speech and Language Pathologist 6. LITERACY Community Reading Program

SUMMARY

The Capacity Building initiative produced a Parent handbook and Education Department manual and information pamphlets. There were professional development for teachers and other staff and the remaining funds had staff attendance at relevant conferences and workshops.

The Stay-In-School initiative provided workshops for First Nations youth of the Squamish Valley such as Alcohol and Drug Abuse, Violence and Anger Management, Career and Personal Planning and other topics were requested by the youth. Workshops hosted in fall 2001 and January/February 2002 with approximately 50-100 youth in attendance.

The Curriculum Development initiative developed and created a “Who We Are” Mobile Teaching Kit. The teaching kit was program guided by the Squamish Nation Cultural Worker for Preschool, Primary and Secondary students. A community cultural handbook, traveling photo exhibit and curriculum manual was produced.

The Integrating Services initiative had initiated meetings between School District #48, Squamish Nation Education department, Stitsma Employment office and Social Development to discuss ways of implementing cooperative strategies, and to help students in all schools in the Squamish Valley. A formal committee created integrated services between the four agencies and produced a procedure and resource manual outlining services available and how to access them.

The Special Education initiative had a contract with a Speech and Language Pathologist Therapist who provided screenings and services for school children. The therapist worked in partnership with School District #48 Pathologists and Literacy team.

The Literacy initiative had developed a community reading program that focused on literacy skills and involved the family. The work was in partnership with schools/school districts in addressed identified needs and the program.

RESULTS/IMPACTS • Eighteen staff members participated in workshops • Staff upgraded professional skills • 50-1000 youth to participated in youth workshops • Completed community cultural handbook, photo exhibit and curriculum manual • The curriculum that was created benefited approximately 350-400 people • The curriculum also benefited non-native students in the school district

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- 140 - FNESC and FNSA ______

• Produced a services manual for distribution • Special Needs support services • The staff at the school were impressed with the progress with Special Needs students, for example the students were more vocal and practiced their words in class • Data was collected from teachers and parents on an on-going basis that provided useful information

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 141 - FNESC and FNSA ______

Tsay Keh Dene School Prince George, BC Total Allocation $32,779.22 Timeline September 2001- March 29, 2002 Linkages None Target Population 120 Adult Students, 45 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, Recreation and Physical Education Equipment 2. STAY-IN-SCHOOL Curriculum Materials 3. CURRICULUM DEVELOPMENT Sekani Curriculum, Awareness Program 4. INTEGRATING SERVICES School Parent Club 5. SPECIAL EDUCATION Reading Assistant 6. LITERACY Community Activities, Attendance Awards

SUMMARY

The Capacity Building initiative provided for professional development for two teachers attendance to the FNESC Aboriginal Education Conference in Vancouver, BC in fall 2001. Staff also attended relevant conference or workshops as part of their professional development. Physical education and recreation equipment was ordered for the school.

The Stay-In-School initiative had purchased curriculum materials to promote fun at school. The purchased items included a laminator, cutting board, environmental display area, outdoor education materials and laminating cartridges.

Curriculum Development initiative had developed and produced Sekani School curriculum that became text for Sekani classes in school and included suggested activities for an annual spring Sekani Awareness Program.

The Integrating Services initiative continued development of a School Parent Club leading to the development of an Education Authority Committee. This development involved a newly elected Chief and Council. Plans occurred for workshops, community meetings and special events.

The Special Education initiative had a Reading Assistant for students. This initiative used funds from the Literacy allocation.

The Literacy initiative remaining funds provided for active involvement of the community, parents, students and teachers. The activities included a Christmas concert, school/community art exhibit, sports day, trophy purchases, transportation for inter-school curricular activities and a Sekani cultural picnic. An Award Program supported the importance of school attendance.

RESULTS/IMPACTS • All the objectives included an evaluation strategy that will require participation, a number of volunteers, attitudes and motivation and looked for academic improvement from students • The participation and involvement within the community has been tremendous • School attendance was at an average of 85% throughout the whole school year • Students more motivated to attend school

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 142 - FNESC and FNSA ______

Tswataineuk First Nation School Kingcome Inlet, BC Total Allocation $30,476.12 Timeline September 2001- March 29, 2002 Linkages Band-Operated Schools, School Districts, FNESC/FNSA Target Population 41 Students, Parents, Grandparents, Family Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Language & Culture Program, Professional Development 2. STAY-IN-SCHOOL Language & Culture Program, Professional Development 3. CURRICULUM DEVELOPMENT Language & Culture Program, Professional Development 4. INTEGRATING SERVICES Parents Club, Professional Development 5. SPECIAL EDUCATION Teaching Assistant, Library Upgrade 6. LITERACY Teaching Assistant, Library Upgrade

SUMMARY

The combined Capacity Building, Stay-In-School and Curriculum Development initiative continued to support a Language and Cultural Program. In addition, there was development of the Tsawataineuk language and cultural curriculum for the school. Parent, grandparent and family members promoted support to early involvement and strengthened values of the Tsawataineuk culture to related to other cultures.

Continued support was provided for professional development for the education staff. Activities included attendance to the FNSEC/FNSA Speaker Series, FNESC/FNSA annual general meeting, FNESC Mathematics and Science Conference in Vancouver, BC and observation trips to other Band-Operated Schools or school districts with significant First Nations programs.

The Integrating Services initiative supported a Parents Club in the community school. Activities included attendance to a FNSA Parents conference, Parent Club’s meeting, and in-service professional development for staff.

The combined Special Education and Literacy initiative had the subsidy of teaching assistance, and purchased new library materials. The Primary teacher needs assistance in her classroom, literacy program, and library was in considerable need for upgrading materials.

RESULTS/IMPACTS • Provided students with education that developed traditional teaching skills • Promoted involvement in language, culture and education • Parents Club for the school • School staff received professional development training • Provided staff member with teaching assistant • Upgraded library

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 143 - FNESC and FNSA ______

Tsawwassen First Nation Preschool Delta, BC Total Allocation $19,267.70 Timeline September 2001- March 29, 2002 Linkages Ladner Elementary School, FNESC/FNSA Target Population 60 Students, Parents, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, Potluck Dinner 2. STAY-IN-SCHOOL Career and Health Fair, Parent Advisory Education Committee, Attendance Awards, Student Incentives 3. CURRICULUM DEVELOPMENT Aboriginal Calendar 4. INTEGRATING SERVICES Longhouse Experience Workshop 5. SPECIAL EDUCATION Longhouse Experience Workshop 6. LITERACY Family Literacy Evening, Tutoring, Home/School Coordinator

SUMMARY

The Capacity Building initiative sent the Tsawwassen First Nation (TFN) Director and Preschool teacher to the FNESC/FNSA Speaker Series workshops. These workshops were about literacy, supporting children and Board training and conflict resolution. A hosted potluck dinner was for both parents and teachers who participated and interacted with one another. Cultural entertainment was included in this event.

The Stay-In-School initiative collaborated with the TFN’s Employment and Social Services departments and organized a Career and Health Fair in February 2002. The event provided youth and adults with an opportunity to explore areas in Education, Employment and Health in a friendly, social environment. Other activities included a Parent Advisory Education Committee, attendance awards, student incentives increased parental involvement, stay-in-school and student achievements.

The Curriculum Development initiative had developed curriculum-based on an Aboriginal calendar following the seasonal patterns of celebrations, foods, transportation, language and other aspects of First Nations people.

The combined Integrating Services and Special Education initiative endeavored to collaborate with the TFN’s Committee and local Elementary classrooms to hold a Longhouse Experience workshop in October 2001 for students. Various demonstrations were on drum making and cedar headband making.

The Literacy initiative hosted a family literacy evening in collaboration with the Ladner Elementary School and TFN’s Education department. Activities included six workstations that promoted literacy such as educational games, story telling and computer games and songs. Youth received tutoring services. The Home School Coordinator provided moral support to youth.

RESULTS/IMPACTS • Improvement in all areas of classroom • Increased Aboriginal content/curriculum • Enhanced parent and teacher relationships • Upgraded skills of school staff through participation in workshops • Career and Health Fair to reach surrounding communities • More parental involvement and moral support for youth • Hands-on cultural activities ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 144 - FNESC and FNSA ______

Tsi Deldel School Chilanko Forks, BC Total Allocation $36,579.34 Timeline September 2001- March 29, 2002 Linkages Professionals Target Population 60 Students, Parents, School Staff, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Education Materials, Education Programs and Development 2. STAY-IN-SCHOOL Mentoring Program 3. CURRICULUM DEVELOPMENT Education Materials, Education Programs and Development 4. INTEGRATING SERVICES School-Based Program 5. SPECIAL EDUCATION Speech and Language Pathologist, Education Psychologist 6. LITERACY Education Materials, Education Programs and Development

SUMMARY

The combined Capacity Building, Literacy and Curriculum Development initiative consisted of activities that included:

• Parent involvement with their children’s education • Development of an Aboriginal Head Start proposal • Purchased/implemented a Success Maker Program and SRA Reading Mastery Program • Curriculum development for Language Arts, Mathematics, Science and Social Studies • Development of benchmarking system for each student • Development of a school based team approach • Implemented an Effective Behavior Support Program

The Stay-In-School initiative had developed a mentoring program using Elders and community leaders who encouraged students to succeed and stay-in-school. School-based rewards and motivation system supported and motivated students and parents.

The Integrating Services initiative developed an effective school-based program. The students, parents, and school staff as well as outside professionals helped students reach their full potential to succeed in school. Other activities included developed written planning system to monitor student progress through IEP’s, behavior plans and learning plans.

The Special Education initiative recruited Speech and Language Pathologists to screen the pre- school children and the school’s Primary students. Other activities included developing a program so that teachers and parents worked with students to improve language development. A Speech Pathologist monitored progress of specific students and recruited an Educational Psychologist who conducted testing and student support.

RESULTS/IMPACTS • Increased parent involvement • Curriculum benchmarking system for each student • Implemented Mentoring Program with Elders and community leaders • Developed curriculum in Language Arts, Mathematics, Science and Social Studies • Active school-based team working with parents, school staff and outside professionals • Special Needs student support • Students skills improved in reading programs

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 145 - FNESC and FNSA ______

Ts’kw’aylaxw Preschool Cache Creek, BC Total Allocation $18,960.62 Timeline September 2001- March 29, 2002 Linkages None Target Population 20-30 Students, School Staff, Band Councilors, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development 2. STAY-IN-SCHOOL Tutoring Service 3. CURRICULUM DEVELOPMENT Contractor 4. INTEGRATING SERVICES Special Assistance 5. SPECIAL EDUCATION Special Assistance 6. LITERACY Reading Station, SOI Materials

SUMMARY

The Capacity Building initiative consisted of a two-day planning and governance retreat for eight people and provided professional development for eight teachers, education coordinator and Band councilors.

The Stay-In-School initiative provided tutoring services for an estimated 30 students and will involve ten tutors from September 2001 to March 2002.

The Curriculum Development initiative had a contractor review and develop new curriculum.

The combined Integrating Services and Special Needs initiative had an Assistant to work with students with special needs and also covered costs for a special assistant.

The Literacy initiative created a Reading Station for one teacher and eight students. There were purchased Structure of Intellect (SOI) materials to support twelve students and their parents.

RESULTS/IMPACTS • The participants of the two-day retreat developed a mission statement and a list of goals and objectives • Twenty students participated in the Tutoring Program • Improved literacy rates • SOI materials had an impact on child development • Curriculum package distributed to the Band Council and Elders • Special Needs support for students who required individual attention

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 146 - FNESC and FNSA ______

Wagalus School Port Hardy, BC Total Allocation $23,566.82 Timeline September 2001- March 29, 2002 Linkages Homework and Reading Clubs, School District #85 Target Population Students, Teachers, Homework and Reading Clubs

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Teacher Assistant 2. STAY-IN-SCHOOL Policy/Procedure Writer 3. CURRICULUM DEVELOPMENT Materials and Supplies 4. INTEGRATING SERVICES Enhancement Strategy 5. SPECIAL EDUCATION Learning Assistant Teacher 6. LITERACY Reading Materials

SUMMARY

The Capacity Building initiative had gathered and compiled school policies and procedures manuals. The work was done with the input of the existing staff, and addressed their concerns and brought clarity to unclear policy and procedures.

The Stay-In-School initiative supported a Teacher Assistant who provided classroom support to both the Preschool and teacher in charge.

The Curriculum Development initiative used funds for materials and supplies that built upon a language and culture program’s language learning kits.

The Integrating Services initiative had an aim to integrate services and enhanced existing services in order to avoid duplication.

The Special Education initiative had a contract with School District #85 to provide a Learning Assistant Teacher (LAT) for Wagalus School. The LAT worked with students who needed extra assistance and provided support to the staff.

The Literacy initiative had purchased reading materials for the students. The newly-purchased materials were shared with the Kwakiutl Band Reading Club, Homework Club, Head Start Program, Fort Rupert Elementary School and the Kwigwis Day Care.

RESULTS/IMPACTS • Developed school policies and procedures • Classroom support for students • Completed language learning kits • Extra assistance for special education students • Enhanced shared reading materials • The students benefited from having a much more broader and richer supply of resources and support • The Teacher Assistant helped implement a new reading program for the school • The Read Program was used only for three months in the classroom and there was already a significant improvement in all the students reading

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 147 - FNESC and FNSA ______

Waglisla Integrated Studies Centre Waglisla, BC Total Allocation $28,403.33 Timeline September 2001- March 29, 2002 Linkages Bella Bella Community School, External Agencies Target Population 45 Students, Teachers, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Professional Development, Training, Education Equipment & Materials 2. STAY-IN-SCHOOL Student Support/Workshops 3. CURRICULUM DEVELOPMENT Professional Development, Curriculum Materials 4. INTEGRATING SERVICES Integrated Programs and Workshops 5. SPECIAL EDUCATION Assessments, Training, Special Needs Assistant 6. LITERACY Literacy Programs, Materials

SUMMARY

The Capacity Building initiative provided the following activities:

• Speaker Series workshops • Developed policies and training materials • Library development, teaching equipment, materials • Purchased AV equipment and CD ROM teaching resources • IEP development and implementation • Basic computer training for students • In-house professional development

The Stay-In-School initiative will include the following activities:

• Evening tutorials twice weekly • In-service for instructors dealing with student personal issues • Study group sessions and student mentorship • Student workshops such as residential school healing, motivation, empowerment, career planning in collaboration with Bella Bella Community School and Health department • Graduation ceremonies, extra curricular activities, honoraria for motivational speakers

The Curriculum Development initiative will consist of the following activities:

• Conferences and workshops which will provide training for curriculum • Paid honoraria to community members who contribute to the curriculum • Equipment and supplies for curriculum development • Producing curriculum materials • Researched and developed Indigenous content across grades • Developed and piloted Heiltsuk Studies course

The Integrating Services initiative had coordinated programs and workshops with neighboring agencies in the community, researched, and supported First Nations students. Work was collaboratively cost shared with local service delivery agents regarding mental health and attended events that integrated services.

The Special Education initiative conducted assessments for students with special needs and developed IEP’s and specific programs. Assistants were hired to work with special needs

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 148 - FNESC and FNSA ______students. Other activities included FAS/FAE programs and workshops, training for instructors in IEP’s, counseling services, Elders supported students and learning materials/resources were purchased for special needs students.

The Literacy initiative had a Teacher Aides for Reading Program, and developed entry-level Adult Literacy and Adult Numeracy Program with diagnostic testing. Other activities included researched reading programs, built school library, ordered reading materials, equipment, and tutorials for students.

RESULTS/IMPACTS • Staff received educational information from professional development • Upgraded library, materials and supplies • Student workshops produce information on important topics • Newly created curriculum • Special Needs assessments completed • Special Needs training for staff • Enhanced Reading Program • Library equipped with reading materials and equipment • Forty-six students enrolled and forty-five students successfully passed their final exams with a C+ average

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 149 - FNESC and FNSA ______

Wewaikai Band Nursery School Quathiaski Cove, BC Total Allocation $18,807.08 Timeline September 2001- March 29, 2002 Linkages School District #72, Public School, Target Population 19 Students, Parents, School Staff, Youth, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Policy Handbook, Education Materials and Equipment, Staff Training, Cultural Event 2. STAY-IN-SCHOOL Tutoring, Extra Curricular Materials/Equipment 3. CURRICULUM DEVELOPMENT Language and Culture, Translator, Resources, Parent Board, Culture Tour 4. INTEGRATING SERVICES Parent Advisory Council, Coop Program, Curriculum Development 5. SPECIAL EDUCATION Special Needs Teacher, Playground Equipment 6. LITERACY Research Reading Program

SUMMARY

The Capacity Building initiative had developed a policy handout booklet by gathering materials for policy development. Other activities included ordering teacher equipment and materials, workshops and training, especially computer training for school staff on Windows, Word, Scanning and the Internet.

The Stay-In-School initiative had tutoring for students, a graduation ceremony for children, and purchased extra curricular materials such as musical instruments and physical education equipment.

The Curriculum Development initiative had implement themes, games and song in the language and culture for the Nursery school. An Elder was hired to act as translator of the language and invited other Elders to the school. Big books, games and cards were created for a language program. Joint parent and board development work created more First Nations parent involvement. There was a cultural tour of the Gildas Theatre in order for students to experience Native dancing and culture.

The Integrating Services initiative implemented a Parent Advisory Council and encouraged more participation of parents. A Cooperative program with the youth and elders group came together to teach and share. A student worked on curriculum development for the following Preschool year. Additional duties included one-on-one reading with students and outdoor trips.

The Special Education initiative continued with a Substitute/Special Needs worker to work at the Centre. Other activities included a Parent workshop, First Aid/Child Safety with St John Ambulance, ordering special equipment like monkey bars/climber, and extended a fence in the school park.

The Literacy initiative consisted of research on new reading programs, continued a school daycare library and purchased teacher supplies and materials.

RESULTS/IMPACTS • Policy booklet for distribution • Tutoring Services for students • Newly created Parent Advisory Council • More parental involvement in the school • Students exposure to cultural activities • More language curriculum and resources • Enhanced special education support • Enhanced playground with new equipment and fence • Researched reading programs for consideration

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 150 - FNESC and FNSA ______

Woyenne Secondary School Vancouver, BC Total Allocation $23,720.36 Timeline September 2001- March 29, 2002 Linkages Morris Williams Preschool, FNES/FNSA Target Population 20 Students, Parents, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Workshop, Conferences 2. STAY-IN-SCHOOL Student Conference 3. CURRICULUM DEVELOPMENT Training Program 4. INTEGRATING SERVICES Education Gathering, First Nations Parent Conference 5. SPECIAL EDUCATION Special Education Tutor 6. LITERACY FNESC Conferences

SUMMARY

The Capacity Building initiative was cost shared with Morris Williams Preschool Program to coordinate a workshop titled “Orchestrating Academic Success by Adapting and Modifying Programs” and Orchestrating Positive and Practical Behavior Plans” facilitated by Dawn Reithaug. Other activities included using the Literacy funding to attend a First Nations Parent Conference and FNESC/FNSA Conference in Vancouver, BC.

The Stay-In-School initiative sponsored a field trip for the senior level students to attend the Blueprint for the Future Conference. The theme for the conference is Aboriginal career awareness.

The Curriculum Development initiative hosted a training program titled “Total Physical Response” by Berdie Segal. The training was cost shared with the Morris Williams Memorial Preschool. There were 12 staff members from the Lake Babine Nation (LBN) who participated in this training.

The Integrating Services initiative had a hosted education gathering to develop a vision for the Lake Babine Nation. One or two parent delegates attended a first annual First Nations Parent Conference hosted by the First Nations School Association.

The Special Education initiative had hired a Special Education Tutor to work one-on-one and in small groups with students identified at the literacy level.

RESULTS/IMPACT • Six students close to graduation attending career awareness conference • Parent participation in Parents Conference • Staff accessing training opportunities for career enhancement • Lake Babine Nation vision developed • Special Education student support

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 151 - FNESC and FNSA ______

X.O.X.Malku School Campbell River, BC Total Allocation $19,574.78 Timeline September 2001- March 29, 2002 Linkages School District #72, Community Agencies Target Population Students, Parents, Teachers

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Physical Education Equipment 2. STAY-IN-SCHOOL Home Study Program 3. CURRICULUM DEVELOPMENT Curriculum Developer 4. INTEGRATING SERVICES Integrating with Community Agencies 5. SPECIAL EDUCATION Special Needs Workshops 6. LITERACY Reading Programs

SUMMARY

The Capacity Building initiative will purchase physical education equipment for the school.

The Stay-In-School initiative will provide Homework and Study Programs and tutorial support for students at the school.

The Curriculum Development initiative will hire a contractor to assist with the development for a language and culture curriculum for the school that will involve the community Elders and the Homalco Learning Centre.

The Integrating Services initiative will work together with community agencies to explore and enhance education programs. Homalco Indian Band will continue to explore opportunities to work with School District #72 and neighboring First Nations.

The Special Education initiative will provide FAS/FAE workshops for families and teaching support staff and enhance reading and language programs. Plans will be to create awareness and education for healthy lunches.

The Literacy initiative will provide Morning Breakfast/Reading Program and Home Reading Literacy kits for early literacy and intervention for the success of students.

RESULTS/IMPACTS • Physical education equipment to enhance Physical Education • Encourage students to stay-in-school • Language and Culture curriculum • Integrated with community agencies and School District #72 • Enhanced reading and language programming • Early literacy intervention

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 152 - FNESC and FNSA ______

Xit’olacw Community School Mount Currie, BC Total Allocation $78,687.68 Timeline September 2001- March 29, 2002 Linkages Health Centre Target Population 225 Students, School Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Training, Special Needs Assistant, Education Materials 2. STAY-IN-SCHOOL School Events 3. CURRICULUM DEVELOPMENT Technician 4. INTEGRATING SERVICES Day Care Services, Training 5. SPECIAL EDUCATION Change Tables 6. LITERACY Success Maker Program

SUMMARY

The Capacity Building initiative had activities as follows:

• Mount Currie Board of Education Training • Professional Development for High and Elementary School • Primary Conference on October 18-20, 2001 • Focused school-wide literacy, Ski and Swim Program for Elementary students • Special Needs Teacher Assistant for working with students in wheelchairs • Purchased Educational materials

The Stay-In-School initiative promoted fun activities at the school to improve school assemblies with motivational speakers, prizes and contests for Much Music Video dance.

The Curriculum Development initiative had a technician upgraded a Lil’wat a current slide and tape presentation to computer software. A Curriculum Centre updated language tapes, pamphlets, books and supplies.

The Integrating Services initiative had Health Centre day care services for high school and adult education students that needed day care services. Training was provided for Special Needs and Infant Care Training for the employees in order to keep the facility open.

The Special Education initiative had purchased adjustable change tables for wheel chair students. Plans were to cover part of the salary for the Elementary Learning Assistant.

The Literacy initiative provided for a Success Maker Program and instructor for three days a week in three hours intervals. A Computer Technician upgraded a computer system. The library opened nightly with monthly book club prizes for Primary, Intermediate and High School students. Primary library books were purchased as well as a specialized teacher for reading diagnostics.

RESULTS/IMPACTS • Improved reading scores • Completion of computer system upgrades • Trained Daycare workers • Enhanced programs and services

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 153 - FNESC and FNSA ______

Xwemelchsten Nursery School North Vancouver, BC Total Allocation $21,110.18 Timeline September 2001- March 29, 2002 Linkages Community Agencies Target Population Students, Parents, Squamish Leadership, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Curriculum Writer 2. STAY-IN-SCHOOL Meetings 3. CURRICULUM DEVELOPMENT Curriculum Writer 4. INTEGRATING SERVICES Meetings 5. SPECIAL EDUCATION Speech and Language Pathologist 6. LITERACY Curriculum Writer

SUMMARY

The combined Capacity Building, Curriculum Development and Literacy initiative had a Curriculum Writer who worked on the Squamish language curriculum. Squamish language units were developed to include the themes and aspects of Squamish culture.

The combined Stay-In-School and Integrating Services initiative contracted a facilitator who organized a meeting of Squamish Nation community agency representatives. Parents also discussed cooperative strategies and worked towards developing joint community workshops for parents of the Squamish Nation Parents Club.

The Special Education initiative had contracted the services of a Speech and Language Pathologist for K4 student pre and post testing aimed at identified and addressed possible challenges.

RESULTS/IMPACTS • The curriculum writer developed language curriculum will be vetted through the Squamish Language Elder’s Advisory Committee and Language Team • The results of the interagency meeting will be shared with the Leadership and with parents • Attendance was tracked an monitored • Progress of the K4 students will be provided for parents\ • Increased parental awareness of Special Needs and learning strategies that could be used at home to support their children • Parental concern was heightened as a result of these initiatives • Provide contexts for youth around traditional activities and ceremonies

______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

- 154 - FNESC and FNSA ______

Ya Thuy Thut Training Centre Duncan, BC Total Allocation $33,738.85 Timeline September 2001- March 29, 2002 Linkages Institutions, Colleges, Agencies Target Population 50 Students, School Staff, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Education Materials, Cultural Training, Training Manual, Student Trips 2. STAY-IN-SCHOOL Fun At School, Physical Education 3. CURRICULUM DEVELOPMENT Language Curriculum 4. INTEGRATING SERVICES Integration of Departments 5. SPECIAL EDUCATION Assessment Tools, Professional Development 6. LITERACY Family Reading Program

SUMMARY

The Capacity Building initiative had supplement textbooks and supplies in the major subjects. Plans were to expand the Native Studies course. An Elder taught drum making to students and spoke on the use of cedar and the traditions around it. The First Nations authors were guest speakers who discussed their work. Tasks involved an enhanced CAPP course with students investigating possible jobs and further education. The CAPP instructor produced a training manual. Students went on external field trips such as to the Royal BC Museum, the IMAC Theatre and the Chemainus Theatre.

The Stay-In-School initiative promoted the concept of “fun at school.” Field trips to the Cowichan Tribes Salmon Enhancement Program, Marine Ecology Centre and the Fresh-Water Eco-Centre were provided for students. As part of the CAPP course guest speakers talked about higher education and work opportunities. Students visited Malaspina College. The Physical Education Program continued student bowling, swimming, skating and golfing. Every student was required to participate in some form of physical exercise.

The Curriculum Development initiative had developed a Hul’qumi’num language and Cowichan culture curriculum-based on the traditional teachings of the Cowichan people for delivery in K-12 classrooms and other educational settings.

The Integrating Services initiative had integrated services with Health, Drug & Alcohol and Restoring Balance departments. Work was done with Iyus Stluliqul Nursery/Kindergarten and Le Lum el Daycare. The adult students interacted with the children. Other activities included a student trip to Malaspina College, Community Open House, and joint workshops.

The Special Education initiative had purchased assessment tools to be used in classrooms. Staff attended conferences and workshops. A FNESC/FNSA Math and Science Conference in Vancouver, BC in November 2001 was for staff, and a two-day Self Esteem Building was for students. Education resources were purchased such as taped novels for students that were experiencing difficulties in reading.

The Literacy initiative started a family reading program and integrated it with the FNESC Parent Group. Education supplies and materials were purchased to improve the reading and literacy programming.

RESULTS/IMPACTS • Improved programs supplemented with education materials, equipment and resources • Newly developed language curriculum for implementation • More Integrated services • Enhanced reading resources for students having difficulties with reading • Staff upgrading with participation in professional development activities • Classroom special needs assessment tools • Implemented family reading program ______Gathering Strength 2001/2002 First Nations Schools and Community Final Report

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Yaqan Nukiy School Creston, BC Total Allocation $21,570.80 Timeline September 2001- March 29, 2002 Linkages School District #8, Community Members Target Population 17+ Students, School Staff, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Teacher Aide 2. STAY-IN-SCHOOL Teacher Aide 3. CURRICULUM DEVELOPMENT Teacher 4. INTEGRATING SERVICES Teacher 5. SPECIAL EDUCATION Teacher Aide 6. LITERACY Education Books, Teaching Resources

SUMMARY

The combined Capacity Building, Stay-In-School and Special Education initiative had hired a Teacher Aide for a classroom from September 2001 to March 2002. All 17+ students benefited from the added support and was a tremendous help.

The combined Curriculum Development and Integrating Services initiative covered costs for part of a teacher’s salaries for the period September 1 2001 to March 2002. The responsibility of curriculum development and integrating services became part of this teacher’s portfolio. Plans were to develop some of the curriculum with community members and the Aboriginal Program within School District #8.

The Literacy initiative had purchased necessary textbooks, teaching resources and library books.

RESULTS/IMPACTS • The expectation with the Teacher Aide is that student reading levels and Mathematics and Science skills increased • The student/teacher ratio were more conducive to learning • Improved family literacy with the new books and teaching resources • A community lunch/forum was held to survey the satisfaction level of the activities • Recommendation to create some fundamental tools for literacy like coloring books • Computer-related language materials were requested to assist in learning the language, with a focus on young people • Linkages and partnerships helped reduce racism • Cross-cultural education also helped • Language instruction must be community driven • One community member spoke about to the importance of developed local curriculum

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Yunesit’in ?Esgul School Hanceville, BC Total Allocation $31,512.5221,570.80 Timeline September 2001- March 29, 2002 Linkages Community Target Population 35 Students, School Staff, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. CAPACITY BUILDING Library Enhancement, Professional Development, Book Breakfast 2. STAY-IN-SCHOOL Incentives 3. CURRICULUM DEVELOPMENT Reading Recovery Program 4. INTEGRATING SERVICES Reading Recovery Program 5. SPECIAL EDUCATION Reading Recovery Program 6. LITERACY Reading Recovery Program

SUMMARY

The Capacity Building initiative expanded their library book selection and improved the display shelves and seating to make the library an attractive place. A monthly Book Breakfast with parents encouraged parents and families to encourage literacy. Teachers and Teacher Assistants received support by providing them an opportunity to attend relevant training and meet with other educators. Hosted staff gathering were to brainstorm on some issues that needed to be focused on at the school. Elders and community members received honorariums.

The Stay-In-School initiative encouraged good attendance, work habits and a positive attitude as well as pride in their school. The following activities included:

• Classroom incentives, “Caught Being Good Award,” Attendance and Effort Awards • Swimming trips, birthday recognition, school photo album and video • Mother and Father Day events, Aboriginal Day events, • School year book

The combined Curriculum Development, Integrating Service, Special Education and Literacy initiative continued with a Reading Recovery Program for students needing special help. The teacher was involved with teaching some of the Grade 5-8 classes, adult computer and Internet classes, and adult basic education classes.

RESULTS/IMPACTS • Enhanced library for students, parents and families • Completed professional training for staff members • Student and parent recognition • Students and teacher impacts from the work done by Ken Mitchell in the Reading Recovery Program

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Adams Lake Band Chase, BC Total Allocation $9,538.40 Timeline September 1, 2001-March 29, 2002 Linkages School District Target Population Board Members, 150 students, 450 on-reserve members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Board Member Training Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Computer Training

SUMMARY

The Adams Lake Band (ALB) used their community funds to train Board Members on the Education Committee to implement and further develop the ALB Education Plan. Board member training activities included:

• School Board Act • Ministry of Education Programs and Services • Roles and responsibilities of stakeholders • Evaluations • Understanding assessments • Empowerment of parents and students • First Nations Programs in the School Districts • Planning and development • Skill development of Board Members • Writing, reading, public speaking, report writing • Negotiations, conflict resolution, strategic planning • Computer related skills

Other activities included supplemented the New Practices in Learning Technologies Program for skill development training for youth, staff and adults that required computer-related skills to return to work or for further training.

RESULTS/IMPACTS • Trained Board members • More leadership in the community to plan education programs • Upgraded computer skills • Developed skills for employment or further training • Additional skill development for parents with children at home

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Ashcroft Indian Band Ashcroft, BC Total Allocation $6,474.98 Timeline September 1, 2001-March 29, 2002 Linkages Public Recreation Target Population 10-35 students and community members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Mentoring, Cultural Language, School Career Planning, Extra Curricular – Recreational 4. Aiding the School to Work Transition

SUMMARY

The Ashcroft First Nation used their community funds for activities included:

• Mentoring that involved tutoring students • Cultural language training from community members to youth and adults • Teachers educated parents with information sessions • Career Planning helped students understand what is necessary for future planning • Extra curricular activities, hockey or basketball game • Attended an Opera production • Parent and Youth gathering

RESULTS/IMPACTS • More student support • More language training • Language training started off slow, but increased as nights became regular • Students understanding career planning strategies • Student awareness in the arts and music • Opportunities for the youth; visited colleges, museums, art show

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Beecher Bay First Nation Sooke, BC Total Allocation $7,080.10 Timeline September 1, 2001-March 29, 2002 Linkages Camp Venues Target Population 14 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Film/Video/Computer Instruction 3. Supporting Community and Parental Involvement in Daycare/ Preschool/CAP School 4. Aiding the School to Work Transition Study/Research Field Trips

SUMMARY

The Beecher Bay First Nation used their community funding for the following activities:

• Study/research field trips • Film/video/computer projects • Preschool for three days a week • Daycare Services • CAP

The purpose of the project was to train students in research of educational options and opportunities, video and computer graphics and combined with research to enhance presentations. Other activities included teaching others how to use the computer and Internet.

RESULTS/IMPACTS In order to find the results of the various projects participants received an evaluation form.

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Blueberry First Nation Buick, BC Total Allocation $8,290.34 Timeline September 1, 2001-March 29, 2002 Linkages Public Community Centre Target Population Youth and Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Board Training Governance Capacity 2. Improving the Effectiveness of Classroom Curriculum Development Instruction 3. Supporting Community and Parental Involvement in Cultural Camp School 4. Aiding the School to Work Transition

SUMMARY

The Blueberry First Nation (BFN) used their community funds and developed culturally appropriate curriculum. A transfer of additional funds was for the development of a Social Studies curriculum at BFN. The Adult Literacy Program received supplies for adult students. The Adult Literacy Program received additional resources.

There was an improved school handbook and workshops for community members. The objective was to familiarize members with education and training requirements in order to gain employment in the Peace Region.

Youth participated in a Cultural Camp in the community. Elders and community members provided instruction in cultural activities. Swimming lessons, transportation and swimming instructor fees were also covered.

RESULTS/IMPACTS • The Blueberry First Nation produced culturally appropriate curriculum • Materials and additional resources supported the Adult Literacy Program • Youth participated in cultural activities • Improved school handbook • Community members more knowledgeable about education and training • Participation by young members in recreational exercise and cultural camps

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Bonaparte Indian Band Cache Creek, BC Total Allocation $10,446.08 Timeline September 1, 2001-March 29, 2002 Linkages Elders and Youth Target Population 70 Elementary/Secondary Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Summer Youth Camp School 4. Aiding the School to Work Transition

SUMMARY

The Bonaparte Band scheduled tutoring sessions and arranged transportation for students was changed and the community offered a Summer Youth Camp. The camp promoted the history, knowledge, culture and traditional values of the Bonaparte Indian Band. The Band Elders and community members felt that the youth were losing all the important aspects of being a youth on the reserve.

The Elders shared and taught the culture and traditional values of the youth at the camp, sharing their knowledge and boundaries of the territory, ethnobotany and plant usage, traditional games and sweatlodge. In addition, hunting, fishing, conservation and language was addressed.

RESULTS/IMPACTS The Summer Youth Camp was a success and the attendance was over 80 participants. A group meeting was held in the community that provided an opportunity for the Elders, youth and staff to express concerns, improvements and recommendations for next year’s camp.

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Boothroyd Indian Band Boston Bar, BC Total Allocation $7,080.10 Timeline September 1, 2001-March 29, 2002 Linkages Parents, Two Youth Workers Target Population 36 Youth, 17 Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Educational Learning Activities School 4. Aiding the School to Work Transition

SUMMARY

The Boothroyd Indian Band community initiative coordinated a summer session of educational learning activities for youth. Activities included:

• Computer developmental skills • Native Language training • Native craft sessions • Educational sessions • Recreational activities • Youth workshops on Alcohol, Drugs and Exploitation • Hygiene workshop/dental • Odd Squad workshop for older youth • Health Day

Two youth workers had daily activities on crafts and games throughout the summer on exceptions of workshops. Native language classes were held twice a week for one hour per day. Computer classes were held twice a week and one hour per day. Bi-weekly evaluation reports were completed on participating youth.

RESULTS/IMPACTS • Youth developed computer skills • Language and cultural knowledge and experience • Informed youth on alcohol, drugs and exploitation • Addressed health issues

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Boston Bar First Nation Boston Bar, BC Total Allocation $6,437.16 Timeline September 1, 2001-March 29, 2002 Linkages Community Target Population 27 students/preschoolers, 20 parents/caregivers

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Workshops, Community Dinners, School Reading Circle 4. Aiding the School to Work Transition

SUMMARY

The Boston Bar First Nation community initiative built a solid foundation and support for parents and children in the community. Issues were addressed such as the importance of how we interacted with our children, and the necessity of everyday parent involvement. Workshops held in the community were for parents and caregivers. This was a great opportunity to provide information about supporting children in their education, and coping strategies for parents.

Community dinners were hosted and encouraged involvement and discussed issues such as lifestyles, family values, self-esteem, confidence, understanding of others and the effects on youth. A parent support group learned about some of the issues and promoted healthy lifestyles and the importance of education.

A reading circle helped parents/caregivers understand the importance of reading and was incorporated into the parent group activities.

RESULTS/IMPACTS • More support for parents/caregivers and youth • Informed parents/caregivers through workshops • The program was effective and brought awareness to the youth and parents • Community involvement on education • Healthier lifestyles • Promoted reading circles

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Bridge River Indian Band Lillooet, BC Total Allocation $8,819.82 Timeline September 1, 2001-March 29, 2002 Linkages Other Communities Target Population 65 Students, 105 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Day Camp School 4. Aiding the School to Work Transition Cultural Events/Field Trips

SUMMARY

The Bridge River Indian Band provided transportation for students who attended Zwatets Day Camp. The camp dealt with foundation skills development of Elementary school age children. Meals and transportation were provided for students who participated in extra curricular activities Other cultural activities included:

• Kamloops Pow Wow • 2nd Annual National Aboriginal Women in Leadership Conference • Pool Passes • Local Mount McLean Trail Rides • Trip to Kamloops for 20 Elementary children • Rock Climbing

RESULTS/IMPACTS • Children participated in extra curricular activities • Children learned about their culture • Day Camps provided excellent skill development • Transportation provided a difference in children attending cultural events and trips • The variety of cultural activities inspired and motivated youth

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Burns Lake Band Burns Lake, BC Total Allocation $5,605.12 Timeline July 2001-August 2001 Linkages None Target Population 50 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Weekend Camp

SUMMARY

Members of the Burns Lake Band participated in a Weekend Camp. The Elders brought the community back to the original settlement on Indian Reserve #19. The Elders of the community taught the youth about the old ways. Activities also included fishing, berry picking, games and storytelling for the youth.

The Elders passed on their knowledge of traditional activities and memories of time. The funds allowed for camping supplies and for those who did not have the necessary equipment, food and cooking supplies, and transportation to the campsite.

RESULTS/IMPACTS • Traditional teachings passed down from Elders to youth • Knowledge and traditional practices • Community participation

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Campbell River Indian Band Campbell River, BC Total Allocation $9,614.04 Timeline September 1, 2001-March 29, 2002 Linkages Schools Target Population 15 Elders, 25 Band Members, 20 Youth, 10 Non-Band Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Learning Centre Instruction 3. Supporting Community and Parental Involvement in Learning Centre, Tutoring School Program 4. Aiding the School to Work Transition

SUMMARY

The Campbell River Indian Band used their community funds and provided a Learning Centre with an accredited teacher accessible to First Nations learners. There was also support for tutoring in English 11 and 12, Mathematics 11 and 12, and other academic courses.

The Band continued to support community and parental involvement. For example, the Band provided access to technology for First Nations youth, parents and Elders. In addition, there were tutoring, language, culture and literacy programs.

The Band also continued with the instruction of the Likwala Language Program three times a week for Elders, youth and community members.

The Learning Centre was busy over the past months and the Lab was being used to its full potential. There have been 11 new Aboriginal students from off-reserve who utilized the computer lab. On an average day, approximately 5-29 people accessed the lab. The children primarily used the computers for homework, while the adults maintained and learned new computer skills. The Band tracked the success by the youth’s report cards and grades.

A Tutoring Program was successful with an accredited teacher who has seen approximately 21- 25 students each week. The ages ranged from kindergarten to adult learners.

RESULTS/IMPACTS • Language training continued in the community • Continued monitoring of success rates • Learning Centre proved to be a successful initiative for the community and its members • The Tutoring Program increased the reading abilities of both young and old • The youth that attended the Centre increased their grades and boosted their self-esteem

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Canim Lake Band 100 Mile House, BC Total Allocation $9,538.40 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 75+ Students and Adults, 12 Instructors

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Education Policies Governance Capacity 2. Improving the Effectiveness of Classroom Peer Tutoring Program Instruction Cultural Program 3. Supporting Community and Parental Involvement in Evening Literacy Classes School 4. Aiding the School to Work Transition

SUMMARY

The Canim Lake Band used their community funds for the following activities:

• Developed education policies for the Canim Lake Band • Implemented a Peer Tutoring Program that benefited all students of Canim Lake Band • Implemented a Cultural Program in Band-Operated School • Hired two Shuswap Language Instructors for evening literacy classes

Education development policy was developed in cooperation between the education staff and administrator, Band administrator and staff, and a consultant. The final product was a combined effort, and the objective of developing policy was completed and met.

A need was identified for extra tutoring and homework sessions for the students. A counselor implemented the program and the Band hired four peer tutors. The students tutored peers in the Band Grow Center twice weekly, after school.

Language training was provided for a variety of students and Band members. The overall objective of the program was for more Band members to access language courses, beginners to advanced in both oral and written form.

RESULTS/IMPACTS • Policy development met the community needs • Number of students accessed the Peer Tutoring Program • One-on-One tutoring was successful in better understanding of subject material • Mathematics and English were major problem areas • Tutoring Program required year round for students, especially during exams and on final exams • Number participants increased in Cultural/Language Program • Two high school students completed language training • Two high school students went to achieve more language instruction and work towards fluency • The adults completed at various levels from beginning (alphabet sounds) to beginner written language

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Canoe Creek Indian Band Dog Creek, BC Total Allocation $10,937.74 Timeline September 1, 2001-March 29, 2002 Linkages School District Target Population High School Students, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Student Support Worker School 4. Aiding the School to Work Transition

SUMMARY

The Canoe Creek Indian Band used their community funds for a Student Support Worker. The Worker assisted high school students, counseled, and promoted success with keeping the students in school. Activities included the following:

• Ensured the student are completing their assignments and not falling behind school • Made regular home visits with parents and boarding parents to keep them updated on the progress of the student • Advocated for students when they need support in dealing with school staff and parents

RESULTS/IMPACTS The Canoe Creek Indian Band sent questionnaires to students and parents to ascertain how helpful was the Student Support Worker. Attendance and grades were compared with the student report cards. Letters from school staff and parents voiced the importance of having a high school support worker position working for the community and the school.

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Cape Mudge First Nation Quanthiaski Cove, BC Total Allocation $11,618.50 Timeline September 1, 2001-March 29, 2002 Linkages School District, Other Bands, KDC Target Population 100 Students, 440 On-Reserve Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Computer Training Governance Capacity Joint Workshops 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Tutoring and Computer Training School Learning Assistant 4. Aiding the School to Work Transition

SUMMARY

The Cape Mudge First Nation used their community funds to staff and operate a Learning Centre. The whole community had access to the Centre. The program offering included:

• Computer training for staff, teaching staff and Board Members • Joint workshops for Board Members, other Bands, KDC and School District #72 • Computers for beginners and other software training • Computer programming for young children – all grade levels • Tutoring for all students • Success Maker program for each child • Learning Assistant in the Program

The Tutoring Program with the Success Maker Program, both operating this year has proven to be very beneficial. The community has become computer literate. More community people had the confidence to go out and apply for jobs. More community members accessed the tutoring which translated to better literacy skills, which translated again into being better prepared for the job market.

RESULTS/IMPACTS The Centre provided more programs that benefited the whole community and stayed open longer hours. The children received tutoring and computer training helped them improve their schoolwork.

Having a Learning Centre within the community has given those individuals access to these programs.

The Gathering Strength dollars has given the community the opportunity to make the Learning Centre a viable and holistic place of learning.

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Cayoose Creek Band Council Lillooet, BC Total Allocation $6,626.26 Timeline September 1, 2001-March 29, 2002 Linkages School District Target Population 24 Students, 4 People

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in After-School Reading Program School Summer School 4. Aiding the School to Work Transition

SUMMARY

The Cayoose Creek Band Council used their community funds for the following activities:

• After-School Reading Program • Summer School opportunities • Student Transportation

The Reading Program was offered after-school for Grades one to seven for however many occasions are required.

The Summer Schooling included a Summer Tutoring Program that assisted two grade seven students enrolled in Summer School.

Transportation was for the Tutoring Program and assisted school field trips.

RESULTS/IMPACTS • The Cayoose Creek Band Council met with the school officials and reviewed the affected students progress • Reading Program implemented for the Grade one to seven students • Students learned mathematics and reading skills during the school year • Transportation supported bringing students for tutoring and field trips

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Chawathil First Nation Hope, BC Total Allocation $10,030.06 Timeline September 1, 2001-March 29, 2002 Linkages School District Target Population 102 Students, 30 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Counselor Instruction 3. Supporting Community and Parental Involvement in Summer Reading Club School Community-Based Program 4. Aiding the School to Work Transition

SUMMARY

The Chawathil First Nation used their community funds to host a Summer Reading Club, and enhanced the reading skills of Elementary School students. The Club looked at a consistent reading level or improvement for the school year. The Nation developed and implemented an educational program that was fun. Activities included puppet shows, singing, story telling, show and tell, as well as a children’s’ festival, and a trip to the library.

The Band hosted a parent, learning situation for health and life skills by a series of workshops on living a healthier lifestyle. Workshops were held on a monthly basis and covered topics such as Don’t Smoke/Drink, Diabetes, Teen Pregnancy, STD’s, Helping Your Child in School and Keeping Your Child Safe.

Chawathil also looked at a community-based program that supported students and parents to keep up with their schooling, grades, parent/teacher meetings and attendance. A part-time counselor reduced the dropout rate by monthly meetings to support students, parents, teacher assistants, teachers and education coordinators.

RESULTS/IMPACTS Overall, the entire program was quite successful with a lot of participants, which included, nursery, elementary, high school, and alternate program students. Parents were involved in all aspects of the program and they also requested various topics for workshops suited to their personal needs.

The Summer Reading Program improved reading levels and reading skills. The Band had access to support services at the local level. The Band had choices of healthier lifestyles for community members.

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Cheam First Nation Rosedale, BC Total Allocation $8,782.00 Timeline September 1, 2001-March 29, 2002 Linkages School District Target Population 50 Students, 6 Committee Members, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Education Committee Governance Capacity Training for Education Coordinator 2. Improving the Effectiveness of Classroom Literacy Program Instruction 3. Supporting Community and Parental Involvement in Homework Club School Parent Role Models 4. Aiding the School to Work Transition Career Day

SUMMARY

The Cheam First Nation used their community funds for the following activities:

• Formed an Education Committee • Training for Education Coordinator at a conference in November 2001 • Worked with School District on a Literacy Program • Homework Club Community Program • Parent participation as Role Models doing cultural activities for students • Planned Career Day with schools

RESULTS/IMPACTS The initiatives were to achieve goals and objectives of the Cheam Band to address community needs in the support of their children’s education. The Band achieved the following:

• Formed Education Committee for Cheam First Nation • Trained Education Coordinator • Developed a Literacy Program with School District • More parent involvement in schools • Scheduled Career Day with schools

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Chehalis First Nation Agassiz, BC Total Allocation $7,874.32 Timeline September 1, 2001-March 29, 2002 Linkages First Nation Schools, Other communities, Other Education Committees Target Population 30 Students, School/Education Committees

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Education Committee Governance Capacity Workshop Training 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Homework Club School 4. Aiding the School to Work Transition

SUMMARY

The Chehalis First Nation used their community funds to focus on strengthening the role the Education Committee within the school and community through:

• School committee in-services provided leadership training • In-service policy development • Monthly meetings discussed school governance, policy and finances • Committee gathered and discussed education issues and the impact on the community at Chehalis • Attendance at workshops gained experience related to group meeting and involvement in education groups that affected education in First Nations Schools, as well as those students at public institutions • Researched into the roles that other First Nations community Education Boards played in their education programs • Education committee exchanged/visits to other First Nations Schools to view the governance process in the communities • Parent/School Open House hosted community members and provided insight and direction into the school term

A Homework Club focused on assisting all students in the community with homework and/or other school related activities. The Homework Club operated between 3:00 p.m. to 4:00 p.m. for two days per week or as needed. Staff members were present to assist students with their homework. The computer lab was accessible to those students who required lab time or time online research work.

RESULTS/IMPACTS • Developed a strong education committee within the community • Personal growth and contribution to the education program • In-service experiences shared with others • Homework Club attendance and progress recorded

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Chemainus First Nation Ladysmith, BC Total Allocation $16,497.28 Timeline August 27, 2001- March 29, 2002 Linkages School District Target Population Students, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Education Counselor School 4. Aiding the School to Work Transition

SUMMARY

The Chemainus First Nation used their community funds to hire an Education Counselor to work within the community and in the schools. The Education Counselor supported parents and students in all areas, alongside and in consultation with the Chemainus First Nation Education staff. The activities included the following:

Academic • Monitored Homework Club once a week • Visited classrooms in schools • Promoted culturally relevant material • Tutor student in after-school program

Community Relations • Met regularly with schools and students • Monitored attendance and achievements • Coordinated regular meetings with parents/guardians • Informed school and community of relevant events • Assisted parents in clarification of any school program or issues • Met with parents, staff schools or Chief and Council as requested • Followed-up discipline referrals as needed • Facilitated community, parent and school communications

Cultural/Social • Supported programs for students in Social Development, Health and Ministry initiatives • Supported students in activities that promoted cultural pride • Organized/presents culturally appropriate workshops • Supported students, schools and community with racism issues

RESULTS/IMPACTS • Daily logs of activities and school/students visited with action plans and outcomes • Monthly education meetings for updates and support • More parental involvement • Communication between teacher, school, parents, and students improved with confidence

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Coldwater Band Merritt, BC Total Allocation $10,067.88 Timeline November, 2001-March 29, 2002 Linkages Merritt Chamber of Commerce Target Population Students, Parents, Community

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Computer Training Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Community Play School Language Training 4. Aiding the School to Work Transition

SUMMARY

The Coldwater Band used their community funds and developed their staff’s computer skills. The Computer training included Microsoft for Windows, Microsoft Word, Internet and Email, Excel, and PowerPoint.

The Coldwater Band identified a need to offer a Native Language Program for the community. The program encouraged and developed the use of the Nlha’7kapmx language. A number of interested parents learned basic conversational teachings and had Elders assistance in the program.

A consultant delivered a community play with cultural content, and fostered creative skills in students. The play was a one-day production and involved the community, Elders, and parents.

A second contract with a consultant was through the Merritt Chamber of Commerce for delivery of several entrepreneurial workshops. The workshops assisted high school students with enhancing life skills in marketing, financial and business planning.

RESULTS/IMPACTS • Staff completed computer training, acquired skills, and met current job requirements • Community members learning language • Community involved in play production • Workshops enhanced students skills • The awareness for entrepreneurial work increased • Participants more knowledgeable about the skills required

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Columbia Lake Indian Band Windermere, BC Total Allocation $7,458.30 Timeline September 1, 2001- January 2002 Linkages None Target Population 45 Students, 5 Band Staff, 4 Home/School Coordinators, Education Committee Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Education Manual Governance Capacity Workshops 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Columbia Lake Indian Band used their community funds and developed a comprehensive policy and procedures manual for the Education department. The manual included nominal roll, block rate funding, roll rate funding, and instructional funding. Other areas were on managing resources to ensure adequate funding for post-secondary students, strategic planning, integrating services, peer tutoring and counseling programs.

A contracted facilitator researched and developed material pertaining to the Columbia Lake Band. Workshop sessions developed occurred in September 2001 to January 2002.

RESULTS/IMPACTS • The proposed manual distributed to all post-secondary students, education staff, Home/School Coordinator and Education Committee members • Participants asked to complete a questionnaire on the effectiveness of the manual and plans were to review annually for revisions

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Comox Indian Band Courtenay, BC Total Allocation $7,155.74 Timeline September 1, 2001-March 29, 2002 Linkages Campbell River Museum Target Population 15 Band Members, 32 Students, 1 Education Coordinator

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Education Coordinator Training Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Homework Club and Hotline School 4. Aiding the School to Work Transition Cultural Field Trip Computer Training

SUMMARY

The Comox Indian Band used their community funds and trained an Education Coordinator that included the following:

• Attended various workshops, courses, and seminars • Built education structures for governance • Completed a set-up phase for a Learning Centre • Developed and implemented a Homework Club • Planned a cultural field trip for students to the Campbell River Museum • Provided a 2-6 week Introduction to Computer courses

RESULTS/IMPACTS • Education Coordinator benefited from attending various education related workshops, courses and seminars • Homework Club monitored for results and impacts with students • Compared student progress to previous year • The impact of computer courses ascertained by student surveys • There was a dedicated positive impact in that there was a dedicated teamwork between the Comox Band and the local School District • Another direct impact was about two students who were selected out of a pool of numerous other applicants participated in the Summer Science Program at the University of British Columbia in the summer of 2001

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Cook’s Ferry Indian Band Spences Bridge, BC Total Allocation $6,853.18 Timeline September 1, 2001-March 29, 2002 Linkages Web SItes Target Population 8 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Internet and Job Search Training

SUMMARY

The Cook’s Ferry Indian Band used their community funds and provided Internet training for students who were searching for work. Other activities included writing professional resumes, cover letters, interview tips and techniques. The training was for students who just recently completed high school or post-secondary school.

RESULTS/IMPACTS The students produced a professional resume and covering letter after they completed the training. Students polled after six-week s to see if they successfully obtained employment. The program met the goals that were set by the Band. The students acquired the knowledge to competently look at different aspects that it had to offer in the growing age of technology.

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Cowichan Tribes Cultural & Education Centre Duncan, BC Total Allocation $41,874.50 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 27 Nursery/Daycare Students, 160 Students, Teachers

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Literacy Research Instruction Reading and Writing 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Cowichan Tribes Cultural & Education Centre used their community funds to address the grade appropriate literacy in reading and writing for their students. The Cowichan Tribes ensured that the teachers practiced strategies to address the variety of needs of their community learner members. Teachers demonstrated improved knowledge, skills and attitudes in “Best Practices” teaching strategies and practiced with support.

The project included the following:

• Researched, selected and used appropriate instrument for determining learner/writing levels • Researched in and out of Tribes and District, “Best Practices” strategies in reading and writing (literacy centers and literacy circles) • Increased familiarity with program • Maintained and supported reading and writing programs • Continued to use school-based team to identify and intervene with learners not meeting standards

RESULTS/IMPACTS To ensure that teachers practiced strategies to address the variety of needs of the learners the following occurred:

• Revisited individual staff values and mission • Established professional development committee • Researched individually developed professional development models • Researched a variety of “Best Practices” • Provided staff development opportunities and support for individual professional development • Established institutionalized practices of sharing our knowledge and celebrating our successes

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Da’Naxda’xw First Nation Alert Bay, BC Total Allocation $6,437.16 Timeline August 2001 Linkages School Board, Daycare Agencies Target Population 8 Parents, Children, Elders, Education Officer

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Young Parents Gathering School 4. Aiding the School to Work Transition

SUMMARY

The Da’naxda’xw First Nation used their community funds towards a gathering for young parents. The Nation provided a mechanism for young people to voice their concerns about returning to school, after they have had a child. Young parents traveled to the reserve located on Harbledown Island. The gathering gave the young parents an avenue to contribute input into their future and the educational needs of the community. Group discussions included the following:

• Reviewed their education goals • Discussed about their needs while in school • What programs they would like to see revised to accommodate them as young parents • Would they like to see Peer Counseling or peer groups implemented in the area of schools • Would they consider holding discussions groups to help the younger members in the community to see the benefits of waiting to have babies until they are older and finished school

RESULTS/IMPACTS • Input from young parents gave them the support they needed • Input from the Elders of the community • Young parents completing their educational goals • Young parents had an avenue to input future educational needs • Gathered Information report for local school boards and daycare facilities to gain input from these agencies

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Ditidaht First Nation Port Alberni, BC Total Allocation $12,185.80 Timeline September 1, 2001-March 29, 2002 Linkages Town of Ladysmith/School Board Target Population 174 People

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and School Board Governance Capacity Joint Management Workshops Job Shadow 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Ditidaht First Nation will used their community funds for the following activities:

• Developed policies and procedures for a new School Board • Selected five School Board Members for an Education Authority • Trained the Education Board Members • Joint Education Management Workshops to job shadow in the Town of Ladysmith, BC in conjunction with the Ladysmith School Board

RESULTS/IMPACTS The Ditidaht Administration and EducatIon, along with the Town of Ladysmith conducted monthly reviews of the five new School Board members to assess their progress.

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Doig River First Nation Rose Praire, BC Total Allocation $7,231.38 Timeline September 1, 2001-March 29, 2002 Linkages Schools, Counselors, Teachers, Parents Target Population 30 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Community Support to Students School 4. Aiding the School to Work Transition

SUMMARY

The Doig River First Nation used their community funding to provide monthly lunches or dinners to show support for students. The activities involved the schools by asking them to report on the students. Reports required were about students who regularly attended school, improved their grades, scored good test score, and maintained a good attitude. Lunches or dinners were for acknowledgement of their accomplishments. Students received an award such as a movie video, swimming pool passes or bowling passes.

Support also came from the community Elders, Chief and Council, schools, parents and the students themselves.

Tutoring services will be available on the reserve every Tuesday and Thursday afternoons for students.

Gathering Strength funds from the FNESC/FNSA paid for the first seven months of the school year and Doig First Nation covered the remaining three months of the school year.

RESULTS/IMPACTS • Expected students to excel with the support from the community • Students realized their accomplishments

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Douglas First Nation Mission, BC Total Allocation $6,626.26 Timeline November 15, 2001 – March 29, 2002 Linkages University Of British Columbia Target Population 12 Adults, 8 Youth, 11 Children

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Event School Workshops 4. Aiding the School to Work Transition

SUMMARY

The Douglas First Nation used their community funds to provide the following:

• One/night cultural field trip • Two-day Health workshop • Five-day Life Skills workshop • One-day Career workshop

RESULTS/IMPACTS Community members who participated in these activities evaluated the workshop or field trip by completing a questionnaire. The results determined the impact/results and experiences from their participation. There has been a start to more conversation among the members, a learning of the importance of good health and education for the Elders, youth and children.

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Ehattesaht Band Zeballos, BC Total Allocation $8,290.34 Timeline September 1, 2001-March 29, 2002 Linkages School District Target Population 16 Families, Students, Parents, School

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School and Community School Counselor 4. Aiding the School to Work Transition

SUMMARY

The Ehattesaht Band used their community funds and provided a School and Community Counselor that had a Nuu chah nulth approach to problem solving. The project included the following:

• Addressed some of the underlying causes of negative behavior in the school about the school • Increased the level of concentration and academic success of at least 15 students • Addressed the fears, concerns, and historic attitudes towards “the school and the school system” particularly of the parents, so they can support the children at the school • Improved the self esteem of the parents and the children • Increased parents and student confidence to interact with the school authorities and to resolve conflicts as they arose • Improved the learning environments of all learners • Increased the consistency of First Nation parents attending the PAC meetings, from 2-4 to 6-8 parents consistently in meetings • Enforced with Local Education Agreement respectfully and consistently

RESULTS/IMPACTS • Improved behaviors/relationships with students, school, parents and community • A Behavior Log at the school has been an effective tool to help track disruptive and chronic behavior and provided support for addressing change • The good behavior was recorded and awarded • The quality of relationship between the parents, students and the teaching staff was also measured anecodotally • Awareness of the service was one clear indicator of success, in one case the parents referred the children to a counselor

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Esquimalt First Nation Victoria, BC Total Allocation $ Timeline September 1, 2001-March 29, 2002 Linkages Band Will Cover Additional Costs Target Population Parents, Students, School Teachers

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Support Services Instruction 3. Supporting Community and Parental Involvement in Partnerships School 4. Aiding the School to Work Transition

SUMMARY

The Esquimalt First Nation (EFN) changed their community funds usage from hosting a traditional gathering to provided support and resources for secondary students in school. The EFN and the School District were focused on reducing the number of students dropping out of school, disruptive behavior, completed student assignments, and students learning in a more positive ways.

A professional worked with seven children who were disrupted classroom activities with their behavior. During these sessions a main focus was on positive methods of stress release or expression. The children had opportunities to draw, used a keyboard, listened to music, or kick a soccer ball, or shoot a basketball in the school gym.

The Nation used a reward system for those students that attended tutorial sessions and completed their class work and homework.

A workshop was facilitated by Krystal Cook who discussed dance and music as a means of expressing oneself in a positive manner. The students worked with Krystal and chose a song and choreographed a dance, which they performed at a Christmas dinner.

During the year partnerships were made with neighboring communities, Songhees First Nations and the Victoria School District. The consortium met and discussed recurring school issues, listened to each other’s experiences with the children, in the community, in the school, and parental concerns.

RESULTS/IMPACTS • Parent/teacher interviews and attended school assemblies/events • More parents encouraged their children to attend school and tutorial sessions • Children classroom disruption decreased • Workshop and incentives really helped get the students back on track or keeping them on track • Gathering Strength funds were very beneficial by providing necessary resource people which helped towards a prevention approach for the children

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Fort Nelson First Nation Fort Nelson, BC Total Allocation $8,819.82 Timeline September 2001 – March 29, 2002 Linkages School Target Population 56 Students –Ages 12 to 18 20-30 Youth no Longer In School

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Program to Improve School Instruction Attendance, Peer Tutoring/Counseling Program Youth Counselor 3. Supporting Community and Parental Involvement in Cultural Camp/Community School Events Mentoring/Reading/Homework Club 4. Aiding the School to Work Transition Cultural Field Trip Career Planning

SUMMARY

The Fort Nelson First Nation used their community funds to employ a Youth Counselor who worked with children and youth of the community. The children and youth were encouraged to remain in school. The youth counselor worked with all relevant agencies and ensured that the students received support they needed to continue their education.

The Youth Counselor worked with the youth that were no longer in school, and encouraged them to explore options and opportunities available to them for further education or employment.

The Youth Counselor was involved in the following activities:

• Programs to improve school attendance • Peer tutoring and peer counseling • Cultural camps • Community events to facilitate teacher and parent activities • Transportation for students who participated in school extra curricular activities • Mentoring or reading clubs between student or with community members • Homework clubs • Extra curricular and school-based recreational activities • Cultural field trips • Career planning activities for students

RESULTS/IMPACTS • Increased in number of programs put in place to assist young community members • How much input have the students/youth provided in the planning • Increased in number of participants in the programs activities • Number of student/youth interventions or specific help requested

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Gingolx Village Government Gingolx, BC Total Allocation $23,418.34 Timeline September 1, 2001-March 29, 2002 Linkages Northwest Community College Target Population 10 Board Members, 4 Staff Members, 1 Principal, 4 Department Managers, Finance Department, 10 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Priority Management Governance Capacity Staff Training 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Field Trip-Community College

SUMMARY

The Gingolx Village Government will use their community funding to implement the following activities:

• Education Board and Staff Training – Priority Management • Finance and Accounting for Non-Financial People • How to Develop and Administer a Budget • Field Trip to Northwest Community College

RESULTS/IMPACTS The results included: • Working Smart with MS Outlook • Communications and task management skills • Develop a habit of daily planning, organizational skills and goal setting • Increase confidence • Develop performance reports • Enhance decision-making skills • Distribute feedback form for all participants for assessment

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Gitanmaax Band Council Hazelton, BC Total Allocation $19,711.98 Timeline September 1, 2001-March 29, 2002 Linkages Surrounding Communities Target Population 40 Participants

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Career Fair Education Workshops

SUMMARY

The Gitanmaax Band Council used their community funds to host two education workshops facilitated by the Nicola Valley Technology. The workshops had 40 participants.

An Education Career Fair was held in the community. An invitation was distributed to surrounding communities to attend the Career Fair. The Career Fair was a success and enjoyed by all who attended.

RESULTS/IMPACTS • The participants and Career Fair completed an evaluation form after the sessions were completed • The facilitators and presenters spoke with the teachers and Band staff to ascertain if these types of initiatives are effective venues in reaching students

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Gitanyow Band Council Kitwanaga, BC Total Allocation $10,597.36 Timeline September 4, 2001-March 29, 2002 Linkages Schools Target Population Total 30 Grade 9, 10, 11, 12 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Education Counselor Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Gitanyow Band Council used their community funds and hired an Education Counselor, The Counselor worked with the Grade 9,10,11,12 students. There were thirty students for these three grades. The Counselor had provided valuable service with student assistance in course selections for their career selections.

RESULTS/IMPACTS • Students had the proper guidance in selecting courses • After graduation students can usually go back for upgrading • Students had more assistance in career selections • Counselor helped with any other services that was required by students

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Gitsegukla Band South Hazelton, BC Total Allocation $10,975.56 Timeline September 1, 2001-March 29, 2002 Linkages Band Partially Fund, Accreditation Group Target Population 65-70 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Accreditation Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Gitsegukla Band Council used their community funds and proceeded with Gitsegukla Elementary School accreditation. The estimated amount of people involved with this process was about 20 and this included an Education Board and staff members.

The process took approximately five to six months and the work involved was effective throughout the school year. Plans commenced in September 2001.

RESULTS/IMPACTS • The accreditation was quite costly, the first half of the cost was completed and the Gitsegukla Community Education Authority Association had paid the first six months of the process at a cost of $10,000.00 • The total Gathering Strength allocation completed the process • Improved instructional development in reading, writing, mathematics, socials and sciences • Reading was the most important for the accreditation team

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Gitwangak Band Council Kitwanaga, BC Total Allocation $14,152.44 Timeline September 1, 2001-March 29, 2002 Linkages Community Businesses Target Population 15 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Natural Resource Technology Program

SUMMARY

The Gitwangka Band Council used their community funds and enhanced and existing program, namely the Natural Resource Technology Program. The Band provided students with extra curricula activities that enhanced the students learning outcomes.

The proposed activities included day trips to local sawmills and related enterprises in operation, such as Kyah Wiget Forest Operations, the Skeena Sawmill, the Ktwanga Lumber Sawmill, and the C-Get Sawmill in Gitwangak.

Other activities also included a one-week field trip to Haida Gwai for the entire class, where the class discovered further development of land management concepts from a coastal perspective. A Consultant/Biologist shared expertise in plant-use management by the local Gitksan people, the Tsimsain people and the Upper Skeena River people. British Columbia treaty negotiators received seminars on negotiations.

RESULTS/IMPACTS • Project results determined by the number of students continuing the program to completion • Students were provided relevant skills and knowledge that made learning real • Gathering Strength funds enhanced programming for students and community members

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Gitwinksihlkw Village Government Gitwinkihlkw, BC Total Allocation $8,139.06 Timeline September 1, 2001-March 29, 2002 Linkages School District Target Population 240 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Local Improvement Agreement Governance Capacity 2. Improving the Effectiveness of Classroom Language CD ROM Instruction Language Kits

3. Supporting Community and Parental Involvement in Role Models School 4. Aiding the School to Work Transition Career Fair

SUMMARY

The Gitwinksihlkw Village Government used their community funds and prepared youth for the complexities that this millennium will bring. A whole focus was on education, revitalizing language and empowerment by building pride.

The activities included:

• Elders a Role Models in the schools • A Career Fair with various professionals that worked with local government as speakers/presenters for possible job opportunities • Organized an Education Symposium with School District and developed a Local Improvement Agreement • Plans were for a CD with the Nisga’a alphabet, some short phrases and common Nisga’a phrases • Developed buttons with Nisga’a language phrases • Language kits with Nisga’a labels for use in the home

RESULTS/IMPACTS • The Nisga’a language became more familiar in homes • Community was focused on education, revitalized language, and therefore empowerment by building pride • Language had taken on a greater importance and Elders used it more

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Glen Vowell Band Hazelton, BC Total Allocation $8,139.06 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Bus Service School 4. Aiding the School to Work Transition Career Workshops

SUMMARY

The Glen Vowell Band used their community funds and expanded extra curricular activities for the community. The youth now had an opportunity to be active in music, dance, art, or other school- based recreational activities like boxing, wrestling and basic everyday sport activities.

The Band employed a part-time Bus Driver to transport children to and from various activity locations throughout the year.

The Band hosted a series of Career workshops with guest speakers for students who were ready to enter college or university.

RESULTS/IMPACTS • The majority of the funding was towards the employment of a driver and he/she was served as a mentor for the students • The Band kept a record of the number of children and frequency of bus access • The Career workshops had more students entering college or university upon graduation

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Gwa’sala-‘Nakwaxda’xw Nation Port Hardy, BC Total Allocation $9,614.04 Timeline September 1, 2001-March 29, 2002 Linkages Health Target Population 600 Adults and Children

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Health and Life Skills School Community Nurse 4. Aiding the School to Work Transition

SUMMARY

The Gwa’sala-‘Nakwaxda’xw Nation addressed a need for improved education of community members in the area of health and life skills. Plans addressed this need with a part-time health care professional. The nurse worked with the community and taught hygiene, family planning, sex education and communicable diseases.

Other activities included vision and hearing tests, information on head-lice, communicable diseases, and a community needs assessment. Issues such as health maintenance, nutrition, the family life and sex education were addressed.

RESULTS/IMPACTS • The school and community used vehicles for dissemination of services • Progress was monitored on an ongoing basis • Nurse provided information that improved the health and life skills of community members

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Gwawaenuk Tribe Port McNeill, BC Total Allocation $5,151.28 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 2 Employees, 5 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Language, Culture, History, Arts School & Crafts Program 4. Aiding the School to Work Transition

SUMMARY

The Gwawaenuk Tribe used their community funding and offered an eight-week program to community members and taught the following:

• Language • Culture • History • Arts and crafts

Two contracted people instructed the above topics, and worked three days a week for the duration of the program.

RESULTS/IMPACTS • Community members learned language, culture, history and arts and crafts • Feedback was solicited from participants on program activities

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Hagwilget Village Council New Hazelton, BC Total Allocation $9,840.96 Timeline September 1, 2001-March 29, 2002 Linkages Post Secondary Institution Target Population 50 Students, 10 Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Recreational /Educational

SUMMARY

The Hagwilget Village Council used their community funds that involved parents, Elders and students in extra curricular and school-based recreational activities. The initiative included the following activities:

• Traditional food gathered and preserved • Hiking, fishing, berry picking, camping, swimming • Career workshops and life skills • Trip to the library, traditional territories, lakes, rivers • Visited a local exhibits/museums • Plans included a trip to a post secondary institution in Prince George, BC.

RESULTS/IMPACTS • Strived to involve as many parents, Elders and students • Participants increased knowledge and experience • Created awareness of post secondary education • Measured success on various activities was based on the number of participants, evaluations and volunteer involvement • Community involvement increased communication, self-esteem, family time, volunteer commitment, and well being • Initiatives contributed to the formation of a youth group

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Halalt First Nation Chemainus, BC Total Allocation $6,474.98 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Students, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Peer Tutoring & Counseling Instruction 3. Supporting Community and Parental Involvement in Reading Program School 4. Aiding the School to Work Transition Career Planning

SUMMARY

The Halalt First Nation used their community funds and provided Career Planning or High School students, reading for younger children and a Peer Tutoring and Counseling for all children.

A career plan focused on high school students that provided direction on how to complete a post- secondary application, and for employment. For the graduated students tours of neighboring universities and colleges helped students decide which school was best suited to their needs and/or requirements.

A Reading Program was for younger children of the community that involved the parents. Teaching the children the basics such as alphabets, colors and counting gave the children the basics for kindergarten. The elementary children had an after-school program, and an after- school reading circle where they read to each other.

A Peer Tutoring scheduled was arranged where high school students tutored young children, and encouraged them to stay in school.

RESULTS/IMPACTS • High school students obtained valuable information about career and education • Young children met kindergarten entrance • Parents helped their children learn • High school students were role models for young children • Students valued the importance of an education and staying in school

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Halfway River First Nation Wonowon, BC Total Allocation $6,210.24 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Six Elders, One Youth Worker, 25-30 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in After-School Program School 4. Aiding the School to Work Transition

SUMMARY

The Halfway River First Nation used their community funds for an After-School Program that brought students together with Elders who passed on cultural knowledge. The hope was to pass on the traditional Beaver culture, and also made connections between the generations. In addition, activities included language enhancement, drying meat, hunting, trapping and drum making.

In January 2002, five sessions had the Beaver language and trapping. In February, five sessions had the making of drums. During March, there were five sessions that revolved around hunting and dry meat processing.

RESULTS/IMPACTS • The success of the activities was evaluated by the number of students and Elders in attendance • Traditional Beaver culture passed between generations • Language enhanced by training provided for young people • Traditional teachings learned by the students

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Hartley Bay Band Harley Bay, BC Total Allocation $9,238.84 Timeline September 1, 2001-March 29, 2002 Linkages FNESC/FNSA Target Population 60 Parents, Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Summer Reading Program School Parents Club Parent Conference/Training 4. Aiding the School to Work Transition

SUMMARY

The Hartley Bay Band used their community funds and hired an additional teacher for a Summer Read and Play Program.

The second activity was for a Parent Club; delegates attended a conference, and parent club meetings. Included were also guest speakers that met once a month. There was a FAS guest speaker. In addition, there was Board training for parents with Dr Larry Thomas from the FNSC/FNSA Speaker Series.

RESULTS/IMPACTS • Conference delegates reported back to the Parent Group • Success was measured through informal discussions and surveys • Topics came from the parents • Teachers tracked growth of student reading abilities

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Heiltsuk Nation Waglisla, BC Total Allocation $12,601.82 Timeline September 1, 2001-March 29, 2002 Linkages Health, Band School Target Population Students, Parents, Elders, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Integrate Community Services Governance Capacity 2. Improving the Effectiveness of Classroom Community Events/Training Instruction 3. Supporting Community and Parental Involvement in Community Programs School 4. Aiding the School to Work Transition Cultural Trips, Career Fair, Training

SUMMARY

The Heiltsuk Nation used their community funds and integrated Community Services and interfaced with service providers ‘Mental Health” Integrated Services initiative with:

• Hospital, Band School, Social Development, Child and Family Services, Hailika’as Health Department

• Management trained for the Heiltsuk College infrastructure before the Executive Director retired

To improve the effectiveness of the classroom instruction:

• Created a detailed individual learning plans with students • Developed effective record keeping for students • Devised intervention and support program to improve attendance • Fostered Peer Tutoring/Peer Mentoring Program/Peer Counseling • Developed culturally appropriate curriculum • Provided distant education opportunities in post-secondary areas • Continued to provide projects focused on adult education • Supported Heiltsuk language trainees • Incorporated course content to promote prevention of substance abuse • Developed curriculum content to promote healthy nutritional lifestyles

To support community and parental involvement with schools:

• Provided cultural field trips in extended traditional territory • Promoted literacy based program to adults included reading, math, life skills, computer training, physical education, science and social studies • Promoted community events to allow parents, teachers and community members to interact • Provided transportation for extra-curricular events • Honoraria for Elders to visit as guest speakers • Developed family-focused literacy reading program

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• Provided job skills training opportunities during summer months • Provided evening tutorials and peer homework clubs • Provided extra curricular and recreational activities around areas of art, music etc • Interfaced with Band School to develop accredited Grade 12 Heiltsuk language

To aid in the school to work transition:

• Provided cultural field trips • Mentored students on application and compliance procedure for public post secondary institutions • Students participation in annual Career Fair to encourage involvement in the labor market • Provided career planning to students • Continued to provide adult education and computer training activities • Employed Teachers’ Aids through school work coordination

RESULTS/IMPACTS • Formal evaluations and on-site teaching evaluations • The Gathering Strength funds helped goals and objectives and helped establish ongoing programs • Projects fostered a procedure that formalized integrated services, not only for Heiltsuk College students, but also for other community members who received support services • Professional Resource Group formed and addressed issues of substance and other abuse that affected the community as a whole and impacts of the level of services required • A template was created for student learning plans and was now used for career counseling • A monthly report was created each student met with instructors for completed academic progress and attendance reports

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Hesquiaht First Nation Tofino, BC Total Allocation $10,937.74 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 187 Members On-Reserve

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Healing School 4. Aiding the School to Work Transition

SUMMARY

The Hesquiaht First Nation used their community funds for a traditional healer who taught virtues to both the adults and children within the community. The children received instruction within the classroom and practiced learnt virtues in the community, and outside of school. The traditional healer had adults one evening a week for learning virtues, along with a healing circle. Both parents and children had ongoing practice by way of recognizing and honoring each other with gift of virtues.

RESULTS/IMPACTS • Two traditional healers, three teaching staff and peers evaluated the results/impacts of the participants • Behavioral changes were assessed in the children, community well-being, reduction behavior and domestic well-being

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High Bar First Nation Clinton, BC Total Allocation $5,340.38 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population S Students (Tutoring), 15-20 members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Tutoring Services School 4. Aiding the School to Work Transition Cultural Tour

SUMMARY

The High Bar First Nation used their community funds and provided tutoring for students that were in need of extra help with their schoolwork. Members visited the High Bar reserve land for a cultural tour of the area. Sites visited had members looking at the natural habitat, pictographs and fish habitat. Members were supplied with student transportation for cultural events, conferences, career days, and youth groups.

RESULTS/IMPACTS To ascertain the success of the project the participant’s completed a questionnaire to find out what they enjoyed about the trips, and gave feedback for any improvements.

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Homalco Indian Band Campbell River, BC Total Allocation $9,311.48 Timeline September 1, 2001-March 29, 2002 Linkages School District #72 Target Population 215 Community Members (65 School Age)

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Tutorial Support, Computer Instruction Classes, CR ROM Language ABE 3. Supporting Community and Parental Involvement in Homework/Study Program School Literacy/Intervention Program 4. Aiding the School to Work Transition

SUMMARY

The Homalco Indian Band used their community funds and supported the activities of the Homalco Learning Centre. The programs offered were as follows:

• Homework/Study Program • Tutorial Support • Computer Classes • Early Literacy and Intervention Programs • Adult Literacy Program • Adult Basic Education

The use of educational software, in particular, Success Maker software allowed each student to enroll in a program that met their educational needs and progress at their own place.

A production of an interactive Homalco language CD was underway and offered at the Learning Centre.

RESULTS/IMPACTS • The teaching staff, administrative staff, other educational and community development staff evaluated the project • Worked with the School District #72 to rack overall performance of students • Improved literacy and numeracy skills at elementary and middle school levels • More parents involved in their children’s education

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Hupacasath First Nation Port Alberni, BC Total Allocation 7,117.92 Timeline September 1, 2001-March 29, 2002 Linkages Schools Target Population 20-30 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Cross-Cultural Training Instruction 3. Supporting Community and Parental Involvement in Homework Club, Parenting School Course 4. Aiding the School to Work Transition Field Trips

SUMMARY

The Hupacasath First Nation used their community funds and provided the following activities:

• Homework club • Music • Cultural field trips • Career Planning • Elder/Role Models • Cross-cultural training

The Hupacasath established a Homework Club for youth on activities about homework tips. Extra curricular activities included music, drum and canoe making. There were cultural field trips to the Royal British Columbia Museum and First Nations events. Students received a newly developed handbook in careers. A Positive Parenting course was provided with a theme “Takes a Whole Community to Raise a Child. ”Elders and Role Model speakers visited schools and motivated students to share their knowledge and experiences. Teachers and staff received cross-cultural training at the junior and secondary school levels.

RESULTS/IMPACTS • The Hupacasath First Nation contributed the same amount in order to supplement any required additional support for these activities • Students were able to access a Homework Hotline for assistance • Cross-cultural training aided in joint sharing and improved the differences in culture and understanding First Nations traditional ways • Ten women participated in positive parenting course, and positive benefits impacted directly with family members • Parents shared parenting skills and learned new skills

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Huu-ay-aht First Nations Bamfield, BC Total Allocation $10,521.72 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 35-40 Students, 8-10 Adults

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Language Session Instruction 3. Supporting Community and Parental Involvement in Homework Club School 4. Aiding the School to Work Transition Cultural Field Trip

SUMMARY

The Huu-ay0aht First Nations used their community funding and to provided a 12- week “Nobody’s Perfect Parenting Program.” Other activities included:

• Homework Club • Cultural Language Session • Cultural Field Trip

A Parent workshop started in January 2002 for one evening a week for 12 weeks. A Homework Club started at the end of November 2001 for two evenings a week. Study night included an Internet study sessions. A language session was held for students using the Internet for research of words, as well as an opportunity to go on a cultural field over the Spring Break in 2002.

RESULTS/IMPACTS • The participants completed assessment to identify projected results/impacts • Parenting workshop provided a gathering place and an opportunity for parents to share parenting skills and learned new ones • Ten women participated in the parenting workshop and the positive benefits impacted the direct family members • Increased language knowledge and relevant research • Learned cultural skills

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Iskut First Nations Iskut, BC Total Allocation $9,349.30 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Education Committee Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Board Training/Gathering Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Iskut First Nation used their community funds to exert their full attention on strengthening the education management and governance capacity. Iskut Education Committee was provided with relevant training in terms of overall roles and responsibilities as committee members.

A gathering was held and work involved producing a sound action plan and assembled a strong working education committee that accommodated the needs of our people.

RESULTS/IMPACTS • Upon the establishment of a sturdy foundation, the work was collaborative with the community and built a strong positive relationship with parents • Identical visions and goals were for the future of the children • Draft copy of Iskut’s polices and procedures manual • Roles and responsibilities in place with definite structure

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Ka:Yu:’h’t’h’/Che:k’tles7et’h’ First Nation Kyuqot, BC Total Allocation $9,765.32 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 47 Students –Grade 1-12

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Homework Club School 4. Aiding the School to Work Transition

SUMMARY

The Ka:’yu:’k’t’h’/Che’k’tles7et’h’ First Nation used their community funds and provided a Homework Club, and encouraged students to keep current on their homework and assignments. A worker was hired for four hours per day, four days a week, and was available for the students at the local school.

The Homework Club provided the students with a quiet place to do their homework and resources needed such as library books, textbooks the Internet and reference books. Many of the students at the end of the year had just a passing grade mainly because they did not complete or just did not hand an assignment for marking.

RESULTS/IMPACTS • Children learned the importance of always completing tasks • Increased grade levels instead of a passing grade • Students accessed Homework Club

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Kamloops Indian Band Kamloops, BC Total Allocation $13,206.94 Timeline August 2001- February, 2002 Linkages Post-Secondary Institutions/Colleges Target Population 100 Band Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Career Planning Handbook Advice Manual

SUMMARY

The Kamloops Indian Band used their community funds and developed a flow chart, labor market, and career-planning handbook for educational needs for the community. There was assessment /liaison with the Kamloops Indian Band business complex, and each department such as:

• Cultural Resource Department – Forestry Technicians • Social Developments – Home Support Workers • Administration Department – Administrator

In addition, college/post secondary institutions were assessed, their programs, length of programs and what kind of diploma, certificate or degree.

The Band produced an Advice manual and Career Planning Handbook for all its members.

RESULTS/IMPACTS • The completion of a flow chart, manual and handbook • The project was a huge success for community member as they can access a database for educational information

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Kanaka Bar Indian Band Lytton, BC Total Allocation $6,928.82 Timeline September 1, 2001-March 29, 2002 Linkages Kumsheen Secondary School, Employment Services Target Population 25-30 People, (15 Students)

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Incentives To Improve Instruction Attendance in School

3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Cultural Field Trips/Camps Adult Education/Training

SUMMARY

The Kanaka Bar Indian Band used their community funds for a program that improved student school attendance. There was a concern voiced from the schools about attendance. Incentives were implemented for students to recognize student accomplishments. Other activities included:

• Cultural field trip/ Cultural camp • Adult Education and Training

The cultural field and/or camp took a group of students to a Dream Catcher Conference in Alberta. In addition, smaller field trips were made around the community to local sites, old churches, and burial sites. Students identified plants and roots, and also picked edible berries.

The Adult Education and Training included the following:

• Personal Career Planning workshops • Retail and Hospitality Training Program • Career Research online • Resume Writing and Job Search • Career Fair

RESULTS/IMPACTS • All participants wrote about what they did and enjoyed on the field trip/camps • Improved school attendance • Provided informative adult education and training for members • More students showed up for their classes • Improved grades in school

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Katzie First Nation Pitt Meadows, BC Total Allocation $9,235.84 Timeline September 1, 2001-March 29, 2002 Linkages Other Aboriginal Educators, Committees and Support Workers Target Population Teachers, Students, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Provincial Development Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in First Nations Task Group School Home Instruction Program 4. Aiding the School to Work Transition Role Models

SUMMARY

The Katzie First Nation used their community funds and provided the following activities:

• Hosted provincial development for teachers on February 15, 2002 • Investigated a Home Instruction Preschool Program for Youngsters • Formed First Nations Task Group with parent involvement Field Trips and Dry Dances • Role Model posters, visits to schools and Career Fairs

RESULTS/IMPACTS • Hands-on workshops with other Aboriginal educators, committees and support workers • The Katzie First Nation determined if the Home Instruction Preschool Program for Youngsters was a pilot project in the community • Parents to get involved in their children’s education

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Kispiox Band Council Hazelton, BC Total Allocation $11,731.96 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 10 Adults, 100 Youth, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom CD Recording Instruction 3. Supporting Community and Parental Involvement in Salmon Barbeque/Elders School Cultural Centre Camp Counselor 4. Aiding the School to Work Transition

SUMMARY

The Kispiox Band Council used their community funds to undertake the following activities:

• Transferred valuable information that recorded on cassette approximately 20 years ago onto compact discs

• Organized bi-weekly salmon barbeques at a Cultural Centre and brought together the youth and Elders

• Hired one Counselor at the Kispiox Rediscovery Camp

• Organized cultural activities for youth at the Cultural Centre

RESULTS/IMPACTS • High number of recordings transferred to compact discs • High attendance by Elders and youth • Recordings transferred before cassettes deteriorated

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Kitamaat Village Council Kitamaat Village, BC Total Allocation $15,249.22 Timeline September 1, 2001-March 29, 2002 Linkages Parent Club Target Population Students, Parents, Community Members, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Haisla Language Reading Books Instruction Student Incentives 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Outdoor Education

SUMMARY

The Kitamaat Village Council used their community funds and provided activities that involved the Elders and/or community members. In addition, there were story telling, and beading, dancing and singing. Awarding posters, books or pictures recognized student efforts in their school studies.

There was outdoor education related to cultural values of the Haisla First Nation. These activities had camping, outdoor orientation and canoe trips

Parents, students, teachers, Elders and a Parent Club developed reading books that had the Haisla language with English translation.

RESULTS/IMPACTS • Community members participated in cultural activities • Students encouraged to do well in school • Community members gained Haisla cultural values • Developed Haisla language reading books

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Kitkatla Band Council Kitkatla, BC Total Allocation $16,383.82 Timeline September 1, 2001-March 29, 2002 Linkages Public Pool Target Population 100 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Swimming Lessons School 4. Aiding the School to Work Transition First Nations Career Day Conference

SUMMARY

The Kitkatla Band Council used their community funds for one/ two days First Nations Career Day Conference in the remote community of Kitkatla. First Nations were invited from various career backgrounds for presentations. The presentations included careers and education programs and achievement of goals.

A group of 20 students ages 12-14 years old traveled to Prince Rupert, BC and attended swimming lesson course for one week during spring break.

RESULTS/IMPACTS • The First Nations Career Day benefited the whole community • Information shared on the types of programs that were available • Students had an opportunity to take swimming lessons in Kitkatla • Each student received a badge for the swim lessons

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Kitselas Band Council Terrace, BC Total Allocation $9,689.68 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 475 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Labor Market Trends

SUMMARY

The Kitselas Band Council used their community funds to focus on the following activities:

• Identified labor market trends within commuting distance of Kitselas and throughout the various regions of BC

• Identified post secondary opportunities and financial assistance available

• Identified planning required for the inevitable transition from school to work

• Delivered a career/education planning workshop with a Career Day theme

• Distributed information booklets to the Kitselas membership

RESULTS/IMPACTS • Four objectives addressed through the preparation of handbooks • Gave the Kitelas membership a clear picture of the labor market trends within British Columbia • Helped individuals through the arduous task of career and education planning • Enabled individuals to fit into an ever-changed labor market.

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Kitsumkalum Band Council Terrace, BC Total Allocation $9,727.50 Timeline July 1, 2001-December 31, 2001 Linkages Other Learning Centres Target Population Band Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Research Learning Centres Governance Capacity 2. Improving the Effectiveness of Classroom Curriculum Analysis Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Kitsumkalum Band Council used their community funding and examined the area of Strengthening Education and Governance Capacity. Specific areas required further research for a potential development of a Band operated Learning Centre for adult learners. Additional research also benefited Kitsumkalum through close examination of governed policies that worked for existing band operated Learning Centre’s in and around British Columbia.

Kitsumkalum also hired a researcher who prepared a detailed analysis of improving the effectiveness classroom instruction for a Learning Centre. One example was an analysis of developed culturally appropriate curriculum that incorporated cultural activities. In addition, it enhanced and fostered cultural awareness and overall education.

RESULTS/IMPACTS • Kitsumkalum Education Committee reviewed the researched Band-Operated Learning Centre’s and governed policies • Areas of interest within the completed report may be adopted for a potential Learning Centre for Kitsumkalum • Researched and implemented education strategies that various researchers put into theory and applied to practical applications • Committee examined what worked effectively and whether it was meeting the needs of the students • Set up workable time schedules for parents and working students • Provided tutoring during the evening • Attendance, marks, and students’ morale were used to determined program effectiveness

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Klahoose First Nation Cortes Island, BC Total Allocation $7,382.66 Timeline September 1, 2001-March 29, 2002 Linkages Learning Centre, School District Target Population 20 Students (k4-10) 70 Adult Learners

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Professional Development Governance Capacity 2. Improving the Effectiveness of Classroom Language Curriculum Instruction 3. Supporting Community and Parental Involvement in Learning Centre Access School 4. Aiding the School to Work Transition

SUMMARY

The Klahoose First Nation (KFN) had approximately 20 students in Grades K-10 living in the community. In addition, approximately 70 adult learners were community members, many of whom had made use of the Klahoose Learning Centre for formal and informal learning experiences.

The KFN used their community funds to undertake the following activities:

• Video and audio recording of traditional knowledge, culture, and language • Reserved two each day after school for students to use the Klahoose Learning Centre • Developed cultural and language curriculum • Professional development

RESULTS/IMPACTS • Improved community interaction lead to parent and community involvement • Contributed to public school curriculum, learning center resources and general community development • Built resources for Learning Centre and school district • Daily sign-in sheet to the Learning Centre showed there was a continuous stream of people who used the programs

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Kwadacha Band Fort Ware, BC Total Allocation $6,777.54 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 75 Students, Teachers, Band

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom School Counselor Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Kwadacha Band used their community funds for a Counselor in the school. The Counselor was at the school for three days a month, and was available for students in K-Grade 10. The Counselor conducted individual and group counseling.

RESULTS/IMPACTS • Students were able to access the services of the counselor • Students, staff and Band evaluated the counselor • The positive effects of this program had contributed in requests and support for a full-time counselor in the community • Counselor provided group and individual counseling

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Kwakiutl Band Council Port Hardy, BC Total Allocation $9,916.60 Timeline September 1, 2001-March 29, 2002 Linkages Post Secondary Institute Target Population 155 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Youth Counselor Instruction 3. Supporting Community and Parental Involvement in Homework Club School Professional Development 4. Aiding the School to Work Transition Field Trip to Post Secondary Institute

SUMMARY

The Kwakiutl Band Council used their community funding and operated a Homework Club and Reading Club for students. The main objective helped student achievements in school by providing support. In addition, the Child and Family Youth Counselor coordinated mini- workshops for the students. The Child and Family Counselor worked very closely with the students and parents. The First Nations Support Workers and teachers helped students to successfully complete their homework.

Other activities included the following:

• Five one-hour Mini-workshops • Youth Counselor attended the FNESC/FNSA Speaker Series Workshops • Field Trips for students to visit a post-secondary institute

RESULTS/IMPACTS • Increased the students’ confidence with their school work • Developed a positive attitude towards school • Students improved the quality of their school work • Youth were equipped with information that assisted them in making healthy choices • Student fears of campus life were reduced • Students felt more comfortable in pursuing higher education goals • Students were more knowledgeable about choosing an educational program or institution

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Kwantlen First Nation Fort Langley, BC Total Allocation $6,512.80 Timeline September 1, 2001-March 29, 2002 Linkages Langley School, Kwantlen University College Target Population 50 Students, 30 Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Awareness School 4. Aiding the School to Work Transition Careers, Education Institutions

SUMMARY

The Kwantlen First Nation used their community funding to address the younger members of the community with a sense of cultural awareness. Members were made aware of the post secondary education and career opportunities within an Aboriginal context.

The objective was a designed formal education-based program for the younger students and their parents. A facilitator coordinated all of the various aspects of this project. The key was organization of all the education materials, files etc,

RESULTS/IMPACTS • Computerized some education programs • More effective in mailed out information • Afterschool Program opened to and accessed by all members • Members received up-to-date information; educational and career support • Students focused on educational and cultural-educational activities • Education and Career Fair was a wonderful highlight to a summer full of educational and cultural events

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Kwicksutaineuk –ah-kwaw-ah-mish First Nation Alert Bay, BC Total Allocation $6,777.54 Timeline September 1, 2001-March 29, 2002 Linkages Local School Target Population 15 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Native Language Studies Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Kwicksutaineuk-ah kwaw-ah-mish First Nation used their community funds to hire a Native language teacher and Teacher Assistance for a summer on-reserve program. The goal was an enhanced the Native Language Studies at the local school.

RESULTS/IMPACTS The Summer Reserve Program was enhanced in the Native Language Studies.

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Kwikwetlem First Nation Coquitlam, BC Total Allocation $5,378.20 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 5 Children, 4 Youth, Parents, 50 Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Children Recreation, Youth School Group 4. Aiding the School to Work Transition

SUMMARY

The Kwikwetlem First Nation used their community funding for children activities such as skating, art classes, swimming, music classes, and for mental and physical training like karate.

With so many children know suffering with things such as low self-esteem and poverty outside activities helped these children with their self-esteem and self-confidence in themselves so they grow up into young adults and be ready for college and work.

A Youth Group was started and with the direction of a youth worker the group were responsible for community dinners. A main goal was to get the youth and children involved with the community and outside activities to build their self-esteem and pride in themselves.

RESULTS/IMPACTS • Children built self-esteem and self-confidence • Increased parent interaction with their children • Provided physical exercise for children • Youth Group were more involved with the community • Youth contributed new ideas

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Lakahahmen First Nation Deroche, BC Total Allocation $7,117.92 Timeline September 1, 2001-March 29, 2002 Linkages Other First Nations Target Population 50 Students, 10 Adult Learners

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Trips, Kids Camp School 4. Aiding the School to Work Transition Career Fair

SUMMARY

The Lakahahmen Chief and Council developed a new Education Committee, which was specific to the educational needs of the Lakahahmen community members. The committee’s mandate was to be a linkage between the community members, the band, and the body of people who received requests, communications with respect to the needs of the communities.

The Lakahahmen First Nation used their community funding to survey the needs of community members. The Committee found solutions that addressed the needs as defined by the summary of the needs survey.

The Band offered a number of opportunities for the children in extra curricular outings and day trips that were culturally relevant to the Sto:lo area. Kids camps and family fun days were held in the Deroche community.

Cultural trips included a trip to the Xa:ytem Interpretive Centre in Mission, BC. Students were able to see a traditional Pit House. The Band also provided access to the mature or adult learners, and the secondary school students to attend a Career Fair at Seabird Island and/or Tzeatchen First Nation.

RESULTS/IMPACTS • Students participated in extra curricular activities • Students participated and learned about their culture and history • Students had an opportunity to explore careers • Education Committee served as a forum for addressed education needs • Students of all ages had increased access to education services • Students had a broader understanding of the many options available to them • Students were supported in their decisions to stay-in-school • Post Secondary students were aided in their efforts to access funding for programs of their choice

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Lake Babine Nation Burns Lake, BC Total Allocation $23,683.08 Timeline September 1, 2001-March 29, 2002 Linkages Local Businesses Target Population 69 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Life Skills

SUMMARY

The Lake Babine Nation used their community funds towards an integrated services project. The program targeted those who were unemployed and on social assistance, or were at risk of long- term unemployment. The activities consisted of a Traditional Life Skills Program inclusive of the Carrier culture. Specific goals of the project included:

• Developed long term career and employment training for participants • Assisted individuals with barriers and increase their opportunities to participate in the labor market • Educated, supported and encouraged participants to manifest change in their lives • Provided guidance through the use of career preparation tools • Assisted participants in establishing a working relationship with relevant organizations • Assisted participants move towards becoming either as individual and/or joint partnerships, entrepreneurs with independent business ventures • Assisted participants to obtain partnerships with the local business community

RESULTS/IMPACTS • Unemployed community members had opportunity to develop skills and to obtain employment • Created opportunities for partnerships or entrepreneurship • Provided choices for the unemployed to change their lives

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Lake Cowichan Band Victoria, BC Total Allocation $5,113.46 Timeline September 1, 2001-March 29, 2002 Linkages CGA Professional Target Population 11 Band Members, 4 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Professional Management Governance Capacity Training 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Parent Newsletter School Community Gathering 4. Aiding the School to Work Transition Band Member Administrative Trainee

SUMMARY

The Lake Cowichan First Nation used their community funds to focus on management, strengthening First Nations education and governance capacity. The plan supported community and parental involvement with schools and aided youth with the transition from school to work.

Activities included the following:

• Professional Management Instruction • Governance and Capacity Training • Community Gatherings • Parental Newsletter

A trainer provided hands-on training for a Band member who learned about the administrative functions of a Band. Other students and band members learned about Band management administration. A parent newsletter was developed and distributed in the community.

RESULTS/IMPACTS • The Chief and Council reviewed the activities for outcomes through written reports submitted by the participants • A trained full-time administrative worker for the Band office • The parent newsletter encouraged more parental involvement their children’s education

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Laxgalts’ap Village Government Greenville, BC Total Allocation $21,111.32 Timeline September 1, 2001-March 29, 2002 Linkages Simon Fraser University Target Population 90-190 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Professional Development Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Summer Learning Center School 4. Aiding the School to Work Transition

SUMMARY

The Laxgalts’ap Village Government used their community funds to train Support Workers and developed opportunities for parents and students in the elementary school.

During the next two year’s the Teacher Aides attended education/training workshops. The participants began training through a certified Teacher Program from Institutes such as Simon Fraser University. The Home/School Coordinator attended training for First Nations School Counselors.

A Summer Learning Center was opened for students in grades K-12. The focused study for students was in the area of language, arts, English and mathematics. The Center had over 30 students reinforced the material they had previously learned at school.

RESULTS/IMPACTS • The Principal implemented an evaluation process for each the participants • The students at the Center were helped in the areas where they needed extra help and more one-on-one with the instructor to understand the materials at hand • Professional development was exciting and informative

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Lax Kw’alaams Band Port Simpson, BC Total Allocation $23,531.80 Timeline September 1, 2001-March 29, 2002 Linkages Other Locations Target Population 1900 Tsimshian Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Distance Language School 4. Aiding the School to Work Transition

SUMMARY

The Lax Kwa’alaams Band used their community funds to employ a Sm’alyagx teacher who provided language training via the Internet to a wide range audience within the Tsimshian First Nation. Members were located in Prince Rupert, Port Simpson, and Vancouver.

RESULTS/IMPACTS This initiative provided opportunities for Tsimshian First Nation members and others who learned their language, where learning was not otherwise available. This was a pilot project that had the potential to be an excellent opportunity for success.

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Little Shuswap Indian Band Chase, BC Total Allocation $7,723.04 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 20 Parents, 30-40 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Parent Participation School Elder/Parent Role Models Local Resource Book Field Trips 4. Aiding the School to Work Transition

SUMMARY

The Little Shuswap Indian Band used their community funds to undertake the following activities:

• Community and parental involvement in school • Developed local resource book included culture, language and Secwepemc customs • Designed Elder and parent role models with practical hands-on teaching, shared early childhood songs, dance and everyday living • Hosted family weekend field trips and campouts encouraged family support-based in and around the teachings of genealogy history

RESULTS/IMPACTS • More community and parental involvement in children’s education • Local resource book for community distribution • Role Model Program for implementation • Family support in community

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Lower Kootenay Band Creston, BC Total Allocation $7,231.38 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 45 Students, Parents, 150 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Mini-Cultural Kits School Mentoring/Reading Program Homework Club 4. Aiding the School to Work Transition

SUMMARY

The Lower Kootenay Band used their community funds and reestablished contact regarding cultural/educational issues and to share cultural materials. Prepared mini-cultural kits were available for each household on the reserve. Plans were shared on the First Nations Parent Club information within the community.

A host of an array of weekly activities were developed and promoted in the community such as:

• Parent and teacher interaction • Ktunaxa language use • Traditional knowledge • Mentoring and Reading Programs between students and/or community members • Homework After-School Club

RESULTS/IMPACTS • The Lower Kootenay Band community received a wealth of cultural educational information • A recommendation was made to create some fundamental tools for literacy like coloring books • The Homework Club was commended on its success • Feedback from the community, especially the parents of children

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Lower Nicola Band Merritt, BC Total Allocation $10,899.92 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 12-14 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Structure Governance Capacity Group Training on Education Policies 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Lower Nicola Band used their community funding to provide a two-day workshop at the Quaaout Lodge Resort in Chase, BC. The workshops built education structures for governance. Additional education policies were reviewed and developed.

The participants consisted of community members from management, Elders, Parent Advisory Council, and other members of the community.

RESULTS/IMPACTS • All students and parents sent their children to the Lower Nicola Band School who benefited from this initiative through the participation of the Parent Advisory Council • The group participants discussed the processes of implementing new education policies for the community • Success was measured by the Chief and Council approved terms of reference and the community elected the education committee for assistance with governance of Education department and Band School

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Lower Similkameen Indian Band Keremeos, BC Total Allocation $11,542.86 Timeline September 1, 2001-March 29, 2002 Linkages School District Target Population Education Board Members, 50 Students, Adults, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Local Education Agreement Governance Capacity Community Education Building Education Board Training 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Lower Similkameen Indian Band used their community funds and implemented the following activities:

• Identified key success and risk patterns and trends in order to focus program resources to more effectively meet the student and parent education demands • Strengthened education management and governance capacity • Provided training for Education Board members • Built an education structure • Developed long-term plans for the Education department • Developed an effective Local Education Agreement (LEA) between the Bands Education department and the local School District • Met with parents and service providers; councilors, teachers and advisors who assessed the type and level of service provided and identified program or service recommendations

RESULTS/IMPACTS • The Lower Similkameen Indian Band looked for results of their activities by surveys distributed to parents and students in the community, and interviewed one-to-one for feedback on implemented activities • The project addressed improvement results of learners through the developed local education agreement • Program resources met the students and parents educational needs

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Lyackson First Nation Chemainus, BC Total Allocation $6,550.62 Timeline September 1, 2001-March 29, 2002 Linkages Traditional Medicine Target Population 40 Students (Grade 1-12)

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Youth Summer Camp School 4. Aiding the School to Work Transition

SUMMARY

The Lyackson First Nation used their community funding to provide a Youth Summer Camp. The children had an opportunity to be in touch with their spiritual side. In this camp, Elders visited and told their stories and legends about Valdes Island and traditional territory. A Hul’qumi’num language teacher provided language training. Nature walks by a traditional Medicine person explained about traditional medicines, preparation and their uses.

RESULTS/IMPACTS • The children learned about culture in their community, traditional teachings, language, stories and legends from one generation to another • Nature walks provided the children with educational information and hands-on experiences • Children were provided with a rich learning environment • An open learning environment while listening to Elders

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Lytton First Nation Lytton, BC Total Allocation $14,228.08 Timeline September 1, 2001-March 29, 2002 Linkages Health Professionals Target Population 50 Students, 10 Community Members, 2 Community Leaders, 5 Staff Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Educating Our Children: Governance Capacity Strengthening Our Community 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Lytton First Nation used their community funding to promote education, sport activities, Nlaka’pamux culture, respect for the natural environment, and life, free of drugs and alcohol. The community believed that the well being of the youth was a communal responsibility that demanded the active participation and involvement of Elders, parents, political leaders, human service providers and youth themselves.

The project goals:

• Developed social, cultural, educational and recreational activities for youth • Identified children at risk of becoming dependent on alcohol and/or drugs and provided supportive counseling, guidance and professional referrals • Worked with youth who were already dependent on alcohol and/or drugs and made referrals to appropriate health professionals • Assisted in the public recognition of educational achievements and efforts of youth to a communal setting • Involved Elders, leaders and community members in the process of promoting the value of education, culture, the environment among youth • Worked in partnership with the schools, health and social services professionals

RESULTS/IMPACTS • High participation and attendance from youth • Participation of the schools and the RCMP in different phases of the project • Acquisition of knowledge, including life skills, communications, time management and self-esteem improvement among youth • Youth worker’s training and knowledge • Increased self-esteem among youth participants • Individualized referrals and other services for “youth at risk” • Decreased in youth deviant behavior as measured by RCMP statistics • Improved youth academic and social achievements as measured by reports provided by the schools

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Mamalilikulla-Qwe’Qwa”Sot’Em Band Campbell River, BC Total Allocation $8,328.16 Timeline September 1, 2001-March 29, 2002 Linkages Aboriginal Healing Foundation Target Population 200 (75 School-Age Students)

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Camp School 4. Aiding the School to Work Transition

SUMMARY

The Mamalilikulla-Qwe’Qwa’Sot’Em Band used their community funds and held a four-day Culture Camp. Youth traveled and met Elders of the Band. Workshops included topics such as First Nation history, family trees, Kwakwala language and youth empowerment.

The Culture Camp was in connection with the Aboriginal Healing Foundation and offered counseling related to multi-generational effects of residential schools.

RESULTS/IMPACTS • Youth learned about their history, family history, language and empowerment • Counselors available for youth • Learned history, family trees, Kwakwala language and youth employment • Holistic training approach • Participants provided with spiritual and cultural teachings • Healing of community members

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Matsqui First Nation Abbotsford, BC Total Allocation 7,760.86 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 20+ Adult Students, 10+ Younger Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Computer Training Instruction Tutoring Language Training 3. Supporting Community and Parental Involvement in Time Management Workshops School 4. Aiding the School to Work Transition Career Planning

SUMMARY

The Matsqui First Nation used their community funding to provide the community with an Adult Continuing Education Centre. The goal was to have more involved community members of all ages. More parent attendance was encouraged at the education facility. The Nation wanted to have more Band members aware of how important education was to the community and parents. Activities included:

• Computer training • Resume writing • Resource books purchases • Hired a tutor for the Adult Centre • Time Management workshop • Language Immersion Program

RESULTS/IMPACTS • The Adult Continuing Education Centre increased parent involvement • Students learned basic keyboarding computer skills • Language training accessible to community members • Students with basic teaching for career planning and goals • The involvement form parents and community was overwhelming • Parents had an open line of communication

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McLeod Lake Indian Band McLeod Lake, BC Total Allocation $8,744.18 Timeline September 1, 2001-March 29, 2002 Linkages Mackenzie Secondary School Target Population Elementary & Secondary Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Tutoring Program Instruction 3. Supporting Community and Parental Involvement in Youth Worker School Transportation/Supper Support 4. Aiding the School to Work Transition

SUMMARY

The McLeod Lake Indian Band used their community funds for the following activities:

• Provided elementary students with tutoring, mentoring, reading buddy, Internet assistance and to help them with their school and homework assignments • Youth Outreach Workers arranged youth activities • Provided tutoring for Senior Secondary students for core subjects • Provided transportation and supper costs for students involved in extracurricular activities

RESULTS/IMPACTS • The Band Youth Outreach Worker supervised the senior students and sought results with teachers to see student improvements • The Aboriginal Education Worker, tutor and Band representative met and discussed student progress • Students in extracurricular activities proved their attendance and progress by accessing transportation and supper support

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Metlakatla Band Council Prince Rupert, BC Total Allocation $9,878.78 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 104 On-Reserve Members, 20 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Camps School 4. Aiding the School to Work Transition

SUMMARY

The Metlakatla Band Council used their community funds for a “Preparing for the Future” plan and conducted a number of activities both in the community and surrounding areas. The activities were as follows:

• Language camps • Survival practices • Camping in spring and summer sessions • Cultural gathering and preparing resources • Elder involvement • Learning skills

RESULTS/IMPACTS • People of all ages, from students, parents and Elders enjoyed the activities • Language camps, cultural camps, community and mentoring-used Elders available for community members • Involvement of senior members was a great help

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Moricetown Band Administration Moricetown, BC Total Allocation $19,938.90 Timeline September 1, 2001-March 29, 2002 Linkages BC Aboriginal Network Disability Society Target Population 102 youth

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Professional Development Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Youth Centre School 4. Aiding the School to Work Transition

SUMMARY

The Moricetown Band Administration used their community funds and provided programs for the youth in the community. There were no current programs in the community that assisted the youth in being more connected to the community.

The youth hired a youth coordinator who assisted in leadership training for a newly formed Youth Council. There were five youth who participated in the training. In addition, other youth activities were provided such as music, sports, karate, and art classes. The youth worker also organized workshops.

The youth worker worked with parents and teachers on children with FAS.

RESULTS/IMPACTS • Community members felt that the children were getting into less trouble since the program started • Children were occupied with activities that were healthy opposed to involvement with alcohol and drugs • Twenty-two parents involved with the activities • RCMP callouts reduced • Exceeded the amount of 90 possible students

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Mount Currie Band Council Mt. Currie, BC Total Allocation $14,341.54 Timeline September 1, 2001-March 29, 2002 Linkages University of Victoria Target Population 10/15 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Professional Development Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Mount Currie Band Council used their community funds to deliver a two-year Aboriginal Child and Youth Care (ACYC) Program in partnership with the University of Victoria (UV). The Mount Currie Band Council required certification of Infant and Toddler, and Special Needs Instructors/Supervisors in order for their Day Care Center remains licensed. UV delivered a Toddler and Special Needs Program in order to have licensed staff.

RESULTS/IMPACTS • The most important benefit was capacity building for the members • Training provided certification at a senior level for the staff at the Daycare Centre • The participants had the skills and qualifications to work anywhere in the Province of BC • Parents benefited from the opportunity to seek and find employment or further education with Day Care services available for them to do so • The children benefited from the skilled staff including the cultural component in the program

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Musqueam Indian Band Vancouver, BC Total Allocation $15,816.52 Timeline September 1, 2001-March 29, 2002 Linkages School District Target Population Band, School District, Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Local Education Agreement Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Musqueam Indian Band used their community funding and developed a local education agreement with a local school district. The Education department hired a support staff member to assist an Education Coordinator and Education Committee in various clerical tasks.

RESULTS/IMPACTS • The support staff member benefited the whole Musqueam School population • Local education agreement in place • Database set-up to track statistics of students

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Nadleh Whut’en Band Fort Fraser, BC Total Allocation $8,365.98 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 12 Elders, 2 Education Staff, Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Language Program Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Nadleh Whut’en Band used their community funding to compile historical word lists in traditional usage philosophy. There was focus on traditional food usage and preparation. This work primarily was to develop a Language Program, and a dictionary of usage and terms. This project supplement previous language work on Carrier language and captured the dialect differences.

RESULTS/IMPACTS • Developed language model to be tested in the school system • The Elders in their wisdom were confident they will continue the objectives of completing a language dictionary over the next 3-5 years

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Nak’azdl Band Council Fort St James, BC Total Allocation $16,724.20 Timeline September 1, 2001-March 29, 2002 Linkages Post-Secondary Institutions Target Population Students, Parents, Teachers

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and School Board Training Governance Capacity 2. Improving the Effectiveness of Classroom Language Videos Instruction 3. Supporting Community and Parental Involvement in Parent/Teacher Meetings School 4. Aiding the School to Work Transition Post-Secondary Institution visits Career Handbook

SUMMARY

The Nak’azdl Band Council used their community funding mainly focused on youth initiatives. They used role models, conducted workshops, trained Education Board members, and provided high school and adult education students a tour of post-secondary institutions. Other activities included hosting two evenings of parent and teacher meetings, transferring language Carrier tapes to video for school use and developed a Career Handbook. The two workshops were “Choices” and “Transformation Training” facilitated by Karma Consulting Inc.

RESULTS/IMPACTS • The transfer of the Carrier language tapes was for school use • Developed Career Handbook featured Nak’azdli post-secondary students

The Choices and Transformation Training workshops challenged the participants to:

• Students Identified their individual life direction • Empowered the members to take personal responsibility for their choices and accept natural outcomes • Facilitated an environment that fosters openness and sharing

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‘Namgis First Nation Alert Bay, BC Total Allocation $13,887.70 Timeline September 1, 2001-March 29, 2002 Linkages Post-Secondary Institutes, Cultural Centres, Educational Venues Target Population 105 Students, School Staff, 100 Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and School Board Training Governance Capacity School Staff Workshops 2. Improving the Effectiveness of Classroom School/Parent Involvement Instruction 3. Supporting Community and Parental Involvement in Coaching Services School 4. Aiding the School to Work Transition Post-Secondary Institute Tours Field Trips

SUMMARY

The ‘Namgis First Nation use their community funding and provided the following activities:

• Created a shared school-community vision by conducting a school-community interaction day with the ‘Namgis Band Council, School Board members, school staff, students and parents • Assisted school transitional initiatives for students enrolling in secondary schools outside of the community • Assisted funding field-trip costs for students to visit and tour post-secondary educational institutions such as the Vancouver Science Centre, Aquarium, UBC, Anthropological Museums • Assisted in funding coaching services for skill development camps in volleyball, basketball and wrestling • Obtained facilitators who conducted workshops in teaching/reading skills, lesson delivery, instructional skills and classroom management • Assisted in the costs of the school staff and ‘Namgis Education Board retreat to do timetabling construction for the 2001/2002 school year • Obtained ongoing training on school governance from Dr Larry Thomas for School Board and Chief and Council • Increased parental involvement in school committees

RESULTS/IMPACTS ‘Namgis First Nation established school programs that reflected the vision of the community members that focused on academic achievement that builds on cultural knowledge. It is a hoped that specific mission statements reflected a vision statement established by the school community. The field trips enriched the students’ educational experiences by broadening their experiences that extend beyond the classroom. School Board training lead to increased parent and community involvement in school decision-making and governance.

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Nanoose First Nation Lantzville, BC Total Allocation $7,269.20 Timeline September 1, 2001-March 29, 2002 Linkages School Districts, Service Providers Target Population 10 Students, Parents, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Summer School Courses Instruction 3. Supporting Community and Parental Involvement in Recreation School 4. Aiding the School to Work Transition Post-Secondary Institute Tours

SUMMARY

The Nanoose First Nation used their community funding for the following activities:

• Promoted graduation from post-secondary institutions • Implemented Summer School Courses • Increased additional resources for all school aged children • Encouraged children and youth to pursue an area of specific extra curricular and/or recreational interest • Promoted academic enhancement by purchasing Internet services, or private tutor to assist students in subjects of challenges that require help

RESULTS/IMPACTS • The above initiatives promoted higher graduations and improved student attendance • Increased the number of opportunities for healthy recreation on-reserve • Involved participation of parents • Enhanced teamwork, improved communication skills, promoted fitness and encouraged youth to build relationships with one another • Reduced negative activities in the community • Lessened violence and encouraged healthy teamwork

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Nee Tahi Buhn Indian Band Burns Lake, BC Total Allocation $6,172.42 Timeline September 1, 2001-March 29, 2002 Linkages NONE Target Population 10 Adults, 19 Elementary Students, 6 Occupational Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and School Board Training Governance Capacity Local Education Agreement Policy Development 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School Bus Proposal School Integrating Services 4. Aiding the School to Work Transition

SUMMARY

The Nee Tahi Buhn Indian Band used their community funding to undertake the following activities:

• Trained Board Members • Restructured a Local Education Agreement for both elementary and high school • Established education committee and Home/School Coordinator polices • Integrated services in social and education activities, daycare and economic development • Arranged educational exchanges • Arranged joint management workshops’ • Applied and prepared proposal for a school bus • Improved the effectiveness of classroom instruction • Aided the school to work transition

RESULTS/IMPACTS The Chief and Council reviewed monthly reports to ascertain any necessary changes during the community initiatives.

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Neskonlith Indian Band Chase, BC Total Allocation $8,403.80 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 2 Staff Members, 11 Students, 12 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Joint Management Workshops Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Fundraising School 4. Aiding the School to Work Transition Career Fair

SUMMARY

The Neskonlith Indian Band used their community funds to undertake the following activities:

• Hosted a joint education management workshops that included various internal Band office departments • Hosted an internal career fair focused on the findings of an education management workshop • Provided education/cultural field trips for students and staff members. Attendance to the World Indigenous Peoples Conference on Education (WIPCE) in Morley, Alberta • Engaged students in fundraising in order to participate in the WIPCE in Morley, Alberta

RESULTS/IMPACTS The joint management workshops met a more realistic forecast of community employment requirements. The internal career fair enabled community members who had a strong desire to remain within the community to make appropriate education and training choices. Student fundraising was for attendance to the World Indigenous Peoples Conference on Education allowed a sense of ownership over a goal-oriented project.

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New Aiyansh Village Government New Aiyansh, BC Total Allocation $12,601.82 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 160+ Students, Parents, Teachers, Resource Workers

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Nisaga’a Symposium on Governance Capacity Education 2. Improving the Effectiveness of Classroom School Attendance Incentives Instruction 3. Supporting Community and Parental Involvement in Nisaga’a Symposium on School Education 4. Aiding the School to Work Transition

SUMMARY

The New Aiyansh Village Government use their community funding for the following initiatives:

• Promoted good study skills and study time • Improved attendance with incentives to encourage students to attend daily classes • Improved communication between school and community • Provided a Nisga’a Symposium on Education for teachers, parents and educators

RESULTS/IMPACTS The New Aiyansh Village Government students increased their study skills, improved attendance. The Nisga’a Symposium on Education proved its success by the number of community members that attended.

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Nicomen Indian Band Lytton, BC Total Allocation $6,172.42 Timeline September 1, 2001-March 29, 2002 Linkages University College of the Caribou, Kumsheen Secondary School, Employment Services Target Population 25 People, 18 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Student Incentive Program Instruction 3. Supporting Community and Parental Involvement in Cultural Camps School 4. Aiding the School to Work Transition Career Fairs Retail and Hospitality Training Program Career Planning

SUMMARY

The Nicomen Indian Band used their community funds and implemented a program that improved school attendance. There were cultural field trips, cultural camp, adult education, and training activities.

An Incentive Program promoted improved school attendance with awards such as a trophy or prizes.

The cultural field trip and camps had a group of students at a Dream catcher’s Conference in Alberta. Other field trips were around the local community visiting old churches, burial sites, in all of the reserves in Lytton, BC. Students with the Elders learned about and picked edible berries, identified plants and roots for medicinal purposes, or for eating.

The Adult Education and training activities included a Personal Career-Planning workshop, Retail and Hospitality Training Program, on-line career research, resume writing and job search. In addition, there was attendance to Career Fairs at Kumsheen Secondary School and Employment Services.

RESULTS/IMPACTS The Nicomen Indian Band assessed the impact of the initiatives with written responses from all participants. Results showed improved school attendance, learned cultural knowledge and experiences, awareness of local culture, enhanced personal career planning strategies, and job seeking skills.

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Nooaitch Indian Band Merritt, BC Total Allocation $6,928.82 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 31 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Traditional Workshops Instruction School Attendance Incentives 3. Supporting Community and Parental Involvement in Library School Recreational Activities 4. Aiding the School to Work Transition

SUMMARY

The Nooaitch Indian Band used their community funding to provide students with cultural events and activities that were useful in teaching basic skills. Traditional workshops reinforced concepts and basic skills. In addition, the community brought traditional processes such as story telling, oral instruction and native crafts when teaching the youth their culture.

The Education Coordinator encouraged improved student attendance and report cards. Students were rewarded students for their achievements on a monthly basis.

Many students on the reserve did not have resources readily available to achieve success in the school. There were renovations to a doublewide trailer so that students had access to library books, computers, and a place to study.

Many of the Nooaitch youth were unable to attend extra curricular and school-based recreational activities because of the remoteness of the community and lack of finances with many families. The Band provided aid to these families with transportation, supplies and equipment for the school-based activities.

RESULTS/IMPACTS The students increase their cultural knowledge by participating in the workshops. The Band expected to see an improvement in student attendance and report cards. Students were able to access library books and resources. The youth were able to actively participate in school-based extra curricular activities.

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North Thompson Indian Band Barriere, BC Total Allocation $8,063.42 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 80 Students, 300 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Parent Workshops School Reading Program Tutoring Services 4. Aiding the School to Work Transition

SUMMARY

The North Thompson Indian Band used their community funding to hold three parent workshops that helped parents support their children as learners. Other issues focused on were literacy/child development, nutritional support for healthy families, healthy sexual development in children, identified children learning difficulties, and how to overcome them.

A parent was involved in a community reading program that included publicizing and tracking reading throughout the community. Incentives were included in this program. Students were able to access a tutor during the after-school program.

RESULTS/IMPACTS • Parent participated in workshops for healthier families • Improved reading skills throughout the community • Students accessed tutoring services • Parent workshops focused on the creative aspects of child development as it pertained to their own child’s stage in development • Parents were provided with different perspectives on understanding the needs of their children • Many of the students used the tutoring program and completed assignments, and to do homework •

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N’quatqua Indian Band D’arcy, BC Total Allocation $7,798.68 Timeline September 1, 2001-March 29, 2002 Linkages Tribal Police Target Population 20 Children, 5 Parents, 5 Elders, 1 Staff Member, 2 Tribal Police

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in After-School Program School 4. Aiding the School to Work Transition

SUMMARY

The N’quatqua Indian Band used their community funds and provided the following After-School Program that included the following activities:

• Literacy was focused at least once per week with circle stories for the children • Healthy and nutritious snacks for the young and elderly • Arts and crafts projects • Provided arts and crafts materials • Paid a Coordinator to plan and implement weekly program • Monthly submissions for community newsletter • Honoraria for invited dignitaries once a month

RESULTS/IMPACTS • The After-School Program involved the community, parents and Elders in supporting our children after school with positive, cultural and healthy activities • Effectiveness of the program exceeded the beginning expectations because the needs of the children changed • Returned students in every session weekly, happy faces, happy children • Completed projects and crafts by the children • Safe environment with lots of room to play and create

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Nuchatlaht Tribe Zeballos, BC Total Allocation $6,285.88 Timeline September 1, 2001-March 29, 2002 Linkages Ehattesaht Tribe Target Population 15 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Parent Handbook and Policy School Manual Community Events 4. Aiding the School to Work Transition

SUMMARY

The Nuchatlaht Tribe used their community funds and provided the following activities:

• Learned activities with a First Nations perspective in a Preschool environment • Structured activities included parental involvement • Included community artisans and Elders participated in the classroom • Hosted community events included parents • Developed a Parents handbook and Policy manual for a Volunteer Board

RESULTS/IMPACTS • Increased parental involvement (25%) in structured activities • Completed Parents handbook and policy manual for distribution. • Volunteers in supervised classroom time and monitored children • Language book was developed in the Nuu-chah-nulth • Policy place in the operation and structure of the school

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Nuxalk Nation Bella Coola, BC Total Allocation $12,488.36 Timeline September 1, 2001-March 29, 2002 Linkages Band Operated and Provincial Schools Target Population 300 Students, 5 Elders, 5 Youth

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom CD Language Production Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Nuxalk Nation used their community funding to provide the following activities:

• Students from K-Grade12 in Band-operated schools learned traditional songs and dances • Professional recording of Nuxalk songs onto a CD • Ongoing Nuxalk language and cultural retention activities

RESULTS/IMPACTS • A recorded Nuxalk traditional songs helped students learn the songs more easily by having access to a CD, which they used for practice • The work proved useful in ongoing effort to preserve the identity and dignity of the Nuxalk language and culture • Ongoing Nuxalk language and culture retention activities had positive effects in the community included an impact in developing self-esteem and spiritual healing and reversing social disintegration.

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Okanagan Indian Band Vernon, BC Total Allocation $18,123.54 Timeline September 1, 2001-March 29, 2002 Linkages First Nations Advocates Target Population 20 Community Members, 20 Students, 15 Staff Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Band Training Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Summer Program School 4. Aiding the School to Work Transition

SUMMARY

The Okanagan Indian Band (OIB) used their community funding and implemented the following activities:

• Planned the development of education structures of governance, process and authority • Integrated services of Okanagan Band departments • Developed a summer program that involved working directly with students age 12-14 years that used the experiential methodology to identify learning difficulties, and other obstacles to learning for the school year

The Band organized, implemented and identified the required resources for a governing structure through a focused and holistic effort to build the capacity of the community, Band Council, and staff members of the OIB. The framework included revisited and reconfirmed vision and mission statement of the Band, leadership and governance policies, structure, roles, responsibilities and administrative structure sessions.

The Summer Program included education and technology, recreation, cultural and field trips for students.

RESULTS/IMPACTS • The Band developed a focused, organized capacity building initiative for Band departments • Chief and Council focused on priorities and desired attributes for educational, administrative and infrastructure development • The Summer Program produced a report of findings to the First Nations advocates for planning each student to overcome any difficulties identified

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Old Massett Village Council Old Massett, BC Total Allocation $25,082.42 Timeline September 1, 2001-March 29, 2002 Linkages School District, School Board, Education Committees and Administrators Target Population Students, Parents, Elders, School Staff & Board Members, Administrators

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Training Package and Sessions Governance Capacity 2. Improving the Effectiveness of Classroom Education Support Worker Instruction 3. Supporting Community and Parental Involvement in Elder/Parent Role Model School Program 4. Aiding the School to Work Transition Career Planning

SUMMARY

The Old Massett Village Council used their community funds to implement the following activities:

• Increased the community awareness of the importance of regular school attendance • Monitored students’ attendance daily, address absenteeism, recognized students, and parents for regular attendance • Hired an Education Support Worker • Partnerships established with local schools who shared attendance information • Elder/Parent Role Model Program promoted awareness, recognition and values of Elders and parents of students within the community who were role models • Increased local Haida students career and life focused • Increased the effectiveness of the local governing school board, education committee and Education Administrator • Formed partnerships with local school district, neighboring school boards, education committees and Education Administrators • Delivered a comprehensive training package to local school board members, education committee and Education Administrator

RESULTS/IMPACTS The Old Massett Village Council initiatives enhanced the management, quality of classroom instruction, and increased involvement of parents in the classrooms. School to work transitions benefited from discussions and career planning sessions. Attendance records and grades also reflected of the success of the projects.

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Oregon Jack Creek Band Ashcroft, BC Total Allocation $5,378.20 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 40 People, 9 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Community Gatherings School Awards Ceremony 4. Aiding the School to Work Transition

SUMMARY

The Oregon Jack Creek Band use their community funding and included all interested community members, students and parents both off and on-reserve, as well as Elders. Plans were for organized four community gatherings that focused on education and staying-in-school. Each gathering had one or two topics that assisted both parents and students in the goal to stay-in- school. Guest speakers attended a supper that included a teacher, a counselor, health nurse and a university graduate from the community. At the final gathering an Award ceremony was held for students and parents.

RESULTS/IMPACTS • Community focused on education and staying-in-school • More Parental involvement • Recognition of students and parents in the community

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Osoyoos Indian Band Oliver, BC Total Allocation $8,479.44 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 40+ Students, 9 School Staff, 8 School Board Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Board Training Governance Capacity 2. Improving the Effectiveness of Classroom Student Learning Plans Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Osooyos Indian Band used their community funds and implemented the following initiatives:

• Formal Board Training and Development • Defined roles and responsibilities • Addressed governance issues • Integrated service delivery of all programs and policy development • Developed a tool to enhance student learning through detailed learning plans • Developed culturally appropriate curriculum in all academic areas

RESULTS/IMPACTS • School Board members completed evaluations and developed formal goals and objectives • On-going evaluation done by teachers on the individual learning plans and teacher analysis of present direction of each individual student • The local School District and selected Native operated schools conducted assessments on the cultural developed curriculum.

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Oweekeno First Nation Pot Hardy, BC Total Allocation $7,307.02 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 12 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Power of Hope Camp School 4. Aiding the School to Work Transition

SUMMARY

The Oweekeno Nation used their community funds and transported youth and paid for their fees to attend a “Power of Hope” camp for teens on Cortes Island. This camp was for students who wanted to take an active role in creating a positive future, and had a great time in the process.

Students discovered more about their own creativity, talent and skills. There was an opportunity to voice their concerns and highest hopes. Students also learned life skills, leadership skills, learning from other youth, other cultures and facilitators in leadership.

RESULTS/IMPACTS One of the conditions for acceptance into the camp was an agreement from students to participate in planning and evaluations forums when the camp was over. Students met and discussed their experiences and provided input into the success of the project, relative to their own personal expectations.

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Pacheedaht First Nation Port Renfrew, BC Total Allocation $7,307.02 Timeline September 1, 2001-March 29, 2002 Linkages Pacheedaht Services and Programs Target Population 65 Community Members, 35 Students, Elders, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Training School 4. Aiding the School to Work Transition

SUMMARY

The Pacheedaht First Nation used their community funding for the following cultural activities:

• Shawl making • Cedar bark harvest and head bands • Elders Conference • Revived Culture of the Pacheedaht First Nation

The students were involved with all aspects of shawl making, taking part in the gathering of raw materials, harvesting cedar bark, stripping bark from cedar trees and the steps to making cedar head bands. Students also assisted and accompanied Elders to and during the conference.

RESULTS/IMPACTS • Learned cultural and traditional values • Respect of self, family and community • Satisfaction of doing something from start to finish • Team work and team building • Enhanced community spirit and life skills • Developed communication skills, learn commitment and importance of dedication • Worked with various materials, equipment and tools • Helped realize learning is a life long process

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Penelakut First Nation Chemainus, BC Total Allocation $8,139.06 Timeline September 1, 2001-March 29, 2002 Linkages FNSA/FNESC Target Population School Board Trainees, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and School Board Training Governance Capacity Community Gathering 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Penelakut Tribe used their community funds and implemented the following initiatives:

• Sent School Board trainees to an upcoming First Nations Board Training, February 2002 in Vancouver, BC. • Established a formal School Board for the Kuper Island School • Community gathering created interest in the project

RESULTS/IMPACTS

A School Board Terms of Reference included the following: • Mandate for the entity • Role and responsibilities of the entity • Reported relationship to the Council • Processed for evaluating the entity • Conflict of interest guidelines • Program evaluations conducted internally and externally • Evaluations to determine if the Board was working right

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Penticton Indian Band Penticton, BC Total Allocation $9,803.14 Timeline September 1, 2001-March 29, 2002 Linkages Educational Institutions Target Population Students, Community Members, Chief and Council

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Human Resource Policy Governance Capacity Education Authority Joint Education Management Workshops 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Racism Workshops School 4. Aiding the School to Work Transition Career Days

SUMMARY

The Penticton Indian Band used their community funds towards developing a Human Resource Policy for the Band. A focus was to train members and develop a sound governance system that worked for the community as a whole. An Education Authority established and developed policies for band-operated schools. There were also an exchange of information from other band-operated schools and joint education management workshops.

The students who transitioned into other educational institutions visited specific institutions on Career Days.

Students learned about how racism affected their life in the broader community. A facilitator from Human Rights informed the students of the possible avenues they can access.

RESULTS/IMPACTS The general band membership evaluated the various activities, and the Chief and Council enforced any policies put together by the community. The students evaluated various activities to transition into other institutions. Racism workshops helped students learn about how they can access different resources in the community.

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Peters and Union Bar Bands Hope, BC Total Allocation $5,794.22 + $5,302.56 Timeline September 1, 2001-March 29, 2002 Linkages Public Institutions, Public Venues Target Population Students, Parents, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Homework Club/Hotline Instruction 3. Supporting Community and Parental Involvement in Extra Curricular Activities School Young Parents Program 4. Aiding the School to Work Transition

SUMMARY

The Peters and Union Bar Bands combined their community funding to undertake the following activities:

• Transportation for students to participate in extra curricular activities • Mentoring and reading programs between students and community members • Summer schooling opportunities • Extra curricular and school based recreational activities (i.e. Science World, Zoo, Planetarium, Museum, Music, Sports, First Aid Training….) • Cultural field trips • Cultural camps • Post-secondary institution visits • Adult education projects • Swimming, hiking and canoeing • Young Parents Programs • Homework Clubs and Hotline

RESULTS/IMPACTS • Students participated in educational and culturally activities • Band members participated in cultural educational activities • The band members wrote a personal evaluation of what they had seen and learned • The impact on Elders was to be able to share their knowledge with the students

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Prophet River Band Fort Nelson, BC Total Allocation $7,004.46 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 23 Students, 6 Board Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and School Board Training Governance Capacity Joint Management Workshops 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Prophet River Band used their community funds to undertake the following activities:

• Trained for Education Board Members • Building education structures for governance • Developed an Education Authority for School District #81 • Joint Education Management Workshops

RESULTS/IMPACTS • The Prophet River Band trained Education Board members • Developed Education Authority • Board members successfully completed workshops

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Qualicum First Nation Qualicum Beach, BC Total Allocation $6,058.96 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 22 Students, 5 Adults

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Success Maker Program Instruction 3. Supporting Community and Parental Involvement in Homework Club School 4. Aiding the School to Work Transition Cultural Field Trips

SUMMARY

The Qualicum First Nation used their community funds and implemented the following activities:

• Purchased Success Maker Software • Established a Homework Club • Hired a qualified tutor • Organized two cultural field trips • Researched resource people and materials available to support and educate parents who have children with learning difficulties

RESULTS/IMPACTS • Students used the Homework Club and tutor • Software Program had student tracking ability • Students participated in cultural field trips • Researched information on children with learning difficulties

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Quatsino Band Council Coal Harbour, BC Total Allocation $9,311.48 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 78 Students, 60 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Education Board Training Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Questionnaire School Community Dinner 4. Aiding the School to Work Transition

SUMMARY

The Quatsino Band Council used their community funds to design and build their own school on reserve. The activities included the development of an Educational Board and the building of financial planning policies for their school. There were workshops for board members.

A questionnaire was developed to gather information from all community households on prospective enrolment, curriculum ideas etc.

A supper was held with community members on school facility design and school governance issues.

RESULTS/IMPACTS • There was community support and involvement from parents and students • Questionnaire was developed and ready for implementation • More committed, knowledgeable community involved in quality education

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Saiik’uz First Nation Vanderhoof, BC Total Allocation $12,110.16 Timeline September 1, 2001-March 29, 2002 Linkages Daycare, Band School, School District #91 Target Population Youth/Children

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Staff Workshops/Training Instruction 3. Supporting Community and Parental Involvement in Community Policy/Workshops School Research 4. Aiding the School to Work Transition

SUMMARY

The Saik’uz First Nation used their community funds and implemented a project facilitated in a coordinated approach to a problem of bulling in the community by:

• Compiling statistical and narrative data from the Daycare, Band School, School District #91 and Child/Youth Program operating in the community • Facilitated workshop/training sessions for staff focused on the nature of the problem and methods of dealing with effectively • Developed community policy to be implemented in all programs and services with youth and children • Held community-based workshops designed to garner community support

RESULTS/IMPACTS • Completed questionnaires from all staff participating in the project • Statistical analysis of bulling episodes in school, daycare and other programs • Creation of parent focus groups • Analysis: impact on children, parents, staff and community at large • Strength and challenge recommendations • Primary objective determined the linkage if any between bullying and FAS/FAE and determined a means of early intervention

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Samahquam Band Mount Currie, BC Total Allocation $7,004.46 Timeline September 1, 2001-March 29, 2002 Linkages Skatin Band, Douglas Band Target Population 53 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Computer Software School Youth Workshops Sports Student Education Plans 4. Aiding the School to Work Transition Career Exploration

SUMMARY

The Samahquam Band used their community funding and implemented the following initiatives:

• Met with youth on-reserve and identified their educational needs and conducted workshops to identify youth leaders • Find suitable software and tracked each student’s progress in school and made reports with recommendations • Interacted with parents and schools • Developed an individual education plan for each student • Conducted a combined life skills, career exploration and education planning workshops for both on and off reserve students • Conducted a Youth camp and include cultural activities • Possibly had youth participated in sports in discussion with the Douglas and Skatin Bands and possible involvement in North American Indigenous Games

RESULTS/IMPACTS • Increased the involvement with both youth on and off reserve in workshops • Youth camp and possible involvement in North American Indigenous Games • Developed individual education plan for each student • Tracked the student’s progress in school

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Saulteau First Nations Moberly Lake, BC Total Allocation $11,051.20 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Students, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Education School 4. Aiding the School to Work Transition

SUMMARY

The Saulteau First Nations used their community funding to provide traditional and cultural education in the area of “traditional and cultural land use.” This hands-on practical experience promoted a better understanding of culture and history.

Proposed activities included basic outdoor survival, the building of a cultural site that had a dry meat rack, a tee pee, hide tanning frame, the how to’s of making dry meat, traditional hide tanning, preserving berries, medicinal identification and usages, and other various ceremonies.

RESULTS/IMPACTS • Elders utilized throughout the project • Aboriginal traditions passed on within the family and community • Through the Elders beliefs and values will be maintained • Understanding of culture and history

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Seabird Band Agassiz, BC Total Allocation $5,756.40 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Students, Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Transportation Service School 4. Aiding the School to Work Transition

SUMMARY

The Seabird Island Band used their community funding and facilitated teacher, student and parental involvement in community and school activities. The lack of transportation was a barrier for students and parents who participated in after school activities. With the funding assistance, the transportation services included bussing services for after school functions.

RESULTS/IMPACTS • The success of the program included recording the number of students and parents participated in after school activities • Parents and students received a survey so that the feedback ascertained the importance of the program and should it continue next year • The program had students and parents participated in various activities that otherwise would not have been possible

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Semiahmoo First Nation Surrey, BC Total Allocation $5,340.38 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 13 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Counseling, Special Needs Instruction 3. Supporting Community and Parental Involvement in Tutoring, Extra Curricular, School Recreation 4. Aiding the School to Work Transition Student Workshops

SUMMARY

The Semiahmoo First Nation used their community funds to support Elementary students in tutorial studies, counseling, extra curricular and recreational activities. Peer Counseling workshops included career choices, employment and planning management.

Tutoring was provided for those children that were identified as required one-on-one tutoring services in order to keep up and overcame specified learning obstacles. Funding was also provided for special needs students in the areas of speech therapy and one-on-one worker for an at-risk child enabled them to stay in school.

RESULTS/IMPACTS • The activities were compared with actual outcomes • Actual attendance of students in school received • Received student feedback by evaluation process • Program worked in that it provided critical assistance for special needs students • Children responded well to all of the support provided • Program evaluation-based on the improvement level of children

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Seton Lake Indian Band Shalalth, BC Total Allocation $8,101.24 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 12 School Board/Staff, 15 Parents, 85 Students, 20 People

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and School Board Training Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Parent Workshops School Playing Field Equipment 4. Aiding the School to Work Transition Busing Service

SUMMARY

The Seton Lake Indian Band use their community funding and had the following activities:

• Training for School Management Board, Band and School staff • Twelve two-hour Parenting workshops to address problems faced by parents • Busing Service provided for extra-curricular activities • Playing field installation of aluminum goal posts and baseball backstop

RESULTS/IMPACTS • The School Management Board and staff completed a questionnaire on each of the training activities • New directions taken in a new alternate, vocational-based class for next year • Devised strategy to effectively work with affected members with FAS/FAE • Good interaction between Seton Board and School Board • New ways of implementing discipline and incentives

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Shackan Indian Band Merritt, BC Total Allocation $5,680.76 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 12-15 Participants, 65 Community Members, 19 Students, Band Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Community workshops School 4. Aiding the School to Work Transition

SUMMARY

The Shackan Indian Band used their community funding to implement the following activities:

• Policy development • Produced a booklet of job opportunities • Provided employment counseling services • Anger Management, Family Violence, Alcohol, Residential workshops • Time Management, Self Esteem, Assertiveness versus Aggressiveness training • Electoral Systems training • Capital funds for multi-purpose building (cost shared with other projects)

RESULTS/IMPACTS • Projects assessed by distributing participant questionnaires for feedback on the workshops and training • At a local band meeting evaluations were reviewed • Career planning directory had linked students to training and jobs

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Shuswap Band Administration Invermere, BC Total Allocation $6,928.82 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Youth Dance School Graduation Incentives/Awards 4. Aiding the School to Work Transition

SUMMARY

The Shuswap Band Administration used their community funding and provided the following activities:

• Integrated different resources such as Youth Worker and Early Childhood Centre worked and made a more complete system for children and parents • Dance was held by Invermere Youth Committee • Involvement of Home/School Coordinators • Twenty students participated in selecting students for awards • Graduation t-shirts and jackets for graduated students • Younger students received smaller token gifts

RESULTS/IMPACTS • Success of the program was by the amount of students at the dance • The results reflected the number of students returning to school the following year, how many graduated for the year, and how many moved up one grade.

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Shxwowhamel First Nation Hope, BC Total Allocation $6,550.62 Timeline September 1, 2001-March 29, 2002 Linkages School District, Neighboring Bands Target Population 27 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Tutoring Services School Transportation Workshops 4. Aiding the School to Work Transition

SUMMARY

The Shxwowhamel First Nation used their community funds and implemented the following activities:

• Tutoring Program for computer resources, tutorial supplies • Students attended Career Fairs, youth specific conferences, Youth Achievement Night • Attend Aboriginal Education meetings with School District and relevant education conferences • Transportation for community members to attend workshops offered by neighboring bands i.e., First Aid and Super Host

RESULTS/IMPACTS • The Shxwowhamel First Nation tutoring services increased • Received reports of activities from the tutor • Feedback was requested from the participants in the various activities such as Career Fairs, youth conferences and workshops

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Siska Indian Band Lytton, BC Total Allocation $8,063.42 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Students, Teachers, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Cultural trips

SUMMARY

The Siska Indian Band used their community funding and had the Band Elders work with the youth. Together they produced material that can be used to present the historical and present day uses of indigenous plants by the Siska people in the classroom.

The activities included the following:

• Students accompanied Elders into the bush and identified collected plant specimens • Traditional harvesting methods and regeneration of species for a community forest taught to students • Plants specimens dried and laminated on boards with descriptions detailing common, Indian and Latin names as well as traditional uses • Traditional recipes compiled and published in brochure style

RESULTS/IMPACTS The activities undertaken was relevant to Siska’s economic self-being and had a long lasting impact on students who did want to go into post-secondary studies.

Deliverables were as follows:

• Display boards, recipe brochures • Inclusion into classroom instruction and materials • Oral quizzes for summer students • Workshops as prepared by the Elders

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Skawahlook First Nation Agassiz, BC Total Allocation $5,605.12 Timeline September 1, 2001-March 29, 2002 Linkages Schools, Professionals Target Population 20 Students, 5 Education Committee Members, 5 Community Members, 3 Community Leaders, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Education Committee Training Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Skawahlook First Nation used their community funds and strengthened the governance and management capacity of their programs and services. Appropriate training for members of an Education Committee improved developing clear policies and procedures. The project activities included:

• Developed a Terms of Reference for the Education Committee • Provided training on decision-making processes • Provided training on appeal procedures • Improved Skawahlook participation on local education committees • Involved Elders and community members in the process of supporting and promoting educational values • Clear goals and objective for an education program • Support to students • Program management and accountability • Professional partnerships with schools and other professionals • Recognition of educational efforts of children and youth

RESULTS/IMPACTS Several types of data were being collected in order to assess the degree of project success. The date collected aimed at providing information to complete two different assessments: process evaluation and outcome evaluation. The project met its intended objects. A review of the policies governed the education program needed for the following reasons:

• Students benefit form having clear guidelines regarding their roles and responsibilities • First Nations communities need to have a more direct involvement and assume a greater responsibility for the success of their education program • Community members need to participate in the refinement of an education program that met their needs and aspirations

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Skeetchestn Indian Band Savona, BC Total Allocation $9,046.74 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 90 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Program Coordinator/Education Instruction Assistant 3. Supporting Community and Parental Involvement in Success Maker Program School 4. Aiding the School to Work Transition Transportation

SUMMARY

The Skeetchestn Indian Band used their community funds for the following activities:

• Training and wages for a Program Coordinator/Education Assistant • Continued tutoring services by professionals • Technical support for Success Maker Program • Transportation of students to Success Maker Program • Two incentive trips to educational/sports events • Awards Dinner

RESULTS/IMPACTS The Skeetchestn Indian Band monitored the attendance, grade point average (GPA) and progress reports on each student generated by the Success Maker Program. The position of the Program Coordinator was a vital part of the program. The incentive awards and dinner contributed to higher student participation rates and increased academic progress. Attendance records have been maintained at all education programs.

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Skidegate Band Council Skidegate, BC Total Allocation $14,379.36 Timeline September 1, 2001-March 29, 2002 Linkages Communities Target Population 8 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Language Production Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Skidegate Band Council used their community funding to finish last year’s project to produce language DVD’s. There was editing complete by students who learned to edit and produced a final copy.

The Skidegate Band Council provided the services of an Education Administrator and the rental of a building where the training took place, was their in-kind contribution.

RESULTS/IMPACTS The digital videotaping of the Haida language and culture resulted in edited footage for the Haida Language Authority and following approval, a video resource for distribution. This proposed digital video production promoted the Haida language immersion programming in the community. Project aided in the school to work transition by training students for careers in technology and media documentation

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Skin Type Band Southbank, BC Total Allocation $6,021.14 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Band Community, Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Education Policy School Student Orientation Manual 4. Aiding the School to Work Transition

SUMMARY

The Skin Type Band used their community funding and developed an education policy and student orientation manual. The policy and manual was developed to help Council and the Education Coordinator determine which band member is the most likely to succeed in school.

The Chief, Council and Education Coordinator hired a person to develop the education policy and student orientation manual.

RESULTS/IMPACTS • A structured system determined which student best suits the criteria • Potential students had information to help determine their career path • Chief and Council and the Education Coordinator better serve the needs of the membership with these policies in place

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Skowkale Band Sardis, BC Total Allocation $7,231.38 Timeline September 1, 2001-March 29, 2002 Linkages Post-Secondary Institutions Target Population 30 Students, 15 Adults

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Peer Support School Homework Clubs Transportation Young Parent Program Reading Programs 4. Aiding the School to Work Transition Cultural Field Trips Career Day Post-Secondary Institutes visits

SUMMARY

The Skowkale First Nation used their community funds and had the following activities:

• Peer tutoring and Peer counseling programs • Cultural camps • Parent learning situations for literacy, health and life skills • Transportation for students to participate in extra curricular school activities • Aboriginal language training • Mentoring or reading programs between students or with community members • Homework clubs • Young parents program • Cultural field trips • Post-secondary institutions specific to Aboriginal institutions or programs • Career days • Adult Education and training activities

RESULTS/IMPACTS The Skowkale First Nation asked participants to complete and evaluation form to ascertain the impacts of the activities. The number of students in attendance were evaluated the tutoring program and the monitored the school grades to determine the effectiveness of the program. The student’s attitudes and behaviors determined success. There were noticeable student positive changes, and this was an indicator of accomplishments.

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Skuppah Indian Band Lytton, BC Total Allocation $5,794.22 Timeline September 1, 2001-March 29, 2002 Linkages Local Schools, Communities Target Population 25 People, 17 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom School Attendance Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Cultural Field Trips Adult Education and Training

SUMMARY

The Skuppah Indian Band use their community funding and provided the following activities:

• School attendance programs • Cultural field trips • Adult education and training

The types of incentive program were in consultation with local schools to increase the student attendance in school.

Field trips were taken around the community, and students learned about old churches and burial sites. In addition, students searched for edible berries, identify plants and roots for medicinal purposes or for eating. Other activities included: arts and crafts such as beading, sewing, hand drums and baskets.

Adult Education and training activities included personal career planning workshops, retail and hospitality training program, on-line career research, resume writing, job search and a career fair

RESULTS/IMPACTS • All the student activities wrote an account of their experiences and suggested changes for next year • For Adult Education and training all the students completed the courses they enrolled in • Attendance incentives motivated the students and this approach really worked • Elders taught cultural skills to the students

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Skwah First Nation Chilliwack, BC Total Allocation $8,290.34 Timeline September 1, 2001-March 29, 2002 Linkages Cultural Centres Target Population 150 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Indigenous Days School Elders Gathering 4. Aiding the School to Work Transition Cultural Camps

SUMMARY

The Skwah First Nation used their community funds and provided the following activities:

• Harrison Festival-Indigenous Days with mother’s and daughter’s involved in Aboriginal play and Children’s Day with various activities for the children • Students were taught about plants and their medicinal purposes from an Elder • A Cowichan trip for students toured a Cultural Centre • Students participated in a Cultural Camp at Xa:ytem Site in Mission, BC • Children attended an Elder’s Gathering and learned how to many crafts

RESULTS/IMPACTS • The entire community will benefit from these activities and students will rotated to ensure every person attended each event • Students learned about plant usage for medicinal purposes • Many of the students learned about Aboriginal culture through practice • The students were able to learn about some of the aquatic life forms at Vancouver Aquarium • Students learned about local plants and history about the lands • Students learned about awareness of present issues, and participated in workshops on Aids, nutrition and diabetes

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Skway Social and Training Society Chilliwack, BC Total Allocation $7,723.04 Timeline September 1, 2001-March 29, 2002 Linkages School Counselors, School District Target Population 12 People, 30 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Homework Club School Breakfast Program Peer Tutoring Program Cultural Program 4. Aiding the School to Work Transition

SUMMARY

The Skway Social and Training Society use their community funding and improved the educational performance of band students and reduced a dropout rate through the following activities:

• Established a Homework Club and Breakfast Program to coincide with the school year • Encouraged reading skills through the establishment of a reading skills program • In conjunction with the School District develop a Peer Tutoring Program • Cultural Camps using a variety of local Elders and Cultural workers

RESULTS/IMPACTS The Skway Social and Training Society worked with various school counselors and monitored the progress of students and highlighted areas in which they can use assistance. Specific information was reviewed to evaluate the results such as student report cards, attendance, reading improvements, and student evaluations on initiatives.

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Sliammon First Nation Powell River, BC Total Allocation $13,622.96 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 81 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Reading and Recreation School Program 4. Aiding the School to Work Transition

SUMMARY

The Sliammon First Nation used their community funding and provided an intensive 15-day program for children who needed additional support in reading and writing. The program combined quality literacy instruction in the morning with recreational activities in the afternoon. The program catered to kindergarten to grade six and involved parents in meaningful ways such as volunteer reading.

There were workshops provided and involved the use of computers, scanners and cameras. In addition, there was a tour of a fish hatchery for the students. A gym was provided for the students to exercise in during the program.

RESULTS/IMPACTS • Raised First Nations academic standings • Literacy is a focused area • Student improved in their ability to read and write • Recommended more students for the program • A request form some students and parents was to also focus more attention on the recreation part of the program

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Snu ney muxw First Nation Nanaimo, BC Total Allocation $16,875.48 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 130 Students, 8 Education Staff and Board Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Education Coordinator School Parent Meetings Home Reading Program Community Language and Culture Program 4. Aiding the School to Work Transition

SUMMARY

The Snu ney muxw First Nation used their community funds to hire an Education Coordinator for the following activities:

• Created more parental involvement with the school • Facilitated parent meetings • Established a Home Reading Program • Developed policy and procedures for the Qwam Qwum Stalicut School • Assisted and/or trained along with teaching staff and Elders Coordinator • Coordinated Elders visitation with community members • Assisted in coordinating and developing a Community Language and Culture Program • Worked with Treaty and provided resource materials developed by the FNESC/FNSA • Assisted Education Administrator with other duties

RESULTS/IMPACTS • Snu ney muxw First Nation evaluated the Education Coordinator to see if their was more parental involvement in the school, attendance to parent meetings • Implemented Community Language and Culture Program • More parental and community involvement • Positive change for the parents and children, and Elder interaction within the school • Children learned story telling, language and singing as cultural awareness in the classroom • Assessment completed done on the Education department on teachers and staff • Parents requested home reading program to function throughout the summer • Children had prospered in the area of reading in which the program had really made a positive difference

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Soda Creek First Nation Williams Lake, BC Total Allocation $8,101.24 Timeline September 1, 2001-March 29, 2002 Linkages Outside Agencies, Ministries Target Population 196 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Career Enhancement Counselor School 4. Aiding the School to Work Transition

SUMMARY

The Soda Creek First Nation used their community funds to continue a Career Enhancement Counselor position. The counselor worked directly with and assisted students who were experiencing social, emotional or behavioral challenges. Other activities included:

• Provided in-service training and workshops for parents • Encouraged students to learn good study habits • Encouraged students to attend classes regularly • Be a positive role model • Worked closely with parents and all individuals from both First Nations and non-First Nations cultures • Liaised with other outside agencies and ministries on behalf of individual students and parents • Provided school tutorial and study group for Elementary and High School students • Other duties

RESULTS/IMPACTS The Soda Creek First Nation made progress with their youth and parents. During the past year the students had improved their attendance, grades and general mental health. The students were more aware of the importance of education. With the continued support from families, support staff, and Band staff, the student’s success continued to rise.

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Songhees First Nation Victoria, BC Total Allocation $8,706.36 Timeline September 1, 2001-March 29, 2002 Linkages Internet Target Population 350 Community Members/12 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Web Site School Lunch Program 4. Aiding the School to Work Transition

SUMMARY

The Songhees First Nation used their community funding and implemented a website for the Songhees Nation and a Lekwungen Lunch Nest Program.

A professional web site strengthened education management, supported the community, aided students and Band members on work transition for the Songhees Nation. This interactive web site provided links to community-based programs and services.

The Lekwungen Lunch Nest Program combined with authentic language learning was offered Monday through Friday. Language strategies included a balanced health diet. There was an introduction of two new Lekwungen words of the day, to twelve children and staff at the Songhees Preschool, thus exposed all to a growing vocabulary in a practical and fully holistic way.

RESULTS/IMPACTS The Songhees First Nation web site used a bulletin board link and phone survey to evaluate its effectiveness. The Lekwungen language learning was for students, staff members and parents to learn 10 new words per week and a goal of 15 participants achieved daily.

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Spallumcheen Indian Band Enderby, BC Total Allocation $10,446.08 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Students. Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Special Needs Assistant Instruction 3. Supporting Community and Parental Involvement in Language Program School 4. Aiding the School to Work Transition

SUMMARY

The Spallumcheen Indian Band used their community funds and supplemented the wages of a Special Needs Teaching Assistant. Student assessments pinpointed specific areas that needed support. The Assistant worked one-on-one with students who needed extra support in key curriculum areas such as Mathematics and Language Arts.

The Shuswap Language Program was supported with materials for teaching the language, and to pay two Elders who taught the community for three days a week. All staff was actively involved in implementing the Shuswap language materials.

RESULTS/IMPACTS The assistance of the Special Needs Assistant enabled students to start school with a positive feeling and enabled them to become more successful in learning. The new language materials aided students to quickly learn new language words, and used them in their daily routines.

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Spuzzum First Nation Yale, BC Total Allocation $5,907.68 Timeline September 1, 2001-March 29, 2002 Linkages Local Recreation Centre, Boston Bar Band Target Population 31 Students, 80 People

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Aboriginal Awareness Week School 4. Aiding the School to Work Transition

SUMMARY

T he Spuzzum First Nation used their community funds and implemented an Aboriginal Awareness Week for elementary and secondary students to learn about the Nlaka’pamux culture and tradition.

The Band worked with a local recreation centre and the Boston Bar Band had an Aboriginal Awareness Week for Band members in the local community.

Cultural teachers and resource people attended and provided hands-on native crafts, dancing, drumming, playing traditional games such as slahal, weaving, painting, dream catchers, native food display and dinner.

RESULTS/IMPACTS The Aboriginal Cultural Week increased student’s knowledge about the Nlaka’pamux culture and tradition.

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Squamish Nation North Vancouver, BC Total Allocation $35,861.12 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 300 Students, 30 People

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Language and Culture Instruction Curriculum Project 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Squamish Nation used their community funding and supported the enhancement of the Squamish Language Program. The project focused on developed learning outcomes in Squamish language sequenced in six developmental levels form Kindergarten to Grade 12.

The project goals gave learners Squamish perspective skills and cultural learning outcomes. An additional goal implemented translations onto taped material, and conducted oral history interviews with other cultural specialists, and non-speaking Elders in support of the Department of Education Squamish Language 5-year plan for 2001-2006.

RESULTS/IMPACTS • Project measured success by completed transcriptions, and with student’s participation on how they demonstrated their ability • Used Squamish language and interacted with others to build relationships • Learned from the words of other people • Study and understood Squamish cultural knowledge • Used Squamish language in community and school situations requiring interaction, production and interpretation • Community benefited from improved access to oral history • Learners of the Nation benefited from learned history from the Elder’s and People’s voice when used to develop curriculum

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Squiala First Nation Chilliwack, BC Total Allocation $6,285.88 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Camps School Transportation Services 4. Aiding the School to Work Transition Cultural Field Trips

SUMMARY

The Squiala First Nation used their community funds and implemented the following activities:

• Two-one week Cultural Camps with family emphasized from all age groups with the community • Community members participated in traditional activities such as story-telling, drum making, hunting, fishing and learned outdoor survival skills • Cultural field trips to many significant sites and locations in Squiala traditional territory • Transportation for students allowed participation in extra-curricular activities off-reserve

RESULTS/IMPACTS The Chief and Council maximized the participation rate among community members. Community participation was about 70-90% and approximately 6 members accessed transportation services. There was consistent feedback on a very high satisfaction with what activities were offered and delivered in the community.

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St Mary’s Indian Band Cranbrook, BC Total Allocation $7,193.56 Timeline September 1, 2001-March 29, 2002 Linkages Chief Atham School Target Population 17 Students, Parents, Teachers

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and School Board Training Governance Capacity 2. Improving the Effectiveness of Classroom Student Learning Plans Instruction School Visit 3. Supporting Community and Parental Involvement in Literacy Workshop School 4. Aiding the School to Work Transition

SUMMARY

The St. Mary’s Indian Band used their community funding and provided the following activities:

• Education Board member training • Literacy two-day workshop for teachers, parents and Education Coordinator • Child Care Worker received training from a Speech and Language Pathologist on how to conduct assessments • Child Care Worker developed four student learning plans • Teachers and Board members visited the Chief Atham School in Chase, BC and observed how a language immersion program was offered

RESULTS/IMPACTS • Literacy workshop had improved reading skills by the children and parents • The Child Care Worker completed student-learning plans • The visit to the Chief Atham School provided information on how to start a language immersion program • Increased teacher’s and Board members awareness of language program

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Stellat’en First Nation Fraser Lake, BC Total Allocation $8,063.42 Timeline September 1, 2001-March 29, 2002 Linkages Fraser Lake Elementary Secondary School Target Population Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Tutoring Program School Academic Achievement Attendance Program Homework Block On Reserve Program 4. Aiding the School to Work Transition

SUMMARY

The Stellat’en First Nation used their community funding and provided a Tutoring Program, Academic Achievement Attendance Program and a Homework Block On Reserve Program.

The Tutoring Program assisted children with their studies and provided a tutoring service to children who are at risk in school, or just a need for the extra support to help them stay-in-school. Computers were part of this program with the Fraser Lake Elementary Secondary School along with a Computer Programmer.

The Academic Achievement Attendance Program was implemented with academic achievement rewards to aid in increased overall GPA and attendance for Aboriginal students in school.

The Homework Block On Reserve Program provided students with a quieter more relaxing place to complete homework assignments as well as provided tools needed to complete assignments.

RESULTS/IMPACTS The Stellat’en First Nation had the following results: • Assessable support systems for students • Achieved results and improved academic achievement and attendance • Seen student progress as a result of these programs

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Stone Indian Band Hanceville, BC Total Allocation $7,042.28 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 39 Students, 17 Adult Students, 100 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Home Reading Program School Parents Club Elders Award Day 4. Aiding the School to Work Transition Field Trip

SUMMARY

The Stone Indian Band used their community funding and had the following activities:

• Elder’s participation to share their stories with students • Home Reading Program with prizes for students • Field trip for Grades 5-7 after completing reading a book • Parents Club included refurbishing staff, Elder and Parent room • Computer software assisted learning and the CAP Program • Award Day planned by the administration and organization

RESULTS/IMPACTS The Stone Indian Band was able to summarize all of the activities and evaluated the impact that these activities had on students, parents, Elders and community members. All the projects were worthwhile endeavors and judging form all the responses from parents and the community members, and the improvement seen in the amount of books being read, the program had been very successful.

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Sumas First Nation Abbotsford, BC Total Allocation $7,533.94 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Language Curriculum Instruction 3. Supporting Community and Parental Involvement in Youth After-School Program School Youth Boxing Club 4. Aiding the School to Work Transition

SUMMARY

The Sumas First Nation used their community funding and implemented a Youth After-School Program, language curriculum development, Pow -Wow Mini workshop, and a Youth Boxing Club. The Youth After-School Program had educational tutorial and traditional activities such as cedar work, basketry, Halq’emeylem language, POW wow dancing and weaving. This program enhanced self-esteem and personal pride through culture and traditions of future leaders. The language curriculum development utilized conversational phrases and common language for the following:

• Teacher curriculum translation for construction and for traditional teachings • Designed phrases, dialog, translations and implement traditional ways into construction sites • Youth After-School Program had language development for conversation, boxing, soccer, traditional names for cedar and its uses, translations for local history and everyday dialogue • Community Halq’emeylem publication and lessons

The Pow Wow Mini workshop provided learning opportunities for young children, youth and parents about prairie dancing styles for participation in local Pow Wow gatherings. The mini- workshops included lessons by local dancers, a drum group and traditional Pow Wow teachings. The Youth Boxing Club trained youth for entrance into the BC Indigenous Boxing Qualifiers approaching on February 16-17, 2002. The club offered peer support, nutrition, training strategies, social support, communication skills, traditional teachings and educational support.

RESULTS/IMPACTS • The students in the Youth After-School Program learned specific skills, and developed a work plan, created an item for themselves, one for an Elder and taught others • Developed conversational phrases and common language curriculum • Students acquired Pow Wow newly formed skills • Boxing Club built self-esteem, confidence, self-control, patience, team building, effective communication and decision making

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Tahltan Band Telegraph Creek, BC Total Allocation $16,572.92 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 150-400 Youth

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Camp School 4. Aiding the School to Work Transition

SUMMARY

The Tahltan Band used their community funding to provide a Cultural Camp about 120 kilometers from Telegraph Creek, BC. The Elders taught how to prepare game for cooking and preserving cutting and drying salmon. Other activities included story telling, traditional dancing and stories covering potlatches, naming, beliefs and values

RESULTS/IMPACTS The Gathering Strength funds complimented programs and inspired the Band to continue with this Cultural camp and to be held on an annual basis for the benefit of its community members. Elders questioned students about the last feast, pictures and stories.

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Takla Lake First Nation Takla Landing, BC Total Allocation $7,382.66 Timeline September 1, 2001-March 29, 2002 Linkages RCMP, Counselors, Schools Target Population 35 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Recreation School 4. Aiding the School to Work Transition

SUMMARY

The Takla Lake First Nation used their community funds and provided the following activities:

• Encouraged students to stay in school through recreation related activities • Encouraged student to explore careers in the recreation and sports field • Purchased hockey and baseball equipment • Built and maintained an outdoor rink

RESULTS/IMPACTS The effectiveness of the activities was ongoing but had student participation, attendance and feedback from students, community members and local RCMP, Drug and Alcohol counselors and schools. The community youth were not only excited about the recreation activities, but also enjoyed being a part of building an outdoor rink with community partnerships.

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T’it’q’et Administration Lillooet, BC Total Allocation $7,647.40 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 333 Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom CD ROM Language Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The T’it’q’et Administration used their community funds to undertake the following activities:

• Recorded and produced a St’at’imc language on CD Rom

The identified long-term strategies was aimed at revitalizing and maintaining the St’at’imc language by increasing the number of speakers, improving fluency, assuring intergenerational transmission and enlarging the sectors in which First Nations languages are spoken.

There was ongoing recording and editing for the duration of the project. Two staff members were involved with part-time editing and recording.

RESULTS/IMPACTS • The St’at’imc language project produced a language CD ROM • Technicians were trained • Elders had been recorded • Three CD’s were produced • Editing was ongoing • Learners were encouraged, supported and had community involvement • Beginning of an inventory of St’at’imc language CD’s for St’at’imc language users • Validated Elders expertise in St’at’mic language, culture and tradition • Implemented technology for innovation in language retention and preservation • Availability of CD’s for a wide range of St’at’imc language users form preschool to adult levels

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Tla-oqui-aht First Nations Tofino, BC Total Allocation $13,774.24 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 77 Students, Families, Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Virtues Training Instruction 3. Supporting Community and Parental Involvement in First Nations Culture Program School Cultural Awareness in Schools After-School Program 4. Aiding the School to Work Transition

SUMMARY

The Tla-o-qui-aht First Nations used their community funding for the following activities:

• First Nations Culture Program • Culture Awareness in Schools • Conference Education Worker training for a volunteer • Virtues Training • After-School Program

The First Nations Culture Program taught drum making and paddles for dancing. The Culture Awareness in Schools included Elders participation at schools, an interactive CD ROM Nuu-chah- nulth Language Program and purchased language master and cards. The Virtues training included in-service workshop on communication, conflict resolution, integrating departments and facilitating meetings. The After-School Program also included board games, art supplies, computer program, computer and two locking cabinets for supplies.

RESULTS/IMPACTS A log recorded activities with dates, number of participants and location. The workshops and training participants completed an evaluation form for impacts and results

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Tl’azt’en Nation Fort St James, BC Total Allocation $17,442.78 Timeline September 1, 2001-March 29, 2002 Linkages FNSA/FNESC Target Population Parents, 80 Students, 30 Daycare children

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Parent Club School 4. Aiding the School to Work Transition

SUMMARY

The Tl’azt’en Nation used their community funding for the following activities:

• Implemented Parent Club • Organized a get together/dinner a get together/dinner and invite all parents • Ordered additional Parent Club canvas information bags from FNSA/FNESC • Set up and scheduled an orientation/organizational planning sessions with new parent club members to determine structure and activities • Held a strategic planning session to layout work plan for 2001/2002 academic year • Identified training needs as identified by club members • Laid out work plan initiatives for 2001/2002 academic year as determined by club members

RESULTS/IMPACTS The Program Manager and Parent Club members evaluated the activities and determined the processes and methods. The Club ran throughout the year. All the children attended programs and siblings attended an elementary school or high school in Fort St. James, BC.

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Tsilhqot’n Nation Alexis Creek, BC Total Allocation $14,492.82 Timeline September 1, 2001-March 29, 2002 Linkages Other Bands Target Population 500/600 Community Members, 50 Educators, 20 Adult Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Education Management Governance Capacity Workshops 2. Improving the Effectiveness of Classroom Adult Education Program Instruction 3. Supporting Community and Parental Involvement in Cultural Workshops School 4. Aiding the School to Work Transition SAGE Program

SUMMARY

The Tsilhqot’in Nation used their community funding to host joint education management workshops with other neighboring bands. These workshops were a great place for people to discuss and share ideas.

An Adult Education Program started in September 2001 and allowed people to achieve their High School diploma. English and Mathematic courses were offered during the school year.

Cultural Awareness Camps continued this year with workshops such as:

• Dream catchers, bannock making, drum and totem making • Bark baskets, horse management, gardening, beading • Hide preparation, lehal, painting, dancing, drumming and Indian ice cream

An Elder had extensive knowledge in the subject area taught each workshop.

SAGE trainers contracted target people who were eligible to work but had yet to find work. A holistic approach in teaching self-esteem and self-respect was used and courses in resume writing, interview skills and how to market ones self were offered.

RESULTS/IMPACTS The results reviewed were from the participant surveys, questionnaires and completion/retention levels of the programs.

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Tobacco Plains Indian Band Grasmere, BC Total Allocation $5,680.76 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Youth, Elders

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Wilderness Circle/Camp School 4. Aiding the School to Work Transition

SUMMARY

The Tobacco Plains Indian Band used their community funds and provided hands-on and co- generation processes with Elders as the resource and teaching tool in a wilderness circle. The Wilderness Circle was a traditional camp where all learned and practiced traditional activities, language, cultural and survival skills needed to empower people.

The Wilderness Circle was a three-phase process in late fall, early winter and late spring 2002. The first and second phase “Traditional Hunting and Trapping Camps was included, but not limited to the following activities:

• Fire Arms Orientation and Safety • Animal Awareness, Natural Resource Protection • Wilderness Safety and Survival • Trailing and Tracking of Animals • Trapping Orientation • Building traditional traps • Hunting, fishing and trapping

The third phase included activities such as:

• Medicine, berries, roots, barks, food and tools

RESULTS/IMPACTS During the gathering process the students learned the Ktunaxa names and uses, the ceremonies and rites associated with the seasons and natural resources, how to harvest and learned to make traditional crafts, garments and toys from natural harvested resources.

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Toosey Indian Band Riske Creek, BC Total Allocation $8,025.60 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 20 Parents, Elders, 30 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Cultural Camp School Language Training Young Parent Program Homework Study Night 4. Aiding the School to Work Transition Cultural Field Trips

SUMMARY

The Toosey Indian Band used their community funds and hosted a Cultural Camp with traditional hunting and gathering with the youth and Elders. There were traditional language classes for youth. A Young Parenting Program had young parents learning traditional ways to raise their children. A Homework Study Night continued this year. A Cultural Camp was held with youth and Elder participation.

RESULTS/IMPACTS • The Toosey Indian Band distributed evaluation forms to participants after each activity for feedback • Youth learned traditional language and young parents acquired parenting skills • The Homework Night helped students improve their grades in school • Without the teachings of our traditions our youth would be lost

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Toquaht First Nation Ucluelet, BC Total Allocation $5,718.58 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 20 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Brain Gym Courses Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Toquaht First Nation used their community funds and sent two members on “Brain Gym” courses and learned about strategies in developed techniques to aid integrated brain functions with whole body movements. This allowed for a job/school better, with more ease and enjoyment.

The aim of the project built capacity for two members with two “Brain Gym” courses. Student Individual Learning Plans were implemented so that monitored development continued in future years.

RESULTS/IMPACTS This was a pilot project and involved a certified teacher who had taken courses in the field. The progress of students told the effectiveness of this therapy.

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Tsawataineuk First Nation Kingcome Inlet, BC Total Allocation $7,458.30 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 41 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Language and Cultural Class Instruction 3. Supporting Community and Parental Involvement in Language and Culture Program School 4. Aiding the School to Work Transition

SUMMARY

The Tsawataineuk First Nation used their community funds for a Musgamgw Tsawataineuk Language and Cultural Program. A direct result of this program was the introduction of a language and cultural class through Nursery to Adult Education. Team teaching integrated this program throughout the entire school curricula and assisted in the development of materials more relevant and appropriate to all learners.

The Musgamagw Tsawataineuk Language and Cultural Program directed students towards a full understanding of the natural environment. As the Musgamagw Tsawataineuk people and traditional lands were one and the same, this program was invaluable in providing students with the knowledge and understanding they required.

Unit plans were developed throughout the year and integrated unit plans into the local curriculum and environment.

RESULTS/IMPACTS • The continuation of local language and cultural program promoted community and parental involvement in the schools by directly involving them • The introduction of language and culture into Nursery and Adult Education improved the effectiveness of the school curriculum and hence classroom instruction • By making the school relevant and appropriate for the learner increased the student’s intrinsic drive to succeed in school, resulting in improved self-esteem and work ethic

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Tsawwassen First Nation Delta, BC Total Allocation $6,891.00 Timeline September 1, 2001-March 29, 2002 Linkages Delta School District Target Population Elementary Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Longhouse Experience School Workshop 4. Aiding the School to Work Transition

SUMMARY

The Tsawwassen First Nation used their community funds and collaborated with the Delta School District, Tsawwassen Longhouse Committee and local elementary classrooms to hold a Longhouse Experience workshop for the students. Activities included various demonstrations such as drum making and cedar headband making.

RESULTS/IMPACTS • Project provided students with hands-on experience in cultural training • Increased self-esteem at he individual child’ level • Growth and progress within students • Youth developed a sense of belonging • Increased community involvement

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Tseshaht First Nation Port Alberni, BC Total Allocation $7,458.30 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 15 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Evening Program School Homework Program 4. Aiding the School to Work Transition

SUMMARY

The Tseshaht First Nation used their community funding to operate an evening program for students in grade seven, eight and nine. The students received assistance in homework. Students had in the second half of the program language, song, dance and cultural programming. A qualified teacher supervised a Homework Program and a Coordinator taught a Cultural Program. In addition, the students were provided with study habits tips that helped them succeed in school.

RESULTS/IMPACTS • Students completed their homework • Students learned language and culture • Students acquired good study habits • Students succeeded in school

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Ts’kw’aylaxw First Nation Cache Creek, BC Total Allocation $8,744.18 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 33 Students, 100 Band Members, 20 Parents and Staff

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom ABE Program, Integration Instruction Program 3. Supporting Community and Parental Involvement in Community Dinners School 4. Aiding the School to Work Transition Educational Field Trips

SUMMARY

The Ts’kw’aylaxw First Nation used their community funding for the following activities:

• Contributed towards an Adult Basic Education Program • Educational Sensory Integration Programs • Purchased “Hooked on Phonics” Reading Programs • Community dinners for recognition of education and other achievements • Educational field trips

RESULTS/IMPACTS • The ABE Coordinator provided completion rates and issues with program delivery • The “Hooked on Phonics” was made available to parents • Teachers, students to provided feedback on the field trips

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Tsleil-Waututh First Nation North Vancouver, BC Total Allocation $8,668.54 Timeline September 1, 2001-March 29, 2002 Linkages Schools Target Population 50 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Tutoring Program Instruction 3. Supporting Community and Parental Involvement in Cultural Classes School Role Models 4. Aiding the School to Work Transition

SUMMARY

The Tsleil-Waututh First Nation used their community funds and provided the following activities:

• Cedar Classes • Drum Making Classes • Tutoring Program • Parent/Elder Role Models in schools

Children learned about the history of the Cedar based on the Tseleil-Waututh Nation. The children made cedar headbands, roses, bracelets and/or mats.

The students learned about the history associated with the hides, the hide process and how to make drums.

The Tutoring Program provided two separate programs for elementary school students and high school students. The students received tutoring in Mathematics, English, Social Studies, Science, project completion, and other helpful support services.

The Parent/Elder Role Models were in the school and participated in areas of support reading, a listening ear, and traditional storytelling.

RESULTS/IMPACTS • The Drum Making was based on actual completion of an individual project • The Tutoring Program tracked individual student progress • Monitored progress in subject areas

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T’Sou-ke Nation Sooke, BC Total Allocation $6,248.06 Timeline September 1, 2001-March 29, 2002 Linkages University College of the Fraser Valley, Gulf Pacific Investments Target Population 16/20 Youth, Chief, Council, First Nation Staff, Family Council

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom After School Tutoring and Instruction Literacy Program 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The T’Sounke Nation used their community funds and provided an After School Tutoring and Literacy Program. This program provided academic assistance for children who were experiencing problems in reading related academic areas before these problems became a major issue, and before the resultant frustrations and anxiety diffuse into other behavioral areas. The instruction was targeted and focused on skill deficits and how these deficit rates related to general academic areas. As a result of many student interviews, literacy had been identified as a core academic support necessary for general success in all academic areas.

RESULTS/IMPACTS • Strong parent support and involvement in program • Parents actively participated in all activities and worked closely with school and staff

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Tzeachten First Nation Chilliwack, BC Total Allocation $8,063.42 Timeline September 1, 2001-March 29, 2002 Linkages University College of the Fraser Valley, Gulf Pacific Investments Target Population 16/20 Youth, Chief, Council, First Nation Staff, Family Council

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Professional Development Governance Capacity Program 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition Economic Development Workshops

SUMMARY

The Tzeachten First Nation (TFN) used their community funds to provide a variety of activities. The TFN is a year into a Professional Development Program aimed at improving governance, citizen participation and occupational opportunities within the First Nation. The goal for this year was to continue these activities with a special emphasis on youth.

Activities for the coming year included workshops on “Approaches to Governance” and “Building Community Participation.” These workshops helped develop an appreciation for challenges involved in creating institutions that blended traditional and modern values while also demonstrated some of the skills and techniques necessary in governance and consultation.

The TFN offered a series of workshops focusing on “Small Business Planning” and “Personal Strategies for Increasing Employability” for youth and First Nation citizens to take economic opportunities now and in the future.

All workshops were in partnership with the University College of the Fraser Valley and with Gulf Pacific Investments.

RESULTS/IMPACTS • Strong approach to governance • Provided members with approaches to governance • Built community participation • Created economic opportunities for youth and First Nations citizens

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Ucluelet First Nation Ucluelet, BC Total Allocation $11,769.78 Timeline September 1, 2001-March 29, 2002 Linkages Nuu-Chah-Nulth Employment and Training Board, Central Region Interim Measures Agreement Fund Target Population Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Language Immersion Program Instruction 3. Supporting Community and Parental Involvement in Music Program School 4. Aiding the School to Work Transition

SUMMARY

The Ucluelet First Nation used their community funds to rent musical instruments for 12 students. Secondly, contributed to a Language Immersion Program that started in the fall of 2001 that was opened to all members and age groups.

Classes focused on story telling and small words related to local fish, vegetation, traditional musical instruments, crafts, foods and gifts. An Open House and traditional meal was held with small traditional graduation gifts for the class participants.

RESULTS/IMPACTS • Music Program offered students and kept them motivated and committed • Observed students in language classes to see if they listen attentively • Students chose the appropriate expression for the occasion • Students had increased comprehensible pronunciation with good accuracy • Students took risks in speaking the language

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Ulkatcho First Nation Anahim Lake, BC Total Allocation $13,320.40 Timeline September 1, 2001-March 29, 2002 Linkages Public Schools Target Population 50 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Tutoring Program Instruction 3. Supporting Community and Parental Involvement in Recreation School Transportation Service 4. Aiding the School to Work Transition

SUMMARY

The Ulkatcho First Nation used their community funds and provided the following activities:

• First Nations Student Tutoring Program • Extra Curricular and School-Based Recreation • Student transportation

The Band hired two tutors and provided tutoring services to all First Nations students attending Anahim Lake Public School.

Music, art, and entrepreneur clubs supported First Nations students attending the Anahim Lake Public School, and the Columneetza Public School.

The First Nations students at these schools received transportation for participation in extra- curricular activities.

RESULTS/IMPACTS • Students improved their grades and attendance • Transportation services improved student attendance and performance to extra-curricular activities • Improved work habits, achievement of grade levels, completion of homework and improved behavior

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Upper Nicola Indian Band Merritt, BC Total Allocation $10,067.88 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 130 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Welcome Gathering School Student Workshops 4. Aiding the School to Work Transition

SUMMARY

The Upper Nicola Indian Band used their community funds to improve the effectiveness of community and parental involvement in schools. A Welcome Gathering included surrounding schools, students, parents, teachers and the Upper Nicola Band community members. The day included introductions, dinner, games, prizes and socializing.

The Education department provided students with support through workshops such as effective communication skills and how to be a good parent. Student parents and community members had access to any workshops.

RESULTS/IMPACTS • The Education department evaluated the results upon completion of each event • Improved community and parental involvement • Enhanced communication skills • Good parents in the community • Parents, students and staff enjoyed the workshops and though it was very beneficial for the community • Good parenting program with effective communication skills and student success

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Upper Similkameen Band Keremeos, BC Total Allocation $5,567.30 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 19 Students, 8 Parents

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Tutoring Program School 4. Aiding the School to Work Transition

SUMMARY

The Upper Similkameen Indian Band used their community funds to provide after school tutoring for students. Success Maker Programs was used through the local School District. The programs were reading, mathematics and phonics. The tutoring commenced on September 4, 2001, Monday to Friday, and from 3:00 p.m. to 5:30 p.m. and ended on March 29, 2002.

RESULTS/IMPACTS • The Upper Similkameen Indian Band received feedback from teachers • Improved of student grades • Feedback from parents and students on the tutoring services

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West Moberly First Nations Moberly Lake, BC Total Allocation $6,588.44 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 40 K-12 Students, 40 Members, 26 Post- Secondary Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Policy Making Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Stay-In-School School 4. Aiding the School to Work Transition

SUMMARY

The West Moberly First Nations use their community funding and provided the following activities:

• Developed a Short Term Training Policy • Updated Post-Secondary Education Policy • Designed an annual stay-in-school initiative for K-12 and post-secondary students • Developed a K-12 Education Policy that will assist K-12 students in achieving academic success

RESULTS/IMPACTS The development of policy was crucial to a community of this size. It allowed structure for the community to follow and made sure that no one group was favored over everyone else. In essence, these policies were good for the whole community and provided accountability. Because the policies were newly created it will take a few more months to get an accurate reading on its effectiveness.

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Wet’suwet’en First Nation Burns Lake, BC Total Allocation $6,701.90 Timeline September 1, 2001-March 29, 2002 Linkages College of New Caledonia, School District #91, INAC Target Population 25 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Research Proposal for On- Governance Capacity Reserve School 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in School 4. Aiding the School to Work Transition

SUMMARY

The Wet’suwet’en First Nation used their community funding and hired a Coordinator who initiated an on-reserve school for adult upgrading to grade 12. This person gathered necessary information from the community, local College of New Caledonia, School District #91, Indian Northern Affairs Canada, local Community Enhancement Committee, staff, and the Chief and Council. The position was for six months to develop a research proposal and secure funding for an On-Reserve Adult Learning Centre.

RESULTS/IMPACTS Everyone on reserve benefited from an on-reserve learning center. Students had a school that was located close to home, availability of an on-reserve day care, and supported from families. Service delivery was culturally sensitive and more educated members of the community brought success in their lives.

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Whispering Pines /Clinton Indian Band Kamloops, BC Total Allocation $6,134.60 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 23 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Peer Tutoring/Counseling Instruction Program 3. Supporting Community and Parental Involvement in Mentoring/Reading Program School Homework Club Language Lessons Transportation Services 4. Aiding the School to Work Transition Cultural Trip

SUMMARY

The Whispering Pines/Clinton Indian Band used their community funds and had the following activities:

• A Peer Tutoring/Counseling Program for all school age children along with a Mentoring/Reading Program for older youth who worked with the younger youth • Developed a Homework Club • Aboriginal Language lessons for all community members • Cultural camping trip for all youth of the community • Financial assistance for transportation for student extra curricular activities

RESULTS/IMPACTS The programs success was through an evaluation tool developed for each activity with questions for the parents to answer, as well as questions for the students. Report cards and teacher evaluations provided the success of the tutoring, mentoring, reading and homework activities. Other successes were evident and reflected by the behavior of the students themselves.

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Williams Lake Indian Band Williams Lake, BC Total Allocation $8,555.08 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 70 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Recreation School 4. Aiding the School to Work Transition

SUMMARY

The Williams Lake Indian Band used their community funds and provided the following activities:

• Karate, dancing, boxing, and swimming lessons • Hockey school, aerobic classes, gymnastics, soccer and baseball

The initiative included equipment purchases of boxing equipment to be used at the gymnasium. The older youth used the gymnasium and playground equipment was for the younger youth. A Basketball Fun Camp was put together for the youth and camps for each age group.

RESULTS/IMPACTS Exercise was important for the young and older youth, so was the boxing equipment. The Basketball Camp benefited the youth by providing extra-curricular activities. All the youth were involved in the activities with parental involvement.

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Xaxli’p Fountain Band Lillooet, BC Total Allocation $10,635.18 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population Community Members

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Survey Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Recognition Nights School 4. Aiding the School to Work Transition

SUMMARY

The Xaxli’p Fountain Band used their community funds and developed a survey covering educational needs. A Band member was employed who visited each home and assisted community members in completing the survey.

Recognition Nights were held for youth attending school and recognized their accomplishments. Small gifts were presented and a dinner was held for family, friends and community members.

RESULTS/IMPACTS This survey benefited management, community, quality education, and school-to work by including all members of the community. Member’s views on education assisted with what the community needs were as a whole. Members provided their input and had many ideas of their own. The student recognition dinner recognized the youth and provided the community members with an opportunity to congratulate them on their dedication, learning and hard work.

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Yale First Nation Hope, BC Total Allocation $6,361.52 Timeline September 1, 2001-March 29, 2002 Linkages None Target Population 10 Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Tutoring Program School 4. Aiding the School to Work Transition

SUMMARY

The Yale First Nation used their community funding and provided tutoring services. Students were supplied with an Educational CD Program to help them their studies. Elementary students were helped with transition from a small community school to a larger middle school. Two tutors were hired and helped the Education Coordinator with the needs of the students.

RESULTS/IMPACTS The Yale First Nation Tutoring Program showed an improvement with the student grade levels. The program had contributed to improved results for the students by providing them extra tutorial support time. The community members and teachers were involved and delighted with the improvement of school grades and improved attitude shown towards going to school.

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Yekooche First Nation Prince George, BC Total Allocation $6,021.14 Timeline September 1, 2001-March 29, 2002 Linkages Hanen Centre Target Population Students

PROJECT INITIATIVE (S) # Priority Area Project Title 1. Strengthening Education Management and Governance Capacity 2. Improving the Effectiveness of Classroom Instruction 3. Supporting Community and Parental Involvement in Early Intervention Program School 4. Aiding the School to Work Transition

SUMMARY

The Yekooche First Nation used their community funds and provided a ‘You Make the Difference” Early Intervention Program for children. The project involved parent Training programs where parents and their Preschool children attended the program for three hours per week over a period of ten weeks. A Hanen-trained Speech/Language Pathologist was available for consultation with staff members regarding speech/language development issues

RESULTS/IMPACTS • Parents taught specific communication strategies critical to early learning • Positive relationships were used in everyday interactions with their young children • The program was attended by parents, and even young adults without children trying to learn how to interact with children in a healthy manner • Each participant received an Aboriginal version of the “You Make a Difference” test and was encouraged to use it at home • One of the biggest goal was a change in parent’s attitude about dictating to their children • Parents and caregivers had more confidence in interacting with children and learned that a higher level of communication can begin with small babies • Positive reinforcement from the community trainer helped raise the level of self-esteem, especially for the very young mothers

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TABLE OF CONTENTS

I Collective Research and Information Sharing - Summary ...... 1

II Funding for Local Program Development and Delivery - Summary ...... 8

Capacity Building Initiatives, Summary Table ...... 12 Stay-In-School Initiatives, Summary Table ...... 13 Curriculum Development, Summary Table ...... 14 Integrating Services, Summary Table ...... 15 Special Education, Summary Table...... 16 Literacy, Summary Table ...... 17

III Community Stream – Summary ...... 18

Strengthening Education Management and Governance Capacity, Summary Table...... 20 Improving the Effectiveness of Classroom Instruction, Summary Table ...... 21 Supporting Community and Parental Involvement with Schools, Summary Table ...... 22 Aiding the School to Work Transition, Summary Table...... 23

Appendix 1

Aatse Davie School...... 24 Acwsalcta Nuxalk School and Nursery ...... 25 Agnes George Nursery ...... 26 A’q’amnik Elementary and Preschool ...... 27 Bella Bella Community School...... 28 Blueberry Band School ...... 30 Bonaparte School ...... 32 Boquilla School ...... 33 Busy Bear Club Preschool ...... 34 Chalo School ...... 35 Chehalis Community School...... 36 Chemainus Native College/Stu”ate Lelum Secondary School ...... 38 Chi Chuy Preschool ...... 39 Chief Atahm School ...... 40 Chief Matthews Community School ...... 41 Chilliwack Landing Preschool ...... 42 Coldwater School...... 43 Coldwater Resource Tech School...... 44 Eliza Archie Memorial School ...... 45 Eugene Joseph/Tl’azt’en Adult Learning Centre...... 46 First Nations High School ...... 47 Fort Babine Elementary School ...... 48 Fountain Band Preschool...... 49 George Manual Institute...... 50

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GitGingolx Wilp Wiloxskw Adult School ...... 51 Gitanmaax Band Nursery School...... 52 Gitanyow Independent School ...... 53 Gitsegukla Elementary School...... 54 Gitwangak Elementary School...... 55 Gitwangak Adult School...... 56 Gitwinksihlkw Wil Sii Sit’aatkws/Gitwinksihlkw Elementary School...... 57 Glen Vowell Band School ...... 58 Gwa’sala-‘Nakwaxda’xw School ...... 59 Haahuupayak School...... 60 Haisla Community School...... 61 Halfway River School...... 62 Hartley Bay School ...... 63 Head of Lake School...... 64 Hot Springs Cove School...... 65 Houpsitas Kindergarten Nursery School ...... 66 Iiyus Stluliqul Nursery – Kindergarten School ...... 67 Ittatsoo Preschool and Kindergarten,...... 68 Ucluelet Elementary & Secondary School ...... 68 Jean Marie Joseph School...... 69 Jean Marie Joseph Adult Centre...... 70 Kispiox Elementary Junior Secondary School ...... 71 Kitasoo Community School...... 72 Klappan Independent School...... 74 Kuper Island School...... 76 Kwadaacha Dene Ty Centre...... 77 Kwanwatsi Band School ...... 78 Kyah Wiget Education Society...... 79 Lach Klan Elementary Junior Secondary School ...... 80 Lauwelnew Tribal School ...... 82 Laxgalts’ap Nursery Daycare Centre ...... 84 Lax Kw’Alaams Community School ...... 85 Liplayc Adult Centre...... 87 Little Fawn Nursery...... 88 Lower Nicola Indian Band School ...... 89 Lower Similkameen Band & Tee Pee Tots Preschool...... 90 Maaqtusiis Elementary Secondary School...... 91 Meares Island Preschool ...... 92 Moricetown Elementary School ...... 93 Mount Pendleton School...... 96 Musqueam Cooperative School...... 97 Nadleh Koh School ...... 99 Nagwuntl’oo School ...... 100 Nak’albun Elementary School...... 101 New Aiyansh Band Nursery School ...... 102 Neqweyqwelsten School...... 103 Nisga’a Elementary Secondary School...... 104 N’kwala School ...... 106

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Nus Wadeezulth Community School...... 107 Nutsumaat Lelum Child Care Centre ...... 108 Outma Squilxw Cultural School ...... 110 Penticton Indian Band Education Centre ...... 112 Prophet River Dene Tsaa School...... 114 Qwam Qwum Stalicut School ...... 116 Qwiq’Wiyelst School ...... 117 Saik’uz Elementary School ...... 118 Seabird Island School ...... 119 Sechelt Band Education Centre...... 120 Secwepemc Cultural Education Society ...... 121 Sen*Pok*Chin School ...... 122 Sensisyusten School…………………………………………………………………122 Shihiya Elementary Band School...... 124 Skidegate Band Nursery School ...... 125 Sk’il Mountain Community School...... 126 Snc’c’amala?tn School...... 127 Songhees Band School ...... 128 Stein Valley Nlakapamux School ...... 129 Sum-SHA-thu Lellum ...... 130 Switsemalph Learning Centre...... 131 Sxoxomic Elementary Secondary School ...... 132 Takla Lake Adult Centre...……………………………………………………………………….132 Ted Williams Memorial Learning Centre ...... 134 Tl'azt'en Adult Learning Centre……………………………………………………..134 T’it’q’et Administration...... 136 Tl’etinqox School...... 138 T’lisalagi’lakw School ...... 139 Totem School...... 140 Tsay Keh Dene School ...... 142 Tswataineuk First Nation School ...... 143 Tsawwassen First Nation Preschool ...... 144 Tsi Deldel School...... 145 Ts’kw’aylaxw Preschool ...... 146 Wagalus School...... 147 Waglisla Integrated Studies Centre...... 148 Wewaikai Band Nursery School...... 150 Woyenne Secondary School...... 151 X.O.X.Malku School...... 152 Xit’olacw Community School...... 153 Xwemelchsten Nursery School ...... 154 Ya Thuy Thut Training Centre...... 155 Yaqan Nukiy School...... 156 Yunesit’in ?Esgul School ...... 157

Appendix 2

Use of Resource Line Table ...... 157

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Regional Use of Toll Free Line Table...... 158 Use of Toll Free Line by Special Education Category Table...... 159

Appendix 3

Adams Lake Band...... 159 Ashcroft Indian Band...... 160 Becher Bay First Nation ...... 161 Blueberry First Nation ...... 162 Bonaparte Indian Band ...... 163 Boothroyd Indian Band ...... 164 Boston Bar First Nation...... 165 Bridge River Indian Band ...... 166 Burns Lake Band ...... 167 Campbell River Indian Band ...... 168 Canim Lake Band ...... 169 Canoe Creek Indian Band...... 170 Cape Mudge First Nation ...... 171 Cayoose Creek Band Council...... 172 Chawathil First Nation...... 173 Cheam First Nation ...... 174 Chehalis First Nation...... 175 Chemainus First Nation ...... 176 Coldwater Band ...... 177 Columbia Lake Indian Band...... 178 Comox Indian Band ...... 179 Cook’s Ferry Indian Band ...... 180 Cowichan Tribes Cultural & Education Centre...... 181 Da’Naxda’xw First Nation...... 182 Ditidaht First Nation ...... 183 Doig River First Nation...... 184 Douglas First Nation…………………………………………………………………186 Ehattesaht Band ...... 186 Esquimalt First Nation...... 187 Fort Nelson First Nation ...... 188 Gingolx Village Government ...... 189 Gitanmaax Band Council ...... 190 Gitanyow Band Council...... 191 Gitsegukla Band...... 192 Gitwangkak Band Council..………………………………………………………….193 Gitwinksihlkw Village Government...... 194 Glen Vowell Band ...... 195 Gwa’sala-‘Nakwaxda’xw Nation...... 196 Gwawaenuk Tribe...... 197 Hagwilget Village Council ...... 198 Halalt First Nation ...... 199 Halfway River First Nation ...... 200 Hartley Bay Band...... 201

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Heiltsuk Nation...... 202 Hesquiaht First Nation ...... 204 High Bar First Nation...... 205 Homalco Indian Band...... 206 Hupacasath First Nation ...... 207 Huu-ay-aht First Nations ...... 208 Iskut First Nations ...... 209 Ka:Yu:’h’t’h’/Che:k’tles7et’h’ First Nation ...... 210 Kamloops Indian Band...... 211 Kanaka Bar Indian Band ...... 212 Katzie First Nation...... 213 Kispiox Band Council ...... 214 Kitamaat Village Council ...... 215 Kitkatla Band Council...... 216 Kitselas Band Council ...... 217 Kitsumkalum Band Council ...... 218 Klahoose First Nation...... 219 Kwadacha Band...... 220 Kwakiutl Band Council ...... 221 Kwantlen First Nation………………………………………………………………..223 Kwicksutaineuk First Nation...... 223 Kwikwetlem First Nation...... 224 Lakahahmen First Nation...... 225 Lake Babine Nation...... 226 Lake Cowichan Band ...... 227 Laxgalts’ap Village Government ...... 228 Lax Kw’alaams Band ...... 229 Little Shuswap Indian Band ...... 230 Lower Kootenay Band...... 231 Lower Nicola Band...... 232 Lower Similkameen Indian Band...... 233 Lyackson First Nation ...... 234 Lytton First Nation...... 235 Mamalilikulla-Qwe’Qwa”Sot’Em Band...... 236 Matsqui First Nation...... 237 McLeod Lake Indian Band ...... 238 Metlakatla Band Council ...... 239 Mount Currie Band Council...... 241 Musqueam Indian Band ...... 242 Nadleh Whut’en Band ...... 243 Nak’azdl Band Council...... 244 Namgis First Nation ...... 245 Nanoose First Nation ...... 246 Nee Tahi Buhn Indian Band...... 247 Neskonlith Indian Band ...... 248 New Aiyansh Village Government...... 249 Nicomen IndianBand…………………………………………………………………250 Nooaitch Indian Band...... 251

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North Thompson Indian Band ...... 252 N’quatqua Indian Band ...... 253 Nuchatlaht Tribe...... 254 Nuxalk Nation ...... 255 Okanagan Indian Band ...... 256 Old Massett Village Council ...... 257 Oregon Jack Creek Band...... 258 Osoyoos Indian Band...... 259 Oweekeno First Nation ...... 260 Pacheedaht First Nation ...... 261 Penelakut First Nation...... 262 Penticton Indian Band...... 263 Peters and Union Bar Bands ...... 264 Prophet River Band...... 265 Qualicum First Nation ...... 266 Quatsino Band Council ...... 267 Saiik’uz First Nation ...... 268 Samahquam Band ...... 269 Saulteau First Nations...... 270 Seabird Band ...... 271 Semiahmoo First Nation ………………………………………………………….272 Seton Lake Indian Band...... 273 Shackan Indian Band...... 274 Shuswap Band Administration ...... 275 Shxw’ow’hamel First Nation...... 276 Siska Indian Band...... 277 Skawahlook First Nation ...... 278 Skeetchestn Indian Band ...... 279 Skidegate Band Council...... 280 Skin Type Band...... 281 Skowkale Band ...... 282 Skuppah Indian Band...... 283 Skwah First Nation...... 284 Skway Social and Training Society...... 285 Sliammon First Nation...... 286 Snu ney muxw First Nation ...... 287 Soda Creek First Nation...... 288 Songhees First Nation ...... 289 Spallumcheen Indian Band ...... 290 Spuzzum First Nation...... 291 Squamish Nation...... 292 Squiala First Nation...... 293 St Mary’s Indian Band...... 294 Stellat’en First Nation...... 295 Stone Indian Band ...... 296 Sumas First Nation ...... 297 Tahltan Band ...... 298 Takla Lake First Nation ...... 299

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T’it’q’et Administration...... 300 Tla-o-qui-aht First Nations ...... 301 Tl’azt’en Nation ...... 302 Tsilhqot’n Nation ...... 303 Tobacco Plains Indian Band ...... 304 Toosey Indian Band...... 305 Toquaht First Nation ...... 306 Tsawataineuk First Nation ...... 307 Tsawwassen First Nation...... 308 Tseshaht First Nation...... 309 Ts’kw’aylaxw First Nation...... 310 Tsleil-Waututh First Nation...... 311 T'Sou-ke Nation………………………………………………………………………313 Tzeachten First Nation...... 313 Ucluelet First Nation...... 314 Ulkatcho First Nation...... 315 Upper Nicola Indian Band ...... 316 Upper Similkameen Band ...... 317 West Moberly First Nations...... 318 Wet’suwet’en First Nation ...... 319 Whispering Pines /Clinton Indian Band...... 320 Williams Lake Indian Band...... 321 Xaxli’p Fountain Band………………………………………………………………..322 Yale First Nation ...... 323 Yekooche First Nation...... 324

Appendix 4

First Nations Schools Allocation Table First Nations Communities Allocation Table

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APPENDIX 1

Capacity Building, Stay-In-School, Curriculum Development, Integrating Services Special Education and Literacy Initiatives

Local Interim Reports

Appendix 2

Use of Resource Line Table

Regional Use of Toll Free Line

Use of Toll Free Line by Special Education Category Table

APPENDIX 3

Community Stream

Local Interim Reports

APPENDIX 4

First Nations Schools Allocation Table

First Nations Communities Allocation Table