Alexander First Nation

O’Chiese Education Authority

Three-Year Education Plan 2011-2014

Prepared February 2011

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Table of Contents

Preamble 3 Vision Statement 3 Mission Statement 3 Mandate Statement 3 Value Statement 3 Accountability Statement 3 Development of the Three Year Plan 4 O’Chiese Education Authority Responsibilities and Accountability Statement 5 Overview of O’Chiese Education Authority 6 O’Chiese Education Authority Profile 6 O’Chiese Education Authority Priorities for the 2010-2014 Three year Education Plan 10 Goal 1: High Quality Culturally Relevant Programming and Language and Culture Instruction Opportunities for All 11 Outcome 1a: Graduates to be proficient knowledge keepers 11 Goal 2: High Quality Learning Opportunities for All 14 Outcome 2a: Safe and Caring Environment 14 Outcome 2b: Programs meets all needs of students and society 15 Outcome 2c: Programs prevent impacts of risk factors 16 Outcome 2d: Improved graduation rate 17 Goal 3: Excellence in Student Learning Outcomes 19 Outcome 3a: Student learner outcome standards 19 Outcome 3b: Students as life-long learner 23 Outcome 3c: Students prepared for employment 23 Outcome 3d: Students as active citizens 24 Goal 4: Highly Responsive and Responsible Jurisdiction 25 Outcome 4a: Authority and effective working relationships 25 Outcome 4b: Authority as leading, innovative and improving 25 Guiding Principles for Financial Planning 26 2010-2011 Budgeted Expenditure Classifications 27 O’Chiese Education Authority Three Year Capital Plan 2010-2014 27 O’Chiese First Nation Contact Information 29

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PREAMBLE

O’Chiese Education Authority is guided by our Chief and Council, Elders, and supported by the O’Chiese First Nation members. We continue to advocate for the treaty right to education in pursuing quality academic education programming for our members while enriching our traditional values.

VISION

By 2014, O’Chiese Education Authority will increase its graduation rate to 25%. This will contribute to our members becoming proficient knowledge keepers, who will be active in sports and fine arts, creative problem solvers, visionaries, caring and understanding individuals; thereby contributing to a higher quality of life on the O’Chiese First Nation and around the world. Our graduates will further promote education, support, and encourage and cooperate with each other, becoming respectful life-long learners.

MISSION

O’Chiese Education Authority provides culturally relevant programming and educational services sensitive to the needs of individual and all learners to the O’Chiese First Nation thereby exceeding the abilities of all other educational facilities to provide educational opportunity for O’Chiese First Nation.

MANDATE

O’Chiese Education Authority will deliver quality educational programs based on the Alberta Education Curriculum, respectful of the Saulteaux Language and Culture within a safe and caring learning environment, ensuring First Nation student success.

VALUE STATEMENT

At O’Chiese Education Authority, our future knowledge keepers will be educated in a respectful, responsible environment by a dedicated staff that is compassionate; ensuring the dignity, individuality and diversity of all students.

ACCOUNTABILITY

In accordance with Indian and Northern Affairs Canada funding expectations, First Nation Education authorities are expected to have educational plans and demonstrate educational accountability.

O’Chiese Education Authority is committed to being accountable for its educational results and believes the process of utilizing a Three-Year Education Plan will enhance the quality of education for its students and ultimately more First Nation students will experience success in post-secondary education and/or the world of work.

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This commitment to educational accountability recognizes that:  Emphasis needs to be placed on achieving outcomes, reporting results and using results for informed decision making for the purposes of improving programs and student results in subsequent years.  The need for a consistent set of performance measures that address important outcomes for First Nation students.  First Nation Education performance needs to be measured, evaluated and reported by comparing results against past performance. (Since O’Chiese First Nation Education does not have current results for each outcome area they will have a two stage plan. Current results which can be established by searching the school and Band databases will be done now and those areas dependent on teacher, parent and student surveys will be established in May 2011. As such, a full Three-Year Education Plan will be operational effective the 2011-12 school year.  Results for performance measures will also include annual surveys of parents, students and teachers.

Development of the Three-Year Plan

The O’Chiese Education Authority 2011-2014 Three Year Education Plan was prepared by the following sub-committee members:  Lara Jollymore, Principal  Crystal Clark, Vice Principal  Beverly Bremner, Saulteaux Instructor  Rebecca Saulteaux, Truancy and Career Liaison  Sarah Morin, Special Education Teacher  Glenn Zacharuk, FNSSP Consultant

In developing the Three-Year Education Plan, the following processes were used to generate educational needs and priorities:  Chief and Council provided input into O’Chiese Education Authority Three Year School Success Plan Document, Developed February 2009 (See Appendix I).  School staff were provided a draft of this plan and provided feedback and advice in the development of the O’Chiese Education Authority Three Year School Success Plan, 2011- 2014.  Parents provided input into O’Chiese Education Authority Three Year School Success Plan Document, Developed February 2009.  A review of Indian and Northern Affairs Canada goals, expectations and program guidelines.  A review of the Alberta Education guidelines for Three Year Education Plans.  The draft O’Chiese Education Authority Three Year School Success Plan, 2011-2014 was provided to O’Chiese First Nation community members, parents and Elders for review and provided opportunity to submit recommendations and feedback prior to implementation of the plan.  The majority of the information within this Three Year Plan is taken from the previously developed plan in February 2009.

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O’Chiese First Nation and O’Chiese Education Authority Responsibilities and Accountability Statement

The Accountability Statement, signed by the O’Chiese First Nation Chief Darren Whitford; the School Principal, Lara Jollymore; the School Vice Principal, Crystal Clark and the Special Education Teacher, Sarah Morin is the organization’s commitment to implement the plan and achieve the outcomes and targets, stated as follows:

The O’Chiese First Nation Education plan for the three years commencing September 1, 2011 was prepared under the direction of Chief and Council in accordance to the responsibilities under the Department of Indian and Northern Affairs Canada. The Chief and Council and O’Chiese Education Authority are committed to achieving the results laid out in this plan.

______Chief Darren Whitford Lara Jollymore, Principal

______Crystal Clark, Vice Principal Sarah Morin, Special Education

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Overview of O’Chiese Education Authority

The O’Chiese Education Authority governs the O’Chiese First Nation School. The Authority is comprised of O’Chiese First Nation Chief and Council: Chief Darren Whitford; Douglas Beaverbones, Councillor; Martin Ironbow, Councillor; Barry Saulteaux, Councillor; Cleon Strawberry, Councillor; Robert Strawberry, Councillor; and Cedric Whitford, Councillor.

O’Chiese Education Authority Profile

O’Chiese First Nation School is a K-12 School which caters to O’Chiese First Nation, a Saulteaux reserve located 40 minutes north of Rocky Mountain House. It currently has 150 registered students, 11 teachers and 14 support staff. There are approximately 95 students with special needs that are accommodated through differentiated instruction, special education programming, speech therapy, and counseling. Alberta Curriculum is utilized, including our language and cultural programming, provided to all K-12 students. Kindergarten for 4 year olds is Monday-Thursday in the afternoon, and Kindergarten for 5 year olds is Monday-Friday in the mornings. Our class composition in grades 4 to 9 reflects more on ability-based groupings as opposed to specific grade curriculums. Two high school teachers offer diversified programming for grades 10-12. An emphasis is placed upon culturally relevant educational programming, physical education, and fine arts. O’Chiese Education Authority is in the process of locally developing a Saulteaux Language and Culture Program for O’Chiese First Nation School.

INAC Nominal Roll Enrollments over Time Grade 2004-05 2005-06 2008-09 2009-10 2010-11 Kindergarten 28 28 25 21 33 1 12 12 6 16 8 2 17 17 12 7 16 3 13 13 11 13 6 4 6 14 11 14 13 5 9 9 8 11 13 6 10 9 9 7 8 7 13 16 13 8 6 8 15 14 8 9 9 9 9 13 6 9 10 10 8 9 11 8 4 11 11 10 6 13 8 12 2 16 0 2 14 Total 179 167 127 138 147

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Anticipated Enrollments 2011-2016 Grade 2011-12 2012-13 2013-14 2014-15 2015-16 K4 38 42 37 37 NYA K5 23 38 42 37 37 1 10 23 38 42 37 2 8 10 23 38 42 3 16 8 10 23 38 4 6 16 8 10 23 5 13 6 16 8 10 6 13 13 6 16 8 7 8 13 13 6 16 8 6 8 13 13 6 9 9 6 8 13 13 10 10 9 6 8 13 11 5 10 9 6 8 12 8 4 10 9 6 Total 173 206 239 266 257 *It is anticipated that with a new facility, many (30+) of the students who attend other local schools will return to O’Chiese School due to improved facilities from a safety and programming perspective.

Provincial Achievement Test Results

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 Grade 3 ELA Tests not written Tests not written 4 students, 0 students, Acceptable this year this year 50% 0% Standards Grade 3 ELA Tests not written Tests not written 0 students, 0 students, Above this year this year 0% 0% Excellence Standards Grade 3 ELA Tests not written Tests not written 2 students, 6 students, Below this year this year 25% 37.5% Acceptable Standards Grade 3 ELA No Tests not written Tests not written 2 students, 10 students, Results this year this year 25% 62.5% Grade 3 Math Tests not written Tests not written 4 students, 2 students, Acceptable this year this year 50% 12.5% Standards Grade 3 Math Tests not written Tests not written 1 student, 0 students, Above this year this year 12.5% 0% Excellence Standards Grade 3 Math Tests not written Tests not written 1 student, 6 students, Below this year this year 12.5% 37.5% Acceptable Standards Grade 3 Math No Tests not written Tests not written 3 students, 8 students, Results this year this year 37.5% 50%

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Grade 6 ELA Tests not written Tests not written 2 students, 0 students, Acceptable this year this year 28.6% 0% Standards Grade 6 ELA Tests not written Tests not written 0 students, 0 students, Above this year this year 0% 0% Excellence Standards Grade 6 ELA Tests not written Tests not written 4 students, 2 students, Below this year this year 57.1% 22.2% Acceptable Standards Grade 6 ELA No Tests not written Tests not written 1 student, 7 students, Results this year this year 14.3% 77.8% Grade 6 Math Tests not written Tests not written 5 students, 0 students, Acceptable this year this year 71.4% 0% Standards Grade 6 Math Tests not written Tests not written 0 students, 0 students, Above this year this year 0% 0% Excellence Standards Grade 6 Math Tests not written Tests not written 1 student, 1 student, Below this year this year 14.3% 11.1% Acceptable Standards Grade 6 Math No Tests not written Tests not written 1 student, 8 students, Results this year this year 14.3% 88.9% Grade 6 Science Tests not written Tests not written 0 students, 0 students, Acceptable this year this year 0% 0% Standards Grade 6 Science Tests not written Tests not written 0 students, 0 students, Above this year this year 0% 0% Excellence Standards Grade 6 Science Tests not written Tests not written 4 students, 5 students, Below this year this year 57.1% 55.6% Acceptable Standards Grade 6 Science Tests not written Tests not written 3 students, 4 students, No Results this year this year 42.9% 44.4% Grade 6 Social Tests not written Tests not written 0 students, 0 students, Studies this year this year 0% 0% Acceptable Standards Grade 6 Social Tests not written Tests not written 0 students, 0 students Studies Above this year this year 0% 0% Excellence Standards Grade 6 Social Tests not written Tests not written 0 students, 4 Studies Below this year this year 0% 44.4% Acceptable Standards Grade 6 Social Tests not written Tests not written 7 students, 5 Studies No this year this year 100% 55.6% Results

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Grade 9 ELA Tests not written Tests not written 0 students, 0 students, Acceptable this year this year 0% 0% Standards Grade 9 ELA Tests not written Tests not written 0 students, 0 students, Above this year this year 0% 0% Excellence Standards Grade 9 ELA Tests not written Tests not written 0 students, 0 students, Below this year this year 0% 0% Acceptable Standards Grade 9 ELA No Tests not written Tests not written 5 students 10 students Results this year this year 100% 100% Grade 9 Math Tests not written Tests not written 0 students, 0 students, Acceptable this year this year 0% 0% Standards Grade 9 Math Tests not written Tests not written 0 students, 0 students, Above this year this year 0% 0% Excellence Standards Grade 9 Math Tests not written Tests not written 0 students, 0 students, Below this year this year 0% 0% Acceptable Standards Grade 9 Math No Tests not written Tests not written 5 students 10 students Results this year this year 100% 100% Grade 9 Science Tests not written Tests not written 0 students, 0 students, Acceptable this year this year 0% 0% Standards Grade 9 Science Tests not written Tests not written 0 students, 0 students, Above this year this year 0% 0% Excellence Standards Grade 9 Science Tests not written Tests not written 1 student, 1 student, Below this year this year 20% 10% Acceptable Standards Grade 9 Science Tests not written Tests not written 4 students, 9 students, No Results this year this year 80% 90% Grade 9 Social Tests not written Tests not written 0 students, 0 students, Studies this year this year 0% 0% Acceptable Standards Grade 9 Social Tests not written Tests not written 0 students, 0 students, Studies Above this year this year 0% 0% Excellence Standards Grade 9 Social Tests not written Tests not written 0 students, 0 students, Studies Below this year this year 0% 0% Acceptable Standards Grade 9 Social Tests not written Tests not written 5 students 10 students Studies No this year this year 100% 100% Results

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O’Chiese Education Authority Priorities for the 2011-2014 Three year Education Plan

The following are needs of the O’Chiese Education Authority:  Improve and increase student retention.  Improve and increase high school credit completion and graduation rates  Learners demonstrate overall high standards in literacy.  Learners demonstrate overall high standards in numeracy.  Development and implementation of Saulteaux Language and Cultural Programming.  Development and implementation of fine arts, career and work experience, and physical education programming.  Establish Library services.

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Goal 1: High Quality Culturally Relevant Programming and Language and Culture Instruction Opportunities for All

Outcome 1a: Upon graduation, students will be proficient communicators in the Saulteaux language and become knowledge keepers.

May 2011 Evaluation Targets Performance Current Previous Achievement Improvement Overall 2011/ 2012/ 2013/ Measure Result 3 Year 2012 2013 2014 Average Overall percentage of No data students in available. kindergarten (4) who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in available. kindergarten (5) who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 1 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 2 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 3 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 4 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 5 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 6 available. who achieved acceptable standard on Saulteaux endurable understandings.

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Overall percentage of No data students in grade 7 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 8 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 9 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 10 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 11 available. who achieved acceptable standard on Saulteaux endurable understandings. Overall percentage of No data students in grade 12 available. who achieved acceptable standard on Saulteaux endurable understandings.

Strategies for Success:  Daily school and student cultural routine (smudging, prayer, singing, etc.)  Develop and implement a locally-developed Saulteaux Language and Culture Curriculum.  Hiring of linguists and researchers to develop Saulteaux Curriculum resources for school.  Increased use of community members and support staff in cultural programming.  Offer Saulteaux to kindergarten to grade 12, four periods per week (40 minutes per period).  Locally-developed materials and adapted resources will be utilized.  Implement a Saulteaux Elders program in the school (counselling and mentoring students, leading education, developing programming, sharing oral history, imparting traditional knowledge, cultural arts and practices).  Bringing in traditional Knowledge Keepers to work with students and staff.  Develop and increase infusion of Saulteaux and Native American cultures in mainstream classrooms on a regular basis.  Development of a Saulteaux/Native Thematic Unit Program for elementary students to utilize during the school year.  Teacher plans will reflect collaborative, school-developed cultural infusion expectations.  Singing, drumming, dancing and performance programs during school hours and as extra- O’Chiese Education Authority Three Year Education Plan (2011-2014) Page 12 of 30

curricular programs.  Develop and implement a locally-developed Saulteaux Fine Arts Program.  Cultural awareness training for staff.  Professional development for staff to implement First Nation teaching and learning strategies within the mainstream classroom.  Development of First Nation, Inuit, and Metis Literacy Library and availability to community after school hours.  Increased parental and community events promoting culture within the school.  Aboriginal Studies courses offered to High School students.  Elders Advisory Committee to provide continual review and improvement of cultural programming.  Implementation of the Videovoice Project (through FNSSP). Facility Implications  T-Bar Ceiling installed in Saulteaux Room to prevent sound issues.  Purchase of Tipi for outdoor classroom.  Storage capacity for Saulteaux supplies, drums, etc.  Tables and Chairs for classroom  Bleachers for Gymnasium to increase seating at cultural events.  Outside Billboard to enable advertisement of school cultural events.  Inside Display TV to enable advertisement of school cultural events.  School auditorium for presentations, plays, assemblies, etc. Personnel Implications  Full-time Saulteaux Instructor  Various Elders for Elders Program  Linguist and researchers for cultural resource development  Librarian for FNMI Library  Elders Advisory Group  Traditional Skilled Support Workers for Cultural Activities

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Goal 2: High Quality Learning Opportunities for all

Outcome 2a: School provides safe and caring environment.

May 2011 Evaluation Targets Performance Current Previous Achievement Improvement Overall 2011/ 2012/ 2013/ Measure Result 3 Year 2012 2013 2014 Average Overall teacher, No data parent and student available. agreement that students are safe at school, learning the importance of caring for others, learning respect for others, and are treated fairly at school.

Strategies for Success:  Non-violent Crisis Intervention Training for Staff.  Have a designated Crisis Intervention Team that is used during student situations.  Research and implement a “Safe and Caring School” program and/or utilize the “Supporting Positive Behaviour in Alberta Schools” Series, Love and Logic or an alternate.  Develop a set of guidelines for discipline practices within the school and classroom.  Implementation of appropriate behaviour courses (through FNSSP).  Implementation of Girl Power program (through FNSSP).  Provision of morning snack and lunch program.  Implementation of D.A.R.E. Program with assistance from RCMP.  Emergency Procedures Manual and various school safety regulations providing safety policies for the school.  Playground upgrades required.  Hire a counsellor to provide students with counselling, resiliency, and self-motivation discussion opportunities. Facility Implications  New Playground  Safe, relaxing room for students when requiring personal time  Purchase of walkie-talkies to improve communication for Crisis Intervention Team  School Operations and Maintenance storage facility for equipment and supplies as well as a working area for school maintainer  School auditorium for presentations, plays, assemblies, etc.  Sick room in office  Opening windows to allow for appropriate air-flow and ventilation of classrooms  Security screens to prevent continuous vandalism  Paving school driveway to increase safety and decrease blowing dust preventing visibility  Functioning flagpole  Hallways that are straight to prevent supervision and security issues  Bathroom maintenance  Generator to maintain school during power outages

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Personnel Implications  Staff Training  Designated Crisis Intervention Team  Support workers for Girl Power Program  RCMP providing D.A.R.E. Program  School Counsellor

Outcome 2b: The education system meets the needs of all K-12 students, society and the economy.

May 2011 Evaluation Targets Performance Current Previous Achievement Improvement Overall 2011/ 2012/ 2013/ Measure Result 3 Year 2012 2013 2014 Average Overall teacher, No data parent and student available. satisfaction with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education. Overall teacher, No data parent and student available. satisfaction with the overall quality of basic education.

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Facility Implications  Kitchen Improvements for Foods CTS courses.  Separate Kitchen and Cafeteria that is separate to the current Foods CTS courses facility  Career Trailer to be shared with other schools to develop trade skill sets.  Additional space for alternate courses (Fine Arts, Cosmetology, Green Certificates, Media/Editting, etc).  Installation of SMARTBoards  Appropriate tables, chairs, desks for teaching requirements  Facility improvements to include a pool, a skateboard park, an outdoor rink, a gymnasium with bleachers, equipment purchases to increase sports variety, etc. Personnel Implications  Career Liaison Position  Physical Education Teacher  In-servicing for Staff

Outcome 2c: Children and Youth with at risk factors have their needs addressed through timely and effective programs and supports.

May 2011 Evaluation Targets Performance Current Previous Achievement Improvement Overall 2011/ 2012/ 2013/ Measure Result 3 Year 2012 2013 2014 Average Annual dropout rate No data of students aged 12 available. to 18

Strategies for Success:  Working with Chief and Council to setup a policy with authority to enforce student attendance.  Research possibilities to develop a home-school/outreach program to assist and provide educational supplements to students that are not enrolled in school.  Research options for after school/evening courses for students.  Review schedules to have core courses offered at times of day when students are more likely to be in attendance.  Hire a counsellor to provide students with counselling, resiliency, and self-motivation discussion opportunities.  Review high school attendance policies to permit flexibility in course delivery methods.  Students provided differentiated learning opportunities and accommodations to promote retention.  Provide afterschool tutoring to support learning  Daily school and student cultural routine (smudging, prayer, singing, etc.).  Implement a locally-developed Saulteaux Language and Culture Curriculum.  Teacher plans will reflect collaborative, school-developed cultural infusion expectations.  Singing, drumming, dancing and performance programs during school hours and as extra- curricular programs.  Aboriginal Studies Courses offered to students.  Implement Videovoice Project (through FNSSP).  Implement a form of a “Safe and Caring School” program.

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 Implementation of appropriate behaviour courses (through FNSSP).  Implementation of Girl Power program (through FNSSP).  Provision of morning snack and lunch program.  Increase knowledge of reserve programming to assist students in aspirations, and future employment options.  Technology training for students that meets the needs of employment on the reserve and surrounding areas.  Linkage of education to the occupations that are on the reserve and surrounding areas.  Incorporate high school credits that are of interest to students, i.e. Aboriginal Studies, Work Experience, Green Certificate, CTS Courses, etc.  Implementation of Cultural Fine Arts program at O’Chiese School (through FNSSP).  Purchase of SMARTBoards for School (through FNSSP).  Purchase of Ipads for Grade 6 (through FNSSP).  Implement Photo Qualitative Assessment Project (through FNSSP).  Hire Physical Education teacher and implement intramurals, in-school and after school sports programming.  Enhance the priority of Physical Education for O’Chiese Education Authority, enabling it to become the focal point of retention programming for O’Chiese First Nation School.  Facility improvements to include a pool, a skateboard park, an outdoor rink, a gymnasium with bleachers, equipment purchases to increase sports variety, etc.  Implementation of Data Management system, computer system and network to manage data and therefore extend retention capability.  Increase attendance with regular truancy and tutoring home visits, parental educational involvement, safe school and respect.  Increase through truancy and tutoring home visits, the number of O’Chiese members enrolled at the school. (2008-2009 funded for 124 students out of 371 that reside on reserve). Facility Implications  Personal vehicle usage (wear/tear on vehicle)  Space required for outreach or afterschool program  Facility improvements to include a pool, a skateboard park, an outdoor rink, a gymnasium with bleachers, equipment purchases to increase sports variety, etc. Personnel Implications  School Counsellor  Truancy Liaison  Outreach or afterschool program personnel

Outcome 2d: High school completion rates are showing continual improvement.

May 2011 Evaluation Targets Performance Current Previous Achievement Improvement Overall 2011/ 2012/ 2013/ Measure Result 3 Year 2012 2013 2014 Average Number of students No data attaining 100 credits available. to qualify for a general high school diploma or advanced high school diploma.

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Number of students No data achieving enough available. credits to earn a High School Certificate of Completion

Strategies for Success:  Increase knowledge of reserve programming to assist students in aspirations, and future employment options.  Technology training for students that meets the needs of employment on the reserve and surrounding areas.  Linkage of education to the occupations that are on the reserve and surrounding areas.  Incorporate high school credits that are of interest to students, i.e. Aboriginal Studies, Work Experience, Green Certificate, CTS Courses, etc.  Research opportunities for a Post-Secondary Education Preparation program and exposing students to support services available at post-secondary facilities.  Implement Role-modeling programs for students.  Provide Graduation Requirements counselling sessions.  Implementation of Career Development program for junior and senior high school students.  Funding program provided for students with 75% attendance ages 16 and up in high school credits.  Implementation of Cultural Fine Arts program at O’Chiese School (through FNSSP).  Purchase of SMARTBoards for School (through FNSSP).  In-servicing on use of technology within the classroom.  Independent Studies courses availability for students.  Inservice staff on teaching styles to be reflective of techniques effective for FNMI Learners: hands-on strategies, use of multiple intelligences, project-based learning, etc.  Develop a resource manual to give to staff outlining our strategies, practices, special education procedures, cultural infusion and techniques that will ensure quality education for FNMI learners.  Students to be provided differentiated learning opportunities and accommodations to provide effective, individualized programming. Facility Implications  Technology installation (multiple computer labs, magnetic SMARTBoards, Mac Lab, etc.)  Facilities required for CTS courses, etc.  Facilities required for Post-Secondary Education Preparation Program  Separate wings for students  Fully-functioning Industrial Arts Laboratory Personnel Implications  Teachers to instruct CTS courses, etc.  Personnel to develop Post-Secondary Education Preparation Program  Personnel to implement Role-Modeling Program for Students  Personnel for Graduation Requirements Counselling  Career Liaison

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Goal 3: Excellence in Student Learning Outcomes

Outcome 3a: Students demonstrate high standards in learner outcomes.

May 2011 Targets Performance Current Previous Achievement Improvement Overall 2011/ 2012/ 2013/ Measure Result 3 Year 2012 2013 2014 Average Overall percentage of No data students in available. kindergarten (4) who achieved acceptable standard on grade level mathematics endurable understandings. Overall percentage of No data kindergarten (4) available. students who have showed one year’s growth in literacy. Overall percentage of No data students in available. kindergarten (5) who achieved acceptable standard on grade level mathematics endurable understandings. Overall percentage of No data kindergarten (5) available. students who have showed one year’s growth in literacy. Overall percentage of No data students in Grade 1 available. who achieved acceptable standard on grade level mathematics endurable understandings. Overall percentage of No data grade 1 students who available. have advanced three levels in benchmarked reading. Overall percentage of grade 1 students who have showed one year’s growth in reading. Overall percentage of No data students in Grade 2 available. who achieved acceptable standard on grade level mathematics endurable understandings. Overall percentage of No data grade 2 students who available. have advanced three levels in benchmarked reading.

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Overall percentage of grade 2 students who have showed one year’s growth in reading. Overall percentage of No data students in Grades 3 available. who achieved the acceptable standard on provincial achievement tests. Overall percentage of No data students in Grade 3 available. who achieved acceptable standard on grade level mathematics endurable understandings. Overall percentage of No data grade 3 students who available. have advanced three levels in benchmarked reading. Overall percentage of grade 3 students who have showed one year’s growth in reading. Overall percentage of No data students in Grade 4 available. who achieved acceptable standard on grade level endurable understandings. Overall percentage of No data grade 4 students who available. have advanced three levels in benchmarked reading. Overall percentage of grade 4 students who have showed one year’s growth in reading. Overall percentage of No data students in Grade 5 available. who achieved acceptable standard on grade level endurable understandings. Overall percentage of No data grade 5 students who available. have advanced three levels in benchmarked reading. Overall percentage of grade 5 students who have showed one year’s growth in reading.

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Overall percentage of No data students in Grades 6 available. who achieved the acceptable standard on provincial achievement tests. Overall percentage of No data students in Grade 6 available. who achieved acceptable standard on grade level endurable understandings. Overall percentage of No data grade 6 students who available. have advanced three levels in benchmarked reading. Overall percentage of grade 6 students who have showed one year’s growth in reading. Overall percentage of No data students in Grade 7 available. who achieved acceptable standard on grade level endurable understandings. Overall percentage of grade 7 students who have advanced three levels in benchmarked reading. Overall percentage of No data grade 7 students who available. have showed one year’s growth in reading. Overall percentage of No data students in Grade 8 available. who achieved acceptable standard on grade level endurable understandings. Overall percentage of grade 8 students who have advanced three levels in benchmarked reading. Overall percentage of No data grade 8 students who available. have showed one year’s growth in reading. Overall percentage of No data students in Grades 9 available. who achieved the acceptable standard on provincial achievement tests.

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Overall percentage of No data students in Grade 9 available. who achieved acceptable standard on grade level endurable understandings. Overall percentage of grade 9 students who have advanced three levels in benchmarked reading. Overall percentage of No data grade 9 students who available. have showed one year’s growth in reading. Overall percentage of No data students who available. achieved the acceptable standard on diploma examinations. Overall percentage of No data students who available. achieved the standard of excellence on diploma examinations. Percentage of No data students writing four available. or more diploma exams. Percentage of Grade No data 12 students eligible available. for a Rutherford Scholarship.

Strategies for Success:  All staff will be in-serviced on Assessment for Learning.  Develop mathematics endurable understandings for each grade level.  In-service staff on the use of the Fountas-Pinnell Reading Series and process of running records.  Set benchmarks for reading using the Fountas-Pinnell Reading Series.  Set benchmarks for mathematics based on the endurable understandings.  Implement Fountas-Pinnell Reading Intervention Program related to the reading benchmarks.  Have annual literacy contest with prizes for success.  In-service staff on literacy and numeracy intervention strategies.  Purchase of resources to support literacy and numeracy programs.  In-servicing on annual basis for new staff.  Training for teacher aides to improve support in numeracy and literacy, pull-out programs, effective and efficient time use and classroom management.  Lara and Crystal’s leadership practices will promote effective classroom management, teaching strategies for First Nations learners, and will ensure usage of the various resource guides

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provided to staff.  Teachers will be expected to provide year plans and lesson plans with an emphasis on enduring understandings for all subject areas with relevant cultural teachings infused within core curriculum.  All teachers will be expected to provide evidence of informal assessment for learning, an outline of students who are exceeding, meeting and needing support of enduring understandings, differentiated lesson plans for students, and organizing lessons around the specific objective of the lesson.  Revisit current use of teacher aides in classrooms and transition to support running record programs, informal assessment programs, and academic and behavioural intervention teams.  Academic and behaviour intervention special education teacher and aides to provide smaller group emphasis.  Increased access and use of SMARTBoards, Literacy/Numeracy Software, and Data Projectors within classrooms.  Decrease structural inadequacies affecting instruction (sound proofing and T-Bar ceiling for Saulteaux classroom).  Inservice staff on teaching styles to be reflective of techniques effective for FNMI Learners: hands-on strategies, use of multiple intelligences, project-based learning, etc.  Collaboratively develop a resource manual to give to staff outlining our strategies, practices, special education procedures, cultural infusion and techniques that will ensure quality education for FNMI learners.  Lara and Crystal to initiate review of techniques in resource manual to ensure continuous growth in teaching styles.  Students to be provided differentiated learning opportunities and accommodations to provide effective, individualized programming.  Science Laboratory to increase exposure to science and technology practices. Facility Implications  Installation of Technology.  Soundproofing of classrooms.  Science Laboratory facilities required.  Facilities for Intervention Program  Fully-equipped library with labs, seating, work areas, etc Personnel Implications  In-servicing for staff.  Revisit current use of teacher aide personnel.

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Outcome 3b: Students are well prepared for lifelong learning.

May 2011 Evaluation Targets Performance Current Previous Achievement Improvement Overall 2011/ 2012/ 2013/ Measure Result 3 Year 2012 2013 2014 Average High school to post- 0 0 10 secondary transition rate (direct)* *At this point, just tracking statistics

Outcome 3c: Students are well prepared for employment.

May 2011 Evaluation Targets Performance Current Previous Achievement Improvement Overall 2011/ 2012/ 2013/ Measure Result 3 Year 2012 2013 2014 Average Overall teacher and No data parent agreement available. that students are taught attitudes and behaviours that will make them successful at work when they finish school.

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Outcome 3d: Students model the characteristics of active citizenship.

Strategies for Success:  Monthly, Annual Seven Native Teachings Awards provided to students.  Monthly Awards Assembly and Attendance Incentive Events  End of Year Awards Ceremony  Elder Program will emphasize Native Teachings.  Implementation of a Safe and Caring Schools Program.  Implementation of a Social Skills Development Program.  Singing, drumming, dancing and performance programs during school hours and as extra- curricular programs. Facility Implications  Space requirements for performance program. Personnel Implications  Elders for Elder Program

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Goal 4: Highly Responsive and Responsible Jurisdiction

Outcome 4a: The O’Chiese Education Authority demonstrates effective working relationships.

May 2011 Evaluation Targets Performance Current Previous Achievement Improvement Overall 2011/ 2012/ 2013/ Measure Result 3 Year 2012 2013 2014 Average Overall teacher, No data parent satisfaction available. with parental involvement in decisions about their child’s education. Overall truancy liaison contact with homes over year period. Overall teacher contact with homes over year period.

Strategies for Success:  Parents will sign IPPs and other special needs documentation.  Parent/Teacher Interviews will occur two times a year (November and March), with a parent- teacher Meet and Greet at the beginning of the school year.  Ongoing Truancy Home Visits.  Ongoing Parent Training Sessions.  Annual Parent Surveys.  Monthly Newsletter and Website Distributed.  Monthly Call Home Requirements for Teachers.  Many events for parental involvement (Awards Assemblies, Family Days, Sports Events, etc).  Parent of the Month Awards Distributed.  Occasional Bring Parents to School Day Celebrations.  Parental Engagement Strategy Development.  Strategic discussions about parental engagement at staff meetings. Personnel Implications  Truancy Liaison

Outcome 4b: The O’Chiese Education Authority demonstrates leadership, innovation and continuous improvement.

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Strategies for Success:  Staff will attend professional development (monthly webinars, off-reserve in-servicing, conference).  New teaching resources will be purchased.  Technological Improvements will be integrated into classrooms.  Continuous Three Year Plan Development, Implementation, and Review.  School Evaluation Program and follow-through of recommendations  YTC FNSSP  Review and Feedback of Three Year Plan successes and areas for improvements to Chief and Council and Community  Facebook and School Phone Bulletin Board utilized to improve communication  Collaboration with Confederacy of Treaty 6, Yellowhead Tribal Council, Assembly of First Nations, Alberta Education and INAC to advocate for First Nations Education  Annual Student and Staff Surveys  Implement an Education Task Force to assist in direction and governance of O’Chiese Education Authority Facility Implications  Technology Installation Personnel Implications  Staff In-servicing

Guiding Principles for Financial Planning

As per INAC funding, dollars are allocated to  Instructional Services  Fit-up of Educational Facility  Teacher Recruitment and Retention  Guidance and Counselling  Parental and Community Engagement  Enhanced Teacher Salary  Skillslink (Career, Science and Technology, Cooperative Education)  Benefits and Pension  Operations and Maintenance  Special Education  Youth Employment Strategy – Summer Work Experience  Fundraising  Donations  Teacherages (based on revenues received)  Trust Dollars  Newpaths for Education  Headstart Funding  School Evaluation  First Nation Student Success Program

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Financial Decision Making:

The O’Chiese First Nation Education authority believes in maximizing the impact of educational dollars at the classroom level. Funding decisions are based on availability of funds, funding expenditure requirements, and student/school requirement of resources.

Key Financial Decisions:

It is the prerogative to maintain the current staff, and expand as capable through instructional services funding. Operations and Maintenance dollars cover operations and maintenance salaries, facility expenditures (including power, heating, telephone, fax, etc.) and basic facility improvement as funding allows. Renovations and improvements will occur only as funding permits from the Department of Indian and Northern Affairs Canada. Instructional Services dollars are allocated to instructional salaries, resources and other instructional necessities for educational programming. Special Education dollars are spent on salaries. As able, these dollars will also cover psychological testing, speech pathology, training and workshops for staff, and various resources to assist students. Targeted Proposal dollars enable programming enhancement and funding for our career, language and culture program, summer work experience, cooperative education, parental engagement, teacher recruitment and retention, and student retention activities. The First Nation Student Success dollars provide additional sources of funding for literacy, numeracy, student retention, performance measurement, and data management priorities.

2010-2011 Budgeted Expenditure Classifications

Function Dollar Allocation All Employee Wages and Benefits (includes O&M and Special Education) $ 1,083,692.03 Special Needs (Special Education dollars spent on wages) $ 22,000.00 Operation and Maintenance $ 114,200.00 Student Transportation $ 127,645.00 External Services $ 541,618.89 INAC Targetted Proposals $ 106,055.00 Total $ 1,995,210.92

O’Chiese Education Authority Three Year Capital Plan 2011-2014

Short-term (1-5 yrs): $1.9 million Renovations as per Engineer’s Report (see Appendix II) – pending approval

Presently, a proposal has been submitted to INAC to receive approximately $500,000.00 for school renovations.

Expenditures proposed: 1. Additional Worker to help maintain state of disrepair $31,000.00 (annual salary and benefits) 2. Bus Run Renovations Completed $10,000.00 3. Ashphalt-paved surface $75,000.00

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4. New Playground $50,000.00 5. Furnishings and Equipment $30,000.00 6. Windows that open and Ventilation System Repairs to increase fresh air flow $35,000.00 7. Supplies for lighting, doors, security enhancements $20,250 8. Repair to plumbing and fixtures $10,000.00 9. Complete Outside Wall Repairs and Painting $80,000.00 10. Maintenance Storage Shed and Workplace $15,000.00 11. Tractor and Mower Repairs, Leaf Blower, Trimmer $10,000.00 12. Saulteaux Room T-Bar Ceiling $10,000.00 13. Soundproofing between classrooms $15,000.00 14. School Fencing $35,000.00 15. New enclosure for gas meter $1500.00 16. Repair Dust Collection System in Industrial Arts $15,000.00 17. Roof Eaves and Cladding $25,000.00 18. Millwork $35,000.00 19. School Generator and installation $25,000.00

Total $527,750.00

Long-term (10+ yrs): Request for a new school facility has been placed with INAC – pending INAC approval

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O’Chiese Education Authority P.O. Box 337, Rocky Mountain House, Alberta, T4T 1A3

Phone: 403-989-3911 Fax: 403-989-2122

O’Chiese First Nation Website: www.ochiese.ca O’Chiese Education Website: www.ochiese.ca/education YTC FNSSP Website: www.ytcfnssp.ca

Principal: Lara Jollymore, [email protected] Vice Principal: Crystal Clark, [email protected] Special Education: Sarah Morin, [email protected]

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