2011-2012 Aboriginal Education Report - British ColumbiaSchool District No.91 (Nechako Lakes) INTRODUCTION . This is the eleventh . Annual Report on Aboriginal Education in School

2011-2012 Aboriginal

Education Report

School District No. 91 (Nechako Lakes)

1 | P a g e 2 0 1 1 - 2 0 1 2 R e p o r t o n A b o r i g i n a l E d u c a t i o n

S c h o o l D i s t r i c t N o . 9 1 ( N e c h a k o L a k e s )

Table of Contents INTRODUCTION ............................................................................................................................................. 3

DEMOGRAPHICS............................................................................................................................................ 4

ATTENDANCE ................................................................................................................................................ 5

SPECIAL NEEDS .............................................................................................................................................. 6

ALTERNATE PROGRAMS ................................................................................................................................ 8

GOAL 1: IMPROVE RELATIONSHIPS BETWEEN SCHOOL DISTRICT NO. 91, SCHOOLS, LOCAL ABORIGINAL COMMUNITIES AND PARENTS ...................................................................................................................... 8

GOAL 2: IMPROVE LITERACY FOR STUDENTS OF ABORIGINAL ANCESTRY ................................................... 9

LITERACY ACHIEVEMENT DATA ................................................................................................................. 9

PRIMARY GRADE LITERACY, PM BENCHMARKS AND DART ASSESSMENT ............................................... 9

FSA PARTICIPATION RATES ................................................................................................................. 11

GRADE 4 FSA COMPREHENSION ......................................................................................................... 12

GRADE 4 FSA WRITING ........................................................................................................................ 12

GRADE 7 FSA COMPREHENSION ......................................................................................................... 13

GRADE 7 FSA WRITING ........................................................................................................................ 14

FSA COHORT DATA .................................................................................................................................. 14

FSA COHORT COMPREHENSION DATA ............................................................................................... 14

FSA COHORT WRITING DATA .............................................................................................................. 15

HIGH SCHOOL LITERACY COURSES LEADING TO GRADUATION ............................................................. 17

ENGLISH 10.......................................................................................................................................... 17

ENGLISH 12.......................................................................................................................................... 18

COMMUNICATIONS 12 ....................................................................................................................... 18

GOAL 3: IMPROVE NUMERACY FOR STUDENTS OF ABORIGINAL ANCESTRY ............................................. 19

ELEMENTARY ........................................................................................................................................... 19

GRADE 4 FSA NUMERACY ................................................................................................................... 20

GRADE 7 FSA NUMERACY ................................................................................................................... 21

HIGH SCHOOL NUMERACY ...................................................................................................................... 21

FOUNDATIONS OF MATH AND PRE-CALCULUS ................................................................................... 21

APPRENTICESHIP AND WORKPLACE MATH ........................................................................................ 22

GOAL 4: INCREASE DOGWOOD COMPLETION RATES FOR STUDENTS OF ABORIGINAL ANCESTRY ........... 23

COMPLETION RATES ............................................................................................................................... 23



TRANSITION RATES ................................................................................................................................. 25

GRADE 9 TO A HIGHER GRADE ............................................................................................................ 25

GRADE 10 TO A HIGHER GRADE .......................................................................................................... 25

GRADE 11 TO A HIGHER GRADE .......................................................................................................... 26

DISTRICT AND SCHOOL SUPPORTS AND INITIATIVES ................................................................................. 28

ABORIGINAL EDUCATION SUPPORT WORKERS ...................................................................................... 28

ROLE MODEL POSTERS ............................................................................................................................ 30

PROPOSALS TO FNEC .............................................................................................................................. 31

SPECIAL HIRING PROGRAM ..................................................................................................................... 32

SUMMER PROGRAMS 2012 .................................................................................................................... 32

ABORIGINAL ENHANCEMENT SCHOOL NETWORK (AESN) ..................................................................... 32

SUMMARY ................................................................................................................................................... 33

Grassy Plains Elementary Junior Secondary School students Deanna McLarry and Trinity Weselowski

with Tsimshian Elders Leonard and Mona Alexcee, (Moricetown and K’san and Prince Rupert field trip 2012)

Front cover - LDSS graduates from left to right: Darnell Louie, Luke Adam, Dakota Tom, Sterling Erikson, Jamie Joseph, and Roche Lacerte.



INTRODUCTION This is the eleventh Annual Report on Aboriginal Education in School District No. 91 (Nechako Lakes). The purpose of this report is to review and assess the success of Aboriginal students in School District No. 91 for the 2011/2012 school year. The information is a compilation from the most recent Ministry of Education and School District No. 91 reports and data. Please note, some of the district data may be incomplete due to the job action that took place in the 2011/2012 school year. As a result of the job action, teachers did not participate in school and district level assessment. Given this, the district level assessment information presented in the report may not be as complete as it might have been in a year where there was no job action. When possible, trends over time are reported.

The data that is tracked and discussed supports the work and purpose of the Aboriginal Education Enhancement Agreement established in June 15, 2004. This agreement has provided the basis for programs and services designed to address the needs of Aboriginal students and the district. These needs are addressed in the following goal statements.

1. Improve relationships between School District No. 91, schools, local Aboriginal communities and parents;

2. Improve literacy for students of Aboriginal ancestry;

3. Improve numeracy for students of Aboriginal ancestry;

4. Increase Dogwood completion rates for students of Aboriginal ancestry; and,

5. Increase awareness of Aboriginal languages and cultures for all.

The data is a part of the overall picture of Aboriginal Education in the district. The daily interaction between students and staff, between staff and parents, and between students form another part of the picture. This picture is being painted daily in the schools through the dedication, skill and passion of all involved in the purpose and processes of education.

Please contact the Aboriginal Education staff at your local school, or First Nations Education Council, SD No. 91 C/o Calvin Desmarais, District Principal - Aboriginal Education School District No. 91 (Nechako Lakes) Box 129

Vanderhoof, BC V0J 3A0



2000/2005 2005/2010 2010/2011 2011/2012

6,055 5,546

5,204 5,156

1,619 1,997 1,937 1,595

Student Population by Number

All Aboriginal

DEMOGRAPHICS

Historically, the Aboriginal student population percentage and number has increased from year to year

while the non-Aboriginal student population declined. However, there are beginning indications of a

decline in Aboriginal student numbers as well.

• There is a steady decline in overall student population with a decline in Aboriginal students from

just over 2,000 in 2008/2009 to roughly 1,600 in 2011/2012.

• In 2010-2011 the actual number of Aboriginal students showed a slight decline from the

previous year but an increase in percentage. When the number of Aboriginal students is

expressed as a percentage of the overall population the number shows an increase over the

previous year.

• There is also a clear indication that the number of students living in local First Nations

Communities is declining while the number of Aboriginal students living in the towns or

surrounding areas is increasing.

• In the last three years, the number of Aboriginal students in Alternate Programs has fluctuated

but is trending toward a general decrease.

2000/2005 2005/2010 2010/2011 2011/2012

27%

36% 37%

31%

District Percent of Aboriginal Students



ATTENDANCE

Over the past 12 years, a general trend toward improvement is evident in the student attendance rates

for both Aboriginal and non-Aboriginal students. When attendance data is considered on a yearly basis,

there is a pattern where attendance rises and falls on a two-year cycle. This pattern has been consistent

from 2005/2006 school year to 2011/2012. However, the drop in percent each year has been decreasing

with the gap between Aboriginal and non-Aboriginal students becoming smaller in each of the past

three years.

The attendance graph shows data averaged into four sections, with each section representing a four

year period. There was an improvement in attendance rates for the years from the end of 2006/2007

school year to the end the 2010/2011 school year. The attendance rate remained stable through

2011/2012.

86% 87% 92% 91%

82% 80%

87% 87%

1999 to 2003 2003 to 2007 2007 to 2011 2011 to 2012

Student Attendance Rates 2000 to 2012

Non Aboriginal Aboriginal

1999 to 2003 2003 to 2007 2007 to 2011 2011 to 2012 12-YearAverage

4%

7%

5% 4%

5%

Attendance Percent Gap Aboriginal and Non-Aboriginal 2000 to 2012



2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011 2011/2012

66% 63% 61% 59% 58% 66% 66%

34% 37% 39% 41% 42% 34% 34%

Percent of Students in Special Needs Categories

Aboriginal Non-Aboriginal

SPECIAL NEEDS

For the last six years, the number of Aboriginal students in Special Needs categories has fluctuated from

a high of 285 in 2005/2006 to a low of 254 in 2011/2012. However, when data is expressed as a

percentage, the number of Aboriginal students in Special Needs categories has increased to 66% in the

last two school years from a low of 58% in 2009/2010.

When considered as a percentage of all students in Special Needs categories, the Aboriginal student

percent has remained relatively stable at close to 7%. The non-Aboriginal percent has fluctuated

between 3% and 5% and has shown a slight drop in the last two years.

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013

7% 7% 7% 7% 7%

8%

4% 5% 5%

4% 4% 4%

Special Education as Percent of All Students

Aboriginal Non-Aboriginal



While it is apparent that Aboriginal students are over-represented in behavioural categories (Moderate

and Intensive Behaviour and Learning Disabled), there is a noticeable decline in the number and the

percentage of Aboriginal students in those categories. When considering Aboriginal students as a

percent, the trend is toward a slow decrease in students in behavioural categories and a slight increase

in learning disabilities.

When looking more specifically at the Behavioural Disability category, the percentage has effectively

remained stable for both the non-Aboriginal and Aboriginal students. Grades 4 through 12 data

indicates a decline in behavioural categories in Aboriginal and non-Aboriginal students.

2006/2007 2007/2008 2008/2009 2009/2010 2010/2011

4% 4% 5% 5%

13% 13%

9% 9% 9%

17%

14% 15%

11% 12%

7% 8%

6% 5%

3%

Percent of Aboriginal Students with Behaviour Disabilities

K- Grade 3 Aboriginal Grade 4-7 Aboriginal Grade 8-10 Aboriginal Grade 11-12 Aboriginal

2006/2007 2007/2008 2008/2009 2009/2010 2010/2011

1% 2% 1%

3% 4%

5% 4%

2% 3%

7% 6%

9%

5% 4%

10%

4% 3%

6%

1%

Percent of Non-Aboriginal Students in Behaviour Disabilities Category

K- Grade 3 Non-Aboriginal Grade 4-7 Non-Aboriginal Grade 8-10 Non-Aboriginal Grade 11-12 Non-Aboriginal



ALTERNATE PROGRAMS

Each of the four main community high schools have Alternate programs. The purpose of the Alternate

programs is to provide a location and program for students that may better meet the student’s

particular education and program needs. The percent of Aboriginal students in Alternate programs is

slightly higher that 20% for the past three years. This is just over three times the provincial rate. The

non-Aboriginal percent is just under the provincial percent.

GOAL 1: IMPROVE RELATIONSHIPS BETWEEN SCHOOL DISTRICT NO. 91, SCHOOLS,

LOCAL ABORIGINAL COMMUNITIES AND PARENTS

Parent involvement is an important part of all schools’ work with students. Parents are provided with

on-going and regular information through the office and Aboriginal Education workers. Information may

be general in nature such as newsletters and announcements or more specific when relating to

particular programs and services available to students. In other instances, the contacts may be

individual. These contacts can be for all types of purposes and roughly fall into any or all of the following

five areas: Academic, Behavioural, Attendance, Social/ Emotional, or Recognition and Accomplishments.

All schools hold regular events and meetings to which parents are invited. For example, schools work

with local First Nations to hold parent-teacher meetings in the communities, or in the case of high

schools, offer to hold course selection or graduation information meetings. Likewise, school staffs are

invited to meet in First Nation communities for special events or education meetings. The First Nation

Education Council also supports community based homework and tutoring programs. Parents are also

Aboriginal SD 91 Aboriginal BC Non-Aboriginal SD 91 Non-Aboriginal BC

22%

6% 9% 10%

20%

6% 8%

11%

21%

6% 9% 10%

Percent of Students in Alternate Programs

2008/2009 2009/2010 2010/2011



involved in schools and act as resources for traditional activities, or volunteer to read and participate in

school events and class activities.

One particular example of parent involvement and relationship building is the on-going work of a moms’

group that was started three years ago to support literacy skills in young children. Through the strong

relationships built in the group, over a period of time some of the parents were feeling confident and

comfortable to volunteer at the local elementary school. The group was also a source of renewed

literacy skills for the parents.

GOAL 2: IMPROVE LITERACY FOR STUDENTS OF ABORIGINAL ANCESTRY

LITERACY ACHIEVEMENT DATA

Achievement data is collected at the primary, intermediate and high school level. District-based

assessment tracks individual Kindergarten through Grade 4 students. From this information, group data

can be collected to describe the group’s performance and annual growth. Provincial Foundation Skills

Assessment is available for Grades 4 and 7 and provincial exam data is tracked at the high school level.

The District Assessment Reading Team (DART) scores for 2012 are not included because they were not

submitted due to the teachers’ job action.

The growth and development of literacy skills tend to improve through the elementary grades. Upon

entering high school, Aboriginal student performance decreases. Provincial English exams in Grade 10

show a slight increase in the number of Aboriginal students passing in the past three years. The Grade

12 exam pass rates show a steady decline in the number of students passing over the same time.

However, the percent of Grade 12 students passing with a C+ or higher showed an 8% increase in

2011/2012.

PRIMARY GRADE LITERACY, PM BENCHMARKS AND DART ASSESSMENT

The School District No. 91 (Nechako Lakes) Superintendent’s Report on Student Achievement 2011/2012

reported the following:

“As cohorts move through the grades, improvements in District Reading Assessment team

(DART) reading scores increase. The cohort gains show a general trend upward with each

new cohort finishing higher than the cohort before it at the same grade.”

“The Kindergarten Assessment is completed each fall as Aboriginal students enter Kindergarten. A

trend indicating lower scores as each cohort group enters Kindergarten is evident. What is also



Oral Language PhonologicalAwareness

Letter SoundIdentification

Writing

54% 50% 52%

29%

61%

39%

51%

41%

51%

39%

56%

34%

55%

43%

53%

35%

Aboriginal Kindergarten Assessment Fully Meeting Expectations

2010 2011 2012 Average

evident is the high degree of growth that Aboriginal students demonstrate when spring data is

compared to fall data. In many cases the degree of growth is much higher than for non-Aboriginal

students, and in some cases the outgoing skills of Aboriginal students is equal to or greater than

non-Aboriginal students. “

The Primary grades are assesed using a district developed Kindergarten assessment, and the PM

Benchmarks are used for Grades 1 and 2. The Kindergarten literacy assessment focuses on four areas:

Oral Language, Phonological Awareness, Letter/Sound Recognition and Writing. In each of the four

literacy assessment strands, only Letter/Sound Recognition has shown an increase in the percent of

Aboriginal students “Mostly Independent” over the past three years. The percent of Aboriginal students

“Mostly Independent” for writing declined by 7% from 2011 to 2012 but was still 5% higher than in

2010. The percent of Aboriginal students “Mostly Independent” for Phonological Awareness was 39% in

the spring of 2011 but down by 11% from the spring of 2010. Oral Language percentages increased to

61% in 2011 from 54% in 2010 and then decreased to 51% from 2011 to 2012. It is necessary to note

that because of the small sample size the percentage gain or drop in may represent a small number of

students. However, when the sample is considered as a whole, it is clear to see that in the past three

years the Oral Language and Letter Sound Recognition have remained at or close to 50% of students

being “Mostly Independent.” Writing has consistently scored lower than the other three areas. The

trend points to a pattern of improvement in all areas, but there is much work still to be done.



The DART scores over the past four year show an increasing trend in the percent meeting expectations

each year. The range of improvement is between 25% for the grade 4 assessment to 48% for the grade 8

assessment.

FOUNDATION SKILLS ASSESSMENT (FSA)

From School District No.91 (Nechako Lakes) Superintendent’s Report on Student Achievement

2011/2012:

“The overall FSA Reading trend is showing improvement over time. An analysis of the

District Key Information Report indicates steady growth in cohort groups from 2001

through 2004 and then a similar pattern for the cohort group beginning in 2007/2008.

FSA PARTICIPATION RATES

The FSA process allows for students in particular instances to not participate in the assessment. The

number of approved exemptions is typically small. Students who do not participate and are not exempt

are counted in the “Performance Level Unknown” category. Historically, the number of students in

“Performance Level Unknown” category is high for School District No. 91. The numbers for Aboriginal

students in this classification is equal to or higher than the non-Aboriginal students. The average

percentage of Aboriginal Grade 4 students in the “Performance Unknown” category has remained

relatively stable in all areas of testing. The average for the last five years has been 21%. The percentage

Grade 3 Aboriginal Grade 4 Aboriginal Grade 7 Aboriginal Grade 8 Aboriginal

47%

75%

60%

12%

54% 63% 64%

33%

67% 73%

78%

48%

80% 88% 85%

60%

Aboriginal Grade 3 to 8 Meeting Expectations DART 2008 to 2011

2008 2009 2010 2011



of Aboriginal Grade 7 students in the “Performance Unknown” category has effectively doubled over the

past five years in all three areas of testing.

From 2007/2008 to 2010/2011 there is a clear pattern across all assessments of the percent “Not

Meeting” decreasing at Grades 4 and 7. The “Performance Unknown” level has increased. However, the

data for 2011/2012 shows an increase in the percent of Aboriginal students “Not Yet Meeting” at the

Grade 4 comprehension score. The changes in all other areas indicate slightly more Aboriginal students

are “Not Meeting” expectations at both grades than the previous year.

GRADE 4 FSA COMPREHENSION

For the past five years a pattern of growth followed by decline is evident. In three of the last five years

the “Not Yet Meeting” percent has been equal to or higher than the percent for “Fully Meeting” or

“Exceeding”. The percent “Not Yet Meeting” expectations has ranged between a high of 48% in

2009/2010 to a low of 34% for 2009/2010. While the data fluctuates there is a trend toward growth.

GRADE 4 FSA WRITING

The percentage “Not Yet Meeting” expectations shows a decreasing trend over the last five years with a

high of 47% in 2008/2009 to a low of 30% for 2009/2010. From 2009/2010 the percent of students

“Fully Meeting” or “Exceeding” was higher than for “Not Yet Meeting” percent. The writing scores for

“Fully Meeting” increased to 48% in 2009/2010 and have slowly declined to 39% in 2011/2012.

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012

20% 16%

20% 25%

20%

34% 34%

48%

37%

47% 51%

32% 32% 36%

33%

Grade 4 Aboriginal FSA Reading

PerformanceLevel Unknown

Not Yet Meeting Meeting or Exceeding



GRADE 7 FSA COMPREHENSION

There is a steady increase in the percent of students with a performance level “Unknown” over the past

six years. The range of increase has averaged 3% each year and ranged between 4% and 6%. The percent

“Not Yet Meeting” has had a declining pattern with the most recent year having a 3% increase. The

Meeting” total percent has fluctuated between a high of 42% in 2008/2009 and a low of 31% in

2011/2012.

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012

20% 19% 23%

29% 26%

41% 47%

30% 31% 35% 39%

34%

48% 41% 39%

Grade 4 Aboriginal FSA Writing



2007/2008 2008/2009 2009/2010 2010/2011 2011/2012

15% 10%

19% 23%

29%

49% 49%

42% 37%

40% 37%

42% 39% 40%

31%

Grade 7 Aboriginal FSA Reading


Not Yet Meeting Meeting



GRADE 7 FSA WRITING

The percent “Meeting” expectations increased from 43% in 2007/2008 to 49% in 2009/2010 and then

dropped to 33% in 2011/2012. The recent drop is a deviation from the pattern of growth followed by a

drop in percentage over the past four years. There was a corresponding increase in the percent of

students “Not Yet Meeting” expectations. Again, this is a deviation from the pattern where the percent

dropped and remained steady.

FSA COHORT DATA

FSA COHORT COMPREHENSION DATA

In looking at the FSA Comprehension data of the 2007/2008 Grade 4 year and following the Grade 4

group to their Grade 7 year in 2010/2011 there is an increase in the percent of “Unknown” performance

and an increase in the percent “Not Yet Meeting”. There is a corresponding decrease in the percent

“Fully Meeting” or “Exceeding”.

When considering the 2009 to 2012 cohort group of Grade 4 students as they progress to Grade 7, by

2012 there is a large increase in the percent of students with an unknown performance level. This may

mean that a number of students may have participated in an alternate assessment method. An increase

in the percent of students “Not Yet Meeting” expectations also had a notable increase. The percent of

student “Meeting” or “Exceeding” expectation shows a marked decline.

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012

15% 15%

26% 30%

34%

42%

51%

25% 25%

33%

43%

34%

49% 45%

33%

Grade 7 Aboriginal FSA Writing





Over a period of five years, the Grade 4 Comprehension results generally fluctuated between years of

improvement and years of decrease. The Grade 7 data trend is more toward a decrease in percentage

“Meeting” or “Exceeding” expectations. What is notable in the Grade 7 data is the marked increase in

the percent of students with an “Unknown” performance level. The Grade 7 percent has effectively

doubled in the last five years. The Grade 4 percent of students has also increased but not at the same

rate. The result of this high degree of level “Unknown” makes it more difficult and less reliable to make

any conclusive conclusions related to student performance on these tests over time. However, it is

apparent that the percent “Not Yet Meeting” expectations is a concern at both Grades 4 and 7. When

comparing the percent “Not Yet Meeting” each year, it is evident that both grades require continued

attention.

FSA COHORT WRITING DATA

FSA Writing data of the 2007/2008 Grade 4 year to their Grade 7 year in 2010/2011 shows an increase in

the percent of “Unknown” performance and a decrease in the percent “Not Yet Meeting”. There is a

corresponding increase in the percent “Fully Meeting” or “Exceeding”.

Performance LevelUnknown

Not Yet Meeting Meeting orExceeding

20%

40% 40% 23%

37% 40%

Reading FSA Aboriginal Student Grade 4 to Grade 7 (2008 to 2011)

Grade 4 2007/2008 Grade 7 2010/2011


Not Yet Meeting Meeting orExceeding

20%

41% 39% 30% 25%

45%

Writing FSA Aboriginal Student Cohort Grade 4 to Grade 7 (2008 to 2011)

Grade 4 2007/2008 Grade 7 2010/2011



The data for 2009 to 2012 cohort group follows a similar pattern to that of the previous year’s cohort

group but in two instances the change is not as marked. Specifically, the percent of students “Not Yet

Meeting” declined but not to the same degree as the earlier cohort group. The small decline in students

“Meeting” or “Exceeding” expectations, while noticeable, is not significant. The more significant change

is in the percent of students with an unknown performance level. The 2009 cohort group increased the

percentage by 13 percent.

It is clear that the work needs to be focused on the group of students who are not writing the FSA.



19%

47%

34% 34% 33% 33%

Writing FSA Aboriginal Student Cohort Grade 4 to Grade 7 (2009 to 2012)

Grade 4 2008/2009 Grade 7 2011/2012



16%

34%

51%

29% 40%

31%

Reading FSA Aboriginal Student Cohort Grade 4 to Grade 7 (2009 to 2012)

Grade 4, 2008/2009 Grade 7, 2011/2012



HIGH SCHOOL LITERACY COURSES LEADING TO GRADUATION

English 10 is a provincial exam course and is a required course leading to graduation. English 12 or

Communications 12 is also required for graduation. However, students graduating with Communications

12 may be required to complete English 12 after graduation if they wish to continue at a post-secondary

school. It is important to note not all students, Aboriginal or otherwise, write the English 10 exam in

their Grade 10 year, or the English 12 exam in their Grade 12 year. There are many instances where

writing the exam will occur before or after the specific year. Students who write and pass the English 10

exam in their Grade 10 year are very likely to graduate in their Grade 12 year. Conversely, students who

do not write the English 10 exam by the third year of high school tend to not graduate in their Grade 12

year.

ENGLISH 10

The Aboriginal student five-year average pass rate (C- or better) ending 2011/2012 for the English 10

provincial exam is 69% compared to a 91% pass rate for non-Aboriginal students, representing a gap of

22%. When considering a mark of C+ or better, the percent of Aboriginal students passing at that level

decreases to 26%, which translates into a 36% gap between Aboriginal and non-Aboriginal students

scoring in the C+ or higher range.

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 Average

66% 76%

63% 69% 72% 69%

27% 24% 25% 25% 30% 26%

English 10 Exam Aboriginal Student Pass Rate

C- or higher C+ or higher



ENGLISH 12

The Aboriginal student six-year average pass rate (C- or better) ending 2011/2012 for the English 12

provincial exam is 73% compared to a 87% pass rate for non-Aboriginal students, representing a gap of

14%. When considering a mark of C+ or better, the percent of Aboriginal students passing at that level

decreases to 30%, which translates into a 26% gap between Aboriginal and non-Aboriginal students

scoring in the C+ or higher range.

COMMUNICATIONS 12

The Aboriginal student six-year average pass rate (C- or better) ending 2011/2012 for the

Communications 12 provincial exam is 78% compared to an 81% pass rate for Non-Aboriginal students,

representing a gap of 3%. The percent of Aboriginal students who pass Communications 12 with a mark

of C+ or better decreases to 29%, which translates into a 37% gap between Aboriginal and non-

Aboriginal students scoring in the C+ or higher range.

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 Average

90%

74% 74% 72% 68% 76%

33% 12%

33% 22%

30% 26% 25%

28% 22%

29% 29% 27%

English 12 Exam Pass Rate Aboriginal Student

C- or higher C+ or higher Participation rate



Literacy remains a continued focus for the district and the data gives a clear indication that the focus is

well placed. There are patterns of growth in some grades and patterns of decline in others. The primary

years show promising signs of growth and development. The transition years to Grade 4 and others

continue to be a challenge. The English exam data is interesting in that for the past five years the

average pass percent has been almost the same for all three English exam measures when scoring C+ or

higher. While the range of percent has varied from year to year in each exam, the overall percent

averages out to being either very close or differing by only a few percentage points. Also when

considering the Grade 10 cohort group as it moves through to Grade 12, the percent of that group

passing Grade 12 at a C- or higher is higher for two of the cohort groups in Grade 12 than it was in Grade

10. The remaining group has a small percentage decrease.

GOAL 3: IMPROVE NUMERACY FOR STUDENTS OF ABORIGINAL ANCESTRY

ELEMENTARY

Kindergarten students are assessed each fall and spring as they enter and exit Kindergarten. The three-

year average for Aboriginal students completing Kindergarten being “Mostly Independent” or at grade

level for Numeracy is 70%. There was a 7% increase in 2011 over 2010 and a corresponding 6% decrease

from 2011 to 2012, but the general trend is that most students are completing Kindergarten fully within

grade level for Math.

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 Average

76% 85%

79% 78% 65%

77%

21%

36% 29%

36% 23% 29%

Communications 12 Exam Pass Rate Aboriginal Students




GRADE 4 FSA NUMERACY

In the past five years, the percent of students in the “Fully Meeting” category for numeracy skills ranged

between 29% and 39%. The percent “Exceeding” expectation dropped from 3% to 1% in the same time

period. The trend in the past 5 years has been upward after a low of 28% in 2009/2010.

67%

74%

68%

70%

Aboriginal Kindergarten Numeracy District Spring Assessment

Percent "Mostly Independent"

2010 2011 2012 Average

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012

19% 17% 20% 25% 22%

49% 45%

52%

43% 42%

32% 39%

29% 33% 36%

Grade 4 FSA Aboriginal Students





2007/2008 2008/2009 2009/2010 2010/2011 2011/2012

15% 13% 19%

27% 33%

54% 58%

53%

44% 45%

31% 30% 28% 29% 22%

Grade 7 Aboriginal FSA Numeracy



GRADE 7 FSA NUMERACY

There is a steady increase in the percent of students with a performance level “Unknown”. The increase

has effectively doubled since 2007/2008. The percent “Meeting” has decreased 2% from 2007/2008 to

2010/2011. There was a larger decrease of 6% recorded for 2011/2012. When combining the percent of

“Meeting” and “Exceeding” the total percent has fluctuated between 29% and 31% up to 2010/2011.

For 2011/2012 the total percent “Meeting” and “Exceeding” dropped to 22%.

HIGH SCHOOL NUMERACY

The current math data reflects the newly introduced courses - Foundations of Math and Pre-Calculus

and Apprenticeship and Workplace Math. The current data will become the baseline data for future

comparisons and trends.

FOUNDATIONS OF MATH AND PRE-CALCULUS

For the first two years of the course the percent of Aboriginal students passing the provincial exam with

a mark of C- or higher shows a 6% increase over one year. The percent of Aboriginal students who

passed the exam with a mark of C+ or higher increased by 3%.



APPRENTICESHIP AND WORKPLACE MATH

The Apprenticeship and Workplace Math provincial exam pass rates show a similar pattern to the

Foundations of Math and Pre-Calculus marks where the percent of students passing with a C- or higher

is notably higher than those passing in the C+ or higher range. While the percent of students passing the

exam remained stable, the participation rate had a substantial increase.

Prior to the changes in the Math curriculum, the Grade 10 – 12 Math program consisted of three

courses: Principals, Essentials and Applications of Math. The following chart displays past percentages

for exam marks over a four year span prior to the curriculum change. Aboriginal student performance

C- or Higher C+ or Higher Participation Rate

56%

21% 26%

62%

24% 21%

Math 10 Foundations and Pre-Calculus Exam Aboriginal Student Pass Percent

2010/2011 2011/2012

C- or higher C+ or higher Participation rate

56%

8% 19%

56%

7%

41%

Math 10, Apprenticeship and Workplace Exam Aboriginal Student Pass Percent

2010/2011 2011/2012



on provincial Math exams had an approximate 10% range pass rates between the three course exams.

The chart below shows the average pass rate for the four years prior to the new curricula.

The average pass percentage with a C- or higher has been relatively equal in Principles and Essentials of

Math. The Applications of Math pass rate is lower as an average percent over the four-year span, but it

has demonstrated the most consistent growth of all three courses. Principles of Math pass percentage

shows a decline and subsequent slight improvement. Essentials of Math improved and then declined

substantially.

GOAL 4: INCREASE DOGWOOD COMPLETION RATES FOR STUDENTS OF ABORIGINAL

ANCESTRY

COMPLETION RATES

The School District Achievement Contract has a specific goal to have all students graduate with a

Dogwood or Evergreen Certificate, where appropriate, and specific targets were set in 2008/2009

through to 2013/2014. When comparing actual percentages to target percentages, the district has met

or exceeded the specific targets for Aboriginal graduates. Of particular interest are the completion rates

of Aboriginal students in district standard schools. When considering the Aboriginal students in standard

K-12 schools, the completion rate is notably higher than non-standard schools. Non-standard schools

include adult education, distributed learning distance education (EBUS Academy), and alternate schools

offering specialized programs.


57%

21%

61%

8%

68%

24%

Math 10, Aboriginal Student 4-Year Average Exam Pass Percent

Applications Principles Essentials



Long-term data indicates a clear growth pattern with an increasing number of Aboriginal students

graduating. The six-year completion rate has increased and the gap between the Aboriginal and non-

Aboriginal six-year completion rate is decreasing. The Aboriginal student six-year completion rate shows

a steady increase.

Aboriginal six-year completion rate percentages have increased from 28% in 2005/2006 to 39% in

2010/2011, representing an 11% gain in six years. Non-Aboriginal six-year completion rate percentages

range from a low of 57% in 2005/2006 to a high of 64% for 2010/2011, representing a 7% gain in six

years. The gap between the Aboriginal and non-Aboriginal rate ranges between 23% and 29%, averaging

to 27%. The gap between the six-year completion rates has decreased by 5% over the past six years.

While the 2010/2011 rate increased from the previous year, the gap is still 4% lower than prior years.

The Aboriginal student six-year completion rate shows an increase in 2011/2012 after a slight flattening

out the previous two school years. The Aboriginal six-year completion rate ranges from 41% to 53%. The

low was 41% in 2005/2006 and the high was 53% in 2008/2009. The 2011/2012 rate increased to 53%.

2006/2007 2007/2008 2008/2009 2009/2010 2010/2011 2011/2012

67% 68% 69% 65% 69% 70%

42% 49% 53% 47% 47% 51%

Aboriginal Student 6-Year Completion Rate

All Students Aboriginal

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012

53 71 64 59

72

Aboriginal 6-Year Completion Rate by Number of Students



The gap between Aboriginal and non-Aboriginal rate ranges between a low of 16% in 2008/2009 and

high of 25% in 2005 to 2007, and averages 21%. Of particular interest is the increase in the number of

Aboriginal students completing six years of high school. The actual number is currently the highest that

it has been in the last five years. Also, in comparing the 2011/2012 completion percent, it shows an

increasing trend line. The difference between all students and Aboriginal students has been as high as

25% and as low as 16%. The 2011/2012 percent represents a reduction in the gap from previous years.

TRANSITION RATES

GRADE 9 TO A HIGHER GRADE

The transition rate for Aboriginal students from Grade 9 to a higher grade does not vary significantly

from the overall transition rate for the last seven years. The Aboriginal rate ranges from 63% to 92%

over the past six years while the rate for all students ranged between 76% and 95%. The difference

between the All Students and Aboriginal Students Transition Rate was as high as 16% in 2005/2006 and

as low as 3% in 2008/2009. The gap between All Students and Aboriginal Students has averaged 5.8%.


The rate for Aboriginal students ranges from 60% to 91% over the past six years while the rate for All

Students ranged between 76% and 94%. The difference between the All Students and Aboriginal

Students Transition Rate was as high as 13% in 2005/2006 and as low as 3% in 2010/2011. The gap

between All Students and Aboriginal Students has averaged 12.5%.

2006/2007 2007/2008 2008/2009 2009/2010 2010/2011

94% 94% 93% 92% 95%

90% 91% 90%

83% 82%

Grade 9 to Higher Grade





The transition rate for Aboriginal students from Grade 11 to a higher grade improved significantly in

2009/2010 and 2010/2011. Prior to 2009/2010 the transition rate ranged between a low of 31% and

high of 48%. The Aboriginal rate ranges from a low of 31% to a high of 67% over the past six years while

the rate for All Students ranged between 55% and 83%. The difference between the All Students and

Aboriginal Students transition rate was as high as 32% in 2008/2009 and as low as 9% in 2009/2010.

2006/2007 2007/2008 2008/2009 2009/2010 2010/2011

83% 89%

94% 90% 87%

69% 81%

91% 84%

74%



2006/2007 2007/2008 2008/2009 2009/2010 2010/2011

64% 64% 63%

73%

83%

48% 44%

31%

62% 67%





GOAL 5: INCREASE AWARENESS OF ABORIGINAL LANGUAGE AND CULTURE FOR ALL

Language and culture are a part of all schools at various levels. In 2011/2012, there were language and

culture teachers in place at five schools in three of the four main communities in the district. Four

elementary schools and one high school provide on-going and regular classes in Carrier as part of the

regular curriculum. The high school course is an elective chosen by students, while all elementary

students in the schools where there are Carrier language teachers participate in classes. In schools

where there is no language teacher, the Aboriginal education workers may be asked help to integrate

Carrier language and culture during assemblies, or in classroom instruction or presentations. Teachers

are using First Nations literature in high school and elementary classes. Two schools continued to

participate in the Aboriginal Enhancement School Network where specific programs and activities are in

place to integrate Aboriginal culture and understanding into regular teaching practices. These activities

are designed to support Aboriginal student learning and achievement as well as increase awareness and

understanding in the schools. Nechako Valley Secondary School First Nations Christmas Luncheon for

students and staff was hosted by the Aboriginal Education Support Workers and students.

Aboriginal awareness and understanding are presented as part of the professional development for all

staff during regular professional development days. Greg Murdock, from Sawano Pinesiwan (South Wind

Thunder), provided the keynote address to end the May 2012 professional development day. He also

provided a session titled “Helping Aboriginal Students Overcome Obstacles to Success”. Mr. Murdock

Nechako Valley Secondary School First Nations Christmas Luncheon



addressed some of the work of the Residential School Commission, as well as his own experiences in life

after residential schools.

An example of a school-level initiative is the Grassy

Plains Elementary-Secondary School field trip. The

Grade 8 to 12 students traveled to Prince Rupert

with stops at Moricetown and K’san. The purpose

of the trip was two-fold. The first was to provide

the students on the Southside with an opportunity

to travel and see parts of British Columbia, and

second, to explore and appreciate the rich and

varied First Nation culture and practices. The

highlight of the trip was participating in a canoe program that included paddling in a traditional

voyageur canoe. The students were taught proper protocol and tradition for landing a canoe on

Tsimshian soil, learning to land the canoe stern first to signify they come in peace.

DISTRICT AND SCHOOL SUPPORTS AND INITIATIVES

ABORIGINAL EDUCATION SUPPORT WORKERS

Aboriginal Education Support Workers (AESW) are involved daily with students and families. When

appropriate, they also advocate for students and families in planning meetings and other school-based

meetings. Aboriginal staff can be a resource or find resources when discussing or presenting local First

Nations content or ideas. Positions included as AESWs are Home School Coordinators (HSC) and

Aboriginal Education Workers (AEW).

Nechako Valley Secondary School Aboriginal Education Support Workers



Home School Coordinators play an important role in developing contacts and relationships with parents

and students. Much of their work involves contacts with parents as well as local First Nations. These

contacts can be for all types of purposes and roughly fall into any or all of the following five areas:

Academic, Behavioural, Attendance, Social/Emotional, or Recognition and Accomplishments.

Aboriginal Education Workers work primarily in the schools to support student progress and success.

Programs and services are broadly classified into two groups, classroom-based and school-based.

Classroom-based support is primarily academic and school-based may include checking in with students

throughout the day during non-instructional times, providing transportation, or attending student-

specific meetings when necessary. Both positions also are directly involved in programs, services and

events to increase Aboriginal awareness and develop relationships with students and the communities.

Babine Fraser Lake Grassy Plains

83%

45%

100%

17%

55%

0%

Aboriginal Support Staff Time Elementary-Secondary Schools - 2007 to 2012

Aboriginal Education Worker Time Home School Coordinator Time

Burns Lake Fraser Lake Fort St James Vanderhoof

74% 84%

18%

86%

26% 16%

82%

14%

Aboriginal Support Staff Time By Community 2007 to 2012




All district high schools have both AESW positions. In the high schools, Home School Coordinators

positions account for approximately 55% to 60% of the AESW time at a school. Conversely, the

Aboriginal Education Worker time accounts for 40% to 45% of the positions. In elementary schools with

HSC positions, the percent of time allotted to these positions range between 17% to 84% of the

Aboriginal programs and services time. Smaller elementary schools typically have more AEW time

allotted than HSC if any. Larger elementary schools will have HSC time as well as AEW time.

TUTORING/HOMEWORK SUPPORT PROPOSALS

The First Nations Education Council continues to support after school tutoring/homework programs for

students in elementary and secondary schools as well as in local First Nation communities. In 2011/2012

two First Nation communities were able to provide after-school support to students through targeted

dollars allotted through the proposals to FNEC. The two high schools and one elementary school

reported that the tutoring/homework support was well used and made a difference to student work

completion. The two First Nation communities were able to provide support and reported that the

programs were useful and effective in having a place for students to work in the community.

ROLE MODEL POSTERS

The Aboriginal Student Role Model program celebrated the dedication, commitment and achievement

exhibited by 21 Aboriginal students from across the district. These students represented five local First

Nations communities as well as other students with Aboriginal ancestry. The posters are distributed to

all district schools and local First Nation band offices as well as to post-secondary institutions in the

area. At the elementary level, students are recognized at the school level through role model or

participation certificates.

Fort St JamesSecondary

Lakes DistrictSecondary

Nechako ValleySecondary

46% 40% 43%

54% 60% 57%

Aboriginal Support Staff Time Secondary Schools - 2007 to 2012




PROPOSALS TO FNEC

The First Nation Education Council and School District No. 91 (Nechako Lakes) asked schools to submit

proposals for funding related to ensuring equitable access to opportunities for involvement in

extracurricular activities, or to increase Aboriginal content into regular instruction. The goal was to have

the resources available for use in all schools and to ensure equitable access to computer technology to

help students become increasingly self-directed, innovative and interdisciplinary in their learning. FNEC

was pleased to fund proposals that supported the intergenerational transmission of language and

knowledge through the development of a Carrier language web site. The project had high school

students and Saik’uz First Nation members work together to develop content and produce a web site of

Carrier language lesson units. Sinkut View Elementary in Vanderhoof received funding to purchase

Aboriginal novel units to be used as part of literacy circles. Lakes District Secondary received funding to

support students to attend a summer Endeavours Camp designed to provide opportunities for students

with special needs. Babine Elementary Secondary School received funding to work with the Tachet First

Nation community to provide after school and weekend youth activities.

Lakes District Secondary students dancing at a Potlatch to the students from William Konkin Elementary School, Burns Lake



SPECIAL HIRING PROGRAM

Over the past five years the district has been able to hire Aboriginal people into specific positions in

order to support Aboriginal students. The hiring program allowed the district to be strategic and

proactive in hiring. The proposal had a five year timeline and as of 2011/2012 the program will end.

However, the district is in the process of applying for an extension to the program.

SUMMER PROGRAMS 2012

The Read ‘n Rec program is a two week summer program for approximately 50 Aboriginal students

entering Grades 2 and 3, who would benefit from additional reading instruction midway through the

summer break. Host schools share their resources and each staff team, consisting of a teacher and an

Aboriginal education worker, are responsible to plan and implement the program. During the program

students explore their communities through many field trips. An academic component is woven into the

day along with physical activity and healthy food, as well as Aboriginal cultural activities and content.

Student and parent comments and evaluations of the program have been consistently positive.

The Read ‘n Rec programs were held at William Konkin Elementary in Burns Lake, Mouse Mountain

Primary School in Fraser Lake, WL McLeod Elementary in Vanderhoof, and David Hoy Elementary in Fort

St. James. Between 45 and 50 students participated in the program at the end of July and beginning of

August. Daily writing, comprehension and reading practice were scheduled and eagerly attempted by

participants.

ABORIGINAL ENHANCEMENT SCHOOL NETWORK (AESN)

In 2011/2012 two schools developed a question specific to the

school and related to improving student achievement through

focusing on particular areas that support the goals of the

Aboriginal Enhancement Agreement. The question focused on

improving literacy, and linked schools to local First Nations and

other schools. Specifically, WL McLeod Elementary School in

Vanderhoof developed a volunteer nine-week reading program

that engaged Aboriginal parents in reading coaching with students once a week for the nine weeks The

coach training included the use of learning intentions, criteria & descriptive feedback and self-

assessment for coaches as well as for students. The school linked with community support in

Vanderhoof as well as Saik’uz First Nation. Sinkut View Elementary focused on journaling to improve



communication skills. Both school participated in an end of the year celebration and sharing event

hosted at WL McLeod School. There schools from across the district and neighbouring districts.

SUMMARY

There is a clear indication of an increase in Aboriginal student success and achievement over the last ten

to twelve years. The District goal of 100% graduation rate speaks to the commitment and vision for

Aboriginal students. There is much work to do and a good base has been established to be built on. The

District continues to work with First Nation communities through the First Nations Education Council;

schools have established good working relationships with local First Nations communities and parents,

and Aboriginal students’ performance indicators are improving. However, while graduation rates are

increasing, the next step is to have more Aboriginal students graduating with the necessary courses to

have the option to continue on to post-secondary education. The District also needs to be involved in

more curriculum development rated to local First Nation history on content. Finally, additional work

needs to be done toward the development of a ministry approved course in Carrier language so

students can graduate from high school with Carrier as a recognized second language requirement.

As the district has tracked data, trends are becoming apparent. Overall, the trends are positive and show

improvement in all areas. Each year there are areas where data indicates a drop or reduction or show a

spike or peak in results. In each case, it is important to see each year as part of a trend or time line on

which to view where improvement has happened or where further attention is needed.

Baskets by Noeleen McQuarry

Documents

2011-2012 Aboriginal Education Report - British ColumbiaSchool District No.91 (Nechako Lakes) INTRODUCTION . This is the eleventh . Annual Report on Aboriginal Education in School