Enhancement Agreement Annual Report 2016-17 NOP, Steve Evans Teacher, Howe Sound Secondary School, Heather Lafreniere Education Coordinator, Skatin, Samahquam, Sylvia Shanoss District

School District No. 48 (Sea to Sky)

Aboriginal Education Program

Tenth Annual Report September 2016 to June 2017

Submitted by

Susan Leslie

District Principal

Aboriginal Education

Enhancement Agreement

Annual Report

2016-17

“Our Journey Together”


Edition 1 – June 1, 2017 Enhancement Agreement Annual Report 2016-17

School District No. 48 (Sea to Sky) 2

TABLE OF CONTENTS

Introduction 3 Aboriginal Education Structures 9 Student Enrolment Information 14 Aboriginal Student Performance Information 15 Goal 1: Enhance understanding, respect and engagement in Aboriginal language, culture and history. Goal 2: Enhance a sense of belonging, connectedness and responsibility in the learning environment and community. Goal 3: Enhance academic skills and achievement for success in school, the community and life. Goal 4: Enhance awareness and use of healthy personal choices and an active lifestyle to increase physical well-being.

Cover Photograph: 24 Hour Drum Aboriginal leadership students keeping the beat for 24 hours on April 21, 2017. Inside cover photo: Aboriginal Leadership students thanking community in the honoring ceremony at the 24 Hour Drum..




INTRODUCTION In reflection, our educators’ persistence, our students’ strong leadership and the powerful synergy and momentum that transpired as a result of their work together with Elders and community, was an inspiration for Aboriginal learning throughout Sea to Sky this year.

Elders Honoring Ceremony at Totem Hall at the 24 Hour Drum Seeking Wisdom The theme for learning this year was fueled by the Aboriginal Leadership students’ desire to cook and serve lunch for the Elders at Totem Hall. The powerful impact of this experience was the catalyst that inspired the work of the six Aboriginal Leadership groups across the Sea to Sky corridor. The students’ passion, in turn, ignited the Shared Learning teachers’ collaborative Inquiries and provided the spark for teachers, students and Elders traditional circle learning in eight Squamish and Whistler schools.

HSS Aboriginal Leadership student preparing lunch for the Elders at Totem Hall




INTRODUCTION (continued)

The Pala7lhkalh Stélmexw Aboriginal youth from Don Ross Middle School’s community

leadership initiative.

Charles Lewis preparing bannock for Helping Hands.

Shared Learning teachers deepened their Aboriginal learning this year by collaborating with one, or a team of teachers, at their school on an Inquiry project through the Aboriginal Enhancement Schools Network. Our district submitted fourteen Aboriginal Inquiries this year ranging from, “How can the incorporation of Skwxwu7mesh circle processes support assessment practices and community building at Howe Sound Secondary?” to “Developing students’ growth mindset through an Aboriginal lens using story telling with Elders.” The Reconciliation Blanket Inquiry projects that began last year, weaving a deeper understanding of the shared history with Aboriginal peoples, are approaching completion. Myrtle Phillips creative piece representing students, teachers and community learning through language, land and culture is featured below.

Myrtle Phillips reconciliation blanket.

Aboriginal Youth

Leadership initiatives

sparked community

connections between

youth, Elders, teachers

and knowledge

keepers.




INTRODUCTION (continued)

Teachers from the Well Ahead Project supported by the McConnell Foundation last year, have joined forces with our Shared Learning teachers in SD48 bringing circles to classrooms this past September 2016. Circles were chosen as the practice to implement in supporting our students’ mental health in learning. Several (36) teachers from across the corridor demonstrated interest in learning with their students about Traditional circle protocols to guide their circle learning. Four Elders from Skwxwu7mesh and Statyemc Nations spent one week working with teachers and students in seven schools, sharing, supporting and learning together.

The “4 Blankets Assessment Tool” based on Monique Gray-Smith’s book, “The Ripple Effect of Resiliency”, that was developed by the Shared Learning teachers and incorporated into many learning communities and classrooms in our district last year, was re-envisioned by a small group of assessment and Shared Learning teachers, using SD48s five Competencies. The team created many drafts fusing the Blanket of Self into the “Learn” Competency. The drafts created are being vetted by teachers with input from students in their classrooms. The team will continue to move forward in this process.




INTRODUCTION (continued) As the St'at'yemcets Gr. 5-12 Language IRP was completed last September, we began our work on the Skwxwu7mesh Gr. 5–12 Language IRP. Working with a Skwxwu7mesh Language and Culture teacher from North Vancouver, Elders, and Peter Jacobs (linguist) we have accomplished much this year. The bulk of the curriculum and the introduction have been developed, with the Grade 5-12 sample units well underway. The K-7 St'at'yemcets language program at Signal Hill Elementary will continue to be offered to all students twice per week led by Aboriginal Language teachers and mentoring Elders. Pemberton Secondary school offered a St'at'yemcets language and culture class this fall supporting students in learning language while doing seasonal cultural activities. This learning was infused with ceremony and traditional teachings. The Pala7lhkalh Stélmexw Aboriginal Youth Council comprised of 80 students from across the Sea to Sky corridor including Pemberton Secondary, Whistler Secondary, Xet’olacw Community School, Howe Sound Secondary, Learning Expeditions and Don Ross, celebrated their year of learning at Stawamus Elementary School on April 21st, hosting the 24 Hour Drum. The 2016-17 Aboriginal Leadership students focused on “Seeking Wisdom” from their Elders by interviewing them to gain understanding, preparing feasts to show respect and carefully listening to their stories to deepen their knowledge in navigating positive learning choices as Aboriginal youth today. Some learning themes were:

Language revitalization- learning from our Elders, a drum song or dance in their language and sharing their learning with other Nations.

Environmental impacts on water and territories- students focused on the impacts of energy consumption and extraction on land, water and communities in our country.

Students put forward a petition to delegate the Statmus (Howe Sound) estuary as a provincial park.




INTRODUCTION (continued) The Drum beat for 24 hours on April 21, 2017!

Cultural Journeys Aya7ayuah Chet. The learning community at Stawamus School has deepened learning relationship with land, language and culture this year, as Learning Expeditions and Aya7ayuah Chet have partnered in various projects such as their potlatches and honoring ceremonies. Students from Aya7ayuah Chet are mentoring their older peers in Skwxwu7mesh ways of knowing, being and doing. Learning Expeditions students are collaborating and partnering with the younger students on projects of interest.




INTRODUCTION (continued) Our many successes this year can be attributed to the exemplary work of our Elders, Aboriginal Support Workers, Aboriginal language and culture workers, educators, students, administrators, senior management team and community knowledge keepers. We continue to build and nurture these strong relationships in supporting our Aboriginal learners in SD48 by the:

renewal of our Skwxwu7mesh Nation/SD48 Protocol Agreement

welcoming the Lil’wat Nation to our Aboriginal Education Committee and Council meetings as

the employer representing the 9 Northern Contracts for Service.

Aboriginal Success Advisor graduation tracking -Aboriginal 6 year graduation rate is 82%

Northern Outreach program at Tzsil -9 students graduating this year

introduction of traditional talking circles into classrooms throughout the corridor

continued work on the Skwxwu7mesh language IRP

capacity building of the Shared Learning teachers in all schools and programs

community building and continued Aboriginal student empowerment through the 24 Hour Drum

It has been a very productive year in School District No. 48 (Sea to Sky) as we continue to work together to strengthen our programs, services, relationships and communities in ensuring the success of Aboriginal learners.




ABORIGINAL EDUCATION STRUCTURES A) Aboriginal Education Council Our Enhancement Agreement represents a commitment between the Sea to Sky School District and the Aboriginal communities to communicate and collaborate with the shared goal of improving the quality of education achieved by all Aboriginal students. The Aboriginal voice is further encouraged through the strong relationships that exist between the Aboriginal communities elected officials and elders and the School District’s trustees, senior staff, and teacher association president which is represented through the Aboriginal Education Council (ABED Council). They meet quarterly to make recommendations to the Sea to Sky Board of Education.

Aboriginal Education Council Membership: Elder, Squamish Nation, Gwen Harry Elder, Squamish Nation, Shirley Toman Councilor, Squamish Nation, Josh Joseph Squamish Nation Administrator, Squamish Valley, Paul Wick Lil’wat nation Administrator, Ernest Armann Elder, Lil’wat Nation, Veronica Bikadi Elder, Lil’wat Nation, Georgina Nelson Councilor, Lil’wat Nation, Martina Pierre Councilor, N’Quatqua Band, Doris Peters Off-Reserve Parent Representative, Angela Bradbury, Kerry Redman Sea to Sky Teachers’ Association, President, Steve Lioyd School Board of Education, Sea to Sky School District, Rebecca Barley School Board of Education, Sea to Sky School District, Laura Godfrey Superintendent of Schools, Sea to Sky School District, Lisa McCullough District Principal, Aboriginal Education, Susan Leslie

B) Aboriginal Education Committee The Aboriginal Education Committee is the working group that implements the Enhancement Agreement. Its members are made up of Aboriginal staff personnel, community education representatives, principals/vice-principals, teachers and the District Principal of Aboriginal Education. They meet monthly and make recommendations to the ABED Council.

Aboriginal Education Committee Membership: Education Coordinator, N’Quatqua Band, Julie Thevarge Administrator, Xet’olacw Band School, Verna Stager Mt. Currie Board of Education, Lil’wat Nation, Martina Pierre Associate Education Director, Squamish Nation, Joy McCullough

Squamish Valley Administrator, Squamish Nation, Paul Wick Vice Principal, Signal Hill Elementary, Clare Hanbury Principal, Brackendale Elementary, Angela Uren Principal, Whistler Secondary, Nolan Cox Principal, Pemberton Secondary, Krista Brynjolfson Principal, SSLC, Ryan Massey Teacher, NOP, Steve Evans Teacher, Howe Sound Secondary School, Heather Lafreniere Education Coordinator, Skatin, Samahquam, Sylvia Shanoss District Principal, Aboriginal Education, Susan Leslie




ABORIGINAL EDUCATION STRUCTURES (continued) C) Shared Learnings Committee The Shared Learnings committee is made up of one teacher representative from each school in the District, elders and cultural resource people from the local First Nation communities. They work collaboratively “weaving resources, curriculum practice and people together to change the education paradigm through the process of Inquiry. They meet annually to develop their initiatives and school targets, then the members meet throughout the year building capacity together as a team and with other teachers in their schools. The teachers have decided to launch a Shared Learning Blog next year to further ignite learning and sharing between school communities.

Shared Learnings Membership:

Teacher Contacts

Elders/Cultural Resource Members

Jack Fieldhouse (BRE) Joy McCullough

Heather Lewis (DRS) Charlene Williams

Kelly Kislasko (GHE) Deanna Lewis

Heather Lafreniere (HSS) Joyce Williams

Pam Bourdon (VCE) Tanina Williams

Ailsa Lapp (SQE) Art Harry

Lindsey Boersma (SWE) Linda Williams

Kirsten Sollid (MQE) Daryl McCullough

Larissa Parker (LCS) Shirley Toman

Linda McLagan (BWC) Gwen Harry

Shelley DesBrisay (MPE) Pricilla Richie

Marta Hollander (SHE Georgina Nelson

Carol Siblock (SHE) Veronica Bikadi

Steve Evans (NOP) Heather Joseph

Heather Sallows (WSS) Sylvia Shanoss

Andrea Franklin (SCE) Chris Wells

Martina Pierre




ABORIGINAL EDUCATION STRUCTURES (continued)

A variety of cultural related initiatives occurred this year, I have highlighted a few.

1) “Every Child Matters” is part of the Orange Shirt project campaigning to have September

30th National Orange Shirt Day commemorating Indian Residential School Survivors. All schools in the Sea to Sky corridor participated in raising awareness about residential schools and deepen the understanding about the inter-generational effects of residential survivors.

2) Remembrance Day ceremonies

Aboriginal Veterans were acknowledged

in ceremonies throughout the district

with Aboriginal Leadership students

taking part in organizing and presenting

at assemblies.

Signal Hill, Myrtle Phillip, Mamquam,

and Cultural Journeys also inspired

student leadership at their Remembrance

Day ceremonies as student’s shared their

learning about Aboriginal Veterans.




ABORIGINAL EDUCATION STRUCTURES (continued)

3) Cultural Journeys Aya7ayulh Chet

This year at Aya7ayulh Chet (Cultural Journeys) one of the important focuses was to develop more effective behaviour support structures and systems for their students. The increased Culture and Language learning this year including increased weekly full and half day field work experiences for all students has supported learner engagement and student ownership.

Students needed to make

many gifts in preparing for 2

Potlatch ceremonies this year

so they began collecting and

harvesting cedar and

medicinal plants and herbs.

Students planned, orchestrated

and led both Potlatches as well

as made all the gifts for give-

a-ways.




ABORIGINAL EDUCATION STRUCTURES (continued) 4) Skwxwú7mesh Days- Don Ross held their Annual event on May 16th involving the grade eight students. The students and teachers engaged in exciting learning activities ranging from a medicinal plant walk, bannock making, Skwxwú7mesh language and drumming to lacrosse. All celebrated with a salmon and salad feast at lunch and ended the day with closing ceremonies of thanks and gratitude.

8) Aboriginal Inquiry- This is our third year offering teachers the opportunity to apply and receive funds for an Aboriginal Inquiry Project. This year there were 12 teachers from 3 different schools who submitted learning inquiries involving unpacking curriculum through an Indigenous lens and incorporating Aboriginal ways of knowing, being and doing into their instructional practice. Combined with the Shared Learning teacher’s inquiries through the AESN Inquiry network, teachers are building capacity at their schools, inviting colleagues to join them in deepening their learning about our local shared history learning about our local shared history.




STUDENT ENROLMENT INFORMATION In the 2016-17 school year there were 584 (11.8%) students who self-identified as Aboriginal. Projected numbers for the 2017-18 school year are approximately the same at 585.

School Year

Total Students

Aboriginal Students

Aboriginal Students %

2004/05 4551 635 14.0%

2005/06 4491 604 13.4%

2006/07 4436 616 13.9%

2007/08 4311 593 13.8%

2008/09 4255 624 14.7%

2009/10 4210 650 15.4%

2010/11 4199 645 15.4%

2011/12 4245 644 15.2%

2012/13 4313 631 14.6%

2013/14 4480 641 14.3%

2014/15 4596 611 13.3%

2015/16 4479 589 13.2%

2015/16 4589 584 11.8%

540

560

580

600

620

640

660

2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

Aboriginal Students

Aboriginal Students




BUILDING ABORIGINAL STUDENT SUCCESS 2016 – 2017 The Sea to Sky School District is committed to engaging all students with personally relevant and flexible learning, empowering them to acquire the competencies vital for success in their future. The intent of this agreement is to build strong, trusting and respectful relationships between schools and all Aboriginal communities. By working together to improve Aboriginal student success, parents, caregivers, Aboriginal communities, and schools will be accountable for providing effective support and resources to increase Aboriginal student opportunities for success. Our aim is to continuously improve Aboriginal student achievement by preserving the integrity and spirit on which this agreement was created. The 2014 – 2019 Aboriginal Education Enhancement Agreement recognizes the importance of having all students achieve success in the context of intellectual, physical, emotional and spiritual realms.

Goal 1: Enhance understanding, respect, and engagement in Aboriginal language, culture and History. Goal 2: Enhance a sense of belonging and responsibility in the learning environment and Community. Goal 3: Enhance academic skills and achievement for success in school, the community, and life. Goal 4: Enhance awareness and use of healthy personal choices and an active lifestyle to increase physical well-being.

The goals of the Enhancement Agreement will be measured and reported on annually. The performance areas selected for enhancement are based on educational outcomes and where there is assurance that the data can be tracked with integrity over time and effectively used to support initiatives in designing, coordinating and implementing programs & services, the data will also be used to review and check effectiveness. Cohort data/evidence will be reviewed in addition to annual targets, in order to enhance our understanding of student performance. This will be monitored by the Aboriginal Education Advisory Committee. Goal 1: Enhance understanding, respect, and engagement in Aboriginal language, culture and History.

The number of K-7 students enrolled in the St’at’yemcets Language Program at Signal Hill

Elementary School is 450.

Pemberton Secondary offered a Culture and Language class in the fall semester incorporating seasonal rounds teachings into the language curriculum.

Cultural Journeys community and connection building using circle process, restorative practice, attachment-based strategies and social emotional instruction strategies supporting students in feeling safe, cared for and connected to each other, the staff and their learning environment.

The practice of circle learning in all of SD48 schools.

Acknowledging territory at assemblies and greetings on the daily announcements in the

language of territory.




GOAL 1 (continued)

Students at Learning Expeditions are receiving weekly Skwxwú7mesh language learning

with Charlene Williams and are collaborating on projects of interest, Potlatches and 24 Hour

Drum celebrations with the Cultural Journeys’ students

Don Ross Middle School has continued their Language and Culture class this year.

Reconciliation Blanket Inquiries continued…

Every school and 2 Programs of Choice, equalling 16 inquiries in our school district are

participating in Aboriginal inquiries to support deeper learning of our shared history as

Aboriginal peoples and to support discussions about walking forward together in

reconciliation in our school learning communities. This year teachers continued their

learning in inquiry, collaborating with staff in deepening their understanding in Aboriginal

learning. All reconciliation Blankets are in the completion stages this year.

Cultural learning in the North

In the north, our cultural Aboriginal Language and Culture Workers provide cultural

programs to Pemberton Secondary, Northern Outreach, Whistler Secondary, Signal Hill and

Myrtle Phillip and Spring Creek Schools.

Elder and St’at’yemcets

language teacher Bucky John

does morning announcements in

Ucwalmicwts and supports

Aboriginal leadership and

culture and language learning at

PSS.

WSS Aboriginal Youth Council

sharing their learning about culture,

land and territory as they drum, sing

and dance to the Eagle song at the

24 Hour Drum.

Aboriginal students at PSS created a

mural in the Ishkin room representing all

5 St’at’yemc communities. Students

spoke to their Elders and researched

creation stories in designing and building

their mural representation.




Goal 1 (continued) Culture and language programs in the South

In the south, culture and language are provided to Brackendale, Garibaldi Highlands,

Squamish, Mamquam and Valleycliffe Elementaries, Don Ross Middle, Howe Sound

Secondary, Learning Expeditions and Sea to Sky Alternative School. Listed below are some

of the cultural knowledge shared:

Medicinal and Edible Plant Walks

Pictograph Rock Painting

Story-telling/Legends/Art

Drumming and Singing

Sharing Circles

Potlatches/Feasts

Cedar Harvesting

Coast Salish drawing and weaving

Skwxwú7mesh Language drumming and singing

Traditional Skwxwú7mesh weaving

Residential School History/Indian Act Skwxwu7mesh” Greeting the Day” dance

Izzy Transplanting wild rice at the Estuary Traditional cedar harvesting




Goal 2: Enhance a sense of belonging and responsibility in the learning environment and Community.

Gathering Places and Learning Spaces

All of Sea to Sky’s middle and high schools have a First Nations room or Aboriginal

gathering place.

Garibaldi Highlands’ goal this year in building a vibrant learning community was belonging.

The use of talking circles in all schools in creating safe spaces for student voice, choice

and sharing.

Acknowledging territory at school events and using the language of territory in school

announcements and greeting Elders, family, students and visitors.

Our Schools Surveys:

OurSCHOOL student survey measures 31 indicators based on the most recent research on school and classroom effectiveness. The report provides highlights based on data from 846 students in 8 elementary schools that participated in the survey between Nov.7, 2016 and Jan. 26, 2017. The results for the district are based on last year's results for all students using The Learning Bar Survey for grade levels assessed by this district, and are compared with Canadian norms. Using an “Aboriginal” student filter, I was able to extract Aboriginal student results for

children in grades 4, 5 and 6.




Goal 2 (continued)

Advocacy: -In this district, students rated

advocacy at school 6.2 out of 10; the Canadian norm for these grades is 4.9.

-Aboriginal students rated 6.1 males and 5.9 females.

High levels of Anxiety: -18% of students in this district had moderate to high levels of anxiety; the Canadian norm for these grades is 16%. -Aboriginal student results rated 22% of males and 21% of females

as having high levels of anxiety.

Victims of Bullying: -26% of students in this district were victims of moderate to severe bullying in the previous month; the Canadian norm for these grades is 26%. -Aboriginal student results rate Males 47% and females 36% who are subjected to physical, social, or verbal bullying, or are bullied over the

internet.




Goal 2 (continued)

Positive Learning Climate: There are clear

rules and expectations for classroom behaviour. Students understand these and teachers maintain high expectations that they be followed.

- In this district, students rated disciplinary climate of the classroom 6.7 out of 10; the Canadian norm for these grades is 7.4. -72% of Aboriginal students in this district rated a positive learning

climate.

Positive Sense of Belonging: Valued by

their peers and others.

- 78% of students in this

district had a high sense of belonging; the Canadian norm for these grades is 86%. -Aboriginal students rated 75% males and 68% females have a positive

sense of belonging.




Goal 2 (continued)

Positive Teacher Relationships: Students

who feel teachers are responsive to their needs, and encourage independence with a democratic approach.

- In this district, positive

teacher-student relations were rated 8.4 out of 10; the Canadian norm for these grades is 7.9. -Aboriginal students rated 80% males and 84% females had positive

teacher relationships.




Goal 2 (continued) Elders Honoring Ceremony

Aboriginal Leadership courses were offered at both Howe Sound and Pemberton Secondary with 80 students involved in the Youth Leadership Council including students from Don Ross, Whistler Secondary, Xet’olacw and Learning Expeditions schools.




Goal 2 (continued) The students’ goal this year was to connect with Elders in their communities, seeking their wisdom on important issues that affect Aboriginal youth today. The websites below link to the documentaries student’s helped to research and film celebrating their work throughout the corridor this year. Seeking Wisdom: https://vimeo.com/215417125 Seeking Wisdom 2017 24 Hour Drum Honoring our Elders: https://www.youtube.com/watch?v=CPypPeXERrU&feature=youtu.be

Another Aboriginal leadership goal this year was to connect with younger students sharing language, cultural experiences and stories in hopes of mentoring future Aboriginal leaders. Don Ross Middle School buddied with Brackendale primary students teaching Skwxwú7mesh language and games. Howe Sound Secondary Aboriginal leadership students partnered with students at Cultural Journeys and shared stories they had written, singing and drumming.

https://vimeo.com/215417125




Goal 3: Enhance academic skills and achievement for success in school, the community, and life. Improving Areas

School Completion Information:

SD48 All students’ six year completion rates

SD48 Aboriginal students’ six year completion rates

SD48 Aboriginal students’ grade to grade transition rates

SD48 All students’ Readiness of 5

SD48 Aboriginal students’ Readiness of 4 or 5

Literacy:

Intermediate (FSA) literacy comparisons

Secondary Report Card results

Secondary Provincial Exam literacy results

Numeracy:

SD48 All students’ and Aboriginal students’ grade 4 and grade 7 (FSA) numeracy results

SD48 All students’ and Aboriginal students’ grade 10 provincial exam marks for Foundations of Math and Pre-Calculus

What trends in student achievement are of concern?

School Completion Information:

SD 48 All Aboriginal students in Grade 10 and 11 Readiness Data

SD48 All students’ cohort results for transition rates

Literacy Information:

SD48 All students’ and Aboriginal students’ primary and intermediate reading and writing

results

SD48 boys’ reading and writing FSA results

SD48 All students’ and Aboriginal students’ Provincial Exam results




Goal 3 (continued)

Numeracy Information:

SD48 Aboriginal students’ numeracy results

What evidence indicates this area of concern?

Literacy:

SD48 All Aboriginal students’ in grade 4 and grade 7 reading results (FSA) 58% and 57%

respectively are trending lower than the province 67% and 78%

SD48 Aboriginal students’ grade 4 and grade 7 writing results (FSA) 65% and 81 % respectively

trends lower than the province 67% and 89%

SD48 primary Aboriginal students’ Report Card data indicate that 40 to 50% are not meeting

expectations for ‘Reading and Viewing’ and ‘Writing’

SD48 Aboriginal students’ Kindergarten Report Cards indicate lower results than SD48 All

students’ results for ‘Reading and Viewing’, ‘Writing and Representing’, ‘Oral Language’

SD48 intermediate Aboriginal students’ Report Card data indicate that 16 to 47% are not

meeting expectations for Language Arts

SD48 grade 4 and 7 Aboriginal students’ FSA reading and writing year to year results are much

lower than SD48 All students’ results

SD48 Aboriginal students’ Report Card results for grades 10, 11 and 12 (English) indicate 12 to

43% are achieving below a C+

SD48 Aboriginal students’ Report Card results for grades 11 and 12 (Communications) indicate

23 and 55% are achieving below a C+

SD48 Aboriginal students’ grade 10 and 12 English Provincial Exam results indicate that

approximately 36-53% are achieving below C+

Numeracy:

While above provincial averages, SD48 grade 4 and grade 7 All students’ FSA numeracy results

still indicate that approximately 23% of students are not meeting expectations

SD48 grade 4 and grade 7 Aboriginal students’ FSA numeracy results indicate that

approximately 50% or more students are not meeting expectations




Goal 3 (continued)

SD48 All Aboriginal’s 4 and grade 7 FSA numeracy results 41% and 53% respectively are

lower than the provincial averages of 81% and 73%

While SD48 All students’ Foundations Math 10 results for C- or better exceed Provincial

averages, the same groups results for C or better significantly decline and are lower than

Provincial averages

SD48 Aboriginal students’ grade 10 Provincial Exam results for Foundations of Math are

significantly lower than Provincial results

U University Readiness

INDICATOR OF IMPROVEMENT

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

E Source of Evidence

70% of Aboriginal students will be ready for University after Grades 10, 11 and 12.

(C+ or better in Gr10 courses: En10 SS10 Ma10 Sc10 PE10)

Readiness of 5 Data Not Available 23% 53% 18%

Readiness of 4 9% 11% 7%

Readiness of 3 or less

68% 33% 76%

(C+ or better in Gr11 courses: En11 SS11 Ma11 Sc11 +All G’s)

Readiness of 5 Data Not Available 10% 25% 10%

Readiness of 4 3% 20% 4%

Readiness of 3 or less

87% 54% 86%




Goal 4: Enhance awareness and use of healthy personal choices and an active lifestyle to increase physical well-being. In reporting on Goal 4, the charts below report on data from 846 students in 8 elementary schools in SD48 that participated in the survey between Nov.7, 2016 and Jan. 26, 2017. Using an “Aboriginal” student filter, I was able to extract Aboriginal student results for children in grades 4, 5 and 6.

Students meeting and nearly meeting Canada's Food Guide: The percentage of students that meet or nearly meet Canada's Food Guide.

52% of students in this district met or nearly met Canada's Food Guide; the Canadian norm for these grades is 50%. -Aboriginal students rated 42% males and 34% females meet or nearly

meet Canada’s food guide.

Students consuming less than 5 sweet or fatty foods per day: -64% of students in this district consumed less than 5 sweet or fatty foods per day; the Canadian norm for these grades is 56%. -Aboriginal students rated 42% males and 64% females eat less than 5 sweet or fatty foods per

day.




Goal 4 (continued)

Student participation in school sports: Students who play sports with an instructor at school, other than in a gym class.

72% of students in this district had a high rate of participation in sports; the Canadian norm for these

grades is 68%.

-Aboriginal students rated 74% of males and 79% of females participated in

school sports

Hours per day spent doing moderate physical activity: During a typical weekday (i.e., Monday to Friday), the average time students spend on moderate physical activities.

In this district, students on average spent 1.3 hours per day on moderate physical activities; the Canadian norm for these grades is 1.2 hours. -Aboriginal students rated 1.5 hours per day for males and 1.1 hours per day for

females.




Goal 4 (continued)

Hours per day spent doing intense physical activity: During a typical weekday (i.e., Monday to Friday), the average time students spend on intense physical activities.

In this district, students on average spent 1.6 hours per day on intense physical activities; the Canadian norm for these grades is 1 hour. -Aboriginal students rated 1.4 hours per day for males and 1.3 hours per day for females.

Student participation in school sports: Students

who play sports with an instructor at school, other than in a gym class. -37% of students in this school had a high rate of participation in sports; the Canadian norm for these grades is 40%.

Aboriginal students rated 35% participating in

school sports.




Goal 4 (continued)

:


who play sports with an

instructor at school, other

than in a gym class.

-29% of students in this

school had a high rate of

participation in sports;

the Canadian norm for

these grades is 47%.

-Aboriginal students

participating in school

sports is 45%.


who play sports with an

instructor at school, other

than in a gym class.

-62% of students in this

school had a high rate of

participation in sports;

the Canadian norm for

these grades is 46.

-Aboriginal

participation in school

sports is 60%.




Goal 4 (continued)

The middle and highschool data was extracted from 2016 surveys at the particular school. The numbers and grades of students surveyed are:

Howe Sound Secondary, 460 students, grades 10-12

Pemberton Secondary, 233 students, grades 8-10

Whistler Secondary, 310 students, grades 8-12

SLCC, 28 students, grades 8-12

Student participation in school sports: Students who

play sports with an instructor at

school, other than in a gym

class.

-55% of students in this school

had a high rate of participation

in sports; the Canadian norm

for these grades is 46%.

-Aboriginal participation rate

in school sports is 18%.




Summary: In summary, the reported evidence of Aboriginal learning in meeting the 4 Enhancement Agreement goals is promising. Evidence of Aboriginal culture and language from territory is visible in all Sea to Sky schools. Acknowledging territory, Reconciliation blankets, greetings in the language of territory in daily announcements and at assemblies, cultural activities at all schools ranging from cedar, medicinal plant and salmon harvesting, naming ceremonies, potlatches, drum making, singing and traditional dancing, are just a sample of the incredible learning activities taking place throughout the district. Elders have contributed greatly to all learning this year across the corridor. SD48 is very grateful for their patience, wisdom, laughter and traditional knowledge.

The survey data in relationship to Goal 2 in the area of positive student teacher relationships, positive learning climate and teacher advocacy demonstrates that Aboriginal students are rating themselves higher or the same as Canadian norms in these categories. In the area of positive sense of belonging all SD48 students are rated approximately 10% under the Canadian norm.




Summary: (continued) Two areas of concern extracted from the Our Schools data is the percentage of Aboriginal students who have been the victims of bullying and Aboriginal students with moderate to severe anxiety. 47% of Aboriginal males and 36 % of females in grades 4, 5 and 6 have been the victims of bullying at school. The Canadian norm is 26%. Aboriginal students suffering from moderate to severe levels of anxiety are 22%, whereas the Canadian norm is 16%. In analyzing our achievement data our Aboriginal FSA results in Literacy and Numeracy are below provincial averages and SD48 all students results. 50% of Aboriginal students are not meeting expectations in numeracy. Our Kindergarten and primary report card results for Aboriginal students indicate 40 to 50% are not meeting expectations for reading, viewing and writing and our Aboriginal intermediate students report card data indicate that 16-47% are not meeting expectations in Language Arts. In reviewing goal 4, Health, the survey data states intermediate Aboriginal students are participating in 1.5 -1.2 hours of moderate to intense exercise per day and that their participation in school sports is higher than the Canadian norm. Nutritional information stated that Aboriginal intermediate students ate more fatty and sugary foods per day than the Canadian norm and that 34-42% were not meeting the Canadian food guide eating standards. Aboriginal students from grades 8 -12 have a higher participation in school sports activities than the Canadian norm with one exception, Whistler Secondary. In planning toward the 2017-18 school year this data will drive our work in ensuring the success of all Aboriginal learners in the Sea to Sky school district.

“And the beat goes on…..”




NOTES:

Documents

Enhancement Agreement Annual Report 2016-17 NOP, Steve Evans Teacher, Howe Sound Secondary School, Heather Lafreniere Education Coordinator, Skatin, Samahquam, Sylvia Shanoss District