Enhancement Slideshow

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  • Also in the fall, students in Andrea Davidson’s First Nations 12 class at Hugh Boyd Secondary came up with the logo for the Enhancement Agreement with the help of Cree artist, George Littlechild. One student came up with our tag-line “Our visions, our voices”.
    Burnaby took a long time to come up with a logo and tag-line so that was a good use of time to have the students do this.
  • Also in the fall, students in Andrea Davidson’s First Nations 12 class at Hugh Boyd Secondary came up with the logo for the Enhancement Agreement with the help of Cree artist, George Littlechild. One student came up with our tag-line “Our visions, our voices”.
    Burnaby took a long time to come up with a logo and tag-line so that was a good use of time to have the students do this.
  • Also in the fall, students in Andrea Davidson’s First Nations 12 class at Hugh Boyd Secondary came up with the logo for the Enhancement Agreement with the help of Cree artist, George Littlechild. One student came up with our tag-line “Our visions, our voices”.
    Burnaby took a long time to come up with a logo and tag-line so that was a good use of time to have the students do this.
  • I am pleased to say we have representatives from everyone we need. We do not have representation from Tswwassen First Nations. However, we are on Musqueam territory so it is not mandatory to have them sign our Agreement but if we keep them up to-date of our process and as Victor suggested, always have a chair for them at our meetings, they will always know they are welcome.
  • I am pleased to say we have representatives from everyone we need. We do not have representation from Tswwassen First Nations. However, we are on Musqueam territory so it is not mandatory to have them sign our Agreement but if we keep them up to-date of our process and as Victor suggested, always have a chair for them at our meetings, they will always know they are welcome.
  • I am pleased to say we have representatives from everyone we need. We do not have representation from Tswwassen First Nations. However, we are on Musqueam territory so it is not mandatory to have them sign our Agreement but if we keep them up to-date of our process and as Victor suggested, always have a chair for them at our meetings, they will always know they are welcome.
  • We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
  • We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
  • We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
  • We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
  • We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
  • We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
  • We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
  • We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
  • It is a Ministry Mandated Initiative
    The key to the Agreement is that it is a collaborative process
  • It is a Ministry Mandated Initiative
    The key to the Agreement is that it is a collaborative process
  • It is a Ministry Mandated Initiative
    The key to the Agreement is that it is a collaborative process
  • It is a Ministry Mandated Initiative
    The key to the Agreement is that it is a collaborative process
  • It is a Ministry Mandated Initiative
    The key to the Agreement is that it is a collaborative process
  • Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
  • Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
  • Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
  • Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
  • Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
  • Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
  • Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
  • Here are some photos of the gathering.

    In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
  • Here are some photos of the gathering.

    In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
  • Here are some photos of the gathering.

    In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
  • Here are some photos of the gathering.

    In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
  • Here are some photos of the gathering.

    In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
  • Here are some photos of the gathering.

    In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
  • Here are some photos of the gathering.

    In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
  • Here are some photos of the gathering.

    In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
  • Here are some photos of the gathering.

    In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
  • By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
  • By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
  • By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
  • By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
  • By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
  • Four additional community gatherings were organized for March 26, April 16, April 28 and May 5 and the gatherings were organized so that there was one in roughly the four corners of Richmond. I made personal phone calls to the families in each of the catchment areas for that particular gathering.
  • Four additional community gatherings were organized for March 26, April 16, April 28 and May 5 and the gatherings were organized so that there was one in roughly the four corners of Richmond. I made personal phone calls to the families in each of the catchment areas for that particular gathering.
  • Here are more pictures of the data collecting process.
  • Here are more pictures of the data collecting process.
  • Here are more pictures of the data collecting process.
  • Here are more pictures of the data collecting process.
  • Here are more pictures of the data collecting process.
  • Here are more pictures of the data collecting process.
  • Here are more pictures of the data collecting process.
  • All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
  • All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
  • All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
  • All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
  • All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
  • As Victor said in the fall, there is no template for an Enhancement Agreement - each district is different. 3 Questions were asked at each gathering. There were facilitators to scribe the responses.
  • The questions were changed slightly to search for more information that would be useful for us.
  • The questions were also changed for the benefit of those who were attending more than one gathering.
  • Aboriginal Student Head-count (Sept 30 of each year)
    x axis = the percentage of Aboriginal students in the district
    y axis = actual number of Aboriginal students - 329, 316, 277,291,273,261
  • Here are the latest statistics from the report “How are we doing” Ministry Report released in March, 2009.

Transcript

  • 1. Richmond School District #38 Aboriginal Enhancement Agreement Committee Year-to-date development February 2010
  • 2. Our Visions, Our Voices
  • 3. Our Visions, Our Voices Tag-line created by: Morgan Johnson Hugh Boyd Secondary Combined Studies Program
  • 4. Our Visions, Our Voices Tag-line created by: Logo drawn by: Morgan Johnson Corissa Arsenault Hugh Boyd Secondary Hugh Boyd Secondary Combined Studies Program Graduate - January 2009
  • 5. Who makes up the Richmond Aboriginal Enhancement Agreement Committee?
  • 6. Who makes up the Richmond Aboriginal Enhancement Agreement Committee? Representation from: • Musqueam First Nation • Richmond School Trustees • District Aboriginal Educators • Richmond Museum & Heritage • Vancouver Coastal Health • RTA president and RTA members • Richmond Youth Services Agency
  • 7. Who makes up the Richmond Aboriginal Enhancement Agreement Committee? Representation from: • Musqueam First Nation • RSB -District Personnel - • Richmond School Trustees Assistant Superintendent • District Aboriginal Educators • Parents, Students • Richmond Museum & Heritage • RDPA - Parent Advisory • Vancouver Coastal Health • City of Richmond • RTA president and RTA members • RASA members • Richmond Youth Services Agency • CUPE members
  • 8. Overview of Presentation
  • 9. Overview of Presentation 1. What is the Aboriginal Enhancement Agreement?
  • 10. Overview of Presentation 1. What is the Aboriginal Enhancement Agreement? 2. What is the objective of the Agreement?
  • 11. Overview of Presentation 1. What is the Aboriginal Enhancement Agreement? 2. What is the objective of the Agreement? 3. What is the process of the Agreement?
  • 12. Overview of Presentation 1. What is the Aboriginal Enhancement Agreement? 2. What is the objective of the Agreement? 3. What is the process of the Agreement? 4. What are our next steps?
  • 13. Overview of Presentation 1. What is the Aboriginal Enhancement Agreement? 2. What is the objective of the Agreement? 3. What is the process of the Agreement? 4. What are our next steps? 5. How can the community and stakeholders contribute to the process?
  • 14. Overview of Presentation 1. What is the Aboriginal Enhancement Agreement? 2. What is the objective of the Agreement? 3. What is the process of the Agreement? 4. What are our next steps? 5. How can the community and stakeholders contribute to the process? 6. What are some of the parameters?
  • 15. Overview of Presentation 1. What is the Aboriginal Enhancement Agreement? 2. What is the objective of the Agreement? 3. What is the process of the Agreement? 4. What are our next steps? 5. How can the community and stakeholders contribute to the process? 6. What are some of the parameters? 7. Who can I contact for more information?
  • 16. 1. What is an Enhancement Agreement?
  • 17. 1. What is an Enhancement Agreement? It is a formal agreement between:  a school district  Aboriginal communities and  the Ministry of Education
  • 18. 1. What is an Enhancement Agreement? It is a formal agreement between:  a school district  Aboriginal communities and  the Ministry of Education
  • 19. 1. What is an Enhancement Agreement? It is a formal agreement between:  a school district  Aboriginal communities and  the Ministry of Education to work together to improve the success of Aboriginal students in B.C.
  • 20. 2. What is the Objective of the Richmond School District’s Enhancement Agreement Committee?
  • 21. 2. What is the Objective of the Richmond School District’s Enhancement Agreement Committee? • To generate goals that will help ensure the success of our Aboriginal students by creating opportunities to hear the voices of all stake-holders through community input and dialogue...
  • 22. ...through events, presentations and activities such as:
  • 23. ...through events, presentations and activities such as: •Student forums
  • 24. ...through events, presentations and activities such as: •Student forums •Community Gatherings
  • 25. ...through events, presentations and activities such as: •Student forums •Community Gatherings Our Voices
  • 26. ...through events, presentations and activities such as: •Student forums •Community Gatherings Our Voices •Electronic presentations (blog)
  • 27. ...through events, presentations and activities such as: •Student forums •Community Gatherings Our Voices •Information sharing •Electronic sessions with school based presentations (blog) staff and community
  • 28. First Community gathering - January 28, 2009
  • 29. Presenters
  • 30. You are invited to take part in one of our Aboriginal Four additional gatherings Community Gatherings, which are part of the Aboriginal Enhancement Agreement process taking were organized in the four quadrants of Richmond:place in the Richmond School District. In doing so, y will be helping develop a plan to enhance the educational achievement of Aboriginal students an •March 26, 2009 create learning opportunities that will enable all ou Brighouse School learners to understand and appreciate First Nations history, culture and traditions. •April 16, 2009 J. Wowk School The Enhancement Agreement (EA) is the rst step that will lead to providing solid support to the students in o •April 28, 2009 community. As educators, it is essential to support and enhance the unique talents that our students bring to Woodward School classrooms. As parents, it is critical that your voice and vision is heard for the academic and social success of o •May 5 Aboriginal youth. The EA is a working document betw Mitchell School a school district, all local Aboriginal communities and Ministry of Education. It involves shared decision-mak and speci c goal setting. In order for this process to succeed, we need to hear from you and we need to list This is your chance to make a di erence!
  • 31. Please join us for an Aboriginal Four additional gatherings were organized in the four Community Feast and Gathering quadrants of Richmond: Our Visions, •March 26, 2009 Our Voices You are invited to take part in one of our Aboriginal Brighouse School Community Gatherings, which are part of the Aboriginal Enhancement Agreement process taking place in the Richmond School District. In doing so, you will be helping develop a plan to enhance the •April 16, 2009 educational achievement of Aboriginal students and create learning opportunities that will enable all our J. Wowk School learners to understand and appreciate First Nations history, culture and traditions. The Enhancement Agreement (EA) is the rst step that will lead to providing solid support to the students in our •April 28, 2009 community. As educators, it is essential to support and enhance the unique talents that our students bring to our Woodward School classrooms. As parents, it is critical that your voice and vision is heard for the academic and social success of our Aboriginal youth. The EA is a working document between a school district, all local Aboriginal communities and the Ministry of Education. It involves shared decision-making •May 5 and speci c goal setting. In order for this process to succeed, we need to hear from you and we need to listen. Mitchell School This is your chance to make a di erence! Please note the dates of the upcoming community gatherings and please RSVP so we can save you a place at the table! The evening begins with a meal and families are welcome. March 26, 2009 April 16, 2009 April 28, 2009 May 5, 2009 Brighouse School Jesse Wowk School Woodward School Mitchell School 6800 Azure Rd 5380 Woodwards Rd 10300 Seacote Rd 12091 Cambie Rd
  • 32. Community Gatherings
  • 33. Community Gatherings Community Gatherings
  • 34. Protocol was followed: •Elders present; •blankets and honorariums given; •children served elders.
  • 35. Group Discussion Questions: 1. What does success look like for our children? 2. What do we need to do to achieve the success we want? 3. How will we know that the students are successful?
  • 36. Group Discussion Questions: 1. What are we doing that is successful? 2. What should we be doing? 3. How can we work with you?
  • 37. Group Discussion Questions: 1. What do we know about the Aboriginal learner? 2. What more do we want or need to know? 3. What are we going to do?
  • 38. number of Aboriginal students district percentage 400.0 300.0 200.0 100.0 1.4% 1.3% 1.2% 1.2% 1.2% 1.1% 0 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09
  • 39. Head-count: Aboriginal Students - Richmond School District number of Aboriginal students district percentage 400.0 300.0 200.0 100.0 1.4% 1.3% 1.2% 1.2% 1.2% 1.1% 0 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09
  • 40. Aboriginal % Non-Aboriginal % 90.0 67.5 45.0 22.5 38 79 78 81 50 80 56 79 74 78 0 2003/04 2004/05 2005/06 2006/07 2007/08
  • 41. Grade 12 Graduation - Richmond School District Aboriginal % Non-Aboriginal % 90.0 67.5 45.0 22.5 38 79 78 81 50 80 56 79 74 78 0 2003/04 2004/05 2005/06 2006/07 2007/08
  • 42. Aboriginal % Non-Aboriginal % Provincial Aboriginal % Provincial Non-Aboriginal % 90.0 78 - 67.5 50- 45.0 22.5 38 79 78 81 50 80 56 79 74 78 0 2003/04 2004/05 2005/06 2006/07 2007/08
  • 43. Grade 12 Graduation - Richmond School District Aboriginal % Non-Aboriginal % Provincial Aboriginal % Provincial Non-Aboriginal % 90.0 78 - 67.5 50- 45.0 22.5 38 79 78 81 50 80 56 79 74 78 0 2003/04 2004/05 2005/06 2006/07 2007/08
  • 44. 3. What is our Process in Developing the Aboriginal Enhancement Agreement?
  • 45. 3. What is our Process in Developing the Aboriginal Enhancement Agreement?
  • 46. 3. What is our Process in Developing the Aboriginal Enhancement Agreement? • Collaboration with all partners from the local learning community
  • 47. 3. What is our Process in Developing the Aboriginal Enhancement Agreement? • Collaboration with all partners from the local learning community • Gathering as much data as possible to ensure the goals are appropriate for our Aboriginal students
  • 48. 3. What is our Process in Developing the Aboriginal Enhancement Agreement? • Collaboration with all partners from the local learning community • Gathering as much data as possible to ensure the goals are appropriate for our Aboriginal students • Forming a small committee to write up the agreement
  • 49. 3. What is our Process in Developing the Aboriginal Enhancement Agreement? • Collaboration with all partners from the local learning community • Gathering as much data as possible to ensure the goals are appropriate for our Aboriginal students • Forming a small committee to write up the agreement • Holding an official signing ceremony
  • 50. 3. What is our Process in Developing the Aboriginal Enhancement Agreement? • Collaboration with all partners from the local learning community • Gathering as much data as possible to ensure the goals are appropriate for our Aboriginal students • Forming a small committee to write up the agreement • Holding an official signing ceremony • Implementation of the Agreement (5 yr. cycle)
  • 51. 4. What are our next steps?
  • 52. 4. What are our next steps? • Continued monthly meetings of the Aboriginal Enhancement Agreement Committee -meeting in various locations • Four pillar concept - more consultation with different groups (see next slide) • Preliminary analysis of data
  • 53. What is the Four Pillar Concept?
  • 54. What is the Four Pillar Concept? • Gatherings and student discussions leading to more Aboriginal community voice and to more authentic data: children/students parents/families teachers/administrators Musqueam Elders/community
  • 55. 5. How can the community and stakeholders contribute to the process?
  • 56. 5. How can the community and stakeholders contribute to the process?  Respond to questionnaires on the district website/blog  participate in community gatherings  get the word out into the community
  • 57. 6. What are some factors for consideration during the process? The diversity of the Aboriginal groups in Richmond Richmond School District can not do this alone - we are following our tradition of collaboration Goals must be relevant to Aboriginal students in Richmond
  • 58. 7. Who can I contact for more information? Please do not hesitate to contact Diane Jubinville, Teacher Consultant for the Aboriginal Enhancement Agreement. She can be reached at: djubinville@sd38.bc.ca or 604-668-6588