Aboriginal Education Handbook - Campbell River School District

SD#
72 Campbell River
Aboriginal Education
Hand
dbook
Greg Johnson -District Principal off Aboriginal Education

School District #72: Aboriginal Education Handbook 1
Introduction
Aboriginal Education Handbook
S.D. #72 – Campbell River
This handbook is for School District #72 employees and the Board of School Trustees.
Its purpose is to provide information about the Campbell River Aboriginal Education
Enhancement Agreement, the Aboriginal Education Department programs and
personnel, and how as a district we can work together to ensure the success of all
Aboriginal learners.
Contents:
Pg. 1
Pg 3
Pg. 5
Pg. 6
Pg. 7
Pg. 8
The third Campbell River Aboriginal Education Enhancement
Agreement (2009-2014)
Targeted Funding
Aboriginal Education Programs
• Liq w ala/K w ak w la Language and Culture
English Skills Development (ESD)
Aboriginal Education Department Personnel
• District Principal of Aboriginal Education
Aboriginal Support Teachers
• Aboriginal Support Workers
• Aboriginal Education Assistants
Liq w ala/K w ak w la Language Program Office at Robron Centre
Contacts
Appendix A: Aboriginal Education Advisory Council
The Third Campbell River Aboriginal Education Enhancement Agreement 2009-2014
What is an Enhancement Agreement (EA)
An Enhancement Agreement (EA) is a working agreement between a school
district, all local Aboriginal communities, and the Ministry of Education. EAs are
designed to enhance the educational achievement of Aboriginal students. The EA
establishes a collaborative partnership between Aboriginal communities and school
districts and involves shared decision-making and specific goal setting to meet the
educational needs of Aboriginal students.
Enhancement Agreements highlight the importance of academic performance
and more importantly, stress the integral nature of Aboriginal traditional culture and
languages to Aboriginal student development and success. Fundamental to EAs is
the requirement that school districts provide strong programs on the culture of local
Aboriginal peoples on whose traditional territories the districts are located.

School District #72: Aboriginal Education Handbook 2
Enhancement Agreements . . . .
• are intended to continually improve the quality of education achieved by all
Aboriginal students;
• support strong cooperative, collaborative relationships between Aboriginal
communities and school districts;
• provide Aboriginal communities and districts greater autonomy to find
solutions that work for Aboriginal students, the schools and the communities;
and
• require a high level of respect and trust to function.
Background
Enhancement Agreements resulted from the recognition by the Ministry of
Education that British Columbia schools have not been successful in ensuring that
Aboriginal students receive a quality education, one that allows these students to
succeed in the larger provincial economy while maintaining ties to their culture.
Growing recognition of this problem led to the signing of a Memorandum of
Understanding in 1999:
"We the undersigned, acknowledge that Aboriginal learners are not experiencing
school success in British Columbia. We state our intention to work together within the
mandates of our respective organizations to improve school success for Aboriginal
learners in British Columbia."
Memorandum signatories included:
o the Chiefs Action Committee,
o the provincial Minister of Education,
o the federal Minister of Indian and Northern Affairs, and
o the President of the BC Teachers Federation.
The third Campbell River Aboriginal Education Enhancement Agreement (July 1,
2009 – June 30, 2014) is an agreement signed by the School District; the Aboriginal
Education Advisory Council and the Ministry of Education. It recognizes our
collective responsibility for ensuring the success of all Aboriginal learners. As such,
we are tasked with providing a continuum of substantive learning experiences
and/or support services throughout the school year for the benefit of all
Aboriginal learners in the Campbell River School District. The goals of the
Enhancement Agreement and Aboriginal student success are measured and
reported on annually at a school and district level.
The four goals of the third 2009-2014 Campbell River Aboriginal Education
Enhancement Agreement are as follows:
• Year by year improvement in literacy and numeracy achievement by all
Aboriginal students at the Elementary, Middle & Secondary School Levels (K – 12).

School District #72: Aboriginal Education Handbook 3
• Year by year improvement in the transition rates of all aboriginal students at every
grade level.
• To increase the number of Aboriginal students who graduate with a Dogwood
certificate. All Aboriginal students will be well prepared and knowledgeable about
how to achieve their career and life goals.
• To increase all Aboriginal students’ sense of pride and ensure they have
opportunities to participate in and learn about their heritage and culture.
Targeted Funding
In order to provide academic and cultural programs to achieve the goals of the
Enhancement Agreements the Ministry of Education provides targeted funds for
aboriginal learners. Students qualifying for Aboriginal Education funding are funded
at $1160 per full-time equivalent. The delivery and outcomes of Aboriginal programs
and services must be measured and documented.
Funded Aboriginal Education programs must be additional to any other programs
and services to which an Aboriginal student is eligible, including provincial base
funding, ESL/D and Special Education.
Targeted Aboriginal Education funding must not be used to replace other funded
programs such as Special Education or ESL. Targeted Aboriginal Education funding
must not be used for the delivery of BC First Nations Studies 12 or other basic
classroom instruction.
Aboriginal Education Programs
Liq w ala/K w ak w ala Language and Culture
A very important purpose of our Educational Agreement is to honour and support
the histories, cultures and languages of the First Nations whose traditional territories
are served by School District No. 72. The local First Nations language, ~
Liq w ala/K w ak w ala has been taught in Campbell River schools for approximately
twenty-five years. The School District has been very fortunate to have had such
knowledgeable and skilled speakers of the language work with our students. The
Ministry approved curriculum for this course has been developed within the
department. Over the years, the language program has flourished.
Liq w ala/K w ak w ala is now offered at many of our elementary schools as well as at
Ecole Phoenix Middle School and Carihi Secondary. Liq w ala/K w ak w ala is recognized
by the University of Victoria as fulfilling the entrance requirements for a second
language. It is our hope that after taking Liq w ala/K w ak w ala in school, students will
have a greater awareness of the language and will go on to learn more of the
language from speakers in their communities. Salishan, the language of one of our
local First Nations is taught at Georgia Park Elementary and Cortes Island school.

School District #72: Aboriginal Education Handbook 4
English Skills Development (ESD)
English Skills Development or English as a Second Dialect (ESD) is a program offered
at various schools throughout SD72, Campbell River. This program provides extended
language development support to Aboriginal learners. This support may be
necessary in order for these students to develop their individual potential.
Students in the ESD program may come from a home where the English is
significantly different from the English that is commonly used in schools. ESD students
require additional support in order to function successfully in the school curriculum.
ESD support services are oriented toward developing school language. English
language proficiency should be considered in broad terms to take into account all
of the differences between language used for social interaction and language
used for purposes in all content areas.
ESL Standards Document, B.C., Ministry of Education 2001, page 15.
ESD Program Goals
• To enrich the development of oral/aural language skills
• To build self-confidence, self-esteem and cultural pride
• To improve reading and writing skills using Aboriginal content when available
• To provide an advocacy base for Aboriginal students within the schools.
The following Principles of Learning are relevant to the philosophy of the ESD
program:
• Learning should be built on the educational and personal experiences of the
student
• Cultural identities and languages spoken at home should be honoured by
instructional practices that recognize the knowledge and experiences
students bring to school rather than attempt to replace them.
• Learning a language means, among other things, learning to use the
language to socialize, learn, query, imagine and wonder.
• Students' cognitive and academic growth should continue while the
language is developing.
• Integrating language teaching within the teaching or curricular content
simultaneously develops students' language, subject-area knowledge, and
thinking skills.
ESL Standards Document, BC Ministry of Education 2001, page 14
Aboriginal Education Department Personnel
District Principal of Aboriginal Education
The District Principal of Aboriginal Education is tasked with monitoring Aboriginal
student success and ensuring continued progress towards achieving the goals of
the Enhancement Agreement. The District Principal supports district schools in this
endeavor. The District Principal liaises with the Aboriginal Education Advisory
Council, reports on the progress of the district’s Aboriginal students, ensures the
allocated funds are well spent, and that programs and department personnel are
meeting the needs of all learners, especially Aboriginal learners.

School District #72: Aboriginal Education Handbook 5
Aboriginal Support Teachers
Some of our elementary and secondary Aboriginal learners are supported by an
Aboriginal Support teacher. The Aboriginal support teacher is an advocate for all
aboriginal students. The support teacher’s number one priority is to support
aboriginal students academically. The support teacher also works with aboriginal
students and non-aboriginal students and staff at their school to develop individual
Aboriginal students’ sense of identity and belonging through cultural support and
celebrations. Finally the Support teacher informs and educates staff about student
needs, historical contexts, the goals of the enhancement agreement and the
districts commitment to fulfilling them.
Roles and Responsibilities of the Support Teacher
The Support teacher:
• Has contact with all aboriginal students and monitors their progress and attendance.
• Supports Aboriginal students needing the most support first.
• Participates and assists staff in assessing “for” and “of” learning. (DART; DMA school
wide assessments etc.)
• Using the assessment data provides instructional support to identified individuals or
groups of students in consultation with the classroom and Learning Assistance
teachers.
• Attends School Based Team meetings where Aboriginal students are being discussed
and works with department, school and student service staff in fulfilling any plans.
• Promotes the Enhancement Agreement and the district’s commitment to fulfilling it.
• Ensure staff knows who the aboriginal students in their class are.
• Establishes a system of communication with students, teachers and administrators so
that all groups know how to access the support teacher to receive help and to
ensure student success.
• Provides cultural experiences to students.
Aboriginal Support Workers
School District No. 72 has eight Aboriginal Support Workers who work within our
schools. Aboriginal Support Worker roles and responsibilities are described in the
Criteria for Success below.
BUILDING RELATIONSHIPS - with students; staffs; caregivers
• Make regular contact with students through class check-ins; being present at break
times and nutrition times; meeting and checking in with students; attending SBT and
other meetings involving students.
• Advocate for students and parents and support them during interactions with staff
• Regular communication with caregivers via phone and home visits
• Communicate regularly with administration and teaching staff regarding role and to
support students.
• Be dependable and accountable – follow through
• Maintain confidentiality
• Attend department and community events

School District #72: Aboriginal Education Handbook 6
STUDENT SUPPORT
Advocacy
• Class placement and support for students to ensure their success
Academic and Emotional Support
• read reports – academic & attendance and follow-up
• connect with community
• support students with girl and boy groups; one-on-one time etc.
• provide access to community supports and services for students and caregivers
• meet with Administrators/teaching, district and department staff to support students
• promote culture and cultural awareness
• attend School functions and all meetings regarding Aboriginal students
STAFF/SCHOOL/DISTRICT SUPPORT
• be accountable and follow through
• make regular contact with teachers & administrators to assist them and students
• educate staff and school personnel to ensure a better understanding of children
• be available
• maintain confidential and accurate records of meetings, contacts and activities.
PARENT/COMMUNITY SUPPORT
• network with community services
• support parents at appointments, meetings
• establish relationships with school
• ensure clear communication
• help students and caregiver with forms etc.
• attend school/community events
Aboriginal Education Assistants
“The role of the Aboriginal Educational Assistant is to empower all Aboriginal
students through the creation of strong positive relationships in order that students
reach their full academic, emotional, and physical potential.”
Aboriginal Educational Assistants are assigned to a school to be a role model for
aboriginal students and assist Aboriginal students in their academic and emotional
growth. Aboriginal Education assistants can be used in a variety of ways but should
be used to assist as many aboriginal students as possible within a school. Aboriginal
students with designated special needs and requiring assistance from an
Educational Assistant because of this designation are supported through Student
Services. Aboriginal Education Assistants are a member of a school’s educational
team and are scheduled by a school’s L.A. teacher/Aboriginal Support teacher
and/or principal. It is appropriate to include non-aboriginal students within a small
group of Aboriginal students an Aboriginal Education Assistant is working with. It
would also be appropriate for a classroom teacher to assign an Aboriginal
Education Assistant to work with non-aboriginal students if the classroom teacher
was working with a small group of Aboriginal students. In both examples the
Aboriginal Education Assistant is supporting the education of Aboriginal students.

School District #72: Aboriginal Education Handbook
7
Liq w ala / K w ak w ala Language Program Office @ Robron Centre
Curriculum materials developed by office staff to support Liq w ala/K w ak w ala
language instruction and culture are created and available here. As
well, the
District Leveled readers, WhalesTales,
, are available throughh the office. Teaching
staff who need support in the delivery
of lessons or in accessing a guest speaker to
visit your class can call the
Language
office and
we will be
happy to support their
needs.
Contacts
Karen Giesbrecht:
Secretary
Monday- Friday
Liq w ala / K w ak w ala Language Program
Office @ Robron Centre
Ph. 923-4902 Loc. 2211
Fax: 923-4903
Greg
Johnson: District Principal of Aboriginal Education and Alternatee Programs
Monday- Friday
Liq w ala / K w ak w ala Language Program
Office @ Robron Centre
Ph. 923-4902 Loc. 2216
Fax: 923-4903

School District #72: Aboriginal Education Handbook 8
Appendix A: Aboriginal Education Advisory Council (AEAC)
The Aboriginal Education Advisory Council must be acknowledged for their
continued dedication to the success of Aboriginal students in School District #72
and the wisdom and leadership they provide as they work together with School
District #72 to ensure the Council’s vision of successful Aboriginal learners becomes
reality.
AEAC Vision of Successful Aboriginal Learners
“Successful Aboriginal students will identify their heritage, language and culture
with pride, confidence and knowledge… throughout their school careers and
beyond. They have a family, community and school district that are supportive of
education. They, their family and community, feel welcomed and at ease in the
school setting. They apply themselves to the best of their ability and acquire selfadvocacy
and life skills related to their personal learning style. They understand and
value the importance of graduation in furthering their education. They are
knowledgeable about their options, identify their passions and make choices
relevant to their personal strengths. They are confident and have a positive selfimage.
They are part of a safe environment and have a true sense of belonging.
They realize that their uniqueness is valued, honoured and respected.”
Members of the Aboriginal Education Advisory Council:
• Averil Henderson – Campbell River First Nation
• Alison Trenholm – Homalco First Nation
• Lisa Anwar – Kwakiutl District Council
• Eileen Haggard – Nuu-Chah-Nulth Tribal Council
• Pamela Lewis _ Cape Mudge First Nation
• Julie Hanuse – Klahoose First Nation
• Shirley Smith – North Island Métis Nation
The Aboriginal Education Advisory Council goals are to:
• Continue to develop and enhance open and positive communication
among all partners in Aboriginal Education.
• Develop and use Aboriginal resources in schools and school curriculum and
promote the instruction of Liqwala/Kwakwala and Coast Salish languages,
and develop awareness of the Métis culture and Michif language.
• Monitor the District’s progress in building success for Aboriginal student
performance on local and provincial assessments.