Treaty 8 First Nations of Alberta Annual Report 2011-12

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Canada and the First Nations Historical TimelineTreaty 8 Special Education PolicyThe Treaty 8 Special Education Policy will develop, deliver and evaluate Special Education programs andservices for children with Special Needs so they will reach their full potential. The policy is compiled of fourmain components; accountability, assessment, Individual Education Plan, and Intervention. Within these maincomponents are individual policies following a holistic view in education. The entire child, family, and communitycelebrate the life-long learning process. The policy is inclusive of language and culture and honors the need torevitalize, acquire, retain and maintain language through the implementation of language programs developedby Elders, education and cultural experts. The policy is an umbrella policy which is implemented in all FirstNation schools, but is flexible to accommodate specific school policies. The Treaty 8 Special Education policywas passed and accepted by the Executive Board of Chiefs on October 27, 2006. The policy was published anddistributed to all Treaty 8 First Nation schools in preparation for the 2007 / 2008 school year.Treaty 8 Special Education FrameworkThe Special Education Framework ensures First Nation language and culture programming, individualizedacademic programming, and appropriate resources be provided in all First Nation schools. The framework isholistic and set within a life-long learning process. The scope of the framework is to improve the quality of SpecialEducation programming to promote, maintain, and support a First Nation Comprehensive Education System. TheTreaty 8 Special Education Framework was passed and accepted by the Executive Board of Chiefs on October27, 2006. The validation of the Special Education Framework will result in Treaty 8 Special Education adhering toall concepts, values, and practices that constitute a way of viewing reality.Special Education Strategic PlanningA Special Education Strategic Planning session was requested by the Treaty 8 Executive Board of Chiefs and washeld in March 2007. The purpose of the session was to provide guidance and direction for Special Education.Special Education welcomed the idea of providing the strategic planning session and facilitated the sessioninternally. A questionnaire was sent to all First Nation schools in order to collect and provide current informationand data. The questionnaire provided information to begin analyzing special needs and identifying challengeswithin Treaty 8 First Nation schools. The questionnaires were tabulated and the analysis was presented to theExecutive Board of Chiefs. Five actions plans were developed as a result of the strategic planning session.These action plans will promote success in the area of Special Education for Treaty 8 Alberta.Action items:1. Increase capacity in Special Education and decrease amount of money First Nation schools spend annuallyon assessments2. Provide Special Education in-service training for Teacher Assistants, Special Needs Assistant3. Secure funding and provide equal funding for Treaty 8 Special Education4. Treaty 8 will educate communities to promote elimination of FASDa. An FASD community presentation was developed and approved by the Executive Board of Chiefs. TheFASD presentation is available upon request by community or school5. Provide access to a Treaty 8 web based IPP and school data baseTerms of ReferenceSpecial Education Terms of Reference was approved by Treaty 8 Executive Board of Chiefs October 2008. Amotion was passed on October 27, 2006 stating “that the Executive Board of Treaty 8 First Nations of Albertasupport the development of a Treaty 8 First Nations of Alberta Regional Management Organization (RMO)”.Page 18
Canada and the First Nations Historical TimelineSpecial Education is governed by the Education Commission. The scope of Special Education is to enhancethe quality of Treaty 8 First Nations of Alberta Special Education programming through the Treaty 8 EducationCommission which promotes, maintains, and supports a comprehensive holistic education system.ACCOMPLISHMENTSResource Lending LibraryTreaty 8 Special Education has developed a resource lending library for schools. The resource lending libraryincludes various resources for loan to schools. The resources include: reference material, classroom resources,diagnostic Level B testing, Special Education, textbooks, videos, and parent and community. A bibliography ofresources has been compiled and mailed to all schools for reference.Special Education NewsletterA bi-monthly newsletter is published for schools. The newsletter is theme based, for example, Asthma. Thenewsletter will include specific information on Asthma, definition, causes, risks, Asthma and allergies, attacks,signs and symptoms, classroom strategies and a list of resources for teachers. The newsletter will also includeupcoming events, a specific unit plan and an Education Projects Manager update.Fetal Alcohol Spectrum Disorder Community Awareness PresentationThis presentation is an action item from the Special Education Strategic Planning Session held in March 2007with the Executive Board of Chiefs. The purpose of the presentation was to provide FASD awareness withinTreaty 8 Alberta. A quarterly FASD newsletter is published to include statistics, articles and specific informationon the spectrum of disorders. This newsletter is made available to all schools and communities.Treaty 8 Individual Program Plan (IPP)A Treaty 8 IPP was developed and approved by the Executive Board of Chiefs October 2008. The IPP is nowimplemented in all schools. The Treaty 8 IPP has been implemented in the dossier.Treaty 8 Registered Psychologist – Heather PolukHeather began at Treaty 8 April 30, 2012 on a part time basis. As Treaty 8 moves into the FNSSP, she willbecome a full time employee supplemented by the FNSSP. She is very eager to begin her visits to all schools.She is preparing a work plan and collecting school information for assessments required. Heather is available forconsultation and is willing to provide training in IPP development, as well as provide classroom strategies.What do school psychologists do? A school psychologist works to find the best solution for each child andsituation using different strategies to address individual student needs. Psychologists help children and youthsucceed academically, socially, behaviorally.MEMORANDUM OF UNDERSTANDING“Lets put our minds together to see what we can do for our children.” - Chief Sitting BullBackgroundThe MOU on First Nations Education is the result of concentrated efforts by all parties, beginning in 2009 withresolutions passed by the Assembly of Treaty Chiefs (AoTC) identifying an Education Working group withrepresentation by the three Treaty organizations. From this starting point, the Government of Alberta and theAoTC delivered a proposal to Indian Affairs and Northern Development Canada Minister Chuck Strahl in June2009 to develop a MOU. The Minister accepted the proposal and staff from all parties were assigned to begindiscussions to develop an MOU.Page 19
Page 1 and 2: 2011 - 12Annual ReportTreaty 8 Firs
Page 3 and 4: CONTENTSMessage from The Grand Chie
Page 5 and 6: Grand Chief KappoPage 3
Page 7: Event PHOTOSPage 5
Page 10 and 11: Canada and the First Nations Histor
Page 12 and 13: Over 70 historical treatiesnegotiat
Page 14 and 15: LivelihoodMessage from Chief of Liv
Page 18 and 19: EducationDale Awasis, Education Dir
Page 26 and 27: Page 24Education
Page 32 and 33: Children’s AgendaAnn NipshankThe
Page 34 and 35: Treaty 8 RightsAs Understood by the
Page 36: 18178 - 102 Avenue,Edmonton, Albert

Treaty 8 First Nations of Alberta Annual Report 2011-12

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