Continuous Success: Supporting Indigenous Students in British Columbia Along the Learning Continuum

Continuous Success: Supporting Indigenous Students in British Columbia Along the Learning Continuum

Submitted to Dogwood 25 Society

by Sara Florence Davidson, PhD March 2, 2018

Table of Contents Executive Summary .............................................................................................................vi Aboriginal Student Data in British Columbia ..................................................................vi Potential Success Indicators ...........................................................................................vi Indigenous Knowledge ....................................................................................................vi Promising Practices ........................................................................................................ vii Transitions Along the Learning Continuum ................................................................... vii Accountability Structures ............................................................................................... vii Partnerships ................................................................................................................... vii Findings .......................................................................................................................... vii Aboriginal student data in British Columbia. ............................................................. vii Potential success indicators. ..................................................................................... viii Indigenous knowledge. ............................................................................................. viii Educational programming. ....................................................................................... viii Transitions along the learning continuum. ............................................................... viii Accountability structures. ........................................................................................... ix Partnerships. ............................................................................................................... ix Research. ..................................................................................................................... ix Section 1: Context ............................................................................................................... 1 Section 2: Introduction ....................................................................................................... 2 Section 3: Aboriginal Student Data in British Columbia ..................................................... 3 3.1 Early Learning ............................................................................................................ 3 3.2 K-12 ........................................................................................................................... 3 3.3 Trades ........................................................................................................................ 5 3.4 Post-Secondary ......................................................................................................... 5 3.4.1 Continuous enrollment ...................................................................................... 6 3.4.2 Stop out rates..................................................................................................... 6 3.4.3 Dropout rates. .................................................................................................... 7 3.5 Summary of Aboriginal Student Data in British Columbia ........................................ 7 Section 4: Potential Success Indicators............................................................................... 8 4.1 Summary of Potential Success Indicators ............................................................... 12

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Section 5: Indigenous Knowledge ..................................................................................... 12 5.1 Learning from the World of People ........................................................................ 13 5.2 Learning from and about the Land ......................................................................... 13 5.3 Learning from and about Languages, Traditions, and Cultures .............................. 14 5.3.1 Languages. ....................................................................................................... 14 5.3.2 Traditions and cultures. ................................................................................... 15 5.4 Learning about Spirituality ...................................................................................... 16 5.5 Summary of Indigenous Knowledge ....................................................................... 17 Section 6: Promising Practices in British Columbia .......................................................... 17 6.1 Full Learning Continuum ......................................................................................... 17 6.2 Early Learning .......................................................................................................... 17 6.3 K-12 ......................................................................................................................... 18 6.3.1 Elementary programming. ............................................................................... 18 6.3.2 Alternative education programming. .............................................................. 18 6.3.3 Aboriginal student leadership. ......................................................................... 19 6.3.4 Mentorship programs. ..................................................................................... 19 6.3.5 Holistic/wrap around approaches. .................................................................. 19 6.3.6 Urban Aboriginal education. ............................................................................ 20 6.4 Post-Secondary Programming ................................................................................ 20 6.4.1 Elders................................................................................................................ 20 6.4.2 Mentorship/role model programs. .................................................................. 20 6.4.3 Aboriginal academic programs. ....................................................................... 20 6.4.4 Graduate programming. .................................................................................. 21 6.4.5 Academic support. ........................................................................................... 21 6.4.6 Student support. .............................................................................................. 21 6.4.7 Financial support. ............................................................................................. 21 6.4.8 Gathering places. ............................................................................................. 21 6.4.9 Faculty professional development................................................................... 21 6.4.10 Community partnerships. .............................................................................. 22 6.5 Promising Practices Summary ................................................................................. 22 Section 7: Transitions Along the Learning Continuum ..................................................... 22

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7.1 Early Learning to K-12 ............................................................................................. 23 7.2 K-12 to Post-Secondary ........................................................................................... 24 7.2.1 K-12. ................................................................................................................. 24 7.2.2 Bridging. ........................................................................................................... 24 7.2.3 Post-secondary................................................................................................. 25 7.3 K-12 to Employment (including Employment Services) ......................................... 25 7.4 Technology Institute/College to Employment ........................................................ 26 7.4.1 Technology institutes to employment. ............................................................ 26 7.4.2 College to employment.................................................................................... 26 7.5 University to Employment ...................................................................................... 26 7.5.1 University to employment. .............................................................................. 26 7.5.2 Co-op/Internship programs. ............................................................................ 26 7.6 Transitions Along the Learning Continuum Summary ............................................ 27 Section 8: Accountability Structures ................................................................................. 27 8.1 Early Learning .......................................................................................................... 27 8.2 K-12 ......................................................................................................................... 27 8.3 Post-Secondary ....................................................................................................... 28 8.4 Summary of Accountability Structures ................................................................... 29 Section 9: Partnerships ..................................................................................................... 29 9.1 Early Learning .......................................................................................................... 29 9.2 K-12 ......................................................................................................................... 29 9.3 Post-Secondary ....................................................................................................... 30 9.4 Summary of Partnerships........................................................................................ 30 Section 10: Relevant Research Examples ......................................................................... 31 Section 11: Findings .......................................................................................................... 32 11.1 Aboriginal Student Data in British Columbia ........................................................ 32 11.2 Potential Success Indicators ................................................................................. 32 11.3 Indigenous Knowledge .......................................................................................... 33 11.4 Educational Programming..................................................................................... 33 11.5 Transitions Along the Learning Continuum .......................................................... 33 11.6 Accountability Structures ...................................................................................... 34

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11.7 Partnerships .......................................................................................................... 34 11.8 Relevant Research................................................................................................. 34 Acknowledgements........................................................................................................... 35 References ........................................................................................................................ 36 Appendix A: Programs and Resources Referenced in the Report .................................... 42 Appendix B: Dogwood 25 Path to an Indigenous Learning Continuum Framework ........ 46

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Executive Summary This report was prepared to facilitate dialogue at the “Connections for Indigenous Education Symposium” on the theme of Indigenous learners’ success from early childhood through to post-secondary education and employment opportunities hosted by Dogwood 25 Society on March 6-7, 2018. The primary focus of the report was to identify programming that has demonstrated some success (based on provincial and publicly available anecdotal and quantitative data) in supporting Aboriginal learners along the learning continuum. Priority was placed upon the following geographical areas: Vancouver, Surrey, Nanaimo, Williams Lake, and Okanagan. Most of the information included in this report is based upon materials that were publicly available online at the time it was prepared. This summary includes highlights from the report as well as the findings that emerged from the preparation of the report and the literature and resources that were reviewed.

Aboriginal Student Data in British Columbia There is a difference between the academic achievement of Aboriginal and nonAboriginal students. Furthermore, there are variations between First Nations, Métis, and Inuit and between those who reside on and off-reserve. Differences in achievement on standardized tests and six-year completion rates indicate the gap between Aboriginal and non-Aboriginal students in the K-12 system continues to persist. Currently there is no regional or locally-based group who produces an examination of the data for the learning continuum to assist with future planning, nor are there current reports that provide up to date data regarding the achievement of Aboriginal students in public post-secondary institutions.

Potential Success Indicators Current data collection practices are limited in a range of ways. Though the information collected is viewed as informative to a degree, much of it maintains a narrow view of student success and does not reflect more holistic perspectives on learning. The Canadian Council on Learning (2007; 2009) has developed success indicators that are more holistic in nature, but these are not currently being used in British Columbia. There are some more recent initiatives that appear to encompass more holistic perspectives of success for Aboriginal students and recent developments in this area may lead to more holistic indicators of success being used along the learning continuum in the near future.

Indigenous Knowledge There are a range of ways that Indigenous knowledge is being embedded in programming designed to support Aboriginal students along the learning continuum. Elders are being invited to support students at all levels. At the early learning and K-12 levels, there appear to be a range of programs that incorporate language, tradition, and culture in the programming. Of all of the aspects of Indigenous knowledge, language seems to be taken up the most in the programming along the learning continuum. vi

Promising Practices Overall, there are a variety of programs to support Aboriginal students along the learning continuum; however, it is difficult to know whether they are providing effective support for Aboriginal students, as there is little data, anecdotal or quantitative or otherwise, to provide evidence that this programming is helpful for students. There are lots of examples of strong projects and activities taking place at the elementary level; this is important in light of the recommendations by Heslop (2009) and Parent (2014) that to support effective transitions to post-secondary, interventions need to start much sooner than what is currently practiced.

Transitions Along the Learning Continuum Currently, there appear to be a range of options to support Aboriginal students making the transition into kindergarten and making the transition from K-12 to post-secondary or employment. However, there are very few programs or supports for Aboriginal students making the transition out of post-secondary and into employment situations. Furthermore some options for Aboriginal students may be limited due to geographical location in the province, age, and/or ancestry.

Accountability Structures There is currently no common accountability structure in place for the full learning continuum. This makes it difficult to track students’ progress as they make their way from early learning to K-12 to post-secondary programming. There are Aboriginal Educational Enhancement Agreements at the K-12 level and there are Aboriginal Service Plans in place at some public post-secondary institutions in British Columbia. The common template used for the Aboriginal Service Plans made the information contained in the annual reports easily accessible.

Partnerships There are many partnerships that exist at the early learning level to support Aboriginal children. Local education agreements and service plans also seem to promote the development of partnerships. At the post-secondary level, the Aboriginal Service Plans encourage the development of partnerships. It is particularly hopeful to see that there are more partnerships developing with First Nations to support students from their communities. The accountability structures currently in place allow for a better understanding of the partnerships that are taking place. There are many kinds of innovative partnerships taking place in British Columbia all along the learning continuum.

Findings Aboriginal student data in British Columbia. Future planning would benefit from being able to access data from programs that are currently masked due to size. It would also benefit from data that are currently disaggregated for Aboriginal students being further separated to vii

reflect the range of groups of people who self-identify as Aboriginal (i.e., First Nations, onreserve, off-reserve, etc.) as well as common data measures being used along the learning continuum and across different programming opportunities to better track student progress to ensure that accurate and meaningful data can be used. Future planning would also benefit from the development of regular and timely reports to summarize relevant data in an accessible format by a local organization that is willing to examine past and present data along the learning continuum.

Potential success indicators. There need to be ways to engage students in assessment and evaluation processes and to determine measures that provide more holistic perspectives on Aboriginal success to complement current indicators that focus on academic achievement.

Furthermore, common success indicators need to be developed that can be used for Aboriginal students along the entire learning continuum to better understand student learning.

Indigenous knowledge. Indigenous knowledge needs to be included more meaningfully in programming to support Aboriginal student learning and post-secondary institutions need to acknowledge that ownership of language and culture remains with the community and respect Ownership, Control, Access, and Possession (OCAP) principles (Indigenous Adult and Higher Learning Association, 2007).

Educational programming. Policies (i.e., age restrictions) must not limit access to early childhood programming (Mashon, 2010) and early learning programs must be able to coordinate with one another to provide consistent programming (BC First Nations Early Childhood Development Council, 2011). Aboriginal students need to be provided with support to successfully transition to post-secondary earlier in their schooling and they need support to achieve higher GPAs to promote success at post-secondary (Heslop, 2009).

At the post-secondary level, Indigenous-focused curriculum must be created and more Aboriginal faculty need to be teaching this curriculum (Indigenous Adult and Higher Learning Association, 2007). More community-based delivery of post-secondary programming must be provided and Aboriginal institutes and public post-secondary institutions must ensure that programming is recognized in transfer programs (Indigenous Adult and Higher Learning Association, 2007). Aboriginal students need to more access to funding (British Columbia Ministry of Advanced Education, n.d.; British Columbia Ministry of Advanced Education, 2012; University of Victoria, 2010b) and student housing (Indigenous Adult and Higher Learning Association, 2007) at the post-secondary level. Lastly, more professional development needs to be available for educators and staff who work with Aboriginal students and university staff and faculty need more awareness about how to make the learning environment more welcoming for Aboriginal students (Pidgeon, 2008; University of Victoria, 2010b).

Transitions along the learning continuum. Aboriginal students need more support to transition seamlessly from K-12 to post-secondary (British Columbia Ministry of Advanced Education, n.d.) and the transition from post-secondary programming to employment, particularly from college and university programs also needs further support.

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Accountability structures. Common accountability structures that are publicly available to encourage partnerships and facilitate planning for Aboriginal students need to be developed and supported.

Partnerships. Meaningful partnerships with First Nations and Aboriginal communities who must be included in decisions that pertain to their children need to be further developed.

This aligns with the Truth and Reconciliation’s (2015a) call for the incorporation of the following principle: “Enabling parental and community responsibility, control, and accountability, similar to what parents enjoy in public systems; and enabling parents to fully participate in the education of their children” (p. 2). Accountability structures that foster the development and maintenance of meaningful partnerships that support Aboriginal student success need to continue to be supported and promoted.

Research. Research collaborations such as the LE,NONET project need to continue to be supported to assist in better understanding the unique needs of Aboriginal students and how to best support them to be successful. Opportunities for research on how universities can collaborate with the K-12 system, on and off-reserve Aboriginal communities, Aboriginal organizations, and Aboriginal governing bodies (i.e., Assembly of First Nations, Bands, Nations, Congress of Aboriginal Peoples, Métis National Council, and other Métis organizations) to support Aboriginal students to successfully transition from high school to post-secondary institutions (Parent, 2014) need to be encouraged. More support is needed for research on the transition from high school to university, that includes the transitional pathways that lead Aboriginal learners from high school to university, as current research focuses on the transition to college (Parent, 2014). Research exploring the importance of the university adapting to the needs of Aboriginal students as opposed to students adapting to the university environment is also recommended (Parent, 2014).

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Section 1: Context This report was prepared to facilitate dialogue at the “Connections for Indigenous Education Symposium” on the theme of Indigenous learners’ success from early childhood through to post-secondary1 education and employment opportunities hosted by Dogwood 25 Society on March 6-7, 2018. It has been organized to facilitate understanding of the continuum 2 of support that exists for Aboriginal3 students in British Columbia from early learning through K12 programming to post-secondary and employment. The importance of focusing on the full learning continuum is supported by the Canadian Council on Learning (2009) that states that “Aboriginal people view learning as a lifelong process that begins at birth and progresses through childhood, youth and adulthood” (p. 31).

This report supports the Dogwood 25 Society’s (n.d.) vision that, “Through targeted support – including mentorship, asset-building, community collaboration, cultural recognition and respect – [they] will work with Aboriginal students to help them achieve their potential as learners and as capable, responsible, and fulfilled members of society” (p. 3). The report’s primary focus was to identify programming that has demonstrated some success (based on provincial and publicly available anecdotal and quantitative data) in supporting Aboriginal learners along the learning continuum. To prepare the report, the following geographical areas were prioritized: Vancouver, Surrey, Nanaimo, Williams Lake, and Okanagan4. Programming from other geographical areas was identified through Early Development Instrument (EDI) data, School District Six-Year Completion Rates, Aboriginal Enhancement Agreements (K-12), Aboriginal Service Plans (Post-Secondary), and interviews with key people working in Aboriginal education in British Columbia. Due to time constraints, all programming that exists for Aboriginal students in British Columbia along the learning continuum could not be reviewed. It should also be noted that some programming is supportive for all students (including Aboriginal students); however, for the most part, priority was placed on programming that was designed specifically to support Aboriginal students.

1 For the purposes of this report post-secondary refers to programming that takes place following the completion of grade 12 and/or programming that is offered by post-secondary institutions which may include high school level programming designed for upgrading and/or high school completion at an adult level.

Throughout this report, the continuum refers to programming that occurs from early learning through K12 through post-secondary to employment opportunities.

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Unless otherwise indicated, the term Aboriginal has been used to include peoples of First Nations, Métis, and Inuit ancestry. At the time of writing this report, the term Aboriginal is used in British Columbia K-12 system as an inclusive term to encompass all students who self-identify as Aboriginal in British Columbia. The terms Indigenous and First Nations have also been used based upon the terms used in the information sources that were used.

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4 The Dogwood 25 Board of Directors identified these five areas as possible locations to pilot learning continuum projects. However, other areas may become pilot sites once funding is acquired.

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The literature that was reviewed primarily focused upon research that related to Aboriginal students in British Columbia; however, some resources pertained to Aboriginal peoples across Canada, including those residing in British Columbia. Most of the information included in this report is based upon materials that were available publicly online at the time of preparation.

Section 2: Introduction The Truth and Reconciliation Commission of Canada’s (2015a) Calls to Action, called upon the Federal Government to “develop with Aboriginal groups a joint strategy to eliminate educational and employment gaps between Aboriginal and non-Aboriginal Canadians” (pp. 1-2).

Because there continue to be gaps between the educational outcomes for Aboriginal students and non-Aboriginal students in British Columbia, this call to action is particularly urgent. The current gaps include: lower scores in provincial assessments for reading, writing, and numeracy; higher rates of special needs designations; higher rates of enrollment in alternative educational programs; lower six-year Dogwood completion rates; and lower rates of post-secondary enrollment (British Columbia Ministry of Education, 2016). According to the Auditor General of British Columbia (2015), these gaps continue to be persistent and significant “in many districts and for certain groups of students, including First Nations students who live on reserve” (p. 26).

Despite systemic issues, there are some educational contexts where Aboriginal students are experiencing success and where educational institutions and programming are responding to recommendations of major policies such as Indian Control of Indian Education, Royal Commission on Aboriginal Peoples (RCAP), and the Truth and Reconciliation Commission (Archibald & Hare, in press). As Dogwood 25 Society (n.d.) reminds us, “it is essential to look at the education system in BC and determine what needs to be done in order to better meet the needs, both academically and socially, for Indigenous students, [but] it is [also] important to look deeper into the reasons why an educational gap exists between Indigenous and nonIndigenous students in BC” (p. 13).

In response, the Dogwood 25 Society developed a position paper to guide its next actions, Right to Learn: Rethinking Education for the Indigenous Learner (n.d.), which concludes that Dogwood 25 will “[work] in partnership with educational institutions and business, acting as a catalyst and a broker which ensures mechanics and strategies are put in place, based on best practice, to ensure a continuum of support and care for Indigenous learners from early beginnings to their successful transition to the world of work” (p. 4). This report, the position paper, and the March 2018 Connections Symposium will be the beginning of a new Indigenous learning continuum initiative.

This report has been structured into the following major sections: Aboriginal Student Data in British Columbia; Potential Success Indicators; Indigenous knowledge; Promising Practices in British Columbia; Transitions Along the Learning Continuum; Accountability Structures; Partnerships; Relevant Research; and Findings. Each section includes some representative programming examples to provide the reader with an understanding of the kind of programming included in that section; some programs have also been included in multiple 2

sections. It is recognized that there may be other examples of strong programming that are not included in the section and/or the report.

Section 3: Aboriginal Student Data in British Columbia The Federal and Provincial governments gather statistical and numerical data which can be used to provide a snapshot of public education using achievement indicators for Aboriginal peoples in British Columbia. It should be noted that this narrow view of Aboriginal achievement does not reflect more holistic perspectives that are explored in the section “Potential Success Indicators”; however, these data are currently being used provincially to report on achievement for Aboriginal students.

In 2016, the population of British Columbia was 4,560,240 people with approximately 6% identifying as Aboriginal (Statistics Canada, 2017). In 2011, 50% of the Aboriginal people aged 25-64 in British Columbia had a certificate, diploma, or degree from a trade school, college or university (First Nations peoples: 46%; Métis peoples: 57%; and Inuit 49%) compared to 66% of non-Aboriginal people. Furthermore, 25% of Aboriginal peoples aged 25-64 had no certificate, diploma, or degree (First Nations on reserve 38.8%; First Nations off reserve 24.1%; Métis 17%; Inuit 31.4%) compared to 9.4% of non-Aboriginal people in British Columbia. It was also determined that employment rates were higher for Aboriginal peoples who had postsecondary credentials (i.e., 37.6% employment rate for First Nations peoples without postsecondary credentials and 68.6% employment rate for First Nations peoples with postsecondary credentials). Median incomes were also higher for those with higher education levels (Statistics Canada, 2016).

3.1 Early Learning The Early Development Instrument (EDI) includes measures of physical health and wellbeing, language and cognitive development, social competence, emotional maturity, and communication skills and general knowledge to determine school readiness for early learners in British Columbia; however, the data are not available for Aboriginal children unless permission has been granted by the community. On their website, the Human Early Learning Partnership (HELP) (n.d.) states that they recognize and respect that “Aboriginal families, communities and governance have sovereignty and jurisdiction over their children and, therefore, are the owners of data collected for their children. For this reason, HELP does not release Aboriginal specific EDI data publicly” (“Aboriginal data and reporting EDI results”).

3.2 K-12 In the 2015/2016 school year, there were 553,378 students in public schools in British Columbia. Of those students, 11% (60,706 students) self-identified as being of Aboriginal ancestry. With regard to special needs performance reporting, Aboriginal students were overrepresented in Behaviour Disabilities (30% compared to 21% in non-Aboriginal students) and

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under-represented in Gifted category (1% compared to 11% for non-Aboriginal students). Based on the Foundations Skills Assessment standardized tests and the six-year completion rate data, non-Aboriginal students outperformed Aboriginal students (British Columbia Ministry of Education, 2016); the gap is noticeable in grade 4 and increases through grade 7 and graduation. The performance data in this section rely upon participation in the testing. As Aboriginal families understand, performance data can be used to reinforce deficit thinking about Aboriginal student achievement, therefore some may support their children to opt out of participating in the Foundation Skills Assessment tests. Furthermore, standardized testing is not always relevant for Aboriginal learners and therefore may not provide an accurate assessment of academic achievement. The Foundation Skills Assessment can be a useful tool; however, readers need to be cautious about “the reliance on this as an accurate reflection of student learning and performance as it represents a mere snapshot of one day and less than half of the Indigenous student population participates” (Dogwood Society, n.d., p. 10).

According to the report by the Auditor General of British Columbia (2015), “Aboriginal students continue to meet with lower results overall than non-Aboriginal students, and they continue to face racism in our schools” (p. 11) which likely contributes to the differences in achievement between Aboriginal and non-Aboriginal students. It is also important to note that these results are viewed as an indicator that the needs of Aboriginal students are not currently being met in British Columbia public schools, and we need to continue to find ways to better support these students to be academically successful.

Table 1 Foundation Skills Assessment Results (British Columbia Ministry of Education, 2016)

Grade 4 (Meeting and Exceeding Expectations)

Grade 7 (Meeting and Exceeding Expectations)

Aboriginal Students

Aboriginal Students

Non-Aboriginal Students

Non-Aboriginal Students

Reading Comprehension

67%

82%

59%

78%

Writing

66%

84%

69%

86%

Numeracy

60%

81%

46%

74%

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In 2015/2016, the six-year completion rates in British Columbia were 64% for Aboriginal students and 86% for non-Aboriginal students.

Table 2 BC School Completion (British Columbia Ministry of Education, 2016)

Aboriginal Students

Non-Aboriginal Students

BC Completion Certificate (“Evergreen” Certificate)

4%

1%

BC Certificate of Graduation (“Dogwood” Diploma)

49%

73%

BC Adult Graduation Diploma (“Adult Dogwood” Diploma)

10%

4%

Of the Aboriginal students who graduated from 2001/2002 to 2005/2006, 8% were university eligible (or had a GPA of 75% or higher in four academic grade 12 courses) compared to 31% of non-Aboriginal students who graduated (Heslop, 2009).

3.3 Trades The Industry Training Authority (ITA) (n.d.a) established an Aboriginal Initiatives portfolio based on the need for “improved educational and employment outcomes among Aboriginal people, and of the significant under-utilized potential that this population has to help address long-term skill shortage issues for industry” (p. 3). As a result of this initiative, Aboriginal student participation in the trades grew from 5.4% in 2006/2007 to 9.8% in 2011/2012 where it has remained relatively stable.

Table 3 Self-Identified Aboriginal People Taking Trades Training 2005/2007, 2011/2012, and 2014/2015 (Adapted from Industry Training Authority, n.d.a; n.d.b)

2006/2007

2011/2012

2014/2015

Aboriginal Students

609

1,245

1,260

Non-Aboriginal Students

10,680

11,450

11,700

Total Students

11,289

12,695

12,960

Aboriginal Students as % of Students

5.4%

9.8%

9.8%

3.4 Post-Secondary In 2014/2015, 37.9% of Aboriginal students had an immediate transition rate from high school graduation into BC public post-secondary education compared to 53.5% of nonAboriginal students. The immediate transition rate into a Bachelor degree was 12.8% for

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Aboriginal students compared to 26.8% for non-Aboriginal students (British Columbia Ministry of Advanced Education, 2017).

Table 4 Immediate Student Transitions to BC Public Post-Secondary Institutions (British Columbia Ministry of Education, 2016)

Aboriginal Students Grade 12 Graduates

Non-Aboriginal Students

K-12 NonGraduates

Grade 12 Graduates

K-12 NonGraduates

Community Colleges

18.8%

10.4%

16.1%

5.6%

Institutes

1.9%

1.0%

2.9%

1.3%

Research Intensive Universities

5.0%

0.1%

19.2%

0.4%

Teaching Intensive Universities

11.3%

3.5%

14.7%

2.1%

Within five years of graduation, 27% of Aboriginal students who graduated from high school in 2001/2002 had completed their post-secondary credential compared to 39% of nonAboriginal students (Heslop, 2009).

3.4.1 Continuous enrollment. According to the Student Transitions Project (Heslop, 2009), the rate that Aboriginal and non-Aboriginal students from the 2001/2002 cohort of grade 12 graduates that remained continuously enrolled in the post-secondary system was different, with 73% of Aboriginal students remaining continuously enrolled and 84% of nonAboriginal students remaining continuously enrolled. Though more significant differences exist between Aboriginal and non-Aboriginal students when considering the data for continuous enrollment in the post-secondary system for four or more years, the researchers explained that this was primarily attributed to the fact that Aboriginal students were less likely to enroll in four-year programs at the time of the data collection (Heslop, 2009).

Table 5 Continuous Enrollment in Post-Secondary System for Aboriginal and Non-Aboriginal Grade 12 Graduates from 2001/2002 Cohort (Adapted from Heslop, 2009)

Aboriginal Students

Non-Aboriginal Students

Continuous Enrollment in PostSecondary System

73%

84%

Continuous Enrollment in PostSecondary System for 4+ years

43%

68%

3.4.2 Stop out rates. Stop out rates are periods of non-registration without students first obtaining a credential. According to the Student Transitions Project (Heslop, 2009), Aboriginal students from the 2001/2002 cohort of grade 12 graduates “stop out or have more

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periods of non-registration than non-Aboriginal students, but the rate at which stop outs return to the BC public post-secondary education system is roughly the same between the two groups” (p. 3).

Table 6 The Proportion of Grade 12 Graduates from the 2001/2002 Graduation Cohort who Enrolled in Post-Secondary Education at Any Time Between 2002/2003 and 2006/2007 who Stopped Out (Adapted from Heslop, 2009)

Year

Aboriginal Students

Non-Aboriginal Students

2003/2004

22%

14%

2004/2005

35%

22%

2005/2006

41%

27%

2006/2007

44%

30%

3.4.3 Dropout rates. The dropout rates that are presented in this section were based upon the first year of study at a post-secondary institution. Students were included if they had “dropped out by the end of their first year of attendance and did not return over the next four years” (Heslop, 2009, p. 16). According to the Student Transitions Project (Heslop, 2009), the dropout rate for Aboriginal students from the 2001/2002 cohort of grade 12 graduates was higher (15%) than it was for non-Aboriginal students (9%); however, this tended to vary depending on the post-secondary institution in which the student enrolled.

Table 7 First Year Immediate Entry Dropout Rates by Post-Secondary Institution Type for Grade 12 Graduates from the 2001/2002 Graduation Cohort who Enrolled in Post-Secondary Education (Adapted from Heslop, 2009)

Aboriginal (n=699)

Non-Aboriginal (n=21,377)

Dropout Rate (overall)

15%

9%

University

3%

3%

Urban College

18%

9%

Institute

13%

10%

University College

17%

15%

Small College

16%

19%

3.5 Summary of Aboriginal Student Data in British Columbia There is a difference between the academic achievement of Aboriginal and nonAboriginal students. Furthermore, there are distinctions between First Nations, Métis, and Inuit and between those who are residing on and off-reserve. The employment rates were higher for Aboriginal peoples who had post-secondary credentials and median incomes were also higher for Aboriginal peoples with higher education levels. Differences in achievement on standardized

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tests and six-year completion rates indicate the gap between Aboriginal and non-Aboriginal students in the K-12 system continues to persist. Additionally, fewer Aboriginal students achieved GPAs that make them eligible for post-secondary education. Aboriginal students stopped out and dropped out of post-secondary before they completed their credentials more frequently when compared to non-Aboriginal students. Currently there is no regional or locallybased group who produces an examination of the data for the learning continuum to assist with future planning, nor are there current reports that provide up to date data regarding the achievement of Aboriginal students in public post-secondary institutions.

Section 4: Potential Success Indicators Success indicators play an important role in understanding the impact of programming designed to support Aboriginal students along the learning continuum. Currently, the indicators of success being used in British Columbia, particularly at the K-12 and post-secondary levels, offer a limited view of Aboriginal learning. In the Aboriginal report 2011/2012-2015/2016 how are we doing? (British Columbia Ministry of Education, 2016), measures of learning include: Foundation Skills Assessment (FSA) results for Reading, Writing, and Numeracy at grade 4 and 7 levels; required exam results; grade-to-grade transitions; school completion; education experiences of children in care; post-secondary transitions; and satisfaction survey results.

Satisfaction surveys are distributed to students in Grades 4, 7, 10, and 12, their parents, and staff in public schools in British Columbia, and the Aboriginal report 2011/2012-2015/2016 how are we doing? report includes responses to questions regarding students’ feelings about school, respect for diversity, and the inclusion of Aboriginal content.

According to the Canadian Council on Learning (2007), current measures of Aboriginal learning are limited for the following reasons: ▪

▪

▪

▪

Most research on Aboriginal learning is oriented toward the educational deficits of Aboriginal people, overlooks positive learning outcomes and does not account for the unique political, social and economic realities of First Nations, Inuit and Métis.

Current data on Aboriginal learning focusses on youth and young adult learning (high school and post-secondary education). It does not monitor progress across the full spectrum of lifelong learning, from infancy through the lifespan of a human being.

Indicators focus on years of schooling and performance on standardized assessments.

They do not reflect the purpose or nature of holistic learning – engaging the physical, spiritual, mental, and emotional dimensions – for First Nations, Inuit, and Métis.

Current data predominantly measure learning success within the framework of the formal educational system and do not reflect Aboriginal experiential learning and traditional educational activities outside the classroom. (p. 2)

Similar perspectives emerged from the conversations that led to the development of Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward where participants indicated that existing measures of success such as graduation rates, retention rates, and school grades for Aboriginal students were useful and should be recognized; however, participants also indicated that more holistic perspectives that move beyond academic 8

achievement were also much needed (British Columbia Ministry of Education, 2015).

Participants providing feedback on the Aboriginal Education Enhancement Agreements (AEEA) also indicated that “academic success through a Eurocentric lens was one type of learning indicator but that learning had to be approached from a holistic approach so that the whole learner was considered and that multiple ways of learning were evident” (Kitchenham, Fraser, Pidgeon, and Ragoonaden, 2016, p. 36).

Research by Indigenous scholars has challenged narrow perspectives of academic success as well. For example, in her research on institutional accountability in higher education, Michelle Pidgeon (2008) identified a wide range of characteristics of a successful Aboriginal student based on interviews with participants. These characteristics included an ability to maintain cultural integrity; an ability to “find their gifts”; finding ways to engage in reciprocity by giving back to one’s individual community or the larger Indigenous community; and finding balance between intellectual, physical, spiritual, and emotional realms and being able to find balance between the student’s individual needs and those of the community. The participants in Pidgeon’s study also added mainstream understandings of academic success, such as coursework completion, a high GPA, and graduating from the program in a timely manner.

However, Pidgeon added that mainstream notions of success reflect assimilative practices.

Pidgeon’s findings were similar to those of the University of Victoria’s (UVic) (2010) LE,NONET research project, where researchers learned that Aboriginal post-secondary students at UVic also believed in a range of success indicators. The participants agreed that success is about doing well in their academic program; however, they also shared broader definitions of success.

The majority of the participants in the study viewed their own personal success as inextricably linked to broader community change. In this way, students said their education was meaningless if it did not allow them to use their skills as tools for meeting the needs of their families and communities. Students also said that success included bringing their whole selves to their educational experience, with a priority on strengthening and exploring Indigenous cultural teachings and values. (p. 7) Recognizing that such standardized academic achievement indicators can provide a very limited and perhaps even inaccurate understanding of Aboriginal student achievement, Scott Benwell and Kaleb Child (2017) began developing and piloting the Equity Scan (see Table 8 below) with input from provincial education partners in the hopes of exploring more equitable ways to understand and track Aboriginal learning with the continued goal of improving the six-year completion rates for Aboriginal students. Part of this process has been to attempt to understand the role of deficit narratives and “racism of low expectations” (Auditor General of British Columbia, 2015, p. 37) in the achievement of Aboriginal students. In doing so, they are seeking ways to minimize these, such as exploring other ways to gather and analyze information about student learning; ensuring that districts are connected to communities in ways that support good decision-making and shared leadership; and working to establish strong foundations in reading, writing, and numeracy (Benwell & Child, 2018).

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Table 8 Excerpts from Equity Scan Workbook Adapted from Benwell and Child (2017)

Aspect of Workbook Policy and Governance ▪ ▪ ▪

accountability to community coherent and aligned committed to action

Sample Question Does your district include an explicit statement of understanding that explains the reasons why achievement and opportunity gaps exist? What are you doing to resolve them?

Evidence Samples ▪

▪ ▪ ▪ ▪ ▪

The Learning Environment ▪ ▪

▪

implicit bias and privilege awareness high and motivating expectations for all learners confident learners with sense of belonging and identity

Pedagogical Core ▪ ▪

▪

culturally relevant, includes Aboriginal worldviews and perspectives connected to family and communities

How are families informed about the instructional program and graduation requirements impacting their students?

▪ ▪ ▪

▪ ▪ ▪

Describe how instruction is differentiated to provide relevant and meaningful experiences for Indigenous learners.

▪ ▪ ▪ ▪ ▪ ▪

Learning Profile ▪ ▪ ▪

personalized and evidence-informed timely supports and response cultures of reflective practice

Are student trajectories and learning priorities considered by each classroom, school, and at the district level?

▪ ▪ ▪ ▪ ▪ ▪

Language of the Framework for Enhancing Student Learning Strategic Plan Employment Equity Strategy Aboriginal Education Council New Employee Orientation Administrative Binder School Newsletters Community Meetings Aboriginal Education Council (or local reference) Information pamphlets Teacher/family communication strategies Standards of practice for academic advisors Professional development Aboriginal Worldviews and Perspectives (AWP) Board Authorized learning opportunities (BAA) Language and cultural learning The story told in and with the community Aboriginal Enhancement of Schools Network and other initiatives Staff meeting minutes Learning team interventions School-Based Teams Response to Intervention Assessment for Learning Individualized student learning stories

In Beyond Words: Creating a Racism-Free School for Aboriginal Learners (BC Teachers’ Federation Aboriginal Education, n.d.), there is also a list of questions to guide educators’

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thinking about potential racism in the schools (p. 19) along with strategies to counter racism (pp. 20-22).

According to the Canadian Council on Learning (2007), the key attributes of Aboriginal learning are: ▪ ▪ ▪ ▪ ▪ ▪ ▪

Learning is holistic.

Learning is a lifelong process.

Learning is experiential in nature.

Learning is rooted in Aboriginal languages and cultures.

Learning is spiritually oriented.

Learning is a communal activity, involving family, community and Elders.

Learning is an integration of Aboriginal and Western knowledge. (p. 5)

Given this holistic view of learning, indicators of success should also include more holistic measures. An example of a more holistic measure is the Early Development Instrument (EDI) which includes measures of physical health and well-being, language and cognitive development, social competence, emotional maturity, and communication skills and general knowledge to determine school readiness for early learners (Canadian Council on Learning, 2007; Human Early Learning Partnership, 2016). Presently, instruments for children and youth of other ages are being developed and the Middle Years Development Instrument (MDI) is currently in use; for example, School District 36 (Surrey) and School District 48 (Sea to Sky) reported in their Aboriginal Education Enhancement Agreements that they are currently using the MDI. Other school districts report using other success indicators. For example, SD 23 (Central Okanagan) reported using the 40 Developmental Assets Profile which focus on “relationships, opportunities, skills values, and commitments children and adolescents need to grow up healthy, caring, and responsible” (Roehlkepartain & Scales, 2007). School District 48 (Sea to Sky) reported using the 4 Blankets Assessment Tool based on Monique Gray-Smith’s book The ripple effect of resiliency. School District 48 also developed the Shared Learning Aboriginal Education Rubric to measure the school district’s level of Aboriginal success. This rubric includes a five-point scale (beginning, developing, accomplished, exemplary) for: cultural awareness, curriculum relevance, cultural pedagogy, learning environment, community involvement (Coltman, 2017).

The Indigenous Adult and Higher Learning Association (IAHLA) began the Data Collection Project to “develop a better understanding of what is happening in First Nations adult and postsecondary institutes and to report on the scope of programs and services being offered to support learners” (IAHLA, 2016, p. 1). Their framework encompasses six areas that reflect Aboriginal values: personal development; leadership development; cultural development; wisdom development; student satisfaction; and academics. Currently, there does not seem to be a similar report for public post-secondary institutions; however, it appears that a document entitled, Aboriginal Learners in British Columbia’s Post-Secondary System is forthcoming (BC Aboriginal Post-Secondary Education and Training Partners, 2017).

Presently data for Aboriginal students at the early learning and at the K-12 levels are disaggregated; however only the K-12 data are available publicly. Furthermore, the distinctions that are made between Aboriginal peoples in data gathered by Statistics Canada for First 11

Nations (living on and off reserve), Métis, and Inuit are not made in the K-12 data. As the data gathered by Statistics Canada suggest, there are differences between groups of Aboriginal peoples that may be useful to consider when engaging in educational planning for Aboriginal peoples in British Columbia.

4.1 Summary of Potential Success Indicators Success indicators play an important role in understanding the impact of programming designed to support Aboriginal students along the learning continuum. Current data collection practices are limited in a range of ways. Furthermore, data at the K-12 level have been disaggregated for Aboriginal students as a singular group which may not reflect the differences between communities and/or groups. Though the information collected is viewed as informative to a degree, much of it maintains a narrow view of student success and does not reflect more holistic perspectives on learning. The Canadian Council on Learning (2007; 2009) has developed success indicators that are more holistic in nature, but these are not currently being used in British Columbia. There are some more recent initiatives that appear to support a more holistic perspective of success for Aboriginal students and recent developments in this area may lead to more holistic indicators of success being used along the learning continuum in the near future.

Section 5: Indigenous Knowledge The importance of integrating Indigenous knowledge into public schooling experiences as an aspect of holistic learning for Aboriginal students cannot be understated. According to Jan Hare (2011), “each and every learning experience that affirms Indigenous knowledge systems enhances the quality of life for Aboriginal people” (p. 107). In her recommendations for Constitutional Reconciliation, Marie Battiste (2013) included that “Canada should affirm that Indigenous knowledge is an integral and essential part of the national heritage of Canada that must be preserved and enhanced for the benefit of current and future Canadians” (p. 170).

Furthermore, according to the Truth and Reconciliation Commission of Canada (2015b), reconciliation between Aboriginal and non-Aboriginal peoples must include “Supporting Aboriginal peoples’ cultural revitalization and integrating Indigenous knowledge systems, oral histories, laws, protocols, and connects to the land” (p. 4). The Dogwood 25 Society (n.d.) also advocates for a holistic approach to education, stating that it is “necessary for Aboriginal learners to thrive” (p. 3).

In the K-12 system in British Columbia, the First Peoples Principles of Learning have been used to guide the integration of Indigenous perspectives, content, and pedagogies into the new curriculum (British Columbia Ministry of Education, n.d.a) – though it should be noted that there is tremendous diversity between First Nations and Indigenous communities in British Columbia and in fact some nations have their own sets of principles for teaching and learning (Chrona, 2014). The First Peoples Principles of Learning were first developed by a group of Indigenous educators, scholars, and knowledge keepers to support the development of English

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12 First Peoples. They are considered an example of Indigenous knowledge and, though they are not specific to any First Nation, they are “commonly held understandings of how we interact and learn about the world” (First Nations Education Steering Committee, 2016, p. 5).

There are nine First Peoples Principles of Learning: ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

Learning involves recognizing the consequences of one’s actions.

Learning involves generational roles and responsibilities.

Learning recognizes the role of Indigenous knowledge.

Learning is embedded in memory, history, and story.

Learning involves patience and time.

Learning requires exploration of one’s identity.

Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. (First Nations Education Steering Committee, n.d.)

The Canadian Council on Learning (2009) has emphasized the importance of Indigenous knowledge and the Holistic Lifelong Learning Models indicating that “learning from – and about – culture, language and tradition is critical to the well-being of Aboriginal people” (p. 5). For the purposes of this report, Indigenous knowledge has been organized in this section using the four Sources and Domains of Knowledge identified by the Canadian Council on Learning (2007; 2009): Learning from the world of people (family, Elders, community); Learning from and about the land (traditional skills); Learning from and about languages, traditions, and cultures (languages, traditions and ceremonies, and culture); and Learning from and about spirituality (spiritual development). To organize this section, the programming has been divided into these areas; however, it is also recognized that there are significant overlaps. Furthermore, there are many programs in British Columbia that embed aspects of Indigenous knowledge into their programming, but where possible, the programs highlighted in this section integrate Indigenous knowledges more extensively into their programming.

5.1 Learning from the World of People All of the institutions and most of the programming along the learning continuum that were reviewed for this report referenced at least some contact with Elders. Many of the institutions had programs such as Elders in Residence to engage with students and to provide connections to traditional knowledge to support Aboriginal students.

5.2 Learning from and about the Land There were very few programs designed to support Aboriginal students that specifically focused upon learning from and about the land; however, there were place-based experiences included in some of the programming that was reviewed. Three examples where the 13

connections to land were strongly emphasized were in the AyA7ayulh, the Skw’une-was, and the Nk’Mip Desert Cultural Centre Programs. The Aya7ayulh (Cultural Journeys) in School District 48 (Sea to Sky) is a Kindergarten to Grade 6 program guided by the principle that all learning is grounded in understanding the connected relationship of Language, Land, and Culture. The Skw’une-was Cultural Program in School District 44 (North Vancouver) is a placebased Indigenous education opportunity for Grade 3 students to do an overnight visit to the Cheakamus Centre to learn more about the traditional daily experiences of the Coast Salish peoples. In School District 23 (Okanagan Central), there is an annual trip to Nk’Mip Desert Cultural Centre where students in grades 7-9 learn about lands, animals, plants, culture, and a way of life all within the language.

For those school districts seeking to incorporate more land-based experiences with an Aboriginal focus, the First Nations Education Steering Committee (2016) has developed the Science First Peoples teacher resource guide (Grades 5-9) which teaches educators about the importance of land-based experiences in connection to Indigenous knowledge and how to respectfully integrate these experiences into the science curriculum.

5.3 Learning from and about Languages, Traditions, and Cultures 5.3.1 Languages. According to Marie Battiste (2013), The first principle of any educational plan constructed on Indigenous knowledge must be to respect Indigenous languages, not just because students have difficulty learning without their first language, but because each language represents a knowledge system that holds depth of knowing that has not yet been tapped for contemporary education and the future of sustainable development. (p. 146) There are many programs in British Columbia that connect in some way to Indigenous languages at the early learning, K-12, and post-secondary levels.

5.3.1.1 Early learning. The Pre-School Language Nest Program has locations throughout British Columbia. The goal of the program is to create new language speakers by creating language and cultural immersion environments for pre-school children and their parents to become fluent in their First Nations languages. In Language Nests, young children are immersed in the language, parents are encouraged to participate, and staff, volunteers, and Elders carry out daily activities in the language with the children. (First Peoples’ Cultural Council, n.d.)

Chief Atahm School located near Adams Lake is a Secwepemc Language immersion school with an educational framework that privileges Secwepemc knowledge, language, and culture. The school emerged from a language nest and was founded in 1991. The teachers and parents ensure that classroom practices include “aspects of traditional Secsepemc life: gathering roots and medicines, cutting and smoking fish, singing and creating art. Students read books written in or translated into Secwepemctsin. They watch and listen to Elders tell stories” (Indspire, n.d.). Programming currently includes primary and intermediate with plans for secondary to come.

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5.3.1.2 K-12. The British Columbia Ministry of Education and the First Nations Education Steering Committee (2016) have indicated that they are “committed to supporting First Nations language revitalization” (p. 1). There are currently 17 Indigenous Language Integrated Resource Packages (IRPs) that have been developed for use in the K-12 public education system in British Columbia; these languages also qualify for the second language requirement. This number does not reflect the number of languages currently being taught in public schools in British Columbia, as some IRPs are still being developed. Furthermore, each Indigenous language is not limited to the geographical region of a particular school district. For example, Hul’q’umi’num is taught in both School District 68 (Nanaimo-Ladysmith) and School District 79 (Cowichan Valley). An example of First Nations language revitalization can be found in School District 23 (Central Okanagan) where they developed the Aboriginal Middle School Leadership program to increase participation and exposure to Okanagan language and offer more cultural activities; this program allows students to explore their own cultural background and develop leadership skills.

5.3.1.3 Post-secondary. Though it is not specifically designed to support Aboriginal learners, there is programming at post-secondary institutions in British Columbia that support language revitalization efforts. For example, the University of British Columbia and University of Victoria offer Language revitalization certificate programs, while Nicola Valley Institute of Technology offers an Indigenous Language Certificate, Indigenous Language Diploma, and an Advanced Diploma in Indigenous Language Teaching.

5.3.2 Traditions and cultures.

5.3.2.1 Early learning. “One of the most promising initiatives for Aboriginal children is Aboriginal Head Start” (Hare & Davidson, 2015, p. 257). Awahsuk Aboriginal Headstart includes weekly opportunities for pow wow dancing, drumming, traditional teachings, smudging, and dancing. Elders also teach children Halq’eme’ylem language and each child receives regalia when they complete the program. Nusdeh Yoh, the Aboriginal school of choice in School District 57 (Prince George) runs a StrongStart BC program that includes cultural specific programming as well as the Carrier language, music, and drumming as part of the program.

5.3.2.2 K-12. There are many ways that school districts are incorporating culture and traditions into school environments. These are often described in the District Aboriginal Education Enhancement Agreements (AEEA). One example is the Aboriginal Family Fun Night that takes place in School District 23 (Central Okanagan) where families can enjoy hoop dancing, kids’ games, music, chili and bannock, and crafts. School District 23 also hosts Aboriginal Graduation Retreats that include role model guests and cultural activities.

School District 71 (Comox) has an Aboriginal Primary Program that is rooted in the values of listening, mutual respect, speaking from the heart, and kindness and cooperation. The students also engage with Aboriginal curriculum of learning from place. Nisaika Kumtuks Elementary Centre in School District 84 (Vancouver Island West) uses a collaborative education model that incorporates Aboriginal culture and language into three components: Early Years Programs (conception-6); Primary Education (K-grade 3); and wrap around child, youth, and family programs. Windspeaker which is a student leadership program in School District 36 15

(Surrey) includes tradition and culture in their programming. CEDAR Walk Program run by Urban Native Youth Society (UNYA) and School District 39 (Vancouver) provides social, emotional, mental health, physical, and spiritual support for 16-19 year old Aboriginal students who have an extended history of non-engagement with school. Programming also includes arts and crafts and Aboriginal cultural enrichment. School District 39 also runs the Aboriginal choice school, xpey’ Elementary, which includes components of cultural awareness to achieve the following goals: ▪ ▪ ▪ ▪

To create opportunities for all students to learn and be involved in the cultures of First Peoples of Canada; Students will learn to be respectful in the acknowledgement of the local First Nations; Students will learn to be respectful of the shared values, experiences and histories of all Aboriginal peoples as well as the aspects that make each nation unique; Students will learn to be respectful of the shared history between the Aboriginal peoples and Canada. (Vancouver School District, 2017, p. 1)

Finally, the British Columbia Ministry of Education has recently incorporated Indigenous content and perspectives throughout the K-12 curriculum to increase awareness for all students enrolled in public schools in British Columbia.

5.3.2.3 Post-secondary. Though there are challenges to integrating Indigenous Knowledge into post-secondary programming, Nicola Valley Institute of Technology (NVIT) includes “IK [Indigenous knowledge] as an integral academic foundation” (Robinson, 2016, p.

71). Furthermore, NVIT has worked to embed Aboriginal identity, language, and culture in their programs and services (Billy-Minnabarriet, 2012). University of Victoria has just introduced the first Indigenous law degree which will combine the study of both Indigenous and nonIndigenous law allowing graduates to work across both fields. Post-secondary institutions across British Columbia are also looking into mandatory Indigenous studies courses. Currently, as a requirement for the Teacher Regulation Branch (TRB), students in faculties of education in British Columbia must learn Aboriginal content. At the University of British Columbia (UBC), this requirement is satisfied by EDUC 440: Aboriginal Education in Canada which is a mandatory course for each teacher candidate completing their Bachelor of Education. UBC also has a mandatory course with Indigenous content for all law students, a mandatory course with Indigenous content for audiology students, and the midwifery program has Indigenous content in some of the courses, while Simon Fraser University has approximately 120 courses that have a significant amount of Indigenous content (Sherlock, 2016).

5.4 Learning about Spirituality There was very little programming that specifically identified Indigenous spirituality.

One exception was the Sweat Lodge at British Columbia Institute of Technology (BCIT). This is run by the Indigenous Services Department who invite BCIT staff and students to join the sweat lodge ceremonies. Thompson Rivers University (TRU) also indicated that they are working to develop a similar program. BladeRunners is an employment program that brings in spiritual leaders as part of their programming.

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5.5 Summary of Indigenous Knowledge There are a range of ways that Indigenous knowledge is being embedded in programming designed to support Aboriginal students along the learning continuum. Elders are being invited to support students at all levels. At the early learning and K-12 levels, there appear to be a range of programs that incorporate language, tradition and culture in the programming. Of all of the aspects of Indigenous knowledge, language seems to be taken up the most in the programming along the learning continuum.

Though it is difficult to truly separate aspects of Indigenous knowledge given its holistic nature, there were two areas that did not appear to have as much programming: Learning from and about the land and Learning about spirituality. It is believed that there are land-based experiences and spiritual teachings being incorporated into the programming; however, references to specific land-based programming and integrating spirituality into programming to support Aboriginal students were very rare. It should also be noted that there may be additional programs that are not shared publicly on websites due to the protocols associated with some of these practices and knowledge.

Section 6: Promising Practices in British Columbia Currently in British Columbia, there are programs that demonstrate promise for supporting Aboriginal students. These programs exist along the learning continuum and support recruitment and/or provide support for Aboriginal students to complete their educational programming.

6.1 Full Learning Continuum The National Centre for Collaboration in Indigenous Education (NCCIE) is a new initiative which will provide a platform for organizations across Canada to share their best practices and resources in Indigenous Education. The goal is to use the website as a “strategic link to building relationships and partnerships, breaking down barriers to promote collaboration, increasing access to information and resources, and strengthening education across Canada – for Indigenous Peoples as well as non-Indigenous Canadians interested in our collective history and reconciliation” (National Centre for Collaboration in Indigenous Education, n.d., “NCCIE Goals”).

Because of the scope of the project, this is a resource that supports the full learning continuum.

6.2 Early Learning There is some programming in British Columbia that reflects the Call to Action by the Truth and Reconciliation Commission (2015a) for the development of “culturally appropriate early childhood education programs for Aboriginal families” (p. 2). Awahsuk Aboriginal Head Start is a program that takes place at the Fraser Regional Aboriginal Friendship Centre in Surrey.

The program includes ongoing weekly opportunities for children, families, and staff to engage in

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pow wow dancing, drumming, traditional teachings, and smudging with Elders and Cultural Teachers. Children also have the opportunity to learn the Halq’eme’ylem language and all of the children who graduate from the program receive their own regalia. On Haida Gwaii, the program coordinator for the Child Care and Resource Referral Program runs the Mother Goose Program in the long term care facility bringing together children and adults for an opportunity for intergenerational sharing of songs. Across British Columbia, there are communities that have worked to establish early learning programming on reserve. One such example is the Aboriginal Head Start on Reserve which is a federal program that focuses on enhancing early childhood development, school readiness, and overall family health and wellness for First Nations preschool children (birth-6) on reserve. The program acknowledges the importance of culture as a fundamental aspect of a child’s development and encourages a holistic approach to learning that reflects the culture and values of the local community. Another example of a promising program is StrongStart BC at Nusdeh Yoh offered in School District 57 (Prince George). In this program, the Aboriginal Culture and Language teachers share Carrier language, music, and drumming with the children and their families.

6.3 K-12 In most school districts in British Columbia there are support workers, teachers, administration, and cultural support provided for Aboriginal students through agreement funding. This funding is for enhanced educational services and must be used for supports outside normal classroom funding and supports all of the Aboriginal education departments in British Columbia. There are also numerous examples of schools and districts hosting cultural events for students and families; these are usually open to the public.

6.3.1 Elementary programming. There is very little programming highlighted at the elementary level; however, the Aya7ayulh (Cultural Journeys Program) in School District 48 (Sea to Sky) is a program for students in kindergarten to grade 6 which is guided by the principle that all learning is grounded in understanding the connected relationship of Language, Land, and Culture. In School District 39 (Vancouver), a grade 6/7 class worked on the Generations Project which sought to build relationships between students and an Elder from their family or community through interviews. The student then created a poem which was contributed to a class book that each student received (Nelson, 2017). The Elder Project also brings students and Elders together to create chapbooks. The students interview the Elders to develop Historical Collage Poems which tell the stories of the Elders. These are then put into chapbooks which can be seen online on the project website (Lynxleg, 2017). Another project in School District 39 was a powwow that was put on by Grandview/¿uuqinak’uuh Elementary School and the Singing Frog Aboriginal Head Start Preschool. The event brought together students, staff, families and community members from the preschool, elementary school, and local high school (Nelson, 2017).

6.3.2 Alternative education programming. There are several programs that provide opportunities for students whose needs are not being met by more mainstream educational programming. School District 27 (Caribou-Chilcotin) has reported success with supporting First Nations students to transition to the secondary school in town using the Online Rural 18

Secondary Program which allows teachers to use videoconferencing to teach courses in the areas of English, Math, Social Studies, and Science. The program connects rural secondary students and gives rural school teachers the ability to teach courses within their areas of expertise. School District 48 (Sea to Sky) developed the Northern Outreach Program on Reserve based on the need for an alternative education setting to respond to the individual needs of students living on reserve. It provides flexible programming by a teacher and Aboriginal support worker.

6.3.3 Aboriginal student leadership. The Windspeaker Leadership Program, which is run

by School District 36 (Surrey) in partnership with several community partners, aims to support Aboriginal students to develop leadership and personal well-being drawing on tradition, culture, and outdoor education. Students receive secondary graduation credits, post-secondary transition assistance, employment training, and employment opportunities. School District 48 (Sea to Sky) also runs the 24-Hour Drum which is an event that brings together Aboriginal youth from the Sea to Sky Aboriginal Leadership Group and local Elders to share about local history, languages, and other topics of interest.

6.3.4 Mentorship programs. There are several mentorship programs run by school districts and other community organizations. In Vancouver, the Urban Native Youth Association (UNYA) runs the Kinnections Program that connects Aboriginal youth with trained community volunteer mentors to assist youth with goal setting and obtaining life skills necessary for adulthood as they transition into living independently. School District 59 (Peace River South) uses the Coach/Mentor Model which connects the student, parent, and teacher to develop goals and monitor the progress toward goals throughout the year. This model incorporates aspects of relationship-based learning (Bishop, 2017).

6.3.5 Holistic/wrap around approaches. In School District 23 (Central Okanagan), one secondary school offers the Academy of Indigenous Studies. This program is open to students in grades 10-12 and includes English First Peoples5 10-12; British Columbia First Nations Studies 12; Aboriginal Leadership 10-12; and First Nations Art Studio. Another component of this program is R’ Native Voice (not currently being offered), a youth mental health and prevention program to reduce drug use, incidence of suicide, depression, and community violence by learning about Syilx identity and belonging, life skills and culture and language. School District 73 (Kamloops/Thompson) provides counselling and cultural support from Aboriginal counsellors through their First Nations Family Counsellor Program. In School District 48 (Sea to Sky), an Aboriginal School-Based Team has been established which consists of district staff, Aboriginal workers, and school staff to track attendance records, exam results, course grades, and completion of graduation requirements. The team meets monthly to review each Aboriginal student at the secondary level and to devise action plans based on the student’s individual needs; one member from the team is assigned to support the student (Coltman, 2017).

These are English Language Arts courses that have been developed using First Peoples perspectives, content, and pedagogies and are founded on the First Peoples Principles of Learning. English First Peoples courses are open to all students and satisfy ministry requirements for English Language Arts courses.

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6.3.6 Urban Aboriginal education. Many of the school districts in British Columbia have dedicated staff and a distinct Aboriginal education unit to support Aboriginal programming in their school district. It can be particularly challenging to meaningfully integrate Indigenous knowledge and develop culturally responsive programming for Aboriginal students in urban areas where there are many different Indigenous nations represented in a single school district.

This work requires careful navigation on the part of Aboriginal staff to ensure that the local Indigenous protocols are respected while finding ways to support the unique needs of urban Aboriginal students who may have been away from their traditional ancestral territories for multiple generations. The two largest urban school districts in British Columbia, School District 36 (Surrey) and School District 39 (Vancouver) have addressed this rich Indigenous diversity in their programs/curriculum resources, staff support services, and pedagogical services for teachers.

6.4 Post-Secondary Programming 6.4.1 Elders. At the University of Victoria, the Elders in Residence program is the highest rated student support initiative on campus. Most post-secondary institutions included references to connections with Elders with most having an Elder-in-Residence program in place.

Elders are usually available to students in this capacity through appointments. British Columbia Institute of Technology (BCIT) also has an Elder-in-Residence program in place where students can make an appointment with one of two Elders whose biographical information can be found on their website. At Vancouver Island University, Elders also have regular office hours when they are available to support students and faculty members. A variation of this programming can be found at Thompson Rivers University (TRU) where they are exploring other ways to bring Elders and students together. In March every year, TRU hosts an Elders’ luncheon where students and Elders can share cultural traditions. Williams Lake Elders Engagement and Student Leadership is a new initiative in which TRU will host weekly activities that promote Elder/student interaction and give time for students to engage in leadership activities while also learning cultural knowledge from the Elders.

6.4.2 Mentorship/role model programs. There were many examples of mentorship programs at the post-secondary level. The Supporting Aboriginal Graduate Enhancement (SAGE) Program is a province-wide, inter-institutional, peer-support/faculty-mentoring educational program. Two of the goals of SAGE are to increase the number of Aboriginal/Indigenous peoples holding a PhD or EdD and to assist Indigenous students transitioning into master’s and doctoral programs. The program operates on the principles of respect, reciprocity, relationships and responsibility. Another example is the Aboriginal Peer to Peer Mentorship program offered at BCIT. The peer mentor is a senior student (second semester or above) who supports first year Aboriginal students to make the transition into BCIT. 6.4.3 Aboriginal academic programs. At the University of British Columbia, there are numerous Aboriginal academic programs that include Aboriginal content and/or perspectives.

Currently, programming exists in the following faculties: Applied Science, Arts, Peter Allard School of Law, Medicine, Education, Continuing Studies, and Forestry.

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6.4.4 Graduate programming. Ts”kel is an integrated program for Aboriginal graduate students in education and across disciplines throughout UBC. Ts”kel supports Aboriginal participation in UBC master’s and doctoral programs through a concentration of courses in Indigenous education and research supervision from Indigenous faculty. At Simon Fraser University (SFU), there have been Indigenous programs at the Master’s level: MEd in Indigenous Education (Curriculum and Instruction Foundations/Diversity and Inclusion); MEd in Indigenous Education Programs; and Graduate Diploma (Field Programs: Supporting Diverse Learners). SFU also has the EdD program, Culturally Inclusive Place-Based Education which started in 2015.

6.4.5 Academic support. Many of the post-secondary institutions offer tutoring for Aboriginal students. At Nicola Valley Institute of Technology, there are a range of tutoring and academic support services available to Aboriginal students through the Student Success Centre.

Here, students can access individual and group workshops on effective learning and study skills as well as free one-on-one and small group tutoring in all subject areas.

6.4.6 Student support. There is a range of services available for Aboriginal students to support them as they attend post-secondary institutions. At Thompson Rivers University, the Life Skills Planner provides support for Aboriginal students in the areas of funding, budgeting, housing, childcare, and other external challenges. Some of the post-secondary institutions reviewed had counselling services available for students. At the University of Victoria, there are Indigenous counsellors who draw on Indigenous perspectives to support students. Indigenous Programs and Services Directory is an online tool created by University Study that provides an overview of the programs and services available at Canadian universities to support Indigenous students to be successful.

6.4.7 Financial support. All of the universities, colleges, and institutes reviewed had financial assistance available for Aboriginal students. Some also offered emergency funding for students. One example of a funding opportunity for Aboriginal students is the Irving K. Barber Society which offers three Aboriginal Award programs for Aboriginal students pursing postsecondary education in British Columbia: the Student Award ($1000-$2000 multi-year); the Masters/Doctoral Studies Award ($5000 multi-year); and the Teacher Education Award ($5000 multi-year).

6.4.8 Gathering places. All of the post-secondary institutions that were reviewed had gathering places for Aboriginal students; this can likely be attributed to the funding provided by the Ministry of Advanced Education for many colleges and universities to build these new gathering places. These locations usually provide access to computers and printers, kitchens, and some provide access to support services. At the University of Victoria (UVic), there is the First Peoples House and at the University of British Columbia (Vancouver) there is a First Nations House of Learning which are social, cultural, and academic centres that provides safe and welcoming spaces for Aboriginal students.

6.4.9 Faculty professional development. At Vancouver Island University, Na’tsa’ math Shqwaluwun, One Heart, One Mind is a learning series that focuses on understanding Indigenous perspectives and is open to faculty, staff, students, and community members. Some

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of the topics this year include: Indigenous learning circles, Indigenous book circle, the KAIROS Blanket Exercise, and Conversations toward Reconciliation.

6.4.10 Community partnerships. The Industry Training Authority (ITA) has demonstrated an increase in Aboriginal apprentices as a result of their Aboriginal Initiatives.

The ITA attributes this success to the strength of the relationships they have developed with Aboriginal communities. Their Aboriginal Advisory Council has provided support to strengthen these partnerships which has fostered legitimacy for ITA within their partnerships and connections with communities and other organizations (Industry Training Authority, n.d.a).

6.5 Promising Practices Summary Overall, there are a variety of programs to support Aboriginal students along the learning continuum; however, it is difficult to know whether they are providing effective support for Aboriginal students, as there is very little data, anecdotal or quantitative or otherwise, to provide evidence that this programming is helpful for students. There are a lot of innovative projects and activities that are taking place at the elementary level; this is important in light of the recommendations by Heslop (2009) and Parent (2014) that to support effective transitions to post-secondary, interventions need to start much sooner.

Section 7: Transitions Along the Learning Continuum The continuum from early learning to entering employment can be challenging to fully understand, as there are so many pathways that Aboriginal students may take. These pathways can be determined by where they are living in the province: Are they living in a rural or urban setting? Are they living on or off reserve? Are they living in northern or southern British Columbia? These pathways can also be determined by their age: Are they pre-school or K-12 aged? Are they classified as youth or adults? These pathways can also be determined by their ancestry: Do they identify as MĂŠtis? First Nations? Inuit? Do they belong to the particular Nation that is running the program?

This section focuses upon programming that specifically supports Aboriginal students to make the transition from early learning to K-12, K-12 to post-secondary, K-12 to employment, technology institute/college to employment, and university to employment.

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Pre-employment Program

Unversity

Employment

College

Employment

Technology Institute

Employment

Employment

Post-Secondary

Employment

Technology Institute

Employment

Bridging Program

Early Learning Programming

Home

Day Care

K-12

Employment

University

Employment

College Employment

University

Employment

Figure 1 Some Possible Pathways for Indigenous Students

7.1 Early Learning to K-12 There are many early learning programs available in British Columbia for children who are not yet school-aged. There are programs that do not have an Aboriginal focus but are open to all students, such as Welcome to Kindergarten, and there are also programs that are Aboriginal-focused but are not exclusively dedicated to supporting the transition to kindergarten, such as Bannock and Books in School District 36 (Surrey). However, in the context of the learning continuum, this section will focus specifically on programs that support Aboriginal children to make the transition into kindergarten.

The Little Eaglets Program in School District 36 (Surrey) has also been developed to build trust between Aboriginal families and the school district. The program also aims to increase Aboriginal kindergarten registration in Surrey and to connect Aboriginal children with their catchment schools before they enter kindergarten. As mentioned previously, Aboriginal Head Start on Reserve focuses on enhancing early childhood development, school readiness, and overall family health and wellness for First Nations preschool children (birth-6) on reserve.

Aboriginal PALS (Parents as Literacy Supporters) is a culturally responsive version of PALS, a play-based family literacy program, that has been adapted for Aboriginal communities in consultation with Elders and other Aboriginal community leaders.

The Aboriginal Head Start Association of British Columbia (2012) has also developed a resource, to assist early learning programs that include Aboriginal children, called Stepping Stones to School: Aboriginal Head Start to Kindergarten Transition Toolkit. This document describes seven steps to support Aboriginal children to make a successful transition into school: 23

establish partnerships; build an advisory/support team; conduct a transition assessment; involve parents in the planning process; meet with parents; develop an action plan; and transition activities.

7.2 K-12 to Post-Secondary There are numerous programs are offered within the K-12 system, by outside organizations, and by post-secondary institutions to support Aboriginal students who are making the transition from K-12 to post-secondary settings (whether or not students have graduated). As a result this section has been divided into K-12, Bridging, and Post-Secondary.

7.2.1 K-12. Some of the programs that take place in the K-12 system that have been designed to support the transition to post-secondary are described as leadership programs, for example School District 48 (Sea to Sky) formed the District Aboriginal Youth Council, which includes 80 students from all of the secondary schools including the two local First Nations schools, and they formed the Aboriginal Leadership Course that gives students credit toward graduation. School District 48 (Sea to Sky) also created the goal of ensuring that Aboriginal students in the school district could see themselves going to post-secondary institutions. To achieve this, they developed the Post-Secondary Readiness and Career Planning for students in grades 8-12 which consists of post-secondary campus tours and providing support with career planning and academic advising. A significant component of this program is to set high expectations for students’ achievement and attendance (Coltman, 2017).

The important transition from Grade 12 to post-secondary institutions and employment is also supported by a few Aboriginal Educational Enhancement Agreements (Kitchenham, et al., 2016).

7.2.2 Bridging. Based on the feedback from the BC Truth and Reconciliation Summit (Indigenous Adult and Higher Learning Association, 2007), there is a need for local postsecondary and transition to post-secondary options. Currently, there appear to be numerous partnerships that have led to local options for upgrading and/or bridging to post-secondary. For example, Ts’zil Learning Centre is available for the Lil’wat Nation and the neighbouring communities. The learning centre offers a range of academic and vocational training options that are designed to increase employment and career opportunities. Vancouver Island University (VIU) also works in partnership with local learning centres such as Chemanius Native College Adult Learning Program, where Aboriginal students have access to a culturally supportive environment where they can engage in academic preparation classes. In Vancouver, options such as the Native Education College (NEC) offers a supportive learning environment that includes cultural activities. There, students can enroll in diploma programs or do academic upgrading with most of the programs being transferrable to other post-secondary schools in British Columbia.

Nicola Valley Institute of Technology’s (NVIT) Aboriginals in Trades Training (Bridging to Trades) is a 12-week mobile trades exploration program that was delivered in partnership with Aboriginal communities. The training includes employment readiness, essential skills, workplace safety, and hands-on trades exploration training for Aboriginal peoples within their

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communities. This provides students with a greater opportunity to gain acceptance into trades schools pre-apprenticeship programs. School District 73 (Kamloops/Thompson) offers a Bridging to Post-Secondary Program for Aboriginal students in grades 11 and 12. In this partnership with Thompson Rivers University (TRU) students are provided with information and an orientation to TRU. TRU also works with the Secwepemc Cultural Education Society to develop transitional education programs for Aboriginal students in Kamloops.

7.2.3 Post-secondary. Universities can reach out to future Aboriginal students by providing summer programming for students. University of British Columbia (Vancouver and Okanagan), The University of Victoria, and Simon Fraser University (SFU) all offer summer programming for Aboriginal youth from grades 7 to 12 depending on the institution and program. These programs are designed to familiarize Aboriginal students with the campus, promote an interest in areas where Aboriginal students are underrepresented, and provide cultural experiences. The Verna J. Kirkness Science and Engineering Education Program also works to address the underrepresentation of First Nations, MĂŠtis, and Inuit students at Canadian universities by providing scholarships for Indigenous grade 11 students to spend a week at a Canadian university interacting with scientists in research laboratories.

There are also programs at post-secondary institutions to support Aboriginal students to successfully transition into the institution. For example, NVIT has the College Readiness program that offers courses to help adults to obtain the prerequisite skills for entry into NVIT career/technical and/or academic programs. At SFU, there is the Interim Aboriginal University Preparation Program (IAUPP) that helps First Nations, MÊtis, and Inuit students have a successful transition into undergraduate studies. They offer first year humanities and social sciences courses with Indigenous perspectives as well as non-academic credit courses that will help to build students’ self-confidence. Aboriginal Access Studies offers similar programming at UBC (Okanagan).

7.3 K-12 to Employment (including Employment Services) There are several employment training models for Aboriginal youth and adults.

BladeRunners has been a very successful employment training model for at-risk youth aged 1830 years old who have multiple barriers to employment. This program provides standard programming (e.g., life skills training, job readiness skills, certification courses, and job placement opportunities); however, BladeRunners also provides 24-hour support for the youth to overcome the challenges that may prevent them from attaining stable employment. The program offers support that is holistic in nature and includes cultural and spiritual support.

There are many kinds of employment assistance programs to support Aboriginal peoples who are seeking employment. For example, the Native Youth Learning Centre run by Urban Native Youth Association (UNYA) in Vancouver offers support for youth to find employment by providing resources in four areas: life management skills, assisted computer applications, job search skills, and career development. ACCESS is also an urban Aboriginal Skills and Employment Training Strategy (ASETS) holder that offers employment assistance services to Aboriginal peoples living in urban areas.

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7.4 Technology Institute/College to Employment 7.4.1 Technology institutes to employment. It was difficult to locate programming specifically to support Aboriginal students to make the transition from technology institutes to employment; however NVIT Employment Skills Access Certificate provides relevant programming for Aboriginal and non-Aboriginal students seeking to gain essential skills for the workplace in British Columbia while focusing on Aboriginal content in the curriculum.

7.4.2 College to employment. There are few references to programs that support Aboriginal students making the transition from college to employment. However, Okanagan College hosts an Aboriginal Career Fair which connects Aboriginal students with employers and post-secondary institutions. Aboriginal Transition Planners are also available at Okanagan College to provide support for Aboriginal students while they are attending the college and as they transition to employment.

7.5 University to Employment 7.5.1 University to employment. There are very few references to programs or initiatives that support Aboriginal students to successfully transition from the university setting to employment. Thompson Rivers University (TRU) hosts an Aboriginal Career Planning and Employment Workshop where all organizations that have Aboriginal employment opportunities are invited to share career and employment information with Aboriginal students. There is also the LYNX Aboriginal Student Career and Employment Program, which provides online career services free of charge for Aboriginal post-secondary students and graduates. LYNX is an initiative of the University of Calgary initiative and partners with 15 universities across Canada.

Lastly, part of the role of the MĂŠtis Education Navigation Coordinator at Vancouver Island University is to assist students identify career choices.

7.5.2 Co-op/Internship programs. The University of Victoria (UVic) offers a few options to support Indigenous students to gain relevant experience prior to graduation. Co-op for Indigenous Students supports Indigenous students to connect with employers to gain culturally relevant work experience and LE,NONET community internship provides 120 hours of work experience that take place in an Indigenous community or organization. UVic also has a LE,NONET Experiential and Community Learning Coordinator who connects with Indigenous organizations that hire students and helps students find relevant work in their field of study.

Simon Fraser University has an Indigenous Co-op Blog; however, the blog did not appear to have information that was specifically for Indigenous students. On a provincial level, the Aboriginal Youth Internship Program provides a 12-month paid internship that is designed to encourage young Aboriginal British Columbians to consider the Public Service Sector or Aboriginal organizations as career options.

The Indigenous Intern Leadership Program, a partnership with the Champions Table, is administered by Vancouver Island University and open to graduates of all post-secondary institutions. This two-year program supports Indigenous post-secondary graduates to obtain intern positions at prominent companies in British Columbia with the goal of providing recent graduates with workplace skills and training.

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7.6 Transitions Along the Learning Continuum Summary Currently, there appear to be a range of options to support Aboriginal students making the transition into kindergarten and making the transition from K-12 to post-secondary or employment. However, there are very few programs or supports for Aboriginal students making the transition out of post-secondary and into employment situations. Furthermore some options for Aboriginal students may be limited due to geographical location in the province, age, and/or their ancestry.

Section 8: Accountability Structures In British Columbia, there is no singular accountability structure in place for Aboriginal students along the learning continuum. This makes it difficult to evaluate the supportive programming in place for Aboriginal students at each level. In her presentation on the importance of coordinating children and family programs, Jessica Ball (2005) highlighted the important role of accountability in providing effective programming. However, she also identified the challenge that accountability is often “tied to measurable outcomes at the level of individuals, and this tends to drive program models and staff to be concerned with meeting the needs of individuals,” (p. 8) she suggested instead that the focus should be on strengthening families and communities. At the K-12 level, the Auditor General of British Columbia (2015) found that “the ministry [of education] had not set clear and distinct accountabilities to close the gaps [in achievement between Aboriginal and non-Aboriginal students]” (p. 30).

8.1 Early Learning Though there is not an accountability structure similar to those that exist at the K-12 level (i.e., Aboriginal Education Enhancement Agreement) and post-secondary level (i.e., Aboriginal Service Plan), there is an Early Learning Framework outlined by the British Columbia Ministry of Education (n.d.c) that includes four areas of early learning: well-being and belonging; exploration and creativity; languages and literacies; and social responsibility and diversity. For each area, learning goals and questions to consider have been identified for infants and toddlers and pre-school aged children.

8.2 K-12 To support accountability at the K-12 level, there are Aboriginal Education Enhancement Agreements (AEEA); these are working agreements “between a school district, all local Aboriginal communities, and the Ministry of Education designed to enhance educational achievement of Aboriginal communities and school districts that involves shared decisionmaking and specific goal setting to meet the educational needs of Aboriginal students” (British Columbia Ministry of Education, n.d.b). According to the report on AEEAs, “a clear benefit of the AEEA process was the opportunity to build and enhance on these relationships, with 27

Aboriginal communities, within the district and also with the broader non-Aboriginal community partners� (Kitchenham, et al., 2016, p. 26). Based on research conducted by Castlemain (2013), “there was a widely held perception among stakeholders that relationships between Aboriginal communities and school districts have improved since the [AEEA] agreement was implemented� (p. 28); however, there were a range of perspectives regarding whether the AEEAs were an effective accountability tool. School District 36 (Surrey) has an excellent example of an AEEA that provides a range of accessible information along with clear indicators of success.

To further support accountability structures in place in some school districts, the Aboriginal Information Management System (AIMS) was co-created by the Aboriginal Education Department and the Learning Technology Department in School District 23 (Central Okanagan); this system allows educators and staff to track Aboriginal student engagement and the types of interventions in place for each Aboriginal student in order to better plan for their success.

Currently, each student who enters the K-12 educational system in British Columbia receives a Personal Education Number (PEN), which is used to track their transition into postsecondary education. The Student Transitions Project uses PENs to track students in the British Columbia public K-12 and post-secondary education systems (British Columbia Ministry of Education, n.d.d) and reports annually on K-12 student progress and transition to postsecondary institutes. There is currently no entity that reports annually on post-secondary education completion, stop-outs, drop-out rates, or transitions to work. However, there was one document that was located that provided information on the initial three items (Heslop, 2009).

8.3 Post-Secondary At the post-secondary level, the Ministry of Advanced Education, Skills and Training has provided support for some institutions through the Aboriginal Service Plans initiative; these plans are a three-year rolling strategic plan for enhancing the post-secondary educational experiences and outcomes of Aboriginal learners. The goals are to: increase access, retention, completion and transition opportunities for Aboriginal learners; strengthen partnerships and collaboration in Aboriginal post-secondary education; and increase receptivity and relevance of post-secondary institutions and programs for Aboriginal learners, including providing support for initiatives that address systemic barriers.

(British Columbia Ministry of Advanced Education, Skills and Training, 2017, p. 3) The plans follow a common template and are made publicly available through annual reports.

They include information such as: descriptions of Aboriginal student and external partner engagement; policies and processes to ensure respectful use of Traditional Knowledge and/or Indigenous Intellectual property; and proposed programs and activities. Having a common template for participating post-secondary institutions also made these documents easy to understand. Vancouver Island University has an excellent example of an Aboriginal Service Plan.

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8.4 Summary of Accountability Structures There is currently no common accountability structure in place for the whole learning continuum. This makes it difficult to track student progress as students make their way along the learning continuum from early learning to K-12 to post-secondary programming. There are Aboriginal Educational Enhancement Agreements at the K-12 level and there are Aboriginal Service Plans in place at some public post-secondary institutions in British Columbia. The common template of the Aboriginal Service Plans made the information contained in the annual reports easily accessible.

Section 9: Partnerships Partnerships play a very important role in providing more holistic support for students.

When programs receive support and involvement from a range of organizations, programming can benefit from the diverse strengths that the different organizations bring together. There were a range of partnerships that existed in the programming that was reviewed.

9.1 Early Learning In her presentation on the importance of coordinating children and family programs, Jessica Ball (2005) highlighted the significance of developing and strengthening partnerships between agencies in education, health, and social services to offer integrated programming and service delivery. An example of this kind of collaboration is the Northern Health Round Up on Haida Gwaii which includes representation from the early learning coordinator, speech and language, infant development, Maternal and Child Health, a public health nurse, occupational therapist, physiotherapist, audiologist, dentist, and the Child Care Resource and Referral Program. Haida Gwaii has also developed the Early Years Table where community partners from all areas working with early learners come together to meet throughout the year. One role of this partnership is to review the Early Development Instrument (EDI) data to determine if there are any places where children are more vulnerable and may need additional support.

Other examples of partnerships in early learning such as Aboriginal Head Start on Reserve and Success by Six support local control of intervention strategies to support Aboriginal children. Success by Six recognizes the unique and diverse communities in British Columbia and works to develop strong relationships and partnerships to support Aboriginal children and families across the province. School District 47 (Powell River) jointly runs Tla’Amin Chi Chuy Preschool on reserve. The district takes direction from the band and works in partnership with the community to deliver the program.

9.2 K-12 At the K-12 level, School District 84 (Vancouver Island West) partnered with the Nanaimo Aboriginal Centre (NAC), Boys and Girls Club of Central Vancouver Island, and Mid

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Island Métis Nation to open the Nisaika Kumtuks Elementary Centre which integrates culture and language into three areas: early years programming, primary education, and wrap around child, youth, and family programs. Windspeaker Program is the result of partnerships between Aboriginal Education Services, Community Schools Partnership, SAIL (Surrey Academy of Innovative Learning); Camp Fircom/Camp Squeah; Red Fox Healthy Living Society; Fireside Adventures; and Outward Bound. UNYA School Support Program supports Indigenous youth to do well in school, both academically and social by working in consultation with School District 39 (Vancouver) teachers, First Nations Support Workers, counsellors, and community organizations to support Indigenous youth – with a particular focus on making positive choices in their lives. The Aya7ayulh (Cultural Journeys Program) is the result of a partnership between School District 48 (Sea to Sky) and the Centre for Innovative Educational Leadership at Vancouver Island University. School District 48 (Sea to Sky) also partnered with the local Aboriginal community to develop Northern Outreach on Reserve to provide educational alternatives for students living on reserve.

9.3 Post-Secondary At the post-secondary level, the Aboriginal Youth Internship Program is the result of a partnership between Public Service Agency, Ministry of Aboriginal Relations and Reconciliation, Aboriginal leaders, and Aboriginal youth organizations. Bladerunners is the result of a partnership between Indian and Northern Affairs, the Province of British Columbia, and local governments. ACCESS is funded by Service Canada and the Province of British Columbia and ACCESS Trades is funded by Service Canada, Province of British Columbia and partners with Marine Workers and Boilermakers, Canadian Home Builders’ Association, BC Local Marine Shipbuilders, BC Parks and Public Works Group, BCIT, Native Education College, Interprovincial Standard Canada, Industry Training Authority (ITA), Vancouver Community College, Canadian Apprenticeship Forum, Fortis BC, BC Hydro, Tale’awtxw Aboriginal Capital Corporation, and Trowel Trades Training Association.

The Ts’zil Learning Centre in Mount Currie partners with Capilano University to offer fully transferable college and university courses. The Aboriginals in Trades Training offered through Nicola Valley Institute of Technology is funded by Industry Training Authority BC (ITABC). Secwepemc Cultural Education Society partners with Thompson Rivers University to develop relevant programming for Aboriginal learners. The Indigenous Intern Leadership Program is the result of a partnership between Vancouver Island University and the Champions Table, which consists of 11 First Nations and 11 private sector leaders.

9.4 Summary of Partnerships There are many partnerships that exist at the early learning level to support Aboriginal children. Local education agreements and service plans seem to promote the development and maintenance of partnerships. At the post-secondary level, the Aboriginal Service Plans encourage the development of partnerships. It is particularly hopeful to see that there are more partnerships developing with First Nations to support students from their communities.

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The accountability structures in place allow us to better understand the partnerships that are taking place. There are many kinds of innovative partnerships taking place in British Columbia all along the learning continuum.

Section 10: Relevant Research Examples Some educational programming included a component of research that related to supporting Aboriginal student success. Examples of this research or research-related programming were found at School District 48 (Sea to Sky), Aboriginal Enhancement Schools Network (AESN), University of Victoria (UVIc), and Thompson Rivers University (TRU).

In School District 48 (Sea to Sky), senior administrative staff, principals, and counsellors meet twice a year to review readiness data based on the superintendent’s report, Early Development Instrument (EDI), and Middle Years Development Instrument (MDI), with a particular focus on students with a readiness score of three or less. They also developed a “university readiness data set to monitor and improve the number of students prepared for university entrance” (Coltman, 2017, p. 129). School District 48 also identifies students at the secondary level who have left school or become disconnected from the school as “Missing in Education.” Each fall, they work to reconnect with these students and support them to reengage with school programming in order to graduate (Coltman, 2017).

The AESN is connected to the Network of Inquiry and Innovation (NOII) and supports inquiries that specifically connect to Aboriginal Ways of Knowing and participation is voluntary.

School teams use the Spiral of Inquiry framework to guide their work in improvement and innovation. The spiral model includes the stages of “scanning, focusing, developing a hunch, engaging in new professional learning, taking new professional action, checking that a big enough difference has been made and then re-engaging to consider what is next” (Rosborough, Halbert, & Kasser, 2017, pp. 36-37). Participating schools “develop and submit an inquiry focus, collaborate with colleagues through regional meetings, and share case studies in a spirit of generosity and curiosity” (Network of Inquiry and Innovation, n.d., “AESN”). AESN Case Studies that include more detailed information about the projects can be found on the website.

At TRU, they have plans to engage in retention research to determine why Aboriginal students stay enrolled in programming at TRU or stop-out or leave out once they have enrolled in programming at TRU. As indicated in their Aboriginal Service Plan, “Past research has determined that increased academic support, more cultural support, accessible admission requirements and stronger reentry policies will need to be established to ensure Aboriginal learners succeed at TRU” (p. 26).

At UVic, the LE,NONET project was developed in partnership with the Canada Millennium Scholarship Foundation to learn more about best practices and to evaluate program models designed to support the academic success and retention of Aboriginal students in postsecondary. Through the project, several programs were developed for students (and one for faculty and staff) which were piloted between 2005 and 2009. The programs included: a bursary program, emergency relief fund, peer mentor program, preparation seminar,

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community internship program, research apprenticeship program, and a staff and faculty Aboriginal cultural training (SFACT) (University of Victoria, 2010a).

Section 11: Findings The following findings have emerged through the preparation of this report. They are intended to assist in supporting successful approaches and addressing challenges in relation to the learning continuum. Relevant findings have also been included from some of the literature that was reviewed; these have been cited. The findings are organized into similar sections to the report; however, it is recognized that some overlap into multiple categories.

These findings are intended for future Dogwood 25 pilot sites to assist with planning developing, implementing, and evaluating approaches, governance, and partnerships related to early learning, K-12, post-secondary education to work/careers and the transitions for each phase. Dogwood 25 imagines that a pilot site would have representatives from each phase of the learning continuum, as well as student/family, Aboriginal community, and business representatives who would work cooperatively to facilitate success for Aboriginal students.

11.1 Aboriginal Student Data in British Columbia ▪ ▪

▪ ▪

Data from programs that are smaller in size need to be considered, as much of this data is currently masked due to the population size Data for Aboriginal students need to be disaggregated, as we know there are variations within the population who self-identify as Aboriginal (i.e., First Nations, Inuit, Métis, onreserve, off-reserve, different geographical regions, etc.)

Common data measures along the learning continuum and across different programming opportunities need to be determined to better track student progress A local organization that is willing to examine past and present data along the learning continuum needs to be identified to assist with future planning for Aboriginal students

11.2 Potential Success Indicators ▪ ▪ ▪

Students need to be engaged in assessment and evaluation processes to make these processes more meaningful Measures that provide more holistic perspectives on Aboriginal success should be determined and/or utilized along with current academic measures Common success indicators that can be used for Aboriginal students along the entire learning continuum should be utilized

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11.3 Indigenous Knowledge ▪ ▪

All aspects of Indigenous knowledge need to be meaningfully included into programming, particularly for Aboriginal students Post-Secondary Institutions need to acknowledge that ownership of language and culture remains with the community and respect Ownership, Control, Access, and Possession (OCAP) principles (Indigenous Adult and Higher Learning Association, 2007)

11.4 Educational Programming ▪ ▪ ▪ ▪ ▪

▪ ▪

▪

▪ ▪

Policies (i.e., age restrictions) must not limit access to early childhood programming (Mashon, 2010) Early learning programs must be able to coordinate with one another to provide consistent programming (BC First Nations Early Childhood Development Council, 2011) More support must be provided for Aboriginal students in school earlier to assist with the transitions along the learning continuum – particularly from K-12 to post-secondary More support must be provided for Aboriginal learners to achieve higher GPAs, as this may help with retention and completion at the post-secondary level (Heslop, 2009) Indigenous-focused curriculum must be developed and/or maintained and more Aboriginal teachers and faculty must teach this curriculum (Indigenous Adult and Higher Learning Association, 2007) More community-based delivery of post-secondary programming needs to be available (Indigenous Adult and Higher Learning Association, 2007) Aboriginal institutes and public post-secondary institutions must be supported to ensure recognition of programming in transfer programs to support transitions to pubic postsecondary institutions (Indigenous Adult and Higher Learning Association, 2017) More funding needs to be made available to support Aboriginal students at the postsecondary level (British Columbia Ministry of Advanced Education, n.d.; British Columbia Ministry of Advanced Education, 2012; University of Victoria, 2010b) Access to student housing for Aboriginal students at the post-secondary level needs to be facilitated (Indigenous Adult and Higher Learning Association, 2007) More professional development needs to be available to raise the awareness of educators and staff who work with Aboriginal students about how to make the learning environment more welcoming for Aboriginal students (Pidgeon, 2008; University of Victoria, 2010b)

11.5 Transitions Along the Learning Continuum ▪ ▪

Aboriginal students need to be supported to transition seamlessly from K-12 to postsecondary (British Columbia Ministry of Advanced Education, n.d.)

Aboriginal students need more support to make the transition from post-secondary programming to employment, particularly from college and university programs

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11.6 Accountability Structures ▪

Common and/or cooperative accountability structures that facilitate planning for Aboriginal students must be supported

11.7 Partnerships ▪ ▪ ▪

Partnerships that strengthen programming to support Aboriginal students must be supported Accountability structures that foster the development and maintenance of meaningful partnerships that support Aboriginal student success must be promoted and supported Meaningful partnerships with First Nations and Aboriginal communities who must be included in decisions that pertain to their children must be supported; this aligns with the Truth and Reconciliation’s (2015a) call for the incorporation of the following principle: “Enabling parental and community responsibility, control, and accountability, similar to what parents enjoy in public systems; and enabling parents to fully participate in the education of their children” (p. 2)

11.8 Relevant Research ▪

▪

▪

▪

Research collaborations such as the LE,NONET project must be supported to assist us to better understand the unique needs of Aboriginal students and how to best support them to be successful Opportunities for research about how universities can collaborate with early learning, the K-12 system, on and off-reserve Aboriginal communities, Aboriginal organizations, and Aboriginal governing bodies (i.e., Assembly of First Nations, Bands, Nations, Congress of Aboriginal Peoples, Métis Association) to support Aboriginal students to successfully transition from high school to post-secondary institutions must be provided (Parent, 2014) Research on the transition from high school to university, that includes the transitional pathways that lead Aboriginal learners from high school to university (as current research focuses on the transition to college) must be promoted and supported (Parent, 2014) The importance of the university adapting to the needs of the Aboriginal student as opposed to the student adapting to the university environment must be explored (Parent, 2014)

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Acknowledgements We would like to thank the following people for their contributions to the development of this report: ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Scott Benwell, Field Liaison, Aboriginal Education, British Columbia Ministry of Education Ted Cadwallader, Provincial Director, Aboriginal Education, British Columbia Ministry of Education Kaleb Child, Field Liaison, Aboriginal Education, British Columbia Ministry of Education Tawni Davidson, Early Learning Coordinator, School District 50 (Haida Gwaii) Alica Embree, Child Care Resource and Referral Coordinator (Haida Gwaii) Colleen Hannah, District Principal of Innovation and Technology, School District 75 (Mission) Joseph Heslip, District Principal of Aboriginal Education, School District 75 (Mission) Pat McCrea, Team Lead Data Use for Analysis and Reporting Unit, British Columbia Ministry of Education Amy Parent, Assistant Professor, Faculty of Education, Simon Fraser University Angus Wilson, Superintendent of Schools, School District 75 (Mission)

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Aboriginal languages IRP [A review of development and implementation]. Retrieved from https://www2.gov.bc.ca/assets/gov/education/ways-to-learn/aboriginal-education/aboriginallanguages-irp-review.pdf British Columbia Ministry of Advanced Education, Skills and Training. (2017). Aboriginal Service Plan and reporting guidelines. Retrieved from https://www2.gov.bc.ca/assets/gov/education/post-secondary-education/aboriginaleducation-training/asp-guidelines.pdf Canadian Council on Learning. (2007). Redefining how success is measured in First Nations, Inuit, and MĂŠtis Learning. Retrieved from https://www.afn.ca/uploads/files/education/5._2007_redefining_how_success_is_measured_e n.pdf

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Canadian Council on Learning. (2009). The state of Aboriginal education in Canada: A holistic approach to measuring success. Retrieved from http://www.afn.ca/uploads/files/education2/state_of_aboriginal_learning_in_canadafinal_report,_ccl,_2009.pdf Castlemain. (2013). Review of Aboriginal Education Enhancement Agreements: Final Report.

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Chrona, J. (2014). Background of FPPL [First Peoples Principles of Learning] and current contexts. Retrieved from https://firstpeoplesprinciplesoflearning.wordpress.com Coltman, J. (2017). Purposefully and relentlessly improving Aboriginal education in Sea to Sky. In J. Archibald & J. Hare (Eds.), Learning, knowing, sharing (pp. 122-143). Vancouver, BC: Office of Indigenous Education/Indigenous Institute of Canada, Faculty of Education, UBC and the British Columbia Principals’ & Vice Principals’ Association.

Dogwood 25 Society. (n.d.). Right to learn: Rethinking education for the Indigenous learner.

First Nations Education Steering Committee (FNESC). (n.d.). First Peoples Principles of Learning [poster]. Retrieved from http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFPPOSTER-Principles-of-Learning-First-Peoples-poster-11x17.pdf First Nations Education Steering Committee (FNESC). (2016). Science First Peoples teacher resource guide (Grades 5-9). Retrieved from http://www.fnesc.ca/wp/wpcontent/uploads/2015/08/PUBLICATION-61496-Science-First-Peoples-2016-Full-F-WEB.pdf First Peoples’ Cultural Council. (n.d.). Pre-school language nest program. Retrieved from http://www.fpcc.ca/language/Programs/Language-nest.aspx Hare, J. (2011). Learning from Indigenous knowledge in education. In D. Long and O. P. Dickason (Eds.), Visions of the heart: Canadian Aboriginal issues, 3rd Edition (pp. 90-112). Toronto, ON: Oxford University Press.

Hare, J., & Davidson, S. F. (2015). Learning from Indigenous knowledge in education. In D. Long and O. P. Dickason (Eds.), Visions of the heart: Canadian Aboriginal issues, 4th Edition (pp. 241262). Toronto, ON: Oxford University Press.

Heslop, J. (2009). Student Transitions Project: Educational achievements of Aboriginal students in BC. Retrieved from http://www.bccat.ca/pubs/stp_rpt_mar_2009.pdf Human Early Learning Partnership. (n.d.). The EDI: An Aboriginal Perspective. Retrieved from http://earlylearning.ubc.ca/edi/aboriginal-EDI/ Human Early Learning Partnership. (2016). EDI [Early Years Development Instrument] British Columbia Provincial Report. Retrieved from http://earlylearning.ubc.ca/media/edibc2016provincialreport.pdf Indigenous Adult and Higher Learning Association (IAHLA). (2007). Indigenous Adult and Higher Learning Association (IAHLA) Framework. Retrieved from: http://iahla.ca/wpcontent/uploads/IAHLA-Framework.pdf

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Indigenous Adult and Higher Learning Association (IAHLA). (2017). Annual Report 2016/2017.

Retrieved from: http://iahla.ca/wp-content/uploads/PUBLICATION-IAHLA-Ann-Report-final2016-2017.pdf Indspire. (n.d.). Successful practices: Showcasing strategies that work [Chief Atahm School].

Retrieved from http://indspire.ca/successfulpractices/chief-atahm-school-2-2/ Industry Trade Authority (ITA). (n.d.a). Aboriginal participation in trades and apprenticeship in B.C.: Three-year review and future direction. Retrieved from http://www.itabc.ca/sites/default/files/docs/discover/REPORTITA%20Aboriginal%20Initiatives%20Three%20Year%20Review%20and%20Future%20Direction. pdf Industry Trade Authority (ITA). (n.d.b). Aboriginal initiatives skills training plan 2015-2018: Strategic plan to support Aboriginal people in the skilled trades. Retrieved from http://www.itabc.ca/sites/default/files/docs/discover/REPORTITA%20AI%20Strategic%20plan%202015-18_Dec01.pdf Kitchenham, A., Fraser, T., Pidgeon, M., & Ragoonaden, K. (2016). Aboriginal Education Enhancement Agreements: Complicated conversations as pathways to success. Retrieved from https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade12/aboriginal-education/research/aeea_report.pdf Lynxleg, S. (2017). Strawberry fields forever: Planting seeds, growing poets. In J. Archibald & J. Hare (Eds.), Learning, knowing, sharing (pp. 155-171). Vancouver, BC: Office of Indigenous Education/Indigenous Institute of Canada, Faculty of Education, UBC and the British Columbia Principals’ & Vice Principals’ Association.

Mashon, D. N. (2010). Realizing ‘quality’ in Indigenous early childhood development (Unpublished masters’ thesis). The University of British Columbia, Vancouver, Canada.

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Nelson, M. (2017) Increasing community connection through curriculum. In J. Archibald & J. Hare (Eds.), Learning, knowing, sharing (pp. 144-154). Vancouver, BC: Office of Indigenous Education/Indigenous Institute of Canada, Faculty of Education, UBC and the British Columbia Principals’ & Vice Principals’ Association.

Network of Inquiry and Innovation. (n.d.). AESN [Aboriginal Enhancement Schools Network].

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Pidgeon, M. E. (2008). It takes more than good intentions: Institutional accountability and responsibility to Indigenous higher education (unpublished dissertation). The University of British Columbia, Vancouver, BC. Retrieved from https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0066636 Robinson, R. (2016). Weaving Indigenous knowledge into the academy: Promises and challenges from the perspectives of three Aboriginal post-secondary institutes in British Columbia (unpublished dissertation). The University of British Columbia, Vancouver, BC. Retrieved from https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0300167 Roehlkepartain, E. C., & Scales, P. C. (2007). Developmental Assets: A Framework for Enriching Service-Learning. Retrieved from: http://www.search-institute.org/downloadable/2007Roehlkepartain-Assets-SL-NSLC.pdf Rosborough, T., Halbert, J., & Kasser, L. (2017). Walking together in a spirit of respect and inquiry: The Aboriginal Enhancement Schools Network [AESN]. In J. Archibald & J. Hare (Eds.), Learning, knowing, sharing (pp. 28-43). Vancouver, BC: Office of Indigenous Education/Indigenous Institute of Canada, Faculty of Education, UBC and the British Columbia Principals’ & Vice Principals’ Association.

Sherlock, T. (2016, January 2). BC universities eye mandatory indigenous studies course. The Vancouver Sun. Retrieved from http://www.vancouversun.com/life/universities+mandatory+indigenous+studies+course/11688 505/story.html Statistics Canada. (2016). Aboriginal peoples: Fact sheet for British Columbia. Retrieved from http://www.statcan.gc.ca/pub/89-656-x/89-656-x2016011-eng.htm Statistics Canada. (2017). Aboriginal peoples highlight tables, 2016 census. Retrieved from http://www12.statcan.gc.ca/census-recensement/2016/dp-pd/hlt-fst/aboaut/Table.cfm?Lang=Eng&T=101&S=99&O=A Thompson Rivers University. (2016). Thompson Rivers University 2016/2017-2018/2019 Aboriginal Service Plan. Retrieved from https://www.tru.ca/__shared/assets/TRU_asp_16_1939818.pdf Truth and Reconciliation Commission of Canada. (2015a). Truth and Reconciliation Commission of Canada: Calls to Action. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf Truth and Reconciliation Commission of Canada. (2015b). What we have learned: Principles of truth and reconciliation. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Principles_2015_05_31_web_o.p df University of Victoria (2010a). Supporting Aboriginal Student Success: Report of the LE,NONET Research Project. Retrieved from: https://www.uvic.ca/services/indigenous/assets/docs/lenonet/UVic_LENONETreport_2010.pdf

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University of Victoria. (2010b). LE,NONET research project: Supporting Aboriginal student success: Executive summary. Retrieved from https://www.uvic.ca/services/indigenous/assets/docs/lenonet/UVic_LENONETsummary_2010. pdf Vancouver School District. (2017). Vancouver School District School Plan Sir William Macdonald [xpey’] Elementary (2017-2018). Retrieved from https://www.vsb.bc.ca/sites/default/files/school-files/03939033.pdf

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Appendix A: Programs and Resources Referenced in the Report 24-Hour Drum School, School District 48 (Sea to Sky) Aboriginal Access Studies, University of British Columbia (Okanagan) Aboriginal Career Fair, Okanagan College Aboriginal Career Planning and Employment Workshop, Thompson Rivers University Aboriginal Education Enhancement Agreement, School District 36 (Surrey) Aboriginal Enhancement Schools Network (AESN), British Columbia (www.noii.ca) Aboriginal Family Fun Night, School District 23 (Central Okanagan) Aboriginal Graduation Retreats, School District 23 (Central Okanagan) Aboriginal Head Start on Reserve, Canada Aboriginal Initiatives, Industry Training Authority, British Columbia Aboriginal PALS (Parents as Literacy Supporters), British Columbia Aboriginal Primary Program, School District 71 (Comox Valley) Aboriginal School-Based Team, School District 48 (Sea to Sky) Aboriginal Service Plan, Vancouver Island University Aboriginal Youth Internship Program, British Columbia Aboriginals in Trades Training (Bridging to Trades), Nicola Valley Institute of Technology Academic Programs with Indigenous content and/or perspectives, University of British Columbia Academy of Indigenous Studies, School District 23 (Central Okanagan) ACCESS, Urban ASETS (Aboriginal Skills and Employment Training Strategy), British Columbia AIMS (Aboriginal Information Management System), School District 23 (Central Okanagan) and other school districts in British Columbia Awahsuk Aboriginal Headstart, Surrey Aya7ayulh (Cultural Journeys), School District 48 (Sea to Sky) Bannock and Books, School District 36 (Surrey) BladeRunners, Vancouver Bridging to Post-Secondary Program for Aboriginal students, School District 73 (Kamloops/Thompson) CEDAR Walk Program, Urban Native Youth Society (UNYA) and School District 39 (Vancouver) Chemanius Native College Adult Learning Program Chief Atahm School, Chase 42

Co-op for Indigenous Students, University of Victoria Coach/Mentor Model, School District 59 (Peace River South) College Readiness Program, Nicola Valley Institute of Technology District Aboriginal Youth Council, School District 48 (Sea to Sky) Early Learning Framework, British Columbia Early Years Table, Haida Gwaii EdD, Culturally Inclusive Place-Based Education, Simon Fraser University EDUC 440: Aboriginal Education in Canada, University of British Columbia Elder Project, Canada (www.theelderproject.com) Elders in Residence, British Columbia Institute of Technology Elders in Residence, University of Victoria Elders in Residence, Vancouver Island University Elders Luncheon, Thompson Rivers University Employment Skills Access Certificate, Nicola Valley Institute of Technology First Nations Family Counsellor Program, School District 73 (Kamloops/Thompson) First Peoples House, University of Victoria Graduate Diploma (Field Programs: Supporting Diverse Learners), Simon Fraser University Grandview/¿uuqinak’uuh Elementary School, School District 39 (Vancouver) Indigenous Co-op Blog, Simon Fraser University Indigenous Counsellors, University of Victoria Indigenous Language Certificate, Indigenous Language Diploma, Advanced Diploma in Indigenous Language Teaching, Nicola Valley Institute of Technology Indigenous Law Program, University of Victoria Indigenous Programs and Services Directory, Online Interim Aboriginal University Preparation Program, Simon Fraser University Irving K. Barber Society, Administered by the Victoria Foundation Kinnections Program, Urban Native Youth Association, Vancouver Language Revitalization Certificate Program, University of British Columbia Language Revitalization Certificate Program, University of Victoria LE,NONET Community Internship, University of Victoria LE,NONET Experiential and Community Learning Coordinator, University of Victoria

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Life Skills Planner, Thompson Rivers University LYNX Aboriginal Student Career and Employment Program, Online MEd in Indigenous Education (Curriculum and Instruction Foundations/Diversity and Inclusion), Simon Fraser University MEd in Indigenous Education Programs, Simon Fraser University Métis Education Navigation Coordinator, Vancouver Island University Mother Goose Program, Haida Gwaii Na’tsa’ math Shqwaluwun, One Heart, One Mind, Vancouver Island University National Centre for Collaboration in Indigenous Education (NCCIE), Canada (www.nccie.ca) Native Education College, Vancouver Native Youth Learning Centre, Urban Native Youth Association, Vancouver Nisaika Kumtuks Elementary Centre, School District 84 (Vancouver Island West) Nk’Mip Desert Cultural Centre, School District 23 (Okanagan Central) Northern Health Roundup, Haida Gwaii Northern Outreach Program on Reserve, School District 48 (Sea to Sky) Online Rural Secondary Program, School District 27 (Cariboo/Chilcotin) Peer Mentor Program, (British Columbia Institute of Technology) Post-Secondary Readiness and Career Planning, School District 48 (Sea to Sky) Pre-School Language Nest Program, First Peoples’ Cultural Council, British Columbia R’ Native Voice, School District 23 (Central Okanagan) Science First Peoples teacher resource guide (Grades 5-9), First Nations Education Steering Committee Sea to Sky Aboriginal Leadership Group, School District 48 (Sea to Sky) Singing Frog Aboriginal Head Start Preschool, Vancouver Skw’une-was Cultural Program, School District 44 (North Vancouver) Stepping Stones to School: Aboriginal Head Start to Kindergarten Transition Toolkit, Aboriginal Head Start Association of British Columbia StrongStart BC at Nusdeh Yoh, (Aboriginal School of Choice), School District 57 (Prince George) Student Success Centre, Nicola Valley Institute of Technology Student Transitions Project, British Columbia Success by Six, British Columbia

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Summer Programming for Aboriginal Youth, University of British Columbia (Vancouver and Okanagan), The University of Victoria, and Simon Fraser University Supporting Aboriginal Graduate Enhancement (SAGE), British Columbia Sweat Lodge, British Columbia Institute of Technology The Indigenous Intern Leadership Program, British Columbia The Little Eaglets Program, School District 36 (Surrey) The Verna J. Kirkness Science and Engineering Education Program, Canada Tla’Amin Chi Chuy Preschool on Reserve, Powell River Ts’zil Learning Centre, Mount Currie Ts”kel Program, University of British Columbia UNYA School Support Program, Vancouver Williams Lake Elders Engagement and Student Leadership Windspeaker, School District 36 (Surrey) xpey’ Elementary, School District 39 (Vancouver)

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Appendix B: Dogwood 25 Path to an Indigenous Learning Continuum Framework Dogwood 25 suggests that a Path to an Indigenous Learning Continuum Framework (Framework) could be used in regional pilot sites in British Columbia to assess, develop, and evaluate approaches for increasing and sustaining Indigenous student success. A pilot site will have representatives from each phase of the learning continuum, as well as student/family, Aboriginal community, and business representatives who will work cooperatively to facilitate success for Aboriginal students. The Framework constitutes eight major areas that have emerged from a review of successful practices and Indigenous education literature. The questions listed below in each area are intended to guide your thinking as you prepare to plan for your pilot site. We recognize that this is a working Framework, so the questions may change as you work through the process. You may also wish to add your own questions.

Aboriginal Student Data ▪ ▪ ▪

What data do we have available to us?

How do the data connect to our programming?

How can we learn about smaller programs where data may be masked?

Potential Success Indicators ▪ ▪

What success indicators do we currently use? How can we extend these to include more holistic perspectives on Aboriginal student success?

What common success indicators do we have available to provide us with information all along the learning continuum?

Indigenous Knowledge ▪

▪

What aspects of Indigenous knowledge are currently emphasized in our programming?

How can we expand our programming to include more aspects of Indigenous knowledge?

How can we ensure that we are following protocols and being respectful of Indigenous knowledge in our programming?

Educational Programming ▪

▪ ▪ ▪

What are the current limitations in our programming (i.e., age restrictions, coordination of programming, geographical restrictions, barriers to accessibility, etc.)? What supports can we put in place to minimize these barriers?

How do we support Aboriginal students from diverse nations? How do we support Aboriginal students who are living away from their traditional territories?

What academic support do we have for students to be successful all along the learning continuum?

What professional development opportunities do we currently provide for our staff to support Aboriginal students? What professional development is still needed?

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Transitions Along the Learning Continuum ▪ ▪

What data do we have about Aboriginal students making transitions along the learning continuum? What do these data tell us?

What support to we have for Aboriginal students to make successful transitions all along the learning continuum? What support is still needed?

Accountability Structures ▪ ▪

How can we develop common and/or cooperative accountability structures that facilitate planning for Aboriginal students?

How can our accountability structures be used to support the development and maintenance of partnerships?

Partnerships ▪ ▪

What are the current partnerships that exist? How can we further support these partnerships? What gaps exist in our partnerships?

What supports do we currently have for developing partnerships? How can these be further developed and/or enhanced?

Relevant Research ▪ ▪

What relevant research do we currently have available to us?

What research/inquiry questions do we currently have? How can these questions improve support for Aboriginal students along the learning continuum? What steps can we take to answer these questions?

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