First Nation, Métis and Inuit Education Annual Action Plan
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1 First Nation, Métis and Inuit Education Annual Action Plan
2 The Simcoe County District School Board (SCDSB) supports The Simcoe Path as well as the Board Learning Plan for Student Achievement and Well Being (BLPSA-WB). All of the programs and beliefs can be exemplified in the Medicine Wheel in order to meet the diverse educational needs of our students throughout the SCDSB. Specifically, ensuring equity is one of the four renewed goals for the Ministry of Education in the Province of Ontario. The Medicine Wheel symbolizes the interconnection of the full program.. The action plan supports inclusion of culturally appropriate pedagogy into practice to increase FN-M-I student achievement, well-being and success while building cultural knowledge and capacity throughout our system. FN-M-I student achievement data is collected and used to monitor the progress of student performance on provincial assessments, report cards and SCDSB assessment tools. FN- M-I student achievement data is analyzed to inform targeted strategies to increase FN-M-I student success and well-being. Knowledge Actions Relationships Vision The vision of the First Nation, Métis and Inuit Annual Action Plan is to improve student achievement and well-being among FN-M-I students of the SCDSB, close achievement gaps where they exist and support cultural capacity and knowledge building for our SCDSB staff and students. The vision is guided by the FN-M-I Education Policy Framework Implementation Plan. The four focal points are: 1. Using Data to Support Student Achievement 2. Supporting Students 3. Supporting Educators 4. Engagement and Awareness Building In order to support FN-M-I student achievement, well-being and success, strong and positive relationships must exist between SCSDB students, teachers, FN-M-I parents and the FN-M-I community partners and organizations. Working within the safe and supporting school environment, FN-M-I departmental staff encourage cultural identity building and increased student confidence and self-esteem. FN-M-I departmental staff work alongside teachers to encourage classroom use of strategies, grounded in research, to increase FN-M-I student engagement, well-being and success.
3 Using Data to Support Student Achievement Collect, analyze, monitor and report on self-identified students to inform targeted strategies Engage with local FN-M-I communities to build understanding of self-identification and to increase the number of students who self-identify Increase FN-M-I student participation in school programs and services that have proved to be effective Significant increase in the number of FN- M-I teaching & nonteaching staff in SCDSB FN-M-I Itinerant Resource FN-M-I Student Success Principal, FN-M-I Education FN-M-I Student Advisors Community partners If self-identified FN-M-I students receive specific differentiated interventions, then student achievement and well-being will increase. If SCDSB members monitor and analyze the achievement of self-identified students, then specific strategies can be identified, targeted and refined to improve student learning and help close achievement gaps students who have identified as First Nation, Métis or Inuit: 1132 elementary 568 secondary 1151 First Nations 532 Métis 17 Inuit EQAO data for First Nations, Métis and Inuit students: Generally at or above provincial FN-M-I students in Gr. 3 & 6, consistent with provincial FN-M-I students in Gr. 9 academic math Gr. 3 results show at least a 10% gap between SCDSB FN-M-I students and mainstream SCDSB students Gr. 6 results show 10-20% gap between SCDSB FN-M-I students and mainstream SCDSB students Gr. 9 math results show a 10% gap for SCDSB FN-M-I students and mainstream students in academic math, a 14% gap in applied math FN-M-I Student Success FN-M-I Student Success at Orillia Secondary School, Twin Lakes Secondary School and Georgian Bay District Secondary School & section of SS Resource teacher for school year Collect, monitor and analyze student success indicators for 260 self-identified students Apply specific individualized interventions Report on student achievement outcomes Increase in FN-M-I Self-identified Staff A self-identification process is in place for teaching & non-teaching staff FN-M-I self-identified staff are an available resource for consultation FN-M-I student focus Encourage school staff to selfevaluate successful practices for FN-M-I students and ensure their use in all classrooms, elementary and secondary Share best practices with colleagues and system to build on successes Encourage the system use of pedagogically appropriate teaching strategies using resources shared i.e. Achieving Aboriginal Student Success Dr. Pamela Toulouse Implement a mentorship program with interested self-identified SCDSB staff (teaching & nonteaching)
4 Supporting Students Enhance inclusion of FN-M-I students needs and experiences in board and school initiatives that promote safe and accepting schools Work in collaboration with community partners to identify and address topics relevant to wellbeing of students Increase opportunities for Native languages and Native studies Focus on supporting transitions for selfidentified students and for students transitioning from First Nation schools to board schools Ojibwe Language FN-M-I Itinerant Resource Secondary s If FN-M-I student transitions and transitions from First Nation schools are purposefully planned, then fewer FN-M-I students will be identified as at-risk of not graduating and more FN-M-I students will graduate in four years. Ojibwe Language Program OCT certified teacher now delivering Ojibwe language program at Lions Oval PS and Regent Park PS Lions Oval has 71 students registered Regent Park has 71 students registered Seventh Fire Alternative Program In partnership with Georgian Bay DHS, located at Georgian Bay Native Friendship Centre, an alternative program runs with 2 OCT teachers and a FN-M-I student advisor Native Studies Offering 8.50 Native Studies courses in board secondary schools Transitioning from First Nation schools to SCSDB secondary schools Mnjikaning Kendaaswin Elementary School (MKES) Christian Island Elementary School (CIES) Summer 2016 Reach Ahead and Cultural Camp Ran, in collaboration with Rama and Beausoleil First Nation staff a 5 week camp for students headed to secondary school Camp was held on Rama First Nation Ojibwe Language Implement SCDSB Ojibwe Language Resource documents Provide cultural supports to enhance the program Support Ojibwe Language teacher with assessment and evaluation strategies Transitioning Provide release time for English, Mathematics, Music and Physical Education teachers to work alongside Grade 8 teachers and teach 75 minute periods at MKES and CIES FN-M-I Itinerant Resource and Elementary Student Success teachers will support Grade 8 teachers with transitions packages Summer Reach Ahead and Cultural Camp Continue, in collaboration with Rama and Beausoleil First Nation staff to operate a 5 week camp for students headed to secondary school Camp will be located on each First Nation Ojibwe Language Continue to refine the implementation of the Ojibwe Language Resource document Ojibwe Language students will become more involved in school wide activities Explore alternate timetabling for the program to ensure students are not penalized by missing class work for OSL Transitioning MKES and CIES students will continue to register at SCDSB secondary schools Summer Reach Ahead and Cultural Camp Increase the number of students in the summer language program MKES and CIES student registration at SCDSB secondary schools will increase Native Studies Increase the number of Native Studies classes to include all area high schools
5 Supporting Educators Facilitate professional development for teaching staff to assist them in incorporating culturally appropriate pedagogy into practice which will enable them to increase their knowledge and awareness of FN-M-I culture, histories and perspectives and enhance their capacity to support FN-M-I learners more effectively. FN-M-I Itinerant Resource Principal: FN-M-I Education Community Elder and traditional knowledge keepers Grade K-12 teachers SCDSB students If SCDSB schools provide inclusive learning environments in which all students see themselves reflected in the curriculum, then all students will have opportunities across the Ontario Curriculum to learn about and appreciate contemporary and traditional FN-M-I cultures, histories and perspectives Residential Schools and Reconciliation Authentic information from Truth and Reconciliation Commission (TRC) Intergenerational loss and impacts effect contemporary lifestyles of FN-M-I families Treaty Recognition Week Review of resources shared previously We Are All Treaty People Display at Ed Centre to raise awareness First Nation, Métis and Inuit Collaborative Inquiry System wide mandatory professional development as part of NM1 to build staff capacity re: relevant issues Truth and ReconciliAction Collaborative Inquiry Use of PLC process and collaborative inquiry model Provide full day mandatory training to 2 teachers/elementary school, 3 teachers/sec school re: residential schools, the Sixties Scoop and Missing & Murdered Indigenous Women Incorporate learnings from TRC final report Incorporate authentic literature Lunch & Learn initiative Voluntary attendance by staff at various schools Launch the inquiry at Enaahtig Healing Lodge and Education Centre Engage Elder and traditional knowledge keepers to assist in building inquiry questions and learning Participants in all professional learning will have an increased knowledge and understanding of FN-M-I history and perspectives that impact FN-M-I student achievement and well-being. s/school staff will build capacity to develop lessons addressing residential schools, and other important First Nation s issues as part of the daily curriculum, and infuse FN-M-I content throughout Participants will also have an understanding that the traditional territory of the SCDSB is that of the Anishinabek people and treaty relationships. Math Initiative: We Are All Treaty People Offer math based PD using Treaty Kit resource, beading projects in classrooms Treaty Acknowledgement Include a board wide treaty acknowledgement statement in announcements & presentations
6 Engagement and Awareness Building Collaborate with FN- M-I parents and communities to enhance communications on progress related to FN-M-I student success and wellbeing. FN-M-I Student Advisors Principal: FN-M-I Education Elder and First Nation knowledge keeper Recommendations from SCDSB Urban Aboriginal Education Provincial Report to CODE FN Advisory Committee FN-M-I Education Circle FN-M-I student and staff self-identification and program information Community Partners Gathering Gather focus topics from participating community partner Work tables focused on factors that affect FN-M-I student well-being Collect and collate strategies to increase FN-M-I student well-being Family and Community Newsletter Inform FN-M-I parents and community of FN-M-I Voluntary, Confidential Self- Identification Policy, provincial assessment results and of SCDSB FN-M-I programs and services Develop informational videos, Twitter and possibly Facebook feed to share news with community partners and schools FN-M-I community partners are more informed of FN-M-I departmental programs FN-M-I strategies are informed by community partner voice FN-M-I families will have increased knowledge of SCDSB programs to improve FN-M-I student success and well-being Staff web access for teachers in Rama & Beausoleil First Nation schools Work with IT department to ensure that FN staff have access to teaching side of SCDSB site Work with IT staff to develop Cognos reports for use by FN Directors of Education
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