The document discusses the development of an Aboriginal Enhancement Agreement between the Richmond School District and local Aboriginal communities. It outlines the process, which includes community gatherings to get input on goals to improve outcomes for Aboriginal students. Data is presented showing the Aboriginal student population and graduation rates. Next steps include continued committee meetings, gathering more community voices, and preliminary data analysis to develop the agreement.
5. Our Visions,
Our Voices
Tag-line created by: Logo drawn by:
Morgan Johnson Corissa Arsenault
Hugh Boyd Secondary Hugh Boyd Secondary
Combined Studies Program Graduate - January 2009
6.
7. Who makes up the Richmond
Aboriginal Enhancement
Agreement Committee?
8. Who makes up the Richmond
Aboriginal Enhancement
Agreement Committee?
Representation from:
• Musqueam First Nation
• Richmond School Trustees
• District Aboriginal Educators
• Richmond Museum & Heritage
• Vancouver Coastal Health
• RTA president and RTA members
• Richmond Youth Services Agency
9. Who makes up the Richmond
Aboriginal Enhancement
Agreement Committee?
Representation from:
• Musqueam First Nation • RSB -District Personnel -
• Richmond School Trustees Assistant Superintendent
• District Aboriginal Educators • Parents, Students
• Richmond Museum & Heritage • RDPA - Parent Advisory
• Vancouver Coastal Health • City of Richmond
• RTA president and RTA members • RASA members
• Richmond Youth Services Agency • CUPE members
13. Overview of Presentation
1. What is the Aboriginal Enhancement
Agreement?
2. What is the objective of the Agreement?
14. Overview of Presentation
1. What is the Aboriginal Enhancement
Agreement?
2. What is the objective of the Agreement?
3. What is the process of the Agreement?
15. Overview of Presentation
1. What is the Aboriginal Enhancement
Agreement?
2. What is the objective of the Agreement?
3. What is the process of the Agreement?
4. What are our next steps?
16. Overview of Presentation
1. What is the Aboriginal Enhancement
Agreement?
2. What is the objective of the Agreement?
3. What is the process of the Agreement?
4. What are our next steps?
5. How can the community and stakeholders
contribute to the process?
17. Overview of Presentation
1. What is the Aboriginal Enhancement
Agreement?
2. What is the objective of the Agreement?
3. What is the process of the Agreement?
4. What are our next steps?
5. How can the community and stakeholders
contribute to the process?
6. What are some of the parameters?
18. Overview of Presentation
1. What is the Aboriginal Enhancement
Agreement?
2. What is the objective of the Agreement?
3. What is the process of the Agreement?
4. What are our next steps?
5. How can the community and stakeholders
contribute to the process?
6. What are some of the parameters?
7. Who can I contact for more information?
21. 1. What is an
Enhancement
Agreement?
It is a formal agreement between:
a school district
Aboriginal communities and
the Ministry of Education
22. 1. What is an
Enhancement
Agreement?
It is a formal agreement between:
a school district
Aboriginal communities and
the Ministry of Education
23. 1. What is an
Enhancement
Agreement?
It is a formal agreement between:
a school district
Aboriginal communities and
the Ministry of Education
to work together to improve the success
of Aboriginal students in B.C.
24.
25. 2. What is the Objective of
the Richmond School
District’s Enhancement
Agreement Committee?
26. 2. What is the Objective of
the Richmond School
District’s Enhancement
Agreement Committee?
• To generate goals that will help ensure
the success of our Aboriginal students
by creating opportunities to hear the
voices of all stake-holders through
community input and dialogue...
33. ...through events, presentations and
activities such as:
•Student forums •Community Gatherings
Our Voices
•Electronic
presentations (blog)
34. ...through events, presentations and
activities such as:
•Student forums •Community Gatherings
Our Voices •Information sharing
•Electronic sessions with school based
presentations (blog) staff and community
39. You are invited to take part in one of our Aboriginal
Four additional gatherings
Community Gatherings, which are part of the
Aboriginal Enhancement Agreement process taking
were organized in the four
quadrants of Richmond:place in the Richmond School District. In doing so, y
will be helping develop a plan to enhance the
educational achievement of Aboriginal students an
•March 26, 2009 create learning opportunities that will enable all ou
Brighouse School learners to understand and appreciate First Nations
history, culture and traditions.
•April 16, 2009
J. Wowk School The Enhancement Agreement (EA) is the rst step that
will lead to providing solid support to the students in o
•April 28, 2009 community. As educators, it is essential to support and
enhance the unique talents that our students bring to
Woodward School classrooms. As parents, it is critical that your voice and
vision is heard for the academic and social success of o
•May 5 Aboriginal youth. The EA is a working document betw
Mitchell School a school district, all local Aboriginal communities and
Ministry of Education. It involves shared decision-mak
and speci c goal setting. In order for this process to
succeed, we need to hear from you and we need to list
This is your chance to make a di erence!
40. Please join us for an Aboriginal
Four additional gatherings
were organized in the four
Community Feast and Gathering
quadrants of Richmond: Our Visions,
•March 26, 2009 Our Voices
You are invited to take part in one of our Aboriginal
Brighouse School Community Gatherings, which are part of the
Aboriginal Enhancement Agreement process taking
place in the Richmond School District. In doing so, you
will be helping develop a plan to enhance the
•April 16, 2009 educational achievement of Aboriginal students and
create learning opportunities that will enable all our
J. Wowk School learners to understand and appreciate First Nations
history, culture and traditions.
The Enhancement Agreement (EA) is the rst step that
will lead to providing solid support to the students in our
•April 28, 2009 community. As educators, it is essential to support and
enhance the unique talents that our students bring to our
Woodward School classrooms. As parents, it is critical that your voice and
vision is heard for the academic and social success of our
Aboriginal youth. The EA is a working document between
a school district, all local Aboriginal communities and the
Ministry of Education. It involves shared decision-making
•May 5 and speci c goal setting. In order for this process to
succeed, we need to hear from you and we need to listen.
Mitchell School This is your chance to make a di erence!
Please note the dates of the upcoming community gatherings
and please RSVP so we can save you a place at the table!
The evening begins with a meal and families are welcome.
March 26, 2009 April 16, 2009 April 28, 2009 May 5, 2009
Brighouse School Jesse Wowk School Woodward School Mitchell School
6800 Azure Rd 5380 Woodwards Rd 10300 Seacote Rd 12091 Cambie Rd
46. Group Discussion Questions:
1. What does success look like for our children?
2. What do we need to do to achieve the
success we want?
3. How will we know that the students are
successful?
47.
48. Group Discussion Questions:
1. What are we doing that is successful?
2. What should we be doing?
3. How can we work with you?
49.
50. Group Discussion Questions:
1. What do we know about the Aboriginal learner?
2. What more do we want or need to know?
3. What are we going to do?
51. number of Aboriginal students
district percentage
400.0
300.0
200.0
100.0
1.4% 1.3% 1.2% 1.2% 1.2% 1.1%
0
2003/04 2004/05 2005/06 2006/07 2007/08 2008/09
52. Head-count: Aboriginal Students - Richmond School
District
number of Aboriginal students
district percentage
400.0
300.0
200.0
100.0
1.4% 1.3% 1.2% 1.2% 1.2% 1.1%
0
2003/04 2004/05 2005/06 2006/07 2007/08 2008/09
58. 3. What is our Process
in Developing the Aboriginal
Enhancement Agreement?
59. 3. What is our Process
in Developing the Aboriginal
Enhancement Agreement?
60. 3. What is our Process
in Developing the Aboriginal
Enhancement Agreement?
• Collaboration with all partners from the local
learning community
61. 3. What is our Process
in Developing the Aboriginal
Enhancement Agreement?
• Collaboration with all partners from the local
learning community
• Gathering as much data as possible to ensure
the goals are appropriate for our Aboriginal
students
62. 3. What is our Process
in Developing the Aboriginal
Enhancement Agreement?
• Collaboration with all partners from the local
learning community
• Gathering as much data as possible to ensure
the goals are appropriate for our Aboriginal
students
• Forming a small committee to write up the
agreement
63. 3. What is our Process
in Developing the Aboriginal
Enhancement Agreement?
• Collaboration with all partners from the local
learning community
• Gathering as much data as possible to ensure
the goals are appropriate for our Aboriginal
students
• Forming a small committee to write up the
agreement
• Holding an official signing ceremony
64. 3. What is our Process
in Developing the Aboriginal
Enhancement Agreement?
• Collaboration with all partners from the local
learning community
• Gathering as much data as possible to ensure
the goals are appropriate for our Aboriginal
students
• Forming a small committee to write up the
agreement
• Holding an official signing ceremony
• Implementation of the Agreement (5 yr. cycle)
67. 4. What are our next
steps?
• Continued monthly meetings of the
Aboriginal Enhancement Agreement
Committee -meeting in various locations
• Four pillar concept - more consultation
with different groups (see next slide)
• Preliminary analysis of data
70. What is the Four Pillar
Concept?
• Gatherings and student discussions
leading to more Aboriginal community
voice and to more authentic data:
children/students
parents/families
teachers/administrators
Musqueam Elders/community
71.
72. 5. How can the community
and stakeholders contribute
to the process?
73. 5. How can the community
and stakeholders contribute
to the process?
Respond to questionnaires on the district
website/blog
participate in community gatherings
get the word out into the community
74. 6. What are some factors for
consideration during the
process?
The diversity of the Aboriginal groups in
Richmond
Richmond School District can not do this alone
- we are following our tradition of collaboration
Goals must be relevant to Aboriginal students
in Richmond
75. 7. Who can I contact for more
information?
Please do not hesitate to contact
Diane Jubinville, Teacher Consultant
for the Aboriginal Enhancement
Agreement.
She can be reached at:
djubinville@sd38.bc.ca or
604-668-6588
Notas del editor
Also in the fall, students in Andrea Davidson’s First Nations 12 class at Hugh Boyd Secondary came up with the logo for the Enhancement Agreement with the help of Cree artist, George Littlechild. One student came up with our tag-line “Our visions, our voices”.
Burnaby took a long time to come up with a logo and tag-line so that was a good use of time to have the students do this.
Also in the fall, students in Andrea Davidson’s First Nations 12 class at Hugh Boyd Secondary came up with the logo for the Enhancement Agreement with the help of Cree artist, George Littlechild. One student came up with our tag-line “Our visions, our voices”.
Burnaby took a long time to come up with a logo and tag-line so that was a good use of time to have the students do this.
Also in the fall, students in Andrea Davidson’s First Nations 12 class at Hugh Boyd Secondary came up with the logo for the Enhancement Agreement with the help of Cree artist, George Littlechild. One student came up with our tag-line “Our visions, our voices”.
Burnaby took a long time to come up with a logo and tag-line so that was a good use of time to have the students do this.
I am pleased to say we have representatives from everyone we need. We do not have representation from Tswwassen First Nations. However, we are on Musqueam territory so it is not mandatory to have them sign our Agreement but if we keep them up to-date of our process and as Victor suggested, always have a chair for them at our meetings, they will always know they are welcome.
I am pleased to say we have representatives from everyone we need. We do not have representation from Tswwassen First Nations. However, we are on Musqueam territory so it is not mandatory to have them sign our Agreement but if we keep them up to-date of our process and as Victor suggested, always have a chair for them at our meetings, they will always know they are welcome.
I am pleased to say we have representatives from everyone we need. We do not have representation from Tswwassen First Nations. However, we are on Musqueam territory so it is not mandatory to have them sign our Agreement but if we keep them up to-date of our process and as Victor suggested, always have a chair for them at our meetings, they will always know they are welcome.
We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
We started the process by presenting to the RTA Executive Committee and then to the Principals and Vice-Principals in November, 2008. We gave them an overview of the Enhancement Agreement process by answering the following questions: 1. . .
It is a Ministry Mandated Initiative
The key to the Agreement is that it is a collaborative process
It is a Ministry Mandated Initiative
The key to the Agreement is that it is a collaborative process
It is a Ministry Mandated Initiative
The key to the Agreement is that it is a collaborative process
It is a Ministry Mandated Initiative
The key to the Agreement is that it is a collaborative process
It is a Ministry Mandated Initiative
The key to the Agreement is that it is a collaborative process
Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
Data collected from the events listed will be used to establish specific goals unique to our district and our Aboriginal students.
Here are some photos of the gathering.
In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
Here are some photos of the gathering.
In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
Here are some photos of the gathering.
In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
Here are some photos of the gathering.
In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
Here are some photos of the gathering.
In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
Here are some photos of the gathering.
In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
Here are some photos of the gathering.
In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
Here are some photos of the gathering.
In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
Here are some photos of the gathering.
In the new year, I then went out to the High Schools and spoke to the students about the Enhancement Agreement process. I received their feedback through our discussion questions as well as through individual questionnaires.
By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
By all accounts the gathering was a success. We had Victor Jim speak to the community, we had some local entertainment and presentations (one by Joanne Arnott) and we had a special guest, Mr. Robert Davidson come out to endorse the process.
Four additional community gatherings were organized for March 26, April 16, April 28 and May 5 and the gatherings were organized so that there was one in roughly the four corners of Richmond. I made personal phone calls to the families in each of the catchment areas for that particular gathering.
Four additional community gatherings were organized for March 26, April 16, April 28 and May 5 and the gatherings were organized so that there was one in roughly the four corners of Richmond. I made personal phone calls to the families in each of the catchment areas for that particular gathering.
Here are more pictures of the data collecting process.
Here are more pictures of the data collecting process.
Here are more pictures of the data collecting process.
Here are more pictures of the data collecting process.
Here are more pictures of the data collecting process.
Here are more pictures of the data collecting process.
Here are more pictures of the data collecting process.
All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
All the gatherings followed First Nation protocol for the Musqueam Band: Elders opened our meetings and they were picked up and looked after at each gathering (Thank you to Jelica and Roberta for doing that). The children served the elders and part of the protocol is offering tobacco to those we ask to do something. And offering honorariums and blankets to those who come out and help us with this process is also very important. We had one of the support workers from Delta come out and do a smudging for our first gathering and he mentioned that by following the protocol, the elders will take that back to the band and it will go a long way in establishing a good relationship.
As Victor said in the fall, there is no template for an Enhancement Agreement - each district is different. 3 Questions were asked at each gathering. There were facilitators to scribe the responses.
The questions were changed slightly to search for more information that would be useful for us.
The questions were also changed for the benefit of those who were attending more than one gathering.
Aboriginal Student Head-count (Sept 30 of each year)
x axis = the percentage of Aboriginal students in the district
y axis = actual number of Aboriginal students - 329, 316, 277,291,273,261
Here are the latest statistics from the report “How are we doing” Ministry Report released in March, 2009.
