Tab 3 CONTENTS
FNESC/FNSA PROGRAM and PARTNER UPDATES
General Information
Research and Consultation Projects _________________________________________ 3
Conferences____________________________________________________________ 6
Education Partners and Tripartite Group (EPG) _______________________________ 8
Employment Equity _____________________________________________________ 10
Aboriginal Teacher Education Consortium (ATEC) ___________________________ 11
Anti-Racism ___________________________________________________________ 13
Seventh Generation Club ________________________________________________ 15
Aboriginal Language Subcommittee ________________________________________ 17
Post-Secondary Subcommittee (PSSC) ______________________________________ 19
Indigenous Adult and Higher Learning Association (IAHLA) ____________________ 23
Indian Studies Support Program (ISSP) _____________________________________ 29
Information for First Nations Schools
First Nations Schools Association _________________________________________ 32
Special Education ______________________________________________________ 34
First Nations SchoolNet _________________________________________________ 37
New Paths for Education Program (NPE) ___________________________________ 39
Parental & Community Engagement (PCE) Program __________________________ 42
Teacher Recruitment and Retention: Professional Development Program (TRR:PDP) 45
First Nations Youth Employment Strategy (YES) Programs _____________________ 47
First Nations Parents Club _______________________________________________ 53
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Research and Consultation Projects
Contact
FNESC/FNSA
info@fnesc.ca
Overview
Each year, FNESC and the FNSA conduct research on First Nations education topics and
many of the recent topics relate closely to the themes of jurisdiction, data collection, and
supporting schools, teachers, principals and parents. FNESC and the FNSA have also
coordinated research for our partner organizations such as the Indigenous Adult and
Higher Learning Association and the BC Aboriginal Post-Secondary Education Partners
Group.
Key Initiatives
Some of the research projects of the past year are described below and information about
other research projects are described elsewhere in this regional session kit.
1. Jurisdiction Research: To support communities who plan to assume jurisdiction
over education, FNESC is developing and gathering resources that will be the
basis of board governance training modules. This work includes research to
identify “best practices” in training from existing sources, identifying gaps, and
creating new resources as necessary. A great deal of research and consultation is
also happening to help prepare the jurisdiction templates, communications
materials and governance materials for use/adaptation by individual First Nations
communities.
2. FNSA Teacher Standards and Certification Research: Last year, the FNSA
sponsored consultation workshops in partnership with the BC College of Teachers
(BCCT) to share the draft BCCT Teaching Standards and Competencies with
First Nations schools. The workshop participants considered how those BCCT
standards might be tailored to make them more relevant for First Nations schools
and to consider how the standards can be reflected in school-level benchmarks for
the performance of school staff and to provide a foundation for professional
development. Work in this area will continue in 2006/2007 to identify specific
performance standards and evaluation tools, and to help inform jurisdiction
implementation.
3. Standardized Testing in First Nations Schools: In recent years, an increasing
number of First Nations schools have asked the FNSA for information about the
use of standardized tests in First Nations schools. Many schools already use tests
that are common in the wider education system, including the Canadian
Achievement Test 3 and the Canadian Test of Basic Skills, and have found them
to be a useful way to track student and program progress and monitor the
effectiveness of school improvement efforts. A consultant and an FNSA focus
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group of 8 First Nations school representatives recently looked into the subject of
standardized testing in First Nations schools in more detail in order to develop a
discussion paper on the subject. As discussed at the latest AGM, in 2006, the
FNSA hopes to provide professional development workshops for schools that
want to learn more about assessments to help them decide whether the
instruments are appropriate for their students and how the tool can be effectively
used.
4. FNSA School Measures and Data Collection Project: Responding to requests
from First Nations schools for ways that First Nations schools can measure
student progress and effectiveness, the FNSA has spearheaded a data collection
and measures project for the past three years. The goal is to support the First
Nation school assessment process by collecting data that quantifies student,
school and program success. This data will also be used to demonstrate the
successes of First Nations schools and be measures of accountability to First
Nations communities. Results from 2005/2006 covered a range of topics from
student and staff demographics, school structure, student leadership, programs
offered to students, student support services, breakfast programs, and
hearing/vision screening. Given the importance of this initiative for First Nations
schools, it will be important to continue this process in the coming year. It is
understood that in the near future INAC will be seeking data from our schools and
we want to be driving that agenda.
5. Data Linking Project: In 2005/2006, FNESC continued the Data Linking
Project, which involves a partnership of INAC, the FNSA, FNESC, and the BC
Ministry of Education. This project aims to address the issue of First Nations
students moving from living on-reserve and attending First Nations schools to
living off-reserve and attending public schools, or the reverse. Initial work has
been done to link INAC and Ministry of Education data for specific student
cohorts, and work in this area will continue into 2006/2007. A much fuller
picture can be derived if records from all types of schools and both funding
systems are linked.
6. BC electronic Student Information System (BCeSiS): During the 2005-2006
year, First Nations schools were invited to express their interest in participating in
a pilot project of the BC electronic Student Information System (BceSiS).1 This
is a web-based system that could eventually lead to improved information sharing
between First Nations and public schools. Work in this area is being done in
consultation with First Nations schools and in coordination with the BC Ministry
of Education. The goal of the project is eventually to have all schools in BC,
including First Nations schools, share a common online information database,
providing opportunities to track the progress of students who move between the
First Nations and public school systems. This project also has the potential to
improve the efficiency of data collection practices within First Nations schools
and streamline funding management and reporting.
1
Schools chosen to participate in the BCeSIS training in July 2006 were Bella Bella Community School,
Maaqtusiis School, Sk’il’ Mountain Community School, Sk’elep School of Excellence and Stein Valley
Nlakapamux School.
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7. Education Systems: With FNESC currently in its 14th year of operation and the
FNSA in its 10th year of operation, both organizations believe that it is now an
appropriate time to reflect on where they have been, their current status, and
future directions. Also, the federal government has expressed an interest in
supporting First Nations education systems, and as a result, FNESC and the
FNSA are focusing on that specific issue at this time. In addition to looking at the
history and current systems that are in place, FNESC and the FNSA are looking at
themes such as distributed service delivery models, opportunities for
board/governance training, principal support, curriculum, special education, and
models for accountability. Discussion on this topic were part of the 2006 FNSA
Annual General Meeting and Conference, and they will continue in 2006/2007.
Future Directions
In addition to continuing the projects described above, the following new projects are to
be undertaken in 2006/2007:
Aboriginal Teacher Education Consortium (ATEC) Research: ATEC is a
subcommittee of the BC Aboriginal Education Partners Group that is working to
increase the number of Aboriginal teachers working in British Columbia (BC). In
the 2006/2007 fiscal year, ATEC has approved research to gather data about the
personal experiences of Aboriginal students who have gone through the teacher
education programs in BC, in order to gain more insight into the systemic factors
hindering a positive experience in these programs. Helpful factors will also be
described. The stories, along with facts and figures collected through related
studies, will be used to provide a clearer picture of the experiences of Aboriginal
students choosing teaching as a career path. In a related study, ATEC will
conduct research on how to support kids to consider teaching as a career option
and develop materials for counselors, teachers and support workers to support
students.
Music Activities for First Nations Schools: At the request of First Nations
schools, FNESC will organize the preparation and distribution of booklets
highlighting music activities that can be implemented with limited resources and
funding.
Feedback Requested
1. Are there any comments or concerns about the Key Initiatives or Future
Directions?
2. What other research or products (booklets, brochures, toolkits) would be useful?
Related Handouts
FNSA Measures and Data Project 2006
BC First Nations Education Systems Discussion Paper
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Conferences
Contact
Tami Pierce
Executive Secretary
tamip@fnesc.ca
Overview
Annual Provincial Conference on Aboriginal Education
December 11-13, 2005
The theme of this conference was “Connecting First Nations” and proved to be an
excellent opportunity for networking and sharing effective practices to help in the work
of increasing academic success of Aboriginal students in BC. Keynote speakers included
Simon James and Minister Shirley Bond. Workshops included Aboriginal E: Online
Learning, Engaging the Aboriginal Community in Enhancement Agreements, DIBELS,
Assistive Technologies for People with Disabilities, Distance Learning via Vclass,
Teaching of a Coolschool course online and many more valuable technology related
workshops. Panels included First Voices, How to Access Funding and Best Practices in
Distance Learning Partnership. Despite the change in dates, this conference was a
tremendous success with well over 450 participants. Feedback from the conference was
extremely positive and as always will be considered when planning the 2006 conference.
FNSA AGM & Conference
April 21 & 22, 2006
The format of this conference was changed to allow for the opportunity for the FNSA
membership to plan for future development and to set new goals. For two days
participants contributed in small group discussions, in their regions, and shared
comments or concerns relating to the theme, “First Nations Education: Celebrating Our
Progress - Moving Ahead Together”. Group discussions included topics such as,
Celebrating First Nations Education Systems: What Does This Mean to You?, Special
Education 5 Years Later, FNSA Work Plan for 2006/07 and Update on the First
Ministers’ Meeting and Other National Initiatives. This conference was attended by 189
participants and based on feedback received most participants agreed that the discussions
were informative and useful. The 2007 conference will see a return to the Professional
Development related format, with workshops and plenaries.
Indigenous Adult & Higher Learning Association (IAHLA)
January 26 & 27, 2006
This was IAHLA’s 3rd Annual General Meeting and Conference. The theme of this
conference was, “Repositioning Through Unity”. Over 60 First Nations adult and postsecondary educators attended. The event opened with an evening session hosted by Dr.
Graham Smith, a visiting Distinguished Professor at the University of British Columbia.
The second day included a keynote address by Dr. Lee Brown and Dr. Moura Quayle.
Workshops included: A Dream, A Reality, Achieving Success One Student at a Time;
Learning Opportunities for Aboriginal Post-Secondary Institutions; and Collaborative
Education Delivery Options and Partnerships. The next IAHLA Annual General Meeting
and Conference is planned for April 2007.
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Parents Club Conference
May 25 & 26, 2006
The 152 participants of this conference represented 57 of the 120 Parent Clubs in BC.
This conference was co-hosted by the Eugene Joseph Elementary School Parents Club,
Tache, BC. The theme was “Our Children - Our Future” and included workshops such
as, Teen Drug & Alcohol Trends, Bullyproof, JUMP Math, FASD, Grad Requirements,
Teen Parenting, Teen Alcohol Abuse, Crystal Meth and Student Successes. The keynote
address on day 1 was provided by Robb McGirr, a retired police officer and on day 2 by
John Mighton, JUMP Math. This conference also included an afternoon session hosted
by the Ministry of Education, “Tea with Minister Bond”. This conference saw a record
rate of return on positive evaluation forms confirming that this conference was a
tremendous success. Almost all participants rated the conference extremely satisfactory
to excellent. The next Parents Club Conference is planned for May 2008.
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Education Partners and Tripartite Group (EPG)
Contacts
Jan Haugen
Executive Assistant
janh@fnesc.ca
Overview
Since 1994, FNESC has been meeting quarterly with representatives of the Department
of Indian and Northern Affairs (DIAND) and the Ministry of Education (MEd) on a
tripartite basis to discuss strategies for working together to improve the success of First
Nations learners in education. These discussions include updates regarding potential
policy and legislative changes that could affect First Nations learners. Joint strategies are
sought and implemented where possible.
In 1998, the Tripartite Education Committee founded the BC Aboriginal Education
Partners Group. That group includes some of the most significant stakeholders in the BC
education system, including the First Nations Education Steering Committee, the First
Nations Schools Association, Indian and Northern Affairs Canada, the Ministry of
Education, the BC Teachers Federation, the BC College of Teachers, the BC School
Trustees Association, the BC Superintendents Association, the BC Confederation of
Parents Advisory Council, the BC Principals and Vice-Principals’ Association of BC,
United Native Nations, and the BC Metis Nation . The cooperative efforts of the
Education Partners Group have resulted in effective sharing of information, and ideas and
initiatives that have been put into motion to enhance the success of First Nations learners.
Key Initiatives
The Education Partners have specifically focused their efforts on three main issues:
1. Aboriginal Teacher Retention and Recruitment, through the Aboriginal Teacher
Education Consortium (ATEC)
2. Employment Equity
3. Anti-Racism
A working group consisting of members from the Education Partners supports each of
those issues, and they are addressed in separate briefing notes in this kit.
The Education Partners have also established a set of goals and key priorities that guide
ongoing strategies, and an action plan that responds to current issues in Aboriginal
education.
Evaluation
In 2005, the Education Partners underwent an independent evaluation in order to measure
progress that has been made since 1999, and to help the Partners revisit their goals and
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priorities to ensure that they are still relevant in the current environment of Aboriginal
education.
Key results of the evaluation:
 61% of stakeholders were aware of the Education Partners mandate
 Of those, a strong majority thought the mandate and three priorities of the EPG
were relevant
 Less than 20% of First Nations, and public school respondents knew the 3 EPG
priorities. Some “had heard” of one or more priorities, but did not link them to the
EPG.
 Strong support for continued work on 3 priorities, as well as others
 Respondents want to see more strategic, focused action
The evaluation provided an opportunity for the Partner groups to give feedback regarding
the meeting format, and to identify how the Partners Group could become more action
oriented. This discussion has led to the development of a Team Charter, which formally
establishes the processes of the Education Partners including membership, meeting
format, roles and responsibilities of each Partner organization and representative, meeting
conduct and goals and priorities. The Team Charter includes a new Action Agenda
outlining the Partner Group’s goals, strategies, actions and outcomes.
Feedback Requested
1. Have you heard of the Education Partners Group?
2. Do you have suggestions on how the Education Partners can better communicate
with local education stakeholders such as schools, teachers, and First Nations?
Related handouts
1. Education Partners Evaluation Summary
2. Education Partners Group Team Charter
3. Education Partners Newsletter 2006
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Employment Equity
Jennifer White
Communications Officer
jenniferw@fnesc.ca
Lee Gardiner
Associate Executive Director
leeg@fnesc.ca.
Overview
The Employment Equity Working Group is the arm of the Education Partners Group
dedicated to increasing the number of Aboriginal staff in all areas of the BC education
system.
Currently, there are approximately 400 Aboriginal teachers but Aboriginal students
comprise more than 8% of the student population, representing a significant shortfall in
Aboriginal representation.
The premise of the Employment Equity work is that schools and the wider education
system should reflect the Aboriginal communities they serve. It is valuable for all
students to see Aboriginal people fulfilling the role of classroom teachers and other
positions within the education system such as bus drivers, principals and government
education administrators.
Key Initiatives
The current project of the Working Group, a project that has been ongoing for a few
years, is to create an Employment Equity Toolkit that the Education Partners can endorse.
This toolkit will promote and endorse the hiring of people of Aboriginal ancestry in the
positions outlined above. Work on the toolkit has been slow, but the Working Group has
been recently reconvened to get the project back on track.
Many issues have been considered in the development of the toolkit including the need to
make it very user-friendly and to address the questions people have about employment
equity in a non-threatening way. Legal and union issues are other important components
for the Working Group to take into consideration.
Future Directions
1. Complete the Employment Equity Toolkit and begin the work of promoting the
toolkit.
Feedback Requested
1. What other support would be helpful in the area of employment equity?
2. Are there any employment equity success stories or “experts” in your
community/school?
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Aboriginal Teacher Education Consortium (ATEC)
Contacts
Sandy Thomson
Senior Policy Advisor
sandyt@fnesc.ca
Jan Haugen
Executive Assistant
janh@fnesc.ca.
Overview
The goal of the ATEC is to increase the number of Aboriginal teachers working in British
Columbia. ATEC is a subcommittee of the Education Partners Group, and includes
representatives from the Partners Group and all the teacher education programs in BC.
Since its formation, ATEC helped implement bridging programs through post-secondary
institutes, offering post-secondary preparation to First Nations teachers and Aboriginal
support workers. ATEC has also carried out projects to raise awareness of the teaching
profession, promote the development of the Developmental Standard Term Certificate
(DSTC), and carry out research.
Key Initiatives
Last year, UNBC, Malaspina University College and Thompson Rivers University
(formerly UCC) continued to offer bridging programs without further funding from
ATEC, and the University of Victoria was provided $80,000 for a bridging program.
ATEC also developed an updated brochure highlighting teacher programs in BC colleges
and universities. An ATEC retreat was held in October of 2005, with the following
agenda:
o Developmental Standard Term Certificate sharing and awareness
o EDUDATA research report on Aboriginal teacher recruitment and
retention
o Development of a provincial strategy to further achieve the goals of ATEC
As funding is no longer available for bridging programs, the ATEC strategy is focused on
initiatives to further support the DSTC programs, as well as projects to help recruitment
and retention of Aboriginal teachers in BC.
Future Directions
The following items from the ATEC strategy are being implemented this year:
1. Establish a DSTC Committee to share information and coordinate program
activities. The Committee has met twice, and has developed a terms of reference
and action plan.
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2. Conduct a DSTC Review to collect and consolidate information on the DSTC
framework and programs. People who have been directly involved in the
programs will be invited to reflect and comment on its successes and challenges
and provide ideas on future development. The first draft of the review will be
completed by September 2006. The DSTC will then determine other priority
projects to address some of the outcomes of the Review.
3. Carry out research on retention of Aboriginal students in teacher education
programs in BC. As a follow up to last year’s EDUDATA research report on
Aboriginal teacher recruitment and retention, a researcher will be contracted to
gather individual stories from Aboriginal people who have participated in the
various teacher education programs. The study will identify helpful factors and
systemic barriers, and provide a more complete picture of the experiences of
Aboriginal students in the programs.
4. Conduct an “outreach to potential teachers” project. This will include research on
how to support students to consider teaching as a career option, and resource
materials in the form of a toolkit for educators, parents and others to support
students who choose teaching as a career. The toolkit will be provided to school
counsellors, teachers, principals, post-secondary institutions, career fairs and
communities
Related handouts
ATEC Brochure
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Anti-Racism
Jennifer White
Communications Officer
jenniferw@fnesc.ca
Overview
One of the highest priorities for the Education Partners has been to address the issue of
systemic racism in the education that impacts First Nations people. From 2002 - 2006,
the Anti-Racism Working Group of the Education Partners led an Anti-Racism Project
with funding from Canadian Heritage, the Vancouver Foundation, the Ministry of
Community, Aboriginal and Women’s Services (now the Ministry of the Attorney
General) and the INAC New Paths for Education Program. The program had the
following achievements over that time period.
1. Developed the Anti-Racism Toolkit for use in workshop and school settings
2. Provided anti-racism awareness and intervention workshops across BC to a wide
variety of audiences, including teachers, trustees, principals, students, and
community members
3. Promoted greater awareness of racism issues in education through FNESC
newsletters and communications
4. Developed resources on internalized racism
5. Trained 18 youth in anti-racism leadership
Key Initiatives
In 2005, the Anti-Racism Working Group and FNESC identified a pressing need to
increase anti-racism resources and skills at the community level. To meet this need, a 4day anti-racism leadership training workshop involving 18 individuals was offered in
March of 2006. The Anti-Racism Leaders committed to delivering anti-racism
presentations or workshops over the next year to share their skills, and they will be
resource people that FNESC can involve in future local projects.
The Anti-Racism Working Group has also been actively developing a template that
school districts can adapt to create their own Anti-Racism Policies. A draft policy has
been made and 2-4 schools will begin using the template in their district this fall and then
they will provide feedback and suggestion for refinement of the policy.
Finally, Eric Wong, a Diversity Consultant has been delivering workshops to a wide
variety of audiences on anti-racism topics on behalf of FNESC and the Education
Partners. Contact the FNESC office if you would like to request an anti-racism workshop.
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Future Directions
1. 2-4 schools will work with the anti-racism policy template in BC School
Districts, in order to test-drive and provide feedback for refining the draft
template. When the draft is finalized, the working group will begin a process
of promotion and education to implement the template in school districts
across BC.
2. Continuing to lead anti-racism workshops in 2006/2007
3. Promotion of the Anti-Racism Leadership Network and supporting the leaders
to deliver local workshops in 2006/2007
Feedback Requested
1. What other anti-racism support would be helpful?
2. What are some local anti-racism success stories or challenges? If you have a
story to share, consider emailing it to jenniferw@fnesc.ca to be shared with
the Anti-Racism Leadership Network and the Anti-Racism Working Group.
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Seventh Generation Club
Contact
seventhgen@fnesc.ca
Overview
The Seventh Generation Club was established in 1997 to help First Nations students in
BC achieve their education goals and provide them with the tools and skills they need to
make healthy choices in all areas of their lives.
Through fun contests and activities, and with the help of one of the club sponsors, the
Vancouver Canucks, the club encourages students to make healthy choices, participate in
sports and in community activities, and stay in school. Over the years, the club has
enjoyed steady growth and its membership is over 7500 students.
The FNSA manages the club in partnership with FNESC. Also vital to the club’s
operation are a handful of committed partners who provide financial and in-kind support,
and in 2005/2006 that “Circle of Friends” included BC Hydro, Indian & Northern Affairs
Canada, Health Canada, the Historica Foundation, and the Vancouver Canucks. A
management committee of staff and partners guide the club’s activities, and in
2005/2006, focus groups were held with students to gather further feedback to guide the
club’s longterm strategy.
Key Initiatives
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Each member receives a copy of the Seventh Generation Club Daytimer, of
which there are two: a junior version for those who are 9 years and younger and a
senior version for those students who are 10 years and older.
The club sponsors an annual Science Day to educate students about the exciting
world of science.
The club also organizes an annual Sports Day to promote healthy living. This
year, Sports Day will be held on June 16, 2007.
Five newsletters are distributed during the school year.
A Seventh Generation Club website is maintained at
www.seventhgenerationclub.com
Contests, which are featured in each of the newsletters, are instrumental to the
success and popularity of the club.
For the past four years, a Seventh Generation Club Gala & Benefit Auction has
been organized to celebrate the club and raise additional funds for its operations.
Each year “attendance stars” - students who achieve an attendance rate of 95%
or higher - are rewarded with an opportunity to attend a Vancouver Canucks
game, Science World, the Vancouver Aquarium, and dinner.
Each year since 2003, the FNSA has run the Historica Heritage Fairs Program
for First Nations schools, sponsoring an average of 15 schools a year of grants of
$750 to host Heritage Fairs with a neighboring provincial school.
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
The BC Hydro Seventh Generation Club scholarships are offered
Future Directions
 Youth Suicide Prevention Partnership - One of the exciting developments in
2005/2006 was a new partnership with Health Canada to address the high suicide rate
of Canada’s Aboriginal youth. A special edition of the Seventh Generation Club
newsletter addressed this topic, and the FNSA will be leading the next stage of the
project, which includes teacher professional development and work around
curriculum review.
 Focus Groups with Young Club Members - In March 2006, Dan George, a
contractor for FNESC, visited six schools where the Seventh Generation Club is
active in order to gather feedback that could inform the club’s revisioning process.
Recommendations were formulated from these focus groups and they will be used to
help the club plan for future years. The report is available from the FNSA office
upon request.
 Partnership Drive – To help the club to continue to grow and expand its activities
across the province, it aspires to build its partnership base in the coming years. To
aid in this process, the club has been developing a more comprehensive
communications package for its partners and working to identify potential new club
partners. This work will continue in the 2006/2007 year.
 Gala – this year’s Seventh Generation Club Gala is happening on December 8th,
2006. The event is a major fundraiser for the club and features live entertainment and
a silent auction. Donations for the silent auction are welcome!!
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Aboriginal Language Subcommittee
Contacts
Christa Williams, Executive Director
christaw@fnesc.ca
Jan Haugen, Executive Assistant
janh@fnesc.ca
Overview
The Aboriginal Language Subcommittee was established by the FNESC to provide
community Aboriginal Language experts the opportunity to network and share best
practices at a provincial level, and develop skills in delivering, speaking, and archiving
Aboriginal Languages. FNESC invites each First Nations language group to have one
representative on the subcommittee, which also includes representation from the Ministry
of Education, and the First Peoples Heritage Language and Cultural Committee
(FPHLCC). FNESC also looks to the Aboriginal Language Subcommittee for their
expertise and advice on Aboriginal language matters.
Key Initiatives
1. BC Wide Strategic Plan on Aboriginal Languages
In discussing the critical issues related to First Nations languages generally, and in
considering a response to the Taskforce on Aboriginal languages specifically, First
Nations representatives in BC agreed that there is a need for a focused, well-planned
approach to First Nations language initiatives in this province. Accordingly, the
FPHLCC and FNESC were directed to facilitate a consultation process with First Nations
regarding a strategic plan for language revitalization in BC. The consultation process
included a conference in July 2004, workshops, regional session updates, First Nations
language conferences, and ongoing communication by the FNESC Aboriginal Languages
Subcommittee.
This past year, the Aboriginal Language Subcommittee formed a working group that was
dedicated to reviewing all the feedback from the past two years and incorporating it in to
a final draft of the Strategic Plan for First Nations Language Revitalization in British
Columbia. The latest draft of this document will be available at Regional Sessions or
online at www.fnesc.ca for a final round of feedback. The Aboriginal Language
Subcommittee would like to begin sharing the Strategic Plan with other organizations
including the federal and provincial governments, for the purpose of identifying resources
to help carry out some of the activities set out in the Plan.
It is anticipated that this document will be an evolving document, and will continue to be
tailored to the needs of BC First Nations.
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2. Developmental Standard Term Certificate
In 1999, FNESC and the BC College of Teachers (BCCT) developed a framework for
certifying teachers to teach First Nations languages and culture within a 90-credit teacher
education program. Graduates of these programs are eligible for a Developmental
Standard Term Certificate (DSTC), an interim certificate, which is valid for up to eight
years. The intent of the initiative was to provide an avenue of study for First Nations
language teachers to be certified and subsequently ladder into permanent teacher
certification through, among other avenues, a regular Bachelor of Education program,
and allow language teachers to enter teaching more quickly.
FNESC, through ATEC funding has been able to coordinate a provincial level committee
of DSTC program representatives to meet and share best practices and identify common
challenges. To date the DSTC Committee has met twice, and planned a variety of
activities for the upcoming year. This includes establishing Terms of Reference and an
action plan, as well as initiating an external review of the DSTC initiative. The Review
will be completed by September. FNESC has also made efforts to link the DSTC
Committee and programs to other groups involved in Aboriginal teacher education, such
as the Association of BC Dean’s of Education. The sharing of information on the
programs has resulted in the increasing recognition of the DSTC programs as being a
critical component in supporting Aboriginal people involved in teaching, and a more
coordinated effort to address Aboriginal teacher recruitment and retention issues.
Handouts
1. List of Current DSTC Programs
(draft Aboriginal Languages Revitalization Strategy is provided under tab 2)
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Post-Secondary Subcommittee (PSSC)
Contact
Karen Bailey-Romanko
Director of Post-Secondary Education
karenbr@fnesc.ca
Overview
The Post-Secondary Sub-Committee (PSSC), a sub-committee of the First Nations
Education Steering Committee (FNESC) was established to support First Nations
communities in their efforts to address post-secondary education issues. The roles of the
PSSC are to:
- seek community input to identify and prioritize post-secondary education and
trades training issues;
-
organize research, gather and share information to inform First Nations about
relevant post-secondary education and trades training issues;
-
inform and assist Bands with changes in post-secondary education and
training policies;
-
make recommendations to FNESC on post-secondary education and training
issues.
Key Initiatives:
FNESC Post-Secondary Education Coordinator Position
The pilot funding, which was secured in 2004/2005 from the Ministry of Advanced
Education for the FNESC Director of Post-Secondary Education and Training position
was renewed again for the 2006/2007 year. The Director has been tasked with the
support and coordination of the FNESC Post-Secondary Sub-Committee, Indigenous
Adult and Higher Learning Association (IAHLA), the Indian Studies Support Program
(ISSP) Committee and the BC Aboriginal Post-Secondary Education and Training
Partners group to address First Nations post-secondary issues, assist FNESC to
coordinate provincial efforts directed at enhancing post-secondary opportunities for First
Nations students, and to contribute in a meaningful way to the efforts of First Nations and
the provincial government to achieve their mutual goals.
BC Aboriginal Post-Secondary Education and Training Partners
In March 2005, the First Nations Education Steering Committee (FNESC) in conjunction
with the First Nations Summit Task Group, the Ministry of Advanced Education, INAC,
BC Assembly of First Nations, United Native Nations Society, Metis Provincial Council
of BC, The University Presidents’ Council of BC, BC College Presidents, UniversityCollege Presidents and Indigenous Adult and Higher Learning Association (IAHLA)
signed an historical Memorandum of Understanding (MoU) to formalize their
Regional Sessions Discussion Papers, Fall 2006
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19
commitment to work together on Aboriginal post-secondary education and training issues
in British Columbia.
Since the signing, the BC Aboriginal Post-Secondary Education and Training Partners
group has met bi-monthly to identify key priorities and work collectively to create a
strategy for addressing Aboriginal post-secondary education and training issues.
Working groups have been established to address the key priorities of data collection and
funding sources.
Over this past year, several other interest groups have been invited to join the Partners’
table, including the Ministry of Education, Aboriginal Human Resource Development
Agreement (AHRDA’s) and the Ministry of Economic Development. The addition of
these organizations will provide connections to the issues of transition from high school
to post-secondary education and the labour force.
The Partners’ group has developed draft strategies to address Aboriginal post-secondary
issue, which are outlined in the Made for BC Approach document. This document will
be an evolving document and, as further consultations, pilot projects and other
environmental changes occur, it will be updated. The strategies include the following
four areas of focus:
1. Student support
2. Support for Community Post-Secondary Education coordinators/Administrators
3. Institutional Support (including program and student support services)
4. Collection of relevant, accurate data
To learn more about the BC Aboriginal Post-Secondary Education and Training Partners,
refer to the quarterly communiqué updates , which are available at
http://fnesc.ca/programs/BC_Ab_PSE_Training_Partners_Grp.php.
Data Collection
The Post-Secondary Sub-Committee (PSSC) and INAC representatives continue to
discuss the importance of collecting data on all funded students, completion rates and
wait lists. It is critical to gather this data to demonstrate an accurate picture of the
Aboriginal post-secondary situation in BC. INAC agreed that they have the data, but
could not share the data without first receiving permission from the communities. The
PSSC requested that INAC supply the aggregate data and not individual community data.
At the April 15, 2005 FNESC Board meeting a motion was passed by majority vote for
FNESC to support the Post-Secondary Sub-Committee in retrieving the necessary
aggregate data on First Nation post-secondary students funded through INAC in order to
demonstrate the accurate needs in BC for First Nation post-secondary funding and
programming.
The PSSC is requesting that each Band and Tribal Council consider passing a Band
Council Resolution (BCR) to allow INAC to release the requested data. (suggested BCR
wording available on the FNESC website at www.fnesc.ca or call us at 604.925.6087).
Regional Sessions Discussion Papers, Fall 2006
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20
As well, the PSSC is working to gather data on deferred or wait listed students, under
funded students (students who are funded below the maximum living allowances) and
students funded and supported through funds other than INAC PSE funding. This data is
necessary to build a true picture of the need for post-secondary education funding and to
build the “business case” for post-secondary education funding. The collection of this
information is being compiled using the Student Data Collection form, which is available
on the FNESC website at
http://fnesc.ca/about/Deferred%20student%20data%20collection%20tool.doc.
National Post-Secondary Education Program Review
In January 2005 a Joint Working Group was established to undertake the Post-Secondary
Education (PSE) Review and make recommendations to the Chief’s Council on
Education and INAC for a renewed policy and management framework for the PSE
program. This is the first joint review of the PSE program and the first time the PSE
program has been reviewed since 1989.
In January 2006, as a result of discussions between AFN and INAC, the national PSE
Review Working Group dissolved. Currently INAC plans to meet the original timelines
of a renewed Policy Framework by June 2006 and a Management Framework by June
2007. Post-Secondary Education has been rolled into the overall Education Policy
Framework (EPF). In June 2006, the BC First Nations consulted on the draft EPF.
During this session, the BC First Nations strongly voiced the need for clear language and
support for post-secondary education. August 28, 2006 a second, larger regional
consultation was held in BC to provide input to the second draft EPF.
For further information on the Education Policy Framework and the post-secondary
education review, please refer to the FNESC website at www.fnesc.ca.
PSE Coordinators’ Training Initiative
The PSSC, at the request of the community Post-Secondary Education (PSE)
Coordinators, has taken the initiative to survey PSE Coordinators regarding their training
needs. The role of a Post-Secondary Education Coordinator has come a long way from
the days of Home School Coordinator. Today the PSE Coordinator needs to understand
post-secondary education systems, INAC policies, budgeting, file management and
support strategies.
The PSSC recently surveyed the PSE Coordinators and are working with Indigenous
Adult and Higher Learning Association (IAHLA) to draft a curriculum for a training
program, which would lead to a certificate (at a minimum), or diploma that would ladder
to a degree program in education or business administration. The goal is to develop a
program, which can be delivered via workshops, summer sessions and community-based
deliveries.
As more information is available, updates will be sent to communities.
Regional Sessions Discussion Papers, Fall 2006
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21
Future Directions
The PSSC plans to undertake the following initiatives:
1.
With the direction of communities and the FNESC Board, the PSSC will
develop post-secondary education guiding principles;
2.
Develop a draft post-secondary education long-term strategy;
3.
Continue to encourage communities to assist with and provide data to create
the ‘business case’ for post-secondary education;
4.
Provide input to changes to the national PSE Policy and Management
Frameworks;
5.
Pending discussions with INAC, FNESC, through the PSSC, will work with
INAC BC Region to draft the 2007/2008 PSE Funding Allocations
Methodology.
Feedback Requested
The PSSC requests community input to the following:
1. What should be included in the post-secondary education guiding principles?
2. What topics need to be included in the BC First Nations post-secondary education
strategy?
3. How can communication/mentorship between First Nations PSE Coordinators be
supported? Would a list serve for your PSE Coordinator/Manager aid your
community in delivery of your post-secondary education program?
4. How can the PSSC and communities jointly work together to collect data?
5. Other?
FNESC Post-Secondary Sub-Committee Members (appointed July 2006):
Member
Charlotte Elliott
Heather
McKenzie
Les Williams
Cici Sterritt
Deborah Jacobs
Verna BillyMinnabarriet –
Ex-officio
Band
Chemainus First
Nation
Soda Creek First
Nation
Sto:lo Nation
Soda Creek Indian
Band
Squamish Nation
IAHLA Chair
Telephone
Email
250-245-7155
celliott@cfnation.com
250-296-3507
education@williamslakeband.ca
604-824-2689
250-989-2323
Leslie.Williams@stolonation.bc.ca
education@xatsull.com
604-980-4553
250-378-3315
deborah_Jacobs@squamish.net
vbilly@nvit.bc.ca
Regional Sessions Discussion Papers, Fall 2006
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22
Indigenous Adult and Higher
Learning Association (IAHLA)
Contact
Karen Bailey-Romanko
Director of Post-Secondary Education
karenbr@fnesc.ca
Overview
IAHLA is an organization that was created at the request of Indigenous controlled postsecondary institutes and adult learning programs in BC. Representatives of those
institutes and programs identified the need for an organization dedicated specifically to
Indigenous adult and higher learning.
The IAHLA is an independent, non-profit society, representing 29 member and three
associate member post-secondary institutions. Further information is available on the
FNESC website (http://www.fnesc.bc.ca/iahla/).
At this time, the IAHLA has signed an agreement with the FNESC for the provision of
administrative support to their Association. Therefore, IAHLA can be contacted through
the FNESC office.
The IAHLA was created as a service organization and as such IAHLA will:

collect and disseminate relevant information to assist Indigenous adult and higher
learning agencies in their provision of education services;

undertake research that will benefit Indigenous adult and higher learning agencies
throughout BC;

facilitate networking and information sharing activities, such as conferences,
meetings, and workshops;

support collective professional development and training opportunities;

undertake other support activities at the direction of Indigenous adult and higher
learning agencies; and

solicit funding as necessary to undertake the activities listed above.
Regional Sessions Discussion Papers, Fall 2006
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23
Key Initiatives
IAHLA Data Collection – Year One
A number of studies and evaluations have concluded that, at the provincial and national
levels, there is a lack of clear and consistent data related to the success of Aboriginal
post-secondary programs and institutes. While programs themselves may very well be
collecting meaningful information, issues associated with the sharing of that information
are being highlighted. The Department of Indian Affairs organized a national evaluation
of the Post-Secondary Student Support Program (PSSSP) and ISSP programs in order to
fulfill Treasury Board requirements. The evaluation concluded that:
The Post-Secondary Education Program has been plagued by data challenges for
many years. The evaluation noted a lack of baseline data within the Department and
information gaps.
The IAHLA membership agreed to respond to those issues by proactively working with
First Nations post-secondary institutes to create data and accountability systems that
reflect the First Nations institutes’ perspectives and priorities. The developed framework
for the Data Collection is intended to reflect expectations established by First Nations
post-secondary institutes themselves, rather than expectations or structures set by any
outside agencies.
Fall 2005, the first IAHLA Data Collection Project surveys were sent to member
institutes. Seventeen of the 21 eligible institutes (81%) submitted some or all of the
requested information. Following are some highlights of data collected:
 The responding institutes enroll a total of 2602 students, with 64.4% of
those students studying full-time and 35.6% studying part-time;
 Of the responding institutes: 12% opened less than 10 years ago, 41%
opened between 10 and 19 years ago and 49% opened more than 20 years
ago;
 14 of the institutes offer some combination of Adult Basic Education (ABE)
and post-secondary programming. The remaining three offers only ABE;
 71% of the institutes offer First Nations language courses;
 Student goals – the percentage of all students who feel the institute is
adequately preparing them to reach their goals:
- Continue studying at this institute
95%
- Continue studying at another college
77%
- Continue studying at a university
95%
- Seek employment
97%
At the January 2006 IAHLA AGM, approval was given to accept and distribute the Data
Collection Year One report and to allocate resources to the Year Two Data Collection
project. The IAHLA member institutes will be contacted in late September regarding
their voluntary participation in the second year Data Collection project.
The Data Collection Year One report is available on the IAHLA web link
(http://www.fnesc.bc.ca/iahla/research.php).
Regional Sessions Discussion Papers, Fall 2006
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24
Research
This past year, the IAHLA participated in two exciting research projects.
First Nations Post-Secondary Institutes – Funding and Best Practices research, funded
by the Indian Studies Support Program Committee, investigated information related to
the funding required to implement effective post-secondary education programming in
First Nation institutes and successful practices in First Nation post-secondary institute
programming and curriculum development.
This research highlighted the fact that First Nations institutes have been doing “more for
less compared to their public counterparts since their inception”. First Nations institutes
excel in providing personalized, culturally specific practices leading to student success.
The full report is available on the website at http://www.fnesc.bc.ca/iahla/research.php.
The second research paper, Post-Secondary Quality Assurance Practices, provides a
general overview of the different methods of accreditation of post-secondary programs in
Canada, the United States and New Zealand. There is no national system of accreditation
for post-secondary education providers in Canada, which creates challenges for students,
funders and institutions.
The full report is available on the website at http://www.fnesc.bc.ca/iahla/research.php.
BC Aboriginal Post-Secondary Education and Training Partners Group
IAHLA is a member of the BC Aboriginal Post-Secondary Education and Training
Partners group. This Partners’ group is working collectively to create a strategy for
addressing Aboriginal post-secondary education and training issues, establish working
groups as required, and implement activities as determined by the BC Aboriginal PostSecondary Education and Training Partners’ group.
One initiative of the Partners’ group is the collection of accurate data, including First
Nations high school transitions to post-secondary education and post-secondary
completion rates. The Partners are investigating how to capture consistent data through
the PASBC on line application process. Furthermore, IAHLA is working to provide data
around student transitions from the Aboriginal post-secondary education institutes to the
public institutes.
The Partners’ group meets quarterly; the next scheduled meeting is October 2, 2006.
Aboriginal Post-Secondary Education Draft Strategy Review (Ministry of Advanced
Education)
The IHALA was been an active participant in the Ministry of Advanced Education’s
Aboriginal Post-Secondary Education Draft Strategy Review. In 1995, the provincial
government approved the Aboriginal Post-Secondary Education and Training Policy
Framework (APF) to increase access, participation, retention and success rates for
Regional Sessions Discussion Papers, Fall 2006
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25
Aboriginal learners. Since late 2003, Ministry staff has been in the process of revising
and updating the Framework to align it with government’s current approach and strategic
direction.
IAHLA has provided input to the draft Aboriginal Strategy through participation in focus
groups and submission of a formal response to the Ministry of Advanced Education.
Joint Meeting of IAHLA, ISSP and FNESC/PSSC
This fiscal year, through funding provided by INAC to IAHLA, IAHLA will be hosting
the Joint meetings of the IAHLA Board, the Indian Studies Support Program (ISSP)
Committee, and FNESC/Post-Secondary Education Sub-Committee (PSSC). First
Nations recognize the importance of adult and post-secondary education and training and
want to work in a coordinated manner to increase student opportunities and success in
post-secondary education and training.
The area of post-secondary education and training is a rapidly changing and critically
important facet of education and as a result there are several entities providing various
support services to students, institutions, and communities. To ensure that there is no
overlap or duplication of services, these three First Nations organizations have signed a
Memorandum of Understanding (MOU).
The MOU is a commitment of these three organizations to work together to identify
common areas, avoid duplication of efforts and identify, and where appropriate jointly
address gaps in First Nations post-secondary education and training.
The next Joint meeting will be September 21, 2006.
Networking
IAHLA recognizes the importance of both a provincial and national networking structure
for First Nations institutions and adult education centres. To better communicate with
membership, this year the IAHLA Board approved the circulation of the IAHLA enewsletter. The first edition was circulated May 1st, and copies are available on the
website at http://www.fnesc.bc.ca/iahla/.
Nationally, IAHLA is a member of the National Association of Indigenous Institutes of
Higher Learning (NAIIHL) and is actively working to participate on national Aboriginal
post-secondary education issues.
IAHLA looks forward to continuing to identify core issues and barriers that pose a
challenge to meeting the post-secondary education needs of First Nations institutions and
communities. Through identification, research and the development of collaboration with
First Nations institutions; many common issues can be resolved.
Regional Sessions Discussion Papers, Fall 2006
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26
IAHLA Draft Aboriginal Education Framework
At the third annual IAHLA AGM, entitled Repositioning Through Unity, approval was
given to proceed with the development of an Aboriginal Education Framework. During
the October 2005 IAHLA Board Strategic Planning session, the Board members worked
with Dr. Graham Smith, facilitator, to explore and lay the groundwork for the
Framework, which was presented at the 2006 AGM.
This Framework will acknowledge the rapid change in Aboriginal post-secondary
education, consolidate what is unique for IAHLA institutes, provide a framework to
advance Aboriginal post-secondary institutes and position the organization and member
institutes for new policy/funding opportunities.
The draft Aboriginal Education Framework will be presented at the 2007 IAHLA AGM.
IAHLA Funding
This year for the first time, at the request of the Department of Indian and Northern
Affairs Canada (INAC), IAHLA submitted a work plan outlining the numerous projects
including the Data Collection Project, research and need for to continue support of the
Joint meetings. The proposal was accepted and INAC has provided funding to support
the IAHLA activities for the 2006/7 fiscal year.
AGM
The fourth annual IAHLA AGM and Conference is set for April 19, 2007 in Vancouver,
BC, to precede the FNSA conference. Watch the IAHLA web link for registration
information.ec will consult with First t the first IAHLA Annual General Meeting
(AGM) in Januar2004.
The IAHLA Board of Directors:
Member
Verna BillyMinnabarriet
Chair
Pauline
Waterfall,
Vice Chair
Region
Secwepemc/Stl’atl’imc/
Nlakapamux
Jacob McKay,
Sheila Joseph
Haida/Tsimshian/Haisla/
Nisga’a
Kaska/Dene/Tahltan/Tagis
h/Inland Tlingit
Nuu-chuh-nuulth/Coast
Salish
Gitksan/Wet’suwet’en
Louise Lacerte
Tsilhqo’tin/Carrier/Sekani
Institution
Nicola Valley Institute of
Technology
Kwakiutl/Heiltsuk/Nuxalk/ Heiltsuk College and
Oweekeno
Waglisla Integrated
Studies Centre
Cathy Seymour
Jan Green
hilistis@bellabella.
net
Wilp Wilxo’oskwhl
Nisga’a
Kwadacha Due Ty
fishingeagle2005@
yahoo.ca
cathy.seymour@
kwadacha.com
jeg58@shaw.ca
Haahuupayak Adult
Education Centre
Gitwangak Education
Society
Ted Williams Memorial
Regional Sessions Discussion Papers, Fall 2006
page
Email
vbilly@nvit.bc.ca
sheila@sik-edakh.com
llacerte@telus.net
27
Jon Spotted
Eagle
Sharon Wilson
Kootenay/Okanagan
Learning Centre
En’owkin Centre
Member at Large
Nuxalk College
Huia Martin
Member at Large
Native Education Centre
Regional Sessions Discussion Papers, Fall 2006
page
educadmin@
hotmail.com
hmartin@necvanco
uver.org
28
Indian Studies Support Program (ISSP)
Contact
Karen Bailey-Romanko
Director of Post-Secondary Education
karenbr@fnesc.ca
The Indian Studies Support Program (ISSP) provides funding for First Nations controlled
post-secondary programs that are accredited and transferable. First Nations postsecondary institutes can offer these programs, or First Nations that are operating through
a brokering or affiliation agreement can sponsor them.
ISSP proposal information is distributed annually to all First Nations and First Nations
post-secondary institutes each fall. The new funding guidelines are now available, and
the next funding application deadline is January 12, 2007.
A Committee that includes representatives of First Nations and First Nations postsecondary institutes located throughout the province manages the Indian Studies Support
Program. The ISSP Committee works in cooperation with Indian and Northern Affairs
Canada (INAC).
For the past six years, FNESC has provided services to the ISSP Committee through a
fee-for-service agreement. Through that arrangement, FNESC staff members provide
support such as the organization of committee meetings and activities, minute taking,
correspondence preparation and the facilitation of the annual proposal call and review.
Therefore, copies of the new proposal guidelines are available from the FNESC office.
Anyone interested can also contact an ISSP Committee member with any questions or
concerns. In 2006, the ISSP Committee updated its membership to reflect two
resignations. The current list of ISSP Committee members is as follows:
Member
Lisa Wilson-Wells –
Chair
Deanna Nyce –
Vice Chair
Henry Michel –
Secretary/Treasurer
Brenda Leighton
Organization
Kwakiutl District Council
Wilp Wilxo’oskwhl Nisga’a
Penticton Indian Band
Education Centre
First Nations Training and
Development
Email
polikdc@oberon.ark.com
Term
Expires
Dec. 31, 2006
Deannanyce_wwn@navigata.net
July 31, 2008
hmichel@pib.ca
July 31, 2010
brendlei@citytel.net
July 31, 2008
Regional Sessions Discussion Papers, Fall 2006
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29
Member
Margery McRae
Gwen Point
Barb Morin
Monty Palmantier
Vacant
Organization
Gitskan Wet’suwet’en
Education Society
Sto:lo Nation
George Manuel Institute
Lake Babine
Vancouver Island South
Email
marj.mcrae@ggc.gitxsan.com
Term Expires
July 31, 2010
Gwen.Point@ucfv.ca
barbmorin@neskonlithband.com
palmantm@unbc.ca
Dec. 31, 2006
July 31, 2008
Dec. 31, 2006
July 31, 2008
Current Projects:
Capacity Building Workshops – How to Develop an Adult Learning Centre
This fall, the ISSP Committee is hosting three capacity building workshops throughout
the province. This workshop, entitled “How to Develop an Adult Learning Centre”, will
cover: 1) assessing community learning needs, 2) adult nominal roll funding, 3) ISSP
UCEP funding, 4) accessing curriculum, 5) developing affiliation and brokering
agreements with public post-secondary education institutions, and 6) ISSP proposal
writing tips.
Joint Post-Secondary Education Meetings
During the 2005/06 fiscal year, the ISSP Committee hosted three meetings of the Joint
Post-Secondary Education group consisting of the Indigenous Adult and Higher Learning
Association (IAHLA), FNESC, FNESC Post-Secondary Sub-Committee and ISSP. The
goal of the Joint meetings is to ensure that there is no overlap or duplication of services in
the area of First Nation post-secondary education.
This fiscal year, at the request of INAC, the Indigenous Adult and Higher Learning
Association (IAHLA) submitted a proposal to INAC to assume the responsibilities of
hosting the Joint meetings.
The next Joint Post-Secondary Education Meeting will be held September 21, 2006 in
Vancouver.
Research
During the 2005/06 fiscal year, the ISSP Committee conducted research in the area of
First Nations Post-Secondary Institutes – Funding and Best Practices. This research
looked at the cost of doing business in First Nations Post-Secondary Institutes and best
practices in curriculum development. The research report is available on line at
http://www.fnesc.bc.ca/iahla/research.php.
This fiscal year, through a research examination of the last ten years of External ISSP
Evaluations, the ISSP Committee will further study the benefits and challenges of
community-based delivery of post-secondary education and adult upgrading and the need
for core institutional funding.
Regional Sessions Discussion Papers, Fall 2006
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30
Dates to Remember
November 10, 2006 Final Reports for 2005/06 fiscal year programs are due.
December 1, 2006
Progress Reports for 2006/07 fiscal year programs are due.
January 12, 2007
Proposal deadline for 2007/08 programs.
Regional Sessions Discussion Papers, Fall 2006
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31
First Nations Schools Association
Contact
Tami Pierce
tamip@fnesc.ca
Marie Matthew
mlmatthew@direct.ca
FNSA BOARD
Greg Louie, President
Ernie Hill, Vice-President
Len Merriman, Treasurer
Victor Jim, Secretary
Janice Antoine
Louise Lacerte
Robert Matthew
(will be filled in Sept.)
Deavlan Bradley
Karen Smith
REGION
Nuu-chah-nulth/Coast Salish
Haida/Tsimshian/Haisla/Nisga’a
Kwakiutl/Heiltsuk/Nuxalk/Oweekeno
Gitksan/Wet’suwet’en
Secpwepemc/St’atl’imc/Nlaka’pamux
Tsilhqot'in/Carrier/Sekani
Secpwepemc/St’atl’imc/Nlaka’pamux
Nuu-chah-nulth/Coast Salish
Kaska/Dene/Tahltan/Tagish/Inland/Tlingit
Kootenay/Okanagan
Key Initiatives:
• Interim Band Operated Funding Formula (iBOFF) increases resources to schools
•Signing of the Canada-First Nations and British Columbia-First Nations Education
Jurisdiction Framework Agreements July 5, 2006.
• In 2005/2006 School Assessments were completed in 13 schools.
• The certification component of the Schools Assessment process is in its third year. 30
First Nations schools have been certified to date.
• 179 people attended the annual FNSA Conference in April 2006, and were updated and
provided input for planning with regard to Education Jurisdiction, the First Ministers
Meeting, Special Education, Systems and School Innovation, Integrating Education and
Health, and Teacher Certification in Jurisdiction.
• Partnership with First Nations Inuit Health Branch, Ministry of Education and Ministry
of Children and Families Development to participate in the National Aboriginal Youth
Suicide Prevention Strategies, sharing information and training teachers to implement
Friends for Life in schools and communities.
Regional Sessions Discussion Papers, Fall 2006
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32
Future Directions

•
Develop Teacher Evaluation and Certification tools for First Nations schools, based
on input about Teacher Performance Indicators for First Nations schools developed at
4 workshops on Educator Competencies and Conduct workshops in 2005/2006.
Implementation of BCeSIS (data collection system) in 6 pilot schools.
•
Support schools in implementing standardized assessment tools through regional
workshops which present information about Canadian Achievement Test (CAT3 or 4)
and Canadian Test of Basic Skills (CTBS).
•
Development of a booklet containing suggested activities for music programs that
require minimal resources, for use in First Nations schools.
•
16 schools are registered to complete the FNSA School Assessment with 5 using the
newly developed template for very small schools.
•
Implementation of the Friends for Life, suicide prevention program in 23 schools.
•
School Measures and Data Collection Project is in Year 3. Please note that this
project will be completed between October 16 and November 15, 2006. Participation
in this project is critical; the key to collectively demonstrating that we deliver unique,
quality First Nations education programs is having data, which describes what we do.
We can then celebrate our successes and share effective strategies for making
improvements, which will benefit all our children.
Regional Sessions Discussion Papers, Fall 2006
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33
Special Education
Contact
Kelly Kitchen
Special Education Manager
kellyk@fnesc.ca.
Overview
Since 2003, First Nations schools have been receiving funding from the national Special
Education Program (SEP), and FNESC/FNSA has been the administering body of this
funding for the BC region. In February 2005, the federal budget announcement included
an increase of $120 million dollars nationally over 5 years. As a result of this additional
funding, BC region now receives $8,071,200 of SEP funding for First Nations schools.
At the 2006 FNSA AGM in April, the FNSA membership approved the revised SEP
funding implementation plan where the majority of funding continues to go to First
Nations schools in the form of a base-plus-per-capita allocation to support local
initiatives. A portion of the regional funding will continue to be used for provincially
coordinated activities also approved by the FNSA membership. The revised 2006/2007
SEP Implementation Plan is included in the regional session kits.
Key Initiatives
Regional Specialists
At the FNSA AGM in April, there were regional discussions regarding how best to
approach the provision of regional specialist services. Speech Language Pathology was
found to be the area of greatest need in most regions, and participants had differing views
about how they can best meet their needs in this area within their respective regions. In
addition, a form requesting input into the delivery of specialist services was sent to all
schools to assist with planning. 67 schools returned the form and the responses varied
widely. FNESC/FNSA will continue to try to meet the wide range of needs in this area.
A database of Speech-Language Pathologists in private practice has been established to
assist schools in planning for these services. Plans are being undertaken to provide SLPs
interested in working in First Nations communities with an in-service to expose them to
some of the unique aspects of providing speech language services in communities. In
addition, networking with other speech-language service providers in the province is
being undertaken with the intention of linking to existing services and potentially costsharing regional positions. The September SEP conference calls and fall special
education regional sessions will further support local planning.
The option of TeleHealth using videoconferencing as a way of providing ongoing SLP
support is also currently being explored in the Haida/Tsimshian/Haisla/Nisga’a region.
Regional Sessions Discussion Papers, Fall 2006
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34
Special Education Regional Sessions
Many First Nations schools have been expressing the need for support from FNESC in
the organization of regional planning sessions for special education. In an effort to
address this, special education regional sessions are being made available to First Nations
schools. Schools within each region will have the opportunity to collaboratively choose
the date and location for their session during the regional conference calls scheduled for
the week of September 25. Funding has been set aside to cover the travel and
accommodation costs for one representative from each school. Once established, dates
and locations will be posted on www.fnsa.ca.
INAC Compliance Directive
The January 2006 revised National Program Guidelines for the SEP includes compliance
reviews as being the responsibility of INAC regional offices. This has raised concerns
for First Nations in several areas.
1. Student Confidentiality: The files of students with special needs, in particular,
contain confidential information regarding assessments, specialist reports, and
program needs and should not be available for review without parental consent.
2. FNESC/FNSA manages 100% of the SEP funding in BC. Existing
accountability processes that have been established should be acknowledged and
considered where applicable.
3. INAC regional offices currently do not have staff with training in special
education. Meeting the compliance requirements as outlined would require
additional staffing and would most likely reduce the SEP funding available to
students.
In addition, the following concerns have been flagged as problematic for the BC region,
which is demographically unique as compared to other regions in Canada. Also, the
unique approach to funding special education programs in BC makes applying some of
the directives problematic.
1. The requirement of a three-year cycle for school compliance reviews is
especially burdensome in BC given the large number of First Nations
schools.
2. The INAC compliance directive seems to be geared towards an assessment
based approach to funding special education programs. This is somewhat
problematic for BC where an intervention based approach is used. Given the
Treasury Board approval for the intervention based approach and
recommendation that other regions adopt a similar approach makes the
assessment focus of the compliance directive confusing.
In February 2006, the issue of compliance was discussed at a meeting with 20 members
of the external assessors team of the FNSA School Assessment project. The
recommendation from this meeting was that existing processes that are in place within
Regional Sessions Discussion Papers, Fall 2006
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35
the FNESC/FNSA management of SEP be compared to the INAC compliance
requirements and any gaps identified.
The results of this comparison were then shared at the FNSA AGM in April 2006.
Participants were organized into regional breakout sessions to discuss, among other
topics, the issue of compliance. During these sessions, the concerns raised in this
document were also echoed by participants. The membership then met for further
discussion during the AGM and passed a motion emphasizing the need for further
discussion and recognition of the existing BC model and accountability structures.
Further discussions with the BC INAC regional office have indicated that there are no
immediate plans to implement this directive in the 2006/2007 school year. This provides
First Nations in BC with the opportunity to establish a process that is acceptable and
reflects the nature of the SEP in BC. Most of the requirements are met with the
application and reporting structures currently in place. The one gap that exists seems to
be in the review of Individual Education Plans (IEP) to ensure special education services
are being provided.
For the 2006/2007 year, the feasibility of a supportive review of the IEP process is being
explored. It is anticipated that, if the five year cycle of program review is being
encouraged as being more feasible than a three year cycle, then 26 volunteer schools will
have the FNESC staff review the IEPs within the school as way of supporting and
encouraging best practices in special education. Information would remain confidential
and shared only in aggregate form. This first year would be a pilot year to determine the
feasibility and the benefits of this approach. A checklist for IEP reviews has been
developed by the FNESC/FNSA special education staff and a draft is included for
feedback.
Feedback Requested
1. What challenges do participants foresee in the process of reviewing IEPs as best
practice?
2. What recommendations do participants have for alternative processes?
Related Handouts
1. 2006/2007 SEP Implementation Plan
2. Compliance document
Regional Sessions Discussion Papers, Fall 2006
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36
First Nations SchoolNet
Contact
Dayna Anderson
Project Coordinator
daynaa@fnesc.ca
Overview
The First Nations SchoolNet program is an initiative of Industry Canada that promotes
connecting First Nation schools in Canada to the Internet and bringing Information and
Communication Technologies (ICT) to First Nations schools in BC and communities.
SchoolNet officially sunsetted March 31, 2006, however an announcement was made at
the end of June 2006 that it will be continue in a pared down fashion until February 2007.
Beyond that the future of SchoolNet is uncertain.
A collaborative initiative from Industry Canada, SchoolNet is a partnership with the
FNESC and the FNSA. SchoolNet is part of Connecting Canadians, the federal
government’s strategy to keep Canada a global leader in connecting its citizens to the
Internet.
FNESC, through its Executive Director and staff, provides overall direction and financial
management for the SchoolNet program. The FNSA and FNESC Boards of Directors
and the SchoolNet Advisory Committee, a ten-person committee comprised of First
Nations educators, school principals and IT staff, provide operational guidance and
recommendations on program implementation.
Key Initiatives

129 of 133 BC First Nations schools connected to the Internet, including 55
schools connected with some form of broadband Internet, and 53 connected via
satellite. Only 11 schools remain on dial-up;

114 BC First Nations schools purchased from the BC RMO SchoolNet online
store during the year, with total purchases of more than $600,000 including
computers delivered to BC First Nations schools, producing an estimated
computer to student ratio of 1:3, significantly better than the 1:20 SchoolNet
computer to student standard ratio;

Successful presentation at this year’s FNESC Aboriginal Education conference
with the theme of technology, specifically, "Connectivity, Content, and Capacity",
with over 300 education technicians attending;

Workshops presented to over 250 teachers in a wide variety of professional
opportunities – such as the ICT Summit in Vancouver, the FNESC education
conference, the FNTC pre-conference day, the FNSA conference and more;

Three calls per week, on average, received and responded to by the SchoolNet
help desk during the school year;
Regional Sessions Discussion Papers, Fall 2006
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37

Five BC First Nations schools enjoyed the opportunity to use the SchoolNet
language lab for six weeks at a time, and received training workshops on using
the language lab;

800 students attending our Annual Youth Conference in Kamloops. Of special
notice is the over 350 "skills and interests" surveys filled out by First Nations
youth, and the development of a video workshop aimed at raising awareness
around sexual health;

33 BC First Nations schools received, in total, 58 days of Special Education
technology training, facilitated by the BC RMO;

2000 copies of Microsoft Office Professional and XP Professional upgrade
purchased for BC First Nations schools under a licensing agreement with
Microsoft;

400 copies each of two volumes of the Recording Aboriginal Language
Handbook delivered to BC First Nations schools and First Nations communities.
Future Directions
The SchoolNet program was renewed as of April 1, 2006 for eleven months until
February 2007. Industry Canada received a 50% decrease in funding for their programs
and as such the budget decreased to $600,000 for the year 2006/2007. This limited
funding will be used to cover Internet access, help desk and technical services.
In the past a major part of the budget has been committed to purchasing software,
hardware, video conferencing equipment and to professional services, which include
technical support, training, e-learning and the help desk. Due to the limited funding this
year SchoolNet is only able to cover essential services to keep schools connected to the
Internet. SchoolNet is also able to cover licensing costs for Access Copyright and elearning initiatives such as COOL School and Open School.
Through Human Resources and Social Development Canada (HRSDC) and the
SchoolNet program funding was received in the amount of $480,000 for a youth initiative
to be used to train and employ youth between the ages of 15 and 30 in their home
communities. SchoolNet will be able to fund approximately 48 youth in obtaining
valuable ICT skills and training. The program will be proposal based and distributed
fairly amongst the 8 FNSA regions. The application for this program will be going out to
communities in September. This initiative also runs until February 2007.
Related handouts
1. First Nations SchoolNet pamphlet – Connecting First Nations Schools to
Information Technology
2. Help Desk Pamphlet
Regional Sessions Discussion Papers, Fall 2006
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38
New Paths for Education Program (NPE)
Contact
Derek Payne
Program Administrator
derekp@fnesc.ca
Overview
2006/2007, FNESC and the FNSA are once again responsible for the management
of funding from INAC for the NPE program for First Nations schools and
communities.
For the past eight years, NPE (formerly known as Gathering Strength) initiatives of
INAC have made significant contributions to provide quality education to their
students and community members, and have allowed for the implementation of a
range of useful activities at both the provincial and regional levels.
The FNSA and FNESC are in the third year of administering the NPE program. The
NPE program includes the allocations of grants that will allow for the implementation of
initiatives by First Nations schools and communities. Funding for this year is split into
three themes:
1. Capacity Building – Governance and Infrastructure
2. Improving School Effectiveness
3. School to Work Transition
The NPE program funds can be used to supplement the Parental and Community
Engagement (PCE) program, but it is not possible to fund NPE with PCE funds.
Key Initiatives

Principal Support Resource Person;

Sponsorship of the parent attendance at the BC Confederation of Parent
Advisory Council (BCCPAC) Conference;

Exploration of standardized testing in First Nations schools

Anti-Racism workshops

Allocation of grants to First Nations schools and communities for
complementary activities at the local level; and the
Regional Sessions Discussion Papers, Fall 2006
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39
NPE Grant Distribution
The 2006/2007 PCEP funding distributed:
First Nations Schools
First Nations Communities
$2,430,000.00
$2,201,212.00
Funding for the NPE program was distributed directly to First Nations schools and
communities using a formula that provided a base-plus-per-capita amount. The funding
available for each First Nation school and community was outlined in a specific
allocation letter and is accessed through completion of a NPE program work plan.

First Nations schools funded projects can take place between September 2006 and
June 30, 2007.

First Nations communities funded projects can take place between July 2006 to
June 30, 2007.
2006/2007 School Year Funding Allocation
Historically, First Nations schools and communities have faced an issue with NPE
program funding, in that funds have had to be expended in the fiscal year (April-March)
in which they have been allocated rather than the school year (September-June). This has
meant that schools have not been able to fund programs or initiatives which take place in
April, May and June of the school year and that they have had to complete a final report
for the NPE program at the end of March.
In the 2006/2007 school year, the NPE program funding will be allocated across the
school year and not the fiscal year. Last year’s funding transition resulted in additional
funding in the 2005/06 school year that will not be available in subsequent years.
In order for this to occur there were two allocations in the 2005/2006 school year. 7/10’s
of school year funding was allocated and had to be spent by March 31st 2006. There was
a provision for 3/10’s of funding for the months of April, May and June 2006. This
3/10’s of funding came from the fiscal year’s budget for 2006/2007.
In the 2006/2007 school year, the allocation is for the remaining 7/10’s of the funding for
September 2006 to March 31st 2007 and then an additional 3/10’s (from 2007/2008 fiscal
year funding) for the last three months of the 2007 school year. The allocation for April,
May, and June 2006 is based on the nominal roll numbers for the 2004 year. The 7/10’s
of funding for 2006 is based on the nominal roll numbers in 2005 and so on. The
following charts illustrate the funding allocations.
Regional Sessions Discussion Papers, Fall 2006
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40
2005/2006 School Year (Current Year)
Submit Work Plan – 30 Sep 05
Submit Interim Report – 17 Feb 06
Receive 5/10’s funding (05/06)
$5000
Submit
Final
Report –
19 May 06
Receive
3/10’s
funding
(06/07)
$3000
Receive 5/10’s funding (05/06)
$5000
Total $5000 (to be spent by
Total $5000 (to be spent by March
March 31st)
31st)
Total Funding for 2005/2006 School Year = $13,000
Submit Work Plan – 29 Sep 06
2006/2007 School Year**
Submit Interim Report – 16 Mar 07
Receive 5/10’s funding (06/07)
Receive 2/10’s funding (06/07)
Submit
Final
Report –
18 May 07
Receive
3/10’s
funding
(07/08)
$3000
$5000 (to be spent by March 31st)
$2000 (to be spent by March 31st)
Total Funding for 2006/2007 School Year = $10,000
The NPE program continues to focus on supporting the efforts of First Nations schools
and communities as quality education programs are provided for First Nations students.
The 2006/2007 will see one of the most successful and well-received components of the
NPE program directly to First Nations schools and communities for the implementation
of local initiatives. The range of activities undertaken during the past several years has
been tremendous.
The NPE program information is posted and available through the FNESC website
www.fnesc.ca under “Program Information” which can be downloaded separately, or as a
whole. Submission of work plan, interim and final reports can be emailed to
newpaths@fnesc.ca or by mail to the FNESC office.
Regional Sessions Discussion Papers, Fall 2006
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41
Parental & Community Engagement (PCE)
Program
Contact
Derek Payne
Program Administrator
derekp@fnesc.ca
Overview
In 2006/2007, FNESC and the FNSA are once again responsible for the third year
of managing the funding from INAC for the PCE program for First Nations schools
and communities.
The PCE could not be used to fund activities related to the New Paths for Education
(NPE) funding categories. However, you could use a portion of the NPE to
supplement the funding for PCE activities.
The PCE included funding for distribution to First Nations schools and
communities to support activities related to raising the awareness of parents and
community members of their valuable role in their children’s education and to
provide the support necessary to ensure their active participation in that role.
PCE Grant Distribution
The 2006/2007 PCE program funding distributed:
First Nations Schools
First Nations Communities
$230,365.00
$245,365.00
Funding for the PCE was distributed directly to First Nations schools and communities
using a formula that provided a base-plus-per-capita amount. The funding available for
each First Nation school and community was outlined in a specific allocation letter and is
accessed through completion of a PCE work plan. Funded projects will take place
between July 2006 and June 2007.
Key Initiatives

Support for the continuation of the First Nations Parents Clubs;

Sponsorship of the parent attendance at the BC Confederation of Parent
Advisory Council (BCCPAC) Conference;
Regional Sessions Discussion Papers, Fall 2006
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42

Allocation of grants to First Nations schools and communities for
complementary activities at the local level; and the
First Nations Schools and Community Grants
The 2006/2007 First Nations schools and community grants will assist parents in taking
advantage of the opportunities available to them, with projects that will build upon the
information provided through FNESC and the FNSA. First Nations schools and
communities PCE project activities include the following:

Organize meetings for parents, including workshops with guest speakers for
specific training for parents. The sponsorship includes food for participating
parents, facilitator expenses and materials for parents, and child care costs;

Hire a trained individual to make home visits to support parents;

Access parenting programs and resources related to parenting skills, home reading
support, and parental contributions to educational development;

Provide training for parents with low literacy skills to help them understand how
to provide reading and homework support;

Implement programs that involve parents in school activities, including parental
participation in cultural activities, in school decision-making, and in one-on-one
support for children who require assistance;

Sponsor joint parent and student activities that increase their comfort in the school
environment, including games nights, social activities, children and adult First
Nations culture and language learning programs, and parent-led extra-curricular
activities;

Facilitate presentations on the importance of regular health check-ups, nutrition,
healthy lifestyles, and safety issues; and

Provide information for parents on career and education planning.
The FNESC and the FNSA strongly believe that the success already achieved in the
2005/2006 year through the provincial level support activities could be greatly enhanced
by the complementary activities at the community level. With the financial grants
awarded, First Nations schools and communities assisted their parents in taking
advantage of the opportunities available to them, and undertook projects that built upon
the information provided through the FNESC and FNSA. The 2005/2006 year project
activities for First Nations schools and communities resulted in the following data
collection:
Regional Sessions Discussion Papers, Fall 2006
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43
2005/2006 PCE “Project Activities” for First Nations schools and communities:
Project Activity
Parent/Community
Meetings
to
provide
opportunities for home/school partnerships,
information sharing, raising awareness and
learning and applying parenting skills
Home visits from or workshops facilitated by
parental
involvement
facilitators/paraprofessionals to provide tools, mechanisms and
support for parents to: read to their children, learn
about their children’s education development,
pursue adult basic education, labour market
training and family literacy
Support for activities that promote the integration
of traditional knowledge in the school and home
learning environment
Support for activities that promote the importance
of regular checkups such as hearing, vision, dental,
nutrition, immunizations and hospitalizations
Activities to highlight the importance of screening
for detection of any special education needs of a
child may have
Total Number of Projects
77
63
55
13
6
Parents, students, community members and school personnel increased their own
personal, academic, school and community participation in initiatives that were provided
in the 2005/2006 year. The PCE initiatives supported in the 2005/2006 year contributed
to dramatic changes at the school and community level with the ownership and
contributions of students, parent, Elders and community members promoting the quality
of education and life-long learning. The PCE for the 2006/2007 year in First Nations
schools and communities remain a crucial component to the success of First Nations
students.
The PCE information is posted and available through the FNESC website www.fnesc.ca
under “Program Information”. Submission of work plan, interim and final reports can be
emailed to newpaths@fnesc.ca or by mail to the FNESC office.
Regional Sessions Discussion Papers, Fall 2006
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44
Teacher Recruitment and Retention:
Professional Development Program (TRR:PDP)
Contact
Derek Payne
Program Administrator
derekp@fnesc.ca
Overview
In 2006/2007, FNESC and the FNSA are once again responsible for managing the
funding from INAC for the Teacher Recruitment and Retention: Professional
Development Program (TRR:PDP) for First Nations schools.
The primary objective of this initiative is to assist band-operated schools in the
recruitment and retention of qualified teachers and educators by funding
professional development opportunities. The key secondary objectives are
designed to:



Provide educators and para-professionals in band-operated schools with
access to professional development training;
Reward teacher/school excellence; and
Promote education as a career.
TRR:PDP Grant Distribution
First Nations Schools
$352,107.50
Key Initiatives






Training at an accredited post-secondary institution, which includes accredited
on-line training;
Group workshops, training programs and courses organized by First Nations,
delivered by specialists; and that are comparable to those provided by provincial
school boards and the Ministry of Education;
Group workshops, training programs and courses delivered by Aboriginal
controlled post-secondary institutions, which are affiliated with a recognized
institution;
Promotion of education as a career;
Recognition of teacher excellence; and
Recognition of excellence in First Nations schools.
Regional Sessions Discussion Papers, Fall 2006
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45
Participants
Eligible participants are the teaching staff of band-operated schools, including teaching
staff, management staff, support staff, teachers, culture and language instructors, teacher
aides, para-professionals, counselors and principals.
The TRR:PDP information is posted and available through the FNESC website
www.fnesc.ca under “Program Information”. Submission of work plans and final reports
can be emailed to pro-d@fnesc.ca and/or mail to the FNESC office.
Regional Sessions Discussion Papers, Fall 2006
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46
First Nations Youth Employment Strategy (YES)
Programs
Contact
Derek Payne
Program Administrator
derekp@fnesc.ca
Overview
The YES was launched in 1996, as part of the Government of Canada’s commitment to
help Canadian youth get the work experience, knowledge, skills and information they
need to make a successful transition to the workplace. The First Nations and Inuit Youth
Employment Strategy (FNIYES) is part of the Youth Employment Strategy (YES). The
YES combines the efforts of 14 Government of Canada departments and agencies with
service Canada assuming the lead role. The goals of FNIYES are to:

Emphasize the importance of education for effective labour market participation;
and;

Provide opportunities for First Nations and Inuit youth (ages 15 to 30, who
ordinarily live on reserve or in recognized communities) to improve their job
skills.
In February 2002, as part of its Innovation Strategy, the Government of Canada released
a document Knowledge Matters: Skills and Learning for Canadians, which committed
the Government of Canada to examine ways to improve the YES to make it more
responsive to:




The knowledge-based economy;
Changing labour market conditions;
Labour market barriers;
Helping youth develop their skills to make successful school to work transitions.
The renewed YES builds on successful activities, which includes new elements to
address the gaps identified in past evaluations, such as the need for youth needs
assessments, the need to promote employment and career awareness, and the need to
ensure that youth have access to employment related information.
The policy framework has been refocused to emphasize the importance of education to
effective labour market participation, and to enhance employability skills, which are the
critical skills needed in the workplace such as communication, problem solving, and
working with others. The main objective of YES is to assist youth in enhancing their
Regional Sessions Discussion Papers, Fall 2006
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47
employability skills, while increasing the number of skilled young Canadians in the
workforce.
FNESC and the FNSA are once again responsible for managing funding from INAC for
the YES programs. The FNIYES is in its fourth year of a five-year program.
2006/2007 YES Annual Allocations for BC Region
BC Allocation for Distribution
YES Program
Student Summer Opportunities
$837,399.00
Science and Technology
$201,399.00
Youth Work Experience
$1,025,548.00
Career Promotion and Awareness
Total:
$423,999.00
$2,488,345.00
2005/2006 YES Highlights

$842,670.52 - funded 176 out of 197 First Nation communities for the Student
Summer Employment Opportunities Program (SSEOP) by Letter of Intent

$202,666.82 - funded 44 Science and Technology Proposals out of 80 proposal
applicants

$1,032,003.44 - funded 18 Youth Work Experience proposals out of 65 proposal
applicants

$426,668.82 - funded 13 Career Promotion and Awareness proposals out of 22
proposal applicants

$2,504,009.60 BC YES Allocation distributed to First Nations schools and
communities.

Data Collection of YES programs into a FNESC/FNSA Access database

One YES BC Proposal Writing workshop held in Vancouver, BC
Regional Sessions Discussion Papers, Fall 2006
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48
How are the YES Programs administered?
Each year, an updated program handbook is mailed to communities and schools. It is
called “Youth Initiative Programs: Descriptions and Application Forms.” The handbook
is posted to the FNESC website in “pieces” so that information for the four programs can
be downloaded separately, or as a whole.
Funding for the SSEOP is allocated on a base-plus-per-capita basis. Communities submit
a Letter of Intent to access the funding
FNESC provides:
-
Letter of Intent template
SSEOP Student Application form (for each student to be hired)
The other three youth programs are proposal based:
1. Science and Technology Program
2. Career Promotion and Awareness Program
3. Youth Work Experience Program
Proposal templates are provided to simplify the proposal writing process.
A proposal handbook has also been created. It contains sample program descriptions,
sample job descriptions, budget tips, and other resources to help make the job of proposal
writing easier.
Proposal Review Process
The FNSA Board of Directors are representatives of First Nations schools and the
majority of them are teachers and principals. They are elected by First Nations schools to
represent a particular region of BC. The FNSA is divided into eight 8 regions.
A proposal review subcommittee of the FNSA reviews the proposals and makes
recommendations. To ensure that the process is free from conflict of interest, any
member of the committee whose school submits a proposal is ineligible to participate in
discussions about or vote on that proposal.
Points are awarded based on how well the proposal fulfills the criteria and those points
determine the amount of funding allocated. All applicants are informed of the
committee’s decisions
Key indicators of successful proposals:



Completed and met eligibility requirements (all the required information, letters
of support, etc)
Reflected the goals of the program
Provided quality activities and experiences for youth
Regional Sessions Discussion Papers, Fall 2006
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
Had a reasonable budget
Key indicators of unsuccessful proposals:




Missing information or otherwise ineligible
Failure to fulfill past reporting requirements
Missing deadline dates for the call for proposals
Lack of funding to accommodate all proposals
Reporting
To ensure timely receipt of reports there are multiple strategies:






Handbook with reporting deadlines on the first page
Templates to simplify the reporting process (in the handbook and online)
Faxed reminders
Phone call reminders (all calls are logged)
Regional FNSA Directors are notified if reporting is not happening
For each approved proposal a contract is issued and signed.
2005/2006 Participation Statistics
Student Summer Employment Opportunities Program






649 participants
340 female participants
309 male participants
6 participants identified themselves as having disabilities
649 jobs provided
Total number of weeks worked: 3712.15
Science and Technology Program







1,849 participants
964 female participants
885 male participants
57 participants with disabilities
44 First Nations communities and organizations funded
154 participating First Nations communities and organizations
517 science and technology program activities
Youth Work Experience Program




166 participants
72 female participants
94 male participants
137 Individual Learning Plans completed
Regional Sessions Discussion Papers, Fall 2006
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Career Promotion and Awareness Program





464 participants
227 female participants
237 male participants
16 participants with disabilities
271 Individual Learning Plans and/or Needs Assessments completed
Program Administration






Four youth programs are administered by FNESC and FNSA
Periodic reporting is provided for the FNESC and FNSA Boards
FNESC/FNSA prepares proposal reviews, reviews all proposals, approves interim
and final reports for youth programs, organizes data collection and gather data,
leads workshops, and communicates program enquires through in-person,
telephone, email, and faxes
Raquel Roizman, Intergovernmental Affairs Advisor representing Indian and
INAC also provides communication and support
FNESC and FNSA updates a “Youth Employment Strategy (YES) Programs
Initiatives.” program handbook, which is mailed to BC First Nations communities
and First Nations schools
The YES Program handbook contains youth program descriptions, applications
forms, reporting templates and proposal writing tips
YES Communication Strategies
 Videos, handouts, education/employment information for coordinators of youth
 Program Guides/Applications & Forms & Proposal Writing Guide
 Frequent Notices – Proposal Calls, Deadline Dates, & Reminders for Reports Due
 Handbook with reporting deadlines on the first page
 YES workshops
 YES Conference Calls
 All proposal, interim and final reports logged
 Phone call reminders – all calls are logged
 Faxed reminders – placed in their file/fax log book
 Emails – immediately responded with “received and thank you”
 Email enquires are answered as quickly as possible
 FNSA Regional Directors notified if program reporting is not happening
 FNESC website
 Visits to FNESC office
 FNESC/FNSA Regional Sessions
 FNESC/FNSA Board Updates on Programs
 Site Visits
YES Database
The FNESC/FNSA YES Database is used for data collection and captures key
information for research and statistical analysis, and for lobbying of the continuation of
the YES programs after the 2007/2008 final year. We are currently in the 4th year of a
Regional Sessions Discussion Papers, Fall 2006
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51
five-year funding period. The database is designed to produce program reports, charts and
graphs on the four youth programs.
Community Consultation
A one-day YES Proposal Writing workshop was held in Vancouver, BC during
the 2005/2006 year. Participants learned about the proposal writing techniques
geared towards the YES programs. Each YES program was introduced in
segments with in-depth discussions throughout the workshop.
Overall Program Challenges






Tight reporting deadlines and the turn around time for receiving First Nations
schools and community reports, entering data, and the preparation of final reports
for INAC is challenging
There are many proposals received and the total exceeded the limited dollars
available to the BC Region
Developing data collection methods – converting from a narrative reporting style
to reporting that includes data collection has been challenging in terms of effort,
time and money, but will provide evidence, accountability and data for research
and analysis for the support and continuation of programs
INAC requirements: collecting Social Insurance Numbers (SIN) and Nominal
Roll Numbers and the age restrictions and eligibility for accessing two of the four
youth programs
Simplifying the proposal writing and reporting processes is challenging, but it is
important to help schools and communities that may not have skilled proposal
writers, or may have many other programs to administer
Other challenges: schools and communities lack proposal and report writers,
isolation factors for providing quality work placements for youth, lack of
transportation and daycare
YES Strategies




Constantly streamlining program reporting for easier completion
Late program reports – How to help?
Sharing successful proposals with others?
Provide YES Proposal-Writing workshops and/or site visits to First Nation schools,
communities and/or organizations
The Youth Programs are posted and available through the FNESC website www.fnesc.ca
under “Program Information” which can be downloaded separately, or as a whole.
Submission of Letter of Intent, proposals, interim and final reports can be emailed to
yes@fnesc.ca and/or mailed to the FNESC office.
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First Nations Parents Club
Contact
Lee Gardiner
Associate Executive Director
leeg@fnesc.ca
Overview
Since 2004/2005 FNESC and the FNSA have distributed the Parental and Community
Engagement Strategy funding and a portion of this funding has been used to support the
First Nations Parents Clubs.
The First Nations Parents Club is intended to facilitate the organization of communitybased groups for parents. The local groups vary in their structure and initiatives; some of
the activities undertaken include meetings for mutual support, adult education projects,
workshops on safety, health and learning activities, and field trips to educational stores
and learning centres. Many of the community groups are also working to increase the
role of First Nations parents in school decision-making.
FNESC and the FNSA provide locally-based parents clubs with a variety of support
materials, including newsletters, incentive gifts, a parenting calendar, books for home
reading, and other informational materials. In 2005/2006, there were 121 locally-based
parents clubs throughout BC with a membership of approximately 2770 First Nations
parents. Incentive gifts in 2005/2006 included umbrellas, aprons and flashlights
supporting a literacy initiative.
Key Initiatives
In addition to the Parents Club, the Parental and Community Engagement Strategy
funding provided by Indian and Northern Affairs Canada has and will allow the
following activities to support First Nations parents:
A very successful First Nations Parents Conference took place on May 25th and 26th in
Vancouver. This conference was attended by 152 parents who participated in various
workshops. The conference was co-hosted by Eugene Joseph Parents Club. The
conference was also attended by BC Education Minister Shirley Bond. Minister Bond
who facilitated a feedback and dialogue session with the parents which provided a
valuable opportunity for attendees to voice concerns and hopes for their children.
18 First Nations parents attended the BCCPAC Conference in Vancouver. This
conference provides a great opportunity for First Nations parents to share their concerns
and perspectives regarding parenting and to attend workshops and plenary sessions on
issues of interest to parents.
Regional Sessions Discussion Papers, Fall 2006
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53