Aatse Davie School

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First Nations Education Steering Committee
First Nations Schools Association
GATHERING STRENGTH
EDUCATION REFORM
2002/2003
Collective Activities, First Nations Schools Stream
and
Community Stream Initiatives
FINAL REPORT
January 2004
First
Nations
Education Steering Committee and First Nations Schools Association
TABLE
OF
CONTENTS
Suite 113-100 Park Royal South, West Vancouver, BC V7T 1A2
T: (640) 925-6087 F: (604) 925-6097
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Table of Contents
Introduction .............................................................................................. 9
Collective Research and Information Sharing ............................................ 9
FNSA and FNESC Special Education Update .............................................. 9
FNSA and FNESC Capacity Building Activities Update ............................... 9
Speakers Series ....................................................................................... 11
Literacy ................................................................................................... 11
Behavior .................................................................................................. 12
Record Keeping ....................................................................................... 12
Board Training ........................................................................................ 12
Conflict Resolution ................................................................................. 13
Parents Club ............................................................................................ 13
Language Curriculum Development Workshops ....................................... 14
Career Planning Materials and Workshops ............................................... 16
Funding for Local Program Development and Delivery - Summary ........... 17
First Nations School Stream .................................................................... 17
Capacity Building Activities .................................................................... 18
Stay-in-School Initiatives ................................. Error! Bookmark not defined.
Integrating Services Activities ................................................................ 19
Capacity Building Initiatives, Summary Table ......................................... 20
Stay-In-School Initiatives, Summary Table .............................................. 22
Integrating Services, Summary Table ...................................................... 24
First Nations Community Stream Summary ............................................ 26
Management Activities ............................................................................ 26
Quality Activities .................................................................................... 27
Community Activities ............................................................................. 27
Strengthening Education Management and Governance Capacity Table .. 28
Improving the Effectiveness of Classroom Instruction Table ................... 29
Supporting Community and Parental Involvement in School Table .......... 29
Aiding the School to Work Transition Table............................................. 31
Summary................................................................................................. 32
SCHOOL REPORTS
Aatse Davie School .................................................................................. 34
Acwsalcta Nuxalk School and Nursery School .......................................... 35
Agnes George Nursery School .................................................................. 36
A’q’amnik Elementary and Preschool School ........................................... 37
Bella Bella Community School ................................................................. 38
Blueberry Band School ............................................................................ 39
Bonaparte School .................................................................................... 40
Boquilla School ....................................................................................... 41
Busy Bear Preschool ................................................................................ 42
Chalo School ........................................................................................... 43
Chehalis Community School.................................................................... 44
Chi Chuy Preschool ................................................................................. 46
Chief Atahm School ................................................................................. 47
Chief Matthew Community School .......................................................... 49
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Chilliwack Landing Preschool .................................................................. 50
Coldwater School..................................................................................... 51
Coldwater Resource Tech School ............................................................. 53
Eugene Joseph School ............................................................................. 55
First Nations High School ........................................................................ 57
Fort Babine Elementary School ............................................................... 58
Fountain Band Preschool......................................................................... 59
George Manual Institute .......................................................................... 60
Gitanmaax Nursery School ...................................................................... 61
Gitanyow Independent School ................................................................. 62
GitGingolx Wilp Nursery School ............................................................... 64
GitGingolx Wilp Wiloxskw Adult School ................................................... 65
Gitsegukla Elementary School ................................................................. 66
Gitwangak Elementary School ................................................................. 67
Gitwangak Adult School .......................................................................... 68
Gitwinksihlkw Nursery School ................................................................. 69
Gitwinksihlkw Elementary School ........................................................... 70
Gwa’Sala’Nakwaxda’xw School ................................................................. 71
Haahuupayak School ............................................................................... 73
Haisla Community School ....................................................................... 74
Hartley Bay School .................................................................................. 75
Head of the Lake School .......................................................................... 76
Hot Springs Cove School ......................................................................... 77
Houpsitas Kindergarten Nursery School .................................................. 78
Iiyus Stuliqul School ............................................................................... 79
Ittatsoo Preschool/ Kindergarten School ................................................. 81
Jean Marie Joseph School ....................................................................... 82
Jean Marie Joseph Adult Centre .............................................................. 84
K’ay Skak Higher Learning Centre ........................................................... 85
Kispiox Community School ..................................................................... 87
Kitasoo Community School ..................................................................... 88
Klappan Independent Day School ............................................................ 89
Klusklus Survival School ......................................................................... 90
Kuper Island Band School........................................................................ 91
Kwadacha Dune Ty Centre....................................................................... 93
Kwanwatsi Band School ........................................................................... 94
Kyah Wiget Adult Centre ......................................................................... 95
Lach Klan Elementary, Junior, Secondary, Nursery School...................... 96
Lau’wel’new Tribal School ....................................................................... 98
Laxgalts’ap Nursery Daycare School ...................................................... 100
Lakalzap Elementary School.................................................................. 102
Lax Kwa’alaams Community School ...................................................... 103
Lip’Alhye School ................................................................................... 104
Little Fawn Nursery School.................................................................... 105
Lower Nicola Band School...................................................................... 107
Lower Similkameen Band School and Tee Pee Tot Preschool ................. 109
Maaqtusiis Community School .............................................................. 111
Meares Island Preschool/Nursery School ............................................... 112
Moricetown Elementary School ............................................................. 113
Morris William Memorial Preschool ....................................................... 115
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Mount Pendleton School........................................................................ 116
Muskoti Learning Centre ....................................................................... 117
Musqueam Cooperative Preschool ......................................................... 119
Na Aksa Gila Kyew Learning Centre ....................................................... 120
Nadleh Koh School ................................................................................ 121
Nagwuntl’oo School ............................................................................... 122
Nak’albun Elementary School ................................................................ 123
Nathan Barton Elementary School ......................................................... 124
Neqweyqwelsten School ......................................................................... 125
Nisga’a Elementary/Secondary School .................................................. 126
N’Kwala School ...................................................................................... 128
Nus Wadeezulth Community School ...................................................... 129
Nutsumaat Lelum Child Care Society .................................................... 130
Outma Squilxw Cultural & Sunshine Pre-School .................................... 132
Pacheedaht Pre-School .......................................................................... 133
Penticton Indian Band Education Centre ............................................... 134
Prophet River Dene Tsaa School ............................................................ 135
Qwam Qwum Stalicut Community School .............................................. 136
Rosie Seymour Elementary School ........................................................ 137
Saikuz Elementary School ..................................................................... 138
Seabird Island Community School ......................................................... 139
Sechelt Band Education Centre ............................................................. 141
Secwepemc Cultural Education Society ................................................. 142
Sen*Pok*Chin* School & Inkameep Pre-School ...................................... 144
Sensisyusten House of Learning School ................................................. 145
Shihiya Elementary Band School ........................................................... 146
Skidegate Band Nursery School ............................................................. 147
Sk’il Mountain Community School ........................................................ 148
Sn-c’c’-mala?-tn School ......................................................................... 149
Songhees Band School ........................................................................... 150
Stein Valley N’lakapamux School ........................................................... 151
Stu”ate Lelum Secondary School ........................................................... 152
Switzemalph #6 Learning Centre ........................................................... 153
Sum-sha-thut Lellum School ................................................................. 155
Sxoxomic Community School ................................................................ 156
Takla Lake Adult Centre ........................................................................ 157
Ted Williams Memorial Learning Centre ................................................ 158
T’it’q’et Preschool ................................................................................. 159
Tl’azten Adult Learning Centre .............................................................. 160
Tl’etinqox School .................................................................................. 161
T’lisalagi’lakw School ............................................................................ 162
Tlesqox Elementary School ................................................................... 164
Totem Preschool ................................................................................... 165
Tsawataineuk First Nation School ......................................................... 166
Tsay Keh Dene School ........................................................................... 167
Tsi Deldel School ................................................................................... 168
Ts’kw’aylaxw Preschool ......................................................................... 169
Wagalus School...................................................................................... 171
Waglisla Integrated Studies ................................................................... 172
We Waikai Nursery School ..................................................................... 174
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X.Ox.Malku School ................................................................................ 175
Xit’olacw Community School ................................................................ 177
Xwemelchsten Nursery School............................................................... 178
Yaqan Nuki School ................................................................................ 179
Ya Thuy Thut Training Centre ............................................................... 180
Yunesit’in?Esgul (Stone) School ............................................................ 182
COMMUNITY REPORTS
Adams Lake Band .................................................................................. 184
Aitchelitz Band ..................................................................................... 185
Alexis Creek First Nation ....................................................................... 186
Ashcroft Indian Band............................................................................. 187
Blueberry River First Nation .................................................................. 188
Bonaparte Indian Band .......................................................................... 189
Boston Bar First Nation ......................................................................... 190
Bridge River Indian Band....................................................................... 191
Burns Lake Indian Band ........................................................................ 192
Campbell River Indian Band .................................................................. 193
Canim Lake Indian Band ....................................................................... 194
Canoe Creek Indian Band ...................................................................... 195
Cape Mudge Band .................................................................................. 196
Cayoose Creek Band .............................................................................. 197
Chawathil First Nation .......................................................................... 198
Cheam Indian Band ............................................................................... 200
Chehalis Indian Band ............................................................................ 201
Chemainus First Nation ......................................................................... 202
Cheslatta Carrier Nation ........................................................................ 203
Coldwater Indian Band .......................................................................... 204
Columbia Lake Indian Band ................................................................... 205
Comox Indian Band ............................................................................... 206
Cook’s Ferry Indian Band ...................................................................... 207
Cowichan Tribes .................................................................................... 208
Da’naxda’xw First Nation ....................................................................... 209
Doig River First Nation .......................................................................... 210
Douglas First Nation .............................................................................. 211
Esketemc First Nation ........................................................................... 212
Esquimalt Nation................................................................................... 213
Fort Nelson First Nation ........................................................................ 214
Gitanmaax Band Council ....................................................................... 215
Gitsegukla Indian Band ......................................................................... 216
Glen Vowell Indian Band........................................................................ 217
Gwa’sala-‘Nakwaxda’xw Nation .............................................................. 218
Gwawaenuk Tribe .................................................................................. 220
Hagwilget Village Council ...................................................................... 221
Halalt First Nation................................................................................. 222
Hartley Bay Village Council ................................................................... 223
Heiltsuk Nation ..................................................................................... 224
Hesquiaht First Nation .......................................................................... 226
High Bar First Nation ............................................................................ 227
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Homalco Indian Band ............................................................................ 228
Hupacasath First Nation ........................................................................ 230
Huu-ay-aht First Nation ......................................................................... 231
Iskut First Nation .................................................................................. 232
Kamloops Indian Band........................................................................... 233
Kanaka Bar Indian Band ........................................................................ 234
Katzie First Nation ................................................................................ 235
Kispiox Band Council ............................................................................ 236
Kitamaat Village Council ....................................................................... 237
Kitasoo Band Council ............................................................................ 238
Kitkatla First Nation ............................................................................. 239
Kitselas Indian Band ............................................................................. 241
Klahoose First Nation ............................................................................ 242
Kwadacha Nation ................................................................................... 243
Kwakiutl Band Council .......................................................................... 244
Kwantlen First Nation ........................................................................... 246
Kwikwetlem First Nation ....................................................................... 247
Lakahahmen First Nation ...................................................................... 248
Lax-kw’alaams Indian Band ................................................................... 249
Lhoosk’uz Dene’ Government Administration ........................................ 250
Little Shuswap Indian Band ................................................................... 251
Lower Kootenay Indian Band ................................................................. 252
Lower Nicola Indian Band ...................................................................... 253
Lower Similkameen Indian Band ........................................................... 254
Lyackson First Nation ........................................................................... 255
Malahat First Nation.............................................................................. 256
Mamalilikulla-Qwe’Qwa’Sot’em Band ..................................................... 257
Matsqui First Nation.............................................................................. 258
McLeod Lake Indian Band...................................................................... 259
Metlakatla Band .................................................................................... 260
Moricetown Band Administration .......................................................... 261
Mount Currie First Nation ..................................................................... 262
Mowachaht/Muchalaht First Nation ...................................................... 263
Musqueam Indian Band ......................................................................... 264
Nadleh Whut’en Band ............................................................................ 265
Nak’azdli Band ...................................................................................... 266
‘Namgis First Nation .............................................................................. 267
Nanoose First Nation ............................................................................. 269
Nazko Band Government ....................................................................... 270
Nee-Tahi-Buhn First Nation ................................................................... 271
Neskonlith Indian Band ......................................................................... 272
Nicomen Indian Band ............................................................................ 273
Nisga’a Village of Gitwinksihlkw ............................................................ 274
Nisga’a Village of Laxgalt’sap ................................................................. 275
Nisga’a Village of New Aiyansh............................................................... 276
Nooaitch Indian Band ............................................................................ 277
North Thompson Indian Band ................................................................ 278
N’Quatqua Band..................................................................................... 279
Nuchatlaht Tribe ................................................................................... 280
Nuxalk Nation........................................................................................ 281
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Okanagan Indian Band .......................................................................... 282
Old Masset Village Council .................................................................... 283
Oregon Jack Creek Band ....................................................................... 284
Osoyoos Indian Band ............................................................................. 285
Oweekeno Nation .................................................................................. 286
Penelakut Tribe ..................................................................................... 287
Penticton Indian Band ........................................................................... 288
Peters Indian Band ................................................................................ 289
Popkum Indian Band ............................................................................. 290
Prophet River First Nation .................................................................... 292
Qualicum First Nation ........................................................................... 293
Quatsino First Nation ............................................................................ 294
Saik’uz First Nation............................................................................... 295
Samahquam Band .................................................................................. 296
Saulteau First Nation ............................................................................ 297
Seabird Island Band ............................................................................... 298
Sechelt Indian Band .............................................................................. 299
Semiahmoo First Nation ........................................................................ 300
Seton Lake Band ................................................................................... 301
Shackan Indian Band ............................................................................. 302
Shuswap Indian Band ............................................................................ 303
Shxw’ow’hamel First Nation .................................................................. 304
Siska Indian Band ................................................................................. 305
Skatin First Nation ................................................................................ 306
Skawahlook First Nation ....................................................................... 307
Skeetchestn Indian Band ....................................................................... 308
Skidegate Band Council ......................................................................... 309
Skin Tyee Band ..................................................................................... 310
Skowkale First Nation ........................................................................... 311
Skuppah Indian Band ............................................................................ 312
Skwah First Nation ................................................................................ 313
Skway First Nation ................................................................................ 314
Sliammon First Nation .......................................................................... 315
Snuneymuxw First Nation ..................................................................... 316
Soda Creek Indian Band ........................................................................ 317
Songhees First Nation ........................................................................... 318
Squamish First Nation ........................................................................... 319
St. Mary’s Indian Band .......................................................................... 320
Stellat’en First Nation ........................................................................... 321
Stone Indian Band ................................................................................. 322
Sumas First Nation ................................................................................ 323
Tahltan Indian Band .............................................................................. 324
Takla Lake First Nation ......................................................................... 325
T’it’q’et Administration ......................................................................... 326
Tla-o-qui-aht First Nation ...................................................................... 327
Tl’azt’en Nation ..................................................................................... 328
Tl’etinqox-t’in Government Office ......................................................... 329
Tobacco Plains Indian Band ................................................................... 330
Toosey Indian Band ............................................................................... 331
Tsawataineuk Indian Band..................................................................... 332
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Tsawout First Nation ............................................................................. 333
Tsawwassen First Nation ....................................................................... 334
Tsay Keh Dene Band.............................................................................. 335
Tseshaht First Nation ............................................................................ 336
Tsleil-Waututh First Nation ................................................................... 337
T’Sou-ke Nation ..................................................................................... 338
Tzeachten First Nation .......................................................................... 339
Uchucklesaht People’s Government ....................................................... 341
Ucluelet First Nation ............................................................................. 342
Ulkatcho First Nation ............................................................................ 343
Union Bar Indian Bar ............................................................................. 344
Upper Nicola Band ................................................................................. 345
Upper Similkameen Indian Band............................................................ 346
Westbank First Nation ........................................................................... 347
West Moberly First Nations.................................................................... 348
Wet’suwet’en First Nation ..................................................................... 349
Whispering Pines Indian Band ............................................................... 350
Williams Lake Indian Band .................................................................... 351
Xaxli’p First Nation ............................................................................... 352
Xeni Gwet’in First Nations Government ................................................ 353
Yale First Nation ................................................................................... 354
Yekooche First Nation ........................................................................... 355
Appendix
Appendix
Appendix
Appendix
1
2
3
4
-
School Stream Interim Reports
Community Stream Interim Reports
First Nations Schools Allocation Tables
First Nations Communities Allocation Table
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Introduction
Historically, the First Nations Schools Association (FNSA) and the First Nations
Education Steering Committee (FNESC) have worked cooperatively to assist
First Nations Schools in their efforts to provide quality education to their
students.
For the past five years, Gathering Strength initiatives of the Department of
Indian Affairs (DIA) have made a significant contribution to those efforts, and
have allowed for the implementation of a range of useful activities at both the
provincial and regional levels.
In 2002/2003, the FNSA/FNESC continued to expand upon many of the
successful, ongoing initiatives, and implemented additional new programs to
support First Nations schools and communities.
The FNSA and FNESC were responsible for allocating funding from DIA for
Gathering Strength Education Reform initiatives for the 2002/2003 year. The
FNSA and FNESC allocated the Gathering Strength funding through three
streams focused in key areas:



Collective Research and Information Sharing
First Nations School Stream
First Nations Community Stream
Collective Research and Information Sharing
In the area of collective research and information sharing FNESC and the FNSA
were directed by First Nations communities to undertake research, host
workshops and provide support in a number of areas including capacity
building, stay-in-school, integrating services, and special education activities.
FNSA and FNESC Special Education Update
One of the most important areas addressed in the past five years relates to
special education services in First Nations schools.
Reporting for the
2002/2003 special education activities, toll-free support line, and direct
services through special education personnel are reported in a Report on the
2003 Special Education Funding prepared by FNESC/FNSA in July 2003.
FNSA and FNESC Capacity Building Activities Update
Continued First Nations School Assessments
For the past three years, the FNSA and FNESC have facilitated discussions and
prepared information related to a key aspect of school operations – school
assessment.
Following a series of consultation meetings, Meeting Our
Expectations: A Framework for the Assessment of First Nations Schools was
published in 1999. Based upon that foundation, the FNSA continued to refine
the framework presented, and developed a detailed school assessment template
as well as a range of support materials. For the past two years, those materials
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have been used to support over thirty assessment projects implemented by First
Nations schools throughout BC, which have been funded by DIA.
During that time, Gathering Strength funding has been used for a number of
activities to support the overall school assessment program. A range of support
materials has been produced for the program, including pamphlets and
handbooks for parents and community members, and each year three
workshops have been organized for participating schools. In particular, the
Gathering Strength funding has also sponsored several workshops for training
of external assessors. Since its establishment, First Nations schools have
requested that the FNSA organize an exchange of personnel for the purpose of
school assessment. Through the Gathering Strength program, this goal has
been addressed, with a growing team of individuals who work in First Nations
schools being trained to work with other schools to review their assessment
work and offer suggestions and feedback.
The FNSA and FNESC continued this work in the 2002/2003 school year. It is
widely believed that effective assessment processes are critical for the
accountability of First Nations schools, and many First Nations representatives
continue to assert their commitment to a constructive review of their operations
and success. In order to support schools in attaining that goal, it was crucial
that the FNSA and FNESC continued to provide opportunities for people to
gather together and share their experiences and understandings of the
assessment processes.
In 2002/2003, therefore, Gathering Strength funding was used to expand the
mentoring component of the initiative, which involved individuals experienced
with the First Nations schools assessment project offering advice to
participating schools throughout the school year. Initially, the mentors met
early in the school year to share their ideas, and then the mentoring support
was offered largely through e-mail and telephone. The mentoring component
proved to be extremely useful, but too limited in its current structure.
Therefore, for the last school year, the mentoring component was expanded to
include school visits and personal meetings, so that the mentors offered even
greater support to the schools that were new to the concept of assessment.
In order to ensure the continued effectiveness of this initiative, First Nations
schools that undertook an assessment project continued to be asked to submit
a full final report, including feedback about the FNSA organized support
activities.
The immediate outcomes were:

40-50 individuals trained in school assessment, including the mentoring
and external assessor components

The further enhancement of school assessment training materials which
are available to all schools
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The longer-term outcomes were:

An increase in the number of meaningful assessments conducted in First
Nations schools, contributing to their long-term effectiveness and
community confidence in the schools

A more enhanced program of exchanges to facilitate the external
component of First Nations schools assessments, and a stronger
mentoring component to this process.
Speakers Series
For the past three years, Gathering Strength funding has been used to organize
a Speakers Series, which has involved over fifty workshops in communities
throughout the province.
Teachers, teaching assistants, education
coordinators, parents, school board members and interested community
members have attended the Speakers Series workshops. Those workshops
focused on ways to support children, special education topics, literacy, record
keeping, conflict resolution, and board training.
The FNESC and FNSA continued to offer this successful initiative for a 2003
Speaker Series. Individuals with expertise related to special education, capacity
building, and stay-in-school activities facilitated workshops in a variety of
locations throughout the province.
Attendees were able to attend the
workshops for a nominal fee of $50.00 per participant.
This series of
workshops supported First Nations schools and communities in their efforts to
provide quality educational programs to First Nations students. Many of the
speakers who led the Speakers Series workshops last year returned and
provided workshops in new locations around the province. Workshop topics for
the 2003 included: Literacy, Behavior, Record Keeping, Board Training and
Conflict Resolution. Workshop content and facilitator(s) were as follows:
Literacy
Workshop: Strategies for Improving Reading in At-Risk Learners
Presenter: Kim Marcum
This workshop took a practical look at reading research for early readers and
included strategies for improving reading skills at the primary and intermediate
levels.
Participants learned techniques for improving students’ fluency,
phonemic awareness, and comprehension.
Kim Marcum is a long-time educator with an extensive background in special
education.
Kim has taught both elementary and secondary behaviorally
disabled students and has worked as a principal in Washington State, USA for
16 years. Her workshops in the areas of behavior management, study skills,
and reading research are highly regarded. She is also co-author of the
Administrator’s Desk Reference of Behavior Management and Project ACCESS,
a study skills program designed for at-risk students.
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Behavior
Workshop: A School-Side Approach to Effective Behaviors Supports
Presenter: Stan Auerbach
This workshop focused on a school-wide approach to Effective Behavior
Supports.
Strategies for encouraging positive social interaction between
students on the playground and in the classroom were explored. As well,
participants had an opportunity to assess the effectiveness of their school
response to behavior problems.
Stan Auerbach is the director of Teacher Education Programs at UBC. He has
worked as a Special Education Teacher, Administrator of Special Education,
and Lecturer at UBC. Stan has presented numerous workshops on Classroom
Management and Effective Behavior Supports.
Record Keeping
Workshop: Record Keeping Strategies for First Nations Schools
Presenter(s): Madeline Pohlmann and Christa Williams
This workshop focused on learning how to create and use school records in
ways that will help track students’ progress efficiently and aid communication
among teachers, principals, specialists and parents. Sample record keeping
forms were provided.
Madeline Pohlmann has been a Special Education Teacher for 25 years in
School District #46 Sunshine Coast and Yukon Territory and she is now the
Special Education Resource Teacher for the FNESC/FNSA. She also has
experience facilitating support groups for parents, teachers, and teacher
assistants who work with students who are affected by Fetal Alcohol
Syndrome/Effects, and students with Autism Spectrum Disorders.
Christa Williams is a member of the Nlaka’pamux Nation who achieved a
Bachelor of Science with Honors from Queen’s University in 1989, and has
since completed several business and public administration courses. For the
past ten years, Christa has been the Executive Director for the First Nations
Education Steering Committee (FNESC). FNESC is a provincial, non-profit
organization committed to promoting and supporting quality education for First
Nations learners.
Board Training
Workshop: Board Training for First Nations Non-Profit Boards
Presenter: Dr. Larry Thomas
This workshop focused on the seven key governance tasks of a board: hiring
and monitoring the performance of the administrator; defining the
organization’s vision; setting strategic direction; approving the budget; focusing
on desired results; advocating for constituents; and communicating.
Dr Larry Thomas is a retired school superintendent who conducts workshops
and advises non-profit board members and administrators on matters relating
to board effectiveness.
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Conflict Resolution
Workshop: Introduction to Conflict Resolution
Presenter: Sue Yerxa, Justice Institute of BC
This workshop offered an introduction to the collaborative conflict resolution
model, the mediation process, and the mediator’s role. Participants learned
how to judge when mediation was needed and how to establish a respectful
environment that supported safety and collaboration. They also learned how to
clarify key issues for mediation and to build understanding between parties.
Sue Yerxa, a skilled presenter, has worked extensively as an adult educator
within government agencies, educational institutions, social services, and the
private sector. She’s currently employed as a trainer at the Centre for Conflict
Resolution at the Justice Institute of BC, and she focuses her talent and energy
on helping organizations pursue positive change.
Parents Club
The FNSA and FNESC have been extremely pleased with the strong response to
the Parents Club initiative, and many people have expressed their hope that the
Parents Club will continue and grow. Approximately 80 Parents Clubs are
registered with the FNSA, involving over 1,500 parents. The clubs focus on a
range of activities, including parenting workshops, presentations from guest
speakers, support groups, school volunteer activities, assistance with school
lunch programs, involvement in school decision-making, and participation in
school assessment processes. Given its tremendous potential, 2002/2003
Gathering Strength was dedicated to a continued and improved Club, involving
more newsletters, a second Parents Club Calendar, more incentives to
encourage and reward parental involvement, and additional informational
materials on possible home learning activities.
The immediate outcomes were:

A growing variety of user friendly materials on parental involvement

Five additional newsletters for interested parents, highlighting their
important role in education and encouraging their continued
participation in school programs and decision-making

The distribution of materials to encourage and recognize parental efforts
in school and at home

Increased number of parents involved in a range of education activities

Increased parental participation in parenting workshops
The longer-term outcomes:

Increased knowledge for parents wanting to support their children’s
education
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
Increased self-confidence on the part of parents which will inspire greater
involvement in education programs

Increased parental involvement in First Nations school operations, a key
component of student success

Stronger education programs resulting from parents sharing their
experiences and skills

The creation of more supportive learning environments in homes,
resulting in increased student goal setting and achievement

A better understanding of ways to encourage parental involvement
Language Curriculum Development Workshops
First Nations communities and schools throughout BC actively work to promote
their languages and cultures. Not only are those efforts crucial for the
revitalization and retention of their precious language resources, but also the
language and culture programs contribute significantly to the self-esteem and
positive sense of identity of First Nations students. Currently, however, there is
a pressing need for more relevant and up-to-date language curriculum –
curriculum that has been developed by First Nations communities to ensure its
relevancy and effectiveness.
Through the 2000-2002 Gathering Strength initiatives, the FNSA and FNESC
provided training in language curriculum development. In the first year, two
workshops were organized to share information related to the steps involved in
curriculum development, the resources required, and ways to effectively
organize for the task of creating language curriculum.
Based upon feedback from those workshops, in 2001/2002, the FNSA and
FNESC organized four language curriculum development workshops, including
a repetition of the introductory workshops, as well as two-second level
workshops aimed at providing more advanced suggestions and materials. Once
again, those workshops were extremely well received, with First Nations people
throughout the province supporting the need for such training.
Given the overall success of this initiative, FNESC and the FNSA used
2002/2003 Gathering Strength funding to organize four more Language
Curriculum Development workshops.
One level one and two level two
workshops were repeated, and one additional level three workshop was offered.
The workshop schedule was as follows:
Level I - Introductory
February 16 & 17, 2003
Prince George, BC
Facilitator: Jack Miller
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
14
The Level I workshop included:




An overview of curriculum development;
How to become organized to begin the process of developing curriculum;
What resources are needed for language curriculum development; and
Various approaches to curriculum development.
Level II – Advanced
March 2 & 3, 2003
Nanaimo, BC
Facilitator: Jack Miller
March 2 & 3, 2003
Chase, BC
Chief Atahm School
Facilitator: Robert Matthew
The Level II Workshop was designed for participants who already had
experience and knowledge in curriculum development.
Level III – Very Advanced
March 9 & 10, 2003 Location (TBA)
This workshop was for those participants who had already completed Level I or
Level II and also completed a significant curriculum development project. At
this workshop, visions, goals, outcomes and accreditation were discussed in
small group settings.
Everyone attending the workshops was asked to complete an evaluation form in
an effort to ensure that the workshops continue to be relevant and useful, and
to determine what level workshops were most appropriate for future
consideration. The immediate outcomes were:

An additional 120 individuals with beginning, intermediate, and more
advanced level training in language curriculum development

Language curriculum development training materials available to all
schools
The longer-term outcomes:

Increased expertise throughout the province in the area of curriculum
development

An increased availability of language curriculum in First Nations schools,
a central element of the operation and success of their language
programming
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
15

Increased expertise of individuals working with school districts, resulting
in more effective language curriculum in public schools

A significant contribution to ongoing efforts to maintain and revitalize
Aboriginal languages.
Career Planning Materials and Workshops
One issue that was consistently highlighted as a priority by First Nations
representatives has been the need for more awareness about the importance of
careful course selection and early career planning. The FNSA and FNESC have
been working in this area for years. For example, the FNSA and FNESC, using
funding provided by DIA, have sponsored cooperative education programs in
First Nations schools for over five years. In addition, the Aboriginal Teacher
Education Consortium (ATEC), of which the FNSA and FNESC are key
members, has sponsored numerous activities to encourage First Nations
students to consider teaching as a career choice when making decisions
regarding their secondary courses and post-secondary programs. ATEC is
planning to further that goal through the use of posters, pamphlets, videos,
workshops, and career fairs.
In addition, the FNSA and FNESC created their own career planning materials
in 1996 – Career Planning: Choosing Courses to Keep Your Options Open. This
document has been well received by First Nations representatives since its
publication, but many people have also requested that the FNSA and FNESC
update and expand upon the original work. In addition, it was recommended
that workshops be organized for education coordinators, to share the specific
information prepared by the FNSA and FNESC. This suggestion was intended
to better inform education coordinators about career planning and postsecondary education programming so that they would be better able to assist
First Nations students.
In response, 2002/2003 Gathering Strength funding was used to sponsor the
revision and expansion of the earlier career planning materials. This work
complemented the ongoing ATEC efforts and related to a broader range of
career choices. The workshops were built directly upon all the other activities
that are underway. The workshops were designed primarily for education
coordinators, but they were also of interest to staff in First Nations schools,
school board members, parents, and other interested First Nations community
members – all of whom were welcome to attend. The workshops were offered
free of charge, with participants only responsible for their cost of travel. Three
workshops took place in 2002/2003, in various locations throughout the
province. All participants were asked to complete evaluation forms, offering
feedback on the topic of choice and the presentation, and also indicating
whether the workshops should be repeated in future years.
Karen Bailey-Romanko facilitated the Career and Education Planning
workshops. Karen has a Master’s degree in Career Counseling. She was
employed for several years at the College of the Rockies and the Kimberly
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
16
Community Skills Centre, and presently she works with the Ktunaxa,
Kinbasket Tribal Council, where she assists students and young adults with the
development of their career and education paths.
The workshops were held on the following dates and locations:
Workshops for Education Workers
May 23, 2003
May 29, 2003
May 30, 2003
Terrace, BC
Vancouver, BC
Kamloops, BC
The immediate outcomes:

Approximately 100 education coordinators, school counselors, parents,
and community members with a better understanding of career
planning and post-secondary programming and therefore better able to
counsel and support First Nations students

Enhanced career planning materials available to all communities and
schools in BC
The long-term outcomes:

More First Nations students graduating from high school with the
courses required for entrance to post-secondary programs

Fewer First Nations graduates requiring upgrading before proceeding to
future studies, and a lowered demand for UCEP funding

Fewer First Nations post-secondary students changing programs and
requiring additional years of study

First Nations students who are more fulfilled in their studies and future
careers
Funding for Local Program Development and Delivery - Summary
First Nations School Stream
The funding in the 2002/2003 Gathering Strength – Education Reform School
Stream was allocated directly to First Nations schools on a “base” plus “per
capita” amount. The emphasis for the funds was as follows:
$1,500,000.00 to Capacity Building initiatives
$ 500,000.00 to Stay-In-School initiatives
$ 500,000.00 to Integrating Services initiatives
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
17
Each school submitted a letter of intent describing how they intended to spend
their allocations. Schools received 75% of their allotted funds upon receipt of
their letter of intent. Upon receipt of a final report of program activities, the
final 25% was released. All Gathering Strength projects took place between
September 2002 and March 28, 2003. The following abstracts provide a short
description of the schools’ uses of the allocations.
The funding provided for Gathering Strength activities in 2002/2003 allowed
First Nations schools to make significant advances in their efforts to support all
of their learners.
Capacity Building Activities
The greatest emphasis under the Capacity Building Initiative was on
professional development activities. Some examples include: board
development, FNSA/FNESC Speakers Series attendance costs, in-service, and
school board training. Teaching staff and classroom support staff participated
in workshops that benefited their educational practice. The school staff
acquired additional tools to deal with students, as well as information about
crisis intervention strategies and solutions.
The second greatest emphasis
provided additional access to educational materials. Some examples included:
books and supplies, teaching materials and supplies, school library
enhancements, musical and physical education equipment, and art supplies
and resources.
There was also a strong emphasis on the availability of a wide variety of reading
programs and materials in the schools for students to improve literacy skills,
build vocabulary, and develop more interest in reading. Many schools increased
their selection of books and videos in their libraries for the benefit of the
students. Students had more of a selection and were able to choose the books
and styles of writing that they most enjoy. Parents were also supported in being
more involved with encouraging their children to develop and master the skill of
reading. In addition, there was a concentration of increasing parental support
and community interactions and involvement with the schools.
Some
examples included: career fairs, school and community dinners, summer
camps, celebrations, community elders, parent workshops, and work with local
artists.
Stay-in-School Initiatives
The greatest emphasis under the Stay-in-School initiative was a wide variety of
workshops and events for students at First Nations schools. Some examples
that were offered included: academic institute visits, arts and crafts activities,
graduation ceremonies and awards, school dances, youth workshops,
attendance recognitions, music lessons, and career planning and physical
education activities. Schools focused on improving the success rates of their
students and promoted stay-in-school strategies to complete their program of
studies.
A second emphasis was on providing program activities at First Nations
schools. The types of programs that were offered included homework clubs,
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
18
career exploration, school retention initiatives, after-school language, peer and
student support programs, mentoring, success maker, alternate education, and
student attendance programs.
A third emphasis was First Nations Schools providing or enhancing their
educational support for students, including the hiring of additional school staff.
Some examples included: part-time teachers, school counselors, program
assistants, teacher aides, music teachers, student support workers, and special
education assistants.
These positions provided much needed help in the
classrooms.
Integrating Services Activities
The greatest emphasis under the Integrating Services initiative was on First
Nation schools hosting workshops, interagency meetings, community meetings,
community development, liaison and networking with School Districts,
education symposiums, specialized services, community awareness events,
conferences, institutional sessions and many other activities that facilitated a
greater integration of services within schools and communities. Many schools
met and discussed cooperative strategies with school districts and undertook
research related to joint initiatives for supporting First Nations students. Many
schools shared information with other social agencies, undertook joint record
keeping, joint parent workshops, and career planning activities for students.
The second emphasis was to implement effective relevant programs into First
Nations schools, some in cooperation, both within and outside of First Nations
schools. The programs included assessments, cultural events, life skills,
reading, work experience, health, physical education, career planning, and
many others.
The third emphasis concentrated on increasing staff in the schools by hiring
people to provide much needed help in classrooms. Some examples included:
teacher aides, learning assistant teachers, tutors, computer technicians, speech
and language pathologists, tutors, elders, counselors, and many other
positions.
More detailed information about all of the programs implemented follows.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
19
Capacity Building Initiatives, Summary Table
Number of
Times
Board Training, Curriculum Development, Curriculum Review,
85
First Aid Training, Literacy Training, Personnel Employment
Policies, Planning Workshop, Professional Development, Policy
Development, Policy Review, School Mission Statement, School
Policy, School Policy Manual, School Policy Review, School Staff
Job Descriptions, Special Education Policy, Staff Development,
Staff Evaluation Policy and Tools, Student Guideline & Policy
Review, School Board Development, Training & Development,
Training Sessions, Workshops
Access to Education Materials
Art Supplies, Books & Materials, Book Purchases, Cedar Doors,
69
Computer Language Lab, Drama, Education Materials, Education
Software, First Nations Art Resources, Learning Resources
Library Books, Literacy Materials, Teaching Materials & Supplies,
Language Materials, Music, Musical Equipment, Musical
Instruments, Music Supplies, Physical Education Equipment,
Playground Upgrade, Pre-school Materials, Regalia, Research,
School Library, School Library Enhancement, School Lobby
Display, Science Lab, Student Supplies, Social Studies
Resources, Sound System, Teaching Resources
Support for Parental/Community Interactions and
Involvement
Aboriginal Day Celebration, Button Blankets, Career Fair,
45
Carving Project, Christmas Dinner & Performance, Community
Dinners, Community Elder, Community Event, Community
Feast, Community Resource Day, Cultural Week, Cultural
Workshop, Elder’s Class, Elder’s Gathering, Field Trips, Fun
Nights & Bazaar Craft Fair, Graduation Ceremony, Healing
Workshop, Literacy Workshop, Local Artists, Parent Advisory,
Parent Initiatives, Parent & Staff Workshops, Parent Workshops,
School Beautification, School & Community Dinner, School
District Meetings, Sewing, Summer Camp, Summer School,
Welcome Home Dinner, Winter Celebration, Workshops, Youth
Counseling, Youth & Families
School Board Development/Training/Policies
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
20
Programs
After-School Tutoring, Auto Skills, Career Cruising, Career
Planning, Cool School, Coop Education, Cultural Education,
Drum Making, Early Intervention, Early Childhood Transition
and Primary Education, Family Literacy & Student Publishing,
Fine Art, Home Reading, Homework, Language, Lekwungen
Lunch Nest, Language & Culture, Life Skills, Literacy, Math,
Moccasin-Making, Mother Goose, Music, Open Court Reading &
Phonics, Parent & Caregiver, Photo Journalism, Physical
Education, Physical Movement, Program Evaluation, Reading
Program, Rediscovery Wilderness, Role Model, Safe Teen, SchoolWide Reading, Student Orientation, Success Maker
In-Class Activities and Support
Assistant Librarian Childcare Worker, Computer Technician,
Counselor, Early Success Plan, Education Assistant, Education
Support Worker, Guest Speakers, Language & Culture Support,
Language Speakers, Liaison Worker, Part-Time Teacher, Parent
Receptionist, Program Assistant, Program Coordinator, Speech &
Language Pathologist, Special Education Coordinator, Special
Needs Educator, Staff Member, Staff Support, Student Profiles,
Student Workshops, Teacher Aide, Teacher Assistant, Trainer,
Tutor
Production of Pamphlets, Handbooks, Training Manuals, or
Other Materials
Books
&
Resources,
Community
&
School
Event,
Communication, Community Newsletter, Education Resources,
Handbook, Industrial Education, In-Service Resources, IRP
Resources, Math Series, Newsletter, Parent Handbook, Parent
Orientation Manual, Personnel Manual, Policy Development,
Policy & Procedure Manual, Prevention Kit, School Filing System,
School Handbook, School Directory, School Web Page, School
Yearbook, SOI Assessments, Student Handbook, Student &
Parent Handbook, School Training Manual, Student Calendars,
Textbooks, Year Book
Clubs
Parent, Student
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
44
42
38
2
21
Stay-In-School Initiatives, Summary Table
Workshops/Events for Students
Academic Institute Visits, Annual Dinners, Arts & Crafts Project,
Attendance Awards, Award Meetings, Birthday Recognition, Button
Blankets, Career Fair, Career Planning Workshop, Christmas
Dinner & Performance, FASD Workshop, Healing Workshop,
Instrumental Classroom Enrichment & Mediated Learning,
Community Dinners, Community Event, Community Resource
Day, Correspondence Courses, Creative Arts, Cultural Education,
Cultural Week, Cultural Workshop, EBS Prizes, Elder’s Luncheon,
First Aid & Safety Training, Fun Nights & Bazaar Craft Fairs,
Graduation & Award Ceremonies, Haida Pride Day, Hand-On
Learning, High School Transitions, Incentives, Music Lessons,
Newsletter, Nutrition, Open House, Outdoor Education, Physical
Education, Potluck Dinners, Picnic, School BBQ, School
Beautification, School Dance, School Merit Awards, Sports Day,
Sports Events, Store Front Project, Storytelling, Student
Workshops, Swimming Lessons, Tae Kwon Do Classes, Theatre,
Traditional Day, Wellness & Awareness Workshop, Winter
Celebration, Year-End Tournaments, Youth & Family Classes,
Educational Programs for Students
Reading, Language & Culture, Success Maker & Auto Skills, Role
Model, Student Attendance, Effective Behavior Support, Success
Maker Computer Assisted, After-School, After-School Tutoring,
Early Intervention, Home Reading, Cultural, Catch Them Doing
Something Good, Tutoring, Study, Physical Education, Cooking,
Community Elder, Language, Drug & Awareness, After-School,
Rediscovery Wilderness, Alcohol & Drug Awareness, Early Student
Success Plan, Gymnastic, Career Cruising, DARE, Day-Time
Education, Literacy, Hot Lunch, Cool School, Photo Journalism,
Homework Club, Lekwungen Lunch Nest, Physical Movement,
Intramural & Extra Curricular, Fine Arts
Educational Support for Students
Artist, Childcare Worker, Counselor, Child & Youth Care Worker,
Computer Technician, Education Support Worker, Language
Pathologist, Liaison Worker, Music Teacher, Part-Time Teacher,
Program Assistant, Program Coordinator, School Counselor,
Special Needs, Speech & Teacher Assistant, Student Support
Worker, Support Worker, Teacher Aide, Trainer, Tutor, Youth
Services Coordinator, Youth Counselor
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
Number
of Times
89
56
36
22
Professional Development/Training/Committees
Literacy, Parent Advisory Committee, Parent Meetings, Parent
Workshop, Parents in School, Parent & Staff Workshops, Parent &
Teacher Meetings, Parent Training, Professional Development,
Retreat, School Board Development, School District Meetings, Staff
Training, Workshops
Accessing Extra-Curricular Materials
Art Materials, Art Supplies, Cultural Field Trip, Education
Equipment, Field Trip, Graduation Caps & Gowns, Music
Equipment, Musical Instruments, Physical Education Equipment,
Sports Equipment, Summer Camp
Education Materials
Audio Tapes, Book Purchases, Books & Resources, Drum Making
Kits, Education Books & Materials, Education Software, Fine Art
Supplies, Library Books, Library Reference Books, Literacy,
Manipulative Materials, Moose Hide, Nursery Supplies, Preschool
Materials, School Tapes, School Video, Social Studies Resources,
Student Supplies, Resources, Teaching Materials & Supplies,
Textbooks
Policies/Assessments/ Curriculum Development/Manuals
Communication, Computer, Curriculum Development, Humanities,
Language Lab, Personnel Employment Policies, Phonic Ear, Policy
Development, Program Evaluation, School Manuals, School
Policies, Structure of Intellect Assessments, Student Profiles
Clubs
Arts & Crafts, Music, Parent, Peer Support, Student
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
35
33
29
13
8
23
Integrating Services, Summary Table
Number
of Times
Adult Learning Centre, Assessments, Audio Visual Library, Career
54
Technical Centre, Community Agency Meeting, Community
Awareness, Community Gathering, Computer Lab, Conference,
Cooperative Strategy Workshop, Health Services, Integrating
Support Services, Interagency Meetings, Integration Forum, Joint
Partnerships, Lib Net Study Centre, Parent Interaction, Parent
Workshops, Parent Support Workshop, Policy & Protocol
Workshop, Protocol & Relationship Development, Standards,
School Board Development, School District & Band Meetings,
School & Communication Strategy,
School Meetings, School
District Meetings, School Policy Review, Service Delivery Plan,
Service Integration, Staff Orientation, Strategic Plan, Student
Profiles
Workshops for Students/Events
Aboriginal Day Celebration, After-School Tutoring Classes, Aids
50
Awareness, Birthday Recognitions, Career & Job Fair, Career
Planning, Children’s Pow Wow, Christmas Dinner & Performance,
Classroom Incentives, Community Dinner, Community Dinner &
Information Session, Cultural Event, Cultural Field Trip, Cultural
Week, Cultural Training, Cultural Workshop, Diet & Nutrition
Workshop, Early Student Success Plan, Elder’s Luncheon, First
Aid & Safety Training, Fun Nights & Bazaar Craft Fairs, Field
Trips, Graduation Ceremony, Healing Project, Healing Workshop,
Health Awareness, Language Training, Merit Awards, Nutrition,
Open House, Personal Management & Study Skills, Physical
Education, Safety & Career Planning, School Beautification, School
Sports Events & Field Trips, SOI Assessments, Sports Camp,
Student Attendance, Student Recognition, Summer Camp, Winter
Carnival, Winter Celebration, Youth Awareness Week, Youth &
Family Activities
Support Services
Artisan, Childcare Worker, Community Elder, Computer
37
Technician, Counselor, Education Assistant, Education Support
Worker, Family, Guest Speakers, Health Nurse, Home & School
Liaison, Liaison Worker, Librarian, Mental Health Worker, Parttime Language & Culture Speaker, Part-time Teacher, School
Counselor, Special Needs Aide, Special Needs Assistant, Special
Needs Educator, Special Needs Worker, Speech & Language
Pathologist, Student Support, Teacher Aide, Teacher Assistant,
Tutor
Centres/Forums/Meetings/Workshops/Conferences
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
24
Programs
Anti-Bullying, Auto Skills, Breakfast & Lunch, Career Cruising,
Daycare & Head Start, Education & Recreation, Friday Day Club,
Healing & Wellness Plan, Homework, Juice, Language, Language &
Cultural, Lekwungen Lunch Nest, Literacy, Mentorship & Role
Model Program, Nutrition, Photo-Journalism, Physical Movement,
Reading, Reading & Rec., Read Well, Rediscovery Wilderness, Role
Model, Self-Esteem, Success Maker & Cool School
Education Materials
Art Logo, Books & Resources, Education Materials, Education
Software, Equipment & Books, Language Resources, Library Books
Library Reference Materials, Nursery Supplies, Preschool Materials,
Pre-Screening Materials & Equipment, Resource Materials, School
Library Enhancement, School Signage, Social Studies Resources,
Student Calendars, Student Supplies, Teaching Materials &
Supplies, Textbooks
Professional Development
Professional Development
Research/Policy Development/Evaluation
Cultural, Feasibility Study, Policy Development, Research, School
Policy, Teacher Evaluation
Extra-Curricular Materials
Art Supplies, Exercise Equipment, Music Instruments, Physical
Education Equipment
Production of Pamphlets, Handbooks, Training Manuals or
Other Materials
Communication, First Nations Resource Handbook, Newsletter,
Personnel Employment Policies, School Training Manuals
Clubs
Aboriginal Parent, Parent, Parent Advisory Committee & Parent
Clubs, Student Clubs
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
32
22
21
6
5
5
4
25
First Nations Community Stream Summary
The Gathering Strength 2002/2003 initiative also included funding for
distribution to First Nations communities. Overall funding available for the
Gathering Strength Community Stream was $2,000,000.00. The Gathering
Strength funding supported the following four priorities:
Management
Strengthening First Nations education management and governance capacity
Quality
Improving the effectiveness of classroom instruction
Community
Supporting community and parental involvement
School
Aiding the school to work transition
The funding available for community-based Gathering Strength projects was
distributed directly to First Nations using a formula that provides a “base” plus
“per capita” amount. Each community submitted a letter of intent describing
how they intended too spend their allocations. Communities received 75% of
their allotted funds upon receipt of their letter of intent. Upon receipt of a final
report of program activities, the final 25% was released. Most Gathering
Strength projects took place between September 2002 and March 28, 2003;
some received authorization to continue until the end of the school year, June
2003.
The funding provided for Gathering Strength activities in 2002/2003 allowed
First Nations communities to make significant advances in their efforts to
support all of their community learners. The range of activities undertaken was
significant and the activities strengthened education management and
governance capacity, improved the effectiveness of classroom instruction,
supported communities and created more parental involvement with schools,
and aided in the school to work transition.
This final report includes a condensed description of all community stream
activities.
Management Activities
Strengthening First Nations education management and governance
capacity
A major focus under the Strengthening Education Management and Governance
Capacity initiative included First Nations communities providing workshops,
school board training, and project management training. First Nations
communities’ improved or enhanced their governance capacity, developed
policies, formed education committees and authorities, defined roles and
responsibilities, program management, and accountability.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
26
Quality Activities
Improving the effectiveness of classroom instruction
A major focus under the Improving the Effectiveness of Classroom Instruction
included First Nations communities providing and developing a wide variety of
programs for students, parents and community members. Some examples
included:
Aboriginal language immersion, art therapy, peer tutoring,
counseling, and life skills programs.
Those programs improved school
attendance, leadership, and parent and community involvement.
Community Activities
Supporting community and parental involvement
A major focus under Supporting Community and Parental Involvement included
First Nations communities providing different types of programs for students,
parents and community members.
Some examples included: reading
mentoring, after-school reading, home reading and homework clubs/hotlines to
aid in the promotion of reading and writing skills in the communities and
schools.
A second emphasis was a wide variety of community events held by the local
communities or First Nations schools.
Some examples included: school
openings, community forums, meetings, workshops, and Band gatherings.
In addition, there was support for community members through professional
development, training and workshops that focused on computers, youth issues,
Aboriginal languages, health and careers, motivational speakers, and adult
education.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
27
Aiding the school to work transition
The main focus under the Aiding the School to Work Transition was focused on
the communities providing cultural exchanges, field trips, library and museum
visits.
A second emphasis was on presenting career days, career fairs, role models,
and trades promotion. There was support for the school to work transition by
the distribution of career pamphlets, booklets, and career advice manuals that
aided students and community members in researching and choosing a specific
career. All of these activities were specific to First Nations needs in support of
aiding the school to work transition.
Strengthening Education Management and Governance Capacity
Table
Training
Band Training, Board Development, Community Board
Training, Education Board Training, First Nations Task
Force Management, Project Management Training
Professional Development, School Board Training
Support Positions
Childcare, Education Administration Trainee, Education
Coordinator,
Financial
Administrator,
Language
Consultant,
Principal,
Proposal
Writer,
Part-time
Administrator, Special Education
Integrating Services
Administrator’s Meetings, Band Alliance, Communication,
Community Service Integration, Economic & Education
Integration
Policy Development
Education Assessment, Education Policy and Procedures,
Education Policy Review, School Board Education Plan,
Terms of Reference
Educational Planning
Capacity Building, Curriculum Development, Long-Term
Strategy for Advanced Education, Mission Statement,
School Vision, Operational Plan
Building Education Structures
Education Authority, Education Committee
Joint Management Workshops
Cooperative Education Agency, Joint Education Training
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
Number of Times
28
10
8
7
6
5
2
28
Improving the Effectiveness of Classroom Instruction Table
Programs
Aboriginal Language Immersion, Art Therapy, Student/
Peer
Tutoring/Counseling/Conflict
Management,
Computer, Education, Life Skills, Lunch, Parents, Sylvan,
WOLF
Student/School Support
Counselor, Cultural Teacher, Education Assistant,
Education Support Worker, Elder, FN Coordinator, IEP
Specialist, Liaison Worker, Part-time Assistant, Special
Education Teacher, Teacher, Teacher Aide
Projects
Academic
Accreditation,
Curriculum/Language
Development, Education Studies, Language CD ROM, PreReadiness Traditional Stories
Workshops/Training/Course/Professional Development
Cultural, First Aid, Leadership, Parent/Community, Peer
Mediation, Professional, Vocational
Awards/Incentives/Attendance
Attendance/Honor Roll Awards, Incentive, Awards
Education Materials
Cultural, Education, Language/History Aids
Student Transportation/Classroom Visits
Classroom Visits, Transportation
Clubs
Reading, Tutoring
Committees
Parent Advisory
Number of Times
29
21
19
10
6
4
3
2
1
Supporting Community and Parental Involvement in School Table
Programs
Number of Times
After-School & Weekends, Breakfast, Children’s After- 49
School, Community/Guest Speakers, Computer-Based,
Cultural Awareness, Cultural, DARE, Education, Elder
Mentoring, Elder Resident, Elder Role Model, HIPPY, Home
Reading, Homework, Language Immersion, Language &
Parent, Lekwungen Lunch Nest, Life Skills, Mad Science,
Mentoring, Open Court Reading, Parent Tutoring, Positive
Parenting, Reading, Recreation, Role Model, Structure of
Intellect, Success Maker, Summer, Super Host, Tutoring,
You Can Make a Difference
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
29
Community Events
Annual Child Fair, Annual School Picnic, Band Gathering,
Babysitting Service, Botanical Research Project, Camping,
Canoe Gathering, Carving Project, Christmas Community
Gathering, Community Forums, Community Meeting,
Community Pancake Breakfast, Community Potluck,
Community Radio, Community Unity Ride, Community
Video, Community Volunteers, Community Workshop,
Cross-Cultural Gathering, Cultural Event, Day Hikes,
Education Dinners, Elders Teachings, Family Activity
Night, Health Promotion, Integrating Services, Karate
Classes, Language Lessons, Music & Arts Classes,
School/Community Session, School Opening, School
Special, Swimming, Year End Celebration, Youth
Conference, Youth Leadership, Youth Nights, Youth Quest
Training/Workshops/Professional Development
Aboriginal Language Training, Adult Education, Alcohol &
Drug Training, Building Self-Esteem, Computer, Conflict
Resolution Workshop, Cultural Workshop/Training,
Disease Prevention Training, Elders Basic Computer
Training, FAS/FAE Workshop, Health & Career,
Information Workshops, Motivational Speakers, Practical
Skills
Workshop,
Professional,
Resume
Writing/Preparation, Student Workshop, Youth Leadership
Training, Youth Workshop
Distance Education
Adult Basic Education, Adult Education Assessments,
Adult Education & Training, Cultural Studies, Internet
Access, Language, Language Classes, Summer Schooling,
Upgrading
Camps
Cultural, Science, Rediscovery, Education, Spring Breaks
Camps, Summer Day
Projects
Arts & Crafts, Band History Researcher, Basket Weaving &
Lead Painting Classes, Dance, Drama, Family Trees, Hand
Drum Workshop, Language, Language Development,
Music, Song, Stenciling, Storytelling, Traditional Art
Design, Theatre
Student/School Support
Camp Supervisor, Computer Monitor, Coordinator,
Counselor, Elder Role Model, High School Coordinator,
High School Counselor, Homework Assistant, Librarian,
Student Support, Teacher, Tutor, Youth Coordinator
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
44
27
24
21
21
20
30
Parents
Parent Advisory Committee, Parent Information Session,
Parent Meeting, Parenting Classes, Parent Research,
Young Parenting Classes, Parent Conference,
Parent/Teacher Communication, Parent Workshop, Parent
Emergency Services, Parent Liaison, Parent Support,
Parent/Elder Role Models, Parent/Community Supervisors
Clubs/Hotline
Community Archery, Community Boxing, Homework,
Hotline, Parents, Specialty
Handbooks/Booklets/Books/Resources/Curriculum
Cassettes & Videos, Curriculum Materials, Education
Books, Education Resource/Reference, Parent &
Community Handbook, Parent & Elder Handbook,
Resource Cultural Handbook, Student & Parent
Handbook, Yearbook
Extra Curricular
After-School, Field Trips, Student, Support Group
Transportation
Bus & Driver, Student, Travel Support,
School-Based Recreation
Basketball Clinic, Indoor Gym Equipment, Physical
Education, Recreation/Sports, Youth Center
Committees/Councils
Discipline Policy, Honoraria Council, Parent Advisory,
Youth Council
Awards
Attendance, Fun Days & Awards, Incentives
19
18
13
11
11
7
4
3
Aiding the School to Work Transition Table
Field Trips
Cultural Exchange, Cultural Field Trip, Education Field
Trip, Employment Agencies Visits, Library & Museum
Visits
Career Days
Career Day, Career Fair, Health Career, Para Professional
Presentation, Role Model, Trades Promotion
Post Secondary Institute Visits
Post Secondary Academic Institute Visits
Programs/Workshops/Conference
Personal Development, Post-Secondary Orientation
Workshop, Student Work Training, Time-Management
Workshop, Youth Conference,
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
Number of Times
21
14
11
5
31
Career Planning Activities
Career Planning, Career Planning Handbook, Education
4
Opportunities Manual
Adult Education & Training
Adult Education, Adult Workshop, Computer Programming 4
& Training, Computer Training Courses
Labor Market Outlook
Labor Market Advice, Labor Market Manual, Resource
3
Book
Summary
For five years, the FNSA and FNESC provided educational support through the
Gathering Strength initiative of the DIA. Since the establishment of the
program, the majority of the funding was distributed directly to First Nations
schools and communities for locally based activities.
The programs
implemented to date focused generally in four areas: capacity building, special
education, stay-in-school, and integration of services activities for First Nations
schools. In addition to the grants provided to schools and communities,
Gathering Strength was also used to sponsor a number of collective programs
and initiatives, as outlined above.
The FNSA and FNESC appreciate the hard work and commitment shown by
First Nations schools and communities in implementing the wide range of
Gathering Strength initiatives. The 2002/2003 fiscal year was very busy,
productive for First Nations schools and communities, which was made possible
through the support and dedication of many educators, administrators,
facilitators, teachers, education coordinators, elders, and parents who all
worked diligently in the field of education. Representatives of First Nations
schools and communities were very generous in providing positive feedback and
recommendations to the activities undertaken, and the FNSA and FNESC are
confident that the Gathering Strength funding resulted in significant benefits
for all First Nations learners.
On behalf of First Nations Schools and First Nations communities in BC, the
FNSA and FNESC thank the Department of Indian Affairs for its ongoing
support through the Gathering Strength Education Reform Program.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
32
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
33
Aatse Davie School
Fort Ware, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$29,157.19
September 2002 – March 2003
Other Community Agencies
13 Education Society Members, 30 People,
75 Students
Project Title
Training and Development
Counselor
Cooperative Strategy Workshops
The Capacity Building initiative focused on training and development of the
Kwadacha Education Society.
The services of the Bruce Community
Development Consultants Ltd were secured. The participant training included
defining the roles and responsibilities of board members to create capacity from
within to maintain and administer a society.
Results/Impacts
 A new organizational structure within the Education Society
 A clearer definition of roles and responsibilities
 A greater appreciation by members as to their roles and responsibilities
The Stay-In-School initiative funds were for a counselor who provided student
support. This was a joint project between the Aatse Davie School, Kwadacha
Dune Ty Center and the Kwadacha Nation.
Results/Impacts
 Increased the rate of students to stay in school
 Referral of students for treatment
 Implemented more preventative initiatives as opposed to crisis reaction
The Integrating Services funds were used for implementation of two cooperative
strategy workshops for community agencies. The Ministry of Families and
Children targeted proper protocol between the school, community and the
Ministry.
Results/Impacts
 Better working relationship with the Ministry of Families and Children
 Tsay Keh/Kwadacha Interagency Early Childhood Committee now held
monthly
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
34
Acwsalcta Nuxalk School and Nursery School
Bella Coola, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$42,990.31
September 2002 – March 2003
Local Community
45 School Staff, 160 Students
Project Title
Board Training
Instrumental Enrichment and Mediated
Learning
Healing and Wellness Plan
The Capacity Building initiative funds provided valuable board training and
Furensteins Instrumental Enrichment training that included the sponsoring of
travel costs, facilitator fees and training expenses.
Results/Impacts
 A continuous and seamless education system
 Clearer picture of their roles and responsibilities as Board members
 The meetings run more smoothly and were more productive
The Stay-In-School initiative funds were used for more effective methods of
keeping students interested in attending school, and remaining within the
educational system until graduation. A short training program for staff was
held on Instrumental Enrichment and Mediated Learning. This unique method
of training was provided for staff prior to the start of the new school year.
Results/Impacts
 The Furensteins Instrumental Enrichment theories and resulting methods
of delivery were used as instruments to foster, enrich and create positive
change to the experience of student learners in an educational setting
The Integrating Services initiative funds continued the implementation of a
Nuxalk Band’s Healing and Wellness Plan.
Results/Impacts
 Trained Band members in basic counseling skills for the community
 Continuation of integrating services
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
35
Agnes George Nursery School
Gold River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$11,865.79
September 2002 – March 2003
Post-Secondary Institutions
36 students, 62 Participants
Project Title
Training Sessions
Field Trip
Student Services
The Capacity Building initiative funding was used for a consultant who
facilitated several sessions on how to resolve Native education program issues
within a local school district and at an elementary school level.
Results/Impacts
 Addressed native education program issues
The Stay-In-School initiative funds provided 36 students with six chaperones to
visit the University of Victoria and Camosun College. Activities included the
review of program courses at the university. This group of students also viewed
their community’s inventory housed at the Royal British Columbia Museum.
Results/Impacts
 Academic awareness of programs and courses available at post-secondary
institutions
 Tour of services available for students at an academic institution
 Awareness of local community inventory housed at the museum
The Integrating Services initiative funds were used for hosted fall and spring
sessions on integrating education services for adult education students,
graduating secondary students and the staff of local institutions.
Results/Impacts
 Integrated services for students and staff of local institutions
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
36
A’q’amnik Elementary and Preschool School
Cranbrook, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$17,300.23
September 2002 – March 2003
FNESC/FNSA
20 Students
Project Title
Childcare Worker
Childcare Worker
Childcare Worker
The A’q’amnik Elementary and Preschool combined the three Gathering
Strength priority areas funds towards hiring a childcare worker for special
needs priority area.
The Childcare Worker assisted students with a below grade reading, writing and
comprehensive skills. A speech pathologist also assisted in improving student
articulation skills. In addition, the Childcare Worker took part in a Speech and
Language Assistant Program and a Communication and Disorders and
Intervention Techniques hosted by the First Nations Education Steering
Committee and First Nations School Association in Prince George, BC.
Results/Impacts
 This project was reported in a Special Needs Final Report for the
2002/2003 year.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
37
Bella Bella Community School
Waglisla, BC
Total Allocation
Timeline
Linkages
Target Population
$78,067.15
September 2002 – March 2003
Artisans, Administrators, Community
Members
49 School Staff, 100 High School Students
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building and StayIn-School
Project Title
Reading Program, Trainer, Professional
Development
Integrating Services
Artisans
The Capacity Building and Stay-in-School initiative funds were combined for
improved students’ literacy. The school explored and researched different
reading programs and implemented a Direct Instruction Reading Program. A
trainer was hired for the project and reading materials were purchased.
Professional development workshops were provided for teachers and teacher
aides.
Results/Impacts
 Students’ literacy rates improved, which affected all other subject areas
 Fostered self-esteem, promoted positive parent/school relations
 Improved school climate, attendance has improved because parents see
the progress their children and understand the importance of daily
attendance
The Integrating Services initiative funds were used to promote Heiltsuk pride
and identity by employing local carvers and artists. Local carving and painting
was integrated for the students at the high school level.
Results/Impacts
 Completed art projects were part of an evaluation with solicited input from
the art teachers and local artisans
 Students developed Heiltsuk pride and identity
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
38
Blueberry Band School
Buick, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, Stay-InSchool and Integrating Services
$14,088.97
September 2002 – March 2003
Social Agencies
14 Students, Parents, Teachers, Support
Staff,
Project Title
Workshops, Parents Club, Student Club,
Teaching materials and Supplies,
Community Dinners, Library Books,
Research
The Capacity Building, Stay-In-School and Integrating Services funds were
combined for the implementation of recommendations from the school’s
education evaluation conducted in the spring of 2002. The initiatives included
staff members attending the FNSA conference, the FNESC Annual Aboriginal
Education Conference and Speaker Series workshops.
Members of the
community were encouraged to be active Board members. They were sponsored
to attend the FNESC and FNSA Board Training Speaker Series workshops. A
Board retreat was held with a facilitator who had expertise in Board
development.
Results/Impacts
 Development of Board training materials and policies
 Active community members as Board participants
A new staff member was hired to coordinate social and cultural events that
involved all members of the community. A community dinner raised the profile
of the school, and encouraged more parent and community involvement. In
addition, there was an establishment of a Parent’s Club. Participation with
other social agencies, relevant forums/events was sought.
Results/Impacts
 Opportunities for parents to attend workshops and parenting events
outside the community
The school purchased additional library books, teaching equipment and
materials. Staff and community members researched new reading programs
such as the Reading Recovery Program. In addition, a First Nation’s Student
Club was held for one-night a week at the school.
Results/Impacts
 More student support services, reading programs and clubs for the benefit
of all students at the school
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
39
Bonaparte School
Cache Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building,
Stay-In-School, and Integrating Services
$12,359.83
September 2002 – March 2003
Elder’s Society Resource Group
6 Students, Elders
Project Title
Language and Culture Program
The Capacity Building, Stay-In-School and Integrating Services funds were
combined to support the Language and Culture program at the Bonaparte
School.
The school created a greater understanding of the language and culture by
working closely with the Bonaparte Elder’s Society to absorb their wisdom and
knowledge, while bringing their expertise into the classroom.
This goal was accomplished throughout the school year that coincided with the
four seasons calendar that First Nations utilized. Students had the opportunity
to make moccasins with the assistance of the Elder’s Society Resource Group.
Results/Impacts
 Language and Culture awareness
 Elder’s participation with students
 Wisdom and knowledge shared with students
 Students received language and cultural training at the school
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
40
Boquilla School
Port Alberni, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building
Stay-In-School, and Integrating Services
$14,583.01
September 2002 – March 2003
Community Facilities
23 Students
Project Title
Success Maker and Auto Skills Program
The Capacity Building, Stay-In-School and Integrating Services funds were
combined to provide students with field trips to neighboring towns and cities.
Excursions were made to museums, concert halls, public libraries, other First
Nations schools, shipyards, fish hatcheries, mills, and research stations.
Chaperones were used to accompany the students because of a low level of
volunteerism in the community.
Results/Impacts
 Helped students to build experiences that motivated them to stay-in-school
and work towards adult career goals
 Students were exposed to a host of sights and experiences
Success Maker and Auto Skills (Academy of Reading) Programs were purchased
for each class. The integration of musical instruments into the classroom was
provided to allow students to learn song, dance, and drama.
Results/Impacts
 Improved student reading abilities
 Students were exposed to musical activities and opportunities
 Students connected with music from their culture - both in a general
understanding of music, and music from around the world
A digital movie/still camera was purchased for the school to record important
milestones, cultural events, and within the academic and fine art programs.
Results/Impacts
 Digital movie/camera supported work done in the classroom
 The students were provided with a history of their work and performance
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
41
Busy Bear Preschool
Abbotsford, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$11,865.79
September 2002 – March 2003
Local School District
12 Students, 7 Board Members,
Community Members
Project Title
Professional Development
Education Equipment
Community Gathering
The Capacity Building funds were used for improvement of a local education
agreement, educational governance model for the Sumas First Nation, and a
formalized “Pre-school” policy manual and handbook. There was a Board
Member workshop on governance, policy development and creating policy. In
addition, there were regular sessions for ratification, agreement improvement
and educational concerns regarding district relations and the preschool.
Results/Impacts
 Improved educational delivery for both on and off-reserve
 Stronger education background and support for Chief and Council
 Stronger relationship between parents and the local school district
 Stronger voice for parents of the Sumas First Nation
 A stronger sense of Sto:lo culture within the local school district
The Stay-in-School funds were used for improvement of a “Learning through
Play” center. The Centre fine motor and gross motor equipment improved an
early literacy program.
Results/Impacts
 Increased literacy, attendance, and improvement in behavior
The Integrating Services funds were used for a community dinner meeting and
the ratification of an education governance model, education terms of reference,
and school handbook. In addition, Siwes Te Sto:lo Skep meetings informed and
supported other communities with their education governance development.
Results/Impacts
 Improved community development, increased education awareness in
community, and improved support to the school
 A stronger education awareness on local school boards
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
42
Chalo School
Fort Nelson, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$33,850.57
September 2002 – March 2003
School and Community
18 Staff, 40 Students
Project Title
Staff Professional Development
Youth Services Coordinator
Education Assistants
The Capacity Building funds were used for staff professional development. In
October 2002 the staff attended an International Reading Association
Conference in Victoria, BC. Reading mastery materials were purchased for the
school.
Results/Impacts
 Staff development of instructional skills related to literacy
 Coordinated school wide literacy program
 Increased student growth on CTBS tests and FSA tests
The Stay-in-School funds were used for the offset of the costs of a youth
services coordinator at the school. The Coordinator responsibilities included
the Safe Arrival program, monitoring student attendance, one-on-one student
and small group support, home/school liaison, and participation in a schoolbased student services team.
Results/Impacts
 Targeted all students attending at a 90% rate or better
 Stronger home/school support communication
 Increased the number of students able to verbalize their concerns, and
demonstrated appropriate problem solving strategies
The Integrating Services funds were used for the addition of two education
assistants to support instruction. The inclusion of these assistants benefited
the students and became an important bridge between the school and
community. They reported on school programs to the community and they
learned important skills related to their own parenting skills.
Results/Impacts
 Measured growth in students’ achievement scores on standardized testing
 Broadened awareness of school programming within the community
measured by community survey results
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
43
Chehalis Community School
Agassiz, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
All Categories
$45,213.49
September 2002 – March 2003
Community Agencies
165 Students, School Staff, Parents,
Community Members
Project Title
Policy Development, Parent Handbook,
Teacher Handbook, In-Services Resources,
Education Materials, Musical Instruments,
Art Supplies, Industrial Education,
Physical Education Equipment
Graduation Ceremonies, Outdoor
Education, Cultural Education
Curriculum Development
Home/School Liaison Person
School Counselor
The Chehalis Community School implemented one initiative that related to all
Gathering Strength categories. A school counselor was hired for many and
varying needs of the students. The counselor spent 90% time counseling and
10% in classroom time. In addition, there was liaison work with the Chehalis
Band and community agencies. In-services opportunities were provided for
staff and students in the community.
Results/Impacts
 School counselor position successful in the past and students directly
benefited from this initiative
 The counselor received referrals from school staff and families
The Capacity Building funds were used for school policy development, parent
handbook, teacher handbook, and in-services resources.
In addition,
educational materials were purchased for the library, musical instruments, art
supplies, industrial education and physical education items.
Results/Impacts
 Policy development allowed school to stay abreast of all the changes
within education and society
 Parent awareness of school policy through use of parent handbook
 School staff became more effective in their roles through the use of teacher
handbook
 Relevant workshops developed for students, families, and community
members
 Relevant reading material that stimulated the reader and enhanced
reading skills
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
44




Musical instruments helped students to develop an appreciation of music
Art supplies contributed to students developing artistic talents
Industrial Education Program introduced wood working and carving
School program support provided by the necessary resources purchased
The Stay-in-School funds were used for graduation ceremonies, outdoor
education, traditional teachings, and cultural education curriculum
development.
Results/Impacts
 Graduation ceremonies assisted by purchased traditional decorations
 Outdoor Education supported through financial support for class field trips
and activity supplies
 Cultural Education curriculum focused on scope and sequence, activity
guides that tied in with all subject areas
The Integrating Services funds were used for a Home/School Liaison person to
work in conjunction with the school administration. In addition, this person
assisted in the communication of issues such as school attendance, student
homework, a variety of school communication issues, as well as linkages
between school, home, and other support agencies within the community.
Results/Impacts
 Students benefited from the Home/School Liaison person as well as the
liaison with school, home, and community agencies
 Positive feedback from students, families and school staff
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
45
Chi Chuy Preschool
Powell River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$15,818.11
September 2002 – March 2003
Community Agencies
10 School Staff, Post Secondary/Students
Project Title
Professional Development, Staff Support
Workshop
Community Meeting, Education and
Recreation Program
The Capacity Building funds were used for school staff members’ attendance to
an annual FNESC Aboriginal Education Conference. In addition, a portion of
the funds was used for top-up the wages of a part-time education staff member
for longer working hours.
Results/Impacts
 Education staff who catered to various levels of education were able to
apply what they learned
 Additional education staff supported worked longer hours
The Stay-in-School funds were used for a “Transition to Post-Secondary”
workshop. The workshop gave students an understanding of a post-secondary
institute, registration, living arrangements, books and tuition, student
identification, and transportation. In addition, a tutor supported First Nation
students with an after-school tutoring program.
Results/Impacts
 Students acquired an understanding of what to expect in an academic
institute and dealt with various situations
 An after-school tutor served as a resource for students to complete their
school work, prepare for tests and exams, and received additional support
as required
The Integrating Services funds were provided for meetings for education and
health staff, social development, and various local agencies meetings. Parents
were also included from within the community. Some topics addressed children
who were “at risk,” student dropouts, drugs and alcohol, and other related
issues. In addition, an Education and Recreation program operated during the
summer months.
Results/Impacts
 Youth identified as being “at risk” could receive proper support
 Educational and recreational activities provided for the students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
46
Chief Atahm School
Chase, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$19,276.39
September 2002 – March 2003
Community Agencies
35 Students, 3 Teachers,
Project Title
Workshops, Library, School Filing System,
Family Literacy and Student Publishing
Program, Cultural Education Program
Cultural Field Trips, Education
Books/Materials, Retreat, Role Model
Program
Policy and Protocol Workshop,
Professional Development, Physical
Education, Cultural Field Trip
The Capacity Building funds were used for immersion methodologies workshops
for six elders and three teachers. A professional library was created for
immersion language teachers. In addition, there was an individualized program
developed for high school students, a school filing system, research and
implementation of family literacy, and a student-publishing program. There
was also research and implementation for a cultural education program
Results/Impacts
 Improved language instruction in the school
 Developed individual learning plans for intermediate and high school
students
The Stay-in-School funds were used for cultural field trips, special books and
reading materials. In addition, a one-day retreat was held for high school
students, their parents and teachers. The retreat participants developed
strategies for student retention. A Role Model program was included with
distinguished First Nations speakers who addressed the students on a regular
basis.
Results/Impacts
 Increased reading level of all students in the school
 Increased participation and academic achievement in the intermediate and
high school grades
The Integrating Services funds were used for the development and
implementation policy and protocol for sharing confidential reports with the
Chief Atahm School and Adams Lake Health Authority, Daycare and other local
helping agencies. Other activities included research and implementation of a
life skills/self esteem program, professional development for classroom
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
47
teachers, a physical education program, and field trips to the Kamloops Wildlife
Park.
Results/Impacts
 Developed strategies which assisted students who struggled in school
 Provided programs that fostered lifelong skills
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
48
Chief Matthew Community School
Massett, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$19,029.37
September 2002 – March 2003
Community Agencies
34 Students, Community Members &
Agencies
Project Title
Education Support Worker, Role Model
Program
Haida Pride Days, Student Attendance
Program
Community Meetings
The Capacity Building funds were used for an education support worker who
assisted in the classrooms. In addition, there was a role model program
consisting of three people for the benefit of students, school staff and
community.
Results/Impacts
 Evaluation of the project initiative reflected in student success and
happiness
The Stay-in-School funds were used for Haida Pride Days and weekly cultural
events.
In addition, a student attendance program monitored student
attendance, which was announced at the first Haida Pride Day of each month.
Results/Impacts
 Students, present and future, realized the value of being Haida and being
in school
 Parents remarked that these initiatives were valuable to the identity of
their children and family
 It impressed upon the parents that there was value in being at school
daily, not only for a monetary incentive, but also for the daily instruction
and its benefit to the academic achievement of students
The Integrating Services funds were used for monthly community luncheons
and community organizations to sit at a table with school administrators for
discussion on the importance and value of cooperative efforts for student
success in school with all parties’ involvement.
Results/Impacts
 Integration of Services with community organizations
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
49
Chilliwack Landing Preschool
Chilliwack, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$17,794.27
September 2002 – March 2003
Coqualeetza Education Services
62 Students, 5 School Staff, 150
Community Members
Project Title
Education Materials, Music Program,
Language Materials
Graduation,
Physical
Education
Equipment, Art Materials
Cultural Events, First Nations Resource
Handbook
The Capacity Building funds were used for purchased large motor development
equipment, music materials, and language classification materials. In addition,
art materials, a Families Read Every Day (FRED) Reading program were
purchased for the school. There was also participation in a summer program
through the Chilliwack Developmental Children’s Centre.
Results/Impacts
 Increased the books available for students to take home
 Enriched classroom environment through music and large motor activities
 Materials available on language and art activities
The Stay-in-School funds were used for graduation ceremonies. A dinner was
held for a community celebration on the achievements of students. The
students received graduation portraits. In addition, the Preschool utilized new
physical education equipment and art materials.
Results/Impacts
 Community celebration and student recognition of accomplishments
 Students accessed physical education equipment and art supplies
 Strengthened community ties and pride in the accomplishments of the
students
The Integrating Services funds were used for cultural advice, programming and
support to school staff, when planning cultural events and programs. In
addition, the Coqualeetza Cultural Centre compiled a First Nations Resource
Handbook.
Results/Impacts
 Stronger working knowledge of community in general and in local First
Nation’s community
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
50
Coldwater School
Merritt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$19,029.37
September 2002 – March 2003
Education Attractions
37 Nursery/Kindergarten to Grade 7
Students
Project Title
Research, School Library
Field Trips
Reading Programs
The Capacity Building funds were used for researching existing programs that
encouraged the development of entrepreneurial programs. The goal was to
develop a program for students that challenged the poverty and welfare
mindset. The program identified programs that required the participation of
parents.
There was an improvement made in the operation and maintenance of the
school library to increase literacy levels. The staff was provided with training to
operate library software, and usage of the Internet. In addition, students were
trained to be volunteers in the library. Additional library materials were also
purchased for the school.
Results/Impacts
 The program was evaluated on the number of projects and/or activities
that introduced students to think differently about money, making money,
and how money can work for them
 The project promoted practical mathematical skills and critical thinking
and problem solving skills
 The outcomes of the school library improvements were based upon the
number of staff and student volunteers trained to use the library software
and working in the library
 The success of the library project was assessed by the increase in library
usage, and the operating and maintenance of the collection.
The Stay-in-School funds were used for an excursion to Science World in
Vancouver, BC for grade four to grade twelve students. In addition, there was
an overnight stay in the Vancouver Aquarium for the grade four to grade eight
students.
Results/Impacts
 Teachers used pre-organizing activities prior to the field trip so that the
students gained maximum learning benefits
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
51


During the field trip the students gathered information as directed by the
assignments handed out in class
The assignments determined and indicated the value and the learning that
occurred
The Integrating Services funds were used for the introduction and enhancement
of literary, as well as educating parents on the value of encouraging reading.
Two parent teacher assistants were hired to work with the children requiring
extra assistance in the classroom and coordinated a homework program. The
teachers continued with a PALS and phono-graphix reading program. These
programs were introduced to the parents at the beginning of the school year.
The interested parents were instructed on the strategies needed for the
assistance of younger children, and for the sparking their interest and skills in
reading.
Results/Impacts
 Increased knowledge base of the parents in terms of the importance of
reading and improved children’s reading levels
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
52
Coldwater Resource Tech School
Merritt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$14,335.99
September 2002 – March 2003
Education Attractions
14 Grade 8 to Grade 12 Students
Project Title
Research, School Library
Field Trips
Reading Programs
The Capacity Building funds were used for researching existing programs that
encouraged the development of entrepreneurial programs. The goal was to
develop a program for students that challenged the poverty and welfare
mindset. The program identified programs that required the participation of
parents.
There were professional development opportunities for the operation and
maintenance of the school library that increased literacy levels. The staff
received library software training and usage of the Internet. In addition,
students were trained to be library volunteers. Additional library materials were
purchased for the school.
Results/Impacts
 Students thought differently about money, making money, and how money
can work for them
 Promoted practical mathematical skills and critical thinking and problem
solving skills
 Two staff trained to use the library software library work
 Increased library usage, and the operation and maintenance of the
collection.
The Stay-in-School funds were used for grade 4 to grade 12 students to visit
Science World in Vancouver, BC. In addition, there was an overnight stay at
the Vancouver Aquarium for grade four to grade eight students.
Results/Impacts
 Exposure to cultural and historical diversity of the peoples and territory
outside the classroom and local region
 Information of the archaeological digs as it related to people, their history
and their specific way of life
 Appreciated the value and impact of legends and myths
 Appreciated the significance of the fur trade and the impact on the
populations of animals and the environment
 Awareness of businesses such as fishing, hunting, and trail rides guides
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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The Integrating Services funds were used for the introduction of a program for
children and youth, and the enhancement of literary, as well as educating
parents on the value of encouraging reading. One teacher assistant worked
with the children requiring extra assistance in the classroom, and worked with
a coordinated homework program. The teachers continued with a PALS and
phono-graphix reading program. These programs were an introduction to the
parents at the beginning of the school year. The interested parents were
instructed on the strategies needed for assistance to young children, and for
increasing their interest and skills in reading.
Results/Impacts
 Increased the knowledge base of the parents of the importance of reading
and improved children’s reading levels
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
54
Eugene Joseph School
Fort St, James, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$32,121.43
September 2002 – March 2003
National Child Benefit
5 Teachers, 3 Support Staff, 80 Students
Project Title
Professional Development, School Wide
Reading Program, Library Books
Effective Behavior Support Program
Success Maker Computer-Assisted
Program, Physical Education Equipment,
Fine Arts Supplies
Pre-Screening Materials and Equipment
Breakfast and Lunch Program
The Capacity Building funds were used for professional development
educational opportunities for teaching and support staff. All staff trained
shared new learning either formally or informally with all other staff.
Results/Impacts
 Professional development opportunities directly benefited students through
improved instructional and assessment practices.
 Professional development helped staff with retention and job satisfaction
In addition, there was a school-wide guided reading implementation for
students. Four classrooms used leveled books. Teachers received a day course
on using leveled books that promoted guided reading in the classroom. In
addition, students who had grade level fluency used a greater assortment of
books for reading in the classroom. Those students who required reading
intervention used a variety of books at their grade level.
Results/Impacts
 Teachers used guided reading assessments to measure reading programs
in their classrooms.
Included in this priority area was purchased assortment of primary and
intermediate fiction, non-fiction, and juvenile literature books for the library. In
addition, the new books were associated with an existing animated literacy
program at the school.
Results/Impacts
 The library became increasingly more connected to classroom instruction
and curriculum
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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The Stay-in-School funds were used for the continuation of an effective behavior
support (EBS) program and also paid for release time of new staff attendance to
a one-day information session on the philosophy of the EBS program.
Results/Impacts
 This program proved to be extremely effective in promoting appropriate
school-wide behavior in a variety of settings, including the classroom
In addition, the school expanded the number of licenses and courses offered to
students within a Success Maker computer-assisted program.
Results/Impacts
 Although all students benefited from these purchases, those students
requiring curriculum modification received the greatest benefits
In this priority area the school supplemented their physical education and fine
arts program with some new equipment and supplies.
Results/Impacts
 Provided students with a variety of learning opportunities
The Integrating Services funds were used for purchasing pre-school screening
materials and equipment.
This increased the screening capacity and
determined appropriate intervention for new kindergarten students.
Results/Impacts
 The school explored a variety of screening instruments and trained both
pre-school and kindergarten staff in usage of such an instrument
 Research demonstrated that appropriate pre-screening and intervention
resulted in a greater school success than screening at a later grade level
The existing Breakfast and Lunch program was cost-shared with the National
Child Benefit for providing services under this program initiative.
Results/Impacts
 Students received tremendous benefits from the meals program
 Student misbehavior declined due to not being hungry
 More focused on personal health and nutrition
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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First Nations High School
Hazelton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building,
Stay-In-School, and
Integrating Services
$28,663.15
September 2002 – March 2003
Community Interaction
73 Students, 6 School Staff, 150
Community Members and Parents
Project Title
Cultural Week, Physical Education
Equipment, Role Model Program, Fun
Nights/Bazaar Craft Fairs, Christmas
Dinner/Performance, School
Beautification
The Capacity Building, Stay-in-School, and Integrating funds were combined for
implementation of the following initiatives:






Christmas dinner/performance for students, staff, parents and
community members
Cultural Week with invited community members and parents who
contributed traditional teaching techniques, shared traditional stories
and songs, taught traditional food preparation and harvesting techniques
Equipment and supplies purchased for physical education department
Students designed and constructed and landscaped a picnic area on the
school grounds
School selected role models for a role model program
Fun nights and craft fairs were held at the school
Results/Impacts
 Encouraged a healthy relationship between parents, students and
community members that increased student success
 Students, parents, and community members shared their visions, goals,
and dreams for the school and education of the students
 Students learned organizational skills, food preparation, and proper
handling of food
 Students learned about their culture and traditions in a fun way
 Students learned new skills in the role model program
 Students learned the techniques of landscaping, carpentry skills,
designing, planning and drawing work plans
 Student learned new sport activities
 Students gained confidence and improved self esteem
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Fort Babine Elementary School
Smithers, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$10,964.24
September 2002 – March 2003
FNESC/FNSA
School Staff, Parents, 12 Students
Project Title
Professional Development
After-School Programs
Community Meetings
The Capacity Building funds were used for school staff and two parents
attendance to the FNSA regional speaker series and curriculum development
workshops.
In addition, two parents attended a FNESC/FNSA Reading
conference, and one parent to a FNESC Mathematics conference and Parents
conference.
Results/Impacts
 Increased the community knowledge about education issues
The Stay-in-School funds were used for after-school programming with the
involvement of parents. Each club had eight classes and parents volunteered to
lead activities in music, carpentry, and cooking classes for the students.
Results/Impacts
 Children and youth had a variety of learning experiences that expanded
beyond the academic program
 Initiated a culture of “volunteerism” among parents
 School was more accountable to parent requests
The Integration of Services funds were utilized for the commencement of a
model of community meetings. The Education department offered community
meetings, potluck lunches for teachers, parents, students, and school staff.
There were discussion topics that included, after school clubs, reading at home,
Carrier language at home, and Fetal Alcohol Syndrome (FAS) awareness.
Results/Impacts
 Community members were encouraged to take a leadership role regarding
discussions about education
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Fountain Band Preschool
Lillooet, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, Stay-InSchool and Integrating Services
$11,124.73
September 2002 – March 2003
Drug and Alcohol Counselor, Lillooet
Friendship Centre, Health Professionals
Students, Parents, School Staff
Project Title
After-School Tutoring Program, Tutors,
Early Intervention Program, Professional
Development, Community Events
The Fountain Band Preschool combined their funds for school planning. The
school provided educational support for students and families in the
community. A group of students and parents attended workshops, conferences
and career fairs. A graduation ceremony and joint community dinners were
held, and attendance to relevant forums/events in the area of integrating
services. Program materials were purchased for a tutoring program.
Results/Impacts
 Parents and other caregivers learned how to support their children in their
education
 Support group for parents
 Classroom volunteers trained to improve their understanding of education
issues
 Tutor and parent literacy training
 Improved reading levels
 Improved social interaction with peers
 Improved attendance and less suspensions and student dropouts
 Improved behavior reports from parents/staff
 Increased attendance at community functions from parents and children
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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George Manual Institute
Chase, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$19,276.39
September 2002 – March 2003
Education Professionals
33 Students, School Staff, Youth
Project Title
Professional Development
Youth Mentorship Training
Assessments
The Capacity Building funds were used for school staff attendance to education
conferences that enhanced their professional abilities as an instructor. The
staff also received in-service day training sessions and dealt with at-risk youth
and emergency situations.
Results/Impacts
 School staff enhanced their professional abilities
 School staff learned valuable training in youth-at-risk and emergency
information
The Stay-in-School funds were used to employ a young adult who had youth
mentorship training. Sports and computer programming was provided for
youth at the school.
Results/Impacts
 Youth received recreation activities
 Youth increased their computer knowledge and work with computer
technology
The Integrating Services funds were used for the student assessments, learning
or special needs assistance. This involved the hiring of a special needs
assistant who worked directly with specific students on particular learning
needs.
Results/Impacts
 Student assessment for students with specialized learning needs
 Improvement in key areas that showed on year-end report cards
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Gitanmaax Nursery School
Hazelton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, Stay-InSchool and Integrating Services with
Special Needs
$13,841.95
September 2002 – March 2003
-
Project Title
Reported under Special Needs
The Gitanmaax Nursery School Capacity Building, Stay-In-School and
Integrating Services funds were combined with their Special Needs allocation
and applied through a special needs work plan. Their final report is under a
FNESC Special Needs report.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Gitanyow Independent School
Kitwanga, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$23,475.73
September 2002 – March 2003
Other Agencies
41 Students, Staff Members, Parents
Project Title
Professional Development, Music
Equipment, Year Book
Graduation and Award Ceremonies,
Physical Education Equipment, Outdoor
Education, Arts and Crafts Club
Interagency Meetings, Diet and Nutrition
Workshop
The Capacity Building funds were used for professional development for six
school staff members. The staff attended an education conference between
September 2002 and March 2003. In addition, the school purchased music
equipment used for student assemblies, special days and events, fun days,
student dances, physical education classes, and for individual classroom needs.
A Year Book was also produced and published for the students and their
parents. The school purchased library books and magazines for appropriate
reading levels of students.
Results/Impacts
 The school staff learned new ideas, new teaching methodologies, and
different approaches to addressing student behavior, teaching and
evaluation
 The school now has its own musical equipment for a physical education
program
 The Year Book project created school, student, and community pride
 Library and magazines improved the reading levels of the majority of
students at the school
The Stay-In-School funds were used for student graduation and award
ceremonies, physical education equipment, outdoor education project, and art
and crafts club.
Results/Impacts
 The graduation and award ceremonies recognized the achievements of
students, staff and parents
 The entire school benefited from the physical education equipment by
increasing cooperation and improving behavior
 Senior classes participated in outdoor education project, where they
learned about directions, surviving outdoors, group work, and plant and
animal life
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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
Provided an outlet for youth to be creative in arts and crafts
The Integrating Services funds were used for monthly interagency meetings with
Band Council, Human Services, RCMP, Health Nurse, community workers and
other various agencies. A Career Day was held with various local agencies from
the community and neighboring areas. In addition, a joint workshop was
offered on diet and nutrition for teenagers.
Results/Impacts
 The interagency meetings researched and discussed strategies to deal
with alcohol and drugs, pregnancy, early intervention for language and
vocal development, parenting skills and other related topics
 The Career Day provided students with information on a variety of career
fields
 Valuable information acquired by teenagers on diet and nutrition
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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GitGingolx Wilp Nursery School
Kincolith, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Combined Stay-In-School and
Integrating Services
$12,112.81
September 2002 – March 2003
Other Nursery Schools
Students, Teacher, Parents
Project Title
Graduation Ceremony, Welcome Home
Dinner, Professional Development,
Reading Program
Nursery Supplies
The Stay-In-School and Integrating Services funds were combined for nursery
supplies that supported education activities throughout the school year. The
supplies purchased were dramatic role-playing supplies, manipulative toys,
sounding shapes, and creative art supplies.
Results/Impacts
 The purchased nursery supplies updated the learning resources needed
for the school
The Capacity Building funds were used for hosting a graduation ceremony and
welcome home dinner. In addition, professional development was provided for a
nursery teacher. The teacher attended an Early Childhood conference hosted
by the FNSA. The nursery library had reading programs and books that
parents used at home.
Results/Impacts
 The graduation ceremony and welcome home dinner recognized student
accomplishments and stressed the importance of an education
 The Welcome Home dinner encouraged more parental involvement
 Early Childhood license requirements required professional development
 Teacher was able to build working relationships with other nursery
schools while attending professional development
 Developed take home activity boxes for students to promote reading at
home
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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GitGingolx Wilp Wiloxskw Adult School
Kincolith, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$15,571.09
September 2002 – March 2003
External Youth Conferences
Students, Community Members
Project Title
Education Resources, Library Books,
Science Laboratory
Student Field Trips
Adult Learning Centre
The Capacity Building funds were used for additional resources for the school
library and science equipment and supplies. The library portion of funds
provided additional books and other items for the collection, for community
member book requests, and for other library materials and services. In
addition, a science portion of funding went towards setting up a science
laboratory, equipment, supplies, and facilities for biology, physics, chemistry,
and general science.
Results/Impacts
 Increased selection of books in the library for students and community
members
 Simple, safe, clean and dry science experiments and investigations
The Stay-In-School funds were used for supporting student attendance at
student/youth conferences or other educational events.
Results/Impacts
 Allowed students to attend youth functions
The Integrating Services funds were used for a community member to open an
Adult Learning Centre classroom, library, and computer facilities. Students
and community members accessed the Centre to study.
Results/Impacts
 These funds kept the Centre open for over 20 weeks for the students and
community members
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
65
Gitsegukla Elementary School
South Hazelton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building
Stay-In-School, and Integrating Services
$31,874.41
September 2002 – March 2003
Fundraising Events
65 Students
Project Title
Teacher Aide
The combined Capacity Building, Stay-In-School and Integrating Services funds
were used for extra help in classrooms. On a daily basis the teacher aide
helped students, assisted with reading groups, marked students’ work, and
assisted students in computer classes. In addition, the teacher aide assisted
with field trips and fundraising events, and morning recess, and noon hour
supervision of the students.
Results/Impacts
 The necessity for more staff assistance helped the teachers on a daily
basis
 Students benefited from the extra support in the classroom, reading and on
field trips
 Supervision of students during break times in the school
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Gitwangak Elementary School
Kitwanga, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, Stay-InSchool, and Integrating Services
$12,112.81
September 2002 – March 2003
Adult Education Programs, Gitwangak
Aboriginal Head Start, Wo’umxhl
Simalgyex Daycare
Elementary and Secondary Students,
Teachers, Elders, Community Members
Project Title
Computer Language Laboratory
The combined Capacity Building, Stay-In-School, and Integrating Services
funds were used for set-up of a Computer Language Laboratory. Two post
secondary students with a computer technician trained, classified and recorded
materials, and created CD’s and teacher’s guide. The students also developed a
website under the guidance of their teachers.
Results/Impacts
 Culturally appropriate and developmental appropriate materials that
strengthened the Gitsken language, and supported First Nations teachers
 Facilitated responsibilities of the community while focusing on the
academic skills of the learner
 Strived to motivate the community as the outcomes became visible with
pride and ownership within the community of the Gitsken language and
culture
 The children of the community had more First Nations role models
 First Nations felt good about who they are – a foundation for learning
 Technology highly impacted the parents and children through CD’s,
computers and the Internet, and computerized games – enhanced the
interest of the parents, students and community members, the school kept
up with the technology demands
 The skills acquired by using the materials established an awareness of
changes in the world
 A website allowed other First Nations communities to observe work being
done
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Gitwangak Adult School
Kitwanga, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$14,830.03
September 2002 – March 2003
Other Schools, Interagency Group
30 Community Members, 20 Parents and
Educators, One Instructor, 100 Students
Project Title
Professional Development
Career Planning Workshop, Field Trip
Integration Forum
The Capacity Building funds were used for 2-3 day life skills workshops,
healing, personal resiliency skills, and staff attendance to a 2003 FNSA
Education Conference.
Results/Impacts
 Adult students and community members developed a sense or purpose in
their lives and increased their self esteem
 Problem solving skills, assertive skills, addressed peer pressure, built a
vision for the future
 Networked with other schools and sharing information
The Stay-In-school funds were used for career planning workshops and a field
trip for students to the North West Community College.
Results/Impacts
 The workshops and field trip provided the students with an insight on jobs
after they graduate
 Students could see what prerequisites were needed for selected careers
The Integrating Services funds were used for two staff members’ attendance to
an Integrating of Services forum held in Richmond, BC on July 25-26, 2003.
Results/Impacts
 The staff learned new ideas for integration
 The staff shared new ideas with an interagency group
 Implemented new tools for integration learned from the workshop
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Gitwinksihlkw Nursery School
Gitwinksihlkw, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$11,865.79
September 2002 – March 2003
30 Elementary Students, 18 Part-time
Students
Project Title
Professional Development
Award Meetings, Potluck Dinners, Annual
Dinner
Rec & Reading Program
The Capacity Building funds were used for professional development of School
Board members. The Board members attended the FNSA 2002/03 Speaker
Series workshops that provided local learning opportunities for teachers,
parents, administrators and other educators to promote quality First Nations
education. In addition, role model posters were produced of local graduates
from high schools that also graduated from post secondary schools.
Results/Impacts
 The professional development training for Board members included the
development of Board training manuals and policies
 School functions had relevant role model posters for the children
The Stay-In-School funds were used for hosting monthly award meetings to
celebrate good attendance. Informal potluck dinners and yearly dinners were
held to honor the student’s successes.
Results/Impacts
 Award meetings, potluck dinners and yearly dinners built good work
ethics
 Recognition of student successes and parental support
The Integrating Services funds were used for a Rec and Reading program. The
morning was spent on reading, while making reading fun for the children. The
afternoon was spent on educational recreational activities. A teacher provided a
reading component and a recreational leader for the afternoon activities.
Results/Impacts
 The program built literacy in the children by making reading fun
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Gitwinksihlkw Elementary School
Gitwinksihlkw, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, Stay-InSchool, and Integrating Services
$18,288.31
September 2002 – March 2003
School District, Professional and
Para-Professional
29 Students
Project Title
Literacy
The combined Capacity Building, Stay-in-School, and Integrating Services
funds supported a long-term district literacy initiative. Concentration was on
professional development, instructional materials, and regular school team
meetings that yielded the greatest benefit for the students.
This initiative brought together and integrated the services, talents, energy, and
expertise of a great number of professionals and para-professionals: teachers,
administrators, teacher assistants, pre-school teachers, speech-language
therapists, school psychologists, professional development professionals, and
others.
Activities included professional development for primary and
intermediate teachers and teacher assistants.
There were results-based
planning for student growth-using performance standards and reading
inventories, error analysis, and classroom-based student assessment. In
addition, there were guided reading comprehension and literacy centers,
increased reading comprehension, and enhanced writing ability. School-based
teams examined data and planned for student growth; shared best practices
strategies, and school-based decisions about student performance. There were
professional and instructional materials for reading: guided reading materials,
high interest-low vocabulary materials, classroom-based libraries, and
professional materials.
Results/Impacts
 Increased the number of students who developed early literacy and
language skills by the end of grade one
 Increased the number of students who fully met expectations in reading
and writing by the end of grade three
 Increased the number of grade seven students performing expectations on
multiple measures of performance
 Increased the number of grade ten students performing within
expectations on multiple measure of performance
 Increased the number of School District 92 (Nisga’a) students who
graduated from secondary school willing and able to enter post-secondary
education and training
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Gwa’Sala’Nakwaxda’xw School
Port Hardy, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$32,615.47
September 2002 – March 2003
External Agencies
Students, Teachers, Parents
Project Title
Professional Development, Culture, School
Year Book, Field Trips
Attendance Awards, Home Reading
Program, Cultural Program, Elder’s
Luncheon, High School Transitions
Interagency Meetings, Friday Day Clubs
Program, Family Services
The Capacity Building funds were used for teachers and support staff
attendance to one or more education conferences. In addition, the staff
integrated a variety of cultural components into the curriculum. These cultural
components included: fish preparation, lahal games, Indian dances, native
mosaics, blanket making, yusa and bannock making, arts and carving, and
beading. A school year book and student/parent handbook was produced.
Students in their senior year visited education institutions and Aboriginal
learning centers.
Results/Impacts
 Improved professional development and services offered to the school
community
 Improved understanding of culture and it’s integration into curriculum
 Enabled students to explore future opportunities for employment and/or
study and some preliminary planning for their future
 Parents were more informed through use of handbooks, newsletters, and
informal discussions at numerous special events
The Stay-In-School funds were used for attendance awards and punctuality, a
home reading program, reading club, cultural program, Elder’s luncheons, and
high school transition activities.
Results/Impacts
 Improved attendance, punctuality, and a desire to stay-in-school
 Encouraged student reading at home and greater involvement in school
 Encouraged more parent involvement with reading and literacy
 Shared and exchanged cultural ideas with other groups
 Learned about and gained an understanding of other cultures
 Promoted an awareness and understanding of Aboriginal culture
 Honored the Elder’s for their teachings
 Enabled students to explore future opportunities for employment and/or
study
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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The Integrating Services funds were used for interagency meetings, Friday
Clubs Day program, and family services support. The school principal attended
interagency meetings to foster communication and coordination of services
between the respected community agencies.
A special education
teacher/coordinator worked collaboratively with interagency personnel and the
greater community resource people to provide support for students with
counseling needs, hearing, vision, speech, and other health assessments. The
Friday Clubs Day program was implemented at the school to involve community
volunteers and interagency staff. Family Services worked together and provided
support, prizes, snacks, and refreshments for school events and activities.
Results/Impacts
 Improved services and support to students and their families
 Coordinated school efforts to gain information that increased a total
understanding of individual student’s needs, that allowed the school to
design and implement programs that most effectively met all students’
needs
 Encouraged volunteers to become involved in school activities
 Capitalized on expertise held by various school community members
 Built relationships, acknowledged accomplishments, shared food,
fellowship, learned more about each other, and had fun
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Haahuupayak School
Port Alberni, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$47,683.69
September 2002 – March 2003
Students, Teacher Aides
Project Title
Math Series, Learning Resources,
Language Speakers, Regalia, Curriculum
Development
Professional Development, Phonic Ear
Devices, Catch Them Doing Something
Good Program
Healing Project, PAC/Parents Club,
Community Gatherings
The Capacity Building funds were used for the continuation of an
implementation process for Quest 2000, a Math series recommended in the
province and used in the surrounding school division. Appropriate learning
resources were purchased for the library such as Aboriginal and other print
materials. In addition, fluent language speakers were brought to the school,
additional regalia purchases, and a continuation of curriculum development.
Results/Impacts
 Addressed
recent
completed
school
assessment
indicated/recommending the use of a Math series in the school
 Appropriate learning resources available for students
 Language and culture training for students
The Stay-In-School funds were used for supporting professional development
for teacher aides, phonic ear sound field amplification devices, and Catch Them
Doing Something Good program.
Results/Impacts
 Activities benefited students in the school
 Professional development activities were directed at teachers and other
school staff to provide better services to children
The Integrating Services funds were used for a healing project-Resident Elder,
PAC/Parents’ Club, and community gifts and gatherings.
Results/Impacts
 Increased school profile by showing parents and Elders
 Parental perspectives on things that might need to be improved
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Haisla Community School
Haisla, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$18,535.33
September 2002 – March 2003
Other Schools
50 Students, Teachers, Community
Members
Project Title
Professional Development, Aboriginal Day
Celebration, Teacher Aide
Physical Education, Field Trip
Combined with other two categories
The Capacity Building and partial Integrating Services funds were used for
professional development for instructional staff, an Aboriginal Day celebration,
and the hiring of a half-time teacher aide for the school.
Results/Impacts
 Better informed and prepared staff on specific subject areas
 The Aboriginal Day celebration tied the school with the community through
the cultural activities
 Students felt part of the community and its heritage
 Teacher Aide increased the retention rates and learning of math concepts
The Stay-In-School and partial Integrating Services funds were used for
physical education for the students at the school. Each student was able to
earn badges for swimming accomplishments. The students participated in a
year-end trip, the older the student, the further they traveled.
Results/Impacts
 Part of the Physical Education program encouraged students to participate
in local meets and/or considered a career in sports or be life guards
 The year-end activities reinforced curriculum-based concepts in Social
Studies, Science and Language Arts in venues other than the school
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Hartley Bay School
Hartley Bay, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$25,451.89
September 2002 – March 2003
Health Clinic, Brighter Futures, RCMP
56 Students, 8 Teachers,
Project Title
Professional Development, Handbook,
Newsletters
Tutoring Program, Study Program,
Workshops, Graduation Ceremony. Sports
Equipment, Art Supplies
Conference, Workshops
The Capacity Building funds were used for school staff attendance to an annual
FNESC Aboriginal Education Conference, production of a parent/student/staff
handbook, and the distribution of a monthly newsletter to parents, students
and community members.
Results/Impacts
 Conference provided information and new resources to be used in
classrooms, students and teachers tried out new ideas
 Handbook and Newsletters served as a positive way of communicating
between school and home
 Students’ self esteem was enhanced as they had opportunities to
contribute ideas and artwork
The Stay-In-School funds were used for an after-school tutoring program,
evening study program, a weekend workshop, graduation ceremony, conference
attendance, and sports equipment. In addition there were special arts supplies
purchased and a drum-making workshop.
Results/Impacts
 All of these initiatives were geared to boost self esteem and confidence of
students, and added pride in themselves, and ultimately helped them to
succeed in school
The Integrating Services funds were used for the organization of a joint venture
with Health Clinic, Brighter Futures, and Band Council that included a
weekend conference for students for hairstyling and makeup, nutrition
workshop and school-wide Healthy Snack Program. A regional workshop on
careers in medicine, and a Drug and Awareness program was held in
conjunction with the RCMP and school clinic.
Results/Impacts
 All of these initiatives were geared to promote lifelong healthy lifestyles
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Head of the Lake School
Mount Currie, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$21,005.53
September 2002 – March 2003
Students, School Staff
45 Students
Project Title
Professional Development
Child and Youth Worker
Special Needs Aide
The Capacity Building funds were used for professional development for Board
and staff members. This included attendance to UBC First Nations Managers
training, Special Needs conference, First Aid training, and other technology
training for staff.
Results/Impacts
 Professional development activities supported the school staff in applying
what they learned to the school’s specific needs
 Board and staff members had the opportunity to network with other
educators and gained valuable information and resources
 UBC training produced more organized and confident Board members
The Stay-In-School funds were used for a child and youth support worker. The
focus of this position was to develop a school pride program, teaching and
support for the provincial anti-bullying curriculum, and one-to-one and small
group support for students in most need of counseling or special support.
Results/Impacts
 The Child and Youth Support Worker helped increase school spirit and
appreciation of a unique local culture
The Integrating Services funds were used for the development of closer ties and
team meetings with service providers, benefiting students with special needs. A
half-time Special Needs Aide was hired for developmentally delayed
Kindergarten student.
Results/Impacts
 Supported coordination of special needs services for students
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Hot Springs Cove School
Tofino, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$12,112.81
September 2002 – March 2003
Other Schools
80 Students
Project Title
Library
Incentives
Field Trips
The Capacity Building funds were used for students to visit a regional library.
This library had a larger variety of children’s storybooks and reference books.
Each student was able to take two books home per week.
Results/Impacts
 Children enjoyed reading books and spent more time away from watching
television
The Stay-In-School funds were used for grade 8-12 student incentive
allowances for good attendance and grades.
Results/Impacts
 Each participating student wrote a report on how the incentives helped
them purchase extra items needed for high school
 Chief and Council had a good indication of student numbers that sought
training funds for university/employment
 Students knew that someone cared about their education
The Integrating Services funds were used for field trips to neighboring schools.
The Hot Springs Cove School had two trips to Ahousaht Elementary School for
picture taking and sports day, and two additional trips to Wickaninish
Elementary School for two other special events.
Results/Impacts
 Students socialized with other students, visited another school, and
participated in a number of exciting activities
 The field trips were a good learning and social experience for these
students who were from an isolated and remote village
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Houpsitas Kindergarten Nursery School
Kyuquot, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Combined Stay-In-School and
Integrating Services
$11,865.79
September 2002 – March 2003
Local Community
18 Students, School Staff, Community
Members
Project Title
Professional Development
Professional Development, Open House,
Teacher Aide
The Capacity Building funds were used for school board development and
training with Dr. Larry Thomas.
The workshop focused on seven key
governance tasks of a board: hired and monitored the performance of the
administrator, defined the organization’s vision, set strategic direction,
approved the budget, focused on desired results, advocated for constituents,
and communication.
Results/Impacts
 Board members learned about matters related to board effectiveness
The combined Stay-In-School and Integrating Services funds were used for
supporting professional development for three school staff members.
In
addition, an Open House was held for community members to visit a school,
and a teacher aide was hired.
Results/Impacts
 The school staff enhanced their professional skills and knowledge through
their participation in the professional development activities
 Open House fostered closer relationship with the local community
 The teacher aide provided more individual attention for the students in the
classroom
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Iiyus Stuliqul School
Duncan, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$26,686.99
September 2002 – March 2003
Local School District
88 Students, Teachers, Parents
Project Title
Professional Development
Physical Education Program, Library
Books, Cooking Program
Student Attendance, Reading, Health
Awareness
The Capacity Building funds were used for staff summer workshops on
classroom organization, short and long range planning, effective teaching
strategies, ideas for arts and crafts, gym activities, and literacy and numeracy.
Other professional development activities included: improving literacy, behavior
management and language skills. In order to give students a rich variety of
literacy experiences art materials, math and science manipulatives, toys and
puppets for building literacy were purchased.
Results/Impacts
 The staff enhanced their professional skills, developed effective strategies
and improved knowledge
 Improved literacy in the school
 Provided students with a rich variety of literacy experiences
The Stay-In-School funds were used for a physical education program,
attendance to a local theatre for students, additional library books, part-time
teacher aide, and the implementation of a weekly cooking program.
Results/Impacts
 Students participated in skating and swimming as part of their physical
education program
 Created an awareness of the Theatre Arts to the students
 Additional book purchases utilized in the school literacy program and
home reading programs
 Teacher Aide read with children who did not otherwise receive reading
support at home
 Students learned how to read a recipe, measured ingredients, healthy
foods, and safe ways of handling food and cooking utensils
 Students developed increased vocabulary for cooking and healthy food
The Integrating Services funds were used to bring speakers to Cowichan to
motivate parents and school staff members. Activities focused on increasing
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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student attendance at school, motivated parents to read to their children,
helped parents with listening skills and how to give their children words of
encouragement. In addition, other activities focused on health and promotion
of healthier eating habits, dental hygiene and awareness regarding childhood
diseases and allergies. There was a joint working relationship with School
District #79 on an Early Success program. That program focused on improving
school readiness levels of students.
Results/Impacts
 Increased student attendance at school
 Motivated parents in reading to their children
 Healthier eating habits, dental hygiene and increased awareness of
childhood diseases and allergies
 Improved readiness levels of students entering grade one
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Ittatsoo Preschool/ Kindergarten School
Ucluelet, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, Stay-InSchool, and Integrating Services
$11,124.73
September 2002 – March 2003
Other ECE Schools
10 Students, Teachers, Parents,
Community Members
Project Title
Professional Development, Community
Elder, Language Training, Education
Materials, Summer Camp
The combined Capacity Building, Stay-In-School, and Integrating Services
funds were used for professional development of teachers and other school
staff.
The school staff attended the BC Aboriginal Child Care Society
Conference as it concerned the early childhood care that the preschool provided
to the community. In addition, a staff member enrolled in three courses in
Early Childhood Care and Education. An Elder taught the Nuu-Chah-Nulth
language to the children in the school.
Results/Impacts
 The workshops attended by the school staff provided the certificates
needed to show that the Early Childhood Educator met requirements to
Licensing, therefore, ensured that quality was present in the programming
for all children
 Excellent opportunity for the assistant to glean information that was
acquired during ECE courses
 Workshops gave fresh ideas to bring back to the children, ultimately
increased children’s self-esteem, independence, creativity, and positive
social behaviors
 Conferences provided an opportunity to meet and network with others in
the same field and gave a chance to voice concerns, received input on how
others may be handling situations and let others know what was working
for children, parents, communities, and staff through the school’s program
 Information gathered at the conference was shared with parents and
community through parent handouts at the preschool, and was also
shared with the community through Band newsletters
 Learning language was a great experience for the children
 Elders role model brought respect and showed initiative
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Jean Marie Joseph School
Fort St. James, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$16,559.17
September 2002 – March 2003
Northern Interior Health Society, RCMP
4 School Staff, 10 Parents, 25 Students
Project Title
Early Childhood Transition and Primary
Education Program
Drug and Awareness Program, FASD
Workshop
Strategic Plan
The Capacity Building funds were used for an Early Childhood Transition and
Primary Education program. A community student support worker was trained
to work with children and who developed the capacity of parents to support
their child(s) learning. A student support worker with interested parents
attended training sessions on classroom observation and participation.
Results/Impacts
 In the long term, the increased understanding of education and learning
benefited the older children in the community
 The benefit of a better start in the education system translated into the
motivation and ability to stay-in-school
 As the community members developed a better understanding of learning
and education, they were better able to provide encouragement and
support to their children
The Stay-In-School funds were used for addressing the high level of substance
abuse among school youth. A drug and awareness program was organized as
well as substance abuse and its effect on pregnant girls and their babies. A
team from the Northern Interior Health Society facilitated a workshop on the
prevention of Fetal Alcohol Spectrum Disorder (FASD). A senior class
participated in a PARTY (Prevent Alcohol and Risk-Related Trauma in Youth)
program. This program focused on education about alcohol and safe driving.
Students visited an intensive care unit, a morgue and chapel, led by
professionals such as an ER doctor and a hospital chaplain. The RCMP also
presented a slide show of an accident scene.
Results/Impacts
 The PARTY program had maximum reality and shock value
 It was an effective deterrent for students from different schools who had
already participated in the PARTY program
 Increased awareness of the realities of substance abuse and deterred
young girls in the community from getting pregnant while still in school
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The Integrating Services funds were used for the development of a strategic plan
for education in Yekooche. The document was reviewed to determine factors
such as community involvement (quantitative data), community perception of
the process (survey), and the Education Steering Committee perception of the
process (survey).
Results/Impacts
 The Strategic Plan for Education in Yekooche document was produced
 Outcome of the strategic sessions exhibited a strong collaboration on the
goals of the community and the school that raised literacy levels, and
helped members to experience success in the educational system
 The strategic plan document for education completed in June with input
from all stakeholders and team members
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Jean Marie Joseph Adult Centre
Prince George, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$14,830.03
September 2002 – March 2003
Artists
58 Students, Chief and Council, School
Staff
Project Title
Policy Review
Creative Arts
Personal Management & Study Skills
The Capacity Building funds were used to hire a contractor to guide a project
team of school representatives in reviewing the existing policy and procedures
manual. Through a collaborative process required amendments. In addition, a
meeting was held to review the terms of reference established for an education
society, and to lead the completion of an incorporation process of the
Community Development under the BC Society’s Act.
Results/Impacts
 Through this capacity building initiative, all children and community
members benefited from an improved community education system
The Stay-In-School funds were used for an additional Creative Arts component
to an Adult Centre. The Centre was an incentive for adults’ regular attendance.
A qualified Art instructor taught drawing and painting lessons. Art supplies
and materials were purchased to support this project.
Results/Impacts
 Encouraged adults to attend the Adult Centre, this creative component
added to the curriculum, and in turn expected a higher number of students
to attend on a regular basis
 Created self confidence and motivation by using an art component
The Integrating Services funds were used for addressing areas of personal
management and study skill habits as identified by an Adult Education teacher.
Workshops were provided in daily planning, time management, budgeting,
study skills and personal organization.
Results/Impacts
 By offering instruction in personal management in the areas of finance,
time, studying, and daily planning, daily tasks were simplified and
manageable
 Regular attendance, productive study habits, and increased success and
completion of grade 12.
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K’ay Skak Higher Learning Centre
Burns Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$15,818.11
September 2002 – March 2003
Community
Students, Teachers, Parents, Community
Members
Project Title
Professional Development, School
Handbook, School Directory, Staff
Evaluation Policy and Tools, Monthly
Newsletter
After-School Program
Community Meetings, Art Logo, School
Signage
The Capacity Building funds were used for professional development for school
staff attendance to relevant workshops and conferences. In addition, a school
handbook, school directory, staff evaluation policy and tools, and a monthly
newsletter were included under this initiative.
Results/Impacts
 Increased community knowledge about education issues and
achievements
 Increased professional knowledge of First Nations education policy and
issues and planning
 Increased skills, confidence and knowledge of teacher assistants
 Increased involvement, knowledge and confidence of parents
 Increased positive role of school in community
 Increased the effectiveness of school in educational community as viable
alternative
The Stay-In-School funds were used for an After-School program that included
a drumming/singing group and community physical education events. Regular
classroom teachers, aides and parent volunteers offered the daily classes.
Events held were skiing, skating, and weight training.
Results/Impacts
 Completed assignments and projects
 Improved planning and assignment completion
 Maintained participation in high school program
 Worked towards long term completion of Dogwood certificates
 Physical fitness
 Increased traditional drumming, singing and dancing skills
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The Integrating Services funds were used for community meetings and potluck
lunches for staff, parents, students and Lake Babine Nation staff. The
gatherings provided positive role models and a forum for meeting, sharing, and
celebrating student success. Included in this initiative was an art logo contest
and school sign development.
Results/Impacts
 Encouraged community, parents, staff and students to celebrate learning
on a regular basis
 Built school spirit and positive interactions between staff, families, and
community members
 Provided a forum for developing ideas, planning and problem solving
 Provided a logo that the community and Lake Babine staff can quickly
associate with the school
 Used the logo on letterhead and stationary and cards to provide the school
with a positive image
 Developed pride in the students at the school
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Kispiox Community School
Hazelton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, Stay-InSchool, and Integrating Services
$45,707.53
September 2002 – March 2003
Post-Secondary Institutions
100 Students, Elders
Project Title
Rediscovery Wilderness Program
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for the enrolment of students in a Rediscovery Wilderness
program. These camps operated for the duration of the summer and included
students from the ages of 8 to 15 years old. Students over the age of 15 had an
opportunity to work at the camp as junior counselors.
Results/Impacts
 Worked cooperatively with each other in various outdoor activities such as
cooking, cleaning, improving the camp, attending counseling sessions,
learned about outdoor safety, orienteering, wilderness survival, canoeing,
and swimming
 Learned abut Gitskan culture and traditional uses of the land
 Learned about flora and fauna as it relates to survival and culture
 Learned about drug abuse and the detrimental impact on Native society
 Participated in a talking circle
There was a significant reduction in the in-school and out-of-school suspensions,
less fights within the school, and more students successful in their academic
courses.
For the older students attending grade 8, 9, or 10, a lower dropout rate, with an
increase in students entering into post-secondary institutions in BC.
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Kitasoo Community School
Klemtu, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$33,356.53
September 2002 – March 2003
Local Artists
Students
Project Title
Sound System, Local Artists, Cedar Doors
Incentives, Drum Making Kits
Juice Program, Exercise Equipment
The Capacity Building funds were used for a new sound system, compact
diskettes and a drumming package. In addition, local artists were invited for
presentations to students about their life history, carving, traditional artwork,
cedar bark weaving and rose making, and traditional food preparation. New
cedar doors were built for the front entrance of the school.
Results/Impacts
 More interesting music program for students to enjoy, students listened to
a variety of musicians, learned about music of many different styles from
classical to jazz
 Local artists youth shared history that added to the students career and
personal planning, home economics, woodworking and language classes
 The new cedar front doors for the school were honored by a beautiful
plaque, which displayed all of the clans of the community
The Stay-in-School funds were used for incentive prizes for grade 11 and 12
students for best attendance during the school year. At school year end,
honored students received academics, citizenship, sportsmanship, and
language awards. Traditional drum-making kits were ordered for students to
use in a cultural component in a school program.
Results/Impacts
 Attendance was addressed by recognizing deserving students
 Inspired more students to be punctual and student recognition at the
school level
 Cultural revival throughout the school cultural programming
The Integrating of Services funds were used to implement a Juice program that
provided students with an opportunity to make a better choice for recess break.
Exercise equipment was ordered for the school and placed throughout the
building.
Results/Impacts
 Being such a small community it was beneficial for students to learn
healthy eating and drinking habits
 The exercise equipment leads students to a more healthy lifestyle
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Klappan Independent Day School
Iskut, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$27,922.09
September 2002 – March 2003
Community Members
61 Students, School Staff, Community
Members
Project Title
Physical Education Program
Alcohol & Drug Awareness
Anti-Bullying Program
The Capacity Building funds were used for upgrading a Physical Education
program within the school with an emphasis on Aboriginal culture and
traditions. The school had purchased archery, lacrosse and fishing equipment.
Results/Impacts
 These physical activities lead to more parental involvement and also
benefited the program
 A wider variety of outdoor educational experiences was provided for the
students
 More student interest in school, sense of traditional culture and values
 Physical fitness, improved self-esteem, and pride as a First Nations people
The Stay-in-School funds were used for a local community member to speak
with the students about tragic experiences with alcohol usage. The community
member focused on the effects on his/her life, alcohol and drugs from a health
perspective, and how to eliminate these problems from the community.
Results/Impacts
 Awareness of the detrimental effects of alcohol and drugs
 Chosen alcohol and drug free lifestyle and less social issues dealt with at
a school level
 Recognized student achievements and successes as time progressed
The Integrating Services funds were used for the implementation of a
community-side anti-bullying program. Community agency representatives,
school staff and personnel, Chief and Council, and members of an education
committee participated in a conference that related to anti-bullying strategies
and techniques.
Results/Impacts
 Less disciplinary problems at the school level
 More respect for each other among the student population
 A well designed and working anti-bullying program that was fully
supported by the community
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Klusklus Survival School
Quesnel, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$13,594.93
September 2002 – March 2003
Agencies
School Staff, Parents, and Students
Project Title
Professional Development
Student Club
Aboriginal Parents Club
The Capacity Building funds were used for a teacher and other staff members’
attendance to relevant education conferences or workshops.
Results/Impacts
 Professional development opportunities for school staff kept them current
with educational information
The Stay-in-School funds were used for the establishment of a club, where
students could join to raise awareness of positive peer pressure, which included
a fun night, a place to do homework with a high school student as the tutor. In
addition, there was a student of the month award, combined with a dinner
attended by students and parents.
Results/Impacts
 Created and established a positive outlook for the students and parents by
bringing them together
 Offering these stay-in-school initiatives greatly benefited the students and
parents by both becoming aware of the importance of an education
The Integrating Services funds were used for the establishment of an Aboriginal
Parents Club. In addition a group was established that researched, sponsored
and created cost-sharing workshops with other agencies.
Results/Impacts
 Parents supported each other and the school staff, and especially their
children
 Parents participated in relevant workshops that benefited themselves and
their children
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Kuper Island Band School
Chemainus, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$30,639.31
September 2002 – March 2003
Agencies, Penelakut Tribe
Community, Elders, Parents, School Staff
Project Title
Parent Orientation Manual, Community
Dinners, Policy and Procedure Manual,
School Staff Job Descriptions, Teaching
Resources and Materials, Parent
Receptionist
Career Planning, Field Trip, Child & Youth
Care Worker/Teacher, After-School
Tutoring Program
Safety and Career Planning, Self Esteem
Program, Parent Support Workshop
The Penelakut Tribe transferred their community funds to the Kuper Island
School to offset the Principal salary costs.
The Capacity Building funds were used for the following activities:






Created a parent orientation manual for the new school year
Hosted community dinners/events and raised the profile of the school
and encouraged involvement
Created a policy and procedure manual for the staff of the school
Created job descriptions for all staff members
Increased access to teaching materials and resources
Utilized a volunteer parent receptionist
Results/Impacts
 Increased parental and community involvement and awareness of the
school
 Policy and procedure manual improved the governance of the school
 Increased teaching materials and resources improved the quality of
education for the students
The Stay-in-School funds were used for the following activities:




Facilitated career planning events and field trip to a post-secondary
institute
Worked on self-esteem building through opportunities for success
Hired a qualified Child and Youth Worker/Teacher for student support
Continued an After-School Tutoring program
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Results/Impacts
 Increased the students’ academic achievements, helped them to set goals,
and offered them greater support, and encouragement to stay-in-school
The Integrating Services funds were used in cooperation with the RCMP,
Shul hetun Health Society, and Kwumut Lelum Child and Family Services for
the following activities:




Safety Planning
Career Planning
Self-Esteem Programs
Parental Support Programs
Results/Impacts
 Increased participation and improved/created a relationship between the
listed community agencies and the Kuper Island School
 Through these relationships, services for students were improved
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Kwadacha Dune Ty Centre
Fort Ware, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$19,436.88
September 2002 – March 2003
Agencies
30 Students, 25 School Staff, 20
Interagency Reps
Project Title
Curriculum Development
Counselor
Standards, Protocol and Relationship
Development
The Capacity Building funds were used for focusing on developing resources on
self-government. A consultant and an adult education instructor developed
those resources.
Results/Impacts
 Curriculum developed for the adult learner enabled them to prepare for
self-government
 Students worked towards creating the “ideal” community
 Council acted on suggestions of students for the future development of the
community.
The Stay-in-School funds were used for a counselor to provide student support.
This was a joint project between the Aatse Davie School, Kwadacha Ty Centre,
and the Kwadacha Nation.
Results/Impacts
 The benefit for the students was the availability of a full-time counselor
 In one year the drop-out rate had decreased
 Children had another daily role model that was respected
 Community crisis had less of a negative impact on the school since
professional help was available locally
The Integrating Services funds were used for the development of standards,
protocols and relationships with Adult Education and the Employment and
Training Department of the Band. This program also contributed to the Band’s
monthly interagency meetings.
Results/Impacts
 Standards, Protocols and Relationships developed contributed to the
Band’s monthly interagency meetings
 Four training courses were successfully delivered
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Kwanwatsi Band School
Campbell River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$10,877.71
September 2002 – March 2003
Neighboring Communities
15 Students, School Staff
Project Title
Professional Development, Physical
Education Equipment, Teacher-Aide
After-School Tutoring Program
Graduation Ceremony
The Capacity Building funds were used for school staff attendance to a
FNESC/FNSA Aboriginal Education Conference.
In addition, physical
education equipment enhanced the physical health of students. A teacher aide
was hired on a part-time basis for in-class activity support.
Results/Impacts
 Standards, Protocols and Relationships developed contributed to the
Education Conference. The focus was on how they intended to utilize the
information
 The teacher aide provided a written assessment on the techniques and
instructional methods that were provided to the students
 A pictorial report was provided to show the equipment purchased that
enhanced the students’ physical education
The Stay-in-School funds were used for the continuation of an After-School
Tutoring program.
Results/Impacts
 The tutor kept a record of how many students participated in the tutoring
program and provided a report on the improvements in the student’s grade
levels at year end
 Progress reports from the tutors listed the students who attended
regularly, improved their grades, and won awards
 The hours of tutoring were expanded to evening sessions
The Integration of Services funds were used for the hosting of a joint graduation
ceremony. The school representatives met with neighboring communities and
discussed cooperative strategies that supported and enhanced First Nation
students.
Results/Impacts
 Greatly enhanced self esteem and students learned about traditional
ways
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Kyah Wiget Adult Centre
Moricetown, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$14,335.99
September 2002 – March 2003
Post-Secondary Institutions
17 Students, Community Members
Project Title
Art Supplies, Education Materials,
Moccasin-Making & Drum-Making Classes
Career Planning
Role Model Program
The Capacity Building funds were used for art supplies, drum making and
educational materials. In addition, there were moccasin-making classes.
Results/Impacts
 The students had access to grammar, master student, study skills, time
management, dictionaries, and thesauruses
The Stay-in-School funds were used for a career planning event/trip to postsecondary institutions in Vancouver, BC.
Results/Impacts
 Motivated students continued onto post-secondary education
The Integrating Services funds were used for a Role Model program that focused
on motivating students’ self-esteem. There was a role model presentation every
month for a ten-month period.
Results/Impacts


Increased students’ self-esteem
Guest speakers to the program at no cost
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Lach Klan Elementary, Junior, Secondary, Nursery School
Kitkatla, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$34,097.59
September 2002 – March 2003
Community
108 Students, Parents
Project Title
Playground Upgrade, Professional
Development, School Handbooks, First
Nations Art Resources, Literacy Materials,
School Lobby Display
EBS Prizes, Professional Development,
Correspondence Courses, Career Fair
Workshops, Community Dinner and
Information Session, Librarian
The Capacity Building funds were used for the improvement of a playground
and recreational facilities, workshops and training for school staff, updated
school handbooks, First Nations Art resources, and purchased literacy
materials. There was an expansion of the school lobby display on village history
and culture, geography and geology, which was also provided to a local
museum.
Results/Impacts



Playground/recreational facilities enhanced healthy physical activities for
students
School staff received relevant education professional development
Students’ learned by enjoying and participating in the program activities
The Stay-in-School funds were used for relevant prizes for an EBS Program,
more books for parents through the school library, professional development for
school staff members, correspondence courses for students who could not
attend regular classes, and a Career Fair for students.
Results/Impacts




The EBS Program provided recognition for student accomplishments and
efforts in the areas of academic and personal growth
School staff received relevant education professional development
Students participated in correspondence courses
Career Fair provided information on employment and education
The Integrating Services funds were used for the introduction of new and young
school staff to the communities for supporting parental and community
involvement and interaction. In addition, there was a community dinner and
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information session with a visiting expert on parenting. A community member
made the school library available to parents during the evening hours.
Results/Impacts



Attendance by the administrator at a workshop related to community and
school early in the year enhanced the school’s overall knowledge of what
the best practices are in community-school relations
Improved parenting skills
Parents accessed school library and encouraged reading to their children
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Lau’wel’new Tribal School
Brentwood Bay, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$65,469.13
September 2002 – March 2003
Health
170 Students, 22 School Staff
Project Title
Professional Development, Handbooks,
Library Books & Resources
Support Worker
Health Nurse
The Capacity Building funds were used for the implementation of the following
activities:






School Board and staff attendance at FNESC/FNSA meetings and
workshops
Professional development
Prepared Parent/Student Handbook
Prepared Staff Handbook
Prepared Student/Personnel Policies
Purchased library books and other resource literacy development
materials
Results/Impacts




Professional development provided an avenue for teachers and
paraprofessional to stay current with new technologies and teaching
methods
The school strived to maintain positive communication with all students,
parents, community members and personnel
The various handbooks and personnel policies provided details on all
aspects of the school’s operations and its policies and procedures for
students and school staff
Library books and other resource materials created theme buckets in the
implemented guided reading program for Kindergarten to Grade 9
The Stay-in-School funds were used for a support worker to work with children
who had behavioral needs. One support worker was shared between two
teachers and two students.
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Results/Impacts


Students benefited from individualized attention in the way of behavioral
support
The support worker taught the children strategies to address
impulsiveness and managing one’s own behavior
The Integrating Services funds were used for contract services of a Health Nurse
who oversaw the nutritional and health needs of the students, as well as
assisted teachers with health education topics related to Kindergarten to Grade
9 levels.
Results/Impacts


The services of the Health Nurse was invaluable as in past years she had
advocated for students who had problems attending regularly as a result
of family problems, in addition to monitoring the well-being of students
The Nurse worked closely with school administration, teachers, parents,
other health professionals and community support programs
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Laxgalts’ap Nursery Daycare School
Greenville, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$11,618.77
September 2002 – March 2003
Education Institutions
13 Students, School Staff, Family
Members
Project Title
Mother Goose Program
Physical Education Equipment, art
Supplies, Manipulative Materials,
Graduation Gowns/Caps
Professional Development
The Capacity Building funds were used for the implementation of a Mother
Goose program during the summer and also throughout the remainder of the
year. This program provided a variety of books for young students and
audiovisuals focused on various aspects of early childhood development,
curriculum and administration.
Results/Impacts


With the Mother Goose program in place, parents and grandparents in the
community helped their children develop a love for books, developed
communication skills, built their vocabulary, and provided a foundation for
reading
The impact of the program encouraged parents, grandparents, caregivers
to read regularly to their infants, toddlers and preschoolers
The Stay-in-School funds were used for physical education equipment and
materials for outdoor play, art supplies and manipulative materials for indoor
activities. In addition, graduation gowns and caps for preschoolers were
purchased.
Results/Impacts


Children had the opportunity to participate in both indoor and outdoor
activities as part of a healthy, balanced life and ability to adapt
comfortably to changing environments
The needs of the young child for large and small muscle activity both
indoors and outdoors were met on a daily basis
The Integrating Services funds were used for school staff attendance to
forums/events. They gained knowledge about Early Childhood Development.
In addition, they attended a relevant conference through the North West
Community College and FNSA Education conference/workshops. The staff had
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the opportunity to enroll in continuing their education through distance
learning or correspondence.
Results/Impacts

The professional development for school staff provided opportunities for
lifelong learning which directly influenced the quality of services provided
for students
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Lakalzap Elementary School
Greenville, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building
Stay-In-School, and Integrating Services
$31,874.41
September 2002 – March 2003
School District, Professional and
Paraprofessionals
75 Students, School Staff
Project Title
Early Student Success Plan
The combined Capacity Building, Stay-In-School, and Integrating Services
funds were used for supporting a long-term district literacy initiative. The
strategy is an Early Student Success (ESS) Plan that included professional
development, professional and instructional materials, and regular school team
meetings. The ESS Plan also included Phonemic Awareness, Balanced Literacy,
Guided Reading, Reading Strategies, Comprehension, Writing, and Assessment
for all Primary teachers, and teacher assistants.
This initiative included a strong research-based, district wide, balanced literacy
program; a comprehensive district-wide assessment program; and continuous
professional development increased the professional capacity of the staff, which
greatly increased the number of students to succeed in school, stay and
graduate with meaningful and purposeful goals, and who became strong,
contributing members of the community.
This initiative also brought together and integrated the services, talents, energy,
and expertise of a great number of professionals and paraprofessionals,
teachers, administrators, teacher assistants, pre-school teachers, speechlanguage
therapists, school
psychologists,
professional
development
professionals, and others.
Results/Impacts





Results-based planning for student growth: used performance standards
and reading inventories, error analysis, classroom-based student
assessment
Guided reading and literacy centers
Increased reading comprehension
Enhanced writing abilities
School-based teams examined assessment data and planning for student
growth, shared best practice strategies, and made school-based decisions
about student performance/release time
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Lax Kwa’alaams Community School
Port Simpson, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Combined Stay-In-School & Integrating
Services
$52,624.09
September 2002 – March 2003
N/A
40 Students
Project Title
Library Books, Physical Education
Equipment, Music and Art Supplies
Counselor
The Capacity Building funds were used for library books and required
equipment and supplies for physical education, music and art programs. There
was a greater emphasis on physical and outdoor education, as well as new
music and art programs that were delivered in September 2002.
Results/Impacts


The present library material in the school was largely out-of-date, the
purchased new material had a significant and positive impact on
encouraging students to read, by presenting a much better and expanded
selection of reading materials
With the new physical education equipment a hockey league was formed
by students
The combined Stay-in-School and Integrating Services funds were used for the
support of a new extracurricular program that provided project-based learning.
The program was through a partnership with the technology industry. The
students accessed the latest technology and took community-based projects
that crossed a number of disciplines such as Mathematics, Science, English,
Social Studies, and Computer Technology. Specifically, the funding was used
for a counselor who assisted the students with project undertakings.
Results/Impacts


There was sufficient excitement and “sizzle” created by the project that
attracted out-of-school youth to return
Created and maintained an exciting and responsive learning environment
for the community children and youth
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Lip’Alhye School
Bella Coola, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$21,005.53
September 2002 – March 2003
Academic Institutions
39 Students, School Staff
Project Title
Professional Development, Education
Materials and Resources, Career Fair
Tutoring Service
Culture Training
The Capacity Building funds were used for school staff attendance to a 2003
First Nations Adult Basic Education and Higher Learning Conference. In
addition, the school added educational materials and resources, and also the
school’s ABE student’s attendance to a Native education center career fair.
Results/Impacts




The school recognized the importance for professional development
Attendance at the conference allowed the school staff to network with
other educators and share ideas and practices
The school library supported other programs at the school
Students were exposed to career information and other institutes in the
province
The Stay-in-School funds were used for tutoring services for students at the
school. Students accessed this service for extra help with assignments, a quiet
place to study, and accessed a computer lab for research and word processing.
Results/Impacts


The tutoring services were accessed by students, where they received
support with their studies
The library supported and strengthened other programs
The Integrating Services funds were used for cultural volunteers who provided
their cultural knowledge and expertise of the Nuxalk culture and traditions.
Results/Impacts

The students received valuable training in Nuxalk culture and traditions
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Little Fawn Nursery School
Kamloops, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$12,853.87
September 2002 – March 2003
First Nations Schools, School Districts, BC
Ministry of Education, Key Stakeholders
for Aboriginal Education
28 Students, School Staff, External
Agencies
Project Title
Policy Development, Education
Books/Supplies, Education Assistant
Swimming Lessons, Gymnastic Program
Interagency Meetings
The Capacity Building funds were used for the implementation of the following
activities:






Prepared personnel and employee policies
Field trips for students
Library books and teaching equipment and materials
Physical education, music and art equipment and supplies
Partnered with STEP program to hire an Education Assistant
Graduation gowns and caps
Results/Impacts



Developed personnel and employee policies benefited all of the present
and future staff on what were their roles and responsibilities
Purchased library books and teaching equipment and materials which
enhanced classroom activities and benefited the students and school staff
Graduation apparel promoted to students the importance of continuing
with their education and higher learning
The Stay-in-School funds were used for the promotion of swimming lessons and
a gymnastic program for students.
Results/Impacts




The students learned water safety and swimming
Students learned and improved coordination and balance
School was a fun learning environment because of the extra-curricular
activities
Increased parent participation
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The Integrating Services funds were used for monthly inter-agency meetings
with a local school district, speech pathologist, and other agencies involved with
the students.
In addition, school staff attended a 2002 FNESC/FNSA
Aboriginal Education Conference.
Results/Impacts


Improved communication between different agencies
New ideas brought back from the conference were used in the classroom,
and the building of linkages with other First Nations schools, school
districts, BC Ministry of Education and other key stakeholders for
Aboriginal education
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Lower Nicola Band School
Merritt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$14,583.01
September 2002 – March 2003
Health Services, Local Daycares,
Preschools, Head Start Programs, Local
Community
50 Students, School Staff, Parents,
Community Members
Project Title
Education Materials, Music Equipment,
Art Supplies
Music Clubs, Music Equipment
Children’s Pow Wow
The Capacity Building funds were used promoting students to a broader
learning experience. This was achieved by improving the access to education
materials, purchased more teaching literature on specified areas such as
physical education, music and art. In addition, equipment such as musical
instruments and art supplies were purchased for the school. The school staff
was trained in the use of the new equipment. There were incentives and
awards for student progress.
Results/Impacts


The school’s horizon on learning was broadened and created more interest
from the students
The activities aided in the development of a positive independent feeling,
as well as a sense of school spirit per student
The Stay-in-School funds were used in conjunction with the Capacity Building
initiatives to access extra-curricular materials, to promote fun at the school.
Musical instruments and materials were accessed for facilitated music clubs.
There were also purchased art supplies and equipment/materials to support
drama and creative arts.
Results/Impacts




Introduced other learning areas for the students which kept the students
alive and positive in school
Students kept motivated in all aspects of the school and their education
The music clubs had a very positive influence on the children
The students looked forward to their music lessons and experienced a
variety of instruments and musical genres, with an emphasis on the role
of music in Thompson culture
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The Integrating Services funds were used for the integration of the community’s
health services, local daycares and preschools, all of the Head Start Programs,
and the local band schools. A children’s Pow Wow was held in the community.
This was an excellent place for the community to come together. This initiative
promoted the integration of staff, community members, elders, families,
children and role models.
Results/Impacts



The individualism expressed by the children gave them the opportunity to
shine in the eyes of the elders, families, and their community
This event was an excellent method of service integration to support the
communities’ children
Allowed the children to come first in a cultural event
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Lower Similkameen Band School and Tee Pee Tot Preschool
Keremeos, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building
Stay-In-School, and Integrating Services
$11,618.77
September 2002 – March 2003
Band Membership, Public Schools,
Outside Agencies
50 Students, Adults, School Staff, Parents
Project Title
Education Support Worker
Policy Development
Career Cruising Program
Computer Technician
Career Planning
Structure of Intellect (SOI) Assessments
School District Meetings
Student Profiles
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for the implementation of the following:










Hired an Education Support Worker who helped the needs of students
with after-school programs
Education policy development
Purchased Career Cruising that assisted students in career planning
goals
Contracted a computer technician for networking and computers and to
ensure the website was operating effectively
Supported group for parents, linked with a Parent Club
Open Houses and dinners raised the profile of the school and encouraged
involvement
Career planning event/field trip to a post-secondary institute
School Staff received a Structure of Intellect (SOI) Assessment
Arranged and attended meetings with school district to develop joint
initiatives to support First Nation students
Student profile linkages with Individual Learning Plan (ILP) and report
cards
Results/Impacts

Strengthened the capacity of the school in order to focus program
resources and services that met the students, parents, and community
needs
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


Offered programs and services that targeted youth, adults, parents, and
community who needed social support, work-related skills, employment,
and career guidance and courses that empowered their growth
Communicated, networked, and linked with band membership, school
departments, public school and other outside agencies
The impact was a good stepping stone for education management built
initiatives that addressed community service needs
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Maaqtusiis Community School
Ahousat, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building &
Integrating Services
Stay-In-School
$77,326.09
September 2002 – March 2003
Ahousat Education Authority
240 Students
Project Title
Professional Development. Teacher
Assistants, School Policy Review, Student
Calendars, School Library Enhancement
Academic Institute visits, Equipment
Purchases
The combined Capacity Building and Integrating Services funds were used for
school staff professional development. Two Teacher Assistants were added to
the school staff, and a school policy review occurred. The school library was
enhanced and student calendars were purchased along with additional Math
texts. Math Essentials helped students who struggled with math applications
and the principles of math.
Results/Impacts






School staff gained valuable education experience and knowledge from
attending the professional development activities
Extra school staff assisted the existing staff members
Completed school policy with revisions, improved library, updated
literature, added computer software to complement resources
Added more culturally relevant reading texts and included CD ROMS that
assisted students with their research skills
Calendars helped students with their time-management skills
Greater effort from the school’s perspective addressed numerous levels of
students in the high school division
The Stay-in-School funds were used for the promotion and encouragement of
high school students continuing their education after graduation. Ten students
visited academic institutions in BC. The Outdoor program received additional
supplies and equipment, the Physical Education department also received
additional equipment, and silkscreen equipment was provided for one education
program at the school.
Results/Impacts


Promoted high school students to continue their education after graduation
Enhanced education programs at the school by new purchased equipment
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Meares Island Preschool/Nursery School
Tofino, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$11,865.79
September 2002 – March 2003
Head Start
20 Students, School Staff, Community
Members, Parents
Project Title
Equipment and Supplies Purchases
Library Books, Professional Development
Graduation Ceremony, Swimming Lessons
Professional Development
The Capacity Building funds were used for equipment and supplies for the
school’s physical education program. The lending library received additional
books. Professional development was provided for a childcare worker at the
school.
Results/Impacts



The children learned about the importance of daily exercise
Lending library provided greater support for the children and families who
don’t go to a public library
Children had a better chance of success when they reached elementary
school
The Stay-in-School funds were used for hosting a graduation ceremony and
potluck dinner for the children and their families, who were moving up to
kindergarten. Swimming lessons for the children helped protect and save lives,
and in fall and winter allowed the children to be more physically active.
Results/Impacts




Celebrated the children’s achievements through hosted graduation event
Swimming lessons increased student self esteem and confidence
Children were physically active and more healthy
Children attendance records increased
The Integrating Services funds were used for school staff attendance to a
Regional Head Start Training Conference.
Results/Impacts

Three school staff produced evidence of professional development in order
to maintain their license to practice
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Moricetown Elementary School
Moricetown, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$28,910.17
September 2002 – March 2003
Health
68 Students, Parents, Community
Members
Project Title
Prevention Kit, Literacy, IRP Resources,
Library Books, Math Program, Board
Training
Career Planning, Role Model Program,
DARE Program, Peer Support Group, Field
Trip
Professional Development, Parent
Interaction, Cultural Research, Student
Recognition
The Capacity Building funds were used for sexual abuse prevention kits, a
literacy project, IRP related resources, library books, Math Quest program, and
Board training activities.
Results/Impacts





Libraries were an essential resource for children and adults to explore
their endless questions and satisfy their curiosity
Reading materials hooked people to read more
Provided a library in the community. This had the greater benefit for the
children by the parents witnessing accessed materials and realizing the
importance of education.
Newer and updated educational software sparked an interest of learning
new information
Sexual Abuse Prevention kits not yet completed until child welfare services
is set-up in the community
The Stay-in-School funds were used for the implementation of career planning,
Role Model and DARE program, a peer support group, and a year-end field trip
for six classes of students.
Results/Impacts



Established a record of parents attending school functions
Strengthened the student’s concept of themselves
Addressed goals of self esteem building, motivation, personal planning
and alcohol and drug awareness
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
113

Year-end trip designed as educational and incentives worked towards
enhanced student’s desires to stay-in-school
The Integrating Services funds were used for the professional development of
school staff, parent interaction days, cultural research, school spirit days, and
student recognition and achievement.
Results/Impacts




School staff current with education information
Maximized parent/teacher interviews
Research achieved in the area of incorporating the “rites of passage”
cultural education for a pre-teen age group
Students supported by recognition and achievement
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
114
Morris William Memorial Preschool
Burns Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$14,335.99
September 2002 – March 2003
FNESC/FNSA Events
30 Students, Chief and Council,
Community Members, School Staff
Project Title
Professional Development, Music, Drama,
Education Equipment and Supplies,
Books
Tae Kwon Do Classes
Professional Development
The Capacity Building funds were used for school staff attendance to the
FNESC/FNSA Speaker Series workshops, conferences and educational
workshops offered in the surrounding area of the school. A music program was
implemented in the school. The funds were also used for drama materials,
education materials and equipment, books, and cultural supplies.
Results/Impacts





School staff current with education information
More resources on speech and language development
Increased student attitude about music and learning
Students loved the music program with all the songs, games and activities
Shared resources with other Centers and the community
The Stay-in-School funds were used for Tae Kwon do classes at the school for
the Kindergarten class.
Results/Impacts

15 Kindergartens students benefited once per week, students acquired
self-control, discipline, self-defense, self-esteem, and students learned how
to deal with strangers, physical strength and development
The Integrating Services funds were used for professional development for
school staff on youth issues from an Aboriginal counselor. This initiative
targeted Chief and Council, regular school staff, Nation education staff, and the
parents from the community.
Results/Impacts

Community empowered to focus on youth issues
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
115
Mount Pendleton School
Good Hope Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building
Stay-In-School, and Integrating Services
$14,830.03
September 2002 – March 2003
School with Community
9 Students, Community Members, Parents
Project Title
Professional Development
After-School Tutoring Classes
Youth and Family Activities
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for community members’ participation in “Strategies for
Teaching First Nations Children How to Read.” workshops. The school also
established after-school tutoring classes and/or homework classes.
In
addition, the school jointly sponsored and funded youth/family activities that
aided the community members to benefit the students at the school.
Results/Impacts




Tutoring classes increased level of success of the students
Parents provided feedback about their perceptions of the tutoring classes
Youth and Family activities were constructive and entertaining
Three community representatives completed professional development
workshops
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
116
Muskoti Learning Centre
Moberly Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$18,782.35
September 2002 – March 2003
Social Agencies
Students, Parents, School Staff
Project Title
Curriculum, Professional Development,
Board Development, Policy Development,
Student/Parent Handbook, Library Books,
Teaching Equipment, Education Materials
and Supplies
Student Support Worker, Day-Time
Education Program, Student Workshops
and Graduation Ceremonies
Joint Interaction w/Social Agencies
The Capacity Building funds were used for curriculum and resource materials
and school staff training.
There was Board Development for parents,
administrators, home/school coordinators, teachers and personnel involved in
the governance of the Muskoti Learning Centre, and the education of its
membership. In addition, there was a review and amendment of current
personnel and employment policies, preparation of student/parent handbook,
and purchased library books. Teaching equipment, supplies and materials
were also purchased for the school’s programs.
Results/Impacts





Quality education provided to the community and renewed awareness on
the importance of education
Enhanced social, technical, and educational development within the
community
Amended personnel and employment policies
Student/Parent Handbook implementation
Enhanced library, teaching equipment, and supplies and materials for the
school’s programs
The Stay-in-School funds were used for the hiring of a student support worker
and volunteer cultural elders and/or leaders for a daytime education program.
The remaining funds were used to support students in workshops and
graduation ceremonies.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
117
Results/Impacts




Overall increased quality of education and a renewed awareness of the
importance of education
The activities benefited the students, especially the at-risk youth
With the enhanced academic skills gained, the students achieved a higher
level of self-esteem, a desire for learning, a sense of pride and respect for
themselves and others
Children and parents were given the extra educational support and
encouragement they required to become successful and positive
contributors to their families and community
The Integrating Services funds were used for the support of parental and
community interactions and involvement, as well as cooperative programs with
other social agencies, such as joint record keeping and sharing, joint board
development, joint parenting workshops, and cooperative career planning
initiative for students.
Results/Impacts

The benefit was an overall increase of education and renewed awareness
of the importance of education
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
118
Musqueam Cooperative Preschool
Vancouver, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building and
Integrating Services
Stay-In-School
$12,359.83
September 2002 – March 2003
Health
23 Students. School Staff, Parents
Project Title
Professional Development
Parent Workshops
Equipment and Books
The combined Capacity Building and Integrating Services funds were used for
school staff attendance to teacher workshops. In addition, there were parent
workshops that were organized by the pre-school staff.
The workshops
included St. John’s First Aid, Literacy, and Health.
Results/Impacts


Many parents received a first aid certificate
Parents learned how to promote literacy with their children and how to
maintain healthy minds and bodies
The Stay-in-School funds were used to purchase necessary equipment and
books for:







Music Program
Physical Education
Drama and Creative Arts
Language Development
Mathematics
Science
Health and Nutrition
Results/Impacts


The children enhanced their knowledge in the above-mentioned areas of
curriculum
23 students took part in these activities
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
119
Na Aksa Gila Kyew Learning Centre
Terrace, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$14,583.01
September 2002 – March 2003
Other Schools
21 Students, School Staff
Project Title
Professional Development
Artist
School Meetings
The Capacity Building funds were used for professional development workshops
within the School District 82, Nass Valley, New Hazelton, and in Vancouver and
Victoria, BC.
Results/Impacts

Informative workshops shared with educational committees and utilized in
the classroom with students
The Stay-in-School funds were used for an artist who taught the traditional way
of basket weaving, carving and language and culture to the students.
Results/Impacts

Informative workshops shared with educational committees were utilized
in empowering students on their language and culture
The Integrating Services funds were used for the organization of meetings with
other schools with similar curriculum, which addressed the challenges of each
school.
Results/Impacts


Improved attendance, grades, and overall confidence in achieved success
in future schooling
Integrated the culture by way of language and art, which gave the
students a sense of pride and higher self esteem
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
120
Nadleh Koh School
Fort Fraser, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$11,371.75
September 2002 – March 2003
Community Agencies
11 Students, Elders, Parents, School Staff,
External Agency Representatives
Project Title
Communication, Workshops
Cultural Development, Graduation
Ceremony, Physical Equipment and
Supplies
Special Needs Worker
The Capacity Building funds were used for the production of information and
awareness pamphlets and parent workshops. The subject matter was on
FAS/FAE, speech and language development, and “You can make a Difference”
workshop.
Results/Impacts


The school promoted an awareness of youth issues
Gained access to earlier intervention, awareness and prevention methods
The Stay-in-School funds were used for role modeling, story-telling, and
cultural development. A traditional graduation ceremony for the children was
held with community’s involvement. Equipment and supplies were purchased
for physical and creative activities.
Results/Impacts


When the Elders came into the school and taught the children something
new, it was a great experience and the children enjoyed it
Everyone in the school benefited from the new equipment and supplies for
physical and creative development
The Integrating Services funds were used for a special needs worker who
worked in conjunction with other community agencies. This worker also helped
host joint parent workshops and workable strategies for parents and their
children.
Results/Impacts

The school had parents work in partnership with the school staff and other
community representatives for the best possible outcome for their child or
children
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
121
Nagwuntl’oo School
Anahim Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$15,077.05
September 2002 – March 2003
Volunteers, Provincial and Band School
22 Students, School Staff, Families,
Elders, Volunteers, Education and Board
Members form Provincial School
Project Title
Community Dinner
Literacy Materials
Parent Workshops
The Capacity Building funds were used for a hosted community dinner at the
Nagwuntl’oo School in March 2003.
Results/Impacts


A greater awareness of the importance of Elders and Volunteers involved
in the children’s education, and increased pride in the school
A stronger working relationship between the Provincial and Band school,
which allowed for greater appreciation of the cultural differences, and the
need for all to work together for the greater benefit of the children
The Stay-in-School funds were used for literacy materials that supplemented a
Read Well program and Teaching program geared to First Nations. Many of
these materials were used in an After-School Reading program for parents and
children.
Results/Impacts



Increased parental involvement in their children’s education
Increased reading ability in the students
Provided parents with handouts to work with their children at home
The Integrating Services funds were used for hosting parent workshops called
“Now your Child is in School!” This workshop helped parents on how to
support their child and become involved in their education.
Results/Impacts


The number of parents who approached the school regarding their
concerns for a child’s education was a measurement on the impact of this
initiative
Parents experienced less frustration with their children and the school
system and exhibited more confidence in their ability to communicate
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
122
Nak’albun Elementary School
Fort St. James, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$28,910.17
September 2002 – March 2003
Nak’azdli Health Clinic
70 Students, Community Members
Project Title
Personnel Manual, Student/Parent
Handbook, Professional Development,
Physical Education Equipment
Physical Education Equipment, Music
Teacher
Mental Health Worker
The Capacity Building funds were used for the creation of and updated current
personnel procedure manual, as well as a student/parent handbook. The
school staff also attended relevant workshops, such as a Special Education
conference in the fall of 2002. In addition, there was new physical education
equipment, especially outdoor equipment for students.
Results/Impacts



Knowledge of school activities, methods, and disciplines
More effective delivery of programs for special education students
More physical activities for upper elementary students while outdoors
The Stay-in-School funds were used for physical education equipment, as well
as hiring a part-time music teacher.
Results/Impacts

The purchase of physical education equipment and a music teacher
created a positive healthy atmosphere during outside periods, as well as
the promotion of positive physical activity amongst upper elementary
students
The Integrating Services funds were used for working closer with Nak’azdli
Health Clinic to access jointly a mental health worker on a part-time contract.
Results/Impacts

Helped students deal with personal issues in their lives without reacting in
a negative manner
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
123
Nathan Barton Elementary School
Kincolith, BC
Total Allocation
Timeline
Linkages
Target Population
$25,945.93
September 2002 – March 2003
School District, Professional,
Para-Professional
66 Students
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School and Integrating Services
Project Title
Literacy
The combined Capacity Building, Stay-in-School, and Integrating Services
funds supported a long-term district literacy initiative. Concentration was on
professional development and instructional materials, and regular school team
meetings to yield the greatest benefit for the students.
This initiative brought together and integrated the services, talents, energy, and
expertise of a great number of professionals and paraprofessionals: teachers,
administrators, teacher assistants, pre-school teachers, speech-language
therapists, school psychologists, professional development specialists and
others.
Activities included professional development for primary and intermediate
teachers and teacher assistants. There was results-based planning for student
growth using performance standards and reading inventories, error analysis,
and classroom-based student assessment. In addition, there were guided
reading comprehension and literacy centers, increasing reading comprehension,
and enhancing writing ability. School-based teams examined data and planned
for student growth; shared best practices strategies, and made school-based
decisions about student performance. Professional and instructional materials
were for reading guided reading materials, high interest-low vocabulary
materials, classroom-based libraries and professional materials.
Results/Impacts
 Increased the number of students who developed early literacy and
language skills by the end of grade one
 Increased the number of students who fully met expectations in reading
and writing by the end of grade three
 Increased the number of grade seven students performing expectations on
multiple measures of performance
 Increased the number of grade ten students performing within
expectations on multiple measures of performance
 Increased the number of School District 92 (Nisga’a) students who
graduated from secondary school willing and able to enter post-secondary
education and training
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
124
Neqweyqwelsten School
Barriere, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$18,782.35
September 2002 – March 2003
Social Development & Health Programs
35 Students
Project Title
Special Education Policy, Curriculum
Review, School’s Mission Statement
Special Needs Student Support
School/Community Communication
Strategy
The Capacity Building funds were used for the development of special education
policy, pilot project of Secwepemctsin curriculum, and revisiting the school’s
mission statement.
Results/Impacts
 Expansion of community understanding of students with special needs
 Renewed commitment to school of parents involved in workshops
demonstrated by consistency in support for home reading and homework
programs
 Ratified community special needs policy
 Updated curriculum based on data collected during the pilot year
The Stay-in-School funds were used for staff working with individual students
with special needs.
Results/Impacts
 Steady progress for students with special needs receiving individual
attention
 Students with special needs continued to develop life skills and academic
competencies
The Integrating Services were used for staff to facilitate communication between
Band departments and schools
Results/Impacts
 Maximization of resources and increased home and school support as the
result of consistency in programming from schools and social development
and health programs
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
125
Nisga’a Elementary/Secondary School
New Aiyansh, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$83,748.61
September 2002 – March 2003
Local Community
374 Students
Project Title
Carving Project, Safe Teen Workshop,
Summer School
Store Front Project, Humanities 8, Arts
and Crafts Project
Lib Net Study Centre, Career Technical
Centre, Audio Visual Library
The Capacity Building funds were used for the expansion of a carving project
into an advanced stage and integrating the program into other courses. As well,
it impacted cultural art activities in courses such as woodworking, art,
humanities, elementary, and dance programs.
Results/Impacts
 Significant and increased interest in school educational activities and a
heightened awareness of First Nations culture
 Increased retention rates and the number of students graduated
 Increase in number of skilled students in culturally related economic
activities
In addition, there was a Safe Teen and Summer School project. The Safe Teen
workshop prepared grade seven students for the rigors of teenage life and a
secondary school program. This year, an additional day was added to a
workshop scheduled for school counselors and CAPP teachers, and counselors
from various other community services. The Summer School project had
students make up failed courses, improved grades, enrolled in an extra course
and/or enrolled in special programs, and participated in meaningful and
educational environments during the summer months.
Projected Results/Impacts
 The Safe Teen workshop provided life skills and the counselors with skills
that helped impact the lives of students during their grade 7-12 education
 The Summer School project significantly affected the success rate of
Nisga’a students in the secondary program
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
126
The Stay-in-School funds were used for a Store Front project that addressed
adolescents and young adults who were at-risk or who had not been successful
in a regular school setting.
Results/Impacts
 A significant number of at-risk students received a high school diploma
and experienced a successful conclusion to their education program at a
secondary level
 Some students laddered into a post-secondary program to continue their
studies
 Former students previously idle had an opportunity to make a contribution
to the community
In addition, there was a Humanities 8 and Arts and Crafts project developed,
which met the BC Curriculum in Social Studies and English at grade 8 levels.
Results/Impacts
 This program greatly benefited the grade 8 students to strengthen their
reading, writing, comprehension and communication skills over a tenmonth period
 Students were challenged to meet and exceed grade level expectations in
this course
The Integrating Services funds were used for a LibNet Study Centre, Career
Technical Centre and Audio Visual Library project. The LibNet Study Centre
was opened for after school hours for the public and students.
Tutoring
services were available. The Career Technical Centre was available to students
to fully ladder into a post-secondary program. The Audio Visual Library project
was set-up for children to access a user-friendly, easy start to finish, and
comfortable to sit, read, and listen in a book library.
Results/Impacts
 The LibNet Study Centre impacted the availability of library and
information services to the community and students
 The Career Technical Centre offered an opportunity for students to shorten
their time in school and obtain dual credit in a program of their choice in
the community
 The Audio Visual Library project helped young learners with many skills in
aural and reading development and provided a perfect venue which
initiated independent learning
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
127
N’Kwala School
Merritt, BC
Total Allocation
Timeline
Linkages
Target Population
$20,758.51
September 2002 – March 2003
Special Needs
50 Students
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School and Integrating Services
Project Title
Teacher Aides
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for two full-time teacher aides, who performed the following
school activities:






Small group sessions with students for 20-40 minutes daily
One-on-One tutoring
Mini-sessions
PB5 Reading Sessions
Bonding of the Senses Program
Structure of Intellect Program (SOI)
Results/Impacts
 Improved reading levels
 PB5 Program helped students develop literacy skills in reading, writing,
spelling, vocabulary and grammar
 Bonding of the Senses Program developed vision skills and integrated both
left and right hemispheres so that students could read and write with
more fluency
 SOI Program assessed students with special needs and diagnosed
weakened skills
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
128
Nus Wadeezulth Community School
Takla Landing, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Combined Stay-in-School and
Integrating Services
$20,264.47
September 2002 – March 2003
Other Education Professionals
32 Students, School Staff
Project Title
Professional Development
School Counselor
The Capacity Building funds were used for school staff to attend an annual
provincial conference on Aboriginal Education on November 2-4, 2002 in
Richmond, BC. The conference enhanced the knowledge base of the school
staff and in turn benefited the students of the Nus Wadeezulth School.
Results/Impacts
 Ideas, strategies and information gained from attending the conference
had a good impact on the instruction of students and the abilities of the
school staff members
The combined Stay-in-School and Integrating Services funds were used for a
school counselor. The students made the right choices about their future by
having a school counselor available to them. The students also had an outlet
when they had a problem and wanted to discuss their issues with someone
independent.
Results/Impacts
 The students had a school counselor to confide in and an advisor to
discuss potential future endeavors
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
129
Nutsumaat Lelum Child Care Society
Ladysmith, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$13,100.89
September 2002 – March 2003
Chemainus First Nation
55 Students, 14 School Staff, Community
Members
Project Title
Training, Workshops & Meetings
Newsletter, Parent Initiatives
Community Awareness, Meetings,
Newsletter
The Capacity Building funds were used for training sessions, workshops and
meetings for the community, parents and school staff. The following activities
took place:









Parent Advisory Committee meetings
Parent meetings
Cultural events
Local elementary school visits
Relevant training programs and workshops
Provided employment opportunity to one parent/year-assistant position
in the field of early childhood education
Produced an updated parent handbook
External family visits, i.e. to local libraries and schools
Child Safe First Aid and other certification/license programs
Results/Impacts
With the ongoing interaction and positive influence of being directly involved in
their children’s education - families recognized and valued the experience.
The Stay-in-School funds were used for the following activities:






Educational success stories shared through a Stzu’minus newsletter
Hosted parent/teacher interviews and conferences
Increased the access and availability of resource materials
Incentives supported stay-in-school initiatives
Provided employment training for one parent
Facilitated workshops and meetings for parents
Results/Impacts
 Encouraged further education at all levels through on-site training
opportunities
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
130
The Integrating Services funds were used for the following activities:





Organized and facilitated meetings with other Chemainus First Nation
departments for the encouragement of program support and overlaps in
delivery services that were common amongst programs
Participated in community services and child care services meetings for
raising awareness and information to the community on what was
available
Encouraged the participation of all staff in other program areas
Sent invitations to all departments and services for hosted celebrations,
workshops and open houses
Provided regular updates for the community through a community
newsletter
Results/Impacts
 Promoted awareness and information sharing throughout programs and to
the local community
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
131
Outma Squilxw Cultural & Sunshine Pre-School
Penticton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$18,041.29
September 2002 – March 2003
En’owkin Centre, Okanagan Nations
Alliance, Federal Habitat Stewardship
Program, Aboriginal Healing Foundation
30 Students, School Staff, Community
Members, Elders
Project Title
Parent/Caregiver Workshop, Professional
Development, Cultural Training
Hot Lunch Program
Mentorship and Role Model Programs
The Capacity Building funds were used for a parent and caregiver workshop.
School staff attended a FNESC education conference. In addition, there were
Mathematic manipulative and science materials purchased for the school.
Resource people taught traditional Indigenous knowledge systems and science
careers. A locatee land for native plants and noxious week program for Earth
stewardship and a work plan for habitat and species stewardship was
developed.
Results/Impacts
 Supported children in their education and coping strategies for parents
 School staff learned strategies, tactile, and experiential learning
 Increased knowledge on native plants, science and habitat and species
stewardship
The Stay-in-School funds were used for a Hot Lunch program, twice a week for
approximately 30 students.
Results/Impacts
 Addressed a community concern for students to be provided with a hot
lunch
The Integrating Services funds were used for the design of a mentorship
program and a role model program.
Community members and elders
undertook research related to joint initiatives for supporting First Nation
students, and identified native plants used in Okanagan language. A field trip
was also made to a full immersion Shuswap language school.
Results/Impacts
 Community members and elders participation
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
132
Pacheedaht Pre-School
Port Renfrew, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$10,877.71
September 2002 – March 2003
Brighter Futures
11 Students, 12 Parents
Project Title
Parent Training
The combined Capacity Building, Stay-in-School and Integrating Services funds
were used for the following activities:




Let’s Talk About Touching
Child Safe First Aid Course
Normal Sexual Development
Mom’s and Tot’s Program
Results/Impacts
 Program enabled children to be better prepared in inappropriate situations
 The children of the community were safer
 Parents know how to talk to their children and handle their growing
changes
 Early intervention was arranged if there are delays in development
observed in any of the children
 The children were encouraged to explore the safe, nurturing environment in
growth areas of development
 Parents communication lines opened and dialogue started on children’s
issues
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
133
Penticton Indian Band Education Centre
Penticton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$18,535.33
September 2002 – March 2003
Specialists
Students, School Staff, Community
Members
Project Title
Cool School Program, Professional
Development, Workshops, PhotoJournalism Program
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for specific targeted areas as follows:




Cool School program
Professional development
Specialists visits conducted workshops
Photo-Journalism program
Results/Impacts
 The Cool School program had more students accessing academic
upgrading
 It addressed the needs of those who were out working and also those
individuals such as stay-at-home moms with children
 Provided the opportunity for the improvement of skills or the pursuit of
academic upgrading at a time and place that was convenient for them
 Staff professional development in FAS/FAE/ADD/ADHD
 Kept educators updated with special needs information
 Honoraria for specialists who provided valuable workshops for community
members on employment preparation
 Photo-Journalism Program provided opportunities for learners to use a
camera properly, developed and printed pictures, dark room procedures,
wrote reports, and collated text with photos and learned about digital
photography
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
134
Prophet River Dene Tsaa School
Fort Nelson, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$13,841.95
September 2002 – March 2003
Health
13 Students, 3 School Staff, 7 Parents,
10 Community Members
Project Title
Education Materials, Physical Education
Equipment
Workshops, Year-end Picnic, Storytelling
Professional Development
The Capacity Building funds were used for educational materials, equipment
and supplies for physical education.
Results/Impacts
 Increased educational materials for the school
 Students learned to lead a healthy lifestyle
 Improved Physical Education program for students
The Stay-in-School funds were used for workshops and events for students and
helped to organize an alcohol and drug awareness program for the elementary
and high school students with the support of parents. A year-end picnic and
story telling from previous addicts was included in the program.
Results/Impacts
 Students learned about the long-term effects and addiction that were
caused by substances
 Students received strong support from their parents
 Students were able to survive peer pressure within the school
The Integrating Services funds were used for professional development for an
education coordinator. The staff member attended relevant forums and events
in the area of integrating services.
Results/Impacts
 The Education Coordinator acquired skills needed to effectively operate an
education program and obtained help through FNSA training workshops
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
135
Qwam Qwum Stalicut Community School
Nanaimo, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$15,324.07
September 2002 – March 2003
Other Educators
31 Students, 5 Families, School Staff,
Parents
Project Title
Tutoring, Literacy Program, Professional
Development, Parent Meetings, Student
Supplies, Education Software, Speech &
Language Pathologist, Literacy Training
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for the following activities:









After-school tutoring
Literacy program
Professional development for teachers and other staff
Parent meetings
Parties and excursions
Tuition for training for literacy
Student supplies and library books
Computer software
Speech and language pathologist
After-school tutoring was provided for elementary, high school and private
students. A Literacy program was offered in a summer school approach with 35 families, preschool/K5 and grade one student’s. Teachers, education council,
and/or other staff attended a FNESC/FNSA Aboriginal Education Conference,
FNSA Annual General Meeting, FNESC/FNSA Speaker Series, and Special
Education Conference.








Parent interactions and communication with teachers and staff
Workshops for parents provided information about supporting children in
their education and coping strategies for parents
Awards recognition for the school
Workshops held on literacy
The reading level of the children has grown and was meeting the
curriculum criteria of the school
Enhanced the promotion of reading
Teaching materials available for classroom
Addressed student special needs
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
136
Rosie Seymour Elementary School
Dog Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$15,571.09
September 2002 – March 2003
Knutchentecw Society, Child Care
Resource and Renewal, School Districts
20 Students, 15 Parents, 5 School Staff
Project Title
Professional Development
Physical Education Equipment, School
Barbeque
Professional Development Workshops
The Capacity Building funds were used for a Board member retreat and for
school staff attendance to FNESC/FNSA Speaker Series workshops.
Results/Impacts
 Board members and school staff received professional training
The Stay-in-School funds were used for student sports equipment that was cost
shared with a recreation group and equipment that was needed for the school.
A welcome back barbeque was held in September 2002 for parents and
community members and Band staff.
Results/Impacts
 Introduced new events for students such as track and field, volleyball,
broomball, and baseball
 School welcomed new staff members, introduced staff to the community,
and a fun way for the students returning to school
The Integrating Services funds were used for work with other groups and
organizations in the planning and implementation of different workshops.
Workshops were offered within the community for youth, such as alcohol and
drug awareness, personal growth, career fairs, and cultural activities. Other
workshops included parenting, how to deal with school issues, parents club,
and the purchases of handouts, elders honorariums, facilitators and food for
the events.
Results/Impacts
 Parents more involved and visited the school and the students
 Students completed their homework with parental support
 Acknowledgement of the successes of students, parents and supporting
school staff
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
137
Saikuz Elementary School
Vanderhoof, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$22,981.69
September 2002 – March 2003
Specialists, Health Station, Learning
Centre, Daycare
50 Students, Parents, School Staff,
Community Members
Project Title
Professional Development, Gym
Equipment, School/Community Dinner
Audio Tapes, Moose Hide, School Tapes
Winter Carnival
The Capacity Building funds were used for professional development for
teachers. A specialist provided in-service training for school staff through a
visit and follow-up. Gym equipment was purchased; a community dinner
raised the school’s profile and encouraged parent and community involvement.
Results/Impacts
 Professional development for teachers who looked at the strengths of the
students and taught them to see the values from this program
 Students had a sense of accomplishment and pride that they were
learning
 Gym equipment kept the students busy learning skills, which cut down on
the bullying that occurred in schools
The Stay-in-School funds were used for pow wow audiotapes, a large moose
hide, and an artist produced a large school drum. Students practiced songs for
tapes and CD’s recordings, and demonstrated their skills and abilities at the
end of the school year.

Students learned how a large drum is made and learned songs for usage
at future gatherings
The Integrating Services were used for work with the Saikuz Health Station,
Learning Centre and Daycare in the implementation of a Winter Carnival in
January –February 2003.
Results/Impacts
 The Carnival provided an opportunity to inform parents, students and the
community of the services provided and what careers students may want
information on, but also to celebrate achievements of school and students.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
138
Seabird Island Community School
Agassiz, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building and StayIn-School
Integrating Services
$61,516.81
September 2002 – March 2003
FNESC Parents Club, Seabird Island Band
220 Students, Parents, 20 Teachers,
Project Title
Parent Advisory Committee, Professional
Development, Music Equipment. Program
Coordinator
Service Integration Forum
The Capacity Building and Stay-in-School funds were used for the support of
the following activities:




Establishment of a Parent Advisory Committee (PAC)
Teacher and staff development
Purchased music equipment and supplies
Hired a full-time Program Coordinator
Results/Impacts
 Parents received training in Board/Committee roles
 Increase in parent participation with school and students
 Greater linkage with FNESC Parent Club
 Parents had input into school activities
 Increased fundraising and activities, which benefited students
 Teachers received exposure and awareness of other FN Schools
curriculum
 Teachers networked and shared ideas with other BC teachers
 Increased development ideas and strategies and boost teacher team
building and moral in the workplace
 Individual non-teaching staff received training required for conducting
their jobs effectively for the benefit of the students and the school
 Exposure and introduction of music to children and youth
 Promotion of learning and experiences in music for children at Seabird
Island
 Established a music program for all ages
 Students had activities designed to keep them interested in school and
make school more interesting and fun, therefore motivated learning and
participation
 Students had a Coordinator’s encouragement for participation in
tutoring
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
139
The Integrating Services funds were used for two forums on service
integration within Seabird Island Band. A facilitator conducted the
following sessions:






Policy considerations
Insurance/Liability
Resource allocation
Asset allocation
Protocols
Planning and information sharing
Results/Impacts
 Formalized policies, processes and protocols
 Planned sessions with other departments
 Planned sessions with managers/supervisors
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
140
Sechelt Band Education Centre
Sechelt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$50,400.91
September 2002 – March 2003
School District #46
160 Students, School Staff
Project Title
Youth Counseling
Program Assistant
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for school/community based youth counseling services. This
position serviced all of the schools and worked in conjunction with families,
government agency, and band programs. In addition, an assistant was hired
for a Morningside Reading Program for elementary and high school.
Results/Impacts
 The counseling team met on a regular basis
 Improved direct student support
 Supported and met the needs of the youth and families
 Career counseling assured that students in high school met their
graduation requirements
 Career counseling included exposure to career fairs and visits to
academic institutions and trade and art schools
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
141
Secwepemc Cultural Education Society
Kamloops, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$14,830.03
September 2002 – March 2003
Social and Community Agencies
200 Students
Project Title
Curriculum Development, Planning
Workshop, Student Guideline/Policy
Review, Program Evaluation, Resource
Materials Community Resource Day
Program Evaluation, Community Resource
Day, Workshops, Field Trip, Graduation
Ceremony, Cultural Day
Integration Services Forum, Workshops,
Career/Job Fair, Read Well Program
The Capacity Building funds were used for the following activities:






Curriculum development for new courses
Planned workshop on direction of programs
Updated student guidelines and policies
Developed program evaluation processes
Purchased resource materials
Community resource day
Results/Impacts
 Reorganized and refocused programming
 Improved programming by offering more courses and collected updated
materials for student usage
The Stay-in-School funds were used to undertake the following activities:








Program evaluation
Community resource day
Cultural activities
Alcohol and Drug workshops
Accessing material and supplies for cultural activities
Field trip to academic institutions
Graduation ceremonies
Cultural day/Aboriginal day
Projected Results/Impacts
 Understanding of community resources
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
142




Established student support network
Gathered information on career planning, job search and Alcohol and
Drug Awareness
Community support and acknowledgement of student achievement
Promoted cultural pride
The Integrating Services funds were used for the following activities:




Integration of Services Forum
FNSA Principals/Administrators workshops
Career Fair/Job Fair
Read Well program
Results/Impacts
 Staff training opportunities
 Increased understanding of other social agencies
 Cooperative planning with other community agencies
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
143
Sen*Pok*Chin* School & Inkameep Pre-School
Oliver, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building and StayIn-School
Integrating Services
$19,029.37
September 2002 – March 2003
Health
50 Students, Teachers,
Project Title
Education Materials
Health Services
The combined Capacity Building funds were used for education materials for
students. The school designed an available resource area for the students to
complete their homework and school-based projects.
Results/Impacts
 Students completed homework projects at the school prior to going
home
 The students felt more inclined to work at their own pace using quality
work guidelines used in a classroom
 The students felt more comfortable with the process of doing work,
which prepared them for high school and university classes
The Integrating Services funds were used for better integration of new neighbors
(health services) into the school community. Regular meetings were scheduled
with the staff on discussions about health issues that occurred at the school.
Results/Impacts
 Implementation of health-related policy at the school was supported by the
health staff and cooperation was given to staff and parents accessing
health resources
 Scheduling of events that related to health concerns was planned with
time for staff, parents, and students
 Teachers were informed by Health, when approaching parents about
health-related concerns in parent/teacher communication
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
144
Sensisyusten House of Learning School
Westbank, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$22,981.69
September 2002 – March 2003
Klahowya Video Productions
99 Students, School Staff, Parents
Project Title
Staff Member
School Video
Professional Development
The Capacity Building funds were used for a staff member for three high-risk
students.
Results/Impacts
 Minimized disruption to the whole school operation
 Students more supervised
 Student population more open and safe
The Stay-in-School funds were used for the creation of a school video for
promotion purposes.
Results/Impacts
 Entire student body as actors and narrators
 First Nation film crew support
 Parent and Teacher Interviews
 Raw film footage – January to March 2003
 Editing
The Integration of Services funds were used for training of school staff and
parents. The training was through attendance to workshops.
Results/Impacts
 Completed training of Parents Make a Difference workshop
 Completed training FAS/FAE workshop
 Completed training of Stop Bullying in Schools workshop
 Completed training of Reaching and Teaching workshop
 Completed training of Effective Schools workshop
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
145
Shihiya Elementary Band School
Enderby, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$16,065.13
September 2002 – March 2003
Students, Parents, School Staff
Project Title
Preschool Materials, Social Studies
Resources, Parent & Staff Workshops,
Language Training
The combined Capacity Building, Stay-in-School funds were used for the
following activities:




Purchased preschool materials – student and teacher resources
Supported early literacy and phonemic awareness
Supported a social studies program with more resources
Attendance of parents and staff to workshops
The remaining funds from the three categories were used for the continuation of
a Shuswap Language program. Elders expressed a great desire for the teaching
of the traditional language to youth.
Results/Impacts
 Increased in preschool materials
 Supported early literacy and phonemic awareness
 Increased in resources for social studies program
 Students learned a variety of words and the older students learned to put
words into sentences
 More parental involvement in workshops
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
146
Skidegate Band Nursery School
Skidegate, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$12,359.83
September 2002 – March 2003
Band Nursery & Head Start Program
Students, Teachers, Parents, Community
Members
Project Title
Button Blankets
Daycare and Head Start Programs
The combined Capacity Building and Stay-in-School funds were used for the
continuation of a Button Blanket project with the students at the school. This
project worked best with the school as it got the parents and family members
involved with their children’s education at the very beginning of their
educational journey.
Results/Impacts
 This project not only brought the parents and family members into the
school environment, but built Nursery School Teacher capacity to deal with
community members as well.
 The child’s perspective and the parent’s perspective is that the Button
Blankets identified exactly who they were within Haida culture
 A hosted Button Blanket ceremony at the end of each school year
The Integrating Services funds were used for working more closely with the
Skidegate Daycare and Head Start programs as they shared some of the same
students. The staff had three areas of in-service programming. Policies and
procedures were developed for all three programs.
Results/Impacts
 Provided the best service possible for the children of the community
 Consistency within the programs
 Worked more closely with staff and students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
147
Sk’il Mountain Community School
Shalalth, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$29,404.21
September 2002 – March 2003
School District
96 Students
Project Title
Handbook, Trainer, Equipment & Books
Homework Club
Special Needs, Meetings
The Capacity Building funds were used for the revisions of a student, parent
and staff handbook with the input from staff, parents and school management
board.
A trainer/facilitator was brought to the school for discussion and
training in a subject area of need identified by school staff. Equipment and
books for the library assisted high school and adult learners.
Results/Impacts
 The new handbook was distributed to all parents, students and staff in
early fall
 Student and parent satisfaction surveys were done for feedback on new
handbooks
 Participant surveys were done upon completion of the workshop
 School equipment and book purchases benefited existing and future
students as these items lasted for many years
The Stay-in-School funds were used for the continuation of a Homework Club
that was established in 2000/01 years. After the students finished studying
bus services were provided due to the rural nature of the community.
Results/Impacts
 Homework Club benefited about 32 students
The Integrating Services funds were transferred to Special Needs and the
remaining funds brought the school, school district and Band Administration
closer together. A series of meetings were held, which also involved youth and
social development workers.
Results/Impacts
 Developed and implemented a program for youth with severe behavior
challenges
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
148
Sn-c’c’-mala?-tn School
Vernon, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$13,841.95
September 2002 – March 2003
30 Students
Project Title
Teacher Aide, Special Education
Music Lessons
Community Dinner, Aboriginal Day
The Capacity Building funds were used for a part-time teacher-aide. Half of
those funds covered half the required time, and the other half was applied to
Gathering Strength Special Education category.
Results/Impacts
 Students had more individual time with teachers
 Teachers were able to assign individual or small group activities that a
teacher aide could implement daily
 The classrooms were more manageable
 Several of the students received speech therapy
 Teacher Aide position was essential for basic classroom management
 Students were involved in the learning process and developed essential
problem and critical thinking skills
The Stay-in-School funds were used for the continuation of music lessons for
the students. The teachers did not have the skills to play a musical instrument
and none of the students in the school took music lessons at home.
Results/Impacts
 Music instructor contracted 30 students who benefited from the program
 Parents were invited to all special events
 Students were exposed to guitar and fiddle
 The ambiance that music created seemed to be an outlet that some
students needed to open up and express themselves
 Students with emotional difficulties really seemed to benefit
 Speech and language skills were enhanced as well as social development
The Integration Services funds were used for the encouragement of community
involvement and awareness at the school. A community dinner and student
activities were included in an Aboriginal Day celebration that was held at the
school.
Results/Impacts
 A greater comfort level at the school for more parental involvement
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
149
Songhees Band School
Victoria, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$12,853.87
September 2002 – March 2003
Health
Students School Staff, Parents
Project Title
Lekwungen Lunch Nest Program
The combined Capacity Building, Stay-in-School and Integrating Services funds
were used for a Lekwungen Lunch Nest program. Preschool staff, children,
parents, and support service personnel met on an informal daily basis and built
and maintained relationships.
It was an authentic language immersion
opportunity supplemented with culturally based teachings and customs.
A part-time staff member planned menus, shopped, coordinated parent helpers,
and implemented the Lekwungen curriculum.
The program was offered
Monday through Friday, between the months of April to March 2003. The
preschool staff had opportunities to teach and practice Lekwungen vocabulary,
phrases, and customs to 20 children and parent volunteers at Songhees
Preschool.
Results/Impacts
 Developed and implemented the Lekwungen language curriculum in the
area of nutrition and rituals around eating
 Met the needs of children and their parents and provided opportunities to
encourage healthy eating
 Encouraged more parental involvement
 Encouraged support services and programs for families of preschoolers to
get together through daily opportunities to have lunch together
 Supported staff from different departments and programs by invitation to
attend lunch and meet parents. It also fostered the integration of services
 Incorporated diabetes awareness and prevention curriculum and dental
health into the lunch program
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
150
Stein Valley N’lakapamux School
Lytton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$38,296.93
September 2002 – March 2003
Other Schools
128 Students, Parents, Teachers, Elders
Project Title
Elder’s Gathering, Coop Education,
Literacy Program, Teacher Assistant
Tournaments, Parents in School,
Resources, Hands-On Learning
Professional Development, Staff
Orientation
The Capacity funds were used for an Elder’s gathering in creating positive
interactions between the school and the Elders of the community. Cooperative
Education was provided for students, who received job readiness skills. A
Balance Literacy program provided students with periodic reading placement
tests, which indicated an improvement with reading and comprehension skills.
A full-time teacher assistant helped students in one-on-one attention with their
school tasks, tests, and homework results.
Results/Impacts
 Created positive interactions with Elders and the school
 Students included their training skills onto their resumes
 Literacy program improved reading and comprehension skills
 Teacher Assistant helped improve student confidence and self-esteem
The Stay-in-School funds were used for a Run under the Sun and Slahal
tournament, parents in school, purchases of Nlakapamux First Nations
resources, and hands-on learning activities.
Results/Impacts
 Networked with other schools to build relationships with students from
other areas,
 Students learned local and borrowed songs, protocol for cleansing and
spiritual sweats, different art forms, and hands-on learning expeditions
The Integration Services funds were used for professional development for the
school staff.
Results/Impacts
 Teaching staff improved their delivery of educational services to students
 Teachers implemented teaching strategies specific to students with special
needs
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
151
Stu”ate Lelum Secondary School
Ladysmith, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$41,014.15
September 2002 – March 2003
Community Services
110 Students, Parents, Community
Members, School Staff
Project Title
Teacher Assistant, Book Purchases,
Community Feast
Counselor
Integrating Services Forum
The Capacity Building funds were used for a teacher assistant and extending
teaching time. Individualized assessments were conducted with students with
special needs in a Morningside program. Reference and research books were
purchased for the school library.
Lower-literacy reading materials were
purchased for special needs students. A community feast enhanced the level of
support for students, their friends and families. School staff attended a FNESC
Aboriginal Education Conference.
Results/Impacts
 Student retention and progression was a success indicator
The Stay-in-School funds were used for a counselor for student support. The
counselor provided one-on-one counseling and Life Skills workshops in the
classroom.
Results/Impacts
 Students required immediate and temporary intervention and support that
helped them address some of their issues so they could carry on with their
schoolwork
The Integrating Services funds were used for a forum with invitations sent to
various elders, community speakers and other specialists in life skills, special
education, and community services.
Results/Impacts
 A community service student forum had students learning about many
critical services they could use in the First Nations and broader community
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
152
Switzemalph #6 Learning Centre
Salmon Arm, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$19,276.39
September 2002 – March 2003
Health
33 Students, Teachers, Elders,
Project Title
School Web Page, Student Handbook, Life
Skills, Books & Supplies
Graduation, Sports Day, Career Fair
Elder’s Luncheon, Community Members
The Capacity Building funds were used for the attraction of future students to
the Switzemalph Learning Centre through a school web page designed and
posted on the Internet. The information included school location, courses
available, teaching staff, school activities and school operations. A student
handbook, pamphlet, and calendar/journal were revised for the new school
year. In addition, a staff member taught basic life skills. New books and
supplies were purchased for a cultural and arts program.
Results/Impacts
 People from other Nations had immediate access to school web page
 All students were aware of school rules and regulations contained in the
revised handbook
 The calendar/journal assisted students in keeping track of their
assignments and to freely express their feelings on paper
 Basic life skills had students feeling and acting self-confident amongst
their peers and within the public sector
 A field trip was planned for students to choose a book that was
appropriate for their reading level and within projected budget
The Stay-in-School funds were used for hosting a year-end celebration and
graduation to highlight each student’s accomplishments. Respected elders from
the community and school staff were given recognition to each student involved
in the school. An Aboriginal sports day was held and led by traditional culture
games and equipment. A one-day First Nations career fair was hosted, which
included presentations covering health programs, education, herbs and
traditional medicines, massage therapy, and fitness programs that focused on
the importance of a good diet.
Results/Impacts
 Elders and community members were involved in the school activity, and
encouraged to participate in future school activities
 All those attending the Sports Day supported the physical education and
well being of the students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
153

All those attending the Career Fair gained information and included
healthy living in their current lifestyle
The Integrating Services funds were used for an elders and students luncheon
that was held twice during the school year.
The activity was for the
encouragement of sharing traditional culture between the two generations.
Results/Impacts
 Community elders felt welcomed at the school
 The elders were encouraged to share their Secwepemc culture with the
students
 Students encouraged elders to use a computer
 The students and elders assisted in bridging a generation gap between the
two groups
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
154
Sum-sha-thut Lellum School
Sooke, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building
Stay-In-School, and Integrating Services
$11,618.77
September 2002 – March 2003
Parks and Recreation Group
35 Students, Parents, Families
Project Title
Winter Celebration, Part-time Teacher,
Books and Resources, Physical Movement
Program
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for a winter celebration for the community. Students enacted
a local story, or legend, traditional gift giving, and social event.
A part-time teacher worked 20 hours a week to support a teacher and
supervised learning activities.
Books and learning materials were purchased to address a need for the
development of a school resource and literacy center.
A Physical Movement program was held in partnership with Seaparc, a parks
and recreation group for the community of Sooke.
Activities included
swimming lessons, dance, gymnastics, ice-skating, and team field sports for
students and families.
Results/Impacts
 Winter celebration increased community awareness of educational
activities and benefits
 Increased self-esteem and confidence of students
 Teacher aide supported in classroom for students
 Increased literacy levels for both students and parents
 Encouraged involvement by parents in educational activities
 Established a comfort zone for parents and children in a community facility
 Encouraged exercise and good nutrition
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
155
Sxoxomic Community School
Williams Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$27,922.09
September 2002 – March 2003
Local Agencies, Other Schools
130 Students, Parents, School Staff,
Project Title
Professional Development, Parent
Workshop, Cultural Workshop, Teacher
Aide, Education Materials, Liaison Worker
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for the following activities:






Professional development
Parent workshop
Cultural workshop
Hired a teacher aide
Education materials
Hired a liaison worker
Results/Impacts
 Staff attended a FNESC conference on Aboriginal Education, Transitions,
and School Counseling
 Parents were provided with skills to assist their children with reading,
writing, spelling, and basic mathematics
 Hosted events raised the profile of the school and promoted education to
the community
 Provided an opportunity for parents attendance to the next parent
conference
 Teacher Aide provided instructional assistance and classroom support
 Physical education equipment purchased
 Liaison Worker had a proactive liaison with all schools that had Esketemc
students in attendance
 Advocated for the rights and concerns of both students and parents
 Provided career and personal counseling for students as required
 Worked with other local agencies in improving student development and
educational achievement
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
156
Takla Lake Adult Centre
Takla Landing, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$16,312.15
September 2002 – March 2003
29 Students
Project Title
Teacher Assistant
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for a full-time teaching assistant for the school year. The
teaching assistant was a tremendous asset to the program. In addition, to the
duties in the classroom, the teaching assistant was a liaison between the
teacher and students. Almost 50% of the students had difficulty with the
language of instruction.
The teacher and teaching assistant had to be innovative and creative in
promoting strategies that enabled the learners to be successful. Some of these
skills were: literacy, numeracy, critical and creative thinking, problem solving,
technology and personal management.
The most successful strategy utilized was promoting the use of practical
applications to demonstrate theoretical knowledge. The staff used real-world
and workplace problems and situations as a context for the application of
theory therefore, making the learning more relevant to the students’ needs and
goals.
Results/Impacts
 Adult students had more assistance and consequently a great success in
their studies
 Adult teacher was able to have more time for addressing needs in the
student population that may not have been possible without an assistant
 There was emphasis on learning by doing
 The staff used abstract ideas and concepts, including theories, laws,
principles, formulas in a practical context such as the home, workplace
and community
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
157
Ted Williams Memorial Learning Centre
Burns Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$19,276.39
September 2002 – March 2003
Open Learning Agency
35 Students
Project Title
Elders Class, Sewing
Academic Institute Visit, Graduation
Nutrition Program, Professional
Development
The Capacity Building funds were used for elders to teach potlatch songs,
church hymns and prayers. The Center purchased sewing machines and one
serging machine. The students were taught how to use the machines and
sewed both contemporary and traditional fashions.
Results/Impacts
 The Elders and students came together to learn from each other
 Students learned valuable skills in sewing and traditional fashions
The Stay-in-School funds were used for five students, who graduated in June
2003 to the Open Learning Agency (OLA).
Students participated in a
Celebration of Learning hosted by the OLA. A community graduation was
hosted by the Ted Williams Memorial Learning Center.
Results/Impacts
 Graduating students learned about OLA
 Families and community celebrated the achievements of the graduates
The Integrating Services funds were used for the continuation of a Nutrition
program, which included cooking sessions for students. The students also
learned how to shop on a fixed budget and monthly shopping habits. School
staff attended an annual language conference hosted by the FNESC.
Results/Impacts
 Students learned about nutrition, foods, cooking, and budgeting
 School staff received valuable education information, which rippled down
to the success of students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
158
T’it’q’et Preschool
Lillooet, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$12,112.81
September 2002 – March 2003
Social Agencies
20 Students, Community Members,
Parents and Caregivers, Elders
Project Title
Education Materials, Physical Education
Equipment
Community Dinner, Workshops
Community Agencies Meetings
The Capacity Building funds were used for education materials such as library
books, teaching equipment and supplies. In addition, there were equipment
and supplies purchased for physical education, music and art programs.
Results/Impacts
 Students benefited through the use of the library books and physical
education equipment that contributed to healthy minds and bodies
The Stay-in-School funds were used for community dinners or events that
raised the profile of the school and encouraged more involvement. In addition,
there were Wellness and Awareness workshops for students, parents,
caregivers, and community members, and a hosted graduation ceremony.
Results/Impacts
 Profile raised for the school
 More involvement from parents and community members in school
activities
 Celebration of student achievement and success through graduation
ceremony
The Integrating Services funds were used for the facilitation of a greater
integration of services within the community.
Meetings were held with
community agencies representatives to discuss cooperative strategies. Other
community programs were visited to learn about their programs. In addition,
there were implemented cooperative strategies programs with other social
agencies, such as joint record keeping and sharing, joint board development,
and joint parent workshops
Results/Impacts
 Greater integration of services within the community
 Cooperative strategies developed
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
159
Tl’azten Adult Learning Centre
Fort St. James, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$14,335.99
September 2002 – March 2003
Academic Institutions
25 Students, School Staff, Community
Members
Project Title
Professional Development
Academic Institutions Visits
Guest Speakers
The Capacity Building funds were used for Success Maker system training.
School staff attended the 8th Annual Provincial Conference in Aboriginal
Education. In addition, two staff members attended four workshops on
Aboriginal language curriculum development.
Results/Impacts
 Provided professional development training for school staff
The Stay-in-School funds were used for ten students attendance to the College
of New Caledonia and the University of Northern BC exploring post secondary
options.
Results/Impacts
 Provided education information and awareness of academic programs to
students
The Integrating Services funds were used for guest speakers on a number of
topics and activities that helped to build and maintain communication between
community members of all ages. The ultimate goal was to create a welcoming
atmosphere at the learning center that encouraged students of all ages to utilize
the center both during scheduled classes and during evening study periods.
Results/Impacts
 10-12 workshops held on various topics determined by adult students
 Welcoming atmosphere at the Learning Centre for all
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
160
Tl’etinqox School
Alexis Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$25,945.93
September 2002 – March 2003
Other Schools
85 Students, Teachers, Parents
Project Title
Parent Handbooks, Professional
Development, Physical Education
Equipment. Musical Instruments
Tutoring Program, Counselor
Feasibility Study
The Capacity Building funds were used for the development of parent
handbooks in Chilcotin and English versions. Board members attended the
2003 FNESC/FNSA Speaker Series workshops. The school purchased physical
education equipment for improving a physical education program. Guitars were
purchased for student music lessons.
Results/Impacts
 The community had a better understanding of the philosophy, goals and
policies at the school
 Created a greater sense of community involvement in the school by
reinforcing the community school and their involvement was crucial for its
success
 Board members gained new skills and a better understanding of its role in
the school and community
 Built student’s self-esteem, held practices and tournaments in physical
education
 Several staff members taught guitar for students
The Stay-in-School funds were used for the establishment of an after-school
tutoring program and a counselor visited the school once a week.
Results/Impacts
 Students were able to access tutoring
 Better sense of self-esteem and more of a positive attitude about school
 Counselor took on a caseload of students and support system for students
The Integrating Services funds were used for a feasibility study combining
separate schools into a Chilcotin Nation School District.
Results/Impacts
 Helped with economy of scale items
 United schools gave the Chilcotin people a much stronger voice when
dealing with government and agencies
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
161
T’lisalagi’lakw School
Alert Bay, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$22,734.67
September 2002 – March 2003
‘Namgis Recreation Center, Alert Bay
Elementary School
75 Students, School Staff, Parents,
Community Members
Project Title
Professional Development, Library
Materials, Teacher Assistant, Community
Dinners, School Policy Manual, Fine Art
Program
Intramural & Extra Curricular Program
Special Needs Assistance
Local Experts
Sport Camps
The Capacity Building funds were used for support staff increasing their
effectiveness with students, offered an effective library program, rewrote school
manuals with new vision and mission statements, and introduced a Fine Arts
program to the school. The school undertook these activities:






Staff professional development
Purchased library materials
Hired teacher assistant
Hosted two community dinners
Rewrote school policy manuals
Fine Arts program
Results/Impacts
 Addressed personal and school initiated workshops
 School collection updated especially History and Geography books
 Teacher Assistant assisted the upkeep of the library
 Celebrated the success of students and the school
 New student/parent/staff and board handbooks
 Allowed students to excel in their area of choice
The Stay-in-School funds were used for supporting both an Intramural and
Extra-Curricular program that complemented a Physical Education program
that provided athletic activities for students.
Results/Impacts
 Continued intramural program for lunch and after-school program
 Developed school teams to compete with other schools
 Purchased school uniforms for various sports
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
162



Transported students to tournaments
Plaques purchased to present to visiting teams in volleyball and basketball
Introduced students to various sports and lead-up games
The Integrating Services funds were used for working with local organizations
that addressed students with special needs. In addition, there was the
integration of three culturally relevant themes throughout the school (salmon,
winter, and grease making. Coordinated sports camps were provided for the
students.
Results/Impacts
 Assisted the staff, parents and community members in dealing with
FAS/FAE/ADD/ADHD and other students with special needs.
 Assisted local experts to visit schools and share their knowledge with the
students
 Coordinated with the ‘Namgis Recreation Center and Alert Bay Elementary
School to offer sport camps for students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
163
Tlesqox Elementary School
Riske Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building
Stay-In-School, and Integrating Services
$13,100.89
September 2002 – March 2003
12 Students
Project Title
School Policy, School Training Manuals,
Personnel Employment Policies, Book
Purchases, Physical Education
Equipment, Music Instruments, Art
Supplies, Homework Program. Tutor,
Counselor
The Capacity Building, Stay-in-School, and Integrating Services funds were
used for the following activities:








School board policies
School training manuals
Personnel employment policies
Library books
Physical education equipment
Musical instruments and art supplies
Tutor for school homework program
Counselor for academic and personal counseling
Results/Impacts
 Education Board Members successfully operated the school
 With the staff and Board members being more educated in the school
operations, it showed enthusiasm and more commitment to the children
 Community supported students who graduated
 School promoted most activities
 Promoted outdoor education
 Monitored and evaluated the new tutor and counselor
 Student enjoyment of drama, music and art program
 The community as a whole was more involved in its children’s’ education
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
164
Totem Preschool
Squamish, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$11,371.75
September 2002 – March 2003
Special Education
40 Students, School Staff
Project Title
Professional Development, Special
Education
Fine Arts Program
Speech and Language Pathologist
The Capacity Building funds were used for school staff attendance to
conferences and workshops. The remaining funds were used to support service
in special education on speech and language pathology.
Results/Impacts
 Staff increased their skills and enhanced the delivery of services to First
Nations students
The Stay-in-School funds were used for a Nexwstelt (always learning) program.
The students were able to buy materials for a First Nations Fine Arts program,
which allowed them to work on a credit course. The students had fun in
school, while learning about First Nation culture.
Results/Impacts
 The students gained knowledge of First Nation art forms and fine arts
credits
 The program gave students a break from the academic activities and a
balanced curriculum
The Integrating Services funds were used for support services in special
education of a speech and language pathologists.
Results/Impacts
 The school staff implemented strategies suggested by the speech and
language pathologist
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
165
Tsawataineuk First Nation School
Kingcome Inlet, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$18,041.29
September 2002 – March 2003
Health and Social Development
Students
Project Title
Education Materials, Physical Education
Equipment
Physical Education Equipment
Joint Partnerships
The Capacity Building funds were used for a cultural program, library books,
teaching aids, materials and supplies for an indoor physical education and
music and arts program.
Results/Impacts
 Improved cultural program for students
 Inclusion of programs into curriculum form
The Stay-in-School funds were used for outdoor physical education materials
and supplies that promoted extra curricular activities for the students.
Results/Impacts
 Promoted extra curricular activities for students
 Improved outdoor education
The Integrating Services funds were used for working with health and social
development departments. Joint partnerships became a reality in the area of
parenting and board development.
Results/Impacts
 Partnerships developed with health and social development
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
166
Tsay Keh Dene School
Prince George. BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$24,463.81
September 2002 – March 2003
Special Needs
34 Students
Project Title
Music, Recreation & Physical Education
Equipment
Music workshop & Music Events
Professional Development
The Capacity Building funds were used for music, recreation and physical
education equipment.
Results/Impacts
 Music curriculum for all grade levels for the school year
The Stay-in-School funds were used for a five-day music workshop, music
appreciation days by taking small groups of students to musical events.
Results/Impacts
 Increased pride in school and community
 Increased attendance and interest in the school arts program
 The music program was successful and attendance improved by 8-15 %
The Integrating Services funds were used for training a special needs aide.
Results/Impacts
 A staff member received training in developing and tracking Individual
Learning Plans (IEP’s)
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
167
Tsi Deldel School
Chilanko Forks, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building, Stay-In-School,
and Integrating Services
$21,993.61
September 2002 – March 2003
Distance Education
Students
Project Title
Textbooks, Resource Materials, Library
Reference Materials
The combined Capacity Building, Stay-in-School, and Integrating funds were
used for the following purchases:






Textbooks and resource materials for grade 10 program
Textbooks for English 10, Mathematics 10, Social Studies 10 and Science
10
Distance Education course material for teacher teleconference
Science equipment for Science 10 labs
Grade 10 video library materials to support grade 10 curriculum
Library reference materials for grade 10 curriculum
Results/Impacts
 If the students left the community to attend High school in Williams
Lake, BC their chances of successfully completing their grade 10 was
remote given the track record to date
 Provided a successful grade10 program at the school was a major
success for capacity building in the school
 The grade 10 program provided resources and services, which was
shared with all students in the other intermediate grades (grade 4 to
10)
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
168
Ts’kw’aylaxw Preschool
Cache Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$10,877.71
September 2002 – March 2003
School District
20 Students, Community Members,
Parents
Project Title
Communication, Library Books, Art &
Music Programs
Traditional Day
Community Meeting and Dinner
The Capacity Building funds were used for the following:




Produced and distributed information/awareness pamphlets for parents,
students, and community members
Purchased library books teaching equipment and materials for the
teacher, children and parents
Purchased materials on Art and Music programs
Purchased instruments and art materials
Results/Impacts
 The parents and community members were more aware of what was
happening with the planned school goals for the year
 More awareness within the community on the goals and purpose of the
school
 Attracted more volunteers to the school and more involvement with schoolrelated activities
 The students enjoyed new reading materials and learned more from the
books, current literature, and access to the World
 The programs became more enticing and the students remained interested
in the program
The Stay-in-School funds were used for the following activities:

Hosted a traditional day for elders and community members to visit the
school and taught the students traditional language and culture
Results/Impacts
 The children and parents and elders gathered and discussed past,
present, and futures
 The community members became more connected with each participant
and got to know each other in more depth
 The students learned culture and heritage and respect for the elders
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
169


The students developed their motor skills to their full potential
Play was more enjoyable with a variety of choices
The Integrating Services funds were used for the following activities:
A Committee was formed with all of the community members who gathered and
met once every two months. The Committee met and discussed what was
happening with all First Nation students and then strategized on how they
could be assisted, as well including their parents in making the school more
accessible and enjoyable.
A community dinner for students and parents was held to recognize their
contribution in effort and time in the children’s education.
Results/Impacts
 The Committee was involved with all membership and knew where the
students were within the school system
 Allowed membership to voice concerns about education in the school and
school district
 Worked towards improving the quality of education for students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
170
Wagalus School
Port Hardy, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$15,324.07
September 2002 – March 2003
School District
Students, Teachers, Parents
Project Title
Open Court Reading and Phonics Program
Teacher Assistant, Reading Programs
Teacher Evaluation, Service Delivery Plan
The Capacity Building funds were used for the building of present reading and
phonics program for students. The Open Court Reading and Phonics program
was purchased to provide the students with a solid foundation for reading.
Results/Impacts
 Teachers had the resources to support students in learning to read
 Students achieved early success in learning to read
The Stay-in-School funds were used to provide the following:




Teacher assistant support
Summer Reading program
Reading Club
Read Well training
Results/Impacts
 By providing reading support, students improved their reading success in
school
 Increased self confidence and self-esteem
 Increased reading comprehension and understanding
The Integrating Services funds were used for a formal evaluation of a teacher.
Furthermore, staff worked together on various programs and coordinated a plan
in the delivery of services for the school year.
Results/Impacts
 Better coordinated delivery of programs and services
 Improved teacher performance
 Increased staff moral and school pride
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
171
Waglisla Integrated Studies
Waglisla, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$17,794.27
September 2002 – March 2003
RCMP, Bella Bella Community School,
Family and Child Services
45 Students, School Staff, Community
Members,
Project Title
Role Model Program
Self-Development Workshops
Student Orientation Program
Professional Development
Student Handbook
Community Newsletter
Library Books
Tutoring, Counselor, Alcohol and Drug
Program, Incentives, Career Fair
Integrating Support Services, Youth
Awareness Week
The Capacity Building funds were used for the following activities:









A Role Model program that included contributing community citizens
Self-development workshops to community and students that addressed
obstacles and barriers to success
A Student Orientation program
Enhanced professional development needs, particularly in special needs
area
In-service training for teachers in special education
Continued initiatives, included on-line computer-based learning
Student handbook preparation
Profile raised of school by publishing four community newsletters
Library books and culturally-related teaching resources
Results/Impacts
 School’s ability to maximize the potential of each student by addressing a
variety of their needs
 Addressed special and other academic learning needs
 Overcame barriers to success included: emotional, psychological and socioeconomic factors, life skills training
 Strengthened self-image, cultural identity, self-sufficiency and effective
decision making ability
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
172
The





Stay-in-School
funds
were
used
for
the
following
activities:
Two weekly evening tutorials by qualified teachers
Educational support worker counseled at-risk students
Worked in conjunction with RCMP on Alcohol and Drug Awareness
Program Intervention Program
Recognized the academic and personal achievements of graduates
The subsidy of an annual community career fair participated in by
students
Results/Impacts
 Increased student enrolment and retention and success rate for program
completion at adult, elementary, and secondary grade levels
The Integrating Services funds were used for the following activities:








Heiltsuk Integrated Mental Health Services initiatives and projects
Heiltsuk Restorative Justice initiative participation
Cost-shared with Bella Bella Community School for career counseling
services and resources
Availed a computer lab and Internet access to community members
Health and Career Fair participation
Delegated family members to various community services boards and
committees
Co-sponsored youth awareness week together with Bella Bella
Community School and Family and Child Services
Advanced the development of an Integrated Resource Board to address
abuse issues by networking service providers in ongoing dialogue and
resolution processes
Results/Impacts
 Increased the school’s ability to maximize limited resources of
overburdened Heiltsuk professional services by fostering, supporting and
advancing a coalition network with a united and multi-faceted approach
that met students’ academic and personal development needs
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
173
We Waikai Nursery School
Campbell River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$10,877.71
September 2002 – March 2003
School District
20 Students
Project Title
Professional Development’
Parent Workshops
Part-Time Special Needs Educator
Language and Culture Support
Healing Workshop
First Aid and Safety Training
School Board Development
Communication
Education Materials
Student Support
Student workshops
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for the following:












Teacher and other school staff professional development
Parent Board Member workshops
Part-time Special Needs Educator
Elder’s language and culture support
Healing workshop
First aid and safety training
School Board Development training
Pamphlets, handbooks, training manuals or other materials
Accessed education materials
Educational support for students
Workshops/events for students
Extra-curricular materials
Results/Impacts
 Increased the school’s ability to maximize limited resources for the benefit
of students, school staff, parents and community members
 Enhanced school education materials
 Inclusion of elders teachings and training in language and culture
 Professional development for teachers and school staff
 Community and school strategy through communication, i.e. pamphlets,
handbooks etc.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
174
X.Ox.Malku School
Campbell River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$10,877.71
September 2002 – March 2003
School District #72
Students, School Staff, Parents
Project Title
Books, Learning Resources, Physical
Education Equipment, Art Supplies, Home
Reading, Professional Development
Graduation, Support Services, Parents
Club, Parent/Teacher Meetings, Role
Models, Career Fair
School District/Band Meetings
The Capacity Building funds were used for books and other learning resources
for Kindergarten students.
Equipment for outdoor activities, physical
education, and art supplies were purchased. Home Reading kits were put
together to encourage parents to read to their children at home. Staff
participated in workshops and other training opportunities.
Results/Impacts
 Books and reading strategies improved reading levels of students with the
involvement of parents
 Provided school staff with relevant professional development
 Physical education program improved through new equipment
The Stay-in-School funds were used for the following activities:





Year-end graduation
Educational support services
Parents Club
Parent and teacher communication
Role model and career fair
Results/Impacts
 Each student was recognized for their efforts and received a certificate of
completion
 Home/School Coordinator worked with students, teachers, and parents in
a support service capacity
 More parents and community members involved with Parents Club
 Dinner hosted for parent and teacher communication
 Students had an opportunity to learn about educational requirements and
career goals
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
175
The Integrating Services funds were used for School District #72 meetings for
working together on the usage of targeted funds within the school district for
Aboriginal students.
Results/Impacts
 Enhanced the learning and education of Aboriginal students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
176
Xit’olacw Community School
Mount Currie, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In-School
Integrating Services
$58,552.57
September 2002 – March 2003
219 Students, School Staff
Project Title
Special Education Coordinator
Professional Development
School Dance, Staff Training
Language Speakers, Language Resources
The Capacity Building funds were used for a special education coordinator and
professional development and travel for the school staff.
Results/Impacts
 Improved record keeping, improved programming for students experiencing
difficulty, improved behavior in students and greater involvement in school
work
 Improved teaching skills and practices that will benefit the student
learning experience
The Stay-in-School funds were used for a Much Music Video School Dance with
a concession. Two staff received a Read Well training program and upgraded
high school Success Maker lab.
Results/Impacts
 Improved school spirit and liking school
 Better teaching skills at grade one level and better reading results
 More students were able to work in the Success Maker lab, which resulted
in greater academic gains
The Integrating Service funds were used for Ucwalmicw language speakers who
worked as teachers in a Language Nest Immersion Pilot program. Language
immersion supplies were purchased for program usage.
Results/Impacts
 Success of the language immersion program being restored and revitalized
in the language and culture
 Availability of at least two fluent speakers in the language nest
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
177
Xwemelchsten Nursery School
North Vancouver, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building, StayIn-School, and Integrating Services
$12,853.87
September 2002 – March 2003
School District
20 Students, Parents, Community
Members
Project Title
Parents Workshops
Community Dinners
The combined Capacity Building, Stay-in-School, and Integrating Services
funds were used for the following activities:


Workshop for parents provided information about supporting their
children’s development of a language foundation
Hosted eight community dinners and raised the profile of the school and
encouraged more parental involvement
Results/Impacts
Parents were encouraged and gained skills in becoming actively involved with
Parent Advisory Committees for the District. Parents formed a support group that
will start Kindergarten to grade 4 and up to grade 12.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
178
Yaqan Nuki School
Creston, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Combined Capacity Building and StayIn-School
Integrating Services
$14,088.97
September 2002 – March 2003
Social Agencies
24 Students, Teachers
Project Title
Teacher Aide
Professional Development
Teaching Time, Integrated Services
The combined Capacity Building and Stay-in-School funds were used for a
teacher aide in a classroom. There were funds set aside for school staff
attendance in professional development training on special needs and other
relevant education topics.
Results/Impacts
 The students benefited from having the teacher assistant available for
individual assistance.
 Increased reading levels and math and science skills
The Integrating Services funds were used for teaching time for two classrooms.
These funds also covered a small portion of the teacher/principal salary. The
responsibility of integrating services became part of the teacher/principal’s
portfolio. Activities included a principal promotion and implementation of
cooperative programs with other social agencies.
Results/Impacts
 The students benefited from the allocation as the student/teacher ratio
was more conducive to learning than if there was only one teacher for
grade 8 levels
 Emphasis on integrated services and accessed additional services for
students resulted in more of their needs being met
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
179
Ya Thuy Thut Training Centre
Duncan, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Stay-In School
Integrating Services
$23,722.75
September 2002 – March 2003
Health
53 Students, Parents, School Staff
Project Title
Books and Materials
Literacy Workshops
Professional Development
Guest Speakers
Barbeque
Physical Education
Academic Institute Tour
Workshops
Theatre
Professional Development
Parent Workshop
Aids Awareness
Guest Speakers
The Capacity Building funds were used for the following:






Books and materials
Two-day literacy workshop
Attendance to FNSA Conference
First Nations authors guest speakers
Attendance to FNESC Speaker Series workshops
Two-Pro-D days on Literacy programs and reading strategies
Results/Impacts
 Improved reading and writing skills
 Valuable professional development for school staff
The Stay-in-School funds were used for “Welcome to Yuthuythut” barbeque,
physical education, day trip to an academic institution, Transformation
Journey workshops, and an external trip to the Chemainus Theatre
Results/Impacts
 Time for students to bond with other students and school staff
 Opportunity for students to participate in sport activities
 Encouraged students to further their education by visiting an academic
institution
 Students read “Washington Square” in class and then watched in theatre
form
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
180
The Integrating Services funds were used for professional development
workshops, parent workshops on early literacy skills, and aids awareness.
Guest speakers spoke to students on “The Next Step” and how to further their
education.
Results/Impacts
 Parents learned new ways of interacting with children
 Students learned about aids health and education
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
181
Yunesit’in?Esgul (Stone) School
Hanceville, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
Priority Area
Capacity Building
Combined Stay-In-School
Integrating Services
$20,264.47
September 2002 – March 2003
Health
45 Students, Staff, Parents, Community
Members
Project Title
Library Books, Assistant Librarian,
Professional Development,
Community/School Event
School Merit Awards
Classroom Incentives
Birthday Recognition
Sport Events/Field Trips
Nutrition
The Capacity Building funds were used for library books, a community member
for the library, staff training and workshops, and hosting a community/school
event.
Results/Impacts
 270 new books added to the library
 Additional help in the library with cataloguing
 Staff received first aid training, record keeping, IEP workshops
 100 participants attended community/school event
The combined Stay-in-School and Integrating Services funds were used for the
following activities:





School merit awards
Classroom incentives
Birthday and Christmas recognition
Sport events and field trips
Healthy breakfast/snacks
Results/Impacts
 Points earned for attendance, completed homework,
participation, and “caught being good”
 Staff and student birthday/Christmas recognition
 Increased student self-esteem
 Student enrolment slightly increased
 New physical education learned
 Improved attendance records
 Ability to concentrate and improved nutritional habits
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
classroom
182
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
183
Adams Lake Band
Chase, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
Strengthening
Education
1.
Management and Governance
Capacity
Improving the Effectiveness of
Classroom Instruction
Supporting Community and Parental
Involvement in School
Aiding the School to Work Transition
2.
3.
4.
$9,848.00
September 2002 – March 2003
Local, Tribal, Provincial, National
Education
Chief & Council, Education Board
Members
Project Title
Policy Development
Band Training
The Community funds were used to revise update existing Adams Lake Band
Education Resource Management policies. The following activities took place:







Amendments, additions and approval of policies
Chief and Council with Education department selected criteria for
Education Committee for long term commitment
Trained or further training included meeting protocol, public speaking,
presentation process, writing skill development, time management,
conflict resolution, long-term planning, resource development, and
overview of budget
Coordination, organization, facilitation of meetings and workshops
Board members training on all programs available for students
Board members training on all education services available for Band –
national, provincial and local organizations
Included in training was local education agreements implementation
Results/Impacts



Selected Committee members ratified by Chief and Council
Policies reviewed, amended with additions, and approved
Board members had received relevant training
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
184
Aitchelitz Band
Chilliwack, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,490.00
September 2002 – March 2003
7-9 Students, 3 parents, 1 Elder,
Educators
Project Title
Peer Tutoring/Counseling Program
Aboriginal Language Immersion Program
Cultural Camp
Adult Education Training
Cultural Field Trips
The community funds of Aitchelitz First Nation were used for the following
activities:






Prior learning activities/student initiated learning
Peer tutoring/peer counseling programs
Adult Education training
Cultural camp
Aboriginal Language Immersion program
Cultural field trips
Results/Impacts



Community members furthered their supportive efforts from the counseling
and tutoring needed to educational standards
Students completed a questionnaire on their participation in the activities
Community members learned traditional language
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
185
Alexis Creek First Nation
Chilanko Forks, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,813.00
September 2002 – March 2003
Tsi Deldel School
Grade 9/10 Students
Project Title
Grade 9/10 Teacher
The community funds of Alexis Creek First Nation were transferred to the Tsi
Deldel School for salary costs of a grade 9/10 teacher.
Results/Impacts


The Tsi Deldel School provided a grade 9/10 teacher
Last year there were grade 9 students who enrolled in the public school
system, dropped out and returned to Redstone and enrolled in the Tsi
Deldel school in grade 9
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
186
Ashcroft Indian Band
Ashcroft, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6, 144.00
September 2002 – March 2003
Academic Institutions
15 Students, Parents, Community
Members
Project Title
Student Tutoring & Mentoring
Parent Information Sessions
Extra Curricular Activities
The community funds of the Ashcroft First Nation were used for the following
activities:





Student tutoring and mentoring
Cultural language training for community members
Information sessions for educating parents
Career planning for students
Extra curricular activities
Results/Impacts
The youth and the community participated in coordinating the planned trips,
language discussions and information sharing. There were visits to academic
institutions such as colleges and universities. The community gathered its
strength from the united effort of all the planned events. The extra curricular
activities encouraged the participation of many parents.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
187
Blueberry River First Nation
Buick, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,323.00
September 2002 – March 2003
Community Resource Speakers
18 Women
Project Title
WOLF Program
The Blueberry First Nation used their community funds for a Women Obtaining
Lifelong Foundations (WOLF) program for the community. The WOLF fourteenweek program was on interpersonal career development specifically designed to
meet the needs of First Nations women in the community. The program
targeted the following:





Women’s health issues
The cycle of violence and abuse
Additions
Co-dependency
Unemployment or underemployment
Individual empowerment lead to participants taking appropriate risks to find
healthy alternatives leading towards independence, self-confidence, and gainful
employment. The participants received Food Safe, Infant and Child First Aid
etc, to aid the women to enter the work force. The community utilized the
services of community resource speakers, two full-time counselors, elders,
addiction counselors, and crisis intervention workers. There were also a
Blueberry River First Nation Joint Venture Agreement that could be utilized for
the further education and training of the participants after program completion.
Results/Impacts
All individuals completing the program had employment readiness skills and
action plans to move into further education or full-time gainful employment. The
longer-term impact to the community was healthier individuals, healthier families,
and a movement beyond the cycle of system co-dependence.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
188
Bonaparte Indian Band
Cache Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,684.00
September 2002 – March 2003
Tutors, Former Graduates, Role Models
and Elders
Students
Project Title
Tutoring Program
The Bonaparte Indian Band used their community funds for a Tutoring
program for students from Kindergarten to Grade 12. The students were
assisted in the primary grade levels with reading and also any other core
subject homework. The intermediate students received assistance with all core
subject homework with emphasis on study skills. The secondary students
received assistance with all subjects with an emphasis on study skills and
preparation for tests. The Tutoring program included two tutors who were
responsible for guest invitations such as former graduates, community role
models and elders to speak about the importance of education.
Results/Impacts
Increased the academic achievements of all Bonaparte Indian Band students
whether special needs or regular students.
This program promoted the
importance of education, which also increased the morale of the students. Also,
Aboriginal education achievement levels in BC were a concern of the Band who
would like to improve the results.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
189
Boston Bar First Nation
Boston Bar, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,798.00
September 2002 – March 2003
School District
25 Students
Project Title
Education Coordinator
The Boston Bar First Nation community funds were used for a part-time
education coordinator to strengthen the capabilities of the administration and
community members as follows:






Organized regular meetings with parents of students to identify issues
and recommendations they could offer
Coordinated with Aboriginal education workers in the schools to ensure
the needs of students are addressed
Monitored activities within Fraser/Cascade School District #78 to
identify issues that impacted delivery of education in the area
Attended meetings called by the Nalaka’pamux and Sto:lo Nations, which
involved issues impacting Aboriginal education in the school district
Monitored funding received from INAC and accounts receivable from
school district under local education agreements
Planned for new initiatives that increased the amount Nlaka’pamux
language and culture that students were involved with through the
school system
Results/Impacts




Increased parental involvement in the school system
Improved control over education funding
Closer monitoring of school district policy and funding issues
More attention to ways to improve the Aboriginal content of the curriculum
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
190
Bridge River Indian Band
Lillooet, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,902.00
September 2002 – March 2003
Whole Community
Community, Students, Parents
Project Title
Peer Tutoring Program
The Bridge River community funds were used for a Student Peer program that
helped students to be peer helpers. The program had a peer trainer. The
program activities included the following:






Developed activities to provide experiential learning
Identified students’ strengths and weaknesses
Increased group cohesion and spirit
Taught students to teach each other to balance task needs and personal
needs, thereby increasing organizational skills
Peer support workshops
Alcohol and addictions awareness
Results/Impacts
Reports from the peer helpers determined the success of the program. The
feedback from the students also determined the program success. There was a
great improvement in students’ decision-making, academic performances,
listening skills, and problem solving. In addition, the students learned to be
empathetic towards each other, creating more respect for one another. The
parents benefited from building on the youth resources, and decreased
disciplining problems in the community. The program also helped to motivate
youth to help each other.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
191
Burns Lake Indian Band
Burns Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,490.00
September 2002 – March 2003
12 Students
Project Title
Student Extra-Curricular Activities
The Burns Lake community funds were used for extra youth curricular
activities that included the following:




Pow wow
Dance workshops
Summer camp
Swimming lessons
Results/Impacts
The students benefited both emotionally and socially from participating in the
planned activities. They learned self-confidence and self-worth in all that they
do. The students wrote a report on their experiences that included information
about how the activities helped to enhance their skills, and abilities. In addition,
it taught them to work together or as individuals, but most of all helped them gain
more confidence in themselves.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
192
Campbell River Indian Band
Campbell River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$10,175.00
September 2002 – March 2003
Weiwaikum Learning Centre
30 Youth, 60 Band Members, 15 Elders
Project Title
Tutor
Professional Development
Language Program
The Campbell River community funds were used for the improvement of
effective classroom instruction by providing an accredited teacher to tutor the
youth at the Weiwaikum Learning Centre. The teacher tutored English, Math,
Social Studies, Science and Reading.
Three community members attended a workshop sponsored by the First
Nations Education Steering Committee (FNESC) and the Seventh Generation
Club.
The Likwala Language Program was offered three times a week with instruction
from local Elders, youth and community members.
Results/Impacts
The impacts were a stronger community with regard to literacy, self-esteem, and
better grades. The Band has a better connection with parents and school. It was
noted the importance of parental involvement in their children’s schooling and for
their child/children to have a successful and effective education.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
193
Canim Lake Indian Band
100 Mile House, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$14,750.00
September 2002 – March 2003
10 Staff, 32 Parents, 36 Community
Members, 15 Students
Project Title
Board Development
Community Service Integration
Management Development
Career Day Fair
Updated Labor Market Manual
Education Opportunity Manual
Cultural Field Trip
The Canim Lake Indian Band community funds were used for the following
activities:







Board development, community service integration
Management development, conflict resolution
Human resource management, electronic information management
Strategic planning, career days & fair
Updated Labor Market manual
Education opportunity manual
Cultural field trips
Results/Impacts




Board Development – increased efficacy and preparation for education and
self governance
Education/Community Service Integration – increased efficiency, cost
effectiveness in coordinating services for education and self-governance
Management Development – restored relationships, maximizing human
resources, increased competencies in information gathering, and providing
focus on short-term/long term education and community goals
Two published documents to guide education and leadership
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
194
Canoe Creek Indian Band
Dog Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$13,279.00
September 2002 – March 2003
Dog Creek Community
Students, Parents, School, Community
Members, Elders
Project Title
High School Coordinator
The Canoe Creek community funds were used for a high school support worker
for the Dog Creek and Canoe Creek communities. There was a lack of parental
involvement, so the high school support worker was responsible for the liaison
between the school and the parents.
Additional responsibilities included
accompanying parents for parent/teacher interviews, visited the schools at least
once per week, home visits, set-up tutoring, transported students to different
functions such as career fairs, youth conferences, and accompanying elders
into classroom for language and culture days.
Results/Impacts
The parents completed a questionnaire and they were interviewed to find out
what was beneficial for them and what wasn’t.
Students’ stay-in-school, so there was an increase in high school graduates
ready to enter college or university programs from secondary programs.
The Band believed that it was important to have parents involved with their
children.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
195
Cape Mudge Band
Quathiaski Cove, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$12,027.00
September 2002 – March 2003
Other Bands, School District #72
100 Students, Staff, Board Members
Project Title
Professional Development
Tutoring, Learning Assistant
Computer Training
Computer Programming & Training
The Cape Mudge Band community funds were used for the following activities:







Computer training
Computer programming
Success Maker updates
Learning Assistant
Tutoring for students
Staff and Board members training
Bands, KDC, and School District #72 joint workshops
Results/Impacts
The Learning Centre was opened and staffed for five days per week. The impact
was more successful students in school and more employable community
members and trained staff members.
There were many successful newly formed partnerships and many more people
using the computer lab. In addition, the EAP Workers and the Social Development
worker say their clients were finding skills they never knew they had from
working on the computers. This success had increased their chances of becoming
employable in applying for and finding new jobs.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
196
Cayoose Creek Band
Lillooet, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,798.00
September 2002 – March 2003
School Teachers
24 Students
Project Title
Tutoring
The Cayoose Creek Band community funds were used for transportation of
students on field trips, and after school reading program that included tutoring.
Students were assisted with their learning and financial assistance for school
trips when requested. A tutor for the students was arranged for twice a week.
Results/Impacts
The education worker met with the student’s teachers on a monthly basis to see
if the students show any signs of improvement.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
197
Chawathil First Nation
Hope, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$14,914.00
September 2002 – March 2003
School District
120 Students, 40 Community Members,
10 Elders, Parents
Project Title
Information Workshops
Parent Advisory Committee
Reading Club
Education Program
High School Counselor
Career Day
The Chawathil First Nation community funds were used for the following
activities:






Series of informational workshops on how to support children
throughout their school years
Parents advisory committee, which alternated with the local school
district PAC Board/Committee
Reading club for children and youth
Educational program
Career day
High school counselor
Results/Impacts
The information workshops provided information about how parents and
community members collectively supported young people and encouraged them to
achieve educational success.
The Parents Advisory Committee assisted the education coordinator in developing
and implementing an education policy and procedures booklet.
The reading club enhanced the reading skills of preschool to high school
secondary students.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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A Career Day met the student’s specific needs and labor market outlooks.
The education program provided fun activities, which included puppet shows,
singing, story-telling, show and tell, children’s festival and going to the library
The High School Counselor focused on reducing the dropout rate of students by
monthly meetings, which supported students, parents, and school staff.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
199
Cheam Indian Band
Rosedale, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$11,319.00
September 2002 – March 2003
Sto:lo Nation & Independent Bands
100 Community Members, Parents,
Students, Education Staff
Project Title
Band Alliances
Professional Development
Parents Program
Homework Club
Discipline Policy Committee
Fun Day & Awards
Pilot Summer School Project
Post-Secondary Institution Visit
The Cheam Band community funds were used for the following activities:









Parents program
Homework club
Formed alliance with Sto:lo Nation and independent First Nations
Advisory group with the parents club
Parents sat on a discipline policy committee
Cheam fun days and awards
Secondary students visited a post secondary institutions that had
Aboriginal programming
Education Coordinator professional development
Summer piloted school project
Results/Impacts
These programs fostered positive, objective community building with strong
individual participation and in particular, focusing on community youth
development both from a social as well as an educational perspective.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
200
Chehalis Indian Band
Agassiz, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,362.00
September 2002 – March 2003
Chehalis Community School
Education Committee, Students
Project Title
Education Committee
Counseling Services
Homework Club
The Chehalis Indian Band community funds were used to strengthen the role of
an education committee within the Chehalis Community School and
community through:







School policy review
School committee in-services to provide leadership training
Monthly meetings discussing school governance, policy, and finances
Committee Retreat to discuss education issues and the impact on the
community of Chehalis
Professional development on school board issues
Attendance at relevant education related group meetings and
involvement in education groups that affect education in First Nations
schools as well as those students attending public institutions
Research into the roles that other First Nations community education
boards play in their education programs – hosting community members
and providing insight and direction to the school term
In addition, there was a focus on assisting all students in the community with
personal and school-related issues. There was counseling services and a
homework club with structured homework support for learners.
Results/Impacts
All students of the community school benefited with the gained skills and
knowledge of school governance and leadership. The counselor worked with and
supported classroom teachers and the school administration. The homework club
was opened to any student who may wish to attend or those referred with the
support of the family.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
201
Chemainus First Nation
Ladysmith, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$21,341.00
September 2002 – March 2003
Schools
Students, Families, Parents
Project Title
Communication
Classroom Visits
Homework Club
Parent Meetings
Cultural workshops
Aiding the School to Work Transition
The Chemainus First Nation community funds were used for the following
activities:










Homework club
Classrooms visitations in schools
Culturally relevant material promotion
After-School Tutoring program
Student Transportation to various education functions
Monitored student attendance and achievements
Coordinated regular meetings with parents/guardians
School, community, and parent communication
Program support for students in social development
Cultural workshops/racism issues, and Health and Ministry initiatives
Results/Impacts
There was more parental involvement and recommendations from communication
strategies and meetings that were held at the community and school level.
Students were supported through the tutoring and classroom visits. There was
ongoing monitoring of students attendance and progress.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
202
Cheslatta Carrier Nation
Burns Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,922.00
September 2002 – March 2003
Other First Nations Communities
85 Students
Project Title
Peer Mediation Training
Cultural Exchanges
The Cheslatta Carrier Nation community funds were used for peer mediation
training dealing with conflict resolution in the school (grade 4-12).
Students were trained to help other students to resolve their own conflict that
may be present in the classroom, school, community, and family environments.
As well, the students were exposed to other communities through a crosscultural exchange with other First Nations communities.
Results/Impacts
There was a reduction of violence, vandalism, absenteeism and suspension
leading to healthier, more productive education and home environments. These
projects lead to a peaceful resolution of differences and assisted in preparing
students to live in a multi-cultural world.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
203
Coldwater Indian Band
Merritt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,194.00
September 2002 – March 2003
Public Schools
Students and Community Members
Project Title
Part-time Library Worker & Computer
Monitor
The Coldwater Indian Band community funds were used for one part-time staff
position, library worker and a community library computer monitor.
A
community library and computer lab was kept opened in the evening for adults
and public school students.
Results/Impacts
Allowed time for adults and public school students to access the library and
computer lab provided much needed opportunity for space to do homework and
access to research resources for both children and adults.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
204
Columbia Lake Indian Band
Windermere, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9, 140.00
September 2002 – March 2003
Salish Kootenai College, College of the
Rockies
Students & Community Members
Project Title
Distance Education Courses
The Columbia Lake Indian Band community funds were used for a learning
center for the community members. The Band also took part in an on-line First
Nations Literacy course through the College of the Rockies. In addition, there
was access to an on-line Ktunaxa language course through the Salish Kootenai
College. Distance education courses for grades 8-12 and Adult Basic Education
courses and homework session were provided for the community members.
Results/Impacts
The on-line courses increased reading levels of a number of people in the
community.
Using an on-line language course for community members was a step forward to
saving a distinct language. The distance education programs were an alternate
method for community members to succeed in their schooling.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
205
Comox Indian Band
Courtenay, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,798.00
September 2002 – March 2003
32 Students, 12 Community Members, 10
Youth, 6 Elders/Parents
Project Title
Professional Development
Peer Tutoring/Peer Counseling Program
Super Host Program
Cultural Science Camp
Adult Education
Computer Training Courses
The Comox Indian Band community funds were used for the following activities:






Education coordinator professional development
Peer Tutoring/Peer Counseling program
Mentoring/Reading program
Super Host program
Cultural Science camp
Adult Education & Computer Training courses
Results/Impacts
Community members obtained necessary training and skills required to succeed.
We now have community band members with computer skills that were
marketable in today’s economy.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
206
Cook’s Ferry Indian Band
Spences Bridge, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$6,525.00
September 2002 – March 2003
Local Daycare
14 Parents
Project Title
Professional Development
Parenting Classes
Research
Youth Parenting Workshops
Aiding the School to Work Transition
The Cook’s Ferry Indian Band community funds were used for the following
activities:





Parenting classes delivered in the local area and surrounding
communities
Parent handbooks available with current numbers and contacts for the
schools
Parents had an opportunity to job shadow in a local daycare
Planned parenting workshops to youth for their education and
alternative means to unplanned pregnancies
Education coordinator received professional development training
Results/Impacts
Reached parents at an earlier stage and stimulated their interest in their
children’s education. The parents were more informed for well-adjusted students
(child). The parents had a first-hand look at a local daycare facility to see what
kind of care was provided. The Band provided parents with the tools to deal with
their children for a better home life ultimately resulting in better school progress.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
207
Cowichan Tribes
Duncan, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$48,903.00
September 2002 – March 2003
Administrators, Teachers, 600 Students,
200 Community Members, 30 Elders, 100
Parents, 40 Educators
Project Title
Professional Development
Language Development
Family Literacy Program
The Cowichan Tribes community funds were used for training community,
school leaders, and education committee members. Instead of looking to the
Principal alone for instructional leadership, leadership capacity was developed
amongst members of the Tribes Programs. The community leadership was a
shared community undertaking.
The Hul’qumi’num vocabulary was developed in consultation with community
elders, who wrote the teachings for an early intermediate guide. Support
materials were also purchased. A family literacy program was connected with
brain research.
Results/Impacts
Professional development activities were designed to support the learning and
professional growth of administrators and teachers. Meetings and working
together took place on a regular basis to address curriculum, instruction and
assessment. What leadership meant was examined.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
208
Da’naxda’xw First Nation
Alert Bay, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,599.00
September 2002 – March 2003
Parents
Project Title
Young Parents Program
The Da’naxda’xw First Nation community funds were used for the continuation
of a Young Parents program. The teenage parents from last year’s program
gave advice to new participants about their own experiences on staying-inschool. The young parents also gave the younger teens advice on “Planned
Parenthood,” and the difficulties they had as young parents.
Results/Impacts
As result of this program the young parents comprised a booklet for display at a
local Aboriginal student council office.
The booklet contained advice and
suggestions from young parents. The young participants signed a contract with
the Da’naxda’xw First Nation to stay-in-school. Chief and Council signed a
contract with each young teen participant.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
209
Doig River First Nation
Rose Praire, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,214.00
September 2002 – March 2003
School District
40 Students, Parents, School Staff
Project Title
Incentive/Award Program
The Doig River First Nation community funds were used for staying-in-school
activities that supported students. That support was given through monthly
lunches or dinners.
The Elders joined many of the meetings and had
tremendous input into conversations with the schools regarding life on a
reserve. The parents had great input and articulated their issues better
because of the support from the community. The schools reported regularly on
the students’ attendance, grade improvements, good scores on tests, and their
good attitudes.
Each month every student was acknowledged with
awards/prizes. A point system was implemented to select the top 5-10
students for a select reward prize.
Results/Impacts
The success of this initiative was through monthly attendance reports from the
school counselor, teachers, parents and students. By offering the students
rewards and awards for improvements or accomplishment gave them some
incentive to succeed.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Douglas First Nation
Mission, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,763.00
September 2002 – March 2003
Students, Community Members, Elders
Project Title
School Board Training
Cultural Training
The Douglas First Nation community funds were used to provide the following
activities:


School board training
Cultural training
The students and community members as well as the elders learned to make
drums, dream catchers, traditional values, songs, prayers, drumming and
singing.
Results/Impacts
Three Band members participated in the training through First Nations Education
Steering Committee Speaker Series. The workshop was Board Training for First
Nations Non-Profit Boards and was enjoyed by the Band members.
The success of the cultural training was through the participation of the students
and community members. This was a special time for cultural training, learning,
sharing with the Elders and participating in cultural traditions. We were
successful in bringing the community together and it was important to provide the
children with support and confidence through the traditional teachings.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
211
Esketemc First Nation
Williams Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3.
Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$10,610.00
September 2002 – March 2003
Local Agencies
130 Students, Parents
Project Title
Professional Development
Teacher Aide
Education Materials
Liaison Worker
Parent Workshop
Cultural Workshop
Parent Conference
The Esketemc First Nation community funds were used for the following
activities:







Professional development
Parent workshops
Cultural workshops
Parent conference
Hired a teacher aide
Accessed education materials
Hired a liaison worker
Results/Impacts
The staff attended an 8th annual conference on Aboriginal Education, Transitions,
and Counseling. The workshop for parents covered useful tips to assist with
their children’s reading, writing, spelling and basic math skills.
The parents had an opportunity to attend a parent’s conference. The teacher aide
assisted in the preparation of learning and teaching activities.
The liaison worker provided liaison with all schools that had Esketemc students
in attendance. The worker advocated for the rights and concerns of both
students and parents. Career and Personal Counseling was also provided for the
students. In addition, the worker worked with other local agencies to improve
student development and educational achievement.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Esquimalt Nation
Victoria, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,867.00
September 2002 – March 2003
School District
40 Students, 7 Parents, 7 Volunteers, 5
School District Volunteers
Project Title
Breakfast Program
The Esquimalt Nation community funds were used for the implementation of a
community breakfast program. The Nation had volunteers from the community
and school district who assisted in cooking and serving the breakfasts.
A feast was held at the end of the school year to acknowledge the children and
youth. The Nation had the children’s efforts and accomplishments known to
the whole community. At the feast students were rewarded with a gift
recognizing their achievements.
Results/Impacts
The Esquimalt Nation concentrated on attendance for the upcoming school year
and the poverty many of the children faced in the community. A proactive
approach was taken about nutrition needs for families, promoted school
punctuality, and parental involvement with their children’s education.
The Nation also built bridges with the schools by the participation of school
district staff with the breakfast program. The school district staff in the
community felt that parents and students were more comfortable at school.
The Nation felt that with some volunteers coming to the community provided
teachers and staff members with a better understanding of what children faced
(poverty, but, strong family ties and a culture rich in traditions and teachings
could be learned in the classroom).
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
213
Fort Nelson First Nation
Fort Nelson, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,902.00
September 2002 – March 2003
Schools
50 Students
Project Title
Education Assistants
The Fort Nelson First Nation community funds were used for two additional
education assistants. The inclusion of these positions benefited the students
from the additional support they received, and secondly the education
assistants became an important bridge between the school and the community.
They reported on school programs to the community and they learned
important skills related to parenting skills.
Results/Impacts
The extra, focused time on task that the students received was invaluable. Every
individual student in the school received one-on-one support, to enhance their
numeracy and literacy instruction. The two additional staff members also
reported on school programs.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
214
Gitanmaax Band Council
Hazelton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$17,528.00
September 2002 – March 2003
Academic Institutions
Parents, Students
Project Title
Reading Tutoring Program
Parent Tutor Training
Post-Secondary Institute Visits
The Gitanmaax Band Council community funds were used for the following
activities:



Reading tutoring for groups
Parent tutor training – reading therapy
Post secondary institution visits
In the Reading Tutoring for Groups, each student attained the ability to read
fluently and at their present grade level.
Parents whose children participated in a Reading for Groups volunteered to
work one-on-one with their child. Parents received 3 hours of training sessions
on how the reading therapy program worked and how they could continue to
support their child, after they have reached their grade milestone.
Two trips were scheduled for grade 10 students to the University of Northern
British Columbia. The condition of participation was that one parent was
provided with a three hour reading therapy program. They learned how they
could continue to support their child after they have reached their grade
milestone. Most parents had no formal education and therefore did not
necessarily have the understanding as to what the university community was
like for their children.
Results/Impacts
Students attained the ability to read fluently and at their present grade level.
Parents were provided with training sessions and institutional visits to support
their children’s education endeavors.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
215
Gitsegukla Indian Band
South Hazelton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$12,299.00
September 2002 – March 2003
Band School
100 Students, 100 Community Members,
School Staff, External Team of 2
Project Title
Board Training
Academic Programming/Accreditation
School/Community Session
Home Reading Program
The Gitsegukla Indian Band community funds were used for Board training for
education members. A one-day school/community session was planned with a
yearly follow-up. In addition, there was a follow-up conducted on academic
programs particularly in language arts. A visit was made to the Band school by
an external team who examined an accreditation process. There was also
tracking of academic programs in mathematics and a focus on improving
reading scores by use of a home reading program.
One indicator of the community’s confidence in the school was the enrolment
patterns. After some steep enrolment declined in recent years, the school
population had increased by over 25% since September 2002. Other parents
with school-aged children not in attendance at the school had attended
meetings at the school and indicated interest in registering their children at the
school in September 2003.
Results/Impacts








Improved educational structure
New Principal
Improvement of educational progress of children
Children more successful in school
Parents were more involved in the school
Increased graduation rates of grade 12 students
Increased success for Gitsegukla students in high school
Trained Board members
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
216
Glen Vowell Indian Band
Hazelton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,867.00
September 2002 – March 2003
Para-Professionals
Students, Parents
Project Title
Attendance/Honor Roll Awards
Late Bus Pick-Up
Homework Club
Para-Professional Presentations
The Glen Vowell Indian Band community funds were used for the following
activities:





Perfect attendance/honor roll rewards
Homework club
Late bus pick-up
Parent communication strategy
Para-professional education presentations to the community
To date, there was near perfect attendance for high school students. Out of the
possible 16 students there were three absences due to illness. In comparison to
the 2001-2002 school year, it was considered to be 100% perfect.
The late bus pickup had proven to be an academic success as well as
encouraging youth to participate in extra curricular activities at the school.
Results/Impacts




Perfect attendance was encouraged on a monthly basis
With added late bus service increased students making honor roll
Parents involved with their child’s education
Community received relevant topics of discussion
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
217
Gwa’sala-‘Nakwaxda’xw Nation
Port Hardy, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$13,443.00
September 2002 – March 2003
Education Institutions
600 Adults and Children
Project Title
Professional Development
Cultural Teachers
Special Education Teacher
Community Workshops
Student/Parent Handbook
Community Pancake Breakfast
Home Reading Program
Specialty Clubs
DARE Program
Community Volunteers
School Special Events
Annual School Picnic
Education Institute Visits
Cultural Exchange Visits
The Gwa’sala-‘Nakwaxda’xw Nation community funds were used for the
following:


















School Administrator's professional development
Cultural teachers
Special education teacher
School support staff professional development
Attendance awards
Community workshops
Annual community pancake breakfast
Student/Parent handbook
School special events
Community volunteers at school
Home Reading program
Specialty clubs (Karate, Sewing, Cooking, Travel, Video etc)
DARE program
Annual school picnic
Education Institutions visits
Cultural exchange visits
Career day & career planning
Summer student work experience
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Results/Impacts









The school administrators professional development promoted networking
and sharing of ideas that enabled school to work more efficiently and cost
effectively
Professional development activities gave staff many new and highly
effective motivational and teaching strategies
A plan was developed to improve the effectiveness of student assessments
A special education teacher formally assessed all students in the school
and developed IEP’s for all students who required extra assistance
The community pancake breakfast introduced the school goals and was an
opportunity to share information about the school and staff
Parents were pleased with the working relationship between the interagencies and the school
The Home Reading program set new goals and explored additional means
of helping students to read and access information through technology
The DARE program was well received and considered a very positive
community relations program
Students explored future opportunities for employment or academic study
by visiting education institutions
The programs offered had a positive impact on a large number of youth and
benefited the entire school and community. The parents were provided with
programs that helped them to be involved with and helped encourage their
children to take school seriously. The community was able to foster a continued
interest in cultural activities of their Nation. .
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Gwawaenuk Tribe
Port McNeill, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,327.00
September 2002 – March 2003
20 Students
Project Title
Arts & Crafts
Elder Teachings
Cultural Field Trips
The Gwawaenuk Tribe community funds were used for programs that
supported students and developed cultural activities such as cultural field
trips, and traditional arts and crafts.
Elders taught the younger generations and passed down knowledge of the
Gwawaenuk peoples’ language, culture, and history. In addition the elders
taught arts and crafts.
The participants learned first-hand about he preparation of smoked fish over a
four-day period at the village of Hopetown. During this time, the history was
passed down through telling traditional stories and legends.
Other activities carried out included blanket making, as well as the completion
of other traditional regalia. The participants were taught the process of
beading, as well as the stripping of cedar bark.
Results/Impacts
All age groups were involved with Elders, adults, young adults, youth and
children. The Tribe felt that all traditions of culture and language were very
important to learn from birth.
This program enabled the generation above the young ones to gain further
strength in all aspects of the culture, so that they too could pass on their learning
to the youngest members of the Tribe. Further, the ability to gather the members
together strengthened the community and closeness of the people.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
220
Hagwilget Village Council
New Hazelton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$9,848.00
September 2002 – March 2003
Health
20 Parents, 65 Students, 20 Elders
Project Title
Day Hikes
Camping
Swimming
Health & Career Workshops
Personal Development Programs
Library and Museum Visits
Education Institutes Visits
The Hagwilget Village Council community funds were used for extra-curricular
activities and school, leisure and recreational activities.
These activities
included the following:









Day hikes
Camping
Swimming
Health and career workshops
Personal development programs
Library and museum visits
Traditional territories, local lakes and rivers visits
Visiting other First Nations communities
Education Institutes visits
Results/Impacts
There was an improvement in the communication and the involvement of
community members. Involvement and support for healthier lifestyles improved
the family and community unit. Through the involvement of youth, elders and
parents issues improved and lead to self-determination and control of their health
and well-being.
With the ever-increasing unemployment, social dependency, overuse of resources,
and poverty more emphasis must be placed on education, life skills training and
job creation. Communities addressed social, economic issues.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
221
Halalt First Nation
Chemainus, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$7,179.00
September 2002 – March 2003
Other First Nations Communities
79 Adults, 40 Children
Project Title
Coordinator
Computer Training
Resume Writing
Aiding the School to Work Transition
The Halalt First Nation community funds were used for a coordinator who
supervised a Learning Centre. The Coordinator opened the Centre in evenings
so that people could attend after school and work. The Coordinator received
training for basic computer skills and two levels of training.
The members of Halalt learned basic computer skills, which helped them with
careers, jobs, and education. The students accessed researched information for
homework, self-interest or educational purposes for university programs.
Acquiring skills by using an Internet website connected the community to other
resources available in other communities. The members updated or composed
their resumes on their own without the help of the Coordinator.
Results/Impacts
The Halalt First Nation enhanced the learning skills of the First Nations children
and families so they could pursue careers, jobs, and trades that sparked their
interest. With the help of the Learning Centre, the children and their parents had
access to the world of computers and were able to reach outside the community
to learn what is out there and how to achieve their goals. The children and
parents learning together, in itself, was a great accomplishment.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
222
Hartley Bay Village Council
Hartley Bay, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3.
4.
Supporting Community and Parental
Involvement in School
Aiding the School to Work Transition
$5,980.00
September 2002 – March 2003
Parents Advisory Committee
Students, Parents, Teachers, Support Staff
Project Title
Professional Development
Leadership Training
Conflict Management & Peer Counseling
Training
Parent Handbook
The Hartley Bay Village Council community funds were used for specific
activities as follows:




Formal training of staff, student representatives, and representatives of
Parents Advisory Committee
Leadership training for students specifically in the upper grades and a
shift in the way that the student government is structured
Conflict Management and Peer Counseling training for students
Production of a parent handbook, which reflected the Effective Behavior
Support
Results/Impacts



Improved the student’s sense of social responsibility
Measurable improvement of school climate by reinforced positive behavior
program and a school-wide recognition
Students demonstrated the ability to assess, prevent and resolve conflicts
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
223
Heiltsuk Nation
Waglisla, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$13,225.00
September 2002 – March 2003
Grade 10-12 Students, Adult Learners
Project Title
Life Skills Program
The Heiltsuk Nation community funds were used for a Life Skills program that
created an awareness of a need for positive changes within an educational
setting or workplace. It was an opportunity for students to become successful
and effective learners and employees. Lectures and lessons assisted students
in their ability to cope with everyday living. At the end of three weeks the
graduates of the program met the program objectives.
The Life Skills topics were:







Building self-esteem
Identity – collage – Who am I? What is my role? Where do I want to be
in…?
Goal setting – short term and long term
Time management, organizational skills & effective communication
Conflict resolution, stress management
Social skills in the workplace, mental health and coping skills
Assertiveness training, team building
Results/Impacts
The community suffered from an 85% unemployment rate. Resource industries
were being downsized and people could not participate to the same levels as
before.
Consequently, diversifying economy and building human resource
capacity were two mandates of the Heiltsuk Tribal Council to address these
needs. These projects have fulfilled those basic skills development. The learners
achieved the following:

Developed an understanding for a need to make positive changes in their
educational setting or in the workplace
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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






Developed an understanding of the importance of building self-esteem
Developed short and long term goals to meet the challenges of their
learning
A better understanding of effective communication with their peers, family,
instructors, or supervisors
A better understanding of the importance of conflict resolution
Developed a workable schedule for home, work and school
Enhanced the knowledge and skills they learned and will apply it to their
education or workplace setting
A better understanding of the sources of stress and how to apply methods
for coping and relocation
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
225
Hesquiaht First Nation
Tofino, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,649.00
September 2002 – March 2003
157 Students & Parents, Community
Members
Project Title
Cultural Studies
Hesquiaht Language
The Hesquiaht First Nation community funds were used for the involvement of
a whole community in cultural studies.
A cultural night was held with a
potluck dinner. There were drummers and singers so that others could dance.
Children received instruction so that the community as a whole could perform
together at cultural events. In addition, the Hesquiaht language instruction
was for one night per week for adults, and children received language
instruction every morning for five days per week.
Results/Impacts
Children and parents learned about Hesquiaht culture and more importantly the
Hesquiaht language. The community experienced healing and togetherness as a
whole.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
226
High Bar First Nation
Clinton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$5,054.00
September 2002 – March 2003
Students, Community Members
Project Title
Community Meetings
Babysitting Services
Christmas Community Gathering
Aiding the School to Work Transition
The High Bar First Nation community funds were used for tutoring students,
summer school, and extra-curricular and school-based recreational activities.
There were babysitting services for those who needed to attend meetings.
Assistance was provided for a Christmas gathering that brought the whole
community together.
Results/Impacts






Provided assistance to those who may not ordinarily be able to participate
in activities without the extra support
More community members attended meetings
The young community members got to know each other better
Teens learned and earned at the same time
Students were supported with tutoring services and funding to supplement
their regular program items
Band history was collected and organized into binders and photocopies of
many of the documents were taken
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
227
Homalco Indian Band
Campbell River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$9,739.00
September 2002 – March 2003
School District
54 Households, 65 Children, 210
Community Members
Project Title
Education Support
Parent-Teacher Communication
Education Improvement
Home-Reading Program
Summer School
Year-End Celebration
Role Model and Career Fair
The Homalco Indian Band community funds were used for the following
activities:








Learning center – educational support
Parent-Teacher communication
Education improvement
Parent’s club
Literacy
Summer school
Role model and career fair
Year-end celebration
The Learning Center provided tutorial services, educational and technical
support for students and adult learners in the community. Homework night
was offered. Parent involvement was encouraged in their child’s learning, so a
dinner was held at the beginning of the school year.
A Home/School Coordinator participated in activities at the school level to
improve education for students. A Parent’s Club was held once per month for
addressing any concerns they brought forward about school. In addition, there
was a morning breakfast and reading program at an elementary school.
Summer School Programs were supported, and a role model and career fair was
held for students and community members.
A wide variety of career
opportunities were displayed, which included post-secondary programs.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Attendance and student performance were recognized at a year-end celebration,
as well as academic achievement.
Results/Impacts





Improved parent-teacher relationships and communications]
Improved attendance and performance by students
Increased self-confidence, positive self-identity, and well being of students
Students felt supported by their parents and the community
Students felt better about themselves and became confident learners with
goals and aspirations
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
229
Hupacasath First Nation
Port Alberni, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,179.00
September 2002 – March 2003
33 Students, 10 Parents, Community
Members
Project Title
Language CD ROM
Tutoring Sessions
Extra-Curricular Activities
Language Project
Health Careers
Post-Secondary Institutes Visits
The Hupacasath First Nation community funds were used for the following
activities:






Student opportunities for student attendance to extra-curricular school
activities; educational, sport or recreational
Language CD ROM to be used by the students in tutoring and in school
Tutoring sessions
Health careers promotion
Post-secondary institutes visits
Language project
Results/Impacts




Community awareness increased
Students traveled and participated in educational activities
Awareness of the importance of learning traditional language
Shared language books and CD’s with schools and other First Nations for
their reference and assistance
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
230
Huu-ay-aht First Nation
Bamfield, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,798.00
September 2002 – March 2003
Cultural Arts
20 Students
Project Title
Traditional Art Design
Cultural Trips
The Huu-ay-aht First Nation community funds were used for an instructional
course in Huu-ay-aht/Nuu-chah-nulth traditional art design. The course was
for students aged 7-18 years of age, and offered for two hours per day.
Students participated visited the UBC Museum of Anthropology followed by a
cultural evening and a trip to the Victoria Royal Provincial Museum.
Results/Impacts



The youth broadened their knowledge and understanding of their
traditional designs and will be encouraged to develop their skills and
talents
Youth participants deepened their understanding of their culture
Living in a remote village site made it difficult for Band members to stay in
close contact, so the field trips allowed opportunities for that to take place
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
231
Iskut First Nation
Iskut, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,758.00
September 2002 – March 2003
Other Organizations
7 Education Committee Members,
Students, Parents, Community Members
Project Title
Professional Development
The Iskut First Nation community funds were used for education committee
members’ attendance to a First Nations Education Steering Committee (FNESC)
conference. The members interacted with different organizations and shared
ideas in strengthening their educational system especially in regards to First
Nations schools.
Results/Impacts





More involved with the school and structures
More knowledge in the operations and goal setting aspects of the
education system
Established a networking system with outside organizations
Positive working relationships with school staff, students and parents
Built positive structure that fitted the needs of the community
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
232
Kamloops Indian Band
Kamloops, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$18,345.00
September 2002 – March 2003
2500 Students, 6 Teachers
Project Title
Education Authority/School Board
Band Education Plan
The Kamloops Indian Band community funds were used for the following
activities:


Compiled information for the development and establishment of an
education authority/school board for the Kamloops Indian Band
Developed an overall Kamloops Indian Band Education Plan by doing
historical research
Results/Impacts





Established a strong education authority/school board
Community involvement in education
Policy development that met the communities needs
Education committee and the core committee defined education priorities
for the Band
Elders group provided valuable feedback for education and chose amongst
themselves who would sit on the Board of Governors
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
233
Kanaka Bar Indian Band
Lytton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,906.00
September 2002 – March 2003
Skuppah Indian Band
Lytton Elementary School
Kumsheen Secondary School
Students, Adults, Parents
Project Title
School Attendance
Adult Education and Training
The Kanaka Bar Indian Bar Band community funds were partnered with the
Skuppah Indian Band. The program improved school attendance amongst
Band members. The Lytton elementary school and Kumsheen secondary
school, had education and training activities for adult band members.
Incentives were issued for perfect attendance. Requests were filled for training
programs.
Results/Impacts





Improved safety of communities by providing first aid, transportation
endorsement and WHIMIS courses
Raised student awareness of their responsibility to get to school
Community support of the importance of daily school attendance
By attending school everyday the students did not miss lessons
Regular student attendance kept students up with the rest of the class
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
234
Katzie First Nation
Pitt Meadows, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$12,190.00
September 2002 – March 2003
School District
Students, Community Members, Parents,
Educators
Project Title
Professional Development
First Nations Task Force
Parent Advisory Committee
Carving Project
The Katzie First Nation community funds were used for the promotion of the
well-being of Katzie students by supporting their education and fostering
cooperation between parents, educators, students and the Katzie community.
A Katzie Parent Advisory Committee was formed and enhanced the
communication between parents and educators at all levels. Professional
development brought school districts to a joint provincial professional day. A
First Nation Task Force was incorporated within the school and community.
Local Katzie artist held a carving project for the community members.
Results/Impacts





Promotion of the well-being of Katzie students
Enhanced the communication between parents and educators
Professional upgrading
Greater pride and self-esteem of Katzie members
Appreciation of the native community with the schools
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
235
Kispiox Band Council
Hazelton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$14,805.00
September 2002 – March 2003
Gitksan People
700 Community Members
Project Title
Community Radio
Rediscovery Camp
The Kispiox Band Council community funds were used for a community radio
tower and microphones for the Kispiox First Nations. This increased the
listening area and transmission of the Gitksan culture and language.
A counselor and two students worked at a Rediscovery camp and also in the
community. They were responsible for the organization of daily traditional,
cultural and recreational programming.
Results/Impacts




The Radio program impacted 700 community members and other Gitksan
people in the listening area.
The community has grown and was evident by the number of people that
attended the Gitksan day celebration and student summer program.
The youth and students accessed employment and participated in
traditional cultural activities.
These activities promoted and strengthened Gitksan pride.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
236
Kitamaat Village Council
Kitamaat Village, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3.
4.
Supporting Community and Parental
Involvement in School
Aiding the School to Work Transition
$14,423.00
September 2002 – March 2003
Other Communities
Students, Parents, Teachers
Project Title
Culturally-Appropriate Curriculum
Development
Language Curriculum Development
Student Transportation
Cultural Field Trips
The Kitamaat Village Council community funds were used for the following
activities:


Culturally-appropriate and language curriculum development
Transportation for students to participate in school extra-curricular
activities including cultural field trips
A staff member assisted in the development of culturally appropriate
curriculum for the school. In addition, the staff member archived resources
within the community and area for study and the retention of language and
culture.
A CD ROM was used for recording appropriate terms and phrases, completed
with pictures and recorded sounds and words for school. The second phase of
the project was the production of English to Haisla dictionary and storybooks.
Students had transportation to swimming, museum visits, concerts at other
schools, and environmental studies. There were external trips to other
communities and visits from others to Kitamaat Village community and school.
Results/Impacts



Revitalization of language in school and community
Student and parent exposure to the program activities
Improved communication with other communities and enhancement of
activities enriching cultural experiences
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
237
Kitasoo Band Council
Klemtu, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,669.00
September 2002 – March 2003
400 people
Project Title
Band History Researcher
Cultural Field Trip
The Kitasoo Band Council community funds were used to hire an individual to
assist in researching Band history and language issues with a newlyestablished museum and then delivered the information to school children in
weekly lessons.
The Band organized a trip to an ancient Big House of Dis’ju, where the Kitasoo
people originated including school children. A salmon barbeque and traditional
songs and dances were held at the site.
Results/Impacts




Students learned about history of their people along with their ancestral
language.
A researcher demonstrated a strong interest in traditional culture to spark
the students’ own interest and pride
Most of the people had never seen the Dis’ju site
Generated a community solidarity and pride in culture.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
238
Kitkatla First Nation
Kitkatla, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$10,284.00
September 2002 – March 2003
Health
505 On-Reserve, 83 Off-Reserve
Project Title
Peer Tutoring/Counseling Program
Language Curriculum Development
Parent Workshops
Health Promotion
Support Groups
Emergency Services
Storytelling, Arts & Crafts
Reading Program
Cultural Camp
Annual Child Fair
Young Parents Program
Student Transportation
Career Days
The Kitkatla Band Council community funds were used for the following
activities:














Parent workshops- How to Support your Child’s Education
Health promotion – healthy lifestyles
Support groups – guidance and support
Emergency Services – Introduce parents and children to emergency
services
Storytelling, integrated stories, arts & crafts
Peer tutoring and counseling program
Reading club for all ages
Language curriculum development
Cultural camp
Annual Child Fair – reading booth, nutrition booth, parent/child
activities
Student transportation to school extra-curricular activities such as
swimming lessons, museum trips and tour of Pike Island
Aboriginal language program
Young Parents program
Career Days – role model posters, First Nations professional career
speakers
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Results/Impacts
Initial Outcomes:










Parent/family involvement
Introduction of school activities
Parental involvement of suggestions or program recommendations
Exposure to Tsimshian language
Historical values and family backgrounds
Knowledge of self
Education of parents on importance of healthy and active lifestyles
Parents participating in promoting a healthy lifestyle and modeling it for
their children
Children will gain pre-reading skills, listening skills social and physical
skills
Through computer access, youth will acquire computer skills
Intermediate Outcomes:






Cultural awareness
Knowledge of food gathering and processing
Family history and background, clan system, regalia
Confidence and pride to participate
Gained trust from education system
Communication and problem solving skills
Longer-term Outcomes:








Role models, respect values, morals, self-esteem & confidence
Knowledge to access resources required to succeed and to support one
another
Improvement of memory skills, intellectual improvement, higher academics
Healthier lifestyles
Empowerment of parents
Capacity building with the community through parent support groups
Youth leadership and elders
Capacity building through parent support training, youth leadership
training, computer skills and life skills
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Kitselas Indian Band
Terrace, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,575.00
September 2002 – March 2003
Economic Development
475 Community Members
Project Title
Education Re-Assessment
The Kitselas Indian Band community funds were used for re-assessment of the
following:




What had occurred in the labor market over the last 12 months
Identified changes to post secondary education and financial assistance
from the Band and identified financial alternatives available
Identified planning required for the inevitable transition from school to
work
Introduced high school students to carpentry through hands-on
carpentry experience
Results/Impacts
Re-assessment addressed through the preparation of a handbook that gave the
Kitselas students a glimpse of the labor market trends within BC.
Helped the individuals through the arduous task of career and education
planning that enabled individuals to fit into the ever-changing labor market.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Klahoose First Nation
Cortes Island, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,763.00
September 2002 – March 2003
School District #72
20 Students, 70 Adult Learners
Project Title
Education Authority
Language Curriculum
Computer Program
Parent Liaison Program
The Klahoose First Nation community funds were used for the following
activities:





With the help of the Klahoose Learning Centre, archived language text,
audio, pictures, and videos used for produced lesson plans for School
District #72
There was a continuation of a past program teaching Klahoose children,
adult learners and Klahoose staff on effective computer-assisted video
productions
The Coordinator organized school events and encouraged parents and
community members
Bi-weekly meetings were held to set-up an education authority
committee consisting of Chief and Council and school representatives
The Coordinator worked with parents and teachers for improved relations
and understanding between the school and Klahoose First Nation
Results/Impacts
With the creation of a cultural video, audio and database, future work on
archiving and creating curriculum was streamlined. That gave Klahoose a step
ahead on their projects. The Mentorship program was highly effective for youth
and adults in the community. With the higher understanding of basic computer
skills, video productions and career preparation, each participant had skills that
were useful for present and future careers. The Parent Liaison program improved
relationships with parents and teachers and helped support an Education
Coordinator in the delivery of programs. The youth had strong support from the
community. There was more parent and community involvement in their school.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Kwadacha Nation
Prince George, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,035.00
September 2002 – March 2003
Aatse Davie School
350 Members
Project Title
Counselor
The Kwadacha Nation community funds were used for a full-time counselor in
the community and at the school. For the first time, the Kwadacha Nation
secured a position for the benefit of students.
The counselor focused on reducing the amount of alcohol and drug
consumption, provided support for those seeking treatment, and supported
those who returned from treatment, and educated people on the effects of
alcohol and drugs.
Results/Impacts



The counselor contributed to the well-being of Band members.
Increased participation in treatment, reduced suicide rates.
Counselor continues to support the community and school
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
243
Kwakiutl Band Council
Port Hardy, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$11,264.00
September 2002 – March 2003
Academic Institutes
90 Students, 24 Parents, 12 Community
Members
Project Title
Homework Club
Tutor
Student Workshops
Academic Institute Visits
The Kwakiutl Band Council community funds were used for the operation of a
Homework Club. A tutor provided tutoring support and assisted students in
completing their homework. In addition, the tutor coordinated a series of stayin-school activities for students. Lastly, the tutor helped a First Nations 12
teacher from Port Hardy Secondary School in the planning and coordination of
a university tour.
A tutor was responsible for the coordination of seven monthly one-hour mini
workshops. Those workshops assisted the students’ abilities for achievement at
school. The tutor provided practical study skills workshop sessions. Social
support was provided for youth who learned strategies to better deal with
barriers that prevented youth from experiencing success in school. Workshops
sessions addressed issues such as making healthy choices, coping with peer
pressure, learning to deal with conflict, building self-esteem, and goal setting.
Students toured various academic institutions on Vancouver Island, BC to ease
the transition that students faced when they moved from a secondary school to
a post secondary institution.
Results/Impacts




Homework Club increased students’ confidence with their school work
Developed a positive attitude towards school
Students improved quality of their school work and reached their potential
The mini-workshops helped youth to improve their test scores by knowing
how to study
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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





Youth equipped with information that assisted them in making healthy
choices
Youth built relationships with one another and supported each other
Students coped with issues and consequently freed up energy and focused
their efforts on school rather than personal issues
The university tours allayed student fears about campus life
Students were more comfortable in pursuing higher educational goals
Students were more knowledgeable about choosing an educational
program or institution
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
245
Kwantlen First Nation
Fort Langley, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$6,580.00
September 2002 – March 2003
Education Programs
12 Students, 30 Community Members, *
Elders, 2 Educators
Project Title
Summer Schooling
Extra Curricular Activities
After-School Homework Club
Tutoring
Aiding the School to Work Transition
The Kwantlen First Nation community funds were used for summer schooling
and extra curricular activities for Kindergarten to Grade 7 students. Parents
were involved in weekly community events such as Science World, Vancouver
Planetarium, Vancouver Game Farm, and Fish Hatchery visits.
There was an after-school homework club and tutoring for students in
kindergarten to grade 7. Parents participated at events that enhanced and
displayed the students’ progress, for example a Science Fair.
Results/Impacts






Increased learning by all students
More active participation by parents
Community unity by shared responsibility for educating the children
The overall effect on the community was positive
The students were more comfortable working on their homework and
studies from the computer access center
The tutoring was being utilized at minimal levels, but increased with
communication and support
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
246
Kwikwetlem First Nation
Coquitlam, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,545.00
September 2002 – March 2003
10 Youth, Eight Adults, 6 Elders,
Community Members
Project Title
Cultural Awareness Programs
Youth Conference
The Kwikwetlem First Nation community funds were used for a hosted one-day
workshop for elders, staff, and youth. A facilitator also provided a cultural
awareness program.
The Band offered Healing Through Laughter potluck, which all Band members
and their friends attended to join in on the fun. The youth organized that event
and planned for a talent show along with storytelling and great feasting. The
youth attended a youth conference.
Results/Impacts



The Education Coordinator worked closely with the programs and
surveyed participants on their feedback on the workshops and programs.
The youth and members gained more self-confidence
The community was learning traditional cultural teachings
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
247
Lakahahmen First Nation
Deroche, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,615.00
September 2002 – March 2003
School District #75
60 Students, 80 Adult Members
Project Title
Tutoring Program
The Lakahahmen First Nation community funds were used for the development
of a tutoring program. The program offered students two sessions per week,
which aided them in homework completion, but more importantly work
completion on subjects they had difficulty with.
A representative from the
School District #75 with input from teachers involved with the students guided
the tutor and education committee in the development of a successful tutoring
program, which was intended for all ages.
Results/Impacts




Helped students and community members who participated in the program
to achieve success in numerous forms such as; comprehension skills,
computer skills, reading, writing, math, self-confidence, self-esteem, and
improve communication skills
Opened lines of communication between parents and teachers
Strengthened lines of communication
Assisted students in achieving success in their education
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
248
Lax-kw’alaams Indian Band
Port Simpson, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$13,715.00
September 2002 – March 2003
Technology Industry
40 Students
Project Title
Counselor
The Lax-kw’alaams Indian Band community funds were used for the support of
a new extracurricular program that provided project-based learning. The
program was partnered with the technology industry and accessed the latest
technology.
The students took part in a community-based project that crossed a number of
disciplines such as: Mathematics, English, Science, Social Studies, Computer
Technology and others.
Specifically the funding was used to employ a
counselor who assisted the students with project undertakings.
Results/Impacts



Program offered to out-of-school youth, who dropped out, and have been
lost in the system
Attracted out-of-school students
Added fun and excitement at the school
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
249
Lhoosk’uz Dene’ Government Administration
Quesnel, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$7,669.00
September 2002 – March 2003
Community Agencies
180 Members, Youth, Adults, Elders,
Parents
Project Title
Cooperative Education Agency
Workshops
Homework Club
Tutor
Motivational Speakers
Community Dinners
Aiding the School to Work Transition
The Lhoosk’uz Dene’ Government Administration community funds were used
for the establishment of a Youth Homework Club. The students joined together
and raised awareness of positive peer pressure, started a fun night, and found a
place to do homework with a volunteer tutor.
Two motivational speakers were hired to speak on two occasions to the
students.
Students who could not afford to pay the full price for field trips were able to
apply for partial funding for these activities.
Community dinners were hosted for raising the school’s profile and encouraged
parents to become more involved in their children’s education.
A cooperative three-day workshop was held with other social agencies on highrisk kids.
Results/Impacts




Feedback from community members on project activities
Boosted pride of students and provided support services
Raised school profile and increased in parental involvement with school
Shared with social agencies on youth and adults social and educational
issues
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
250
Little Shuswap Indian Band
Chase, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$10,229.00
September 2002 – March 2003
Neighboring Band
240 Band Members, 90 Students, 30
Elders, 50 Parents/Guardians
Project Title
First Nations Pre-Readiness Education
Studies
Parent/Elder Handbook, Resource
Cultural Booklet, Yearbook, Family
Trees, Parents Clubs
Career Days & Labor Market
The Little Shuswap Indian Band community funds were used for the following
activities:







First Nations Pre-Readiness Education Studies in literacy, life skills and
healthy study habits
Enhanced parent/elder role models in schools
Updated an existing resource cultural booklet
Developed a yearbook for the community of biographies of elders, stories,
territorial gathering places, and medicine plants in the local community
and its uses
Family trees/Extended families within communities including the
Secwepemc language family tree
Expanded parents club with field trip exchanges with another
community and shared and learned new ideas or explored living habits
Career Days & Labor Market for First Nations – invited neighboring
Bands participation
Results/Impacts
The parents, education coordinators, education leader, teachers and principals
accessed the readiness of the school students to enter specific work fields and
specific post-secondary education settings. All of the activities had feedback from
the participants and those connected with them.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
251
Lower Kootenay Indian Band
Creston, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,307.00
September 2002 – March 2003
150 Community Members, 45 Students
Project Title
Community Forums
Professional Development
The Lower Kootenay Band community funds were used for supporting
community and parental involvement in education. Parents discussed issues in
a forum and three community dinners were hosted for that purpose. At the
community dinners, parents participated in the planning and implementation of
education activities. Feedback was supplied on prior activities.
In addition to the forums, parents attended early intervention workshops. One
workshop was geared for parents of preschool children and one for parents of
elementary school children. Information on developmental stages was shared
along with specific examples of fun behaviors. Parents could take home that
information for helping their children’s learning.
Parents and community members attended educational workshops and
conferences.
Any individual accessing funds for this purpose shared
information at the hosted community dinners.
Results/Impacts



Evaluations occurred on an on-going basis receiving and documenting
responses from the community members
Information was shared with both Lower Kootenay Education Society
Board and with the First Nations Parents Club
Parents had a voice in education
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Lower Nicola Indian Band
Merritt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$14,314.00
September 2002 – March 2003
Other Schools
11 School Staff, 10 Parents, 15 Elders
Project Title
Transportation
Elder Role Models
The Lower Nicola Indian Band community funds were used for the
transportation of students to extra-curricular, cultural, school-based
recreational activities. Elders were also used as role models for the students.
Results/Impacts







These field trips developed a sense of school spirit for the new school
Students visited other schools, played sports on teams or with other
schools/groups
Development of a positive team spirit and a sense of school
The proper protocols were learned and modeled on how these activities
were traditionally done
The Elders and the students had an opportunity to reconnect with family
and community members
The Elder role models provided students modeling in the use of native
language and the protocols of First Nations culture
Several of the students did not have grandparents and from learning how
to respect Elders
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
253
Lower Similkameen Indian Band
Keremeos, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$11,046.00
September 2002 – March 2003
Community Wellness Department
10 School Staff, 15 Parents, 20
Community Members, 20 Students
Project Title
Education Administration Trainee
Education Support
Language and History Materials
Travel Support
The Lower Similkameen Indian Band community funds were used for the
following activities:




Education administration trainee and education support for building
education management capacity, and extra support for students
Purchased and designed materials that supported Okanagan language
and history
Awareness of Okanagan history, culture, residential school through inclass course or workshops
Travel support for the transportation of students to and from programs
Results/Impacts
The education administration trainee performed various duties that increased the
education services and provided more opportunities for the Education Coordinator
to develop other needed education projects. The education committee supported
effective special need and band school education policies that addressed
services. The education support worker supported staff in the case-management
of students, one-to-one, classroom delivery of programs, which encouraged
student success in learning. The education support staff conducted Structure of
Intellect (SOI) assessments and IEP monitoring of students, which helped support
their learning needs. Awareness of the Okanagan history, culture, and residential
school was shared through classroom courses, workshops and through
developed resource materials. The education student support increased
opportunities for new learning for students by providing programs and
transportation.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
254
Lyackson First Nation
Chemainus, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,980.00
September 2002 – March 2003
Other Cultural Locations
12 Students
Project Title
Coordinator
Summer Program
The Lyackson First Nation community funds were used for a full-time
Coordinator who worked in conjunction with a program coordinator to run a
summer program for students. The activities took place in a summer camp
setting. The program activities consisted of the following:




Arts and crafts
Swimming
Cultural visits to Chemainus, BC.
Cultural summer camp
Results/Impacts






Students participated in physical education activities for good health, mind
and body
Students learned how to swim
Students learned about water safety and rescue
Students learned about traditional arts and crafts
Students learned about language and culture by participating in cultural
visits
Camp activities built self esteem and self confidence
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Malahat First Nation
Mill Bay, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3.
$8,867.00
September 2002 – March 2003
5 Students
Project Title
Cultural Course
First Aid
Elders Lecture
Vocational Training
Supporting Community and Parental
Involvement in School
Aiding the School to Work Transition
4.
The Malahat First Nation community funds were used for the following
activities:





Basic paddle & canoe making
Safety and first aid
Electric equipment and tools usage
Elders lecture
Classroom preparation and course outline
Results/Impacts
The students displayed what they had made and taught others skills they had
learned. They acquired safety and first aid practices, and also knew about
electrical equipment and tool usage.
The community was very supportive of the programming and the Elders were
proud of the youth for their participation, especially trying to take the direction for
a better future.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Mamalilikulla-Qwe’Qwa’Sot’em Band
Campbell River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,599.00
September 2002 – March 2003
30 Youth, Elders, Parents & Educators
Project Title
Cultural Training
The Mamililikulla-Qwe’Qwa’Sot’em Band community funds were used for the
transportation of youth to a remote Village Island, a traditional territory. The
students were transported with their elders and parents by boat. The students
were taught about their family trees, culture, songs, dances and legends of their
ancestors. The elders who were the educators provided traditional teachings.
Results/Impacts
In the end the students returned home to their own communities with knowledge
of their traditional territories, songs, dances and legends. This had a positive
impact in their lives and ready to pass onto their children. The youth had a
glimpse of how First Nation’s people lived plus they learned to be stronger as
they worked together.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Matsqui First Nation
Abbotsford, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$7, 887.00
September 2002 – March 2003
30 Students
Project Title
Tutoring
Language Immersion Program
Resume Preparation
Education Resources
Resource Book
Time-Management Workshop
The Matsqui First Nation community funds were used for the promotion of an
Adult Continuing Education Centre. The students at the Centre had the
following services and programs:







Computer skills training – basic keyboard components
Resume preparation
Language Immersion program
Resource books
Tutoring
Time-management workshop
Purchase of Encyclopedias and/or dictionaries
Results/Impacts
The parent’s involvement increased due to more meetings with a teacher. The
evaluation results were based on the number of satisfied adults that walked
away with confidence and basic computer training and skills.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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McLeod Lake Indian Band
McLeod, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,124.00
September 2002 – March 2003
27 Post Secondary Students, 9 Elementary
Students, 10 Elders, 17 Community
Members
Project Title
Tutoring Program
Extra-Curricular Activities
Elders Basic Computer Training
The McLeod Lake Indian Band community funds were used for the following:




Tutoring for adult students
Tutoring for elementary and senior secondary students
School extra curricular activities
Elders basic computer training
Results/Impacts
Increased the grade point average for the adult student population and
decreased the drop out rate.
Increased the self-confidence and higher motivation of students.
Elementary and secondary students achieved a higher grade with added
tutorial assistance and developed more confidence in their abilities
Extra curricular activities built social skills and self-development for the youth
participating in this program.
The Elders achieved a basic understanding of computer technology and were
motivated to continue learning programs such as Microsoft Word.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Metlakatla Band
Prince Rupert, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$6,743.00
September 2002 – March 2003
Health
30 Students, 2 Elders, 14 Elders in
Training, 40 Parents, 104 Community
Members, 4 Educators
Project Title
Basket Weaving & Lead Painting Classes
Arts & Crafts, Stencils
Young Parent workshops
External Trips
Field Trips
The Metlakatla Band community funds were used for the following activities:







Basket weaving classes
Lead painting classes
Stencils
Arts & crafts for elementary students
External trips to Tugwell Island and Pike Island
Field trips
Young parent workshops – health, life skills, employment, educational
opportunities, computer training
Results/Impacts
The Band members gained employment and enjoyment from the students and
community members who took part in the program. They gained knowledge of
the different arts and crafts being offered, as well as computer skills.
The students and parents took part and gained knowledge of not only their
culture but of life skills as well.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Moricetown Band Administration
Moricetown, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$18,999.00
September 2002 – March 2003
Health
102 Community Members, 22 Parents &
Teachers
Project Title
After –School & Weekend Program
Youth Coordinator
Basketball Clinic
Youth Center
Youth Leadership Training
Aiding the School to Work Transition
The Moricetown Band Administration community funds were used for the
following activities:






After-school and weekend program
Youth coordinator
Youth transportation
Basketball clinic
Youth center
Youth leadership training
The Band concentrated on using these activities to prevent the young
community members from alcohol and drug usage. A high number of children
and youth were involved in the organized activities along with parents.
Results/Impacts
The results were fewer young community members using alcohol and drugs, more
parental involvement in children’s activities, and the youth learned to develop
their own recreational programs.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
261
Mount Currie First Nation
Mount Currie, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$25,045.00
September 2002 – March 2003
Aboriginal Human Resource Development
100-200 Community Members
Project Title
Board Development
Long-Term Strategy for Advanced
Education
The Mount Currie First Nation community funds were used for the following
activities:




Development of the Board of Advanced Education
Board development workshops
Roles and responsibilities of the Board
Developed a long-term strategy for advanced education
The long-term strategy included plans for a Mount Currie accredited college
within a specific timeframe, and the construction of a permanent college.
Results/Impacts





Increased student enrolment
Delivered more quality programs in the community
The access of quality post secondary and adult education programs in the
community increased the self-esteem and self-worth of the individuals,
and therefore increased the number of people in employment
With the increased self-esteem and self-worth, that impacted on the socioeconomic status in the community
With the development of the Advanced Education process, there was
capacity building in place that met the long-term needs of the Mount Currie
First Nation in self-governance.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
262
Mowachaht/Muchalaht First Nation
Gold River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,467.00
September 2002 – March 2003
Local Institutions
180 Community Members
Project Title
Education Policy Review
Counselor
Elder Resident Program
Cultural Field Trip
The Mowachaht/Muchalaht First Nation community funds were used for the
following activities:




Reviewed draft education policy
Part-time counselor for elementary and secondary students
Elder resident program
Cultural field trip
Several sessions were held with parents, an education committee, staff and
teachers from local institutions and Council of Chiefs. They reviewed a draft
education policy for modification and implementation.
The part-time counselor provided support services for career planning, personal
development and cultural programming.
The elder instructed a nursery and adult education program.
Results/Impacts



The education policy was implemented
Counselor provided support services for students
Elder provided instruction for nursery and adult education programs.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
263
Musqueam Indian Band
Vancouver, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$18,618.00
September 2002 – March 2003
Vancouver School Board
Musqueam School Population
Project Title
Education Support
The Musqueam Indian Band community funds were used for an education
support staff member. The new staff member assisted the Musqeam education
coordinator and education committee with various clerical tasks.
Results/Impacts



Support person in place benefited the Musqueam school population and
community by aiding in the advancement of various projects such as the
completion of a local education agreement.
The Musqueam community benefited from the additional programming
Literacy and science set-up expanded student knowledge and skills.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
264
Nadleh Whut’en Band
Fort Fraser, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$10,774.00
September 2002 – March 2003
Local College
Students, Parents
Project Title
Childcare
Tutoring
Summer Schooling
Elders Teachings
You Make a Difference Program
Career Planning
The Nadleh Whut’en Indian Band community funds were used for an adult
learning center for needed childcare. Many of the students were parents that
needed daycare assistance while they attended school.
A teacher provided
summer schooling as well as tutoring services. Elders provided language and
cultural teachings. Parents participated in a joint venture with Nadleh Koh
School and a “You Make a Difference” program. A college career counselor
helped students with career planning.
Results/Impacts






Tutoring was provided to those children who needed it
Childcare for parents who wanted to go to school, but could not afford a
babysitter
The school attendance of students had increased
The elders became more involved with the students and the “You Make a
Difference” program
The Band recognized parent positive attitude on parenthood and their
children
The college career counselor provided students with career options, which
had a positive impact on many student lives.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
265
Nak’azdli Band
Fort St. James, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$18,509.00
September 2002 – March 2003
Academic Institutions
10 Educators, Students
Project Title
Curriculum Development
Special Education Support
Building Self-Esteem Workshop
Youth Conference
The Nak’azdli Band community funds were used for the following activities:





Development of culturally appropriate curriculum
Language curriculum development
Special education support
Building self-esteem workshop for grade eight students
Youth conference for senior high school students
Results/Impacts
The Self-Esteem workshop grade 8 students gained more self-confidence during
their first year in high school.
All students learned more culturally appropriate materials because new
curriculum was developed.
A scope and sequence for preschool to post
secondary was developed for the Carrier language so there was a long-term
strategy to recover language.
The youth in senior high school were exposed to other youth; they benefited by
making new friends, learning to network with other youth and leadership skills.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
266
‘Namgis First Nation
Alert Bay, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3.
Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$19,435.00
September 2002 – March 2003
75 Students
Project Title
School Vision/Mission Statement
Elders/Story Telling
Cultural Materials
Kwak’wala CD ROM
FAS/FAE Workshops
Parent Support to Committees
Homework Program
School-Wide Cultural Trips
The ‘Namgis First Nation community funds were used for the following
activities:










Created school/community vision/mission statement from school
assembly
Conducted a school/community interaction day with ‘Namgis Band
Council, school board members, school staff, students and parents
Funded school-wide field trips
Cultural field trip as culmination of ooligan grease making unit
Community and school staff FAS/FAE workshops
Elders/Story Tellers in classrooms
Parental involvement in school committees
Evening support for homework
New culturally relevant materials for integration of Kwak’kwawak culture
into regular classrooms
Interactive Kwak’wala CD ROM
Results/Impacts




Vision and mission statements were evaluated by students, staff and
parents
Field trips aided the development of school-wide culture
Since there was a high percentage of FAS/FAE students, the school and
the community identified a need for understanding and the teaching of
these students
Elders and Storytellers enhanced the cultural program and integrated the
culture into the classroom
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
267




Increased parental involvement in school
Evening support for homework was established in an environment where
students can feel comfortable attending so they can complete their
homework
Implemented three culturally relevant school-wide themes
Created an interactive Kwak’wala CD ROM
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
268
Nanoose First Nation
Lantzville, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$8,214.00
September 2002 – March 2003
School District
Students, Parents, Community Members
Project Title
Resource & Reference Materials
Education Books, Cassettes & Videos
Books for Babies Program
Indoor Gym Equipment
Physical Education
Community Speakers Program
Aiding the School to Work Transition
The Nanoose First Nation community funds were used for the following:






Education resource and reference materials
Books, cassettes, and videos
Books for Babies program
Indoor gym equipment
Physical education for healthier students
Community Speakers program
Results/Impacts
The students had an easier time with homework completion and they read
more books. The speaker workshops gave the students opportunities to gain
cultural knowledge and language skills. The physical activities provided
growth in physical strength and endurance. These types of activities also
provided a spin-off effect of community cohesiveness. The reference materials
were shared with staff from the local school districts that worked with Band
students.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
269
Nazko Band Government
Quesnel, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,432.00
September 2002 – March 2003
220 Community Members, Students
Project Title
Youth Workshops
The Nazko Band Government community funds were used for the following
activities:



Funshops by Trickster’s Theatre – three-day workshop for building selfesteem, communications, and team building for all ages
The New Dawn Self Development Centre – three-day workshop for youth
learning effective communication, dealing with youth peer pressure,
hypnotic and ventriloquist presentation
Dream Arts – eight sessions for extra-curricular school and communitybased activities, children learned how to make dream catchers and the
theories and methodology behind them
Results/Impacts







Adult participation in the youth activities
Improved school attendance
Knowledge of cultural activity
Effective communication skills
Cohesive community and good self esteem
Community came together as a whole and learned effective
communications
Lower drop-out rates of the children who belonged to the Nazko First
Nation
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
270
Nee-Tahi-Buhn First Nation
Burns Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$5,926.00
September 2002 – March 2003
Health
30 Community Members
Project Title
Cultural Camp
Parent Programs
Role Model Program
Reading and Mentoring Program
Homework Club & Hotline
Summer Schooling
Arts & Crafts
Aiding the School to Work Transition
The Nee-Tahi-Buhn First Nation community funds were used for the following
activities:







The Nee-Tahi Buhn First Nations children attended a cultural camp
Parent, literacy, health, life skills programs
Role model program for high schools
Maintained reading and mentoring program
Homework club and hotline
Summer schooling
Arts & crafts
Results/Impacts
The main impact of these projects reduced the number of dropouts and reduced
the number of drug abuses in the community.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
271
Neskonlith Indian Band
Chase, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$10,284.00
September 2002 – March 2003
35 Students
Project Title
Computer-Based Program
The Neskonlith Indian Band community funds were used for a computer-based
extra curricular program. The program was designed for youth to strengthen
their natural skills (e.g. art, music, entrepreneur, PC graphics etc.).
One of the resource workers goals strengthened attitudes respecting their
personal roles in the community. The program focused on youth participation
in community events and programming, by way of technology and producing
positive projects highlighting significant community-related activities or events.
Throughout the after-school program the youth worked on Power Point
presentations, storyboard presentations, assisted a community newsletter
publication, created posters and flyers for community groups, activities and
functions.
Another aspect of potential youth projects related to communicating external
issues of a positive nature such as environmental protection, reducing waste
etc.
In order for youth motivation, minor incentives were awarded so that the youth
produced good quality work for the community.
Results/Impacts



School activities included an alternate learning component
Ensured youth attitudes towards their role in community were
strengthened
Youth participated in a better community
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
272
Nicomen Indian Band
Lytton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,070.00
September 2002 – March 2003
All Nations Trust Company
Band Members
Project Title
Capacity Building
The Nicomen Indian Band community funds were used for capacity building in
long-term planning for the management of educational needs. The Band
developed a five-year strategic plan that included the following:







Employment and skill development
Education
Housing
Capital
Economic development
Communication
Governance
The approach to planning was establishment of a current situation and
identified goals, compiled the information, set priorities, and prepared budgets,
plans, and listed resources. A Band member was hired specifically who
completed a survey and collated the information. The establishment of an
action plan with outcomes followed.
Results/Impacts

Developed a five-year strategic plan with a terms of reference
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
273
Nisga’a Village of Gitwinksihlkw
Gitwinksihlkw, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,976.00
September 2002 – March 2003
240 Students, Community Members,
Elders
Project Title
Nisga’a Language CD - Curriculum
Development
Elder Role Model Program
The Nisga’a Village of Gitwinksihlkw community funds were used for focusing
on education and revitalizing traditional language and empowerment by
building pride.
The elders of the community were role models and alternated spending three
hours a day, twice a week at an elementary school, and one day a week at a
high school.
In addition, language curriculum development was produced; volume two of a
Nisga’a language CD.
Results/Impacts



Evaluations came from the students in the role model program
Language was more familiar in the home
The community was targeted as a whole and focused on education and
traditional language
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
274
Nisga’a Village of Laxgalt’sap
Greenville, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$12,353.00
September 2002 – March 2003
University College of the Fraser Valley
30 Youth, 30 Parents, Teacher Aide,
Families
Project Title
Professional Development
Mad Science Presentation
Hand Drum Workshop
The Nisga’a Village of Laxgalt’sap community funds were used for the following
activities:



Mad Science presentation
Speech Language Pathologist Assistant program
Traditional hand drum workshop
The Mad Science presentation was opened to students of all ages. The activities
included rocket building, birds and beasts, dissecting owl pellets and learning
about static electricity.
Professional development was provided for a teacher aide who enrolled in a
Speech Language Pathologist Assistant program at the University College of the
Fraser Valley.
The Traditional Hand Drum workshop was provided for youth as an extra
curricular and school activity with family involvement in making a drum.
Results/Impacts




Students learned about science
The teacher aide was equipped with diagnostic criteria for speech
pathology and understood the diagnostic criteria for speech pathology and
the disabilities associated with speech disorders
Developed, designed, and implemented support and intervention strategies
and programming for usage in the school
Students and families provided feedback on workshops and lessons in
drum making
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
275
Nisga’a Village of New Aiyansh
New Aiyansh, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$13,334.00
September 2002 – March 2003
RCMP
40 Youth, 40 Adults, 30 Elders
Project Title
Children’s After-School Program
Youth Council
Elder Mentoring
Arts & Crafts
Song, Dance & Theatre
Recreation
Workshops
Aiding the School to Work Transition
The Nisga’a Village of New Aiyansh community funds were used for the
following activities:








Children’s After School program
Youth council
Elder mentoring
Arts & Crafts
Song, dance, and theatre
Story-telling
Recreation
Informal workshops
Results/Impacts
Working with all age groups resulted in community wellness. The community
programs were dance, theatre, and arts and crafts activities that helped an
individual’s creativity.
The program emphasized the importance of cultural awareness and utilized the
existing resources available in the community. In addition, the program helped
recognition of an alternative method to alcohol and drug usage.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
276
Nooaitch Indian Band
Merritt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,778.00
September 2002 – March 2003
Students
Project Title
Tutorial Program
The Nooaitch Indian Band community funds were used for a tutorial program.
The Nooaitch students accessed the library and technology. The students had
easy access to resources required for the completion of homework assignments.
The program helped alleviate the obstacle of remoteness of the reserve and the
low-income of many of the families.
Results/Impacts




Students gained reserve knowledge and experience they needed for
preparation to move into the workforce
Increased achievement and motivation
Improved feelings about self
Higher quality completed homework
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
277
North Thompson Indian Band
Barriere, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,159.00
September 2002 – March 2003
Post Secondary Institutions
70 Youth
Project Title
Tutoring Program
Career Fair
The North Thompson Indian Band community funds were used for a tutoring
program. The program activities helped youth with their homework and school
projects.
The community also planned a career fair that highlighted professions in the
fields of business, health, science, engineering, law and high tech.
Representatives from various post secondary institutions displayed information
about courses and programs. Community members who had moved to current
employment spoke about their journeys and shared their experiences.
Results/Impacts



Youth completed homework and school projects
Community youth learned from others on their employment and education
paths
Community youth learned about various occupations
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
278
N’Quatqua Band
D’arcy, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$9,412.00
September 2002 – March 2003
Other Bands
69 Students, 16 Elders, 23 Parents
Project Title
Summer Day Camp
Cultural Camp
Positive Indian Parenting
Homework Club
Band Gathering
Unity Ride
Aiding the School to Work Transition
The N’Quatqua Band community funds were used for the following activities:






Summer day camp
Cultural camp
Positive Indian parenting
Homework club
Stlatlimx gathering –annual event with ten Bands
Unity ride
Results/Impacts
Self esteem of the all the students, parents, elders and visitors were lifted
through cultural activities and instruction.
Positive Indian Parenting was
essential in helping parents with their children in supporting them in the schools
and at home. The cultural activities instilled pride because of healthy, alcohol
and drug free events. This alleviated past family personal hurts in working
together. The options were unlimited in participation of sports, cultural, family
and spiritual events. Healthy activities, educators, and resources were provided
to community members.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
279
Nuchatlaht Tribe
Zeballos, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$6,471.00
September 2002 – March 2003
Zeballos Elementary School
North Island Distance Education School
12 Adult Students, 27 Elementary
Students
Project Title
Adult Upgrading
Adult Education Assessments
Internet Access
Aiding the School to Work Transition
The Nuchatlaht Tribe community funds were used for a monitor who kept a
computer lab open. The parents and other adults in the community accessed
an adult upgrading and basic education class.
The class was held in
conjunction with the Zeballos Elementary School (ZESS) and the North Island
Distance Education School (NIDES).
Adults in the community received education assessments and membership
support in obtaining appropriate courses through ZESS or NIDES. High Speed
Internet access via satellite was used with existing updated computer lab for
access to on-line adult education courses.
Results/Impacts





Used a service user survey to ascertain results and impacts
Survey of educators determined adult upgrading results and impacts
Six computers now have direct satellite Internet connections
Parents built up their confidence to work with their own children in doing
homework
This project tore down barriers for using distance education systems to
advance student learning goals
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
280
Nuxalk Nation
Bella Coola, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$16,711.00
September 2002 – March 2003
300 Students
Project Title
Nuxalk Curriculum Development
CD Traditional Song Recording
The Nuxalk Nation community funds were used for the following activities:


Nuxalk language curriculum development
Nuxalk traditional song CD recording
The Nuxalk Elders assisted in the language curriculum development activities.
A technical person recorded a traditional song CD in Nuxalk language. There
were material and supplies purchased for the recording, duplicating, and
producing graphics for the CD by using a software program.
Materials and supplies were purchased for curriculum development workshops.
Results/Impacts





These projects were part of the Nuxalk Nation’s ongoing effort to preserve
the Nuxalk language and culture
Positive effects in the community including an impact in developing selfesteem, spiritual healing and reversing social disintegration
A recording of Nuxalk traditional songs helped students learn the songs
more easily.
Student’s accessed the CD and used it for practice
Others in the community were able to, on an ongoing basis, do recordings
of the Nuxalk language, history, stories and songs, which could be used at
traditional ceremonies, potlatches, feasts, funerals and weddings
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
281
Okanagan Indian Band
Vernon, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$21,559.00
September 2002 – March 2003
Okanagan Nation Alliance
20 Youth
Project Title
Cultural Camp
The Okanagan Indian Band community funds were used for an Okanagan
youth camp in the discovery and expansion of Okanagan history and culture.
The youth camp incorporated various components of the Okanagan culture in
an outdoor wilderness setting. Camp participants were exposed to traditional
activities such as sweat lodges, meat drying, medicine gathering and canoe
building. An added program was an Archaeological Field School that gave the
participants an opportunity to work onsite with Okanagan University College
professor, Dr. Diana French.
Results/Impacts


Okanagan Nation elders and knowledge keepers provided experiences
that were enjoyable and educational for all
Traditional and cultural activities for the youth through this camp acted as
a vessel for the resurgence of Okanagan culture, language and spirituality
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
282
Old Masset Village Council
Masset, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$19,543.00
September 2002 – March 2003
Local Schools
Students, Parents/Caregivers
Project Title
Education Support Worker
Elder/Parent Role Model Program
The Old Massett Village Council community funds were used for the following
activities:


Education support worker
Elder/Parent Role Model program
Results/Impacts





The Education Support Worker increased the student success in school
Local students, parents/caregivers, school staff and a Learning Center
benefited from the service of the Education Support Worker
Partnerships were established with local schools whose students attended
the Center
The Elder/Parent Role Model program increased the community
involvement and recognition of elders and parents involvement in the
education of Haida students
The Elders and parents increased the awareness, recognition and value of
the elders and parents of students within the community who were seen
as role models
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
283
Oregon Jack Creek Band
Ashcroft, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,109.00
September 2002 – March 2003
Community Members
Project Title
Economic and Education Integration
Language Development
The Oregon Jack Creek Band community funds were used for the following
activities:

Economic development and education integration had community
members acquire employment in the area near the respective
communities

Financial resources enhanced the continued development of the
Nlakapamux language and related materials in conjunction with Tribal
developments
Results/Impacts
Employment and Nlakapamux language information was made available for the
community and the Nlakapamux community as a whole.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
284
Osoyoos Indian Band
Oliver, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$10, 937.00
September 2002 – March 2003
Sen Pok Chin School
50 Students
Project Title
Art Therapy
The Osoyoos Indian Band community funds were transferred to the Sen Pok
Chin School.
The school had students involved in art therapy.
The art
therapist provided one-on-one and family group counseling for individual
students in the school during school hours and after school by appointment.
The art therapist also provided therapy in smaller groups of students who had
been flagged as exhibiting bullying behaviors or had been involved in bullying
incidents.
Results/Impacts
The direct results of the art therapy program had children in therapy that was
solely for their own benefit in the safe environment of their school. This program
had students learning coping skills that could be used in the classroom.
Additional results were more community awareness of the art therapy program
through family art therapy sessions and small group sessions focused on student
bullying behaviors. Further classroom impacts were due to the anti-bullying
campaign being a part of CAPP lessons in the classroom.
If an increased amount of children used coping skills during emotional struggles
in a classroom setting and the majority of the students were aware of the
bullying behavior and how to react in a situation that involved this type of
behavior then the art therapy service had a significant impact during the school
year.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
285
Oweekeno Nation
Port Hardy, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,233.00
September 2002 – March 2003
Students, Band Staff, Community
Members
Project Title
Professional Development
Adult Basic Education
Cultural Camp
The Oweekeno Nation community funds were used for the following activities:



Adult Basic Education
Education coordinator training
Cultural camp
The ABE Program was held for six months and meetings were held with the
students discussing how they met their objectives through upgrading.
A Cultural Camp was held for community members who provided cultural
training through a camp environment.
Results/Impacts



Increased self esteem of individuals
Education Coordinator training improved service
Students reported back on their camp activities and the impacts it had on
them
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
286
Penelakut Tribe
Chemainus, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$11,536.00
September 2002 – March 2003
Kuper Island School
School Staff
Project Title
Principal Salary
The Penelakut Tribe community funds were transferred to the Kuper Island
School to offset the salary costs of the Principal.
The Penelakut Tribe Chief and Council realized the importance of strong
leadership structure at the Kuper Island School.
Results/Impacts




Stronger leadership at Kuper Island School
Improved governance of school
Improved parental communication
Improved services for students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
287
Penticton Indian Band
Penticton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$15,295.00
September 2002 – March 2003
Academic Institutions, Employment
Agencies, Employers
Band Staff, Students, Community
Members
Project Title
Education Authority Meetings
Professional Development
College/University & Employment
Agency Visits
Student Work Experience
The Penticton Indian Band community funds were used for the following
activities:






First Nations education authority meetings
Professional development – Teacher conference, Vancouver, BC
Dale Carnegie management course
College & university, employment agencies visits
Employment information workshops
Student work experience
Results/Impacts



The Band staff professional development was evaluated and shared with
others
The student needs were addressed and indicated the success of the field
trips, workshops and work experience
Evaluations were completed on each student and by their employers
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
288
Peters Indian Band
Hope, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work
Transition
$5,980.00
September 2002 – March 2003
Schools, Union Bar Band
26 Adults, 10 Elders, 19 Children
Project Title
Integrating Services
Peer Tutoring/Peer Counseling Program
Cultural Camp
Parent Program
Parent/Elder Role Model
Reading & Mentoring Program
Summer Schooling
Adult Education & Training
Cultural Field Trips
The combined Peters and Union Bar Indian Band community funds were used
for the following activities:










Cultural camps
Parent program
Parent/Elder role models
Reading and Mentoring program
Summer schooling opportunities
Extra-curricular and school-based recreational activities
Cultural field trips
Adult education and training
Integrating services
Peer Tutoring/Peer Counseling program
Results/Impacts
The members of the Band that participated in the program wrote a personal
evaluation of what they learned from their activities. The children, adults and
Elders benefited from the programming and were able to share their knowledge
and experiences with one another.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
289
Popkum Indian Band
Chilliwack, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$5,163.00
September 2002 – March 2003
Schools
8 Adults, 5 Students
Project Title
Homework Club
Parent Handbook
School-based & Extra Curricular
Activities
Aiding the School to Work Transition
The Popkum Indian Band community funds were used for the establishment of
a First Nation homework club. The homework club met after-school and over
lunch during the school time.
A new parent handbook assisted parents with the requirements of the various
levels of schooling. The handbook was designed to provide information on post
secondary institutions highlighting Aboriginal institutes. The parent handbook
also served as a valuable resource base for parents. In addition, it was used for
their own personal development through the introduction of various programs
such as life skills and other courses.
There was a promotion of student involvement in both school-based and
external extra-curricular activities by providing transportation to and from
these activities and related events. There was involvement in Native cultural
activities with at least one camp being planned for this purpose.
Results/Impacts
Students achieved their goals by providing them with a source of help in
completing their assignments in a timely manner. In addition they had a good
understanding of the work they were doing.
Students were assisted in increasing their learning levels for the school year and
also became an important part of the school through participation in various
school-based activities.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
290
There was a focus on encouraging parents to support their children’s educational
goals by increasing their understanding of what was involved in school and also
their own participation in various activities such as the Parent Advisory Council.
By increasing their awareness, the parents themselves took advantage of the
various personal development courses offered within the native and non-native
communities.
The students showed good progress during the year with one of the students
achieving the school honor role as of March 2003. Although not all students
achieved such results the overall performance and classroom work was in the
satisfactory to good range for those students reviewed. Discussions with parents
indicated an overall improvement in homework completion and students were
more actively involved in keeping up with the various deadlines for submissions
of assignments.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
291
Prophet River First Nation
Fort Nelson, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,743.00
September 2002 – March 2003
Academic Institutions, Science Venue,
Vancouver Community
13 Students, 6 Parents
Project Title
Student Transportation
Post Secondary Institutes Visits
Field Trips
The Prophet River First Nation community funds were used for the following
activities:




Transportation for students to participate in school extra-curricular
activities
University College of British Columbia (UBC) visit
University of Northern British Columbia visit
Science World, Vancouver East Side, field trips to see first-hand effects of
addictions
Results/Impacts
The high school students and parent had ideas on how to work towards meeting
pre-requisites of post secondary institutions. The students had support for their
educational goals and also had an awareness of the effects of addictions and
their effects. Students were motivated about taking ownership and pursuing their
educational goals.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
292
Qualicum First Nation
Qualicum Beach, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,525.00
September 2002 – March 2003
Other Bands and School Districts
100 Community Members
Project Title
Community Video
The Qualicum First Nation community funds were used for producing several
vignettes (short digital video clips) that demonstrated values associated with
clean and balanced living for families, gender roles and intergenerational
relationships. The following were specific tasks included in the videotape:







Various food gathering activities
Cutting and smoking fish
Cedar bark gathering and processing
Language meaning and foundations
Carving a totem pole
Ritual and cultural preparation
Regalia making
The Council of the Qualicum First Nation developed several storyboards to
facilitate the first phase of the videography process.
Results/Impacts
It was important for the development of friendly, safe set of vignettes that could
be used inter-generationally and cross-culturally for demonstration on how
ancient teachings were relevant in this modern world.
Illustrated healthy balanced living through this
communities’ connection to their history and culture.
format
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
reinforced
the
293
Quatsino First Nation
Coal Harbour, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,525.00
September 2002 – March 2003
School Advisory Committee
60 Students, 224 Community Members
Project Title
New School – Board Training, Hiring,
Job Descriptions
Parent/Community Handbook
Official School Opening
The Quatsino First Nation community funds were used to prepare an opening of
its own school and included the following activities:






Board training
Hired school staff
Devised job descriptions
Completed a parent/student survey
Prepared a Parent/Community handbook
Prepared of a ceremonial opening of the school
Results/Impacts
Community supported well-run school, with an evaluation component using the
school assessment FNSA process.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
294
Saik’uz First Nation
Vanderhoof, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$15,513.00
September 2002 – March 2003
Health
500 Participants
Project Title
Cultural Camp
The Saik’uz First Nation community funds were used for the development of
cultural activities designed to strengthen families. Through the provision of
alcohol and drug free family activities, it involved parents and the community in
relearning and passing on cultural traditions and activities.
A cultural camp was constructed adjacent to a main reserve and the allocated
funds were used for the expansion of the camp that included coordinated family
activities.
Results/Impacts


The Cultural Camp had healthier families
Decreased alcohol and drug abuse, vandalism, family violence, and child
neglect/abuse
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
295
Samahquam Band
Mount Currie, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,253.00
September 2002 – March 2003
Skatin and Port Douglas Bands
41 Youth, 12 Parents, Educators,
Administrators
Project Title
Integrated Services
Youth Leadership
The Samahquam Band community funds were used for the following activities:


Integrated services
Youth leadership
The Band integrated services by hosting an initial meeting with education
workers, teachers, and administrators from two neighboring Bands.
Discussions took place on education issues and developing a work plan for the
school year. Meetings were held with Skatin and Port Douglas Bands on
education issues and also to share databases.
Pooled financial and human resources carried educational related activities that
involved the students, for example; field trips, career fairs, award ceremonies,
etc. The Youth Leadership activities included youth discussions on relevant
issues, youth attendance to conferences and workshops, and the creation of a
homework club.
In addition, there were sport and recreation activities
throughout the year. The overall plan was for the creation of a youth council.
Results/Impacts




Report produced with recommendations for the Chief’s and Councilors of
the three Bands
Parent discussions
Developed a communication system where youth could keep in touch
Personal development and awareness of each person achieved by
participating in the workshops.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
296
Saulteau First Nation
Moberly Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$12,517.00
September 2002 – March 2003
Nicola Valley Institute of Technology
Band Staff and Community Members
Project Title
Project Management Training
The Saulteau First Nation community funds were used for Project Management
training. The program participants included Saulteau First Nations Council,
staff members, and depending on seat availability, community members. The
courses were accredited and lead towards certification for public and/or
business administration. The courses were delivered in modules with 45
contact hours per week per course.
Results/Impacts
The program effectively enhanced knowledge and education of professional
trends and provided reinforcement of conceptual learning. In addition, the
training program gave an insight into specific and current First Nation issues and
concerns, which aided in the development of relevant First Nations skills and
performance.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
297
Seabird Island Band
Agassiz, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,471.00
September 2002 – March 2003
Consultant
Chief and Council, Management Team
Project Title
Operations Plan
The Seabird Island Band community funds were used for standardizing an
operations plan that met the needs of the organization. This included reviewing
current policies and procedures, job descriptions and mandate of the Council.
That exercise identified gaps and areas of possible duplication.
Once the review was completed, the next step included work plan development
for managers.
A consultant identified and recommended changes for
implementation. That included revising job descriptions, terms of reference for
committees and policies and procedures.
Results/Impacts
Better usage of financial and human resources of the organization.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
298
Sechelt Indian Band
Sechelt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9, 684.00
September 2002 – March 2003
Colleges and Universities
Students
Project Title
Career Planning
The Sechelt Indian Band community funds were used for the enhancement of
skills and knowledge of students and direction. The program was offered to
high school and adult education students. The senior students in high school
were the target group as they were the ones who made a transition from high
school to post secondary or onto a career. In addition, adult students in ABE
were also assisted with their transition from employment and/or post
secondary education.
The program involved career-planning strategies for peaking the interest in the
clients’ career choices.
Education and Career Days were planned with
counselors available to answer questions. Clients were motivated and attended
training facilities, colleges and universities for information sessions.
Results/Impacts
There was an increase of potential opportunities with industry, private and public
sectors, education programs and employment and training.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
299
Semiahmoo First Nation
Surrey, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,654.00
September 2002 – March 2003
Surrey School District
National Child Benefit
9 Parents, 5 Staff, 13 Children
Project Title
Tutoring
Arts & Crafts
Cultural Events
The Semiahmoo First Nation community funds were used for building pride and
self-esteem, while ensuring the children had the necessary support to maximize
their educational opportunities. Special focus was on children, at-risk or
requiring special educational enhancement assistance, between the ages of 5 to
15.
Tutoring was provided for those children identified as requiring one-on-one
tutoring, in order to overcome specific learning obstacles. Pre-school funding
support ensured that children had pre-school experiences prior to entering in
the areas of speech therapy, and one-on-one worker for at-risk children, if
needed.
Reinforcing a strong sense of pride in their culture and identity as First Nations
children was introduced through recreational opportunities, exposing the
children to elders, traditional arts and crafts and cultural events.
Results/Impacts
The program provided critical assistance for special needs, one-on-one tutoring,
where needed for pre-school age children. The children responded well to
support provided through this program. The program had children achieving more
success with their education.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
300
Seton Lake Band
Shalath, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$8,050.00
September 2002 – March 2003
School District
75 Band Children, 7 Teachers, 20 Parents,
5 Board Members
Project Title
Financial Administrator
Professional Development
Cultural Camp
Transportation
Camp Supervisor
Aiding the School to Work Transition
The Seton Lake Band community funds were used for a retired Financial
Administrator from School District #74 budget organization for the Band’s Sk’il’
Mountain School. Training of the administrative staff occurred and training
was also provided for Board members such as workshops from the First Nations
School Association (FNSA).
A Cultural Camp was funded for the summer that introduced or reinforced
St’at’imc values among students. Funds were used for a camp
supervisor/organizer.
Transportation for extra-curricular functions was
provided and a facilitator trained Band employees, teachers, and Band
members on FAE and FAS topics.
Results/Impacts





School Board – more aware of issues, changed school programming
Administration- increased funding
Community – greater understanding of FAS/FAE issues and ways to keep
affected people
Greater feeling of safety for school and youth events through busing
Students – participation in more events, help and understanding for
FAE/FAS affected students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
301
Shackan Indian Band
Merritt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,198.00
September 2002 – March 2003
Community
Project Title
Proposal Writer
The Shackan Indian Band community funds were used for a proposal writer.
The position included policy development that addressed the community needs.
Results/Impacts







Family relations had changed
Individual met their challenges and became positive role models
Community members had economic interest
Community members had a training interest
Professional development for staff
Traditional knowledge and practice was achieved
Improved quality of life for community members
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
302
Shuswap Indian Band
Invermere, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,159.00
September 2002 – March 2003
Students, Parents
Project Title
Student Counselor
The Shuswap Indian Band community funds were used for a student counselor
who met with students and parents. The students received support from their
counselor with their course selections and progress to-date on a monthly basis.
In addition, the counselor made available relevant resources that helped
students to succeed in school.
Results/Impacts



Showed the students how their course choices impacted their future goals
Parents supported students
A student graduated and the community celebrated.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
303
Shxw’ow’hamel First Nation
Hope, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,070.00
September 2002 – March 2003
School District
21 Students, 6 Adults
Project Title
School District Education Meetings
Tutoring Services
Education Awards
Adult Workshops
Field Trips
The Shxw’ow’hamel First Nation community funds were used for the following
activities:





Tutorials
Education awards
School district education meetings
Workshops/seminar fees
Field trips
A tutorial service was provided for students with matching funding from the
school district for tutor costs and supplies.
Education Awards was a
community event, which brought together parents and students to recognize
student achievements.
The Band’s education coordinator attended school
district meetings representing the community’s interest. In addition, adults in
the community received workshops on first aid, computer upgrading etc to
learn employability skills required to obtain a job. Students also received
assistance with high cost school field trips.
Results/Impacts






Joint funding from school district #78
Students had successful outcomes
Students accessed tutoring services
Community recognition of student achievements
Community members completing workshops
Learned employability skills
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
304
Siska Indian Band
Lytton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,595.00
September 2002 – March 2003
Schools
Students, Teachers, Elders
Project Title
Botanical Reconnections Project
The Siska Indian Band community funds were used for a Botanical
Reconnections project. The Band elders worked with the community’s youth
and produced historical and present day materials on the usages of Indigenous
plants of the Siska people. The description of activities included the following:




Students accompanied Band Elders for the collection of and
identification of plants and specimens
Traditional harvesting methods and regeneration of species in a
community forest were taught
Plant specimens were dried and laminated onto display boards with
descriptions detailing common, Indian and Latin names as well as listing
their traditional usages
Traditional recipes were compiled and published in brochure style
Results/Impacts
The program had a long lasting impact on the students and elders through the
production of teas, soaps, and jellies from the species preserved. The end
benefited teachers and students within the school system as it contributed and
improved classroom instruction.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
305
Skatin First Nation
Pemberton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,941.00
September 2002 – March 2003
Other First Nations
Students, Council & Educators
Project Title
Education Policy and Procedures
Development
The Skatin First Nation community funds were used for the following activities:






Council and Post-Secondary Coordinator and Manager participated in a
workshop on developing and writing education policies and procedures
Contracted a Consultant for conducting education policy and procedures
workshops
Researched and collected post secondary education policies and student
handbooks used by other First Nations
Developed and created post secondary education policy and student
handbook
Held community information sessions for the presentation of present
draft policy and a student handbook,
Solicited community feedback
Results/Impacts



Community members and students had a clearer understanding of the
post secondary education program, and the requirements of administering
this program
Participants in the education policies and procedures workshops were able
to draft policies for other programs
Clearer guidelines and policies and student handbook
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
306
Skawahlook First Nation
Agassiz, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,490.00
September 2002 – March 2003
Schools
20 Students, 5 Education Committee
Members, 5 Community Members &
Elders, 3 Community Leaders
Project Title
Professional Development
The Skawahlook First Nation community funds were used for training
education Committee members of the Skawahlook First Nation, including and
not limited to:




Accessed management training for Education Committee members
Accessed communications training for Education Committee members
Maintained professional partnerships with the schools and other
professionals
Supported the recognition of educational efforts of children and youth
The Skawahlook First Nation continued a process initiated to influence the
development of policies and procedures, and improved the management of the
Sto:lo Nation education program, including policies and procedures. These
included:




Developing clearer goals and objectives for the education program
Operationally defining support to students
Clarifying roles and responsibilities of the Sto:lo Nation and Skawahlook
First Nation
Improving program management and accountability
Results/Impacts




Improved management capacity of Education Committee Members
Improved and more focused support activities for students
Improved professional relationships
A new education policy adopted by Sto:lo Nation
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
307
Skeetchestn Indian Band
Savona, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$9,902.00
September 2002 – March 2003
Students, Parents, Community Members,
Elders
Project Title
Tutoring Services
Bus & Driver
Success Maker Program
Aiding the School to Work Transition
The Skeetchestn Indian Band community funds were used for the following
activities:



Tutoring services for students
Bus and driver
Success Maker program
The Skeetchestn School bus and driver were used to pick up students, parents
and Band members to transport them to an education building.
A Success Maker Program and tutors were available for two or three evenings a
week for the participants.
In addition, the participants also had access to a reading room and library.
Results/Impacts




Improved academic performance
Enhanced attendance at school
More participation and involvement of students, parents, and community
members
Improved study skills
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
308
Skidegate Band Council
Skidegate, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$18, 018
September 2002 – March 2003
School District
Students, Community Members, Teachers,
Elders
Project Title
Curriculum Materials
The Skidegate Band Council community funds were used for the development of
materials that reflected the Haida. The project included the following activities:






Hardware and software for desktop publishing and multi-media
production of materials
The education division of the Skidegate Band office gathered all visuals
and primary source materials of Haida history and stories
Interviewed contemporary Elders regarding their life histories
Worked with children and their Haida teachers to document vignettes of
the children’s experiences
Prepared materials with the desktop publishing and multi-media
capabilities onsite
At all stages of the production, there was a community and education
committee involved regarding all major decisions
Results/Impacts
The infrastructure created for the production of the first set of books was used for
the production of materials for Haida children.
The Haida produced learning resources for the Haida –avoiding all issues of
misrepresentation of the culture and history.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
309
Skin Tyee Band
Southbank, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,817.00
September 2002 – March 2003
Trades
Band Members
Project Title
Trades Promotion
The Skin Tyee Band community funds were used for students who had
graduated high school and exposed them to housing maintenance, renovation,
and construction activities. Students worked in a trade environment and were
encouraged to pursue housing trades education and certification.
Results/Impacts
The Skin Tyee Nation currently experiences a 90% unemployment rate within
their reserve population. The average education level of the reserve is grade11.
In order to reduce the unemployment level of the community, the Chief and
Council felt that the trade support program was essential to give members skills
necessary to secure long-term employment.
The community felt this strategy resulted in reduced unemployment rate for an
on-reserve band member. In the short-term, the program provided the youth with
encouragement and supported their decision on what type of career or education
program best suited them.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
310
Skowkale First Nation
Chilliwack, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$9,085.00
September 2002 – March 2003
25 Students
Project Title
Peer/Tutoring Program
Aboriginal Language Training
Homework Clubs
Adult Education
Student Transportation
Incentives
Alcohol & Drug Training
Disease Prevention Training
Career Days
Cultural Field Trips
The Skowkale First Nation community funds were used for the following
activities:












Aboriginal language training
Career days
Adult education
Homework clubs
Peer/Tutoring program
Student transportation to school extra-curricular activities
Incentives for secondary school graduates
Incentives for high risk youth to complete secondary school/graduation
Incentives for challenged students with learning obstacles
Alcohol & Drug training
Disease prevention training
Cultural field trips
Results/Impacts
Success was measured by the attitudes and behavior of the students. There were
approximately 25 students who participated in the programming. Seven to ten
adults also participated in the program activities.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
311
Skuppah Indian Band
Lytton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,253.00
September 2002 – March 2003
Skuppah Indian Band
Lytton Elementary School
Kumsheen Secondary School
Students, Adults, Parents
Project Title
School Attendance
Adult Education and Training
The Skuppah Indian Bar Band community funds were partnered with the
Kanaka Bar Indian Band. The program improved school attendance amongst
Band members and with all Lytton Elementary School and Kumsheen
Secondary School. The adult Band members had education and training
activities. Incentives were issued for perfect attendance and fulfilled requests
for training programs.
Results/Impacts




Improved safety of communities by first aid, transportation endorsement
and WHIMIS courses
Raised student awareness of their responsibility on school attendance
Community support on how important it was to attend school everyday
By attending school everyday the students did not miss the lesson and
kept up with the rest of the class
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
312
Skwah First Nation
Chilliwack, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$10,501.00
September 2002 – March 2003
Community Members, Students
Project Title
Karate Classes
Role Models
Community Events
Student Transportation
Aiding the School to Work Transition
The Skwah First Nation community funds were used for the following activities:




Karate classes
Role models
Community events
Student transportation
The whole community benefited from taking classes and participating in the
community events such as Karate demonstrations.
Transportation was
provided for those who needed to access that service. Role models were used
for the children in the community.
Results/Impacts





The whole community benefited from taking a Karate class as both
children and adults learned self-defense and kept physically fit.
The students came out of the class with a great sense of pride in their
accomplishments
It opened the door to communication and relief of social stress
Improved the lives of families and self esteem
Community members had an outlet to become more outgoing
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
313
Skway First Nation
Chilliwack, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$6,416.00
September 2002 – March 2003
Students, Parents
Project Title
Lunch Program
Homework Club
Field Trips
Computer Training
Aiding the School to Work Transition
The Skway First Nation community funds were used for the following activities:




Lunch program
Homework club
Field trips for parents and students
Computer training
A Lunch program was provided three times a week for students at the school.
The Homework Club was held three times a week for assistance in improving
learning levels. Participation in field trips had students and parents learning
and sharing together.
Results/Impacts









Increased participation in school
Students and parents more involved in the community
Students received good nutrition and kept themselves healthy
Improved student grades in school
Increased resources to enhance students’ learning capacities
Student marks getting gradually better in school
Students felt more confident and sure of themselves
Parents were more involved in the community
Increased sense of community spirit and pride
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
314
Sliammon First Nation
Powell River, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$17,092.00
September 2002 – March 2003
77 Students
Project Title
Education Program
Recreational Program
Cultural Day
The Sliammon First Nation community funds were used for the following
activities:



Student educational program included journaling, math puzzles, reading,
and arts and crafts
Cultural Day included story telling, basket weaving, dream catchers
Recreational program included sports such as soccer, baseball,
swimming, and hiking
Results/Impacts
The benefits of the children participation in the programs were the improvement in
their homework, improved educational skills, and kept physically active.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
315
Snuneymuxw First Nation
Nanaimo, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$16,275.00
September 2002 – March 2003
School
Students, Parents, Community Members,
Board Members
Project Title
Board Training
Community Meetings
Integrating of Services
Honoraria Council
Aiding the School to Work Transition
The Snuneymuxw First Nation community funds were used for the following
activities:




Board training
Community meetings
Integration services
Honoraria council
The Board training included the development of an Education Advisory
Community Board. Board members attended FNESC/FNSA annual conference
and Speaker Series 2003. The community meetings included the discussions of
future plans of school expansion, and policies, and the creation of a new Board.
The Integration of Services included continuing services to the community for
after-school and summer programs. Tutoring, and bus transportation was
made available for after school hours programs. Honoraria Council monitored
its services and reported back to a full Council.
Results/Impacts





Board members received training
Creation of new Board, policies, and school expansion
Improved student grades and reading levels
Students attended after school programming through usage of supplied
bus transportation
Services monitored by Council
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
316
Soda Creek Indian Band
Williams Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,303.00
September 2002 – March 2003
School District #27
54 Students, 48 Parents
Project Title
First Nations Counselor
The Soda Creek Indian Band community funds were used for the continuation
of a First Nations (FN) Career Enhancement Counselor as part of a “Stay-inSchool” program.
The FN counselor developed and provided opportunities for positive change with
each individual through stay-in-school initiatives. These initiatives included:
tutoring groups, cultural field trips, career days specific to student needs,
career planning activities, increased reporting to parents pertaining to grades
and attendance, reading programs, student awards, and counseling.
The FN Counselor assisted the students with the development of life skills and
fitted into the routines of the regular elementary and high school environment.
Results/Impacts



Ability to overcome current issues, through the education and awareness
of alcoholism, drugs, pregnancy prevention, and healthy lifestyles has
shown change through success of the continued stay-in-school program
With the continuation of this program, the community members had a
higher chance of reaching their desired goals
Parents felt more at ease going into the school and facing the teachers and
principals
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
317
Songhees First Nation
Victoria, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$12, 081.00
September 2002 – March 2003
Agencies, Gov’t, First Nations Networks
Students, Parents, Community Members
Project Title
Lekwungen Language Curriculum
Development
High Speed Internet
Lekwungen Lunch Nest Program
The Songhees First Nation community funds were used for the following
activities:



High-Speed web access
Language curriculum development
Lekwungen Lunch Nest program
Students of all ages accessed on-line education on Canoe Journeys, and Pow
Wows and Treaty programs.
The Songhees Preschool school growth plan developed and implemented a
Lekwungen language curriculum.
The Lekwungen Lunch Nest program developed and implemented language
curriculum.
Results/Impacts




Accessed Internet for all members for information retrieval and
communicated more effectively with others such as First Nations networks,
government agencies, staff and administration of the Nation
Fully developed curriculum for language
More parental involvement through lunch nest program
The children were happy at school, which made the parents very happy
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
318
Squamish First Nation
North Vancouver, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$55,603.00
September 2002 – March 2003
Other Language Immersion Schools
Students, Community Members, Elders,
Parents, Educators
Project Title
Language Consultant
The Squamish First Nation community funds were used for strengthening its
education management. A consultant constructed a Curriculum Framework for
the Squamish Language. Primary and secondary research involved discussions
with other immersion school educators. An invitation was secured for school
visitations, observation and program studies. The study team included diverse
representation from the Squamish Nation, elders and education staff.
Results/Impacts
The school visited had achieved great success in producing highly proficient
speakers of their language. The Squamish language group witnessed the
implementation of culturally appropriate curriculum.
Parents gave a certain number of hours per month to the programs and services
at the school. This was a mandatory factor for their child’s enrolment in the
school.
Considering the challenges that the Squamish Nation faced engaging in the
planning and implementation of the Squamish immersion school, the collaboration
model of community problem solving used for the Hilo study tour filled a critical
need. The outcomes helped identifiable early markers of success such as
academic, cultural involvement, and skills translated to school and increased
self-esteem. The partners and advisors continued to be involved towards the
language revitalization efforts.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
319
St. Mary’s Indian Band
Cranbrook, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$8,976.00
September 2002 – March 2003
47 Students, 5 Education Board Members,
Band Councilor, Director of Education,
Education Coordinator
Project Title
Education Board Training
Homework Club
Elder Role Model
The St. Mary’s Indian Band community funds were used for the following
activities:



Education board training
Homework club support and supplies
Elder role model – traditional Aboriginal language program
Results/Impacts




Increased Board understanding of finances and Board members role and
responsibilities
Increased student support, less drop-outs and incompletes
Elder role modeled to students in the traditional Aboriginal Language
Program
Students exposed to their traditional language and culture
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
320
Stellat’en First Nation
Fraser Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$10,393.00
September 2002 – March 2003
School Districts
Chiefs, Educators, Students, Teachers,
Parents, School Districts
Project Title
Education Authority
Peer Tutoring Program
Education Dinner
The Stellat’en First Nation community funds were used for a First Nations
Education Authority within the Prince George Omenica school districts. The
first stages started meetings with the Carrier Sekani Tribal Council Chiefs’, the
education coordinator of affiliated First Nations, home/school coordinators, and
Band members. Those representatives came together and discussed the first
stages of starting an education authority.
The second activity was the implementation of a Peer Tutoring program. The
approach was to hire students within the school, who excelled in their studies
for tutoring other students.
Lastly, the Stellat’en First Nation hosted an annual education dinner. This
dinner recognized student achievements throughout the school year and
brought teachers, parents and students together. Partial funds were used for
certificates and awards for the students.
Results/Impacts






First Nations communities were more involved in the education of their
children
Ensured higher education and greater success for First Nations students
Integrated more culture into the student’s learning in the school system
Students were assisted in difficult subjects
Student grade levels improved
Brought teachers, students and parents closer together in recognizing the
capabilities of First Nations learners
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
321
Stone Indian Band
Hanceville, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$9,031.00
September 2002 – March 2003
School District
Students, Elders, Parents, Community
Members, School Staff
Project Title
Board Training
CD ROM Language Training
Tutoring/Homework Assistance
Cultural Camp, Home Reading Program
Music & Art Classes
Drama Presentations
Parent/Community Members
Supervisors
Tutoring – Adults Upgrading
Aiding the School to Work Transition
The Stone Indian Band community funds were used for the following activities:







Training for education board members
Tutoring/Homework assistance
CD ROM language training - developed by school district
Cultural camp, Home Reading program
Music & Arts classes, drama presentations
Hired parent and community members supervisors
Tutoring/mentoring for adults in upgrading courses
Results/Impacts






Band members developed capability towards governing their own
education policies
Students improved homework completion and academics
Improved relations between school and community
Students and community members learned about cultural activities and
took pride in their culture
Students developed an appreciation of music and had an opportunity to
express their artistic abilities
Adults made progress towards completing secondary education, which
gave them eligibility for post-secondary programs
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
322
Sumas First Nation
Abbotsford, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$8,649.00
September 2002 – March 2003
School District #34
Students, Parents, Teachers, School
Support Staff, Elders, Families
Project Title
After-School Tutoring Program
Spring Break Kids’ Camp
Community Boxing Club
Community Archery Club
Guest Speakers
Youth Nights
Family Activity Nights
Halq’emeylem Language Classes
Aiding the School to Work Transition
The Sumas First Nation community funds were used for the following activities:








After-School Tutoring program – in conjunction with School District #34
Spring Break Kids’ camp
Community boxing club
Community archery club
Guest speakers
Youth nights
Family activity nights
Halq’emeylem language classes
Results/Impacts
Sumas First Nation had a variety of educational support and extra-curricular
programs for the students. Teachers, school support staff, parents, elders and
other community members participated with students.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
323
Tahltan Indian Band
Telegraph Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$11,319.00
September 2002 – March 2003
Two First Nations Communities
Elders, Parents, Youth
Project Title
Cultural Camp
The Tahltan Indian Band community funds were used for a Culture Camp. The
Elders taught the youth about hunting, trapping, snaring game, preserving
game, and other cultural activities.
Results/Impacts




Preserved Tahltan culture and incorporated it with contemporary times
Saved culture and language that assisted the Band community members
in maintaining their identity as a people and with their history
Restored communal gatherings
All political oppositions put aside and a feeling of goodwill prevailed
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
324
Takla Lake First Nation
Takla Landing, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$9,140.00
September 2002 – March 2003
Logging Camps
35 Students, 70 Parents, 40 Elders
Project Title
Mentoring & Reading Program
Schoolwork Modules
Parent/Teacher Seventh Generation
Club
Language Immersion Training
Career Days
Logging Camp Field Trip
Career Assessments
The Takla Lake First Nation community funds were used for the following
activities:








Mentoring and Reading program
Ongoing reviews with Principal on effectiveness of classroom instruction
Parent sign-out modules of schoolwork
Parent/Teacher Seventh Generation Club
Language immersion training
Two career days
Field trips to logging camps
Career Assessments for senior students
Results/Impacts





Student learning was comparable to provincial standards
Students passed onto their next grade level
Students remained in school and continued their education
In the success of the individual came the success of the community
The Elders learned to read, write, and contributed to sharing their
traditional knowledge. This also contributed to family unity.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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T’it’q’et Administration
Lillooet, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,684.00
September 2002 – March 2003
Parent Committees
20 Students, 5 School Staff Members, 6
Elders, 16 Parent Committees
Project Title
Education Board Training
Integrating Services
Research & Training
Equipment Purchases
The T’i’q’et Administration community funds were used for the following
activities:





Trained education board members
Built education structure for governance
Integrated services within the community – education, daycare, outreach,
adult education, and social development
Researched and trained stages of student learning by assessing social,
emotional, cognitive and physical growth in children
Accessed equipment for classroom instruction support
Results/Impacts



Good number of Board members attended workshops
Increased number of parents/caregivers who participated in the
preschool/daycare program
Anecdotal evidence of how involvement in other programs benefited
families in programs
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
326
Tla-o-qui-aht First Nation
Tofino, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3.
$13,062
September 2002 – March 2003
185 Students, School Staff
Project Title
Part-time Teacher Aide
Teacher
Professional Development
Supporting Community and Parental
Involvement in School
Aiding the School to Work Transition
4.
The Tla-o-qui-aht First Nation community funds were used for the following
activities:



Part-time teacher-aide for a Kindergarten classroom
Teacher facilitated a homework club
Teacher-Aide attended education conference
Results/Impacts




The teacher aide provided students in the classroom with help on social
skills, early literacy skills and phonetic alphabet
The worker acted as a bridge for any cross-cultural differences
The students had better interaction with a teacher aide that was available
in the classroom
Students had more success in school because of those early intervention
activities.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
327
Tl’azt’en Nation
Fort St. James, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$13,062.00
September 2002 – March 2003
John Prince Research Forest
University of Northern BC
Students, Community Members, Elders,
Band Staff
Project Title
Part-Time Assistant
Aboriginal Language & Culture Program
Extra-Curricular Activities
Parent/Elder Role Models
Cultural Field Trips
Career Planning Handbook
Career Day
The Tl’azt’en Nation community funds were used for the following activities:







Aboriginal Language & Culture program
Cultural field trips
Career planning handbook
Career day
Extra-curricular activities
Parent/elder role models
Part-time assistant
Cultural camps were held at the John Prince Research Forest, where a cultural
education camp with pit-houses, cache pits and food cache were constructed.
Results/Impacts
The projects were important first steps in revitalizing language and culture and
helped to bridge the generation gap that so adversely affected the community.
The camps and field trips sparked the interest and curiosity of the community,
the youth in particular.
The measurements of success were the smiles on faces, personal growth and a
healthy serving of self-confidence. For these there were no measurements of
achievement, only gratitude for the opportunity.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
328
Tl’etinqox-t’in Government Office
Alexis Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$15,731.00
September 2002 – March 2003
School District, 4 Band-Operated Schools
Administrators, Community Members,
Students, Teachers
Project Title
Administrator’s Meetings
IEP Specialist
Cultural Camp
Professional Development
The Tl’etinqox-t’in Government Office community funds were used for the
following activities:




Administrator’s meetings with four local band operated schools and one
school district school met once a month and discussed interschool
events, activities, professional development, sharing of resources and
updated new initiatives
The Tl’etinqox School brought back an Individual Education Plan (IEP)
specialist, who conducted IEP development review workshops
Cultural camp during First Nations Awareness Week
Professional development –Super host, Food safe, Serving it Right, and
First Aid training
Results/Impacts





Administrators assessed the value of monthly meetings
The teachers and administrator evaluated the IEP workshop
Feedback was collected at the end of the cultural camps, which helped
determine what could be done different in the next year
The participants, at the end of the each course were assessed
The participants employment searches tracked and provided some followup with helping in their search
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Tobacco Plains Indian Band
Grasmere, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,198.00
September 2002 – March 2003
Students, Band Staff, Education
Committee
Project Title
Terms of Reference
Education Policies Update
Support Services
Homework Support
Extra-Curricular/School Based Activities
Career Fairs
The Tobacco Plains Indian Band community funds were used for the following
activities:





Developed a terms of reference for education committee and updated
education policies
Provided support services for improved school attendance
Improved completion of homework assignments and promoted adult
education in the community
Provided assistance for extra-curricular and school-based recreational
activities
Promoted and supported students attendance career fairs
Results/Impacts








Functional education committee and up-to-date education policies that met
the needs of today’s students
Improved student grades and participation from students in an adult
education program
Community and parental involvement improved student self-esteem and
interaction with peers
The identification of a potential career earlier ensured that academic
requirements were met in order to pursue the chosen career path
Six students enrolled to obtain their grade 12 Dogwood certificate
One adult student graduated from grade 12
One junior high school was saved from expulsion from school
Three students participated in extra-curricular school-based activities
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
330
Toosey Indian Band
Riske Creek, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,140.00
September 2002 – March 2003
25 Students, 20 Parents, 50 Community
Members, 15 Elders, 3 Teachers
Project Title
Aboriginal Language Immersion Program
Parent/Elder Role Models
Traditional Story Telling
Cultural Field Trips
The Toosey Indian Band community funds were used for the following activities:




Parent/Elder role models in schools
Aboriginal language immersion program
Cultural field trips
Traditional story telling
The Chilcotin Language program was taught at an elementary school four times
per week during the school year. Students learned reading, writing and
speaking the language. The students were also taught traditional aspects of
culture, the ways of self respect and respect for others while living in modern
life.
Results/Impacts



Interaction with Elders and youth
Taught youth language and culture
Students learned the importance of culture
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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Tsawataineuk Indian Band
Kingcome Village, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,798.00
September 2002 – March 2003
Band Operated School
Pre-School Program
Project Title
Part-time Administrator
The Tsawataineuk Indian Band community funds were used for a part-time
administrator for a band-operated school. This position ensured the following:




Funding and budgets were in place for the whole school year
Worked closely with an education committee who was the working body
for the council in the area of education
Staff worked within their mandates as well as receiving any training
Worked closely with other departments such as health and social
development for programs that may be planned and implemented for the
school
Results/Impacts
Being in such an isolated and remote community, Gwa-Yee Village made good
use of the Gwa-Yee-Community School and its center of community activities.
There were a wide variety of programs and activities being planned and
implemented and held in the school and gymnasium. There was a definite need
for proper administration of the school programming and property.
The
evaluation process was on-going throughout the school year with a final
evaluation of the position completed by the end of the school year.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
332
Tsawout First Nation
Saanichton, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$13,770.00
September 2002 – March 2003
Local Schools
15 Students
Project Title
After-School Homework Program
The Tsawout First Nation community funds were used for the operation of an
after-school homework program for grade one to grade twelve students. The
program provided regular structured time for students, who received extra help
with their education. Contact was made with local schools for the identification
of students needing extra education assistance as well as students wanting an
enriched program.
The development of the program was discussed with other staff and a social
development committee. Goals and format was decided and then passed by the
administration. Community members and students were contacted by word of
mouth and newsletter about the purpose of the program, start date, and
program times. Staff was hired for the program. Three local schools were
contacted and informed about the program. One group of teachers came
directly to the program site and observed the program in progress. Since this
time one teacher from the elementary school volunteered her time once a week
to read to the children.
Results/Impacts




Increased participants reading, writing and mathematical skills
Increased frequency of assigned homework completed by students
Increased parental participation in their children’s education
Increased awareness and importance of children’s education
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
333
Tsawwassen First Nation
Delta, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$9,194.00
September 2002 – March 2003
RCMP, Maori, Other First Nations,
Ladner Elementary School
Youth, Elders, Chief & Council, Parents,
Teachers, Principal, Community Members
Project Title
After-School Tutoring
Pot-Luck Dinner
Drum-Making Workshop
Attendance Awards
Cross-Cultural Gathering
Canoe Gathering
Vision Youth Quest
Career Fair
Academic Institutes Visits
Educational Field Trips
The Tsawwassen First Nation community funds were used for the following
activities:








Career fair
After-school tutoring
Potluck dinner with Ladner Elementary School – parents, teachers,
students, and Principal
Drum-making workshop, RCMP workshop
Award, certificates for students with perfect attendance
Educational field trips to various post-secondary institutes, Museum of
Anthropology, Vancouver Police Museum
Cross-cultural gathering with Maori and other First Nations
Canoe Gathering, Vision Youth Quest
Results/Impacts



Increased language, culture, academic, discipline and routine skills
Increased awareness of education institutes in Lower Mainland
Built self –esteem, learn protocol, respect and sharing
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
334
Tsay Keh Dene Band
Prince George, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,778.00
September 2002 – March 2003
34 Students, Community Members, Elders
Project Title
Professional Development
Language Development
Education Camps
The Tsay Keh Dene Band community funds were used for the following
activities:




Cultural awareness camps combined with professional development
Discretionary opportunities for Elders working in the school as language
teachers
Hunting, survival skills, botany, and storytelling camps
Professional development for two Elders who will attend a First Nations
languages conference
Results/Impacts





Increased interest in Sekani language program
Increased pride and understanding of community history and heritage
Increased school attendance records
Anecdotal reports based on observations of Elders working in the school
Planning stages for the cultural camp sparked an interest in the youth
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
335
Tseshaht First Nation
Port Alberni, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,198.00
September 2002 – March 2003
Haahuupayak School, Nuu-Chah-Nulth
Studies Program
15 Students, Parents
Project Title
Homework Program
Cultural Program
The Tseshaht First Nation community funds were used for a Homework
program or After-School program. In cooperation with the Haahuupayak
School, there was an-after school program that ran twice per week with the first
hour being devoted to homework and the second half-hour to song and dance.
In addition, the loss of language and culture was a primary concern of the
community, and any after-school program had a linguistic and cultural
component.
A Homework program was supervised by staff from Haahuupayak School or by
parents. A coordinator from the Nuu-Chah-Nulth studies program taught a
cultural program. In addition, to complete homework and the teaching of songs
and dance, the students received study habits that helped them succeed in
school.
Results/Impacts
Evaluations were conducted at the mid-way point of the project by asking
students their opinions and feedback. Feedback was received from staff. Steps
were taken to guide the development of the remainder of the program.
A more formal approach to evaluation, included students’ results at school,
formed a final evaluation. At that time, the opinions of parents were also
included in an evaluation.
The evaluation showed that parents appreciated the program because their
children completed assignments.
The students involved also expressed
satisfaction with their progress.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
336
Tsleil-Waututh First Nation
North Vancouver, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$10,011.00
September 2002 – March 2003
School District #44
Students, Parents, Staff
Project Title
HIPPY Program, Open Court Reading
Program, SOI Program
The Tsleil-Waututh First Nation community funds were used for the following
activities:



Home Instructional Program for Parents and Pre-school Program (HIPPY)
Open Court Reading program
Structure of Intellect (SOI) assessments
The HIPPY program was about helping parents to teach their three, four,
and five year old children at home. HIPPY built on the basic bond between
parents and children. HIPPY parents learned about the preparation of their
children for succeeding in school and beyond.
The Open Court program was incorporated into an after-school program. It
complemented a Structure of Intellect Fundamental Skills Remedial program
and was part of a strategy for the development of a remedial recovery
program for each of the children on learning assistance, modified
programming, special needs, and behavioral programs. Each child had a
plan to re-enter regular course work in school.
Currently, there are 83 students in school district #44, the plan was to have
all the Tsleil-Waututh First Nation students assessed by the end of
2002/2003 school years, and an individual remedial recovery program in
place for all children.
Results/Impacts
A proactive approach to skills deficit reported in school district #44 and the
Ministry of Education, Aboriginal Education results.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
337
T’Sou-ke Nation
Sooke, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,669.00
September 2002 – March 2003
20 Students
Project Title
After-School Tutoring Program
The T’Sou-ke Nation community funds were used for an After-School Tutoring
program for children experiencing problems in reading related academic areas.
This program addressed problems before they became a major issue and before
the resulting frustration and anxiety diffused in other behavioral areas. The
instruction was targeted and focused skills deficits. How these deficits related
to general academic areas was studied. As a result of many student interviews,
literacy was identified as a core academic support necessary for general success
in all academic areas.
Results/Impacts






Overall improvement in academic subjects
Increased student self-esteem and self-efficacy
Empowerment of parents as a result of integrated parent program
Improved school attendance
Declined number of children experiencing the “Mathew Effect”
Reduction in the number of special education and behavior referrals
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
338
Tzeachten First Nation
Chilliwack, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$9,412.00
September 2002 – March 2003
University College of the Fraser Valley
Sto:lo Development Corporation
Sto:lo Community Development
Department
Community Members
Project Title
Life Skills
Conflict Resolution Workshops
Practical Skills Workshops
Post Secondary Orientation
The Tzeachten First Nation community funds were used for the following
activities:




Life Skills for community members
Conflict Resolution workshops
Practical Skills workshops
Post-Secondary orientation event
Band members of the Tzeachten First Nation acquired or upgraded their skills
in a number of areas. Workshops were partnered with the University College of
the Fraser Valley, the Sto:lo Development Corporation, and the Sto:lo Nation
Community Development Department.
As the Band became more involved with the exploration of governance and
economic development issues they raised awareness of these issues amongst
the population.
Results/Impacts
In the short term the Tzeachten First Nation expanded the capacity of Band
members, who took advantage of educational and economic opportunities. In the
short-term there were enhanced skills of those community members who worked
within governance structures.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
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In the longer term, education and training opportunities was key to community
development. More people stepped in and played roles within the social,
economic and political structures. The longer-term goals were to develop selfsufficiency and a self-governing community in which citizens could make
opportunities and not simply respond to them.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
340
Uchucklesaht People’s Government
Port Alberni, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$5,654.00
September 2002 – March 2003
Community Members
Project Title
Language Lessons
Arts & Crafts
The Uchucklesaht People’s Government community funds were used for
language lessons for children and adults. In addition, cultural classes were
held and community members learned traditional arts and crafts.
Results/Impacts



Youth learned language and traditional arts and crafts
Community members participated in language training
Traditional arts and crafts learned by community members
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
341
Ucluelet First Nation
Ucluelet, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$10,447.00
September 2002 – March 2003
Provincial School Teachers
Students
Project Title
First Nations School Coordinator
The Ucluelet First Nation community funds were used for the employment of a
First Nations School Coordinator for the school year. The School Coordinator
assisted students through all levels of education from preschool to completion
of college and/or university. Services provided were as follows:







Ensured student school attendance
Counseled at-risk students
Assisted provincial school teachers to understand the special needs of
First Nation students
Facilitated the students continuing participation in the school system
Arranged for transition to and attendance at “ Away from Home College”
and/or university
Supported and assisted with the implementation of educational
initiatives to benefit the members of the First Nation
Supported and assisted with an on-reserve ABE program
Results/Impacts
The First Nations School Coordinator encouraged and supported students in their
participation in the educational opportunities available.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
342
Ulkatcho First Nation
Anahim Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$21,178.00
September 2002 – March 2003
Students, Parents
Project Title
Teacher Aides
The Ulkatcho First Nation community funds were used for two part-time
teacher aides, who assisted the teachers with in-classroom instruction and
tutoring. The teacher assistants provided one-on-one support with those
students who had problems with their academic work or social behavior.
Results/Impacts
The results of this project included providing academic performance and/or social
behavior for each student.
The school staff encouraged parents’ active
participation in their child’s education.
A team was brought together that included the teachers, teacher assistants,
general manager, home school liaison, education portfolio, education board and
parents. This approach was to an effort in the assurance that each student had
the greatest possibility for success.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
343
Union Bar Indian Bar
Hope, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
Aiding the School to Work Transition
$5,109.00
September 2002 – March 2003
Schools, Union Bar Band
26 Adults, 10 Elders, 19 Children
Project Title
Integrating Services
Peer Tutoring/Peer Counseling Program
Cultural Camp
Parent Program
Parent/Elder Role Model
Reading & Mentoring Program
Summer Schooling
Adult Education & Training
Cultural Field Trips
The combined Union Bar and Peters Indian Band community funds were used
for the following activities:










Cultural camps
Parent program
Parent/Elder role models
Reading and Mentoring program
Summer schooling opportunities
Extra-curricular and school-based recreational activities
Cultural field trips
Adult Education and Training
Integrating services
Peer Tutoring/Peer Counseling program
Results/Impacts
The members of the Band that participated in the program wrote a personal
evaluation of what they had learned from their activities. The children, adults
and Elders benefited from the programming and shared their knowledge and
experiences with one another.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
344
Upper Nicola Band
Merritt, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$9,739.00
September 2002 – March 2003
School District
Students, Parents
Project Title
Welcome Gathering
Personal Development Workshops
Guest Speakers
Aiding the School to Work Transition
The Upper Nicola Band community funds were used for the effectiveness of
community and parental involvement in public and band schools. The Band
Education department implemented the following programs and activities:



Welcome gathering for Band and School District staff
Parents/students attended personal development workshops
Invited guest speakers addressed the parent/student on contemporary
issues
Results/Impacts





Projects created a better understanding and communication between
parents and students
More participation of parents in their children’s education
Parents given a “voice” back to help them communicate their values and
beliefs to be incorporated into the educational system
Improved relations with the school district because of a sound local
education agreement
Improved and higher academic achievements from students
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
345
Upper Similkameen Indian Band
Keremeos, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,144.00
September 2002 – March 2003
School District
Students
Project Title
After-School Tutoring Program
The Upper Similkameen Indian Band community funds were used for one
person to tutor children in an after-school program. The person tutored the
primary, elementary, and secondary students in the community.
The students completed their homework daily and developed healthy study
skills. Also, the elementary school students were assisted with their reading
skills. A Success Maker program was installed into a computer for the benefit
of enriching student’s learning experiences.
Results/Impacts




Evaluated progress from input of parents
Children improved in subject areas with the support of the tutors and their
parents
Strong community support for the program
Parents could see the progress their children were making while in the
program
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
346
Westbank First Nation
Kelowna, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,397.00
September 2002 – March 2003
Sensisyusten School
59 Students
Project Title
Language Curriculum Development
The Westbank First Nation community funds were used for the following
activities:




Okanagan language curriculum development
Curriculum development was used as a guide for First Nations language
and culture teachers
Curriculum developed included thematic unit plans and daily lesson
plans and incorporated across the provincial curriculum
Curriculum developed included various tools and aids
Results/Impacts




More community awareness of local Aboriginal language
More oral facility of the Okanagan language
Increased instruction of children and adults
Increased pride and enhanced acquisition of all other languages – e.g.:
Spanish & English
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
347
West Moberly First Nations
Moberly Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$7,015.00
September 2002 – March 2003
Students, Parents, Elders, Community
Members
Project Title
Reading Program
Cultural Camp
Tutoring
Aiding the School to Work Transition
The West Moberly First Nations community funds were used for a reading
program initiative. Through this program summertime reading and improved
literacy was encouraged by offering small initiatives for the children based upon
the number of books they read.
A two-day cultural camp for children had them making drums and learning
how to play them.
Parents, Elders and community participation were
encouraged. In the camp children made a nine-inch drum and taught the
importance, value, and enrichment of creating and learning their culture.
The remainder of the funds was used for tutoring materials that coincided with
the educational needs of students who requested tutoring.
Results/Impacts
The desired result was an improved reading relationship between the children
and their parents, and a stronger awareness of the importance and value in
reading. A heightened level of self-confidence within the children in terms of their
reading abilities and fostering an appreciation for books and the knowledge and
empowerment created through strong reading and comprehension.
A sense of pride, ownership and creativity were key elements of the drum making
cultural camp. Students were exposed to traditional teachings, traditional values
such as self-respect and the respect for other living things The Tutoring program
had the right tools for the children. The also had the correct help, which
encouraged their success.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
348
Wet’suwet’en First Nation
Burns Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$7,397.00
September 2002 – March 2003
Students
Project Title
Sylvan Program
The Wet’suwet’en First Nation community funds were used for a Sylvan
Program for students. The Sylvan Learning Centre in Prince George, BC
assessed students in both Mathematics and English subjects. All students
received an estimated number of tutoring hours, which brought them up to
their grade level.
Results/Impacts
The Sylvan program empowered the youth by instilling self-confidence and
motivation for the completion of high school. It also promoted the continuation
into post secondary education. The Sylvan program provided the students with
the skills needed for the achievement of their full potential.
By focusing on the education of students, there was decreased abuse, domestic
violence and young adults in the court system. This impacted the whole
community of Wet’suwet’en First Nation as well as the community of Burns Lake,
BC. The students were motivated, self-confident and focused on their studies.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
349
Whispering Pines Indian Band
Kamloops, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4.
$6,089.00
September 2002 – March 2003
Students
Project Title
Peer Tutoring/Counseling Program
Language Lessons
Cultural Camp
Extra-Curricular Activities Support
Aiding the School to Work Transition
The Whispering Pines Indian Band community funds were used for the
following activities:




Peer Tutoring/Counseling program for school-aged children
Aboriginal languages lessons for community members
Cultural camping rip for youth in the community
Students participated in extra-curricular activities will receive financial
assistance for transportation and necessary expenses
Results/Impacts
The success of the programs was evident and reflected in the behavior of the
students themselves. Healthy active youth did not have time to partake in
unhealthy activities, and their successes enhanced their self-esteem, which in
turn encouraged them to strive for success.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
350
Williams Lake Indian Band
Williams Lake, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$9,358.00
September 2002 – March 2003
Post Secondary Institutes, Vancouver
Police, Science World
Students
Project Title
Sports
Computer & Internet Access
Post Secondary Institutes Tour
The Williams Lake Indian Band community funds were used for the following
activities:










Dancing classes – jazz, ballet, etc
Swimming lessons
Gymnastics
Barrel racing school
Hockey school, hockey league, baseball
Singing lessons, aerobics class, soccer, rugby
Computers and Internet access
Tour of post-secondary institutions
Tour Vancouver Police Station
Tour of Science World
Results/Impacts
The children had a chance to learn new things. A lot of times parents could not
afford to put their children into educational activities, so the child had an
opportunity to learn new things.
The students had a better chance of succeeding in school, especially if they had
difficulty in learning.
The field trips opened the student’s eyes, so they became aware of the dangers
and knew how to handle situations.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
351
Xaxli’p First Nation
Lillooet, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$14,478.00
September 2002 – March 2003
HRDC, Income Security Reform Program,
Other Agencies
Chief & Council, Education Committee,
School Staff, Parent Group, Elders,
Students
Project Title
Board Training
Joint Education Training
Adult Education Program
Career Fair
The Xaxli’p First Nation community funds were used for the development of
education policies that enhanced educational programs. The activities had the
Chief and Council, committee members, parent advisory members and other
board members participation. The initiative included the following:






Training for education board members
Built education structures for governance with the assistance and
involvement of the Chief and Council
Joint education training, workshops and meetings with other
communities in the area
Adult education program in partnership with HRDC and Income Security
Reform Programs
Shared ideas through community events and with other agencies
First Nations students participated in post secondary visits and/or
career fairs
Results/Impacts
These activities benefited management, community, quality education and schoolto-work for members of the community.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
352
Xeni Gwet’in First Nations Government
Nemaiah Valley, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3.
4.
Supporting Community and Parental
Involvement in School
Aiding the School to Work Transition
$12,517.00
September 2002 – March 2003
Schools
Youth, Elders, Community Members
Project Title
Curriculum Development
Language Teaching Aids
Traditional Children’s Stories
Cultural Camp
Music & Art
The Xeni Gwet’in First Nations Government community funds were used for the
following activities:





Cultural camp
Music and art for youth
Culturally appropriate curriculum
Teaching language aids
Traditional children’s stories
Results/Impacts
The Chilcotin language had limited teaching aids and materials for usage in
schools. The results from accomplishing these projects or programs eliminated
the ineffectiveness of teaching the youth.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
353
Yale First Nation
Hope, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,035.00
September 2002 – March 2003
10 Students, 1 Coordinator, 2 Tutors
Project Title
CD ROM Tutor Training
Tutoring Services
The Yale First Nation community funds were used for student tutoring services.
Those services helped students in the transition from moving to a small
community school to a larger middle school. Funds were also used for updating
an educational program, CD’s, and training for the tutors and education
coordinator.
Results/Impacts
The tutoring improved the students’ grades from the beginning instead at the end
of the school year. Parents were interviewed throughout the year to ascertain if
the tutoring had helped their children.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
354
Yekooche First Nation
Fort St. James, BC
Total Allocation
Timeline
Linkages
Target Population
PROJECT INTITIAVES:
#
Priority Area
1. Strengthening Education
Management and Governance
Capacity
2. Improving the Effectiveness of
Classroom Instruction
3. Supporting Community and Parental
Involvement in School
4. Aiding the School to Work Transition
$6,906.00
September 2002 – March 2003
Jean Marie Joseph School
Chief & Council, Youth, Community
Members, School Staff
Project Title
Physical Education Program
The Yekooche First Nation community funds were used for the completion of a
Crime Prevention Community Needs Assessment and a Physical Development
Plan. One of the areas identified as a critical need for both the Jean Marie
Joseph School and the Yekooche First Nation community was the need for
extra-curricular or recreational activities for the youth in the community.
A teacher was hired for the senior class who was also a Physical Education
Teacher and a former professional hockey player. The community funds were
used for skates and helmets and training for two community members to be
recreation leaders. A new skating rink was used as a physical education
component of the Jean Marie Joseph School.
Results/Impacts
The impact of such a facility and program in Yekooche had far reaching effects
into the social development and education of the community. Currently, the youth
had no recreational opportunities in the community to keep themselves occupied.
This facility and program enriched the youth’s educational experiences and
supported their school environment, but it deterred substance abuse the youth
engaged in.
FNESC/FNSA Gathering Strength Education Reform 2002-2003 Final Report
355
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