Review and Assessment

of

Aboriginal Education

School District No. 79 (Cowichan Valley)

Submitted by

Glenn Goring

Glenn Goring Education Service

March 1, 2001

I. Introduction

Foreword

1273 Aboriginal students are enrolled in the schools of School District #79 (Cowichan Valley). If the past and present are indicators of the future, most of them will not graduate. The Dogwood Completion Rate, which is the percentage of students who progress from Grade 8 to graduation in six years, puts the current success figure at about 30%. If the rate remains unchanged, 382 Aboriginal students will graduate and 891 will not.

If present enrollment figures remain true, 135 of the ungraduated students will eventually sign up for adult education classes. If all of them complete their programs, the number of graduates from the original group of 1273 students will rise to 517. The success rate will have risen from 30% to 41%.

First Nations, Métis and School District people of the Cowichan Valley agree on many things, two of which are the basis of the improvement process they’ve begun. They agree that neither 30% or 41% is an acceptable rate of success. They also agree that, by working together, they can improve education for Aboriginal students and, by doing so, improve education for all students.

Context for the Assessment

School District #79 (Cowichan Valley), in the south central area of Vancouver Island, includes twenty-five elementary schools, three middle schools, four high schools, an extensive alternate learning program, and an adult learning center with five sites. In the 2000/2001 school year, the schools enrolled 11,165 students, of which whom 1273 are identified as Aboriginal on school registration forms.

Eight First Nations are wholly or partly situated within the boundaries of School District #79. The students of Cowichan Tribes are, by far, the most numerous, accounting for approximately 3/4 of the total. Many students are of First Nations not situated within SD #79. The Lower Vancouver Island Métis Association estimates that 300 to 400 Métis students attend SD #79 schools, although few are identified, on school registration forms, as being Aboriginal. How many other students are not identified as Aboriginal is uncertain, but the number is, without doubt, significant.

The First Nations situated within the boundaries of the School District have representation on the Hwul’muhw Mustimhuw Committee, which advises the Board of School Trustees on matters pertaining to Aboriginal education. Also represented are the Lower Vancouver Island Métis Association, School District Administration, School Principals, Trustees, Cowichan District Teachers Association and Lake Cowichan Teachers Association. It was by recommendation of the Hwul’muhw Mustimhuw Committee that this assessment was conducted.

Background of the Improvement Agreement and Assessment

The following is a summary of events leading up to the recommendation made by the Hwul’muhw Mustimhuw Advisory Committee to support an assessment of Aboriginal programs in School District No. 79 and an Improvement Agreement between School District No. 79, the Aboriginal community and the Ministry of Education.

In April, 2000, the Hwul’muhw Mustimhuw Advisory Committee presented to the Finance Committee of the Board a position paper Striving for Excellence which identified three goals for Aboriginal education in School District No. 79. These were:

1. the improved success of Aboriginal learners;

2. a stronger voice of the Aboriginal community; and,

3. an increased presence of Aboriginal culture for all students.

In September the Hwul’muhw Mustimhuw Advisory Committee made two recommendations:

1. that the Hwul’muhw Mustimhuw Advisory Committee seek support from the Board for a stronger voice in decision making for the Aboriginal community

2. that the Hwul’muhw Mustimhuw Advisory Committee recommend to the Board that a review and assessment of Aboriginal programs in School District No. 79 be undertaken.

In October, the Aboriginal Education Branch of the Ministry was invited to make a presentation to the Hwul’muhw Mustimhuw Advisory Committee.

At its meeting of October 25^th, the committee made a recommendation to seek support from the Board to pursue an Assessment of Aboriginal programs in School District No. 79 and an Improvement Agreement between School District No. 79, the Aboriginal community which it serves and the Ministry of Education.

A Review and Assessment of Aboriginal Education in School District No. 79

Purpose

The Assessment is a learner-centered, needs-based approach to identify what services are being provided to Aboriginal students and to what effect. It is intended that the Assessment will describe current programs and practices considered to be beneficial, and will attempt to identify student needs not being adequately met. By providing relevant information, a clearer understanding of programs, outcomes and issues will help determine future directions and optimize the effective allocation of resources to achieve greater success of Aboriginal learners.

Objectives

· To provide important information to support the Improvement Agreement process in helping to determine measurable outcomes and indicators of success.

· To provide an opportunity for all participants in the education of Aboriginal students to express opinions about current programs and offer suggestions for the future.

· To identify the scope and effectiveness of all Aboriginal programs presently provided by the District to provide more complete and relevant information to support effective decision making at the local level.

· To help to identify available resources that can be used to support, implement, and enhance programs. These resources will include sources of funding, personnel, community resources, and physical resources.

· To provide the opportunity to listen. Respect for the voice of the Aboriginal community will help to provide a more complete picture and provide important perspectives and information leading to informed decisions in the Improvement Agreement process.

· To help to provide benchmarks against which goal attainment can be determined

Assessment Process

The assessment process was begun with a study of student populations in all schools of the district, to determine where Aboriginal students are enrolled. Under B.C. Education Ministry requirements for accreditation, schools with five or more Aboriginal students enrolled in a grade are required to develop goals for Aboriginal community involvement and for student performance. Applying that criteria, fifteen of thirty-four schools were identified for the study. Three more were added to ensure that students of all Aboriginal communities be included.

A survey instrument was distributed to all school personnel and interviews were conducted, in all eighteen schools, that included principals, vice principals, counsellors, teachers and teacher assistants. Although it was not possible to interview all staff, care was taken to include First Nation teachers, First Nation counsellors, cultural teaching assistants, and First Nation student advisors. Student interviews and class meetings were conducted at upper elementary, middle school, high school and adult education levels. Students were observed, at primary grade levels, in their classrooms.

Métis contacts included administrators, Elders, parents and students. First Nation contacts were coordinated, with the advice and assistance of tribal personnel with responsibility for education, after permission was granted from chiefs and councilors. Contacts included chiefs and councils, education managers, education coordinators, student advisors, health care managers, Elders, parents of students, community members and students.

Information gathering took place from early January to the middle February 2001, followed by collation of results and report writing. Participants in the assessment were:

Cowichan Tribes Halalt First Nation

Penelekut First Nation Malahat First Nation

Chemainus First Nation District Coordinators, SD#79

Lower Vancouver Island Métis Association District Administration SD#79

Hiiye’yu Lelum (House of Friendship) Student Support Services, SD#79

Cowichan District Teachers’ Association Alexander Elementary School

Bench Elementary School Chemainus Elementary School

Chemainus Secondary School Cowichan Adult Learning Center

Cowichan Secondary School Frances Kelsey Secondary School

Cowichan Valley Open Learning Co-operative Khowhemun Elementary School

Drinkwater Elementary School George Bonner Middle School

Koksilah Elementary School Lake Cowichan Secondary School

Mill Bay Elementary School Mount Prevost Middle School

Quamichan Middle School Stanley Gordon Elementary School

Tansor Elementary School Cobble Hill Annex #2

Participants in the Assessment process offered information and opinions by being part of interview meetings or by completing a survey instrument. With the exception of non-Aboriginal students, few of whom were interviewed, most participants attended one of about 70 interviews meetings. Some participants attended meetings and completed survey instruments, and care was taken to avoid counting these people twice. This was particularly difficult for non-Aboriginal school personnel. It cannot, therefore, be stated with assurance that all of the following counts are exact. They are offered to give a reasonably accurate indication of representation in the study.

Information and opinions for the Assessment were contributed by approximately:

· 17 First Nation and Métis Nation representatives, including chiefs, councillors and managers

· 85 parents, Elders and community members

· 104 Aboriginal students

· 20 Aboriginal teachers, counsellors, cultural teaching assistants and student advisors

· 97 non-Aboriginal students

· 145 non-Aboriginal teachers, counsellors and teacher assistants

· 30 school and school district administrators

· 8 school district coordinators and Special Education personnel

In addition, results from questionnaires completed by 39 Aboriginal parents for the Drinkwater Elementary School Accreditation were studied.

The Schools: Sorted by Percentage of Aboriginal Student Population

Aboriginal students/Total student population

Koksilah Elementary School 71% 146 of 206

Alexander Elementary School 42% 130 of 306

Cowichan Valley Open Learning Co-operative (CVOLC) 32% 93 of 294

Quamichan Middle School 27% 140 of 528

Khowhemun Elementary School 26% 95 of 362

Chemainus Elementary School 16% 48 of 300

Drinkwater Elementary School 15% 45 of 297

Cowichan Adult Learning Center (CALC) 14% 135 of 936

Chemainus Secondary School 12% 56 of 484

Cowichan Secondary School 11% 115 of 1093

Tansor Elementary School 10% 22 of 229

Mount Prevost Middle School 9% 51 of 552

Lake Cowichan Secondary School 7% 27 of 390

Bench Elementary School 5% 18 of 351

Mill Bay Elementary School 5% 17 of 313

George Bonner Middle School 5% 25 of 523

Stanley Gordon Elementary School 5% 11 of 212

Frances Kelsey Secondary School 3% 35 of 1058

Goals of the Aboriginal Education Branch

To facilitate improvement planning, the Assessment has been organized by the five goals of the BC Ministry of Education, Aboriginal Education Branch. The subsections of each goal are peculiar to this report and are not reflective of Ministry objectives or documents.

Goal 1: to improve school success for Aboriginal students

Goal 2: to increase Aboriginal voice

Goal 3: to promote knowledge of Aboriginal language, culture, and history for all students

Goal 4: to ensure effective use of resources

Goal 5: to increase Aboriginal communities’ satisfaction with the public school system

II. Goal 1: to improve school success for Aboriginal students

Definitions of Good Education

Various kinds of school and classroom assessments, along with data such as graduation rates, give us information useful in determining how successful students are at school. All of these measures are based on the school system’s beliefs of what constitutes good education and what it means to be successful. An objective of this study has been to discover if Aboriginal students, their families and communities agree with these definitions of good education and success.

Students

Because good education is made up of what is considered to be important, students were asked what important things they are learning, and what they would like to be learning that they aren’t learning.

“What important things are you learning?”

Answers from elementary students were difficult to group, although PE, math, science and spelling were mentioned most frequently. Responses included reading, computers, nutrition, being nice, history, French, social studies, music, volleyball, hockey, lacrosse, soccer. Other students mentioned spelling, safety, art, cooking, handwriting, and sportsmanship. The important things identified by three students were learning how to work, learning more about myself, and learning how to get better at everything.

Middle school students most frequently identified math and science as important things they are learning. Also mentioned were woodworking, social studies, language arts, computer, careers, English, PE, and French. Some students identified more specific skills and knowledge such as percents, algebra, how to stop smoking, cave men, history of other countries, to complete all assignments, and “things that are important outside of school as well as inside of school”. A few students responded to the question with “nothing”.

High school students listed courses such as Math, Science, Art, English, Computer Studies, Home Economics, Social Studies and First Nations Studies. Skills such as carving, how to make a living, how to act socially, how to work with other races and cultures, and time management were identified. One student gave an answer that was commonly heard in one form or another: “The things that are important are reading, writing and all the other basic stuff. But I’m failing to learn about my culture, language and history.” Typical answers referred to the subjects needed to graduate.

Typical adult student answers were “the subjects I need to graduate” and “literacy and numeracy”.

“What would you like to learn that you aren’t learning?”

Elementary students were very clear about what they’d like to learn. Their answers, which defy attempts to categorize, included cooking, how to baby-sit, survival skills, French, more about wildlife, more history and stuff we can do in the future, woodwork, Hul’qumi’num, Native dancing, hockey, to read faster, and bugs, monkeys, and lots of other kinds of animals, Students from a class that is visited by Aboriginal high school students, answered that they’d like to learn carving, metalwork, woodwork, mechanics, art, volleyball, how to write reports, basketball, and how to be smarter. One elementary student answered, “I’d like to know who was the first person alive!”

The most frequent answer from middle school students was that they would like to learn Native language, history, dancing and carving. Other frequent responses related to practical skills and planning for the future. Desired practical skills include how to pay bills and banking, how to save money and invest it, cooking, mechanics, about boats, photography and how to study for tests and exams. Several students said that they’d like to learn more about going from middle school to high school, more about jobs and college or university, and how to become a Student Advisor or teacher’s assistant. One student said, “I’d like to learn about secondary and university options (applications, scholarships). A big part of Careers should be how to get into the schools you want.” Some middle school students listed recreational and personal interest topics such as archery, singing skills, art, Spanish instead of French, and how to dance.

High school students most frequently identified Coast Salish language, culture and history as what they would like to be learning that they aren’t learning. Also mentioned were astronomy, computer skills, mechanics, metalwork, more culinary arts, and more music, art, drama and poetry. Responses related to personal planning and growth included more personal skills, more career courses, values courses and more work experience. One student said that he’d like to learn more stuff about the future, like new inventions, and another replied “I am learning everything I want to learn.”

Adult students replied to the question with: “How to reach people who are struggling to learn. To have the right answers to help them.” “I would really like for somebody to teach me more about computers . . . to learn how to use it and how to get on-line.” “A second language, for example Spanish and Hul’qumi’num.”

Parents

During interview meetings, most parents offered well-formed and strongly voiced opinions about educational goals for their children. In one version or another, this comment was heard often enough to be considered typical: “I want my daughter to graduate, not with a School Certificate, but with the real thing (a Dogwood). I want her to have self-esteem and I want her to know our culture and language.”

Endorsement of mainstream courses was high. Parents often spoke of the importance of literacy, numeracy and graduation that provides post-secondary opportunities. There were no negative comments about what is now included in core and elective curricula, but everyone made comments about what should also be included.

One parent spoke for many when she said, “Coast Salish culture, history, and language should be taught as regular credit courses open to all.” Virtually all parents felt that Aboriginal themes should be more extensively integrated into existing courses such as social studies, science and language arts.

There was strong agreement among parents that development of self-esteem is of utmost importance for good education. They said that if good education is happening, the child will develop strong personal and social skills. The child will gain confidence and learn the value of community involvement. With good education, personal strengths will be developed and the emphasis will be on individual accomplishment. The point was made repeatedly that children must learn to identify themselves as important individually. One parent said, “Our schools should teach like my grandma: teaching values, recognizing strengths, building self-esteem.”

The parents were particularly insistent that all courses about Aboriginal language and culture and history should be open to all students. They said that this is important because of the advantages for their children and the cultural understanding it would promote for all children.

Unhappiness was frequently expressed about “Native” programs that do not lead to a “real diploma”.

Many parents spoke about preferring to see their children in regular classes and courses and they voiced suspicions that special programs are places where Aboriginal kids are put because they are Aboriginal. Some parents, on the other hand, talked about how their children had, because of help received in remedial programs, been able to rejoin mainstream classes. Parent comments included:

“Native programs are dumping grounds.”

“Native kids get stuck in remedial classes and Native studies classes. They don’t get credit courses.”

“The tribe has to pay for students to go to Sylvan (Learning Center) for upgrading. Our kids aren’t even given a chance to be in mainstream.”

“Native kids don’t get a fair shot. They get lumped as non-learners because they are Native.”

“Kids get branded as slow learners and that brand sticks with them. Our kids are labelled, before they are even tested, as FAS or ADD.”

“My daughter was put in remedial classes and Native studies right off the bat at high school. She hadn’t been in remedial before.”

“I lost my non-Native friends when I went into transitions programs. I didn’t get a choice about being there.”

“I was in a special class that got me to my grade level, then I went back into the regular class. That was a good program.”

“Family literacy classes are great. They really helped my daughter’s self-esteem, but the classes were discontinued because there were not enough people. Maybe transportation to the classes would have helped.”

“I’d like to have a Native role model come in to talk about what they have achieved by graduating and where it takes them.”

“My son was in a segregated program, so we switched him to an integrated school. He used to miss 80 days a year and now he doesn’t ever want to miss; only one day so far this year.”

Some parents responded to the question: What other skills would you like your child to learn?

about our language in middle and high schools to be more outgoing

to learn her culture business skills

people skills to be non-conforming

outdoor activities trail walks, nature

MS Office tutorial opportunities

Elders teachings more art

how to prepare and preserve traditional foods. sports

relearn the taste for First Nation foods. woodwork

Educational Goals and Perceptions of Success

Students

Students were asked to circle a number, on a five-point scale, to show how well they are doing with their schoolwork. The results were almost identical for Aboriginal and non-Aboriginal students. The averaged responses for Aboriginal students are as follows:

“How well are you doing with your school work?

Elementary School Students:

Sample = 35 1 2 3 4 5

horrible bad good very good great

Middle School Students:

Sample = 30 1 2 3 4 5

horrible bad good very good great

High School Students:

Sample = 32 1 2 3 4 5

horrible bad good very good great

Adult Education Students:

Sample = 7 1 2 3 4 5

horrible bad good very good great

Students were asked to circle the number, on a five-point scale, that best answers the question, “Do you think you will graduate from high school?” The averaged responses for Aboriginal students are as follows:

“Do you think you will graduate from high school?”

Elementary School Students:

Sample = 35 1 2 3 4 5

no probably not maybe probably yes

Middle School Students:

Sample = 30 1 2 3 4 5

no probably not maybe probably yes

High School Students:

Sample = 32 1 2 3 4 5

no probably not maybe probably yes

Adult Education Students:

Sample = 7 1 2 3 4 5

no probably not maybe probably yes

For non-Aboriginal students, the averaged responses were 4.6 for elementary, 4.7 for middle school and 4.8 for high school.

Parents

Parents were asked to circle a number, on a five-point scale that best answers the question,

“How important do you think education is for your child?” Their averaged responses were:

Sample = 75

1 2 3 4 5

not important unsure very important

How well is your child doing in school?

1 _____ 2 _____ 3 ______ 4 ____ 5

having problems below average average above average excellent

Do you think your child will graduate from high school?

1 _____ 2 _____ 3 ______ 4 ____ 5

no probably not maybe probably yes

Challenges and Concerns

Elders, Parents and Students

An Elder said, “Why can’t we get jobs and get everyone off welfare? Nobody wants to be on welfare. Our young people need to learn to earn their own money and make their own way.” Parents talked about wanting their children to know “who they are” and be able to make their way in the larger society as “who they are”. Students talked about wanting to go on to post-secondary and get good jobs. Students spoke little of barriers to their goals, but Elders and parents consistently identified racism as a major problem that limits success by lowering self-esteem. A parent said, “My kid’s reading level may be low because of attendance, but possibly more so because of being dispirited.” This issue is dealt with more fully in section VI of this report entitled: “ Goal 5: to increase Aboriginal satisfaction with the school system.”

Elders had much to say on the topic of nutrition. This comment was offered by one Elder: “When I went to school, we got teased, because we ate so much fish, but fish is healthy – good protein. Poverty and welfare often means that kids don’t eat properly.” Concern was expressed that tradition, healthy foods are being passed over for less healthy foods and, particularly, candy. Several Elders made the point that sugar is not good for Aboriginal children because it was not part of the traditional diet. The link between healthy foods and ability to learn was expressed.

Elders, parents and students all talked about inadequate opportunities to learn culture, language and history, Elders and parents stressed the importance of Aboriginal teachings for building self-esteem in Aboriginal children and understanding in non-Aboriginal children. Self-esteem, they stressed, is an indispensable factor of success.

First Nations and Métis Representatives

First Nations and Métis representatives named cultural identity, self-esteem and employability as important goals of education. First Nations representatives said they want their young people to be prepared for, and have the same opportunities as any other people in society, as well as being prepared for positions of leadership in the First Nations. A representative of the Métis Association said, “Métis kids’ success is dismal. We want our kids to be people of the 21^st century – highly educated, highly skilled, capable of high tech and trained for trades. We want our kids to have a shot at any job out there. Power and esteem is what they need.”

Concern was expressed about inadequate cultural sensitivity in the schools. The representatives feel that school personnel need to be better trained to understand and appreciate Aboriginal culture and the learning needs of Aboriginal children. They feel that racism in the schools robs their children of self-esteem, and that students are promoted through the school system in spite of reading levels that stall in Grade 3 or 4.

First Nation representatives spoke about the loss of parenting skills during the residential school era. They talked about the need to help families learn to support their children educationally. A First Nation manager made this comment: “We have people as young as 30 who went to residential school. Too often, the legacy of residential schools is huge chips, no parenting skills, being stressed out by family pressures, and toughness. Another legacy of residential schools is that they didn’t get hugs and don’t know how to give them. Not knowing good contact, they sometimes fall back on unhealthy contact. The teachers need to give more good vibes like pats and thumbs-up.” It was noted that the connection between education, health and parents is minimal, although improving, and should be a priority.

A representative of the Métis Association noted that about1400 Métis are registered in the Cowichan Valley Regional District, which has almost the same boundaries as SD 79. Although that probably means 300 or 400 kids, very few are registered at the schools as Aboriginal.

Aboriginal staff members

Aboriginal staff members, including teachers, counsellors, cultural teaching assistants and student advisors, expressed concerns about irregular attendance, low reading levels, poor nutrition, and insufficient cultural programs.

The causes of low reading abilities were identified as being poor attendance, lack of communication between parents and kids (dinner table conversation) and lack of trust. They commented that, although poor attendance is a problem, it is the causes that must be dealt with. They identified these as being racism and home life unsupportive of education.

Most spoke of pros and cons of special programs that, because of high Aboriginal enrolments, promote segregation. As one said, “It is easier to teach a segregated class than a mixed class and may be better academically, but the cultural understanding that can be fostered in an integrated class is lost.” Some Aboriginal staff members expressed concern that special programs are often “dumping grounds”. One said, “if all these kids are 116’s and 117’s (special education categories), where are the services?

Other needs were identified as being money for lunchtime emergency food programs and more psych/ed testing.

Elementary School Personnel

Elementary school personnel identified a prime cause of low success rates as being inconsistent attendance. The concern was frequently expressed at most schools, although comments from a few schools indicated that it is not a universal problem:

“Although not great right now, attendance is usually quite good.”

“The children of some families are frequently absent. Attendance is not bad for Aboriginal students. Our frequent missers are cross-cultural.”

“Our biggest problem is not attendance, but lack of resources.”

Another frequently expressed concern related to low levels of parent participation. Concern was particularly expressed about the need for parents to take an active part in the development of reading abilities. Comments included:

“The kids seem to be enthused about the home reading program, but parents don’t seem to be.”

“We need parent programs that demonstrate language and reading activities that parents can do at home.”

“Students would benefit from family literacy programs.”

“We need to develop alternatives to parent participation in reading program and continue to help parents learn to support their children’s reading.”

Poor nutrition was often mentioned as an impediment to learning. A teacher made this comment which is typical of many heard: “The high proportion of Aboriginal kids in Resource Room is partly due to poor nutrition and pre-natal care.” Some schools have breakfast and lunch programs, and all provide emergency lunches for children with nothing, or nothing nutritious, to eat. It was observed that emergency lunches become a habit for some parents.

Elementary school personnel said that areas of concern include family alcohol problems and transience. Some comments related to uncertainty about tailoring curriculum and methods to Aboriginal students when 1/4 of a class may be Indo-Canadian. Other frustrations relate to the fact the First Nation boundaries are not the same as school boundaries. “Cowichan Tribes is great, but we need service for kids who are not Cowichan.”

Other comments from elementary school personnel:

“Aboriginal kids are disproportionately in modified programs.”

“We shouldn’t be slamming kids with a “modified” program label when attendance is the problem, not intelligence.”

Middle School Personnel

In the Middle Schools, the most frequently mentioned concerns were: poor attendance, students with significant gaps in their learning, and a lack of inservice about meeting the needs of Aboriginal students. Frustration about attendance was expressed by a teacher who said, “There is no point in investing a lot of time making possible improvements for programs to suit a few individuals if they do not attend school to take advantage of the opportunities.”

Inservice needs were frequently addressed:

“Inservice needs expanding. It isn’t enough to simply talk about the issues, etc. We also need time and dollars to develop and implement.”

“Inservice should provide school personnel with specific and appropriate information about the needs of Aboriginal students – social, emotional, intellectual, etc., if we are to effect any change in success rates.”

“We need more, obviously – need community input and commitment – need knowledge about FAS and FAE “We need cultural awareness. i.e. – how mainstream school culture and Aboriginal cultures dovetail/clash and where can we find a productive, happy meeting ground.”

Middle school personnel also talked about the need to better address program continuity between schools. Specific comments related to a need to continue the support provided through the Nutsumat Shqwaluwuns Program for students at the high school level. Continuity was addressed, as well, between schools and communities. Many staff members talked about a need for centers in the communities where students could find a quiet, warm place to do homework. One said, “Could we run an after-school homework center on the reserve? The band seems to want it, but we haven’t a clue how to start.”

Other middle school comments:

“We have to be careful that NSP doesn’t become a program for behaviour problems.”

“Parent meetings don’t work. Attendance and tardiness are huge problems.”

“Students are ill-prepared for middle school.”

“Drop-outs? Many of these kids never dropped-in.”

High School Personnel

High school personnel frequently expressed frustration about poor attendance at the high school level, and particularly, about the cumulative effects of elementary and middle school absences: “Two years worth of absences by grade eight is too much and you can’t throw equipment at high school students to solve an elementary problem. ‘Standing Granted’ gets them to high school, but it doesn’t exist here, so they are set up for failure.” “A student and I agreed that I should phone him every morning at 6 am. He still came only 30% of the time.” “Social promotion to Grade 8 sets us up to be the bad guys, because we can’t do that.”

High school personnel expressed concerns about poor nutrition and drug use, though generally could not comment on whether these problems were more serious for Aboriginal students than non-Aboriginal students. One teacher stated, “Ways need to be found to help students boost their self-esteem.”

About self-paced programming, high school personnel made these comments:

“Self-paced programming is good, but requires discipline that is often missing. Absences can be accommodated, but individual programs often become very disjointed.”

Other comments from high school personnel:

“Social Studies 10 is a hard one – it’s the history of how Aboriginal people lost so much. Social Studies 11 has no modified form – it is the roadblock for students.”

“ Although from an oral tradition, Aboriginal students don’t do better in oral activities.”

“Modified courses promote segregation.”

“Aboriginal students are handicapped by their wish to disappear. They will rarely question and perhaps don’t believe they have the right to question the teacher or the rules.”

“We have to quit thinking that we can plop a First Nations Teacher or First Nations Counsellor in and expect the problem to be solved.”

“Aboriginal students often have a problem relating their lives to the school.”

“Our Aboriginal students are not English as a Second Language, but often like English as a Second Dialect.”

“Education does not seem to have relevancy for parents who do not work. They say it is important, but aren’t supportive.”

“Work experience tends to be very insular. We need better placements, more prep before placements, better support from home.”

“I feel that more exposure and better placements pertaining to the work world will provide more encouragement for First Nations students to stay in school.”

“It is not always possible to find enough students for FNS12.”

“ A few of our Aboriginal students are weak academically with little parent support. Home support is often non-existent. Many don’t have phones.”

“It seems that in all the attempts (at finding solutions to the low graduation rates), the common denominator is how can we make them fit into our educational system, and it should be obvious that herein lies the dilemma. To succeed means to fit in – assimilate – adopt the value system of the system. It doesn’t dovetail because they must accommodate, sacrifice to our world view and what is our evidence of success.”

“On reserve/off reserve, status/non-status is frustrating. We need the services to be available to all Aboriginal kids.”

“We need a First Nations TA, who can be a mentor. Parents don’t always do educational mentoring.”

“More pre-natal, post-natal and nutritional care. A social worker to help deal with home issues.”

“We need staff awareness.”

“We need parent transportation for Psych/Ed testing in Duncan.”

“Teacher training should have an Aboriginal component.”

“We need parents to be educated about what a modified program means for their kids (i.e. A limited future determined, often, solely by attendance issues.)”

District Level Staff

Occassionally, during this study, the idea that, although English is not a second language for Aboriginal children, perhaps English as a second dialect is a consideration. A Speech Language pathologist responded by saying that conversational language is not as rich, but does not typically constitute a deficit. More of a concern is the language of the classroom . . . with the focus on critical thinking, abstract reasoning, analytic skills and talking about letter sounds. Concern was expressed that Aboriginal children often don’t get enough early “Sesame Street-type” teaching.

Special Education personnel expressed concern that disproportionate numbers of Aboriginal children are identified as 117 (Education Ministry category - mildly intellectual disability), but that intellectual assessment is difficult because most tools assess knowledge base. Assessment tools can be invalid for cultural or socio-economic reasons. Another concern is that Psych/Ed. testing is used too heavily at young ages to access the programs of child development agencies outside of the district.

Appreciation was expressed for the work of Cowichan Health, but it was noted that health agencies lose track of the children at about age 5 and often don’t see them again until they become parents. Inter-agency cooperation needs to be developed for tracking children from birth to adulthood.

Suggestions for Improvement

Elders, Parents and Students

Students gave many suggestions about how to improve the schools. They talked about having more Aboriginal staff members, particularly counsellors at the high school level, and more curriculum about Aboriginal culture and language. Some talked about schools needing to be more accepting of young parents and more accommodating, with services such as daycares. One student suggested that a needed change is “the attitude of some teachers towards Natives (too many stereotypes). Poor attendance is looked at for what it is, not why it is”.

A high school student expressed frustration about students who attend infrequently and goof around when they do, getting in the way of students who want to work. An adult student said that students need more perseverance and more encouragement. Another said that having a Native school would be good, so that friends don’t get split up. Some students at all levels said that there should be more computers. Self-paced learning was spoken highly of by students involved in self-paced programs.

Elementary and middle school students talked about such needed improvements as longer locker breaks, kinder teachers, school renovations and better sports facilities.

Most parents talked about the need for more integration of Aboriginal themes into regular curricula, with a primary goal being increased cultural understanding and sensitivity by teachers and students. Parents also suggested that, for Aboriginal kids to succeed, teachers need to believe they can succeed.

Other suggestions by parents:

“Teens need counsellors, especially in high school. I needed someone to talk to in high school, but the counsellor was so busy.”

“Ma’ okola Housing Units have common rooms that might be used for homework, daycare, snacks – could 131 funding be used?”

“First Nation presence in the schools is important. Kids sometimes need somebody other than their teachers to talk to.”

“It’s a good idea to have a school nurse.”

“I would like my child to learn some kind of child life skills.”

“Self-discipline and management.”

Parents also talked about the best things at the school; the things that shouldn’t change:

“Open affection that teachers, etc. show for the children. . . Downplaying of Halloween, Xmas, Valentine’s Day, etc., therefore more time spent on learning.”

“Good music program, good reading program.”

“Sports are really important. It keeps the kids thinking healthy and they learn to be team players.”

“Native language.”

“Always having field trips, they are good learning experiences. Healthy lunch program.”

“Teachers are very flexible in helping students when they need help.”

“Sense of community and smallness.”

“Cooking class.”

“Everyone is the same and equal.”

“Helping the children with more reading and math.”

“Stories, songs, dance, music and musical instruments that reflect their spiritual development.”

“His teacher. She’s great and my son adores her and her teaching.”

Comments from parents who are also students:

“Parent groups for young parents happen, but should be more structured, more educational. More like a parenting course with lessons like child development and child safety.”

“Daycare is important to me.”

“Regular high school is too strict. Self-paced learning is good because I am able to work and go to school.”

An Elder had this to say about nutrition: “Children should get soup or other food, or maybe vitamins, at school, if they’re not getting proper nutrition. Proper nutrition is very important. Our children can’t learn well if they don’t eat well.” About curriculum materials, another said, “High School math texts are very hard for students and parents to use. Elementary math texts use examples, which is a good way to learn, but there are so many kids, it’s hard to concentrate.”

First Nation and Métis Representatives

There were a great many comments made by First Nation and Métis representatives about the need to promote cultural understanding and harmony by integrating Aboriginal themes into curriculum and day-to-day school operation. A comment heard frequently is that integrated programs based on traditional values are more successful than “plugged-in” programs. Examples were given of cultural understandings:

“Aboriginal homes are non-competitive. If a teacher went to a Cowichan home, they’d not know how to act. It’s the same for the parents and kids at school.”

“Cowichan children have more freedom to make decisions, and are very community-minded people (cooperative).”

“Where Caucasians would say ‘right or wrong’, Aboriginals would say ‘I agree or I disagree’.”

Virtually all representatives said that they would like to see reading programs, such as Reading Recovery and Guided Reading, receive continued support and would like to see programs developed for pre-school children. As one manager said, “We need early intervention programs because too many of our high school students are swimming upstream.” They also expressed support for more flexible programs, such as those which are self-paced.

First Nation and Métis representatives also made these comments and suggestions:

“Role models are important - First Nations bus drivers, teachers, principals.”

“Behaviour issues need to be dealt with as a symptom. We need to teach, not punish. Elders say that there is no punishment, only teaching.”

“Schools have to meet parents and kids more than halfway. Don’t label, don’t judge, get to know us. Talk to us respectfully.”

“ Teachers have to quit just blaming parents and need to see the child as a child, not just as a pupil.”

“We need trackable measures of success.”

The representatives suggested that tribal schools and public schools need to communicate for better understanding. Particularly stressed was the need for schools and Aboriginal communities to find better and better ways of working together. It was also stated that sports are potentially valuable for promoting racial harmony, but that Aboriginal kids tend not to get involved at the school or in the community. A representative made this comment, “Out of 550 kids in community baseball in Duncan, there are fewer than 10 Aboriginal kids. Hockey is about 6 out of 1200 and it’s the same for soccer. We need a benevolent fund so kids can get into these great social activities.”

First Nation and Métis representatives talked about the value of including educational articles in their newsletters for recognizing individuals and the value of education. Perusal of a newsletter archive showed regular articles for recognizing the accomplishments of students. One representative said, “It is important to recognize the students and also the parents. In our newsletter, a regular feature is the 100% Club for monthly attendance. It recognizes the student and also says, ‘Keep up the good work parents!.’”

Other comments related to student success:

“Programs like NSP are good, despite the segregation. They can be a place of comfort. I’ve seen kids go through them into regular academics and graduation. Non-Native kids should be allowed into the programs as well.”

“The Métis Association’s goal for September 2001 is to get all Métis to identify themselves as Aboriginal on school registration forms. We need to identify them to be able to support them.”

“In 2002, the Cowichan Health Center will begin a longitudinal study of what happens to children throughout their school careers.”

“There is no need to rush through the courses. Some teachers have too fast of a lesson. (need to pace themselves.)”

A manager observed that what happens in schools is important for all of society, because education is a vehicle of change. She added, “We should be proud, in School District #79, of where we are and how far we’ve come.”

Aboriginal staff members

One Aboriginal staff member spoke for most with this comment: “We have to work on reading, getting it to happen at home.” Another noted that many concerns have been expressed about low reading levels and that the district has responded with increased primary reading programs.

On the subject of attendance, homework and Bighouse, Aboriginal staff members made these comments:

“The kids can go to school during Longhouse if someone makes an effort to get them there.”
“We need to ask parents this: “Do you try to get your kids to school during Longhouse?”

“Even when kids are “locked in” at Bighouse, they can do homework.”

It was noted that the Tribal allowance for Grade 8 to 12 students is tied to attendance and punctuality. Students are allowed absences of up to two days per month and two lates equals one absence.

Other comments made by Aboriginal staff members were:

“Student files should be maintained jointly by school district and tribal education people.”

“We need to make sure that Aboriginal students get service from Aboriginal Technology money.”

“We should desegregate, but ensure more than one Native student in each class.”

“Sports is a good mixer.”

“If we can transfer values and behaviours of Bighouse to the school, we’d have a better school.”

Elementary School Personnel

Elementary school personnel offered many suggestions for improving student success rates. Better home liaison was mentioned by most as a necessity, along with increased involvement and support by parents and families. It was frequently noted, that without families and schools working together, there was little hope for improvement.

They would also like to see increased family support. On teacher said, “We could improve success levels of Aboriginal students with support in their homes – encouraging regular routines, meeting of basic needs (sleep, routines, nutrition, exercise, spending time with their kids). This is not saying Aboriginal parents don’t provide these things – most do; but our students who are not experiencing success in school often need the above.” Elementary school personnel also talked about the need for teacher expertise in learning/teaching styles more compatible with Aboriginal culture.

Personnel at most elementary schools said that their students would benefit from some, or more, time with Student Advisors, Cultural Teaching Assistants and First Nation Teachers. It was noted that the services of Cultural Teaching Assistants, in schools with low Aboriginal enrolments, would be valuable for community learning.

Personnel in all elementary schools advocated strong reading programs and “earliest possible” intervention in language and literacy. Comments included:

“ We need more Reading Recovery time. We have .5 fte which only allows for the bottom 5% of

Grade 1.”

“We need in-school alternatives to parent participation.”

“Almost all our Learning Resources money is spent on primary reading programs. Guiding Reading works well for us.”

“ We need more language-based programs for preschoolers.”

“Reading levels are better than 10 years ago and we need to keep improving.”

The need for strong lines of communication between schools, communities and parents was frequently mentioned, with some schools reporting that it is good, and some expressing frustration. In addition, it was often mentioned that the boundaries of the First Nations needs to be more clearly understood and that the distinctions of status/non-status/Métis need to be clearly defined and communicated to schools.

Elementary school personnel also listed these suggestions for improving success rates:

· parent transportation and workable location for p/t interviews

· closer contact with ‘Iiyus Stluliqul

· individual pacing, lower class sizes

· financial support for field trips and extra-curricular for some students (“We’ve even bought running shoes”.)

· when the band initiates a program or idea, we should (given limited resources) support them

· small group and one-on-one instruction

· nutritional lunches

· encourage participation in extra-curricular activities

· a resource room to welcome students and provide transition to school culture on a daily basis

· cultural relevance

Elementary school personnel offered these comments related to student success:

“We need to teach differently for kids with shorter attention spans.”

“Our half-time kindergarten handicaps children who enter school with those who attended full-time at Koksilah or Iiya’Stuylykl. We need to examine ways to increase the program. All-day funding is available for First Nations kids, perhaps others would pay.”

“ When our students are late, we don’t punish. We celebrate that they’ve gotten themselves up and ready for school all by themselves.”

“We levy no charges for extra-curricular activities.”

“Wait time is longer for Aboriginal kids – even 30 seconds more helps.”

“Indications showed Aboriginal parent support for a full-year school. Perhaps it should also have a longer day.”

“Our choir has a representative number of Aboriginal students. Sports are also popular.”

“We provide meals for those needing them, but need funding to support it.”

Middle School Personnel

Middle school personnel frequently spoke of the importance of strong early intervention programs, particularly to help students develop the reading skills they need for middle school courses. As courses become more about what they read, and less about how to read, students fall farther and farther behind. They also expressed strong agreement about a need to help families better support their children’s learning, and several mentioned a need for better ways to work with families.

Most staff members spoke of a need for student support in the communities: “We’d like to see a homework center on the reserve. The center would have to be highly organized, well-maintained and families encouraged to attend.” Concern was also expressed about teenagers who are not attending school at all and the need for re-entry programs. A teacher noted that the Friendship Center does a good job of encouraging kids for after-school homework.

Inservice needs were frequently mentioned, with this comment from a teacher being representative of many heard: “We need to have more inservice that not just states the obvious, but that gives real insight to overcome ‘cultural differences’; to help hook Aboriginal students ‘positively’ in to school.”

Personnel, particularly those at Quamichan Middle School spoke of needing to ensure that students involved in special programs at the middle school level can move smoothly into the high school level with similar types of support. Several people offered the opinion that the Nutsumat Shqwaluwuns Program should be continued through high school, or until students are no longer in need of it. A need for more Cultural Teaching Assistant time for the Nutsumat Shqwaluwuns Program was also expressed.

Middle school personnel also listed these suggestions for improving success rates:

· course work needs to be made more meaningful to their lives.

· more specially trained staff (Native teachers Student Support Workers)

· parallel separate and different curriculum with streamed groupings (6 kids max in some situations, with specific skills instructors and helpers.

· tolerance by peers/sense of belonging – groupings within a class

· more resources

· more First Nation support and elimination of disparity in programs/funding depending on tribe and place of residence.

· increased attention on teen pregnancies and healthy lifestyle

· greater attention to racism issues

· full-time Native transitional class

· visible Aboriginal role-models – heroes

· set higher goals

Middle school personnel offered these comments related to student success:

“School is a very social place for Aboriginal kids and, for many, it is their stability.”

“We talk with a behaviour problem student about his family, to defuse the situation. These kids are very family-oriented.”

“We need to stop comparisons between Aboriginal and non-Aboriginal students: We could start by not using the same scale or expectations, but give us relevant criteria for our Aboriginal students.”

High School Personnel

High school personnel spoke with pride of the accomplishments of many Aboriginal students. They also offered suggestions about the needs of those who are struggling or who drop out prior to, or during, high school. They expressed strong support for increased early intervention programs. Some also talked about extending developmental programs.

“We need developmental reading programs all the way to grade 12 for building skills.”

“Rather than modified programs, we should use grade 8 as a catch-up year. It could be a “recovery” program of intensive reading/writing instruction (i.e. a 13 yr. School). Our system helps keep learning deficits going.”

Strong support was heard for self-paced programming, particularly because of the advantage of being able to accommodate students’ cultural and personal needs. And, as one teacher said, “In a self-paced school, students don’t fail, they either complete or they don’t complete. Failing is gone from the vocabulary.”

High school personnel frequently mentioned a need for more Aboriginal presence in the schools:

“We need more Aboriginal role models.”

“The First Nations Counsellor role has changed from an emphasis on home visits, classroom support and general student support to more of an emphasis on teaching. Both roles are needed.”

“We need someone to coordinate work experience for Aboriginal students. They tend to choose low-level experiences like gas station attendant.”

“We need stronger school/tribe liaison and another First Nations TA to work with smaller groups.”

“We need to have First Nations Elders and school personnel become more visible.”

Increased levels of communications with, and participation by, parents, families and the Aboriginal community as a whole is a topic that was frequently discussed. Staff members talked about improving student success levels by supporting families to better understand the importance of nutrition, regular attendance, punctuality and homework. One teacher said, “We can improve success levels by working with tribes and families to make school a place where they feel a part of the community.” Several staff members suggested that a priority should be building better relationships between staff and students. One identified a priority as being Aboriginal community ownership of our educational system: “They must be part of decision-making.”

Others suggestions for improving student success included:

“We need a Resource Room for Aboriginal students with a full-time teacher and up-to-date resources.”

“The Aboriginal students lounge should be better set up and equipped for academic support.”

“There needs to be redefining of what an Aboriginal program should be – better direction.”

“We could use more Successmaker, a good program with results that show student growth. The program is culturally indiscriminate.”

“We need more computers, a Student Advisor, and more First Nations staff members.”

“ By bridging the gap between both cultural expectations of a “successful student”.

Staff members suggested a larger Aboriginal home-base room in the school, increased cultural content in humanities, courses/programs better suited to their cultural needs, Native language courses, one-on-one help from TA’s and LA teachers, and more flexible timetabling. Several staff members noted that students could help themselves by asking for help.

Comments related to student success included:

“Aboriginal kids don’t join in the band program. Participation in sports is at about their ratio in the student population”

“The Modified Program Room is a pleasant space in the middle of the school. We don’t want it to be hidden away.”

“Aboriginal kids go out of their way to help each other. They tend to be very nice kids.”

“We relax deadlines for students who need it and will use the extra time to good advantage.”

“Students who can’t read should be in a modified classes.”

Adult Education Personnel

Staff members at the Adult Education level identified consistent positive motivation, support from the tribes, and societal change to the point where Aboriginal students are not expected to do poorly, as keys to improved success levels.

District Staff

District staff, including administrators, coordinators and Special Education personnel, noted many examples of programs and practices that work and also emphasized areas for improvement. They talked about the value of the Nutsumat Shqwaluwuns Program, which focuses on the strengths of kids, and First Nations Grad, which is in its fifth year and has enhanced the importance of education in the community. The Reading Recovery and Guided Reading programs were frequently talked about as being indispensable. They praised the work being done with young children by Cowichan Tribes and stressed the need for the Re-entry program. All of these, they said, should continue to receive strong support.

Also seen as valuable practices are family groupings at middle schools (the need for TLC and support at this level was stressed), closed campusses so that students don’t disappear at noon, lunch and breakfast programs for proper nutrition, and integration of cultural teachings.

There is a need for valid ways of tracking student success, and support for criterian-referenced assessment. Reference was made to the Ministry’s work on performance standards. The Gates McGinitie Ready Test was mentioned as showing results that seem to be valid, and reflective of practice.

Special Education personnel said that daily, 1/2 hour pull-out programs, one-on-one or with small groups is an excellent use of Resource Room personnel. They strongly support early and earlier intervention, for children as young as 2 or 3 years of age to teach language, social development and leisure skills and suggest that playschools should be set up in all Aboriginal communities. They appreciated that the new primary program has a strong early intervention stance. It was also stated that reading instruction must be taught throughout the school grades. It is felt that career education should be an important focus, from the earliest grades, to encourage children to work toward goals and that all children should have on-going education about nutrition.

District level personnel agree on the importance of addressing cultural aspects of learning. Curriculum Coordinators expressed enthusiasm for inservice toward integrating Aboriginal teachings and culturally sensitive teaching methods throughout the schools at all levels. It was mentioned that Shared Learnings is a valuable resource for all schools and Weaving a Path Through First Nations is a resource of particular value for schools with low Aboriginal enrolment. District administration indicated a forthcoming assessment of secondary school programs will help to determine directions and set priorities.

On the subject of parent involvement, this comment was made: “Parents should focus on what they are good at . . . storytelling, cooking, culture . . . we should encourage them to understand that these areas are critical to child development.”

Programs and Resources

Aboriginal staff members were consistently identified as highly significant to the personal, social and academic well being of Aboriginal students. They are involved in many of the programs mentioned in all sections of the report.

Elementary Schools

Reading Recovery, Guided Reading and Buddy Reading were consistently identified as important resources for helping students get a strong start to their school careers. It was reported that students involved in Reading Recovery have achieved grade level standards of performance and excellent transference of skills to the classroom environment. Eleven schools offer this program, which is very structured, one-on-one, and targeted to grade ones who are screened as the lowest ability level. Students involved in Guided Reading, it was reported, show noted improvement in oral language development, reading vocabulary, comprehension, and decoding and encoding skills. This program involves, typically, half hour structured reading lessons on all or most days of the week, targeted at larger groups or whole classes.

All teachers expressed the opinion that parent involvement is enormously important for reading development, and they would not cease to advocate for it. Some also told about their efforts to involve other students and community groups such as the Rotary Club to help with Guided Reading.

Resource Room programs, with major focus on life skills, and Learning Assistance, with small groups meeting regularly for intensive academic support, are considered to be valuable programs. In many of these programs, teachers have been successful in creating cultural relevance for Aboriginal learners. One teacher said, ““Hands-on activities, calmness, and freedom with expectations are factors for success in Resource Room . . . and attendance is better than in regular classes. The smaller, safer group gives more chance for risk. Our Helper Program gives students a high profile and positive recognition. Happy Notes are posted and sent home.” Another said, “In Learning Assistance, the focus is on literacy/numeracy, intensive/small group.”

Although there is a great need for culturally relevant resources, and particularly reading books, resources, such as the Brittney Diana Reading Series and materials produced by Cowichan Tribes were named as valuable. It was noted that the Coordinator for Aboriginal Education, Aboriginal staff members and the Lower Vancouver Island Métis Association are good sources of information.

Elementary school personnel also talked about cooking and Heart Smart programs as being valuable for teaching the benefits of good nutrition.

Elementary school personnel were asked, “What new resources would help improve the success of Aboriginal students?”

· more easy readers with interesting Aboriginal content

· more time allocated for Cultural TA work in school

· kits that are up-to-date and relevant

· videos and CD ROMS

· music

· picture books by Aboriginal authors and books that depict Aboriginal culture and history at an easy level

· a Native studies teacher to help facilitate the cultural teachings.

· a student support worker to help with nutrition, homework, hygiene, bedtimes, etc.

· software

· parent/band support in homes for learning the value of regular attendance

· we need resources to be in the “classroom”

· more support staff to assist younger students in adjusting, acquiring skills

· Aboriginal people participating

· more reading texts (Aboriginal themes)

· Cowichan stories and legends, culture and history

· if a direct speaker of the language is not available . . . maybe tapes of words

· low comprehension, high interest literature

· time in the day to form communication and mutual respect

· room/materials to greet children in the school

· early intervention strategies

· someone to teach non-Aboriginal teachers how to teach Aboriginal students

· books in the home

· lunch programs

· books emphasizing famous First Nations individuals of today

Middle Schools

Quamichan Middle School has a much larger proportion of Aboriginal students than any other middle school in the district. As such, they also have the most developed programs to address the needs of Aboriginal students. The Student Development Centers, with a maximum of 12 students per class, are modified classes and students are integrated into the mainstream to the best of their abilities. Nutsumat Shqwaluwuns Program (NSP) is for students who have good ability and can probably succeed in core high school programs, but are in danger of falling through the cracks. Students are recommended for the program by classroom teachers. The program has a maximum of 15 students students who are integrated into the mainstream for electives.

Hul’qumi’num/Cultural Studies 8, offered for three, one-hour sessions each week, is open to all students. The Remedial Reading program is an alternative to French or Hul’qumi’num. The Breakfast Program is offered 3 mornings per week with with the help of volunteers. Cowichan Tribes donates towards the cost.

In all the middle schools, students requiring individualized help have access to programs such as Learning Assistance, Resource Room and Successmaker.

Middle school personnel were asked, “What new resources would help improve the success of Aboriginal students?”

· Aboriginal parents to demonstrate activities

· visual resources (perhaps artwork)

· resource people to mentor

· more staff/more flex time in delivery to students

· resources as per recent Aboriginal Technology Grant application

· CD Roms and books about First Nations – especially to help out in research projects.

· computers in every classroom

· resources about the ecology of BC from an Aboriginal/historical perspective

· info on Native art, wood carving

· Aboriginal role models who can overcome school stigma and impart a positive attitude about it

· more curriculum that relates to Aboriginal culture

· extra bodies to help cope with behaviour/social problems – we need a person who can act as a home-school/liaison

· more community support

· resources with a Canadian perspective

High Schools

The high schools in the district offer a wide range of Ministry approved curriculum. CVOLC, Frances Kelsey and CALC are organized for self-paced learning and all high schools offer modified courses in areas such as communications and mathematics. Programs for special needs include a modified reading/writing/numeracy program at Chemainus Secondary, and Social Studies 10 First Nations, a first quarter transitions class at Cowichan Secondary, Learning Assistance and Resource Room programs. The high schools offer BC First Nations Studies 12, when registrations are sufficient.

The Successmaker program is named as a valuable resource for making up deficits in academic skills. Programs such as the O.N.E. program at Cowichan Secondary, First Nations Art at Chemainus Secondary are aimed at specific needs of Aboriginal students. In Learning Assistance, teachers use resources such as Qushin’tul’ (Walking Together) to achieve cultural relevance.

High school personnel were asked, “What new resources would help improve the success of Aboriginal students?”

· high interest-low vocabulary with Aboriginal themes - need materials that show Aboriginals and what they do.

· a larger Aboriginal student room (O.N.E.), with a computer and printer, telephone and and space of academic support

· computer and printer

· newer books in the library

· literacy programs for those who need it

· First Nation legends

· locally developed materials

· SuccessMaker for 1 on 1 value of making up deficits in academic skills

· information about Aboriginal contributions to the development of technology

· more involvement in the school by Elders

· audio-visual presentation of information

· more technology

Goal 1: Summary

Making generalizations is usually risky business. In the case of “success for Aboriginal students”, though, there is so much agreement that the risk is warranted. School personnel consistently said that improved attendance, reading programs with parent participation, home support for families, and better liaison with parents and communities are the keys to improved success. Aboriginal participants in the study consistently referred to culturally enhanced curriculum, for all students, and cultural understanding by school personnel as the keys to better attendance and parent participation.

Students, parents, Elders and First Nation representatives said, clearly, that success in school is very important, and that employability and self-esteem are prime goals. No concerns were expressed about how success is measured. There was agreement that what is included in Ministry curriculum is appropriate, but that it is missing important aspects necessary for improved student success rates. The missing aspects relate to both content and teaching methods. Aboriginal studies should be integral to education in the Cowichan Valley, and cultural imprints affecting learning need to be understood by teachers.

The matter of culture in the schools was talked about frequently and with a strong, consistent theme. Aboriginal studies should not be separate, but built into the fabric of the schools. The message, however, was not about changing the schools to conform with Aboriginal culture, but about building multi-cultural schools where Aboriginal culture is honoured, for the advantage of all students.

An Aboriginal parent asked, “Whose culture is the school, anyway?” Answers heard during the study were consistent with this statement by the BC Teachers’ Federation Task Force on First Nations Education, in their report to the 1999 BCTF Annual General Meeting:

“A factor affecting success of the public schools in educating Aboriginal students is cultural difference. The public school system and most of its teachers are rooted in cultures based in Europe. Implicit in a culture are many elements that are central to education: the nature of knowledge and the ways of knowing that are valued, the use of time, the relationship and importance of family and community, methods of passing knowledge from one generation to another. Because the Eurocentric cultural approaches are so dominant in our society, they are often invisible and seem like ‘common sense’ to those from the majority culture. Any beliefs and behaviours that do not fit, can seem, from this perspective, to be perverse or willfully challenging . . . As long as the cultural basis of the school and its practices remains unexamined and unchanged, the public schools will not be able to serve the needs of many students from indigenous cultures.”

Students with the best chance of success are often part of families that value, and have been rewarded by, education. The ways to success such as good attendance, frequent reading and carefully completed homework make sense. Patterns of success are ingrained in family life. Parents read to their children, discuss current events, enforce appropriate bedtimes, ensure good nutrition. The school system works well for these students.

On the other hand, many students are part of families that are not reaping the rewards of education. They and their parents may understand, and even believe in, the value of education. The ways to success may make sense. Unfortunately, patterns that lead to success are unlikely to be part of family life. People who don’t read well are unlikely to spend much time with newspapers or books, alone or with their children. They may be unable to help with homework because they haven’t mastered the concepts themselves. They may not provide proper nutrition, because they can’t afford it or don’t understand its importance. Appropriate bedtimes may not be enforced. Family life is probably determined more by the symptoms of poverty than by a quest for educational success. Unless families such as these are helped in bold, sustainable ways, the cycle will be unbroken.

Distrust of the school system is a barrier to educational success. Aboriginal people have ample historic reason to avoid participating in their children’s education. For many, a primary lesson of residential schools was that to be Aboriginal meant being inferior. The students were isolated from their families and communities. Language and culture were lost to a distressing degree and so were many values and skills that a child learns at home. Ingrained feelings of distrust are passed from generation to generation and are difficult to dislodge.

No Aboriginal person accused any Cowichan Valley school of attempting to strip them of their culture. In fact, they spoke appreciatively of many school programs, people and, particularly, of practices that build self-esteem. What they did suggest is that the school system does not adequately appreciate the role that Aboriginal culture must play in their childrens’ education. Students and parents may not have personal reasons to get on the path to educational success, but they do have cultural reasons. Elders teachings emphasize spiritual, cultural and personal learnings that build and support sense of identity, self-esteem, respect, cooperation and other qualities that are understood by the school system to be determinants of academic success.

The best chance for success of Aboriginal students will not be in spite of being Aboriginal, but because of being Aboriginal. This was well-stated by the Royal Commission on Aboriginal peoples (pp. 433-434) as paraphrased by the BCTF Taskforce on First Nations Education:

“For more than 25 years, Aboriginal people have been articulating their goals for Aboriginal education. They want education to prepare them to participate fully in the economic life of their communities and in Canadian society. But this is only part of their vision. Presenters told us that education must develop children and youth as Aboriginal citizens, linguistically and culturally competent to assume the responsibilities of their nations. Youth that emerge from school must be grounded in a strong, positive Aboriginal identity. Consistent with Aboriginal traditions, education must develop the whole child, intellectually, spiritually, emotionally and physically.”

Poor attendance, and its effect on student learning, was the concern most frequently mentioned by teachers. Racism and its effect on attendance was the concern most frequently mentioned by parents. Family patterns not supportive of attendance was the concern most frequently spoken of by Aboriginal people employed in areas of education and family/child support. Irregular attendance is, undoubtedly, a concern that needs to be addressed because students who do not attend regularly develop gaps in their learning that create problems throughout their school careers.

That attendance is an important factor in the level of success achieved by a student . . . any student . . . is undeniable and universally understood. Participants talked about absence from school being both a condition and a symptom, and that the two aspects need to addressed in different ways:

As a condition: At times it is necessary for students to miss school because they are involved in Bighouse or are required to support others who are, with chores such as babysitting. Cultural identity is important to feelings of self-worth, which is a condition of personal, social and academic success. The purpose of Bighouse is to develop and affirm cultural and spiritual identity. Other than Bighouse, students are also expected to participate in family enterprises such as clamdigging or fishing.

As a symptom: Students may be targets of discrimination, develop expectations of failure, or lack home support for education. Students may miss school during Bighouse simply because they are not expected to go. Parents may it find it difficult or impossible to encourage their kids to go to school, when school is mostly a bad memory or educational success is not an ingredient in their family culture.

Factors of “attendance as a symptom” are discussed throughout this study. “Attendance as a condition” is discussed less, but suggestions were given. An administrator talked about investigating the concept of a full-year school, and Aboriginal staff members talked about needing to encourage students to do homework during extended absences. One suggested that homework kits might be assembled, with generic reading and writing assignments, that Student Advisors could distribute if a student is unexpectedly absent.

Many valuable programs and resources exist in schools of the district. In addition to regular classes and mainstream curriculum, students with special needs have access to Learning Assistance and Resource Room programs, and services such as Counselling and Speech/language Pathology. Programs such as Nutsumat Shqwaluwuns Program and O.N.E. serve the needs of Aboriginal students specifically. It is critical that all of these continue to be strongly supported.

Early intervention for school aged and pre-school aged children was almost unanimously endorsed as one of the most important factors for improving student success. Reading programs such as Reading Recovery, Guided Reading and Buddy Reading should be supported and augmented. There should be more pre-school centers for more children, with programming aimed at developing social and language skills.

Other needs were consistently identified as necessary for improving school success for Aboriginal students. In no particular order, they are:

· culturally relevant materials for engaging Aboriginal learners

· culturally relevant teaching strategies

· more Aboriginal staff members

· more Aboriginal community presence in the schools

· resources and strategies for integrating Aboriginal themes into curricula

· funds to support breakfast and lunch programs

· increased support for families.

· increased after-school support for students

· better support for students moving from one school level to the next

· stronger career education

· better home/school liaison

· better cultural understanding for all students.

III. Goal 2: to increase Aboriginal voice

First Nation representatives reported that First Nation/School District relationships and rapport are good at the district and school administrative levels. In addition to maintaining communication between each First Nation and the District, the partners work together as the Hwul’muhw Mustimhuw Committee, on which the Métis Association is now represented as well. The Committee has considerable “voice” by virtue of being regarded as an increasingly important advisory group by the Board of School Trustees. Recent initiatives of the Hwul’muhw Mustimhuw Committee include an Improvement Agreement Process, of which this Assessment is part, and determination of the apportioning of Aboriginal Technology Funds for the current school year.

In seeking to determine the quality of relationships and rapport between parents and school personnel, what what heard was much less satisfying. When asked if they valued the role of First Nation Student Advisors, virtually all parents said, “Yes, but we need better contact with teachers.” When teachers were asked if they might consider in-school alternatives to parent participation in reading programs, they said, “Perhaps, but working with parents is best.” Parents and teachers are in agreement that close contact is vitally important and, yet, walls exist that limit interaction. Most Aboriginal parents, Elders and students said that they do not often participate in discussions or decision-making regarding education. Most school personnel agreed.

Parents were asked:

How often do you go to your child’s school for meetings, classroom events, concerts, games, etc.?

Sample = 75

1 2 3 4 5

hardly ever a few times a year once or twice a month about once a week more than once a week

How often do you help make decisions at your child’s school?

Sample = 75

1 2 3 4 5

never almost never sometimes quite often frequently

Schools reported that Aboriginal parents usually participate in meetings such as those for IEP’s and determining behaviour plans. A staff member observed that, “When the administrators call in parents to resolve problems, they almost always come and are very supportive. They have the same goals and expectations for their kids as we have.” Some schools reported that parent/teacher conferences are well attended. Aboriginal parent involvement in Parent Advisory Councils is almost non-existent and for other organizational or planning activities, it is very low.

Parents are reluctant to go to the schools for many reasons. Residential school experiences have left many with painful memories. Not all residential school children were mistreated; during a meeting for this study, one Elder spoke well of her learning experiences. Attending the schools, however, meant leaving the home and community and entering an environment where Aboriginal culture and language were suppressed, often with the use of strict disciplinary measures. The result was often mistrust of education systems that is hard to dislodge.

Some Aboriginal people expressed a concern that non-Aboriginal school personnel may see residential school issues as a “crutch” to excuse non-participation. No school staff member expressed that feeling to the assessor, so no opinion is offered about whether or not the concern is justified. Nevertheless, the following story, related during an interview, bears repeating. “I have a friend who was called in to the school to talk about her child, but she just couldn’t go. I offered to take her and she let me. When we arrived at the school, she was nervous, but we made it to the front door. I opened it and we looked down a long hallway that was empty except for a bucket and mop. My friend froze and could hardly breath. It took us a long time to go in, because of her memories of punishments that involved scrubbing hallways, sometimes with a toothbrush.”

Many parents reported feeling that some teachers look down on them. Some First Nation education managers also admitted to having those feelings. The comments sometimes were less about race than about relative levels of education.

During the parent interviews for this study, parent/teacher conferences frequently came under fire. Parents talked about the expense and time involved in coming from Kuper Island, and about transportation problems for parents without vehicles. The most typical comments were:

“Right now, p/t interviews are a big waste of time.”

“Parent/teacher interviews are very uncomfortable.”

Parents also made comments about how parent/teacher conferences could be better, and a dominant theme was the need for conversation. These are representative:

“P/T’s should be about building relationships.”

“We would like the teachers to come here for interviews and for things like Longhouse. If teachers came over, our parents could get to know them.”

“It would be a good idea to have parent/teacher conferences in our communities.”

“It is hard, when your kids go to several schools, to get to all the conferences. The schools should coordinate together.”

I get very little useful information at parent/teacher conferences, but it is better at elementary than at older grade levels. “I want to know how my kids are doing.”

“For parent/teacher interviews, we’d like more time, more of a discussion and be able to meet with all teachers.”

“The kid shows us what she’s done, the teacher repeats it, then we leave. We need to ask questions and get answers.”

“I’d rather talk to a teacher than a Student Advisor.”

A First Nation representative said, “We want honest reporting on our kids, instead of the pretty, flowery reports. We want to know if our kids are at grade level.” Another said, “I could be more involved if I could have more staff meetings with the school district.”

Student Advisors made these comments:

“Schools should invite Aboriginal parents in to discuss Aboriginal programs.”

“Teachers need to take more responsibility for calling, preferably not always with bad news.”

“Teachers need to build relationships with parents.”

Almost no Aboriginal parents are involved in Parent Advisory Councils. A principal said, “We asked our Aboriginal parents what they’d like us to do make PAC more inviting for them. They replied, ‘Nothing, we just don’t want to be there.’” At another school, a teacher suggested that PAC parents tend to be vocal, so Aboriginal parents might feel overwhelmed.” The parents at the meetings for this study were non-committal. At most, they would say, “I don’t want to.”

Some parents indicated that their opinions are not valued or that, when they’ve tried to communicate, the results were less than satisfactory:

“My daughter wasn’t doing well, but the white kids were. I talked to the teacher and to the principal, but I wasn’t satisfied. The principal said my daughter should do something. She should speak up for herself. How can she do that?”

“My daughter was put in a regular class for two weeks, then was switched to a smaller class group. I don’t know why. I was not contacted and when I called a counsellor, I didn’t get a straight answer.”

Several other parents said that they have been involved in making education plans for their children and one reported participation in a behaviour plan: “I’ve been supporting the school about getting my boy to quit bullying and I think its getting better.”

On the topic of Aboriginal voice generally, a parent said, “I would like students to have more input into behaviour policies and consequences.” Another said, “Parents should be more involved in helping make decisions for our kids.” Other comments were:

“Maybe we should host a “teacher’s night” in our community once a year.”

“Aboriginal people should be included in hiring for the schools.”

There are almost no Aboriginal students involved in middle or high school groups such as student councils. They cited reasons such as, “I’m not interested.”, “I don’t have time.”, “I’m too shy” and “None of my friends are there.” One student said, “It is hard because out of the whole school there are only a dozen or so Natives, which most students look down on us for.” Students at the elementary and middle school levels are often involved in classroom decision-making. This is particularly common in special programs such as Resource Room, Learning Assistance and Student Development.

A School District administrator reported that the establishment of a district-level student advisory council is being considered for next year. Ways of best ensuring Aboriginal student voice is part of the planning. A question being considered is whether Aboriginal students should be invited to participate as part of the larger group, or as a separate council.

School personnel were asked, “In what types of activities are Aboriginal parents are most likely to participate?” They listed activities that ranged from IEP and Behaviour Plan meetings to spring carnivals and craft nights.

Descriptors that commonly appeared were “student-led”, “whole school”, “social”, “family-type”, “with food”, “informal” , “where their children are involved”, “ involving sports”, “involving Aboriginal culture and language”, “structured with Native facilitators”, and “small class gatherings”.

School personnel made these suggestions for improved parent participation:

· meet parents in their communities

· carry on meetings in the Aboriginal way – perhaps at the tribal meeting room

· send out special invitations

· invite parents to come as a group to parent meetings with the Aboriginal liaison person

· invite parents personally to share any special talents with students

· invite parents to activities they can participate in with their children e.g. family literacy

· help parents learn strategies for helping their children read

· get to know families at afterschool activities in their communities

· include parents in support groups for the students

· share food at gatherings

· ask parents to come and help on special days

· hold an introductory meeting at Si‘em Lelum Gym

· lessen “intimidation factor” by soliciting assistance from Aboriginal parents on a project

· help parents with transportation (including from Kuper Island)

· have someone from the Aboriginal community encourage them to participate as a group.

Other comments from the schools about increasing parent presence and Aboriginal voice were:

“Methods that work – catching parents in the hallway or wherever for impromptu meetings, a student reward system (recognition with names on a chart) for bringing materials back, signed.”

“Parents might think, ‘You are here to change us.’, but positive home visits can change that (going into the community is great – going to the home may not be).”

“Community dinners can work. Also a homework club in the evening with floor hockey as a capper.”

“When I offered to pick up a mom for parent/teacher, she jumped at it. A program of positive phone calls worked at one school I was at.”

“Grandparents could be included in parent/teacher interviews. They could be a family affair.”

“We’ve made some progress with some parents, by insisting that they be at meetings about the progress of their children. We try to give clear messages and avoid blaming and educational jargon.”

“Aboriginal parents sometimes show interest, but prefer to be observers rather than participants.”

“Sharing food is important at functions.”

“Principals need to know tribal contacts.”

“It is a good idea to have Aboriginal high school students come to the elementary for role model, mentoring.”

“Elders Potlucks and all day activities organized by our First Nations Counsellor are helpful. We’re presently working, with the Friendship Center and Cowichan Tribes on a lunch club for basketball, basketweaving, dancing, etc.”

“A parent/teacher that worked, in terms of parent participation, was informal, with cookies, nothing negative, student run, babies welcome.”

“Perhaps we could have an Aboriginal parents PAC.”

“The First Nations could possibly offer drop-in classes e.g.: questions to ask at report card conferences, what to expect from the school.”

“Nothing will change until schools and Aboriginal parents can get together.”

“I think there’s an underlying suspicion of “white” education that’s transmitted to Aboriginal kids from an early age.”

“In my opinion participation rates are slowly increasing and will continue to increase as long as there is a friendly welcoming tone.”

Goal 2: Summary

Relationships and communications between the School District and the Tribes or First Nations is good and improving. Particularly mentioned is the developing role of the Hwul’muhw Mustimhuw Committee and the responsibilities with which it has been invested by the Board of School Trustees. Relationships and communications between school administrators and the Tribes and First Nations is reported to be generally good, and moreso where schools have large populations of Aboriginal students.

All schools, regardless of Aboriginal student population, would like to see increased levels of participation by parents and the Aboriginal communities in school activities and decision-making. The parents and Elders who participated in the study would like to be more involved in decision-making and would like to have better relationships with school personnel.

Parents are most likely to participate in meetings about programs and plans for their children specifically, and informal school activities, particularly with a cultural focus. They are least likely to participate in groups such as Parent Advisory Councils. Students are unlikely to participate in groups such as Student Council.

Parent/teacher interviews was a big topic of discussion among parents and school personnel. Although some schools reported high levels of parent attendance, many suggestions were given for improving them, including personal invitations, community locations, and more conversation for relationship building.

The key to increased Aboriginal voice is better relationships. Aboriginal and non-Aboriginal participants alike said that they would like to know and understand each other better. There are excellent examples of that happening in some schools and most credit success with persistence and personal contact, and with having meetings in a manner in keeping with Aboriginal culture. This Assessment was heavily dependent upon hearing the voices of Aboriginal people. How that was accomplished may be of interest.

Although some parents requested interviews for this assessment, most parent involvement happened at meetings arranged by the Tribes and First Nations, at their offices. The most attendance at a meeting was twelve and the least was one, even though organizers gave many invitations. At one meeting a participant noted that parents are not accustomed to being asked for their opinions. Regardless of the size of the meetings, discussion flowed freely. Few participants remained quiet and most meetings ran overtime.

Locating the meetings in the communities was, undoubtedly, a critical factor for success, but other factors were probably equally important. Organizers of the meetings informed participants, beforehand, of the intent and format of the meetings, and of the questions that would be asked. Questions were not directed at individuals, but to the group as a whole. Individuals chose their own levels of involvement. There was no argument, only discussion, and there was either a break to eat, or food was on the table throughout.

Goal 3: to promote knowledge of Aboriginal language, culture, and history for all students

Programs and Practices

School personnel were asked to answer these three questions:

· What programs or practices do you use to promote knowledge of Aboriginal language, culture, and history?

· What are the indicators of success for these programs?

· How successful are these programs?

Particularly in schools with large numbers of Aboriginal students, staff members had no difficulty identifying programs or practices. For well-defined programs, such as Quw’utsun Syuw’entst, they told how they judge whether or not the program is successful. This is not so easy, or sometimes impossible, for activities or practices that are integrated into curriculum or classroom procedures.

The programs and practices the staff members identified are listed below. For the first two, their indicators of success (how they can tell if the program is successful) and what evidence they have of success are included as examples. The comments under a particular heading, below, were made by different people. Where comments are contradictory, it means that what works for one person, does not work for another.

Elementary Schools

Quw’utsun Syuw’entst

Indicators of Success: enjoyment of learning/enthusiasm for completing projects

teacher observation of awareness of local Native culture in all students

no formal evaluation is done at this age level (primary)

statistics of attendance

class participation

short activities – illustrations, poems, short paragraphs, journals

the children’s self-esteem as they “teach” us about their language and culture

learning the language

participation of students

The children speaking the language.

Evidence of Success: The children like to talk about their culture.

Student interest is fairly high, test results satisfactory

or better (intermediate).

not very successful, difficulties with staff

good

I’m not successful in engaging Aboriginal students.

Primary program is doing well.

success minimal

better for primary students – need more time for older students

The children are using some Hul’qumi’num words.

Children enjoy the activities – ask questions of the TA’s

Successful, but how much is difficult to measure.

Social Studies 4

Indicators of Success: participation of students

comprehension of multi-culturalism concepts

appreciation/interest shown in research/discussions

various learning assessment methods

student views/ideas about Aboriginal language, culture and history

interactions between Native and non-Native students

building of esteem and developing “I can” attitudes

increased understanding of and enthusiasm for First Nations Culture

Evidence of Success: curriculum focus is good

FSA scores are useful, not as a reflection of success/failure, but as a

base line from which to go ahead.

very multi-cultural for all members of the class

Learning about history is an eye-opener.

Provides opportunity for serious discussion/debate, rich/realistic writing.

reasonably successful.

A student made this comment: “I was afraid to say I was an Indian last year, but it’s okay this year.”

Other elementary school programs and practices that are considered to have value are:

q Hul’qumi’num language lessons

q Cultural/Cowichan teaching for the month’s focus

q Field Trips :

o Native Heritage Center

o Royal BC Museum

o Goldstream Park Program (First Peoples and Salmon)

q Classroom Guests:

o Aboriginal groups come in as leaders in programs (e.g. anti-bullying, storytelling)

o guest speakers, integration with Social Studies and art.

o Parents have visited to show artifacts, make bread, tell stories.

q Special School Events

o Native Heritage Day: Native artists, drummers, etc. Hands on activities and a feast for teachers and presenters.

o Elders, artists, dancers invited for multi-cultural days.

o First Nations Day

o Potlatch

o Annual Hul’qumi’num Day (primary)

q Theme-related activities. E.g.: graphing their family

q Literature and audio/video with Aboriginal themes

q Storytelling/writing

q Britney Diana Silvey Workbooks

q Sharing Circle (fishing is often the topic), discussions

q Native art activities

q Journal writing

q Text: “Native People and Explorers”

q Units: “Coast Salish Way of Life” , “Our Arctic Way of Life”

q Birthday Song in Hul’qumi’num

q Learning a Bone Game

q Writing to Penpals

Middle school programs and practices that are considered to have value are:

q Use of Aboriginal Myths in Drama

q Shared Learning Resource

q Social Studies

q Science – mention of oral history traditions

q Art – Native style designs

q Raising Salmon in the classroom

q Integrating Aboriginal resources/ideas into Language Arts

q Class Discussion

q Food preparation: Bannock and Smoked Salmon

q Hul’qumi’num/Cultural Studies 8

q Nutsumat Shqwaluwuns (one team, good feelings) Program (NSP)

q Classroom Management

q Suspension of some “white culture” expectations.

q Demand for Aboriginal cultural respect for an “Elder in authority”

q Elders Luncheons

q Special invitations to dancers/Remembrance Day speakers, etc.

High school programs and practices that are considered to have value are:

q Native Art – to promote pride in the culture by valuing the culture

q Language Arts: Literature with Native Themes

q Language Arts: Classroom Discussions

q Components of Social Studies

q First Nation - Food Guide

q English (Modified)

q Spanish (Aboriginal contacts of Spanish explorers)

q First Nations CAPP (in development)

q First Nations Graduation

q Native National Role Model Program

q Qushin’tul’ (Walking Together)

q First Nations Studies 12

q Social Studies 10 (First Nations)

Adult education programs and practices that are considered to have value are:

q First Nations Studies 12

q Textiles 12

q Dance 12 (Ditidaht Ceremonial Dance)

Resources

School personnel were asked to rate the availability of resources for Aboriginal education and to name some of the most useful resources.

Elementary Schools

Rate the availability of resources for Aboriginal education.

Sample = 41 Low 1 2 3 4 5 High

What are some of the most useful resources?

- Cowichan Tribes curriculum materials - easy readers with Aboriginal content

- Cultural TA - field trips

- Shared Learnings - computers

- Reading Recovery - Resource Room

- TA support - leveled reading material

- Learning Assistance - Social Studies texts

- Aboriginal speakers, presenters, artifacts - First Nations people

- articles in the BCTF Journal. - Home/school liaison person

- computers - library books on legends

- the audio tape from Cowichan Tribes that teaches their language.

- literature resources: Peter’s Moccasins, Joe the Crow.

- Ministry of Education Aboriginal Network Listserve Discussion.

- the programs at the Museum, Park and Heritage Centre.

- Evan-Moore’s Thematic Unit about Northwest Indians.

Middle Schools

Rate the availability of resources for Aboriginal education.

Sample = 22 Low 1 2 3 4 5 High

What are some of the most useful resources?

· high interest, low vocabulary readers with a sports emphasis.

· Quw’utsun Syuw’entst

· Those Who Fell From the Sky (Cowichan Tribes endorsed book of the Cowichan people)

· computer access to Aboriginal websites.

· dollars for technology: computers.

· reduced class sizes.

· Cowichan Dictionary of the Hul’qumi’num Dialect

· language class, where culture is talked about.

· Shared Learnings

· our First Nations Counsellor

· Career Counseling for Aboriginal Youth ( a really helpful book).

· real people: Aboriginal support workers, the students.

High Schools and Adult Education

Rate the availability of resources for Aboriginal education.

Sample = 36 Low 1 2 3 4 5 High

What are some of the most useful resources?

- Shared Learnings - Successmaker

- the library - speakers through CAPP

- Qushin’tul’ (Walking Together) - FNT

- FN Studies room - Native Heritage Centre

- Nusumat Shqualuwuns Program - Native People in the community

- textbooks - carving classes for Native art.

- Cowichan Elders - museums

- local history/stories/cultural information - First Nations Studies 12 materials

- computer/Internet because of the lack of new books in the library

- short stories, novels involving characters or issues about Native culture

- Elders’ feedback or input in designing cultural studies

Perceptions, Comments and Suggestions

It will come as no surprise that there is a great deal of agreement about the need to expose Aboriginal children to their language, culture and history. What follows is student and parent perceptions of the degree to which that is happening, then comments and suggestions.

Elementary Students

How much do you learn about your language, culture and history at school?

Sample=35 1 2 3 4 5

nothing some things a lot

Middle School Students

How much do you learn about your language, culture and history at school?

Sample=30 1 2 3 4 5

nothing some things a lot

High School Students

How much do you learn about your language, culture and history at school?

Sample=32 1 2 3 4 5

nothing some things a lot

Adult Education Students

How much do you learn about your language, culture and history at school?

Sample=7 1 2 3 4 5

nothing some things a lot

Parents

At the school, how much does your child learn about your language, culture, and history?

Sample=75 1 2 3 4 5

nothing some things a lot

Elders made these comments about promoting knowledge of Aboriginal language, culture and history:

“We need courses that are more practical, like baking, and also a course about the Hul’qumi’num Treaty Group and Indian Act.”

“Our children need to learn our language, our culture. Snuwuyulth, our cultural teachings, is basic lifeskills.”

“You need to know who you are, you need your Indian name.

“We need more teachers for language, culture, crafts. Many of our children are not being touched by our culture.”

“We need more learning resources, books and readers. We need more Native themes in the curriculum.”

“ Teaching baskets and beads can include studying the plants, art forms, practical use and importance to trade.”

“We should have Hul’qumi’num and it should be open to all students. Even a little bit is good.”

Aboriginal staff members made these comments:

“We need more First Nations teachings – political, legal, how does a chief become a chief, history.”

“ We should have more Native artisans, musicians, etc. for “hands-on” exercises. Then writing assignments can be designed for follow-up.”

“We need more primary reading resources, not necessarily about Native people but showing Native people.”

“We need resources like readers with relevant themes. Some of the materials we have treat Native people inappropriately and need to be replaced.”

First Nation representatives made these comments:

“Quw’utsun Syuw’entst is showing some success, but should be integrated into personal planning, science, English rather than as an add-on.”

“My granddaughter came home very excited and said, ‘Grandma, grandma. I really am an Indian!’ ‘Why do you say that?’ ‘Because I’m taking Quw’utsun Syuw’entst at school’.”

“The cultural programs in the schools are great, especially as mixed classes.”

“There is school material on Blackfoot, Cree, Haida. Why not Coast Salish?”

A representative of the Métis Association stated that resources for Métis education are available through the Lower Vancouver Island Métis Association in Duncan. Other comments were:

“We could have a “Métis Awareness Day”, hosted by the Métis Association with displays in a gym. School classes would move from station to station learning about our history, culture and language. It has been done successfully in other districts.”

“Stressing Coast Salish culture creates an identity problem for Métis children unless their history is part of it too. The Métis language is Michif, French verbs with Cree and Sioux nouns, adverbs and adjectives. We need to fill a cultural void for our kids.”

A high school student said, “We should have Elders in the school. I want to hear it, not just read it. How about fieldtrips to the tribes?”

Parents made these comments:

“I don’t want my kid taking French. I want Hul’qumi’num.”

“Hul’qumi’num should be taught in the schools. It’s the perfect place because the other kids learn cultural understanding.”

“Hul’qumi’num language classes are in some classes and in some schools for the early grades. It should be right through the grades in all the schools.”

“Many history books tell untruths about us, like that we are savages.”

“In the schools, we should have resources or courses about B.C. Treaty Negotiations.”

“We don’t have enough Native dancing in the schools. What we do have needs to be more serious, because it has lost some of the teaching.”

“History lessons should be more balanced. We were part of it, too.”

“Perhaps Hul’qumi’num should be taught orally.”

School personnel frequently commented about the need for curriculum and teaching methods to be more culturally relevant not only to promote knowledge of Aboriginal ways, but also in order to successfully teach the students. A district level administrator expressed the feeling that Hul’qumi’num should be a second language program throughout the school grades.

Comments from elementary school personnel:

“We need more teaching for teachers about Aboriginal culture. We often find ourselves walking on eggshells, hoping not to offend.”

“How about a fund to pay Elders to come to the schools, or artists, or musicians?”

“Elders and artists want pay to give presentations, but family members come in for free. We need to work out a policy of who to pay and how to pay them.”

“Our Student Advisor is valuable for insights, communications, understanding about Aboriginal concerns - you don’t have to go far for inservice.”

“Our CTA has modified some primary readers with Hul’qumi’num words, but we need more resources.”

“Our LA program works on Aboriginal history, teaching of the Elders, and is building a website (the non-Aboriginal students are more interested than the Aboriginal students.)”

“Our K/1/2 teachers are all going to Cowichan Tribes for Quw’utsun Syuw’entst inservice.”

“We need materials for Métis education – legends, history. We need a library full of materials.”

“I need an Aboriginal student teacher.”

“All children in my class have their heritage honoured and valued. Each child can tell me what s/he likes to do, what s/he is good at, what s/he would like to do better. Each child can help another child with something. Programs per se do not give a child pride in who s/he is.”

Comments from middle school personnel:

“Our FNC has been arranging for us to go to Bighouse and has been teaching us what Bighouse is.”

“More staff inservice needed.”

“We need an in-school SA or other tribal representative who can talk to kids about respecting people and other parts of their culture.”

“I would like to be invited by First Nation people to cultural events.”

“We had a Native dance troupe on School Opening Day, to say ‘We honour the culture’. We had a First Nation veteran on Remembrance Day and a Speaker Day, some from Cowichan Tribes.”

“Everyone should be able to enroll in all Native studies classes.”

“Hul’qumi’num is open to all kids, but most students are Aboriginal.”

“First Nations teaching would be a positive multi-cultural experience for all our kids.”

It was pointed out, at one middle school, that Greater Victoria School District has produced some useful resources: First Nation Art Projects and Activities, First Nation Awareness, The First Westcoast Nations in British Columbia, Potlatch Perspectives, First Nations Young People – Becoming Healthy Leaders for Today and Tomorrow.

High school personnel made these comments:

“We should legitimize cultural learning (e.g. credit for on-reserve cultural activities).”

“Tapping into a program with Elders might make it easier for our students to acknowledge their Aboriginal heritage.”

“We’d like to be invited to Bighouse. We’d like to learn about our kids initiation rites so we know how to relate to them.”

“One student wants to explore his heritage, but we have no resources. Some students don’t want to acknowledge their heritage.”

Many school personnel commented that it is difficult to arrange for an Elder to visit a classroom. The Coordinator for Aboriginal Education offered this comment: “You can’t just phone up and ask an Elder to come to your class. The Elder probably went to a residential school and may not have good memories. You need to talk, in person, to the Elder about what he or she would like to do, and how.”

Goal 3: Summary

At the beginning of this section of the report, it was noted that programs and practices are easier to name than to detail with indicators and measures of success. Some of the difficulty is due to the fact that the programs and practices are seldom discrete, or separate. They are, typically, enhancements of curricula, and classroom or school practices. In most instances, it would be inappropriate or misleading to ascribe indicators and measures to what is part of a larger picture. Nevertheless, it was apparent that teachers were often uncomfortable about not being able to provide the information.

A significant part of this discomfort is attributable to unclear understandings about what should be taught, to what degree, by what methods, and with what resources. In addition, staff members need to know appropriate ways of measuring success.

Some teachers in the district are supported by resources such as Quw’utsun Syuw’entst, Cultural Teaching Assistants, and inservice. Some seek out the support of the Coordinator of Aboriginal Education, and some have accumulated their own resources and knowledge. For the most part, these teachers are working in elementary and middle schools where Aboriginal students account for more than 25% of the total student population. At Koksilah Elementary, Alexander Elementary and Quamichan Middle School, programs to increase knowledge of Aboriginal culture, language and history have priority status. At Khowhemun Elementary programs and resources have not caught up to a recent and dramatic increase in Aboriginal student enrolments. At most schools, teachers report that they need resources.

The Aboriginal community would like to see all schools become more culturally sensitive. They are hesitant to have their children study cultural teachings in segregated programs, preferring that Aboriginal themes be integrated into regular curricula to promote understanding for all students. It was clearly stated, by virtually all Aboriginal participants, that Aboriginal students should have opportunities to learn their language, culture and history. An overwhelming majority also stated that all Aboriginal studies courses, at all levels, should be open to all students.

Students and parents perceive that cultural teachings are happening more at the elementary level, but are generally inconsistent and insufficient at all levels. Métis participants expressed the desire for their children to have opportunities to learn their own history and culture. First Nations participants stated that their children should also learn about current events of their people and factors, such as the Indian Act, that affect their lives.

Many school personnel commented that they would appreciate opportunities to attend social and cultural events in Aboriginal communities and, particularly, Bighouse. Many aboriginal participants said that they would like to see school personnel at events in their communitites. Perhaps invitations from the communities to the schools would help shrink the cultural gap.

V. Goal 4: to ensure effective use of resources

Learning Resources

Many resources of value for Aboriginal learners have been put in place for the benefit of all students or for specific needs of students from the general population. Programs and resources, such as Reading Recovery, Guided Reading, Resource Rooms, Learning Assistance, and Student Development have been discussed in the section entitled “Goal1: to improve school success for Aboriginal students” Resources discussed in this section are aimed at the advancement of Aboriginal cultural knowledge and understanding and the needs of Aboriginal students specifically. These resources are primarily supported by Ministry of Education category 131 funds.

Students of the Cowichan Valley have their education enriched by Cowichan language and culture curriculum developed by Cowichan Tribes and School District #79. After more than two decades of cooperative efforts to present aspects of Cowichan culture in classrooms of the District, representatives of the Tribes and the District met in 1993, resulting in a Joint Mission Statement and a new partnership agreement. District teachers and Cowichan Tribes’ representatives sat on a Quw’utsun Syuw’entst Steering Committee and a Primary Curriculum Committee.

The partnership resulted in Quw’utsun Syuw’entst (Cowichan Teachings), now completed for primary and early intermediate grades, and in development for the grade levels beyond that. The curriculum is designed to be delivered by trained Cultural Teaching Assistants in partnerships with classroom teachers, who also receive training. Further work resulted in Qushin’tul, and Rhymes, Games and Songs in Hul’qumi’num’. During this period, Cowichan Tribes also completed The Cowichan Dictionary of the Hul’qumi’num’ Dialect.

In talking with school personnel, Quw’utsun Syuw’entst is often named as an excellent resource for Aboriginal education. A complaint is that, because there are not enough Cultural Teaching Assistants to go around, it is not used in enough schools and grade to grade consistency is lacking. These comments were made about the program:

“Quw’utsun Syuw’entst is a good program, but impeded by slow decision-making by Elders and tribal managers about every word and phrase.”

“Continuity is lost when CTA’s start in October and end in April.”

“Although the Cowichan teachings work well at discrete grade levels (non-cumulative), consistency between grades is non-existent.”

“The size, breadth and language of Quw’utsun Syuw’entst is intimidating.”

“We need more resources for kids to read – where is the reading book that Cowichan Tribes put out?”

“We need more people to support the Cowichan teachings and language.”

A Hul’qumi’num language course, an initiative of Quamichan Middle School, is also being developed and offered at the Grade 8 level. Many students, parents, Elders, Aboriginal community members and First Nation representatives expressed the desire for Hul’qumi’num language classes throughout the school system as a second language option. School personnel tended to agree, but expressed the need for a phonetic dictionary or CTA time. A difficulty is that there can be differences in the Hul’qumi’num that is spoken by different First Nations. A First Nation education manager noted that direct instruction of Hul’qumi’num has been discontinued in the Namaimo School District, because it doesn’t work. They are currently developing new materials and training methods.

Another resource cited as valuable, by school personnel, is Shared Learnings, a BC Ministry of Education guide for integrating BC Aboriginal content in K – 10 curricula. The number of times it was not mentioned, however, indicates that its use is less than consistent.

Technology

The School District receives approximately $240,000 per year, from the BC Ministry of Education, as an Aboriginal technology grant. In the past, a portion of the money has been allocated to each school according to the number of Aboriginal students enrolled. This year, the Board of School Trustees distributed the money on advice received from the Hwul’muhw Mustimhuw Committee, which considered proposals from the schools and First Nations.

The purpose of the funds is to provide opportunities for technological education and technology use by Aboriginal students. Targeting resources to Aboriginal students, exclusively, presents difficulties except in program facilities exclusively used by Aboriginal students. In all schools, and most programs, students are integrated and it is considered inadvisable to promote segregation. Providing priority status for Aboriginal students without making them targets of resentment from other students has been a goal and challenge of schools.

Guidelines for the use of the funds stipulate that Aboriginal communities, as well as schools, can apply for the funds. Providing resources for initiatives such as homework or literacy centers in the communities is possible, and proposals First Nation proposals have been approved.

Parents, students and school staff members were asked questions pertaining to the use of computers:

Parents: How important is it for students to learn to use computers?

Sample=75

1 2 3 4 5

not important unsure very important

How much is your child learning about computers?

1 2 3 4 5

nothing some things a lot

All Students: How often do you work on a computer?

Sample = 104

1 2 3 4 5

never a few times a year a few times a month once or twice a week almost every day

Student responses for this question were 4.4 for elementary, 3.7 for middle school and 3.3 for high school. Non-Aboriginal responses, with a sample of 97, were very even through the three levels, averaging at 4.5

Most students indicated that they were including computers at school and at home.

How good are your computer skills?

Elementary Students

Sample = 35

1 2 3 4 5

horrible bad good very good great

Middle School Students

Sample = 30

1 2 3 4 5

horrible bad good very good great

High School Students

Sample = 32

1 2 3 4 5

horrible bad good very good great

Adult Education Students

Sample = 7

1 2 3 4 5

horrible bad good very good great

A high school student noted that, “When Aboriginal technology money is used for a computer lab, the lab should be open to all students, but non-Aboriginal use should be scheduled around Aboriginal use. We need priority.”

School Personnel:

Elementary Teachers were asked: If your Aboriginal students use computers more or less frequently than non-Aboriginal students, what is the reason for the difference?

“I make sure my Aboriginal students have more opportunity to work on computer, mainly because our classroom has computers because of Aboriginal Technology Grants.”

“Computers seem to be a motivation for these students., they seem to learn visually – they want to use computer and work well at it.”

“I have yet to see evidence that computers are an excellent tool for Native students – like anyone else, some students like them and others do not.”

“In-class computers are designated as priority use for Aboriginal students.”

“An Aboriginal education iMac in class means more time for Aboriginal students.”

“To provide flexibility of programming to meet low academic needs that are greatly varied from child to child.”

“Daily computer-assisted instruction.”

Middle School Teachers were asked: If your Aboriginal students use computers more or less frequently than non-Aboriginal students, what is the reason for the difference?

“Aboriginal students tend to “hang out” at lunch rather than go to the computer lab.”

High School Teachers were asked: If your Aboriginal students use computers more or less frequently than non-Aboriginal students, what is the reason for the difference?

“Usually FN students will have same access/class but getting on them in time is the problem.”

“Slightly less interest in computer opportunities. I feel Native children are less likely to be computer competent.”

Inservice

School Personnel were asked to rate the availability of Aboriginal education inservice opportunities and to make comments about, and suggestions for, inservice.

Elementary School Personnel

Rate the availability of Aboriginal education inservice opportunities.

Sample = 41 Low 1 2 3 4 5 High

Comments about, and/or suggestions for, Aboriginal education inservice:

· appropriate ways to communicate, protocols, alternate ways to assess and represent learning, motivational

· strategies as suggested by Aboriginal educators, how to encourage parent participation

· Lexi Charlie has been quite instrumental in workshops, teacher magazine article, etc.

· ways to improve attendance and encourage family literacy.

· during class time – with practical ideas and suggestions – i.e.: we leave with a lesson we want to teach the next day.

· learning about the culture and history

· practical rather than theoretical.

· preschool assessment, district-wide tracking of student assessment.

· how to involve parents in their child’s education.

· how to make cultural learning/respect a 2-way street so that First Nations students learn about other cultures as well as a healthy manner versus a forced format.

“We should have Aboriginal people as presenters of aspects of the culture.”

“Inservice available in the past school year has not been available to me as I am a non-enrolling teacher and therefore do not easily get a teacher-on-call.”

“I’d be most interested in Cowichan teachings.”

“Learning about issues in the community is very helpful to me and the way I approach/understand the students I teach.”

“We need to have some sessions where cultural perspectives are shared.”

“I’ve encouraged Halalt and Kuper to consider offering Pro-D workshops.”

“It would be interesting to visit schools which have successful programs going on as well as providing a place where we could exchange ideas that were working.”

Middle School Personnel

Rate the availability of Aboriginal education inservice opportunities.

Sample = 22 Low 1 2 3 4 5 High

Comments about, and/or suggestions for, Aboriginal education inservice:

- inservice on family structure, interaction, role of community in Aboriginal life.

“Without the parents, little will change.”

“There has been no Aboriginal inservice for our staff to date. We need more courses on understanding the culture.”

High School and Adult Education Personnel were asked to:

Rate the availability of Aboriginal education inservice opportunities.

Sample = 36 Low 1 2 3 4 5 High

Comments about, and/or suggestions for, Aboriginal education inservice:

· local inservice on teaching strategies, understanding the culture.

· how to incorporate more Aboriginal examples into science classrooms.

· cultural awareness – i.e.: reasons for some extended absences.

· First Nations programs/presentations available for all school staff

· link school and community

“Usually inservice has Aboriginal attenders.”

“Admin/teachers need more training in how to best meet both the learning and the cultural needs of Aboriginal students.”

“Since only $400/yr is allocated to inservice, I select areas that are major teaching areas. Basically, additional funds need to be provided so staff can attend.”

“We need more staff training about how to build respect and trust.”

“I am not a great believer in “inservice cure-alls”. If you are a teacher, the best thing you can do is get down with it and spend time with your students.”

Human Resources

Much of Category 131 funding is used for human resources. They are used to pay a portion of school-based staff and a portion of district and school administration and coordination costs, when the role involves service to Aboriginal students. Because the funds are intended for the benefit of Aboriginal students, the schools with the highest Aboriginal enrolments and/or greatest needs, tend to have the most services.

School-based personnel paid wholly or partially by the fund include First Nation teachers and counsellors and academic Teachers Assistants. Through Local Education Agreements with the Tribes and First Nations, student support personnel, most of whom are Student Advisors, are provided for. Through Cultural Contracts with Cowichan Tribes, the schools using Quw’utsun Syuw’entst are provided with Cultural Teaching Assistants.

Perusal of Category 131 records indicates that the money is being apportioned according to the purpose of providing service for Aboriginal students. Recent shifts in student populations, however, have created inequities, notably in the case of Khowhemun Elementary, which now has an Aboriginal student population that warrants increased resources. The Director of Aboriginal Programs is currently conducting a complete study of Category 131 funding to ensure that present conditions and priorities are reflected in fund allocations.

During the Assessment, many comments were heard about Category 131 staff roles. In response to a question about the roles of First Nations Counsellor and First Nations Teacher, this comment was made by a high school staff member: “The shift from FNC to FNT has meant that staff are more likely to consider that Aboriginal needs are “taken care of” and they don’t need to be so involved. The FNC role was more supportive for students and also for teachers, to help them understand and deal with Aboriginal needs. Students need more access to the FNC. Another said, “ The FNC needs more time to meet with all students and improve staff inservice. Staff needs to tell them concerns and successes.”

A First Nation education manager noted that, “Student advisors are important for cultural reasons, as role models, for making school more inviting, for building bridges between education language and community language. Student Advisors should attend parent/teacher meetings to interpret.” Another said, “131 funding shouldn’t be responsible for all first nations staff. BC First Nations Studies 12, for instance, is a core subject open to all students.”

The following comments were made by school personnel:

“Perhaps we could use an adult ed. student to act as a CTA or academic TA (a half day a week would be great).”

“Home/school coordination (SA) is a primary strength – helps with attendance, explaining paperwork, bringing in library books, home notices, keeping staff informed about community considerations and cultural events, stepping into a classroom and helping a student.”

“A perfect dream would be an academic TA, preferably Aboriginal, not assigned to specific students.”

“The relationships between kids and the CTA is a strength.”

“A Student Advisor has to be the right person – ours is.”

“ Our FNC inservices the staff. Even more would be appreciated.”

“One reason we need our SA is to tell us when students are going into Bighouse.”

“Our Student Advisor is key to attendance, participation and success for many students.”

Schools with “in-house” Student Advisors talked about the excellent service their students receive. Except in a few instances, schools that share with other schools talked about student needs left unmet. The degree to which Student Advisors are a part of a school team is somewhat reflected in their workspaces, which vary from “no space” to, at Mt. Prevost Middle School, an office that is part of the main office suite and, at CALC, an office that is in the central student area. One student advisor commented that, ““I feel uncomfortable in some schools. I think the teachers look down on me because I don’t have credentials like they do.”

It was obvious during the student interviews and classroom visitations for this study, that Aboriginal students consider the presence of Aboriginal staff members to be reassuring. It was reported that Aboriginal staff members and non-Aboriginal students also develop warm relationships. One non-Aboriginal student even chose the Cultural Teaching Assistant as her honorary grandmother.

First Nations Counsellors made these comments:

“Teachers come to the counsellors or First Nation staff members for help with working with kids or calling parents, but often it’s too late to avoid problems.”

“Teachers like to treat everyone the same and sometimes it causes problems.”

“I feel there are some teachers who don’t like what I’m trying to do for Native kids.”

A representative of the Métis Association noted that a Métis liaison worker would be a good idea and that it may be possible for the Métis Association to contribute funding.

A high school student said, “It would be perfect to have a First Nations computer teacher.”

A parent commented that First Nations people in the school have to be very open and supportive and that there also has to be enough of them. “Teachers dump problems on the First Nation workers and forget about them. The First Nations staff members should be considered as part of a team.”

Goal 4: Summary

In the schools, there is tremendous respect for the work that Cowichan Tribes, the Cultural Teaching Assistants and participating teachers have done to make Quw’utsun Syuw’entst a reality. There is frustration that it, and other Cowichan curriculum materials are intimidating, in terms of size and language, and not readily accessible. This is particularly true for teachers of classrooms with low aboriginal enrolments, for whom large amounts of inservice is unrealistic.

Technology made possible by Aboriginal Technology funds are seen as very important by students, parents and school personnel. There is a challenge to using the funds without making aboriginal students targets of resentment, but the biggest concern is that the needs outstrip the means. Students rate their computer abilities less highly as they progress through the grades. They also report that they use computers less frequently as they get older.

School personnel at all levels report insufficient opportunities for inservice. During interviews, it was often stated that there are opportunitites if Aboriginal education is high on your in-service priority list. If you happen to be a math teacher, with special education responsibilities and a class with only two or three Aboriginal students, your priorities may be different. Participants in the assessment expressed a lot of enthusiasm for on-going inservice at a level accessible to all. All Aboriginal staff roles and the role of the Coordinator of Aboriginal Education were named as excellent sources of information and in-service.

Aboriginal staff members are seen as valuable resources by all groups participating in the study. Concerns relate to insufficient amounts of them, both in terms of numbers and hours. It was stressed that, in order to be most effective, Aboriginal staff members have to be “part of the team”. They work best when they are considered to be links to the students, the community and the culture.

A message heard repeatedly in the Aboriginal community is that having Aboriginal people on staff does not mean a school is sensitive to Aboriginal culture. It means only that that element of the school is sensitive to Aboriginal culture. There was almost unanimous agreement that an important part of the role of Aboriginal staff members should be to help non-Aboriginal staff become more knowledgeable about Aboriginal culture.

VI. Goal 5: to increase Aboriginal communities’ satisfaction with the public school system

Determinants and Levels of Satisfaction

A teacher wrote, “No matter what colour you are, if someone likes your kids and says good things about them, you’ll tend to like them”. SD#79 has a great many teachers who care, very much, for their students. During school visits it was impossible to walk the hallways without observing acts of kindness. In interviews, teacher affection for their students was obvious.

A message heard repeatedly, though, is that caring for the children is not enough. A parent, who was stressing the importance of cultural identity to student success, said, “The schools will be culturally accepting if the teachers are understanding . . . if they care about my kids for who they are.” Children, like all people, are packages with personal, social and cultural parts. The whole package is “who they are”. Caring about people for who they are requires one to know who they are.

Many school personnel said that they lack knowledge of Aboriginal culture and do not know the families of their students. Others do, and some of the most appreciative comments expressed during the study were about principals and teachers who have sought to be knowledgeable. A high school student said, “When my principal came to Bighouse, it showed me that she wanted to understand me, not just teach me.”

It is understandable that members of a minority group can feel somewhat less than appreciated. It is even easier to understand when the culture of the minority group has been identified as undesirable. Undoubtedly there were people in the residential schools who cared for their Aboriginal students, but the message those students must have heard would be something like: “I care for you even though you are Aboriginal.” It was a great leap to go from that to: “I care for you and I don’t differentiate between Aboriginal and any other culture.” Unless parents feel that their culture is understood and valued by people in the school, they will find it hard to believe that the school can be a good place for their children. What kids need to hear is: “I care for you, and part of the reason is that you are Aboriginal. I care for you for who you are.”

A high school teacher said, “We need to be more culturally educated to feel comfortable in dealing with Aboriginal students.” Another expressed a wish that was heard many times: “I’d really like to be invited to Bighouse or other cultural events.” A third teacher offered this opinion: “We are judging these kids with our predetermined ideas about what is right socially.” If one was to take the first teacher’s advice, pursue the wish of the second, and really consider issues like that raised by the third, this suggestion from a fourth teacher might come true: “They need to see us as real caring people who are trying to help them reach their potential.”

Students were asked, “Do you like being at school?” Averaged responses for Aboriginal students were: Sample = 104

1 2 3 4 5

no not really sometimes usually yes

Aboriginal student responses were: 4.1 for elementary, 3.3 for middle school, 3.7 for high school and 4.9 for adult education. Except at the middle school level, non-Aboriginal student responses were lower, averaging 3.4

Parents were asked, “How satisfied or happy are you with the quality of your child’s education?”

1 2 3 4 5

not satisfied satisfied about some things very satisfied

Answers to questions about satisfaction with the school system were very consistent. Elders, parents, students, representatives of the First Nations and the Métis Association, and Aboriginal staff members often talked about people being the most important factor. Much appreciation was expressed for the work of Aboriginal teachers, counsellors, cultural teaching assistants, student advisors and the programs they make possible. It was often said that even just the presence of Aboriginal people in the schools is good for Aboriginal students. It was also made abundantly clear that principals and teachers are crucial to the well being of Aboriginal students and, therefore, satisfaction with the school system. An often-expressed concern is that having Aboriginal staff members can encourage other staff members to pass off responsibility for Aboriginal students.

The role of Aboriginal staff members is seen by all groups as helping students and also helping non-Aboriginal staff members. Many non-Aboriginal staff members expressed strong appreciation for the help they have received in making home and community connections, and understanding protocols and traditions. Aboriginal staff members, however, reported that many staff members, and most in some schools, don’t ask them for help or aren’t receptive when it is offered. Staff members in several schools said that they would appreciate help from an Aboriginal staff member, if their school had one.

Racism

Racism was spoken of as often, by Aboriginal participants, as poor attendance was by school personnel, and they left no doubt that there is a strong link between the two:

“Academics were good for my son, but discrimination was a big factor in him dropping-out.”

“Racism is a problem. There needs to be more inservice for teachers.”

“Racism happens in the schools and the community, even though the kids might not talk about it.”

“Racism is still with us, but it’s more subtle. It’s not as open or as bad as it used to be.”

“Teachers are forcing students to do this or that, like swimming lessons. If she was non-Native she might have been able to sit out. I get a feeling of discrimination with some teachers.”

“Our kids are discriminated against by some teachers and kids, too. Discrimination is an everyday thing, not so much open as more subtle. It can be hard to spot. Stereotyping causes problems too. Some non-Aboriginal people won’t let their kids play with ours because they think our community is an unsafe place for white kids because of drinking and abuse.”

“We are ridiculed when we can’t pronounce all English sounds.”

“ Racism destroys self-esteem for the victims and even for casual observers.”

“Teachers should do self-awareness programs to discover their attitudes about race.”

“There is a lot of prejudice. Mixed language groups would really help.”

“My daughter said, ‘Why are white people so mean to me?’ I tell her that even if they’re that way, you shouldn’t be.”

“In the classrooms, there is not so much prejudice, but there is more in the playground. My daughter shared her language in the classroom and was teased about it on the playground. The little things get bigger and bigger.” “Racial teasing is not just a children’s phase. The kids learn it from someone and it often begins at school. The schools need to take more responsibility for that. It’s hard to teach my child not to bully others, when they are doing it to her.”

“Prejudice get worse as the grades go up. High School is the worst.”

An Elder said, “There is still racism in the schools. It makes the little children full of shame and they begin to doubt themselves. Kids learn to keep things inside and Native students learn to be racist back.”

Except for a few comments such as “It can be hard to be Native.”, students had little to say about racism. They noted that they cluster in Aboriginal groups and gave the reason as wanting to be with their friends. Some said that they associate with non-Aboriginal groups when they have common interests, such as sports, and some said that gaining entry into a group can be difficult for anyone.

Many school personnel agreed, with parents, about some racism being subtle and hard for an observer to detect. They stated that, although they expect it is happening, it is not apparent. A statement that came from a middle school principal is representative of many others heard: “Racial Tensions are always just under the surface and can flare. Not all tensions, however, are racial. Some are tensions of adolescence.” That opinion was shared by an adult student who said, ““There is discrimination in the schools I went to, but it goes both ways. Adolescent problems are probably the worst part of it, though.” An elementary school teacher said, “There are racial tensions on the bus, in the community and in the school. Aboriginal kids get picked on and called names.”

These comments were also made by school personnel:

“Strong personal relationships can and do happen between Aboriginal kids and non-Aboriginal kids.”

“Parents seem to prefer our school because it is inclusionary.”

“Our students don’t cluster in courses, but they do cluster at lunch.”

“If they want to, kids can integrate quite easily in our school.”

“For the most part, our Aboriginal students appear well-adjusted and seem to be happy and like the staff, particularly the LA teacher.”

“It seems that in an attempt to be ‘tolerant’ of all religions and beliefs, we have watered them down so that we forget the significance of religious holidays, and have shut all faiths out of the school systems. The unknown creates fear, hostility and racism. A greater awareness and understanding of each others’ positions of faith and culture would create better harmony between the different cultures in the Cowichan Valley schools.”

“Racial scars from both cultures need to be articulated and a combined effort of both cultures is needed to negotiate the needs perceived for successful, responsible citizens.”

A First Nations Staff member spoke of efforts to reduce racism at her school: “We go almost overboard on racism – bending farther for Aboriginal kids. Because of early experiences, they are probably more sensitive to slights or tones.” A parent suggested that schools are reflective of society: “We had a para-olympic gold medallist a few years ago. The news didn’t say much about it, but they like to report the bad stuff.”

Parents and Elders gave many suggestions for reducing racism, and they all involve using education to promote cultural understanding. Most suggested cultural sensitivity and multi-culturalism workshops for teachers, Aboriginal studies courses open to all students, and Aboriginal themes integrated into curriculum for all students. Some parents suggested increased supervision on busses and playgrounds. A First Nation representative suggested that Native schools might be a more complete solution.

Several comments were received from school personnel attesting to the power of education in reducing racism. An elementary teacher noted that, “Native studies in integrated classrooms reduce racial tensions. One non-Aboriginal student said, ‘We have to be careful to show respect, because this is Thomas’ culture.’” It was reported that schools use resources such as the Personal Planning curriculum and the Second Step program to teach respect and tolerance. A First Nations staff member offered this opinion and information: “Many of the kids don’t have conflict resolution skills. The Tribes, through the Rebalance Program (to deal with residential school issues) recognizes the kids problems need to be dealt with and are providing a resource person for the school.”

Other Comments and Suggestions

Moving beyond the issue of racism, many other comments were heard that give an indication of satisfaction levels and, as well, what is appreciated and what is not. Parents and community members offered the following comments:

“The principal walked my son home through the forest trail to make sure it was safe. I thought that was really nice.”

“Teachers don’t treat me as an adult.”

“My kid’s school is very good. They taught him to read better by teaching him at his level.”

“The schools are responsible for our kids and we need to see success.”

“Teachers should push our children to work harder.”

“Teachers need to expect that our children can succeed.”

“The success of the school depends on the teachers.”

“Counsellors don’t always give good advice and, also, Native kids get intimidated by white counsellors. We need high school career counsellors who don’t look down on the kids.”

“I’ve had some excellent teachers who were very supportive. My best support came from non-Aboriginal teachers.”

“Native kids sometimes get left out of things because they’re not part of fundraising, or didn’t get to a high enough level to get the reward. Sometimes kids can’t get money from home. Sometimes they just don’t fit in with the groups. The First Nation doesn’t get much funding to help. Fundraising causes even more separation issues.”

“Parents would have a better chance financially if activities were planned well in advance. School supply lists should come out in June, because the sales are in July and August.”

“Community resource people like artists and storytellers should be used more and should be given enough time for their presentations. Schools should have a budget for this.”

“I was carrying my baby at the middle school and they were very supportive. The high school didn’t want young mothers, though, so they pushed me out. I’m finishing up at adult learning. The adult learning system works great.”

“Teachers should be more aware and open, and not favour one student over another.”

“The schools need more teacher’s assistants.”

“At adult learning you can go up to the teacher anytime. They’re down-to-earth.”

“We need more teacher awareness of student needs.”

“Schools should have a cultural day. Visiting parents might feel more comfortable. Schools can’t really be comfortable, because they’re institutions, but they could be more welcoming just by putting some Native art on the walls. Most schools don’t.”

“There should be extra supervisors on the bus. “Buddy” programs can help.”

“My son’s school has more supervisors on the playground. It’s better and they’re very strict about visitors, too. Their buddy system works, too.”

“First Nations teaching is to take care of each other. How about student greeters at the school doors? That’s very much within our culture. Kids, parents, teachers . . . everyone would feel great about being greeted.”

“The Indian Act is geared to the man, but Native societies were often matrilineal. The male dominance thing has been thrust on us and it’s foreign. Our young men don’t know where their position is.”

“We need to be flexible, not rigid and we need to teach values.”

“Language needs to be taught because it is the base for the culture.”

“The families need to be involved in education. Many of the kids don’t go home to anything good.”

“We need more resources written by Natives.”

“Culture comes from within. We learn by being part of it.”

“Schools should provide family fun nights.”

“Instead of professional development day, how about family development day?”

“Teachers should visit the Friendship Center.”

“The principal is doing a wonderful job at making things comfortable for me.”

“Everything is quite nice.”

“The school would be more comfortable if there was better reception when I go in to the office.”

Aboriginal staff members offered these comments:

“Aboriginal kids are more aggressive at school than at home. Parents like to believe their kids first, so get angry with teachers.”

“Student’s attitudes are changing to ‘We like school.’, although having non-Aboriginal friends can be a problem for Aboriginal students.”

“Teachers could learn more cultural sensitivity. For example, Aboriginal people will use a softer voice and carefully chosen words rather than a stern, louder voice for reprimands.”

Elders gave the following insights and suggestions:

“We were a matriarchal society. The women chose the names and made the decisions. Our young men grow up in a patriarchal society and they don’t know how to fit in to it.”

“Pride is a wall that gets built.”

“The RCMP were invited into a school for a presentation and that was beautiful because families got invited.”

“Schools should have more crafts, like knitting. Knitting helps you keep your emotions in place and when you give what you knitted away, it makes somebody else feel good, too.”

“Our men used to be the cooks. We should encourage them to do it now.”

“At our schools, there should be strong restrictions on things like smoking. Parents can’t control it and peer pressure is hard to overcome.”

“There are parents who suffer with alcoholism and the kids suffer for it. Those kids need more help, not just be passed from grade to grade.”

“Kids should be made to be more respectful in the schools – no hats, no gum and no sugar. Sugar is not good for Native kids. I went in to the school and spoke to the kids and they got rid of the candy. Eating properly is most important.”

“We should learn how to sing. We’ve been taught to be quiet. We should teach our children to bring their voices up from their stomachs. We were strapped for speaking and singing. We learned to be quiet. We were afraid to teach our children Hul’qumi’num because we didn’t want them to get punished.”

“When I was in school, I got sent to the library where I sat and wondered what I was supposed to be doing. Lots of our kids are still wondering what they’re supposed to be doing.”

Goal 5: Summary

The importance of cultural identity was a recurring theme throughout the study, and with all groups of participants. Children need to know who they are, in a cultural sense, and be cared about for who they are. For students, parents, and Aboriginal community members, the degree to which this occurs is a prime determinant of satisfaction with the school system.

Students indicated that they like being at school a little less than “usually”. They said that an important factor is being able to be with friends. They said they tend to cluster in Aboriginal groupings because of common interests and friendship.

Parents indicated that their degree of satisfaction with their children’s education is a little higher than “satisfied about some things”. In discussion they said that racism is a prime concern.

Parents and Aboriginal community members had much to say on the topic of racism. Many feel that they and their children are looked down upon because of being aboriginal and/or less educated. Many school personnel agreed that there is racism in the schools and that it is often difficult to spot and address. Aboriginal and non-Aboriginal participants were also in agreement that the best way to address racism is by promoting cultural learning for all students and staff. There is widespread agreement that Aboriginal studies in integrated classrooms reduces racial tensions. Schools were praised for “Buddy” programs and effective playground supervision.

Concerns were also expressed about Aboriginal student problems being “passed off” to Aboriginal staff members. Aboriginal staff members agreed that this does happen and is a detriment to relationship building between non-Aboriginal staff members and Aboriginal students. It was suggested that Aboriginal staff members should be more involved in developing understanding and rapport between students and their teachers.

Many other suggestions were given for improving satisfaction levels, including teachers visiting the communities at places like the Friendship Center, more singing and less sugar, warmer reception in the schools, more flexibility at the schools, and more understanding of the need to include families.

Conclusion

Recommendations

Organizing the knowledge and opinions of so many people has been a challenging process. In spite of the diversity of opinion, clear threads of common concerns and suggestions have emerged. Those threads are reflected in the recommendations that follow.

Goal 1: to improve school success for Aboriginal students

It is recommended that:

1. support be given to early intervention programs for school and pre-school aged children.

Possibilities might include: community pre-schools

full-day kindergartens

continued support for early reading programs

2. school personnel be supported to increase knowledge of, and proficiency with, instructional strategies relevant to Aboriginal learners.

3. support be given for programs to ease student transitions from elementary to middle school and from middle school to high school.

4. support be given for re-entry programs in the Aboriginal communities.

5. support be given for after-school homework centers and family literacy programs in the Aboriginal communities.

6. support be given for enhanced career education and work experience for Aboriginal students.

7. consideration be given to establishing a Grade 8 to 12, six year program, to provide an extra year at grade 8 or 9 for literacy/numeracy.

8. consideration be given to ways of helping parents support their children’s learning. Possibilities might include producing short, plain language articles about helping a child read, or the value of family discussions, for the school to include in newsletters, or hosting community socials for talking, singing and reading.

9. consideration be given to continuing, or beginning,to highlight student accomplishments and educational information in First Nations and Métis newsletters.

10. the Lower Vancouver Island Métis Association consider making a Student Advisor or similar resource person available for students.

Goal 2: to increase Aboriginal voice

It is recommended that:

1. the First Nations, Métis Association and schools consider jointly hosting regular, informal gatherings where parents, family and community members, and school personnel can develop relationships and discuss matters of importance. The gatherings might be held in the communities and funds should be provided for drinks and snacks.

2. the schools consider restructuring parent/teacher conferences to be more in keeping with Aboriginal customs

3. plans continue for the formation of a district-wide student advisory group. It is suggested that a separate group be established for Aboriginal students, with representation from all Aboriginal communities, and that it be represented in the larger group.

Goal 3: to promote knowledge of Aboriginal language, culture, and history for all students

It is recommended that:

1. consideration be given to providing frequent mini-inservice that would help all teachers improve their understanding of Aboriginal culture, learn practical ways for integrating Aboriginal themes into curricula and learn culturally sensitive teaching methods.

2. the First Nations and the School District continue efforts to provide Hul’qumi’num as a second language option.

3. the schools work to augment resources about the Métis culture.

4. multi-cultural education be a goal of the School District , reflected in the School District Mission Statement.

5. that district-wide activities be encouraged to promote multi-culturalism in the schools. Possibilities might include a “Respect for the Environment” project, based on Aboriginal teaching and traditional practices, or a “This is who we are” book project with every classroom producing a book for which each student has one page to tell a story related to her or his culture.”

Goal 4: to ensure effective use of resources

It is recommended that:

1. consideration be given to ensuring that the term of employment for Cultural Teacher Assistants is synchronous with the school year

2. all Aboriginal staff members be encouraged to seek ways to involve themselves in “educating the educators” about matters pertaining to Aboriginal education, and that all staff members be encouraged to view Aboriginal staff members as resources for helping to understand Aboriginal students, and as conduits to the Aboriginal communities.

3. the Hwul’muhw Mustimhuw Committee continue to have responsibility for recommending disbursement of Aboriginal Technology Funds

Goal 5: to increase Aboriginal communities’ satisfaction with the public school

It is recommended that:

1. consideration be given to ways of establishing strong First Nation presence in each school. Possibilities might include regular visits by Elders to reinforce First Nation values.

2. where schools have names derived from Aboriginal words, consideration be given to altering spellings and pronunciations to conform to the Hul’qumi’num language.

3. schools consider having greeters (students, perhaps) to meet and assist parents coming to the school

Postscript

Improving educational success for Aboriginal students in the Cowichan Valley will mean overcoming significant challenges. Fortunately, there are powerful resources. The schools and Aboriginal communities have a wealth of people with expertise and enthusiasm. If their best practices were to be applied with a broad brush, huge differences would occur.

Two important strengths that will make it possible to take a big step forward are:

- a shared understanding that it will take everyone working together to find solutions

- a shared determination of the Tribes, First Nations, Métis Association, School District, teachers, administrators, support staff, parents and students to work together.

Thanks to chiefs and superintendents, councillors and trustees, directors, managers and administrators, every door that needed to be opened for this assessment, was opened. The participants talked freely about their concerns and hopes for the future. Enthusiasm for change . . . real change . . . is abundant. It has been very satisfying to be part of a process that will, without doubt, help many students to better achieve their goals.

A final note:

In compiling this report, a large volume of information had to be compressed to a reasonable length. Care was taken to ensure that all themes were included, but it was not possible to include all comments. The Assessor apologizes to those whose words do not appear on these pages, and also for any inaccuracies that may have slipped through.

Submitted by: Glenn Goring, Consultant, Glenn Goring Education Service

Received by: Eric McMahon, Director of Adult and Continuing Education and Aboriginal Programs

School District No. 79, Cowichan Valley

Review and Assessment

of

Aboriginal Education

Contents:

I. Introduction

Foreword

Context for the Assessment

Background of the Improvement Agreement and Assessment

A Review and Assessment of Aboriginal Education in School District No. 79

Purpose

Objectives

Assessment Process

The Schools: Sorted by Percentage of Aboriginal Student Population

Goals of the Aboriginal Education Branch

II. Goal 1: to improve school success for Aboriginal students

Definitions of Good Education

Students

“What important things are you learning?”

“What would you like to learn that you aren’t learning?”

Parents

Educational Goals and Perceptions of Success

Students

Students were asked to circle a number, on a five-point scale, to show how well they are doing with their schoolwork. The results were almost identical for Aboriginal and non-Aboriginal students. The averaged responses for Aboriginal students are as follows:

“How well are you doing with your school work?

horrible bad good very good great

Students were asked to circle the number, on a five-point scale, that best answers the question, “Do you think you will graduate from high school?” The averaged responses for Aboriginal students are as follows:

“Do you think you will graduate from high school?”

Parents

Parents were asked to circle a number, on a five-point scale that best answers the question,

“How important do you think education is for your child?” Their averaged responses were:

not important unsure very important

Challenges and Concerns

Elders, Parents and Students

First Nations and Métis Representatives

Aboriginal staff members

Elementary School Personnel

Middle School Personnel

High School Personnel

District Level Staff

Suggestions for Improvement

Elders, Parents and Students

First Nation and Métis Representatives

Aboriginal staff members

Elementary School Personnel

Middle School Personnel

High School Personnel

Adult Education Personnel

District Staff

Programs and Resources

Elementary Schools

Middle Schools

High Schools

Goal 1: Summary

III. Goal 2: to increase Aboriginal voice

How often do you go to your child’s school for meetings, classroom events, concerts, games, etc.?

How often do you help make decisions at your child’s school?

Goal 2: Summary

Goal 3: to promote knowledge of Aboriginal language, culture, and history for all students

Programs and Practices

Quw’utsun Syuw’entst

Other elementary school programs and practices that are considered to have value are:

q Hul’qumi’num language lessons

q Cultural/Cowichan teaching for the month’s focus

q Field Trips :

q Classroom Guests:

q Special School Events

q Text: “Native People and Explorers”

q Units: “Coast Salish Way of Life” , “Our Arctic Way of Life”

q Birthday Song in Hul’qumi’num

Middle school programs and practices that are considered to have value are:

High school programs and practices that are considered to have value are:

Adult education programs and practices that are considered to have value are:

Resources

Elementary Schools

Rate the availability of resources for Aboriginal education.

Sample = 41 Low 1 2 3 4 5 High

What are some of the most useful resources?

Middle Schools

Sample = 22 Low 1 2 3 4 5 High

What are some of the most useful resources?