Common use of Role Model Program Clause in Contracts

Role Model Program. All schools are entitled to utilizing a role model program. The total of role model events was 181in 2010- 11; 235 in 2011-12; 465 in 2012-13. School initiated initiatives 2012-13 were 249 in addition. The Victoria Native Friendship Centre offered a program titled ‘Box of Treasures’ in which many schools provided school funds for the donation. Numerous schools received extra funds from school P.A.C.s to support cultural events. Ready, Set, Learn funds were provided for Port Renfrew Elementary, Zone events at SeaParc and the Westshore Mall, and Journeys of the Heart, Xxxxxxx assembly. At Xxxxxxx Elementary, Journeys of the Heart children and Cree musician Xx Xxxxxxxxxx performed to the school. Port Renfrew RSL had numerous events and one featured Dididaht Cultural dancers with excellent turn out from the community. For a second year Scia’new Nation received nine book bag collections for pre-schoolchildren to use at home- building home libraries. At the larger zone RSL events Aboriginal featured elders, music, Aboriginal themed book give away, interactive activities and cultural displays. Aboriginal students at the elementary results were consistent to the question related to students commenting they learn ‘a lot’ about their culture at school. Aboriginal students at the middle and secondary students percentage was consistent regarding the comment they (students) learn about their culture at school. Year one: 333 Aboriginal students K to 12 completed the survey. Year two: 327 students completed the survey. Year three: 314 students completed the survey. The Aboriginal Education staff assisted on the development of the questions and the survey is now completed on-line. Results for many questions ‘I feel that Aboriginal heritage is honoured, respected and valued at my school’ results were 55 % elementary and 75% middle/secondary. And, ‘I am willing to be open in learning about my own Aboriginal cultures as well as other cultures’ results were 49% elementary and 74% middle/secondary. Target Participant Indicator Result 2010-11 Increase the number of students participating in survey by 50 students. Year one: 333; year two: 327; Year three 314 19 less students participating over three years. Elementary: I am learning about Aboriginal people in my school. Year one: 107 Year two: 180; Year three: 129 Year one: 25% (27/107) Year two: 22.2% (40/180) Year three: 21% (27/129) Elementary: I understand and have knowledge about my Aboriginal heritage. Year one: 119 Year two: 180; Year three: 129 Year one: 33% (39/119); Year two: 23.9% (43/180); Year three: 26% (34/130) Secondary: I am learning about Aboriginal people in my school. Year one: 195; Year two: 146; Year three: 189 Year one: 47% (92/195) ; Year two: 27% (40/146); Year three: 43% (82/189) Secondary: I understand and have knowledge about my Aboriginal heritage. Year one: 198; Year two:147; Year Three:189 Year one: 63% (124/198); Year two: 44% (64/147); Year three: 54% (101/189) 60 50 40 30 20 10 0 2009-10 2010-11 2011-12 2012-13 2013-14 Initiatives to increase secondary participation and completion rates. Aboriginal Education supported workshops at the Victoria, Circle of Courage for a second year ESD teacher increase to address literacy at the middle and secondary level; maintain ESD teacher role at elementary level; provide inclusive classroom strategies using Aboriginal Education ‘Oral Language’ in-house development of picture book lessons and classroom strategies; completed in- house secondary ESD strategy resource for teachers Aboriginal Education teachers attended UBC Math symposium year two; and participated in a two day workshop: PATH: Planning Alternative Tomorrows with Hope hosted by Support Services Added Aboriginal workshops in the curriculum’s departments ‘Learning Opportunities’ for teachers; Xxxxxxx XxxXxxx, 18th Annual Aboriginal Conference, Inquiry projects, Moe the Mouse Increase the number of Aboriginal content resources at the middle school level The district developed a new Achievement Contract Aboriginal goal Métis Enhancement Project Year Three – Grade four student and teacher feedback Year One: Xxxxxxx, Happy Valley, Saseenos, Port Renfrew, Willway participated in a two part Métis grade four curriculum project prepared by Metis Nation of Greater Victoria. Year Two: Ecole Xxxxxxx, Xxxx Xxxx, Xxxxx Xxxxxxx, Xxxx Xxxxxx participated in year two. Year Three: Xxxx Xxxx, Xxxx Xxxxxxxx, Xxxx Xxxxxx, Xxxxx, Xxxx Xxxx Elementary. MEEP will be expanded to include additional lessons at the secondary level targeting grade 10/11/12 humanity classes at EMCS, Belmont, MTC, and WS FN Grad. Figure 6 Figure 7 FFiigguurree8 8 Increase school role models from 37 in 2009-10 to 50 role model presentations Aboriginal Education Department 2010-11 : 181 2011-12 : 235 2012-13 : 465 Yes Increase BCFNS12 participants from 18 students to 25 students How Are We Doing Report 17 students in 11/12 No Offer FPE 10/11/12 at larger secondary schools or all four 2 of 4 secondary schools FPE10/11/12; increased from 15 to 42 students enrolled Belmont- 16 ‘new’ Westshore- 26 No Increase BCFNS12 C+ or better from 50% to 61% How are We Doing Report 35% C+ or better No Language Goal: To increase knowledge of Aboriginal languages by Aboriginal and non- Aboriginal students. Halq'emeylem - 10 word or more Sencoten - 15 words or more Ditidaht - 8 words or more Halq'emeylem - 25 words or more Ditidaht - 20 words or more Scia’new First Nation elder has worked for numerous years teaching school children basic words in Halq’emeylem Language. Xxxx’xxxxxxx Language lessons were taught before school to elementary, and now for the third year in the regular classroom to students at Xxxx Xxxxxxxx. Xxxxxx Xxxxxxx has two students that have surpassed her language curriculum. The program has been expanded to FN Grad Program 2011-12 and 2012-13. Port Renfrew Elementary and T’Sou-ke Nation utilize First Peoples Voices as awareness for Ditidaht Language and Sencoten Language. One additional school currently uses FirstVoices Kids. T’Sou-ke Nation provides curriculum from Sum-SHA-Thut-Lellum for FDK classrooms in three Sooke Elementary Schools starting in 2010-11. Eighty-two Kindergarten schoolchildren participated in Thursday Elder Project in five Full Day Kindergarten classrooms. Kindergarten students surpassed expectations with Sencoten language. Aboriginal Education department will continue to support the program in three elementary schools as agreed by the nation.

Role Model Program. All schools are entitled to utilizing a role model programprogram throughout the year. Secondary provided 25 role model sessions in classrooms; middle provided 20; and, elementary offered 58. The district organized 78 role model sessions for various district level events. The total of role model events was 181in 2010- 11; 235 total. This is an increase of 139 role model presentations in 2011-12; 465 in 2012-13. School initiated initiatives 2012-13 were 249 in additionschools. The Victoria Native Friendship Centre offered a program titled ‘Box of Treasures’ in which many schools provided school funds for the donationhonorarium. Numerous schools received extra funds from school P.A.C.s to support cultural events. This year we surveyed the number of school initiated event in which schools completed 161 events featuring Aboriginal Role Models. Two school’s AESW completed 60 of the 161 school initiated events demonstrating monthly art lessons at Xxxx Xxxxxxxx and Willway. Ready, Set, Learn funds were provided for Port Renfrew Elementary, Zone events at SeaParc and the Westshore Mall, and Journeys of the Heart, Xxxxxxx assemblyand A Place to Play. At Xxxxxxx Elementary, Journeys of the Heart children and Cree musician Xx Xxxxxxxxxx Heart, Xxx Xxxxxxxx performed to the school27 participants. Port Renfrew RSL had numerous events and one featured Dididaht Cultural dancers Xx Xxxxxxxxxx with excellent turn out from the community. For a second New this year ‘A Place to Play’, Scia’new Nation received nine book bag collections for pre-schoolchildren to use at home- building home libraries. At the larger zone RSL events Aboriginal featured elders, music, Aboriginal themed book give away, interactive activities author Xxxxxxx Xxxxxxx with 18 participants’ children and cultural displaysadults. Aboriginal students at the or 33% elementary results were consistent to the question related to students commenting comment they learn ‘a lot’ about their culture at school. Aboriginal students at the or 62% middle and secondary students percentage was consistent regarding the comment they (students) learn about their culture at school. Year one: Approximately, 333 Aboriginal students K to 12 completed the surveysurvey with an Aboriginal Education staff member. Year two: 327 students completed Twenty schools participated. This year the survey. Year three: 314 students completed the survey. The Aboriginal Education staff assisted on the development of the questions and decided as a group to do a paper copy process. Next year, training will be provided for staff to administer on an on-line survey.This year the survey is now completed on-line. Results for many questions ‘I feel that Aboriginal heritage is honoured, respected and valued at my school’ results were 55 % elementary and 75% middle/secondary. And, ‘I am willing to be open in learning about my own Aboriginal cultures as well as other cultures’ results were 49% elementary and 74% middle/secondarya base line data. Target Participant Indicator Result 2010-11 Met Increase the number of students participating in survey by 50 students. Year one: 333; year two: 327; Year three 314 19 less 333 students participating over three yearsparticipated. Baseline Data Elementary: I am learning about Aboriginal people in my school. Year one: 107 Year two: 180; Year three: 129 Year one: responses 25% (27/107) Year two: 22.2% (40/180) Year three: 21% (27/129) Elementary: I understand and have knowledge about my Aboriginal heritage. Year one: 119 Year two: 180; Year three: 129 Year one: responses 33% (39/119); Year two: 23.9% (43/180); Year three: 26% (34/130) Secondary: I am learning about Aboriginal people in my school. Year one: 195; Year two: 146; Year three: 189 Year one: 195 responses 47% (92/195) ; Year two: 27% (40/146); Year three: 43% (82/189) Secondary: I understand and have knowledge about my Aboriginal heritage. Year one: 198; Year two:147; Year Three:189 Year one: 198 responses 63% (124/198); Year two) Aboriginal Ways of Knowing Goal: 44(continued) BC First Nations Studies 12 & First Peoples English 10/11/12 BCFNS 12 number students BCFNS12 % C+ or better FPE 10/11/12 number students FPE 10/11/12 C+ or better Linear (64/147); Year three: 54% (101/189BCFNS 12 number students) 60 50 40 30 20 10 0 2009-10 2010-11 2011-12 2012-13 2013-14 Initiatives to increase secondary participation and completion rates. Aboriginal Education supported workshops at 2009-10 two teachers attended the Victoria, Circle of Courage for a second year First People English Institute; 2010-11 three teachers will attend the institute; flyer information was distributed widely ESD teacher increase to address literacy at the middle and secondary level; maintain ESD teacher role at elementary level; provide inclusive classroom strategies using Aboriginal Education ‘Oral Language’ in-house development of picture book lessons and classroom strategies; completed in- house secondary ESD strategy resource for teachers Aboriginal Education teachers attended UBC Math symposium year two; and participated in a two day workshop: PATH: Planning Alternative Tomorrows with Hope hosted by Support Services Added Aboriginal workshops in the curriculum’s departments ‘Learning Opportunities’ for teachers; Xxxxxxx XxxXxxx, 18th Annual Aboriginal Conference, Inquiry projects, Moe the Mouse Increase the number of Aboriginal content resources at the middle school level The district developed a new an Achievement Contract Aboriginal goal “It was well received by all of the students. The dancers were excellent!” “Great artefacts.” “Great presentation” “Historical and cultural background was very (thorough) good and had most students engaged – perfect for Grade 3 – 6”. “I really like Xxxxxxxxx – She was organized and informative.” “I like the progression of her presentation and I also enjoyed the student involvement.” “She was also very open to my ideas”. “I liked the second workshop”. “I got to try the jig”. “I love the dancing because of how fast Xxxxx could move her feet”. “I like participating in the jig”. “I like the first workshop because we got touch the furs and play with the jigman”. “I liked both workshops because they were fun to watch”. “I like making the Métis Enhancement Project Year Three – Grade four student Sash and teacher feedback Year One: the canoes”. “I thought it was fabulous and I learned a lot”. “I like the information we learned”. “I thought it was fun watching Xxxxx wear the sash and carry a load in it”. “I loved all of the facts I learned”. “I loved the soft beaver fur”. “I liked how Xxxxxxxxx brought in all of the stuff for us to look at”. Xxxxxxx, Happy Valley, Saseenos, Port Renfrew, Willway participated in a two part Métis grade four curriculum project prepared by Metis Nation of Greater Victoria. Year Two: Ecole Xxxxxxx, Xxxx Xxxx, Xxxxx Xxxxxxx, Xxxx Xxxxxx participated in year two. Year Three: Xxxx Xxxx, Xxxx Xxxxxxxx, Xxxx Xxxxxx, Xxxxx, Xxxx Xxxx Elementary. MEEP will be expanded to include additional lessons at the secondary level targeting grade 10/11/12 humanity classes at EMCS, Belmont, MTC, and WS FN Grad. Figure 6 Figure 7 FFiigguurree8 8 Increase school role models from 37 in 2009-10 to 50 role model presentations Aboriginal Education Department 2010-11 : 181 2011-12 : 235 2012-13 : 465 Yes Increase BCFNS12 participants from 18 students to 25 students How Are We Doing Report 17 students in 11/12 No Offer FPE 10/11/12 at larger secondary schools or all four 2 of 4 secondary schools FPE10/11/12; increased from 15 to 42 students enrolled Belmont- 16 ‘new’ Westshore- 26 No Increase BCFNS12 C+ or better from 50% to 61% How are We Doing Report 35% C+ or better No Language Goal: To increase knowledge of Aboriginal languages by Aboriginal and non- Aboriginal students. Halq'emeylem - 10 word or more Sencoten - 15 words or more Ditidaht - 8 words or more Halq'emeylem - 25 words or more Ditidaht - 20 words or more Scia’new First Nation elder has worked for numerous years teaching school children basic words in Halq’emeylem Language. Xxxx’xxxxxxx Language lessons were taught before school to elementary, and now for the third year in the regular classroom to students at Xxxx Xxxxxxxx. Xxxxxx Xxxxxxx has two students that have surpassed her language curriculum. The program has been expanded to FN Grad Program 2011-12 and 2012-13. Port Renfrew Elementary and T’Sou-ke Nation utilize First Peoples Voices as awareness for Ditidaht Language and Sencoten Language. One additional school currently uses FirstVoices Kids. T’Sou-ke Nation provides curriculum from Sum-SHA-Thut-Lellum for FDK classrooms in three Sooke Elementary Schools starting in 2010-11. Eighty-two Kindergarten schoolchildren participated in Thursday Elder Project in five Full Day Kindergarten classrooms. Kindergarten students surpassed expectations with Sencoten language. Aboriginal Education department will continue to support the program in three elementary schools as agreed by the nation.

Role Model Program. All schools are entitled to utilizing a role model programprogram throughout the year. The total of role model events was 181in 2010- 11; 2010-11 and 235 in 2011-12; 465 . This is an increase of 54 role model presentations in 2012-13schools. School There was a decrease in school initiated initiatives 2012-13 were 249 in additionevents from 166 functions to 95 for this reporting year. The Victoria Native Friendship Centre offered a program titled ‘Box of Treasures’ in which many schools provided school funds for the donationhonorarium. Numerous schools received extra funds from school P.A.C.s to support cultural events. Ready, Set, Learn funds were provided for Port Renfrew Elementary, Zone events at SeaParc and the Westshore Mall, and Journeys of the Heart, Xxxxxxx assemblyand A Place to Play. At Xxxxxxx Elementary, Journeys of the Heart children and Cree musician Xx Xxxxxxxxxx Heart, Xxx Xxxxxxxx performed to 60 participants up from 27 participants the schoolprevious year. Port Renfrew RSL had numerous events and one featured Dididaht Cultural dancers Xxxxx Xxxxxxxx with excellent turn out from the community. For a second New this year ‘A Place to Play’, Scia’new Nation received were nine book bag collections for pre-schoolchildren schooler children to use at home- building home libraries. At the larger zone RSL events Aboriginal featured elders, music, Aboriginal themed book give away, interactive activities and cultural displayshome. Aboriginal students at the elementary results were consistent to decreased for the question related to students commenting they learn ‘a lot’ about their culture at school. Aboriginal students at the middle and secondary students percentage was consistent decreased regarding the comment they (students) learn about their culture at school. Approximately, Year one: 333 Aboriginal students K to 12 completed the survey. Year two: 327 students completed the survey. Year three: 314 students completed the survey. The Aboriginal Education staff assisted on the development of the questions and the survey is now completed on-line. Results for many questions ‘I feel that Aboriginal heritage is honoured, respected and valued at my school’ results were 55 % elementary and 75% middle/secondary. And, ‘I am willing to be open in learning about my own Aboriginal cultures as well as other cultures’ results were 49% elementary and 74% middle/secondary. Target Participant Indicator Result 2010-11 Met Increase the number of students participating in survey by 50 students. Year one: 333; 333 to 327 participants year two: 327; Year three 314 19 less students participating over three years. two Baseline Data No Elementary: I am learning about Aboriginal people in my school. Year one: 107 Year two: 180; Year three: 129 Year one: responses to 180 25% (27/107) Year two: to 22.2% (40/180) Year three: 21% (27/129) No Elementary: I understand and have knowledge about my Aboriginal heritage. Year one: 119 Year two: 180; Year three: 129 Year one: responses to 180 33% (39/119); Year two: ) to 23.9% (43/180); Year three: 26% (34/130) No Secondary: I am learning about Aboriginal people in my school. Year one: 195; Year two: 146; Year three: 189 Year one: 195 responses to 146 47% (92/195) ; Year two: to 27% (40/146); Year three: 43% (82/189) No Secondary: I understand and have knowledge about my Aboriginal heritage. Year one: 198; Year two:147; Year Three:189 Year one: 198 responses to 147 63% (124/198); Year two: ) to 44% (64/147); Year three) No Aboriginal Ways of Knowing Goal: 54% (101/189continued) 60 50 40 30 20 10 0 2009-10 2010-11 2011-12 2012-13 2013-14 Initiatives to increase secondary participation and completion rates. Aboriginal Education supported workshops at 2009-10 two teachers attended the Victoria, Circle of Courage for a second year First People English Institute; 2010-11 three teachers attended the institute; flyer information was distributed widely ESD teacher increase to address literacy at the middle and secondary level; maintain ESD teacher role at elementary level; provide inclusive classroom strategies using Aboriginal Education ‘Oral Language’ in-house development of picture book lessons and classroom strategies; completed in- house secondary ESD strategy resource for teachers Aboriginal Education teachers attended UBC Math symposium year two; and participated in a two day workshop: PATH: Planning Alternative Tomorrows with Hope hosted by Support Services Added Aboriginal workshops in the curriculum’s departments ‘Learning Opportunities’ for teachers; Xxxxxxx XxxXxxx, 18th Annual Aboriginal Conference, Inquiry projects, Moe the Mouse strategies Increase the number of Aboriginal content resources at the middle school level The district developed a new an Achievement Contract Aboriginal goal Métis Enhancement Project Year Three – Grade four student and teacher feedback Year One: Xxxxxxx, Happy Valley, Saseenos, Port Renfrew, Willway participated in a two part Métis grade four curriculum project prepared by Metis Nation of Greater Victoria. Year Two: Ecole Xxxxxxx, Xxxx Xxxx, Xxxxx Xxxxxxx, Xxxx Xxxxxx participated in year two. Year Three: Xxxx Xxxx, Xxxx Xxxxxxxx, Xxxx Xxxxxx, Xxxxx, Xxxx Xxxx Elementary. MEEP Three will be expanded to include additional lessons at the secondary level targeting grade 10/11/12 humanity classes at EMCSclasses. Feedback: Absolutely amazing, Belmontinteractive, MTCeducational, creative ☺ Our presenter was warm and WS FN Gradengaging. Figure 6 Figure 7 FFiigguurree8 8 Thank-you so much. On the scale the presentations ‘exceeds’ expectations. Xxxxx Xxxxxxx Teacher, 2011-12 Increase school role models from 37 in 2009-10 to 50 role model presentations Aboriginal Education Department 2010-11 : 181 2011-12 : 235 2012-13 : 465 Yes Increase BCFNS12 participants from 18 students to 25 students How Are We Doing Report 17 23 students in 11/12 10/12 No Offer FPE 10/11/12 at larger secondary schools or all four 2 1 of 4 secondary schools FPE10/11/12; increased from one offers FPE10/11/12 15 to 42 students enrolled Belmont- 16 ‘new’ Westshore- 26 at WS Annex for second year No Increase BCFNS12 C+ or better from 50% to 61% How are We Doing Report 3548% C+ or better No Language Goal: To increase knowledge of Aboriginal languages by Aboriginal and non- Aboriginal students. Halq'emeylem - 10 word or more Sencoten - 15 words or more Ditidaht - 8 words or more Halq'emeylem - 25 words or more Ditidaht - 20 words or more Scia’new First Nation elder has worked for numerous years teaching school children basic words in Halq’emeylem Language. Xxxx’xxxxxxx Language lessons were taught before school to elementary, and now for the third second year in the regular classroom to students at Xxxx Xxxxxxxx. Xxxxxx Xxxxxxx has two students that have surpassed her language curriculum. The program has been expanded to FN Grad Program 2011-12 and 2012-1312. Port Renfrew Elementary and T’Sou-ke Nation utilize First Peoples Voices as a source for words and language awareness for Ditidaht Language and Sencoten Language. One additional school currently uses FirstVoices Kids. T’Sou-ke Nation provides curriculum from at the early learning program Sum-SHA-Thut-Lellum for FDK classrooms in three Sooke Elementary Schools starting in 2010-11. Eighty-two five Kindergarten schoolchildren participated in Thursday Elder Project in five Full Day Kindergarten classrooms. Kindergarten students surpassed expectations with Sencoten language. At the end of the year, parents requested a Sencoten resource to use at home. Aboriginal Education department will continue to support the program in three elementary schools as agreed by the nationan elder.

Role Model Program. All schools are entitled to utilizing a role model programprogram throughout the year. Secondary provided 25 role model sessions in classrooms; middle provided 20; and, elementary offered 58. The district organized 78 role model sessions for various district level events. The total of role model events was 181in 2010- 11; 235 total. This is an increase of 139 role model presentations in 2011-12; 465 in 2012-13. School initiated initiatives 2012-13 were 249 in additionschools. The Victoria Native Friendship Centre offered a program titled ‘Box of Treasures’ in which many schools provided school funds for the donationhonorarium. Numerous schools received extra funds from school P.A.C.s to support cultural events. This year we surveyed the number of school initiated event in which schools completed 161 events featuring Aboriginal Role Models. Two school’s AESW completed 60 of the 161 school initiated events demonstrating monthly art lessons at Xxxx Xxxxxxxx and Willway. Ready, Set, Learn funds were provided for Port Renfrew Elementary, Zone events at SeaParc and the Westshore Mall, and Journeys of the Heart, Xxxxxxx assemblyand A Place to Play. At Xxxxxxx Elementary, Journeys of the Heart children and Cree musician Xx Xxxxxxxxxx Heart, Xxx Xxxxxxxx performed to the school27 participants. Port Renfrew RSL had numerous events and one featured Dididaht Cultural dancers Xx Xxxxxxxxxx with excellent turn out from the community. For a second New this year ‘A Place to Play’, Scia’new Nation received nine book bag collections for pre-schoolchildren to use at home- building home libraries. At the larger zone RSL events Aboriginal featured elders, music, Aboriginal themed book give away, interactive activities author Xxxxxxx Xxxxxxx with 18 participants’ children and cultural displaysadults. Aboriginal students at the or 33% elementary results were consistent to the question related to students commenting comment they learn ‘a lot’ about their culture at school. Aboriginal students at the or 62% middle and secondary students percentage was consistent regarding the comment they (students) learn about their culture at school. Year one: Approximately, 333 Aboriginal students K to 12 completed the surveysurvey with an Aboriginal Education staff member. Year two: 327 students completed Twenty schools participated. This year the survey. Year three: 314 students completed the survey. The Aboriginal Education staff assisted on the development of the questions and decided as a group to do a paper copy process. Next year, training will be provided for staff to administer on an on-line survey.This year the survey is now completed on-line. Results for many questions ‘I feel that Aboriginal heritage is honoured, respected and valued at my school’ results were 55 % elementary and 75% middle/secondary. And, ‘I am willing to be open in learning about my own Aboriginal cultures as well as other cultures’ results were 49% elementary and 74% middle/secondarya base line data. Target Participant Indicator Result 2010-11 Met Increase the number of students participating in survey by 50 students. Year one: 333; year two: 327; Year three 314 19 less 333 students participating over three yearsparticipated. Baseline Data Elementary: I am learning about Aboriginal people in my school. Year one: 107 Year two: 180; Year three: 129 Year one: responses 25% (27/107) Year two: 22.2% (40/180) Year three: 21% (27/129) Elementary: I understand and have knowledge about my Aboriginal heritage. Year one: 119 Year two: 180; Year three: 129 Year one: responses 33% (39/119); Year two: 23.9% (43/180); Year three: 26% (34/130) Secondary: I am learning about Aboriginal people in my school. Year one: 195; Year two: 146; Year three: 189 Year one: 195 responses 47% (92/195) ; Year two: 27% (40/146); Year three: 43% (82/189) Secondary: I understand and have knowledge about my Aboriginal heritage. Year one: 198; Year two:147; Year Three:189 Year one: 198 responses 63% (124/198); Year two) Aboriginal Ways of Knowing Goal: 44(continued) BC first Nations Studies 1£ & first Peoples English 10/11/1£ BCfNS 1£ number students BCfNS1£ % C+ or better fPE 10/11/1£ number students fPE 10/11/1£ C+ or better Linear (64/147); Year three: 54% (101/189BCfNS 1£ number students) 60 50 40 30 20 10 £0 20090 £009-10 2010£010-11 2011£011-12 2012-13 20131£ £01£-13 £013-14 Initiatives to increase secondary participation and completion rates. Aboriginal Education supported workshops at 2009-10 two teachers attended the Victoria, Circle of Courage for a second year First People English Institute; 2010-11 three teachers will attend the institute; flyer information was distributed widely ESD teacher increase to address literacy at the middle and secondary level; maintain ESD teacher role at elementary level; provide inclusive classroom strategies using Aboriginal Education ‘Oral Language’ in-house development of picture book lessons and classroom strategies; completed in- house secondary ESD strategy resource for teachers Aboriginal Education teachers attended UBC Math symposium year two; and participated in a two day workshop: PATH: Planning Alternative Tomorrows with Hope hosted by Support Services Added Aboriginal workshops in the curriculum’s departments ‘Learning Opportunities’ for teachers; Xxxxxxx XxxXxxx, 18th Annual Aboriginal Conference, Inquiry projects, Moe the Mouse Increase the number of Aboriginal content resources at the middle school level The district developed a new an Achievement Contract Aboriginal goal “It was well received by all of the students. The dancers were excellent!” “Great artefacts.” “Great presentation” “Historical and cultural background was very (thorough) good and had most students engaged – perfect for Grade 3 – 6”. “I really like Xxxxxxxxx – She was organized and informative.” “I like the progression of her presentation and I also enjoyed the student involvement.” “She was also very open to my ideas”. “I liked the second workshop”. “I got to try the jig”. “I love the dancing because of how fast Xxxxx could move her feet”. “I like participating in the jig”. “I like the first workshop because we got touch the furs and play with the jigman”. “I liked both workshops because they were fun to watch”. “I like making the Métis Enhancement Project Year Three – Grade four student Sash and teacher feedback Year One: the canoes”. “I thought it was fabulous and I learned a lot”. “I like the information we learned”. “I thought it was fun watching Xxxxx wear the sash and carry a load in it”. “I loved all of the facts I learned”. “I loved the soft beaver fur”. “I liked how Xxxxxxxxx brought in all of the stuff for us to look at”. Xxxxxxx, Happy Valley, Saseenos, Port Renfrew, Willway participated in a two part Métis grade four curriculum project prepared by Metis Nation of Greater Victoria. Year Two: Ecole Xxxxxxx, Xxxx Xxxx, Xxxxx Xxxxxxx, Xxxx Xxxxxx participated in year two. Year Three: Xxxx Xxxx, Xxxx Xxxxxxxx, Xxxx Xxxxxx, Xxxxx, Xxxx Xxxx Elementary. MEEP will be expanded to include additional lessons at the secondary level targeting grade 10/11/12 humanity classes at EMCS, Belmont, MTC, and WS FN Grad. Figure 6 Figure 7 FFiigguurree8 8 Increase school role models from 37 in 2009-10 to 50 role model presentations Aboriginal Education Department 2010-11 : 181 2011-12 : 235 2012-13 : 465 role model presentation Yes Increase BCFNS12 participants from 18 students to 25 students How Are We Doing Report 17 16 students in 11/12 decrease by 2 students No Offer FPE 10/11/12 at larger secondary schools or all four 2 1 of 4 secondary schools FPE10/11/12; increased from one offers FPE101112 15 to 42 students enrolled Belmont- 16 ‘new’ Westshore- 26 at WS Annex No Increase BCFNS12 C+ or better from 50% to 61% How are We Doing Report 3544% C+ or better No Language Goal: To increase knowledge of Aboriginal languages by Aboriginal and non- Aboriginal students. Halq'emeylem - 10 − fO word or more Sencoten - 15 − f5 words or more Ditidaht - − 8 words or more Halq'emeylem - − 25 words or more Ditidaht - 20 − 2O words or more Scia’new First Nation elder has worked for numerous years teaching school children basic words in Halq’emeylem Language. Xxxx’xxxxxxx Language lessons were taught before school to elementary, and now for the third year in the regular classroom to students at Xxxx Xxxxxxxx. Xxxxxx Xxxxxxx has two students that have surpassed her language curriculum. The program has been expanded to FN Grad Program 2011-12 and 2012-13. Port Renfrew Elementary and T’Sou-ke Nation utilize First Peoples Voices as awareness for Ditidaht Language and Sencoten Language. One additional school currently uses FirstVoices Kids. T’Sou-ke Nation provides curriculum from Sum-SHA-Thut-Lellum for FDK classrooms in three Sooke Elementary Schools starting in 2010-11. Eighty-two Kindergarten schoolchildren participated in Thursday Elder Project in five Full Day Kindergarten classrooms. Kindergarten students surpassed expectations with Sencoten language. Aboriginal Education department will continue to support the program in three elementary schools as agreed by the nation.Languages £009- £010- £011- £01£- £013-