This document provides information about Aboriginal education at an education center. It notes that 42% of students are Aboriginal and lists the number of Aboriginal students in each program. It recognizes some cultural factors impacting Aboriginal students and notes improvements are needed in graduation rates. The document also discusses what is known about Aboriginal parents and students, the role of the Aboriginal support worker, and strategies to better connect and support Aboriginal students through increasing cultural programming and community involvement.

1. Education Centre
2012/2013

2. Current Number of Aboriginal Students
Enrolled in Alternate Education

 Number of Aboriginal Students in each Class
Bridges (Harry) - 9 Bridges (Bonny) – 11
Futures - 9 Futures (English) – 6
STEAM - 11 Creative Technology – 7
CSS Bridges – 8 REAL – 2
Empowered – 8 YPP – 10
AMUT – 2
Total Number of Aboriginal Students – 83 (42%)
Total Number of Non-Aboriginal Students – 114 (58%)

3. What do we Know about our
Aboriginal Students?

 We know some students have a cultural connection and some
are not as connected.
 We know we need to be purposeful on how we support our
aboriginal students.
 We know we continue to have some struggles with the
graduation rate for our aboriginal students. Although, it is
important to note that our success rate is improving.
 We know that cultural factors will require our system to be
flexible for supporting students. Sto:lo Adult site notices a drop
in attendance for fishing, funerals, smoke house…
 We know our current system does not provide credit towards
graduation for the rich learning that is happening within the
aboriginal communities.

4. What do we Know about our
Aboriginal Parents?

 Probably not a strength for our site as parents are rarely in our main
building. Sto:lo Adult Education also struggles with regular
attendance as they strive to connect with our adult aboriginal students.
 Some parents and grandparents lived the residential school experience
and do not trust schools or have a discomfort towards schools.
 We know that providing food can be a good way for connecting with
the aboriginal parents.
 We know that it is important to go to their community as we strive to
build relationships. This staff meeting should be at an on-reserve hall.
 We know our aboriginal parents are comfortable with continuing their
education with the on-reserve program provided by Bryan.
 We know our adult learners struggle with returning to their education
and facing registration forms, district aboriginal forms, and a 62 page
CATT test.

5. Aboriginal Support Worker

 Gay Kelly supports all aboriginal students in our alternate
and continuing education programs.
 A significant amount of her current time is spent at Sto:lo
Adult Education Centre supporting the students and
taking care of paper work.
 Gay attends the School Based Team Meetings for alternate
school students and provides support at the classroom
level for two days.
 Gay also provides support for all teachers who are
interested in having guest speakers for class activities.

6. Extra Aboriginal Support Worker
Time?

 We need to check the district formula to gain an
understanding on changes to our allocated time (was
at 1.4 and decreased to 1.0 with increased number of
students)
 The following strategies should be a focus with
increased time: home visits, increased academic
support, increased cultural feeling to our school –
art…, increased community connection with elders
joining our school, increased involvement in
transitions, should attend meetings when a student
is moved to an Evergreen Certificate…

7. Strategies for Connecting our
Aboriginal Students

 Increased culture embedded in our curriculum.
Currently, we have a very Eurocentric curriculum.
 Pro-D sessions offered to staff members in order to
be purposeful on our approaches for supporting
aboriginal students.
 Build a stronger connection with district supports.
Nerine Graham our District Aboriginal Education
Coordinator is an amazing support with great ideas
for us to consider. Brenda Point is another wonderful
support who is the District VP of Aboriginal
Education and VP at Shxwetetilthet.

8. Do we Create a Specific Program?

 There has been some talk in our district about creating an
Aboriginal Academy for students. There is a district on
the Island with an Aboriginal Academy.
 Create learning environment that embraces aboriginal
culture for the delivery of curriculum.
 Story telling is a significant learning tool for an eldler to
help aboriginal youth with their learning. Malcolm has
noticed success with his aboriginal students remembering
with a narrative learning style.
 Learning in circles rather than in desks.
 Explore ethno botony, button blankets, mathematics in
aboriginal art…