Annual Report - MPSDaboriginal.mpsd.ca/documents/AnnualReport2014-2015.pdf · ANNUAL REPORT...

ANNUAL REPORT

2014-2015 Siwal Si’wes (Our Forefathers’ teachings) Mission Public Schools

Annual Report 2014-2015

“Aboriginal” is a term used by the government of BC and is inclusive of First Nation, Métis and Inuit peoples. Page 1

Table of Contents

Introduction

Acknowledgement of Territories……………………………………………………….2

Siwal Si’wes Advisory Council (Our Forefathers’ Teachings)….…………….2

Process Information

What does our district data tell us?...........................................................................3

First Steps in implementing our second EA…………………………………………3

Mission and Vision

Our Mission Statement……………………………………………………………………….4

Our Vision Statement………………………………………………..………………………..4

Medicine Wheel Themes for Success……..……………………………………………5

Goal Related Baseline Data

Goal area 1: Honouring Culture and History………………………….……………6

Goal area 2: Positive Learning Experiences…………...…………..………………12

Goal area 3: Meaningful Contributions………………….………………..…………17

Goal area 4: Looking to the Future………………….………………………………..21

Cooperative approach to Implementation.................................................................27



Acknowledgement of Territories

We acknowledge and honour the traditional territory and history of the Stóːlō people.

Our Aboriginal Enhancement Agreement is between our school district, all local Aboriginal communities, and the Ministry of Education. We also acknowledge and honour the four traditional territories of the following First Nations:

Kwantlen First Nation Matsqui First Nation Leq'á:mel First Nation Scowlitz First Nation Mission Public School District also appreciates the vital role of all Aboriginal peoples, groups and associations, residing within the school district, or involved in, or connected to: Fraser Valley Métis Association Lower Stat'limx Nations Métis Nation of British Columbia Mission Friendship Center We also acknowledge the traditional teachings of our Elders and the wisdom and sharing of their Aboriginal Culture. Siwal Si’wes (Our Forefathers’ teachings) – Aboriginal Education Advisory Council Siwal Si’wes works collaboratively with all schools to ensure that Aboriginal students are successful in Mission Public Schools. While promoting and respecting the traditional territory of the Stóːlō people, they help foster an awareness of and respect for all Aboriginal peoples. The council is comprised of the following:

Elected co-chairs Parents and caregivers of Aboriginal students Aboriginal Elders Members of our Aboriginal Communities School Staff School Board Trustees District Principal



What does our district data tell us? Our six year high school completion rate continues to improve (50% in

2006/2007 to 68 % in 2012/2013 to 73% in 2013/2014) First Steps in implementing our second EA

Inquiry based school funds and grant initiatives Increase in consultative committee meetings to support Siwal Si’wes

council work Professional Development on the impacts of colonization and

residential school Participation in District Wide Orange Shirt Day Learning Community for Reconciliation through Indigenous Education Aboriginal Focussed Book Club District Aboriginal Mentor and Instructional Leader Teachers Siwal Si’wes Teacher Librarian Afterschool tutors and homework clubs Increased involvement with healthy living and other external grants Halq’eméylem language in 9 out of 11 elementary schools Website and Newsletter improvements Increased access to technology for our Aboriginal Students Increased access to Aboriginal literature for all students

Silverdale Elementary Orange Shirt Day – Every Child Matters



Mission and Vision

Our Mission: Working as a community, we will enhance student empowerment by developing the skills, wellness, confidence, and self-reliance necessary for our children and youth to flourish and prosper throughout their

life journey.

Leq’á:mel First Nation Drummers

Our Vision: Recognizing and nurturing strengths, students will thrive as

individuals, thus contributing to the well-being of their families and communities while preserving tradition.

Mission Secondary Me to We students



A medicine wheel with Southern Plains/Sioux/Plains Cree and Lakota Colors was felt by our elders to

best represent the work of our EA. Today, the Medicine Wheel has become a major symbol of peaceful

interaction representing harmonious connections.

4 Themes for Success

Meaningful Contributions Create empowering

opportunities for students to

grow as individuals and prosper

as a part of a community

Positive Learning

Experiences Create high levels of student

engagement and success so

students are connected and

supported in their learning

Looking to the

Future Ensure all students are

preparing for change and

making successful

transitions

Honouring Culture and

History Ensure ALL students are learning

about and respecting Aboriginal

peoples, culture and history



Lekeyten Kwantlen First Nation Elder and Riverside student Taylor at signing ceremony Nov 25/14

Theme 1: Honouring Culture and History Ensure ALL students are learning about and respecting Aboriginal peoples, culture, and history. Goal 1: Increase student knowledge of Aboriginal people, culture and history. Rationale: In our community consultation meetings a common theme prevailed that our Aboriginal children’s success is connected to students feeling valued and respected in school. It was further acknowledged that the lack of knowledge that exists for many people in our system about Aboriginal people, culture and history is a major road block for building the bridges of understanding for, togetherness and ultimately respect. The idea that ignorance comes from lack of knowledge, and that if we ensure students are learning about Aboriginal



peoples, culture and history, then it will lead us to the necessary framework for a more knowledgeable, and hence respectful environment for our students. We also believe that Aboriginal students need to see themselves valued in the curriculum, being portrayed positively and that all students need the opportunity to develop a deeper understanding of the values imbedded in Aboriginal teachings, the impacts of such history as colonization and residential schools and what many in our community have defined as the “true” history. In response to overwhelming community input and the wisdom of our elders, as well as, data that show the majority of our students do not feel they are being taught enough about Aboriginal peoples in Canada and the understanding of the importance for Aboriginal students to see themselves genuinely rooted in the culture of our schools provides the need for this goal. Performance Data: Baseline data is presented here with 5 year performance targets that will be monitored annually.

Increase the percentage of students reporting they are taught about Aboriginal peoples in Canada as reported in ministry satisfaction survey results.

At school, are you being taught about Aboriginal peoples in Canada?

Aboriginal Non-Aboriginal School Year # of Grade 12 All or many times # of Grade 12 All or many times

2013-2014 32 34% 248 19%

# of Grade 10 All or many times # of Grade 10 All or many times

40 45% 210 33% # of Grade 7 All or many times # of Grade 7 All or many times


76 63% 287 44%

Increase number of students taking First Nations 12.

Aboriginal Non-Aboriginal Total School Year # of students # of students



2013-2014 16 20 36

Increase the number of learning opportunities that promote an understanding of Aboriginal peoples, culture, and history. School Year # of cultural bookings/presentations (not including in house presentations) 2014-2015 303

Increase participation rates in our Halq’eméylem Language Program School Year # of schools # of divisions # of students 2013-2014 5 16 364 2014-2015 10 49 1225

Stories we believe capture the spirit of working towards improvement in this goal area: Stóːlō Elder, Siyamiyateliyot, visits École Christine Morrison

In Halq’eméylem, Siyamiyateliyot shared the story of her early years of her life; learning both

Halq’eméylem and English in the home. She was instrumental in developing the written language of

Halq’eméylem, and still assists with translation and pronunciation. In fact she is the person who taught

Pipte and Malila the Halq’eméylem language. She is an expert Salish Weaver, taught by her mother who

re-introduced Salish Weaving to her people. It was a privilege and honor to have her in our school.



Keeping the Embers Burning: A storytelling poem project written by students at École Christine

Morrison with local First Nation storytellers Selena Shaffer, Xaytlem (Neil Phillips), Karinanne Buckner,

Mesisl (Herman Dan), Halq’eméylem Language Liaison Pipte Lindley, Tatya (Phyllis Wright), Awchpineqw

(Florence Louie), Tixten (Agnes Giesbrecht), teacher Vivian Searwar and Aboriginal Liaison Judy Cathers.

The writing of this book hopes to illustrate the time-honored practice of sharing knowledge by way of

oral tradition customary to First Nation communities. They invited local First Nation community

members to their grade 4 classroom to share good food and good conversation. The children asked the

elders questions about their life as a child and as an adult. The children share stories about their lives

too. They laughed and they cried, but most importantly they came to understand. Students and elders

put their hands together, pictured below.

Respected Stóːlō Elder and renowned speaker Eddie Gardner came to Hatzic Secondary School to

present the ‘Medicine Wheel’ to all students in the school. (below)



Cultural Days have been a tradition in our school district for more than a decade. They started at

Dewdney school with the idea coming from Leq’á:mel councilor Justin Laslo’s mother, Myrna. Students

and staff participate in a day of cultural learning that sparks ideas to continue learning about Aboriginal

peoples, culture and history throughout the school year.

Scowlitz First Nation Councilor Johnny Williams welcomes Dewdney students to Cultural Days

Comments from ESR Cultural Days:

- “Having Aboriginal Culture Day was so special to me because I got to learn about different Aboriginal cultures.” - Grade 4 student - “I want you to know THIS DAY WAS AWESOME!” – Grade 4 student - “I never knew there were so many different Aboriginal cultures. I want to know more” – Grade 5 student - “It’s amazing that people could make tents out of these plants. I struggled making an itsy, bitsy mat!” – Grade 6 student - “We could put buttons wherever we wanted to AND we got to pick the animal we wanted!” – Grade 2/3 students - Students loved learning about the symbolism of the bead colours while making their Medicine Pouches- Gr. 5/6 class - The students loved playing Slahal… they even made their own “bones” and were playing the game outside at recess and lunch! - Grade 4/5 Class - “The whole Culture Day was a wonderful day for all of us. We feel very lucky at ESR that we have this opportunity and we thank you all for all of your effort in putting this together. The day was such a success - ESR Staff - “The whole morning was put together extremely well. The children in my class have gained more knowledge of different Aboriginal cultures and as a result more respect. Well done!” – ESR Staff



Photos from Cultural Days at Edwin S. Richards and Ecole Christine Morrison Elementary Schools



Theme 2: Positive Learning Experiences

Create high levels of student engagement and success so students are connected and supported in their learning. Goal: Increase levels of student engagement. Rationale: We believe that students come to school for many reasons, but it is the positive learning experiences that keep students engaged through to graduation. We have defined engagement with feeling successful, connected and supported in their learning with student actions such as coming to and staying in school. Students who are engaged in their work are successful, curious, connected, and supported in their learning. Our district data indicates that students in our schools are not feeling as connected and supported as we would want. Our provincial data indicates the percentage of students reporting they like school decreases as they proceed in to higher grades. Our FSA results for grades 4 and 7 in reading, writing and numeracy show a difference in achievement for our Aboriginal learners that is the same difference in completion rates or success for our Aboriginal students. Input from our community meetings and parent and student surveys suggest a need for better relationships and connections, more support with learning and more opportunities to spark curiosity and interest in learning leading to feelings of success and thus keeping children engaged in school. Performance Data: Baseline data is presented here with 5 year performance targets that will be monitored annually.

Increase the percentage of students reporting they like school as reported in ministry satisfaction survey results. Do you like school?


2013-2014 32 22% 254 33%


41 27% 215 29%





72 46% 283 57%

Increase the percentage of students reporting they have two or more adults who care about them at school as reported in ministry satisfaction survey results.

How many adults at your school care about you? (Percentage responding 2 adults or more.)


2013-2014 32 66% 259 76%




78 96% 296 90%

Improve attendance rates at middle and high school

Aboriginal Student Absences

School Year # of Grade students 7 - 12 15 or more days 30 or more days more than 45 days 2014-2015 486 202students = 42% 113 students = 23% 39 students = 8%

Increase the percentage of students who report they do well in school on district student connectivity survey. I do well in school.

Aboriginal

School Year # of Grade students K - 12 % of students K – 12 reporting Always or Often

2014-2015 919 surveyed 72% n = 662



Increase the percentage of students who report they try their best during class time on district student connectivity survey. I try my best during class time.

Aboriginal


2014-2015 919 surveyed 61% n = 558

Increase the percentage of students who report they get support from

school staff on district student connectivity survey.

I get support from school staff.

Aboriginal


2014-2015 919 surveyed 59% n = 541

Stories we believe capture the spirit of working towards improvement in this goal area:

Congratulations Braden! We are proud of

you!

M.L.I.M. had a contest to design a poster

for an upcoming Literacy workshop. They

were looking for an original design done

by a youth in our community. Braden

designed a book cover with an Eagles

Head and the words “In the eyes of an

Eagle.” Amongst many amazing entries

Braden’s was picked to represent the

workshop.



November 2014, Wayne Martin, Aboriginal Liaison

Worker, submitted a Siwal Si’wes grant application

requesting funding for an on-going incentive for

students in the Mission Secondary CORE Program. The

idea was to offer grade 9-11 students, who have

struggled academically and in the regular classroom

setting, incentives for both reaching monthly academic

goals, and ultimately their grade completion. The grant

proposed bringing an artisan (Tom Patterson) into the

CORE Program as a presenter and mentor once a

month, and for the students who passed their grade,

the opportunity to design their own full size, yellow

cedar, canoe paddle. All the students took advantage of

the monthly meetings with Tom, and eighteen students

went on to design their own paddle having successfully

passed their grade. The completion of this work was on

June 5th, when the students displayed their completed

paddles at an afternoon tea, where they were

congratulated for their 2014-2015 academic

achievements and encouraged to go on to the

completion of grade twelve.

Fraserview Learning Center: students make and wear their Métis Capotes

The Capotes are featured in this year’s Seventh Generation Club agendas as is student art from West Heights Community school



Silverdale Elementary The Raven and the Monkey King is an Aboriginal theatre group from Vancouver, BC. The Group came

and did a live performance at Silverdale Elementary and the students loved it. The students come up to

me (Susan O’Soup, Liaison Worker) and still thank me for bringing in the live performance.

They learnt about banning of the BC First Nation Potlatch and the Chinese Head Tax in the early

nineteen hundreds in BC. The students were so interested in the button blanket from the play that ALW

Susan O’Soup decided to make mini Button Blankets with the entire school to extend the teachings.

Riverside College had a Music and Bannock Day on Dec. 15th, 2014. Crystal Williams made the

delicious bannock for all the staff and students. Jennie Bice, Myles Ferrie, (Staff) Herman Dan and Taylor

Walczak (student) played lively tunes and there was jigging going on. It was fun and the feedback I

received was that this should happen more often at the school. Summit joined in as well for the fun of

dancing and the tastily bannock. Beatrice Eppinga, Herman Dan Sr. and Rene Inkster were the three

Elders who came up for the chat and some did some jigging.

Students from West Heights reflect on a Lacrosse presentation

Windebank Elementary Aboriginal Artist in Residence Peter Gong

Grade 1/2



Theme 3: Meaningful Contributions

Create empowering opportunities for students to grow as individuals and prosper as a part of a community Goal 3: Increase Aboriginal student involvement in extra-curricular and/or leadership activities. Rationale: We believe that empowering opportunities and meaningful contributions are the cornerstones of enhancing the educational experience for students in a way that leads to a purposeful graduation with skills for the future. Dr. Martin Brokenleg states that “Young people must be empowered to care and contribute to the betterment of their families, friends, schools and communities” (Circle of Courage Elementary School Tool Kit). According to the report, Career Development in the Canadian Workplace: National Business Survey, two out of three Canadian businesses say they have difficulty finding candidates with the “soft skills” they are looking for – a positive attitude, good communication ability and a strong work ethic. These learnings are often best obtained in the extra-curricular and leadership opportunities that exist in the school and greater community. Students have also shared with us that how belonging to a club or team was a key factor in staying in school. Input we received from our consultation meetings and surveys called strongly for us to find ways for more of our Aboriginal children to participate in activities that promote empowerment and ways to contribute positively as a part of a community. Currently our data shows that on average only half our children are participating in such activities. We believe empowered students feel they have the independence to make their own choices and thus to acquire the skills, wellness, confidence, and self-reliance necessary for success in life. Performance Data: Baseline data is presented here with 5 year performance targets that will be monitored annually.



Increase the percentage of students reporting they are involved in extra-curricular or service activities on district student connectivity survey. I participate in extra-curricular at school.


2014-2015 919 surveyed 39% n= 367

Increase the percentage of students who are involved in leadership opportunities within and beyond the school district. School Year # of Grade students 7 - 12 % of students 7– 12 reporting Always or Often 2014-2015 400 surveyed 47% n = 188

Increase the percentage of students who are involved in acts of service or volunteerism within and beyond the school district.

School Year # of Grade students K - 12 % of students 7– 12 reporting Always or Often 2014-2015 399 44% n = 177

Stories we believe capture the spirit of working towards improvement in this goal area:

Students from Hatzic Elementary share the women’s warrior song at École Mission

Central’s assembly.



On Anti- Bullying Day Feb 25th at HPSS we also recognized “Orange Shirt Day” from September 30th. All

the staff and students wore an orange ribbon. The story of Phyllis Jack was read in class. The ribbons

were worn in conjunction with pink shirts to show that bullying must stop and that “all children matter”.

Students from Deroche Elementary School dance at the signing ceremony for the Aboriginal Education Enhancement Agreement on November 25, 2015.



Students at many schools in the school district learn Halq’eméylem and perform their songs at the AEEA signing ceremony

Students in our Aboriginal Program from MSS, Fraserview, Summit, HPSS, and HSS participate in Me to We Club – Winter Heat BBQ at Mission Friendship Center

We Bake for Change Vow of Silence and Blue Shirt Day



Theme 4: Looking to the Future

Ensure all students are preparing for change and making successful transitions. Goal 4: Increase Aboriginal student success and preparedness. Rationale: Students are prepared for the next steps when they have set goals, made plans, experienced mastery in their course work and have had the experiences necessary to prepare them for the next transition. The better prepared our students are for the next level the greater the likely hood of sustained success and completion of school with skills and options for the future. Our provincial level data shows that our student grade to grade transition rates begin to decrease through middle and high school leading to lower completion rates. The district has two transition objectives specifically for Aboriginal students, which are as follows: Improve the successful transition of Aboriginal students each year from grade 7 to grade 12, and improve the percentage of Aboriginal students earning a Dogwood Diploma within six years from the time they enter grade 8. Our goal is about enhancing this work and providing the value added experience so that our students thrive in these transitions, as well as, beyond high school completion. Information from our community input meetings and student and parent surveys expressed a desire to increase support to students in their learning so they can experience the necessary success in their classes to continue to the next level and feel prepared when they get there. Performance Data: Baseline data is presented here with 5 year performance targets that will be monitored annually.

Increase the percentage of students in grades 10 and 12 reporting that school is preparing them for post-secondary education (for example, college, university, trade school) as reported in ministry satisfaction surveys.



Are you satisfied that school is preparing you for post-secondary education (for example, college, university, trade school)?


2013-2014 31 13% 255 36%

# of Grade 10 All or many times # of Grade 10 All or many times 2014-2015

41 41% 210 40%

Increase the number of students passing all courses in middle and high school. Aboriginal Students passing all courses

School Year # of Grade students 7 – 12 Passing all less 1 less 2 or 3 less 4+

2014-2015 461 308 = 67% 68 = 22% 44 = 9.5% 41 = 8.8%

Increase the percentage of students achieving grade 12 program examination scholarships and/or Dogwood District /Authority Awards. Current Data is unavailable for this measure

Increase Student Transitions to BC Public Post-Secondary Institutions. Grade 12 Graduates Demographic Group Gr. 12

graduates of Year of Transition to a post-secondary institution school year 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014

(#) (%) (#) (%) (#) (%) (#) (%) (#) (%)

Aboriginal students 59 100 16 27 7 12 2 3 2 3 All students 529 100 171 32 48 9 25 5 24 5 K – 12 Non- Graduates Demographic Group Gr. 12

graduates of Year of Transition to a post-secondary institution school year 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014

(#) (%) (#) (%) (#) (%) (#) (%) (#) (%)

Aboriginal students 25 100 2 8 1 4 0 0 1 4 All students 206 100 20 10 2 1 1 0 3 1



Stories we believe capture the spirit of working towards improvement in this goal area: École Mission Central Elementary offers a variety of efforts to build skills and offer

support:

Mission Literacy in Motion–This is an after school reading program that friends of the

library members volunteer as big buddies to read to our students Thursdays after school

for about a 3 month period. May of our students just need that extra bit of support, and

it builds relationships and mentorship in the community. It starts right after school, they

have a snack, join their buddy in the library, and they read for approximately 45 minutes

and then the last 15 minutes they get to play a game. They log in their journals the

books they have read, and bring it home to their parents proudly. I assist in running the

program, and it is a wonderful project.

Floor Hockey! – Once a week during lunch I referee floor hockey for the intermediates

along with Carolynn taking another day, it has been a wonderful success, and we have

had the opportunity to play other schools as well. I love encouraging and coaching our

children in sports and play, and learning the meaning of sportsmanship. Students will

be more likely to transition into joining sports teams and staying active in the future

with this involvement at elementary.

Blessings in a backpack- This is a program that is funded by private companies that

provide food for certain students that need just a little extra. There is enough food to

feed a child over the weekend. Every Friday food is delivered to the school and then I

distribute it to the students, they bring the backpack back to the school on Monday, and

we continue this throughout the year. It has made an incredible difference in the lives of

some of our children, and the parents feel blessed to be a part of it.

Cops for Cancer-This is a fundraising event for cops for cancer tour de valley team. Kim

Gray works with a group of students to come up with fundraising ideas and events to

raise money. It was a wonderful success raising $1100.00 for cancer. Under the direction

of the principal, I work with the students to put on the events to raise funds.



Graduates at our Family of Schools Recognition dinners: Hatzic Secondary Grads:

Mission Secondary Grads:



Heritage Park, Fraserview and Riverside Graduates

with Elder Rene Inkster and ALW Christine Gawthorn



2015 Treaty Forum Field Trip

The Stóːlō Xwexwilmexw Treaty Association invited us to attend the 2015 Youth Forum.

Altogether there were 17 Mission students who attended; 11 from Mission Secondary and 6

from Hatzic Secondary. All students arrived early to catch the bus to Chilliwack. This year’s

theme was “Continuing the Work of Our Ancestors.” The students took part in 4 workshops

that taught them about the current Treaty of the Stóːlō people and they were: ‘The Treaty

History and Constitution’, The old and modern ‘Governance’ structure roles and responsibilities

and future job opportunities that will be available when the Treaty is ratified, and ‘Our

Connection to Land & Resources’ which taught the students about the importance of the land

and resources within the Treaty based on our connection to the land and resources; as well as

continuing the ways of our ancestors and how we used to live off the land with our salmon,

cedar, food, medicine and the ways we can continue to do this. A very memorable part of this

particular workshop was about our traditional berry picking patches. A number of students

remarked on this during the Q & A. For lunch, the students got to participate in another

workshop which was a mock ‘First Salmon Ceremony,’ this taught the students much about this

important traditional ceremony with hands on role playing. Handouts about the ‘Legend of Mt.

Cheam,’ ‘The First Salmon Ceremony,’ ‘I am Stóːlō,’ and T’xwelatse’ were given out about this

very important informative youth forum. Hatzic Secondary’s Stephanie Gabriel won an iPod

Touch for her participation in all 4 sessional workshops.

Stone T’xwelatse Stephanie won an iPod Touch Stephanie and ALW Connie Moojelski

Cherry Hill and Windebank Mosaic Project:



Cooperative Approach to Implementing the Enhancement Agreement:

Mission: Working as a community, we will enhance student empowerment by developing the skills, wellness, confidence and self-reliance necessary for our children and youth to flourish and prosper throughout their life journey.

This Enhancement Agreement "requires a high level of respect and trust to function." The inter-relationship and responsibilities reach far beyond the school personnel interacting with students. Regular communication is essential to building these relationships. It is the policy of Siwal Si'wes Aboriginal Education to consult with parents and caregivers, families, and aboriginal communities to ensure that we understand and can support one another in removing barriers and solving problems that may arise. It is very important that doors (and minds) remain open and that we express our concerns with a positive intent for resolving any differences.

Students will approach learning with curiosity and creativity. They will apply their individual talents and gifts, always reaching toward their potential. They will take responsibility for their learning, ask questions, and seek help when needed. Supportive and inclusive fellow learners will help everyone to enjoy their school experiences, and build life-long friendships.

Parents and caregivers have an important role in planning and implementing services at the school level. They provide children and youth with encouragement and needed assistance, including practical supports such as good nutrition, homework assistance, transportation to and from events, and clear expectations regarding attendance, performance, and "doing your best".

Family includes many generations and special relationships with people we care about, whether living in the same household or not. The supportive role and modelling of grandparents and other elders, siblings, aunts and uncles, cousins and all those whom we call 'family' can be crucial to the success of students.

Aboriginal community, whether on- or off-reserve, provides an important link to the traditions, stories, and practical supports for our students. Chief and Council, community leaders and staff may be able to provide assistance with transportation, school-related expenses, sports equipment, ceremonies and recognition for students and their families, making it possible for learners to excel. Regular consultation between community representatives and



MPSD staff can help ensure that aboriginal students are receiving the supplementary services that they require for success.

Siwal Si'wes Aboriginal Advisory Council works collaboratively with all schools to ensure that Aboriginal students are successful. Promoting and respecting traditions, they also help foster awareness of and respect for all Aboriginal people. The committee meets monthly and in special ad hoc work groups to plan and oversee the Enhancement services provided by the school district. Parents and caregivers of Aboriginal students, Elders, and members of Aboriginal communities are welcome to come to the table, to provide their ideas and guidance. Please visit the Siwal Si'wes Aboriginal Advisory web-site for up-to-date information, meeting dates, and recognition of recent student success. www.aboriginal.mpsd.ca.

Citizens in local communities are showing a growing awareness and desire for understanding and interaction with the Aboriginal cultures and people. A positive environment is emerging, one in which Aboriginal traditions are being recognized and respected. Siwal Si'wes volunteers were recently recognized by the District of Mission in 2014 with a Special Accomplishment Award.

Community, Social and Government provide many additional services and programs for Aboriginal people that complement the education system. Community resource groups, literacy support, outdoor and environmental activities, sports and recreation providers, and the Fraser Valley Regional Library system can enhance the student's learning and provide additional opportunities for learning.

“Tset xwelchesem late lhewelep”

“We raise our hands in thanks and respect”

Images used throughout the document are a reflection of the elders, students, staff, families, guests, and community

engaged in the work within the school district. Not all stories could be featured in this document. Please see our

website for more examples of Enhancement Agreement at work at aboriginal.mpsd.ca

http://www.aboriginal.mpsd.ca/

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