Local Education Agreements: BCTEA EA, Transportation a and Su Supports FIRST NATIONS EDUCATION STEERING COMMITTEE
Recog ognition on o of the T Territor ory 2
Introd oduction on 3
Introduction About F Ab t FNESC SC • The First Nations Education Steering Committee (FNESC) was founded in 1992 by participants of a provincial First Nation education conference who identified the need for a First Nation-controlled collective organization focused on advancing quality education for all First Nation learners. • FNESC works to support First Nations in their efforts to improve the success of all First Nation students and advance First Nations education in BC. FNESC currently has 126 Board members. • FNESC has a formal protocol with the First Nations Leadership Council (FNLC) that recognizes FNESC as the lead policy and advocacy body, as directed by First Nations governments, working to advance quality education, improved accountability, and improved education outcomes for all First Nation students in BC. 4
Introduction Students i in t the BC F BC First Nations Ed Education S System • Students living on-reserve attending First Nations 5,127 schools [Full-Time Equivalent (FTE) students] • Off-reserve reciprocal tuition students in First Nations 1,216 schools 7,820 • First Nations on-reserve students in public schools • On-reserve First Nations students in off-reserve 718 independent schools • Self-identified Aboriginal students in the public system 66,142 (status on-reserve students are included in the total) 5
BCTEA BC T Tripartite e Edu ducation A Agreem eemen ent • The Government of Canada, Government of British Columbia, and FNESC, with the First Nations Schools Association as a witness, signed the BC Tripartite Education Agreement: Supporting First Nation Student Success (BCTEA) on July 1, 2018, setting the foundation for further growth and changes to support the improvement of our BC First Nations education system. • BCTEA is a five-year agreement that replaces the previous Tripartite Education Framework Agreement (TEFA, 2012-2018). • BCTEA includes new and strengthened processes to support First Nation students. • BCTEA includes new and significant funding for BC First Nations education, including funding for: Language and Culture • Transportation • Technology • 6
BCTEA Ongo going g Funding g Commitments T Through BCTEA EA An additional $20 M annually for First Nations education in BC, with the following priorities affirmed by representatives at a provincial information session held on March 12, 2018. • First Nations Language and Culture programs – approximately $14 M • Additional funding for First Nations schools’ transportation needs – approximately $1.3 M • Transportation capital (school buses) for First Nations schools – approximately $1 M • Increased funding for First Nations adult education – approximately $0.9 M • Expanded second and third level services – approximately $2.7 M 7
BCTEA BC BCTEA Co Commitments, , co cont’d • With BCTEA, and with the Province’s commitment to implementing UNDRIP, the TRC Calls to Action and the BC-FNESC Protocol, along with the 10 Principles, we have a good foundation for moving forward positively to bring necessary changes to the public school system. • Improved accountability and reporting for students in public schools will include First Nations’ access to their students’ data, a second enrolment count, and annual student outcome reports to FNESC. • FNESC is working with BC on the development of the new policies and legislations relating to BCTEA (i.e. LEAs). 8
BCTEA BCTEA: L LEAs & T s & Transp sportation • School districts and First Nations will create joint plans to address the transportation needs of students who attend public schools, to be funded through a targeted transportation fund beginning in 2019/20. • Local Education Agreements (LEAs) between First Nations and School Boards will continue to be supported and encouraged, and First Nations without an LEA will have the option of using a provincial LEA. • BC will support FNESC's ongoing engagement with the Ministry of Education. BCTEA (2018) Schedules H & G Kit: Tab 5 pgs. 52 & 55 9
BCTEA Dec ecla laration on on t the R e Rig ights of of Indig igenous P Peo eople les (Bill 41 ill 41) • Bill 41 – 2019 Declaration on the Rights of Indigenous Peoples (Bill 41) anticipates a path of collaboration between the Province and First Nations and will require a cross-government approach. • The legislation will provide a legislative framework for recognizing the constitutional and human rights of Indigenous peoples and aligning B.C’s laws with the internationally recognized standards of the U.N. Declaration, as well as the legal rights of Canadian Indigenous peoples. • The legislation will require: • Alignment of B.C.’s laws with the UN Declaration, and • An Action plan that includes consistent public reporting 10
Student Data – Public Schools Studen ent D Data 11
Student Data – Public Schools How A Are W We D Doing? g? R Report • This is a comprehensive annual report from the Ministry of Education about Aboriginal and non-Aboriginal students in the public K-12 system. • FSA results (reading, writing, numeracy) • Graduation rates • Evergreens • Children in care • Alternate programs • Students in special needs programs • Satisfaction survey results How Are We Doing Report Summary 12 Kit: Tab 1 p. 6
Student Data – Public Schools Student Population i in BC Public S Schools • Of the 563,245 students in BC public schools, 66,142 self-identify as 2017/2018 How Are We Doing? Report Aboriginal (includes 7,820 status Aboriginal on-reserve students) 11.7% • 12% of the Aboriginal student population live on-reserve • As many First Nations schools do not Non- Aboriginal offer higher grades, over half of the 88.3% students in BC First Nations schools eventually transition into public K-12 schools . 13
BC Do Dogw gwoo ood Graduation on Ra Rate 6-Ye Year Completion Rate, BC Public S Sch chools % Status On-Reserve % Aboriginal, not including status on-reserve % Non-Aboriginal 87 86 86 86 86 72 69 68 67 66 63 57 53 53 50 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 See also District Level 6-year 14 Kit: Tab 1 p. 3
5-Year C Completion R Rate, Public S c Sch chools (Do Dogw gwoo ood a and Adult Do Dogw gwood ood) % Status On-Reserve % Aboriginal, not including status on-reserve % Non-Aboriginal 82 82 82 81 81 63 60 59 59 58 50 45 41 38 38 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 15
Read ading, W Writing a and N Numerac acy “On T Track ck or Ex Extending” Ex Expect ctations 2 2017/1 /18 FOUNDATION SKILLS ASSESSMENT % of Status On- % Aboriginal , not including % Non-Aboriginal Reserve status on-reserve Grade 4 Reading 42 63 78 Grade 4 Writing 45 66 79 Grade 4 Numeracy 30 49 69 Grade 7 Reading 44 68 80 Grade 7 Writing 72 84 92 Grade 7 Numeracy 22 46 68 16
Student Data – Public Schools Alter ernate P e Programs • Aboriginal students comprise 40% of students in Alternate Programs • BC Six Y Year C r Com ompletion on R Rates i in Altern rnate S School ools School Year % Status on- % Aboriginal, not % Non-Aboriginal Reserve including status on-reserve 2017-2018 31 40 51 17
Student Data – Public Schools Children a Ch and Youth i in Ca Care, BC , BC Public Sch chools Educational outcomes for Aboriginal children and youth in public schools who are in the care of the Ministry of Children and Family Development are particularly concerning. • Ove ver-rep epres esen entati tion: While Aboriginal children and youth comprise only 11% of BC’s total student population, 64% of all children and youth in care are Aboriginal. • Si Six-ye year completi tion ra rate: 58% for Aboriginal students with a Continuing Custody Order, and only 32% if they also had designated special needs. Compared to 87% all BC public school students. A high proportion of CYIC are earning Evergreen (Completion Certificates) and Adult Graduation Diplomas instead of Dogwood Diplomas. • Po Post-Sec econdary: 17% of all CYIC students transition to BC public post-secondary institutions within three years of completing high school, compared to 48% of youth who are not in care. 18
Student Data – Public Schools Studen ent A Achievem emen ent R Reports, s, BC BC Ministry o of E Education • Interactive Reporting: https://studentsuccess.gov.bc.ca/ • The website provides interactive information about Aboriginal student outcomes to make it easier for parents to access information about their school district. • Step tep 1 1: Select a school district - Hover over the data points to get summary of data • Step tep 2 2: Select a report - Access the information offline by downloading the report 19
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