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Building Better LEAs : Working to improve student outcomes

Building Better LEAs : Working to improve student outcomes. First Nations Education Steering Committee v5. Opening. Recognition of the territory Welcome and introductions Housekeeping – expense claims must be returned within 30 days. Introduction. Vision for the Workshops.

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Building Better LEAs : Working to improve student outcomes

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  1. Building Better LEAs:Working to improve student outcomes First Nations Education Steering Committeev5

  2. Opening • Recognition of the territory • Welcome and introductions • Housekeeping – expense claims must be returned within 30 days

  3. Introduction

  4. Vision for the Workshops • We want LEAs that support the growth of productive and respectful relationships between First Nations and school districts in order to create school environments where First Nations children can thrive with improved achievement rates.

  5. What We Hope to Accomplish • Provide you with LEA support, ideas and strategies • Share new draft LEA Toolkit and listen to your feedback on how to improve it • Offer you an opportunity to ask questions and share your experiences

  6. Important Notes The information we are sharing, including the Sample LEA, is not legal advice. First Nations are always encouraged to seek independent legal advice to address their particular circumstances and concerns. FNESC does not negotiate LEAs, but strives to provide support to First Nations around LEAs through workshops, resources and responding to information requests.

  7. Your Input and the Feedback Workbook • We welcome your ideas for improving the LEA Toolkit. You are informing the next version (Spring 2013) and online versions. • Besides the Toolkit and workshops, we want to know what other types of supports are needed. • What do we need to advocate for or share information about relating to LEAs? • Fill out your Feedback Workbook, and you might win a $50 Prize!!!!

  8. Looking at the Draft Agenda • Are there changes? • What topics are of most interest? • Are there topics we need to add? • Local priorities?

  9. Background to FNESC’s LEA Work Established in 1992, the First Nations Education Steering Committee (FNESC) is now directed by a 100-member board of First Nations community representatives and supported by First Nations leadership. LEA work is an important part of FNESC’s efforts to achieve quality First Nations education.

  10. Background to FNESC’s LEA Work FNESC established an LEA Sub-Committee in 2007 and published an LEA Handbook FNESC issued a Revised LEA Handbook in 2009 LEA workshops held in spring 2011 and 2012 to develop LEA Toolkit Recommendations to and dialogue with the BC Education Partners

  11. Acknowledgements • LEA Toolkit was drafted under the direction of the FNESC LEA Sub-Committee. • It was informed by feedback from a series of LEA community workshops and by participants in FNESC’s annual Regional Sessions community meetings on education. • In recent years, this work has been financially supported by the federal Education Partnerships Program. • We’ve appreciated past expressions of support from the BC School Trustees Association.

  12. 1 Looking at the Toolkit… Overview

  13. What’s in Section 1?

  14. What is an LEA? • An LEA is an agreement between one or more First Nations and a provincial School Board or an independent or private school. It is a mechanism to influence how a SD provides education services to First Nations. • It outlines terms for the purchase of education programs and services by the First Nations for K-12 status Indian students ordinarily resident on-reserve and attending provincial schools off-reserve. • Aboriginal Affairs and Northern Development Canada (AANDC) requires that an LEA be in place before AANDC will flow tuition funding through a First Nation, instead of directly to the Province.

  15. Why are LEAs important? • LEAs are more than just tuition agreements: • LEAs can help First Nations have a stronger voice in the education of their children. • They can be an effective tool for better student outcomes, particularly for better student achievement. • LEAs can influence how school districts provide services for First Nations students, and for promoting meaningful First Nations and parental involvement in the public school system.

  16. Quick Tip See the characteristics of “Effective LEAs” on page 2 Discussion and Feedback – What can we improve in Section 1?

  17. Differences between LEAs & EAs See page 9 of the Toolkit

  18. 2 Looking at the Toolkit… LEAs within the context of other provincial improvement initiatives and accountability mechanisms

  19. What’s in Section 2?

  20. Introduction to Section 2 • LEAs can be understood and considered in the context of other provincial government initiatives and commitments, described in this section.

  21. 2.1 Aboriginal Education Enhancement Agreements (EA) • An EA is a formal arrangement between a school district, all local Aboriginal communities and the Ministry of Education (MEd) • An EA is intended to enhance the education achievement of Aboriginal students • Targets are embedded in Achievement Contracts • EAs are meant to promote collaboration and shared decision-making.

  22. 2.1 Aboriginal Education Enhancement Agreements (continued) EAs can be used to stress the important role of traditional languages and cultures in promoting student development and student success. Fundamental to EAs is the requirement that school districts provide strong cultural programs, appropriate to the local first peoples on whose traditional territories the districts are located.

  23. Looking at the questions… • Are EAs required by the Ministry? (p. 6) • Who develops and implements EAs? (p. 7) • Who determines if EAs are making a difference to educational outcomes for Aboriginal Students? (p. 7) • Is funding available to support EAs? (p. 8)

  24. Elements of the BC Ministry of Education Accountability Framework The Framework is rooted in the School Act Key elements:

  25. Ministry Policy says that targets for Aboriginal achievement must be included in Achievement Contracts FNESC has recommended to the K-12 Aboriginal Education Partners that targets for Aboriginal achievement be embedded in individual district achievement contracts and that these be reported to the Minister annually.

  26. “What’s missing from the Ministry’s Accountability Framework?” LEAs are missing! We want greater attention to the potential of LEAs to promote accountability and student achievement

  27. 2.3 Other Ministry Accountability Mechanisms • Compliance Audits • Special Advisors • BC’s Education Plan • “How Are We Doing?” Report (HAWD)

  28. 2.4 Other Provincial Accountability Mechanisms • Representative for Children and Youth • Other agencies Discussion and Feedback – What can we improve in Section 2?

  29. Comparing Accountability Requirements to AANDC First Nations School Requirements: • School assessments • School certification • Reporting on school performance to parents annually • 8 reporting variables Public School Requirements: • No district reviews • No school accreditation AANDC pays $105.9 million to public, private and independent schools annually.

  30. 3 Looking at the Toolkit… Contextual Factors for LEAs

  31. What’s in Section 3?

  32. Introduction to Section 3 • First Nations have continually expressed a number of common principles that will ideally inform the development and implementation of LEAs. • These principles have been articulated in several major reports of recent years.

  33. 3. 1 Common Principles: First Nations learners must have an education that… Instills confidence in their self-identity, families, communities, traditional values, language and cultures Gives them skills to thrive in contemporary society, including technology skills Prepares them to access any opportunities they choose for higher learning, employment and life choices

  34. 3.2 Legal Commitments In BC, First Nations have been working toward First Nations control of First Nations education for decades. They have made significant progress in establishing the foundation for a strong BC First Nations education system. This system includes agreements with the Canada and BC, and the ongoing development of programs and systems.

  35. 3.2 Legal Commitments • The BC First Nations Education Jurisdiction Agreement was signed July 2006 by Canada, BC and FNESC (supported by federal and provincial legislation). • Section 1.9 commitment: “to continue to work with School Boards and First Nations to assist with the development of Local Education Agreements.”

  36. 3.2 Legal Commitments • The Tripartite Education Framework Agreement was signed January 27, 2012 by Canada, BC and FNESC. • TEFA commits the federal and provincial governments to consult with FNESC on proposed changes to education legislation, policy or standards that may materially affect First Nations. • S. 4.3 of TEFA: “BC and FNESC agree to continue to work collaboratively to improve educational outcomes for First Nations students.”

  37. 3.3 Constitutional Obligations • Section 35(1), Constitution Act, 1982: • “The existing aboriginal and treaty rights of Aboriginal peoples of Canada are hereby recognized and affirmed.” • This unique relationship gives rise to certain obligations of the crown: including fiduciary duties and obligations to consult and accommodate Aboriginal peoples.

  38. 3.4 Political Commitments Statement of Apology on Residential Schools System (2008) New Relationship (2005) Transformative Change Accord (2005) The Auditor General’s Reports on AANDC’s education Program, and AANDC’s Response Each of these is described in the Toolkit.

  39. 3.5 International Commitments Discussion and Feedback – What can we improve in Section 3? United Nations Declaration on the Rights of the Child (1959) United Nations Convention on the Rights of the Child (1989) United Nations Declaration on the Rights of Indigenous Peoples (2007) Each of these is described in the Toolkit.

  40. 4 Looking at the Toolkit… Funding Considerations

  41. What’s in Section 4? Policies and Processes for…

  42. 4.1 AANDC Funding Policies and Processes • Elementary/Secondary Education • AANDC’s stated objective is that children living on reserve receive a comparable education to other children in the province, and achieve similar education outcomes. • To support this objective, AANDC provides tuition for on-reserve students included on the Nominal Roll who attend K-12 provincial schools. • At issue is the notion of “comparable education” and this is under discussion at policy tables.

  43. Questions • What is the Nominal Roll? • Who is eligible to be on the Nominal Roll? • Who is eligible to receive funding from AANDC?

  44. More Questions (continued) • What funding is available from AANDC for eligible students attending provincial public or independent/private schools? • Tuition (Instructional Services) Funding • Student Support Services • Comprehensive Instructional Support Services • Ancillary Services • Student Transportation (a percentage) • Student Allowance (Financial Assistance) • Guidance and Counselling • Accommodation Services Each item above is described in the Toolkit.

  45. “Where can I find updated AANDC programs/guidelines details?” Visit AANDC’s Education Programs webpage to see the current National Program Guidelines. See instructions on page 37

  46. AANDC Funding for Students Attending Provincial Public Schools When a First Nation has an LEA with the school district, AANDC provides tuition funding directly to the First Nation administering authority. First Nations that are block funded have tuition built into their block funding (i.e. multi-year Aboriginal Recipient Funding Arrangements)

  47. Students attending Independent or Private Schools There are four classification groups of independent schools. First Nations administering authorities with more than 10 students (FTEs) attending an independent/private school are required by AANDC to have an LEA before AANDC will flow the funding to the First Nation administering authority. If a First Nation has fewer than 10 students attending independent/private schools, AANDC does not require an LEA, but it strongly recommends them.

  48. Authorized uses for Tuition Funding AANDC requires that tuition funding only be used to pay for education services. All funding must be paid to the school and unexpended funds must be returned. Tuition funds cannot be used to cover the costs of LEA negotiation or LEA administration.

  49. “Can funding follow the student if they leave school after Sept. 30?” Some LEAs include provision for funds associated with early school leavers to be credited to the First Nation(s) for the provision of alternative education opportunities for those students. See Section 13.4 and 13.8 of the Sample LEA.

  50. Can the First Nation hold-back tuition as leverage? Education funding is considered by Canada to be a “Set Contribution.” meaning that unexpended funds must be reimbursed to Canada. There is a risk that funds withheld beyond the end of the fiscal year will be recovered by AANDC.

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