First Nations Schools Association AGM 2013

1. First Nations Schools Association AGM 2013

2. Draft Agenda (Tab 1) • Welcome and Report of the FNSA Board of Directors • Review and Approval of the 2013 AGM Agenda • Review and Approval of the 2012 AGM Minutes • Audited Financial Statement 2012 • General Meeting Frequency • Tripartite Education Framework Agreement (TEFA) • Revised Mission Statement • Proposed National Education Legislation • Date for 2014 AGM • Election of the 2013/2014 FNSA Board of Directors

3. 1. Welcome and Report of the FNSA Board of Directors Presented by Victor Jim, Treasurer and Ernie Hill, Vice-President

4. 2. Review and Approval of the 2013 AGM Agenda (Tab 1) Presented by Victor Jim, Treasurer

5. 3.Review and Approval of the 2012 AGM Minutes (Tab 2) Presented by Victor Jim, Treasurer

6. 4. Review of Audited Financial Statement 2012 (Tab 3) Presented by Victor Jim, Treasurer

7. 5. General Meeting Frequency (Tab 4) Presented by Michael Derech, ?A’q’amnik Elementary School

8. Number of FNSA General Meetings Per Year • The general membership of the FNSA tasked the Directors with investigating the pros and cons associated with the number of meetings per year for FNSA membership. • Within the TEFA Budget, there is $204,000 allocated to FNSA Conference and AGM. • These dollars support the actual costs of the Conference, and support delegate travel to the AGM.

9. Conference Costs • The cost of last year’s conference closely represents average yearly costs: Catering $66,498 Speakers $37,516 Rep. Travel $51,151 Supplies $10,000 Total $165,166 Conference Registration generates approximately $20,000 which leaves a Conference cost of $145,166

10. Surplus • That would leave a surplus of approximately $50,000 in the Annual General Meeting Account. • Options are proposed for discussion • Separate the AGM and Conference • Retain the current FNSA Conference and AGM meeting structure and include a second meeting during which membership review the school programs in depth and provide input and feedback. • Retain the current FNSA Conference and AGM meeting structure and reassign the surplus dollars to schools to support travel for FNSA sponsored Professional Development workshops of the school’s choice. • Other options? • Pros and Cons follow….

11. Option 1: Separate the AGM and Conference Pros • More time for members to come together to discuss FNSA matters • Membership could meet in October and April Cons • Increased time away from school / community • Shortfall in budget to reimburse full delegate cost of travel/catering/venue costs to both meetings

12. Option 2: Retain the current FNSA Conference and AGM meeting structure and include a second meeting during which membership review the school programs in depth and provide input and feedback. Pros • Membership provides authentic feedback to FNSA • Supports in place and provide direction Cons • Increased time away program from school and community • Shortfall in budget to reimburse full delegate cost of travel

13. Option 3 • Retain the current FNSA Conference and AGM meeting structure and reassign the surplus dollars to schools to support travel for FNSA sponsored Professional Development workshops of the school’s choice. • Other options?

14. 6. Tripartite Education Framework Agreement (TEFA) (Tab 5) Presented by Garry Klugie, Woyenne Secondary School

15. Background to TEFA • In December 2010, the Minister of Aboriginal Affairs and Northern Development Canada (AANDC) unilaterally announced that new financial resources would be provided for First Nations education in BC through what it then termed a “new approach to First Nations education funding.” • The federal government indicated that this announcement was based upon the capacity demonstrated by First Nations in the BC Region to deliver collective educational support services and to establish strong partnerships with a range of stakeholders. • In other words, AANDC indicated that First Nations in BC were seen to be prepared for the advancement of a respectful and effective tripartite arrangement.

16. Options • Canada’s announcement outlined three options for funding BC First Nations schools. • Option 1 – a return to the national Band Operated Funding Formula – meaning an approximately $10 million decrease in funding for First Nations schools • Option 2 – an implementation ready tripartite agreement, which originally included the suggestion that the Province of BC would have an oversight role, and referred to a closer alignment of First Nations schools with the provincial education system • Option 3 – through jurisdiction, but with the federal Own Source Revenue policy applied, which would have significant, negative impacts on jurisdiction funding

17. TEFA Development • While objecting to the unilateral imposition of these choices, FNESC reluctantly entered into negotiations of Option 2 – with support from First Nations leadership for doing so. • After many months of negotiation, in January 2012 FNESC, the Government of Canada, and the Province of BC finally signed a Tripartite Education Framework Agreement (TEFA).

18. What is in TEFA? • The TEFA agreement that was eventually negotiated … • Does not include provincial oversight or an alignment of First Nations standards with those of the BC Ministry of Education • Allows each First Nation to decide whether to join TEFA • Recognizes the existing BC First Nations education system • Includes a commitment to less extensive reporting requirements than those that exist in the rest of Canada

19. TEFA and Funding • This new agreement provides First Nations schools with funding that is more flexible and more closely aligned to the financial resources provided to public schools by the BC Ministry of Education. • FNESC and the FNSA understand that significant challenges have arisen in terms of AANDC’s financial arrangements this year (2012-13), including delays in AANDC’s finalization of the nominal roll numbers and the associated release of funding. • While FNESC and the FNSA are continually asserting to AANDC the need to resolve these challenges, school-level funding concerns must be addressed directly with AANDC, as FNESC and the FNSA are not responsible for school funding. • Specific questions regarding school funding should be directed to Ted Adnitt at AANDC.

20. Second Level Services • The TEFA also provides more comprehensive, flexible, and sustainable funding for the provision of second level services, building upon and supporting the research-based and unique First Nations school system that has been created in this province.

21. Second Level Services - Examples • The FNSA School Assessment and Certification Process provides for a review of school strengths and challenges using a framework designed to focus on community-control and First Nations contexts. • The FNSA Professional Growth Process builds upon extensive research that highlights the need for effective school leadership and supervision for learning.

22. Second Level Services - Examples • (continued) The FNSA sponsored professional development opportunities include the globally-recognized and research based Professional Learning Communities approach. The opportunities also build upon the widely espoused evidence that shows that school-based professional development, such as in-school coaching, are more effective than conventional workshops and external events alone. • The FNSA’s efforts to support schools in the meaningful monitoring of student performance are based upon widespread confirmation of the important role of effective data use in educational decision-making (PLCs, CAT 4, DIBELS, and other data driven resources).

23. Next steps with TEFA • Almost all First Nations that operate their own schools in BC submitted the Band Council Resolution needed to confirm their participation in the TEFA. • FNESC is now working with First Nations representatives and the FNSA to deliver TEFA-related second level services for First Nations education. • Those services represent a continuation of the programming that has been developed by First Nations schools throughout the past two decades.

24. Next steps with TEFA • (continued) They will also include the development and sharing of new information to support schools, including an updated Employment Handbook, a new School Board Handbook, an Education Handbook for Chiefs and Councils, a Funding Toolkit, and a Reciprocal Tuition Toolkit. • Details regarding the second level services component of this agreement will continue to be shared and developed in collaboration with First Nations schools as the TEFA implementation proceeds.

25. Ongoing work • FNESC and the FNSA also continue to negotiate additional funding possibilities, including language and culture, technology, and operations and maintenance (O&M). • For example, First Nations schools must have access to English Language Learning (formerly ESL/ESD) funding in the same manner that provincial schools are funded. • FNESC and the FNSA are pro-actively working to address gaps in funding to ensure that First Nations schools will have access to all relevant funding components in order to fulfill the goal of more equitable financial structures.

26. TEFA Reporting • FNESC and the FNSA are also striving to assist schools in meeting the reporting requirements related to TEFA. • According to the agreement, First Nations in BC must submit to Canada … • the annual nominal roll • data related to eight performance indicators • In addition, First Nations must continue to report on students enrolled in public schools using the AANDC nominal roll.

27. Regarding the eight performance indicators … • According to agreement, First Nations schools must provide the following performance indicator data to the FNSA/FNESC. This information will then be submitted to AANDC in aggregate. • Percentage of students who meet or exceed standards for reading, writing, and numeracy • Student attendance • Teacher/student ratio • Teacher certification • Teacher years of experience • Student/computer ratio • Level of connectivity • Administration of standard learning assessments, where applicable • This commitment represents a significant reduction in comparison to new reporting requirements being imposed by AANDC on First Nations in other parts of the country.

28. How First Nations Schools Can Meet this Requirement • Participation in the Data Reporting and User Management System (DRUMS) • FNESC can automatically extract the data required to meet this requirement for all schools that are participating in DRUMS. In other words, schools that are submitting information to FNESC through DRUMS do not need to do anything else to meet the TEFA eight variable reporting requirement.

29. How First Nations Schools Can Meet this Requirement • It is important, however, that schools that are participating in DRUMS provide all of the variables included in that system. • It is critical that schools fully complete the DRUMS data forms. You must ensure that you enter your Reading, Writing, and Numeracy standardized results into your DRUM System. • This includes the requirement for percentage of students meeting standards according to a standardized assessment tool – either one of the FNSA recommended tools, or an alternative mechanism.

30. SMART PDF • For all schools not yet participating in DRUMS, FNESC has developed a SMART PDF form that will facilitate the collection of information needed for aggregate reporting on the eight variables.

31. Tripartite Education Framework Agreement: Data/Reporting Form

32. Exceed Standards for writing

33. Exceed standards for numeracy

34. Attendance

35. Teacher/Student Ratio

36. Computers

37. Questions on DRUMS? • All First Nations schools participating in TEFA must submit the eight performance indicators to FNESC/FNSA using either the SMART PDF or by entering the information into DRUMS. • Questions? Ask Sue Gower.

38. In terms of the nominal roll requirement … • FNESC and the FNSA strongly objected to the addition of new variables to the 2012/2013 nominal roll for First Nations schools. • FNESC and the FNSA are advocating for the development of a BC specific nominal roll to ensure that future reporting processes are consistent with the agreement that was negotiated. • In addition, we recognize that delays in this year’s nominal roll review and completion are causing considerable frustration and difficulties for First Nations in BC. • FNESC and the FNSA are pressing AANDC to meet its most recent commitments to finalize the nominal roll and provide funding to First Nations in a timely manner in order to avoid any further disruptions of school and community operations.

39. Commitment to BC-Specific Guidelines and Policies • Finally, the TEFA includes a commitment to establish broader BC-specific guidelines and policies, which would help to ensure that programming continues to reflect the needs and priorities of First Nations in BC. • Work on this aspect of the agreement is ongoing. • More information about TEFA is available at www.fnesc.ca.

40. 7. Revised Mission Statement (Tab 6) Presented by Colette Young, ChaloSchool

41. FNSA Revised Mission Statement • The FNSA Board meets every two years to review and develop their strategic plan. • In your kit, please find the Strategic Plan that was developed this July, 2012. • At every FNSA Board meeting the plan is reviewed and updated.

42. Existing Mission Statement • As part of the Strategic Planning Session, the Board reviewed the existing FNSA Mission Statement: The First Nation Schools Association will collaborate with First Nation schools to create nurturing environments that develop learners’ pride and competence in their First Nations language and heritage and will equip them to realize their full potential, within self-governing First Nations communities.

43. Draft Revised Mission Statement • The Board is seeking your input on a draft revised Mission Statement. To advocate, facilitate, and negotiate the culturally responsive delivery of language and culture and academics for successful learning controlled by First Nations communities.

44. 8. Proposed National Education Legislation (Tab 7) Presented by Greg Louie, FNSA President

45. Background • As part of its Economic Action Plan and Budget 2012, the Government of Canada announced its commitment to work with “willing partners” to introduce a First Nation Education Act by September 2014. • First Nations across Canada have expressed significant concerns about the federal government’s rapid advancement of its national legislation initiative. • First Nations have indicated that… • the timelines for the efforts are too limited • the plans for engagement with First Nations regarding new legislation are unclear and inappropriate • In spite of those objectives, the federal government is quickly advancing its consideration of legislation.

46. Collective Response In BC, FNESC and the FNSA have been working to develop a collective response to Canada’s proposed new nation legislation, including… • Providing updates to and requesting direction from First Nations and requesting direction from First Nations leadership through the Union of BC Indian Chiefs (UBCIC), the First Nations Summit (FNS), the BC Assembly of First Nations (AFN), and the First Nations Leadership Council. • Organizing a large gathering on February 4, 2013. Approximately 300 Chiefs and Council members, First Nation education workers, including First Nations school staff, as well as representatives of UBCIC, FNS, and BC AFN attended the gathering.

47. Collective Response (continued) • Striving to broaden and promote meaningful participation in AANDC’s March 8 meeting with First Nations representatives on the national education legislation proposals. • AANDC originally intended to include sixty hand-picked representatives, and characterized this as “consultation” with First Nations in BC. • FNESC and the FNSA rejected that structure and ensured that all First Nations in BC were invited to send representatives.

48. First Nations Education System In all responses to this issue, FNESC and the FNSA have emphasized that a strong First Nations Education System already exists in BC. First Nations in BC are working in two primary ways to facilitate greater achievement levels for First Nations students. • Based upon the principles of First Nations control of First Nations education, First Nations have created their own schools. • Concurrently, First Nations in BC have established respectful and effective working relationships with a range of public education stakeholders, resulting in numerous initiatives to support First Nations students.

49. Legal Jurisdiction Agreements • The BC First Nations Education System includes legal jurisdiction agreements with both the Government of Canada and the Province of BC, as well as supporting legislation. • The System also is reflected in the new funding arrangement negotiated through the TEFA. • Together, these agreements create a legislative and negotiated basis for enabling First Nations in BC to exercise full control over the education of our children.

50. Collective Support • The BC First Nations Education System is founded upon collective support activities implemented through FNESC and the FNSA. • An emphasis on First Nations language and culture learning, as well as a focus on accountability and monitoring, are integrated as appropriate into all of the activities undertaken.