Our department provides programs and services to support the success of all Indigenous students. In addition to school and district supports available to every student, Indigenous students receive additional enhancement services. No proof of Indigenous ancestry through any membership card is needed. It is sufficient for students to be self-identified as Indigenous (Inuit, Métis, Status or non-Status First Nations). Each year, SD 22 typically has around 1200 students self-identifying as having Indigenous ancestry.
Building SD22 staff capacity for indigenizing learning- elementary & secondary; lead & organize professional learning opportunities in Indigenous Education topics for SD22 staff; recommend Indigenous resources for SD22 staff; monthly Skmxist Essentials newsletter; district-wide academic & leadership initiatives for Indigenous students- elementary & secondary; individual or group tutoring when needed; developing resources/curriculum.
Targeted literacy support for elementary students K-7 who meet literacy intervention criteria; provide small-group reading intervention; school (Alexis Park) literacy tracking & reporting for Indigenous students; lead & organize professional learning opportunities related to literacy for Indigenous students; provide literacy information and sessions for Indigenous families. 2021/22 Alexis Park and Harwood
Targeted academic support for secondary students needing individualized credit-recovery planning (using referral process); individualized credit-recovery planning; individual & group tutoring; district-wide leadership & academic initiatives for Indigenous students- elementary & secondary; district Indigenous Student Voices group; district Indigenous Grad Retreat and Celebration; and provide academic success information/support to Indigenous families. 2021/22 Seaton/Fulton
Targeted support for students with complex barriers contributing to disengagement from school (using referral process); in collaboration with ISWs contribute to Boys/Girls groups on topics related to healthy behaviours; individual/group interventions aimed at reducing high-risk behaviours; school re-engagement; and family outreach & support.
Enhanced academic, cultural, social-emotional support for Indigenous students following Ministry audit requirements; offer school-based cultural enrichment for Indigenous students; support transition success including student celebrations; monitoring attendance and work completion; and school-based initiatives/opportunities for Indigenous students at lunch or afterschool.
Oversee all programs; track district student achievement data; district Indigenous Ed budget; Ministry audit compliance; lead and supervision of Indigenous Ed staff; community partnership building; work with elementary administrators to develop school plan for instructional knowledge and supports for Indigenous learners (IEEA & LEA); lead development of syilx resources/curriculum; Indigenous Education Advisory Council; Equity Team; Okanagan Mainline Regional Indigenous Education Chapter; UBCO Indigenous Education Council; and meetings (Leadership Team, IE Team, SBT, District Screening).
Track district student achievement data; co-supervision of Indigenous Ed staff; support Indigenous Education staff in ministry audit reporting and 1701 compliance; assist in training and professional learning for Indigenous Ed staff; train new staff; work with secondary school teams to develop school plan for instructional knowledge and supports for Indigenous learners (Equity Action Plan, IEEA & LEA); and meetings (IE Team, SBT, District Screening, DPAC).