Indigenous Community Resources [LS.ICR]
School staff work well with families and the community to apply the resources needed to support First Nations, Métis and Inuit student achievement.
Exploring the Context
Reconciliation in the context of education begins with acknowledging the people upon whose land we learn. The respect will grow from there.
Our Treaty Acknowledgement Protocol recognizes the importance of honouring and acknowledging Treaty 6 territory as we work towards strengthening relations and building bridges with our neighboring Aboriginal communities including Paul First Nation, Enoch Cree Nation, Alexis Nakota Sioux Nation and Alexander Cree Nation. This protocol requires division and school-based staff to acknowledge Treaty 6 territory at all significant school and/or community events and gatherings.
Stakeholders, and in particular our Indigenous neighbours, gain trust and confidence when we are attending to developing a strong relationship between the Division and the Indigenous communities that results in increased academic achievement and a greater sense of belonging for our students.
Alternative Context: Ongoing Pandemic
Should traditional schooling continue to be impacted by the pandemic, the success of our Indigenous students will be impacted by our ability to promote positive relationships with our Indigenous neighbours.
Avenues for Development
- School staff align with the Quality Standards documents to ensure they are developing Indigenous foundational knowledge.
- High School staff develop and utilize the services provided through an Indigenous Graduation Coach and through targeted homework interventions.
- The Division explores strategies to build upon the successes achieved and lessons learned through the Innovation in First Nations Education (IFNE) Grant Program (no longer available for 2020-2021).
Milestones and Measures
- Annual achievement results indicate a reduction in the achievement gap between self-identified First Nation, Métis and Inuit students and all Parkland School Division students.
- Observed reduction of chronic absenteeism as reported by schools amongst First Nations, Métis and Inuit students.
- Reduction in the drop-out rate for First Nations, Métis and Inuit students.