1. Local Education Agreements (LEAs): Community Presentation First Nations Education Steering Committee, 2016 DRAFT 2016 03 29 version 1

2. Instructions for using this template This is a template presentation intended for use at a community meeting to introduce LEAs. You are welcome to edit and share it as needed. Consider adding photos, logos and other details to tailor the presentation to your audience. Slides 13, 14 and 15 need to be populated with your local student data using your First Nations Specific Student Report from the Ministry of Education. At www.fnesc.ca/lea you can find the template letter for requesting this data. www.fnesc.ca/lea Delete this slide before use. 2

3. Welcome and Introductions Thank you for being here today. The purpose of this presentation is to introduce Local Education Agreements (LEAs) and to explain the process we are starting in order to develop an LEA. The primary purpose of an effective LEA is improved student outcomes. 3

4. What is an LEA? 4

5. What is a Local Education Agreement? A Local Education Agreement (LEA) is the purchase of education services by a First Nation for children who are status on reserve and attend school: within a school district; in an independent school; or in a private school 5

6. What is the purpose of LEAs? To improve education outcomes for First Nations children To provide meaningful involvement of First Nations in the formal education of their children To provide commitment and accountability for all partners involved in the education of First Nations children 6

7. What can be included in an LEA? Examples of possible content for an LEA include: Goals and strategies to improve graduation rates Programs to facilitate greater success for boys A partnership between the community and the schools to improve attendance Early learning programs Early intervention programs for math and literacy In-service/workshops to support teachers’ knowledge of Local First Nations culture and traditions 7

8. LEA Resources The First Nations Education Steering Committee has developed LEA samples and resources to help communities develop their LEAs. www.fnesc.ca/leawww.fnesc.ca/lea On this site you can also find links to key student data pieces such as the How Are We Doing? Report. 8

9. Why Do We Need an LEA? 9

10. Looking at Provincial Student Data 2 of every 3 status on-reserve First Nations students are not meeting expectations in reading, writing, or numeracy. Only 23% of status on-reserve First Nations students in grade 7 are meeting or exceeding expectations in numeracy. The graduation rate for status on-reserve First Nation students is currently 50%. Not enough students are graduating with the courses (such as English 12) and marks they need to transition to higher education. Many students are not eligible to transition to trades training. 10

11. BC Six Year Completion Rate, Public Schools 11

12. Skills for Jobs High Priority Trades Jobs: Who has the Prerequisites? “Class of 2013,” Aboriginal and First Nations Students in K-12 Public System Note: “Class of 2013” are students who entered Grade 8 in 2007/08 and may have graduated with a Dogwood within six years. Based on analysis of ITA recommended prerequisites for four of the Top Ten Jobs. Individual PPSI program requirements may differ from ITA recommendations.

13. BC Labour Market Outlook In-Demand Jobs Who has the Prerequisites? “Class of 2013,” Aboriginal and First Nations Students in K-12 Public System Note: “Class of 2013” are students who entered Grade 8 in 2007/08 and may have graduated with a Dogwood within six years.

14. Looking at our Local Data See the following handouts Our School District’s How Are We Doing? Report (for all Aboriginal students in our school district) Summary Status on-Reserve Student Data (for BC) First Nations Specific Student Data (for our First Nation) Other data 14

15. Local Data We have ___________ youth attending public and/or independent schools in the school district. Our youth are ____ % of the school district’s student population. Graduation rate (6-year completion rate): _____ % Students in alternate programs: ______% Students leaving school with an Evergreen (non-graduation) certificate: __________ (#) Source: First Nations Specific Student Report from the Ministry of Education. 15

16. Grade 4 Students: Foundation Skills Assessment Results What % of students did well on the FSA tests? (met or exceeded expectations for their grade level) FSA Test Our First Nation’s Results (request this info. from the Ministry of Education) Non-Aboriginal Students in BC (from the Ministry How Are We Doing? Report 2014/2015) Reading66% Writing68% Numeracy63% 16 * See the sample letter requesting student data that is specific to the First Nation.

17. Grade 7 Students: Foundation Skills Assessment Results What % of students did well on the FSA tests? (met or exceeded expectations for their grade level) FSA Test Our First Nation’s Results (request this info. from the Ministry of Education) Non-Aboriginal Students in BC (from the Ministry How Are We Doing? Report 2014/2015) Reading62% Writing69% Numeracy58% 17 * See the sample letter requesting student data that is specific to the First Nation.

18. What Can an Effective LEA Do? Benefit Students: Improve programs and services to First Nations students to create positive learning environments Create better processes for reporting and tracking student achievement Benefit Parents and Communities: Ensure First Nations have meaningful involvement in how their children are educated in local public schools Promote a respectful relationships with the elected school board Support parent and community involvement Acknowledge the traditional territory and the importance of accurately representing it in school curricula 18

19. Are LEAs Required? If your students are attending a provincial public school off-reserve, you need an LEA to receive funds directly from the federal government (if there 10 or more students). If First Nations students are attending independent or private schools, LEAs are required if 10 or more students attend any one school. Through an LEA, funding flows through the First Nation, ensuring the First Nation has a greater opportunity to have a say in program and service delivery. Without an LEA, funding flows directly to the School District from the Province. 19

20. What Funding is Attached to an LEA? 20

21. Funding and LEAs In all of BC, $58 million is paid in tuition for First Nations students in public/independent schools off-reserve. The tuition rate is set by the Province and the rate is different for each school district. (see the “First Nations Billing Rate” to see your rate) The rate changes from year to year. 21

22. Funding and LEAs: Locally Each student in School District #____ generates at least ____, according to the First Nations Billing Rate ___ students x the rate of $ ___ = $___ So the total amount managed under the LEA is also $_________. 22

23. How Funding Flows Two possibilities: 1.With an LEA: the funding goes from the federal government to the First Nation. The First Nation then pays the school district, according to the terms of the LEA. Or… 1.No LEA: the funding goes from the federal government to the Province and then to the school districts. 23

24. If we have an LEA, we have more say in what programs and services are delivered to our youth. With an LEA we can put in place terms and conditions that create more accountability to promote improved student outcomes. Without an LEA we have no input in programs and services and no increased accountability 24

25. What Other Accountability Tools Are There? 25

26. Ministry of Education: Framework for Enhancing Student Learning The BC Ministry of Education is making changes to school district and school planning and reporting requirements to improving student outcomes in BC public schools. The Ministry’s new “Framework for Enhancing Student Learning” is intended to address accountability. The Framework replaces some existing reporting and accountability requirements. It is currently in draft form. FNESC has concerns about the new Framework. 26

27. Enhancement Agreements An Aboriginal Education Enhancement Agreement (EA) is a formal agreement between a School District, all local Aboriginal communities, and the Ministry, intended to increase the education achievement of Aboriginal students. Some First Nations have been told they need an EA in place before they can get an LEA. This is not true. 27

28. Differences Between LEAs & EAs 28 LEAEA Who?Between a First Nation(s) and a School District Between Aboriginal communities and a School District and the Ministry Main PurposeTo contract for the purchase of education services, plus setting out shared goals and roles. LEAs also have potential to afford a greater voice for First Nations in accountability for First Nations learner outcomes. To establish a collaborative partnership to enhance educational achievement of Aboriginal students that involves shared decision- making and goal setting AccountabilityLEAs are not part of the provincial accountability framework, but they are an important accountability mechanism. Not part of the Provincial Accountability Framework. Do not have specific targets for students of individual First Nations communities. Are they required? Yes, INAC requires a First Nation to have an LEA to flow funding through the First Nation (if 10+ students). No, but they are encouraged by the Ministry. INAC plays no role in EAs.

29. Getting Ready to Negotiate Our LEA 29

30. Steps in LEA Development Determine an LEA Lead Person Meet with Chief and Council Negotiation Team Prepares Hold a Community Meeting Phone the Superintendent Write a Letter to the Superintendent Set Negotiation Schedule Prepare to Negotiate Negotiate LEA Implement LEA – the strength of an LEA is in its implementation. An implementation plan will be developed including roles, timelines and monitoring activities. 30

31. Questions and Discussion 31

32. Thank you For FNESC LEA Resources visit www.fnesc.ca/leawww.fnesc.ca/lea info@fnesc.cainfo@fnesc.ca 1-877-422-3672 32