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Copy of First Nations, Métis, and Inuit Student Support

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Kaitlin Khubyar

on 14 October 2016

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Transcript of Copy of First Nations, Métis, and Inuit Student Support

First Nations, Métis, and Inuit Student Support
How do we increase academic success for our First Nations, Métis, and Inuit students?
Why the Coaching Model?
"We and Our Work"
Student Feedback
The greatest feedback many of our coaches experienced was during our Aboriginal Graduation ceremony last year, when many of our students thanked their families and their coaches during the talking circle.
By having a person in the school that is a touchstone for the student, a person who the student maintains a relationship with throughout the course of their high school experience, many of our students have found a sense of belonging and security within the school.
Most importantly, it has been inspiring to see our students connect with one another in a cultural way. Students now feel safe and comfortable in celebrating their First Nations, Métis, and Inuit heritage, becoming advocates for themselves and feeling empowered in their identity as the seventh generation of First Nations, Métis, and Inuit peoples.
First, we must provide the safe environment so that community can blossom among our students. From there, the students begin to create the vision for what that community will be within the school.


According to data compiled in 2015 by the CBE, more than half (57.9%) of First Nations, Métis, and Inuit students have not written a Diploma exam by 3rd year. The drop-out rate for First Nations, Métis, and Inuit students in Alberta is 8.0, while the CBE has a FNMI drop-out rate of 9.6 (compared to the provincial drop-out rate for all Alberta students at 3.4 and all CBE students at 3.3).

For those First Nations, Métis, and Inuit students who successfully graduated in three years, the details are as follows: 86 students in total (80 students achieving a High School Diploma, 5 students achieving a Certificate of Achievement, and 1 student achieving an Apprenticeship).

As leaders in this work, our goal is to close these gaps and to better serve and support our First Nations, Métis, and Inuit students.

How Do We Know The Model Is Working?
Our goal as graduation coaches is to help our students achieve "Mino-Bimaadiziwin" or a "The Way of a Good Life."
Questions and Comments?
The purposes of the Graduation Coach model were to provide First Nations, Métis, and Inuit learners a point of contact in the school that would advocate for them, provide a safe space to build a community within the school, and remove barriers to their academic success, as well as their lives outside of the school.
The key to our work is RELATIONSHIPS.

Without our relationships to the students, their communities,their families, Elders, faculty, administrators, and other FNMI Graduation Coaches, the program would not be a success.

With our students, we provide targeted interventions and supports while also building a connection where our First Nations, Métis, and Inuit students can feel safe sharing their stories and their own ideas about how they can be successful at our schools with us so that we can help.

Every student is unique in their needs, beliefs, and cultural background. Our role is not to inform those beliefs, but to take the student for who they are and where they are in the moment, connect with our support workers, Elders, and community leaders, and find a path we can walk down together.
1.) "Nothing about us without us."

- Diversity and Support liaisons
- Elders
- Families/Guardians
- Community leaders and programmers

2.) Provide cultural activities and events for the students and the school.

3.) Receiving professional development and providing opportunities for staff to understand and implement best practices.

4.) Honoring cultural protocol and practices daily.
There was a nearly 17% rise in graduation rates for First Nations, Métis, and Inuit students last year, rising from 33.5% to 50% (Edwardson, 2016).
Toulouse's Guide for Integrating Aboriginal Teaching and Values into the Classroom
We would like to acknowledge the traditional territories and oral practices of the Blackfoot Nations, which includes the Siksika, the Piikani, and the Kainai. We also acknowledge the Tsuut’ina and Stoney Nakoda First Nations, the Métis Nation (Region 3), and all people who make their homes in the Treaty 7 region of Southern Alberta.
CBE First Nations, Métis and Inuit Students
Drop out 9.6
High School Completion (3yr) 33.2

CBE All Students
Drop out 3.3
High School Completion (3yr) 75.6

Alberta First Nations, Métis and Inuit Students
Drop out 8.0
High School Completion (3yr) 46.0

Alberta All Students
Drop out 3.4
High School Completion (3yr) 76.4
Why Take Action?
We are educators and we are learners...
Resources
Toulouse, P. (2008, March). What Works?: Integrating Aboriginal Teaching and Values into the Classroom. In The Literacy and Numeracy Secretariat.
Edwardson, L. (2016, June 17). CBE adds learning leader positions following success of graduation coaches for Aboriginal students. Metro Calgary.
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