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Achieve

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The AACE

on 20 October 2012

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Transcript of Achieve

SELF Spiritual Mental Physical Emotional AACE Learning Centers are located within the partner school. Integrating the Learning Center in the school translates into a safe and secure environment for every AACE Student, which is one of the priorities of the service.

Utilizing a cooperative model, AACE believes, makes the best out of the limited resources available for education. AACE Partnerships endeavour to establish an integrated model of service delivery for children, where the schools act as hosts for a complimentary service which is relevant, flexible and accessible to all FNMI Students.

The AACE Learning Center Environment is designed to encourage: positive attitudes, good behaviour, and respect for others. By cultivating this type of environment, AACE intends to leverage the available infrastructure and partnerships to create better outcomes for every FNMI Student enrolled in the AACE Supplemental Education Service.

Communities look to schools to solve a lot of problems and address a wide-range of issues and circumstances. Given the scarce resources available to schools and districts, it is critical to create partnerships to avoid “mandate creep” – whereby the community and stakeholders expect schools to address all manner of issues, often outside the traditional scope of the district expertise. These partnerships also further the goal of using schools to be multi-use “community knowledge campuses.” AACE creates value by forging strategic relationships with governments, communities and other partners to fully optimize the use of established infrastructure and leverage the available resources to help meet the shared goal of improving education and life outcomes for FNMI Youth across Canada. Nutrition Improves Learning and Memory in Schoolchildren Nutritious Snacks



̏̏’Nutrition can positively influence cognitive development in schoolchildren...even in those who are well-fed.’

Research indicates that nutrition plays an important role in mental development, concentration, learning and academic performance in children. Culturally

Affirming

Approach AACE designed and developed the entire offering with FNMI Students in mind, drawing on the substantial experience of some of the top FNMI educators from across Canada.

AACE identified the unique cultural values and traditional knowledge of each Aboriginal group and integrated those learnings into the foundational elements and design of AACE’s Supplemental Education Service.

The AACE Curriculum Team used leading research to create a Student Profile for FNMI Youth in order to structure the programming to honour their learning style preferences. SPIRITUAL HEALTH is fostered by creating a culturally-affirming environment for AACE Students. Consistent messaging that their culture and way-of-knowing and doing is valid should improve the spiritual health of each AACE Student. Another important way in which AACE has included service elements that affirm and honour the culture of FNMI Students is through
AACE Talking Circles. The Circle of Engagement, or AACE Community Curriculum Committee, improves the effectiveness of the service by providing a forum to gather input from stakeholders such as community members, elders, parents, educators, school administrators, educational technologists and others, which serves to guide the inclusion of culturally-relevant programming into AACE content and curriculum.

The goal of the Circle of Engagement is to integrate community-driven content that respects the cultural traditions and values of the community. The Circle of Engagement uses the 'Teaching for Understanding' Methodology, which is a classroom-tested framework developed and refined through research at the Harvard Graduate School of Education. The methodology recognizes understanding through a flexible performance criterion. 
 
Many of the Teaching for Understanding principles are consistent with the principles, practices and preferences of First Nations, Métis and Inuit learners and educators; including viewing education and learning from a holistic perspective. The ASET Platform™ has adapted the methodology to integrate common Aboriginal principles and respect the culture, values and traditions of Aboriginal Communities across Canada. AACE Program Rewards enable AACE Students to earn “stars” – when engaging with educational content – which can be redeemed for a catalogue of prizes: apps, songs from iTunes, among others. The Program Rewards component is tracked privately, online, through SOLARO. Each time an AACE Student completes a lesson or quiz, they earn stars.

Integrating ways to incentivize students to engage with the educational experience is critical to the overall efficacy of the AACE Offering. The information collected by the program will also be used to determine which students are progressing and which students need to be re-engaged. Positive Psychology The Positive Psychology Content is specifically included to improve the attitudes of AACE students. Using positive psychology programming and techniques to impact the attitudes of students and enable a more optimistic outlook contributes to improving education and life outcomes.
 
Dr. Mark Johnston, M.D. F.R.C.P. (C), a member of the AACE Advisory Board, has innovative programming insights and has been an invaluable resource in ensuring the content is both legitimate and effective. The foundation of AACE’s Positive Psychology programming was designed to impact the mental health of AACE Students in a positive way. By helping students master the skills necessary to become more optimistic, AACE Students should experience a reduction in the incidence and severity of depression, as well as enjoy the other benefits of a more optimistic attitude, including:

Better outcomes in relationships
Better achievement results
Better health habits, and
Increased duration and intensity of positive emotions The Mental Health of our First Nations, Métis and Inuit Youth has been a locus of concern for both Aboriginal Communities and Government. AACE hopes to enable better mental health outcomes by integrating innovative positive psychological programming into the offering. solaro Every AACE Student will have access to SOLARO on their own Tablet Computer One of the cornerstones of the ASET Platform™ is the state of the art, E-Learning technology SOLARO. SOLARO is an online study environment that guides students through curriculum-aligned lessons in core subjects like Math, Language Arts and Science. Each lesson is targeted at a specific Learning Outcome from the Province's curriculum, and SOLARO’s tests and practice quizzes evaluate the student's understanding of each Outcome as they progress through the content. SOLARO provides each student with a unique experience by adapting to responses given by the student on online tests. Upon test completion, students are directed to lessons that deal with the Learning Outcomes that need to be understood in order to improve their test scores. Students who excel on certain tests are automatically given more challenging assignments and material to study. By aligning content to Provincial Curriculum and providing Instant Feedback to both students and teachers, SOLARO acts as a continuous assessment tool and a personal study guide. Having it available on any mobile device means students can use it at any time, 24/7. Play Attention is an Educational Attention Training program that uses Bio-feedback to measure attention brainwaves through its patented BodyWave technology. By reading EEG signals through a sensitive armband, BodyWave detects brain-wave activity that identifies with cognitive focus. Another key component the ASET Platform™ uses is the cutting-edge technology 'Play Attention'. Certified by NASA Space Foundation, Play Attention® uses EduFeedback™, which integrates bio-feedback technology with proven educational methodologies and behavioural shaping techniques.
Play Attention uses BodyWave's Feedback Technology system to deliver:

Attention Training
Memory Training
Cognitive Skill Training
Behaviour Shaping Because of its benefits to attention and cognition, Play Attention® has also been suggested as a non-pharmacological intervention for FASD and other attention-deficit, behavioural and social difficulties. Special activities also teach appropriate social cue recognition and response, as well as following simple to complex directions. Play Attention® applies its user-friendly interface to guide students through a variety of fun and challenging video games and computer activities. The user must focus intently in order to access the game's functions, which builds and strengthens neural pathways in the brain that facilitate concentration. The games themselves also involve lessons that help build social skills, develop memory and shape behaviour. Practicing tasks that teach social skills and shape behaviour in an exciting, visually stimulating environment helps motivate students to participate and to achieve success. West South East North Each AACE session begins with the offering of a Healthy, Nutritious Snack to every AACE student. Nurturing our Physical self requires us to eat foods that provide us with energy. When the Physical body is nourished with food, we are better equipped to nurture our Spiritual, Emotional and Mental selves. AACE Students are provided with this nourishment every time they attend the AACE Learning Environment, and education on the importance of nutrition is included in the programming. Talking Circles The Talking Circle is a fundamental instrument that is used within the AACE Learning Environment to facilitate interaction. Sitting in a Circle promotes Respect, Community and a sense of Belonging and allows Sharing and Communication.

In the Circle, everyone is Equal and Connected. No person is in a position of prominence, and all participants should benefit from a feeling of Comfort, Confidence and Acceptance. Each AACE session begins with a Talking Circle or “Sharing Circle”. Everyone present will have a chance to share their thoughts, feelings, ideas and stories with the others in the Circle. Achieve The AACE Solution Partnerships with the Aboriginal Achievement Center for Excellence provide FNMI Students with a safe, It is the vision of AACE to continue to strive towards providing all students of Aboriginal descent the highest level of quality and accessibility of Supplemental Education Resources. This includes Direct Resources such as Curriculum-Aligned Educational Resources, access to technology and one-on-one tutoring support. Additionally, we aim to provide Indirect Resources like Nutritional snacks, Positive Psychology Programming and other supports to enhance learning. Nutrition Culture Curriculum Engagement The offering of a nutritious snack to every AACE student at the start of each session Culturally-affirming content and strategies through the integration of FNMI Culture and Perspectives High-quality, curriculum-aligned content delivered in an innovative and engaging environment Student, Parent and Community Engagement structures to meet the specific needs of FNMI Students and Communities "Achieving a Better Tomorrow...Together." The AACE Achieve program, run by Educators using tools provided by AACE, enables better education outcomes for Aboriginal Youth by providing: after-school Supplemental Education Program delivered in a positive and supportive environment.
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