BC Tripartite E Education A Agreement SUPPORTING FIRST NATION - - PowerPoint PPT Presentation

BC Tripartite E Education A Agreement

SUPPORTING FIRST NATION STUDENT SUCCESS JULY 2018 – JUNE 2023

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PRESENTATION BC TEA 2018 07 09

What’s N s New: Overview

New and significant funding for BC First Nations education over 5 years, including funding for:

• Language and Culture
• Transportation
• Technology

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What’s N s New

• New and strengthened processes to support First Nation

Students, including:

• Tripartite arrangement to permanently replace Master Tuition

Agreement

• Requirement for Local Education Agreement (LEA) where requested by

First Nation

• Process to issue Adult Dogwood in First Nation Schools
• New approach to ensure transportation to BC Public Schools
• 6th Professional Development Day in BC Public Schools
• Second First Nation Student Count (February)

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What’s N s New

• New accountabilities by BC and Canada, including:
• Report on First Nation Student outcomes in BC Public Schools,

including community-specific data

• Report on progress on implementing UN Declaration on the Rights of

Indigenous Peoples as it pertains to education

• New commitment to strategic data collection and sharing for the

purpose of implementing changes to support First Nation Students

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What’s N s New

• All education funding to flow to First Nations unless the First

Nation opts for Canada to pay BC directly on its behalf

• Limit on Canada’s discretion regarding increases to funding

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New F Funding f g for B BC First Nations E Education

• n

One-Time Funding Commitments:

• New Computers for First Nation Schools ($1,380,000)
• Connectivity upgrades for First Nation Schools ($4,030,000)
• Bus purchases for First Nation Schools ($1,702,000)
• Connectivity - funding to maintain First Nation school

connectivity from 2018-2023 ($11,488,326)

• This funding is being allocated by the Department of Indigenous

Services Canada (DISC) as part of the funding formula for First Nation Schools

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New F Funding c g cont’d…

New $20 million investment each year:

• Language and Culture for First Nations Schools - new funding (almost

$14 million)

• Transportation costs of First Nation Schools - increased funding (over

$1.3 million)

• Transportation capital (school buses) for First Nation Schools (over $1

million)

• Adult education for First Nations Schools – increased funding (over

$900,000)

• Second and Third Level Services for First Nation Schools and

communities – increased funding (over $2.7 million)

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Sp Specia ial l Educatio ion

• The existing Special Education Program administered by FNESC

and the FNSA will continue, and be incorporated into BC TEA (SEP was left outside of TEFA).

• This approach:
• Protects the existing funding level $24 million; and
• Confirms the continuation of the Special Education Program as

designed by and for First Nations Schools in BC

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The A e Agreem eemen ent (“B (“BC T TEA”)

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Structure

• The main Agreement, including:
• Preamble (important context for First Nations education in BC)
• Principles and Objectives
• Purpose
• Substantive commitments
• Dispute Resolution
• Review/Amendment/Term/General Provisions
• 12 Schedules

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Sched edules es

A. BC First Nation Education System B. Definitions C. Second and Third Level Services D. Special Education E. Language and Culture F. Graduation Credential G. Transportation for FN Students in BC Public Schools H. Local Education Agreements I. Regional Reporting, Mutual Accountabilities and Data Sharing J. Funding Protocol K. BC First Nations Education Funding Model – Overview of Components L. Additional Schedules TBD

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Prea eamble

• The Preamble sets out important historical and current context

for First Nations education in BC, including:

• Indigenous peoples have the right to establish and control their

educational systems and institutions

• First Nations in BC have worked for more than two decades to build

the BC First Nations Education System

• FNESC and the FNSA work jointly and within their complementary but

unique mandates to advance higher levels of achievement for First Nations students

• FNSA develops and delivers programs to First Nations schools

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Prea eamble c cont’d…

• The work is informed by the United Nations Declaration on the

Rights of Indigenous Peoples, TRC Calls to Action, and federal and provincial 10 Principles

• The work is in support of the Government-to-Government

relationship and reconciliation

• BC TEA is linked to and supports the Education Jurisdiction

initiative

• The Parties are committed to quality education and closing the

gaps in student outcomes

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Principles a s and O Objecti tives

• Indigenous families and communities have the right to retain shared

responsibility for the upbringing, training, education and well-being of their children …

• First Nations in BC have control of, and decision-making responsibility

for, First Nations education

• First Nations in BC that own and operate a First Nation School, have

control of and decision-making responsibility for their school …

• First Nations education is highly complex and … requires collaboration

and cooperation …

• The Parties have a shared interest in supporting excellence in First

Nations education

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Principles c cont’d … …

• Strong educational systems provide a fundamental opportunity

for building relationships and advancing reconciliation

• Parents have a right to choose where their children are enrolled in

school

• Sufficient, sustained, and predictable funding is required to meet

the unique needs of First Nation students and is integral to providing education services and programs that result in improved outcomes

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Purpos

• se a

e and Ob Objec ectives es

• Replace and build upon TEFA
• Support all First Nations Students, regardless of where they live or

attend school

• Support high quality and culturally relevant education
• Decolonize education
• Align First Nations education with UN Declaration
• Support effective student transition between First Nation and BC Public

schools

• Ensure sufficient, sustained, and predictable funding is required to

meet the unique needs of First Nation Students

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Education

• n S

Services es and C Collabor

• ration
• n
• This section sets out the roles of the Parties to deliver services

and to collaborate in support of First Nation Students, including:

• Delivering Second and Third Level services and specific programs to

First Nation Schools and communities. For example:

• Activities to further the education capacity of First Nations communities
• Local Education Agreement supports and materials
• Data Records and User Management System (DRUMS)
• FNSA School Assessment & Certification Process
• Connected Classrooms
• Professional Growth Process
• Collaboration regarding provincial assessments, Dogwood/Adult

Dogwood

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Educati tion S Ser ervices a s and Collabor

• ration
• n

Cont’d ’d…

• Taking steps to improve accountabilities of school districts around BC
• Implementing Pro-D in BC Public Schools focused on enhancing First

Nation Student learning outcomes

• Commitments to strategic implementation of LEAs and transportation
• Commitments to regional reporting, mutual accountabilities and data

sharing

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BC First N Nations Regi gion

• nal

al E Education

• n

Funding

• Sets out federal funding for First Nations education in BC
• First Nation Students
• First Nation Schools
• Second and Third Level Services
• Commitment to work jointly on all federal budget “asks” for

education

• BC First Nations eligible to participate in and benefit from new

federal investments in the future

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BC First N Nations Regi gion

• nal

al E Education

• n

Funding

• BC First Nations continue to benefit from existing federal

programs:

• Child First Initiatives (Jordan’s Principle)
• Education Partnerships Program (EPP)
• First Nations and Inuit Youth Employment Strategy (FNIYES); and
• FNSSP - Early Literacy Initiative (program ends March 31, 2019).
• BC will provide funding to support Second and Third Level

Services that support First Nation Students in BC Schools

• Funding for Student Support Services will be maintained

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Funding M Mec echanisms

• Funding Agreements:
• between Canada and First Nations
• between Canada and FNESC
• Funding Protocol (Schedule J)
• Tripartite funding arrangements
• Currently: 2016 Funding Agreement and Tripartite Tuition Letter
• Future: tripartite funding arrangement in the spirit of, and consistent

with, the purpose, principles and objectives of the Agreement, the UN Declaration and the TRC Calls to Action, to permanently replace the master tuition agreement and 2016 Funding Agreement by December 2018

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BC Regi gion

• n Education
• n P

Pol

• licies

es a and Guidel elines es

• The Agreement, Schedules and all federal and provincial policies

required to support implementation form the BC-specific policy framework

• Canada and BC will work with FNESC to develop or amend policy,

practices and guidelines needed to implement the Agreement

• Canada and BC will consult with FNESC regarding any proposed

actions or decisions that may affect the BC First Nation Education System, FNESC, or First Nation Schools in British Columbia.

• In the event of inconsistency, BC TEA will prevail

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The S Schedules

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Funding Prot

• toc
• col
• l (

(Schedule J J)

• Sets out funding procedures to implement BC First Nations

Education Funding

• Funding for:
• First Nation Students attending First Nation Schools (the “BC First

Nations Education Funding Model”)

• First Nation Students attending BC Schools
• Second and Third Level Services and other programs

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Funding P Prot

• toc
• col
• l Cont’d…

Funding for First Nation Students in First Nation Schools:

• Referred to as the BC First Nations Education Funding Model (a continuation
• f the TEFA formula)
• Canada will provide funding for First Nation Students attending First Nations

Schools

• Based on the provincial funding formula, as amended from time to time,

which includes:

• the formula funding amounts set out in the Operating Grants Manual

(OGM), as amended from time to time, and

• non-OGM formula funding amounts (“special grants”) invested from

time to time,

• with specific adaptations to address unique or specific First Nation
• needs. (”BC First Nations Education Funding Model”)

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Funding P Prot

• toc
• col
• l Cont’d…
• BC First Nations Funding Model:
• Overview of funding components as of June 2018 are listed in

Schedule K and will be updated as needed and at least annually

• Will be maintained in the BC First Nations Funding Handbook, updated

as needed

• Supported by the Estimator Tool to assist First Nations to manage their

education funding

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Funding P Prot

• toc
• col
• l Cont’d…

Funding for First Nation Students attending BC Public Schools:

• Canada will provide funding based on the First Nation Student Rate

(formerly the First Nations Billing Rate)

• Funding may exceed 1.0 FTE if a Student is enrolled in more than 8

courses

• Where a Local Education Agreement (LEA) is in effect, Canada will

provide funding to the First Nation to administer under the LEA

• Where there is no LEA, or where a First Nation requests that Canada

provide its funding directly to BC, Canada will do so pursuant to a tripartite funding arrangement, with copies of correspondence to the First Nation

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Funding P Prot

• toc
• col
• l Cont’d…

Funding for First Nation Students attending BC Independent Schools:

• Canada will provide funding based on the First Nation Student

Rate for the relevant school district

• Whether there is an LEA in place or not:
• Canada will flow funds directly to the First Nation; and
• The BC Independent School will invoice the First Nation directly.
• It is the responsibility of the First Nation and the BC Independent

School to address payment or other issues.

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Funding P Prot

• toc
• col
• l Cont’d…
• Canada will provide funding to FNESC for:
• Second and Third Level Services
• Special Education
• Language and Culture
• Transportation Capital for First Nation Schools
• Canada will implement a funding protection mechanism to ensure

First Nations are provided with stable, sustainable and predictable funding.

• Canada will provide an escalator for Second and Third Level

Services (5.67% per annum)

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Funding P Prot

• toc
• col
• l Cont’d…

Funding for Off-Reserve Students attending First Nation Schools:

• BC agrees to pay tuition to First Nations for students not
• rdinarily resident on reserve lands attending a First Nation

School that has been certified through the FNSA School Assessment Process in accordance with the reciprocal tuition agreement based on the First Nations Student Rate for the relevant school district.

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Funding P Prot

• toc
• col
• l Cont’d

’d…

Provincial Funding Formula / First Nation Student Rate:

• BC will consult with FNESC and Canada regarding the annual

calculation of the First Nation Student Rate

• BC will invite FNESC and Canada to participate in processes re: the

provincial funding formula or approach

• BC will include FNESC as a member of the Technical Review

Committee responsible for reviewing and recommending changes to the provincial education funding model

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Funding P Prot

• toc
• col
• l Cont’d

’d…

First Nation Student Count:

• Nominal Roll (September 30)
• 1701 Information (September 30)
• Days in attendance will not impact First Nation Student inclusion on

the Nominal Roll

• Nominal Roll enrolment will be verified jointly by First Nations and

Secretary-Treasurers

• Canada will work with FNESC to update and amend the Nominal Roll
• BC will work with FNESC on the 1701 Information

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Funding P Prot

• toc
• col
• l Cont’d

’d…

Block-Funded First Nations:

• Those First Nations that are block-funded may choose to open up

their funding agreement to adjust their education funding to benefit from the BC TEA Funding Model.

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Funding P Prot

• toc
• col
• l Cont’d

’d…

Treaty and Self-Governing First Nations:

• BC TEA does not apply unless otherwise agreed
• FNESC may enter into service agreements directly with treaty or

self-governing First Nations that wish to obtain Second-Level Services, including Special Education and Language and Culture, from FNESC.

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Secon

• nd a

and T Third L Level el Ser ervi vices es ( (Sc Sched edule C e C)

FNESC, working with the FNSA, will continue to consult with First Nations and First Nations schools to design and deliver programs and services to schools and communities

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Special E Education f for Fi First N t Nati tions S s Schools s (Schedul dule D D)

• FNESC, working with the FNSA, will continue to manage the Special

Education Program (SEP) for First Nation schools according to established processes

• First Nation Schools will report annually on the number of students who

have an Individual Education Plan (IEP) in place, and who are meeting the goals listed on their IEPs

• BC will:
• work with FNESC and the FNSA to ensure that diagnoses and

intervention plans are recognized when students transition between schools

• involve FNESC and Canada in special education reviews and changes

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Langu guage a e and C Culture e (Schedule E)

FNESC, working with the FNSA, will:

• manage the Language and Culture funding provided for First

Nation schools, including school grants and second level services

• report annually on the number of students receiving Language

and Culture instruction; number of hours of instruction in Language provided; and number of hours of instruction in Culture

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Langu guage a e and C Culture e Cont’d…

• BC will continue to ensure a collaborative, co-created process to

support K-12 Indigenous language learning

• BC will work with FNESC:
• to jointly develop any Ministry of Education Indigenous Language

Policy and implementation plan,

• to collect and jointly assess relevant data,
• to develop full-course offerings in First Nation languages and

implement the TRC Calls to Action, and

• with regard to any and all reviews of, and changes to, standards and

policies related to Indigenous language learning.

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Grad aduation

• n C

Creden ential al (Sched edule F e F)

• Under TEFA, a process was developed and implemented allowing

First Nations Schools Association-certified schools to offer the Dogwood

• Through BC TEA, that process will continue
• BC, FNESC and the FNSA also will convene discussions, no later

than October 2018, to enable access to the Adult Dogwood

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Tran anspor

• rtation
• n to BC P

Public S School

• ols

(Sched edule G G)

• The Parties agree to establish a First Nation Student

Transportation Fund for the transportation of First Nation Students to BC Public Schools commencing in the 2019/20 School Year

• The base amount will be the Student Location Factor in the OGM

in the 2018/19 School Year

• Commencing in the 2019/20 School Year:
• Canada will pay the First Nation Student Transportation Fund to BC
• BC will allocate the Fund to school districts by way of a special grant

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Tran anspor

• rtation
• n C

Cont’d…

• The Minister will impose strict requirements that the funds may only be used

for the transportation needs of First Nation Students attending BC Public Schools in accordance with a Joint First Nation Student Transportation Plan approved by one or more First Nations and the board of education

• The Minister will require School Boards to report on the spending … to be

verified using audited financial statements

• A Tripartite First Nation Student Transportation Committee will assess Joint

Plans

• The Parties will review the effectiveness of the strategy after 2 years, or as
• therwise agreed

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Local E Education

• n A

Agreem eements (Schedule H) H)

By October 2018, the Parties will develop “guiding principles” to apply to the negotiation, interpretation and implementation of LEAs in BC, and to inform legislative and policy review and changes to support LEAs As soon as possible, and no later than November 2018, BC and FNESC will develop a Provincial LEA that will:

• serve as a precedent available to First Nations and School Boards
• apply, at the request of a First Nation, where there is no existing

LEA between a First Nation and a School Board

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Local E Education

• n A

Agreem eements Cont’d…

• Second and Third Level Services can support First Nations to

negotiate and implement LEAs.

• BC will:
• invest in building the capacity of school boards to negotiate and

implement LEAs

• jointly convene, with FNESC, an annual meeting with school districts to

educate and share information about UN Declaration, TRC Calls to Action and First Nations education

• explore, identify and implement other mechanisms to share LEA

information with education stakeholders.

• The Parties will develop and implement a process to monitor LEAs

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Reg egional R Rep eporting, M Mutual al A Accountabilities es an and Data S a Shar aring ( g (Sched edule I e I)

• Aggregate data for First Nation schools will be provided:
• % of students who meet or exceed grade level expectations for

reading (grades K5-7), writing grades (2-7), and numeracy (grades K5-7)

• Student attendance rate of school-age students
• Teacher/student ratio
• Student/computer ratio
• Level of connectivity
• Administration of standard learning assessments
• Special education program (IEPs) (2 variables)
• Language and culture programs (hours of instruction) (2 variables)

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Repor

• rting C

g Cont’d…

• FNESC will also collect and report on:
• The number and types of school buses purchased
• Annual report on Second and Third Level Services

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Repor

• rting e

g etc. C Cont’d…

• BC will provide:
• How Are We Doing? Report annually
• Data specific to First Nation students in BC schools
• February 28 enrollment data (second count)
• Community-specific data to First Nations
• Canada will provide updates about:
• its funding commitments
• its actions to implement the UN Declaration and TRC Calls to Action
• its research and data analysis activities

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Repor

• rting C

g Cont’d…

• First Nations will provide

to Canada

• Nominal Roll
• Annual Education Staff Information Form

to FNESC

• Performance indicator data

to Parents

• An annual report on school performance
• Information sharing protocols will be negotiated to enable the sharing of relevant

data

• The Parties will develop a purposeful approach to the collection, use and sharing of

relevant data to further the purpose and objectives of the Agreement

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Next S Ste teps

• Formal signing ceremony (fall 2018)
• Development of tripartite funding arrangement (new schedule)
• Development of comprehensive implementation plan
• Oversight Committee to meet in fall 2018

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Questi tions? s?

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Th Than ank Y k You

• u

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