Vancouver School District – Student Learning Well being Committee May 8, 2019

to begin to begin the meeting it's nice to see everyone welcome to the Vancouver school board located on the traditional unseeded territories of the Musqueam Squamish and sway with youth today we're really excited to be able to welcome two delegations to start us off but Before we jump into delegations and information items discussion items I would love to do a quick go-around of introductions just so we know who folks are so optional associate superintendent school services shut up Fraser trustee and committee member s related gonzales trustee he's up on Yelina and student trustee Lois Chan Pedley trustee chastity lay district vice principal of indigenous education Jody language superintendent learning services Salma Smith district principal learning services Alan Wong trustee Carmen show trustee and committee member bar parrot trustee and committee member thank you and we'll just use the microphone here for the rest of the table um I'm SWANA I'm the BDS you representative Amanda Hill is for a deep act the district Parent Advisory Council maybe we'll investment did you hear me the back here starting Adrian super thanks so much everybody so just a reminder that the meetings are live streamed audio and video so we asked they use the microphone so folks online can also hear questions and dialogue so without further delay or one more delay I'll just remind you that presentations are ten minutes long all presentations so with the help of Rob will just be ensuring that we're respecting of the folks coming after us so if you could please keep to your time and then we'll have moments for question and dialogue after as well so I'd like to welcome the point gray mini leadership students I've got Dane leoben's and Brandon crys esky welcome ha can you hear me all right so good evening everyone my name is Brandon Cruz esky and I am currently a great pool student at Point great mini school now to best explain my experience in the mini so far and why it's been important to me I'm gonna start actually from back when I was in elementary school now I wouldn't say my time in elementary school was necessarily bad however I was never really able to connect with my classmates I felt on a deeper level and in general I found none of my classes to very be very interesting or inspiring so when I was accepted into Point grey mini a program whose mission statement is to provide an enriched education to well-rounded academically minded students I was extremely excited for the next five years and now I can say with confidence that I was not disappointed the mini has had a profound impact on numerous aspects of my life but I'll briefly list some of the highlights firstly the program has influenced me from an academic standpoint all of the teachers at Point grey many are extremely dedicated to their students and passionate about what they teach which as a student makes it easier to discover what you're passionate about before high school I had always saw myself going into a career in science however after my experience in the humanities classes in the mini school and which we studied everything from To Kill a Mockingbird my personal favorite did the songs of The Tragically Hip I found that I had also developed the passion for the Arts and as a result next year I plan on studying at McGill in the Faculty of Arts and Science where I'll be get the opportunity to explore both of my passions if it wasn't for mr. Hamilton my teachers humanities classes I wouldn't be on the career path I'm on now so secondly as a community the students of the mini school have traditionally been heavily involved with Point Grey secondaries Ultimate Frisbee program and thus in grade 8 I was coaxed into trying out for the team and since then I've fallen in love with the sport and not only if I played for the past five years on the school's team but I have also played and captained the local club team and gone to the Canadian ultimate championships twice recently I've even gotten involved in coaching younger students and at the Vancouver ultimate league however if it wasn't for the men I probably would have never even touched a frisbee during my high school career however without a doubt my time in the mini has been best defined by the long lasting friendships I've made along the way my classmates are unique hard-working ambitious and intelligent and for me being in a school space with like-minded individuals has allowed me it has been vital for my learning each day they open my mind to new ideas and push me to achieve my best on the flip side because the mini draws its students from a multitude of backgrounds and schools across Vancouver we also appreciate each other's differences and are very accepting of one another however most importantly the friends that I made are honest kind supportive individuals and after spending almost every day of the past five years with them I can say with a certainty that these people have become more than just my friends they're my family thank you [Applause] hello my name is Dane Leben's I am also in Point gray mini currently in grade 12 so I'd like to start by talking about my journey coming into Point great mini school in elementary school to be honest I had never really considered mini school as an option for me I went to a French immersion school and since grade 2 all of my friends and I had basically decided we would be going to Churchill Secondary together for the longest time to me Churchill was the only option my older brother went there my friends would go there and I would carry on my French immersion studies there however on a whim near the end of the seventh grade I decided to apply for Point Grey mini school just to have it as another option when I was accepted I was hesitant about going to the mini school I wanted the high school experience a big school with sports games and spirit days and ultimately I feared that I would miss out on these opportunities if I were in the mini school and that I would be separated from the rest of the school I didn't think I would fit into the role of a typical mini student I did do very well in school and I did love school but I also loved sports and social activities and I didn't know what to uh to what extent I would be limited in those areas and now five years into the program I can say with absolute confidence that I really had nothing to worry about there is not a typical mini and I have never before felt as if I belong somewhere as much as I do now in Point grey mini school nonetheless I've also never felt a loss of connection to the main school or felt that I was missing out on the advantages that the main school offered many students still have the same opportunities to participate in sports and social functions personally for me I'm very involved in school sports and I have played soccer and field hockey since grade 8 through sports I've connected with other students in the main school and being able to represent my school through sports has really helped me feel part of Point Grey academically the mini school was 100% the right choice for me the environment of Point grey mini has pushed me to reach my full potential as a student every day I'm surrounded by like-minded individuals with whom I get to collaborate and engage in stimulating conversations there is an eagerness to learn and a desire to achieve your goals and aspirations and I find the environment to be very motivating being surrounded by classmates who are academically academically driven makes learning easier and more enjoyable and as a result we are able to take an enriched approach to learning sometimes reaching university level projects and content as a result I feel prepared and excited for University coming out of the mini program and university there's no one holding your hand you're responsible for managing all your time and you have to go beyond just the basic concepts being in the mini school thanks to the outstanding teaching staff I've learned how to think critically and take my learning to a level that I would not be able to reach in another school or program the mini school which demands a heavier course load has taught me how to prioritize my time and which is another critical skill for University what I love most about Point grey mini school are my 24 weird unique and absolutely brilliant classmates that I get to call my friends I'm consistently amazed by the minds of my peers and their achievements ranging from acceptances into prestigious universities and programs sports achievements receiving piloting certifications being able to code a new program or fix a printer easily these are only a handful of examples of why I'm so proud to be a part of a program that encourages well-roundedness and taking on new challenges that may not always be the norm or in an or in another setting might not be accepted or labeled as lame or nerdy but in the mini school our differences our quirks and our passions are celebrated that is why the mini is important to me because it is an environment where I can be myself I don't have to pretend that I didn't do the homework or didn't study for the test I don't have to keep my hand when the teacher asked a question and I know the answer I don't have to be ashamed of the fact that yes I do love school his point gray Mini is a community a home a source of support for all students thank you [Applause] thank you I'd like to open it up for questions comments yeah thank you thank you for your report I have a couple of questions but don't don't worry if he can't answer them you both mentioned the words like-minded what do you mean by that you said you said that they were the people at the school were like-minded individuals what did you mean by that um well I think when basically with that what mode but both of us were kind of getting at is that we're every day we're in sort of a setting where first first of all school matters so like let's say like we all have a test coming up the next day everyone's talking about that test world like and after that test we're all discussing like maybe like what the answers were what we thought they were that sort of thing so I feel like being in the mini is the sort of place where everyone like although we're different we're alike in a way where everyone is focused on school and we're all focused on achieving our best and pretty much all aspects so yeah thank you and and you said that you didn't think you were a typical mini student what did you think a typical mini student was and how are you different than that so I always pictured a typical mini student which now I've come to leave there that isn't really a thing but to be solely focused on school always studying always preparing for tests no social life but coming to meet the 150 kids that are in the mini school I can say that there is a wide range of students who do at different activities extracurriculars volunteering all of that so yeah to me honestly there isn't really a certain type of student that is a mini student really give me anyone hi I would just like to thank you guys for coming in and giving such a detailed report on your mini school program me personally I was a part of my mini school program at Gladstone so I definitely know the stresses and the joys that comes with it but I would just like to ask you guys since you guys didn't think yourselves to be those typical students do you think really anybody could be a part of the mini school program or do you have to fit a certain criteria academically or otherwise um well like like any program in which you have to apply there's certain like there's certain I guess not necessarily credentials but certain boxes that like you kind of have to tick so like one thing that we mentioned like you have to you have to care about school like the mini is definitely not a program for people who are willing to just kind of float through high school and not really pay attention in class it's it's for engaged students who like learning who like coming to school that's definitely one thing another thing that the many values a lot is like Dane said the extracurriculars so pretty much I know all of my classmates are involved like outside of the school like they they do different volunteer work we plan on all the like the sports teams in school the minis very highly represented the band program as well at Point Grey and I think the mini school it's it's the place for a student who wants to be involved who wants to like kind of like test the waters see what they see what they can do sort of thing like in all aspects not just academically but also in music arts theater you name it and the many schools probably involved in it I think some thank you both so much for coming here to present and take your time out of your evening to share your experience I had one question around what opportunities you have to engage with students that maybe aren't in your mini program so now especially that we are in more senior grades we do have classes with the main school so we have core courses such as English and mini leadership that we are required to take so as you get older you do have so we'll have our sciences our math courses with the rest of school but in grade 8 a grade 8 as well you do have I took drama and art and home a quit the main school Brandon took band his all his band courses are with the main school so as you get older you do have more courses with the other students as well as we mentioned there are lots of opportunities to play on sports teams there are drama programs fine arts programs all of that is open to everyone in clubs as well so there is a a lot usually a good connection between the two schools well thanks so much for the details so without final questions then I will say thank you and invite our next delegation thank you both so I'd love to welcome up who pay elementary Lix Lopez and Kerry who Alec great do I have to press this button no um Lonnie was just gonna do a land acknowledgement where's the best place for her to stand um wherever it literally will be Oney little on Leilani thank you I just wanted to make sure so Leilani wherever you're comfortable you can cover do you wanna loss the video great okay when you're ready you all right start I'm gonna say that I'm really shy the out prizes exit there those you know got vehicle and some OTA very exercise that fairy Wilson do any rose yeah my traditional name is Isis people I am pollination my parents are Jennifer Anthony Wilson and I am 12 I like to watch it territories the punish us my first year going to hook up a elementary I really like it I have all my elementary years it's been my favorite school and I've been to three different schools it's nice to say that I am in digis people am i old well there was about six digit speeds altogether on 600 Rickard and then this year are and I feel more connected to my culture just like thank you so much for sharing and also for your wonderful territorial acknowledgement Shawanda clear you hello Jolanda clear message um don't treat me in the cup you'll tear the harshness happy good evening thank you for giving us this time to come and talk a little bit about pay elementary school my name is Liz Lopez I'm a Meyer and I have a grandson with Blackfoot a attending up a school in grade 2 what we would like to present to you briefly we don't have much time it's about what the school has been able to accomplish in this eight years since it was was created and what are some of the challenges so through a short video and some pictures at the end I will make some last remarks as we know Vancouver is the third city with a in Canada with the largest indigenous population so it is very important good start the video again just melt away you can get the double vodka double toggle as for quality video go go ahead sir my swim oh man so everything go into today look at I am now speed look at that wasn't even the language I just spoken is Somalia from the same sham people have northern British Columbia I said that my name is crystal Smith's that I'm from gigas and that I live now when what is called only known as Vancouver I thanks the Squamish this must be – I would did people for allowing us to be here on the unceded territory here standing in front of hyphae elementary my daughter's in grade 3 and my son is in kindergarten and I just think that the school is very unique and special and the fact that it's indigenous focus and not only does it teach indigenous colleges but it also lives indigenous colleges I'm just gonna go through some slides from this past school year quickly so there's some time for closing remarks the first slide so um the children learn about the salmon lifecycle and they're doing their there's an ant farm there like wait somewhere I'm learning to make drums learning about identity and belonging ice skating and hot chocolate the kid learning to make grilled cheese sandwiches this is a program where Gina who used to run the meal program she comes in and teaches the kids but I make fruit salad keeps real cheese the cross our own Grizzlies learning about lacrosse this was OPA where the kids celebrate Miska Miska new year I'm learning about growing and planting having an elder come into the classroom theater this was a fantastic assembly was pink shirt day but they also everyone learned about the seven sacred teachings and in particular about respect this is a our senior class learning about land land and water yeah about stewardship of lands and waters this was this was a robotics it's showing there the robots this is our Nicola indigenous cultural worker she's sewing with the young students wish we had some pictures of the boys because the boys got really into this SPG I got a donation of indigenous dolls are beautiful and then kids the senior class going and filming on a field trip at the Roundhouse and this was a field trip to the Cultch that's something called Nana Bush that was a big big hit which is close with this final slide in 2015 the school was going to be closed and due to advocacy from the parents Advisory Council they ensured that the school would stay open for a limited time period until 2020 this here it's very important it's the first group of students that is graduating who started from kindergarten so it is very important and you are invited to come to that that ceremony well there has been lots of things that have been accomplished since 2011 and there are still many challenges that every year school has but we as parents or grandparents are very concerned about what is going to happen after 2020 we hope that the school will grow will continue to provide education but a cultural and land-based education perspective to indigenous and non-indigenous children for that to happen reconciliation it's very important and I we believe that the school has an important role to play in reconciliation so there's need to promote the school and we just need to know and to implement the recommendations from the school review we cannot wait for until next year or after next year I think it's important to take action now and for us culturally is very important to have a principal and vice-principal or our indigenous peoples because a culturally for us is very important and I think that will be true reconciliation thank you very much to handle [Applause] hi Cusick dis minute who cut Lea Michele Bachmann I'm also a parent at Hawk Bay Elementary where my children have been attending for the last six years I would like to acknowledge the traditional territories of the Amish label tooth and mycelium First Nations and I would also like to acknowledge that indigenous parents are not a recognized as a formal stakeholder at the ESPY committee meetings all the way I'm happy to see Amanda so I just kind of wanted to mention this is a student learning and well-being committee and there is a lot of pressure to stay on top of everything that is happening in the school district with regard to half a elementary there's been a lot of information things events agenda to keep track of over the last six years and it gets it gets tiring it gets heavy even like if you miss something then the weight of that can kind of hang over your head a little bit maybe you didn't read the long term facilities plan until you know like a little bit later in the year and then recognize at that point that a copay was discussed in the section around choice programs and combining those programs but there was no discussion of new-build for a pay elementary as action to demonstrate reconciliation I am frankly a parent I'd get a little tired hearing the discourse in the rhetoric the rhetoric of reconciliation we've been at the school for six years we want to see action I you know like there's a little there's a lot of a lot of things that could be said on this topic I happy to see that there's going to be a presentation coming up next with Chas and the other person and I am glad that this copy of the presentation is in this agenda I was looking over to current initiatives and programming I don't see an indigenous choice school listed some of the current initiatives are programming it's mentioned as a as some school that has an indigenous name which a little disappointing so I have rhetorical questions to the school district I teach you there here I know that you won't answer questions but what what actions are you taking to demonstrate reconciliation around occupé thank you thanks so much so we have five minutes for Question and Answer to the committee and I just wanted to acknowledge I'm Leilani thank you for overcoming your shyness to be with us today I appreciate it and I've been there so thank you so much so opening up for questions and just to be clear questions will come from the committee members as opposed to the to the gallery thank you I've got trusty parrot thank you all I'm I'm thinking in the future about about an indigenous high school and I'm wondering what you would think of that idea this was mentioned in the community consultations that went that work that went into talking about establishing an indigenous focus school in the first place and we would welcome any steps taken towards building and establishing a center for excellence in indigenous public education thank you other questions comments trustee Fraser thank you for coming out to share so much information about your school and particularly seeing the videos of the students was was very moving and you know I have been to the school for a number of occasions and I saw the renaming ceremony was part of the video there I think you know we are we are spending a lot of time thinking about our consultations and our reaching out with the community now working with with our school communities and I appreciate your point that there's a lot of information coming forward I think that's partly for the desire of the board you know boards at the time to to move things forward in the district and to get input from the school communities and the community at large but I think and I think from what I'm hearing tonight we have some more work to do to improve that so that we are we're making the touch points that really have the right impact and that are appreciated and understood by the communities we're trying to connect with so thank you for bringing your perspective to the board and giving us the opportunity to hear directly so thank you so much I have one kind of clarification and a question so one is around I came here clearly that one thing you're looking for is like a plan in terms of what's next for your school and your school community so just want to make sure that that's what you're stating but also if if it's possible to elaborate a little bit on like maybe a highlight of what is something you'd like to see for the future of your school like what are some concepts that you have or one concept an indigenous principle thank you it's just the delegation here that can respond so you could yeah there you go thank you so I'm gonna have to wrap up question period because we have several other things on the agenda if you want to quickly link your comment that would be okay well I mean this is the unfortunate part about not being recognized formally as a stakeholder in public education as a distinct indigenous parent group thank you got it thanks so much yep trustee Fraser so at one point I'd like to clarify on our side I know that the review is underway but we haven't seen it yet as a board so we're not able to speak to those points yet and so we were as parents we were told a review would be coming out at the end of March and the recommendations would hopefully take place and be followed through and for the next school year now we're being told we don't get to see until the next school year so that is a big question that we we do have and to find out what what's happening there we heard the report was being vetted before it would be released to us at the school so we naturally had some concerns about that so maybe I can respond and they just say that we you know we can have a what what I can ask of our staff is that we can communicate with the school community around that piece again thank you so much for coming to the committee meeting this is definitely an important conversation and thank you for holding the bar up for that thank you alright so I'd like to jump into the information items so Chas Desjarlais district vice principal and Jody lengua associate superintendent mostly Chas on the topic of indigenous education and reconciliation you so good evening everyone I am a little bit nervous so I'd like to introduce myself first my name if you don't know who I am my name is Chad special a district vice principal of indigenous education I'm here matey on my father's side Robin Amanda Chalet and I'm French English and Spanish on my mother's side Diane Lorraine Johnson I'm member – cold lake First Nations and I'm a treaty 6sq my traditional territory is located in northern Alberta so if you've been to Edmonton you've been in my territory I've lived here for the last 23 years on the unceded territory working in on my screen territory living in slavery territory so I just like to talk to this evening about our indigenous education initiatives as you can see up there we are extremely busy given the redesigned curriculum and the cushion of indigenous knowledge is and pedagogy's into the education system this slide just speaks to our department and currently how many students we have who have self-identified within the VSB our current numbers are if you want our 2159 some of these numbers may not reflect what you have in the committee report this is a up-to-date numbers elementary we have 1350 for secondary 805 as you can see our department there consists of a number of positions we have indigenous education workers 26 of them and they are spread out across the district we have indigenous education teachers eight physicians indigenous education curriculum consultant one indigenous setting education cultural coordinator one position knowledge keeper position that is being held by Amanda white who is from the Haida nation and then of course my position so that is our indigenous education family and we are working across the district to ensure that the enhancement agreement is evident in all schools but also we are making sure that our curriculum we are than the red shares between bridging the curriculum in the school so we are really busy and but we love our work next line just so if you read over the report there are tons of initiatives that where have taken on this year and I'm only going to speak to a few of them this is the student well-being framework and what I would like to make more evident in in indigenous education and across district for every student is looking at the five ours or there's actually nine ours but in this framework there are five that honor indigenous philosophy reciprocity responsibility relevance and respect and within the heart of the circle you have the enhancement agreement which Foster's belong culture and community and masters mastery so essentially this is what we're hoping to achieve for all of our students is you know fostering their holistic well-being and not just their academic intellectual well-being and so this is something that we're going to be bringing to all the schools and the teachers this is a lens for which educators can look through and begin to be guided by in the work that they do as educators and for administrators too so I'm hoping this will become embedded in practice across that are the district so this is just one of the first one so we'll move to the next side current initiatives the presentation has broken down into current initiatives and programming so these are a couple of the program initiatives or current initiatives that we have currently in place the enhancement agreement has been in place since 20 our second edition iteration has been in place since 2016 and goes till 2021 that is the foundation of our departments work and you know making that evident across the district to all educators and administrators about belonging culture and community and mastery and all of those things need to be interconnected in order for our students to achieve their success with that we have brought our community together and we were selected by the ministry to become one of the equity scanning partners last year they started with six districts this year they had an additional 13 districts so Vancouver's a part of that we're beginning to just have some initial conversations about what is equity mean in regards to graduation rates and we know that for indigenous learners our rates are not on par with the provincial or national average and so this equity framework is allowing us to have those challenging questions to look at what are the barriers to our indigenous learners and how can we go about putting things into place as an entire system to lift up those graduation rates and creating environments where you know our students are going to graduate so we're like I said at the initial beginning of the work and this will be ongoing for the next number of years and so that requires us to meet and talk and have those challenging conversations we have a number of stakeholder groups and community groups coming together to do that work next slide a part of our work too is also strengthening our community partnerships and in particular with the Musqueam nation we have as a department been developing and strengthening our relationship we have done a lot of work with the language department and we have been in contact with the Education Department we also have the dog with 25 initiative where we have been meeting with that group to look at ways to again to lift up the grad rates and and get creative about providing more opportunities for our indigenous learners it's really you our department has multiple community partnerships that we continue to strengthen and build and so Musqueam is that is a priority but also we have our urban indigenous community partners that we also are working alongside and they're working alongside us as well Thanks nine these next two slides just speak to first peoples festival which many of your children may have attended in recent past that's our 8th annual this year was our 8th annual again that partnership speaks to our relationship with the Museum of Anthropology and we also rely on all our community partnerships with the our local knowledge keepers the artists from the communities that we have built relationships to and they come to the museum and it's a day of learning for all our students we have a secondary day we have an elementary day and it has been a very successful opportunity for learning for all our students so we just had our 8th annual secondary day this past week and it went really well and then we have the VSP Legacy carving project which basically is founded on reconciliation and education and this has been an engaging process for our learners across district we basically this project was brought forth over a year ago last March and it's based on the vision of my work colleague Divina Marsden who received a vision well over ten years ago and the time was right to bring it forth and she passed me tobacco and asked me because that's our protocol as a zani heal woman and her as an ich anomic way to begin to think about how can we bring this to our district and so we then went to our associate superintendent joe de lengua and we talked about how can we do this and so this is a joint partnership between the BSB and indigenous education that has been a lot of work here in the physical on site here but also in the spiritual world as well a lot has been taking place to ensure that this project is successful and we will be unveiling our three poles on june 20th and we will be inviting people to come and witness that work the beauty of the project is is that we've had hundreds of students come and have the ability to speak with the Squamish Carver's who are carving here on site at the BSB we also have a female welcome figure being carved at the Britannia carving shed and we've had students go visit there and we've actually had you know we say one class per visit but we you know we sometimes had two or three groups come in visit at the same time so the kids have been able to hear about what the artist is envision for reconciliation and they've been able to share their input as to how they understand reconciliation we have a number of our projects that are connected to this larger project we have the feathers project the students received shave from the reconciliation poll and we developed some curriculum around that to support educators to begin to have those discussions with their students from K to 12 about what what reconciliation and education means to them and then we'll be displaying those feathers here at the student art gallery in the month of June so that's a major project that's gonna cause a lot of that's just a good space for our local nation must be em because we're honoring with having to welcome figures and then the reconciliation poll which is for everyone not just our indigenous students but the poll is for for everyone it's medicine for for everyone and those poles will be there for the next hundred and fifty years cementing and decolonizing the grounds of amuse B and that's was the primary purpose of the project next line a part of that – at school base level many of our schools most most of them have school growth plans and there is an indigenous goal attached to the school growth plans and what I've been encouraged to see and what I've been seeing a lot in many of our schools is there was a standard goal about raising awareness of Aboriginal history culture and language and what I've seen across the district is that those schools in the early days when they they adopted that goal was they've transformed and now schools are looking at their sights specific as to what they want to do and so they're adjusting that goal to meet the needs of their school community so they're actually diving in deeper into what that actually means for their student population they're educators and administrators so for me I'm really happy about that we also have the indigenous in stem this is district school and community all interrelated this program is being you know really in its beginning stages and it's located at Britannia secondary but we have some science teachers who are making space within their science and curricula to bring indigenous stem into their classrooms so they're collaborating with gearing up out of UBC as well as they brought in our knowledge keeper and they're reaching out to Musqueam and they're gonna have a day next week where they're holding a day for their students to have more conversations about indigenous stem and what does that mean and how they can continue to build a process so that's really exciting I'm really excited about that we're also trying to connect with actual which is a national organization as well that does in stem and they provide some guidance around bringing that curriculum to schools school districts and also organizing land base camps which focus on in stem too so we're hoping to do some work around that with Musqueam as well next slide and then we have indigenous boots capes and that is a partnership through the Health Organization and our department curriculum consultant is taking the lead on working with indigenous food scapes and we have nine gardens across the BSB in which they are creating some curriculum material in identifying the indigenous plants and getting them labeled appropriately for the school for the schools that are in partnership with that and they're gonna create some curriculum around that they're developing that now and it's really exciting to see that take place as well and then of course we have drumming and singing I know I pay the students there or they do it it's a part of their everyday but drumming and singing has taken off across our district I've been to other schools like Tyee who woke their drums last year Queen Elizabeth annex they just completed 90 drums and they're gonna have a ceremony to awaken their drums so this is a part of you know providing opportunities for our young people to hear their voice and to sing their traditional song so it makes me happy that it's just it's everywhere and our Coast Salish anthem our students are learning that song and I know that you know lots of people across you know not just within our department people in the schools are doing it I know it's being done it okay we have you know non-indigenous teachers also doing that work so it's amazing to be able to have a drum and use it and I know that young people it there's so much cultural pride attached that and also it's a part of your identity and who you are but they're also teaching the drama protocols about carrying drum and the songs that you sing so I my hands are raised up to those people who are doing that work it's really important work and we'll move to the next slide and really much of this work that we're doing not just within my department but across the district a few years ago when elder Shayne point was our elder for the district and he's from the Muslim nation he kept us gifted us this teaching of not cemaat we're one and as our department this has been our foundation for our work about bringing people together not smart we're one it's hard work but that's what we have to do and so we're going to be continuing that work not smart we're one and our the last initiative you can see there is a book club which was a collaborative partnership between myself and selma Smith who is the principal of social emotional learning and we invited and maror of administrators across the district to read this book here that you can see it's called consoling our schools by Jennifer Katz and we've had some really good dialogue around how do we go about bringing this framework or you know mental health well-being and Reconciliation into our school so we've been able to share you know what practices have worked they well they shared with us what they feel is working and so they've been able to hear each other and share their ideas which is great and this work is going to continue on because a lot of administrators are invested in fostering holistic well-being for all their students and that will look differently across the district but they're thinking on many different initiatives in that regard next line and I just wanted to say thank you in my language I'm not gonna pronounce right but that's okay I've learned you just have to say it no school meeting and I want to thank you for listening to me and respect is actually listening what others people have to say so thank you hi hi thank you district vice principal Chaz so just opening up for questions comments yep Aaron thank you um I just like to give some feedback to stop and trustees the event Coover elementary school teachers really appreciate the wide range of opportunities to support students and teachers we value the support for staff and students the insight the sharing of knowledge and connections to the community provided by the indigenous education department we value the wide range of opportunities outlined today for our students and teachers to integrate indigenous philosophy culture and history into our classroom all these supports all of this supports and facilitates the commitment of our members to implement the goals of the aboriginal enhancement agreement and finally it's also important that schools are staffed on the minimum and resource beyond the minimum to support the day-to-day educational experiences of our indigenous students and to meet their needs as reflected in the goals of the aboriginal enhancement agreement [Applause] trusty Gonzales thank chair Thank You Chazz that was I know you're doing tremendous work you and your staff that are so thank you for the overview I'm sure there's a lot more that you didn't even get to tonight I have just two quick questions one is a relation to the reconciliation center at UBC which I learned about myself recently and I'm wondering if there's any sort of where that fits in collaboration or students going there so it seems like a pretty important piece to write in our backyard here I know there are some educators such as a colleague of mine from Chilliwack who is doing some work with the Center at UBC by all means I encourage all educators to go out there and connect to go and you know you have witness to the stories that are there as for the curriculum I don't know where they are Mary Ellen – Pell it is her right I think my mind is blank anyway she's I spoken to the director and and there's lots of curriculum being written right now what our curriculum coordinator is doing work with UBC on residential schools and so we have a number of initiatives but I do encourage everybody to go up there and and go and meet and connect my second question it's in relation to the equity scanning tool what is there an idea of the end date on that I know it's a research project do we have an idea when it's going to wrap up I'd say there is no end date techie until we reach parity with grad rates so this is really just kind of looking at and scanning what we're doing and so to see where we need to you know what what are the barriers identify the barriers but also acknowledge the strengths of what's going on right now so it is a project that's probably going to take us a number of years and we're looking at our own data and the data from the ministry but also looking at you know from the ground up and the top down to bring everything together as a collective unit to you know we need to increase grad rates for our indigenous learners Thank You trustee parrot thank you I've two questions Chazz thank you for the report you mentioned dogwood 25 and I suspect that the 25 is 2025 or is so can you tell me a little bit more about that so we were invited to join dog with 25 they've been around for a number of years and they're basically an organization that is that a number of influential people come together to kind of support one increasing the grad rates for indigenous learners but also providing opportunities for increased success so we're just really consulting with them to see what works for our district and we haven't really landed on anything although we have some ideas of what we'd like to do and they're there to use you know use their influence and their connections so we're we're still in the beginning phase of figuring out that what that means for our department for the district thank you and my second question is when I taught at MacDonald we did some partnership with night out and had student teachers any student teachers that McDonald from the Knights have program the stacked up still exists and and do we do that kind of partnership anymore yes my tip still exists and they're still graduating teachers and we are looking we are looking to continue to strengthen our relationship and see what we could do to build those connections between our district and Knight app so we've met with dr. john hare who I know very well and we're looking to provide some opportunities for our students to gain early access into that program so we're just still kind of in discussion consultation fees but we know lots of our educators who are currently in our system have gone through night tip and many have gone to become their teachers across EC so it is a very successful program minutes they just had their fortieth anniversary I think it was a couple years ago so I've called myself and trustee Fraser than trustee Wang so I said two questions and then just one comment so being a part of the indigenous education committee I've been able to meet that list of staff that you mentioned face to face and there's so much passion in that room and a lot of difficult conversations that people are having with a lot of respect so just want to outline that and that's where the equity scan work is also taking place so that's been really powerful for me as well but my two questions one was around how many well I can see from the delegation as well that the value of indigenous staff is really important to an individual's learning so I was curious if we have a number or an approximation of how many indigenous identifying admin we might have like as in principals or vice principals I only know them through relationship or connection to you we I don't think we have the numbers of who self-identified as indigenous or we keep that data per se I know that the BC PVPA is looking at you know tracking that within their own organization but I only know those who are administrators and who are indigenous because I know them personally thank you so much to my second follow-up question to that was just is the district principal and active search position or there is no district principal because it just ended on district vice principal here's a list of staffing well I am the district vice principal so there is no district principal so so my question is just is there an active sir is that a vacant position in the district or there is no position it's not vacant I'm currently the vice principal of indigenous education thanks so much so trustee Fraser okay thank you and I just had that time to reflect a little bit on the question this is more common than the question of why a was not included in the initiatives report and I think in my mind it's because it's not an initiative it's a fundamental part of what we're doing in our district and the review that's undergoing is to enhance how we're providing those services at the school and I end to go slightly on a tangent about the building and the location of the program the Ministry of Education has been very prescriptive about the capital funding required the rules around capital funding and the prioritizing of projects but now there's been there seems to have been some maybe some there are new there are new long-range facility planned guidelines that seem to open up more opportunities for districts about how we define our capacity how we define use in our schools how we how partnerships with the community and with other organizations are valued so one of the things we're doing in the district is looking at how those guidelines could impact our long range facilities planning and that might be an opportunity to look at the the buildings that we can offer the facilities that we have in a slightly different light so I'm hopeful that we can as a district take more control of how we put forward projects to the Ministry of Education Thank You trustee Wong Thank you Thank You jazz you answer the question that rusty parrot out asked guys the night M program I went through the MTM program which is a sister around to the night app and the you're saying in the final stages of consultation with with UBC with regards the night and hoping some of our students will graduate and move into the BBC program is there from the consultation process then planning on something more formal with regards to connecting our students to the UBC in specifically to the night app yes we that's what our wishes we're not there yet but that's our goal thank you that's good to hear um secondly to that not specifically about night time but I've heard in the past there we had a program and I'm not sure if we still have that there was a program a math program where students in the summertime I believe it was in the summertime indigenous students there was a collaboration with with UBC with guys – a math program so I'm thinking of that those types of programs if not specifically that time I'm not sure if you can comment on something like that tonight we do have those programs available to our students and we share out I receive that communication from UBC they have pins so our students do have an opportunity to take math learning in the summer time we also are connected to NEC and which is the Eagles of tomorrow a math program where students can attend as well and receive math credits if they attend the program and I believe it's a six week and we've had students go through that program and be very successful and yeah so we do though there are tons of opportunities in that regard there's science programs there's math engineering and we share it out to our schools and our teachers and enhancement workers help support in getting our students to that programming thank you we've got one final question from Amanda Haley's I've actually got a couple questions first one is if do we have an idea about the number of teachers who self-identify and how many indigenous dude learners are being taught by indigenous teachers I don't believe we have the number of indigenous teachers we have lot we have indigenous teachers in our district I can tell you through my department with our indigenous education teachers you know who has been teaching us alongside teachers and then we can drill down that data I don't have it to give you to you this evening but that can be done within the district itself I don't have an idea of how many other indigenous educators there are beyond my department thank you and I'm very happy to hear you're working with the language department are there any ideas of when we will be able to get indigenous languages into the school or if they're way to get hiring local indigenous language teachers we have been working with the language department primarily with Jill and Vanessa Campbell and elder larry grant and again we're still in the beginning phases I know that some schools are bringing indigenous languages into their schools like okay I know that they have their programming and I would love to have indigenous languages in our schools more formally so that will take more visioning and that will take continuing to strengthen our relationship with Musqueam we need to have fluent speakers be able to and I know they have a lot of member they're members of their community are taking on kameena language courses so this is something I know has a not only been my dream but the dream of a few of our department members and I know that people are doing that work currently in their schools so the language is coming into the classrooms and I know that a lot of that work has been done by indigenous educators themselves or non-indigenous educators who are doing that work so I very grateful that they're taking on that work but we do need to be get a little bit more strategy-wise and be a little bit more systemic and our approach but again we need to make sure that we have a strong relationship with Musqueam and their language department before we can do a more kind of a system approach but I I'm all in favor of it thank you thanks so much Chaz so our next presentation is going to be with Jody lengua associate superintendent presenting on music programs thank you this report is a follow-up provided it's a follow up to information provided at the February 2019 student learning and well-being committee in the February in February an overview of a survey distributed to elementary schools was provided and the survey purpose was to seek out information from elementary schools in regarding to program opportunities available for students so after that presentation in February we said that once we'd had time to analyze the data we'd bring it back to this committee and so that's what I am doing this evening to begin with the survey results were very positive we had 81 out of 89 schools respond that's a 91 percent return rate which is pretty incredible there was some very interesting things that we learned through the survey probably one of the biggest things that struck me was that 47 of the responding schools or 50 extent indicated that they do have a music specialist on staff so over half of our schools how elementary schools have a music specialist on staff boarding one of the responding schools reported that music is offered for one period per week and 40 of the responding schools reported that music instruction is offered for more than one period per week so that first slide tells us that we do have significant number of music specialists on staff and that there is music offered in all of the responding schools there and from in some form if we drill down into some of the questions and these were things that we were had heard people asking questions about so that's why we put them into the survey so the survey question that does a music specialist teach on a prep coverage model so 75% of the schools that responded said yes they do teach on a prep beverage model and 25% percent said no they don't that gives us an indication of how some music is being taught another survey question was do you offer a band program taught by a VSP teacher well that's just a band for them I just want to highlight that not Bandhan strings were just talking about band right now and so eight said the wrong number of eight or nine percent said yes and ninety-one percent said no then we asked the same question but pertaining to a strings program taught by a VSP teacher there we had seven percent say yes and ninety-three percent they know that gives us an indication of who's teaching in the schools as teachers as BSB teachers the next question that was asked in is in any music instruction is any music instruction at your school pack sponsored that was in response to questions around how people were paying for these programs and so what we saw there was 21% of the respondents said they did have PAC sponsored he's a construction in their schools and then we drilled down a little farther to that question by saying if the answer was yes which area music area is sponsored by PAC and so we had 21% they band was sponsored by PAC we had 18 percent they strings was sponsored by PAC and we had 61 percent think wire was posted by that other question that we looked into was is any music instruction at your school community sponsored and there we saw that 30% of the programs were a band for sponsored by the community and that 70% of the choir program and that is the some survey without going through every single point thank you thank you so much Judy so opening up for questions I've got trusty Perry thanks Judy is this a Elementary and a secondary survey those element just elementary oh that's good to know on the slides that talk about community and PAC sponsored instruction do you know what's meant by that was a is it during the school day or is it after school acquire programs or we didn't ask for that kind of information so we we don't have that to decide the game you've got Darrin then trust each other yeah I'm wondering if from that 25 percent who responded no would that include classroom teachers who are just doing music in their classroom sort of integrated into their teaching or might teach recorder in their own class or is app not what you were referring to about music specialists it would have been somebody with a specialty in music q so I've got trustee Chen Pedley Thank You chair I just want to clarify something for example at my kids school they have a volunteer teacher come in for some amount of time I'm not sure how much is that does that count as having a music specialist on staff or is that that would not be included as on staff if they're volunteer no thank you you know that trustee Gonzales yes thank you chair just a quick question then on the the music specialist so where does the who'd like how is that determined if a school has a music specialist is it administration is it sort of I'm just kind of curious of the process of how some have and some don't and how do you get one music specialists would be those people with the qualifications in their training for in order for them to be counted as a music specialist this was just to pull up so meaning that that was just did that school specifically ask for somebody that was a music specialist to be hired there or is it just like do you know I'm saying so some have and some don't I'm just kind of curious why that is yeah and it sort of goes to the question of where we value you know music education and the equity piece that we talked a lot about I'm just kind of curious what the determination is as a school just lucky that they happen to have one and because the administrators decided that's what they want to spend some of their budget on I'm just curious of the process a school would determine that they had need for a music specialist and a desire for music specialists and they would post the position for that and if they were able to find a music specialist that person would be put into the job posting so as a follow-up to that would that mean that there are schools still looking for music specialists like as I imagine it's probably not easy to always find a music specialist but could it be that there we are actively looking still for schools for music specialists I don't know what postings have been put out that were left unfilled I can get that information from you through our HR department Thanks I have one question and I'll come back to Darren so I are sorry two questions one was around like the goal for music deliveries we mentioned half of the program there in half of the elementary schools so is that an adequate goal or is there something that we want a hundred percent coverage or eighty so which part of the were you wondering about yes so if half of our elementary schools have music staff specialists what would be our goal for adequate music programming in elementary schools I don't have that number but I can get it for you and I just had a second follow-up question do the drumming and singing that we had referred to earlier in the first half presentation does that show up in music programming or do we consider those separately drumming and music would fall under the music program as part of the curriculum because music is part of the curriculum right so it would be music can be taught in many different ways to satisfy the curriculum requirements thank you I've got Darren just to follow up on my earlier question so I think there are many classroom teachers who teach music as an integrated way in elementary school in their classroom so they might do singing learn musical instruments learn how to read music and that might not be reflected in this survey it doesn't sound like it is because we see ourselves as elementary generalists and trained and to teach all the subjects so that's probably not reflected in here those kinds of activities that occur in the classrooms hey thanks so much thank you so much Jody really appreciate your presentation so next up we have selma smith district principal presenting on diversity initiatives update good evening everyone thank you for having me tonight it's a pleasure to share with you an update on some of the different anti racism and diversity initiatives that are happening currently in our district do we have the clicker Towser it doesn't work okay thanks Greg so just to as I begin the presentation here just to let everyone know that the workaround that we're doing around anti racism and diversity is reflected in our strategic plan as you can see by the goals and objectives that are mentioned there very one key point you playing thank you so I'll talk about this one so I'm going to share with you tonight just an overview of the different anti racism education initiatives that we had that are reflected in in our staffing resources and the programming that we provide in our district we're very committed to ensure that we have resources available to our students our staff and their families and the one way that we really work to try to achieve what we have is through the work of our district diversity Advisory Committee so we have stakeholder representatives on the committee as well as community partners who really bring forward emerging issues trends we review materials and create materials for our district so it's a very busy group that really accomplishes a lot of work and I know we've been very busy this year creating some new and updated resources for the district I'm gonna next slide please next one thank you so I'm just gonna mention to start off the work of our district resource teacher for diversity so we're very fortunate to have a teacher in the role that's taking the lead in our district to create resources collaboratively with other other staff in the district as well as community partners and our district resource teacher takes that lead and really provides opportunities in schools to work collaboratively collaboratively by invitation by schools to provide workshops or to co-teach with teachers as well as provide presentations the person is accessible to families and students as well okay I'll then I'll just keep going perhaps with the well Greg changes the PowerPoint maybe we could just stick to the report that you all have in your agendas thank you so in terms of the staffing I was mentioning we have a staff person but we also have are working towards really improving more of a systemic approach and to having resources available to to the district and that's something that I would say we are continuously reviewing and looking at how we can improve that we are a large urban school district and want to improve access to materials resources and we're really trying to focus through education and training providing resources and then coming up with some district initiatives where we have community and stakeholders and youth and families working together – based on emerging trends but also responding to where we need to do this work but we're also we don't want to be just responsive or reactive we want to be preventative and provide as much education and learning for our students families and staff so it's work that's needed to be done and continues to be done and I really feel you know that we are doing that collaboratively with as many as possible so I just want to highlight some of the different some of the different types of programs that we have I've listed them here in the report just for your information we currently include the beyond the hurt is a program by the Red Cross that's available for grades 6 to 12 and that really the program there has been well received in our schools it really focuses on bullying and discrimination and looking at human rights so that's available for our schools we also have a program that we supports called choose your voice which looks at how youth can take on looking at exclusion and the history where there has the exclusion and in present day as well so that's available there we also have a community partnership with access to media may have a program called displacement and they work with a lot of our schools to create films that have been created by immigrant youth youth that have been born here indigenous use a youth and they've created videos that they've shared within their school community as well as feeder schools and the projects that some of our schools have created they're very grassroots and the youth come up with issues that are current for them and are they are facilitated by our staff as well as staff from the displacement organization we recently held a training if you have not heard of eka toss I put the link in here and they have a fabulous program called play it fair and we recently held a training first staff and we actually invited folks from other parts of the Lower Mainland or whoever can come and attend the training so we try to be as inclusive as possible if there are opportunities for other staff who would like to be part of this we have done that we also really promote a program that was created by be CTF called show racism the right red card it's a it's a well created resource that's available for our first schools and I know that it is being utilized and speaking rates is another one that eka toss has a program that has been designed to help youth explore some of the issues around human rights and I know some of our secondary schools have been it's been a popular program for kids and in our high schools especially to really look at diversity social justice and inclusion so some of the I was talking about some of the community partners and some of the resources that have been created currently we're looking at looking at having an anti-racism school lead in each school we've had this model in the past and and we I think so you need to have it reestablish so that's something that we'll we're looking at how to have that come about again for next year and and I know the teams working on having a school lead at each school with our district resource teacher being a district lead to disseminate information but also provide training and build community amongst the different school leads we also have a district diversity toolkit which is available to all of our staff we have resources on there that are available around events curriculum initiatives around soul-g as well that that's on there and we have a lot of our staff for teachers as well too will share resources that they have created or collaborate on and then they pass along to our district resource teacher and it's it's shared it's not just one way of material that's given to the district but I know a lot of our teachers have been sharing with us the great things that they're doing and we're trying to promote and expand and share the great work that's being done in our schools we have I know a committee of staff and community folks have created a new resources called addressing racism hate discrimination and bias in schools and it's a brochure meant for school community members to help how to respond and support when any type of racism hate or discrimination is made a service and so we worked on creating that resource and um it's available on the toolkit and we're very fortunate again to have members of the indigenous education department I know best of the STA the admin that fund basa and community partners have all together created these resources and provided input so very fortunate to be working with all of our community partners we really also value the ongoing engagement with community so we currently work with eka toss the access to media the Vancouver Parks Board has been very supportive and working collaboratively with us the V CTF as well too so we're very fortunate to have valued members of different community partners to be working with us I'm going to touch on some district initiatives we have an active equity program that has launched this year at manitech secondary and John Oliver and the program has has begun really more of an intersectional prose approach it's great to Chas that you're here tonight because a lot of this work is not being done just in one department when we're talking about diversity and anti racism we are reaching out and working with our colleagues and different departments so indigenous education has been part of the work that we're doing here and it's been really I think great to have had that intersectional approach to really prevent racism and any type of discrimination happening in our school or in our community next slide oh there is another slide I just want to add one more things so we've also are currently have a draft of a handbook that's going to be available for for staff and for students we heard from students especially this year we do have youth representative on our district Diversity Committee and it was the youth on the committee that said to us where are my resources so we responded to that by creating resources for youth around addressing racism and where they where they can go for support so that's new for us as well to creating those materials and we're also I mentioned creating a handbook around anti racism for staff as well too and that still in draft form and and being worked through the diversity Advisory Committee so I think that concludes my report and happy to answer questions well thank you so much Selma so opening up for questions from the committee trusty parrot thank you thanks for your report do you do you think that the anti divert that's not antic that diversity committee sees the difference between diversity and anti racism education I would say that the committee very much looks at it as an intersectional approach like we have a a variety of diverse group of representatives on the committee as well as community partners and the energy and the feel for this group is to share collaborate and not be working in silos and you know the marginalization and discrimination that can happen for anybody whether it's race gender or sexual orientation or other forms is discussed and looked at in this committee so it's not seen as separate it's there's opportunity for voice to come forward in that committee do you know if there's any research that that talks about the best the best way to look at these issues is it is it the way you're describing it or is it I don't know or is it to separate to separate the diversity which is all working together and the anti-racism which is really focusing on things that are happening that shouldn't be happening whereas I see diversity as working together on things that should be you know the goodness about everybody working together whereas anti-racism just it's focusing really specifically on behavior and trying to stop that behavior so I can definitely I we have some researchers from UBC on the committee and who work in departments around equity and social justice and we did do some research around this a couple years ago and explored it and were informed and realized that best practice is to work in an intersectional approach not in a silo and because of having a partnership there with with UBC especially we as a district a couple years ago made the committee broader but ensured that there's as many voices at the table when it comes to different types of diversity and I know diversity it's a positive term I hope it's something we celebrate but there is a lot of recognition amongst the group around where there has been prejudice or bias and in any form I've got trusty Wang myself thank you through the chair Thank You Selma for the presentation particularly appreciative of the summary of the district support staffing and the over the last couple of years and how there has been an increase in in that role very appreciative of the resources programming and other supports especially 0.3 of bringing online the district diversity tool kit that's available and particularly how it connects the the four areas racism events indigenous education and so gee I believe there is a Shoji connection in every school at this stage and that's that's good to hear and there's a the rollout of the anti racism lead in each school as well just a question with regards to the possibility or the thoughts of having some resources within the toolkit being translated into various languages particularly I'm thinking with regards to Shoji and a number of different communities and I'm thinking it no need to respond to this on the with regards to a connection with coastal health so specifically the translation with regards og and parents and and for students to be able to to use those resources to the parents um I'm just gonna look up on our district website but I sure we have it up there we actually were quite fortunate a couple years ago to receive a grant through the arc County ssin specifically looking creating resources for families around diversity and gender diversity and children and youth and we actually translated the materials into six different languages and they're available on the district website under safe and inclusive practices we have a section there for parent resources so that material was is there we recognized that we also want to work towards having materials around anti racism support and response translated as well so our department's working with our multicultural workers to see if they can support some of this work but we recognize it is a lot of work so there may have to be a support that we gain from community such as mosaic and such they are on our committee but that's in the works in terms of translating our anti racism resources but Shoji resources have been translated yeah one one more follow-up we are talking about and you're talking about intersectionality of within the committee a question with regards to bringing information or a connection with regards to the indigenous community either internally within our our groups or our advisory committee and or with external organizations from the indigenous community it's just an interest to build up that portion of anti racism with regards in India's our indigenous community any thoughts with regards to within and and externally specifically with the indigenous community in and Chazz is here too so she might be able to help me respond but I know that we the last six months we've been offering between staff I know in your department and in mine working collaboratively to offer workshops to staff in our district around looking at diversity racism prejudice through an indigenous lens that's actually an on it's been on our produce I teach and we actually have staff that have been working collaboratively together or not thank you thanks so much so um I've got a question first a comment around the diverse the distinction between diversity and intersectionality so my area of work is in intersectionality so I think it's important to recognize that intersectionality is about multiple intersecting identities that add to a person's experience with oppression so it's very distinctly different from diversity or other categories because it would implicate things like gender on top of race sex class sexual orientation age and things like that as as we're discussing now and so I guess what that results in is how people's experiences then impacted by those intersectional identities which may be positively but in specific with intersectionality negatively affected in terms of their access to system so what I think is important for this conversation is making a clear distinction between the difference that we see in diversity and anti racism and the distinction the importance of the distinction being that it makes it easier for students to access those services and support so when I worked in the district I know we often went for anti racism resources how do I deal with x y&z issue and so the ease with in which young people can access those services would really show up in terms of how we titled them and name them and that kind of thing so just to say that the definitions do really make a difference especially when you're dealing with folks who maybe aren't literate in English or are young people like elementary age and that kind of thing we talked about that at a different committee meeting so just making that distinction I think would be a very strong recommendation from my to be able to navigate the resources with ease and I've got a couple questions one was just around what sort of plans for evaluating the brochure will be so as it lands in the hands of children and youth in our school district and staff what will sort of the monitoring evaluation plan look like for it so thank you for your feedback in your comment it's much appreciated in terms of when we've create materials or resources a lot of thought and care does go into before we mass release an item like this so we have youth on the committee the staff that are part of the committee have been working with their students sort of piloting testing things out with different age groups and getting feedback as well we have I know the district pack is on our committee as well too that also provides input so we certainly I would say it's not a formal research project but we gather information from from our community and and these are resources that certainly can be updated added to we're very sensitive in terms of what we're putting on there we'd never want to offend anybody you're upset so we really listen to the folks who are giving the input on that and as many eyes that can try to see it and give the feedback before it gets released but some of its in draft still so we're in that stage of reviewing it still thank you and if you could just elaborate a little bit on what the collaborative process looks like for the that planning and design process so we have the diversity Advisory Committee and from that committee working groups have formed on several different projects so the last couple of years we had when with the question that you're asking about the specific resource so I know that teachers have been part of the working group there we've had some community experts partners as well that have been providing some guidance and that working group has been working with their own school communities and then they bring it back to the Diversity Committee where it's discussed and reviewed and and the decisions are made as a group how did it proceed sorry just one more clarifying question so you mentioned children and youth so like how would they come into that process is it after the delivery or are they a part of the design process as well we have a couple of high school youth represented on the committee but the staff that are part of the committee and we have school leads and different schools in all the schools and so it's done more collaboratively with I would say teacher to teacher staff to staff where it's shared with either their class and such and then brought back thanks so much thank you so on my list here I've got Amanda reports from parents talk about their kids being bullying and stuff like that what would be the best contact I see in your brochure it mentions both the district resource teacher I think the direct email address that's written right here or going to the school at mentum is your question about a bullying incident or around a racism or discrimination well from we get a lot of parents talk about all sorts of different issues around racism and bullying and different sort of ones that come to us so where do we refer so any any concern that a parent would have should speak to their child's teacher first that's a good place to start have that conversation and if the conversation needs to proceed to either a school administrator or counselor we have I would say those processes in place and hopefully it can be resolved within the school but if the district diversity teacher needs to be contacted they're available as well but I would say start with the school the classroom teacher administrator and hopefully it can be resolved there thank you trustee Fraser thank you my question was on said already Tarin thank you and our members appreciate the Prodi and resources available to address racism on an ongoing basis I have a couple questions the first is about the booklet the booklet questions and answers for school community members responding to racism hate and discrimination I'm wondering if the Avesta rep on the Diversity Committee will be able to bring feedback on that booklet at a future meeting absolutely that's why it's still in draft so we look forward to their input and for the anti racism school lead I was just looking at some of the bullets and is this also sort of in a draft stage it's sort of looking at a prototype right now but I know that our union reps on our committee are giving a feedback in terms of what's the best way to to go about this we've got the Shoji model but having the anti-racism lead do we follow the exact model or is a different way so it's being discussed and hopefully we can come to some type of try a pilot of it you know for next year and see how that works yeah I'm just I guess my question would be then would there be additional support provided to that anti-racism school lead to do some of these things for example supporting family staff and students or presenting to staff meetings or parent advisory councils do you envision some kind of additional training provided for those teachers that's a great question I think trying to build as much capacity within the scope that we have is what we want to do so at this time we have a district teacher lead perhaps there might be I think I've heard a potential second teacher next year I'm not sure in this role to help build this capacity but definitely training opportunities and communication to our schools around this topic is very important so we want to be very proactive and doing it in a in a systemic way that meets the communication can get out there to all of our schools thank you have got student trustee pan million thank you I understand that the diversity Advocacy Committee is working to educate and train staff and students on addressing topics of human rights and discrimination and I was just wondering what types of strategies initiatives or otherwise was being taught or trained with staff and students okay so great question so in the report I highlighted some of the different names of the programs that are accessible to our schools and I and they're available for students and for staff and those are for example the speaking rights the that's available for youth the displacement program also youth are involved so these are some of the highlighted programs that I've mentioned right now that are available for our schools and they're there if schools would like to use them for students as well too I was also wondering because there was two incidences in this year that dealt with two secondary schools experiencing hateful discriminatory yeah experienced incidences in their schools and I was wondering if any of the training provided his teachers and staff would be about addressing topics like immediately within the time that that incident happened because I consulted with the two secondary schools who have experienced people and discriminatory incidences within this year and both have done things student-led initiatives to address the topic immediately to kind of help the school around why was wrong and stuff like that but they also expressed the need for more admin and teacher support I understand like the importance of integrating it into the curriculum and that's fantastic but I the issues that I heard from these students were around the immediate action around the issue when it pops up so I was just wondering if that was planned for I'm not sure if I like we would be able to respond to specific school incidents but I think any incidents that are brought to the attention of the district and staff we want to work to resolve and support and try to ensure that those who are impacted by events or situations like this are supported as well as possible and it's something that we know that we have to improve and work on and provide resources so I think that what you're asking we're doing right now everything that we can to do our best so situations like that don't happen again but unfortunately we need to I think provide as much support and education it's not I would say just a student issue it's something that you know in our society and and in the world we live in that it's it's it's a human issue that we all have to work to address and we don't just want to look at just one like staff or just students it's everyone so that's why we're trying to be very intentional about how to support everyone in a system which we're all in thank you I've got trusty Chan Pedley um thank you my question was the answer thank you so much so obviously there's a lot of passion on so many topics I really appreciate your time thank you so next we'll welcome Jodi lengua associate superintendent on a Diversity Committee letter thank you in your package you'll see that you there was a report on a Diversity Committee letter and it's regarding diversity committee response to March 4th board motion and I'm going to pass it over to trustee Wong and ask him to open it for discussion chairperson yeah I I'm the trustee representative on the committee and the committee passed this emotion to a mutually agreed on the sending this to the board with regards to the the motion that was passed at the board meeting on March the 4th with regards to the anti-racism position so maybe safest if I read that out everybody please accept this letter as our response to the motion passed at the March board meeting stating that the Vancouver Board of Education reaffirms its commitment to eliminating racism furthermore that the board supports the development implementation and evaluation of procedures programs and services that promote and support the principles of anti racism education and the main Hoover School Board re-established and higher in anti racism position as per the upcoming or upcoming budget process the Diversity Committee fully endorses and is appreciative to see additional support being allocated to further address the complexities and diversity found within our school community we're pleased that the closed position will expand the diversity of district resource teacher team diversity committee strongly feels that there is significant benefit having an additional position that is focused on all issues of diversity through a lens of intersectionality as such the diversity committee is concerned with the board motion as Britain as it names the position to be exclusively addressing at racism the committee is also concerned that the decision was made without following any of the existing processes or consultation with regards to processes in support of the multifaceted needs of students and staff the Diversity Committee formerly requests that the board reconsidered the specificity in the wording of the motion implying that the position solely focuses on anti-racist and education we recommend that the proposed position be title diversity resource teacher anti-racism the Diversity Committee also Smith respectfully asked that the position mayor the existing role the current role of the diversity Resource diversity district resource teacher already in existence first Sarah T we would alter the title of the position to diversity resource teacher so G so that's the to position is our vision that the two people in the positions would work in collaboration together in all matters of our diversity and that's thank you from the district advisory diversity committee as we're all aware that the budget process is still ongoing at this point and the title is within within the recommendations there is it's listed as anti-racism but there's also point of like diversity so the committee just wanted the clarification with regards that the title understanding that there is a focus if it passes and goes through the budget process which I believe it is because it's already supported by the board that there would be at at the end how it would look would be diversity teacher and then anti-racism and so G so the the the the hopes were that these two positions were collectively together so as a team rather than one is off doing something another so there's importance and strength with regards to the team to help each other out this has been discussed I think in the last in the whole year with regards in there the committee the Diversity Committee basically stated in three or four successive meetings that the hopes were that we do not work in silos and there's an intersectionality approach to this with regard to this motion I was enough it's been in it I was observing and this came sold strictly from the committee itself I was there basically providing objective information how the board how it was passed at the board and and how this was going forward and if we needed information from the diversity committee the diversity committee would share that and we can bring it back to the board for their discussion a number of committee members spoke with regards to this issue that it was a social justice issue and the positions would be a social should be a social justice profile and there was a requiring and a degree of expertise in each each field with whether it be so gee whether it be anti racism but they wanted the the two positions to be working together individuals each individuals for each position that can handle different forms of oppression that was discussed at the committee and it discussed tonight as well a number of times the whole discussion with regards to collaboration intersectionality and worries of silos before before this even came to the board as a motion so earlier in the school year the whole issue with regards to silos even before it even came to the board as a motion there was a hopes that we would count that the the board the district the committee would count on both people working together so some members said if one wasn't there or one didn't he needed support with regard to any the repression that the other person would be there so that's why the thoughts with regards the the focus is diversity district resource teacher and then the subtitle so G or anti-racism just clarification and request from the committee to the board which is coming through the committee tonight super Thank You trustee Wong on behalf of the diversity committee any questions comments from the committee yeah I've got trustee Fraser thank you Thank You trustee Wong and I think this is an opportunity to thank the Diversity Committee I know someone works for them too they you know what I'm hearing tonight and what I hear in other ways as well as that they're very engaged for people who you know spend a lot of time working with you know these many of them are you know within our district there are stakeholder representatives so they go back to their their stakeholder groups you know there's a lot of discussions happening there a lot of thoughtful discussions so they can bring forward the perspective of their employee group or their students or the parents so I as a trustee I want to risk respectful of the collective work of those people on the committee who are representing all of the VSB stakeholders and I think the suggestion that's coming forward really meshes well with the motion passed by the board you know the motion possible in the board said an anti-racism position and I think you know this the Diversity Committee has taken the opportunity to be offered clarity to us as a board about how that would work and I appreciate the long-term ongoing discussions about not having people work in silos and I think this is a thoughtful way to address that situation thank you other questions comments there in the past there was a separate anti-racism committee and a pride committee and I guess then they were merged to make the Diversity Committee and I know we had concerns about it reducing the amount of representation of our members in terms of on on the committee's we'd have one less representative and also the sort of the opportunities to discuss those topics so I'm just wondering if you know adding the anti-racism the diversity anti-racism mentor to that committee if they plan on perhaps increasing the frequency of meetings like more often on a more regular basis to address the issues thank you I'm the trustee representative I can bring that back to the committee I can't speak on behalf of the committee at this stage but it's important point however I I would like to share that the that the number of the committees the whole Conte the discussion with regards to to working in silos that that there was a unanimous view that there should be everyone working together whether requirement of more meetings that I can ask that however to be clear the current diversity resource teacher has been doing anti racism all forms diversity anti-racism and anti-homophobia as well and I had to be to be I might open I think there was a frustration amongst the committee members with regards to to that you know there was a the comments with regards to anti racism there has been a lot being done by the diversity resource teacher and there had you know unanimous support amongst the committee members with regards to that they're very happy with regards to the motion that was passed by the board but with regards to two more meetings there could be expanded discussions but the current diversity resource teacher has been has been doing a superb job with regards to the diversity toolkit with regards to bring all the committee members all the community members together to discuss both anti-racism and and anti-homophobia Thanks Darren's follow up and then myself and then trusty children yeah thank you and I appreciate how you explained earlier how you envisioned sort of the collaborative the way that the two would work collaboratively and the importance of that and you know on our own social justice committee which is a much larger umbrella we also moved to the umbrella model of merging our committees together for the last few years and we see some challenges around around that model and we're looking at our own models and investigating that to see how effective they are and what kind of weaknesses have emerged from that but I really appreciate the explanation about how they work collaboratively one last point is a number of committee members if there's a lot of young committee members on the committee but amongst a few of the old-timers that that that lived through the the the incarnations or how it was structured in the past those that were involved in in anti racism and the at the time as Darrin stated with the pride committee there are a number of occasions where the two groups merged together and had that discussion in it and they found it very important a lot of information to was shared so of those members that are currently on the committee from way back I think they came back those were the ones that were strongest and voicing that the importance of not working in silos and and and this was an issue with regards to to social social justice profile and people working together and to be able to support each other rather than the ones working here ones here but you know jointly working together that trusty parent Thank You chair i i gotta stop listening to discussions that are deja vu all over again that's a guilty bear deja vu all over again of course I'm one of those oldies that's ageism you know one of those oldies that was around when the BC TF went the umbrella route and was absolutely opposed to it at that time but you know I'm older now and I'm and I'm gentler and and I suppose I'm more willing to listen to diverse opinions but but this is where I am but I I know that I need to do a lot more investigation about my position you talk about silos and that you know that's a new term to me so as is as is some intersectional I mean those are new terms to this old person here so I've got to do some more investigation on on those two but I you know we look I think not we I I don't know about other people I do look at things I guess from a silo istic point of view because that's and maybe that's wrong maybe I shouldn't but you know I haven't been affected by racism I can't I can't express what it's like to be affected by racism but I have been affected by sexism and I can certainly speak from my point of view about sexism so with that that might put me in a sidle a gender sexism silo and leave me out of the racism silo but but when when we're separate like that it it doesn't stop collaboration you know just say we want to collapse of course we do they all want to be able to understand each other's needs and each other's understanding and each other's experiences we have to do that otherwise we're not going to go forward but but I think that it is fair to acknowledge that we come to these issues from different points of view from different places and so you know I that's one way for me to acknowledge those different those different places and and I think when we're talking about the sorts of behaviors that that have been exhibited in the in the country and in the city and in the world dealing with the way we behave towards indigenous people the way we behave towards people of color we have to we I think we have to call that what it is and we have to be really specific about that kind of behavior which is not acceptable and and I think perhaps we can do that better if we have a focus of that particular behavior again I said again I need to clarify my thinking around all of this but it seems to me that that when we name it when we name it anti race that when we name it racist behavior we're being clear than than saying that's anti diversity behavior or I mean I think we're being really clear about what we mean about that behavior those are just my thoughts now so I've got a question and comment as well thank you so much for the passion that goes towards subjects like this because this is the difference between kids showing up to school or not or educators showing up to teach and not so I really feel strongly and passionately about it it has surprised a woman of color I can speak a little bit about racism and sexism in the intersectional oppressions that come with that experiencing it as a kid as an adult etc so I really strongly do think that there's an important reason to have a distinction for the terms of anti racism and recognizing that there is something inherently important about naming that so that we know what it is we're targeting that is very distinctly different from diversity or intersectionality or homophobia or ageism for example so yes I think that comes from a strong place of personal and professional experience and working in the district and knowing how important it is to be able to access services right when you need them as a young person I'm experiencing this where do I go and then you find it really quickly so yeah I just wanted to share that and also have a question just around the composition of the Diversity Committee if you could just speak a little bit about the composition in terms of maybe black indigenous or people of color that identify as that sure person I as a member I leave that for for the committee chair with regards to trustee parents comments with regards to silos and intersectionality and the chair of the committees comments worth Cardin we're all supportive we're all we're all in the same boat with regards to naming it if it's racism we name it as racism I think everyone is very clear with regard to that and the committee was very very clear with it with regards to an expert on on the position we're very clear on that as well and the title would be anti racism and the title would be sodium but to connect the two as supportive groups together that it starts with and the current title is is the diversity resource teacher so there's a focus is anti racism but bottom line is we want people that we want a strong team that works together but it is anti racism and so yeah there is a specific thing now the term is we don't not saying two completely separate them and silos or combine them all together it's just that we have to be very clear that we want two people to be working together and the title is very clear how it's written in the letter to the board so the request is diversity resource teacher anti racism diversity resource teacher so G so they can work together and how it is I think you would just didn't make a note on the agenda here our last item was discussion items which is the anti-racism committees I just want to note that we're getting into that topic and I've got trusty chill thank you through the chair I just wanted to make a quick comment that I don't think that this suggestion of this additional role in any way diminishes the role that the district resource teacher had played or the quality of the work that that person had put in I think it's more a reflection of the quantity of work and the issues that we are seeing emerging in our district and understanding that we do need to target resources there so we have multitude of people who need support and that's where the motion came from not in any way diminishing the work that the person who had that role was doing to trust each other and I could just add that there is a meeting scheduled to address said concerns it was cancelled last week but that will be happening shortly and then we can revisit the conversation shortly after that's taking place so other questions or comments thinking about the anti-racism committee did anyone want to add to that discussion I think we're still in the agenda item with the letter so I think it appears to me that there seems to be general support to use these terms in the or these titles in the additional position that's coming forward in the budget so I think if the committee could give direction on that and then you know we've already sort of stepped right into the committee discussion but maybe we should finish this piece on the agenda before we move on to the next show thanks trustee Fraser so I think that the letter can be taken as advisement to the board as a part of the reporting process back from the committee where we can discuss it further works given that be that this this is a position that's listed in the budget however it goes back to the budget their support by the committee and support to the board that it's very specific I think it's very close to how it's titled in the budget documents at this stage already thank you thanks so Thank You trustee Fraser so that officially ends the item on diversity committee letter so that we can speak more in depth about the anti-racism committee so this was brought up as a discussion item I believe for student learning and well-being committee meetings ago and we've been having ongoing conversations so just checking in in light of the conversations we've been having today so many that are obviously related to the topic of anti-racism advisory or committee so any comments or thoughts on that topic to date that we'd like to share today trustee Fraser I'd like to pick up on the comment from Daren about the way that vest has been handling its combined its diversity committee and they that they have going back to have some thoughtful conversations about what's worked well and what's presenting challenges and I think you know with an addition and additional position coming forward this is probably a good opportunity for our Diversity Committee to have that thoughtful internal discussion about you know how they feel that this would best be handled you know these these are the people who step forward from within our district on behalf of those stakeholder groups willing to take on these issues willing to go back to their communities to all those you know take over the communities to speak on behalf of all our members and I think that you know these are the people who would be best to lead that discussion knowing their experience with handling issues you know knowing their experience on the committee discussion musicians you but trustee Wang troopers and I can bring that to the Diversity Committee if I can get a little more information with regards to because it's I just have it as a title here I have some thoughts of how but I don't want to prejudice the discussion but as I stated there were discussions going on in the last three or four committee meetings already but I'll I'll bring it to the advisory committee but I would appreciate if there was a little more of a just descriptor rather than that title I can bring that to the commitment thank you so much just long so I could add a little bit of context perhaps so as a staff person in the district I remember that there the position the anti-racism position was in existence so we could perhaps look at what that role entailed which also included sitting on the advisory that at the time included folks from the community individuals organizations students parents there's a broad representation of individuals who self-identified as black indigenous people of color queer yeah it was pretty wide ranging and large and fluctuating depending on what the needs were so if that helps with some of the context and I do think that the new position of the anti racism position will help guide what that structure might look like go ahead chesty Wong I was just looking for something more written I I can I can share that but if you have something more written I can bring that as well and just have that discussion of the committee final questions comments all good all right so that brings us to the end of the student learning and well-being committee meeting thank you everyone we're a journey now at 8:55 thank you

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