Reconciliation

Historically, our school district has not done an effective job of welcoming indigenous students into schools, and their families into school communities. While much has been made about our district finally catching up in graduation rates, the statistics mask a fundamental problem.

Our indigenous students who do manage to graduate do so overwhelmingly on Adult Dogwood diplomas. What this means in practice is that too many indigenous students and their families still feel unwelcome and unsupported in our schools to the extent that they stop attending. Helping these students return for an alternate graduation plan can only be seen as a first step.

I will bring two motions to the board before the end of the school year in this area. First, that the district review criteria for leadership in Indigenous education, to ensure the agency and influence of the indigenous communities we serve. Secondly, that the district offer the budget and design of a minimum of one administration non-instructional day per school year to local indigenous communities to inform teachers and staff on the needs of their students and families.