MOTHER EARTH’S
CHILDREN’S CHARTERSCHOOL
THREE-YEAR EDUCATION PLAN
2007 – 2010
Submitted by the Board of DirectorsJune 2007
Resubmitted by the Board of Directors November 15, 2007
MOTHER EARTH CHILDREN’S CHARTERSCHOOL
THREE-YEAR EDUCATION PLAN
TABLE OF CONTENTS
MESSAGE FROM THE CHAIRMANACCOUNTABILITY STATEMENT
FOUNDATION STATEMENTS
PROFILE OF MOTHEREARTHSCHOOL
ISSUES AND TRENDS
ACCOUNTABILITY PILLAR
Charter Goals
Provincial Goals
BUDGET HIGHLIGHTS
HIGHLIGHTS FACILITIES AND CAPITAL PLAN
COMMUNICATION PLAN / 3
4
4
6
7
9
10
13
20
21
22
CHAIRMAN’S MESSAGE
The Board of Directors of Mother Earth’s Children’s CharterSchool are pleased to submit to Alberta Education the enclosed Three Year Education Plan. The Plan is designed to advance, in a substantive way; the Vision and Mission of the School as this is stated in the Charter of Mother Earth’s Children’s CharterSchool. It is to be noted that the Plan addresses the Components and Requirements of Education Plans 2007-2010 prepared by Alberta Education. It also continues to address the findings contained in the Charter School Evaluation that was prepared by Alberta Education and which was presented to the board in May 2006.
The Board of Directors are pleased with the progress made in working towards the Vision and Mission of the School during its first four years of operation; however, the Board also recognizes that there still lies a long journey ahead of us to truly live the Charter. The Board is confident that the enclosed Plan will provide the specific framework for moving forward in actualizing the Vision and Mission of the Charter. It is also a Plan that will support the Board’s submission to the Minister of Education for a renewal of the Charter effective the beginning of the 2008-2009 school year.
The Board expresses its appreciation to Alberta Education for the support and assistance provided in the past and look forward to their continued support and guidance in the coming three years. In this regard, the Board would be receptive to meeting with the Minister and Deputy Minister on a periodic basis to discuss the nature of the Mother Earth program specifically and aboriginal education in general.
Howard Mustus
Chairman of the Board
June 21, 2007
Accountability Statement
The Mother Earth’s Children’s Charter School education plan for the three years commencing September 1, (2007) was prepared under the direction of the board in accordance with responsibilities under the School Act and the Government Accountability Act. This education plan was developed in the context of the provincial government’s business and fiscal plans and Alberta Education’s business plan. The board is committed to achieving the results laid out in this education plan.
FOUNDATION STATEMENT
Vision
To rediscover the gifts and potential of our children through traditional Indigenous teachings and respect.
Mission
To nurture, guide and challenge each of our children to discover the gifts given to them by the Creator and the balance of their spiritual, intellectual, physical and emotional selves. Through this each child will achieve personal excellence and fulfillment.
Principles and Beliefs
Indigenous traditional teachings tell us that we must nurture the development and education of the whole child as was given to us by the Creator. The philosophy and foundation of our school community and program is based upon the medicine wheel: the center of North American Indigenous teachings.
The medicine wheel keeps us in balance as the physical, mental, social/emotional, and spiritual components of the self are all of equal importance. This is particularly important to focus on when we are planning for the education and development of our children. This is also the basis of the belief system of MECCS.
Physical Development Principles: A healthy living program is critical to whole student development and learning. All students and staff will participate in regular daily exercise and sports, energizers, and nutrition breaks. As well, water will be available to the children at all times.
Nutrition will be taught within a comprehensive heath program, as well as being modeled through a daily lunch program to maximize learning potential. Daily traditional teachings and prayer lead to lower stress levels and positive energy for staff and students and are necessary for optimal learning and living conditions. The physical education program will be expanded and enhanced to include traditional Indigenous games, outdoor education and survival skills, traditional dance, skating, hockey, etc. to encourage life long healthy living strategies.
Social/Emotional Development Principles: Respect for self, others and all living things is central to all teachings, learning and living. Family and community guidance and support are essential to the creation of the optimum living and learning environment for our children. Community involvement is key. Parents, family members, community members, and Elders will be invited to be involved with the operation of the MECCS school community on a daily basis to maximize the benefit of the program for our children. Examples of involvement may include assisting with curriculum development, volunteering in the classroom, sharing Cree or Stoney language, teaching traditional games, arts, songs, cooking, hunting, etc., as well as attending school community events, ceremonies, etc.
Intellectual Development Principles: Each child has a gift that must be valued, nurtured, and developed. This will be accomplished through personalized program plans for each student. An educator is not capable of putting potential into the mind of a student, but a good educator can help draw out the intellectual potential in a child through appropriate curricula, programming, and methodology.It is critical to note that MECCS recognizes the difference between intellectual development and academic development. Students will be guided beyond mere academic development as all gifts and teachings are respected.
Spiritual Development Principles: Each child is a gift and our purpose is to guide the child to love and respect him/herself, and to discover his/her connection to all that is.
The Medicine Wheel as interpreted is what grounds our teachings.
It is important to note that each tribe has its own interpretation of the medicine wheel. At MECCS we utilize the symbolism of the medicine wheel as a means of communicating the significance of, and focus on, balance in our lives and in the education and development of our children. We do not profess to teach the intricate teachings of the medicine wheel, or presume to have the right to do so.
PROFILE OF MOTHER EARTH’S CHILDREN’S CHARTERSCHOOL
MECCS is currently entered into its fifth year of operations and has commenced planning for a renewal of its charter for a second five-year term. For the 2007-08 school year the Board anticipates an enrolment of 100 students plus 15 ECS children. As per the charter, the maximum number accepted will remain at 18 students per class. The board will offer an ECS to grade 9programs for the upcoming school year; however, the intention of the Board remains to offer ECS to grade 12 once an appropriate school infrastructure is acquired.
Within the core program students will continue to be grouped by grade level (language arts, math, social studies and science). Within the language art and math programs students have access to regrouping according to progress and skill level. Regrouping provides further understanding, enhanced skill development opportunities, and individual supports for students. Students are provided choices to incorporate traditional teachings within the core areas of study upon which centres and projects will be developed (ex. traditional teachings of the moons and the seasons). Divisional enhancement programs are offered to students and focus on language, cultural teachings, physical activity, technology and fine arts.
Currently, approximately 1% of registered students are non-Aboriginal and 99% are Aboriginal. Students attend from Edmonton, Spruce Grove, Stony Plain, Alberta Beach, Alexis First Nation, Paul Band, and surrounding communities. Given the distance and financial burden; transportation routes will be streamlined this year. This requires that parents living east of Spruce Grove will be required to drive their children to the first pick up point located in Enoch.
MECCS operates from an existing building (4800 sq ft) and two additional portable structures on the north shore of LakeWabamun, in the Village of Wabamun. Without liberal access to a school gymnasium, the Board has agreed to continue to use the Tri-Leisure Centre in Spruce Grove for portions of the physical activity component. Access to additional physical education resources are currently being explored and if feasible will be implemented into classroom programming. We will also utilize the Wabamun arena for the hockey program. The public library in Wabamun will continue to provide library services for MECCS.
There will continue to be a need to develop more space as the charter school begins to expand in its second five-year term. An art room, home economics room, gymnasium, science lab and library will be critical components in future infrastructure planning.
MECCS currently has access to a land based education site at the end of range road 25 south of Hwy.633. Portable toilets and hand-washing stations are brought in during the times that classes are held at the land. Various camp set ups are also used for different purposes throughout the year. Road improvements were completed in the spring of 2004, along with the building of a private driveway to the land, as an in-kind contribution from the County of Lac Ste Anne. A future permanent infrastructure at a land based location is strongly desired to ensure opportunities to share Mother Earth’s teachings. Securing land and developing partners is an essential step in the next five year cycle.
A global Indigenous context has been a key component of the MECCS community. Guidance from families and cultural/spiritual leaders from various geographic regions of Mother Earth support our education concept.
Students in ECS to grade 9 will be taught First Nations language classes in Stoney and Cree. Language curriculum remains under development for both Stoney and Cree. Long range plans for Cree programming have been developed and will be presented to the board for formal approval in Term 1. The Stoney language program is being taught by a fluent Stoney speaking community member and language and strategies taught will be documented in the course of the 2007-2008 academic year. Students are also exposed to American Sign Language. This is possible due to the fact that MECCS offers 1050 instructional hours per year.
Eligibility for entry into the MECCS program is based on parental commitment to the program and respect for everyone and everything that is involved in the program. Students will be expected to maintain and apply the teachings as taught by the Elders while in attendance at MECCS.
ISSUES AND TRENDS
Cultural Curriculum Integration
The most significant and critical educational challenge facing the Board of Directors, Administration and Staff is to provide an educational program that reflects, in a concrete and measurable way, the concepts of traditional Indigenous teachings as stated in the Mission of the School. The School will expand its effort to integrate, in a pedagogically sound manner, the curricular and academic challenges found in the Program of Studies with the cultural challenges reflected in traditional Indigenous teachings.
Transportation
One of the most difficult operational issues that Mother Earth’s Children’s CharterSchool faces is student access to the program: namely, student transportation. Indications are that if the transportation situation could be resolved in such a way as to provide a full transportation program thus increasing student enrolment.
Adequate and affordable student transportation is a critical issue for the long-term survival of MECCS. MECCS will continue to make a case, to Alberta Education, for adequate transportation funding for students attending MECCS. Currently MECCS owns and operates two 32 passenger busses. As a direct result of a shortage in seats one bus does a double run to Paul Band. This is inconvenient for families and staff and will not be optimal in the cold winter months. Having access to two 52 passenger buses would eliminate the wait time for families and students (who wait at the school for the second bus run) and increase school-wide participation at events, celebrations, functions, and land based learning opportunities.
Facility
A critical priority is the need to begin conceptual planning for a permanent infrastructure at a “land based site”. An alternative interim measure might include the use of an existing surplus school building in the Wabamun area, should one become available during the term of this 3-year plan. As per the Alberta Education’s Evaluation report (page 25, number 12), MECCS has secured a new south side portable that replaced the old ATCO trailer. This is a great addition to the school which allows us to host school wide gatherings and large group activities, however space remains a rare commodity and a proper school built infrastructure remains optimal. The Board remains hopeful that Alberta infrastructure will find means to address, support, and enhance the space issue at MECCS.
School Community Involvement
Mother Earth’s Children’s CharterSchool has evolved through the collaboration and cooperation of parents, educators, cultural guides, Elders, community members, and community agencies and organizations. This process will continue to guide the development of MECCS community and programming. Partnerships are vital to the successful development and delivery of MECCS program. Strengthening existing partnerships and the development of new ones will be essential for MECCS in year five and beyond. The partnership with PEASHP (Parkland, Evergreen and Area Student Health Partnership) has been re-established and will be sustained. Partnerships like these will be vital to ensure Mother Earth’s Children’s CharterSchool achieves its vision and is successful in its mission.
Charter Goals
Charter Goal One: Achieving Academic Potential
Outcome: Each child will have improved academic achievement.
Performance Measures / Current Result / Target 2007/08 / Target 2008/09 / Target 2009/10- Computer Adaptive Assessment Results
- WRAT-4
- Gates-MacGinitie Reading Test Progress from Term 1 - 3
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8 / Results will provide baseline for future targets
Strategies
- Create a traditional and cultural rich learning environment.
- Principal will work with all certified staff to determine how student assessments will be implemented and documented.
- Purchase the Gates-MacGinitie Reading Test (GMRT) and WRAT-4 assessment tools.
- Provide staff orientation and training to the CAA, Gates-MacGinitie Reading Test (GMRT) and WRAT-4.
- Maintain small class sizes.
- Provide supports and time for teachers to implement and complete assessments.
Charter Goal 2: Healthy Lifestyle
Outcome: Each child will be involved in daily activities that promote good health.
Performance Measures / Current Result / Target 2007/08 / Target 2008/09 / Target 2009/10- Percentage of children demonstrating satisfactory improvement in physical fitness testing each term based BEEP test.
- Percentage of parents satisfied with the school’s promotion of healthy living.
- Percentage of parents/guardians satisfied with the school’s promotion of healthy living.
- Percentage of teachers who schedule daily physical activity.
NA
NA
NA
NA / Results will provide baseline for future targets
Results will provide baseline for future targets
76
90 / 78
95 / 80
100
Strategies
- Access the TriLeisure Centre to provide enhanced fitness and recreation programming.
- Provide exposure to atypical physical education opportunities.
- Participate upon invitation with partnering community schools (e.g., floor hockey, volleyball).
- Participate in All Nations Sports Council events.
- Enhance the amount of physical education equipment and resources.
- Create a school environment that is conducive to good health and fitness.
- Each class will participate in a minimum of 30 minutes of daily physical activity.
Goal 3: Spiritual Connectedness
Outcome: Each child will understand how his/her spirit connects to the world around him/her.
Performance Measures / Current Result / Target 2007/08 / Target 2008/09 / Target 2009/10- Percentage of children who participate in cultural ceremonies and events as measured by attendance.
- Percentage of parents and staff members who are satisfied with the cultural environment of the school community
- Percentage of children who share in free write how they have grown in understanding their spiritual connectedness
- Percentage of parents and staff satisfied with the level and quality of family and community involvement in cultural/spiritual programming and events
NA
NA
NA / 70
75
70
70 / 72
77
72
72 / 75
80
75
75
Strategies
- All students and staff will participate in cultural ceremonies and events.
- Staff members are committed to creating a culturally rich environment within the school community.
- Provide opportunities for family and community involvement within the school.
- Involve students in the creation of audio and visual, as well as written, anthologies of local Cree, Stoney and Métis stories, teachings and wisdom as told by the Elders.
- Promote cultural community activities through Newsletters and announcements.
Goal 4: Enjoyment of Involvement
Outcome: Each child will actively participate in the school community.
Performance Measures / Current Result / Target 2007/08 / Target 2008/09 / Target 2009/10- Percentage of children who can identify their contribution to the school community
- Percentage of teachers, parents, students and Board members who agree that students have attitudes that make them respectful contributors to the school community and society as a whole.
84 / 90 / 91 / 82
Strategies
- Create opportunities for students to participate in school/community leadership, citizenship and/or cultural activities.
- Encourage respect for all living things as the foundation for all activities, as taught in the traditional teachings.
PROVINCIAL GOALS