NOEL-Learning to 18 Project

1
NOEL-Learning to 18 Project

• Pathways to Aboriginal Student Success (P.A.S.S.)

2
The Learning to 18 Funding

• 18 million in funding was announced by the
  Ministry of Education in the fall of 2004.
• Boards were asked to submit project proposals
  that enhanced the knowledge and understanding of
  effective programs and instructional strategies
  for students who are struggling in school.

3
The Learning to 18 Funding (Cont.)

• The ultimate goals of the program is to
• Reduce the Drop-Out Rate.
• Re-engage youth who have left school.
• Provide successful school-to-work and
  school-to-apprenticeship programs.

4
The Learning to 18 Funding (Cont.)

• Two types of projects were funded
• Program Pathways-proven effective projects that
  were already in place. The funding allowed these
  projects to be expanded either at a board level
  or across the province.
• New and Innovative Programs-Pilot projects that
  go beyond current practices.

5
NOEL P.A.S.S. Project

• Northern Ontario Education Leaders group
  submitted a joint proposal with the overall goal
  of addressing the needs of First Nation students
  throughout the North-Western Ontario.
• The boards involving included
• Keewatin-Patricia DSB
• Superior-Greenstone DSB
• Kenora Catholic DSB
• Rainy River DSB
• NorthWest Catholic DSB
• Thunder Bay Catholic DSB
• Lakehead DSB
• Superior North Catholic DSB
• Northern Resource Alliance

6
NOEL P.A.S.S. Project (Cont.)

• The project was funded for 1.5 million, the
  largest single amount given to a specific
  project.
• Our projects addressed the needs of First Nation
  students within all of the participating boards.
• The money funded a number of unique project
  components
• Later Literacy
• Alternative Education
• Credit Recovery
• Transition Classes
• Research in effective practices

7
NOEL P.A.S.S. Project (Cont.)

• For the 2005-2006 school year, the funding
  continued as long as boards matched the amounts
  provided by the Ministry.
• Also, the funding for continuing projects could
  only be used for staffing and transportation.
• For the 2005-2006 school year, NOEL again
  received 1.5 million in funding.
• Additional funding allowed for the expansion of
  the Later-Literacy program.

8
Sample Programs

• Aboriginal Alternative Education Program-Sioux
  Lookout
• TAG Program-Rainy River DSB
• STA-Kenora
• At-Risk COOP Program-Thunder Bay
• Later-Literacy Program-Across the Region

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Gigendaasooow-WidoWin Aboriginal Alternative
Education Program-Sioux Lookout

• Program is located in the adult education center.
• The program is designed to address the specific
  needs of First Nations students in the community
  and region
• Students have been unsuccessful at QEDHS or have
  been out of school for more then a year.
• Students work on credits at their own pace.
• Multiple credits are tied to assignments and are
  granted when the student has completed the course
  work.

10
Gigendaasooow-WidoWin Aboriginal Alternative
Education Program-Sioux Lookout (Cont.)

• The program began with 7 students in 2004-2005.
  This year, there is 25 students in the program.
• The students participate in a number of extra
  curricular activities
• Drivers Education Program
• Confederation College Career Exploration Trip
• Cultural Activities in conjunction with Pelican
  Fall High School
• Guest Speakers
• Work Skills Programs

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TAG-Rainy River DSB

• The program is running in all three of the high
  schools in the Rainy River District School Board.
• The program combines Later-Literacy, Credit
  Recovery, and Modular-Based ILC courses. The
  Later-Literacy program is funded through the
  Learning to 18 Project.
• Students work in the TAG classroom for one or two
  periods in a semester.

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TAG-Rainy River DSB

• Student work with the same intensive
  Later-Literacy program followed throughout the
  region and either complete credit recovery or a
  ILC course.
• There is a teacher and a number of Educational
  Assistants in each classroom.
• For the remainder of the day, students work in a
  regular classroom setting.

13
STA-Kenora

• The STA (Striving Toward Achievement) is a
  Transition class based at St. Thomas Aquinas High
  School.
• There are currently 25 First Nations students in
  the program.
• The program is designed to help students who are
  at least 2 grade levels behind in Literacy and/or
  Numeracy.
• The students attend the class for one or two
  periods a day.

14
STA-Kenora

• The students in the program are taking ENG 1P,
  Math 1L and HIF 10.
• The students will be completing their credit by
  mid-November and may be working on a Learning
  Skills credit.
• Students in the HIF 10 are working on life
  skills.
• The students participate in Cultural Activities
  and career awareness programs.
• One student is currently participating in the
  E-Spirit Aboriginal Business Competition.

15
At-Risk COOP-Thunder Bay

• This program provides At-Risk with the
  opportunity to receive on the job work
  experience.
• The program is run at both high schools in the
  Thunder Bay Catholic District School Board.
• There are currently 18 students involved in the
  program, generating over 36 credits.
• Approximately 10 First Nations students are
  involved in the program.

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At-Risk COOP-Thunder Bay (Cont.)

• Students usually do two work placements and two
  community service placements.
• The students will be involved with a week-long
  student shadowing activity in conjunction with
  Confederation College.
• Students also have regular guest speakers and
  visits from former students.
• Currently, this program has a continues intake of
  students.

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Later-Literacy-Across the Region

• All of the board are involved with the
  Later-Literacy program.
• The program is run both at the Elementary (Grades
  7 and 8) and the Secondary (Grades 9 and 10)
  levels
• The program is based on a model developed by
  Joyce MacDonald.
• All of the teachers or educational assistants
  have been trained to use this specific program.

18
NOEL Coordinator

• The Coordinators role is to promote the
  program, to complete all of the Ministry reports,
  and to ensure that the projects meet the funding
  requirements.
• In the future, we will be developing a website
  and a monthly newsletter.