Student Transitions Protocol to Guide and Support Anishinabek Education System (AES) Students
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About this Document
This protocol was developed in partnership between a working group that comprised of representatives from select district school boards, Kinoomaadziwin Education Body and the Ministry of Education.
This protocol provides information and guidance to Anishinabek Participating First Nations, District School Boards, and the Ministry of Education regarding AES Student Transitions, what steps should take place, who is responsible, suggested timelines as well as links to additional resources.
Transition Stages
- Home to elementary
- Early Years Care Centre to elementary
- Elementary to secondary
- First Nations school to a provincially funded school
- First Nations School to First Nations School
- Provincially funded school to provincially funded school
- Secondary school to post-secondary (e.g. apprenticeship, college, university)
- Secondary school to workforce
- Early leavers
Transitions Guiding Principles
- Undertake respectful information-sharing that maintains the confidentiality and privacy of students’ personal and academic information and their parents’/families’/communities’ unique situations
- Develop trust and build relationships with parents, families and communities
- Ensure overall and active Board and School Administrator commitment and collaboration related to and for Anishinabek students
Note
At every transition stage considerations and thoughtful planning should be made for:
- Special education needs of students;
- Children and youth in care;
- Students transitioning from remote to urban locations; and
- Regional and localized perspectives, culture and language.
Overall AES Principles
- Anishinabek have the inherent right to educate our children
- Anishinaabe education is based on Anishinaabe intellectual, holistic knowledge
- Anishinaabe education ensures the preservation and ongoing development of Anishinabek
- Anishinaabe education developed by Anishinabek will increase student success and well-being
Wiidookwandwaa Ekinoomaagzijig
Orientation and Support
Transition Stage
- First Nation school to a
provincially-funded school - Elementary to Elementary
When Should Action Take Place?
- January (prior to the transition year)
and ongoing
Who is Responsible?
- School Board including Indigenous youth representatives
- School Board and First Nation
- School Board in coordination with First Nation
- School Board in coordination with First Nation
- Principals and Education Counsellors, Indigenous Support Workers/ Indigenous Graduation Coaches, parents/guardians
- Local provincially funded schools in coordination with the First Nation Education personnel/support staff, including Principals, parents/guardians
List of Resources
3. Sample transitions guide from Saskatchewan
4. FNMI transition guide from Thames Valley DSB
5. Rainbow District School Board: First Nation, Métis and Inuit Transition Guide (Aanjiiwin)
6. Rainbow District School Board: Transition Video
What Should Take Place?
- Orientation session(s)/meeting(s) for parents, caregivers, families and communities to support transitions (e.g., transportation, sports, with invitation to community Elder(s)
- Develop and distribute a transition calendar outlining upcoming events and information session
- Distribute brochures to address transitions issues and who to contact to secure required information.
- Opportunities to plan and participate in transition activities (e.g., visits to the provincial school, school administrators to visit FN community for meet and greet including day care visits)
- Provincially funded school and First Nation school to connect with FN Education Councilors
- Developing transition action plans:
- School and building procedures
- Academic information for administration (school information)
- Academic information for teachers
- Personal information
- Social/Emotional
- Health and wellness
- Special Education needs of the student
- Ensure Support Workers/Indigenous Graduation Coaches, guidance counsellors & Indigenous student advisors are part of any transition meetings and continued communication and collaboration to monitor student engagement and success
- Invite Support Workers and/or Education Counsellors to summer barbeques, open houses or other school events
Minoyaawin Minwa
Health and Social Services
Transition Stage
- First Nation school to a
provincially-funded school - Elementary to Elementary
When Should Action Take Place?
- January (prior to the transition year)
and ongoing
Who is Responsible?
- School board and First Nation coordinate planning. School board staff may include: mental health lead. First Nation staff may include: Community Health Representative, NADAP worker, etc.
- First Nation and School Board
- First Nation school contact with provincial school (Parent/guardian, Student, School, support worker)
What Should Take Place?
- Facilitating holistic information sharing about the students’ specific health, educational, cultural, and social service needs with teachers, ‘host families’ and schools
- Plan transition event which would include health service providers, support services, local Health Unit
- Coordinate dedicated space in school for community-based services and staff.
- Share information about health and social services with contacts numbers, address for potential services required
Transition Stage
- First Nation Operated School to Post-Secondary
When Should Action Take Place?
- January (prior to the transition year)
and ongoing
Who is Responsible?
- School board and First Nation coordinate planning. School board staff may include: mental health lead. First Nation staff may include: Community Health Representative, NADAP worker, etc.
- First Nation and School Board
- First Nation school contact with provincial school (Parent/guardian, Student, School, support worker)
What Should Take Place?
- Facilitating holistic information sharing about the students’ specific health, educational, cultural, and social service needs with Native services office, ‘host families’ and schools
- Plan transition visit which would introduce the student to the support team; health service providers, support services, local Health Unit etc.
- Coordinate dedicated space in school for community-based services and staff.
- Share information about health and social services with contacts numbers, address for potential services required