N E S S C O M M I S S I O N

Hopes & Dreams

This report strives to captures the words of those who attended or spoke at the
January 12th NESS Commission Meetings held in Gingolx, Laxgalts’ap, &
Gitlaxt’aamiks.
The First Report Februay 21, 2011

What words were mentioned
the most?
It’s not a surprise that
Students and School were
the words most mentioned by
local voices... Can you guess
the next ones?
Page 2
What themes are touched on
by comments?
The concept map represents
themes often mentioned
during reports made by
students, parents, staff and
community members.
Page 3
Comments have been Community Partnership
organized into the following Page 6
themes and are organized Nisga’a Language & Culture
alphabetically. Page 7
Strong Academic Programs
Other Things People Said
Page 3
Page 8
A Safe & Healthy School
Page 5

What Did
People Say? JOIN US!
The words of the late Dr. B. McKay as
reported by NESS teacher Charity Peal
captured much of what was said on Hopes & Dreams 2
January 12th in three of the communities Just as this forest relies on a healthy ecology
of old and young to continue, so said our
of the Nass Valley.

“Your job here is two-fold: allow our

local voices from the Nass Velley about our
school, Nisga’a language and culture, and Gitwinksihlkw
the education of our youth.
students to have pride in who they are as
Nisga’a people and provide them with an
Town Hall
Our last meetings were held
education comparable to any other school
simultaneously in three locations.
in the province.”
Our next meeting will bring everyone
Here you can read what people said... together in Gitwinksihlkw to review Feb 28 6-8:30
about the skills and attitudes we want our what was said, gather new
students to have, about the importance of information, and set priorities for
parent and community involvement, and action planning. I hope you’ll join us Supper &
about the central and important role that for this next meeting as we not only
Nisga’a culture and language must play. spell out our hopes and dreams, but Busses
begin our road map of how we’ll
Take a moment and review the words accomplish them. Provided
spoken and the ideas they represent.
Doug Livingston, Principal, NESS

Report from Commission Meeting - January 12, 2011 1

 N E S S C O M M I S S I O N O N H O P E S & D R E A M S

It comes as no surprise to see Are there any words you didn't This collage of words was produced by
words such as expect to see? Wordl. You can type in text and the
program will do a word count. The
Nisga’a Are there any words you want to
program can be found online at
add to this word collage?
language www.wordle.net
Take a moment and write them
career
down!
academic

Report from Commission Meeting - January 12, 2011 2

 N E S S C O M M I S S I O N O N H O P E S & D R E A M S

This Concept Map was created by

Inspiration - a software program
found on every student laptop at
NESS.

Report from Commission Meeting - January 12, 2011 3

 N E S S C O M M I S S I O N O N H O P E S & D R E A M S

•Course  and  career  counseling  need  to   •More  opportunities  run  all  year  round
Skills & Success be  part  of  students  high  school  career  
from  the  start.  Goals  to  work  towards.
•Biology  work  in  4isheries
•shadowing  in  governance
for All Students •Courses  available  to  students  such  as  
Physics,  Chemistry,  Calculus
•partnership  with  local  
institutions  such  as  Nisga’a  Lisims  
(in  alphabetical  order) •Desire  of  students  for  strong   and  WWN
•“Directed  learning”  is  the  provincial   academic  program •internships  –  work  experience
answer  for  course  selection  issues  –   •Educational  success  at  all  levels •youth  counsels
or  “after  school”  at  night  for  optional   •Ensure  students  are  taking  the  right   •Need  a  good  lab  at  the  school
academic  courses courses •Need  to  teach  our  students  “how  to  
•5  year  primary  program  for  students   •Envision  a  school  that  are  able  to  go   learn”…  4lexible  and  adaptable  
at  risk  –  communication  about  this  to   on  to  post-­‐secondary  without  having   Statements  regarding  treaty…    a  lot  of  
parents to  upgrade material  back  in  old  systems…  
•A  balanced  education  (language  and   •Experience  our  culture  and  others   •Ness  can  provide  activities  that  kids  
culture  and  academic  learning)    from   (China  trip  a  positive) want  to  be  involved  in  ie:  band,  art,  
K-­‐12 •Firm  cut-­‐off    deadline  to  switch  into/ personalized  learning
•Ability  for  students  to  have   out  of  courses. •NESS  can  provide  youth  with  
opportunity  to  explore  as  many  areas   •Foster  curiosity  and  be  engaged  in   •Hands-­‐on  traditional  teaching  
as  possible  for  students  to  realize   student  learning that  runs  parallel  to  academic  
their  passions •Foster  student  curiosity  in  learning…     learning  ie  LongHouse
•Academics  provide  the  how varied  strategies •More  opportunities  like  
•Add  strong  elementary  music   •Future  orientation partnership  with  Nisga’a  Valley  
program   •Give  students  more  focus. Health  to  run  paramedic  
•Art  is  an  important  part  of  the  student   •Going  to  university  and  college programs
development  and  success.  It   •Graduates  from  high  school  are  able   •Elementary  separate  from  high  
encourages  critical  thinking  and   to  attend  post  secondary  institution   school
allows  students  to  express  themselves   without  having  to  upgrade  for  2-­‐4   •Welcoming  environment
and  achieve  success.    Art  along  with   years •Cafeteria
other  elective  courses  should  be   •Have  a  career  counselor  so  that  our   •More  extracurricular  activities
treated  as  an  integral  and  important   kids  are  heading  in  the  right  direction •Elders  greet  students  when  they  
part  of  students’  high  school  career.  It   •Have  a  career  counselor  at  the  school arrive
should  not  be  treated  as  a  drop  in   •Have  a  proper  stage  so  that  the  whole   •Education  Conventions
center. group  can  be  viewed  for  band. •Address  issues  of  addictions  not  
•Arts  are  available  to  all  students •Have  academics  be  the  main  focus  for   only  alcohol  and  marijuana  but  
•Assist  high  school  students  and   senior  courses  at  NESS coke  and  smoking
parents  in  drafting  an  education  plan   •Have  more  variety  of  courses   •Youth  exchange  program
in  concert  with  student  ideas  and   available  ie:  drivers  ed,  wilderness   •Rede4ine  education
aspirations training,  extracurricular  activities •NESS  needs  a  new  library  and  new  
•Be  successful  in  the  world •How  do  we  measure  that?    By  our   books  to  further  education
•Better  programs  that  recognize     own  standards…      we  are  not  at  the   •NESS  needs  high  academics  and  
students  on  IEP’s bottom…    we  are  doing  well rewards  programs
•Career  &  personal  counseling •Identify  those  who  appear  lost  at  K-­‐7   •NESS  standards  must  meet  and  
•Career  Counselor  –  ensure  parents   level exceed  provincial  standards  so  no  
know  what  path  their  child  is  on •Keep  electives  like  sports,  music,  art  –   need  for  upgrading
•Career  counseling  early  on  and   a  variety  of  sports •NESS  will  provide  courses  that  meet  
continuous  –  personal  counseling  is   •Kids  helping  and  teaching  each  other student  career  objectives
different •Knowledge  of  government  services •Occupational  programs  from  Grade  
•Career  Counseling  to  help  students   •Library  –  like  to  see  a  librarian 10  and  up
with  their  academic  and  career  plans   •Library  must  be  functioning  properly   •Personalized  learning
•Career  opportunities  desired  –  more   –  librarian  needed •Preparing  students  for  “the  outside  
hands-­‐on  work  now •More  “4irst  aid”  and  ”food  safe”  type   world”  –  our  language  is  our  identity
•Choir courses  –  after  school  acceptable   •Promote  and  maintain  school  band  –  
•College  prep  and  Career  Fairs (from  students  in  group) a  proper  stage  would  help  to  
•Continue  with  teacher  input  for  IEP   •More  activities,  school  spirit,  role-­‐ showcase  this
meetings.  Teacher  perspectives  are   model  panels,  greater  expectations,   •Proper  and  up-­‐to-­‐date  education  with  
important  for  creating  valuable  IEP’s   meeting  all  course  needs on  par  with  or  better  than  the  rest  of  
for  students.    Teachers  also  learn   •More  career  fairs  in  the  valley  to  see   the  province.  Common  respect  
valuable  info  to  help  meet  student   what  is  available between  students  and  teachers.    
needs. •More  communication  skills,  lifeskills Positive  attitude  toward  goals.

4 Report from Commission Meeting - January 12, 2011

 S E Q U O I A C L U B

•Proper  storage  in  classrooms  at  NESS   •Additional  grade  8  writing  program   •Anti-­‐bullying  rather  than  retaliating  –  
(to  make  it  look  neater) has  been  added get  to  the  root  early  –  Virtues  program
•Raise  critical  thinkers  within  context   •Gr  12  Writing  Composition  class  has   •Better  learning  environment
of  Nisga’a  Ayuuk been  added  for  Semester  2 •Better  programs  that  recognize  
•Relevance  is  key •Storyboarding  used  to  illustrate  story   students  on  IT
•Respectful  of  our  past sequencing •Bring  restorative  justice  right  into  our  
•School  will  be  well-­‐rounded,  and  fully   •Suggest  a  Literacy  10  program  to   school  –  fathers,  uncles,  grandfathers  
functioning  school  with  a  broad  array   serve  as  a  bridging  curriculum  for   take  part  in  discipline
of  options  to  support  post-­‐secondary   next  year  check  with  Dr.  Phyllis   •Cafeteria
or  local  jobs Cardinal  and  the  literacy  bridges   •Cafeteria  for  students
•Secondary  learning  –  cool  school  –   offered  at  Edmonton  FN  School •Cafeteria  in  the  NESS
separate  from  library •Law  12  added •Child’s  dreams  –  want  to  be  a  teacher
•Self-­‐actualization  –  new  vision,  show   •K-­12  strategies  are  necessary  to   •clubs  and  sports  –  interests  and  
your  skills  with  your  talent.    Eg:  math   prepare  students  and  provide   experiences
•Should  have  equal  availability  for  the   seamless  support  for  their  academic   •Con4idence
music  program  for  elementary. growth •Con4idence  and  self-­‐esteem
•Solid  academics  enriched  by  Nisga’a   •Study  Skills •enthusiasm  and  love  of  learning
culture  –  blow  standardized  tests  out   •Moodle  will  be  used  to  share  out   •Expect  more  from  students.
of  the  water study  skills •Female  counselor  for  the  girls
•Solid  prep  for  the  future •Scanned  materials  from  Science  9   •Find  passion  in  life,  and  the  ability  to  
•Start  an  elementary  school  band “Study  Skills”  will  be  shared  with   follow  this  passion;  Speeding  up  the  
•Strong  academic  program  at  NESS suggested  grade  /  subject  areas  for   process  of  following  this  passion
•Student  Forums delivery  of  elements.   •Focus  on  the  positive;  rewards  and  
•Student  scheduling  and  timetable  are   •“Let’s  be  excited  about  our   recognition  are  very  important,  not  just  
important  factors  in  achieving  success   teaching”  -­‐  Strategies  to  excite   for  academics  but  with  environment  
between  mandatory  and  elective   learners: (keep  school  yard  clean)
courses  and  giving  students  what  they   •Be  excited  ourselves  –  use  different   •Go  beyond  the  obstacles  to  university  
want  and  need. modes  of  learning;  provide  glimpses   and  to  college  –  believe  in  themselves
•Students  should  have  pride  in  their   of  the  future  to  students;  direct  and   •Grooming  –  training  of  Simgigat  and  
schools inspiring  teaching Sigidim-­‐haanak
•Teacher  exchange  to  meet  student   •Have  all  students  participating    –   •Happy  that  restorative  justice  is  being  
needs  eg:  drafting active  involvement brought  to  the  school  –  that  extended  
•Teaching  math  and  science  helps   •Provide  access  to  content  in  a  variety   families  are  being  brought  into  the  
students  be  4lexible  and  adapt of  ways.    Eg:  reading  levels,  visual   school
•The  need  to  meet  the  course  needs  of   cues,  TPR  (Total  Physical  Response) •Have  lifeskills,  street  smart  and  
all  students •Our  IEP’s  are  designed  to  present  us   con4idence  be  reinforced  at  school
•The  teacher’s  role  is  to  prepare   with  teachable  moments  for  all  of  our   •Help  kids  with  dreams  and  develop  
students  for  the  outside  world students. dreams
•To  be  able  to  compete  with  students   •March  3rd  –  Career  Day •Helping  students  with  their  growth  
from  elsewhere •Organize  sessions  for  students  to   physically,  mentally  and  spiritually
•Utilizing  technology  in  learning  as  a   attend •hot  lunch  extended  to  secondary;  
means  of  engagement  to  motivate   •Various  employers  and  educational   more  kids
K-­‐12 organizations  in  attendance •Identifying  those  who  appear  lost  to  
•Want  youth  to  go  beyond  high  school •College  &  Career  Development  –   help  them  4ind  themselves  and  build  
•Youth  exchange  programs  –  visit  other   choices,  consequences,  AVID  (building   their  self-­‐con4idence  and  to  overcome  
cultures college/post-­‐secondary  readiness hardships
The  following  points  were   •If  respect  is  in  order,  the  school,  
contributed  during  a  recent   students  and  teachers  would  move  
conversation  with  NESS  Staff. Healthy Safe School forward  in  an  excellent  learning  
•Grade  8  &  9  focus environment.    Our  school  should  be  a  
•Use  the  daily  agenda
•Use  academic  contracts  as  
& Students place  of  learning  not  a  place  of  
loitering.
(in  alphabetical  order)
appropriate •In  order  for  change  to  happen…  
•Writing  coaching  is  being  added   •A  personal  approach  between   something  radical  and  out  of  regular  to  
immediately   students  and  teachers  –  students  are   engage  our  youth  to  get  their  attention  
•Students  writing  provincial  exams  are   not  numbers and  keep  them  interested  in  their  goals  
reluctant  to  tackle  the  written   •A  place  where  students  and  teachers   and  what  they  strive  for  in  education  
portion;  FSA’s  also  indicative  of  need alike  are  recognized  and  respected and  school  and  for  teachers  to  go  out  of  
guidelines  to  motivate  our  students.    

Nullam arcu leo, facilisis ut 5

 N E S S C O M M I S S I O N O N H O P E S & D R E A M S

Humor,  for  example,  is  an  engaging   •Teach  what  determination  can  bring,   •Community  School  –  more  open  
tool.    Some  teachers  will  just  assign   develop  a  sense  of  empowerment  and   where  we  recognize  our  elders  as  
work  and  students  have  to  just  work   determination teachers;  babies  are  welcome;  where  
out  of  the  book. •Teacher  equality. people  feel  welcome  and  comfortable  
•Instill  a  cause  of  belonging  and  trust   •teaching  the  importance  of  good,   like  you’re  walking  around  in  your  
to  support  students  –  help  students  this   healthy  nutrition  –  every  K-­‐7  student   own  community
way  live  life  locally  and  globally   should  have  apples  and  fruit •Easy  access  by  bus  for  all  parents
•Kids  are  inspired  to  learn  and  become   •The  school  board,  teachers  and  staff   •Education  to  begin  at  home
lifelong  learners of  our  schools  have  to  take  back  control   •Elders  greeting  at  school
•Kids  learn  principles  of  respect  for   of  our  schools  inside  and  outside  of  the   •Ensure  that  information  gets  out  
self  and  others classroom.    Keep  kids  in  the  classroom,   there
•lifeskills,  street  smarts  and  con4idence   not  in  the  hallways. •enthusiasm  and  love  of  learning  –  
reinforced  at  the  schools •To  foster  love  of  learning parents  show  interest  and  
•More  incentive  for  the  youth  to  feel   •Transportation  for  young  students   appreciation
that  they  are  cared  for. that  have  to  walk  to  school  during  bear   •Getting  more  people  from  Gingolx  
•More  motivation  for  students  to  feel   season into  the  school
good  about  learning,  their  presence  in   •Turn  negative  into  positive   •Home/school  coordinator  to  assist  
the  school  and  community. reinforcement  for  children…  notice   home/school  cooperation  and  mutual  
•Motivated  youth every  small  success  to  build  positive   support
•Must  believe  in  themselves self-­‐esteem •Integration  at  the  elementary  –  
•Need  a  lunch  room  for  Greenville   •use  positive  reinforcement  for  every   encourage  conversations  between  
students  –  extension  (open  portable  for   small  success  every  day villages
lunch) •Youth  to  be  challenged  more,  elders   •Letter  of  appreciation  to  those  who  
•Need  discipline  and  consequences  for   taught  us  be  challenging  us  to  be   come  to  a  Parent-­‐Teacher  Night
behaviour  coupled  with  reward   something  better •library  must  be  functioning  properly  –  
activities,  or  other  rewards  for   The  following  points  were   librarian  needed
behaviour,  attendance  and  academic   contributed  during  a  recent   •Meetings  with  parents  in  all  
success. conversation  with  NESS  Staff. communities
•Needs  to  be  a  desire  on  the  part  of   •After  school  supports  valuable…       •More  activities  and  community  
teachers  to  do  their  jobs •Would  like  to  make  referrals  to   involvement
•Nurturing  environment reinforce  good  academic  habits  and   •More  inclusion  with  the  community  
•Nutrition  –  teaching  importance  of   high  expectations and  school
good  nutrition  -­‐  Notes  and  pamphlets   •Late  bus  and  open  library  with   •More  involvement  from  parents  and  
going  home tutoring  can  facilitate  this grandparents
•respect  is  brought  back  to  our  home   •Communication  between  referring   •More  parents  reading  with  their  
and  culture  –  extended  family   teacher  &  afterschool  program  can  be   children
counselling facilitated  through  emails.     •More  people  from  Gingolx  at  NESS  to  
•Safe  and  secure  learning  environment •  What  should  our  application  look  like   support  students  here  at  HS
•Show  more  respect  to  all  students  and   for  the  RBC  $40K  afterschool  grant? •More  pro-­‐active  communication  
parents •We  must  work  to  overcome   between  teachers  and  parents  to  
•Spirituality  –  pray  in  Nisga’a   student  attitudes  that… build  strong  partnership
(supreme  being  pre-­‐contact) •Accept  that  it’s  okay  to  fail   •Night  class  school  for  upgrading.    
•Sports  be  a  stronger  part  of  the  school   •Result  in  spotty  attendance Guidance  for  night  classes.
curriculum •Promote  a  sense  of  no  consequences   •Notes  of  positive  welcome  to  those  
•Strengthening  of  cultural  identity  –   for  our  choices  /  attitude  of  “don’t  care” that  didn’t  show  on  P-­‐T  night  because  
dealing  with  addictions  –  alcohol,  coca-­‐ they  didn’t  show…    encouragement
cola,  smoking,  etc •Opportunities  run  all  year  round
•Structured  after  school  programs
•Structured  after  school  programs  
School Community •Parent  and  grandparents  involvement  
and  support
including  band,  
•Students  decide  it’s  important  to  
Partnership •Parental  involvement
•Parental  involvement  in  children’s  
succeed  –  then  do  it  and  inspire  others   (in  alphabetical  order) work  including  reading
to  come  home  to  do  the  same •Accountability •Partnership  in  the  valley  eg  Medic  
•Students  must  stay  in  school  (not   •All  stakeholders  to  attend  all   training
dropout) meetings •School  be  Nisga’a  owned  and  
•Support  teacher  decisions  around   •An  opportunity  to  become  leaders operated.  Truly  Nisga’a.    Would  like  to  
student  behaviour •Communicate  key  resources visit  these  schools  to  see  how  they  are  
•Supportive  safe  healthy  environment •Community  must  participate working.
•Community  School •Thx  for  breaking  down  barriers

6 Report from Commission Meeting - January 12, 2011

 S E Q U O I A C L U B

•Unity  is  important •Culture  provides  the  cultural   •NESS  to  provide  more  elders  in  our  
•Voice  for  students  –  more  student   knowledge  to  know  what  to  do school  to  teach  language  and  tell  our  
leadership •Develop  awareness  of  skills  needed  to   stories
•When  students  succeed  at  post-­‐ sustain  Nisga’a  Self-­‐Government  with   •Nisga’a  Ayuuk  at  centre  of  the  concept  
secondary…    they  come  home  again in  the  Nisga’a  Ayuuk map
•Youth  Council  at  Board  meetings  to   •Door  prizes  should  be  cultural  items •  Tribal  System
communicate  needs •Elders  challenged  to  always  be  better •Giskhasst  -­‐  Killer  Whales  -­‐  Breathe  
•Youth  in  governance •Elders  in  residence life  into  knowledge
•Youth  return  to  community  as   •Fluent  speakers •Ganada’s  –  Raven  -­‐  Keeper/
successful  doctors,  lawyers,   •Full  immersion  district-­‐wide  of  our   messengers  of  knowledge
mechanics,  carpenters,  electricians language  –  long  term  objective  –   •Laxgibuu  -­‐  Wolves  –  Teachers  of  
•Youth  to  have  a  strong  voice similar  to  long-­‐term  objective  of  math   knowledge
The  following  points  were   and  English •Laxsgiik  –  Eagles  –  Visionaries
contributed  during  a  recent   •Full  immersion  for  part  of  the  day   •Elders  –  utilize  as  resource  people  in  
conversation  with  NESS  Staff. with  culture  and  language  starting  at   classes  and  at  forums
•Grade  8  Transitions  are  important an  early  age •Lifeskills  –  survival:  trapping,  gillnet  
•How  many  changes  are  grade  8’s   •Grooming  –  training  of  Simgigat  and   4ishing,  hunting,  outboard,  jarring  
confronted  with? Sigidim-­‐haanak salmon
•Building  readiness  to  handle  high   •Hands-­‐on,  traditional  teaching •Simgigatt  –  grooming,  equality,  
school  challenges  and  at  the  same   •Have  a  cultural  dance  group  from   training,  leadership  skills
time  support  students  coming   NESS   •Yuuhlimk’asku  –  compassion,  
together  from  4  villages  and  moving   •Have  an  inviting  school  –  posters  on   respect,  what  is  right  and  what  is  
into  a  secondary  program the  wall,  Nisga’a  role  models wrong
•Support  Gr  7  students  with   •Have  families  more  involved  in  school   •Feast  system  –  Education  
transitions  before  they  arrive  at  NESS   program  including  Nisga’a  tradition   Convention
(both  in-­‐house  and  on  their  home   such  as  weaving •K’am  Ligil  HahlHaalhl  –  Spirituality
turf;  also  readiness  workshops  for   •Holistic  learning •More  prayer  in  Language  class
parents) •How  our  children  can  commute  with   •Connect  with  land  and  animals
the  lands  and  traditions. •Nisga’a  culture  to  be  taught  through  
•Include  feast  in  curriculum traditional,  active  methods
Nisga’a Worldview •Include  in  curriculum  attendance  at  
traditional  and  community  functions,  
•Nisga’a  immersion  mentioned  by  
elders
(in  alphabetical  order)  
to  participate  and  report •Nisga’a  in  Art
•6-­‐8  elders  in  residence  –  textiles,   •Language  immersion  –  motivate   •Nisga’a  language  and  culture  needs  to  
common  Nisga’a  outcomes students  to  achieve  more be  revived.  AAMES  is  currently  the  
•Balance  necessary  between  language   •Language  to  begin  at  Headstart  –  all   only  elementary  school  with  the  
and  culture  –  not  just  4luency  in   teachers  should  be  4luent  Nisga’a   immersion  program
school speakers •Nisga’a  Language  and  Culture  
•Bring  back  all  the  ideas  from  the   •Library  must  be  functioning  properly   program  needs  to  be  revisited
Nisga’a  Language  and  Culture   –  librarian  needed •Our  language  is  our  identity
Immersion  Camp  that  was  held  this   •Longhouse  –  make  it  happen  in   •Own  medicine  –  roots,  other  foods,  
past  summer partnership  with  groups wauums
•Change  “alternate”  program  to  …   •Longhouse  beside  the  school  –   •Parent  and  family  role  –  full  
traditional,  outdoor,  survival  skills,   partnerships,  dance  groups,  Nisga’a   immersion  part  of  the  day  
arts,  medicines,  use  a  traditional   Lisims  Government •Partial  immersion  in  Nisga’a
•6  to  8  elders  in  residence •More  advanced  Nisga’a  Language   •Proper  curriculum  for  our  language  
•tech  supporting  all  of  this  work Program…      avoid  repetition  and  have   classes  so  that  students  are  speaking  
•using  Strong  Start  $$  for  language   curriculum  spiral  upward…  also   it  4luently  in  High  School
revitalization participating  in  traditional  events •Proper  curriculum  for  our  language  
•clubs  and  sports •More  cultural  activities  –  a  day  and   classes  for  high  school  and  
•Concerned  about  expressing  our   night;  get  students  to  facilitate  the   elementary
concerns  about  loss  of  language  in  a   whole  thing •Read,  write  and  understand  what  is  
foreign  language. •More  workshops  on  preserving   being  spoken  (in  Nisga’a.)    Do  it  in  
•Cultural  camp  –  traditional  4ishing   traditional  foods phases.
trips,  snowshoe  making •More  how  our  traditions  are  taught…   •Spiritual  practices  in  the  school  ie:  
•Cultural  camps  throughout  the  year the  land,  dance,  speaking opening  our  night  with  a  prayer
•Cultural  dances •NESS  can  provide  elders  to  come  in  to   •Spiritual  practices  in  the  school  
•Culturally  infused  school teach  language including  the  cultural  dancing

Nullam arcu leo, facilisis ut 7

 N E S S C O M M I S S I O N O N H O P E S & D R E A M S

•Staytrips  –  to  explore  community  in   •Issues  that  we  have  today  are   Commission  which  is  based  on  the  
our  valley  –  4ishery,  volcano,  4ish   remnants  of  the  past…  systems  have   concept  of  creating  tools  to  
wheels,  the  arts changes,  schools  must  change  to   commemorate  Indian  Residential  
•Strong  cultural  component  for   bridge  gaps…     School  (IRS)  survivors  and  their  
education •How  do  we  want  the  system  to  look   families  through  a  number  oof  types  
•Take  a  new  approach  to  teaching   like…    get  our  people  ready  tomorrow of  projects,  we  propose  that  we,  4  
Nisga’a  Language  and  Culture •See  the  X  chart… Nisga’a  communities  in  collaboration  
•Technology  Department  makes   •Communication  –  Local  Voices with  SD92  develop  a  proposal  to  build  
language  accessible  for  all  –  Strong   •Expectations  -­‐  What  are  the  changes   curriculum  modules  which  will  assist  
Start  $  to  work  with  language   we  are  going  to  face  tomorrow?     in  education  and  reconciling  
revitilization •How  do  we  adjust  the  system  to   relationships  between  IRS  survivors  
•WILP  meetings  –  Longhouse  not   prepare  us  for  tomorrow? and  their  families  whom  are  
Courthouse   •Change:  Rede4ine  education  how  we   associated  with  SD92.    This  will  
•Workshops  on  preserving  our   want  it  to  look  for  tomorrow.     provide  an  opportunity  to  learn  the  
traditional  foods Nation-­‐building  –  must  be  done  in   truth  about  what  happened  in  IRS  and  
•Youth  learning  the  Yuk context  of  school  system  and   how  this  affects  perspectives  of  school  
•Youth  more  involved  in  our  culture  –   community  development systems.    The  objectives  would  
reading,  writing,  understanding  what   •Working  Together include:
is  spoken…      teach  them  in  phases   •Outcome:    Our  students  are  ready   •Honouring  and  validating  the  
K-­‐12 for  tomorrow… healing  of  former  students  with  
•More  $  for  education,  for  post-­‐ their  families;
secondary  (students  waiting  for   •To  provide  support  towards  efforts  
Other Things That funds)
•not  on  Fraser  Institute’s  4loor
to  improve  and  enhance  Aboriginal  
relationships  and  between  
People Said •One  for  all  Nisga’a  to  be  proud  of  
because  of  what  it  strives  to  teach  –  
Aboriginal  and  non-­‐Aboriginal  
people;
•We  want  the  best  in  the  west grace,  respect,  academics,  culture  and   •To  provide  an  opportunity  for  
•Create  Extraordinary  Futures understanding former  students  and  their  families  to  
•Don’t  forget  the  most  obvious  things  –   •Our  Dreams:  Gitlax  recognition  of  Ed   support  one  another  and  to  
sometimes  these  are  the  most   McMillan  and  Ron  Peal  for  their   recognize  and  take  pride  in  their  
important  things lifelong  dedication  to  teaching strengths,  courage,  resiliency,  and  
•Balanced  and  enriched  –  academic   •Late  Dr.  B.  McKay  would  say  to  new   achievements.
and  culture  K-­‐12 and  returning  teachers…  and  still   •To  contribute  to  a  sense  of  identity,  
•Protest  our  school’s  name  used  by   holds  true  today,  “Your  job  here  is   unity  and  belonging;  and  
Fraser  Institute  –  putting  us  at  the   two-­‐fold:  allow  our  students  to  have   •To  promote  Aboriginal  languages,  
bottom  of  the  list. pride  in  who  they  are  as  Nisga’a   cultures,  and  traditional  and  
•What  happened  to  all  the   people  and  provide  them  with  an   spiritual  values.
recommendations  from  previous   education  comparable  to  any  other   •The  Proposal  would  be  titled,  
meetings? school  in  the  province.” “Reconciling  Nisga’a  Ayuuk  in  SD92  
•Seek  amendment  to  School  Act  to   •Competent  and  contributing  members   Curriculum
provide  for  Nisga’a  Language   of  society  whether  higher  education   •Funding  limits  for  Commemoration  
Instruction or  hunter/4isher/provider  that   projects  are  $50,000  for  a  community  
•Merit  pay  –  teacher  paid  by  how  the   carries  and  continues  and  transfers   and  up  to  10  communities  can  
student  performs  on  standardized   traditional  Nisga’a  tradition  and   collaborate  for  one  proposal  up  to  
tests.     culture. $500,000.    First  round  of  proposals  
•Consistent  policies •The  school  will  look  like  well-­‐rounded   will  be  funded  April  1,  2011
•Want  structure technology,  tradition,  culture,  
•Enthusiasm  and  love  of  learning  with   language,  books,  and  learning,  4ield  
culture,  language,  health  and  parents   trips,  stay  trips,  community  4ield  trips  
showing  an  interest  and  appreciation   to  Fishery  Bay,  volcano,  lava  beds,  
of  what  they’re  learning petroglyphs,  4ishwheels
•Protesting  our  school’s  name  being   •Fully  funded
used  by  the  Fraser  Institute  –  no   •Want  a  community  school  with  a  dual   The report was prepared by NESS
labeling credit  concept Principal, Doug Livingston. If
•Opportunities  to  work   •Act  on  group  sessions  –  not  put  it   you have questions or comments
•Dream:  that  all  students  become   away  in  a  corner please contact me at the school at
competent,  contributing  members  of   •Inspiration
250-633-2225 ext 1402 or send an
society…..    lawyers,  doctors,  teachers,   •In  response  to  the  call  for  proposals  
hunters,  4ishers,  gatherers email to dlivingston@nisgaa.bc.ca
by  the  Truth  &  Reconciliation  

8 Report from Commission Meeting - January 12, 2011