Acknowledgement of Territory and of Indigenous Rightsholders
We humbly recognize that our school resides as a guest on the ancestral, unceded territories of the Gitxsan Peoples. We honor their ancestral histories, rich cultures and diverse communities that are rooted in these lands, which have sustained their peoples for countless generations. With deep appreciation, we honor the wisdom of their ancestors, revered elders, and knowledge holders who embody resilience and uphold traditions based on reciprocity, responsibility, respect, and profound interconnectedness. These principles serve as our compass as we humbly navigate and learn our role in contributing to reconciliation. We also acknowledge that we are in service to Indigenous Peoples (First Nations, Metis and Inuit) from diverse nations and communities who are also guests on traditional lands and who have made these communities their home. This acknowledgment signifies our unwavering commitment to reconciliation and to fostering nourishing and transformative relationships that will positively impact the next generations of Indigenous children and youth.
Achieving transformation and improving Indigenous learner success requires collective responsibility among all Indigenous rights holders and education stakeholders. It demands sustained attention and collective effort to navigate the future for generations of Indigenous children and youth. This journey necessitates responsive, responsible, and respectful approaches that address the needs of Indigenous learners in a reciprocal and relational manner. Everyone is responsible for tending to this work as if it were a ceremonial fire, to keep it burning, this sacred work must be embraced by all.
Our IED provides programs and services to support the success of all Indigenous learners. Self-Identification of Indigenous Ancestry (First Nations, Métis, or Inuit): Indigenous ancestry is determined on a voluntary basis through self-identification. Status cards, Métis citizenship cards, etc. are NOT required. In addition to school and district supports and services available to ALL learners of any ancestry, Indigenous learners received enhanced services provided by the IED. As required by the Ministry of Education, IED staff must consult with caregivers each year in order to participate in enhanced programs, services and support, delivered by IED staff.
Indigenous Support Workers (ISW)
Enhanced academic, cultural, social-emotional support for Indigenous students following Ministry audit requirements; reporting support and service to Indigenous students using the Indigenous Services Reporting system; offer school-based cultural enrichment for Indigenous students; support transition success including student celebrations; monitoring attendance and academic progress; and supporting school-based initiatives/opportunities for Indigenous students at lunch or afterschool; ; collaborating with the District Indigenous Education Outreach Worker (IEOW) to provide additional support to Indigenous learners with complex needs.
Indigenous Youth Support Workers (IYW)
Targeted support for students with complex barriers contributing to disengagement from school; reporting support and service to Indigenous students using the Indigenous Services Reporting system; collaborates with ISW’s to contribute to wrap-around care of Indigenous learners; individual/group interventions aimed at reducing high-risk behaviours; collaborating with the District Indigenous Education Outreach Worker (IEOW) to re-engage Indigenous learners with schools which includes family outreach & support.