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#1
communication between staff
being invited to meeting

#2
no full time counselors in the elementary level
no mental health access to children under 12
administration changes mid year
lack of public access to counselors in certain areas of our catchment area
#3
elder involvement in the middle/elementary level
our own space that not shared/private offices
more education to the teachers around the new curriculum
more defined/clear role discussed with administration/teachers
#4

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- know what is in our ABED library
- better inform the teacher about the cultural program sheet/request form
-Elder for every middle school
- on land more
-more field trips (get a bus)

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- better ratio b/w aboriginal students to advocates (more fair representation)
- more time on the land
- Okanagan language classes at all schools
- stick games training and tournaments w/in middle schools
-all students in SD23 should know the Okanagan nation song
- aboriginal student counselor
- a support worker for our parents

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-aboriginal academy at every school

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Q3

Creating 8 hour workdays, supporting our staff that's already here vs. hiring more advocates

Having full access/councilor access to all technology programs and training i.e. MyEd

More access to training

Cell phone/tablet especially for high-school staff

Q4

Schools need to implement school wide cultural assemblies utilizing cultural presenters

Ab. academy in all High-schools

Aboriginal mental health services in all school

Representation of all nations in our schools

More outdoor learning/fieldtrips

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(3)
-8 hour day
-Raise
A guaranteed space
Access to Celebrations (Siya)
Team Building-opp's to collaborate
Access to Traditional Healers/Teachings
More Cultural Presenters or being trained to work with students
Gifting Advocates with Bundles-medicines
4)Schedule students in for specific community events
Orientations with Ab Ed Cultural program in the schools
Signage for schools-gathering rooms
Pow wow
Ab Councilor for Elem
More dancing classes
Okanagan 'package' Captik, siya, the moons etc., the calendar of how/when/why things are done in this territory
Cultural Packages set up monthly sign ups...

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- more tech support
- leadership (student)
- one means of electronic communication (AIMS, MYED, Outlook, google, txt, cell, fresh grade, my grade, jupiter, etc)
- invited to more meetings eg/ SST's, SBT's
- work phones
- more cultural presenters
- more access to Elder's
havign one to one mtgs with leadership/admi

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- august start date works best for contacting parents

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-Expand Elder in residence program
-Okanagan Mainline Indigenous Support Workers Conference - can this be an annual event?
-Expand Aboriginal Youth Wellness worker program - works very well

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- communication is good no clear student/advocate division (double dipping )
w/ txt'g, but using personal cell phones now
- teachers not understanding trauma/health and wellness
- too many students to the number of advocates
- teachers think we are CEA's
- no regular SBT mtgs

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(2)
Shared space (counselors etc) which is very small. including lack of space
Expectation from admin to support Bhvr students on regular basis
Struggling to stay in touch with Cultural presentations/cancellations/leads to frustrations from classroom staff
Need more language opportunity
Not enough days for lower enrollment schools
Alternate schedules
Not being allowed in classrooms, specific teachers
Data entry AIMS being interrupted
Missing break times

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1. utilizing outlook calendar.  Communication is improving.  Use of technology to organize and communicate out to advocates.  Bringing in Insignia to the program, to see what resources are available from our department.
2. Challenges of presentations or requests at the last moment causes stress and rescheduling issues.  Change of leadership throughout the year and expectations.
3. Having a clear shared vision moving forward.  more culture clubs such as lunch and afterschool programs.  Staying away from whole school presentations.  Having more community involvement (elders, knowledge keepers, role models).  Bringing back grade gathering fieldtrips.
4.  More culture clubs (lunch/afterschool programs in schools).  Grade gathering fieldtrips.  Offering more resources and cultural kits available for teachers and advocates so we can focus more services on indigenous students.
5. Staff meetings in office to help with direction and offer clarity.  Team Learning opportunities, so that we can learn together.  More cultural presenters and access to elders.

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-refresher on role of teacher-tutor vs. role of advocate would be beneficial
-bring back Jupiter grade!!
-ease of access to grades/missing work for students

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- culture clubs/language/drumming/stick games
- personal connection w/ kids
- clear student/advocate division
- staff open to cultural aspect (classroom)

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-Communication with staff and a consistent schedule. -Letting admin handle behavior and do what they can first.
(2)
-Too many students on caseload to be able to address all their needs.
-The expectations from teachers regarding curriculum change and wanting expertise from advocates.
-Scheduling students being spread out in many classrooms- communication with admin to put more than 1 ab ed student in a class when building classes to "free up" ab ed time to service more students in a classroom at a time.
-Not having a sacred cultural space set aside to speak with students or parents.
-Spending visa: having so many restraints on what you can buy ex. décor, and NAD.
(3)
-Consistent number of students for all advocates instead of it ranging from 50-130 per advocates.
-Full time advocate at every school.
-Budget to share culture allocated to non-ab students as a must have from the school.
-Revisit what zone meetings could look like going forward.
-Designated cultural space that can't be taken away easily.
(4)
-Provide actual packages and information that they would like to incorporate to all schools ex. medicine wheel.
-Be open to change and willing to learn and try new ideas.

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Strong communication with all involved players (Teacher tutor, teachers, admin+)

Supporting one another
Flexibility (Time, Job Role)

Having strong/close relationship with admin

Separating Gathering Room/Teacher Tutor Room

Building strong relationships with all teachers/staff

Ensuring our teachers/admin know who our kids are

Question 2

Being short staff

Managing work load with audit

Time for AIMS

Cell phone/IPad for senior advocates

Staff mtgs. & SBT mtg. start times. Flexibility

Question 3:

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#1
-Shared responsibilities
--open communication
-dif. ideas -collabortion
-solid team work and expectations, consistancy
-food and supplies
#2
-size of room
-communication between ab ed dept, teachers and advocates. -lack communication.
-communication between school staff regarding AB students.
-not all teachers use fresh grade
#3
-more content to include all 'nations'
-MORE field trips
-More professional development EG FNESC, other dist conferences
-more hours
#4
-receive budget for presentations for school and program.
-more district events EG district Powow, Tradtional games day.
-ab teacher/ tutor in middle school.
-
#5
-Add a weekly vision to all advocates.  EG
-monday Jonanne away
-tuesday  All staff mtg.

etc....

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1) Having lots of room, welcoming , safe place for kids to come to. We also like being able to host breakfast, BBl groups, Girl Power etc. Consistent space with enough room. Staff and admin buying in. Having the option to do class presentations is a very positive thing as it builds relationships with entire school population, Students and staff.
Having more than 1 team member,. This gives more variety of skills and ability only one school if possible. Transparency between all staff and advocates. If it involves our child, all paties need to be emailed etc. Consistency in location as we build relationships and trust with families.
Being invited into SBT and staff meetings to feel part of the team.
2)Admin lacking support and alienating our parents.
Not enough time in day to do what our job demands. It should not be this difficult to get designations for some of our kids when it is the 2nd or 3rd generation of SD 23 Kids. Admin making decisions without understanding the importance of our background knowledge. With the Aboriginal Health Authority there should be Pediatricians available.
- Since new Admin has come in we have been informed after an issue  has been dealt with  ie. half days or in school suspensions.
We need an extra days to set up in Aug. We should ALL have 3 extra days to call families and set up for year.
We still don't know who each other is.
3) All admin taking cultural sensitivity and courses. Dr's are now required to do this. If they are ill informed or sit to high on the hierarchical of the understanding of our circle approach, it is too difficult for them and our advocates. MORE MONEY. Pay us what we are worth.
Proper advocate training so that we are all doing the same role.
Being able to flex our days after conversations with admin and Ab Principal.
4)More presenters and punctuality. Adjust the schedules keeping in mind traffic and set up time should not affect the children's time.
Where is the grade 4/5 field tip?
Advocates having more training from Elders and other spiritual leaders in our community. More Elders coming in to support all schools.
5) Better communication and replys to advocates from AbEd  Office staff.
Email out welcomes when new staff hired instead of waiting for staff meeting or updated contact list.
Add more options to AIMS codes. More specific codes for talking to kids about healthy choices. More tech training that we can actually follow.More cultural training outside of class time. We MUST be allowed to join our students if they are being interviewed by outside agencies, police, MCFD, etc

# data[].attributes.body
(1) Communication
being invited to meetings
community resources bridging the gap

(2) service gap
being pulled into classrooms for a whole class cultural presentation
thinking we are all Okanagan, and thinking each territory is similar
try to use us as Behavioral CEA/ CEA
administration changes mid year

(3)- having full time Aboriginal Counselor at the elementary level
-community services (counselors) lacking in certain areas of our cathments
-mental health for children under 12
-our role more defined and explained to Administration and teachers
-elders program in the elementary and middle school levels
having our own space/room
-develop more lesson plans around the new curriculum for teachers(more connection between the cultural department and teachers)

(4)
-more presentations from the cultural department
-better communitcation between the department and the advocates regarding presenters
- more variety in presentations
-more field trip options and for all grade levels
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(1) Breakfast club, back pack program, culture club, class presentations-adding our perspectives, morning & closing meetings.
Admin support, flexibility of staff to support us/students.
supporting sports
parent relationships
collaborations with other advocates
Teacher implementation of curriculums in respectful way
After school program-cultural focus...the learning journeys for the students

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-communication between teacher-tutors, teachers, admin, and advocates
-AIMS is helpful
-freshgrade "parent" to see how students are doing/what they are missing
-SBT meetings
-continuity of staff