Local Education Agreements

For two decades, Local Education Agreements (LEAs) between First Nations and provincial school boards have been part of the educational landscape for many First Nations who purchase educational services for their students

Important: Please note that these resources are not intended as legal advice. They are draft items for discussion purposes only.

Preparing to Negotiate LEAs

LEA Essentials Sample
Full Comprehensive LEA SAMPLE (Dec. 2015) – note that some sections will be updated when the new Accountability Framework is finalized
STEP BY STEP LEA Development 
PRESENTATION LEAs for Communities (template) 2016 – See the instructions for adding your community data on slide 2.  You are very welcome to adapt this PowerPoint
PRESENTATION LEA March 30th Workshop
SAMPLE Letter to Begin LEA Negotiations
SAMPLE Letter to Replace LEA
Draft TOR for LEA Negotiation Team
Q&As Responding to Common LEA Issues

Data

Find your How are We Doing? Report for Aboriginal students in your school district on the Ministry website.
For summary data for all of BC, see How Are We Doing Report Provincial Public
District Level Six Year Completion Rates
Request your First Nations-Specific Data with this  TEMPLATE Letter and learn more with this Backgrounder

Funding Information

First Nations Billing Rates 2015 2016
First Nations Billing Rates Change over 5 years
1701 Form Instructions see the rules around Aboriginal targeted funds on pages 9-10
Operating Grants Manual 2016 2017  and Operating Grant Funding Tables 2016-2017
LETTER Ministry to SD Funding Formula Transportation- 2012
LETTER Ministry to SDs re transportation 2011
SUMMARY SPREADSHEET District allocations ogm 2015 09 30

Other

FNESC LEA Toolkit 2014 (Note sections 2 is being updated and  section 6 is superseded by the Full LEA Sample below). The OGM and FN Billing rate information in the toolkit are now updated but current versions are above.

Sample Seabird Island LEA April 2015

Important: Please note that these resources are not intended as legal advice. They are draft items for discussion purposes only.

An LEA is an agreement between one or more First Nations and a provincial school board, or independent or private school, for the purchase of educational services by the First Nation(s) for its status Indian students ordinarily resident on reserve but attending schools off reserve.  An LEA defines the relationship between the two administrations, areas of mutual responsibility and agreed upon schedule for payment for the purchase of education programs and services by the First Nation(s).

Enabled by S. 86 (3) of the B.C. School Act, LEAs are intended to give First Nations a stronger voice in the education of their children and improve educational outcomes for First Nations learners.

First Nations representatives have highlighted that there are challenges with LEAs that need to be addressed.  For example, many more LEAs are needed, and all LEAs need to be well-designed and well-implemented to ensure accountability and lead to improved student education results.

FNESC has worked to build the capacity of First Nations communities to design effective LEAs in several ways, including establishing an LEA subcommittee in 2007 to guide  work in this area, publishing an LEA handbook with templates and key recommendations, and delivering community LEA workshops.

An LEA is an agreement between one or more First Nations and a provincial school board, or independent or private school, for the purchase of educational services by the First Nation(s) for its status Indian students ordinarily resident on reserve but attending schools off reserve.  An LEA defines the relationship between the two administrations, areas of mutual responsibility and agreed upon schedule for payment for the purchase of education programs and services by the First Nation(s).

Enabled by S. 86 (3) of the B.C. School Act, LEAs are intended to give First Nations a stronger voice in the education of their children and improve educational outcomes for First Nations learners.

First Nations representatives have highlighted that there are challenges with LEAs that need to be addressed.  For example, many more LEAs are needed, and all LEAs need to be well-designed and well-implemented to ensure accountability and lead to improved student education results.

FNESC has worked to build the capacity of First Nations communities to design effective LEAs in several ways, including establishing an LEA subcommittee in 2007 to guide  work in this area, publishing an LEA handbook with templates and key recommendations, and delivering community LEA workshops.