Awarded Grants

Search or browse below to see past awarded Field of Interest grants. You may search by recipient organization name, project name, or city. Additionally, in the sidebar you may filter the grants displayed by year, interest or grant amount.


Youth Leadership Program

The program is aimed at promoting the health, well-being and resilience of Aboriginal children, youth, individuals and families. The programs goals are to: develop a sense of belonging, ownership and control in youth’s personal lives, their education and within their communities and families; Increase self esteem, self awareness, resiliency and sense of responsibility in order to function as mentally and emotionally well members of their communities and society in general. When youth are connected, they will be more likely to graduate. The aim is to build resilience and well-being of at-risk youth, and families through leadership training, mentorship, self esteem building, cultural connectedness, and educational workshops based on common social issues affecting youth today. The development process will include engaging stakeholders, students and their families in creating a program that fits well within the school system and can be sustained over time. This program must be youth directed to achieve buy in and be successful. Instruments of data collection will be created to gain input into what interests youth, how they would like to be involved and how educators and family can best support them. A training curriculum will be developed based on information collected and timelines for implementation of the program will be established. Near the end a core group of participants will be identified in order to carry the project to implementation.

Arts in Action Society

Oh the Places You Should Know: A Squamish Place Names Curriculum

The “Oh the Places You Should Know” curriculum project aims to create a foundation for the development of learning materials to accompany the Sk_wx_wu´7mesh Place Names map that are tailored to the needs of individual School Districts situated on Sk_wx_wu´7mesh territory (Vancouver, Burnaby, North Vancouver, West Vancouver, Squamish, and Whistler). The project will include focus groups with teachers in order to understand their needs, collaboration with Sk_wx_wu´7mesh knowledge keepers to collect stories and information to be used in the materials, and the creation of sample materials to be piloted in select School Districts. These materials have the potential to change how those living on Sk_wx_wu´7mesh territory understand and interact with Sk_wx_wu´7mesh peoples and places. By using these materials, students and teachers can begin to break down the cycle of racism that our education system has historically perpetuated. Awareness is the first step towards change. The materials will afford a deeper understanding of the culture and current issues of the Sk_wx_wu´7mesh peoples, and a greater appreciation of the natural history of the places students and teachers visit every day. With support from Vancouver Foundation, we will be able to develop test materials to pilot in several schools, and gather the feedback required to create inspiring curriculum kits that will change how those on Sk_wx_wu´7mesh territory learn about Sk_wx_wu´7mesh histories and peoples.

Be the Change Earth Alliance Society

Greenest School Lab

The Lab is a proposal to convene a multi-stakeholder coalition that will guide participants in addressing the personal, social, and environmental conditions necessary for creating a model ecological culture in a school. By engaging the knowledge, shared values, and professional resources of stakeholders BTCEA will be informed and positioned to ensure that this initiative delivers: 1. An impact-driven coalition of stakeholders who will come together at various stages of collaboration to share their knowledge, experience, and concepts. 2. A deliberative and dynamic process developed around shared values that will effectively surface innovative ideas and prototypes for building a model school necessary for a sustainable future. 3. A knowledge-rich network of relationships that will sustain the process for surfacing innovative ideas for school-based initiatives to be prototyped and piloted in a school in the Vancouver and Surrey districts. To bring the greenest school into reality, BTCEA will identify the different users of a greenest school, determine what design interventions they can create together, and deliver a prototype that they can test together. Stakeholders will share ideas and insights, first individually and then collectively, on supporting systemic change as already advanced within provincial and municipal policy change to develop the greenest school model and work to align school-based social interactions with sustainability principles.


CIVIX Education: Project B.C.

The project will foster a systemic commitment to Student Vote and civic engagement within the education system, and improve the instructional capacity of educators in lead up to the 2017 provincial election. CIVIX will strengthen relationships with education stakeholders and administrators through in-person meetings and strategic communications to increase the scope and impact of the program, and facilitate expanded outreach strategies and support networks of institutional entrepreneurs. CIVIX will coordinate Democracy Bootcamp(s) to train teachers to become ambassadors of democracy in their school community. This will result in more positive and widespread outcomes among students in the key areas associated with future voting, such as increasing political knowledge and interest, and fostering a sense of civic duty. Working towards improved teacher capacity and commitment not only generates better Student Vote results, but creates systemic change by instilling the importance of democratic engagement and contributing to greater civic education outcomes for years to come. Student Vote also has an impact beyond the classroom. A 2011 independent evaluation reported that the program fostered political dialogue at home and 20% of parents agreed that their child’s participation in Student Vote positively affected their decision to vote. Scaling Student Vote deep and out is expected to grow this broad outcome and increase political participation among older Canadians as well

Fresh Air Learning

Spreading Our Branches: Investigating Opportunities for Forest School Expansion in Metro Vancouver

Our project will create stronger connections between those who are part of the Metro Vancouver forest school movement. We will bring together existing catalysts in this movement interact with an eye to building an integrated plan to address the needs of children in our region. Anticipated participants include elementary school, early childhood, and outdoor educators, parents, staff from teacher education programs, and others who are part of the support system for this work, such as land managers and parent community developers. During a series of facilitated meetings, we will do the following: Identify key players who are currently part of or connected to the forest school movement Invite these individuals to a gathering in the late fall or winter of 2016 In the spring of 2017, hold small group meetings focused on areas such as teacher education, early childhood program development, elementary program development, and out of school care. The goals of the meetings will be as follows: Share resources and develop opportunities to learn from one another Understand how broader institutions such as child care licensing or teacher education can support this work Examine the needs, gaps, and opportunities to develop programs in different areas or for different groups of people Work with catalysts to determine what support they need to advance their projects. This process will develop a more cohesive plan for outdoor learning in Metro Vancouver.

Justice For Girls

Young Women and Girls Advocacy and Education Center

JFG will bring together community stakeholders, and in particular young women with experience of marginalization and homelessness in Vancouver, to shape our response to these systemic educational barriers. This community dialogue and current needs assessment will be organized and facilitated by a Project Team comprised of a JFG Team Leader, a Youth Advocate and 3-5 Youth Mentors who have experience of marginalization. The Develop Grant will fund this development process: 1. Apr.:Build Project Team *Training on girl’s rights, advocacy and accompaniment, interviewing skills, facilitating focus groups, leadership skills, public speaking, researching/analyzing data, etc. 2. May-Oct.:Engage Community *Stakeholder Engagement-conduct outreach, interviews, focus groups with "first voice" young women; their families; frontline youth, anti-violence and anti-poverty workers; educational and health professionals; Youth/ Women's/Aboriginal organizations, etc. *Research-current reports and promising practices nationally/internationally *Public Awareness-share learning through speaking engagements, writing, media, blogs, website, etc. with the intention of influencing public understanding, as well as educational policies, programs and training 3. Nov.:Create Project Plan *With the collected body of knowledge, create an innovative and strategic project plan with the goal of transforming the way we support and educate marginalized girls 2017: Test *Implement project plan and test

NEC Native Education College

Northwest Coast Arts Heritage Project

The project will develop and strengthen networks and systems for Northwest Coast First Nations traditional cultural arts education and transmission. The project will build on the successful Northwest Coast Jewellery Arts certificate program at the NEC and the credit laddering partnership with Emily Carr University of Art and Design. Project partnerships will expand to the Kwaguilth, Nuu-Chah-Nulth, Haida, Tsimsian, Gitksan and Nisga'a Nations to develop further structures for formline art and silver carving transmission. This will include links with the Aboriginal owned cultural tourism facilities including the Haida Cultural Centre, U'Mista Cultural Museum, Aboriginal Tourism BC and educational facilities such as the Wilp Wilxo'osh'whl Nisga'a College and the Frieda Deising School of Northwest Coast Art. In addition to one delivery of the Northwest Coast Jewellery Arts certificate program in Vancouver, the program will be delivered in partnership with one First Nation or First Nations organization on Vancouver Island and one on the north coast over the duration of the project. The support letters from the community of Skidegate on Haida Gwaii and three First Nations near Port Hardy on Vancouver Island are appended. A diploma level of the program or a second certificate in Arts and Cultural Management will be developed by the project.

Neil Squire Society

Communities Creating Accessible Technology

Our vision is to develop a new model that gets assistive technology out to communities and people that need it at a fraction of the cost. Similar to how open source software has enabled access to many computing solutions, we want to leverage the growing open source hardware movement to allow communities and people with disabilities gain affordable access to assistive technologies. We will develop a regionally based, just-in-time delivery model for assistive technology that engages local disability support, skilled volunteers, post-secondary institutions, makers and hacker communities. We feel there is an untapped potential in the maker and education space to create solutions that can positively impact the lives of people with disabilities. We will guide these groups to become leaders, volunteers and creators of change in providing low cost access technology. Assistive Technologies are often marked up 300% to cover profitability of both the manufacture and distributor. By leveraging open designs created on demand at the local level, it can eliminate costs associated with current distribution models. We have found that engineers who create custom solutions for an individual develop a strong lasting relationship that connects people across social economic boundaries and creates more caring communities. Democratization of assistive technology production is a social innovation that can transform inclusion, and increase connections within a community.

Okanagan College Foundation

Gateway to the Trades for Youth At Risk

School District 22 North and Okanagan College would replicate Central Okanagan model by offering an annual cohort for a trial period of three years, starting with the school year 2016-17. Annual cohorts of 15-20 at-risk students in grades 10-12 would participate for a 12-week Gateway to the Trades program encompassing the four progressive stages. The aim of each stage is to help at-risk youth acquire the necessary skills to be successful at each level. Students would begin by taking a 5 week Pre-Gateway program at a school to be determined in Vernon. (Pre-Gateway focuses on readiness skills including time management, communication, problem solving, trades math and team building).. Those students who are successful in completing Pre-Gateway will go to camp (stage 2) for social connection and self development. Stage 3 involves exploring a variety of trades for an extended 10 week period at the OC Vernon Trades Centre. In stage 4 students will select a specific trade and enter a Dual Credit Foundation Studies program for an extended 20-40 weeks depending on the trade selection. The program provides a pathway to education/career opportunities to a cohort of youth facing significant barriers to post-secondary attainment. The program in this region supports at youth risk in the region with the opportunity to change behaviors and habits into forward momentum and building capacity to learn and transition to further education.

Pacific Autism Family Centre Society

GO Group

The GO Group strategy seeks to address the gap in employment equity services, with a focus on providing relevant vocational skills building and tangible work experience. Given our internal capacity, PAFC is uniquely able to implement a robust social enterprise strategy to fulfill operational needs. GO Group is a multi-venture social enterprise with a vocational development backbone; the GO Group ventures are: 1) GO Café, 2) GO Custodial, 3) GO Landscaping, 4) GO Business Solutions and 5) GO Innovation. GO (Goal Oriented) positions are paid, part-time employment positions, with a term ranging from 6 months to 2 years, based on person centered intake process, planning and goal acquisition. The intent of the GO position term is for individuals to articulate specific goals within a skill development framework focused on a position/industry they are interested in. When goals are achieved, individuals will be referred to an employment placement agency. PAFC will then assist the agency in securing the GO employee mainstream community employment. All operations would be inclusive, the ratio of neuro-typical staff to individuals with diverse abilities will depend on the business specific requirements of each venture. All GO employment is intentionally supportive with in house job coaching and support staff, specialized learning tools and peer mentorship components, all run through a standardized tracking and reporting method, such as the Open Badges learning management software.

PHS Community Services Society

Window's Education Enhancement Initiative

There is more demand than can be satisfied by the program & a lack of resources to invest in scaling. A strategic investment will trigger scaling the programming & achieving a sustainable scale of operation will mean increased levels of lifestyle stability & an increased capacity to take in more & new students/peer. We’ve seen evidence during our pilot that our social innovation has potential to impact and change stigmatization, socioeconomic barriers & narratives about those in transition from homelessness to stable independent lives, including those facing mental health or cultural barriers. Due to the nature of the system, we face challenges in commitment levels of our core staff & costs of doing business in DTES epicentre. We’re confident that the former can be mitigated with increased capacity to mentor, train & involve key staff members so that they’re able to be invested in the program more often in an integrated manner. By involving peer leaders regularly we’ll affect basic routines, transform participants into leaders & educators with direct connections to peers, positively affecting the resource flow. We seek to demonstrate a new model for training, providing a successful example of how comprehensive life, intellectual, business & tangible skills can translate into a higher rate of success in transitioning people to economic independence. We seek to change the behaviour and resource flows of traditional service delivery to incorporate elements of our innovation.

Richmond Society for Community Living

Grade 13 Transition Project

The Grade 13 Transition Project will build its foundation from the current work of the Grade 13 Transitions Committee. RSCL, in partnership with the district’s EXPLORE program, is actively working with 3 students from different schools in the district, one of whom regularly attends RSCL youth programs. The goal is to offer specific supports which will fall in line with proposed new curriculum, assess outcomes and use the information to begin to develop a broader curriculum. With funding from Vancouver Foundation, the Grade 13 Transition Project will develop over a three year period. The project will combine best practices from the RSCL Youth Employment and Outreach programs and the newly launched district EXPLORE program, with support from committee partners. The project will begin with curriculum development in one or two schools with whom RSCL has existing relationships. In the second year of the project, the curriculum will be assessed, refined and will be introduced in additional schools. The final year of the project will include further refinements of the information, expansion of program delivery to include all schools in Richmond, and the opportunity to share information with community living agencies and school districts across the province. By standardizing the curriculum across the district, teachers and district staff will have the same knowledge, resulting in improved learning outcomes for students in Richmond.

Royal Roads University

Growing Our Futures: Community Training in Native Plant Landscaping for Adult Indigenous Students

This social innovation project will deliver an eight week community-based, culturally sensitive, hands-on training program in native plant landscaping and restoration to 16 students on the Scia'new First Nation. The training program will provide participants with the knowledge, skills and confidence needed to take advantage of employment opportunities in their community. These opportunities are especially strong given the partnership between the Scia'new Nation and Spirit Bay Developments on a 10 year plan to build a 500 + unit sustainable housing development. The project will influence systemic change towards increasing employment opportunities through incorporating Indigenous culture and traditions into education and employment training, an important element for increasing Indigenous participation in the labour market. The project will also create change through enabling community members to play a full role in a development occurring within their community. Similar developments often involve developers leasing property from First Nations and undertaking the development themselves. At Spirit Bay, ownership of the development is shared by the Trust for Sustainable Development (49%) and the Scia’new First Nation (51%) with the intention that the community meaningfully participates in the long term revenues and benefits generated. This project will provide community members with the skills to meaningfully participate in economic development on their own reserve.

School District #59 - Peace River South

Adult Dogwood - Credentialing Adult Learners' Life Experiences

Adult learners, even those with literacy barriers, have accumulated a vast array of skills and knowledge through their life experiences. By interviewing and collecting tangible evidence of this knowledge and experience, DCLS will submit these to School District #59 so that educational outcomes can be proven to have been met. This process identifies and values the knowledge and experience of adults, and challenges the existing educational system wherein learners are given knowledge by instruction. This approach simultaneously respects the economic and educational system of structured required learning outcomes by helping adult learners choose which method suits them the best to demonstrate competency. By using the learners past life experiences combined with adult learner-centered distance learning at their own pace and at their preferred learning location, students will successfully complete their Adult Dogwood more quickly which will provide them with the pre-requisites to enroll in Post- Secondary education to further their education desires, or have the opportunity to apply for higher paying jobs that require a grade 12 education. SD59 and DCLS want to formalize an intake process as well as create course content that will be more appropriate for adult learners.

School District #6 - Rocky Mountain

Kootenay-Boundary Environmental Education (KBEE) Collaborative Initiative

This social innovation project will allow for all participants in the school system - students, teachers, administrators, parents and the broader community - to work together to develop and implement a region-wide plan. This social innovation project will influence this social system in the following ways: 1) Changing how we act and what we do as a learning community by influencing the culture to move place-based experiential learning from the margins to the mainstream. 2) Improving the flow of resources by identifying opportunities for effective collaboration across the region. 3) Enabling both teachers and students to be part of the planning and decision making process, thus increasing their empowerment, engagement and ultimately their learning experience. Citizens of the 21st Century need the skills and knowledge to be able to affect positive change. With increasing environmental pressures, the need for empowering both teachers and students is more important than ever. Intentionally connecting the districts, schools, and teachers of the region through environmental education (EE) and providing common awareness, access to professional development, resources, and opportunities will enhance the experience and learning of all of our students. The implementation of KBEE outcome-based plan will both offer educators opportunities to develop professionally, and prepare young people to transition through and out of the education system.

School District #63 - Saanich

Building relationships between youth and elders to begin reconciliation at Stelly's Secondary.

1. Invite district personnel and our Indigenous Cultural Leadership student group to engage local elders and a professional artist from each band, Tsartlip, Pauquachin, Tseycum and Tsawout with the Learning Commons area. 2. Working with elders, students and teachers, the artists will identify areas of the new curriculum that resonate with them as artists and as members of the local communities. 3. Artists will brainstorm with students and create project ideas to present to staff and students. 4. Working with the art teachers, shop teachers, First Nations support staff, and cultural staff, the artists will create work plans to include student collaboration and help. We envision students painting or carving along side the artists, talking, relating, and connecting. We envision local elders and community members participating through joining in the conversation and also by popping in to see the progress on the murals etc. 5. As local stories and legends, important physical land features or historical events become alive on the walls of the Learning Commons, not only will students be engaged with the space, but also a sense of ownership, pride and belonging will be developed. 6. Importantly, creating connections between elders who suffered through the residential school experience, demonstrating to the community that school is a place where all students can belong and feel welcome, will help to heal hurts and begin a process of reconciliation in our community.

SFU - Centre for Dialogue

CityStudio Vancouver: Education and Community Hub

Education and Training. We have a powerful learning community of students, alumni, faculty and administrators, City staff and elected leaders, and community builders. We need to deepen their collaborative learning experiences and impact by building and practicing the skills needed to respond to the big challenges that cities face. We are helping to create the workforce that our future cities need, today. We need to build new partnerships that reflect the full diversity of learning and action that happens in the city. Community Learning Hub. We need an interactive communications tool set and strategy to enable project development that results in creating higher quality projects that can be shared. We want to increase the use of our studio space as a hub of skills building, action, changemaking and connection amongst young people, educators, city-builders and organizations. We want to more fully use our skills, experience, and space to encourage network building, experimentation, and deliver real-world projects that matter. Organisational Learning. We need a stronger organisational structure to be resilient and grow our impact. This project is key to us establishing charitable non-profit status, a Board, and good governance and management practices. Ongoing evaluation needs to become more meaningfully integrated into our work in order to more deeply understand the effectiveness and impacts of our social innovations in the communities and systems that we work.

Simon Fraser University - Faculty of Business Administration

Impact Fellowship Program

This 4 month program for emerging social economy leaders offers training, recognition, mentorship, coaching, tools and a peer learning community. The annual cohort of 16-25 Fellows anchors a larger strategy to build a broad, deep community of emerging social economy leaders in BC with: (a) enhanced competence and confidence to navigate complex systems innovation; (b) the relational capital to collaborate across organizational and sector boundaries; and (c) the skills and practices to sustain a career rooted in meaning and likely defined by precarious work. All of these serve to help the region address bigger, tougher social innovation challenges over time. Program Cycle 1) Recruitment (October to January) 2) Weekly learning and community sessions (Feb-June) 3) Evaluation (July-August) 4) Program adjustments and reporting (Sept) We curate issue-focused clusters, deepening peer learning and connections to mentors and experts, and allowing us to also accelerate thinking around particular issue areas over time, many of which fall within the Vancouver Foundation’s priority areas. Program alternates weekly between: 1) Skill and knowledge sessions to advance projects (ie. project dev, impact eval, bus. models, leadership) 2) Dialogues with experienced social innovation leaders to gain perspective 3) Network and community building to build relational connection and capital (retreats, events, etc) Video intro -

Society for Canadian Women in Science and Technology

SCWIST – MS infinity Program (M+S = Math and Science, an infinity of choices)

Scaling the MS infinity program has the potential to change girls’ attitudes toward science, and their beliefs that there is a place for women in STEM fields. The scaling of this social innovation will start with our core programs (Program Component I). Our core programs are expanding to rural/remote communities and Aboriginal populations and therefore more girls can be reached. For Program Component II, partnered with Science World, SCWIST hosts the popular annual “Wonder Women” networking event where university age participants hear what led the Wonder Women to their STEM careers. SCWIST will hold focus groups with the MS infinity cohort to assess their needs and interests. Based on those results, the Wonder Women event will be adapted for high school. We foresee that the demand will be on access to educational/training programs; scholarships; volunteering, work experience; and resume development – resources that girls desperately need to be successful in STEM education and careers. Finally, through mentorship with women in STEM, these attitudes will be reinforced. SCWIST’s new MakePossible Mentorship Network is an on-line software platform designed to create a community that supports women in STEM. As young women emerge from high school and transition into higher education, a support network will be essential. We will grow the MakePossible network so that connections with the whole pool of MakePossible mentors will become available (Program Component III).

The Prince George Activators Society

GroundWork PG Education and Employment Program (aka GWPG)

With the goal of affecting the routines, resources and beliefs on a micro and macro level, GWPG will be divided into 3 interwoven, successive components. Participants will begin with a 120 day Aboriginal Wellness and employment education program at Aghelh Nebun – a remotely located Aboriginal focused facility. Within the education component, participants will take a variety of courses which will help them overcome employment barriers. Courses that pertain to the housing industry (carpentry, drywall, painting) will be combined with life skill courses (First Aid, Financial Literacy and Conflict Resolution). Simultaneously, participants will work with Lheidli T'enneh Elder Marcel Gagnon in the Soaring with Eagles program which promotes healing through developing increased knowledge, discipline and self-awareness. The courses will be structured towards Aboriginal learners and a Cultural Education Assistant will work with the Elder and participants in a reciprocal learning environment - providing assistance and support as needed. After completing the 120 days, participants will begin the first of two paid work experience segments at Aghelh Nebun. While earning a wage, participants will utilize the skills they have acquired during the courses in a controlled work environment (2-8 months). When the participants are ready they will transfer into Prince George and further their employment experience working with various community organizations on the GWPG community crew (3-12 months).

University of British Columbia Irving K Barber Learning Centre

Indigitization Futures Forum

New models of information practice, grounded in the needs of First Nations governance, language revitalization, heritage preservation and Indigenous access protocols requires a collaborative engagement between those trying to support community information and knowledge management needs, and the broader professional and academic community concerned with supporting these initiatives. The Indigitization team is committed to “clarifying process and identifying issues in the conservation, digitization and management of Indigenous community knowledge” and the Forum is an opportunity to learn from the communities what we can do that will best support this commitment. Supporting knowledge and information workers in communities requires the development of more appropriate tools, relevant training and assessment services in concert with the expressed needs of these practitioners. Now that communities are working to bring their analogue media into the digital realm, they have insights and questions that will inform the development of practices and more relevant information systems designed for the specific needs of Indigenous communities. Those working in the academic context do not have ready-made solutions. It is only by working together, sharing ideas, learning from false starts and successes in the community context that new, “disruptive” information practices will be developed that motivate changes in how information management is transformed in this context.

UVIC - Office of Research Services

Diploma in Indigenous Community Development and Governance

The overall purpose of the diploma program as a social innovation project is to strengthen capacity of Indigenous communities with respect to governance and community development. Over the next six years, 60-80 graduates will contribute to Indigenous communities and influence significant systemic change. The program will help to develop related social innovation initiatives including the new Indigenous evaluation frameworks, performance measures and high impact in-community project reports that promote successful cases or offer solutions to community needs assessments. These initiatives will take place through coursework and capstone projects that demand real-world problem solving with in-community clients. We expect to strengthen the governance and self-determination aspirations and capacity of Indigenous peoples across BC in traditional areas and urban settings. The program will have wide-spread effect because it features accessible distance delivery with appropriate face-to-face connections and is steeped in community perspectives. Graduates’ ability to manage, negotiate and advocate on behalf of their communities will influence systemic change. We expect within 1 year of graduation, graduates will strengthen their communities directly and indirectly with about: - 40% taking on advanced positions in community through a leadership role. - 40% taking on advanced positions through a leadership role in organizations impacting on Indigenous communities.

Vancouver Out On Screen Film & Video Society

LGBT2Q+-inclusive education through effective policy creation and implementation

We will begin to scale our program by adding capacity within our team and conducting an environmental scan of the provincial education system, including an analysis of strengths, weaknesses, opportunities, and threats that might impact our goals. We will identify both potential champions and laggards at the provincial, district, and school levels, and undertake targeted outreach to build relationships with these key stakeholders. Simultaneously, we will work with others to build political and administrative support at the provincial and district levels for SOGI policy and implementation, as well as the valuable training that Out in Schools provides. With the support of our champions, we will strategically participate in professional development days for teachers and support staff, equipping them with the tools and knowledge necessary to communicate change within their schools. While we currently reach teachers and support staff incidentally as part of our presentations within schools, scaling up will allow us to implement our program more strategically and at the network level across school districts. As we are working to encourage policy and curriculum improvements at the provincial and district levels, we will concurrently support new champions for these changes at the school level by strategically focusing the location of our presentations on districts that have not yet implemented SOGI policies and that we have assessed to have the greatest possibility for change.

Victoria Sexual Assault Centre Society

Integrating Trans Inclusion with Vancouver Island Service Providers

Through our own Trans Inclusion process, we have learned valuable lessons that we firmly believe would benefit other anti-violence organizations, and ultimately trans people beyond Victoria BC. We have also made connections with an amazing group of trans people who have co-developed and delivered trans inclusion workshops across Victoria to community organizations and Island health. We propose to focus trans inclusion primarily on other sexual assault centres and transition houses. We will use our curriculum, share resources and lessons learned to help other anti-violence organizations through their own trans inclusion process, and we will also employ a “hub and spoke” model of Trans Integration. In other words, VSAC will act as a “hub” of knowledge and information pertaining to becoming trans-inclusive, while other organizations will act as the “spokes”. Once other organizations have made sufficient change and put into practice their trans inclusion process, we will also show them how to be their own hub. To date, no other organization is doing trans inclusion work on this scale or using this model in the anti-violence sector. Further, Trans Inclusion with a Sexualized/Intimate Partner Violence lens is not being done elsewhere. Finally, this project will provide education developed and delivered by Trans people; create short-term employment and lifetime skills for trans people across Vancouver Island; and keep organizations accountable to trans community.