Nation Builder Report 2014

Nation Builder Report

2014 - 2015

The Board of Directors is pleased to present the 2014-2015 Nation Builder Report.

The information contained in this report provides data that guides program staff in monitoring student success and developing programming to best serve students, teachers, and staff in 11 First Nations.

Built on the wisdom of our ancestors, our vision to Honour, Embrace, and Implement Treaty Rights to Education maintains our focus to ensure that all participating schools benefit from rich and meaningful learning programs.

The Board is committed to setting high standards of excellence. With an eye on future Nation Builders, efforts are made to balance local autonomy with the corporate structure of the T4EA organization.

2014-15 Nation Builder Report

Certificate of Incorporation

2014-15 Nation Builder Report

Audit and Financial Reporting

2014-15 Budget Allocation School Success Planning

Performance Measurement

Other

Early Years Initiative

New Paths

Administration

Director of Education Contracts

Student Learning Assessment

Structural Readiness

Summer Student Program

based on $3,916,584.07

2014-15 Nation Builder Report

Board of Directors

Chief Norman Whitehawk • Cote First Nation

Chief Terry Lavallee • Cowessess First Nation

Councillor Sheryl Kayseas • Fishing Lake First Nation Councillor Michael Bob • Kahkewistahaw First Nation Councillor Delvern Poorman • Kawacatoose First Nation Chief Lyndon Musqua • Keeseekoose First Nation Chief Reginald Bellerose* • Muskowewkwan First Nation Chief Connie Big Eagle • Ocean Man First Nation

Councillor Shaya Watson • Ochapowace First Nation Councillor Rachel Sangwais • Sakimay First Nations

Chief Brian Standingready • White Bear First Nations

*Board Chair

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Board Structure

BOARD OF DIRECTORS

EXECUTIVE DIRECTOR Elders Advisory Council

Cultural Advocacy Information Program School Success Community Communication Administration Planning Engagement Technology

Community Finance Curriculum Infrastructure Literacy Advocacy Human Resources Instruction Network Tech Services

Communications Culturally Assessment Education Governance Responsive Data Collection Technology Instruction Support

Office Professional Hummingbird Student Data Administrative Development Literacy Reporting System Support Resources

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2012-15 Board Strategic Priorities

Advocate for • As our Treaty and Inherent Rights are the legacy and sinew that holds our work together, it is important that we honour Treaty and this legacy. We must be effective advocates and organize to Inherent Rights maintain our own language, culture and social system.

Strengthen • We recognize that improvements are necessary for our children to be prepared and to participate fully in their future. Outcomes for Our efforts are focused on strengthening student success and Students identifying partners in business and industry for support.

Strengthen Our • We recognize that our governance practices must be nimble and effective. Changes in our organization and the Governance participating First Nations calls for changes of governance and Framework how Board members are appointed.

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Advisory Council

Alvin Cote • Cote First Nation

Marjorie Lavallee • Cowessess First Nation

Keisha Desjarlais • Fishing Lake First Nation

William Kaysaywaysemat • Kahkewistahaw First Nation

Vacant • Kawacatoose First Nation

Frank Keshane • Keeseekoose First Nation

Michelle Hunter • Muskowewkwan First Nation

Patricia Shepherd • Ocean Man First Nation

Charlotte Bear • Ochapowace First Nation

Wanda Sangwais • Sakimay First Nations

Phyllis Gibson • White Bear First Nations

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Administration

Lori Whiteman • Executive Director

Judy Pinay • Accountant

Marlene Bartley • Human Resources/Office Manager

Veronica Yuzicappi • Executive Assistant

Marcy Glasser • Administrative Assistant

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chool uccess Team

Cathy Cochrane • Curriculum Consultant

Carol Hotomoni* • CLAN 2 Facilitator

Yolande Howrie • School Success Coordinator

Rhonda Kayseas • CLAN Facilitator

Michael Lonechild • Cultural Advocate

Cheryl Mantei • Curriculum Consultant

Deni Miclea • School Success Analyst

Ray Petit • Nation Builder Advocate

Megaen Reader • Education Technology Consultant

David Riddle • Instructional Capacity Consultant

Jolissa Simon • Student Support Consultant

*Contract for Services 2014-15 Nation Builder Report

chool uccess Principals

Jonas Cote • Chief Gabriel Cote Education Complex

Carol Delorme • Cowessess Community Education Center

Peter Pavelich • Fishing Lake First Nation #89 School

Evan Taypotat • Chief Kahkewistahaw Community School

John Walter • Asiniw-Kisik Education Campus

Richard Fiddler • Keeseekoose Chiefs Education Complex

Sharon Windigo • Muskowekwan School

Lois Delorme • Ocean Man Education Centre

Freida Sparvier • Kakisiwew School

Kendra Taypotat • Goose Lake School

Murray Bird • White Bear Education Complex

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chool uccess K-2 BEADS

In the fall, sight word benchmarks were collected on all Grades 1 and 2 Kindergarten

students through the BEADS (Beginning Early and Developing Strong) protocol. In the spring, benchmarks were collected on all K-2 students. S 46% This Early Years Literacy Initiative continues to provide a strong foundation for early learners. Overall, the percentage for sight word attainment is measured at over 50%. P Average 18/39 Words

Grade 1 Grade 1

F 34% R 53%

A Average 31/91 Words I Average 70/131 Words Grade 2 Grade 2

L 64% N 73%

100% = Attainment L Average 115/177 Words G Average 165/ 225 Words

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chool uccess Confident Learners Literacy Initiative

Confident Learners is a whole-school literacy initiative for First Nations Schools. The program includes five elements: • “pathway approach” to instruction and assessment that: (a) is based on the science of literacy, (b) enables teachers to monitor children’s progress in acquiring literacy skills from kindergarten to grade 3, (c) is linked explicitly to teaching activities that support First Nations language and culture, and (d) supports efforts to increase children’s language skills in their indigenous language. • professional development program for teachers aimed at increasing their knowledge of the science of literacy skill development and its application in First Nations settings; • training program for aides and volunteers supporting children’s literacy development; • family and community literacy program aimed at strengthening families’ contributions to their children’s skill development; and • training program for mentors supporting successful transitions of First Nations students.

The development of Confident Learners was supported with funding from Aboriginal Affairs and Northern Development Canada (AANDC) from 2013 to 2015. The on-going development is now being supported by The Learning Bar Inc. Thirty-two First Nations schools across Canada are participating in its development, including 34% or eleven schools from Treaty 4. Teachers now have access to an extensive set of over 400 learning activities, which are consistent with First Nations’ approaches to learning and linked directly to the outcomes associated with each step on the pathway to becoming a successful reader.

The schools in Treaty 4 contributed to the development of the teaching activities and participated in the development of the training videos for Confident Learners. These are being used this year as part of the professional development program. Two members of the Treaty 4 staff sit on the Advisory Circle for Confident Learners. In September, 2014, T4EA Executive Director was invited by the Canadian High Commission in Australia to discuss Treaty 4’s success with the EYE and Confident Learners at an Aboriginal Roundtable held in Adelaide, South Australia. ~Dr. Doug Willms President, KSI Research

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chool uccess

Receptive Vocabulary (N=108) T Phonological Awareness (N=108) Word Reading Accuracy: non-words (N=76) 4 Word Reading Accuracy: words (N=108) E Reading Comprehension (N=43) Word Reading Fluency: non (N=49) A Word Reading Fluency: words (N=95)

0 1 2 3 4 5 6 7 8 9 10 11 12

In May, 2015, 109 Grade 1 children were assessed. The average age was 6 years, 11 months. The results shown are based on children who were able and willing to take the test.

Interpretation of results: You will notice a difference between numbers of children (N) who completed various tests. If a child could not complete the practice sections included for some tests, the test was discontinued or not administered. This was common in both non-word reading tests (Fluency and Accuracy), as well as Reading Comprehension, and might contribute to variances in results in these areas. Tests were also discontinued if a child exhibited or expressed stress or anxiety during testing.

The test results take into account the children’s ages. A score of 10 indicates that children are performing at the mean for that age. Children scoring 6 or 7 are in the low average range, children scoring 8 to 12 are in the average range, while children scoring 13 or 14 are in the high average range. EA Grade 1 Aggregate scored in the low average range in all areas. In 2015-2016, all Kindergarten to Grade 3 children will be assessed in their coding and language skills so that teachers will have an accurate description of where they are on the literacy pathway.

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chool uccess Early Years Success Leaders

“The promotion of Reading skills at an early age is all of our responsibility. We are parents, grandparents, extended family members and teachers.” (Early Years Success Leader, Lee-Anne Thomson, Asiniw-Kisik Education Centre). This year, through Early Literacy Initiative funding, the Early Years Success Leaders’ team was launched. In the early stages, each teacher led the Confident Learners

Initiative in each community. Since then, the team has expanded their work across all of the T4EA Early Literacy Initiatives. Each teacher received training in facilitation, cooperative learning, and student engagement through a course certification specifically designed for the team. They followed up with a trip to Medicine Hat to see demonstrations of best practices in primary classroom settings. In 2015-16 the Early Years Success Leaders will lead the Early Years initiatives in each of their schools.

The potential power of this team will be making a significant positive change in the lives of our children, and how we will go about teaching to our children. We are all learners and leaders.

~ Stephanie Gress, Ocean Man First Nation

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chool uccess K-3 Reading Benchmarks

K-3 teachers, along with each school’s learning resource teacher, worked together to determine each early learners reading benchmark. An online data management system was introduced to all schools to collect, analyze, and share data on individual and class progress over time. Implementation began mid-year and is at 50%. The chart below illustrates one school’s progress over this year. Independent reading level for Grade 3 students is between N and P.

September March Early Learners Early Learning to Read

A B C D E F G H I J K L M N O P Q R S T

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chool uccess Grade 3 CAT4 Literacy and Numeracy

In spring 2014, T4EA administered the Canadian Achievement Test 4th Edition (CAT4) to assess the literacy and numeracy achievement of Grade 3 early learners. This year, there was a 13% increase in literacy and a 15% increase in numeracy in the Grade 3 2015 CAT4 results. This increase could be attributed to Early Literacy initiatives such as the EYE, BEADS, Instructional Strategies, Confident Learners Initiative, Leveled Literacy, culturally-responsive resources, and professional development. The increase in numeracy could be attributed to enhanced online support through Mathletics™.

13% increase in literacy

15% increase in numeracy

Average or above Canadian average Below Canadian average

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chool uccess Grades 3-12 CAT4 Literacy

For the second year, all Grades 3-9 students have been assessed using the CAT4 assessment. The sample has remained stable

with some measurement of improvement in literacy and in individual test scores.

Grade 12

Grade 11

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6 National Reading Average Grade 5 T4EA Reading Average

Grade 4 CAT4 confirms that Grade 3 students are approaching or at grade level in literacy by the end of Grade 3. Grade 3

0 1 2 3 4 5 6 7 8 9 10 11 12

CAT4 Mean Grade Equivalent

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chool uccess Online Numeracy Learning/Intervention

K 36% 64%

33% Grade 1 67%

24%

Grade 2 76% Non-users

Users 29%

71% Grade 3

Numeracy Nets is a math intervention resource that is fully implemented in two schools. In these schools, all teachers completed all four units in the K-3 provincial mathematics curriculum. This resource compliments the Math Makes Sense resource and the Mathletics online learning. In these schools there has been marked achievement inNon numeracy-users .

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chool uccess Grades 3-12 CAT4 Numeracy

For the second year students in Grades 3-8 have been assessed using the CAT4 numeracy assessment. The sample has remained stable with some measurement of improvement in individual test scores. As a cohort, students remain one-year behind the Canadian average in numeracy.

Grade 12

Grade 11

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6 National Numeracy Average T4EA Numeracy Average Grade 5

Grade 4 Beginning at Grade 3, CAT4 confirms that there continues be over a one-year lag in numeracy. Grade 3

0 1 2 3 4 5 6 7 8 9 10 11 12

CAT4 Mean Grade Equivalent 2014-15 Nation Builder Report

chool uccess EYE Pre-K Direct Assessment SPRING EYE Direct Assessment

23%

60% 17% • Awareness of Self and Environment • Cognitive Skills • Language and Communication • Physical Development

Direct Assessment Number Tier 1 Tier 2 Tier 3 Appropriate development Fall 112 55 20 37 Experiencing some difficulty Spring 113 67 22 24 Experiencing significant difficulty

The EYE Direct Assessment (DA) continues to guide teaching practice in the early years. Teachers have used EYE-DA results to design programming to enrich each early learner’s classroom experience to improve readiness for Kindergarten. Students have demonstrated gains in all four domains. Parents/Caregivers have received timely reports to support early learners at home and in the community. Students experiencing significant difficulty in the spring are provided with additional supports as they transition into Kindergarten.

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chool uccess EYE Kindergarten Teacher Assessment

SPRING EYE Teacher Assessment

14%

49% 37%

Teacher Assessment Number Tier 1 Tier 2 Tier 3 Appropriate development Fall 144 68 36 40 Experiencing some difficulty Spring 102 50 38 14 Experiencing significant difficulty

In the fall, the EYE Teaching Assessment (TA) is used to assess the readiness of all Kindergarten children. Results from the TA are classified into three groups based on the child's learning needs - Tier 1, Tier 2 or Tier 3.

Children at Tier 1 (appropriate development) do not require post-assessment in the spring. Children with Tier 2 or Tier 3 (experiencing difficulty) are assessed again near the end of the school year, before they enter Grade 1. Thus, you will note a difference in the number of children assessed in the fall compared with the number assessed in the spring.

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chool uccess Kindergarten Graduation

This year, T4EA celebrated the graduation of 47 Kindergarten students. In the fall, 99 Kindergarten students were registered in the T4EA student data system. Enrolment was reviewed at the end of March and revealed a decline with 16 student transfers and 36 students withdrawn. Students commonly transfer from one First Nation to another First Nation school or to a neighbouring provincial school. Another contributing factor may be that parents and caregivers chose to withdraw their child for a variety of reasons. Finally, it may be that a mid- year transfer or enrolment of a student would not be recorded in the T4EA student data system.

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chool uccess Hummingbird

Through Hummingbird, teachers, in collaboration with T4EA consultants and Nation Builder Forums with Elders, culturally responsive, cross-curricular lessons were carefully crafted for practical application to land-based learning.

The sun shines today and the air is fresh. Mother Nature has prepared a beautiful day for all of us to enjoy. I believe she also wants to remind us of the time we spent together and the things we learned and shared.

~Ken Lonechild, Community Member of White Bear First Nations

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chool uccess Hummingbird

Who We Are and Where We Come From This is a wonderful version of our history as told by our own 11 grade school children. They have adapted the story from 2013-14 articles, archives, and of course, oral tradition from our Elders. 10 Ocean Man’s story is then made even more meaningful by 9 2014-15 including the beautiful artwork of the authors themselves. This 8 adaptation will incite the reader in thought and curiosity to delve deeper into our history. I thank everyone involved in this 7 production of Ocean Man’s story. The children, Ocean Man 6 School, the Elders, and Treaty 4 Education Alliance, but most of 5 all I thank those who worked so hard to bring us home. 4 Pĩnamayayabi 3 Chief Connie Big Eagle, Ocean Man First Nation 2 1 0

Michael Lonechild Cultural Advocate and Ray Petit White Bear Education Complex book gala held at the Bear Claw Casino. Nation Builder Advocate T4EA project leads.

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chool uccess Hummingbird

T4EA took a first step towards implementing the Kindergarten Hummingbird curriculum with a language and culture project, One Song, One Prayer, One Story. It challenged Kindergarten classes to learn a traditional song, prayer and story in their First Nations’ language. The hope is that it will spark a passion for language at this young, impressionable age that will then spread within the school and community. We visited three communities, created video and audio recordings to be used as resources within each community. A language curriculum and handbook was also given to each Kindergarten and Language teacher to support project implementation. In 2015, the next phase of the project will be to prepare media resources. Supporting Language and Culture through Technology and Traditional Music.

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chool uccess Grades 4-9 TTFM Student Survey

Canadian T4EA Social and Emotional Outcomes 41% 32% Engaged –confidence in skills; appropriately challenged.

17% 23% Struggling – lack confidence in skills particularly; Literacy/ Numeracy.

37% 36% Disconnected – confidence in skills; not challenged.

5% 9% Disengaged – lack confidence in skills; do not feel challenged.

A Note on Engagement and Confidence…

Assessments on First Nations students must always take into consideration the long-

standing legacy factors that continue to impact on student learning success.

The recent Truth and Reconciliation Committee Report (2015) outlines several important principles to address these impacts:

Reconciliation requires constructive action on addressing the ongoing legacies of colonialism that have had destructive impacts on Aboriginal

peoples’ education, cultures and languages, health, child welfare, the administration of justice, and economic opportunities and

prosperity.

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chool uccess Treaty 4 Nation Builders

In 2012, T4EA had 102 Grade 10 students registered in our T4EA

student data system. This school year, 66 Grade 12 students were enrolled; a decrease of 35.4% over three years. Of the original 66 students that started grade twelve this fall, 57

remained enrolled until the end of June. A total of 43 students graduated from T4EA schools this year. Of these students, 20 students were enrolled in a T4EA school in 2012, and continued

on to complete their Grade 12 requirements in 2015.

Nakota Ackachuk (pictured on the right) is one of the 20 who

was enrolled in a T4EA school in 2012 and continued on to complete his Grade 12 requirements in 2015.

T4EA Average Canadian Average Tell Them From Me Survey Regularly truant 49% 32%

Probability of high school graduation 34% 78%

In 2011-12 there were 232 Grade 10 students from all T4EA high schools registered with the Saskatchewan Ministry of Education. Three years later, a total of 82 students (42 female and 40 male) graduated from a First Nation on-reserve school or from a provincial school.

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chool uccess Parent TTFM Survey

Since 2011, parents and caregivers have been invited to participate in the Tell Them From Me Survey. This survey affords meaningful feedback to the school. Since the first year, parent participation in the survey has increased from 52 respondents in

2011, to over 200 respondents in 2014. One parent commented, “I enjoy the freedom for my kids to learn about Native culture without pressure. I like it when teachers who aren’t FN are interested in learning more about us. Our little school really grew a lot since we’ve been here. I am proud of our community and appreciate the hard work it takes to deliver successful projects and initiatives.”

Tell Them From Me Parent/Caregiver Survey 250

200 205

150

100

78 50 52

0 2011/2012 2013/2014 2014/2015

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chool uccess Community Literacy Advocacy Network

T4EA continues its partnership with Yorkton Tribal Council Child and Family Service Prevention in supporting parents and caregivers of early learners through the Community Literacy Advocacy Network (CLAN). CLAN was initiated in Cowessess, Fishing Lake and White Bear First Nations, and has expanded to Sakimay and Kahkewistahaw First Nations. Parent/caregiver modules include: Way of Life – traditional beliefs of childrearing before European contact. Disruptions in History –background on disruptions to First Nations such as Indian Act, Residential School System and the 60’s scoop. Re-Connecting – traditional teachings to today’s childrearing. We Create – First Nations traditional beliefs to the western education with the development of parent and caregiver resources.

Moss bag teachings at Ochapowace First Nation

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chool uccess Nation Builder Forums

Three Elders’ Nation Builder Forums were held this year. Elders assisted with the development of the Hummingbird curriculum guide, and attended a gallery opening for the Hummingbird: “Who We Are and Where We Came From” book series. The themes for this year’s forums included: language programming, Learning the Land initiative, and traditional protocols. The work we do with the Elders is essential to our success as an organization. They serve as our teachers and mentors. Their wisdom guides all that we do. Edward Poorman from Kawacatoose First Nation shared, “Without tobacco my words are empty. With tobacco I’m speaking for everybody that came before me.”

Forums Attendance Communities Topic Fall 15 8 Language, Hummingbird Literacy Project, CLAN Winter 21 9 Hummingbird Literacy Project – Ochapowace First Nation book launch Spring 23 10 Learning the Land – Nature Conservancy Gathering

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Team

Tony McNabb • ICT Support Technician

Vern Severight Senior • Network Technician

Vern Severight Junior • Computer Technician

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Communication

The FirstClass™ suite of tools was selected by T4EA in 2009 to provide an optimum platform for communications, networking, and information sharing. Communication and professional organization tools support office, school staff members, and in the coming years, students and families. FirstClass™ offers web-based, secure email, instant messaging, electronic calendar, contacts database, web publishing tool, and document file storage. Users can access FirstClass™ from their computers and all mobile devices – anywhere you can access the internet. T4EA has connected schools to create a professional network where ongoing collaboration, dialogue, and communication can take place.

This year, teachers and administrators found the convenience of accessing FirstClass™ from mobile devices and consequently usage has increased by 25% since 2012-13 (see chart below).

Active FC Users 62% 56%

39%

2012-13 2013-14 2014-15

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Strategic Plan SaskTel High Speed Fibre Optic Muskowekwan Kawacatoose White Bear Cowessess Ochapowace Fishing Lake Ocean Man Cote Keeseekoose Kahkewistahaw Sakimay

Reliable Industry Grade Server Muskowekwan Kawacatoose White Bear Cowessess Ochapowace Fishing Lake Ocean Man Cote Keeseekoose Kahkewistahaw Sakimay

Reliable Industry Grade Network Muskowekwan Kawacatoose White Bear Cowessess Ochapowace Fishing Lake Ocean Man Cote Keeseekoose Kahkewistahaw Sakimay

Wireless Access Point Network

Muskowekwan Kawacatoose White Bear Cowessess Ochapowace Fishing Lake Ocean Man Cote Keeseekoose Kahkewistahaw Sakimay

Fibre Optic Internet Upgrade Installation Timeline (10MB) T4EA’s ICT Department follows a

carefully considered ICT Strategic Plan, November Community SaskTel December which began implementation in 2012. Net Fishing Lake School Muskowekwan School Goose Lake School Cowesses Community Education Center All schools have a reliable internet Kakisiwew School Kahkewistahaw Education Ministry of Asiniw Kisik Education Campus Center access to curriculum content and AANDC Education resources. This framework also opens (ISSI) White Bear Education Complex Keeseekoose Chiefs Education Chief Gabriel Cote Education Complex Complex the door to greater opportunities for Ocean Man innovations in distance learning.

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Wireless Connection

Map of Muskowekwan School illustrating 12 wireless access points. (Sample access point circled in black).

Treaty 4 Education Alliance Challenges Results With a professional grade Access Point Network (APN) students and School staff and students could only access the internet staff are free to access the internet from anywhere in, and around from hardwired computer labs or classroom close to a Wi- the school, from any device. This gives schools the freedom to use Fi router. technology as a daily integrated learning tool. Previously, schools had Wi-Fi access in certain areas of the school close to a router. If the school employed multiple The installed Access Point Network (APN) enables staff to routers, the staff and students would have to manually seamlessly access rich online educational content anywhere in the sign into each router depending on where they were school under one secured network. physically standing in the school. The Aerohive™ APN has integrated management tools that permit Prior to the installation of the Aerohive™ Access Point ICT techs to remotely monitor and troubleshoot issues with the Network, ICT techs had to be deployed to the school to network. This translates to less "down time" for the staff and troubleshoot issues with stand-alone access points. students when the school is facing internet related issues, and it frees ICT staff to effectively provide help in other areas.

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Director of Education Service Agreements

2011-12

• Cowessess First Nation 2012-13 • Cowessess First Nation In 2011, T4EA signed our first Director of Education Service • Ochapowace First Nation Agreement with Cowessess First Nation. A principal and teacher • White Bear First Nations cycle of professional development rubric and workbook was developed and introduced to the school. A Director of Education 2013-14 team was established and a classroom observation rubric was introduced. The Director of Education Service Agreements with • Cowessess First Nation Cowessess, Ochapowace and White Bear First Nations were renewed for 2013-14. Recently, T4EA signed an agreement with • Ochapowace First Nation Touchwood Agency Tribal Council (Muskowekwan and • White Bear First Nations Kawacatoose First Nations) and Fishing Lake First Nation.

2014-15 • Cowessess First Nation • Fishing Lake First Nation • TATC (Muskowekwan and Kawactoose First Nations) • Ochapowace First Nation • White Bear First Nations

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Instructional Intelligence

T4EA continues to offer high quality professional development in Instructional Intelligence (using instructional skills, tactics, and strategies effectively) with Dr.

Barrie Bennett, a world-renowned expert in this field.

Early Years Success Leaders (catalyst teachers) from T4EA schools have received additional TRIBES training to enhance their implementation of Instructional

Intelligence in their own schools, and to model these skills as mentors for others.

Learning modules are currently in development, and will be available online for T4EA Success Leaders (catalyst teachers) to present during TLC’s. By working through the learning modules, and working in supportive peer networks, teachers will gain a better understanding of their own strengths and challenges in planning and delivering effective lessons. The modules are set up to encourage and strengthen collaboration and professional mentorship across the alliance.

The clear purpose of the Tribes process is to assure the healthy development of every child so that each one has the knowledge, skills and resiliency to be successful in a rapidly changing world.

~ http://tribes.com/about/

Dr. Barrie Bennett

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AGM and School Kick Off 2014

The Annual General Meeting of the Board of Directors, and the annual School Kick Off was held on August 28, 2014. The day began with a pipe ceremony in T4EA’s newly acquired and painted tipi. We were welcomed and hosted with great honour in the new Ochapowace Communiplex, where T4EA signed a Memorandum of Understanding with

Parkland College and heard an inspiring keynote by RezX magazine founder and editor, Christopher Tyrone Ross. School staff rotated through four mini-sessions on confident learners, numeracy, cultural programming, and literacy.

Tyrone Ross, keynote speaker

School Kick-off mini-sessions

Confident Numeracy Learners

Cultural Literacy Programming

Staff professional development in mini-session

Signing of MOU with Parkland College

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Nation Builder Awards

The T4EA Nation Builder Awards Gala was held on May 7th in Moose Jaw at The Temple Gardens Mineral Spa. Lesra Martin, author of: The Power of a Promise: Life Lessons Encountered on my Journey from Illiteracy to a Lawyer (2009) delivered a powerful keynote address on the important role determination and perseverance play in goal attainment. Duet performers, Jason Chamakese and Robert Gladue entertained gala attendees with beautiful flute and traditional drum songs.

Lesra Martin

Jason Chamakese Robert Gladue Wanda Sangwais, Sakimay First Nation, Aiden Tanner, Cowessess First Nation, Community Nation Builder Award Grades 4-7 Junior Nation Builder Award

Teresa Sanderson, Keeseekoose First Nation, Faith Ketchemonia, Keeseekoose First Nation, Deshy Taypotat, Kahkewistahaw First Leadership Nation Builder Award Grades 8- 12 Senior Nation Builder Award Nation, Grades K-3 Junior Nation Builder

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Annual Conference

The T4EA annual conference was held May 7th and May 8th in Moose Jaw at The Temple Gardens Mineral Spa. We were privileged to have Dr. Shauneen Pete, Dr. Lisa Lunney Borden, and Lesra Martin present at the conference. Dr. Pete challenged educators to engage the communities in which they worked. She provided real world examples of how this can be accomplished. She stressed the importance of engaging the whole community in a child’s education. Making Dr. Lisa Lunney Borden math culturally relevant and focusing on First Nations Ways of Knowing was stressed in Dr. Borden’s presentation. She talked about elders’ wisdom and how to effectively incorporate traditional knowledge into mathematics. Finally, Lesra Martin spoke about his personal journey from illiteracy to literacy in becoming a lawyer and a leader within his community. His inspirational story of triumphing over hardships challenged educators to think about how they can make a difference and be the support for the students they are working with. Lesra is well known for his role in freeing wrongfully convicted boxer, Rubin “Hurricane” Carter, a story powerfully captured in the 1999 film ”The Hurricane”. Lesra Martin

Role #Attended/#Registered Percentage Teachers 99/110 90% Principals 11/11 100% Education Assistants 42/61 69% Administrative Assistants 2/11 18% Dr. Shauneen Pete Board 6/11 55% Advisory Council 2/11 18%

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Treaty 4 Days

From September 15th -21st, the annual Treaty 4 Gathering hosted over 400 dancers and 12 drum groups. T4EA was honoured to have Elders utilize our beautiful

tipi for the ceremonial activities for the week. Staff organized and hosted three separate events: • A learning lodge to explain the historical and

cultural significance of the buffalo, • The Blanket Exercise, an experiential activity that explored the 500-year relationship between

Indigenous and non-Indigenous peoples of Canada, • Geocaching, an activity that had students using

GPS to find caches and learn more about the history of the signing of the treaty.

T4EA tipi

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Invitation Shared Services Initiative

The Invitation Shared Services Initiative, offered through the Saskatchewan Ministry of Education, provided the opportunity for T4EA

to offer specialized student supports, including special education advisory and assessment support through a full-time psychometrist and

TinyEYE online speech and language therapy services.

Data collected on students who participated in the online speech therapy through TinyEYE

Therapy Services, over an eighth month period, demonstrated tremendous promise. At one school, there were 18 students enrolled in the

program. An average therapy session was 20 minutes and each child attended an average of 23 sessions with a total of 543 sessions. From

the therapy goals that were set with each of the 18 students, 2 of the 18 students were graduates of the TinyEYE program. Direct Therapy for:

 speech and sound production  expressive and receptive language development

 social language  fluency  literacy development

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Community Literacy Fund

T4EA received a grant from the Saskatchewan Ministry of Education for $32,000 to provide Family Literacy Training in Cowessess, Ochapowace, and White Bear First Nations. This proposal was designed to enhance our work with CLAN. The Early Years Direct Evaluation (EYE), administered to four-year-olds in each of the schools, indicated a low percentage of students were at appropriate development in some of the domains, while many were experiencing significant difficulty in other domains. Five training modules were offered in all communities. A total of 18 participants were trained in one or more of the modules listed below:

 Introduction to Family Literacy  Come Read With Me  Rhymes, Songs, and Storytelling  Story Sacks  Pre-natal Caring Circle

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Nature Conservancy of Canada

T4EA is pleased to partner with the Nature Conservancy of Canada (NCC) to develop an environmental education program designed for all alliance schools and communities. This project was further enhanced by the Grasslands Project through the First Nations University of Canada.

Grades 7 students and teachers, along with Community Elders gathered for a Learning the Objectives Land workshop on the Burrowing Owl. Visit and build relationships with each Treaty 4 Education Alliance participating school and offer education outreach, presentations and resources on native prairie and species-at-risk. Expand upon current inclusion of Elders Sprague’s Pipit within Treaty 4 Education Alliance communities working on connections to Greater Sage the Grade 7 Science Curriculum. Involve and engage students to become actively involved in conservation efforts, both on and off reserve. Piping Plover Burrowing Owl

2014-15 Nation Builder Report

Audit

2014-15 Nation Builder Report