2017–2018 ANNUAL REPORT Manitoba First Nations Education Resource Centre Inc

2017–2018 ANNUAL REPORT Manitoba First Nations Education Resource Centre Inc. is guided by the following vision and mission statements:

Vision Support First Nations to develop and implement a comprehensive holistic educational system inclusive of First Nations languages, world views, values, beliefs, and traditions with exemplary academic standards, under First Nation jurisdiction.

Mission To help First Nations improve education for all learners to achieve: mino-pimatisiwin (Cree, Ojibwe, Ojibwe-Cree). To help First Nations improve education for all learners to achieve: honso aynai (Dene). To help First Nations improve education for all learners to achieve: tokadakiya wichoni washte (Dakota). CONTENTS

MESSAGES AMC Grand Chief...... 1 Chairperson...... 2 Executive Director...... 3

IN MEMORIAM Sheron Fiddler...... 4 Gwen Merrick...... 5 John Peter Day...... 6 Sandy Wood...... 6 Victor Harper...... 7 REPORT Introduction...... 8

Programs...... 9 First Nations Language & Culture and First Nations Studies...... 9 Incorporating Language, Traditional Elder Knowledge, and Land-Based Education into the Curriculum...... 10 Literacy & Numeracy ...... 11 Early Learning...... 12 Physical Education & Health ...... 15 Science & Technology ...... 16 Wilfred Buck and the Manitoba First Nations Portable Planetarium...... 18 Instructional Resource Centre...... 20 Cultivating a Love of Reading in First Nations Students...... 21 Student Learning Assessment ...... 22 Wapaskwa Virtual Collegiate ...... 23 Providing Alternative First Nations Education ...... 24

Special Education ...... 25 Special Education Services...... 25 Training Initiatives ...... 26 Clinical Services ...... 29 On the Road with Jessica Murray | School Psychologist...... 30 Sensory-Motor Equipment Project ...... 31

Research & Development...... 32 Preserving Our History for Tomorrow’s Generations...... 34

Manitoba First Nations School System...... 35 Operations...... 39 Data Management ...... 39 Publishing and Communications ...... 40 Our Tomorrows, Today: Wahbung 1971...... 43

Human Resources...... 44

Finance...... 46 Two-Year Financial Summary...... 48 Appendix...... 49 Appendix A: MFNERC Services & Functions...... 49 Appendix B: MFNERC Organizational Chart 2018...... 50 Appendix C: MFNSS Organizational Chart 2018...... 51 MESSAGE from the AMC GRAND CHIEF Grand Chief Arlen Dumas Mathias Colomb Cree Nation

The Assembly of Manitoba Chiefs (AMC) congratulates We need to restore the inherent jurisdiction over the Manitoba First Nations Education Resource Centre education of our children, and the work that MFNERC (MFNERC) and its staff and board members for another has been doing will help lead the way. successful year. When we instill pride in our children, we are investing I felt great pride witnessing the launch of the Manitoba in our future as First Nations. Investing in First Nations First Nations School System (MFNSS) this past year. means we will do well, and when we do well, everyone The AMC is proud to provide continued support to around us does too. MFNERC. I wish the board members and staff of MFNERC The work of the Centre is so important in the education another great year. of our young people. For too long, our children have Sincerely, learned about their history through a colonial lens, but Grand Chief Arlen Dumas with the work of MFNERC, our children are learning Assembly of Manitoba Chiefs from a First Nations perspective.

www.mfnerc.org 1 MESSAGE from the CHAIRPERSON Chief Clarence Easter Chemawawin Cree Nation

This was an exciting year with a number of firsts. We • $1.14 million for language and culture resources to established the Manitoba First Nations School System support First Nations Language and Culture and in partnership with 10 First Nations. Several other First Nations Studies Programs in 45 schools under First Nations have indicated their interest in joining the New Paths for Education program. in 2019–20. We were pleased MFNSS caught the atten- • $200 thousand for physical education equipment tion of many people across Canada, including Prime and health resources to support Physical Education Minister Justin Trudeau. He sent a video congratulating and Health Programs through land-based educa- us and extending greetings to the four students from tion programs in 45 schools under the New Paths Brokenhead Ojibway Nation who had sent him a video for Education program. invitation to attend the Grand Opening. The Minister of Indigenous Services Canada, Dr. Jane Philpott, attended • $2.9 million for sensory-motor equipment for all both the Grand Opening and the Sunrise Ceremony First Nations schools under the High Cost Special to mark the beginning of the new school year for the Education program to assist in addressing clini- school system. cian-identified needs for sensory-motor regulation, sensory-motor programming, and optimized func- Our organization also established new partnerships with tional communication for students. various universities to train First Nations professionals in specialized fields. We have new partnerships with I want to acknowledge my colleague—former Chief the University of Calgary and Minot State University. Stephanie Blackbird—who was also on the MFNERC We will soon have more First Nations people trained Board of Directors. We attended many meetings in school psychology, speech language pathology, and together and worked closely with, board member, in other education professions. Donovan Mann. As a leading First Nations education organization in Canada, MFNERC continues to serve This year, I’m pleased to report MFNERC accessed our communities, schools, and students. This report over $4 millon in additional resources for First Nations highlights many of the achievements of our organiza- schools: tion, and I hope that you will enjoy reading how each of our programs makes a difference for our students. Ekosani, Chief Clarence Easter

2 Annual Report 2017–2018 MESSAGE from the EXECUTIVE DIRECTOR Lorne C. Keeper, M.Ed Nisichawayasihk Cree Nation

It was a challenging and exhilarating year of change Associate Executive Director, the late Gwen Merrick, for the Manitoba First Nations Education Resource who passed away on February 14, 2018. She was with Centre. When this organization started almost 20 years MFNERC in various capacities since it was first estab- ago, a long-term vision was to offer second and third lished in 1998/99. We also lost two people who played level services to the First Nations schools to benefit key roles in the original governance structure—the our students. In 2017–18, our mandate evolved with Interim Working Group. These included the late Sheron the establishment of the Manitoba First Nations School Fiddler and the late John Peter Day who both passed System which offers innovative and culturally and lin- away last summer. In the early years of MFNERC, both guistically relevant services to 10 First Nations schools. Sheron and John Peter were involved in shaping the organization, including setting the original vision, mis- We are grateful for the support from the Assembly of sion, and goals for MFNERC. We were also saddened Manitoba Chiefs, MFNERC Board of Directors, First by the recent passing of two visionary Elders—the late Nations, and our staff who are dedicated to fulfilling Sandy Wood and the late Victor Harper. Both of these this vision. men provided support and shared their visions on With the start of MFNSS, the Centre continues to the importance of language, culture, and land-based provide cutting-edge programs, First Nations-focused education. resources, and technical support for First Nations. We As we reflect back on the 2017–18 fiscal year, we look will continue to work towards the mission of our orga- forward to working in partnership with communities to nization: To help First Nations improve education for all help First Nations students achieve mino-pimatisiwin, learners to achieve mino-pimatisiwin—a complete and honso aynai, and tokatakiya wichoni washte. fulfilling life. I want to acknowledge the people who have passed on to the spirit world in the past year who Ekosani, played an integral role within both our organization Lorne C. Keeper and First Nations education. Most recently, we lost our

www.mfnerc.org 3 IN MEMORIAM

Sheron Fiddler | Peguis First Nation The late Sheron Fiddler passed away on August 15, 2017. As the education director for Peguis First Nation, she was one of the founding members of the Manitoba First Nations Education Resource Centre. In recent years, Sheron served as a funding researcher/education consultant for the Centre and was an advisor and mentor for the establishment and implementation of the Manitoba First Nations School System. Sheron was born on Peguis First Nation and attended the Brandon Residential School. After completing Grade 12, Sheron received her Bachelor of Education from the University of Manitoba. Her education career began in Norway House and Sandy Bay where she taught for many years. She then moved to Winnipeg in 1971 to work at the Manitoba Indian Brotherhood as the director of education. She was involved in the writing of Wahbung in 1971 and The Shocking Truth about Indians in Textbooks in 1974 (co-authored with Verna Kirkness and republished in 2016). Sheron always strived to improve First Nations education. In 1976, she returned home to work with the Peguis School Board in the development, implementation, and administration of Local Control of Education. She continued to work with the Peguis School Board until August 2003. Sheron then went on to complete her master’s degree in education from the University of Phoenix. She later worked as an education director for Keeseekoowenin First Nation and Garden Hill First Nation. A tireless advocate, Sheron valued education, language, and culture. We miss her support, guidance, wisdom, unique humour, and inspirational leadership.

4 Annual Report 2017–2018 Gwen Merrick | Fisher River Cree Nation The late Gwen Merrick (Seewaskosiyaskwew, Sweetgrass Woman), mentor, leader, teacher, passed into the spirit world on February 14, 2018. She was a member of Fisher River Cree Nation. She attended Portage la Prairie Residential School and lived her young adult life with her husband Rusty and their children in Sioux Valley Dakota Nation. A strong believer in education, she was inspired and supported by her close friend and mentor, Sioux Valley Elder Doris Pratt. Doris encouraged her to attend Brandon University where she completed her Bachelor of Education. She later attended the University of Manitoba and completed her Master of Education degree. After teaching and serving as a post-secondary counsellor for the Dakota Ojibway Tribal Council, she became the director of education for Fisher River Cree Nation. She was later employed as the South Zone director for Health Canada in the Manitoba region and as a provincial coordinator for the Literacy Branch for the Province of Manitoba. In 1999, she became one of the first employees of the newly created Manitoba First Nations Education Resource Centre as the director of service delivery. She was involved in all aspects of first-year operations, from policy development and staff recruitment/selection to strategic planning and budget preparation. Under the guidance of the Interim Working Group, which was composed of education staff from AMC and community-based education directors, she worked closely with the original MFNERC staff to conduct a needs assessment and develop a concept paper for a First Nations Education Framework. Gwen also served as the director of research and development and became the associate executive director of MFNERC. She spent countless hours, days, nights, and weekends with the Interim Working Group and MFNERC staff developing and implementing the strategic plan for the organization. A true visionary, she was passionate about lifelong learning and holistic well-being of First Nations children and students. A strong believer in First Nations protocols and practices, she ensured that Elders and knowledge keepers were involved in providing guidance for the ongoing development of MFNERC. As an advocate for First Nations students, she would often say, “Kiyam, never mind, that’s ok.” Or she would say, “That’s the way it was meant to be,” and she would work to overcome any obstacles and challenges that might come her way. Gwen had very strong family connections and was close to her husband of over half a century, her children, her grandchildren, her great-grandchildren, her extended family, and her close friends, whom she also considered family. In the traditional way of the Cree, she considered all children as sacred gifts and worked tirelessly to ensure that MFNERC never lost sight of its original vision—preparing children for mino-pimatisiwin—a complete and fulfilling life. Gwen’s legacy is showing all of us how to follow the ancestral teachings of respect, love, and kindness and how to continue moving forward in what she termed “The Journey of Hope.” She was inspirational and insightful. We will miss her laughter, wisdom, and unique gifts.

www.mfnerc.org 5 John Peter Day | Garden Hill First Nation The late John Peter Day of Garden Hill First A humble man, John was always ready to Nation passed away on May 6, 2017. He share his quiet wisdom and humour was a long-time educator who served with other members of the Interim as the chairperson of the Interim Working Group as they strate- Working Group which helped gized about the vision, mission, shape the early years of MFNERC. and goals of MFNERC. He was instrumental in helping to select John was born on February 23, the senior staff of MFNERC in 1947, and lived in Garden Hill the early days. He always advo- First Nation for most of his early cated for ensuring the Centre life. He was the director of Sakatay focused on the original vision and College in Garden Hill and later mandate for the organization—help- worked as the education advisor for the ing to meet the holistic needs of all First Island Lake Tribal Council. Nations students.

Sandy Wood | Manto Sipi Cree Nation We acknowledge the contributions of the late Cree Elder Sandy Wood of Manto Sipi Cree Nation who passed away at 88 years of age on January 8, 2018. In 2010, Sandy was nominated by his community to be a presiding Elder for the Assessment Model Review Committee to develop a First Nations Student Learning Assessment Model. Throughout the years, he participated at MFNERC forums and Elder round tables lending his wisdom, guidance, and support to the work being done in First Nations schools. Sandy’s work ranged from being a community fishing guide, a Manto Sipi Cree Nation School Board member, and an Elder for the Keewatin Tribal Council. Sandy carried out the role of Elder well into his 80s and always went the extra mile for his family, especially his grandchildren. We honour the legacy and memory of an Elder who was strongly rooted in his faith, who reminded us to work thoughtfully and with care to support students in their learning pursuits in academics, land-based education, learning their history, and speaking their language. We are thankful for his guidance, leadership, and valuable teachings. His devotion and kindness will be fondly remembered by all of us.

6 Annual Report 2017–2018 Victor Harper | Wasagamack First Nation The late Elder and educator Victor Harper of Wasagamack First Nation passed into the spirit world on January 3, 2018. Victor grew up in his home community learning the traditional ways of his parents and community Elders. He attended Norway House Residential School. After finishing high school, he went on to enroll in the Brandon University Northern Teacher Education Program (BUNTEP) based on the advice of his father. A few years ago, Victor shared his educational journey and philosophy with MFNERC. In 1967, when he was finishing Grade 10, his father took him on the land to teach him traditional skills and encouraged him to finish his Grade 12, learn the contemporary ways, and go to university to learn about the non-First Nations education system. His father also told him to return to the land and learn from his people, and that’s when he was first introduced to land-based learning. Victor was a classroom teacher, a land-based educator, and a knowledge keeper, and he served as the regional education advisor for the Island Lake Tribal Council. Through the years working in the field of education, he always shared the importance of the traditional ways and what he had learned from his parents and Elders who helped shape his knowledge and understanding of the world. He was a staunch advocate for revitalizing the ancestral education system with a focus on teaching ancestral language, culture, and instilling traditional values in the youth. He described it as a traditional education system that was passed down for thousands of years. The ancestral system was developed by Elders and everything on the land is academic. “The land is the classroom of my people,” he stated. “In order for success to prevail, curriculum is life, according to the Elders. The first of the Creator’s gifts that you are given is your mother tongue. Legends and oral history convey the ancestral teachings, a way of life, and the importance of communicating with the Creator.” Elder Victor Harper wanted the education systems of today to incorporate traditional knowledge, wisdom, values, and culture, and he often visited MFNERC to share his hopes and visions of a better future for First Nations students. We will miss the humour, teachings, and wisdom of this kind and thoughtful Elder.

www.mfnerc.org 7 Goals • Support First Nations language and culture programming including land-based education • Facilitate program and curriculum development to address the learning needs of First Nations students • Provide programs and services to assist in the areas of literacy, numeracy, science, physical education/health, early learning, INTRODUCTION instructional resources, technology and the virtual collegiate In 1998, the Assembly of Manitoba Chiefs established MFNERC to provide second and third level education • Provide special education and clinical services to First Nations schools in Manitoba. services from school psychologists, speech and language pathologists, occupational Second level services are school division-type services therapists, physiotherapists, American that enhance and strengthen educational programming Sign Language (ASL) workers, an education for students, staff, and school administrators directly audiologist, and other service staff in the First Nations schools. • Provide professional development and Third level services are department of education-type training including conferences, workshops, services such as assisting in education development, seminars, on-line training, and other accreditation, certification, curriculum, training, advo- training opportunities cacy, and other supports required by First Nations in Manitoba.

MFNERC facilitates a community-based, grassroots Now approaching its 20th year anniversary, the Centre approach to providing educational services to education continues to work in partnership with Manitoba First staff of 56 schools from 45 First Nations with a student Nations leaders, Elders, educators, students, schools population of over 16,000. MFNSS provides second and communities to deliver a wide variety of culturally level services for 10 of these schools in partnership with appropriate support services based on the unique needs First Nations that have delegated administration of edu- of the First Nations. cation to MFNERC under the Education Governance MFNERC provides a unique, respectful, diverse, and Agreement (EGA). inclusive environment grounded in First Nations lan- School success is promoted through teams that identify guage, culture, and traditions. The Centre promotes service needs of the schools through consultation and innovation and best practices with consideration of coordinate plans for delivery of appropriate services. First Nations protocols, research methodologies, and MFNERC provides services that include First Nations academic research. MFNERC looks to the future while Language and Culture, Literacy and Numeracy, Science building on its extensive experience working with First and Technology, Special Education, Early Learning, Nations Elders, education experts, community mem- Data Management, Research and Development, and bers, and leadership. Information Technology.

8 Annual Report 2017–2018 PROGRAMS Rab Subedar, M.Ed Director of Programs Marcella McCorrister, M.Ed Assistant Director of Programs

MFNERC is committed to ensuring that service delivery is focused, equitable, and responsive to the identified needs of First Nations. Initially, programs were intended to support the implementation of new provincial curriculum and special education needs. However, demands for additional types of services quickly grew, and programs evolved to include a wide variety of support services and activities for schools.

First Nations Language & Culture and First Nations Studies

The five First Nations languages in Manitoba—Cree, Dakota, Dene, Ojibwe, and Ojibwe-Cree—reflect the world views and ancestral teachings of First Nations people. The First Nations Language and Culture and First Nations Studies teams consist of facilitators who specialize in these languages, as well as technology, teacher training, curriculum, and resource development. Partnership between MFNERC, schools, and community members allows us all to move towards a common goal: to ensure First Nations students have a strong identity, knowledge, and skills for living a complete and fulfilling life.

Goals SUCCESSES Youth and Elder Culture Camps • Revitalize, preserve, and promote First Nations languages and cultures This year, five First Nations Youth and Elder Culture Camps were held. The camps provided an opportunity • Develop students’ fluency in First Nations for First Nations students to participate in land-based, languages hands-on cultural learning experiences. Through par- • Create immersion opportunities ticipation in traditional activities and interaction with Elders, young people can enhance their knowledge • Assist schools with implementing effective about First Nations history, teachings, language, and First Nations language and First Nations practices (please see feature story on page 10). studies programming

www.mfnerc.org 9 MFNERC | First Nations Language & Culture and First Nations Studies

Training

This year, all facilitators provided training sessions and on-site assistance to equip teachers with the skills necessary to enhance the program effectiveness of First Nations Language and First Nations Studies. Regional sessions for teachers provided training in technology, particularly iPads, SmartBoards, SmartTables, and tablets. As well, the 2017 Summer Institute was well attended, with participants from each of the five language groups present.

Material Development

Instructional documents and resources, created in-house, helped to support Language and First Nations Studies teachers. These publications included English CHALLENGES Language Arts (ELA) curriculum, language dictionar- Last minute and late registrations for gatherings, and ies, flashcards, and books such as Anishinaabemowin cancellations due to poor weather, caused delays in Alphabet and Awesiyag: Children’s Ojibwe Activity getting information to participants in a timely manner. Workbook.

Incorporating Language, Traditional Elder Knowledge, and Land-Based Education into the Curriculum

How does Charles Sinclair School in Fisher River Cree “We really try to focus on the language and the Cree Nation incorporate language, traditional Elder knowle- words around the activity,” continues William Dumas, dge, and land-based education into their curriculum? Language and Culture Facilitator from MFNERC. “The By creating a camp that combines all of these aspects of students have the chance to hear the language and also cultural awesomeness. The Language Camp is a chance to learn the knowledge that our knowledge keepers for kids to see, hear, and partake in a variety of activities, possess.” all while learning on the land. In fact, this is one of the greatest benefits of the camp— “We have a youth cabin where we hold the camp,” says the friendly, inviting relationships that are built between Gerry Mason, Land-Based Educator at Charles Sinclair the young people and Elders. It is obvious that the School. “One of the reasons we have our camp is so students are comfortable and enjoy conversing in the that all students, all grades, can be involved together.” language, while the Elders appreciate the beautiful outdoor environment that they know from living off This is evident as nursery to Grade 12 students par- the land. ticipate in activities such as fishing, hunting, bannock making, wood cutting, and storytelling. There is also As Mason concludes, “When we speak our name, we much time spent listening to Elders from the commu- have a place in the community. Mamawi means ‘we’re nity speak Cree. together’ . . . . We have much to learn from the people of long ago.”

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Literacy & Numeracy Goals The Literacy and Numeracy Programs support all First • Provide professional development to math Nations schools by helping to build successful math and and ELA teachers through training, round ELA programming and improve student outcomes at tables, and workshops all grade levels. Facilitators visit classrooms and discuss • Develop and create culturally relevant with teachers where they are at in their literacy and resources numeracy instruction. They also provide teaching support, guidance, and advice on instructional and yearly • Present teachers with up-to-date planning, classroom-based assessment planning, and information about the Manitoba provincial strategic teaching. curriculum

Provincial Exams

Innovative classroom strategies were provided to teachers in order to assist students in preparing for the provincial Grade 12 ELA and math exams. Additionally, round tables were held to support high school teachers with training and support for administering and marking the provincial Grade 12 ELA and math exams.

Literacy and Numeracy Plans

This year, literacy and numeracy plans were reviewed and updated in all schools. This ongoing support provides administrators and teachers with the tools they need to guide the programming, instructional, and assessment processes. Needs identified in the plans also SUCCESSES assisted with creating targeted professional development for teachers. These workshops and round tables were First Nations Perspectives productive for long-term planning, timetabling, imple- Enhancing literacy and numeracy development was mentation of math and ELA courses, data collection, accomplished through integrating First Nations per- and networking in general. spectives into the new ELA and math curriculum, with a focus on empowering the students. Facilitators worked CHALLENGES to develop math, reading, and writing strategies through High staff turnover rate at the community level often land-based education, which encouraged rich learning causes interruption of workflow and places a higher experiences. They also continued to bridge the gaps demand on training and scheduling. provincially with the best professional practices that are culturally and linguistically relevant.

www.mfnerc.org 11 MFNERC | Early Learning

Early Learning

This program helps provide First Nations students with a strong foundation in their early years for optimal growth, development, and lifelong learning. The Early Learning Program promotes parents as their children’s first teachers and assists families in supporting their children’s literacy development from birth, throughout the school years.

SUCCESSES Early Learning Conference

In the 2017–18, the Early Learning team hosted the 4th Annual Early Learning Conference: Children Embody the Past, Live the Present and Promise the Future. The conference provides professional development for nursery and kindergarten teachers, educational assistants, and early childhood educators from Manitoba First Nations. As the only forum of its kind for First Nations early learning educators in Manitoba, the event reached the 500 person capacity. Participants networked with other educators from across the province. Over 95 per cent of participants reported they were very satisfied with the overall conference. Participants also requested longer workshop sessions and an additional conference day added. Goal Early Learning facilitators work with early First Nations Early Learning Model years teachers, educational assistants, and The First Nations Early Learning Model was developed community organizations to promote and to build the capacity of the adults who are caring for provide professional development on early young children while providing developmentally, cul- learning teaching methods grounded in child turally, and linguistically appropriate environments for development. young children. First Nations school personnel have acquired an increased awareness of how adversity can

12 Annual Report 2017–2018 MFNERC | PROGRAMS derail children’s development, and they have a greater understanding about the type of learning environments required to enhance children’s resiliency and success in lifelong learning. The administrative personnel of the pilot school has a greater awareness of child development, developmentally appropriate practices, and the processes involved in data collection, tracking, and assessment of young children. The nursery and kindergarten educators in the pilot have gained an increased understanding of child development, early literacy, early numeracy, and creating child-friendly classrooms. The educators involved in the training have reported that the children are more engaged in learning, and the educators are more confident in implementing developmentally appropriate practices. In addition, administration reported an increase in attendance in both nursery and kingergarten and in parents contact- ing the school when their child is ill, indicating that though sick, they wanted to attend. Administration has also requested that professional development in play- based learning and inquiry-based learning be provided to teachers in Grades 1 to 3.

Early Learning Resources

The Early Learning team provided resources that support parents of young children in all of the developmental domains. The resources support parents as their children’s first teachers and enhance children’s overall intellectual, physical, social, emotional, and spiritual development. TheWelcome to School bags have resources for children and parents to do activi- CHALLENGES ties at home in preparation for school. Early Learning Location, diversity among communities, and a lack of staff assist schools to host nursery orientations where community involvement are some of the challenges children are invited to explore hands-on activities faced. The Early Learning Program hopes to address and meet the school staff. Parents are provided with these challenges through proper coordination of all information on child development and ways they can resources and by including members of the commu- help their children at home through various activities. nities, such as Elders and knowledge keepers, into The children and the families have been very excited planning. to receive these materials and meet the school personnel. Teachers have reported that they appreciate the resources as well because many children do not have access to programming prior to school entry.

www.mfnerc.org 13 Children Embody the Past, Live the Present and Promise the Future

For the last four years, MFNERC has been hosting the First Nations Early Learning Conference. The conference brings together program administrators, nursery and kingergarten teachers, educational assistants, and early childhood educators to explore the latest research and learn from one another.

“We want children to be able to achieve the good life, whatever that is for them,” explains Susy Komishin, the lead for the Education Partnership Project in the Early Learning Program. “As adults we are responsible for nurturing those gifts in young children. This year we really wanted to focus on how adults can best support children.”

While the conference is free of cost for educators of schools and facilities that MFNERC serves, the general public can also participate. “We wanted to provide opportunities for networking with First Nations, but also with other provincial early learning programs,” says Susy Komishin (B.Ed) from Tootinaowaziibeeng First Nation. First Nations have always known it is important for children to develop healthy relationships and make positive choices. MFNERC is working hard to ensure that early learning includes developing the intellectual, physical, emotional, and spiritual aspects of a child.

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Physical Education & Health The Physical Education and Health Program provides phys. ed. teachers, classroom teachers, educational assistants, and other school staff with strategies for effective programming from a First Nations perspective. The program promotes new initiatives to First Nations schools and provides ongoing support to teachers at the community level.

SUCCESSES Goal Program staff shared dynamic ways of collaborating and Provide schools with increased resources to teaching students a variety of skills. Staff also supported implement physical education and health outdoor activities year-round to alternate with the gym- programs aligned with provincial curriculum, nasium. The educational assistants learned new ways to community-based outcomes, and land-based strengthen their overall health and well-being through programming. nutrition, traditional games, and daily physical activity. This year, program staff continued to promote networking, information sharing, and professional development mini-sessions to enhance physical education and health programming. They also provided opportunities for school staff to upgrade professional skills.

CHALLENGES Balancing First Nations knowledge, culture, and traditions with curriculum guidelines is sometimes a challenge. Staff have addressed this by working closely with the community and inviting Elders to lead and participate in school activities.

www.mfnerc.org 15 MFNERC | Science & Technology

Goals Science & Technology • Promote science and science-related The Science and Technology Program promotes and careers; land-based science and supports science and technology education in the con- technology related activities; and text of First Nations ways of knowing and learning. curriculum planning and professional Science facilitators provide support to teachers with development, including science fair the current overall school science plan and on using programs the Manitoba science curriculum for preparing science • Promote science literacy across the units and lessons to support cross-curricular planning. curriculum from a First Nations perspective Facilitators also demonstrate hands-on science activi- for Grades K to 12 ties to be incorporated in the delivery of the Manitoba science curriculum. • Assist teachers through professional development and resource creation

SUCCESSES

First Nations Astronomy

A travelling planetarium is used to deliver programs in schools and at MFNERC conferences. The planetarium features teachings about the stars and the night sky through traditional constellations and legends, developed and taught over thousands of years by First Nations people in Manitoba. The planetarium exhibits, which are central to this program, were developed by MFNERC staff using these teachings gathered from Elders and knowledge keepers. The mobile planetarium is available to schools wanting to integrate it into their science program. This astronomy program is receiving recognition nationally and internationally through invitations for presentations, book launches, CanCode and nominations for education awards. Science MFNERC, through the Science and Technology Facilitator, Wilfred Buck, was invited to present “Ininew Program, received a grant of $500,000 from Innovation, Achakosuk,” the Cree Stars, at the prestigious Hayden Science and Economic Development / Government of Planetarium in New York City in November 2017. Canada to promote coding in First Nations schools over a two-year period. This program targets 2,000 students and 200 teachers representing the five language groups in Manitoba.

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Science Fairs Regional Science Fairs

The annual Manitoba First Nations Science Fair The 2nd Annual Island Lake Regional Science Fair (MFNSF) ensures an ongoing focus on science edu- was held at Garden Hill First Nation in February cation within First Nations schools. The 16th Annual 2018. Students from St. Theresa Point, Garden Hill, Manitoba First Nations Science Fair was held March and Wasagamack First Nations exhibited 45 projects. 9–10, 2017. In all, 375 students from 32 schools exhib- Thirteen students received gold medals. One Garden ited 219 projects. In 2017, 75 students received gold Hill First Nation student and one student from St. medals. Four students from Little Saskatchewan and Theresa Point First Nation were selected to represent O-Chi-Chak-Ko-Sipi First Nations were selected to the Island Lake Regional Science Fair at the Canada- represent MFNSF at the Canada-Wide Science Fair Wide Science Fair in Ottawa in May 2018. The Science (CWSF) in Regina, Saskatchewan, in May 2017. and Technology team provided direct mentorship to support the student presentations at the Canada-Wide Science Fair.

CWSF Participants: CHALLENGES

• Skylin Dejarlais & Deshawn McKay, Science staff hope to increase student participation from O-Chi-Chak-Ko-Sipi First Nation isolated communities in the Manitoba First Nations Science Fair. There is a need for more science and tech- • Dayna Harper, St. Theresa Point First Nation nology programs at the high school level in the isolated • Matthew Monias & Waylon Harper, Garden Hill communities. First Nation • Thomas Anderson & Keaton Shorting, Little Saskatchewan First Nation

www.mfnerc.org 17 MFNERC | Science & Technology

“Everybody has their stories about the sky, because everybody lives under the sky,” says Buck. “Initially, that’s how we lived, by the sky and the objects in the sky.”

Wilfred Buck and the Manitoba First Nations Portable Planetarium

Wilfred Buck (B.Ed) is a science facilitator at MFNERC, Students learn that it wasn’t just the Romans and Greeks and he is taking First Nations astronomy to the stars. who studied the stars. Buck helps them to develop an He works with First Nations schools to bring a First appreciation of First Nations stories and legends. Nations perspective to science education. Buck, who is Buck continues to gather these stories told by various from Opaskwayak Cree Nation, introduces students to Elders and knowledge keepers. He looks forward to a whole new universe by taking a mobile planetarium the day when First Nations astronomy is as universally to communities to teach students about Cree constel- recognized as mainstream star knowledge. lations, such as Wesakaychak and Keewatin. The science facilitator recently published Tipiskawi The portable planetarium inflates to approximately five Kisik: Night Sky Star Stories—an exploration of stars metres in height and six metres in diameter, and can and constellations and their associated stories. Earlier accommodate 25 students and staff. this year Wilfred Buck received the 2018 Trailblazer/ “I take this around to the various schools and show the Lifetime Achievement award from the Aboriginal students that their people knew about the stars just as Circle of Educators for outstanding contributions to well as anybody else,” he says. First Nations education. What makes Buck’s lessons even more intriguing is that he shares star stories about First Nations, which he gathered from Cree, Ojibwe, and Dakota nations.

18 Annual Report 2017–2018 MFNERC | PROGRAMS

MFNERC received $500,000 in funding that will reach 2,000 First Nations students and 200 teachers throughout the province. The investment is being allocated through CanCode, a $50 million federal program that gives students from kindergarten to Grade 12 the opportunity to learn coding and other digital skills. The CanCode program will provide educational opportunities for coding and digital skills development to Canadian youth from $500,000 kindergarten to Grade 12 (K–12). It also supports initiatives that provide K–12 FUNDING FOR: teachers with the training and professional 2,000 STUDENTS development they need to introduce digital TEACHERS 200 skills, coding, and related concepts into the classroom. Member of Parliament, Doug Eyolfson, while making the announcement during a ceremony at the MFNERC office said the initiative gives youth the opportunity to learn the digital skills they need for future employment. “We are honoured to receive CanCode funding and excited to provide additional support to students in building digital skills,” says Lorne C. Keeper, Executive Director of MFNERC. The program aims to equip youth with the skills and study incentives they need to be prepared for the jobs of today and the future.

“This support means that more First Nations students will have the opportunity to access innovative, face-to-face learning experiences which are critical to their future success in the Canadian workforce,” says Marcella McCorrister, Assistant Director of Programs.

www.mfnerc.org 19 MFNERC | Instructional Resource Centre

Instructional Resource Centre Goals The Winnipeg and Thompson Instructional Resource • Provide curriculum appropriate material to Centres (IRC) provide curriculum-appropriate mate- First Nations school staff rials to First Nations schools in Manitoba. As a lending • Promote a healthy and positive literacy library, all IRC materials are available to teachers, prin- relationship for students and staff within cipals, and staff. To date, there are over 7,000 records on First Nations schools the database. The subject scope includes areas such as First Nations languages, math, science, ELA, and special • Provide support to school libraries in how education. The IRC also offers kits on topics such as to create, maintain, and run a successful Reading Recovery, reading intervention, phonics, and school library novel study.

SUCCESSES New Resources and Space Maplewood Library Program

Ongoing purchases of new resources—books, DVDs, The Maplewood Library Program was piloted in five and educational kits—were made continuously through- schools. The program is a web-based system where out the year. These purchases (between 1,000–2,000 library staff can search records and track items in its education resources) reflected curriculum best prac- collection. The system will allow staff to quickly circu- tices, community needs, and recommended resources late, catalogue, and generate statistics and reports, as by MFNERC staff. well as access an updated list of materials for research and borrowing. Facilitators travelled to the schools to To help facilitate the growth of the IRC, in 2017 the determine training needs and technology requirements. Winnipeg library was moved to 1200 Portage Avenue where there is room to grow in the future. CHALLENGES Family Literacy Program The cost of sending back materials causes financial hardship on the schools. This results in lost/unre- The IRC has created a Family Literacy Program to pro- turned books or is a deterrent to borrowing material. mote literacy at all levels. The program offers a variety Facilitators continue to work with individual commu- of hands-on activities that have a strong literacy com- nities to find ways to ease the financial burden and ponent. Because many First Nations lack libraries, the create a more efficient system for those in remote First Family Literacy Program acts as a mobile library, and Nations. is brought to First Nations at their request. This year the program visited over 20 First Nations (please see a feature story on this program on page 21).

20 Annual Report 2017–2018 MFNERC | PROGRAMS

Cultivating a Love of Reading in First Nations Students A love of reading is critical to helping students succeed, discover their gifts, and develop into confident, well- rounded adults. Holly Fontaine (B.Ed) a library facilitator at MFNERC’s Instructional Resource Centre, is part of a team that assists educators to teach literacy from a First Nations perspective. As part of the Centre’s efforts to support educators to help students develop an interest in reading, Fontaine travels to many First Nations throughout Manitoba hosting Family Literacy Days.

“This program isn’t offered anywhere else for First Nations schools,” says Fontaine. “It’s unique because a lot of First Nations don’t have access to public libraries, so we are able to provide a service that brings children and their families in to look at libraries in a different way.”

Fontaine understands that communities play a critical role in nurturing students. She designs fun and creative activities to encourage participation from individuals outside of the school environment. Equipped with suitcases stuffed with her handmade culture and language-appropriate teaching aids, literacy-related kits, and other materials, Fontaine and her team of volunteers (usually teachers, educational assistants, and older students) construct about a dozen learning centres at the schools she visits. In addition to teachers and students, parents, Elders and other community members are invited to participate in the reading activities. “Rather than just coming in and signing out a book, they are able to come in and do some interactive activities, move around and have fun, as they move from one centre to the next,” she says. The Family Literacy Program is making an impact as the Instructional Resource Centre receives numerous requests for school visits. Fontaine, a former early years teacher, loves her job and looks forward to every opportunity to visit First Nations.

www.mfnerc.org 21 MFNERC | Student Learning Assessment

Student Learning Assessment

Assessment service delivery aims to improve teacher instruction and assessment on student learning and performance at the schools. Training and support, with a variety of classroom-based assessment resources, are provided to all First Nations classroom teachers at the early learning, early years, middle years, and high school levels. Two assessment facilitators work with the assessment training initiative for Grade 3, 7 and 8 classroom teachers. They focus on developing, assessing, and reporting on academic learning competencies in the areas of reading comprehension, algebraic reasoning, number sense and skills, expository writing, and student engagement.

SUCCESSES Student performance results from each service area Goal school was aggregated for a regional report. This report Improve student success through contains data to inform schools’ success plans and continuous school success planning and instructional plans to meet students’ needs to achieve curriculum-based planning (learning and “Success for All Learners.” Assessment facilitators also assessment with purpose in mind). provided classroom-based assessment support services based on the school’s professional development needs in the school literacy or numeracy plans. Facilitators collected, analyzed, and summarized data at the beginning, middle, and end of the school year for each student. They assisted teachers in demonstrating CHALLENGES assessment by using student portfolios, success cri- With only two facilitators, it’s sometimes difficult to teria, goal setting, rubrics, and assessment walls for meet the needs of 56 schools, but with careful plan- daily classroom planning. Our facilitators also pro- ning and coordination, assessment staff hope to further vided directors of education and school principals with enhance the services offered. annual school reports. More than 100 newly hired classroom teachers received training on how to assess and report student performance in various disciplines. Facilitators developed the Student Learning Portfolios binder project report, highlighting strengths, challenges, and next steps. Students take home the binders in June to share their personal growth, learning goals, and record of achievement with parents/caregivers. Facilitators also provided assessment resources such as professional learning tools, math manipulatives, and benchmark and diagnostic assessment kits.

22 Annual Report 2017–2018 MFNERC | PROGRAMS

Wapaskwa Virtual Collegiate

Wapaskwa Virtual Collegiate (WVC) was created to help First Nations students in Manitoba access new sources of education and learning opportunities. WVC continues to use the newest, most effective interactive instructional tools and course content available today. Staff are committed to students’ academic success; therefore, they continue to research and test instructional tools and interactive simulation software.

Expanded Curriculum Goals In order to address the goals of the partner First Nations schools, WVC met with administrators to further • Provide a virtual learning environment for develop the curriculum. This offered enhanced capac- First Nations high school students so they ity building and networking as school administrators can complete required or elective classes actively participated in course development based on • Offer the best and latest resources, course their students’ needs. To date there are 35 accredited content, and methods to ensure students courses offered through WVC, for Grades 9–12. In succeed in a virtual classroom addition to science, ELA, and math, other innovative courses include Cree; Ojibwe; Current Topics in First • Partner with schools to provide enhanced Nations, Métis and Inuit Studies; Global Issues; Web curriculum in a wide variety of subject Design; and Career Development. areas WVC Rebranding

In 2017–18 a rebranding of WVC was conducted in SUCCESSES line with several updates to the online learning envi- Learning Management System ronment. A focus was placed on the WVC website in order to create a platform that was easy to navigate, with As of this year, all WVC classes have implemented crisp graphic design and technical excellence. Feedback Adobe Connect as the instructional tool and on the new website and branding was overwhelmingly Brightspace (by Desire2Learn) as the learning manage- positive. ment system. These two systems work together to offer a comprehensive and supportive online environment. With Adobe Connect, students can interact with their CHALLENGES teacher in real time along with other students from Many schools require upgrades to bandwidth and/or a across the province. This creates a fully immersive and more dedicated network in communities with limited interactive classroom, so students feel like they are part connection speeds. Unfortunately upgrading bandwidth of a group and not left on their own (please see a feature is often not feasible due to high costs. story on page 24).

www.mfnerc.org 23 Wapaskwa Virtual Collegiate Providing Alternative First Nations Education

“While many remote schools do an excellent job of providing and teaching a core set of classes, WVC provides additional choices for students looking for more opportunities to help them succeed in attaining their goals,” says Allison McDonald, WVC Principal.

A.J. Wastasecoot received his high school diploma from online and correspondence courses, in combinations Peguis Central School in June. His journey through that work best for them. Whatever the format, courses high school, however, is unlike the typical graduate are supported by industry-leading textbooks, a pro- success story. vincially recognized curriculum, and certified teacher instruction. Like many First Nations students, personal issues caused him to drop out of school at age 13. Fortunately, “WVC also gives students a wider range of academic Wastasecoot discovered Wapaskwa Virtual Collegiate options for courses that may not be available at their at MFNERC. He enrolled, graduated with numerous First Nation high school or do not fit within their cur- awards, and is now pursuing a career in new media. rent class schedule,” adds McDonald. “Wapaskwa really helped me to get back into school According to Wastasecoot, the transition from the tra- and continue my education,” he says. “If it weren’t for ditional classroom environment to online learning was Wapaskwa, I probably would have just stayed out of challenging in the beginning, but he was able to excel school.” because of supplementary resources offered by WVC such as a virtual after school program and a 72-hour WVC was created to help First Nations students in turnaround on teacher feedback. Manitoba access new sources of education and learning opportunities. By offering a variety of high school “I think that there are a lot of students who struggle in courses, WVC gives students the ability to meet all of a regular school environment, who could really benefit their graduation or post-secondary requirements, as from Wapaskwa,” says Wastasecoot. “It is definitely well as any specific ones that are needed for a career something to look into because your education is very in industry. important, and you should look into all the options you can in order to get your education.” Wapaskwa Virtual Collegiate allows students to study on their own time and at their own pace. They can mix

24 Annual Report 2017–2018 SPECIAL EDUCATION Margaret Scott, PhD Director of Special Education

The Special Education Program consists of a team of facilitators who develop programs and provide supports to educators working with special needs children in First Nations schools. The team includes speech and language pathologists, occupational therapists, special education facilitators, Deaf and Hard of Hearing facilitators, and literacy coaches. The program continues to provide enhanced services in three main areas: Special Education Services, Training Initiatives, and Clinical Services (school-based). Clinical Services provide much needed support for students with special needs, who require specialized intervention from the clinicians.

Special Education Services Goals Special Education Services develops programs and • Provide culturally relevant special provides support to educators, educational assistants, education services to align with the and resource teachers in First Nations schools that work MFNERC vision and mission statements with special needs students. Facilitators are assigned to specific schools to work in areas such as attention deficit • Provide ongoing support to resource hyperactivity disorder, autism/fetal alcohol spectrum teachers at the community level disorder, Non-Violent Crisis Intervention, and remedial • Travel to communities as scheduled in the programming. school plans and SEP work plans, with the interdisciplinary team facilitators as assigned, to provide consultation with SUCCESSES school staff As part of Special Education’s commitment to build • Create awareness for support and capacity through ongoing Summer Institutes, Special advocacy with school administration, Education Services hosted its 19th annual accredited, director of education, and First Nations one-week Summer Institute. Sessions delivered were leaders based on the needs of resource teachers, classroom

www.mfnerc.org 25 MFNERC | Training Initiatives teachers, educational assistants, and students. MFNERC baselines for learning, and developing appropriate pro- contracted consultants, with expertise in specialized gramming based on results of assessments. areas such as working with autistic students, to ensure In recognizing that educators dealing with students that participants befitted. with special needs encounter various challenges such as Eight regional resource teacher meetings were held to planning, instructing, and monitoring of student prog- promote networking, information sharing, and other ress, training was provided to support these educators professional development to enhance special educa- to learn the latest innovations to address the needs of tion programming. Meetings were held in Brandon, their students. Dauphin, Thompson, and Winnipeg to ensure that Additional access to resources has also been provided educators in all parts of Manitoba were able to attend. for First Nations to implement inclusion of students Various assessments are used to identify special edu- with special needs. Special Education Services has made cational needs within schools. Two accredited two-day significant investments in providing supports for edu- regional sessions were held to train resource teachers on cators thereby transforming the ability of First Nations administering standardized assessments, determining schools to better serve these students. Based on feedback from these educators, there is general agreement that many students with special educational needs are thriving and making significant progress in school.

CHALLENGES Facilitating community expectations and building partnerships as programs and services expand is an ongoing challenge. Special Education plans to develop more effective communications strategies with First Nations schools and community agencies to clarify what the program can provide within allocated resources.

Goals Training Initiatives • Develop and maintain partnerships with MFNERC’s Training Initiatives provides support accrediting institutions, tribal councils, through the provision of accredited professional education directors and government development required to implement innovative pro- • Network with accrediting institutions, First gramming in First Nations schools. Our participants Nations, and participants of the programs are mainly First Nations staff employed at either First Nations schools or at MFNERC. • Manage new intakes and ongoing community-based programs

26 Annual Report 2017–2018 MFNERC | Special Education

SUCCESSES Educational Assistant Training Program

The program is made available for the community schools wanting to start or restart their program on a continuous intake basis. The coordination of the Educational Assistant Training Program for each of the participating communities is a continual effort, as each community is at a different stage of the program. Information flow continues to be ongoing with University College of the North, participating communities, and students. The Educational Assistant Training Program offers 13 courses. This year, 113 EAs from seven First Nations schools participated. We had 61 graduates, while 52 are still enrolled in the program. Resource Inclusive Special Education

Participating First Nations Graduates The Resource Inclusive Special Education Program (RISE), in partnership with the University of Manitoba, Ebb and Flow First Nation 22 assists educators to obtain a Post-Baccalaureate Dauphin Cohort: Diploma in Education, with a focus on inclusive special education. It is a huge milestone for all involved, Ebb and Flow First Nation specifically because all the teachers taking part are First Keeseekoowenin First Nation 18 Rolling River First Nation Nations, and one of the fundamental goals is taking the O-Chi-Chak-Ko-Sipi First Nation knowledge back to their communities to help build Tootinaowaziibeeng First Nation inclusive classrooms, programs, and activities with a First Nations focus. Training Initiatives will be grad- Lake St. Martin First Nation 13 uating 66 certified First Nations resource teachers in 2018, the largest cohort of resource teachers to ever 2017–18 Enrollment graduate from the University of Manitoba since the program’s inception. • Bloodvein First Nation • Dauphin Cohort Master of Education in School and Applied Child Psychology • Ebb and Flow First Nation First Nations schools in Manitoba face a shortage of • Lake St. Martin First Nation school psychologists. There is an ever-growing need • Northlands Denesuline First Nation for increased capacities and improved services in this area. To address this, MFNERC and First Nations in • Sagkeeng First Nation Manitoba recently signed an agreement in support of an • Tataskeweyak Cree Nation inaugural First Nations student cohort with Werklund School of Education at the University of Calgary. It is a historic partnership that will see 14 First Nations

www.mfnerc.org 27 MFNERC | Training Initiatives

students from Manitoba complete a three-year Master Master in Inclusive Literacy Coaching of Education in School and Applied Child Psychology In 2017, Training Initiatives partnered with the Faculty degree. While many of the courses are online, the of Education at University of Manitoba to launch the cohort will meet at the University of Calgary for several Master in Inclusive Literacy Coaching cohort. Twenty- weeks each summer. This is the only blended school four students are enrolled and working towards psychology program in Canada for First Nations. It completion of required courses. allows students living in remote areas to access education that they probably wouldn't obtain elsewhere. Participating First Nations Students

Students Thrive with First Nations Programming Sandy Bay First Nation 3 and Partnerships Ebb and Flow First Nation 2 Training Initiatives is committed to providing culturally Peguis First Nation 2 based supports throughout programming which has resulted in an extremely high retention and success Sagkeeng First Nation 2 rate. This will only serve to enhance capacity in First Nations schools. We are proving that the cohort model St. Theresa Point First Nation 2 of training works for First Nations people. Training Wuskwi Sipihk First Nation 2 Initiatives staff have also worked on adding First Nations content in the curriculum for the counselling Cross Lake First Nation 1 training programs. Keeseekoowenin First Nation 1

In addition, educational assistant training has doubled Mathias Colomb Cree Nation 1 over the past year and partnerships have increased with many post-secondary institutions including the Faculty Nisichawayasihk Cree Nation 1 of Education at the University of Manitoba. MFNERC Opaskwayak Cree Nation 1 assisted Yellowquill College to gain accreditation through the National Indian Accreditation Board and Pinaymootang First Nation 1 the American Indian Higher Education Consortium. Sapotaweyak Cree Nation 1 We are committed to capacity building through ongoing Summer Institutes, Youth Forums, Parent Forums, Swan Lake First Nation 1 Clinical Assistant Regionals and Training, and by using Other MFNERC Staff 3 a consultative approach to training First Nations educational assistants in schools. Total 24 To date, 114 First Nations citizens were enrolled and are being supported in graduate level training pro- CHALLENGES grams in six disciplines through partnerships with the While coordination of student data for the various University of Manitoba, University of Winnipeg, Minot cohorts was challenging, this will be addressed by using State University, and the University of Calgary. new software to help manage class times, keep track of attendance and grades, and send out alerts and remind- ers of upcoming courses and assignments. Student recruitment for the various cohorts was sometimes a challenge. As an example, there were not very many applicants for the Speech Language Pathology program due to distance and time away from home for training.

28 Annual Report 2017–2018 MFNERC | Special Education

Clinical Services

The Clinical Services team coordinates planning and implementing rehabilitation services. This includes ongoing communication with clinical partners in service delivery. Clinical Services includes 44 staff representing 10 clinical disciplines: • American Sign Language (ASL) • Deaf and Hard of Hearing • Educational audiology • Literacy coaching Goals • Occupational therapy • Provide culturally relevant and responsive • Physiotherapy clinical services to First Nations schools • School psychology • Build First Nations capacity in clinical and • Speech language pathology special/inclusive education areas • Student support • Provide community-based interdisciplinary clinical supports and services • Unified Referral Intake System (URIS) nurse

SUCCESSES staff. This results in improved outcomes for students, MFNERC has dramatically increased access to services families, communities, and school programming. and supports for students with social needs attend- Our structure for clinical services is unique, community ing First Nations schools. This year Clinical Services based, and responsive to the special education needs received over 1,200 new student referrals which are of First Nations. This has resulted in children access- now tracked through a secure clinical database. Many ing services in their home school environments. We clinical disciplines now provide triple the amount of have most definitely provided the foundation for First school visits, from 4 to 12 visits per First Nation school Nations professional practice in many disciplines typ- each year. ically underrepresented by First Nations clinical staff. Staff worked in each First Nation to promote interdisciplinary and inter-departmental networking between school and health programs including Jordan’s Principle

www.mfnerc.org 29 MFNERC | Clinical Services

All 10 clinical disciplines are housed in one office lead- CHALLENGES ing to integrated service delivery. The demand for services already exceeds the current capacity of clinicians. There are many students on Hiring full-time clinicians with structures for moni- various waiting lists. The short-term strategy includes toring and supervision enhances the quality of service prioritizing caseloads, identifying gaps, and hiring new provided for students, school staff, and community. staff. We also plan to explore and utilize other creative Having full-time staff members means First Nations strategies, such as working with small groups and assist- can avoid hiring contract clinicians who are up to three ing school staff with interventions. times more costly, and MFNERC clinicians can provide effective long-term follow-ups.

On the Road with Jessica Murray | School Psychologist

Jessica Murray is from Norway House Cree Nation. At MFNERC, the Clinical Services team provides She has an MA in School Psychology and travels to much needed support to students with special needs First Nations in her role as school psychologist. She who require intervention from specialized clinicians. recently let us tag along with her to visit Indian Springs MFNERC’s clinical services are available to students School in Swan Lake First Nation. Along the way, we throughout Manitoba, and our staff provide assessment, found out how MFNERC is making a positive impact therapy and programming for First Nations students supporting resource teachers and students through the who have been identified though referrals, assessments, Clinical Services team. and reports. “We use different ways to find out the needs of diverse learners such as observations, one-on-one sessions, and formal observations, which helps us to find ways to help them learn,” says Murray. The MFNERC’s Clinical Services providers, who work with First Nations and their families, have special training and experience. We believe in respecting the beliefs and traditions of First Nations people. “We always keep the First Nations perspective in mind, and we try to learn from the communities and incorporate this into our practice,” she adds.

30 Annual Report 2017–2018 MFNERC | Special Education

Sensory-Motor Equipment Project

In March, MFNERC Clinical Services was approached by Indigenous Services Canada to create a proposal to support sensory-motor equipment for all schools supported by MFNERC. The areas of occupational therapy, physiotherapy, speech language pathology, Deaf and Hard of Hearing, and literacy were involved in the creation of the proposal. This project will establish a bank of materials and equipment that will be based in a room but transferrable throughout school programming to facilitate the participation of students with moderate, severe, and profound exceptionalities in the school environment with their peers. This promotes inclusion among peers and creates additional learning opportunities for this group of students. First Nations schools receiving the sensory-motor equipment must have the space available to house the materials and resources. Some schools are creating or finding the space necessary to house the resources and materials, while others already have the space. The materials will be housed by the Special Education Program until a school is ready to receive its sensory-motor equipment. The items requested will be integrated into the ongoing service delivery of clinicians providing service to First Nations schools and providing supervision, therapeutic assessment, and reassessment, as well as training and support directly and indirectly through Telehealth. All equipment has been ordered, catalogued, and itemized and is being stored in a secure warehouse in Winnipeg and will be distributed in an organized and timely manner during the 2018–19 school year. In total, $2.9 million was provided for equipment to support students’ participation, motor development, functional communication, and unique learning needs.

www.mfnerc.org 31 RESEARCH & DEVELOPMENT Violet Okemaw, M.Ed Director of Research & Development

The Research and Development (R & D) Department is responsible for many projects and initiatives, with the goal of developing First Nations curriculum resources reflective of First Nations perspectives. These resources—in print, audio and video—are created in partnership with, or on request from, the educational leadership in First Nations schools. R & D staff consult with, and gather data from, Elders, knowledge keepers and individual First Nations members. Priority is given to culturally appropriate and language-based content.

SUCCESSES Goals Cross Lake Youth Gathering • Research, facilitate, and develop First Nations curriculum resources and The 8th Annual First Nations Youth Gathering—Aski materials Pimaciwin Metawewina (Land-Based Games)—was held in March 2018. This cultural winter festival is • Undertake research project activities sponsored by R & D and hosted by a different First and initiatives related to First Nations Nation each year. It brings together middle years and languages and culture high school students and staff for traditional land- • Ensure involvement from all First Nations based teachings and games. This year it was Mikisew in Manitoba High School of Cross Lake First Nation that opened its doors to over 200 guests from neighbouring schools • Partner with other organizations to and communities. The gathering provides youth with increase networking, develop awareness, team building skills and the traditional knowledge of and promote resources to support First how First Nations people used animals, trees, water and Nations education tools made from the land for all aspects of life. Activities such as archery, log piling, shelter building, ice net fishing, fish filleting, trap setting, bannock making, moose calling, and moccasin making were enjoyed throughout the two-day event.

32 Annual Report 2017–2018 MFNERC | Research & Development

First Nations Curriculum Framework

In 2015, the R & D team was tasked with developing a K–12 First Nations Curriculum Framework (FNCF) to guide the education of First Nations students. As this year concludes, the staff of MFNERC, the leadership and Elders of First Nations, and representatives of five nations have participated in various advisory and community information sessions. A draft FNCF document has been created, and research facilitators are currently introducing it to community members and schools. Going forward, nation-specific curricula development will continue and, once completed, will be ready for piloting in the schools.

Manitoba First Nations Archives

It has always been important for First Nations people to pass on the knowledge and practices of their ancestors for the benefit of the next generations. Stories, customs, traditional knowledge, songs, art, and dances must be preserved as they sustain the lives of the individual, the family, and the community. The Manitoba First Nations Archives will be a place where artifacts, images, videos, and cultural items of value can be shared and showcased. This year, the archives team formed a new advisory committee with representatives of the five nations in Manitoba. (please see feature story about this project on page 34).

Publications

This year the R & D team published multiple informa- CHALLENGES tive and creative publications with content rich in First As there was not enough funding for the additional Nations culture and traditions. New titles included: staff required for the curriculum framework develop- Grassroots Elders & Role Models; Terminology and ment, the developmental work plan had to be revised Rights Handbook; Interdisciplinary Activity Handbook based on available funding. First Nations participa- on Indigenous Thought; Voices of Our Future, Children tion in the land-based regional gatherings and other & Youth Anthology (1st and 2nd edition); and Current regional gatherings is sometimes hindered due to Memories: Robert Henderson Stories. poor weather and melting winter road conditions.

www.mfnerc.org 33 MFNERC | RESEARCH & DEVELOPMENT

Preserving Our History for Tomorrow’s Generations

There are a number of cultural centres situated through- The advisory committee determined that building rela- out the province, as well as the Manitoba Provincial tionships and obtaining records were two of the key Archives and Manitoba’s universities, which have col- components for the creation of a First Nations archives. lections containing First Nations archival content. There The workshop attendees were members of various First is no single location that focuses exclusively on First Nations who are particularly interested in retaining the Nations material and which can be easily accessed traditional knowledge of their First Nations. by the public for education and training purposes. Questions addressed included, Why are archives MFNERC hopes to change this. needed? How do we create archives that fit into First MFNERC’s Research and Development Department has Nations systems? What are the best ways to document set as its goal the creation of a Manitoba First Nations traditional knowledge? Archives, to be located at the Winnipeg office. Conversations were heartfelt and insightful and also To further reach this end, staff formed a new advisory timely because, as was noted by one participant, “Many committee and recently held committee meetings and of our Elders are passing on and we need to document an open workshop for those interested in supporting their knowledge for the next generation.” the project. Workshops and consultations will continue as MFNERC seeks to preserve, protect, and promote First Nations traditional ways of life, culture, and history. “It is imperative that these stories, records, and events linking the future generations with all that came before, be shared and showcased,” states R & D Researcher Andy Thomas.

34 Annual Report 2017–2018 MANITOBA FIRST NATIONS SCHOOL SYSTEM Nora Murdock, PhD Director of Instructional Services Charles Cochrane, B.Ed Director of Facilities and Operations

The Manitoba First Nations School System is a First Nations-designed school system—the first of its kind in Canada. It is a result of the Education Governance Agreement that was reached in December 2016 through a partnership between the participating First Nations, the Manitoba First Nations Education Resource Centre, and the Government of Canada. In July 2017, MFNSS began administering and managing elementary and secondary education programs and services for 10 First Nations. MFNSS aims to provide a quality, holistic, and cultur- Goals ally relevant education for First Nations students by nurturing each child’s growth and encouraging their • Improve the quality of education by development as lifelong learners. MFNSS administers increasing student attendance, academic nursery to Grade 12 education for schools on-reserve standards, student outcomes, graduation and the Private Home Placement Program and tuition rates, and teacher retention for high school students attending schools off-reserve. • Develop a culturally responsive It also manages school transportation and facility environment improvements and repairs. • Develop an inclusive and respectful learning community that is child-centred, SUCCESSES responsive, and relevant MFNSS has worked with the partnering First Nations • Create an environment that promotes on a variety of initiatives at the community and school safety, health, and well-being level. These projects have resulted in positive working relationships with school staff and increased opportu- • Support student learning and engagement nities for parental and community involvement. through improved instruction and assessment strategies MFNSS has engaged in extensive planning and facility audits over the past few years to implement the new school system with greater efficiency. During the first year of operations, schools were provided with draft

www.mfnerc.org 35 MFNERC | MFNSS

maintenance, purchase new buses, install fire safety systems and mechanisms, and provide training for staff on the proper use and maintenance of equipment. This year MFNSS provided roof repairs to schools in Lake Manitoba and Brokenhead. Public address systems were installed in Dakota Plains with plans for a new system for Fox Lake. Schools in Keeseekoowenin, Bloodvein, Brokenhead, and Pinaymootang benefited from improved lighting due to a comprehensive lighting project in these schools. Other projects include repairs and replacements of heating, air conditioning, and ven- tilation in schools in Roseau River and Keeseekoowenin. The quick set up of the Lake St. Martin Temporary School is another major achievement this year. While these amenities might be the norm in provincial school policies and recommended school-based processes, systems, for First Nations schools these were marked professional development opportunities, and facility as major improvements. renovations and improvements. The school system hosted basketball and softball tour- Student Support Services naments and a track and field meet which had a positive Student Support Services staff identified procedures impact on student morale. required for developing an effective resource program MFNSS focused on building relationships and part- that meets the diverse student needs in each of the nerships with parents and community by providing schools. Student Support Services staff worked with opportunities to improve home and school connections the Clinical Services staff and the resource teachers to and encouraging parental and community involvement ensure that student needs were addressed. The Student in school planning and school/system events. Support Services staff also participated in several networking meetings in the communities. They met with Facilities & Operations the local Jordan’s Principle teams to become familiar with the structure of their programs. The local Jordan’s At the beginning of the year, several operational and Principle team, health centre staff, and nursing station structural deficiencies were identified within the 10 staff also attended school meetings to help determine schools. The major goal has always been to provide a how local services could be coordinated to better serve safe and healthy school environment, but this was dif- students at the community and school levels. Additional ficult due to historical chronic underfunding. With the materials were provided to the schools, to address the implementation of MFNSS, major strides to provide a need for specialized materials in the area of special safer school environment for the well-being of students education. and staff have been made. After an assessment of the 10 MFNSS schools, Facilities and Operations was able to repair and, in most cases, replace non-functioning equipment for school

36 Annual Report 2017–2018 MFNERC | Manitoba First Nations School System

Administrative Processes Language, Culture & Land-Based Programming The foundation of work this year has focused on As a First Nations school system, effectiveness is building capacity through the development and imple- dependent on providing more culturally relevant and mentation of administrative processes and policies to innovative programming that meet the needs of the par- ensure the successful planning and delivery of education ticipating First Nations. The Language and Culture team programs. Using a community-based planning process, helps to coordinate and facilitate school and community each of the 10 schools developed plans, reflective of the cultural events and support language programming for needs of their school and community. Administrators the three nations: Dakota, Cree, and Ojibwe. There are also received professional development to help meet seven schools with language teaching staff with one the academic and behavioural needs of their students. teaching half-time. There are two schools that have There has also been training on instruction leadership, full-time land-based instructors, and one school has coaching, and mentoring as well as supports provided an Elder on staff full-time. Some schools have their with assessment, evaluation practices, and planning language teachers and classroom teachers integrating for teacher supervision and evaluation. Principals and cultural/land-based activities in their planning. educational directors received ongoing support from the MFNSS administration team. A language and culture survey was developed to assess existing language, culture, and land-based programs. Data collection assists schools with effective research The survey was completed by school administrators, that supports the foundational development of the and language or culture/land-based teachers. Six new school system. The focus was establishing a stan- schools reported that they provide land-based pro- dardized system for collecting input including student gramming to the entire student population. The goal and staff attendance, student achievement data, and is to ensure that all 10 schools offer land-based pro- culture, language, and land-based programming. The graming by providing ongoing support to assist with data collection and progress monitoring is used to make the planning, assessment, and evaluation of language, informed decisions in school planning which is critical culture, and land-based programming in the schools. for ongoing assessment and evaluation of programs and services.

www.mfnerc.org 37 MFNERC | MFNSS

Data Management provided school staff with the ability to improve their planning and programming/services and improve stu- Staff completed an assessment of each school’s infor- dent engagement. mation technology infrastructure, which resulted in the complete refurbishment of the system. We developed Three divisional sporting events were organized by an MFNSS website with links to individual school sites. the Physical Education facilitator and school staff. The website also features a portal, where both MFNSS Seven schools participated in the first annual MFNSS facilitators and school staff can share documents, forms, Basketball Tournament, six schools participated in and messages. the MFNSS Softball Tournament, while five schools participated in the MFNSS Track Meet. These events MILESTONES not only promoted physical education from a First Nations perspective but also helped to boost morale MFNSS purchased new school buses and repaired and and provide additional avenues for students to express purchased new equipment for school ground upkeep themselves. The extra-curricular activities provided such as grass cutting, road levelling, and snow clear- opportunities for friendship building and resulted in ing. This has resulted in a boost in morale for both increased teamwork, partnerships, and parent/com- staff and students. For the first time, some schools munity involvement. were able to go on school field trips and participate in other community events. Students from Fox Lake and York Factory were able to travel together to attend the CHALLENGES MFNSS Basketball Tournament at Ginew School in Issues relating to communications and differences in Roseau River Anishinabe First Nation. school practices are among two major challenges. To address this, MFNSS plans to implement ongoing train- Schools received additional resources that included ing for staff to continue to use various communication special education equipment and resources, math tools such as emails, messaging, and video and docu- resources, technology equipment to support resource ment sharing. To achieve standardized school practices, development in the area of language and culture, library staff will work with education administrators to develop books and shelving, and equipment for maintenance a standardized framework and progress management and custodial staff. These additional resources have system. MFNSS staff will also continue to work with the schools to identify challenges and create strategies for continuous improvement.

38 Annual Report 2017–2018 OPERATIONS Howard Burston, B.Ed Director of Operations

Operations consists of Information Technology (IT), Data Management, Publishing and Communications, Conference Coordination, Reporting and Office Management. The overall goal of Operations is to create the highest level of efficiency possible across the organization.

Data Management

With an effective, accurate, and reliable Student Information System (SIS), school leaders can make decisions, establish priorities, support their school’s needs, and produce required reports. MFNERC’s Data Management Program and the First Nations schools have implemented an SIS that has had many positive impacts on the current operation of the schools. The Data Management Program supports First Nations schools’ collection and use of data by providing replenishment hardware and licensing, technical on-site and remote support, and training for school staff/local capacity development.

Goals SUCCESSES • Support First Nations students and school Maplewood staff by providing up-to-date technology and training The SIS that MFNERC and Manitoba First Nations use is Maplewood. It is a web-based application that • Assist schools with compiling and manages data collected on a daily, weekly, monthly, managing their aggregate data in order to and yearly basis. MFNERC works with Maplewood build school success to meet the unique needs of First Nations throughout • Provide a central point of contact to access Manitoba. This year, 49 information workers were in all IT services place in Manitoba’s First Nations to support teachers, staff, and administration on Maplewood. As well, hard- • Ensure that MFNERC staff have the needed ware upgrades in many First Nations allowed teachers technology to effectively perform their tasks

www.mfnerc.org 39 MFNERC | Publishing and Communications

to work in Maplewood in real-time and update daily effectively managed. As well, a technician was hired spe- information such as grades and attendance. These cifically for the Island Lake region that helped increase upgrades ensured data integrity and availability with data management success in that area of the province. minimal system downtime. CHALLENGES Service Desk Poor bandwidth in isolated schools provides challenges MFNERC staff and First Nations schools have access to performing scheduled updates. In the future, MFNERC a Service Desk that is the central point of contact for IT hopes to work with and support ClearSky Connections support. Requests are logged and entered in the Service as it deploys thousands of kilometers of fiber optic cable Desk ticketing system and assigned to the appropri- in all Manitoba First Nations, in order to implement ate technician or department. This year MFNERC’s high-speed Internet connectivity. Service Desk received and resolved 641 calls from First Lack of IT resources in isolated communities contin- Nations schools. There were also a reduced number ues to place a larger demand on MFNERC technicians of calls concerning Maplewood, which points to its and travel; however, MFNERC will continue to invest continued improvement and success. resources and staff time in supporting the use of tech- Staff made regular service visits to isolated schools nology throughout the province. to provide technical support and ensure the SIS is

Publishing and Communications

MFNERC envisioned a printing, publishing, and video production department to develop First Nations resources in print, electronic, and video formats. Today, the Publishing and Communications Department is the in-house production hub for the Centre. All created resources focus on First Nations content, with particular attention given to First Nations languages, cultures, and histories. The department ensures all of its material is suitable for classroom use—both in a First Nations environment and otherwise—and is accessible to MFNERC partnered schools. The department has a growing list of books, posters, multimedia projects, and other resources it is excited to share with all who are interested.

Goals SUCCESSES • Increase access to books with First Nations Book Publishing content in the areas of language, history, and culture This fiscal year, Publishing and Communications continued to bring high-quality books and multimedia • Partner with various departments to to First Nations schools. The department’s resources produce age-appropriate and linguistically promoted enhanced learning experiences and the inno- and culturally relevant materials vative work of MFNERC contributors. As always, the • Share success stories with the general created content prioritized First Nations languages, public

40 Annual Report 2017–2018 MFNERC | OPERATIONS traditional knowledge, community history, and cultural teachings. Examples included: • Anishinaabe ABC Mazina’igan (an Ojibwe language resource) by author Wanda Barker • Hidden Friends: Baapi and the Memegwesiwak (shortlisted for a Manitoba Book Award) by author Kimberly Kakegamic • Muskgege: Carol’s Traditional Medicines (an illus- trated resource about traditional medicines) by author Caroline Sanoffsky Newly published books were distributed to 56 First Nations schools, and thousands of copies were sold online, in stores, and at conferences. These sales enabled Publishing and Communications to improve their ser- Communications vices and production. Each year the department implements a communica- Multimedia Production tions strategy to clearly identify target audiences and help them better understand MFNERC’s mandate, This year, Publishing and Communications produced services, and resources. 37 videos, which collectively received approximately 100,000 views on MFNERC’s social media platforms. Communications activities this year included: The extent of Publishing and Communications reach • Hosted visits with First Nations leadership— online demonstrates the fulfillment of their objective MFNERC is considered a model for other First to provide culturally relevant multimedia materials to Nations groups in Canada that are interested in their social media audience, which has a combined developing similar service organizations audience of over 7,000 people. • Community engagement—networking through The most notable project was the multimedia project information booths and displays at events and Our Tomorrows, Today: Wahbung 1971. Our Tomorrows, conferences Today was presented as an educational and timely trilogy of a book, teacher’s guide, and documentary • School visits to document events (for example, (released through DVD and then on YouTube). The graduations, sports competitions, culture weeks, team did significant research to retrieve original foot- and land-based activities) age of Manitoba Indian Brotherhood meetings (MIB; • Thunder Radio—a bi-monthly podcast featuring circa 1970) to create the well-received documentary. notable First Nations educators and their important On the evening of the project’s launch, at the University work of Winnipeg, more than 300 people came to support MFNERC’s multimedia effort and to appreciate a pivotal • The Arrow—a quarterly newsletter which is a moment in history—the First Nations peoples’ right to round-up of recent MFNERC publications, school self-determination and education. profiles, and events. This document is available in both hard and soft copies and is distributed to schools and at major events

www.mfnerc.org 41 MFNERC | Publishing and Communications

Supported by MFNERC, the Publishing and Communications Department continues to reach their target audiences, and they are able to efficiently provide information about the organization’s history, background, and current activities. The department provided and continues to expand on First Nations resources and materials, all of which are sent to thousands of students throughout the 56 schools that receive services from MFNERC. In addition to the thousands of views, reactions, and shares that the organization receives on social media, Publishing and Communications also shares their multimedia work on DVDs, all of which are available to staff and education administrators in First Nations.

Conferences

MFNERC’s annual Circle of Knowledge and Practices (CKP) and Lighting the Fire (LTF) conferences saw hundreds of delegates attending professional development sessions that focused on land-based education, language integration, and traditional knowledge. The CKP conference had 627 participants from First Nations schools, organizations, and communities; participants MFNSS’s opening ceremony, and for the four students had access to 25 unique workshops. The LTF confer- involved: Netaysiah Bear, Tanya Kent, Mason Gilmour, ence had 800 participants from 95 different schools and and Akaden Pashe. All students became instant super- other organizations; participants were welcomed to 28 stars, and their story made headline news, both locally unique workshops. and nationally. MFNSS Grand Opening CHALLENGES Along with the MFNSS, the team planned and coor- While the team accomplishes and meets their work dinated a historical and profound opening ceremony. objectives, challenges include meeting of deadlines for Prime Minister Justin Trudeau was extended an invite larger projects and limited travel funds. Staff participate through a video shared on social media, and the stars of in professional development to enhance job-related the video were students from Sergeant Tommy Prince skills. School in Brokenhead Ojibway Nation. With the help of thousands of followers on social media, the video went viral and got the attention of the prime minister. Unfortunately, the prime minister was unable to attend the ceremony but responded with a similar video message to the students. Prime Minister Justin Trudeau’s response resulted in a surge of media exposure for the

42 Annual Report 2017–2018 MFNERC | OPERATIONS

Our Tomorrows, Today: Wahbung 1971

Our Tomorrows, Today: Wahbung 1971 is a short documentary about Wahbung, the position paper written by the Manitoba Indian Brotherhood (MIB) in response to the Trudeau Government’s 1969 White Paper. The discovery and use of lost archival footage from the events of 1971 was an added bonus to the creation of this film.

This must-see short documentary features reflections and perspectives from women who were involved in the development of Wahbung, including former MIB staff, Verna J. Kirkness, Joycelyn Bruyere, and Janet Fontaine. Former Grand Chief Derek Nepinak of AMC also weighs in on the relevance of the 1971 document to the present day Canadian political landscape. The film explores First Nations history, the role that women played in the development of Wahbung, and highlights the leadership of Grand Chief Dave Courchene Sr., president of MIB from 1967–1972. His son, noted Elder Dave Courchene Jr., also gives com- pelling insights in the film. Our Tomorrows, Todays: Wahbung 1971 should be required viewing for historians, educators, students or anyone interested in Manitoba history. An accompanying book and teachers guide with DVD was produced to supplement this short documentary.

“The spirit of Wahbung is still relevant. It applies as much today as it did at that time,” says Dave Courchene Jr. “You will find the spirit of the people within that document, and that spirit is to reclaim our right of identity as a people.”

www.mfnerc.org 43 HUMAN RESOURCES Delores Daniels, HR Management Diploma Director of Human Resources

The Human Resources (HR) Department is responsible for all HR functions for employees of the organization. The main functions include recruitment and selection, onboarding, employee relations, compensation, benefits administration, policy and procedure, and employee time and attendance. HR is responsible for all human resource aspects for MFNERC and MFNSS. There are currently 235 employees at MFNERC, 346 employees at MFNSS, and 36 information workers under First Nation Student Success Program (FNSSP), for a total of 617 employees. Additionally, HR is responsible for a dedicated information worker position in each First Nation that has a Memorandum of Understanding (MOU) under FNSSP or under the MFNSS Education Governance Agreement (EGA). Salaries for those positions (36) which are not part of MFNSS are reimbursed by MFNERC based on invoices from those First Nations that have signed an MOU. The organization strives to attract qualified First Nations employees during the recruitment process. MFNERC has 179 (76%) First Nations status employees and 56 (24%) non-status employees.

HR advances the MFNERC mission by focusing on the Goal best interests of the organization and the workforce, To coordinate employee recruitment and in particular, when developing policies and programs ensure proper human resources procedures and delivering services. Staff are dedicated to quality, and processes are followed. excellence, and continuous improvement. In an effort to ensure best HR policies and actively develop best practices, methods and approaches, we SUCCESSES worked on implementing and developing a Human HR strives to contribute to the success of MFNERC and Resources Management System (HRMS) database for its administrators and employees through leadership, employee demographics, and time and attendance. service and excellence in human resource management.

44 Annual Report 2017–2018 MFNERC | HUMAN RESOURCES

This year, Human Resources worked closely with the CHALLENGES MFNSS administration, education directors, principals In October 2017, the Human Resources Department and school staff by providing all HR facets including was centralized placing the MFNSS HR staff under the MFNSS personnel policy, recruitment and selec- the Director of Human Resources. This centralization tion, attendance monitoring, and employee relations. provided a more coordinated effort to manage all facets In July and August 2017, we successfully onboarded of the MFNERC human resources functions. One of 346 MFNSS employees. the challenges was the additional amount of time required for training/orientation related to MFNERC The Human Resources Department worked with the HR practices and procedures for the MFNSS school principals of the 10 MFNSS schools in the recruitment administration. Human Resources strives to empower and hiring of qualified school staff to ensure a smooth the MFNSS school administrator with continual sup- transition. Our focus is to provide the best client-fo- port and guidance in areas such as recruitment, job cused human resources services for the MFNSS schools. descriptions, orientation/onboarding for new staff, and Creating and enhancing positive employee relations ensuring organizational effectiveness. impact the students we serve and HR will continue to move forward on improving this area.

5% 20% 16% 7%

% 7 33% EMPLOYEE EMPLOYEE CREDENTIALS 22% YEARS OF 19% SERVICE 18%

20% 28% 3%

1+ Years 2+ Years 15+ Years Certificate After Degree 5+ Years 19 Years Diploma Master 10+ Years Less Than Year Bachelor PhD

Over 60% of MFNERC staff have been with the organization 65% (154) of MFNERC staff have a bachelor’s degree or higher over the past 2 years. 5 staff have been with the organization credentials. since 1999; 4 since 2000; 3 since 2001; 2 since 2002; 6 since • 19% (44) of staff have a certificate 2003; 5 since 2004; 2 since 2005; 2 since 2006; 6 since 2007; 2 • 16% (37) of staff have a diploma since 2008; 11 since 2009; 9 since 2010; 13 since 2011; 11 since • 20% (46) of staff have a bachelor’s degree 2012; 18 since 2013; 7 since 2014; 13 since 2015; 27 since 2016; • 22% (53) of staff have an after degree 76 since 2017; and 12 since the beginning of 2018. • 20% (48) of staff have a master’s degree • 3% (7) of staff have a PhD In addition, many of our staff are enrolled in additional training to increase their credentials.

www.mfnerc.org 45 FINANCE George Merasty, B.Comm.(H) CA, CPA, CAFM Director of Finance Sarah Cook, B.Comm.(H) CA, CPA Assistant Director

The Finance Department implements the financial plans and policies of MFNERC. The department oversees entrusted funds through cost effective management of MFNERC’s internal financial operations, efficient negoti- ations, monitoring of funded projects, and strategic handling of the organization’s investments.

SUCCESSES Goals With the establishment of MFNSS, the Finance Department worked with schools to finalize 2016–17 • Ensure the integrity, reliability, and budgets. This was a starting point for budgeting the transparency of the financial operations of 2017–18 school year. A Finance Policy Manual is MFNERC by establishing budgeting control being finalized with additional input from respective and reporting systems education directors and principals. Notable highlights • Assist in the development of policies include: and budgets and provide the necessary • Completed the transition of payments from information and financial analysis required cheques to electronic funds transfer • Ensure that funding expenditures are in • Provided budget training sessions to the 10 MFNSS accordance with the terms and conditions school administration staff of all contribution agreements, by conducting financial assessments of the • Implemented a purchasing guideline to improve on progress of funded projects bulk buying and therefore reduced costs • Shared audited financial statements on the MFNERC website to improve on accountability and transparency • Onboarded 10 schools successfully—set up the budgets, payroll, and benefits for all school staff • Initiated finance training sessions on best practices in accounts payable and payroll processes

46 Annual Report 2017–2018 MFNERC | FINANCE

• Improved in investments which provided good elements such as personnel, financial records, account- rates of return ing procedures, existing contracts and inventories of capital assets and facilities. • Improved on the internal controls to ensure purchases are linked to approved budgets Insurance and mitigating risk—while MFNERC explored membership with the Manitoba School Board • Showed a low risk rating on DISC’s General Association (MSBA) in order to obtain benefits such as Assessment Report of MFNERC over the past five insurance and risk assessment, MSBA responded that it years would need to change its bylaws in order for MFNERC • Maintained a low turnover of qualified staff to join. In the meantime, MFNERC received quotes for building insurance which are very costly. Effective Finance Department operations are vital to any organization’s overall success and reputation. The For the 2018–19 fiscal year, the following activities will activities of every aspect of MFNERC have an impact be a focus: on the organization’s financial performance. • Improve capital asset tracking system at the various schools—create policy and procedures in this area, CHALLENGES • Create a process and procedure for onboarding of The financial budget preparation for the various schools more schools, and involves coordinating various aspects in order to bring forth a positive result. This coordination includes • Create a process for school administration to access their respective financial statements and review the general ledger details.

2% 5% 7%

22% 31% 33% 33% REVENUE EXPENDITURES 2017–2018 2017–2018

9% 33% 6% 12% 7%

MFNSS Other Revenue MFNSS Projects, Resources, EPP Other Contribution Salaries & Benefits Admin & Other Agreements Educational New Paths Special Education Travel Resources to Schools FNSSP

www.mfnerc.org 47 MFNERC | Two-Year Financial Summary

Two-Year Financial Summary Actual Actual REVENUE 2016–17 2017–18 NEW PATHS $4,661,715 12% $4,751,862 7% SPECIAL EDUCATION $4,027,324 11% $8,301,015 12% FNSSP $20,203,165 53% $20,457,200 31% EPP $1,363,993 4% $1,315,128 2% OTHER CONTRIBUTION AGREEMENTS $2,888,916 8% $4,118,737 6% SURPLUS RETURNED $(156,669) 0% $(244,709) 0% TOTAL DISC* - MFNERC $32,988,444 $38,699,233 RRFN - GINEW SCHOOL $2,782,977 7% $- 0% MFNSS (INCLUDES GINEW SCHOOL) $- 0% $21,748,439 33% TOTAL DISC* - MFNSS $2,782,977 $21,748,439 GRAND TOTAL - DISC* $35,771,421 $60,447,672 n Oper tio atio FNIHB - JORDAN’S PRINCIPLE $50,000 0% $3,568,816 5% a ns c Publish u gy ing & OTHER REVENUE $1,905,987 5% $2,675,309 4% d olo Co E th mm l a e u ia P ag ni GRAND TOTAL REVENUE $37,727,408 $66,691,796 c ge u ca a g g ti e u an rin o p g L a Ma ns n n e st int Da S a g H gi en t S EXPENSES BY PROGRAM L i of o py an a S c d S ol a ce M t n d er a P u h n r ch h n r d a a a y T g H a i o ic H s l in u g v e SALARIES & BENEFITS $14,676,842 40% $14,598,007 22% h r a h m e a n o c P c t t e e & l n a y a m l f o p n e S e m o i o a e S a o t C r R H u p A e a e e n TRAVEL $3,042,498 8% $3,505,798 5% h y h e t o p y S D c p c t s s u a o r rt o m p s S r i u o u o t c s N p F e c e r r e t y p c i PROJECTS, RESOURCES, ADMIN & OTHER $18,905,234 51% $21,538,081 33% i IS u e r P t O h S S m L s s l S P R t p t a n e U e N c r e c e EDUCATIONAL RESOURCES TO SCHOOLS $533,000 1% $4,886,831 7% v d i a a m u t i c t l i e o e S E n s n MFNSS $- 0% $21,748,439 33% d t s .

GRAND TOTAL EXPENDITURES $37,157,574 $66,277,156 a

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48 Annual Report 2017–2018 APPENDIX A

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www.mfnerc.org 49 Research Director of Curriculum Development Research & Development Payroll Finance Director of Accounts Payable Accounts Recievable Director of Recruitment Human Resources Employee Relations MFNERC Board of Directors MFNERC Executive Director Associate Executive Director Director of Technology Operations Maintenance Data Management Publishing & Comm. Literacy Programs Programs Numeracy Director of Technology Early Learning Special Education Language & Culture Assistant Director of Science & Technology Education Administration Manager of URIS Nurse Director of Physiotherapy Student Support Literacy Coaching Training Initiatives School Psychology Special Education Ocupational Therapy Deaf & Hard of Hearing Clinical Support Services Speech & Lang. Pathology MFNERC Organizational Chart 2018 MFNERC Organizational | MFNERC ORGANIZATIONAL CHART 2018 CHART APPENDIX B | MFNERC ORGANIZATIONAL

50 Annual Report 2017–2018 Principal School Sta MFNSS Organizational Chart 2018 Organizational MFNSS Director of Education Director of Assistant Director of Instructional Services Instructional Services Numeracy & Assessment School Data Mgt. Phys. Ed & Health Educational Technology Curriculum, Instruction Student Support Services Science Literacy Early Learning Language & Culture MFNERC Board of Directors MFNERC Executive Director Private Home Placement School Performance Mgt. Education Administration Associate Executive Director Director of Onboarding Transportation Communications Op. & Maintenance Facilities & Operations | MFNSS ORGANIZATIONAL CHART 2018 CHART ORGANIZATIONAL APPENDIX C | MFNSS