Successful Partnerships in Education:
Brief Summaries to Inspire Further Action
presented by
The Education Sector Strategic Plan First Nations, Métis, and Inuit Student Engagement and Graduation Rates Team
December 2019
Linda Stanviloff and Coralee Pringle-Nelson SELU Consultants
CONTENTS
Description of the Project ...... 1
Background and Overview ...... 1
Acknowledgements ...... 1
Successful Partnership Summaries ...... 2 Christ the Teacher Catholic Schools and the Society for the Involvement of Good Neighbours: Intensive Integrated Services Partnership ...... 2
Creighton School Division and the Flin Flon Aboriginal Friendship Centre: In-house Elder Program at Creighton School ...... 5
Good Spirit School Division (GSSD), Cote First Nation, and Keeseekoose First Nation: GSSD and the Yorkton Tribal Council (YTC) Partnership ...... 7
Greater Saskatoon Catholic Schools and the Central Urban Métis Federation Inc.: Métis Education Alliance ...... 10
Light of Christ Catholic Schools and Living Sky School Division: Battlefords Better Together Team ...... 13
Lloydminster Public School Division and the Lloydminster Cultural Science Centre: sōhkāskohtā kimēskanās“Strengthening Your Path" ...... 17
North East School Division, Kinistin Saulteaux First Nation, and the Saskatoon Tribal Council: Kinawind Partnership ...... 20
Prairie South School Division and the Wakamow Aboriginal Community Association: Indigenous Advisory Committee ...... 23
Prairie Spirit School Division: Prairie Rivers Reconciliation Committee ...... 25
Prairie Valley School Division and Cowessess First Nation Community Education Centre: Partnership Agreement ...... 32
Saskatchewan Rivers Public School Division and Muskoday First Nation: Kisēwātotātowin Partnership ...... 34
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Saskatoon Public School Division and Whitecap Dakota First Nation: Alliance Agreement ...... 37
Southeast Cornerstone Public School Division, SECPSD Regional Kids First, and the Aboriginal HeadStart Program at Ocean Man, Pheasant Rump, and White Bear First Nations communities: Grandmothers and Grandfathers' Story Circles ...... 39
Conclusion ...... 41
Appendix A ...... 42
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DESCRIPTION OF THE PROJECT
The Saskatchewan Ministry of Education and the education sector have articulated goals, actions, and deliverables in the Education Sector Strategic Plan (ESSP) that are designed to improve First Nations, Métis, and Inuit student outcomes. The project goals are to gather information provided by provincial school divisions and First Nations education authorities that describe successful educational partnerships and strategies that support improved achievement for Métis, Inuit, and First Nations learners and to summarize this information into a report that can be disseminated to First Nations education authorities and provincial school divisions.
BACKGROUND AND OVERVIEW
This document is a collaborative effort by school divisions and partners in Saskatchewan that was facilitated by Mr. Robert Bratvold, Director of Education, Saskatchewan Rivers Public School Division, on behalf of the ESSP’s First Nations, Métis, and Inuit Student Engagement and Graduation Team. The Saskatchewan Educational Leadership Unit (SELU) provided support for the project.
The main section of the document presents information provided directly from school divisions. Divisions utilized a template (Appendix A) to describe in a short summary their best, or evolving practices for enhancing education to improve First Nations, Métis, and Inuit student engagement and graduation rates. These summaries are alphabetically organized by school division for the reader’s convenience.
ACKNOWLEDGEMENTS
This work on partnerships flows from the Education Sector Strategic Plan and is one part of the outcome work focused on enhancing education systems to improve First Nations, Métis, and Inuit student engagement and graduation rates. The membership of the outcome team leading this work includes Robert Bratvold, Ken Okanee, Maureen Johns, Barry MacDougall, Brenda Vickers, Sandy Pinay- Schindler, Domenic Scuglia, Tim Caleval, Pat Bugler, Susan Nedelcov-Anderson, and Angella Pinay. The team expresses its appreciation to each of the school divisions and First Nations education authorities that submitted partnership summaries and to the individuals at the Saskatchewan Education Leadership Unit that together made this publication possible.
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SUCCESSFUL PARTNERSHIP TEMPLATES
Name of Partnership Project & Partners Involved:
Christ the Teacher Catholic Schools and the Society for the Involvement of Good Neighbours Intensive Integrated Services Partnership (IISP) Two to Three Word Descriptor/Category: Integrated Family Supports
Description of Partnership Project:
Vision Statement: A partnership that strengthens the well-being and safety of families using an integrated services delivery approach.
The intensive integrated services model was enacted in 2012 by the Society for the Involvement of Good Neighbours (SIGN) with the hiring of a program manager, the securing of Ministry of Social Services funding, and the formation of an interagency partnership focusing specifically on supports for at-risk children, youth, and their families. This partnership has resulted in a continuum of services that includes:
Respite child care Intensive in-home support programs A Community Care Team that supports the assessment of needs and a working together approach to find service solutions for children and their families Parenting programs for parent skill development and peer supports In-home family support programs
In addition, the partnership collaboratively focuses to identify service gaps and the impact of these gaps on a per client basis. As such, initiatives such as parent education, front-line staff education, respite coordination, complex needs service coordination, and immediate risk management processes have evolved in our region through this partnership. The partnership meets as a management committee at least annually, but sub- committees of the partnership work formally together a minimum of every 3 weeks. The partners include Society for the Involvement of Good Neighbors (SIGN); Ministry of Social Services (MSS); Ministry of Education, Early Learning and Child Care (ELCC); SK Health Authority Yorkton – Primary Health and Mental Health and Addiction Services; KidsFirst Program Yorkton; Good Spirit School Division; Christ The Teacher Catholic School Division; Kamkids Daycare Inc.; Parkland Early Childhood Intervention Program (PECIP), and SaskAbilities. Outcomes of the Project
Families achieve a community standard of safety and well-being while providing an environment suitable for children to remain in the family home The family unit is maintained, and the children/youth are no longer at risk of being placed in the care of MSS The community demonstrates increased opportunities and solutions to provide children and youth with what they need for optimal development
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Individuals and families participate in programs that support their development as healthy individuals, improve their futures, provide learning experiences and increase their opportunities to be involved positively in community supports and activities Individuals and families have improved access to community supports and services that increase their developmental opportunities and enhance quality of life Children, youth and their families identify and use a support system that relies less on intensive human services Parents have increased self-confidence in parenting skills and successfully use practiced positive parenting skills and strategies Parents have improved knowledge of child development and interact with their children in ways that enhance children’s development and early learning Families have opportunities to access respite services with qualified care providers managed by an agency within the partnership Protocol are developed and implemented for partnership managers to collaborate and determine necessary services to address Complex Needs on an individual client basis Professional learning of front-line workers within the partnership occurs The development of a revised Information Sharing Agreement for the Community Care Team Evaluation Process & Measures of Success
The community care team and the family preservation program’s services measure success based on reduction of risk identified at referral and the ability for families to remain intact despite child protection concerns identified at intake The respite services coordination, managed by SaskAbilities, works continuously to match respite service providers and programs with families who have children experiencing disabilities Parent education provided by the Yorkton and Kamsack Family Resource Centres and the Positive Parenting Program (Triple P) in Yorkton, surrounding communities, and participating First Nations communities increases the skills of parents to provide healthy, nurturing environments for their children Success of formal and informal partnership efforts amongst all partners to support children, youth, and their families who are experiencing risk Resources and Contributions Required
The members of the Partnership Forum represent their respective organizations for decision-making and communicating the decisions made/support for the implementation of the Intensive Integrated Services Continuum Representation at the regularly scheduled Community Care Team by all relevant partners as per the MOU Financial commitment from the Ministry of Social Services in contract with SIGN for the Intensive Integrated Services Program Successes
Decreased number of children being placed in care by the Ministry of Social Services Improved collaborative relationships among agency services Decreased barriers for families to access services Improved communication and trust between families and multi-agency service providers Developed and implemented new programs to meet the needs of at-risk children, youth, and their families Increased understanding of service navigation for agency staff and the families they support 3 | P a g e
Keys to Success
Continual collaboration amongst partners to ensure that services are well-coordinated, integrated, and easily navigated. Relationships between partners remain critical in ensuring the success of such an effort.
Partnership Contacts
Shelley Zoerb Mike Reavie Director of Operations Coordinator of Student Achievement & Supports Society for the Involvement of Good Neighbours Christ the Teacher Catholic School Division [email protected] [email protected] 306-782-1441 306-783-8787
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Name of Partnership Project & Partners Involved
In-House Elder Program at Creighton Community School Flin Flon Aboriginal Friendship Centre & Creighton Community School
Two to Three Word Descriptor/Category:
Student Engagement and Support (culturally, academically, socially, and emotionally)
Description of Partnership Project:
The In-House Elder Program is a result of a partnership between the Flin Flon Aboriginal Friendship Centre and Creighton Community School. The overall vision of the In-House program is to share First Nations and or Métis cultures, traditional teachings, and values with our students, their families and staff to educate and create understandings that result in a harmonious and inclusive school and community environment. Our In- House Elder works out of our Family Room every second Monday. During Elder Margaret’s visits, she works with classrooms, is available to work with individuals (students and or staff), along with leading noon-hour and after school cultural programming. The program is Elder driven, as Elder Margaret is vested in supporting classroom teachers to reach curricular outcomes while infusing Indigenous perspectives.
Elder Margaret is the Elder/Cultural Advisor at the Flin Flon Aboriginal Friendship Centre and provides guidance and support to the Community School Coordinator, Administration, and the Director of Education for school programming, community, and annual events. Outcomes of the Project
Educate staff and students on Indigenous perspectives, cultures, traditions, and values, and ways of learning Improve relationships with Indigenous students and their families Infuse Indigenous culture into the fabric of the school community and culture resulting in an improved student sense of belonging and engagement Elder involvement and input into future planning (classes, extra-curricular sports and activities, after school programming, special events such as artist in the school, and staff professional development sessions) Evaluation Process & Measures of Success
The Community School Coordinator tracks participant statistics for classroom visits, noon hour and after school programming, along with special events. The noon hour and after school programming is geared to youth in grades four to eight, as a means to develop and strengthen relationships between students and the school. Strengthening relationships with students results in increased student retention, leading to an increase in student success.
Results from the program are shared with the board of directors at both the Flin Flon Aboriginal Friendship Centre and Creighton Community School.
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Resources and Contributions Required
The Community School Coordinator’s focus is to bring the school into the community and the community into the school. This vision supports the In-House Elder program, as the Community School Coordinator is the Elder’s support at school, and as such, schedules classroom visits for the Elder, along with sharing the curricular outcomes that the classroom teacher is trying to achieve. The outcome is passed along to the In- House Elder and the Elder leads the sharing and teaching of that specific outcome from an Indigenous perspective. Also, the Community School Coordinator, with guidance from the In-House Elder, organizes noon hour and after school cultural programming along with securing funding to support the activities.
Elder/Cultural Advisor – Flin Flon Aboriginal Friendship Centre Community School Coordinator/Coordinator of Indigenous Programming – Creighton Community School Administration and Director of Education – Creighton Community School Successes
The In-House Elder program started in September 2014 and continues to evolve, as we strengthen relationships between partners, along with students, the school, and the community at large. For example, the Spring Family Night held in May 2014 was the first time that a tipi was set-up for a school/community event. During the current school year, our In-House Elder has had 905 contacts with students, staff, and their families. The following are some examples of activities or events that Elder Margaret has led and or has provided input for: Staff Professional Development with the Office of the Treaty Commissioner Environmental Science 20 – Traditional Medicines and Teas Grade 4 Introduction to First Nation Government Kindergarten – Legend of Turtle Island Beading and birch bark baskets Keys to Success
Partnerships are a result of relationships, which take time A collaborative approach for setting up the program – CCS tracks activities, Friendship Centre invoices for Elder’s time spent at school, Community School Coordinator accesses funding for activity supplies Every year starts with a planning session, which includes traditional protocols Creating a safe environment for the sharing and learning of Indigenous cultures, values, and ways of learning for both Indigenous and non-Indigenous participants Respect for all involved
Partnership Contacts
Carol Sutherland, Community School Coordinator/Coordinator of Indigenous Programming Creighton Community School Phone: 306-688-2204
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Name of Partnership Project & Partners Involved Good Spirit School Division (GSSD), Cote First Nation, and Keeseekoose First Nation: GSSD and Yorkton Tribal Council (YTC) Partnership Two to Three Word Descriptor/Category: Supporting students through academics, cultural events, and providing social and emotional support for students while breaking down racial barriers.
Description of Partnership Project:
“The three communities in this partnership truly believe that as a team they can promote cultural awareness and develop strategies to engage the learning of their First Nation students thus improving outcomes for First Nation students in our communities.” The following Belief Statements were developed in 2014 to affirm our commitment: We believe academic achievement is directly related to student attendance and the ability to read at grade level We believe part of the reason students drop out of high school (particularly at the grade 10 level) is because they are not able to cope with the extensive reading required for secondary level courses of study We believe that we can support classroom teachers to provide reading intervention programs for those students who need assistance to improve the number of students staying in school We believe there is an opportunity to engage students to remain in school and be successful graduates Outcomes of the Project
The partnership developed to: Address concerns about high school completion rates of First Nation students attending schools in the communities of Kamsack, and the neighbouring First Nations of Cote and Keeseekoose Implement strategies to deal with the high drop-out rates of our First Nations students Support and track students regardless of which community they are in Be culturally responsive to the needs of our First Nations students, and to develop a sense of belonging in the school Address the graduation rate of our First Nations students in the three schools Develop attendance strategies to decrease the high rate of non-attenders in the communities Address and support the students emotionally and socially in the many negative social issues intertwined in the three communities Increase reading scores of our First Nation and Métis students by providing reading intervention programs Break down racial barriers and forge a positive relationship with the three communities
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Evaluation Process & Measures of Success
Graduation rates in the three communities based on the provincial grad rate data Attendance of students is monitored and has been on the rise as students and their families are supported by a Community Liaison Worker Career Path discussions are completed with the use of myBlueprint to track needed credits Intellectual engagement, sense of belonging, and positive relationships are measured with OurSchool data Literacy rates are measured with the Fountas and Pinnell BAS system Credit attainment is tracked with a grad coach and through the myBlueprint system Qualitative data is collected by the Community Liaison Worker from student and community voice Quantitative data is collected by the Community Liaison Worker through communication with various inter-agencies that support our schools The ISSI partnership has created positive relationships in the three communities Results are shared formally three times per year between the schools The steering committee meets a minimum of six times during the year with the meetings rotating between communities Resources and Contributions Required
The Community Liaison Worker is currently being utilized to track students and support families by completing home visits and providing moral support. The Community Liaison Worker supports staff by providing family updates on students’ needs The Literacy Consultant works with the three schools to train teachers on various programs such as Fountas and Pinnell and Levelled Literacy Intervention (LLI) and to ensure assessment is completed and monitored with teachers twice a year. The Literacy Consultant provides staff with professional development opportunities that promote a balanced literacy approach in the classroom The Indigenous Support Worker supports students by counselling and visiting homes and works with students in grade nine ensuring that they have had Career Path discussions involving a graduation plan Elders support students and staff and provide a human resource as they bring a calmness to the building while promoting and teaching cultural awareness The Indigenous Student Center is an area where Elders and students can attend for academic, social, and emotional support Opportunities are supplied to students to attain electives offered outside of the traditional scheduling of school to attain additional credits with staff support Financial supports are budgeted for school resources to enhance academics and cultural events in the three schools Successes
Graduation rates have increased in the three communities based on the provincial grad rate data Attendance of students is monitored and has been increasing as students and their families are supported by a community liaison worker In the three schools, Career Path Discussions are completed with the use of myBlueprint to track needed credits with 100% of their students in grade 9 monitored on a pathway for graduation We have seen growth and success in our schools with OurSchool data. Our students are socially and intellectually engaged, and a large percent of our students stated they have a positive relationship with their teachers and peers
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Two of the schools did not use literacy data to drive instruction prior to ISSI. The literacy rates in the elementary years are increasing. The three schools are reaching or exceeding their set goals for literacy Schools share professional development resources so that the three communities are open to more professional opportunities during the year Credit attainment is increasing in our three schools with a larger number of students attaining the necessary 4 credits per semester The three schools, located only kilometers from each other, have built a positive relationship with one another. Through discussions, the principals have expressed that prior to ISSI, they did not talk to one another. Teachers are now sharing resources, working on collaborative projects and students are becoming friends, and decreasing racial barriers in the schools and communities Keys to Success
Effective leadership in the three schools with a focus on student wellness and academics Flexible staff to accommodate students when academic and social issues are evident Pre-set dates for steering committee meetings to discuss programs and review celebrations and struggles A willingness of the ISSI team to work collaboratively and make decisions based on student needs in the three communities A formal review of the work plan completed as a team three times per year Being open to new ideas and hearing the voice of the others, the community, and the students
Partnership Contacts
Mark Forsythe Bryant Cote Superintendent of Education Director of Education Good Spirit School Division Yorkton Tribal Council Phone: 1-306-786-4754 Phone: 1-306-782-3644 Email: [email protected] [email protected]
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Name of Partnership Project & Partners Involved Métis Education Alliance (Central Urban Métis Federation Inc. and Greater Saskatoon Catholic Schools)
Description of Partnership Project:
Central Urban Métis Federation Inc. (CUMFI) and Greater Saskatoon Catholic Schools (GSCS) have been working in partnership on Métis education since 2006 and signed an initial MOU in 2010. In 2016 a new, more comprehensive agreement was signed. Outcomes of the Project
Building on shared interests expressed in the 2010 Memorandum of Understanding between Central Urban Métis Federation Inc. and Greater Saskatoon Catholic Schools, the parties agree to strengthen their partnership in education by developing and implementing actions to address the following areas: 1. Recognizing and celebrating common interests and unique elements of each party, including the role of spirituality within the respective communities, informed by a sincere interest in social justice and equity 2. Development of collaborative and cooperative administrative and governance structures to promote equity, stewardship, and accountability in decision-making 3. Developing a protocol to share information, research, and evaluation for the purposes of improving outcomes for Métis students 4. Enhancing increased understanding of Canadian constitutional obligations to Métis people for all students 5. Respecting the unique language, identity, culture, and history of Métis students in the delivery of educational programs and support services 6. Collaboratively working on specific programming to address the preservation, promotion, and revitalization of languages for Métis students 7. Engaging all students in academic and school programs that include and value Métis ways of knowing, learning, and being 8. Providing professional support for teachers to build capacity to meet the spirit and intent of the agreement 9. Working together to enhance and design an array of educational supports, programs, and services for Métis students from Pre-Kindergarten to Grade 12, and their transition to high school, post-secondary education, and/or employment training 10. Working together to enhance the voice and participation of Métis students, families and community members, including Elders and Knowledge Keepers in the educational process 11. Working together to address both educational and employment equity for Métis students and staff employed by Greater Saskatoon Catholic Schools
Evaluation Process & Measures of Success
Our partnership is administered by a working group and has oversight from a governance committee. The governance committee establishes short- and long-term goals, and the working group works on actualizing those goals.
The Alliance participates in annual goal-setting planning days and year-end outcome evaluations.
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Resources and Contributions Required
Within the 2016 agreement, Greater Saskatoon Catholic Schools agreed to contribute a position within the school division that would take a leadership role and strengthen Métis education within the division.
Greater Saskatoon Catholic Schools also supports the work of the Alliance with program coordination and administration, provided by the First Nations, Métis, and Inuit Education Team.
CUMFI contributes to funding a Michif language teacher position.
Both partners contribute staff time and other resources to complete work. Successes
In 2016 the Alliance supported the establishment of a Métis Education School of Excellence at St. Michael Community School.
As of June 2019, St. Michael had the largest percentage of Métis students enrolled of all our 43 elementary schools.
In 2019 we started a core Michif language program for all students at St. Michael. Keys to Success
Consistent communication, trust, strategic planning, shared mission and values, and the support of both Boards (GSCS and CUMFI).
Partnership Contacts
Gordon A. Martell, PhD Superintendent Greater Saskatoon Catholic Schools 420 – 22nd Street East Saskatoon, SK S7K 1X3 Phone: (306) 659-7056 Fax: (306) 659-2010 E-mail: [email protected]
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Photo
Left: Shirley Isbister, President, Central Urban Métis Federation Inc. (CUMFI)
Right: Diane Boyko, Board Chair, Greater Saskatoon Catholic Schools (GSCS)
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Name of Partnership Project & Partners Involved
Battlefords Better Together Team (2B2T)
Battle River Treaty Six Health Centre – Wellness Department, Battlefords Boys and Girls Club, Battlefords Concern for Youth, Battlefords Youth Network, Big Brothers and Big Sisters of the Battlefords, City of North Battleford, Town of Battleford, Battlefords Minor Hockey, RCMP – Battlefords Detachment, Saskatchewan Advocate for Children and Youth, North West College, Saskatchewan Health Authority – Northwest Area (Child and Youth Services, Child and Youth Mental Health and Addictions Services, Primary Health Care), Battlefords Ministerial Associaton (Living Faith Chapel, Territorial Drive Alliance Church, Moosomin Native Fellowship), Catholic Family Services of the Battlefords, Kanaweyimik Child and Family Services, Ministry of Corrections and Policing (Drumming Hill Youth Centre), Ministry of Social Services – Child and Family Programs, Treaty Six Education Council, Sakewew High School, Light of Christ Catholic Schools, Living Sky School Division Two to Three Word Descriptor/Category: Community Supports (Mental Health and Wellness)
Description of Partnership Project
The Battlefords Better Together Team was developed following a series of youth suicides in the Battlefords. Understanding that the deaths affected the entire community/region, we needed to bring multiple agencies, CBOs, and youth-focused organizations together to assist with providing support for our grieving students, families, and community members.
Within a very short time frame, fifteen individuals from the groups listed above came together to plan an initial parent night. Following the first team meeting and parent evening, our community continued to be rocked by a number of suicides (six in total) and the group recognized that we needed to continue to work together to help strengthen our community and provide resources.
The group remains committed to providing long-term supports (speakers, activities, surveys, information evenings…) to the community as a whole. Outcomes of the Project
There are several outcomes we achieve through the work of the BBTT: • Take the focus off of just the Education system • Lower the anxiety in the community and strengthen the adults o There was a lot of anxiety among the adults in the community as everyone was waiting for the next suicide. When the adults are anxious, the youth are not able to move forward in their healing. We needed healthy adults in order to gain healthy youth • Provide education regarding suicide and attempt to reduce the stigma around mental illness • Demonstrate team and working together • Provide awareness of supports in the community (resulted in the creation of a comprehensive brochure of resources for the public and a BBTT Facebook page)
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Evaluation Process & Measures of Success
The BBTT will want to gather information to answer the following questions:
1. Do the youth and the elderly feel supported and connected? 2. Have we reduced the risk of suicide?
Another measure of success is apparent in the long-term commitment from the partners, good attendance at ongoing meetings and the generation of new ideas/projects. Resources and Contributions Required
Time from organizations for staff to attend meetings of the Battlefords Better Together Team Time to develop resources for parents The team’s budget comes through fundraising (Michael Landsberg), although the organizations for which team members work have offered space to meet, coffee and snacks, etc. Successes
A list of successes follows: • Stronger connections Reduction of the stigma around mental illness Parent evening following second suicide Mental health support offered in kind during the Michael Landsberg evening Management of the funds created at the Michael Landsberg evening Series of media messages regarding mental health supports in the Battlefords created Speaker, Dr. Jody Carrington, brought to the region to speak about grief and loss Two additional parent nights – speakers from Mental Health and Treaty Six Health provided supports for parents around dealing with youth suicide Continued new projects Stronger connections between all BBTT members have led us to focus on our community and keep connected with youth and the elderly (losses occurred in both these age groups). A running event for the youth in the region (September 2019 – Tarrant Crosschild) Keys to Success
There was a common and genuine need and a real desire to help People have the freedom to offer their knowledge and skills; there is not a lot of red tape Organizations are open to allowing representatives the time required to attend the meetings Several of the projects/activities are innovative and fun to take part in (Better Together T-shirts: ketchup/mustard, salt/pepper, bacon/eggs, cookies/milk)
Partnership Contacts
Battle River Treaty Six Health Centre – Wellness Department (306-937-6700) Battlefords Boys and Girls Club (306-445-0002) Battlefords Concern for Youth (306-445-1020)
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Battlefords Youth Network (306-445-7845 / 306-446-8630)
Big Brothers and Big Sisters of the Battlefords (306-445-7845)
City of North Battleford (306-445-1700)
Town of Battleford (306-937-6200)
Battlefords Minor Hockey (306-446-0555)
RCMP – Battlefords Detachment (306-446-1720)
Saskatchewan Advocate for Children and Youth (306-933-6700)
North West College (306-937-5100)
Saskatchewan Health Authority – Northwest Area (306-446-6606) • Child and Youth Services • Child and Youth Mental Health and Addictions Services • Primary Health Care
Battlefords Ministerial Associaton • Living Faith Chapel (306-445-3009) • Territorial Drive Alliance Church (306-445-5158) • Moosomin Native Fellowship
Catholic Family Services of the Battlefords (306-445-6960)
Kanaweyimik Child and Family Services (306-445-3500)
Ministry of Corrections and Policing – Drumming Hill Youth Centre (306-446-7972)
Ministry of Social Services – Child and Family Programs (306-446-7698)
Treaty Six Education Council (306-446-0315)
Sakewew High School (306-445-6800)
Light of Christ Catholic Schools (306-445-6158)
Living Sky School Division (306-937-7702)
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Name of Partnership Project & Partners Involved sōhkāskohtā kimēskanās “Strengthening Your Path” Lloydminster Public School Division and the Lloydminster Cultural and Science Centre Two to Three Word Descriptor/Category: Reconciliation Projects
Description of Partnership Project:
“Strengthening Your Path” is a reconciliation project driven by Lloydminster Public School Division (LPSD) students. Students collaborated with Elders and Knowledge Keepers to learn about the history of Lloydminster from a First Nations and Métis perspective. Student projects were displayed in an artistic and engaging way that explored the shared history and imagines a future of togetherness between First Nations people and all Canadians. LPSD partnered with the Lloydminster Cultural and Science Centre to bring this project to life.
Outcomes of the Project
Students and teachers who attended the Small Fires Gatherings were provided with an understanding about reconciliation and an opportunity to design projects to create action around reconciliation Engaged First Nations families in the life of the school Developed relationships with Elders and knowledge keepers from the Lloydminster area. Students were deeply engaged in learning about reconciliation Provided a venue for community members to visit and be inspired by the shared history and begin their own journey towards reconciliation Engaged a City of Lloydminster organization in the process of reconciliation; this opened the doors for a future focus on our Indigenous history
Evaluation Process & Measures of Success
Over 1500 people visited the exhibit, Strengthening Your Path, during the months of March and April 2019 Close to 100% of grades 4-9 LPSD classes toured the exhibit as well as classes from neighbouring school divisions All LPSD schools engaged in learning about reconciliation through a project during the 2019-20 school year Over 100 people attended the opening ceremony of “Strengthening Your Path”. Parents, teachers, and students celebrated the journey and the LPSD drumming group, Prairie Thunder, performed for the first time Two local schools conducted the professional learning portion of their staff meeting at the exhibit
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Resources and Contributions Required
Financial: School and division resources paid for Elder honorariums, display materials, and bussing Personnel: LPSD First Nations Lead teachers, communications coordinator, technology consultants, and the Aboriginal coordinator supported schools in the creation of reconciliation projects. The Lloydminster Cultural and Science Center staff collaborated in the planning and set up of the exhibit Ongoing meetings between Lloydminster Public School Division and the Lloydminster Cultural and Science Centre staff LPSD Aboriginal Coordinator was available to host numerous tours Successes
Students were authentically engaged in a deeper understanding of curricular outcomes and reconciliation in Canada The partnership impacted LPSD students and staff by mobilizing our school division on a journey towards reconciliation and an increased awareness of the work that needs to be done The Lloydminster Cultural and Science Center opened its doors to working with the school division and began a reconciliation journey Keys to Success
Strong leadership at the school level – lead teachers and school administration Ongoing communication between division leaders and school leaders Monthly meetings between Lloydminster Public School Division and the Lloydminster Cultural and Science Centre.
Partnership Contacts
Natalie Clysdale, Manager, The Lloydminster Cultural and Science Center, 780-874-3720, (Ext. 2850) Trisha Rawlake, Superintendent, Lloydminster Public School Division, 780-875-5541
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Name of Partnership Project & Partners Involved Kinawind Partnership (Kinistin Saulteaux First Nation; North East School Division; Saskatoon Tribal Council) Two to Three Word Descriptor/Category: Co-governance Partnership Committee; Smooth School Transitions; Graduation Outcome; Mentorship
Description of Partnership Project:
Partnership Committee and Working Committee
The Partnership will carry out its mandate through a Partnership Committee and a Working Committee. The Partnership Committee is the overarching inter-organizational committee that is ultimately responsible for both the strategic plan and the work plan. The Working Committee takes direction from the Partnership Committee and is responsible for the day to day undertakings within the work plan.
Partnership Committee
Membership on the Partnership Committee is set as follows. Although each governing body will appoint their own representatives, the preferred representation is:
Kinistin First Nation - four members. Chief or designate, Counsellor with the Education portfolio, principal, and an education committee member from Nibwakawigamig Kinistin Education Centre.
North East School Division (NESD) - four members. Director of Education, Superintendent with responsibility for the partnership, Tisdale trustee, and Tisdale Middle and Secondary School (TMSS) principal.
Saskatoon Tribal Council - one member. Superintendent of Education.
Committee Procedures:
The Partnership Committee will meet at least twice annually (fall and spring) The Partnership Committee will select two persons from its membership to serve as co-chairpersons The co-chairs will be responsible for calling meetings and jointly establishing the agenda A quorum will consist of 50% plus one of the members. At least two representatives from both Kinistin First Nation and North East School Division must be a part of the quorum Decisions will be made by consensus The co-chairs will arrange for a recorder for each meeting to take minutes. Typically, the hosting organization will provide a recorder An official copy of the minutes will be retained for archival purposes in a manner determined by the committee An annual report will be prepared for presentation to the Kinistin First Nation Council and North East School Division board of education. Upon review by the governing organizations, the report will be distributed within the organizations and communities
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Working Committee
A working committee consisting of the principal and an education committee member from Nibwakawigamig Kinistin Education Centre, the principal of TMSS, and the NESD Superintendent responsible for TMSS will be assigned tasks by the Partnership Committee specific to the development, implementation, and assessment of the strategic plan and the work plan. This committee will be responsible for seeing that the annual work plan is carried out. The Working Committee may be expanded to include other personnel to assist in specific aspects of the strategic and work plan.
Committee Procedures:
The Working Committee will meet on a regular basis The Working Committee will select one person from its membership to serve as its chairperson The chair will be responsible for calling meetings and setting the agenda A quorum will consist of 50% plus one of the working committee membership. At least one representative from both Kinistin First Nation and North East School Division must be a part of the quorum Decisions will be made by consensus The chair will arrange for a recorder for each meeting to take minutes Outcomes of the Project
Strategic Plan and Work Plan:
The Partnership will function through the development, implementation, and assessment of a strategic plan. The strategic plan will be formulated on the basis of a three-year cycle. An annual work plan will be derived from the strategic plan that will: Review and update the strategic plan Establish annual objectives Plan initiatives for the year Assign responsibility for the various initiatives Determine indicators of success for each initiative Evaluation Process & Measures of Success
An annual report will be prepared for presentation to the Kinistin First Nation Council and North East School Division Board of Education. Upon review by the governing organizations, the report will be distributed within the organizations and communities.
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Resources and Contributions Required
The partnering organizations share time and resources as outlined in the annual work plan. The sending and receiving schools (Nibwakawigamig Kinistin Education Centre and Tisdale Middle and Secondary School) coordinate services as needed (transportation, graduation coach, nutrition, parent engagement, curricular, cultural and language opportunities, extracurricular activities) to the grade 9-12 students attending high school in Tisdale. Successes
The partnership remains strong and has been sustained since 2006. Shared ownership for the learning success of Kinistin students is the primary success of this partnership. Keys to Success
A continued commitment from personnel at all levels (school, superintendent, school board, chief and council) provides an opportunity for a co-governance and an effective working group to better serve the needs of Kinistin students. Regular meetings and work plans are in place to sustain the partnership.
Partnership Contacts
Stacy Lair – North East School Division Wayne Thomas – Kinistin Saulteax First Nation
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Name of Partnership Project & Partners Involved Indigenous Advisory Committee (IAC) includes Prairie South Schools staff and the Wakamow Aboriginal Community Association (WACA) chair and others ad hoc Two to Three Word Descriptor/Category: Working together to improve outcomes for all students including First Nations, Inuit, and Métis students
Description of Partnership Project:
A principal, vice principal, teacher, superintendent, and chair of WACA meet regularly to work on either specific projects or in general to create support documents for teachers. Outcomes of the Project
One project involved supporting the Treaty 4 Group from Riverview Collegiate to make a presentation to the board of education, asking them to acknowledge the land before each meeting. We assisted in planning for their request, organized lunch, and brought in an Elder to smudge in the board room prior to the meeting. This was ground-breaking work for Prairie South – student-led and supported by the IAC We also took a trip to Saskatoon together to visit a couple of schools and get ideas We surveyed teachers about resources in the classrooms and then communicated with library assistants about setting up displays of FNIM student and teacher resources. We meet at least monthly We also worked together and created a number of guiding documents for teachers such as protocols around Tipi Raising, Blanket Ceremonies, when to offer tobacco, etc. These are helpful to teachers when engaging in these learning activities Evaluation Process & Measures of Success
Completion of projects and protocol documents Resources and Contributions Required
Time Expertise/knowledge Skills to build the relationship Some financial support but not much Successes
We feel comfortable and confident in our relationship – both ways – while not an outcome measured by numbers, still valuable We are receiving more requests for Elders and supports in the classrooms than we have in previous years We now have the land acknowledgement at the start of every board meeting Numerous protocols are available to teachers Teachers are expressing interest in workshops, resources, and gaining more knowledge.
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Keys to Success
Honest open relationships that allow us to ask questions and to receive feedback if we are headed down the wrong path. Support from both the school division (through the director) and WACA through the association to continue our work.
Partnership Contacts
Lori Meyer, Prairie South
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Name of Partnership Project & Partners Involved Prairie Rivers Reconciliation Committee (PRRC) Two to Three Word Descriptor/Category: Regional partnership focused on reconciliation
Description of Partnership Project:
This committee was formed in January 2018 in response to the reconciliation movement in Saskatchewan, with three original members. This work has evolved to include representatives from over 40 local organizations including Prairie Spirit School Division, City of Warman, Town of Osler, Affinity Credit Union, Mennonite Central Committee, RCMP, Town of Aberdeen, Town of Duck Lake, RM of Corman Park, etc.
This committee is one of several committees that have been formed around the province (Saskatoon, Regina, Lloydminster/Onion Lake First Nation, Prince Albert, North Battleford, Yellow Quill First Nation/Kelvington, Nipawin, and Yorkton).
With the support of the Office of the Treaty Commissioner, many communities are identifying priority areas, developing projects to enhance reconciliation efforts in their communities, and signing declarations to work together towards their goals.
Prairie Spirit has committed to providing ongoing representation on the Committee. Currently, Charmain Laroque, a Prairie Spirit teacher, is one of the coordinators leading the work of the PRRC. Several other Prairie Spirit teachers are part of this committee.
Vision: Neighbouring peoples, organizations, and communities working together in a good way to achieve reconciliation.
Mission: PRRC is a partnership of diverse peoples, organizations, and communities from different cultures committed to creating inclusivity by building strong relationships through education and by relearning our shared historical truth. Outcomes of the Project
Main objectives for this committee are: Building strong relationships for a long-term commitment to reconciliation Education – for the committee, our organizations, and our communities
PRRC meets monthly and meets in different communities where partner organizations are located.
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Evaluation Process & Measures of Success
Foundational educational opportunities: Introductory lesson Canada’s history and the TRC Calls to Action Residential school survivor presentation Blanket exercise Rock your Roots Walk for Reconciliation Annual Educational Gathering Conference
The PRRC participated in the foundational educational opportunities and continues to offer additional education events. Monthly meetings also include an education component.
The PRRC works with the Office of the Treaty Commissioner to promote its mission and vision and to advertise events. Resources and Contributions Required
PPRC’s events are free and open to the community. Member organizations have provided meeting space and refreshments “in kind”. Funds are needed for Elder honorariums, tobacco protocol, speakers, and other additional costs Dakota Dunes Community Development Corporation grants have been awarded to one of the PRRC members – Great Plains College – and these funds have been used to ensure events are free to the public PRRC relies on applying for grants to fund its annual conference and monthly meetings. They have received grants and donations from many organizations such as Affinity Credit Union, Rawlco Radio, and Dakota Dunes Community Development Corporation Successes
On May 2, 2019, the Committee was honoured with the “Reconciliation Award” from Affinity Credit Union, the Saskatchewan Economic Development Authority (SEDA), and the Saskatchewan First Nations Economic Development Network (SFNEDN). This award recognizes reconciliation work where municipalities and First Nations are working together.
PRRC hosted its first conference, Rural Reconciliation: An Educational Gathering, last November, with 220 in attendance. The conference, which was free and open to the community, will be held again this year in October. The expectation is that the number of people attending this year’s conference will double over last year. Keys to Success
Relationship Building: our committee has an opportunity to learn from each other and carry the knowledge forward to make the organizations we represent more understanding. We are proud of our inclusive community we have built through our partnerships Education: we can make it a priority to have educational pieces at each monthly meeting. We intentionally do this so we can all learn and relearn our historical past and to support one another in our journeys towards understanding and reconciliation Dedication of the committee members: everyone who is a part of this committee goes above and beyond to ensure the mission and vision of PRRC is a priority in their personal and professional lives
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Partnership Contacts
Charmain Laroque, Learning Facilitator, Prairie Spirit School Division, [email protected].
Photo
PRRC group photo
PRRC Logo
Media coverage of PRRC: • Eagle Feather News article • Clark’s Crossing Gazette article (attached) • Martensville Messenger article (attached) • StarPhoenix article (attached)
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Prairie Rivers Reconciliation Committee Hosts Free Educational Opportunities With Support of Dakota Dunes Community Development Corporation
Prairie Rivers Reconciliation Committee, comprised of more than 40 members including the City of Warman and the Office of the Treaty Commissioner, met at a retreat at Wanuskewin Heritage Park to discuss next steps for reconciliation, education and building relationships. The day, facilitated by Derek Rope of MR•Strategies, included a vision and mission statement exercise, goal setting and strategic planning.
“Relationships that have been established as a result of this committee have been outstanding and have allowed us to identify reconciliation champions we can rely on,” says Robin Bendig, program coordinator at Great Plains College and co•chair of the committee. “In addition to building capacity in individuals sitting on the committee, it has also helped the organizations and communities they work in.”
Prairie Rivers Reconciliation Committee first came together in January 2018, organized by Great Plains College, the City of Warman and the Office of the Treaty Commissioner, and is one of many reconciliation committees established in Saskatchewan. The Committee was developed in response to the Truth and Reconciliation Commission’s Calls to Action and is co•chaired with Mayor Sheryl Spence of Warman and Charmain Laroque of Prairie Spirit School Division.
“Our committee has grown throughout the last calendar year to over 40 representatives from communities including Warman, Martensville, One Arrow First Nation, Dalmeny, Osler, Mistawasis First Nation, Aberdeen, Corman Park, and Duck Lake,” explained Bendig. “We are unique in that we have elected representatives from each of the communities, and from organizations such as Mennonite Central Committee, Affinity Credit Union, Big Brothers Big Sisters, Federated Co-operatives Limited and the Saskatoon Regional Economic Development Authority.”
The priority has been education–for the committee, organizations they represent and the communities. “We are all on this journey together and recognize that education is the first step in building capacity,” says Bendig.
Thanks to a grant through Dakota Dunes Community Development Corporation, the committee has opened events and educational opportunities to the community, including a conference called ‘Rural Reconciliation: An Educational Gathering’ in Warman on Nov 7, 2018, a presentation from the Musqua sisters in Osler and an upcoming ceremony planned with the Prairie Spirit School Division, Great Plains College and the RCMP. The grant also enables meetings to be hosted in different communities which provides opportunities to invite additional community members and organizations. An internal educational opportunity is organized each meeting and has included everything from Elder teachings and ways to measure the impacts of the reconciliation group, to anti•racist education and creating an inclusion and diversity strategy. 29 | P a g e
“It is amazing what a passionate group can accomplish when they come together and have support from organizations such as Dakota Dunes Community Development Corporation,” says Bendig. “While we are still defining our long-term goals, it’s clear that members want to build strong relationships and a long-term commitment toward reconciliation.”
The 2nd Annual Rural Reconciliation Conference will be hosted in Martensville on October 3, 2019. “Of course, the public will be welcome to attend,” explained Bendig. “We want to grow the event from 220 attendees last year to 400 attendees and hope that awareness and connections continue to grow.”
PHOTO: Members of Prairie Rivers Reconciliation Committee met in March at a retreat at Wanuskewin Heritage Park to discuss next steps for reconciliation, education and building relationships. Thanks to a grant through Dakota Dunes Community Development Corporation, the committee has opened events and educational opportunities to the community.
Source: Martensville Messenger
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Community groups rally to advance reconciliation
Saskatoon StarPhoenix · 13 Sep 2019 · A1 · ZAK VESCERA Vivian Whitecalf wanted to do something about racism in her community. In 2016, after the shooting of Colten Boushie, racism “exploded” in her community in North Battleford, Whitecalf said. “Me and my friends would get together and ask ‘Why did it come to this? What can we do?’ ” she said. “I don’t want my daughter’s children to experience anything like this.” Whitecalf, a member of the Sweetgrass First Nation as well as the local tribal council and chamber of commerce, was invited to be part of a community group discussing solutions. This week, 10 such groups met in Saskatoon to discuss their grassroots efforts to advance reconciliation in the province, one town and one person at a time. The conference was facilitated by the Office of the Treaty Commissioner (OTC), which unveiled a four-pronged “common vision” for Truth and Reconciliation in Saskatchewan nearly four years after the publishing of the Truth and Reconciliation Calls to Action. The vision, which OTC director of reconciliation and community partnerships Rhett Sangster says was informed by discussions with stakeholders of all backgrounds throughout Saskatchewan, is centred on shared understanding of history, authentic relationships, acknowledging vibrant cultures and world views and removing racism from institutions. “Were not trying to rewrite the reports. There’s a lot of reports out there,” Sangster said. “We’re trying to pull them together and ask: what do we need to do to have authentic relationships?” “Our hope is to make a measurement framework that companies and communities can use to see where we’re at.” The day also featured speeches and greetings from First Nations and Metis elders and community leaders. Peter “Tony” Stevenson, a residential school survivor and member of the Saulteaux First Nation from the Cote Reserve, shared his story of legal advocacy and the ongoing trauma of the system in an emotional speech to the crowd. “The priests and nuns are gone,” said Stevenson, referring to the school’s staff. “But the footprints are still here.” Many of the groups from throughout the province formed organically before connecting with the treaty commissioner’s office. Charmain Laroque and Robin Bendig are part of the Prairie Rivers Reconciliation Committee, which has facilitated meetings with residential school survivors and will host its second annual conference on reconciliation in October. “One of our main objectives is education, so there’s always an educational piece at our meetings to help all members understand our shared history so we can move forward in our reconciliation journey,” Laroque said. Community members said the work is often difficult. Some members of her community were unwilling to engage in conversations around racism, either because of a lack of knowledge or their own prejudice, but meeting like-minded people from across the province has empowered her to ask hard questions about racism in her hometown, Whitecalf said. “Some days I just want to throw in the towel, but the next day I just say, ‘Nope,’ and get back to it ... We’re never going to get rid of racism, but we can do something about it.” Treaty Commissioner Mary Culbertson said individual, grassroots efforts are the only way to achieve reconciliation. “Reconciliation is a great vision ... It can’t be thrown around by politicians. It’s from the people. It’s because of the people,” she said.
Source: Saskatoon Star Phoenix
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Name of Partnership Project & Partners Involved Prairie Valley School Division and Cowessess First Nation Community Education Centre Two to Three Word Descriptor/Category: School-based Information Technology Support
Description of Partnership Project:
Cowessess First Nation and Prairie Valley School Division have entered into a partnership agreement to provide the Cowessess First Nation’s Community Education Centre (a Pre-K to Grade 12 school) with technology services and support.
Through this unique partnership, which started on April 1, 2019, Prairie Valley School Division’s technology team provides in-school technology support on a cost-recovery basis as they do for Prairie Valley schools. The objective is to provide all students with consistent, up-to-date, functional technology that enhances teaching and facilitates learning.
Outcomes of the Project
Working together to: Provide the students and staff in Community Education Centre with access to reliable and up-to- date technology for learning Provide reliable technology support and timely resolution of issues to support continuity of instruction Provide students and staff with access to Office 365 and Google Classroom to support curricular programming Leverage joint tendering for better hardware pricing Build a foundation for other partnerships in programming and/or staff professional development Evaluation Process & Measures of Success
Improved student to device ratios including iPads, Chromebooks, laptops, and desktops Reliable network and wireless infrastructure Improved service response times Successful deployment of new software such as Office 365, Google Docs, L4U Resources and Contributions Required
Technology staff Access to Service Desk, onsite Technical Analysts, Infrastructure Analyst, and IT Management to assist with technical questions or issues.
Procurement Access to Procurement staff to assist in the purchase of technology hardware.
Financial Resources Hardware purchases, mileage, and technology staff costs.
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Successes
Although the partnership has been in place for only a short time: A partnership agreement was developed and signed by both parties Technology requirements at the Cowessess Community Education Centre have been assessed and identified Hardware procurement is complete and preparations for summer equipment and software rollout are underway
As this partnership is recent, long term data is not available. Keys to Success
Commitment by Cowessess to embed technology into curriculum to enhance teaching and facilitate learning Commitment by Cowessess First Nation to provide staff and students with access to current technology Clear understanding and documentation of the desired services, support levels, and target resolution times Good working relationships between Cowessess and Prairie Valley School Division
Partnership Contacts
Ashton Calder, Supervisor of Communication, Information, and Technology Phone: 3069493366 Email: [email protected] Sandy Pinay-Schindler, Education Director, Cowessess First Nation Phone: 3066963418, Email: [email protected]
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Name of Partnership Project & Partners Involved
Kisēwātotātowin Partnership - Saskatchewan Rivers Public School Division and Muskoday First Nation (Saskatoon Tribal Council) Two to Three Word Descriptor/Category:
Student support (academic, cultural, and socio-emotional) Description of Partnership Project:
“Together the partners will enhance Education by providing opportunities to promote and engage First Nation Education Principles and will improve learning outcomes for all students in the region.” Prior to the official signing of the Memorandum of Understanding (MOU) on October 22, 2013, at Muskoday First Nation (MFN), there was an informal partnership between the students at Muskoday First Nation Community School (MFNCS) and Birch Hills School that produced numerous student-related activities. However, with the signing of the MOU, a formalized partnership was created thus moving the partnership to a more formalized system level. Mentorship program and shared resources align with supporting increased First Nations graduation rates. The partnership takes place in the form of mentors in high schools supporting Muskoday High School students on a daily basis. Leadership and planning take place in regular partnership and work plan meetings hosted at a different partner site each time.
Outcomes of the Project
Develop relationships with First Nations families and mentoring to teachers with respect to First Nations ways of knowing and content
Improve First Nations student engagement and graduation rates by developing culturally responsive pedagogy and a supportive learning environment Support smooth transitions of students from and through partnership schools into post- secondary and employment opportunities Support existing partnerships and assist the Saskatchewan Rivers Public School Division and the Saskatoon Tribal Council in building new partnerships between First Nations and the Saskatchewan Rivers Board of Education To involve SRPSD Career Guidance in an active role in planning future opportunities for First Nations students Provide a voice for First Nations students in their education
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Evaluation Process & Measures of Success
Graduation rates have increased, student engagement has increased (curricular and non- curricular participation). Mentor involvement and student tracking have shown improvement in student engagement. Measures of success are based on Provincial Grad rate data, as well as quantitative rubric data on engagement, and qualitative data through anecdotal evidence from mentor tracking.
Results are shared in regular working meetings with partners and mentors as well as at a year-end celebration.
Resources and Contributions Required
Academic Coach: The Academic Coach’s role is to assist Muskoday First Nation students in various aspects of their academic journeys, to improve learning, achievement, retention and overall success for graduation and post-secondary opportunities.
Invitational Shared Services Initiative (ISSI) Graduation Coaches: Graduation Coaches from the ISSI Partnership also support this partnership work. These coaches work primarily with students from Wahpeton, Muskoday, and One Arrow First Nations, but they will work with all students as needed. They provide supports to First Nations students to improve school engagement and graduation rates. Graduation coaches support grade 10-12 aged students from Muskoday who attend school at a Saskatchewan Rivers Public School; primarily at Carlton, Wesmor, or Birch Hills. Graduation coaches help high school students from Muskoday with their transition to a new school, build relationships within the school, their overall health and welfare, and their learning needs. These coaches are advocates primarily for Muskoday Students, but they will work with all students as needed. Ultimately, the goal is to provide supports to Muskoday students to improve their school engagement, graduation rates and provide support to teachers by addressing the needs of students (mentees) in overcoming learning barriers so the students can reach their full potential. Student Transition Worker: The Student Transition Worker facilitates and supports partnership initiatives between the First Nation community schools and the affiliated provincial school. They facilitate the communication between the First Nation and provincial school to ensure a smooth transition from the First Nation school to provincial school (secondary and post-secondary). Financial Instructional salaries and benefits (2.0 FTE Graduation Coaches) allocated through ISSI funding agreement. Professional Development Continuing education for the mentor teacher and involved teaching staff Student related expenses Support student engagement activities, and any other extra-curricular activities Business Club Activities Elder Services
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Successes
Improving graduation rates Improving attendance rates Partnership has created relationships between communities Staff connections between SRPSD and Muskoday for professional resource sharing
Keys to Success
Leadership is provided by both SRPSD and STC Sr. Admin; Muskoday, Carlton, Wesmor, PACI, and Birch Hills In-School Administrators. Implementation is the responsibility of Principals, SRPSD Indigenous Perspectives Coach, and Sr. Admin. Decision-making is collaborative. Regular meetings and year work plans are in place to sustain the partnership. Advice – make relationships and trust the key for the partnership to flourish. Non-First Nations members of the partnership need to learn about and respect the culture of the partners and ensure this is embedded in the decision making and implementation of the partnership.
Partnership Contacts
Cory Trann, Superintendent of Schools Saskatchewan Rivers Public School Division Phone: 306-764-1571 Email: [email protected]
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Name of Partnership Project & Partners Involved Alliance Agreement – Whitecap Dakota First Nation and Saskatoon Public Schools Two to Three Word Descriptor/Category: Alliance Agreement Partnership Description of Partnership Project:
Whitecap Dakota First Nation (WDFN) and Saskatoon Public Schools (SPS) have a longstanding relationship that dates back over 25 years. Recently the two organizations re-signed a bilateral “Alliance Agreement” for the next 5 years focused on how to best support WDFN students as they move through kindergarten to grade 12 education. Students attend Charles Red Hawk elementary school (kindergarten to grade 4) and then successfully transition to Chief Whitecap elementary school (grades 5-8), located in Saskatoon. Most WDFN students attend Aden Bowman Collegiate or Walter Murray Collegiate from grades 9-12. Federal funding changes have led to work on a new tripartite agreement between Whitecap Dakota First Nation, Saskatoon Public Schools, and the Government of Canada. This work is still in the preliminary stages with the goal that it will be recognized as a Regional Education Agreement (REA). Outcomes of the Project
Following are some outcomes of the Alliance Agreement: Federal funding at or above levels compared to provincial students in the province Successful transition of WDFN students into and through kindergarten – Grade 12 education At grade level reading and math levels for all WDFN students Appropriate supports for those WDFN students that require them Inclusion of Dakota Language and Culture starting with Kindergarten to grade 4 education, and grades 5-8 education, with future goals of inclusion in grades 9-12 Joint governance and joint operations committees with membership from both organizations Shared staff including a Student Success Liaison who supports WDFN students and families The recent opening of Chief Whitecap elementary school Evaluation Process & Measures of Success
At the end of the original Alliance Agreement (2014-2018) and at the request of the Federal Government, a WDFN/SPS Education Partnership Program Evaluation was completed by Mr. Don Hoium on behalf of the Saskatchewan Education Leadership Unit (SELU).
Through the Invitational Sustained Services Initiative (ISSI) grant monies provided by the Ministry of Education, Whitecap Dakota First Nation student academic success has been documented. These monies have been spent on supports such as a literacy specialist and speech and language pathologist. Resources and Contributions Required
Much work has occurred, contributed by both organizations to develop the funding guidelines from four levels of governance to make the Alliance Agreement work: Federal Government of Canada Province of Saskatchewan Whitecap Dakota Chief and Council
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Saskatoon Public Schools Board of Trustees
It should be noted that the first Alliance Agreement had funding flowing through SPS while the second version of the Alliance Agreement has funding flowing through WDFN. Successes
Smooth transition of students into and through their kindergarten to Grade 12 education Additional support(s) for Whitecap Dakota First Nation Intensive Needs students Beginning of the inclusion for Dakota language and culture (kindergarten to grade 4) and (grades 5-8) Keys to Success
A sustained trusting relationship has developed over 25 years Alliance Agreement framework Joint governance and joint operations committee leadership Adequate funding support for WDFN students
Partnership Contacts WDFN – Councillor Dalyn Bear and Director of Self Government Murray Long SPS – Board Chairperson Ray Morrison and Superintendent of Education Dean Newton
Logos
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Name of Partnership Project & Partners Involved Aboriginal HeadStart Program at Ocean Man, Pheasant Rump, and White Bear First Nations communities along with Southeast Cornerstone Public School Division and SECPSD Regional Kids First Two to Three Word Descriptor/Category: Community Literacy Events
Description of Partnership Project: Grandmothers and Grandfathers Story Circle
The Grandmothers and Grandfathers’ Story Circles encouraged families to read to their children and to make reading a part of their daily lives. At each event, books from the Grandmother/Grandfather series were given to each family to encourage reading to preschoolers. The children were excited to discover the new storybooks that were brought to each event for families to read together at the story circles. The adults were given resources to encourage reading readiness and a number of strategies were shared and discussed. The family members had an opportunity to discuss issues and problems surrounding reading to preschoolers with the Literacy Mentor and other parents.
The Grandmothers and Grandfathers’ Story Circles were held in three First Nations communities partnering SECPSD with Aboriginal Headstart programs and, in some cases, with community school staff. Community educators were actively involved in the planning and organization of the programs. Their contributions allowed us to adapt the program based on the needs of each individual community (eg: Grandmothers and Grandfathers quickly grew to include all family members). Our SECPSD Regional KidsFirst Literacy Mentor sought to understand and adapt the program to the needs of each First Nation community by connecting with Elders and early childhood educators. In partnership, we were able to offer book-sharing strategies, transportation, childcare, meals, books, and door prizes to participants. The families and educators were given books that were recommended by our First Nations partners and which focussed on aspects of First Nations cultures.
Outcomes of the Project
Workshop Outcomes: 1. Participants understand practical strategies that turn book reading into a conversation 2. Participants understand practical strategies that support the development of new vocabulary 3. Participants understand practical strategies that expand children’s understanding of stories 4. Participants understand practical strategies that help children use language to think and learn 5. Participants understand practical strategies that foster the development of print knowledge
Evaluation Process & Measures of Success
Evaluations were given out in print format, with the QR code inserted so that participants had opportunity to either fill out the paper copy or complete the survey online. The survey was given out at the end of every event, along with the books that were given to each family. How to use the QR code was explained to the adults. We encouraged families to fill out the surveys and respected their choice to prefer not to answer some questions.
From evaluations and observations taken over the course of the project, we have learned to:
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1. Schedule programs regularly. It works best if events are held on the same weekday for a few weeks 2. Allow for “drop in” so that families can come and go as they wish 3. Plan for learning followed by a meal and socialization 4. Offer incentives for attendance and completion of evaluation 5. Meet face to face with partners, rather than email or phone calls Resources and Contributions Required
Aboriginal HeadStart Program at Ocean Man, Pheasant Rump, and White Bear First Nations hosted the events, provided the venue, organized childcare for the children at the event while the adults were in discussions, organized meals to follow the event, promoted the event to families in the community, and sometimes provided transportation to the events and door prizes. Successes
1. We increased the number of trained Literacy facilitators within our communities. Our Literacy Mentor received training on the Hanen Program and attended First Nations, Métis, and Inuit Aboriginal Awareness and Kids Have Stress Too workshops. HeadStart staff, along with grandparents and parents, attended the Grandmothers and Grandfathers’ sessions and have an enhanced understanding about how to share books with children 2. We increased awareness about the early childhood programs and services for families with young children by providing information on available children’s programs and community supports to parents 3. We reduced barriers for families to attend programs. Our programs were all offered free of charge, and healthy food was served at each. Ocean Man First Nation provided free transportation to events 4. We reduced social isolation amongst families. Programs provided an opportunity for families with preschool children to gather, socialize, and share parenting strategies. Genuine friendships amongst families were built as parents and children played together 5. We opened doors for future partnerships with First Nation communities, libraries, and schools. The programs filled a gap in literacy programs offered, were planned cooperatively, and were well received both by hosts and participants Keys to Success
Open communication between partners and a shared vision for children and families.
Partnership Contacts
Jodie Kakakaway [email protected] Kerrie Box [email protected] Brenda Sheepskin [email protected] Jacqueline Gibbs [email protected]
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CONCLUSION
Saskatchewan school divisions and First Nation education authorities are committed to furthering relationships with First Nations, Métis, and Inuit communities to enhance student engagement and graduation rates. The Education Sector Strategic Plan sought to highlight partnerships that are working collaboratively to reach this goal. This document provides innovative partnership information that features growing relationships that focus on meeting the needs of students. This report showcases best and evolving practices that enhance education and improve engagement for Métis, Inuit, and First Nations students.
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APPENDIX A
Name of Partnership Project & Partners Involved
______Two to Three Word Descriptor/Category: ______
Description of Partnership Project:
Outcomes of the Project
Evaluation Process & Measures of Success
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Resources and Contributions Required
Successes
Keys to Success
Partnership Contacts
Optional: Photo or Logo
Is there a partnership photo and /or logo that could be shared? Please ensure the necessary permissions have been secured and include a one-line descriptor to accompany the images.
Please complete and email to [email protected] by Friday, June 14, 2019. Thank you for your contribution to sharing successful partnerships.
Linda Stanviloff, Consultant Saskatchewan Educational Leadership Unit, 306-966-7634
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