MANITOBA FIRST NATIONS SCHOOL SYSTEM | 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 Chairperson...... 1 Executive Director...... 2
MANITOBA FIRST NATIONS SCHOOL SYSTEM...... 3
School Profiles...... 4 Miskooseepi School...... 4 Sergeant Tommy Prince School...... 6 Mahpiya Hdega School ...... 8 Fox Lake School ...... 10 Keeseekoowenin School...... 12 Lake Manitoba School...... 14 Lake St. Martin School...... 16 Pinaymootang School...... 18 Ginew School...... 20 George Saunders Memorial School...... 22
Instructional Services...... 24 Administrative Support...... 26 First Nations Language & Culture...... 27 Early Learning...... 29 Curriculum, Instruction & Assessment...... 30 Literacy...... 32 Numeracy...... 34 Physical Education & Health...... 36 MFNSS Inaugural Sporting Events Are a Hit...... 37 Science...... 38 Educational Technology...... 39 Education Administration...... 40 School Performance Management...... 41 Student Support Services...... 42 School Data Management...... 43 Private Home Placement...... 44
Facilities & Operations...... 47 MFNSS Supports Set-Up of Temporary School to Assist Displaced Students ...... 48 Operations & Maintenance...... 49 Communications...... 50 Transportation...... 51
Summary of Internet Connectivity ...... 52 School Staff & Students...... 54 Finance Summary July 1, 2017–March 31, 2018...... 58 Appendix A: MFNSS Organizational Chart...... 61 MESSAGE from the CHAIRPERSON Chief Clarence Easter Chemawawin Cree Nation
On behalf of the MFNERC Board, I am pleased to pres- also addressed the health and safety of school facilities ent the Manitoba First Nations School System (MFNSS) to ensure students have a safe learning environment. Annual Report for 2017–18, which highlights some of School staff, principals, and directors of education have the accomplishments, as well as the challenges, of our shared that students feel more motivated and excited First Nations school division. MFNERC established about attending school. We established MFNSS for this the school system in response to requests from First reason—to better support the students. Nations leaders seeing a need to work collectively to benefit students. This year marked a historic milestone I thank the leadership of our 10 partnering First Nations with the start-up of MFNSS on July 1, 2017, in part- who have a shared vision of creating a better education nership with 10 First Nations. system for students. This reflects the original vision of the Chiefs in 1971 in Wahbung, Our Tomorrows, when We appreciate all who helped establish MFNSS. The they stated the importance of education and excellence success of the school system springs from the efforts in education programs. of directors of education, school administrators, school staff, MFNERC staff, Elders, and First Nations With the school system, we move closer towards achiev- leadership from the partnering First Nations. I also ing the vision of MFNERC to “support First Nations to acknowledge my former co-chair of the MFNERC develop and implement a comprehensive holistic educa- Board, former Chief Stephanie Blackbird, who played tional system inclusive of First Nations languages, world a key role in supporting MFNSS. views, values, beliefs and traditions with exemplary academic standards, under First Nation jurisdiction.” While some challenges existed in the first year of MFNSS operations, we also enjoyed many successes, from increased levels of resourcing for schools—which Ekosani, meant more education materials, library books, and Chief Clarence Easter computers—to more comparable teacher salaries. We
www.mfnerc.org 1 MESSAGE from the EXECUTIVE DIRECTOR Lorne C. Keeper, M.Ed Nisichawayasihk Cree Nation
On behalf of MFNERC, I am happy to present the Throughout the winter of 2016, 10 First Nations signed annual report of the Manitoba First Nations School Education Delegation Agreements to join the school System for 2017–18. MFNSS is the first of its kind in system, which represents the collective vision of First Canada and is a First Nations-led initiative, one that Nations to provide an improved quality of education is linguistically and culturally relevant with a focus on based on a foundation of our languages and cultures. high quality education. In December 2016, our Board of Directors signed the Education Governance Agreement with the Minister I start by acknowledging my former colleague, the late of Indigenous Services Canada which led to the estab- Gwen Merrick, our associate executive director who was lishment of MFNSS. involved in the pre-implementation phase for MFNSS. Through countless hours, Gwen and our MFNERC We believe that through education our young people administration team worked tirelessly to establish will acquire the tools they need to succeed in life. The MFNSS. Sadly, Gwen passed into the spirit world on future looks bright for our children and communities. February 14, 2018. We are thankful for her vision, hard It has been exciting and uplifting to be part of the for- work, determination, and wisdom in helping to estab- mation of the school division, and I hope you enjoy lish the Manitoba First Nations School System. learning more about the Manitoba First Nations School I also thank MFNSS directors Dr. Nora Murdock System. and Charles Cochrane and all our MFNSS staff who Ekosani, have each done their part to make the first year run Lorne C. Keeper as smoothly as possible. We have encountered some challenges, but by working together, we have achieved many successes.
2 Annual Report 2017–2018 NY VOIC MA ES
M S ANY MIND MANITOBA FIRST NATIONS SCHOOL SYSTEM
MFNERC works with First Nations schools in lead- with the various groups in Manitoba verifying the need ership, classroom instruction, capacity building, for MFNSS and providing direction for the develop- assessment, school planning, data collection, informa- ment and ongoing implementation of the school system. tion technology and other supports which has resulted MFNERC works closely with the First Nations that have in much progress. As part of ongoing development of exercised their jurisdiction over education by delegat- systems, MFNERC entered the next stage of education ing the administration of their system to MFNSS, and transformation: the implementation of the Manitoba continues to engage with other Manitoba First Nations First Nations School System (MFNSS). MFNSS was on the developments of the school system. implemented on July 1, 2017, with 10 First Nations in Manitoba. MFNSS continues to reflect the “Many MFNSS has ended its first year—a journey full of excite- Voices-Many Minds” consultative work that occurred ments and challenges.
FIRST NATION SCHOOL STAFF Bloodvein First Nation Miskooseepi School 43 Brokenhead Ojibway Nation Sergeant Tommy Prince School 34 Dakota Plains Wahpeton Nation Mahpiya Hdega School 21 Fox Lake Cree Nation Fox Lake School 9 Keeseekoowenin Ojibway Nation Keeseekoowenin School 24 Lake Manitoba First Nation Lake Manitoba School 56 Lake St. Martin First Nation Lake St. Martin School 32 Pinaymootang First Nation Pinaymootang School 66 Roseau River Anishinabe First Nation Ginew School 30 York Factory First Nation George Saunders Memorial School 31
1,744 Students 26 MFNSS Staff 346 School Staff
www.mfnerc.org 3 MFNSS | SCHOOL PROFILES
MISKOOSEEPI SCHOOL Bloodvein First Nation
Bloodvein First Nation has a registered population Miskooseepi School was one of the earliest locally con- of 1,872, with an on-reserve population of 1,164 trolled schools in Manitoba in the 1970s. The school (Department of Indigenous Services Canada/DISC, was constructed in 1985, and there are plans for a new 2018). With the opening of the new all-weather, gravel school in 2019. The school has a principal, 8 teachers, 15 road, Bloodvein now has improved travel access. educational assistants, 3 Operations and Maintenance staff, and 2 Transportation staff. Bloodvein First Nation has a student enrollment of 219 nursery to Grade 12 students in Miskooseepi School and other provincial school divisions. Nursery to Grade 9 student enrollment at Miskooseepi School is 161. Grades N-9
“We try to make the teachers comfortable in the classroom and in the community as well. We invite our teachers to participate in community activities. I also help the teachers as I do speak the language, and I speak to the children in Ojibwe, and since the children are learning that language and respect that language, they listen.” Irene Rupp, Principal
4 Annual Report 2017–2018 MFNSS | Miskooseepi School
# 43 TOTAL SCHOOL STAFF MISKOOSEEPI SCHOOL STAFF OVERVIEW Principal 1 Instructional Staff 8 Educational Assistants 15 Support Staff 19
SPECIALIZED SUPPORT STAFF
Language Teacher
# Physical Education Teacher TOTAL SCHOOL ENROLLMENT 161 Resource Teachers ENROLLMENT OVERVIEW Miskooseepi School Resource Teacher | Reading Student Enrollment 161 Recovery Teacher Teachers 8 Student to Teacher Ratio 20:1 Home School Coordinator Other Schools Information Worker Provincial & Private Student Enrollment 58 Private Home Placement Enrollment 31 School Finance Secretary Bloodvein Total Enrollment 219
www.mfnerc.org 5 MFNSS | SCHOOL PROFILES
SERGEANT TOMMY PRINCE SCHOOL Brokenhead Ojibway Nation
Brokenhead Ojibway Nation has a registered population In October 2017, Brokenhead Ojibway Nation hosted of 2,094 with an on-reserve population of 795 (DISC, the Grand Opening of the Manitoba First Nations 2018). Sergeant Tommy Prince School was constructed School System, which included special guests Minister in 1972, and local control started in 1992. of Indigenous Services Canada Jane Philpott, Grand Chiefs Arlen Dumas and Sheila North, and other Brokenhead Ojibway Nation has 158 students enrolled dignitaries. in nursery to Grade 12 in Sergeant Tommy Prince School and at Lord Selkirk School Division. The school has 96 students from nursery to Grade 9. The school has a director of education, principal, 7 teachers, 9 educa- tional assistants, 3 Operations and Maintenance staff, and 3 Transportation staff. Grades N-9
“The new MFNSS has been a vision of mine as well, that our First Nations communities have their own school division to support the unique needs of all our children. And it has been a great pleasure to be the principal of Sergeant Tommy Prince School as we had our first year in the MFNSS, and for our school to be the host for the Grand Opening was a great honour [along with] being part of the grand entry. Our children are making history today.” Rhonda Michaud, Principal
6 Annual Report 2017–2018 MFNSS | Sergeant Tommy prince school
# 34 TOTAL SCHOOL STAFF SERGEANT TOMMY PRINCE SCHOOL STAFF OVERVIEW Director of Education 1 Principal 1 Instructional Staff 7 Educational Assistants 9 Support Staff 16
SPECIALIZED SUPPORT STAFF
Physical Education Teacher # 95.5TOTAL SCHOOL ENROLLMENT Resource Teacher ENROLLMENT OVERVIEW Home School Coordinator Sergeant Tommy Prince School Student Enrollment 95.5 School Counsellor Teachers 7 Student to Teacher Ratio 14:1 Social Worker
Other Schools Adult Education Teacher Provincial & Private Student Enrollment 62 Private Home Placement Enrollment 5 Information Worker Brokenhead Total Enrollment 157.5 School Finance Secretary
www.mfnerc.org 7 MFNSS | SCHOOL PROFILES
MAHPIYA HDEGA SCHOOL Dakota Plains Wahpeton Nation
Dakota Plains Wahpeton Nation has a registered pop- Mahpiya Hdega School has a full-time Dakota language ulation of 257 with an on-reserve population of 162 and culture teacher who helps the students learn more (DISC, 2018). Mahpiya Hdega School has been locally about the importance of their language, culture, and controlled since the late 1970s, and a new school was identity. constructed in 2007. On June 4, 2018, Dakota Plains hosted the inaugural Dakota Plains Wahpeton Nation has 105 students MFNSS Softball Tournament in Portage la Prairie. There enrolled in nursery to Grade 12 attending Mahpiya were 90 Grade 6–8 students and coaches in attendance. Hdega School and Portage la Prairie School Division. The participating schools were Pinaymootang School, The school has 87 students from kindergarten to Mahpiya Hdega School, Sergeant Tommy Prince School, Grade 8. Ginew School, Keeseekoowenin School, and Long Plain School. School staff include a director of education, 4 teachers, 8 educational assistants, 1 Operations and Maintenance staff, and 3 Transportation staff. Since joining MFNSS, Grades K-8
“We want to acknowledge the programming support from the MFNSS facilitators. Their work is much appreciated. Mahpiya Hdega is pleased to have a full-time language teacher and a cultural liaison worker. The community has responded favourably to the changes this year, and the students are responding favourably as well.” Joan Smoke, Principal
8 Annual Report 2017–2018 MFNSS | Mahpiya Hdega School
# 21 TOTAL SCHOOL STAFF MAHPIYA HDEGA SCHOOL STAFF OVERVIEW Director of Education 1 Instructional Staff 4 Educational Assistants 8 Support Staff 8
SPECIALIZED SUPPORT STAFF
Elders
Language Teacher # TOTAL SCHOOL ENROLLMENT 87 Cultural Liaison Worker ENROLLMENT OVERVIEW Mahpiya Hdega School Physical Education | Computer Student Enrollment 87 Teacher Teachers 4 School Finance Secretary | Student to Teacher Ratio 22:1 Information Worker Other Schools Provincial & Private Student Enrollment 18 Dakota Plains Total Enrollment 105
www.mfnerc.org 9 MFNSS | SCHOOL PROFILES
FOX LAKE SCHOOL Fox Lake Cree Nation
Fox Lake Cree Nation, located in northern Manitoba, Fox Lake School was constructed in 2005 and has is accessible year-round on an all-weather road. This 21 students from nursery to Grade 8. The school has First Nation has a registered population of 1,273 with a principal, 3 teachers, 2 educational assistants, 1 an on-reserve population of 203 (DISC, 2018). Operations and Maintenance staff, and 1 Transportation staff. Fox Lake Cree Nation has a total of 36 students enrolled in nursery to Grade 12 in Fox Lake School and at Fox Lake School features land-based and Cree language Frontier School Division. and culture programming for its students.
Grades N-8
“We have a beautiful school with an excellent working environment. It is known throughout Manitoba for land-based programming, specifically the Goose Camp. Our future plans are to introduce a virtual high school and expand on the Language and Culture Program.” Cindy Spence, Principal
10 Annual Report 2017–2018 MFNSS | Fox Lake School
# 9 TOTAL SCHOOL STAFF FOX LAKE SCHOOL STAFF OVERVIEW Principal 1 Instructional Staff 3 Educational Assistants 2 Support Staff 3
SPECIALIZED SUPPORT STAFF
School Finance Secretary | Information Worker # 21 TOTAL SCHOOL ENROLLMENT ENROLLMENT OVERVIEW Fox Lake School Student Enrollment 21 Teachers 3 Student to Teacher Ratio 7:1 Other Schools Provincial & Private Student Enrollment 15 Fox Lake Total Enrollment 36
www.mfnerc.org 11 MFNSS | SCHOOL PROFILES
KEESEEKOOWENIN SCHOOL Keeseekoowenin Ojibway Nation
Keeseekoowenin Ojibway Nation has a registered pop- Keeseekoowenin School has 79 students enrolled in ulation of 1,290 with an on-reserve population of 490 kindergarten to Grade 8. Staff include a principal, 5 (DISC, 2018). Keeseekoowenin School was constructed teachers, 7 educational assistants, 2 Operations and in 1993. Maintenance staff, and 3 Transportation staff. Keeseekoowenin Ojibway Nation has 112 nursery to Keeseekoowenin School provides Ojibway language Grade 12 students enrolled at Keeseekoowenin School and land-based programming for its students. and schools in the neighboring school divisions such as Brandon School Division and Park West School Division. Grades K-8
“Our main highlight of 2017–18 at Keeseekoowenin School is having our facilities updated. This includes heating, cooling, flooring, and having our gym painted. The operations work is very noticeable. We had a community dinner recently, and we shared that we were getting a new playground for our school, and Elders were very excited.” Audrey Blackbird, Principal
12 Annual Report 2017–2018 MFNSS | Keeseekoowenin School
# 24 TOTAL SCHOOL STAFF KEESEEKOOWENIN SCHOOL STAFF OVERVIEW Principal 1 Instructional Staff 5 Educational Assistants 7 Support Staff 12
SPECIALIZED SUPPORT STAFF
Elders
Physical Education Teacher # TOTAL SCHOOL ENROLLMENT 78.5 Resource Teacher ENROLLMENT OVERVIEW Keeseekoowenin School Information Worker | Computer Student Enrollment 78.5 Technician Teachers 5 School Finance Secretary Student to Teacher Ratio 16:1 Other Schools Provincial & Private Student Enrollment 33 Private Home Placement Enrollment 4 Keeseekoowenin Total Enrollment 111.5
www.mfnerc.org 13 MFNSS | SCHOOL PROFILES
LAKE MANITOBA SCHOOL Lake Manitoba First Nation
Lake Manitoba First Nation has a registered population Lake Manitoba School offers language and culture pro- of 2,107 with an on-reserve population of 1,245 (DISC, gramming and plans to establish its own high school 2018). Lake Manitoba School was constructed in 1975. in the future. Students and staff were especially appre- The new school is currently under construction. ciative of the facility upgrades in the school when they joined MFNSS. Lake Manitoba First Nation has 268 students enrolled in nursery to Grade 12 which includes those at the Lake Manitoba School and Lakeshore School Division. Lake Manitoba School has 185 students from nursery to Grade 8. Staff includes a director of education, a princi- pal, 11 teachers, 23 educational assistants, 5 Operations and Maintenance staff, and 6 Transportation staff. Grades N-8
“Highlights this last year include our facility upgrades. We’re having renovations right now. We’re having our doors and windows changed. We’ve had the gym painted recently, and they will be painting the school walls.” Freda Missyabit, Principal
14 Annual Report 2017–2018 MFNSS | Lake Manitoba School
# 56 TOTAL SCHOOL STAFF LAKE MANITOBA SCHOOL STAFF OVERVIEW Director of Education 1 Principal 1 Instructional Staff 10 Educational Assistants 11 Support Staff 23
SPECIALIZED SUPPORT STAFF
Elders
# Language Teacher 184.5TOTAL SCHOOL ENROLLMENT ENROLLMENT OVERVIEW Land-Based Education Teacher Lake Manitoba School Student Enrollment 184.5 Physical Education Teacher Teachers 11 Resource Teachers Student to Teacher Ratio 17:1 Other Schools Librarian Provincial & Private Student Enrollment 83 Information Worker Private Home Placement Enrollment 15 Lake Manitoba Total Enrollment 267.5 School Finance Secretary
www.mfnerc.org 15 MFNSS | SCHOOL PROFILES
LAKE ST. MARTIN SCHOOL Lake St. Martin First Nation
Lake St. Martin First Nation has a registered population Due to severe flooding in Lake St. Martin First Nation of 2,806 with an on-reserve population of 1,683 (DISC, in 2011, some of the students and their families have 2018). remained in Winnipeg while several families relocated to new homes in their community this year. Lake St. Martin First Nation has 198 students enrolled in nursery to Grade 12 which includes students in both Lake St. Martin and Winnipeg school divisions. Lake St. Martin School has 103 students from nursery to Grade 9. The school has a director of education/princi- pal, 6 teachers, 10 educational assistants, 2 Operations and Maintenance staff, and 3 Transportation staff. Grades N-9
“A huge highlight was the new school in Lake St. Martin. We have a brand-new school out there. By fall there will be brand-new teacherages. Indigenous Services Canada has replaced what we had when we were there and then some.” Marie Zahorodny, Director of Education/Principal
16 Annual Report 2017–2018 MFNSS | Lake St. Martin School
# 32 TOTAL SCHOOL STAFF LAKE ST. MARTIN SCHOOL STAFF OVERVIEW Director of Education/Principal 1 Instructional Staff 6 Educational Assistants 10 Support Staff 15
SPECIALIZED SUPPORT STAFF
Elders
Language Teacher # 103 TOTAL SCHOOL ENROLLMENT Physical Education Teacher ENROLLMENT OVERVIEW Lake St. Martin School Special Education Coordinator Student Enrollment 103 Resource Teacher - Early Years Teachers 6 Student to Teacher Ratio 17:1 Home School Coordinator Other Schools Provincial & Private Student Enrollment 94.5 Information Worker | Computers Private Home Placement Enrollment 59 School Finance Secretary Lake St. Martin Total Enrollment 197.5
www.mfnerc.org 17 MFNSS | SCHOOL PROFILES
PINAYMOOTANG SCHOOL Pinaymootang First Nation
Pinaymootang First Nation has a registered population Pinaymootang School had 12 high school graduates in of 3,296 with an on-reserve population of 1,337 (DISC, June. Special guests at the graduation included Grand 2018). Pinaymootang School was constructed in 1997. Chief Arlen Dumas and NDP leader Wab Kinew. Pinaymootang First Nation has 326 students enrolled The Grade 11 students and their families are raising in nursery to Grade 12 in Pinaymootang School and funds for a Grade 12 field trip next year. other provincial schools. Pinaymootang School has 303 students enrolled. The school has a director of education, a principal, Grades N-12 vice-principal, 16 teachers, a guidance counsellor, 25 educational assistants, 5 Operations and Maintenance High School Graduates staff, and 4 Transportation staff. 12
“Highlights this past year include the facility’s maintenance and repairs. We are having a new roof installed as soon as the school finishes this year. We are looking to get more trailers for classroom space because we are busting at the seams with students.” “Next year our Grade 12 class will be taking a trip to Europe. We are very pleased with how this impacted the current year, as that trip will be based on attendance and grades. This has also helped with teacher retention, as many teachers are looking forward to next year.” Edwin McCorrister, Principal
18 Annual Report 2017–2018 MFNSS | Pinaymootang School
# 66 TOTAL SCHOOL STAFF PINAYMOOTANG SCHOOL STAFF OVERVIEW Director of Education 1 Principal 1 Vice-Principal 1 Instructional Staff 16 Educational Assistants 26 Support Staff 21
SPECIALIZED SUPPORT STAFF
# Elders TOTAL SCHOOL ENROLLMENT 302.5 Language Teachers ENROLLMENT OVERVIEW Pinaymootang School Outdoor Education Coordinator Student Enrollment 302.5 Teachers 16 Physical Education Teacher Student to Teacher Ratio 19:1 Other Schools Resource Teachers
Provincial & Private Student Enrollment 23 Computer Teacher Private Home Placement Enrollment 12 Pinaymootang Total Enrollment 325.5 Home School Coordinator
Guidance Counsellor
Information Worker
School Finance Secretary
www.mfnerc.org 19 MFNSS | SCHOOL PROFILES
GINEW SCHOOL Roseau River Anishinabe First Nation
Roseau River Anishinabe First Nation has a total regis- students from nursery to Grade 8 enrolled in Ginew tered population of 2,683 with an on-reserve population School. School staff include a principal, vice-principal, of 1,193 (DISC, 2018). Ginew School was constructed 8 teachers, a guidance counsellor, 11 educational assis- in 1998. tants, and 2 Operations and Maintenance staff. Roseau River Anishinabe First Nation has a total of Ginew School offers language and culture programming 195 students enrolled in nursery to Grade12 which and hosted several intramural events for schools that includes those students at Ginew School and Border are part of MFNSS, including a basketball tournament Land School Division. and a track meet, that had a positive impact on student motivation and attendance. Ginew School was the first school administered and managed by MFNERC in 2012 based on a request from, then Chief, Terry Nelson. Approaching its seventh year under MFNERC management, there are now 108 Grades N-8
“A big positive in 2017–18 was having the 10 schools come together for the Manitoba First Nations School System to create a network. As part of that, Ginew hosted both the MFNSS Basketball Tournament and the MFNSS Track Meet. The sporting events led to improved student attendance, and they were more driven.” Rylee Gilbert, Principal
20 Annual Report 2017–2018 MFNSS | GineW School
# 30 TOTAL SCHOOL STAFF GINEW SCHOOL STAFF OVERVIEW Principal 1 Vice-Principal 1 Instructional Staff 8 Educational Assistants 11 Support Staff 9
SPECIALIZED SUPPORT STAFF
# Elders 107.5 TOTAL SCHOOL ENROLLMENT ENROLLMENT OVERVIEW Language Teacher Ginew School Physical Education Teacher Student Enrollment 107.5 Teachers 8 Resource Teachers Student to Teacher Ratio 13:1 Other Schools Guidance Counsellor Provincial & Private Student Enrollment 87 School Finance Secretary Roseau River Total Enrollment 194.5
www.mfnerc.org 21 MFNSS | SCHOOL PROFILES
GEORGE SAUNDERS MEMORIAL SCHOOL York Factory First Nation
York Factory First Nation has a registered population Staff includes a principal, 7 teachers, 14 educational of 1,433 with an on-reserve population of 433 (DISC, assistants, 3 Operations and Maintenance staff, and 1 2018). George Saunders Memorial School was con- Transportation staff. structed in 1994. The school offers a Cree language and culture camp York Factory First Nation has 130 students enrolled in that teaches students traditional activities, trapping, nursery to Grade 12 which includes those at George geese hunting, and food preparation. Saunders Memorial School and Mystery Lake School Division. George Sanders Memorial School has an enrollment of 108 students from nursery to Grade 8. Grades N-8
“We’ve had plenty of offerings for our students: a football team, a basketball team, active choir, a floor hockey team, and a wonderful winter camp and trapping program that the York Factory community organized. Keeyask Implementation Office ran the winter camp where students sat with Elders and learned traditional skills, like making wooden duck decoys, niska (geese) decoys, and some traditional foods. Morgan Serger, Principal
22 Annual Report 2017–2018 MFNSS | George Saunders MEMORIAL SCHOOL
# 31 TOTAL SCHOOL STAFF GEORGE SAUNDERS MEMORIAL SCHOOL STAFF Principal 1 Instructional Staff 7 Educational Assistants 14 Support Staff 9
SPECIALIZED SUPPORT STAFF
Language Teacher
Early Years Literacy Support # 108 TOTAL SCHOOL ENROLLMENT Home School Coordinator ENROLLMENT OVERVIEW George Saunders Memorial School School Finance Secretary Student Enrollment 108 Teachers 7 Student to Teacher Ratio 15:1 Other Schools Provincial & Private Student Enrollment 22 Private Home Placement Enrollment 22 York Factory Total Enrollment 130
www.mfnerc.org 23 INSTRUCTIONAL SERVICES Nora Murdock, PhD | Director Cree, Fisher River Cree Nation
Instructional Services provides direction and coordi- The MFNSS team worked on a Strategic Plan for the nation of educational services to MFNSS schools by 10 schools with input from directors and principals. assessing the needs of the schools and providing support Facilitators and school staff focused on a variety of based on those identified needs. Instructional Services programs and initiatives to ensure that the following implements the educational goals and objectives of goals are achieved: MFNSS by working with the school administrators and • Develop a culturally responsive environment staff through the development of curriculum, instruc- tion, and assessment strategies to strengthen student • Develop an inclusive and respectful learning com- learning. munity that is student-centered, responsive, and relevant Instructional Services supports the schools to provide a quality, holistic, and culturally relevant education by • Create an environment that promotes safety, health, nurturing each child’s growth and encouraging their and well-being development as lifelong learners. The foundation for • Support student learning and engagement through MFNSS is to provide education that is based on First improved instruction and assessment strategies Nations languages, cultures, world views, and traditions. Instructional Services will continue to build partner- MFNSS facilitators focus on supporting school staff, ships and establish programs, policies, and processes who in turn support students to achieve academic that will strengthen classroom instruction and student success. As the school system moves forward, and learning. gets more established, we will continue to strive for culturally relevant programming and a true quality Each of the MFNSS First Nations has a First Nations education for students and staff in a safe and healthy language and culture program supported by the Elders, learning environment. families, and community members where they share the language, traditions, customs, and teachings that have been passed through generations.
24 Annual Report 2017–2018 MFNSS | Instructional Services
Colleen West, M.Ed | Assistant Director Anishinaabe, Sandy Bay First Nation
help students to be engaged in their learning. All 10 schools completed the provincial assessment MFNSS staff work with the schools to create school reporting for Grades, 3, 7, 8, and 12 standards test- plans, emergency response plans, and Codes of Conduct ing as well as assessments in literacy and numeracy. to promote school improvement and support student Assessments help to inform decisions and address learning. student learning needs. Student Support Services provides special education MFNSS supports early learning by promoting devel- support to 10 schools and has established procedures opmentally appropriate programming that helps each and training to school staff so that they are better able child to experience optimal learning in the early years. to respond to and address student needs. MFNSS supports and promotes physical education School Data Management and School Performance in all 10 schools and has helped to build teamwork Management provide support to the schools with by initiating events that bring all schools together for effective practices, education programming, and data sporting events. collection. MFNSS has completed safety audits of science facilities The PHP Program works with students who attend in all 10 schools and has introduced some innovative provincial schools by providing support for successful programs with the purchase of the planetarium and high school completion. drones. Educational Technology assists teachers in the 10 schools to access online educational resources that will
www.mfnerc.org 25 MFNSS | Administrative Support
Administrative Support Emma Roulette, First Nation Management & Administration Diploma | Administrative Assistant to the Director of Instructional Services Anishinaabe, Sandy Bay First Nation
The administrative assistant provides administrative sup- port to the director of instructional services and assists the Instructional Services team with regional and local event planning.
Chelsey Meade, BA Research Administrative Assistant Cree & Anishinaabe, Peguis First Nation
The research/administrative assistant provides adminis- trative support to the Instructional Services team, helps in the planning of regional training and professional development sessions, and assists in research activities.
Verna Paul, Administrative Assistant Diploma Receptionist Anishinaabe, Lake Manitoba First Nation
The receptionist provides front desk support and maintains a variety of office procedures.
26 Annual Report 2017–2018 MFNSS | Instructional Services
First Nations Language & Culture
The First Nations Language and Culture Program supports the development of language, culture, and land-based programs, integration of First Nations per- spectives, and the delivery of training and professional development. This includes providing teaching strate- gies to enhance, support, and strengthen First Nations languages and cultures.
Lloyd Swampy Sr., B.Ed | Program Coordinator Anishinaabe, Sagkeeng First Nation
SUCCESSES Language instructors and classroom teachers integrate cultural activities that include traditional stories, animal teachings, Elder teachings, community feasts, arts and crafts, and camping. Elders are mentors and advisors to students and teachers and assist with traditional teachings and ceremonies. This program provided support to six schools that offer land-based instruction. Land-based education allows students to explore their traditional way of life and increases the levels of student engagement and positive behaviour. Land-based education offers more opportunities for parental involvement. Schools and communities have begun to enhance their Lyle Wood, B.Ed | Facilitator language programs by networking with other schools. Ojibwe-Cree, St. Theresa Point First Nation This networking of schools has had positive effects on the development of the language and culture programs and the promotion of the concept of mino-pimatisiwin within the schools. Each community supports its own language and cul- ture program with involvement of Elders, families and
www.mfnerc.org 27 MFNSS | First Nations Language & Culture
community members being involved. They share about CHALLENGES language, land-based education skills, traditions, cus- Language training and increased cultural awareness toms, and teachings that have been passed down from are required, as well as a greater number of fluent First each generation to the next. Students receive teachings Nations language teachers. Program staff will aim to on kinship and relationships with extended family. The make more connections and celebrate new initiatives, schools also continue to recognize the value of having showcasing them to other schools. Local curriculum role models within the community, such as successful and resources are under-represented. To address this, artists whose work reflects their language and culture. MFNERC Research and Development staff made pre- sentations to many of the First Nations on the First Nations Curriculum Framework draft. MFNERC Research and Development staff are also developing guides for the three languages. More resources are required to support First Nations language and culture programs in the schools. Additional funding and purchase of resources and increased training will enhance these programs. Another challenge is a lack of classroom space for language and culture programs.
28 Annual Report 2017–2018 MFNSS | Instructional Services
Early Learning SUCCESSES Equipment and resources were purchased and dis- The Early Learning Program focuses on children from tributed to schools to support the implementation of birth to age 6 by working with teachers and leadership play-based learning and developmentally appropriate to promote developmentally appropriate programming practice in the nursery and kindergarten classrooms. to prepare children for successful school entry and opti- The additional resources combined with implementing mal learning in the early years. One of the primary teaching strategies assisted teachers to strengthen early objectives is to raise awareness about the importance learning programs. of engaging children through purposeful play-based learning as a means of achieving quality outcomes for MFNSS promoted the use of Manitoba’s Early early learners. Development Instrument (EDI). This provided the communities data to support evidence-based decision making, setting goals, and developing action plans to optimize the development of young children. In June 2018, program staff distributed Welcome to School bags containing resources to promote parental involvement and increase school readiness for children who will be starting nursery in 2018–2019 school year.
CHALLENGES More support and resources are needed for preschool children and families prior to attending school. Increased professional development on assessment, reporting, Early Development Instrument (EDI) data Sheila Murdock, ECE II | Facilitator for school planning, and curriculum for play-based Cree, Fisher River Cree Nation learning environments is required. The program will address this by continuing to build community and school relationships and by offering support and resources.
www.mfnerc.org 29 MFNSS | Curriculum, Instruction & ASSESSMENT
Curriculum, Instruction & Assessment
The Curriculum, Instruction and Assessment Program oversees developing and implementing instructional and assessment strategic plans for the school system and assesses their effectiveness and monitors their progress.
Geraldine Campbell, B.Ed, PBDE Program Coordinator Anishinaabe, Skownan First Nation
SUCCESSES GRADE 7 STUDENT ENGAGEMENT The program supported the use of a new citizenship The Grade 7 student engagement data assesses student curriculum designed for Grades 9–12 which incor- learning behaviours in five key competencies: porates social studies, math and interpreting data, • Demonstrating an interest in his/her learning geography of elections, and voting rights. Teachers are becoming familiar with the new resource and • Engaging in self-assessment will implement the document and materials into the • Being aware of learning goals of a unit of study curricula. and/or personal learning goals Staff collected baseline data to guide instructional • Participating in lessons planning. Most schools use the Maplewood Student Information System and the provincial report card tem- • Accepting responsibility for assignments plate. All 10 schools completed provincial assessment The majority of the students are scoring in the emerging reporting for Grades 3, 7, 8 and 12 standards testing. or developing level of performance. This indicates that The results help to identify strengths or concerns, the students are actively involved and engaged in their and possible professional development priorities or learning. resources needed at the school level.
CHALLENGES Schools are not fully utilizing Maplewood. Increased support and training on Maplewood and the provincial report card are required. Staff will provide teachers and administrators with additional training on the provin- cial report card and comment writing.
30 Annual Report 2017–2018 MFNSS | Instructional Services
GRADE 7 STUDENT ENGAGEMENT
% 5 7%
31% % 28% 20 35%
36% 38%
Demonstrating an interest in his/her learning Engaging in self-assessment
7% 11% % 33% 25% 35 27%
33% 29%
Being aware of learning goals of a unit of study and/or Participating in lessons personal learning goals
16% Emerging: The student only sometimes 31% demonstrates the described behaviour 22% Developing: The student quite often demonstrates the described behaviour 31% Established: The student nearly always demonstrates the described behaviour Accepting responsibility for assignments Inconsistent: The student demonstrates the behaviour in some settings (and certain tasks) but not all
www.mfnerc.org 31 MFNSS | Literacy
Literacy
The Literacy Program assists with the implementation, facilitation, and integration of First Nations perspec- tives in the school literacy programs. The program also supports literacy assessments, use of K–12 curricu- lum, Grades 3, 7, 8 provincial assessments, and Grade 12 English language arts (ELA) standards tests. Such assistance ensures the school plan and literacy goals are relevant, attainable, and sustainable.
Cheryl Plaisier-Blacksmith, B.Ed | Facilitator Cree, Norway House Cree Nation
SUCCESSES CHALLENGES In August 2017, the program supplied MFNSS schools Ongoing teacher training and support in planning and with a large quantity of books with First Nations content implementing the revised ELA curriculum is required. as part of their school library start-up. The program plans to address this by establishing liter- acy committees to help review assessment data, which The Literacy Program recommended several strategies will be used to guide instructional and school planning. and tools for assessment. Feedback from teachers indi- cates they are more confident and comfortable with assessment. They reported that many of their students were decoding and comprehending at higher levels than previously recorded. The use of progress tracking sheets provided a visual representation of student progress and allowed many education teams to see the whole picture of reading progress for their students. Teachers have begun to shift their instructional prac- tices to meet diverse student needs. For example, teachers are moving away from whole-class novel stud- ies to literature circles or read aloud sessions. Support was rooted in the cultures of each community and linked to the structure of the revised ELA curriculum. Teachers were able to identify curricular outcomes and literacy practices in activities such as berry picking, the spring Goose Camp, and a dramatic play centre.
32 Annual Report 2017–2018 GRADE 3 READING
56% 50% 53% % MFNSS | Instructional Services48 40% 37% % 30 31% GRADEGRADE 3 3 READING READING 29% 20%
Percentage of Students Percentage % % 18 56 % 50% 53% 10% 13% 15 48% 40% 37% Reading Making Sense Reading % Goals of Texts Comprehension 30 31% 29% 20% Meeting Expectations Percentage of Students Percentage 18% % 10% 13% 15 Approaching Expectations
Needs Ongoing Help
Reading Making Sense Reading Goals of Texts Comprehension
Meeting Expectations
ApproachingGRADE Expectations 8 READING & WRITING STATISTICS
Needs Ongoing Help
% 20% 22 % % % 29 22 35 36%
45% 49% 42%
Student generates, selects and Student chooses language1 to make Student uses conventions2 and organizes ideas to support readers’ an impact on the reader resources3 to edit and proofread to understanding make meaning clear
Notes: 1. Language: word choice and GRADE 12 ELA EXAM RESULTS sentence patterns 2. Conventions: spelling, grammar and/or punctuation 62% Total Average 3. Resources: spell-checker, thesaurus, dictionaries, etc.
www.mfnerc.org 33 MFNSS | Numeracy
Numeracy
The Numeracy Program provides numeracy support and services that include facilitation and integration of First Nations perspectives, programming, adminis- tration of numeracy assessments, and implementation of the math curriculum.
Margaret Hart, B.Ed | Facilitator Cree, Nisichawayasihk Cree Nation
SUCCESSES CHALLENGES In September 2017, the Numeracy Program supplied A challenge lies in fully implementing Leaps and each MFNSS school with a math program starter Bounds. The Numeracy Program is committed to sup- kit. The kit includes a math core series from K–8, porting all schools with ongoing mentorship, coaching supplementary resources, hands-on manipulatives, support, and professional development. The program intervention programming, an online math learning also continues to help plan for interventions and pro- space, and a school-wide numeracy assessment tool vide additional resources for this intervention program. kit. All resources align with the Western and Northern
Canadian Protocol mathematical standards. Classroom teachers engage in formative assessment practices with their students in one-to-one assessment interviews identifying the strengths, challenges, and next steps in their learning. The priority of the program is to have informed discussions when it comes to deci- sion making in mathematics using assessment data. The program values and respects all student experiences and ways of thinking. High-quality instruction is the goal. Positive mentorship with school staff has created a safe space for classroom teachers to address the challenges in delivering math learning outcomes.
34 Annual Report 2017–2018 GRADE 3 READING
56% 50% 53% MFNSS | Instructional Services 48% 40% 37% % 30 31% GRADEGRADE 33 NUMERACYNUMERACY 29% 20% Percentage of Students Percentage 18% % % % 50 53 % 10 13% 15 48% 48% 40% 42% % 36 % Reading Making Sense Reading 30% 34 31% Goals of Texts Comprehension 26% 20% 22% % % Meeting Expectations Percentage of Students Percentage 21 21 18% 10% Approaching Expectations
Repeats Equal Whole Number Mental Math Needs Ongoing Help Patterns Symbols Reputations Strategies
Meeting Expectations
Approaching Expectations
NeedsGRADE OngoingGRADE Help 7 NUMBER7 NUMBER SENSE SENSE & & NUMBER NUMBER SKILLSSKILLS
% 50 % % 51 % 49 % 47 49 % 40% 45 % 40% 39 % % 36 30% 34 32%
20% %
Percentage of Students Percentage % 19 19 % % 15 % 10 12% 13
Order Order Number Patterns to Using Mental Fractions Decimals Representation Problem Solving Math Strategies
Meeting Expectations
Approaching Expectations
GRADENeeds Ongoing12 MATH Help EXAM RESULTS
41% Total Average
www.mfnerc.org 35 MFNSS | Physical Education & Health
Physical Education & Health
The Physical Education and Health Program provides support to teachers by promoting innovative strategies and creative practices to promote student physical fit- ness and health from a First Nations perspective.
Mike Thomas, B.Ed | Facilitator Cree, Chemawawin Cree Nation
SUCCESSES In February 2018, the program hosted the first MFNSS Basketball Tournament in Roseau River Anishinabe First Nation. There were close to 100 participants from seven schools: Fox Lake School, George Saunders Memorial School, Lake St. Martin School, Mahpiya Hdega School, Sergeant Tommy Prince School, Pinaymootang School, and Ginew School. On June 4, 2018, Dakota Plains Wahpeton Nation hosted the first MFNSS Softball Tournament in Portage la Prairie. There were 90 participants from six schools: Pinaymootang School, Mahpiya Hdega School, Sergeant Tommy Prince School, Ginew School, Keeseekoowenin School, and Long Plain School. Another successful event was the first MFNSS Track Meet in June 2018 which had over 50 students com- CHALLENGES peting in activities such as archery, javelin, discus, Increased specialized training in phys. ed. and health shot put, standing long jump, 100 metre relay, and the is required. Professional development for teachers to 1600 metre race. The five participating schools were address the phys. ed./health curriculum outcomes will Sergeant Tommy Prince School, Mahpiya Hdega School, enhance school instruction. The program will continue Ginew School, Fox Lake School, and George Saunders to support and encourage participation in school events Memorial School. The overall winners were Fox Lake and will encourage schools to incorporate health pro- School and George Saunders Memorial School. motion into school plans.
36 Annual Report 2017–2018 MFSS | Instructional Services
MFNSS Inaugural Sporting Events Are a Hit
A priority for MFNSS is to promote innovative strategies and creative programming for physical education and health teachers. Three sporting events were hosted this year—a basketball tournament, a softball tournament, and a track and field meet. The goal of these inter-school games is student participation and motivation. Students attending MFNSS sporting events have the opportunity to take part in friendly competition with their peers. Participation in the inter- school games will ultimately prepare them to participate in provincial sporting events currently offered across Manitoba. In addition to competition, the games promote healthy lifestyle practices, increased physical activity, and good nutrition.
“These events benefit everyone, not just those who consider themselves athletes,” says Mike Thomas, MFNSS Physical Education and Health Facilitator. “MFNSS sporting events also help students to learn sportsmanship, fair play, teamwork, and respect.”
These events received positive reviews, with educators noting that students were both excited to participate in these activities and for the opportunities to network and share experiences with other students. “These initiatives not only bring First Nations together, but also foster partnerships, giving students the chance to socialize with one another in a fun environment.” Thomas appreciates the assistance from school admin- istrators, staff, and community members in the hosting of these events. “There is a lot of work that goes on behind the scenes to make these events a success. I’m always amazed at how sport brings people together for the benefit of our students.” He thanks everyone who participated and looks forward to continuing these activities in the upcoming school year.
www.mfnerc.org 37 MFNSS | Science
Science
The Science Program supports the integration of First Nations perspectives and assists in the development and delivery of innovative training and education programs.
Rockford McKay, B.Ed | Facilitator Anishinaabe, Berens River First Nation
SUCCESSES Safety audits of science facilities were conducted and purchased for schools. This equipment will be distrib- some schools needed disposal of science chemicals. uted in the coming year. Chemicals were disposed of following national and Staff and students participated in workshops that provincial standards. MFNSS is the only school division provided learning opportunities for Scientific Inquiry in Canada with a carrier license to handle and transport Process and Design Process. Students used these skills hazardous goods. when creating their science fair projects. Students par- Staff were provided support with setting up timetables ticipated in both the Manitoba First Nations Science and guidance on equipment and resources that were Fair in Winnipeg, and the Keewatin Science Fair hosted by Nisichawayasihk Cree Nation. MFNSS purchased a portable planetarium for use in the schools to provide learning opportunities in both science and culture. Other student workshops included principles of flight and flying drones/UAVs and GPS and geocaching workshops for teachers and students.
CHALLENGES First Nations students are currently underrepresented in science-related studies and careers. Schools require more equipment and resources to enhance school sci- ence programs. MFNSS staff will continue to provide supports and professional development for teachers.
38 Annual Report 2017–2018 MFNSS | Instructional Services
Educational Technology
As an innovative school system, it is essential to keep up with ever-changing technological landscapes. The Educational Technology Program provides training, resources, and ongoing assistance to administration, staff, and students by increasing knowledge and capacity in educational technology.
Melissa Granovsky, B.Ed Facilitator
SUCCESSES Educational Technology assisted educators through a and familiarize themselves in technology as much as wide range of online educational resources and access to possible. Professional development and training was networking with other teachers using online programs provided to teachers on digital citizenship, iPads, and and tools. Students benefited from technology as a tool SMART Boards. A technology incentive pilot program to spark engagement, empowerment, individualization was implemented as a way to increase technology use and autonomy in their personal and professional lives. for staff and students, which will continue into the next school year. An Educational Technology Working A comprehensive Educational Technology Needs Group is under development, to discuss, network, Assessment for each school identified and informed and document best technological practices across the the work to ensure incremental goals are met at the division. school and system levels. The needs assessment was administered to gain a qual- itative snapshot of the current needs and gaps at the CHALLENGES school and system levels. A revised needs assessment Program staff will develop a training schedule for is currently under development to gain a wider sample administration and staff to choose course training of data to operate and inform programming for this options, in-person mentor sessions, and lesson planning upcoming school year. assistance. The program will also create a manual for schools that covers inventory management practices The Educational Technology Program goal for the and technology tracking. 2017–2018 school year was to empower, educate, and support administration, staff, and students to use
www.mfnerc.org 39 MFNSS | Education Administration
Education Administration SUCCESSES School administration and staff reviewed and updated The Education Administration Program provides school plans for each respective school within the support for school improvement planning, facilitates MFNSS. A community-based planning process was training and programming, and helps schools create utilized to engage communities in the development of school-wide education plans that include performance school plans. evaluation and monitoring. Overall, the Education Administration Program provides focus and leader- Emergency response plans and school Codes of ship for school improvement initiatives in support of Conduct were reviewed and revised in several com- student learning. munities in accordance with school safety compliance. Emergency lockdown drills were executed in collabo- ration with local RCMP detachments throughout the schools. Support was provided to schools in their efforts to complete teacher supervision and evaluation pro- cesses for staff professional growth and development. The program introduced and implemented Professional Learning Communities (PLCs), Response to Intervention (RTI) and Positive Behaviour Interventions and Supports (PBIS) student support models. Professional development was delivered to schools in identified school improvement practices intended to enhance student learning. Program staff will continue to provide ongoing support for school admin- istrators in fulfilling their role as effective instructional leaders, mentors, coaches, and managers.
Charles Fontaine, M.Ed | Facilitator Anishinaabe, Sagkeeng First Nation CHALLENGES Continued support and guidance for leadership is required to enhance skills and knowledge related to administrative roles. A key challenge remains in the monitoring and review of mandated student support models (PLCs, RTI, PBIS) at the school level to ascer- tain levels of implementation. Time and its associated limitations continue to factor in the ability to deliver and complete training and development in the noted areas of school improvement. A concerted team effort to deliver professional development will enhance the system in working towards positive results for our students.
40 Annual Report 2017–2018 MFNSS | Instructional Services
School Performance Management
The School Performance Management Program pro- vides support to school staff with delivering effective education programming and implementing school improvement practices. The program provides admin- istrative support to school administrators with plans, programs, policies, and procedures to effectively meet the needs of students and school staff, as well as address the unique needs of each school.
Kim O’Laney, M.Ed School Performance Management Analyst Anishinaabe, Sagkeeng First Nation
SUCCESSES CHALLENGES The School Performance Management Program ana- Standardizing school administrative practices on data lyst supported the development of innovative research collection and reporting processes is required to ensure projects and programs with the assistance of MFNSS accuracy in data tracking for monthly and annual staff to collect: reporting. Program staff plan to align performance management processes with human resource policies, • Student data including standardizing job descriptions and evaluation • Staff attendance records templates, performance appraisals, professional growth plans, and professional development plans. • Student achievement and engagement data • Parental engagement data • Culture, language, and land-based programming data • Survey feedback from students, administration, and school staff School administrators were provided with ongoing educational support with administrative processes and data collection. MFNSS program staff provided training on assessments, instructional leadership, coaching, and mentorship to support the teachers.
www.mfnerc.org 41 MFNSS | Student Support Services
Student Support Services SUCCESSES Staff developed a school-based referral process to ensure Student Support Services provides professional services appropriate interventions are available for students and supports for all students, staff, and administrators prior to a formal referral to clinical services. Student for MFNSS schools. Student Support Services practices support files were created to ensure consistency and inclusiveness, and services provided include prevention, accuracy for keeping student information and storing intervention, transition, and consultative-collabora- student records; a standard format for student support tive supports. Student Support Services partners with files was created. parents, school staff, and other agencies to serve and support the educational needs of the child. Staff initiated and completed the development of a Resource Profile for each of the schools. They also developed procedures for aggregating information required for reporting. Assessment tools, hearing screening equipment, and assistive technologies were purchased for all schools. Student Support Services staff provided direct sup- port in various areas, including planning for adapted education programming, levelling a classroom library, and administering and interpreting classroom-based assessments. Professional development and training opportunities Lorna Nienhuysen, B.Ed | Program Coordinator were facilitated in a variety of areas including differ- Anishinaabe, Sandy Bay First Nation entiated instruction and assessment to allow teachers to respond to student needs. Student Support Services staff worked on creating net- works, utilized an interdisciplinary team approach, and worked closely with MFNERC Clinical Services to address student needs.
CHALLENGES Specialized training is required for many different areas. The program will provide ongoing supports to establish school-based procedures and practices that support the inclusive education model.
Elma Arthurson, M.Ed Special Education Facilitator Anishinaabe, Hollow Water First Nation
42 Annual Report 2017–2018 MFNSS | Instructional Services
School Data Management The School Data Management Program coordinates the collection, compilation, and analysis of student data, school records, and other data to support effective school programs.
Shawn Goodluck, BBA | Coordinator Dineh, Navajo Nation
SUCCESSES One of the major projects this year was the installation of essential networking and server hardware, result- ing in increased access to information technology and enhanced knowledge and skills for students. To better manage this, program staff installed a classroom management application called IBM SchoolConnect, which assists and categorizes students into their respec- tive grade group. This allows administrators to assign password and account lockout policies by grades and to enter search queries from within SchoolConnect to locate users and groups. Staff created an Application Infrastructure that inte- grated and used Microsoft Windows and Office 365, SharePoint, and a SQL Server. MFNERC also installed CHALLENGES a SharePoint Server to encourage networking and com- munication between schools and the school system and Ongoing training for staff will support the use of tools trained resource teachers on the SharePoint application. within the SharePoint environment such as emails, messaging, video, and document sharing. School staff The Enterprise Content Management was piloted this will be trained on the MFNSS nominal roll process in year— a paperless system that manages digital content, September 2018. and automates business processes for the Centre and MFNSS schools. The Nominal Roll Training Kit contains a workflow process for completing nominal roll submissions.
www.mfnerc.org 43 MFNSS | Private Home Placement
Private Home Placement
The Private Home Placement (PHP) Program devel- ops, manages, and supports policies, procedures, and initiatives relating to high school student enrollment, student retention, and ongoing student support.
Loretta Dorion, B.Ed | Coordinator Métis, Thicket Portage
Misty Bear, Website Development Program Tanya Woodhouse, Applied Counselling Program Certificate | Counsellor Certificate | PHP Administrative Assistant Anishinaabe, Peguis First Nation Anishinaabe, Northwest Angle 33B
SUCCESSES The PHP Program builds relationships with the students insight into educational options available to students, parents, and school administration. The com- them. Both students and parents expressed appreciation munity home school coordinators shared academic of this activity. information on current and new students. This year, A two-day forum is planned with principals, guidance the program focused on transition planning, which counsellors, home school coordinators, house parents, involved staff inviting two communities with Grade 9 students, and Elders to promote networking to enhance students for an orientation. Tours of other schools gave the PHP Program.
44 Annual Report 2017–2018 MFNSS | Instructional Services
CHALLENGES PHP Credit Attainment Maintaining regular communication with 200 stu- dents was a challenge this year. Another challenge was receiving regular updates from schools on stu- dents’ progress and attendance. This information is 400 410 needed to determine if students require tutoring or 350 367.5 counselling assistance. A year-at-a-glance calendar will be distributed to the students at the beginning 300 324.5 of the school year outlining activities.
250 259 231 200 Total Credits Total 150 167.5
100
50 45.5 27
Grade 9 Grade 10 Grade 11 Grade 12 59% 52% 63% 63%
Credits Obtained Possible Credits
# 148 TOTAL STUDENT ENROLLMENT PHP Grade 12 Graduates 2018 PRIVATE HOME PLACEMENT Bloodvein First Nation 31 Brokenhead Ojibway Nation 5 50 Keeseekoowenin Ojibway Nation 4 48 40 Lake Manitoba First Nation 15 Lake St. Martin First Nation 59 30 Pinaymootang First Nation 12 20 Number of Students York Factory First Nation 22 18 10 15 7 6 94 Total Graduates
Brokenhead Lake Manitoba Lake St. Martin
Bloodvein Pinaymootang
www.mfnerc.org 45
FACILITIES & OPERATIONS Charles Cochrane, B.Ed | Director Anishinaabe, Ebb and Flow First Nation
Facilities and Operations supports the MFNSS schools destroyed by a flood, and a new school is currently in attaining the goal of safe and healthy schools by under construction. Facilities and Operations will con- utilizing best practices in health and safety standards. tinue to support First Nations leadership in realizing This includes implementing energy efficient initiatives school capital projects such as school expansion and and “green” environmental strategies to work towards new schools. achieving this goal. There were challenges in this new system, but the Staff conduct on-site visits to address any requirements Facilities and Operations team will continue to address to repair school deficiencies as identified in the school them by working with the First Nations. MFNSS will facility audits. The audits identified approximately 250 continue to establish partnerships with the existing major and minor deficiencies and the critical repairs MFNSS First Nations, as well as with other First required to address health and safety issues. Nations who have expressed interest in becoming part of MFNSS. This upcoming year will present new and A temporary school for Lake St. Martin was set up exciting results as staff continue to strive for an educa- for this year. The original Lake St. Martin School was tion system that facilitates growth and success.
www.mfnerc.org 47 MFNSS Supports Set-Up of Temporary School to Assist Displaced Students
After more than seven years of displacement in According to Cochrane, feedback from Lake St. Martin Winnipeg, Lake St. Martin flood evacuees are return- leaders has been positive since there were concerns ing home. Construction is ongoing for a new school from parents that students would be forced to attend for students in the flooded-out First Nation, but with neighbouring non-First Nations schools, away from some families already moving into their homes, there family and friends. was an immediate need for a school. He said life for evacuees living in Winnipeg over the MFNSS moved quickly to support Lake St Martin First last few years has been hard. Some students became Nation with an action plan to repurpose trailers as class- drop-outs or joined city gangs. Parents were anxious rooms and teacherages to accommodate 55 students. to get their children back into the community, so they This allowed students from families returning home to can learn the traditional ways of life. attend school in their First Nation. “MFNSS is pleased that we were able to support the “We wanted to ensure that returning students from development of a temporary, safe, and healthy learning Lake St. Martin First Nation were back in a common environment for the students who have already been space for classes,” says Charles Cochrane, Director of through so much,” Cochrane adds. Facilities and Operations. “We supported the leadership In 2011, families were forced from their homes when with the development and delivery of an education the provincial government diverted floodwater to Lake program for the temporary school in January 2018 to St. Martin First Nation. accommodate these students,” he explains. MFNSS provided technical and advisory support, spe- cifically by hiring staff, such as a transition coordinator and school staff and by making recommendations on outfitting the classrooms and purchasing resources required for instructional services.
48 Annual Report 2017–2018 MFNSS | Facilities & Operations
Operations & Maintenance
The Operations and Maintenance Program oversees school assets and works to ensure a safe and healthy learning environment. Support to all 10 schools is pro- vided to resolve maintenance and facility issues.
Don Buck, Red Seal Carpentry Certification Coordinator Cree, Opaskwayak Cree Nation
SUCCESSES Operations and Maintenance staff implemented strate- Training on Workplace Hazardous Materials gies to ensure fire safety systems are regularly inspected Information System (WHMIS) and Globally and in proper working order. These steps, along with Harmonized System of Classification and Labelling training for school staff, help to make schools safer for of Chemicals (GHS) has been completed and material students and staff. safety data sheets will be compiled and updated for staff use. Roofing repairs in Lake Manitoba School and Sergeant Tommy Prince School were completed. The installation Regional comprehensive education meetings were of a public address system in Mahpiya Hdega School held with school administration and Operations assisted school administrators in communicating and Maintenance staff to finalize an “Operations & with staff and students. The program will also install Maintenance Policy Manual.” The final draft has been a public address system at Fox Lake School. Ongoing completed and submitted for ratification. projects include repairs and replacements of heating, air conditioning, and ventilation in Ginew School and CHALLENGES Keeseekoowenin School. One challenge is limited financial and human resources. The Operations and Maintenance Program improved Engaging with First Nations leadership in strategic plan- lighting at Keeseekoowenin, Bloodvein, Brokenhead, ning sessions will assist in addressing this challenge. and Pinaymootang schools. Students and teachers were excited about lighting projects in gymnasiums in three of the schools. In some of these schools, poor lighting was an ongoing problem for several years. The program also purchased floor cleaning equipment and grounds maintenance machinery.
www.mfnerc.org 49 MFNSS | Communications
Communications
The Communications Program works with the MFNERC Publishing and Communications Department to assist with the implementation of the internal and external communications strategy for the organization, as well as the implementation of the public relations strategy for MFNSS.
Frederick Edwards, Multimedia Technology Diploma | Communications Officer Cree, Poundmaker Cree Nation
SUCCESSES CHALLENGES The Communications Program assisted in the design As part of a new school system, the program is still of the MFNSS organization branding, signage, and finalizing its communications framework. In the promotional materials. Communications distributed upcoming year Communications will be working promotional materials to schools and First Nations towards launching various public relations platforms and supported MFNSS events such as the track such as a website and various social media sites. meet, basketball tournament, and the Ginew School Education Fair. Communications also provided support at MFNERC conferences and other local and regional gatherings.
50 Annual Report 2017–2018 MFNSS | Facilities & Operations
Transportation
The Transportation Department oversees all functions of the operation and maintenance of school bus trans- portation. The goal is to provide safe, efficient, and economical transportation of students between home and school on a regular schedule and between other destinations within or outside First Nations.
Albert Stevens, Native Teachers Education Program Certificate | Coordinator Cree, Sapotaweyak Cree Nation
SUCCESSES Transportation staff provides supports for school bus transportation safety and ensures bus safety inspections are completed. Communication between schools and bus drivers have been improved through the installation of the two-way radio systems. Purchasing school buses for each school allowed for school trips to attend sporting activities in other First Nations. For example, students from Fox Lake and York Factory attended the inaugural MFNSS Basketball Tournament in Ginew School in Roseau River Anishinabe First Nation. First Aid, CPR (cardiopulmonary resuscitation), and AED (automated external defibrillator) training was provided for bus drivers and will continue on an annual CHALLENGES basis. School staff will also have training in the use of The high costs of bus repairs have been the main chal- the AED equipment installed in all schools. lenge as poor road conditions have reduced the lifespan Principals and directors of education provided input of school buses. This is compounded by the high fuel into finalizing a “Transportation Policy Manual” which cost and continuous repairs required for buses. will serve as a guide for management and staff.
www.mfnerc.org 51 SUMMARY OF INTERNET CONNECTIVITY
The quality of the Internet service for most First Nations is determined by the existing connectivity infrastructure owned by the service provider. A school’s Internet service requirement is determined by a number of factors such as student population, learning requirements, and number of machines accessing the Internet to support the school. Another consideration regarding connectivity is the length of path the data must travel to the computer in the community. Most schools, even in the best situations, do not have the quality of service that meets their needs for learning or associated processes that support learning.
Bloodvein First Nation Pinaymootang First Nation
Miskooseepi School is serviced by two-way satellite Pinaymootang School’s Internet service was upgraded connection. This method of connection limits the speed to a fast wireless connection. This service is provided of the connection and creates a long data path. It allows through NetSet communications. Since the service for limited viewing of web pages but no interactive con- upgrade, no Internet outages have been reported to tent for learning or associated learning tasks such as the MFNSS office. putting data into a Student Information System. Fox Lake Cree Nation Keeseekoowenin Ojibway Nation Fox Lake School is serviced through a fiber optic Keeseekoowenin School’s Internet is provided through connection. The school is serviced by a good Internet a digital subscriber line (DSL); this connection is made connection, which can be upgraded as learning require- available through standard phone lines. The bandwidth ments change over time. available through this option is very limited. MFNSS has completed plans for installing a new connection Brokenhead Ojibway Nation for improved connectivity. Sergeant Tommy Prince School is serviced by a fiber optic connection which is the best possible solution. The school is serviced by a high-speed connection that can be upgraded when learning demands require it.
52 Annual Report 2017–2018 MFNSS | INTERNET CONNECTIVITY
Roseau River Anishinabe First Nation near the communities. The connections are stable and have very good bandwidth. These connections depend Ginew School‘s Internet serviced is delivered through on a direct line of site between the Internet tower radios. a wireless connection. The school’s service can be The school’s radios connect to the tower radios but can upgraded if the school’s requirements change over time. be knocked out of alignment by wind and storms. Lake St. Martin First Nation Each school is connected constantly to the MFNERC network. This connection allows the MFNERC IT Lake St. Martin School has a wired high-speed connec- Department to provided technical support, manage tion. The bandwidth for the school’s current solution users and devices, as well as monitor Internet traffic can be upgraded if the school requirements change for the schools. The Internet connections available for over time. most schools are sufficient based on the number of students and staff at each school. Miskooseepi School Lake Manitoba First Nation, Dakota Plains and Keeseekoowenin School will require additional Wahpeton Nation, and York Factory First Nation bandwidth in order for all networks and connectivity Lake Manitoba School, Mahpiya Hdega School, and to run smoothly. All Internet services are funded by George Saunders Memorial School have school Internet MFNSS; all other federal funding supporting Internet services through Broadband Communications North. access ceased in July 2017. The Internet service to these schools are wireless solu- tions. The schools connect to existing Internet towers
SCHOOL CONNECTION TYPE SPEED (DOWNLOAD, UPLOAD)
Fox Lake School Fiber Optic 20Mbs DL, 10Mbs UL
George Saunders Memorial School Wireless Internet 20Mbs DL, 10Mbs UP
Ginew School Wireless Internet 10Mbs DL, 5Mbs U
Keeseekoowenin School DSL 1.5Mbs DL, .5Mbs UL
Lake Manitoba School Wireless Internet 10Mbs DL, 5Mbs UL
Lake St. Martin School Wired High Speed 25Mbs DL, 10Mbs UL
Mahpiya Hdega School Wireless Internet 25Mbs DL, 10Mbs UL
Miskooseepi School 2-Way Satellite 5Mbs DL, 2Mbs UL
Pinaymootang School Wireless Internet 50Mbs DL, 50Mbs UL
Sergeant Tommy Prince School Fiber Optic 50Mbs DL, 50Mbs UL
www.mfnerc.org 53 SCHOOL STAFF & STUDENTS
MFNSS SCHOOLS OTHER SCHOOLS TOTAL FIRST NATION Students Teachers Ratio Provincial/Private PHP Students
Bloodvein 161 8 20:1 58 31 First Nation 219
Brokenhead 95.5 7 14:1 62 5 Ojibway Nation 157.5
Dakota Plains Wahpeton 87 4 22:1 18 - Nation 105
Fox Lake 21 3 7:1 15 - Cree Nation 36
Keeseekoowenin 78.5 5 16:1 33 4 Ojibway Nation 111.5
Lake Manitoba 184.5 11 17:1 83 15 First Nation 267.5
Lake St. Martin 103 6 17:1 94.5 59 First Nation 197.5
Pinaymootang 302.5 16 19:1 23 12 First Nation 325.5
Roseau River Anishinabe 107.5 8 13:1 87 - First Nation 194.5
York Factory 108 7 15:1 22 22 First Nation 130
Total/Average 1,248.5 75 16:1 495.5 148 1,744
54 Annual Report 2017–2018 MFNSS | SCHOOL STAFF & STUDENTS
AverageMFNSS Average Attendance Student Aggregate Attendance 2017-2018 2017-2018
100% % % 92 80 % % % % 84 80 82 79 % % 73 72% % 77 60% 67% 67% 70
40% Percentage of Students Percentage 20%
Brokenhead Lake Manitoba Roseau River Keeseekoowenin York Factory Overall Avg. Bloodvein Pinaymootang Lake St. Martin Dakota Plains Fox Lake All Schools
Provincial & Private Schools Enrollment 2017-2018 Private Home Placement 2017-2018
100 95 87 80 83 60 62 58 40 Number of Students 33 20 23 22 18 15
Brokenhead Lake Manitoba Roseau River Keeseekoowenin York Factory
Bloodvein Pinaymootang Lake St. Martin Dakota Plains Fox Lake
www.mfnerc.org 55 MFNSS | SCHOOL STAFF & STUDENTS
MFNSS High School Credit Attainment 2017-2018
180 185
160 167
140 135 120 122 110 110 100
80 86 88 84 Total Credits Total 60 73 58 58 40 49 46 46
20 26
Bloodvein Brokenhead Lake St. Martin York Landing Pinaymootang Pinaymootang Pinaymootang Pinaymootang Grade 9 Grade 9 Grade 9 Grade 9 Grade 9 Grade 10 Grade 11 Grade 12 90% 85% 53% 43% 59% 52% 55% 35%
Possible Credits Credits Obtained
MFNSS Student Attendance Overview 2017-2018
100%
80% % % % % % % 86 86 % % 87 87 % 85 % % % 83 % % % % % 82 % 82 84 81 82 82 76% 76% 77 77 78 79 80 80 76% 76% 60%
40% Percentage of Students Percentage 20%
Nursary Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 76% Avg. 77% Avg. 79% Avg. 86% Avg. 81% Avg. 81% Avg. 87% Avg. 84% Avg. 81% Avg. 83% Avg. 76% Avg.
Start of Year End of Year
56 Annual Report 2017–2018 MFNSS | SCHOOL STAFF & STUDENTS
# 346 TOTAL SCHOOL STAFF MFNSS SCHOOL STAFF OVERVIEW Educators’ Credentials Director of Education 5 Principal 8 2% 2% Vice-Principal 2 % 11 % Instructional Staff 75 5 Educational Assistants 125 Support Staff 131 29%
51%
51% Educators | 5 Year Bachelor of Education with Post-Baccalaureate
29% Educators | 4 Year Bachelor’s Less than 4 Yrs 6 Yrs B.Ed & AD with Bachelor of Education 4 Yrs Bachelor’s Master’s Degree with B.Ed 11% Educators | 6 Year Bachelor’s with After Degree 5 Yrs B.Ed & PB Directors
Educators’Educators’ Years Years of ExperienceExperience
50 47 40
30
20 24 22 Number of Educators 17 10 14 6
0-5 yrs 6-10 yrs 11-15 yrs 16-20 yrs 21-25 yrs 25+ yrs
www.mfnerc.org 57 FINANCE SUMMARY JULY 1, 2017–MARCH 31, 2018 MANITOBA FIRST NATIONS SCHOOL SYSTEM 2017-18 Nominal Roll, 2017-18 Manitoba Education Funding of Schools, and 2016-17 Manitoba Education FRAME Budget
SUMMARY % OF TOTAL ACTUAL
Funded Enrollment1 A. First Nations Schools 72% 1,248.5 B. Provincial/Private Schools 28% 495.5 Total 1,744.0 Number of Schools 10.0
Operational Budget 1. First Nations Schools 64% $ 14,027,072 2. Tuition 16% 3,464,892 3. Transportation (All School Types) 6% 1,383,583 4. Student Accommodation/Private Home Placement (All School Types) 4% 835,031 5. Second Level Services 10% 2,105,179 Total Budget $ 21,815,755
Note: MFNSS has the discretion to allocate and expend the funding based on its own budget and expenditure decisions and Education Programming priorities taking into consideration recommendations from the First Nations’ Local Advisory Committee.
[1] DISC, Education Information System: Nominal Roll (2017-04-07). Includes eligible students 22 years and older completing their diploma.
MFNSS Aggregate Summary 2017–2018
4% 6% 1. First Nations Schools
10% 2. Tuition 3. Transportation 16% 64% 4. Student Accommodations/ PHP (All School Types)
5. Second Level Services
58 Annual Report 2017–2018 MFNSS | FINANCE SUMMARY
1. First Nations Schools % of Total Actual Regular Instruction 37.3% $ 8,140,856 1. Salaries & Benefits 34.4% 7,502,431 2. Travel 0.6% 136,255 3. Supplies, Materials and Minor Capital 0.9% 193,548 4. Professional, Technical and Specialized Services 0.8% 166,713 5. Professional and Staff Development 0.1% 32,234 6. Student Activities 0.5% 109,675
Special Education 12.7% $ 2,763,344 1. Salaries & Benefits 12.5% 2,727,433 2. Travel 0.0% 7,158 3. Supplies, Materials and Minor Capital 0.1% 11,457 4. Professional, Technical and Specialized Services 0.1% 17,708 5. Professional and Staff Development 0.0% (412)
Operations & Maintenance 14.1% $ 3,065,547 1. Salaries & Benefits 8.8% 1,910,032 2. Travel 0.1% 12,793 3. Supplies, Materials and Minor Capital 4.0% 873,529 4. Professional, Technical and Specialized Services 1.2% 269,194
5. Professional and Staff Development 0.0% -
Local Advisory Committee 0.3% $ 57,324
2. Travel 0.0% 4,840
3. Supplies, Materials and Minor Capital 0.1% 13,140
7. Local Advisory Committee 0.1% 15,004
1. Salaries & Benefits 0.1% 24,340
2. Tuition % of Total Actual
8. Tuition 15.9% $ 3,464,892
Continued...
www.mfnerc.org 59 MFNSS | FINANCE SUMMARY
3. Transportation (All School Types) % of Total Actual
Total Transportation 6.3% $ 1,383,583
1. Salaries & Benefits 3.1% 673,359
2. Travel 0.8% 182,343
3. Supplies, Materials and Minor Capital 2.1% 449,122
4. Professional, Technical and Specialized Services 0.3% 73,508
5. Professional and Staff Development 0.0% 5,252
4. *ENHANCED* Student Accommodation/Private Home Placement % of Total Actual
9. Private Home Placement 3.8% $ 835,031
5. Second Level Services % of Total Actual
10. Second Level Services 9.6% $ 2,105,179
MFNSS Aggregate School Summary 2017–2018
% 1. Salaries & Benefits 4% 10 2. Travel
3. Supplies, Materials, Minor Capital % 16 4. Professional, Technical and Specialized Services % 59 8. Tuition 2% 7% 9. Private Home Placement
10. Second Level Services 2%
60 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 ORGANIZATIONAL APPENDIX A: MFNSS
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