INDIGENOUS SUMMER LITERACY CAMPS 2 0 1 9 N A T I O N A L R E P O R T

C E1L E B5R A T I N G Y E A R S TABLE OF CONTENTS

Cover photo: An older camper reads a story to younger campers at Pacheedaht First Nation

Acknowledgements ...... …...... 3

Summary ...... …...... 4

Highlights ...... …5

How camp works ...... …...... 6

Impact on campers ...... 7 Impact on communities ...... …...... 10 Success and growth ...... ….14 Letters of support ...... …...... 15 Conclusion ...... …...... 23 Appendix A: Camp communities ...... 24

Campers in , ON, in front of their art wall ACKNOWLEDGEMENTS

In 2019, Frontier College was privileged to deliver Summer Literacy Camps across , from coast to coast to coast (see Appendix A). We would like to thank all the children, parents, Elders, and community members who helped to make this summer a success! Thank you to our funders and partners for your generous support! Air Creebec Let’s Talk Science Air Inuit Makivik Corporation Air North Manitoba Ministry of Education and Training Ministry of Education Manitoba Ministry of Indigenous and Municipal Relations BC Ferries McCain Foundation BC Hydro Mining Matters Birch Narrows Nation Mosaic Forest Management Boeing Company North Star Air Brilliant Labs Northern Lights School Division Canadian North Nunastar Properties Fund for Northern Children Carrier Sekani Family Services Nunatsiavut Department of Education CEDA Winnipeg Nunavut Department of Education Cenovus Energy English Catholic Teachers Association Central Urban Métis Federation Inc. Ontario Ministry of Education Chalmers Neighbourhood Renewal Corporation Ontario Power Generation City of Saskatoon Ontario Secondary School Teachers’ Federation CODE Ontario Teachers’ Federation Community Initiatives Fund Ontario Teachers Insurance Plan School Board Power Workers’ Union Dakota Dunes Community Development Corporation Rot ary Club of Winnipeg David and Patricia Morton Family Foundation Ministry of Education Ebb and Flow First Nation Health Authority Saskatchewan Ministry of Justice Eel River Bar First Nation Scholastic Reading Club Elementary Teachers' Federation of Ontario Slaight Family Foundation Elmwood Community Resource Centre Slate Falls Air Elsipogtog First Nation Stantec Consulting Ltd. Employment and Social Development Canada Tachane Foundation Inc. File Hills Qu'Appelle Tribal Council Taloyoak Community Wellness Fund First Book Canada Tobique First Nation Geoffrey H. Wood Foundation Touchwood Child & Family Services Hatchet Lake First Nation United Way of & South Western Alberta Healthy Horizons Foundation United Way of the Lower Mainland Hydro One Networks Inc. United Way Thompson Nicola Cariboo Inuvialuit Regional Corporation Wasaya Airways Jackman Foundation Waywayseecappo First Nation Kativik Ilisarniliriniq Winnipeg Foundation

Frontier College acknowledge s TD Bank Group as lead national sponsor of this program. 3 SUMMARY

In 2005, under the patronage of the Hon. James Bartleman (then-Lieutenant Governor of Ontario), Frontier College and a group of First Nation communities established a program of locally led, community-based summer reading camps. The goals of these camps was to reduce students' summer learning loss, improve access to books and print materials, connect young people from the north and south, and foster greater community involvement in children's literacy and learning.

Since then, the National Camp Program has reached 52,000 children and youth across Canada. The growth and evolution of the camps reflects each community’s belief in the long-term impact of literacy on well-being: higher literacy is linked to reduced poverty, a stronger economy, healthier and more engaged citizens, and a higher quality of life.

We are excited to share with you impact results from the 2019 Summer Literacy Camps!

Campers celebrating books in their reading garden at Bearskin Lake First Nation, ON

“The camp seemed to really understand that literacy is not simply reading words on a page, rather it is a holistic approach that involves all forms of communication. Learning to follow the instructions of a new physical activity, the investigative/creative process experienced through arts and crafts, and the social interactions among peers all played a key role in creating an environment that was full of learning experiences.” —Parent/Teacher in Nunatsiavut 4 HIGHLIGHTS

2019 marks the 15th year Indigenous communities across Canada have partnered with Frontier College to provide Summer Literacy Camps. This summer, we worked with 140 First Nation, Métis, and Inuit communities to reach 7,689 children aged 5-12.

AB BC MB NB

NL NT NU ON

QC SK YT The Summer Literacy Camps include a range of educational activities to help kids explore the many ways that words and numbers are part of their lives. A few favourite activities at camp this year included: STEM (science, technology, engineering, and math) experiments and activities. Campers “Campers loved all the awesome STEM activities! STEM learned about hydraulic systems, visited space activities were the most engaging for the children. and science centres, created slime, grew plants, Volcanoes, tie dye, bubbles and baking, and slime.” and built volcanoes. —Camp Counsellor, , AB Community field trips. Across Canada, campers visited local farms, zoos, fire departments, police “My daughter wants to become a teacher when stations, paramedic and nursing stations, and she’s done school, and my son wants to become a radio stations, among other sites. Campers police officer.” learned about the different roles people play in —Parent, , ON their communities, and were inspired to think about their own future careers. 5 Nationally, Frontier College has been collecting a wide variety of data on camps for over 10 years. In 2017, Cathexis Consulting Inc. reviewed a sample of that data to better understand the impact of the program.

By combining evaluations from campers, parents, camp counsellors, and teachers, they concluded that camps positively impact students and communities.

"The camps are achieving their intended purpose. Survey results strongly indicate that campers make progress in a number of areas, including reading habits, academic readiness, school performance, attitude to school and learning, self-confidence, literacy/numeracy skills, and social skills.

A review of research studies conducted on other populations suggests that these short-term outcomes will help campers to live more successful lives in the long-term."

—Cathexis Consulting Inc., Impact Evaluation of Frontier College’s Summer Literacy Camps (2017)

6 IMPACT ON CAMPERS

In order to ensure that the camps are achieving their goal of reducing summer learning loss, Frontier College keeps a daily record of how much time campers spend reading and what sorts of learning-enriched activities they take part in.

In 2019, campers spent an average of minutes

of daily engaged reading can help minutes a day reading.

kids maintain their grade level over the 92% of parents surveyed reported their summer, which increases their chances 1 kids were also reading more since going of completing school, leading to better to camp. life outcomes in the long term.

"As simple as it sounds, reading books can reverse the summer slide in literacy skills. […] Giving kids 12 books to read over the summer was as effective as summer school in raising the students’ reading scores. […] Regardless of family income, the effect of reading four to five books over the summer was large enough to prevent a decline in reading-achievement scores from the spring to the fall." 2 —Annie Paul Murphy, author of Brilliant: The New Science of Smart

“I read seven books today. I want to read a “Camp has made a positive hundred books over difference for the children since summer!” —Camper, it started in the community, Kuujjuaq, QC be“cAa ucsaem ipt ehre slptos ptpheed k imdes learn whtiole r ereaadd ainngd aw srtitoery.” “Camp has helped my a—nCda vmolpu nCtoeuenrseedllor, grandson have more interest Hotlloo wre Wada utes rt hFeir sstt oNrayt.”ion, MB in books. He asks to read —Camp counsellor, before he goes to bed.” Webequie First Nation —Grandparent, Moose Cree First Nation, ON

7 IMPACT ON CAMPERS CONT'D

Over the course of the summer, we gather feedback from campers and caregivers on the outcomes of camp. In the fall, we follow up with local teachers to see how much of a difference the camps made to their students. Here is what we heard from across Canada:

What campers said after camp:

said that they read by themselves 89% 93% said that they liked to read with 35% saying they read every day or almost every day! said that they liked math 88% 92% said that they liked going to school and 81% said they liked science

“Today was “Is it okay if I take home “I wake up at fun. I like helping my more than five books? I 5 o’clock in the morning friends read, because I like can take as many as I like? and can’t wait for camp.” to read. I want to be a I’m going to take so —Camper, teacher when I grow up.” many!” —Camper, Cree —Camper, Brokenhead Nation of Wemindji, QC First Nation, ON Ojibway Nation, MB

What caregivers said after camp:

said their child enjoys reading said they agreed that camp helped their 95% 98% more after attending camp child return to school more prepared

100% said they would send their child to this camp again

“Love the fact that [kids] have a structured place to go in the summer. Keeps them from sliding academically during the school break. Love the educational activities, book giveaways, and culturally relevant materials.”—Parent, Makkovik, NL “My nephew looks forward to this camp all year long. It helps him retain his reading level until the following school year. He encourages his 3-year-old sister to try read.”

—Aunt, Beaver Lake Cree Nation, AB 8 IMPACT ON CAMPERS CONT'D

What community members said after camp:

99% agreed that camp was valuable for the community with 74% strongly agreeing

6,831 visitors and guest presenters 99% agreed the camp felt welcoming participated at camp.

of educators said that camp positively complements their teaching in the 82% classroom, according to a national survey (2018) Teacher survey results are collected each fall, and shared in the following year’s camp report. “I believe, as an educator, that any summer programming that bridges the gap and decreases the effects of the summer backward slide is valuable. The students stay engaged in learning in a fun environment.” —Guest Presenter, Lake Babine, BC

“Getting the kids doing “I have seen a so many different difference in my

activities is good for students who went their growth.” to literacy camp.” —Social Worker, —Teacher, Chisasibi, QC Saskatoon, SK

Campers visit a police station at , AB Sioux Valley First Nation campers enjoy a field trip to Waywayseecappo First Nation, MB 9 IMPACT ON COMMUNITIES

Participating communities support—and are supported by—camp in several ways.

Camp begins with community

Communities provide essential resources to make camp a success. These resources may include facilities for programming, such as schools or community centres, housing for southern or non-local camp staff, and financial or in-kind contributions related to local hiring, the purchase of healthy food, or transportation for field trips. In these ways, communities themselves help drive the development and ongoing sustainability of the camp program.

Over time, some communities have transitioned to local “ownership” of camp, with Frontier College providing training and program resources on an as-needed basis. Locally operated camps, now numbering more than a dozen across the country, continue to emerge every year. This allows Frontier College to partner with a small number of new communities each summer, and to prioritize our direct involvement in full program delivery with remote and high-needs communities, where we can have the greatest impact.

"What matters to Indigenous peoples in education is that children, youth, adults, and Elders have the opportunity to develop their gifts in a respectful space […] It is about fostering identity, facilitating well-being, connecting to land, honouring language, infusing with 3 teachings, and recognizing the inherent right to self-determination."

—Dr. Pamela Rose Toulouse, What Matters i n Indigenous Education

Coming together for a community Camp counsellors working together on a Storytime in Hopedale, NL event in , ON 'human knot' during training in Alberta

3 10 IMPACT ON COMMUNITIES CONT'D

Intergenerational learning

Frontier College recognizes that a healthy and positive identity and connection to an individual’s community are needed for active participation and engaged learning. This view is shared by camp communities, educators, and TD Bank. In 2019, Elders and community members led 1,160 special presentations at camp. Parents, family members, and community members visited camp 6,104 times to read a book, play a game, or just observe. Their presence helped to celebrate campers’ achievements and make each camp a unique community experience. Here are some examples of activities in 2019:

Autumn Peltier, internationally recognized youth advocate for clean water and Chief Water Commissioner for Anishinabek First Nation, visited the camp at Attawapiskat First Nation, ON.

A community member came to speak with the children about traditional medicine in Lake Babine Nation, BC.

A local Elder visited camp in Elsipogtog, NB, to teach campers

about the cultural importance of the medicine wheel. Campers showing their medicine wheels in Elsipogtog First Nation, NB The children of Stellat’en First Nation, BC, visited the community smoke house to learn how to can salmon.

Campers in Misipawistik Cree Nation, MB, enjoyed a visit from the local Fire Chief, who brought a fire truck for the children to tour. The children also had the opportunity to meet a local paramedic, who brought an ambulance for the campers to tour.

Preparing moose hide in Mistissini, QC

“The camp is beneficial to the community as it includes guest speakers/Elders that are willing to share their knowledge and teach.” —Community Member, Clearwater River Dene Nation, SK A police officer reads to campers in , ON

3 11 IMPACT ON COMMUNITIES CONT'D

Book donation

Each camp received approximately 175 free, high-quality books, including books by Indigenous authors. Campers bring books home to keep. Research shows that reading at home is linked to school success, positive attitudes towards reading, and high levels of self-confidence. Even one book can make a big difference in the life of a child who is learning to be a reader.

“[It is] hard to find books on and culture. Keep up the good work!” — Parent, Peavine Métis Settlement, AB

“My children had come home with a few Inuktitut books when the camp was over, and I thought it Evidence is accumulating to show that book was really good for them.” — Parent, Nain, NL ownership has a strong influence on education attainment irrespective of other factors. 4

—National Literacy Trust

Campers in Kinngait, NU, design their own book fair

Reading about trees and campers took their new trees home in Sioux Valley First Nation, MB

Captivating storytime in Taloyoak, NU 3 12 IMPACT ON COMMUNITIES CONT'D

Local hiring

At the heart of every summer camp is a dynamic, energetic, and committed group of camp counsellors. This summer, 415 camp counsellors, including 307 counsellors from local communities, received intensive training and ongoing support over the course of the summer. Counsellors told us that working at camp enhanced their personal and professional development while reinforcing character traits such as empathy, self-awareness, critical thinking, adaptability, resilience, and drive. Over the years, many youth who have worked with us share that their lives are transformed by the skills they gain and the experiences they have as camp counsellors. In 2019, this is what we heard:

“Since I’m becoming a teacher, [being a camp counsellor] has helped with my experience, and getting me in the education environment. It was an honour.” —Camp counsellor, Big Grassy First Nation

“This camp gave me confidence and a great feeling of positivity to help the children.” —Camp Counsellor, Eel River Bar First Nation, NB

“I learned to ask for help from the team instead of running on an empty tank all camp. My goals were to show each camper a genuine interest and make the best camp experience I could. Camp went really well, overall.” —Camp Counsellor, Fort Severn First Nation, ON

“Being a [camp] administrator allowed me to be a better leader and that has made this more memorable!” —Camp Counsellor, Fishing Lake, SK

“Camp provided me the opportunity to take on a role with more responsibilities and to gain more experience personally and professionally.”— Camp counsellor, Lake Babine Nation, BC

of counsellors surveyed said that camp helped improve their employment skills, 10909%% particularly in the areas of leadership, communication, and teamwork

97% of counsellors agreed that working at camp was a positive experience

90% of counsellors said they would consider working at camp again in 2020

3 13 SUCCESS AND GROWTH

In addition to providing vital learning enrichment activities for children and youth, the Indigenous Summer Literacy Camps also have significant economic impacts on communities. Hundreds of thousands of dollars enter local economies through wages to local staff and honoraria to members of the community, as well as through the purchase of materials, food, and services. Communities also benefit from the materials and resources, such as books, that remain following the camp season. In 2019, Frontier College estimates the economic impact of the camps at approximately $1.9 million.

Expense Amount in 2019 Total since 2015

Salaries and benefits paid to local staff (This amount does not include salaries paid to $868,611 $4,196,107 staff hired by host communities)

Camp supplies, services, and food/snacks that were bought for camp $364,324 $1,482,997 and/or left in the communities

Honoraria to Elders, guest presenters, and $40,552 $154,693 community members

Amount spent on training $207,693 $890,464

Value of books distributed to the communities $414,180 $2,006,460

Total economic impact $1,895,360 $8,730,721

3 14 LETTER OF SUPPORT

Maskwacîs Education Schools Commission P.O. Box 58 Maskwacîs, AB T0C 1N0 P: (780) 585-3333

September 20, 2019

To whom it may concern:

This letter is to act as a letter of support to the Frontier College Literacy Camp. During this past summer, Maskwacis had the fantastic opportunity to host literacy camps at three of our schools. These literacy camps were extremely well attended by students of all ages.

Not only were our students positively impacted by these camps, but the parents and ours schools also expressed positive experiences. Our parents were very grateful that there was a positive summer experience that they could provide to their children free of charge. The children were able to socialize with peers, take part in learning activities, and, most importantly, have fun doing it.

Our teachers also expressed gratitude for this program. With summer learning loss being an issue for most students, for the students that attended the camp, this was not as large of an issue. Students were constantly engaged with exciting learning activities during the camp that helped them to maintain, if not grow, in their learning. Our other schools are witnessing the positive impact these camps have and are requesting the same type of camp for their schools.

The Frontier College Literacy Camp has been a resounding success for all who have taken part. I highly recommend that these camps continue and grow in number for the benefit of our children.

Sincerely,

Wendy Solland, M.Ed, MC Director of Academic Success

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22 CONCLUSION

Summer Literacy Camps grew out of Indigenous communities’ desire to support their children’s literacy and learning. Frontier College looks forward to offering the Summer Literacy Camps again across Canada in 2020, in partnership with communities, and with the help of our funders. Together, we can support children’s success and well-being through literacy.

You See Summer ! Next

Campers wear their superhero masks and test their superpowers in Kasabonika First Nation, ON

C ITATIONS 1 Barshay, Jill (2014). Three lessons from data on children’s reading habits. Retrieved April 1, 2016.

2 Murphy Paul, Annie (2013). Do kids really have ‘summer learning loss’? Time Magazine, July, 2013. Retrieved August 30, 2017.

3 Toulouse, Pamela Rose (2016). What matters in Indigenous education: implementing a vision committed to holism, diversity, and engagement. People for Education. Retrieved September 22, 2017.

4 Clark, Christina & Poulton, Lizzie (2011). Book ownership and its relation to reading enjoyment, attitudes, behavior and attainment. National Literacy Trust. Retrieved August 30, 2017. 23 APPENDIX A

communities hosted Summe r Literacy Camps in 2019

provinces territories communities held Summer Literacy Camp for the first time in 2019

returning host communities new host communities

24 CAMP COMMUNITIES

Alberta Manitoba Atikameg First Nation Brokenhead Ojibway Nation Beaver Lake Cree Nation Ebb & Flow First Nation Bigstone Cree Nation Elmwood/Chalmers Neighbourhoods Fisher River Cree Nation Conklin Hollow Water First Nation Erminskin Cree Nation Misipawistik Cree Nation Fort Opaskweyak First Nation Goodfish Lake Grouard-Kapawe'no First Nation Sapotaweyak Cree Nation Sioux Valley Dakota Nation Janvier Waywayseecappo First Nation Winnipeg Lethbridge Inuvialuit Settlement Region Little Buffalo () Aklavik Ma-Me-O Beach Inuvik Paul First Nation Paulatuk Peavine Métis Settlement Sachs Harbour Peerless Trout First Nation Tuktoyaktuk Ulukhaktok Tsuut’ina Nation Wabasca-Desmarais New Brunswick Eel River Bar First Nation Elsipogtog First Nation Adams Lake Indian Band Tobique First Nation Ditidaht First Nation Lake Babine Nation Nunatsiavut Musqueam Indian Band (Newfoundland and Labrador) Nooaitch Indian Band Hopedale Pacheedaht First Nation Makkovik Ray-Cam Cooperative Centre Nain (Vancouver) Rigolet Saik’uz First Nation Stellat'en First Nation Nunavut Takla First Nation Arviat Kinngait Taloyoak 25 CAMP COMMUNITIES CONT'D

Ontario Quebec Saskatchewan Attawapiskat First Nation Aupaluk Ahtahkakoop Cree Nation Bearskin Lake First Nation Chisasibi Air Ronge Big Grassy First Nation Eastmain Balcarres Inukjuak The Battlefords Ivujivik Beardy’s & Okemasis First Nation Kangiqsujuaq Beauval Kangirsuk Bell’s Point – Lac La Ronge Indian Band Fort Severn First Nation Kuujjuaq Birch Narrows Dene Nation Fort William First Nation Kuujjuaraapik Broadview Kasabonika First Nation Mistissini Buffalo Narrows Marten Falls First Nation Nemaska Clearwater River Dene Nation Mattagami First Nation Ouje Bougoumou Cole Bay Moose Cree First Nation Puvirnituq Creighton and Denare Beach Muskrat Dam First Nation Quaqtaq Cumberland House Salluit Saskatoon Onigaming First Nation Tasiujaq Fishing Lake First Nation First Nation Umiujaq Fort Qu’Appelle Sachigo Lake First Nation Waskaganish Green Lake Sandy Lake First Nation Waswanipi Hatchet Lake First Nation Slate Falls First Nation Wemindji Île-à-la-Crosse Wabaseemoong First Nation Whapmagoostui Jan’s Bay Webequie First Nation La Loche Whitesand First Nation La Ronge McKitrick Yukon Muscowpetung First Nation Carcross/Tagish First Nation North Battleford Pinehouse Riverside (Prince Albert) Sandy Bay St. George’s Hill St. John’s (Prince Albert) Stony Rapids Timber Bay Weyakwin In addition to the camps listed above, more than a dozen communities are running camps locally, receiving ad hoc support from Frontier College (see Page 10).

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