ANNUAL REPORT 2019-2020 MISSION & VISION

Manitoba Education Resource Centre Inc. is guided by our mission and vision:

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

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. CONTENTS

Messages...... 1 Message from the AMC Grand Chief...... 1 Message from the Chairman of the Board...... 2 Message from the MFNERC Executive Director...... 3

In Memoriam...... 4 Donald (Dulas) Alexander Robertson...... 4

The Journey of Hope:...... 5

Research & Development ...... 6 Resource Development...... 7 First Nations Languages and Cultures ...... 10 Aboriginal Languages Strategy (MALS) and Ki Kiikidowininaand Maamawi’opiwin (Indigenous Languages Symposium)...... 12

Programs ...... 15 Early Learning ...... 18 Education Administration ...... 22 Literacy...... 25 Numeracy...... 27 Student Learning Assessments ...... 29 Science and Technology ...... 31 Physical Education and Health...... 34 Instructional Resource Centres (IRC)...... 37 Wapaskwa Virtual Collegiate...... 39

Early Learning Child Care...... 43

Special Education Program...... 46 Special Education Services...... 46 Clinical Services...... 49

Remote Clinical Services ...... 53 Training Institute...... 54 A Partnership...... 57

Operations...... 58 Information Technology/Data Management ...... 58 Publishing & Communications ...... 60

Elders’ Gathering...... 63

Remote Learning Hub...... 64 Conferences ...... 65

Manitoba First Nations School System...... 67

Human Resources ...... 71

Finance...... 74 MESSAGE From the AMC Grand Chief

The Assembly of Manitoba Chiefs (AMC) congratulates the Manitoba First Nations Education Resource Centre (MFNERC) staff and Board members for another successful year.

This past year was a challenging one due to a global pandemic that created difficulties and obstacles for First Nations in the delivery of their education programs. However, it also created opportunities for First Nations in Manitoba to lead the way. Not only did MFNERC rise to the occasion, but staff worked with Nations to find solutions to continue to make education a priority during this COVID-19 pandemic.

Thanks to the hard work of the Centre, children are being taught in a holistic way, First Nations cultures and languages are being preserved, and children are gaining a new appreciation of their histories and identities. As MFNERC continues to provide education services to First Nations, by First Nations, staff foster environments where children take pride in themselves as First Nations Peoples.

The Centre believes in the unlimited potential of First Nations students and pushes to create nurturing educational environments. Together with passionate leaders and educators, MFNERC assists schools in offering a positive foundation in all academic areas.

We will continue to restore the inherent jurisdiction over the education of our children, and the work that MFNERC does will help lead the way. Students are our priority, and investing in the future of First Nations children is an investment into the future of all First Nations in Manitoba. I wish the board members and staff of MFNERC another safe and accomplished year ahead.

Grand Chief Arlen Dumas Assembly of Manitoba Chiefs

“Not only did MFNERC rise to the occasion, but staff worked with Nations to find solutions to continue to make education a priority during this COVID-19 pandemic.”

www.mfnerc.org 1 MESSAGE From the Chairman of the Board

I am pleased to present the MFNERC annual report with its highlights of the work accomplished during 2019–20. MFNERC provides second and third level education services to First Nations schools in Manitoba and facilitates a community-based, grassroots approach. The Manitoba First Nations School System (MFNSS) now governs and administers 11 schools in partnership with First Nations.

Since its establishment, MFNERC has remained a dynamic organization by being responsive to change and developing transition plans that support First Nations education models, structures, and agreements.

In October 2018, the AMC Chiefs-in-Assembly mandated a new Manitoba First Nations Education Strategic Plan to reflect the First Nations’ vision of lifelong learning based on a foundation of languages, cultures, world views, ancestral teachings, traditional practices, and connection to the land. MFNERC developed the Strategic Plan in response to this directive.

The renewed nation-to-nation relationship between and First Nations and the change in the funding mechanisms provide opportunities for First Nations to develop their own education models. The concept of lifelong learning and the essential ways of knowing, being, and doing can finally provide the foundation for teaching the children who they are, where they come from, and their purpose in life.

This report reflects the successes and challenges experienced by MFNERC in transitioning to a restructured organization that better meets the language and cultural programming needs of First Nations students. This year’s progress and met challenges exemplify the strength of First Nations, schools, staff, and leadership working together.

I recognize the staff and management of MFNERC for their hard work. I recognize First Nations leadership, Elders, and community members for their commitment to education in their First Nation.

Chief Clarence Easter Chairman of the Board

2 Annual Report 2019–2020 MESSAGE From the MFNERC Executive Director

I am honoured to provide my final message as executive director of MFNERC after 18 years of leadership. It is with gratitude and privilege that I extend this message to First Nations leaders, Elders, educators, students, and community members. I appreciate the guidance and support I have received from the Assembly of Manitoba Chiefs, MFNERC Board of Directors, education authorities, and education directors. It has always been a collaborative effort to lead the organization and provide programs and services to First Nations schools.

MFNERC is in its 21st year of operation and continues to grow to meet the needs of First Nations. MFNERC changed its mandate during 2019–20 to reflect First Nations’ vision of lifelong learning based on a foundation of languages, cultures, world views, ancestral teachings, traditional practices, and connections to the land.

This year, MFNERC engaged the education directors to identify priorities for their schools. Based on their feedback, MFNERC developed a transition plan, which restructured the organization into Nation-specific teams to create instructional resources for schools. MFNERC initiated a remote learning strategy to improve capacity at the local level and deliver services through a digital learning environment. Finally, MFNERC enhanced its plan for providing regular programming and services to First Nations.

This report provides a snapshot and highlights the amount of work MFNERC and the schools have accomplished this past year, with ongoing plans going forward. MFNERC is the only organization of its kind in Canada, providing the tools, resources, activities, projects, and events to support a unified effort for and with First Nations and their schools.

I say with confidence that MFNERC staff and management will continue to create more opportunities and build more successes in partnership with the schools. I congratulate the incoming Executive Director, Charles Cochrane and wish him the very best in the coming years.

Lorne C. Keeper Manitoba First Nations Education Resource Centre Inc.

www.mfnerc.org 3 Donald MAY(Dulas) 18, 1935 - DECEMBERAlexander 27, 2019 Robertson

Don was born and raised in Cree Nation, was hired as the first executive director for the Manitoba First where he spent most of his youth on the land with his family, Nations Education Resource Centre, where he worked until or in the water at the shore on Robertson’s Bay. He attended his retirement in 2002. He was succeeded by Lorne C. Keeper. two Day Schools in the community, and later completed his Even in retirement, Don continued to work in the field of High School Equivalency. Mentors and Elders in the church Indigenous education. Most notably, he acted as chair of the influenced Don, and this would lead him to Phoenix, Arizona, UCN implantation team and served as the first Indigenous where he attended Cook Christian Training School. Becoming chair of the Manitoba Council on Post-Secondary Education an ordained United Church minister out of the University (COPSE). He received numerous for his work, of British Columbia, Don was given the pastoral charge of a including honorary doctorates from congregation in Melita, Manitoba. The church happened to be and Brandon University, the Queen’s Golden Jubilee Medal, across the street from the Eyers’ residence, and his eventual and the of Manitoba. wife, Beverly. Their travels took them to Russell, Calgary, Donald (Dulas) Alexander Robertson was a visionary Brandon, and finally, . who grounded his work in the importance of language During the 1970s, Don switched careers to become involved preservation, the role of Elders in the development of in Indigenous education, a field where he had a lasting and Indigenous youth, and Local Control. The nomination for profound impact. An achievement he was most proud of was Don’s honorary doctorate from Brandon University said of the Brandon University Northern Teacher Education Program his work that “he has placed Brandon University among the (BUNTEP), which Don designed, implemented, and delivered most creative institutions of higher education in Canada. The with Jack Loughton. BUNTEP’s purpose was to train First models he developed have been adapted for use in several Nations people to be educators in their own communities, and other provinces and countries.” it is still running today out of University College of the North He was humble, hardworking, had a deep commitment for (UCN) as Kenanow. In the 80s and 90s, he was the director the betterment of Indigenous youth and communities, and we of education for the Island Lake Tribal Council, the director are all better for his life and work. He leaves behind his wife, of BUNTEP, and the first dean of Aboriginal Education and three sons, daughters-in-law, eleven grandchildren, and many Institutional Diversity at Red River College. In the late 90s, he friends and colleagues. He will be greatly missed.

4 Annual Report 2019–2020 THE JOURNEY OF HOPE: Manitoba First Nations Education

The First Nations education system was built on the language and way of life of our people. The language of any culture is used to transmit the culture to children. The culture of any nation is within the language that is spoken.

What Did Our Ancestors Learn? Before contact, education was developed to prepare the child to become a contributing member of the society. In the education system, our ancestors learned:

Self-discipline; values, such as respect, love and sharing; natural and societal rules and laws; biology (the body); botany (medicines and plants); meteorology (weather); geology (land, rocks, minerals); zoology (animals); mathematics; astronomy (study of the heavens, stars, planets); architecture; medicine; engineering; art; music; poetry; language; geography (the lay of the land); history; physical education; child care; philosophy; public speaking; oratory; diplomacy; spiritual teachings; ceremonies and other technical skills associated with hunting, fishing, food gathering/preparation and life skills.

Learning was a natural part of life. Learning happened because the children needed and wanted to learn. What they learned was useful in everyday life. The sophistication of the education system is evident in what was taught. The people had focused on developing the mind, emotions, spiritual, and physical in a holistic way.

Who Helped in the Learning Process? The grandmothers and family members, the teachers, were loved ones who knew the children intimately, who loved the children unconditionally. In our blood memory, we remember this, and this is why students prefer teachers who have a closer relationship with the students. The teacher/student relationship is remembered.

Excerpt from: “The Journey of Hope: Manitoba First Nations Education,” Gwen and Russell Merrick Presented to the AMC Chiefs in Assembly, May 2000

www.mfnerc.org 5 RESEARCH & DEVELOPMENT Violet Okemaw, PhD, Director of Research & Development

The Research and Development Department (R & D) strives to revitalize, preserve, and promote the First Nations languages and cultures of Manitoba (Cree, Dakota, Dene, Ojibwe, Ojibwe-Cree). The department undertakes projects and initiatives to develop First Nations curriculum resources reflective of culturally appropriate and language-based content. These resources—in print, audio, and video mediums—are created in partnership with, or on request from, the educational leadership in First Nations schools. Staff consult with and gather data from Elders, Knowledge Keepers, school staff, and First Nations members.

Staff encourage language fluency, provide classroom support, and create educational resources and tools in partnership with First Nations schools and educators. Facilitators develop and deliver training for language teachers through workshops and regional gatherings to support First Nations language programs and assist in language immersion programming. Facilitators work directly with the schools by providing onsite service delivery to incorporate the latest in language/communications technology. Services include assistance with the Before You Know It (Byki) language software program, training for language teachers, and interactive learning experiences vital for language resource development.

R & D consists of a director, curriculum development facilitator, research facilitators (2), curriculum writer, researchers (4), research assistants (3), First Nations Language and Culture facilitators (6), First Nations Studies facilitators (4), First Nations information technology facilitator, language cultural resource developer, and administrative assistants (2).

Number of Staff: 24

6 Annual Report 2019–2020 Resource Development

R & D works with many First Nations representatives province-wide to develop resources. For 2019–20, results from these curriculum development activities include:

First Nations Curriculum Framework (2015–2025 time frame) • First Nations Curriculum Framework (FNCF) communication strategy • FNCF development (year 5 of 10) • Curriculum development focus groups (year 3 of 10) • K–4 FNCF vetting and selection process (year 2 of 10) • K–4 FNCF instructional resources development (year 5 of 10)

Objectives • Increase awareness for First Nations, school staff, and stakeholders on the FNCF content and process. Com- munications led to expressed support for the FNCF. • Create draft Curriculum Guides for K–4 classroom educators. • Increase capacity at MFNERC to further develop the FNCF and support documents. • Increase teacher and student resources for FNCF.

Success Stories

FNCF Development (year 5 of 10) The R & D Department worked towards a published FNCF document for First Nations schools, leadership, and other rights holders. Raw data collected from consult-information sessions during previous development years was used towards a draft FNCF and proposed teacher guides.

FNCF Curriculum Development Focus Groups (year 3 of 10) Each session (7 of 8 completed) involved an Elder, language teacher, and/or land-based educator representative of the five language groups in Manitoba. Feedback and recommendations from the focus-group sessions provide content for the proposed teacher guide template. The final meeting took place in January 2020, while the March 2020 session got cancelled due to the COVID-19 pandemic. K–4 FNCF Vetting and Selection Process (year 2 of 10) Teachers from various schools were involved in identifying potential resources that were culturally and linguistically relevant to support the future implementation of the K-4 FNCF. R & D held the last session in February 2020. In 2019–20, the vetting team met twice to receive training and to screen videos to use in the classroom for instruction. Overall, five participants from four First Nations vetted 25 videos for classroom use. An FNCF Vetting Instructional Resources for First Nations Classrooms document has been completed and is ready for distribution.

K–4 FNCF Instructional Resources Development (year 5 of 10) Staff completed a Grade 3 resource to support the FNCF (topic 1.4.2 Family & Relations) titled Designing and Developing Instructional Resources and Materials for First Nations Classrooms.

Curriculum Support Projects and Resources • Land-based curriculum development working-group sessions (year 4 of 5) • First Nations Action Research Project (year 3 of 5) • Mapping Stories: integration of Traditional Stories into a First Nations Interactive Map (year 2 of 3) • Indigenous Inquiry Kits: includes partnerships with First Nations schools (year 5 of 5) • 10th Annual Land-Based Youth Education Gathering • Operation and maintenance of Manitoba First Nations Archives Centre (year 3 of 10)

Success Stories Land-based Support Document for Educators The Land-Based Curriculum Development Working Group sessions included Elders, Knowledge Keepers, land-based teachers, language teachers, and teacher assistants who helped revise and add recommended content to Land-Based Education – A Support Document for Educators. The land-based curriculum development team continues to review and select blackline masters and graphics for the draft document.

First Nations Action Research Project Staff completed preliminary work with interview data for Speaking of Sagkeeng: Volume II, a follow-up resource to the published St. Peter’s Indian Reserve – Articles & Reports (1859–1939). This two-part Oral History project provides an important example for First Nations to follow during research for their own local Oral History projects.

8 Annual Report 2019–2020 10th Annual Land-based Youth Education Gathering To date, MFNERC has co-hosted 10 land-based gatherings with First Nations, with approximately 200–500 students participating annually. This year, the 10th Annual Land-Based Youth Gathering took place on February 24–28, 2020, at Isaac Beaulieu Memorial School in Sandy Bay First Nation. Eight schools, with about 257 middle and high school students participated, along with support staff. There were 20 land-based learning activities, including traditional outdoor events, arts, and crafts, traditional food preparation, hide tanning, traditional medicine preparation, and healing/wellness activities. Students participated in the Blanket Exercise, which provided students with the history of our relationship with Canada from the First Nations lens. Elders, Knowledge Keepers, land-based teachers, school staff, and community members took the leadership roles to make a successful youth gathering. Video links and photos of previous land-based gatherings are available on the MFNERC website.

Manitoba First Nations Archives Centre (year 3 of 10) The Archives Advisory Committee approved the Manitoba First Nations Archives Policies & Procedures Manual for publishing. The committee set up preliminary meetings with Parks Canada and the Manitoba Museum to proceed with repatriating cultural and historical artifacts to the Manitoba First Nations Archives.

Challenges In early March, restrictions from the COVID–19 pandemic led to cancellations of all scheduled school/community sessions and provincial and regional gatherings. Due to cancelled sessions, closure to some of the activities with First Nations was lacking.

www.mfnerc.org 9 First Nations Languages and Cultures

The First Nations Language and Culture staff provided the following services to language teachers/instructors: • First Nations Language and First Nations Studies program support • Technology training for First Nations language instructors • Instructor Working Group for language and culture educators • Instructional materials developed in the languages • First Nations Studies Round Tables

Objectives • Support language programs in First Nations schools • Increase student retention • Increase number of schools using land-based learning programs • Enhance local programming for First Nations languages and move toward increased fluency • Increase opportunities for students to access language immersion programs • Strengthen students’ pride in their languages and cultural identities • Increase Elders and Knowledge Keepers’ sharing of knowledges, input, presence, and guidance at gatherings • Enhance capacity to plan and implement the First Nations Studies program

Success Stories Supporting Schools with Languages and Cultures The facilitators provided teaching support and resources in local language and cultural planning to their assigned schools. Training and ongoing support to language teachers have proven successful in areas of yearly program planning, unit/lesson planning, and resource package development. Facilitators assisted with the integration of languages and cultures into other subject areas of academic programming, a strategy most helpful in schools with language programs.

10 Annual Report 2019–2020 Instructor Working Group Language and culture instructors participated in a variety of language learning and teaching exercises with enthusiasm. Participants networked and shared their ideas on language and cultural resources and requested more training sessions. Working group participants asked MFNERC staff to include educational assistants in future workshops. Teachers lacking classrooms for language instruction asked for training to develop centres. Instructional Materials Developed in the Languages Language instructors received instructional materials developed and delivered by MFNERC staff. First Nations language and culture facilitators helped instructors create plans to implement the newly acquired resources within their language programs. With these additional language resources, First Nations language instructors within the 46 First Nations schools can enrich First Nations language programming for their students.

“I really liked how we made dioramas and examples of learning centres—very useful to me for my classroom.” - Instructor Working Group participant

Technology Training for First Nations Language Instructors All language instructors received a two-day technology training session this year. The hands-on sessions included practicing the skills they acquired. The training will help language instructors make full use of technology in their classes. They developed skills in using iPads and recording videos of local Elders speaking in their languages. The participants appreciated learning innovative ways to enhance their language programming through technology.

“More training like this needed, especially with the Elders—they are the helpers in the Cree language classroom, helping the Cree teachers and students to fully understand.” “Thanks for all the resources. This round table sure opened up my eyes about First Nations Studies.” - Technology Training participants

www.mfnerc.org 11 First Nations Studies Round Tables In addition to providing classroom support, the First Nations Studies facilitators held regional round tables to help plan and implement First Nations Studies programs, which incorporate First Nations perspectives and topics in the schools and increase student retention. These gatherings allowed participants to work on local programs with feedback from other First Nations Studies teachers and land-based educators. Educators shared their teaching strategies, networked, and dialogued on topics related to First Nations Studies programming.

“Facilitator is a true Knowledge Keeper, same with co-presenter. I loved the delivery methods used and the passion she has for her work.” “I think poems and songs of First Nations People should also be included in this language land-based program.” - Round Table participants

Manitoba Aboriginal Languages Strategy (MALS) and Ki Kiikid- owininaand Maamawi’opiwin (Indigenous Languages Symposium) MFNERC is one of the four partner or “lead” organizations involved in Manitoba Aboriginal Languages Strategy (MALS), which seeks to revitalize, retain, and promote the seven Aboriginal languages of Manitoba. In February 2020, MALS hosted the Indigenous Languages Symposium titled Ki Kiikidowininaand Maamawi’opiwin that featured workshops by language speakers, activists, and teachers.

Objectives • Schedule, prepare, and distribute documents required for resource sharing, Indigenous languages research, communication strategy, and the Languages/Land-Based Teacher Education Groups. • Promote and distribute completed resources and review additional resources, annotated bibliographies, audio-recordings of Elders’ stories and experiences, pamphlets, and other documentation adapted and/or developed by the working groups. • Promote and provide maintenance of the newly developed MALS website, Facebook, and other communica- tion strategies. • Organize professional development for interested First Nations and provincial schools that provide language programming.

12 Annual Report 2019–2020 Success Stories Manitoba Aboriginal Languages Strategy (MALS) Lead Meetings, Membership Sessions, and Grandparents’ Sessions MALS hosted six Lead meetings, four membership meetings, and four two-day Grandparents’ sessions. At these gatherings, participants completed the Grandparents’ Declaration, Shared Knowledge and Experiences document and Grandparents’ video recordings of their traditional histories and lived experiences. The new materials and videos were posted on MFNERC’s social media pages and the Remote Learning Hub. Ongoing updates on the MALS website and Facebook page continue. New MALS Resource A published document lists MALS accomplishments from 2014–19, including the first PATH process; MALS partnership agreement; language working groups; language research project reports; annotated bibliography; and hosting of a provincial languages symposium. Check the MALS website at www.malsmb.ca for additional information. Ki Kiikidowininaand Maamawi’opiwin (Indigenous Languages Symposium) The Indigenous Languages Symposium titled Ki Kiikidowininaand Maamawi’opiwin or Gathering for Our Languages, took place February 20–21, 2020. The symposium focused on revitalizing, promoting, and sustaining First Nations languages throughout Manitoba and provided workshops by knowledgeable language speakers, activists, and teachers. This was the first-ever Indigenous languages symposium hosted by the MALS partners in Winnipeg. MALS Leads and partner organizations included MFNERC, Indigenous Languages of Manitoba, Manitoba Education and Training-Indigenous Inclusion Directorate, and University College of the North (UCN). In total, 132 delegates included language teachers/instructors, leaders, parents, and other language advocates. Keynote speakers included Belinda Daniels, founder of the Nehiyawak Language Experience Summer Camp and language revitalization activist, and principal Ida Denny. Daniels discussed methods used at the summer camp that help families speak their Cree language. Denny talked about the Mi’kmaq Eskasoni Immersion School in Nova Scotia. Challenges and Short-Term Strategies Teachers would like more opportunities to meet and learn from each other’s knowledge regarding effective language learning and teaching practices. The information technology training sessions revealed that the language teachers have different levels of computer skills, which makes it difficult for some to maintain the skills required. The language program team would like to continue these necessary training sessions for language teachers, as technology has become an essential skill in developing resources for classrooms. In the First Nations Studies area, facilitators experienced some challenges with the successful inclusion of First Nations Studies perspectives into the main program areas. Strategies include providing more support for enriched language programming for all learners, helping language teachers/instructors develop further skills with technology, and acquiring additional funds to print newly developed language materials and purchased language resources.

14 Annual Report 2019–2020 PROGRAMS Rab Subedar, M.Ed, Director of Programs Marcella McCorrister, M.Ed, Assistant Director of Programs

The Programs Department delivers support services and professional development to school staff in the areas of Early Learning, Literacy, Numeracy, Science and Technology, Student Learning Assessment, Physical Education and Health, Library Support, Education Administration, Wapaskwa Virtual Collegiate, and School Board Training. Programs promotes school success through three interdisciplinary teams that identify the service needs of the schools through consultation. Some services are provided on-demand, while others are coordinated through team schedules. Programs staff develops school plans in collaboration with the school administration and staff and encourages community engagement. Throughout the year, First Nations education staff review milestones that reflect the status and progress of school plans based on the schools’ needs.

Number of Staff: 49

www.mfnerc.org 15 Interdisciplinary School Teams TEAM 1 First Nations (12) Schools (16) Oxford House Elementary School (N-6) 1972 Memorial High School (7-12) Chemawawin School (N-12) Otter Nelson River School (N-8) Mikisew High School (9-12) God’s Lake First Nation God’s Lake Narrows First Nation School (N-9) Manto Sipi Cree Nation Amos Okemow Memorial School (N-11) Mathias Colomb First Nation Sakastew School (K-12) Nisichawayasihk Cree Nation* Otetiskiwin Kiskinwamahtowekamik School (N-8) Nisichawayasihk Neyo Ohtinwak Collegiate (9-12) Northlands Denesuline First Nation Petit Casimir Memorial School (K-12) * Joe A. Ross School (N-6) Oscar Lathlin Collegiate (7-12) Sayisi Dene First Nation Peter Yassie Memorial School (N-12) Shamattawa First Nation Abraham Beardy Memorial School (N-12) Chief Sam Cook Mahmuwee Education Centre (N-12)

TEAM 2 First Nations (9) Schools (13) Ebb and Flow First Nation* Ebb and Flow Schoool (N-12) Kistiganwacheeng Elementary School (N-6) Garden Hill First Nation High School (7-12) Red Sucker Lake First Nation Red Sucker Lake School (N-12) St. Theresa Point First Nation St. Theresa Point Elementary School (N-4) St. Theresa Point Middle School (5-8) St. Theresa Point High School (9-12) Sapotaweyak Cree Nation Neil Dennis Kematch Memorial School (N-12) Sioux Valley Dakota Nation Sioux Valley School (N-6) Sioux Valley High School (7-12) Tootinaowaziibeeng First Nation Chief Clifford Lynxleg Anishinabe School (N-7) George Knott School (N-12) Wuskwi Sipihk First Nation Chief Charles Thomas Audy Memorial School (N-8)

16 Annual Report 2019–2020 TEAM 3 First Nations (12) Schools (15) Charles Sinclair School (N-6) Fisher River High School (7-12) Kinonjeoshtegon First Nation Lawrence Sinclair Memorial School (N-10) Little Grand Rapids First Nation Abbalak Thunderswift Memorial School (N-9) Little Saskatchewan First Nation Little Saskatchewan H.A.G.M.E. School (K-9) Long Plain First Nation Long Plain School (N-9) O-Chi-Chak-Ko-Sipi First Nation Donald Ahmo School (K-8) Omiishosh Memorial School (N-9) * Peguis Central School (N-12) Poplar River First Nation Poplar River School (N-9) Sagkeeng First Nation Sagkeeng Anicinabe Community School (N-4) Sagkeeng Consolidated School (5-8) Sagkeeng Anicinabe High School (9-12) Sandy Bay Ojibway First Nation Isaac Beaulieu Memorial School (N-12) Swan Lake First Nation Indian Springs School (K-8)

NURSERY/KINDERGARTEN SCHOOLS First Nations (2) Schools (2) Canupawakpa Dakota Nation Wambdi Iyotake School (N-K) Rolling River First Nation Wapi-Penace School (N-K)

Total First Nations (35) Total Schools: (46)

*Opted out of MFNERC Second Level Services effective July 1, 2019.

www.mfnerc.org 17 Early Learning

The Early Learning team supports school staff in Nursery (K4) and Kindergarten (K5) programming. The team consists of three Early Learning facilitators, Education Partnerships Program (EPP) project lead, evaluation and research coordinator, and a career development facilitator. Early Learning helps First Nations ensure strong foundations for children by working with parents, as they are their child’s first teachers. Staff assist families and their children’s development from birth through their school years. Facilitators also work with early years’ teachers, educational assistants, and community organizations to promote and provide early learning pedagogy grounded in child development.

Number of Staff: 6

Success Stories First Nations Early Learning Model Pilot The First Nations Early Learning Model Pilot focused on teacher training, family literacy, and child outcomes based on all the developmental domains. Cross Lake First Nation, Pilot Site 1, was in the third year of implementation, and Sandy Bay First Nation, Pilot Site 2, was in its second year. The Nursery and Kindergarten teachers from both pilot sites have gained a greater understanding of child development, early literacy, and early numeracy development. The project supported educators in creating child-friendly classrooms and implementing developmentally appropriate practices. The Pilot 1 teachers self-reported that the children are more engaged in their learning, and the educators are more confident in carrying out proper practices for development. Pilot Site 1 results from surveys, focus-group discussions, interviews, and administrative data show improvements in teacher understanding of early childhood development and children’s literacy development. Classrooms were more appropriately designed and equipped for active and play-based learning. As a result of the play-based model, parents confirmed more cordial child-teacher relationships; enhanced executive functions and self-regulation skills; better socio-emotional development; as well as language development. Nursery and Kindergarten teachers noted the children’s increased excitement about school, which shows in their improved attendance and communication with peers and teachers. Also, teaching practices were more appropriate for the age and developmental stages of the children. As a result of the successes of the pilot model, teachers implemented the play-based model in Grade 1.

18 Annual Report 2019–2020 First Nations Family Nest for Kindergarten Readiness Pilot MFNERC began the Family Nest pilot in Tootinaowaziibeeng First Nation, Sapotaweyak Cree Nation, and Mathias Colomb First Nation. Family Nest is a centre for dynamic learning that promotes innovative First Nations approaches to teaching and learning for parents, pregnant mothers, infants, toddlers, and young preschool children. The goals of Family Nest are to promote and sustain: • First Nations languages and cultures • Equity from the start of life • Parents and their role as their child’s first teacher • Children developing to their full potential • Bilingualism without assimilation • Parental engagement in education The pilot enhanced partnerships between the school staff, community members, and Elders. Administrators at the three pilot sites were supportive of the program as it provided an additional opportunity to bring the languages and cultures and Elders into the school for daily programming with young children and their families. Elders from two pilot sites reported they were grateful to be involved in the project daily, teaching young children and families their knowledge of the culture and language. The coordinators, whose salaries were covered by MFNERC, became aware of the importance of the project and affirming parents as children’s first teachers. MFNERC staff provided an overview of the evaluation framework and the reporting requirements to the coordinators. There was an enhanced sense of pride and ownership expressed by participants at all three pilot sites.

Essential Skills Bundle Portfolio Development MFNERC developed the Essential Skills Bundle Portfolio to assist teachers in helping high school students identify their knowledge, skills, and gifts and highlight their essential skills in a portfolio for career exploration, future educational endeavours, and future employment opportunities. This year, 20 First Nations schools completed the first Essential Skills Bundle training session. Teachers were guided to finish their Essential Skills Bundles and present them to the group on the final day of the training. By the end of the Essential Skills Bundle training, one hundred per cent of the participants could identify the Nine Essential Skills and develop profiles. Teachers who attended the training reported they would use the Essential Skills Bundle with their students and may use it as an assessment tool in several subject areas. One of the participants from the first training session would like to use the Essential Skills Bundle to develop a school-initiated course for credit.

www.mfnerc.org 19 First Nations Early Learning Land-Based Program Model Based on the Truth and Reconciliation Commission of Canada (TRC): Calls to Action, it’s imperative that First Nations develop culturally appropriate early childhood education programs for children and families. The TRC’s 12th Call to Action directly addressed the need for relevant Early Learning and Child Care programs for First Nations children. United Nations Declaration on the Rights of First Nations People (UNDRIP) article 14, section 3, protects our right to have language-based education programs. Gaps in educational attainment between First Nations and non-First Nations students persist; numerous studies suggest that First Nations Peoples need to restore traditional ways of teaching and learning to offset this trend. To help reduce these gaps in education, facilitators sought examples of successful programs from which to learn. Forrest Schools encourage curiosity and exploration with all the senses and promote spatial awareness and motor development as well as a child-centred approach to learning practical and technical skills. MFNERC researched the Forrest Schools movement across Canada and the world, and developed the Draft First Nations Early Learning Land- Based Program Model based on the following themes:

• Land-Based Play Model for Early Childhood Educators • The Role of the Educator Adventure for Good Guidelines • Readiness for Going Outdoors in all Seasons • Site Selection and Assessment • Structure and Daily Routines • Land-Based Play Pedagogy • Land As Teacher • View of the Child • Place-Based Learning • Risky Outdoor Play-Based Learning • Child-Initiated and Child-Led Loose Parts Play • Open Inquiry • Emergent Curriculum • Experiential Learning Model for Observation and Documentation • Land-Based Play and Language, Sample Activities • Engaging with the Natural Environment • Our Place in Creation • Animals and Humans • Environmental Stewardship • Cycles • Resources

20 Annual Report 2019–2020 Challenges and Short-Term Strategies Long-term planning is difficult with year-to-year proposal-driven funding; it was challenging to secure Family Nest coordinators on a term basis. The Annual Early Learning Conference was cancelled due to the pandemic. MFNERC will look at other opportunities such as virtual gatherings to gather feedback from First Nations educators on the First Nations Early Learning Land-Based Program Model. Staff from two northern schools couldn’t complete the online self-regulation training due to poor Internet connectivity. To mitigate this challenge, MFNERC worked with the MEHRIT Centre to develop an alternative delivery method of the leadership course and the early childhood development course for the fall for these two schools.

www.mfnerc.org 21 Education Administration

The Education Administration facilitators (2) provide professional development, promote networking between school administrators and First Nations educators, and offer policy guidance. The facilitators assist school staff with developing and revising school plans using the community-based school and the Planning Alternative Tomorrows with Hope (PATH) planning processes.

Objectives • Review and update school plans • Encourage principals’ roles as instructional leaders • Promote the 10 Essential Correlates of Highly Effective, Flourishing First Nations Schools • Develop PATH programs for school-based planning

“One cannot lead and progress until one has healed, or until one has a good understanding of the environment under which they lead.” - Elder Dave Rundell

Success Stories Gathering of Principals, Winnipeg, October 3, 2019

The Gathering of Principals’ theme was Maamawi-wiiji’igedaa ji-gendaasowing: Let’s Help to Learn Together. Twenty- eight principals and vice-principals attended and discussed Five Domains of School Leadership; Principal as the Instructional Leader; and 21st Century Classroom Assessments. Participants worked to develop the “10 Essential Correlates of Highly Effective, Flourishing First Nations Schools”: 1. Instructional leadership 2. Safe and positive environment 3. Clearly stated, focused mission 4. High expectations for all 5. Frequent monitoring of students’ progress 6. Maximize learning opportunities 7. Positive communication and relations between school, homes, and stakeholders 8. Land-based education 9. Social-emotional well-being for staff and students 10. Teacher professional development These recommendations will be developed into a poster and distributed to all schools.

22 Annual Report 2019–2020 Southern Principals’ Round Table, Winnipeg, December 4–5, 2019 The theme of this round table was Nikaniwin Nistotamowina: Using Our Past to Build a Better Future. Twenty-four participating school administrators focused on balancing the spiritual, physical, emotional, and intellectual needs of the child in any learning environment. Participants discussed the importance of both land-based learning and language development in schools as related to the development of First Nations identity. Staff facilitated the KAIROS Blanket Exercise to help administrators enhance interpersonal skills for effective leadership and strive for personal and professional healing. The Blanket Exercise provided the participants with strategies to support their staff with these teachings and learnings. An Elder shared their residential school experience and emphasized the continued intergenerational effects of residential school and how it still affects many First Nations schools in Manitoba.

Education Administration facilitators concentrated on the Assembly of Manitoba Chiefs’ mandated priority for MFNERC to promote languages and cultures. Discussions focused on how to activate the healing processes of First Nations school administrators and how to create an understanding of where many issues arise at the community level. More, the facilitators focused on how these insights may impact how decisions get made at the local level. School Administration Recipients for Resilience and Commitment

• Adeline Traverse, Lawrence Sinclair Memorial School, Kinonjeoshtegon First Nation • Donovan Mann, Indian Springs School, Swan Lake First Nation • Donna Dudek, Chief Clifford Lynxleg Anishinabe School, Tootinaowaziibeeng First Nation • Ernie McDougall, Kistiganwacheeng Elementary School, Garden Hill First Nation • Jean Malcolm, Isaac Beaulieu Memorial School, Sandy Bay Ojibway First Nation • Kevin Nabess, Sioux Valley High School, Sioux Valley Dakota Nation • Lorna Carter, Neil Dennis Kematch Memorial School, Sapotaweyak Cree Nation • Myrna Blacksmith, Mikisew High School, Cross Lake First Nation • Peter Andrews, 1972 Memorial High School, Bunibonibee Cree Nation • Warren Woodhouse, Charles Sinclair School, Fisher River Cree Nation • Wesley Harper, Red Sucker Lake School, Red Sucker Lake First Nation • William Spence, Otetiskiwin Kiskinwamahtowekamik, Nisichawayasihk Cree Nation

Challenges Challenges included inclement weather, flight cancellations, road closures, lack of accommodations, and unforeseen school closures. Lack of financial resources played a role in low participation at the northern round table.

24 Annual Report 2019–2020 Literacy

The Literacy Program empowers, nurtures, and inspires learners through their various stages of professional development. Literacy facilitators (2) connect First Nations perspectives and strategies with the ELA curriculum through land-based education and culturally relevant resources. Literacy facilitators support literacy assessments to ensure the proper levelling of instructional resources.

Success Stories Literacy Round Tables The Literacy team hosted middle years and high school literacy round tables that promoted networking and information sharing. Professional development literacy strategies were provided through hands-on activities using First Nations resource packages. The use of First Nations stories and resources helped to demonstrate the various comprehension methods. Staff shared comprehension strategies that included activating background knowledge through schema, questioning, determining importance, visualizing, metacognition, inferring, and synthesizing. Workshop outcomes were achieved through presentations that included hands-on literacy activities, videos, music, kinesthetic movements, props, anchor charts, thinking stems, graphic organizers, role-playing, visual cues, concrete objects, and group work through the optimal learning model process. Hands-on activities included interactive, culturally appropriate content. Grade 12 ELA Provincial Standards Test Marking Sessions Provincial standards test marking sessions were offered to the First Nations high school ELA teachers at the end of each high school semester. The literacy facilitators trained teachers how to mark, record, and compile provincial standards tests results. Facilitators provided training to help prepare Grade 12 ELA students for the standards test.

“This round table was excellent. The material was pertinent, engaging, and thought-provoking. Please consider this as an annual event. The resources gifted were also a tremendous bonus—great reading material and ideas-oriented.” - High School Literacy Round Table participant

Challenges and Short-Term Strategies The literacy intervention programs continue to provide effective tools for the teachers and the demand for more intervention resources is very high. Funding for these programs, including the resources required, has a high cost. A further challenge includes a lack of certified teachers available to provide curriculum-based instruction. Overall, students need more exposure to literature; therefore, classroom libraries and additional literary materials are needed for all schools.

www.mfnerc.org 25 Lighting the Fire Student Essay Contest

The Student Essay Contest, held during the 2019 Lighting the Fire Conference, was open to Grade 7–9 and Grade 10–12 students. The contest provided an opportunity for First Nations students to shine in their literary works. The winners delivered exceptional essays to an audience of approximately 1,300 educators. Student Essay Winners

Aidan Eskelund-Hansen, Grade 12, Lawrence Sinclair Memorial School, Kinonjeoshtegon First Nation. Aidan comes from both a Cree and Danish background, and after doing some research, he discovered he also has some Scottish lineage. His hobby is writing, and he already has an idea for a book he would like to write in the future. After experiencing success at the science fair, he plans to attend university to study virology.

Hayley Wood, Grade 7, George Knott School, Wasagamack First Nation. Hayley has been blessed with loving parents, one brother, two sisters, and two nephews. She enjoys playing floor hockey, ice hockey, and volleyball. When she is not busy on the ice or the court, she is relaxing with a good book, poetry, or quotes. Her goals are to graduate and attend university to achieve a PhD in psychology.

Jersey Little, Grade 9, Miskooseepi School, . Currently, Jersey is an archery equipment manager at the local archery club, and her favourite pastime is hanging out with her many close friends. She also enjoys spending time playing on her console. She has seven siblings and a mom and dad whom she loves dearly.

Joshua McLean, Grade 12, Lake Manitoba School, Lake Manitoba First Nation. Joshua loves music, especially the guitar and tuba. He was very excited to participate in this year’s Student Essay Contest with the hope of being an inspiration to his peers. Joshua also wanted to make his mom and dad proud of the effort he put into his writing. His greatest desire is to make a difference in everything he accomplishes.

26 Annual Report 2019–2020 Numeracy

The Numeracy Program is responsible for providing math curriculum and instructional and assessment support to classroom teachers. The program aligns math curriculum outcomes to First Nations perspectives and pedagogy through land-based activities that support teachers and students. The current focus of the numeracy facilitators (4) is to promote student well-being using math and numeracy as a holistic tool.

Success Stories Early, Middle, and Senior Years Round Tables

Round tables promoted First Nations student well-being through a holistic process. Elders shared their personal learning experiences in residential schools, comparing the nurturing environment they enjoyed at home to the harsh experiences of residential schools. Round Table topics included: • Importance of identity, culture, and history • Math manipulatives • Balanced math programs • Math vocabulary developed and translated into First Nations languages • Students’ spiritual, mental, physical, social-emotional well-being in math learning to promote mino-yaawin Participants at the round tables shared their own learning experiences and the teaching strategies they use to provide a safe environment that considers the social-emotional well-being of students. Participants created visual models that showed their understanding of the significance of math pedagogy and First Nations perspectives in supporting student wellness and mino-pimatisiwin. Facilitators provided participants with manipulatives for their schools as well as some accompanying activities for practise. Demonstrations in hands-on math manipulatives and activities supported content knowledge, methodology, and mentorship for teachers. Overall, the round tables promoted a well-balanced mathematics program with a First Nations holistic world view.

www.mfnerc.org 27 E arly Years Round Table—Winnipeg, September 23–24, 2019

Middle Years Round Table—Winnipeg, September 26–27, 2019

Early Years Round Table—Thompson, October 8–9, 2019

Middle Years Round Table—Thompson, October 10–11, 2019

Grade 12 Provincial Marking Sessions—Winnipeg, June 17–18, 2019; January 27–28, 2020

Challenges and Short-Term Strategies Lack of face-to-face contact due to the COVID-19 pandemic affected the high school round table and two Provincial Marking Sessions for numeracy. Due to the pandemic, facilitators struggled to support administrators and teachers to improve math programming and enhance student performance in the provincial Grade 12 math tests. Staff will explore using Zoom webinars, Google Classroom, and other online platforms. Additionally, holding smaller outdoor gatherings may work for upcoming events.

28 Annual Report 2019–2020 Student Learning Assessments

Student assessment facilitators (2) promote student learning assessments to support student success through continuous school improvement and curriculum-based planning. Student performance results provide data to inform school success and to create instructional plans. Facilitators train teachers to develop classroom profiles that focus on Grade 3 and middle years academic competencies. Teachers using Guided Math and reading practices help children to visualize, explain, and develop personal strategies for learning.

Objectives • Provide training on SENA (Schedule of Early Number Assessment) to assess number sense, mental math strategies, and computational skills. • Provide support to classroom teachers to structure developmental learning environments. • Provide support for the design and delivery of differentiated instruction through formative assessment. • Develop Guided Math practices aligning classroom instruction with provincial competency assessments. • Provide training on seven components of Guided Math framework to support classroom organization and instruction. • Support PLCs with schools implementing SENA assessment and Guided Math framework. • Support schools with assessment training (Fountas and Pinnell, Standard Report Card, student-led confer- encing, and documentation applications on iPads). • Collect and aggregate provincial assessment data for participating schools.

Success Stories Number Sense and Skills Staff trained 117 classroom and resource teachers on how to conduct a diagnostic interview with students on number sense and skills. Educational assistants joined professional learning conversations on using differentiated learning activities. Children had fun building up confidence in learning math. As a request from teachers, educational assistants participated in the workshops. Together they created levelled hands-on activities for the classroom and demonstrated how they could be used. Teachers and educational assistants gained a better understanding of the importance of using manipulatives and having conversations with students, increasing their knowledge of strategies that take students to the next level. They gained confidence in their abilities to create positive learning experiences for children.

Math is fun. Number sense builds a foundation for further math development. Understanding where our students are, what they know, and how they know it is crucial.

www.mfnerc.org 29 Challenges and Short-Term Strategies Challenges included group reflection on implementing SENA classroom profiles, developmental activities, and Guided Math workshop with school Professional Learning Teams. As strategies, facilitators scheduled post-training follow-up visits with grade-group teachers throughout the school year; offered class-embedded assessment and instruction training for number learning progressions; and demonstrated in-class learning activities with teacher observation to foster reflection on implementation.

30 Annual Report 2019–2020 Science and Technology

The Science and Technology Program provides support to teachers and schools with initiatives based on discovery, investigation, and problem-solving strategies. Instructional approaches integrate core mathematics and ELA skills developed through project-based instruction and place-based curriculum and science learning activities, teacher networking, and mentorship.

Number of Staff: 7

Services • Science-centred cross-curricular planning and instruction in the elementary years (N–4) • Science curriculum planning at the school-wide and individual classroom levels • Manitoba First Nations Science Fair Program • National Science Fair Program • Manitoba First Nations Advanced Senior High Science Mentorship and Symposium Program • First Nations Astronomy Program • Integration of science and land-based education through technology: GIS mapping; GPS; weather studies; electronic laboratory probes for data gathering • Manitoba Robot Games • First Nations Schools Gardening Program

Objectives • Foster First Nations perspectives and Traditional Knowledges. • Outfit schools with essential teaching materials for demonstration and experimentation in the laboratory and K–12 classroom settings. • Facilitate professional development workshops for teachers. E.g., creation of early years science centre; water and soil quality laboratory; hands-on-science; safety in science; Python programming; coding for K–12 stu- dents, and SMART Board teaching strategies. • Provide technology instruction in robots and electronics to introduce coding for K–12 students, preparing the required skills for today’s workforce. • Encourage teachers and students to participate in the science fairs to showcase and celebrate student’s work. • Make connections with major academic facilities to provide mentorship for senior high students to advance their research skills and to inspire students to embrace science-related careers. • Encourage participation in provincial and national competitions, such as the Manitoba Robot Games and the Canada-Wide Science Fair to provide student experience and reward for their outstanding work. • Use collaborative teaching models to promote teacher networks. • Encourage and facilitate remote communities to participate in programs offered by the Science and Technol- ogy team.

Success Stories Cooperative Teaching/Teachers’ Network Facilitators supported planning for a blended learning model to reopen Little Saskatchewan H.A.G.M.E. School and Donald Ahmo School. The initial Zoom meetings between the education director, principal, teachers and other school staff of Little Saskatchewan School and Donald Ahmo School began in March. There was collaboration on developing lessons in Google Classroom, which is a learning management system (LMS). The Phased-In School Re- Opening Plan will focus on blended learning with Google Classroom as the LMS using Mastery-Based Assessment. Manitoba First Nations Science Fair Program The Manitoba First Nations Science Fair Program was comprised of three regional fairs, including Island Lake Regional Science Fair, Keewatin Regional Science Fair, and the Manitoba First Nations Science Fair. The participation of First Nations students at the regional science fairs has increased. This experience has resulted in increased First Nations involvement in the areas of health, environment, and education. Students became more prepared for university and are more likely to pursue science-related careers. Celebrating Our Scientists of George Knott School In 2018, Jasmine Wood, Grade 12 student, presented her research study on Non-Verbal Communication at the 2nd Annual Island Lake Regional Science Fair. She received a gold medal and advanced to represent the Island Lake Region at the Canada-Wide Science Fair in Ottawa. Jasmine received a bronze medal and three scholarships in recognition of her outstanding work! The following year, Joey Harper, another Grade 12 student from George Knott School in Wasagamack, competed at the Canada-Wide Science Fair in New Brunswick with his research on Bromine’s Effect on Stem Cells.

32 Annual Report 2019–2020 Advanced Senior High Mentorship Program This year, more schools from remote First Nations were able to participate in this program. Staff mentored students on research topics, including soil quality, water quality, nutrition, and stem cell research, and focused on connections between Traditional Knowledge and modern science. Dash and Dot and mBot Robots Facilitators used Dash and Dot robots to teach computer coding to approximately 1,200 students in Grades 1–5 in 14 schools. Also, facilitators taught approximately 65 students in Grades 6–10 an advanced level of coding using the mBot robots in four schools.

Challenges and Short-Term Strategies The first month after the pandemic lockdown provided the most significant challenge with trying to connect with individual school staff. The Zoom meetings focused on the use of Google Classroom and blended learning with the support of MFNERC’s science and IT facilitators. There was a limited inventory of robots in the schools, as not all schools have Dash and Dot robots and the mBot robots. Although a few schools purchased robots and equipment and continued teaching coding in their schools, some do not have the equipment to do so.

www.mfnerc.org 33 Physical Education and Health

The Physical Education and Health Program provides teachers, educational assistants, and other school staff with practical First Nations teaching strategies to enhance physical education and health programming in an inclusive environment. Schools receive support to ensure these programs meet First Nations-based and provincial curriculum outcomes.

Objectives • Address immediate physical education and health program needs based on school plans. • Provide training sessions for physical education teachers, classroom teachers, educational assistants, and oth- er school staff, with the assistance of local, regional, and provincial-level partnerships. Such training teaches strategies for effective physical education and health programming and inclusive education. • Develop partnerships with First Nations in areas of language, cultural, and land-based programming as the foundation of the First Nations physical education and health programs. • Use First Nations games to strengthen knowledge sharing among First Nations on land-based physical educa- tion. • Build capacity within First Nations schools by providing certification programs to First Nations members to deliver quality physical education, health, and recreation programming.

Success Stories First Nations Games The facilitator provided a collection of traditional First Nations games and activities to help introduce and reconnect students and staff to recreational sports activities that reflect the rich cultural heritage of First Nations Peoples. Following consultation with First Nations and cultural organizations, educators, and existing publications, the facilitator used a collection of indoor and outdoor games featuring traditional and land-based teachings to enhance school physical education and health programs. Traditionally, Elders and Knowledge Keepers introduced games to children to help them build strength and agility and learn and develop the skills necessary for survival, such as hunting and gathering food in all-weather environments. The facilitator retaught many of these games to students and staff to increase their physical activity levels and health awareness. Such activities also provide an opportunity to learn the history, language, and geographical location of the games. Through the teaching of the First Nations games, students and staff learned how their cultures, languages, and Traditional Teachings contribute to living mino-pimatisiwin (a good and fulfilling life). Creating Partnerships Partnerships with First Nations, University of Manitoba, Manitoba Physical Education Supervisors Association, and the Heart and Stroke Foundation have achieved notable outcomes, including: • Certification programs for school staff • Expertise and knowledge of current trends in the area of sports and health education • Curriculum supports for schools • First Nations perspectives in instruction, sport development, and motor skill development • Resources and equipment for physical education and health programming for schools Physical Education and Health Regional North and South Gatherings Northern and southern regional gatherings brought participants together from the First Nations schools to network and share information for enhancing physical education and health programs. Schools developed partnerships in the areas of physical activity, language, culture, and land-based education programs. The presenters and facilitator provided professional development on age-appropriate programming, nutrition, assessment, and specific sport skill development. Sport Physical Activity and Recreation in Community Program The Sport, Physical Activity and Recreation in Community (SPARC) program has built capacity within First Nations schools by providing an accredited certification training program. SPARC is a partnership program between MFNERC and the University of Manitoba. In the past two years, the cohort gained skills and training to deliver quality physical education and health programming in their schools. The program has increased the qualifications of First Nations members, with the majority of trainees being young people from communities. Fifteen First Nations members graduated with the SPARC Certificate in 2019, setting

www.mfnerc.org 35 a strong foundation for future cohorts. Students graduate from the program with skills, knowledge, attitudes, and attributes in the areas of sport, recreation, and physical activity leadership. They have a deepened understanding of local First Nations and land-based teachings in physical education and health. SPARC can become a sustainable, viable pathway for First Nations students to achieve their academic dreams and provide opportunities for SPARC students to transition to university. SPARC also expands extra-curricular opportunities for children and youth.

Challenges and Short-Term Strategies The main challenge is providing a structured, sustainable physical education and health program for all MFNERC- serviced schools as there is only one facilitator for this area. More support is needed to develop First Nations games’ instructional lesson plans, unit plans, and game equipment. MFNERC will continue to advocate and seek out additional funding sources for the continuation of the SPARC program. Using a virtual platform for reaching more First Nations will be crucial in future planning. Such platforms may include physical education videos, online professional development workshops, and other digital information requested by the schools.

36 Annual Report 2019–2020 Instructional Resource Centres (IRC)

The Instructional Resource Centres (IRC) in Winnipeg and Thompson provide culturally relevant resources to support local school programming. IRC facilitators train school library staff to establish, operate, and maintain local libraries. Schools can order learning materials online from the database hosted on the MFNERC website. Number of Staff: 3

Objectives • Continue to update the IRC novel kit collection. • Provide ongoing essential library training support for targeted schools. • Provide new and on-demand support to schools to assist in establishing school libraries. • Receive training to develop and deliver Bookmates FUNdamentals events at First Nations. • Use feedback from Bookmates FUNdamentals events to shape future workshops.

Success Stories Bookmates FUNdamentals Workshops: Fathers or Positive Male Role Models This event encouraged participants to engage with their children in a way that supports their education. Participants learned concepts around language and literacy to do at home with their children.

Eric Carle An ongoing, successful method of engaging parents and caregivers to come together with children and experience ways to support their child’s learning while engaged in various forms of play. Activities are based on the works of popular author Eric Carle.

STEAM A hands-on learning experience for both students and parents. Participants came together to experience numerous activities based on science, technology, engineering, arts, and mathematics. Learning Olympics This longest-running literacy event is a hands-on, fun, and dynamic way to engage parents and children in the art of play and exploration of educational-related child-centred activities.

Basic Library Training: Lake Manitoba School library The library facilitator and a library technician provided training for school library staff to organize the space to best suit the teachers and students and on how to catalogue and label the library resources properly. Students can now use the school library and have access to more resources. Someone onsite can assist students in finding appropriate material when they need it and continue to organize the library every day.

Oxford House School Library The library technician and a library facilitator provided training to school library staff, and the library is now organized into sections (non-fiction, fiction, easy, reference) with new books added to shelving. School library staff is continuing to catalogue their resources into the Maplewood Program. Teachers and students can now access up-to- date materials with ease.

Challenges and Short-Term Strategies It takes IRC staff extended periods to catalogue resources into an automated library program. Cataloguing can take 6–12 months or longer depending on the size of the school’s collection and if they have someone on staff to assist. IRC staff can encourage schools to see the importance of school libraries and ensure they have staff to run it. Hiring temporary cataloguers at MFNERC to support these schools is something to consider. Due to the success of our Bookmates FUNdamentals program, we have had an increase in requests to run workshops, and for larger group sizes than before. The one IRC staff available to prepare and organize the centres for the program finds it challenging to keep up. Increasing our supply to meet the group-size demand is essential, as is looking into ways to get assistance for the sole program deliverer.

38 Annual Report 2019–2020 Wapaskwa Virtual Collegiate

Wapaskwa Virtual Collegiate (WVC) is an accredited Manitoba high school that offers the latest, most effective interactive instructional tools and course content. WVC partners with First Nations to allow students in Manitoba access to distance education through innovative online learning opportunities from home or school. The collegiate is committed to students’ academic success, and staff continue to research, support, and incorporate new applications that aid and advance student engagement and learning in an online format. WVC provides direct instructional services to students in partnership with the school of record. Access to distance education in a thriving online environment assists First Nations as they work to meet local challenges and students’ individual needs. Many First Nations face difficulty with recruitment and retention of specialized subject area teachers in academic math, physics, and chemistry, at the high school level. Often, resources are lacking to offer an alternative selection of courses. WVC is a proven, cost-effective solution that keeps students in their First Nations as they work toward their high school diplomas. Fourteen staff are assigned to the school, including a principal, content manager, multimedia designer, academic coordinator, guidance counsellor/liaison, technical clerk/information worker, administrative assistant, and seven course developer/instructors.

Grade 9–12 Course Listings 37 courses with 39 courses ready for September 2020 intake. Grade 9 Applying ICT 1 15F Applying ICT 2 15F Canada in the Contemporary World 10F English Language Arts (ELA) 10F Math 10F Ojibwe 11G English—Reading Is Thinking 15S (in development) Science 10F

Grade 10 Digital Film Making 25S Digital Pictures 25S English Language Arts (ELA) 20F Essential Math 20S Geographic Issues of the 21st Century 20F Introduction to Applied & Precalculus Math 20S Life Work Planning 20S (Career Development) Ojibwe 21G Print Communications 25S Science 20F

www.mfnerc.org 39 Grade 11 Accounting Essentials 30S Biology 30S Chemistry 30S Desktop Publishing 35S English Language Arts: Comprehensive Focus 30S Essential Mathematics 30S History of Canada 30F Interactive Websites 35S Active Healthy Lifestyles 30F (Physical Education/Health Education) Physics 30S Precalculus Math 30S Web Design 35S

Grade 12 Applied Family Studies 40S (in development) Biology 40S Chemistry 40S Current Topics in First Nations, Métis, and Inuit Studies 40S English Language Arts (ELA): Transactional Focus 40S Global Issues 40S Active Healthy Lifestyles 40F (Physical Education/Health Education) Physics 40S Precalculus Math 40S

602 course registrations from 295 students from 20 partnering First Nations.

40 Annual Report 2019–2020 Objectives • Assist students/schools in high school programming with online options. • Ojibwe Language Course Development Project—second language course completed for Grade 10 students. • Research flexible instructional options.

Success Stories Grade 10 Ojibwe 21G course developed this year! Ojibwe 11G and Ojibwe 21G are our first two language courses that promote and encourage language and culture revitalization in First Nations high schools. Student Enrolments from Grades K–7 School High school-aged students from Chief Clifford Lynxleg Anishinabe School (CCLAS), typically offering K–7 programming, enrolled in WVC online courses during the 2019–20 school year, allowing them to remain in their community and progress toward their high school diplomas. These students were concurrently enrolled in Grades 9 and 10 physical education classes at CCLAS and kept active in both their face-to-face classes and WVC online classes. This partnership allowed students who may not have otherwise enrolled, to attain high school credits. Family Studies Course Developed WVC and Early Learning staff worked collaboratively to develop the Applied Family Studies 40S online course, which is now ready for 2020–21 intake. This course prepares students for a caregiving role with infants, toddlers, and children through the study of child development. The skills and knowledge are applied to a 40-hour practical experience with children where students will observe, guide behaviour, ensure health and safety, and participate in play-based learning experiences. This course is infused with First Nations content and provides a foundation for further study within the field of early childhood education and related careers.

www.mfnerc.org 41 Courses Adapted to Address Teacher Shortages When staffing shortages occurred in schools, WVC staff crafted and modified existing online courses and textbook content in order to assist local schools in using an online platform with their students. This past year, Science 20F and Applied Math 40S (Fisher River High School) and ICT 1 15F, ICT 2 15F, Print Communications 25S, and Desktop Publishing 35S (Chief Sam Cook Mahmuwee Education Centre) were modified for (synchronous and asynchronous) use with students to help address teacher shortages.

Challenges and Short-Term Strategies WVC registration statistics for the 2019–20 school year show 295 students registered in 602 online courses, with an overall course pass rate of 51% (55% for semester 1 and 46% for semester 2—lower due to COVID-19 pandemic fallout). The total withdrawal rate from WVC classes was 39% (53% for semester 1 and 25% for semester 2). Although the statistics appear somewhat low, they are typical for online course success rates. One issue that affected the success and withdrawal rates was the need for upgrades to bandwidth and a more dedicated network in First Nations with limited connection speeds. Unfortunately, upgrading bandwidth is difficult due to high costs.

Another issue this past year was the COVID-19 pandemic closures, which left many WVC online students without access to Internet connectivity, computers, and devices so that they could remain engaged in remote learning. Overall, WVC student engagement dropped nearly 90 per cent of normal engagement.

In addition, local timetable conflicts became barriers to student online attendance and the current instructional model. WVC plans to address these issues by altering current courses toward a more independent learning style, thereby increasing their flexibility to accommodate local programming and community demands. During these course revisions, an increase in current staffing levels will help avoid interruption of teaching services.

42 Annual Report 2019–2020 EARLY LEARNING CHILD CARE Sheila Murdock, Early Learning Child Care Manager

On January 14, 2019, the Chiefs Committee on Education of AMC met and approved the following recommended actions: • Mandate MFNERC to assist with the development and implementation of a separate Manitoba First Nations Early Learning Child Care (FNELCC) coordination structure. • Coordinate a Manitoba FNELCC strategy. The Early Learning Child Care (ELCC) unit was tasked with creating a Transformation Plan, under the direction of a leadership-appointed ELCC Advisory Committee. The unit consists of nine full-time staff, including four facilitators and a quality assurance specialist, content/research writer, liaison (based at AMC), administrative assistant, and manager. All staff were hired and in place by September 2019. Elder Eunice Beardy, Tataskweyak Cree Nation, guides the nine-member ELCC Advisory Committee. On November 28, 2019, the committee approved its Terms of Reference and committed to a consensus-based model for its work. The ELCC unit led a series of local engagement and community-consultation work to ensure all recommendations for the Transformation Plan reflect the voice and respond to the needs of First Nations.

Objectives • Coordinate consultations and engagements with Manitoba First Nations regarding early learning child care. • Gather data and information from First Nations ELCC programs to determine priorities, strengths, and needs. • Organize the First Nations ELCC Advisory Committee. • Support First Nations in planning for early learning child care.

www.mfnerc.org 43 Success Stories The ELCC unit advanced the Transformation Plan, set for 2020–21 fiscal year completion, which will turn the current operations of this unit into a self-determined regional governance structure. The plan recommends a leadership- appointed Board of Directors to oversee this new regional governance structure and a newly appointed First Nations ELCC Secretariat to lead operations. Working together under the guidance of an Elder and the Board of Directors, this Secretariat will allocate and distribute ELCC funds at the regional level and implement the ELCC Strategy. First Nations Engagement The ELCC unit, in cooperation with the Advisory Committee, coordinated three engagement sessions and five parent focus-groups. Engagement sessions were held in Winnipeg on April 16–17, 2019, September 26–27, 2019, and February 25–26, 2020. The voices of 376 individuals, including representation from 49 First Nations, are reflected in the synthesized report. The transcribed raw data from engagement work will remain part of the official record to inform the development of the new FNELCC mandate. Raw data has also been analyzed, synthesized, and organized by themes.

Gathering Information Community Input Process Diagram:

Spring 2019 Consultation

Fall 2019 Consultation Community Input Program Inventory Survey

Program Site Assessments

Review of Community FNELCC Input Advisory Committee Strategic Planning Process

44 Annual Report 2019–2020 The ELCC unit completed site assessments in 57 First Nations in both daycare and Head Start centres. The site assessments document data to provide early learning programs with information related to best-practice environments and space requirements, as identified in the Best Practices Licensing Manual for Early Learning and Child Care Centres. The unit also completed program inventories in 49 First Nations to gather information related to operations, programming, and staff.

Challenges and Short-Term Strategies Building a First Nations ELCC system requires our collective wisdom and involves a shared responsibility. The First Nations ELCC community has faced chronic underfunding and a division of programming between daycare and Head Start. Such challenges have negative impacts on children, including stigmatization and exclusion. While various solutions exist for moving forward, work in this area will look different in each First Nation. Every ELCC program must respond with the children’s best interests at the forefront. The future of children, indeed the future of First Nations, is tied to the quality of care they receive in their early childhood. High-quality early learning and child care built upon First Nations knowledges, cultures, languages, and the land is integral to providing a strong foundation for children’s health and well-being. Uniting early learning and child care communities will involve a shared goal of promoting and preserving First Nations cultures and languages, along with the governance of the process by our Peoples. In its role, the ELCC unit aims to make every investment and every action in the work of the new FNELCC mandate with the children in mind.

www.mfnerc.org 45 SPECIAL EDUCATION PROGRAM Margaret Scott, PhD, Director of Special Education Don Shackel, PhD, Assistant Director of Special Education

Special Education Program facilitators develop programming that supports educators working with children with exceptionalities in First Nations schools. The program is comprised of three areas and the following staffing: Special Education Services (18), Training Initiatives (8), and Clinical Services (55). Special Education Services

Special Education Services’ staff and facilitators develop programs and work with educators, educational assistants, and resource teachers to support students with special needs. Students may have challenges or delays in their physical, intellectual, emotional, social, language, or behavioural development. Culturally appropriate strategies and perspectives have become an integral piece of working progressively with children and their families.

Objectives • Offer ongoing management of resource programs in schools as required due to the high turnover rate of resource teachers. • Provide direct support to First Nations schools, staff, and administration, with Special Education Services facilitators each working with approximately ten schools. Areas of support include Adapted, Accommodat- ed, and Modified Program delivery; attention deficit hyperactivity disorder (ADHD); autism/fetal alcohol spectrum disorders (FASD); behavioral supports; Individual Education Planning (IEP), now called Student Specific plans; Non-Violent Crisis Intervention; Remedial Programming; Response to Intervention (RTI); Level B Student Assessments; Social and Academic Inclusion; and Universal Design for Learning (UDL). • Manage and increase funding. Fifteen schools provided a Special Education work plan for an increase in funding that will provide a comprehensive framework and reference. • Provide professional development opportunities for Special Education staff to upgrade skills on an annual basis. Provide Non-Violent Crisis Intervention training every two years as per certification requirements and Clinical Services staff professional development.

46 Annual Report 2019–2020 Success Stories Resource Teacher Meetings Special Education hosted five resource teacher meetings. The well-attended resource teacher meetings saw clinicians provide mini-training sessions on their respective discipline areas. An invited Indigenous Services Canada representative gave updates on changes, such as the interim funding formula and how it impacts Special Education work plans for the majority of schools. Participants appreciated the networking and information they received on the other programs, which will help them run effective resource programs. Professional Development During two Special Education regionals, facilitators focused on training resource teachers to develop specific skills related to Response to Intervention (RTI) training/workshops, disability-specific training, and strategies for dyslexia, autism, FASD, and Down syndrome. During the first regional, facilitators trained resource teachers on the provincial supplementary documents related to special education. At the second regional, facilitators provided training on incorporating First Nations perspectives into Individual Education Planning.

Special Education staff delivered Non-Violent Crisis Intervention training to 10 First Nations schools including non- educational employees: janitorial staff, school bus driver, clerical staff, and Jordan’s Principle staff.

“I visited classrooms and got students from Grade 4–9 to make morning statement designs.” - Pauingassi First Nation resource teacher on training received at February 2020 Special Education regional 21st Annual Summer Institute Special Education hosted its 21st Annual Summer Institute for resource teachers on August 6–9, 2019. Attendance at the four-day, accredited workshops led to a certificate of completion for participants, and resource teachers can use the accredited hours towards special education certification. Topics included Non-Violent Crisis Intervention; Understanding Functions of Behaviour; Hearing Screening Training & Certification; Roles of the Resource Teacher; Classroom Strategies; and High School Resource Programming. Remote Services During the COVID-19 pandemic (March 2020) the Special Education facilitators provided online services to resource teachers where possible and accessible. Facilitators assisted resource teachers/coordinators and educational assistants at 38 out of 46 First Nations schools through workshops and meetings. Staff provided support to school staff and administration for 24 schools in areas such as attention deficit hyperactivity disorder (ADHD); Individual Education Planning (IEP); Response to Intervention (RTI); and other Special Education support areas. Challenges

Though school cancellations are unavoidable and often the result of poor weather, such cancellations affect service delivery. There are only four Special Education facilitators who provide service to 48 First Nations schools. Other cancellations are for funerals, especially if an Elder passes, and MFNERC respects and accommodates such cultural Protocols. Funerals are unforeseen events, but the school may forget to call the facilitator to notify them. Special Education facilitators aim to call or email before the visit to ensure the service is still warranted. When cancellations happen, the Special Education facilitators often have to continue with previously set plans by moving on to assignments/school visits elsewhere. They often find it difficult to return quickly enough to the schools that had to cancel. During spring thaw and fall freeze-up on the lakes, the helicopters necessary to transport staff are costly but necessary to get the facilitator to the school for service. Facilitators still struggle to find accommodations at times and are forced to limit a service visit to one day, which is not feasible, especially for remote schools. Teacherages are often full. Hopefully, these facilitators can be accommodated at nursing stations when other accommodations are not available, as clinicians have stayed at nursing stations in the past. Special Education facilitators still play an important role, especially in setting programs for students with special needs. Even though Training Initiatives has graduated three cohorts of resource teachers in the RISE program, there are still skills and strategies not covered in the courses taken. The Special Education facilitators play an essential role, as all have been resource teachers themselves. All facilitators are First Nations, and all know the challenges faced by resource teachers in schools. Helping resource teachers in schools helps to support those students who have special needs. Perhaps MFNERC needs to increase the number of Special Ed facilitators to eight to provide better service. MFNSS has two Special Education facilitators to service 11 schools.

48 Annual Report 2019–2020 Clinical Services

The Clinical Services team plans and implements interdisciplinary rehabilitation services that are community-based. The team prioritizes ongoing communication with clinical partners throughout service delivery. Clinical Services is funded through a partnership between High Cost Special Education and Jordan’s Principle. Assessments that involve collaboration with educators, families, and their children identify the necessary supports and services to children with special needs. Clinical Services continues to adapt and grow with culturally appropriate programming that respects First Nations perspectives and approaches. Clinical Services staff guide and direct their services with respect for the relationship between the spiritual, physical, mental, and emotional aspects of an individual, school, and First Nation. The team increased community-based services to First Nations children over the past year in 10 clinical discipline areas using interdisciplinary practice. Clinical Services has 3,500 active student files.

Jordan’s Principle Jordan’s Principle funding helps to meet the critical need of First Nations students referred for, and currently waiting for, much needed clinical services. Jordan’s Principle centres on the belief that all First Nations families and their children with special needs have the right to access community-based clinical supports, which are responsive to, and reflective of their needs, unique circumstances, and distinct cultural identities and practices. Jordan’s Principle goes beyond providing community-based clinical services, as this approach builds capacity within First Nations and provides inter-disciplinary, client-centred, and culturally responsive models of care. Jordan’s Principle is holistic, addressing the social/emotional, mental/intellectual, physical, and spiritual health and wellness of children, families, and school staff.

Staff representing 10 clinical disciplines: CLINICAL DISCIPLINE STAFFING # OF CLINICIANS High Cost Special Education Program 15 American Sign Language (ASL) 3 Deaf and Hard of Hearing 2 Literacy Coaching 4 School Psychology 6 Unified Referral Intake System (URIS) Nursing 2 Jordan’s Principle 52 Educational Audiology 4 Occupational Therapy 12 Physiotherapy 6 Speech Language Pathology 11 Student Wellness Support 8 Total 55

www.mfnerc.org 49 Practice Guidelines Clinical Services implemented the following guidelines to ensure the highest quality and standard of care for First Nations students in Manitoba: • Interdisciplinary practice and collaboration through secure clinical record keeping with a database storing and protecting all clinical student records. • Discipline-specific supervision (all clinicians are/will be certified school clinicians as well as registered with discipline-specific regulatory bodies). • Benchmarking of all positions/job descriptions reflecting the unique needs within First Nations in Manitoba. • Performance appraisal/implementing improvement standards, which includes a review of clinical record keeping and assessment intervention plans from each First Nation for each clinician. • Response to Intervention guided practice. • Professional development standards for best practice. • Professional liability insurance covering all practice.

Success Stories Incorporating First Nations Perspectives Staff prioritized First Nations perspectives and cultural relevance in clinical service delivery. A pilot project to incorporate First Nations perspectives into speech-language assessment and intervention practices is underway. A staff working group created the Clinical Values Poster to focus on and promote recognition and respect for First Nations values and practices. Additional First Nations Clinicians Clinical Services demonstrates a commitment to recruitment, hiring, and retention of First Nations clinicians. To date, MFNERC has the highest number of First Nations clinicians of all the programs in Manitoba. Currently, First Nations staff include 30 clinicians, 5 support staff, and 5 clinical assistants in audiology and ASL instruction. Clinical Services will have eight new First Nations clinicians, representing seven Manitoba First Nations, starting mid-August.

50 Annual Report 2019–2020 Response to Intervention Framework

Direct 1 -1

Small Group - Classroom Based

School - wide interventions Incorporate Every Story Matters and Individual Digital Achievement Portfolio

First Nations Languages and Cultures as a Foundation embedded in practice - community defined, community priorities respected

An established Response to Intervention framework provides a levelled, educational intervention strategy that reflects First Nations perspectives and practices. Virtual Practices Clinical Services has increased accessibility by offering virtual practices, including teletherapy and video therapy. The Clinical Virtual Summer Institute, webinars, online resources, and live videos accessible on the MFNERC website help to broaden and improve services. Advanced Record Keeping Clinical Services has a clinical record-keeping database system, which is the largest interdisciplinary database housing First Nations children’s health records. All information is available to clinicians working with a child. This database is PHIA compliant and regulated, thus providing quality assurance standards. Youth Forums With the help of First Nations, staff organized two Youth Forums, one northern and one southern. The Youth Forums had a range of 100 to 150 participants. Topics related to the social-emotional well-being of students. Engagement with Communities and Partners The team focuses on building and maintaining First Nations and regional partnerships. Clinical Services staff work to bridge gaps between education and health services, schools, and Jordan’s Principle programming. Staff develop direct contribution agreements between community programs and clinical services to provide improved services in First Nations. Ongoing participation with Assembly of Manitoba Chiefs technical advisory committee and Assembly of First Nations High Cost Special Education Review committee, strengthens regional and national partnerships.

www.mfnerc.org 51 Challenges and Short-Term Strategies The waiting lists for various clinical areas continue to exceed existing resources and staffing, particularly in literacy coaching, school psychology, occupational therapy, speech language pathology, and services for students who are Deaf and hard of hearing. A tiered approach to providing clinical services using individual, small group, and large group interventions allows clinical staff to be more proactive and responsive to a greater number of students and school staff.

52 Annual Report 2019–2020 REMOTE CLINICAL SERVICES

During the pandemic, the Special Education Clinical Services teams provided consultations and sessions by telephone and also delivered video therapy using a secure network. Children and their families, with access to the necessary hardware/software, benefited from such supports in their homes. Alternatively, school resource teachers met with students and their parents in the schools while respecting social distancing. The resource teachers provided access to the necessary Internet connection and computer technology to facilitate virtual interactions with MFNERC clinicians.

For support or recommendations regarding the Remote Learning HUB or other remote services, please contact the director of MFNERC Operations at [email protected].

www.mfnerc.org 53 Training Institute

The Training Institute offers accredited professional development to support innovative programming in First Nations schools. Participants are primarily First Nations staff employed at either First Nations schools, MFNSS, or MFNERC.

Educational Assistant Certificate Program Graduates in this program meet University College of the North’s requirements for an Educational Assistant Certificate. Educational assistants (EA) gain enhanced knowledge and skills to support teachers, resource teachers, and special education programming to meet the needs of students. Qualified instructors within First Nations help deliver the programming. Students in four First Nations—Sapotaweyak, York Factory, Little Saskatchewan, and Poplar River—graduated in 2019–20. In total, 39 students graduated with their Educational Assistant Certificate. Students from York Factory First Nation completed their program in six months. During this period, MFNERC instructors taught two courses per month. This 12-course program is currently under curriculum review with plans to include land-based education and First Nations languages and cultures.

Post Baccalaureate in Resource Inclusive Special Education The three-year Resource Inclusive Special Education (RISE) program is running from 2018 to 2020. Twenty-two of the original twenty-nine students remain in the program and are expected to graduate as resource teachers. RISE is scheduled to conclude in the fall of 2020. The RISE program builds capacity in First Nations by hiring local instructors, and RISE graduates aim to work within First Nations. The initial RISE program graduated 64 out of 66 participants in 2018. The Training Institute’s curriculum writer/instructor taught two RISE courses in 2019–20 and appreciated the opportunity to integrate First Nations Traditional Knowledge into programming.

54 Annual Report 2019–2020 Masters and Pre-Masters in Speech and Language Pathology For the Speech and Language Pathology program, the Training Institute partnered with Minot State University. One student will graduate in the summer of 2020 and go on to work at MFNERC in Clinical Services. Two students are currently completing year one of the program.

Masters in Rehabilitation Sciences: Occupational Therapy or Physiotherapy Masters in Rehabilitation Sciences has two students at the University of Manitoba, Rady College of Rehabilitation Sciences, with one in occupational therapy and one in physiotherapy. Both students aim to complete their respective programs and start employment with MFNERC Clinical Services by the fall of 2020. Three students have graduated from the Occupational Therapy program and work with MFNERC Clinical Services.

Masters in Inclusive Language and Literacy The Masters in Inclusive Language and Literacy program is in the final year of the three-year program. The program will conclude in the fall, with 22 students attaining their master’s degree from University of Manitoba, Faculty of Education.

Masters of Education in School and Applied Child Psychology Year two of the Masters in Education for School and Applied Child Psychology program was delivered, and 10 students remain in the program. One course was migrated to an online format due to the pandemic, and staff are formatting the summer courses for online delivery. Students will enter their internship in the fall of 2020 to complete the last year of the three-year program. The internship is conducted with University of Calgary’s School Psychology Clinical Services. Also, two students currently in the master’s program in school psychology at the University of Manitoba will complete their program and join MFNERC Clinical Services for the 2020–21 fiscal year.

www.mfnerc.org 55 Success Stories Life Skills Program Activities and lessons from the Life Skills program were incorporated into EA and RISE classes. The Training Institute developed life skills training for post-secondary students preparing to leave their First Nation and enter university or college. Staff delivered Life Skills workshops to school support personnel, including maintenance workers, cooks, bus drivers, and contact-base personnel. The Training Institute also provided lateral violence training. Student Database The Training Institute maintains a student database and provides training to all institute staff. The student records clerk entered contact information and files on 882 students, dating back to 2003 when the institute started delivering accredited training.

Challenges and Short-Term Strategies First Nations sometimes have to pull out of programs, and this affects budgets and student outcomes. The Training Institute has drafted student policies that cover admission requirements and student commitments and will update these policies as required. Classroom and office space, along with proper equipment such as printers, can be lacking. The institute will continue to examine delivery modes and online accessibility to offset such challenges. The Training Institute supports instructors in First Nations to determine schedules that suit them and allow for the most effective methods of delivery.

56 Annual Report 2019–2020 A PARTNERSHIP: The Merging of Manitoba First Nations Education Resource Centre Inc. and Yellowquill College

MFNERC and Yellowquill College formally amalgamated in 2019. This merge will provide First Nations-led education from early learning through post-secondary.

In 2018, the Assembly of Manitoba Chiefs passed a resolution for a Manitoba First Nations Post-Secondary Strategy. This resolution directed the development of an institute of higher learning through a partnership between MFNERC’s Training Institute and Yellowquill College.

The long-standing academic and scholarly capacity of both organizations will ensure a successful partnership.

Educators will provide post-secondary degree programming that is rooted in First Nations world views, languages, cultures, teachings, and pedagogy. This amalgamation will give students better accessibility by opening more locations across Manitoba as educational facilities. Existing and future partnerships with mainstream post-secondary institutions will be explored, further meeting the growing and diverse educational and training needs of First Nations.

“MFNERC has been here for 20 years, staffed with professional educators with degrees, experience, and knowledge. As the longest-standing First Nations-run education centre, who better than MFNERC to oversee Yellowquill College.”

- Chief Francine Meeches, Swan Lake First Nation

57 Annual Report 2019–2020 OPERATIONS Howard Burston, B.Ed, Director of Operations

The Operations Department ensures MFNERC runs smoothly in the areas of Information Technology (IT), Data Management, Publishing and Communications, Conferences, and Office Management. Operations aims to create the highest level of service efficiency possible.

Information Technology/Data Management

The IT/Data Management Department provides IT support services to First Nations schools and MFNERC staff. The department maintains and supports the Maplewood student information system for the schools. The IT/Data Management team currently consists of 13 staff members.

Objectives • Maintain Maplewood student information system. • Provide Maplewood training/support for First Nations schools. • Provide IT support services to First Nations schools. • Provide IT support services for MFNERC Staff. • Provide hardware replenishments for First Nations schools on a rotating schedule.

Success Stories Maplewood Student Information System The Maplewood student information system gets hosted at MFNERC’s 1100 and 1090 Waverley offices. The system maintains 99 per cent uptime with downtime attributed to weekly maintenance. Schools continue to use the provincial standard report cards.

58 Annual Report 2019–2020 Annual Replenishment The annual replenishment program delivered new desktop computers with monitors as well as networking equipment to 10 schools. Schools included in this year’s replenishment: • Nisichawayasihk Neyo Ohtinwak Collegiate • Otetiskiwin Kiskinwamahhtowekamik • St. Theresa Point Elementary School • St. Theresa Point Middle School • St. Theresa Point High School • Long Plain School • Petit Casimir Memorial School • Red Sucker Lake School • Chemawawin School • Peter Yassie Memorial School Community IT Support The IT Department continued to provide IT support both remotely and in First Nations. Technicians travelled to First Nations 80 times over the past year. Training sessions were held in person for nine First Nations. The IT Department provided remote support to First Nations over 1200 times throughout the year.

Challenges and Short-Term Strategies A lack of reliable Internet connectivity in First Nations continued to provide challenges. Poor connection hinders a school’s ability to access both the student information system and remote learning. In the year ahead, IT/Data Management will migrate the student information system to a new provider. During the pandemic, the department must aim to properly support First Nations while keeping MFNERC and community staff safe. As one strategy, the department would like to explore a Girls Who Game program for MFNERC and the School System. Sergeant Tommy Prince School participated in a national Girls Who Game program this spring as a pilot project. Due to the pilot’s success, IT/Data Management sees the program as a valuable option to explore for the schools. Publishing & Communications

The Publishing and Communications unit functions as the production centre for MFNERC. This printing, publishing, and video production unit develops First Nations resources in print, electronic, and video format for use in Manitoba’s First Nations schools. These high-quality resources focus on First Nations languages and cultures. The unit offers graphic design, editing, content development, and production activities to provide educational support to educators, education directors, and First Nations members. With a staff of 10, the unit undertakes the Remote Learning HUB, social media (Facebook, Instagram, Twitter), multimedia development, video production, conference support, photography, communications support, website development and maintenance, virtual professional development/online learning support, book publishing, and the MFNERC online Shop.

Objectives • Collaborate with other units within MFNERC to assist in the production of resources for schools. • Work with First Nations to support development, refinement, and production of educational content by edu- cators who are working in the schools. • Promote and document the work that MFNERC does in collaboration with schools to share with key stake- holders. • Create and maintain an online learning hub for educators, parents, and education directors to access remote- ly during, and following, the current pandemic to ensure access to a high-quality educational experience. • Develop quality educational resources—in the form of books, education guides, and other media—particu- larly in the areas of First Nations languages and cultures. • Consistently communicate successes, resources, and support available to schools through various media, including e-news, blog, social media, videography, and web development.

Success Stories Remote Learning HUB In response to the COVID-19 pandemic, Publishing and Communications began development of the Remote Learning HUB. Schools were closing down; students didn’t have the same access to education and educational supports; teachers needed access to resources; and the Remote Learning HUB filled a much-needed gap. In early March, unit staff designed, developed, and delivered the HUB, making it possible for parents, teachers, and students to access online resources and information provided by MFNERC educational staff and management. According to analytics, the HUB is visited by between 3,000–6,000 unique viewers weekly. The HUB has evolved to include professional development opportunities, live and recorded video events, and First Nations languages support. The Remote Learning HUB is a vital resource portal for educators, parents, and students.

60 Annual Report 2019–2020 School Resources Our published school resources—both in print and online—reflect First Nations languages and cultures, involve respectful collaboration with communities and MFNERC staff, and showcase a First Nations Voice. These resources are provided to schools immediately upon publication (for books), and the multimedia projects are placed on social media channels consistently. For the year, our videos, which showcase the incredible youth in First Nations schools, were viewed 128,000 times. This number illustrates the interest and engagement of stakeholders, First Nations, schools, and the general public. “Chi miigwech a thousand times over. Thank you for allowing me the chance to teach my daughter the lessons I went without. I look forward to the day she and I can speak Anishnabemowin fluently.”

“Gchi-Miigwech! Thank you very much! I am very excited to get the books. I teach in the Native Studies Department at Trent University, and I can’t wait to read through them and incorporate the knowledge into my courses.” - Feedback from educators/parents who purchased MFNERC books

First Nations Writing Standards Publishing staff, along with the Writing Standards Committee, developed writing standards for MFNERC/MFNSS staff to follow that reflect a First Nations viewpoint. The standards take guidance from Elements of Indigenous Style: A Guide for Writing By and About Indigenous Peoples by the late Gregory Younging, a renowned scholar, editor, and publisher who was a member of Opaskwayak Cree Nation. The writing standards veer from those found in other reference materials to put forth a unique First Nations Voice.

www.mfnerc.org 61 Songs in the Key of Cree (multimedia project) This language revitalization project, written and produced by the legendary Tomson Highway, travelled to several First Nations and featured a musical performance entirely in the Cree language. The Publishing unit filmed these events to document them and share them online with an even wider audience. It was a wholly unique way to support the use of First Nations languages for future generations. MALS—Manitoba Aboriginal Languages Strategy Publishing and Communications provided ongoing, vital support for the Manitoba Aboriginal Languages Strategy by filming and documenting grandparents who represented each major Indigenous language group in Manitoba. The unit published the videos on social media channels to promote and support the use of First Nations languages and archived them to ensure they are never lost. Staff also provided support for the MALS Conference early in 2020 in Winnipeg. Challenges and Short-Term Strategies

The unit is continuing to address the COVID-19 pandemic and assist educators in schools to provide a quality learning experience for First Nations youth through the changes. Publishing and Communications will continue to look for innovative responses to ensure MFNERC is at the forefront of supporting schools. Such support will involve the continued evolution and refinement of the Remote Learning HUB, social media outreach, and assisting with the requirement for virtual conference delivery in the fall.

62 Annual Report 2019–2020 ELDERS’ GATHERING

Attending an event to document it, you’re not an attendee, you are a part of it. Much bigger than a gathering, it’s being welcomed and accepted and a part of a community and family. The purpose of attending the Elders’ gatherings is to record and document the event for others who are not in attendance to watch—to record the teachings and language and to preserve those teachings.

Victor Harper, before his passing, said that he didn’t know who would carry these gatherings on once he passed. He was an Elder, a guide, a man who spoke his language, and a strong advocate for land-based learning—he truly believed that education happened on the land. But Elder Harper understood that for such education to work with “government standards,” it must accompany theory and classroom/textbook teachings. He held these gatherings to bring awareness to the importance of land-based education. He’d always say he had his master’s degree from the land, not the classroom.

Elder Harper’s passing highlights the importance of these gatherings. While attending such events, we’ve sat with people who have endured so much, but they smile, laugh, and include and welcome us. They have allowed us to partake and have the privilege of recording these intimate gatherings (vigil, prayer, their life) to document for future generations.

www.mfnerc.org 63 REMOTE LEARNING HUB

MFNERC began to modify its services and supports to address the changing education environment due to the COVID-19 pandemic. The priority was to help educators with their planning and preparation for remote learning. Remote learning is any guided educational activity for students who are separated by both time and location.

MFNERC supported First Nations with remote-learning resources to assist teachers and parents/guardians as they engaged in learning away from a school setting. MFNERC recognized this plan required a flexible approach. Each First Nation is unique and needs different supports based on Internet infrastructure, access to the school during the pandemic, availability of school staff in the First Nation, and printing capabilities.

The development of remote-learning resources is ongoing, and the Remote Learning HUB will continue to support students beyond the COVID-19 pandemic. The Remote Learning HUB will evolve while continuing to provide general learning supports such as educational videos, lessons, and activities. Manitoba First Nations can access the Remote Learning HUB on the MFNERC website at www.mfnerc.com.

MFNERC also created the Professional Development Online Portal for First Nations school staff. Upcoming events for professional development will continue through the portal.

64 Annual Report 2019–2020 Conferences

Two annual conferences—Circle of Knowledge and Practices (CKP) and Lighting the Fire (LTF)—aim to inspire thought and growth through professional development rooted in First Nations languages and traditional approaches to education. Conferences run through the work of a conference coordinator and assistant conference coordinator.

LTF and CKP continue to grow in attendance. Delegates from Manitoba First Nations schools provide the largest numbers of attendees; however, each year, numbers increase from other Manitoba school divisions. MFNERC conferences have captured the attention of cultural and academic institutions from across the nation.

First Nations histories, cultures, and languages serve as the foundation of conference themes. Conference programming presented by MFNERC staff and the other educators features unique approaches and strategies to use in the classrooms, serve as research for graduate students, and enhance the education field overall.

The conference tradeshows bring in vendors of cultural relevance, which service classrooms and schools. These sold- out tradeshows bring in revenue to offset the cost of the conferences.

These two annual conferences provide an opportunity for MFNERC to host graduations, special announcements, book launches, and other education-related events.

Objectives • Provide professional development opportunities for educators. • Allow school staff and other educators to network and share information. • Showcase First Nations’ school activities and achievements.

Success Stories Lighting the Fire This year’s LTF celebrated MFNERC’s 20th year in operation with the theme “Honouring Our Heritage—Celebrating the International Year of Indigenous Languages.” This conference highlighted the richness of First Nations languages in Manitoba. Several workshops focused on language and culture and explored innovative strategies to ensure the reclamation of First Nations languages for all generations. Language Lodges and other sessions sent attendees home

www.mfnerc.org 65 with hands-on tools and knowledge to help revitalize the languages of the Cree, Dakota, Dene, Ojibwe, and Ojibwe- Cree Peoples.

LTF 2019 welcomed a record number of over 1,600 delegates. Thirty-eight unique workshops such as early years education and ASL, First Nations ways of knowing math through literature, and bringing virtual reality into the classroom provided learning in all subject areas.

Learning is a lifelong practice for all First Nations, whether it occurs on the land, at home, or surrounded by friends.

Circle of Knowledge & Practices CKP 2019 saw close to 900 delegates and featured the theme “Language, Land, and Learning.” Over 25 workshops focused on land-based teachings and language learning for the classroom, school, and First Nation. Languages are the essence of First Nations culture, holding within them our traditions, ceremonies, and beliefs, and conference sessions supported this truth. Challenges and Short-Term Strategies

The small number of staff working on conferences provides a challenge. When one conference ends, planning for the other starts, but conference organizers have other roles at the Centre. A conference working group made up of MFNERC staff members commit to help each year, but responsibilities with their own positions limit their availability. A full-time assistant position to focus solely on conferences would help with the work. MANITOBA FIRST NATIONS SCHOOL SYSTEM Nora Murdock, PhD, Director of Instructional Services Colleen West, M.Ed, Associate Director of Instructional Services

The Manitoba First Nations School System (MFNSS) began with the signing of the Education Governance Agreement in December 2016, resulting in a partnership between 10 First Nations, MFNERC, and the Government of Canada. The leadership fulfilled their collective vision of First Nations education by exercising their jurisdiction over education to delegate the administration and management of elementary and secondary education programs and services to MFNERC. In July 2017, MFNERC began a partnership with 10 First Nations. On August 29, 2019, Dakota Tipi First Nation signed a delegation agreement to become the 11th member of MFNSS.

MFNSS SCHOOLS OTHER SCHOOLS TOTAL First Nation - School Students Hoom Rooms Ratio Prov/Priv PHP Students Bloodvein First Nation 159 9 18:1 62 21 242 Miskooseepi School Brokenhead Ojibway Nation 143 6 18.1 48 0 191 Sergeant Tommy Prince School Dakota Plains Wahpeton Nation 90 5 17:1 15 1 106 Mahpiya Hdega School Dakota Tipi First Nation 5 1 5:1 75.5 0 80.5 N–K Program Fox Lake Cree Nation 20 3 7:1 16 0 36 Fox Lake School Keeseekoowenin Ojibway Nation 90 5 18:1 36 2 128 Keeseekoowenin School Lake Manitoba First Nation 280 14 20:1 16 11 307 Lake Manitoba School Lake St. Martin First Nation 273 15 18:1 77 53 403 Lake St. Martin School Pinaymootang First Nation 317 17 19:1 17 11 345 Pinaymootang School Roseau River Anishinabe First Nation 149 8 19:1 117.5 1 267.5 Ginew School York Factory First Nation 117 7 17:1 32 31 180 George Saunders Memorial School MFNSS is a unique school system designed for First Nations, by First Nations that provides an education system recognizing First Nations languages, cultures and land-based education as integral for First Nations students. MFNSS manages Nursery to Grade 12 education, Adult Education programs, Private Home Placement, and Tuition for students attending schools off-reserve. The School System also administers School Transportation, Facilities, and Operations and Maintenance. In addition, Finance, Human Resources, Clinical Support Services, and IT support are provided directly through MFNERC. MFNSS assists with school and system-wide planning and reporting; the recent completion of the MFNSS Data Warehouse will allow for enhanced support. The following are highlights of MFNSS’s programming and initiatives, which are organized according to the four priority areas identified in the MFNSS Strategic Plan. Please note, these are only a few examples of MFNSS team activities, and an extensive report is available in the MFNSS Annual Report 2019–2020.

Success Stories Priority One: Culturally Responsive Environment First Nations Languages and Cultures MFNSS supports the revitalization of the languages and reclamation of the cultural ways of life of the partnering First Nations. Staff assists with classroom planning, instruction, and assessment using language acquisition strategies and culturally focused curriculum resources. MFNSS provides opportunities for students to participate in land-based activities that enrich their knowledge and skills and deepen their sense of identity and confidence.

Priority Two: Health, Safety, and Well-Being School Safety MFNSS schools received facility upgrades and code requirement repairs, including security equipment, preventative maintenance, and annual sprinkler and fire protection system inspection. MFNSS schools received assistance when planning for school transportation requirements. Schools were supported when acquiring school vans, maintenance trucks, and new buses. The MFNSS team also assisted school administrators with school emergency response planning and safety drills. Health and Well-Being MFNSS Health Promotion planning has included innovative partnerships and pilot projects. The School System arranged for MFNSS schools to participate in a Self-Regulation initiative. The training provided school and system staff with a better understanding of stress, behaviour, and mental health, which helps in supporting student and staff well-being. MFNSS schools also participated in a Middle Years Development Instrument survey that provided data on students’ health and well-being to assist with planning for the individual needs of the whole child. The Lacrosse Program was another new initiative offered to all MFNSS schools; it promoted student physical fitness from a First Nations perspective.

Private Home Placement (PHP) The PHP team provides a range of services for PHP students, so they can successfully access and complete secondary education. PHP staff develop positive working relationships within provincial school divisions to ensure students’ success. The PHP team offers ongoing support and is available as needed to ensure students’ safety and well-being and assist with meeting educational needs. The PHP team also organizes activities, events, and feasts to provide opportunities for peer social support.

Priority Three: Inclusive and Respectful Learning Community Student Support Services The Student Support Services team provides professional services for students, parents, staff, and administrators in MFNSS schools. The team uses a consultative-collaborative planning approach and provides prevention, intervention, and transition support services. The team works collaboratively with MFNERC Clinical Services unit and Jordan’s Principle community programs to ensure inclusive education practices and appropriate educational programming for all children. The team also provides direct support to school staff, participates in community collaboration sessions, and facilitates professional development sessions.

www.mfnerc.org 69 Priority Four: Support for Student Learning and Engagement Student Learning MFNSS helped implement initiatives and programs designed to engage students in learning and ensure planning is aligned with the Manitoba provincial curriculum in mathematics, English language arts, science, physical education/ health education and social studies. Supports were also provided with early learning and assessment. The MFNSS team offered assistance with resources, professional development, and planning of engaging, culturally relevant student activities in their program areas.

Challenges and Short-Term Strategies Since March 2020, the COVID-19 pandemic has led to ongoing school closures. It brought changes in teaching, learning, and service delivery. It has been a challenging time for families and teachers. The use of technology and equipment is required for remote learning. Building capacity for all MFNSS staff continues to be a priority as we all learn to navigate the different online learning platforms.

Training was provided on Microsoft Office 365, which allowed for online collaboration during remote learning and working from home. To support remote learning, MFNSS schools had access to online resources through the MFNERC Remote Learning HUB. In preparation for the reopening of schools in September 2020, MFNSS developed a COVID-19 School Re-Entry Planning Toolkit to support return-to-school planning. Schools were also provided with COVID-19 packages of equipment and supplies and training to ensure health and safety protocols are in place.

70 Annual Report 2019–2020 HUMAN RESOURCES Delores Daniels, Director of Human Resources, BBA, HR Management Diploma

Human Resources provides ongoing recruitment and retention strategies and support to MFNERC and MFNSS employees. Human Resources offers leadership in a wide range of activities throughout the year including onboarding and orientation, policy development and implementation, compensation and benefits administration, management of a human resources information system, time and attendance, employee recognition, health and safety administration, support to directors and managers internally, investigations and grievance handling, and employee termination. Currently, 5.5 staff include the director of Human Resource, HR coordinator, HR assistant, employee relations assistant, administrative assistant, benefits administrator (.5). Objectives

• Skills Inventory: Conducted a Skills Inventory that was completed by all staff. • Performance Appraisals: Coordinated and tracked completion of comprehensive performance appraisals for all staff. • Transition Planning: Director of Human Resources participated in MFNERC transition planning for the organization.

Success Stories Over this past year, MFNERC has raised its status as a favourable employer. Human Resources recruits and gives preference to qualified First Nations candidates for positions within MFNERC. The Centre provides competitive market salaries and benefits and employee turnover remains low. Human Resources participated in national and provincial career fairs to promote MFNERC and MFNSS this past year. Human Resources has continued to formalize processes and procedures for human resources within the organization.

www.mfnerc.org 71 Employees by Department 252 MFNERC Employees *statistics reflect part-time and full-time employees and numbers compiled over the entire 2019-20 fiscal year

MFNSS Facilities & Operations 4 MFNSS Instructional Services 25 Special Education/Clinical Support 59 Research & Development 23 Wapaskwa Virtual Collegiate 14 Programs 44 Training Institute 11 Early Learning & Child Care 9 Information Technology 12

Departments Publishing & Communications 10 Operations 8 Human Resources 5.5 Finance 18.5 Administration 9

0 10 20 30 40 50 60

Employee Numbers

Staff Credentials MFNERC Employees: Education/Certification March 2020

80 70 63 60 57 49 48 50 40 30 21 20 8 10 6

0 Grade 12 Certificate Diploma Bachelor’s Post-Bacc Master’s Ph.D. or Less Degree Degree

72 Annual Report 2019–2020 First Nations Treaty Status and Non-Status Statistics

26%

74%

Non-Status Status

Employees who Identify as Speaking a First Nations Language

4 64 Language Speakers: 4 1 28 Cree 27 Ojibwe 4 Ojibwe-Cree 27 4 Dene 1 Dakota 28

Challenges and Short-Term Strategies As a leader in First Nations education, MFNERC hires the most qualified candidates to provide support to First Nations in Manitoba. MFNERC employees have proven themselves as change leaders in the communities they service. However, with more First Nations opting out of second level services, there is a threat to the organization for loss of funding to provide these services; thus resulting in a loss of employees. Therefore, MFNERC has solicited feedback from First Nations on their needs and priorities. Based on this feedback, the organization is increasing its focus towards languages and cultures and undergoing a general shift in the way services are delivered. This involved the reorganization of employees positions by reviewing the functions required and skill sets of employees to match.

www.mfnerc.org 73 FINANCE George Merasty, Director of Finance, B.COMM(H), CA, CPA, CAFM Sarah Cook, Assistant Director, B.COMM(H), CA, CPA

The Finance Department managed the MFNERC budget in an effective and efficient manner and undertook the financial policies and objectives of MFNERC. MFNERC’s financial strategic objective is to manage the funds it has been entrusted with. Finance carries out this objective through cost effective management of MFNERC’s internal financial operations, efficient negotiations, monitoring of funded projects, financial reporting, and strategic management of the organization’s investments. Eighteen dedicated department staff continue to make prudent decisions to support MFNERC financial objectives.

Success Stories • Audits of the Finance Statements for MFNERC have had unqualified opinions (top grade) from independent auditors over the past 5 years. • General Assessment from Indigenous Services Canada identified that MFNERC overall is low risk in gover- nance, planning, financial management, program management. • Interim Funding Formula (IFF) workshops—provided step-by-step review of IFF and continued to make improvements to the formula for Manitoba.

Highlights • Completed the transition of payments from cheques to electronic funds transfer. • Provided budget training sessions to the 10 MFNSS school administration staff. • Implemented a purchasing guideline to improve on bulk buying and therefore reduce costs. • Supported the MFNERC Board of Directors to make appropriate funding decisions by providing accurate and timely information. • Published audited financial statements on the website to improve on accountability and transparency.

74 Annual Report 2019–2020 • Delivered accurate and relevant information to assist senior management in evaluating the performance of MFNERC at all levels of the organization. Decision makers can spend less time sorting through historical information and more time forecasting project and operational expenditures. • Supported First Nations by providing information and follow-up communication through education direc- tor/principal meetings, as well as coordinating financial information sessions and workshops.

Objectives 1. Ensure the integrity, reliability, and transparency of all the financial operations of MFNERC. Strategy: establish budgeting control and reporting systems, applied both to the internal and financial operations of all funded projects, through the following actions: • Assist in the development of policies and budgets and provide the necessary information and financial analy- sis required. • Control and monitor the operational budget approved by the Board of Directors. • Assist management in discharging its responsibilities for financial reporting. • Implement and maintain the accounting system (Sage 300). • Ensure reporting and auditing procedures are carried out. • Administrator investments on behalf of MFNERC. *MFNERC financial statements are prepared in accordance with generally accepted accounting principles, including the accounting recommendations for not-for-profit organizations in Canada.

2. Ensure that funding expenditures are in accordance with the terms and conditions of all Contribution Agreements. Strategy: conduct a financial assessment of the progress of funded projects in conjunction with departments and MFNERC/MFNSS school administration, ensuring project expenditures are measured against project work plans, goals, and objectives.

3. Ensure the integrity and reliability of data. Strategy: implement and maintain the accounting system (Sage 300). Expected Results: • Ensure that all requirements of a project’s Contribution Agreement/Governance Agreement are being com- piled with authorized expenditures. • Refine the overall project as necessary to compile with the funding agreements. • Reduce a risk of unauthorized expenditures. • Ensure that adequate resources continue to be available for the continuation of planned projects.

www.mfnerc.org 75 Short-Term Strategies For 2020–21, the Finance Department will focus on improving the capital asset tracking system at the schools by creating policy and procedures. Also, Finance will create a process for school administration to access their respective financial statements and review the general ledger details.

Revenue 2019-2020

4%

New Paths 16% Special Education FNSSP 6% EPP 51% Other Contribution Agreements 7% MFNSS Other Revenue 16%

76 Annual Report 2019–2020 Two-Year Financial Summary

Actual Actual

2018 - 19 2019 - 20 INAC REVENUE NEW PATHS $ 4,380,758 6% $ 5,201,275 7% SPECIAL EDUCATION $ 6,129,822 8% $ 4,780,970 6% FNSSP $ 14,596,753 20% $ 11,922,652 16% EPP $ 2,235,142 3% $ 3,429,133 4% OTHER CONTRIBUTION AGREEMENTS $ 3,044,878 4% $ 133,240 0% SURPLUS RETURNED $ - 0% $ - 0% TOTAL INAC - MFNERC $ 30,387,353 $ 25,467,270 MFNSS $ 35,927,060 49% $ 39,110,664 51% TOTAL INAC - MFNSS $ 35,927,060 $ 39,110,664 GRAND TOTAL - INAC $ 66,314,413 $ 64,577,934 FNIHB - JORDANS PRINCIPAL $ 5,417,290 7% $ 8,474,469 11% OTHER REVENUE $ 1,963,954 3% $ 3,560,599 5% GRAND TOTAL REVENUE $ 73,695,657 $ 76,613,002 EXPENSES BY PROGRAM SALARIES & BENEFITS $ 19,703,116 22% $ 20,191,613 27% TRAVEL $ 5,333,938 5% $ 5,022,547 7% PROJECTS, RESOURCES, ADMIN & OTHER $ 13,252,256 32% $ 10,158,183 13% MFNSS $ 35,942,832 33% $ 40,311,328 53% GRAND TOTAL EXPENDITURES $ 74,232,142 $ 75,683,671

SURPLUS (DEFICIT) $ (536,485) $ 929,331

MFNERC STAFF 253 253 INFORMATION WORKERS 14 14 MFNSS ( Inc. GINEW STAFF) 389 408 TOTAL 656 675 INFORMATION WORKERS (total #) 36 20

www.mfnerc.org 77 www.mfnerc.org | [email protected] Phone: (204) 594-1290 | Fax: (204) 942- 2490 | Toll Free: (866) 319- 4857 | Thompson Toll Free: 1-877-506-1568

Head Office Waverley Sub-Office Waverley Sub-Office Thompson Sub-Office 120-200 Alpine Way 200-1090 Waverley Street 2-1100 Waverley Street 69-C Thompson Drive North Headingley, MB R4H 1C8 Winnipeg, MB R3T 0P4 Winnipeg, MB R3T 3X9 Thompson, MB R8N 1Z7 Fax: (204) 831-1301 Fax: (204) 477-4314 Fax: (204) 942- 2490 Fax: (204) 677- 0938