VISION | MISSION

“Support 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.”

“To help First Nations improve education for all learners to achieve: mino-pimatisiwin (/Ojibway/Oji-Cree), honso aynai (Dene) CONTENTS and tokatakiya wichoni washte (Dakota)” 3 Message from the Board of Directors Board of Directors 4 Message from the Executive Director 5 MFNERC Elders Council 6 Historical Overview 7 First Nation School Listing by Team 8 Governance and Reporting Relationships 9 Services Overview 11 Programs Overview 12 Service Delivery Highlights 12 School Planning Program 15 Student Learning Assessment Program 17 Special Education Program 19 Training Initiatives Program 21 Support Services Highlights 21 First Nations Languages Program 24 Research and Development Program 26 Integrated Programs 30 Early Childhood Program 33 Private Home Placement Program 35 Structural Readiness Program 37 Publishing and Communications 40 Information Technology Highlights 40 Data Management Program 42 Wapaskwa Virtual Collegiate 45 Other Projects 45 Roseau River Anishinabe First Nation Pilot Project 48 Financial Summary and Staff Comparison 49 Two Year Financial Summary 50 Partners 51 Conclusion 2 Annual Report 2013 - 2014 MESSAGE FROM THE BOARD OF DIRECTORS

We, the First Nations Education Resource Centre Inc. (MFNERC) Board of Directors extend our warmest greetings to all members First Nations members of Manitoba! Nora Murdock In 2013-2014, MFNERC staff continued to provide services Chairperson, Board of Directors for Manitoba First Nations school staff to enhance school success programming for all students who attend on- BOARD OF DIRECTORS reserve schools. Since the inception of the Centre 15 years ago, the success stories and exciting advances in The MFNERC Board of Directors is comprised our schools continue to drive the work in First Nation of members who are leaders in education education. MFNERC specialists continue to facilitate the and/or hold education portfolios within delivery of much needed services in the areas of special their First Nations governance structure. education, assessment technology, numeracy, literacy, The Board is representative of both the science, land-based education, school planning, early childhood and First Nations languages and culture. It diverse regions of the province, as well as in is through all our partners in First Nations education the diverse languages of our First Nations. working together, that we can continue to ensure that The following were appointed by AMC children benefit from the best education possible; Executive Council of Chiefs for a three-year embracing their identities as First Nations people. term effective October 17, 2013 to October We recognize the education directors and school 17, 2016: administrators as they strive to ensure that our schools are safe and effective learning centers. We acknowledge Chief Representatives: the leadership of the school staff, the local school boards, Chief Clarence Easter, and parents and community members who all play a (North) critical role in the education of our children. Chief Nelson Houle, Ebb and Flow First Nation (South) The MFNERC Board of Directors is committed to continuing to work with all stakeholders in First Nations education Education Directors Representatives: endeavors that respect our treaties and honours our Alvin Grieves, traditions, languages and culture. (re-appointed)

Thank you to our Manitoba First Nations and Assembly Barry Bone, Keeseekoowenin Ojibway Nation (re-appointed) of Manitoba Chiefs for continuing to serve our First Nations. We wish you all the best in your advocacy for our Debra Beach Ducharme, Brokenhead Ojibway Nation communities! Nora Murdock, Ekosani, Miigwetch, Mahsi-cho, Pidamaye, Thank you! (re-appointed) Russell Sinclair, Fox Lake Cree Nation Thelma Nice, Mathias Colomb Cree Nation Nora Murdock Chairperson, MFNERC Board of Directors Annual Report 2013 - 2014 3 MESSAGE FROM THE EXECUTIVE DIRECTOR

On behalf of the staff of MFNERC, I am honoured to our own education system. If our schools continued present the Annual Report Highlights for 2013-2014. to work together supported by proper funding of a This report is intended to highlight the successes and First Nations support system, imagine what could challenges of the educational supports provided to be done in First Nations education! Regardless of our First Nation schools this year, as MFNERC staff the historic underfunding and under-resourcing, we continued to facilitate professional development remain true to our mission, “to help First Nations and networking among school staff. In reflecting improve education for all learners to achieve mino- on the past year, we celebrated several milestones; pimatisiwin” or “the good life”. We strive to impact particularly with the Wapaskwa Virtual Collegiate the success of Manitoba’s 17,500 First Nations receiving official recognition as an official Manitoba students, the highest student population among all high school, to an all-time high of 478 students the regions across . We want to empower our exhibiting science projects at the 12th Annual youth to receive the necessary education, to acquire Manitoba First Nations Science Fair! the skills required to meet the future with full self-

I have always been a strong advocate of the collective confidence to accomplish anything they set their and trust that our schools benefit from working mind to. interdependently. Prior to 1998, our schools (58) On behalf of MFNERC, I extend my gratitude to were essentially one-school systems with little or no Manitoba First Nations leadership, all education support for second and third level services provided in authority/school board members, directors of all other jurisdictions. Thanks to the Manitoba Chiefs education, principals, vice-principals, teachers, and education directors, MFNERC has been able to resource teachers, educational assistants, guidance provide supports with notable impacts over the past counsellors, Elders and students who have 15 years. It is only through the support of our First participated in MFNERC gatherings, roundtable Nations leaders, educators and community members discussions, workshops, and conferences this year. that we are able to continue on the journey of hope, Thank you to our partner organizations whose towards our vision of assuming jurisdiction over valuable support assisted us in providing exemplary services and resources to the schools. 4 Annual Report 2013 - 2014 I thank the Assembly of Manitoba Chiefs and the education directors who had the vision and foresight to create MFNERC in the first place. They realized that by working together as a united front, the Centre would benefit all First Nation schools and students in Manitoba.

Lastly, I thank the MFNERC Board of Directors and Elders Council for their continued support and guidance, Aboriginal Affairs and Northern Development Canada for their funding and in-kind support, and last, but not least, the staff of the Centre for their dedication and commitment to our schools and students.

Ekosani, Miigwetch, Mahsi-cho, Pidamaye, Thank you!

Lorne C. Keeper Executive Director

MFNERC ELDERS COUNCIL MFNERC is also guided by Elders Representatives to the Board of Directors. The Elders are also represented of the regions of the province and the diverse languages of our First Nations. The following Elders were appointed by the AMC Executive Council of Chiefs for a three-year term effective October 17, 2013 to October 17, 2016:

Evelyn Myran, Fisher River Cree Nation

Gertie Ballantyne, Brokenhead Ojibway First Nation

Gilbert North, Bunibonibee Cree Nation

Harry Bone, Keeseekoowenin First Nation

Lloyd Kirkness, Fox Lake Cree Nation

Louie Malcolm, Ebb and Flow First Nation

Pascal Bighetty, Mathias Colomb Cree Nation

Annual Report 2013 - 2014 5 HISTORICAL OVERVIEW

MFNERC provides services and support to 58 First In 1998, the Assembly of Manitoba Chiefs established Nations schools from 49 Manitoba First Nations that MFNERC through resolution to provide coordinated are represented by five major linguistic groups; Cree, second and third level education services to Dakota, Dene, Ojibway and Oji-Cree. There is great Manitoba First Nation schools in accordance with diversity within the First Nations in Manitoba. Not only the Gathering Strength guidelines. In May 2000, the are there language and cultural differences, but also Chiefs-in-Assembly of the AMC passed a resolution demographics and regional diversity. Some of our to provide ongoing support for MFNERC. The Chiefs- communities are more connected to larger centres in-Assembly continued to support MFNERC in such as Brandon, and Thompson and thus accordance with the resolutions passed by the Chiefs have easier access to resources. Other communities on May 25, 2000 in and on are so isolated that can only be accessed by air or May 30-June 1, 2006 in Dakota Tipi First Nation. winter roads. In June 2012, the Chiefs-in-Assembly and the Respecting the diversity of our First Nations is an Assembly of Manitoba Chiefs amended the mandate essential facet of the Centre’s ability to support the of the Centre to offer enhanced second level services schools in our communities. Best practices, informed (school division-type services) while moving towards by academic research and extensive experience the development of First Nations Education Systems. working with First Nations, are promoted through All services continue to be based on needs as the various departments utilizing a service delivery identified by the First Nation, and MFNERC continues team approach. The teams support five service to be governed by the Assembly of Manitoba Chiefs, delivery areas serving all schools in five geographic with the authority remaining with the First Nations. locations spanning the province of Manitoba.

6 Annual Report 2013 - 2014 FIRST NATIONS SCHOOL LISTING BY TEAM

Team 1 Schools Team 4 Schools 1. 1972 Memorial School, Bunibonibee (Oxford House) 1. Chief Clifford Lynxleg Anishinabe School, 2. Abraham Beardy Memorial School, Tootinaowaziibeeng (Valley River) 3. Amos Okemow Memorial School, 2. Donald Ahmo School, (God’s River) O-Chi-Chak-Ko-Sipi Cree Nation (Crane River) 4. Chief Sam Cook Mahmuwee Education Centre, 3. Ebb and Flow School, Ebb and Flow First Nation (Split Lake) 4. High School, Garden Hill First Nation 5. Fox Lake School, Fox Lake Cree Nation 5. Isaac Beaulieu Memorial School, Sandy Bay First Nation 6. George Saunders Memorial School, York Factory Cree Nation 6. Keeseekoowenin School, Keeseekoowenin First Nation 7. God’s Lake Narrows First Nation School, 7. Kistiganwacheeng Elementary School, Garden Hill First Nation God’s Lake Narrows First Nation 8. Red Sucker Lake School, Red Sucker Lake First Nation 8. Nisichawayasihk Neyo Ohtinwak Collegiate, 9. Sioux Valley High School, Sioux Valley Dakota Nation Nisichawayasihk Cree Nation (Nelson House) 10. Sioux Valley School, Sioux Valley Dakota Nation 9. Otetiskiwin Kiskinwamahtowekamik, Nisichawayasihk Cree Nation (Nelson House) 10. Oxford House Elementary School, Bunibonibee (Oxford House) 11. Peter Yassie Memorial School, First Nation () Team 5 Schools 12. Petit Casimir Memorial School, Northlands (Lac Brochet) 1. Abbalak Thunderswift Memorial School, First Nation 2. Dakota Plains Wahpeton Nation, Dakota Plains School 3. Dakota Tipi First Nation School, Dakota Tipi First Nation Team 2 Schools 4. Ginew School, Roseau River Anishinabe First Nation 1. Chemawawin School, Chemawawin Cree Nation 5. Indian Springs School, Swan Lake First Nation 2. Chief Charles Thomas Audy Memorial School, 6. Long Plain School, Long Plain First Nation Wuskwi Sipihk Cree Nation 7. Miskooseepi School, 3. George Knott School, First Nation 8. Omiishosh Memorial School, 4. Joe A. Ross School, Opaskwayak Cree Nation 9. Poplar River School, Poplar River First Nation 5. Mikisew Middle School, 10. Sagkeeng Consolidated School, Sagkeeng First Nation 6. Neil Dennis Kematch Memorial School, 11. Sakgeeng Anicinabe Community School, Sagkeeng First Nation Sapotaweyak Cree Nation 12. Sakgeeng Anicinabe High School, Sagkeeng First Nation 7. Oscar Lathlin Collegiate, Opaskwayak Cree Nation 13. Sergeant Tommy Prince School, Brokenhead Ojiway First Nation 8. Otter Nelson River School, Cross Lake First Nation 14. Southeast College, Winnipeg 9. Sakastew School, Mathias Colomb First Nation () 15. Wambdi Iyotake School, Canupawakpa Dakota Nation 16. Wapi-Penace School, Rolling River First Nation

Team 3 Schools 1. Dauphin River School, Dauphin River First Nation (flooded community) 2. Charles Sinclair School, Fisher River Cree Nation 3. Lake Manitoba School, Lake Manitoba First Nation 4. Lake St. Martin School, Lake St. Martin First Nation (Winnipeg) 5. Lawrence Sinclair Memorial School, Kinonjeoshtegon First Nation (Jackhead) 6. Little Saskatchewan H.A.G.M.E. School, Little Saskatchewan First Nation 7. Peguis Central School, 8. Pinaymootang School, Pinaymootang First Nation (Fairford) 9. St. Theresa Point Elementary School, St. Theresa Point First Nation 10. St. Theresa Point High School, St. Theresa Point First Nation 11. St. Theresa Point Middle School, St. Theresa Point First Nation Annual Report 2013 - 2014 7 GOVERNANCE On May 30, 2005 MFNERC became incorporated. new programming. The process has emerged as an However, as a result of the authority and direction set effective means of representation that supports out by the AMC Chiefs’ resolutions, MFNERC remains decision-making. A new program is reviewed by the governed by the Assembly of Manitoba Chiefs, education directors and revised if necessary. The Executive Council of Chiefs and Chiefs-in-Assembly. education directors make recommendations to the

Authority over education remains with the individual AMC Executive Council of Chiefs who, in turn, present First Nation Chief and Council. As a part of the the program to the Chiefs-in-Assembly, and a First Nations education system, the Government resolution is passed if the Chiefs-in-Assembly agree. of Canada, through AANDC, retains the treaty and The Chiefs-in-Assembly have unanimously supported fiduciary responsibility for First Nation education. general education initiatives as recommended by education directors and the Executive Council The First Nation Student Success Program (FNSSP) of Chiefs although the Chiefs sometimes assert administered by MFNERC currently supports the additional caveats or adjustments. notion of authority remaining with First Nations The Centre’s work is also supported by the MFNERC with letters from individual Chiefs giving MFNERC Board of Directors which includes education a mandate to facilitate assessment, performance directors’ and Chiefs’ representation as well as measurement and data collection, school planning, revolving representation by MFNERC Elders Council literacy, numeracy, and student retention. In turn, members. In addition, MFNERC is a standing agenda MFNERC uses the governance model that has item at the Executive Council of Chiefs and education developed over the years to implement the program. directors’ meetings for reporting and presentation of Focus groups, working groups, surveys and education new programs or issues for discussion. directors’ meetings are used to support change and

Assembly of Manitoba Chiefs

Executive Council of Chiefs

Manitoba First Nations MFNERC Board of Directors Education Directors

Manitoba First Nations Eduction Resource Centre Inc.

REPORTING RELATIONSHIP SERVICES OVERVIEW

The mandate of MFNERC is to provide second and criteria and standards. Professional development is third level services to the First Nations–operated delivered in a variety of ways via community-based schools. First level service is provided by school staff support, regional gatherings, virtual methods, and directly to students. Second level service is provided two conferences annually. to those individuals in First Nations who work with Service Delivery Approach students in various capacities. Third level services The Centre has been promoting school planning, include research and curriculum development which literacy, numeracy and student retention, classroom also benefits the students, especially curriculum assessment and data collection to support planning materials and resources in relevant areas. and development since the beginning of service MFNERC services are holistic and address First delivery. In addition to these basic priorities, Nations’ expressed needs, depending on the level MFNERC also provided additional supports to of funding. Currently, MFNERC is funded through address prioritized needs. There has been extensive various contribution agreements with AANDC, movement toward increased quality and standards specifically, New Paths for Education Program (NEW in First Nations schools. This is evident by an annual PATHS), Special Education Program (SPEC ED), increase in the number of school plans completed, First Nation Student Success Program (FNSSP), and and more coordinated requests for specific areas Education Partnerships Program (EPP). of professional development to address priorities Professional Development of schools, as well as other qualitative or anecdotal To address capacity/human resources development information. However, this increase was not and expressed needs for locally-based support documented with province-wide assessment results services for First Nations schools, accredited and non- or other quantitative data due to the fact that accredited professional development is provided. First Nations schools and MFNERC did not have MFNERC provides accredited training on behalf of the the infrastructure, capacity in terms of human province of Manitoba in the areas of administration and material resources, or training to implement and special education provincial accreditation. assessment and data collection to the degree Accredited training has also been provided in necessary. partnership with various universities and colleges. However, with the new sources of funding available All training is specific to professional development since 2009 through the FNSSP and the EPP programs, for staff working in First Nations schools/education it became possible to provide extensive training and and the courses and programs are developed by implementation of assessment for/as/ of learning MFNERC in accordance with various institutional in First Nations schools. There is now infrastructure

Annual Report 2013 - 2014 9 such as databases in almost all of the schools and schools to identify service needs of the school, and technician support services available to them, to coordinate the plan for delivery of appropriate support accountability to parents and the First Nation services. The intended results include improved with the introduction of province-wide assessment, communication between specialists, more focused as well as, data collection. service delivery, and a pro-active approach to service

Now that the basic components of leadership, delivery that is based on school success plans. classroom instruction best practices, assessment and The services provided result from facilitated school data collection are in place, MFNERC can increasingly planning promoting the Professional Learning focus on First Nations education transformation. Communities (PLCs) Model, a community-based and With leadership and support provided by the inclusive approach. The school plan identifies general Support Services Department including Integrated priorities including a vision. The general priorities Programs, First Nations Language and Culture are developed further to address specifics of the Program, as well as the Research and Development priorities with short and long-term implementation Program supporting cross-curricular development, plans that support student success and retention enhanced programming will include increased including a special education plan. development and implementation of land-based MFNERC provided the majority of its services to education, infusion of First Nations traditions into the schools through this community-based approach. curriculum, and utilization of culturally appropriate Regional and provincial arrangements were used as methods and strategies of learning. Elders will well, to promote networking and sharing between continue to support development. schools and to maximize the number of schools that Networking utilized by Special Education has proven can be served at one time. successful in supporting educational improvement The implementation plan includes a professional and increased confidence of resource teachers to development plan to support teacher provide support to students and colleagues in the implementation of best practices in curriculum, schools. MFNERC continues to support networking instruction, assessment, and other programming. via technology and to explore more innovative Material resource acquisition is addressed to ensure programming and supports in the areas of resource implementation of best practices. The approach acquisition and support services for First Nations is based on the premise that improving teaching schools. practice will result in increased success of students School success is promoted through five service and will promote student retention if the best delivery teams who meet with their respective practices are maintained over the long-term.

10 Annual Report 2013 - 2014 PROGRAMS

OVERVIEW MFNERC has five departments: 1) Administration, Human Resources and Finance; 2) Publishing and Communications; 3) Service Delivery; 4) Information Technology; and 5) Support Services.

Administration, Human Resources and Finance initiatives through technology support services. Administration, human resources and finance To support the shortage of qualified computer ensure that the strategic plan and annual work technicians in First Nations, minimal funds to plans are developed and implemented; reports are hire technicians, utilization of technology in the submitted according to specific timelines; budgets classroom and administration of the school, the are managed and quality control mechanisms are technology technicians provide services to schools. functioning efficiently. They provide leadership Their services are essential to ensure that networks and support to staff, facilitate program and service are functioning effectively. Services are provided delivery and coordinate and support staffing and in a variety of ways including telephone or on-line staff supervision. support services as well as community visitations. The data management component supports the Publishing and Communications schools to access infrastructure, human resources Publishing and communications supports all areas as well as programs to collect data as required and of MFNERC in terms of public relations, conference prepare reports for stakeholders and parents. planning, website development, graphic design, in- Wapaskwa Virtual Collegiate provides courses that house publishing and other supports in the area of are not available in First Nations schools, since multimedia. most schools do not have the capacity or budget to Service Delivery offer high school courses that are high cost with low Program Areas: Student Learning Assessments, School enrollment mostly in the sciences and mathematics. Planning, Special Education and Training Initiatives Support Services Service delivery teams consisting of school planning, Program areas: Early Childhood, First Nations numeracy, literacy, science, special education, Languages, Integrated Programs, Research and assessment, early years, First Nations language Development, and Structural Readiness and culture, integrated programs, research and Infusion of First Nation culture and land-based development specialists are supported by staff education materials and programs based on First from training initiatives, data management, and Nations language and culture continue to be information technology programs. Team meetings developed for implementation by interested schools; are scheduled throughout the year to plan and and support for language immersion programming conduct community-based and mini-regional as well as language instructor training was the focus education conferences and to coordinate service of the First Nations language specialists. The majority delivery. of schools have prioritized literacy and numeracy however, there is also a need to promote science and Information Technology science related careers to support human resources Program Areas: Data Management, Wapaskwa Virtual development in First Nations. Structural readiness Collegiate, and Technology in the Classroom Support activities enhance organization capacity to deliver Information and technology focuses on school effective education programming.

Annual Report 2013 - 2014 11 SERVICE DELIVERY HIGHLIGHTS

SCHOOL PLANNING PROGRAM

School planning has become an essential component in the relationship between MFNERC and our First Nations schools. In the school planning process, specialists work with school staff to identify goals, services and activities for the school year. Educators decide which of the MFNERC programs and services available are optimal for their needs. As the needs of some schools remain high and the resources within the Centre are finite, the school planning process requires that priorities be established with achievable goals for the upcoming school year.

School planning works with all program areas within MFNERC, in collaboration with First Nations schools. The goal is to maximize resources to all schools and ensure that all independently operated schools in the province have equal access to services and supports.

The school plan identifies general priorities including a vision. The general priorities are developed further to address specifics, with short and long-term implementation plans that support student success and retention including a special education plan.

For more information on the School Planning Program please contact: Elmer Everett, School Planning Program Manager [email protected] School Plans As of March 2014, 49 participating schools updated teachers were carrying out the goals, objectives and school success plans through a collaborative process outcomes in their classrooms in the area of ELA, among administration, staff and MFNERC specialists. special education, math, languages and student They continued to update existing school plans retention. Professional development related to to reflect the priorities of the current school goals school planning was provided as required by and outcomes. School administrators developed teachers. an awareness of the school planning process along Numeracy with the need to keep their plan current and relevant to their objectives. In June, it is intended that the The numeracy specialists completed the revision schools will conduct an assessment to review their process of updating the numeracy component of progress and determine next steps. the school plan in 45 schools, and all updated plans were added to the school profiles. A numeracy The school planning specialists provided support rich environment was created as a result of 106 and assistance to 28 schools to ensure continued professional development and targeted support implementation of school plans. A greater part sessions this year. Participating schools (44) were of the collaboration with the schools was in the supported in implementing their numeracy plans. area supporting school administration in ensuring

12 Annual Report 2013 - 2014 Opportunities to share resources and teaching strategies have been introduced and will be continued in all schools. Numeracy and Literacy Resources Numeracy and literacy specialists worked with 53 schools to help ensure they took advantage of the resources made available to them, to support numeracy development. Throughout the year, suppliers shipped materials directly to the schools and invoiced MFNERC directly. Elementary numeracy orders included building blocks, interactive learning math word problems, math games and activities and math workbooks and teacher resource books. High school numeracy orders included scientific calculators, math and algebra books, etc. Elementary literacy orders included reading comprehension books and activities, story books, learning puzzles such as learning the alphabets, phonics material, reading Interactive games, flash cards and pattern block cards. High school literacy orders included grammar works for better writing, dictionaries, science and geometry reading material and text books. Also, geography and history reading material and textbooks were ordered. Roundtables Numeracy specialists facilitated roundtables for math teachers to develop and deliver activities to Grade 12 students in preparation for provincial exams. Grade 12 teachers attended the High School Math Roundtable on September 18-19 and January 29-30. The roundtables were designed to promote networking, sharing of ideas and strategies, and provide professional development for preparing students to write the Grade 12 provincial standards exam. Twelve schools participated in the two ELA roundtables held June 10-11 and January 14-15 to prepare teachers for marking the Grade 12 ELA

Annual Report 2013 - 2014 13 Standards Tests and prepare documentation for Mini-Regionals submitting grades to Manitoba Education and Mini-regionals are designed to provide the means Advanced Learning. by which teachers and principals can meet other Literacy professionals to share strategies and tools with each All schools have literacy plans that are being other. The goal is to promote networking between implemented and under revision. Twenty-eight schools in the same region so that they can work (28) of the participating schools have been actively together to help students achieve success in school. engaged in reviewing and reflecting on their school Secondly, mini-regional conferences allow a host literacy plan to set relevant goals with reasonable school to showcase their creative and unique best timelines. The literacy specialists provided ongoing practices as educators. Overall, the feedback from support at the school level in the development and participants was very positive and the involvement the review of literacy plans, and further professional of parents and community people in the conferences development for teachers are driven from this plan. is growing. This year, 843 delegates participated in the conferences overall. Forty-four (44) schools received support in the implementation of literacy plans through Five mini-regionals were held in Nisichawayasihk professional development as identified in Cree Nation, Cross Lake First Nation, Sioux Valley school professional development plans. Literacy Dakota Nation, Peguis First Nation, Fisher River Cree development is always done through consultation Nation and Sagkeeng First Nation. and collaboration with principals and teachers The school planning specialists supported and through workshop formats, roundtables, grade assisted in the planning and undertaking of four group settings, or one-on-one with teachers. Specific community information education meetings and support included: assessment tool training, balanced mini-regionals. Community input and feedback was literacy, running records, cross-curricular planning gathered at each conference. and assessment folders were provided as outlined in their school plans.

14 Annual Report 2013 - 2014 STUDENT LEARNING ASSESSMENT PROGRAM

This program enhances and supports student assessments in academic areas such as literacy and numeracy. The data is used to inform schools on how to set the priorities, and monitor student achievement and progress. Assessment for learning assists all involved in the education of First Nations students to inform and guide decision-making regarding best practices in First Nations Education. Assessment for/as/of learning supports teachers to deliver effective and quality classroom instruction to meet the learning needs of each student. The data or reports derived from this assessment process will also inform First Nation educational planning and provide information to all First Nations stakeholders and most importantly parents. To-date, 455 First Nation teachers and principals have been fully trained on the Grade 3, 7 and 8 Provincial Assessments since the initiative began in 2010.

For more information on the Student Learning Assessment Program please contact: Brenda Delorme, Assessment Program Manager [email protected]

Provincial Assessment Training There continues to be a great need for assessment challenge is that reporting results on the CAR System training for Grade 3, 7 and 8 classroom teachers to is an issue for northern and remote schools where review strengths, challenges and plan next steps the internet connectivity is poor. to meet the academic needs of students. The Due to staff turnovers at Year 1, Year 2, and Year professional development continues to require 3 schools, Grade 3, 7 and 8 grade levels need focused attention from teachers away from the constant follow up for assessment training. The staff school and classrooms to learn how to implement turnover affects consistency in reporting of student the assessments. This is the last year for training in assessment results by schools for the regions a formal setting, but it is highly recommended we aggregate reports. continue to provide northern and southern training Grade 8 Reading Comprehension sessions to meet newly hired and grade-placed Two regional training sessions held in Thompson, on teachers. September 23-24 and in Winnipeg on October 7-8. The Collection of Assessment Results (CAR) System In total, 27 Grade 8 teachers from 19 First Nations requires that newly hired principals are also trained completed training on reading comprehension on how to set up for their schools and staff. A notable assessment.

Annual Report 2013 - 2014 15 Grade 8 Expository Writing 24 First Nations completed training on Grade 7 Two regional training sessions were held in Provincial Assessments this year. Thompson on September 23-24 and October 7-8 in Manitoba Standard Report Card Winnipeg. In total, 26 Grade 8 teachers from 19 First Training Nations completed training on expository writing Forty-seven (47) of 52 First Nation schools received assessment this year. initial training on the overview of Manitoba Grade 7 Number Sense and Skills Standard Report Card Templates (Grade 1-6, 7-8, Assessment 9-12). Assessment specialists’ role is to support Two regional training sessions were held in Thompson region schools staff on grading and report practices on September 25-26 and October 1-2 in Winnipeg. An where it is requested. additional training session for principals on Grade 7 Roundtable Sessions Assessments and Collection of Assessment Results Roundtables for school administrators, directors of the web-based reporting system was held in and Elders were convened to review and finalize a Thompson on October 2-3. draft document for a Manitoba First Nations Model of Newly hired teachers and replacements for Year 1 and Measurement for Success. Year 2 Schools were also trained in these sessions. In Fifty-three (53) Elders, seven directors of education, total, 37 Grade 7 teachers and 12 principals 24 First and 45 Grade 7 and 8 teachers from 39 First Nations Nations completed training on Grade 7 Provincial representing their language and MFNERC service Assessments this year. regions, participated in roundtables over the course Grade 3 Numeracy Assessment of the year to review assessment results (Grade Two regional training sessions for the Grade 3 3, 7, 8 teachers) and reports (Elders, directors, Numeracy Assessment for 20 Year 1, Year 2 and Year 3 principals) from last year’s roundtables. Assessment schools were held September 16-17 and September terminology in the First Nation languages; principles 30-October 1. and practices for achieving success for First Nation learners were collected for the final draft document Newly hired teachers and replacements for Year 1, Nisitotum: Perspectives from Manitoba First Nations Year 2 and Year 3 schools were also trained in these on Understanding and Applying Learning. sessions. In total, 30 Grade 3 teachers from 20 First Nations completed training on Grade 3 Provincial Grade 3, 7 and 8 and Elders Series Assessments this year. Roundtable Grade 7 Rethinking Assessment and Reports were published, printed and mailed to Student Engagement Provincial participating Year 1 schools. Overall, there is positive Assessment acceptance of formative assessment strategies and techniques to improve teaching and student learning The northern training session was held in Thompson assessment in these grade level classrooms. on September 25-26 and the southern training session will be held October 1-2 in Winnipeg. Newly hired teachers and replacements for Year 1 and Year 2 schools were also trained in these sessions. In total, 37 Grade 7 teachers and 12 principals from

16 Annual Report 2013 - 2014 SPECIAL EDUCATION PROGRAM

The Special Education Program consists of a team of specialists who develop programs and provide supports to educators in First Nations schools who work with special needs children. The team includes a special needs/ disability specialist, speech and language pathologists (SLPs), special education specialists and a reading clinician. These specialists work with the schools to establish a special education plan to be implemented throughout the school year. Speech and language pathologists provide services to a limited number of schools. This is an area that increases exponentially as awareness increases. The SLPs supervise and provide support, including methods and strategies to educational assistants trained through an MFNERC program to deliver programming to students who require this specific support. One special education specialist attempts to address the needs of deaf and hard of hearing students in First Nations schools, who have limited or no access to specialized support or equipment and materials, by providing professional development to teachers and educational assistants as well as parents. The specialist partners with mainstream support systems to encourage delivery of services to First Nations. Special education specialists also provide support to resource teachers in the areas of Fetal Alcohol Spectrum Disorder (FASD), non-violent crisis intervention, innovative methods and strategies for teaching special needs students, special education planning, assessment tool training, resource materials, and strategies on working with students with exceptionalities. Ongoing research and assessment identifies the growing demand to provide services to children with special needs. The Special Education Program continues to adapt and grow to meet these challenges.

For more information on the Special Education Program please contact: Margaret Scott, Special Education Program Manager [email protected]

Resource Teacher Support Five special education specialists are assigned to occur at various periods throughout the year). More approximately 10-12 schools to provide support to training is also required for Individual Education resource teachers, school staff and administration. Plan (IEP) development. Training was provided in There were 78 service visits to provide ongoing the use of the Comprehensive Test of Phonological support to resource teachers. Some of these supports Processing (CTOPP2) as a K-1 screen and some were to assist new resource teachers indicating there students were screened for Irlen syndrome and is still a turnover of staff to consider (this turnover can hearing impairments. The organization of resource

Annual Report 2013 - 2014 17 files including flagging documents was provided. The following schedule indicates the accredited Additionally, there appears to be more assistance workshops offered which resulted in a certificate for provided to accommodate students in high school five-day attendance. Included in this session was a such as explaining the high school credit system for two-day picture exchange communication (PECS) special needs, intervention for high school students, training used for students who are non-verbal. Other and adaptation and modification. Assistance was topics presented: also provided for transitioning students to high • iPad Applications school (outside of the community). • Using Smart Boards in the Classroom

Specialists promoted inclusion practices for students • Introduction to Boardmaker with special needs. As much as possible, students • Positive Behaviour Planning Process with special needs should be in regular classrooms • Yoga for Regulating Students in the Classroom with their peers. • Comprehending Comprehension: 10 Top Strategies The schools are receiving assistance for their special • Effective Behaviour Strategies education program (SEP) work plan but the idea of for the Autistic Student community involvement needs to be revisited to Resource Teacher Meetings bring awareness of the special education program, Eight regional resource teacher meetings were such as the targeted funds available for students convened in Brandon, Dauphin, Thompson and with special needs. Winnipeg to promote networking, information Annual Special Education Summer sharing and other forms of professional development Institute 2013 to enhance special education programming. The 15th Annual Special Education Summer Institute Resource teachers from 41 schools heard regular for resource teachers was held in August. This year, updates from the AANDC representative; engaging 24 speech language education assistants also in question and answer sessions. Participants also participated during the five-day workshop sessions showcased their own effective teaching practices in for a total of 42 participants from 20 First Nations their schools. schools. Speech Language Services The speech language pathologists continued to provide this highly sought after service to 38 schools, encouraging the use of technology (WebEx meetings) to communicate with and supervise the speech language education assistants (SLEAs) in between school visits. The continued communication is important to keep on top of the program and therapy they design and teach the SLEAs, to carry out programming and therapy with students. This enables case closures at the end of the school year 18 Annual Report 2013 - 2014 which in turn makes room for new student intakes. TRAINING INITIATIVES

Various programs provide secondary support or specific services to the service delivery teams and First Nations. The Training Initiatives Program serves the whole province supplementing the work of the teams through accredited professional development or human resources development required to implement innovative or required programming in First Nations schools. The training participants are individuals employed by the First Nations schools, preferably those who will remain in the First Nation for an extended period of time to address staff turnover, which is a major challenge in our schools. With the continued efforts toward a systematic approach to First Nation education, the role of Training Initiatives will become increasingly important to transformation of First Nations education. One of the ongoing training programs is the Educational Assistant Program that entails face-to-face and online training for educational assistants and special education assistants in partnership with the University College of the North. This training is available upon request from the First Nation school.

For more information on the Training Initiatives Program please contact: Derek Courchene, A/Training Initiatives Program Manager [email protected]

Educational Assistant Training Program The Educational Assistant Training Program (formerly Through the Training Initiatives Program, a total of 20 Para Educator Program) is a diploma program courses are possible throughout an academic year. offered to First Nation schools on a continuous A Memorandum of Understanding (MOU) is required intake basis. This program was designed to provide which outlines the terms of delivery for each First educational assistants with the knowledge and Nation. Throughout this year, dialogue continued skills that will enable them to assist students under between the University College of the North (UCN), direct supervision of the classroom teacher and/ MFNERC Training Initiatives and the respective or the resource teacher, monitor and report to the First Nation communities wishing to engage in this classroom teacher on student progress, and assist in unique training opportunity. The coordination of the the preparation of learning materials. The practical program for each of the participating communities component of this program allows the participants is a continuous process as each First Nation is at to apply their skills in an educational setting. To date, different stages. over 250 educational assistants have graduated from Three communities and one online group celebrated this program. Annual Report 2013 - 2014 19 graduations and program completion in the first and Summer Institute provides speech language second quarters. A celebration was held at MFNERC’s education assistants with knowledge, skills to Lighting the Fire Conference for the online cohort assist the speech language pathologists toward the and the Roseau River cohort. Pinaymootang and speech and language development of First Nations Poplar River First Nations held their celebrations in school children. their communities. The summer institute was held from August 6-23, A new online cohort, tentatively scheduled for 2013 at Canadian Mennonite University (CMO), the fall of 2014, has been offered to First Nation Winnipeg for the first and third weeks, with 24 communities and to date, there are a total of 32 participants from 15 First Nations joining the Special registered participants representative of eight First Education Summer Institute at the Victoria Inn Nations. during the second week.

It was consensus in the responses from one The curriculum for this SLEA training was designed by community that the educational assistant training MFNERC speech language pathologists to be hands- has helped in the work and skills required by the on and practical-based. Topics areas covered by the educational assistant in their school, and that speech language pathologists included: grammar, program has benefited the needs of the children in phonological awareness, language processing, the school. A summary report of the training was vocabulary/reading and storytelling, articulation, compiled and reported to that community. It was phonology, auditory processing, fluency and social noted that the challenges included educational skills. assistant turnover for various reasons and some Training for the second week consisted of; participants pursued a teacher training program Smartboard and Boardmaker training, the Picture that became available in the community. Staff Exchange Communication System (PECS) training, turnover is a major factor in the continued requests and positive behavior planning process, yoga for for educational assistant training from schools that regulating students in the classroom, and effective have previously enrolled in the program. behavior strategies for the autistic student. The program evaluation process for the four First Nations that completed the program included the review of participant practicum comments by the teacher, community school administration and a follow up report based on a survey to communities who have their educational assistant working with special needs students. Speech Language Education Assistant Summer Institute The Speech Language Education Assistant (SLEA)

20 Annual Report 2013 - 2014 SUPPORT SERVICES HIGHLIGHTS

FIRST NATIONS LANGUAGES PROGRAM

The First Nations Language Program is committed to creating the resources and providing the training and academic supports identified by the First Nation. The program’s goal is the revitalization, preservation and promotion of First Nations languages. The program has developed educational resources, in partnership with First Nations schools and educators, to achieve the goal of fluency in First Nations languages. It is understood that immersion is an essential component in the revitalization of First Nations languages. Staff work with schools and the First Nations to assist in creating immersion opportunities. Towards this end, language activities have been developed for school and home use, as well as activities at the community level. The First Nations Language Program staff and MFNERC staff encourages all educators to involve community, family and Elders to incorporate culture activities into school planning. Programs such as land-based education, outdoor education programs includes cultural activity components that can enhance language and culture programing and instill pride in heritage for First Nations. The way of life in each First Nation must be supported in the education process. Specialists continue to support the inclusion of local resources such as Elders support and Indigenous experts from First Nations. MFNERC employs specialists in all of the First Nations languages spoken in Manitoba; Cree, Ojibway, Dakota, Dene and Oji-Cree. The First Nations Language Program provides support using the latest in communications technology and has developed programs to provide an interactive learning experience, most notably the Before You Know It (BYKI) Language Software.

For more information on the First Nations Languages Program please contact: Vera Mitchell, First Nations Language Program Manager [email protected]

Language Instruction Training completed work in their assigned language groups. Sessions August 22-23: The Language Instructor Resource April 29-30: A regional language instruction training Development session was held as part of the MFNERC session was delivered to 41 teachers from 22 First Summer Institute. Participants (25) from 15 First Nations in the spiral method of curriculum planning, Nations were provided with opportunities to share, language material development, lesson planning develop and take language instructional resources and on the K-12 Aboriginal Languages and Cultures back to their schools and were appreciative of the framework of outcomes, Manitoba Education and acquisition of much needed resources for their Advanced Learning. Participants were actively classrooms. involved in planning and providing examples of February 12-13: The First Nation Language Teacher

Annual Report 2013 - 2014 21 Training session was held in Brokenhead Ojibway Nation. The training provided 45 language teachers from 29 First Nations with professional development in; current teaching methods, introduction to syllabics; tools for language instruction and creation of instructional resources; principles and methods for teaching an Indigenous language and using First Nations language to teach culture. Before You Know It Program and Smart Boards Training continued for teachers to utilize culturally and linguistically appropriate software as an instructional aide in the classroom. The Before You Know It (BYKI) program requires the input of First Nations languages into BYKI computer software to create language learning technology for students. BYKI Regional Training Sessions Five (5) regional training sessions provided participants with an opportunity to have hands-on experience using technology, software and computer equipment to help them in applying learning to classroom instruction. Participants created lessons using software and received demo lessons on creating sound files for the BYKI language program.

May 21-23 Opaskwayak Cree Nation, 9 participants, 3 First Nations September 17-18 Brandon, 9 participants, 5 First Nations October 29-30 MFNERC sub-office, 18 participants, 9 First Nations December 5-6 MFNERC sub-office, 18 participants, 9 First Nations January 14-15 Brokenhead Ojibway Nation, 12 participants, 6 First Nations

A total of 66 teachers participated in the five IT language instruction training sessions from 32 First Nations.

Language Group Gatherings Language instructors, education directors, band councilors, Elders, parents, students participated in roundtable discussions regarding language program planning, focusing on the awareness campaign regarding language and culture programs across North America. Participants provided feedback based on lead questions to determine where they were in language program planning. This feedback will be presented to a group of education leaders, who will be provided an opportunity to discuss next steps in language program planning.

November 18-19 Ojibway Language Group Gathering, Brokenhead Ojibway Nation 36 participants, 15 southern First Nations November 19 Dene Language Group Gathering, Northland Denesuline First Nation, 57 participants January 20-21 Dakota Language Group Gathering, Russell, 24 participants, four First Nations February 18-19 Cree Language Group Gathering, Opaskwayak Cree Nation 28 participants, 10 First Nations March 5-6 Island Lake Language Group Gathering, St. Theresa Point First Nation 15 participants, 3 First Nations March 11-12 Dene Language Group Gathering, Sayisi Dene First Nation, 47 First Nations participants A report summarizing the outcomes of a First Nations language revitalization action plan was completed and will be presented to language group participants for their review. The facilitator in collaboration with the language group participants also developed the next steps in the language strategy for the five language groups. This year, five language group gatherings were attended by 160 participants from 34 First Nations. Youth Language and Culture Camps Five youth culture camps were held for each of the five language groups this year. Three camps were held on the land away from the communities, where students participated in land-based education and traditional activities. One of the youth groups also participated in a National Treaty Gathering and the final youth camp showcased a renowned First Nation traditional teacher at a site designated for traditional teachings. Activities included: • workshop style roundtables facilitated by Elders and guest speakers • shawl making, bow making, moccasin making and bead working • traditional art activities included canvas tipi making, drum making, archery, rock painting and moccasin games • teachings on sweats, flute stories, smudging, oral traditional games, shelter making, preparation of smoke rack, setting fish nets, and traditional food preparation and survival skills Through this initiative, 208 participants from 39 First Nations were immersed in land-based education and cultural teachings and activities.

June 11-14 Dakota Culture Camp, Grand Valley Culture Camp, Brandon Co-hosted by Sioux Valley High School, 79 participants, 4 First Nations July 2-8 Denesuline Culture Camp, Overflowing River (near Lac Brochet) 22 participants, 2 First Nations September 10-13 Island Lake Culture Camp, Kokokoho Lake (near St. Theresa Point) 22 participants, 4 First Nations September 23-25 Cree Youth Gathering, Opaskwayak Cree Nation, host of the 2013 National Cree Treaty Confederacy Gathering, 30 participants, 10 First Nations October 17 - 19 Ojibway Culture Camp, The Turtle Lodge, Sagkeeng First Nation 55 participants, 15 First Nations

Annual Report 2013 - 2014 23 RESEARCH AND DEVELOPMENT PROGRAM

The Research and Development Program (RDP) is responsible for research and development related to First Nations curriculum development, governance and leadership. This program coordinates oral and action research to facilitate consultation and to gather data from Elders and others, as well as, academic research. The program also develops and provides classroom resources for Manitoba’s First Nations schools. These materials and courses are created in partnership with, or on request from, the educational leadership in the schools. Materials in print, audio and video are developed with priority given to culturally appropriate and language-based materials. Another important role of RDP is to assist in the areas of policy and governance, providing school board training as well as assisting schools or education authorities to revise and update policy manuals. The RDP Program also provides School Initiated Courses (SICs) to help students achieve high school credits in courses such as First Nations Law and First Nations Leadership.

For more information on the Research and Development Program please contact: Olga McIvor, Research and Development Program Manager [email protected]

Creating a Manitoba First Nations After conducting an introductory workshop for Archives: Next Steps community members at last year’s Lighting the Fire This year, the Research and Development Program Conference, the RDP took the next step of meeting focused on the creation of a Manitoba First Nations with experts from Manitoba’s archival community for Archives to be located at the MFNERC sub-office in an initial brainstorming session. On November 26, Winnipeg. In Manitoba, there is no recognized central 2013, our RDP specialists held a roundtable with the repository that is acknowledged as a First Nations archivist consultants from the organizations such as archival institution, controlled by First Nations. There the University of Manitoba, Canadian Museum for are a number of Aboriginal/First Nation cultural Human Rights and University College of the North. centres situated throughout the province, as well With so many archival powerhouses in one room, as the Manitoba Provincial Archives and Manitoba’s the knowledge shared around the table was universities, that have collections containing First encouraging. Many issues were discussed, existing Nations archival content. However, there is no single models were examined and thoughts on next steps location that focuses exclusively on First Nations were shared. Themes such as establishing protocols, material that can be easily accessed by the public for building relationships, accessibility and use, and education and training purposes. MFNERC hopes to intellectual property issues were all discussed. change this. Overall it was agreed that for the creation of an

24 Annual Report 2013 - 2014 institution such as a First Nations archives, one of The Instructional Resource Centre provides the priorities is finding the records and obtaining curriculum appropriate materials to the First Nations them from individuals who are largely part of small schools in Manitoba. As a lending library, all resources communities. Thankfully, MFNERC already has are available to teachers, principals, and staff within strong relationships with Manitoba’s First Nations the First Nations educational system. Both IRC Winnipeg and Thompson locations have established a system on the MFNERC website supporting the capability for online access to the IRC collections. This process allows users/clients to access an updated list of materials for research and borrowing. Scope of Material To date we have over 7,000 records on our database. The subject scope includes areas such as; math, Volunteer Advisory Board science, English Language Arts, First Nation and has, since the beginning of the project, invited languages, and special education. The IRC has community members to provide their input. several items in various formats of kits, a wide array A volunteer advisory board was established with of reading materials, CD-ROMs, videos and audio those present at the November roundtable. We are cassettes. We also have Reading Recovery Kits, excited to keep you posted as the board goes forward Reading Intervention Kits, Phonics Kits, and Novel with this momentous project. Study Kits. Aside from the regular library materials Grassroots Anthology we have textual materials from Manitoba Education and Advanced Learning. Last year, the RDP initiated the development of an anthology to host the original literature and art work of emerging adult First Nations writers, poets, artists, and photographers. The Grassroots Anthology is the first publication of MFNERC that showcases IRC Hours: Monday – Friday 8:30 - 4:30 a collection of short stories, poetry, art work and Winnipeg Office photographs by First Nations. The goal was to Unit 9 – 1100 Waverley St. develop a literature and visual representation source Holly Fontaine, IRC Library Specialist for use in our schools to inspire the youth. [email protected] The first edition of the Grassroots Anthology was Phone: 204-594-1290 Toll Free: 1-866-319-4857 published in July 2013 with 200 copies distributed Fax: 204-942-2490 to the First Nations schools. The contributors for the edition received copies and the MFNERC libraries Thompson Office received two copies. The second edition will be Lower Level – 79 Selkirk Ave. published next year. Barbara Dollmont, Library Technician [email protected] Instructional Resource Centre Toll Free: 1-877-506-1568 ext # 4004 Fax: 204-677-0938

Annual Report 2013 - 2014 25 INTEGRATED PROGRAMS

The schools have prioritized literacy, numeracy and student retention and many schools have prioritized the need for the promotion of science and science related careers, as well as the importance of land-based education. To support human resources development in First Nations, MFNERC continues to promote science planning and professional development including the various science fair related programming and land- based science projects that are extremely successful in promoting science. Integrated Programs specialists work to promote science in our schools, and assist science teachers through professional development and resource creation. Additionally, staff develop and host land-based education gatherings, as well as provide other land-based programming for our schools such as the school gardening program.

For more information on Integrated Programs please contact: Rudy Subedar, Integrated Programs Manager [email protected]

National Science Fair Program: the following year. Three teachers, one from each Canada-Wide Science Fair school are also sponsored to go to the CWSF, which also serves as an excellent professional development Maintaining affiliation with Youth Science Canada, opportunity for teachers. MFNERC prepares students selected to represent the Manitoba First Nation Science Fair (MFNSF) at Following the 2013 Manitoba First Nation Science the Canada-Wide Science Fair (CWSF). Under this Fair, the four students selected to compete at the program, four outstanding junior high or senior national competition, along with their teachers were high students who won at the MFNSF are selected provided with mentorship by the MFNERC science and provided several weeks of direct and intense specialists during the 11 weeks between these mentorship to raise the level of their work and events. This level of mentorship included support in presentation, and then taken on to participate in development, completion of much more advanced Canada’s annual national competition, the CWSF. research, experimentation, and data analysis; This process provides growth on a whole new level production of their final posters, coaching of public for those students in their personal academics, as speaking and project presentation. well as, raising the bar for everyone when they return Following preparation time, the four finalists to participate at the provincial level in the MFNSF presented their projects to participants at the 2013

26 Annual Report 2013 - 2014 Lighting the Fire Conference; and then immediately went on to participate in the Canada-Wide Science Fair, held at the University of Lethbridge from May 11 - 20, 2013.

Congratulations to this year’s delegates who represented Manitoba this year! • Tara Brass, Little Saskatchewan First Nation Project: “The Effects of Flooding on the Community’s Water Chemistry” • Destiny Desmarias, Little Saskatchewan First Nation Project: “Soil Chemistry and Flooding in Little Saskatchewan • Victoria Garson and Alley Mallet, Fisher River Cree Nation Project: “Wind and Water Turbines for Fisher River: A Feasibility Study”

The CWSF delegation for May 2013 and the four new finalists who are being prepared for the 2014 event, consist of students who were also enrolled in the Advanced Senior High Science Mentorship Program, demonstrating the benefits and positive effects of that program as well. Annual Manitoba First Nations Science Fair Program On March 11-12, 2014, students from 36 First Nations schools across the province gathered at the University of Manitoba’s Max Bell Centre to share and celebrate their love of science. The Manitoba First Nations Science Fair (MFNSF) was, yet again, marked by a number of milestones. Among these, the event reached its largest size to date both in number of schools (36) and number of students (466) participating. At this size, it is also the largest science fair in Manitoba; even bigger than the Manitoba Schools Science Symposium, which this

Annual Report 2013 - 2014 27 year, attracted 450 student participants, and is one of the three largest of the 102 fairs held across Canada. At this point, only Metro Toronto and Calgary Youth Science Fairs are larger than MFNERC’s fair. This phenomenal increase of science activity in our First Nations schools will contribute significantly to our long-term goal of considerably increasing the number of students, who successfully pursue their love of science right through high school and into post-secondary.

Another significant attribute of this year’s exhibition was the high number of authentic, community-based research projects. Over 25% (67 of the 238 projects exhibited) featured investigations of real problems or issues in students’ own communities, which is very high compared to what is typical at similar fairs, where about 5% can be expected to be original and authentic research! The growing emphasis on this type of work, which demands increasingly advanced language arts, mathematics, and thinking skills; and connects school work to the real world, no doubt contributed to the high level of enthusiasm and pride exhibited by students as they shared their work. Gold Medals Significant growth was also evidenced by the increased proportion of students achieving the Gold Standard of Excellence Award for their work. This year, following student interviews, project reviews, and judges’ deliberations, 73 students achieved Gold Medals, 127 achieved Silver Medals, and 266 achieved Bronze. Finally, four students were selected to represent Manitoba at the national level. Congratulations to this year’s winners! • Matthew Condappa, Grade 9, Nishichawayasihk Cree Nation; • Kayla Sutherland and Kelly Sutherland, Grade 11, Peguis First Nation; and 28 Annual Report 2013 - 2014 • Dylan Harper, Grade 12, will gather to present their work publicly. Currently, Red Sucker Lake First Nation. we are working on having the syllabus for this Our delegation of finalists will travel to Windsor, program recognized as a series of School Initiated Ontario, May 10-16, 2014 where they will exhibit their Courses, with the fourth year level, for students who work at the Canada-Wide Science Fair, along with the stay in the program from Grade 9-12, receiving a top 400 young scientists selected at regional science University Year 1 credit. fairs across Canada this year. Immediately following the MFNSF, and the The staff of MFNERC congratulates each and every one symposium, Integrated Programs hosted a three- of our students on the level of work and enthusiasm day middle years and junior high science teachers exhibited at the 2014 MFNSF. Appreciation and gathering. Twenty-eight (28) teachers from 12 congratulations are also extended to the dedicated communities gathered in Winnipeg, where three teachers and parents providing the commitment days of laboratory training and project-based science time, and support necessary for the growth and workshops were delivered. The session began with achievement demonstrated by these students. our four MFNSF national finalists presenting their Senior High Advanced Science projects to the teachers. This provided the starting Mentorship and Symposium point to our discussions/review of “Project-Based Program Learning” and “Integrating Outcomes across the Curriculum Using Science as a Context”. The two MFNERC’s Senior High Advanced Science Mentorship days of laboratory explorations focused on water and Symposium Program, designed as an extension chemistry; wetland ecology; and microbiology. One of the MFNSF Program, offers senior high students of the highlights of this networking session was and teachers the opportunity to work as research the high representation from northern, remote, teams over a one to four year period with extensive or isolated schools. The majority of participants mentorship by MFNERC science specialists and came from Northlands, Sayisi Dene, Manto Sipi, professional scientists from the field. Bunibonibee, Garden Hill, St. Theresa Point, The focus is authentic scientific research examining Tataskweyak, and Cross Lake First Nations. We look real world problems from the students’ own forward to this middle years science teachers group environments. From February 19-22, MFNERC hosted growing and maintaining contact with each other as the Senior High Science Symposium for participants they develop programs in their respective schools. of this program. The gathering featured a half day of student presentations and sharing of their work, plus two and a half days of laboratory and library/research training at the University of Winnipeg. Thirty-six (36) students and 12 teachers, from nine schools took part in the gathering. Moving forward, each group will continue their research and experiments, with regular mentorship for another year, after which they

Annual Report 2013 - 2014 29 EARLY CHILDHOOD PROGRAM

Early Childhood programming with a transition to school is a major unmet need in First Nations despite the fact research indicates early childhood education is essential to the success of school programming or success of students. MFNERC delivers early childhood programming that addresses bullying through the Roots of Empathy and Seeds of Empathy programs in partnership with Healthy Child Manitoba Office (HCMO). There is also research into early childhood programming that will transition the child from early childhood to school-based learning with support to parents highlighted as a major need in the School Improvement Initiative evaluation report. The program also supports First Nations language acquisition. Developing relationships is what’s at the heart of our Early Childhood Program. First, the program is working with Healthy Child Manitoba to ensure greater access to its programs and services. One of the programs is the Roots of Success Program which has two components, the Seeds of Empathy and the Roots of Empathy. The Seeds of Empathy targets children from 3-5 years old. Our early childhood specialists provide training to instructors on how to deliver the program in their communities. The Roots of Empathy is a program delivered to children in Kindergarten to Grade 8. Our specialists train the instructors to deliver this program as well. Also, the Early Childhood Program is working with an Early Childhood Education Committee. It is composed of representatives from First Nations, Healthy Child Manitoba, Manitoba Education and Advanced Learning, and Aboriginal Northern Affairs and Development Canada who are working on developing an Early Childhood Education Framework. The framework is a community engagement and mobilization framework to assist First Nations in developing their own Early Childhood Education strategy. Our specialists in the Early Childhood Program also travel to the different First Nations throughout the school year, hosting workshops and professional development for early childhood instructors, in addition to presenting at numerous education conferences.

For more information on the Early Childhood Program please contact: Sheila Murdock, Early Childhood Program Manager [email protected]

Roots of Empathy The Roots of Empathy Program (ROE) is an evidence- delivered to 10 educators from eight First Nations based classroom program that has shown significant in cooperation with Healthy Child Manitoba on June reductions in levels of aggression among school 10-12 and August 14-16. Ongoing support was also children by nurturing social/emotional competence provided to all ROE trained instructors delivering the and increasing empathy in Kindergarten to Grade 8 program in 12 schools. students. Forty (40) traditional moss bags, with MFNERC logos There were two ROE instructor training sessions on the moss bag and bonnet, were purchased in the

30 Annual Report 2013 - 2014 second quarter, and distributed in the last quarter to all the Roots of Empathy instructors that attended the First Nations Roots of Empathy Networking Forum held on January 20. The moss bags were to be included with their Roots of Empathy Kits to bring additional First Nations perspective to the program based on the recommendations from the ROE Advisory Group. Seeds of Empathy The Seeds of Empathy (SOE) training was provided to new early childhood programs/teams to increase the number of First Nations delivering the program, with the goal to foster social/emotional competence and early literacy. SOE was designed to build upon the existing caring and trusting relationships between early childhood educators (ECEs) and the children within their programs. During training, early childhood educators followed a curriculum that promotes the building of caring, peaceful and civil societies through the development of empathy in children and adults. The hope is that pro-social behavior will increase and aggression will decrease. A total of 50 participants from 14 First Nation early childhood programs were trained August 26 -28 in Winnipeg and September 27-29 in Brandon. As a strategy to recruit and inform First Nations of the SOE training available and to ensure that trainees understand the commitment of implementing the SOE program, MFNERC held an orientation session on March 26 in Winnipeg.

Along with the training of new SOE teams, replacement trainees were also included in the training plan. This accommodated the existing SOE programs in First Nations who may have lost staff/ team members due to attrition or other issues, to ensure that the SOE teams are solid in numbers to sustain the program from year to year. Annual Report 2013 - 2014 31 The orientation sessions included the goal of discussion around possible ways to extend activities providing the participants with a solid, overview of designed to enhance First Nations culture, language, the SOE program, the mission, logistics, materials, customs and values for the participating children. research and evaluation, expectations, and program Provisions of professional development and delivery model, along with an opportunity for them opportunities for networking sessions are part of to participate in a question and answer session. the Seeds of Empathy’s commitment to continue A professional development session was delivered educating the SOE team. Not only are there goals to 54 participants from 14 First Nations during the for the children participating in SOE, but there are last quarter to promote the ongoing education of the also goals for the SOE team delivering the program. SOE team members, to help foster the development Ongoing professional development is designed to of empathy and emotional literacy, build social enhance and expand the skills and knowledge of the and emotional understanding and develop SOE team in specific areas. positive attitudes towards early literacy skills in the Family Literacy participating children. A Family Literacy First Nations Working Group The session also included a presentation around (FLFNWG) was established through a nomination ideas of incorporating extension activities in addition process among all First Nations schools this year. to the SOE curriculum that will be reflecting of First The working group consisting of members from five Nations values. This provided the opportunity for northern and southern community representatives SOE team members to brainstorm ideas and initiate ,was formed to develop the home-based family literacy guide/modules for the MFNERC book bags. After six working group meetings, a draft of the home-based family literacy curriculum guide/ modules was completed. The work involved the completion of an environmental scan of Manitoba First Nations perspectives on family literacy, briefing note on next steps in family literacy, review of best practices of existing family literacy programs and activities on possible curriculum design and themes. The working group also reviewed next steps which included community selection, training needs, book bag development, and long term requirements of the family literacy program.

First Nation profiles were also completed so a comprehensive list of First Nation resources could be available for networking and sustainability in family literacy programming.

32 Annual Report 2013 - 2014 PRIVATE HOME PLACEMENT PROGRAM

Ensuring that high school education is accessible to First Nations students, and providing effective supports for retention and graduation is a First Nations priority. For communities that do not have a high school and for those who do not have adequate facilities to support a complete high school program, this means that their children must leave their families, friends and community to pursue their educational goals. The Private Home Placement (PHP) program makes it possible for First Nations students to access secondary education if the high school program or specific academic and/or vocational courses of study are not available in their community. The PHP program operates predominantly in Manitoba and Northwestern Ontario and has been in existence since the 1960’s. In 2009, the Assembly of Manitoba Chiefs requested MFNERC to prioritize Private Home Placement research as one of the five priority areas of research as part of the Education Partnerships Program (EPP).

For more information on the Private Home Placement Program please contact: Violet Okemaw, Director of Support Services [email protected]

Partnerships Community Information Sessions MFNERC conducted ongoing partnership meetings Workshops informed stakeholders about the PHP with AANDC, Manitoba Education and Advanced program; providing opportunities to ask questions Learning, and First Nations representatives to review and provide feedback. All participants expressed the completed research from the previous years. support for the seven recommendations and On June 19, 2012, a resolution was passed by the activities to improve the PHP program. The majority Chiefs-in-Assembly supporting the 2012-2013 PHP of the workshop participants found the presentations work plan activities. In addition, the PHP Task Force and the materials shared very informative, useful, and Committee (formally known as the PHP Review helpful to assist the many challenges that the PHP Team), provided ongoing support to presentations students are encountering. Some of the follow up of the PHP Framework, PHP Handbook and the PHP recommendations from the participants requested Program Review Report to select stakeholders, at that the house parent be screened, trained, and that regional conferences hosted by MFNERC, including their criminal and child abuse records be updated. individual First Nations. The PHP information Additional comments from the participants included: sessions and meetings began in September 2012 and accessing more funds for PHP students, awareness of continued in 2013-2014. the program, preparedness for students transitioning Annual Report 2013 - 2014 33 from the community school to the public school Transition Plan system, as well as, providing cultural awareness to To support the 2011-2012 PHP Program Review house parents. Recommendations, a draft transition plan was A workshop entitled, No Option But to Leave Home: A completed in August 2013 and was discussed at Manitoba Research Study on Private Home Placement the PHP Work-In-Progress and PHP Task Force was also delivered at the October 2013 First Nations Committee meetings. The draft transition plan was Circle of Knowledge and Practices Conference. PHP thoroughly reviewed by PHP Task Force Committee documents were also presented to 20 tribal councils in October and revised to reflect feedback provided and First Nations combined. by the committee. PHP Task Force Committee The plan identified strategies, actions, deliverables, The committee’s first meeting took place on timelines and who was responsible for each of the September 23 to discuss the 2013-2014 work plan activities. Some of the deliverables included: activities, review the draft transition plan and • A PHP Program Sample Policy Manual other actions requiring immediate attention with • PHP presentation packages the political partners. The possibility of adding • PHP Communications Protocol two tribal council members to the task force was • A PHP Model, Funding Formula and approved by the committee. At this meeting, the projected budget committee identified three priority areas requiring • An evaluation document to assess project activities developmental work: • Activity Reports • a PHP model • Final Report including recommendations for • a policy manual with templates, and additional work required • a funding formula with a projected budget. The completed plan includes all the One representative from and recommendations from the PHP Program Review one representative from West Region Tribal Council Report. joined the PHP Task Force Committee (TFC) and A survey was also developed to collect data on three more meetings were convened on November whether First Nations benefited from the support 18, February 18 and March 24. and services provided by PHP staff. Surveys will be The PHP Communications Protocol was reviewed sent to all First Nations managing a PHP Program and approved by the committee and will be added to including the partner representatives, and PHP staff. the PHP Framework, Handbook and Program Review The completed surveys returned will be compiled Report documents. The PHP sample policy manual and summarized into the final PHP report. with templates, a proposed model with a funding formula and projected budget have been completed and reviewed by the committee for their feedback. The revised documents will be available in the next fiscal year.

34 Annual Report 2013 - 2014 STRUCTURAL READINESS PROGRAM

MFNERC has maintained a close linkage with First Nations leadership utilizing a consistent reporting and consultative approach. MFNERC is a standing agenda item of the AMC Executive Council of Chiefs meetings and regular reports and updates are provided on key and upcoming developments. Any new programming is vetted through the Education Directors, AMC Executive Council of Chiefs and the Chiefs-in-Assembly. Resolutions support any new initiative. In May 2011, First Nation Education System development consultation occurred between education directors, members of the AMC Executive Council, the First Nations Education Systems Working Group, and the MFNERC Board of Directors. The “A Systematic Approach to First Nations Education Concept Paper” that was presented at that time has been the guiding document for education systems development and research. Structural readiness activities focus on key challenges, historical trends in First Nations Education, a vision for the future, and possible opportunities that could assist in the implementation of a First Nations education system, that is developed by First Nations and one that remains under First Nations jurisdiction and control.

For more information on the Structural Readiness Program please contact: Rebecca Ross, Structural Readiness Manager [email protected]

The Structural Readiness Program aims to increasing (AMC) to develop First Nations Education Systems. and sustaining the capacity of MFNERC to deliver Various sources of information and documents were education supports and services to our schools. made available and distributed to First Nations Using the MFNERC engagement process with leadership, First Nation citizens, education directors, education directors, AMC Executive Council of Chiefs, principals, school staff, Elders and MFNERC board First Nations, Elders and Chiefs-in-Assembly, 17 members and staff. The main focus of the education meetings and gatherings were convened this year. directors meetings was on the First Nations Education These engagement activities included meetings Legislation and education funding. with First Nations, education directors, principals’ Organizational Planning roundtables, tribal councils and providing updates Strategic planning sessions (15) were convened at Chiefs assemblies. between MFNERC program directors and managers Under the direction of the Board of Directors and to develop, plan, review, update and monitor with the support of the Chiefs of Manitoba, MFNERC progress on the strategic plans for the organization. continued to assist the Assembly of Manitoba Chiefs Short, mid, and long term plans were developed for

Annual Report 2013 - 2014 35 the organization with priorities being determined for each timeline. A draft internal organizational audit that included a review of service delivery was also completed by the policy analyst, and will be presented to senior management in the next fiscal. In addition, working groups were formulated to work on specific areas including the Structural Readiness Working Group and Partnership Transition Initiative with five working sessions and six meetings to plan, develop and discuss services and programming.

Four funding studies were also completed in 2013- 2014 with the participation of 26 First Nations schools.

Research Reports To Date (2012-2014) 1. Funding a First Nations Education Aggregate Model, September 2013 2. Funding a First Nations Northern Education Aggregate Model, December 2013 3. Funding an Independent First Nations Education Authority Model (South) April 2014 4. Funding an Independent First Nations Education Authority Model (North) April 2014 5. Business Plan and Proposal for Implementation of First Nation Education System (FNES) Transition Initiative 6. Human Resources Capacity Development and Action Plan Phase 1 7. Programming and Funding for On-Reserve Education Systems 8. Programming and Funding for Off-Reserve Education Systems 9. Programming and Funding for On-Reserve and Off-Reserve Schools 10. First Nation Education Legislation and First Nation Education Acts Templates 11. Manitoba First Nations Education System 5 Year Transition Initiative 12. Structural Readiness Policy and Procedures Manual 13. Teacher Training Program: “Working Toward Increased Capacity” and Risk Management Framework 14. External Relations Strategic Plan 15. Comprehensive Risk Management Framework 16. Emergency Response Plan 17. Guidelines for Developing Policies

36 Annual Report 2013 - 2014 PUBLISHING AND COMMUNICATIONS

MFNERC raises awareness through promotional activities using communication technologies, personal communication and advocacy of MFNERC to stakeholders by communicating the Centre’s history, current activities, and services. This past year, Publishing and Communications staff took numerous opportunities and modes to promote MFNERC that included reporting on gatherings and events, community visits and utilizing various mediums to ensure awareness-raising. With the growth in staff, further promotional work was possible including the development of a Bi-Weekly Bulletin and The Arrow newsletter. These documents target the teachers and administrators of the First Nations schools; communicating upcoming events, trainings and general information on current MFNERC activities. The program also coordinates two annual gatherings, the Lighting the Fire and the First Nations Circle of Knowledge and Best Practices conferences, provide educators opportunities for annual professional development tailored to the unique requirements of working within a First Nation school environment.

For more information on Publishing and Communications please contact: David Robertson, Publishing Operations Manager [email protected]

Printing, Publishing and Video production centre for the purposes of developing Production Centre educational First Nations resources in various print, publishing or video formats to be used in First Nation To further support school programming and promote schools. The focus of the educational resources to student retention, the Centre secured equipment be shared among our schools is to teach history, for printing and publishing education resources for community, languages, and culture. First Nations schools in 2012. Partnerships were maintained between Manitoba Education and Procedures have been developed for the use of the Advanced Learning, Kwayaciiwin Education Resource production equipment, including processes for Centre in Sioux Lookout, Ontario, and the Manitoba requesting production services from the Publishing Indian Cultural Education Centre for the acquisition and Communications department. There is a and sharing of educational resources. growing production list of books that will act as resources for schools in various capacities, both The Publishing and Communications department within our First Nations schools and for non- functions as the production hub for MFNERC. The First Nations schools as well. These educational Centre established a printing, publishing and video

Annual Report 2013 - 2014 37 resources include: Grassroots Anthology, Volume 1 Lighting the Fire Education and 2, First Nations Colouring Book (a colouring book Conference that teaches readers about the history of various The Annual Lighting the Fire Conference (LTF) was tribes in Canada), The Handshake and the Pipe (a held at the Victoria Inn Hotel and Convention Centre children’s book that teaches about the traditional from May 8-10, 2013. More than 25 workshops were ways of learning and development, and how they are conducted over the three days with this year’s theme, still relevant in today’s world), Shanna’s Christmas ‘Achieving Balance Walking in Two Worlds: Culture Pudding (a children’s book that infuses traditional and Education in the 21st Century’. The keynote knowledge and ways of life into a modern setting), speakers were residential school survivor Reverend as well as various other projects in the infant stages Stan McKay of Fisher River Cree Nation and journalist of development, including leveled readers with First and hip-hop artist Wab Kinew. Over 800 delegates Nations content and a constellation project. participated representing 35 Manitoba First Nations, Multimedia The focus of the graphics design and multimedia projects area is to produce materials that support the MFNERC mandate and provide our First Nations with enriched culture and learning materials and practices. These two areas are integral to the activities of the organization as a whole as they provide broad spectrum support, both to the department and its activities, as well as to other departments within the organization.

The three main activities of this area are to provide graphics design support in the form of posters, advertisements, brochures, web graphics, story books and booklets, reports, and publication materials; provide photography support to the LTF Student Essay Contest Winners organization and on request for First Nation schools Category: Grade 7-9 in the form of staff photographs, event photography 1st Place Winner: Trenton Harper, Grade 9, (conferences, roundtables, gatherings), and for George Knott School community school events and initiatives; and finally, 2nd Place Winner: Shawneen Fisher, Grade 7, to provide video support in the same way, for the Miskooseepi School organization and First Nation schools in the form of Category: Grade 10-12 videotaping events and conferences, and producing 1st Place Winner: Kailey Arthurson, Grade 12, high quality video in the form of educational Charles Sinclair School resources. 2nd Place Winner: Kirsten Muswaggon, Grade 38 Annual Report 2013 - 2014 12, Otter Nelson River School over 40 schools, and 15 organizations throughout registrations required. Delegates registered for the Manitoba and across the country. At this year’s overall conference and were able to attend more conference, a large group from the Shuswap First workshops over the two days. Over 20 workshops Nation in British Columbia attended. The annual were offered on October 10-11 with Chief Arlen trade show also showcased 22 companies and non- Dumas, Mathias Colomb First Nation, as our inspiring profit organizations. keynote speaker this year. In total, 520 educators and

A valued component of the annual conference is community members attended this conference. the popular student essay contest. Teacher support MFNERC Website Content for the essay contest included online instructional This year’s goals included advancing the profile of resources, as well as an instruction helpline. This MFNERC in its mandate and objectives; increasing year there were over 40 essay entries from 13 First the Centre’s online resources; promoting First Nations who wrote about how someone in their lives Nations schools; and increased promotion to all have inspired them to be better students. primary stakeholders including the Canadian The essay readings from the first place winners from public. Specifically, this involved general technical both categories were well received at the conference maintenance, resolving issues, event and program opening ceremonies. The winners of the annual information, employment postings, management of LTF Student Essay Contest also toured various First the online shop, updating resource library and staff Nations organizations and institutions and were listing on the MFNERC website. interviewed by Brian Cook on NCI FM. The multimedia developer worked closely with Congratulations to all the winners and a heartfelt staff, specifically the web content writer, to design thank you to all the students who submitted their fresh new content for the website. The multimedia essays! developer worked on graphics for home page slides, First Nations Circle of Knowledge attended events and took pictures for the photo and Practices Conference gallery, updated resource content, and updated or edited content. The First Nations Circle of Knowledge and Practices Conference theme for this year was ‘Creating Website hits increased as more current information Literacy and Numeracy for Learning and Life’. To about MFNERC is regularly posted and updated. accommodate the growing numbers of delegates Emails from readers and “sign ups” for our electronic now attending this conference, the event will news also increased. continue to be held at the Victoria Inn, Winnipeg. This There were 81,133 website visits; 35,695 unique year, the planning committee surveyed directors and visits, therefore approximately half were new visitors; principals for feedback regarding the date change to and 275,052 page views. be held one week before the provincial Special Area Groups of Educators (SAGE) conference. The planning committee also changed the workshop duration from 2.5 hours to 75 minutes, with no individual workshop Annual Report 2013 - 2014 39 INFORMATION TECHNOLOGY

DATA MANAGEMENT PROGRAM

In 2009, MFNERC and Manitoba First Nations entered into an implementation of a First Nations data management system to address performance measurement and data collection in our schools. The data management system, entitled Maplewood, is a web-based application which manages the raw and aggregate data collected by the schools, on a daily, weekly, monthly and yearly basis. The province-wide system was intended to facilitate data-driven decision making for improving education programs for First Nations students. The amalgamated system ensures that First Nations Education Authorities have congruent reporting structures and procedures for all of Manitoba. The Data Management Program is a component of a larger school success initiative under the FNSSP, addressing performance measurement, school success, and assessing students’ levels in reading, writing and math. A comprehensive data management system is the key to accurately deriving aggregate data to make informed decisions within school plans. The data management system provides continuity for reporting, methods of documentation, technical support, professional development, locally developed curriculum integration, and base of knowledge for teachers migrating from one First Nation school to another. The implementation plan for the data management program is a capacity building venture which drastically changed the way data is collected, managed, possessed and released by the First Nations. Although, the implementation is driven by the MFNERC, the First Nations Education Authority maintains control over the data management system and structure for managing their data, respecting the Ownership, Control, Access, and Possession (OCAP) principles. Data collection, infrastructure, processes and systems are basic requirements to support action research, program and school planning and realize education transformation. Performance measurement must continue to be used in a constructive way to positively influence educational best practice, programming and planning. It is this proactive standpoint that guides MFNERC in the process.

For more information on the Data Management Program please contact: Paul Scott, Data Management Program Manager [email protected]

Maplewood Support there is staff turnover or when new functionality is Almost all the schools (52) have Maplewood released. Online resources and training from deployed and all existing school and student data has Maplewood and MFNERC are available for all been migrated to Maplewood Enterprise. All school Maplewood users in the schools. WebEx online administration, teachers, and information workers sessions are available for training and support. This have been trained on using Maplewood however, year, Maplewood information worker and teacher ongoing training is provided as required when training sessions were delivered to 32 schools. 40 Annual Report 2013 - 2014 The Centre provided ongoing funding for local Data Management Website information workers who input the school data Throughout the year, staff published biweekly status for all participating schools. In addition to Service reports on the Data Management website. The Desk support and training, all Maplewood training reports provided information on the status of the materials were available for download on the Data project, upcoming training sessions, modifications Management website. Additionally, each information to Maplewood, and technical issues. worker has a user account on the Maplewood online Provincial Report Card training database to attend online webinars from MFNERC trained seven schools on setting up Maplewood. and using the Manitoba Provincial Report Card. Hardware Replenishment Cycle Maplewood Library was also available to all hosted MFNERC employs a four-year replenishment cycle. Maplewood schools and the updated Provincial This year, 10 schools had their Maplewood-related Report Card format is available on MFNERC’s hosted equipment upgraded as part of the hardware life Maplewood Enterprise. cycle. All equipment was staged at a single vendor to This year, the Database Management Program take advantage of shipping economies. Twenty-three enhanced the collection and analysis of data on (23) laptops and desktop computers were renewed. student and school performance which is critical Twelve (12) schools also requested Microsoft to a school’s ability to advance and track student licensing to take advantage of new software releases. achievement. The topic of data management, as it MFNERC Service Desk received 781 requests for relates to the effective and successful operation of support from the schools. A Service Desk technician First Nation schools, is an important one, especially at is available Monday to Friday from 8:00 am to 5:00 this point in time. With an effective data management pm. Schools may contact the MFNERC Service Desk system, school leaders are able to make decisions, via email or phone message anytime including establish priorities, support their school needs with evenings, weekends, and holidays. The service desk accurate and reliable data and produce the required tickets are reviewed and assigned to a technician for reports that funders and community stakeholders resolution within 48 hours Service Level Agreement. require of them. Connectivity MFNERC works with the schools to upgrade Internet bandwidth where available. However, some remote northern schools are not able to upgrade their bandwidth due to infrastructure limitations and restrictions. As well, many of the schools are currently at the maximum bandwidth the current Internet infrastructure can support. A major challenge for the Island Lakes region is the need for local IT management of the Maplewood servers.

Annual Report 2013 - 2014 41 WAPASKWA VIRTUAL COLLEGIATE

The Wapaskwa Virtual Collegiate (WVC) was launched in 2010 to help First Nation students in Manitoba access new sources of education, and also to find new learning opportunities. By offering a variety of online high school classes in math and science, WVC gives students the ability to ensure they meet all of their graduation or post- secondary requirements, as well as any specific ones that are needed for a career in industry. While many remote schools do an excellent job of providing and teaching a core set of classes, WVC is here to offer those students who are looking for more opportunities that will help them succeed in attaining their future goals.

WVC currently offers 18 Grade 9 - 12 courses, with 11 more courses slated for completion in September 2014. As instructional staff work with these courses, updates occur annually; working as a collective team to build quality, interactive master courses that meet provincial standards.

For more information Wapaskwa Virtual Collegiate please contact: Allison McDonald, Principal, WVC [email protected]

Manitoba High School Accreditation department reporting are scheduled for the next Wapaskwa Virtual Collegiate received accreditation fiscal year. (school code) as a Manitoba high school from Manitoba Education and Advanced Learning, a major The MOU with the province specified that the milestone for the WVC! The official opening date as partnership arrangement with existing First Nation specified by the province was January 1, 2014. schools should continue, whereby the First Nation schools grant the credit on the student transcript, The school code allowed the WVC the ability to grant even though it will be the WVC teacher listed as credits for its online courses to those students who are the instructor. Meetings regarding the collection of not registered at any First Nation school. First Nations data and sharing with the province’s reporting are home schooled students can now enroll and be scheduled for the next fiscal year. granted credits through the virtual high school, with certain conditions as outlined in our Memorandum Partnerships of Understanding (MOU) with Manitoba Education WVC was approached by several potential partners and Advanced Learning. Meetings regarding the at different times during our EPP funding years. collection of data and sharing with the education Organizations ranged between First Nations (K-12,

42 Annual Report 2013 - 2014 Adult Learning, Training and Employment), Red window, double-sided foldable brochure available River College, the University of Manitoba, Manitoba for distribution. The infographic was designed Education and Advanced Learning, Manitoba Hydro to inform schools about the WVC teaching and various public school divisions in the province of methodology, and information highlighting the Manitoba. Many of these partners have great potential WVC continued to be written and published in to help WVC grow, both financially and reputably and print circulations MFNERC’s newsletter, The Arrow formation of actual partnership agreements remains throughout the year. ongoing. A major challenge facing this program is Student Enrollment the uncertainty of funding after the 2014-2015 fiscal Over the past year, the WVC received enrolments from year. Through the Letter of Understanding (LOU) 12 communities in semester one and 13 communities signed in 2009, MFNERC was directed by 49 Chiefs in in semester two. Students reported satisfactorily on Manitoba to provide more course options that were the inclusion of the On-Boarding Module and the not available to First Nations students on-reserve. technical support that the WVC was able to offer. The WVC has been engaged in a pilot program with The role of school facilitators was crucial for the students from the Winnipeg School Division in the success of the students engaged in virtual learning fourth quarter. A small number of students were with WVC. Students relied on the support of their enrolled from one urban school in various courses on-site advocate throughout the school year. The with WVC. The results from the pilot will be important role of school facilitator was assigned at the time in predicting the next steps for the expansion of the WVC to other school divisions. Further research and planning was necessary before proceeding in this direction. Wapaskwa Website The wapaskwa.ca website was updated with a variety of news items, bulletins and reminders at regular intervals throughout the year aimed at both current registered students as well as for the recruitment of new students, thereby facilitating and guiding students and members of First Nation school teams to make informed decisions. Registration is linked to the main website and is entirely online with a support guide for first time users.

The WVC website was used as a student recruitment tool for courses at WVC this fall with registration for classes done entirely online. The WVC continued to have an information graphic in the form of a five

Annual Report 2013 - 2014 43 of registration to an individual already employed at new to this role. Many schools continued to support the school. These facilitators were assigned in other the WVC by dedicating the same school personnel positions within the school (principal, vice-principal, utilized in past sessions with the WVC. This renewal resource teacher, guidance counselor, or educational of staff from year to year has proven to be very assistants). In addition to their regular workload, beneficial in the continuance of the online program. the WVC required them to perform a number of First Nation schools also have the opportunity to other duties. For that reason, the WVC reinstated participate in the direction of course development the stipend for the school facilitator for the second and programming. Identified course needs are semester classes. considered in the planning and assignment of This year, 17 partner schools signed an MOU with the workload for the upcoming school year amongst the WVC for online classes. The WVC encountered many WVC staff members. Resources were devoted toward instances whereby the school facilitators were not meeting the course development deadlines.

WVC Courses 1. Grade 9 Mathematics 2. Grade 9 Social Studies 3. Grade 9 Science 4. Grade 9 ELA 5. Grade 10 Mathematics (Introduction to Applied and Precalculus) 6. Grade 10 Geographic Issues of the 21st Century 7. Grade 10 Science 8. Grade 10 ELA 9. Grade 11 Precalculus 10. Grade 11 ELA 11. Grade 11 Biology 12. Grade 11 Physics 13. Grade 11 Canadian History 30F 14. Grade 11 Web Design 35S 15. Grade 11 Interactive Websites 35S 16. Grade 12 Global Issues 40S 17. Grade 12 Physics 40S 18. Grade 12 Precalculus 40S

44 Annual Report 2013 - 2014 OTHER PROJECTS

ROSEAU RIVER ANISHINABE FIRST NATION PILOT PROJECT

MFNERC was created to provide education services to Manitoba First Nations-operated schools, but under this three-year partnership initiated in 2011, Ginew School is the first school that MFNERC became administratively responsible for as a pilot project.

For the past two years, MFNERC worked with Roseau River Anishinabe First Nation (RRAFN) and AANDC to support development and implementation of a school success plan; focusing on student achievement in the areas of literacy, numeracy and student retention.

The RRAFN/MFNERC agreement outlines the overall objective to help advance achievement of the students of RRAFN and, under the terms of the existing agreement, both parties strive toward the achievement of educational goals set by the community.

For more information on the Roseau River Anishinabe First Nation Pilot Project please contact: Katherine Whitecloud, Superintendent of Education, Ginew School [email protected]

The 2013-2014 Ginew School Annual Report, a through consultation with the Elder’s Council and separate report prepared by school staff, provides the use of family volunteers. It is expected that all an overview of the school’s accomplishments and teachers will implement cross-curricular planning to challenges throughout the school year. Some of the allow for language reinforcement in all areas of the activities from the report were highlighted as follows: school. Language and Culture Language and culture classes were offered on a regular basis with a focus on specific vocabulary, The Ojibway Language and Culture Program is cultural activities, and cultural appreciation. Recent intended to increase competency in the Ojibway developments in technology have also been utilized language and promote cultural awareness for the to support Ojibway language development in our students and staff of Ginew School. The main goal school. The Ojibway Language and Culture Program of the program is to build positive self-identity and is perceived as critical to embracing the language self confidence in our students through exposure and promoting cultural awareness, by Ginew School to Anishinabe traditions, beliefs, and language. as well as Roseau River Anishinabe First Nation. The program is reliant on community involvement Annual Report 2013 - 2014 45 meeting” is an integral part of the Responsive Classroom and coincides with the Anishinabe perspective and the strength of the circle teachings. Ginew School prides itself on culture and traditions and the Responsive Classroom fits this ideal and promotes growth socially and emotionally while targeting important academic curricular outcomes on a daily basis. Further to that, the students who have been part of the morning meeting have shown more confidence, improved their listening and speaking skills as well as behavior since the start of the school year. Our aim is to implement the program in all classrooms for the upcoming school year. Assessment Initiative To assist in improving programs, establishing and Elders in the School maintaining standards, and improving student Community Elders are an integral part of Ginew achievement, Ginew School staff members have School’s overall language and culture plan. recognized the importance of developing assessment The Elders in the School Program provided an toolkits as part of the province-wide assessment opportunity for Elders to share cultural experiences, initiative. Common assessments have been selected knowledge, skills, and perspectives. The purpose of and developed to be used as components of the the program is to build and enhance relationships Ginew School Literacy Assessment Toolkit and the between the school and the community. Elders Ginew School Mathematics Assessment Toolkit. The played a vital role in creating a culturally-affirming toolkits include a description of tests included, the school environment, one that responds to and purpose of each, and how the results will be used reflects the traditions, values, and experiences of to guide instruction. Through continuous use and our students. Elders linked students, staff, families, analysis of assessment data, appropriate changes in and community to Anishinabe culture and traditions; curriculum and instruction will allow all students to bringing an authentic Anishinabe perspective to the achieve their educational potential. school. Numeracy Assessment Data Responsive Classroom® An initial diagnostic assessment was conducted in In 2013-2014, the Responsive Classroom approach September/October 2012 for Grade 1-8 students. was introduced to the Grade 5/6 classroom. The purpose was to establish base levels in number Responsive Classroom believes that academic skills sense, number operational skills, and problem are just as important as social skills and that all solving. As per the MFNERC numeracy specialist’s students want to learn and can learn. The “morning review of the data, the results indicated that some 46 Annual Report 2013 - 2014 Grade 4-8 students were encountering difficulties to deliver focused instruction and intervention if in problem solving, mental math and basic math needed, as well as to set goals that will ultimately skills (number sense), which are compounded with lead to grade level expectations. challenges in reading and comprehension. Additionally, reading records provide an opportunity To ensure school-wide fairness, consistency, to assess reading comprehension. Although a student accuracy, and relevance of assessment data may be able to read with fluency and accuracy, we collection in the area of numeracy, Ginew School cannot assume that the student comprehends what recently completed a component of the numeracy he/she is reading. Comprehension is an important assessment initiative whereby an assessment toolkit reading component that must be assessed. All was developed to measure Manitoba Provincial teachers have received training and/or support in Curricula, specifically the Number Strand. Teachers administering and scoring the reading records to administered the assessments and the results ensure consistency. are expected to be served as key to monitoring The reading results over three years showed the and evaluating student progress over time. An average percentage of students achieving at implementation schedule was developed (including the various levels for the given school year. The subsequent school years) and procedures for comparison of the data across three years clearly conducting the assessments have been included. illustrates the trend of the decreasing number Further, the numeracy support teacher at the school of students as identified “below level”. Through will spearhead the development of the assessments continuation of supports and services in this area, in the other mathematics strands of patterns and Ginew School looks forward to observing this trend relations, shape and space, and data and probability. continued in subsequent school years. Literacy Assessment Data Speech and Language The Fountas and Pinnell Reading Assessment is Ginew School strives to support the individual administered to assess the literacy proficiency of needs of our students to maximize their learning all K-8 students. Reading records allow the teacher opportunities and success. We have successfully to observe and document a student’s reading initiated a Speech and Language Therapy program for behavior and to determine a student’s reading level. students who have been identified as requiring extra The teacher gains information on the student’s support in speech and language have been referred to three reading levels; easy, instructional, and hard. Student Support Services. Following these referrals, Determining the student’s instructional level students were assessed by a speech and language provides an opportunity for the teacher to teach pathologist who conducted student-specific the predetermined concepts of this level. Teaching assessments, diagnosis and recommendations for at the instructional level ensures that students are programming. These students received consistent receiving strategies that they will benefit from. The one-on-one support from a specialized educational reading record will also show the student’s strengths assistant, with a particular emphasis on articulation. and needs; enabling the teacher use the information

Annual Report 2013 - 2014 47 FINANCIAL SUMMARY

REVENUE EXPENDITURES 2013 - 2014 2013 - 2014 2% -1% 1% 9%

18%

14% 37% 51%

7%

12% 48%

NEW PATHS SURPLUS RETURNED SALARIES & BENEFITS SPECIAL EDUCATION RRFN - GINEW SCHOOL TRAVEL FNSSP OTHER REVENUE PROJECTS, RESOURCES, ADMIN & OTHERS EPP OTHER CONTRIBUTION AGREEMENTS

STAFFING COMPARISON 241 208 239 300 152 129 111 200

100

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

48 Annual Report 2013 - 2014 2 YEAR SUMMARY

Actual 2013-2014 Budget 2014-2015 AANDC NEW PATHS $ 4,738,826 18% $ 4,817,808 19% SPECIAL EDUCATION $ 1,892,000 7% $ 1,892,000 7% FNSSP $ 12,772,865 49% $ 13,393,220 52% EPP $ 3,791,620 14% $ 2,095,061 8% OTHER CONTRIBUTION AGREEMENTS $ 202,002 1% - 0% SURPLUS RETURNED $ (184,945) -1% - 0% RRFN - GINEW SCHOOL $ 2,425,996 9% $ 2,347,741 9% TOTAL AANDC $ 25,638,364 $ 24,545,829 OTHER REVENUE $ 657,547 3% $ 977,372 4% GRAND TOTAL REVENUE $ 26,295,911 $ 25,523,201 EXPENSES BY PROGRAM SALARIES & BENEFITS $ 13,391,212 51% $ 14,263,746 56% TRAVEL $ 3,033,216 12% $ 2,935,374 12% PROJECT, RESOURCES, ADMIN & OTHER $ 9,749,625 37% $ 8,324,082 33% GRAND TOTAL EXPENDITURES $ 26,174,053 $ 25,523,202

SURPLUS (DEFICIT) $ 121,858 $ (0)

MFNERC STAFF 161 163 INFORMATION WORKERS 45 45 GINEW STAFF 33 33 TOTAL 239 241

Annual Report 2013 - 2014 49 PARTNERS

MFNERC partners with a wide variety of organizations for the advancement of our First Nations schools, communities and youth. We thank you for your continued support, guidance, and commitment to First Nations student success.

Aboriginal Affairs and Northern Development Canada Manitoba Hydro Aboriginal Peoples Television Network Manitoba Indian Cultural Education Centre Aboriginal School of Dance Manitoba Keewatinowi Okimakanak Inc. All Nations Print Ltd. Manitoba School for the Deaf American Indian Science and Engineering Marzano Research Laboratory Assembly of First Nations Mikmaw Kina’matnewey Assembly of Manitoba Chiefs Mystery Lake School Division Association of Canadian Archivists Brandon University National Centre on Family Literacy Brandon University Inc. Canadian Mennonite University Oak Hammock Marsh Interpretive Centre Clement Travel Perimeter Airlines Credenda Virtual High School Portage & Main Press Dakota Ojibway Child and Family Services Royal Astronomical Society of Canada Dakota Ojibway Tribal Council Society Archives of Manitoba Ducks Unlimited Canada Southeast Resource Development Council Environment Canada Southern Chiefs Organization Inc. Federation of Saskatchewan Indian Nations St. Boniface Research Centre First Nation Education Steering Committee Swampy Cree Tribal Council Frontier School Division The Dollywood Foundation of Canada Government of Manitoba The Grand Council of Treaty #3 Healthy Child Manitoba Office The Learning Partnership InformNet The Manitoba Teachers’ Society Inner City Science Centre Treaty Relations Commission of Manitoba Interlake Reserves Tribal Council University College of the North Island Lake Tribal Council Keewatin Tribal Council University of Manitoba Kwayaciiwin Education Resource Centre University of Saskatchewan Manitoba Aboriginal and Northern Affairs University of Winnipeg Manitoba Education and Advanced Learning West Region Tribal Council Manitoba First Nations Daycares and HeadStart Programs Winnipeg School Division Manitoba First Nations Education Authorities and School Boards Youth Science Canada Manitoba First Nations Schools

50 Annual Report 2013 - 2014 CONCLUSION

We provided our stakeholders a brief glimpse of our role as a support unit, assisting Manitoba First Nations schools to deliver of quality and culturally appropriate education programs. Helping to build capacity within our schools through a community-based approach, is one of our key guiding principles as an organization. We must continue to assess how well we fulfill our mission; to move toward seeing our vision become reality. Our staff members respond to challenges by enhancing their skills and knowledge to continue providing effective professional development to school staff. As long as challenges continue, our staff will continue to evolve to meet those challenges by putting First Nations needs first.

Throughout our 15 years in existence, we relied on the unfailing support from our leadership, First Nations educators and community members. We will continue to perform the necessary research, both academic and from Elders, to facilitate processes and professional development to meet the expressed needs of First Nations.

Annual Report 2013 - 2014 51 www.mfnerc.com

Head Office: Winnipeg Office: Winnipeg Sub-Office: Thompson Office: Swan Lake First Nation 2-1100 Waverley Street 200-1090 Waverley Street Lower Level, 79 Selkirk Ave Unit 7, 4820 Portage Ave. Winnipeg, MB R3T 3X9 Winnipeg, MB R3T 0P4 Thompson, MB R8N 0M5 Winnipeg, MB R4H 1C8 Phone: (204) 594.1290 Toll Free: 1.866.319.4857 Toll Free: 1.877.879.0930 Phone: (204) 831.1224 Toll Free: 1.866.319.4857 Phone: (204) 594.1290 Phone: (204) 677.0930 Fax: (204) 831.1301 Fax: (204) 942.2490 Fax: (204) 477.4314 Fax: (204) 677.0938