ANNUAL REPORT 2018-2019 - MFNERC

M A N I T O B A

F I R S T N AT I O N SS C H O O L S Y S T E M

ANNUAL REPORT 2018-2019

Manitoba First Nations Education Resource Centre Inc. is guided by the following vision and mission statements:

VISION

Support First Nations to develop and implement a comprehensive holistic educational system inclusive of First Nations languages, world views, values, beliefs, and traditions with exemplary academic standards, under First Nation jurisdiction.

MISSION

To help First Nations improve education for all learners to achieve: mino-pimatisiwin. Cree, Ojibwe, Ojibwe-Cree

To help First Nations improve education for all learners to achieve: honso aynai.Dene

To help First Nations improve education for all learners to achieve: tokadakiya wichoni washte. Dakota

CONTENTS

MESSAGES Chairperson ......................................................................................................................................................... 1 Executive Director ............................................................................................................................................... 2

MANITOBA FIRST NATIONS SCHOOL SYSTEM ................................................................ 3

School Profiles ................................................................................................................................4

Miskooseepi School, Bloodvein First Nation................................................................................................. 4 Sergeant Tommy Prince School, Brokenhead Ojibway Nation ................................................................. 6 Mahpiya Hdega School, Dakota Plains Wahpeton Nation ......................................................................... 8 Fox Lake School, Fox Lake Cree Nation ........................................................................................................ 10 Keeseekoowenin School, Keeseekoowenin Ojibway Nation .................................................................. 12 Lake Manitoba School, Lake Manitoba First Nation .................................................................................. 14 Lake St. Martin School, Lake St. Martin First Nation .................................................................................. 16 Pinaymootang School, Pinaymootang First Nation .................................................................................. 18 Ginew School, Roseau River Anishinabe First Nation ............................................................................... 20 George Saunders Memorial School, York Factory First Nation ................................................................ 22

Lake St. Martin School Grand Opening ....................................................................................24

Instructional Services ..................................................................................................................25

First Nations Language & Culture .................................................................................................................. 26 Early Learning .................................................................................................................................................... 27 Curriculum, Instruction & Assessment ......................................................................................................... 28 Assessment ........................................................................................................................................................ 29 Literacy ............................................................................................................................................................... 30

Numeracy ........................................................................................................................................................... 31 Physical Education & Health .......................................................................................................................... 32

MFNSS Sporting Events ...............................................................................................................33 Science ................................................................................................................................................................ 35 Educational Technology ................................................................................................................................. 36 Education Administration ............................................................................................................................... 37 School Performance Management ............................................................................................................... 38 Student Support Services ............................................................................................................................... 39 School Data Management .............................................................................................................................. 40 Private Home Placement ................................................................................................................................ 42

Fox Lake Reunited with Precious Historical Artifacts ............................................................43

Facilities & Operations .................................................................................................................44 Onboarding ........................................................................................................................................................ 44 Operations & Maintenance ............................................................................................................................. 45 Transportation .................................................................................................................................................. 46 Communications .............................................................................................................................................. 47

Summary of Internet Connectivity ..........................................................................................48 School Staff & Students...............................................................................................................50 Finance Summary ........................................................................................................................53

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MESSAGE from the CHAIRPERSONChief Clarence EasterChemawawin Cree Nation

On behalf of the MFNERC Board, I am proud to share the 2018–19 Manitoba First Nations School System (MFNSS) Annual Report. I would like to thank the communities—all parents, students, and staff—for the confidence they have expressed in MFNSS over the past year. I am also thankful for the valuable counsel and support that we have received from the Elders for our curricula, cultural events, and gatherings and for being a part of the process in developing this historic school system.

This year, under the Education Governance Agreement (EGA), MFNSS schools accessed additional funding to add or expand Nursery and Kindergarten programs. We know that a child’s early years are integral for their future development, providing a foundation for lifelong

learning. We know, too, that there is an urgency to revi-talize First Nations languages by implementing them in schools, and administration is supportive in increas-ing language and culture programing. However, more support is needed for teachers to infuse First Nations perspectives into their subject areas, and we will con-tinue to work towards providing that support.

Looking towards the future, I believe that we have laid the groundwork for continuous growth and develop-ment and set a direction for delivering on our mission to help First Nations improve education for all learners to achieve mino-pimatisiwin.

Ekosani, Chief Clarence Easter

Annual Report 2018–20192

MESSAGE from the EXECUTIVE DIRECTORLorne C. Keeper, M.EdNisichawayasihk Cree Nation

It has been a great year for MFNSS, a time full of change and progress. MFNSS has made significant strides in developing an education system reflective of First Nations world views, cultures, and values. With the success of 10 First Nations schools that signed on for an initial five-year term, several others have expressed an interest in joining the system. We have created a model to guide us and built partnerships that will have a lasting and positive impact for our communities.

This past year, we lost our associate executive director, the late Shirley (Malcolm) Fontaine. Her dedication to First Nations education carried MFNSS and MFNERC towards its new path, which we are honoured to carry forward. Shirley was influential in the development and implementation of numerous education initiatives, including MFNSS. She was a strong advocate of lifelong learning and First Nations languages. Her legacy lives on as we continue to work for First Nations children.

The challenges in First Nations education are not easy to navigate, but with the hard work and dedica-tion of MFNSS staff, we have overcome obstacles and

celebrated many successes. We are proud to share that after years of displacement due to flooding, members of Lake St. Martin First Nation returned home and their children were able to attend a brand new state-of-the-art facility, after the grand opening of Lake St. Martin School on September 12, 2018. We also saw the return of the high school program to Lake Manitoba School, and this spring, the first Grade 12 graduation in over 13 years was celebrated.

MFNSS has the responsibility of administering and managing elementary and secondary education pro-grams and services for more than 1,900 students across 10 First Nations. Empowering young people to achieve their full potential is our top priority. Through our new direction, I am convinced we will reach, even exceed, the long-term goals we have set for ourselves as a First Nations-run school system.

Ekosani, Lorne C. Keeper

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MANITOBA FIRST NATIONSSCHOOL SYSTEM

Manitoba First Nations Education Resource Centre (MFNERC), in partnership with First Nations, estab-lished Manitoba First Nations School System (MFNSS) to support student, staff, and school administration, consistent with a mandate from First Nations leaders through the Assembly of Manitoba Chiefs (AMC). In December 2016, MFNERC, First Nations leaders, and Indigenous and Northern Affairs Canada (INAC) (now Indigenous Services Canada (ISC)), signed Education Governance and Delegation Agreements, authoriz-ing MFNSS to provide educational programming and enhanced supports to First Nations schools. Fulfilling the vision of First Nation’s leadership to take back control of First Nations education, MFNSS assumed responsibility for administering and managing elemen-tary and secondary education programs and services for 10 First Nations, with more than 1,900 students, in July

2017. MFNSS facilitators have expertise in the areas of literacy, numeracy, language and culture, educational administration, assessment, school performance man-agement, data management, physical education and health, science, student support services, educational technology, private home placement, early learning, and curriculum, instruction and assessment.

MFNSS is the first of its kind in Canada. It is a school system designed for First Nations, by First Nations. Being a leader in First Nations education in Manitoba, MFNSS recognizes and meets the unique needs of First Nations students. With respect for First Nations control, treaty, and inherent rights, MFNSS supports schools to improve the quality of education, enhance academic standards, and ultimately, increase student outcomes, including retention, completion, and graduation rates.

1,903 Students377 School Staff

34 MFNSS Staff

FIRST NATION SCHOOL STAFF

Bloodvein First Nation Miskooseepi School 51

Brokenhead Ojibway Nation Sergeant Tommy Prince School 29

Dakota Plains Wahpeton Nation Mahpiya Hdega School 21

Fox Lake Cree Nation Fox Lake School 9

Keeseekoowenin Ojibway Nation Keeseekoowenin School 24

Lake Manitoba First Nation Lake Manitoba School 58

Lake St. Martin First Nation Lake St. Martin School (Wpg & Community Sites) 49

Pinaymootang First Nation Pinaymootang School 77

Roseau River Anishinabe First Nation Ginew School 28

York Factory First Nation George Saunders Memorial School 31


MFNSS | SCHOOL PROFILES

MISKOOSEEPI SCHOOLBloodvein First Nation

Bloodvein First Nation has a registered population of 1,906, with an on-reserve population of 1,169 (Indigenous Services Canada/ISC, 2019). With the opening of the new all-weather gravel road, Bloodvein now has improved travel access.

On March 15, 2019, Miskooseepi School hosted a land-based dogsled activity. Twenty students spent the day learning about dogsledding, and students later had the

opportunity to ride the dogsled for an immersive experience.

Grades N-9

Miskooseepi School was one of the earliest locally con-trolled schools in Manitoba in the 1970s. The school was constructed in 1985, and there are plans for a new school in 2019.

ENROLLMENT OVERVIEW

Miskooseepi School

Student Enrollment 159

Teachers 10

Student to Teacher Ratio 16:1

Other Schools

Provincial/Private (No PHP) 27

Provincial/Private (PHP) 26

Bloodvein Total Enrollment 212

159#TOTAL SCHOOL ENROLLMENT

MISKOOSEEPI SCHOOL STAFF OVERVIEW

Principal 1

Instructional Staff 8

Educational Assistants 24

Support Staff 18

51 #TOTAL SCHOOL STAFF

MFNSS | MISKOOSEEPI SCHOOL

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MFNSS | MISKOOSEEPI SCHOOL



SERGEANT TOMMY PRINCE SCHOOLBrokenhead Ojibway Nation

Sergeant Tommy Prince School hosted the second annual MFNSS Basketball Tournament on March 4 & 5, 2019. Students were able to build their teamwork and sportsmanship

skills and make new friends with students from other schools in a fun, safe environment.

Brokenhead Ojibway Nation has a registered population of 2,109 with an on-reserve population of 790 (ISC, 2019). Sergeant Tommy Prince School was constructed in 1972, and local control started in 1992.

Grades N-9

ENROLLMENT OVERVIEW

Sergeant Tommy Prince School


Teachers 6


Other Schools



Brokenhead Total Enrollment 149

110 #TOTAL SCHOOL ENROLLMENT

MFNSS | SERGEANT TOMMY PRINCE SCHOOL

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SERGEANT TOMMY PRINCE SCHOOL STAFF OVERVIEW

Director of Education 1

Principal 1



Support Staff 14




MAHPIYA HDEGA SCHOOL Dakota Plains Wahpeton Nation

Mahpiya Hdega School continues to strongly promote and support the revitalization of the Dakota language. With their unique school-wide approach, staff and students are

learning and becoming fluent in the Dakota language.

Grades K-8

Dakota Plains Wahpeton Nation has a registered pop-ulation of 253 with an on-reserve population of 161 (ISC, 2019). Mahpiya Hdega School has been locally controlled since the late 1970s, and a new school was constructed in 2007.

Since joining MFNSS, Mahpiya Hdega School has a full-time Dakota language and culture teacher who helps the students learn more about the importance of their language, culture, and identity.

MFNSS | MAHPIYA HDEGA SCHOOL

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ENROLLMENT OVERVIEW

Mahpiya Hdega School


Teachers 4


Other Schools



Dakota Plains Total Enrollment 96


MAHPIYA HDEGA SCHOOL STAFF OVERVIEW


Principal/Teacher 1



Support Staff 8




FOX LAKE SCHOOL Fox Lake Cree Nation

On November 26, 2018 community members from Fox Lake Cree Nation came to Winnipeg to look at artifacts given to the Manitoba Museum originating from

York Factory First Nation. “We want some of that art and history are visible to the young people so they can be proud of their past and where they came from.”

- Cindy Spence, Fox Lake School Principal

Grades N-8

Fox Lake Cree Nation, located in northern Manitoba, is accessible year-round on an all-weather road. This First Nation has a registered population of 1,282 with an on-reserve population of 178 (ISC, 2019).

Fox Lake School was constructed in 2005 and features land-based and Cree language and culture program-ming for its students.

MFNSS | FOx LAKE SCHOOL

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ENROLLMENT OVERVIEW

Fox Lake School


Teachers 4


Other Schools

Provincial/Private (No PHP) 15.5


Fox Lake Total Enrollment 40.5


FOx LAKE SCHOOL STAFF OVERVIEW

Principal/Teacher 1



Support Staff 4




KEESEEKOOWENIN SCHOOLKeeseekoowenin Ojibway Nation

On September 28, 2019, Keeseekoowenin Ojibway Nation celebrated the 25th anniversary of the opening of Keeseekoowenin School. On the same day, the school observed the

annual National Day for Truth and Reconciliation (Orange Shirt Day), a day that promotes awareness of residential schools and their impact on First Nations.

Grades K-8

Keeseekoowenin Ojibway Nation has a registered pop-ulation of 1,298 with an on-reserve population of 489 (ISC, 2019). Keeseekoowenin School was constructed in 1993.

Keeseekoowenin School provides Ojibway language and land-based programming for its students.

MFNSS | KEESEEKOOWENIN SCHOOL

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ENROLLMENT OVERVIEW

Keeseekoowenin School


Teachers 5


Other Schools



Keeseekoowenin Total Enrollment 112


KEESEEKOOWENIN SCHOOL STAFF OVERVIEW

Principal 1

Vice-Principal/Teacher 1



Support Staff 11




LAKE MANITOBA SCHOOLLake Manitoba First Nation

In 2018–19, Lake Manitoba School saw the return of the high school program. Facilities were expanded to accommodate the high school students. On June 15, 2019, Lake

Manitoba School celebrated the first Grade 12 graduation in over 13 years in their own community, where 12 graduates successfully earned their high school diplomas.

Grades N-12

Lake Manitoba First Nation has a registered population of 2,142 with an on-reserve population of 1,272 (ISC, 2019). Lake Manitoba School was constructed in 1975.

The school offers language and culture programming. Lake Manitoba School had 12 high school graduates in June 2019.

12 High School Graduates

MFNSS | LAKE MANITOBA SCHOOL

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ENROLLMENT OVERVIEW

Lake Manitoba School


Teachers 14


Other Schools



Lake Manitoba Total Enrollment 287


LAKE MANITOBA SCHOOL STAFF OVERVIEW


Principal 1



Support Staff 21




LAKE ST. MARTIN SCHOOLFIRST NATION &WINNIPEG SITESLake St. Martin First Nation

After years of displacement due to the flooding of their community, many members of Lake St. Martin First Nation were able to return home. The children were able to

attend a brand new state-of-the-art facility, with the grand opening of Lake St. Martin School being held on September 12, 2018.

Lake St. Martin First Nation has a registered population of 2,870 with an on-reserve population of 1,692 (ISC, 2019).

Due to severe flooding in Lake St. Martin First Nation in 2011, some of the students and their families have

remained in Winnipeg while several families relocated to new homes in their community this year.

Grades N-9

LAKE ST. MARTIN SCHOOL STAFF OVERVIEW

Director of Education/Principal 1



Support Staff 12

30 #TOTAL SCHOOL STAFF WPG & COMMUNITY

Lake St. Martin Winnipeg Site School on Ness Ave.

MFNSS | LAKE ST. MARTIN SCHOOL

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ENROLLMENT OVERVIEW

Lake St. Martin School (Winnipeg & Community)


Teachers 10


Other Schools

Provincial/Private (No PHP) 23.5


Lake St. Martin Total Enrollment 316.5




PINAYMOOTANG SCHOOLPinaymootang First Nation

On March 20, 2019, Pinaymootang School students left for their school’s first ever international trip to Europe during spring break. The students visited landmarks across

Europe, including London’s Buckingham Palace, the Louvre Museum in Paris, and the Sistine Chapel in Rome. For many students, teaching staff, and family members, this trip

marked the first time that they left the province and country. Students gained valuable life lessons and life-changing experiences.

10 High School GraduatesGrades N-12

Pinaymootang First Nation has a registered population of 3,314 with an on-reserve population of 1,333 (ISC, 2019). Pinaymootang School was constructed in 1997.

Pinaymootang School had 10 high school graduates in June 2019.

MFNSS | PINAYMOOTANG SCHOOL

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ENROLLMENT OVERVIEW

Pinaymootang School


Teachers 16


Other Schools



Pinaymootang Total Enrollment 351


PINAYMOOTANG SCHOOL STAFF OVERVIEW


Principal 1

Vice-Principal 1



Support Staff 25




GINEW SCHOOLRoseau River Anishinabe First Nation

Ginew School hosted their annual Gathering of Friends in tandem with the first professional development event to share the Anishinabe culture with surrounding school divisions. Attendees had the opportunity to hear about the initiatives and programming

that Ginew School offers to celebrate Anishinabe language and culture. Ginew school staff recognize the need to give neighbouring educators a space and forum to ask the

necessary questions on respect and cultural competency.

Roseau River Anishinabe First Nation has a total regis-tered population of 2,703 with an on-reserve population of 1,198 (ISC, 2019). Ginew School was constructed in 1998.

Ginew School was the first school administered and managed by MFNERC in 2012 based on a request from, then Chief, Terry Nelson.

Ginew School offers language and culture programming and hosted several intramural events for schools that are part of MFNSS, including a basketball tournament and a track meet, which had a positive impact on student motivation and attendance.

Grades N-8

GINEW SCHOOL STAFF OVERVIEW

Principal 1

Vice-Principal/Teacher 1



Support Staff 6


MFNSS | GINEW SCHOOL

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ENROLLMENT OVERVIEW

Ginew School


Teachers 8


Other Schools



Roseau River Total Enrollment 206




GEORGE SAUNDERS MEMORIAL SCHOOLYork Factory First Nation

George Saunders Memorial School maintained a strong relationship with their Elders and community members and organized several school and community events, including the

Winter Festival, Goose Camp, and the first annual Ininew Language & Culture Festival.

York Factory First Nation has a registered population of 1,457 with an on-reserve population of 409 (ISC, 2019). George Saunders Memorial School was constructed in 1994.

The school offers a Cree language and culture camp that teaches students traditional activities, trapping, geese hunting, and food preparation.

Grades N-9

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MFNSS | GEORGE SAUNDERS MEMORIAL SCHOOL

ENROLLMENT OVERVIEW

George Saunders Memorial School


Teachers 7


Other Schools



York Factory Total Enrollment 133


GEORGE SAUNDERS MEMORIAL SCHOOL STAFF

Principal 1



Support Staff 13



Opened on September 12, 2018, Lake St. Martin’s new school will educate students from Kindergarten to Grade 12. The opening ceremony was seven years in the making and symbolized a future that was long fought for. “Our youth are our future leaders and education is fundamental to their success. As our members make the transition back to our new community, we must ensure there is no disruption of their lifestyle. The new Lake St. Martin First Nation School is a tremendous facility, not only for our youth but for our community,” said Chief Adrian Sinclair. The Honourable Jane Philpott, then Minister of Indigenous Services Canada, released a statement on the monumental event, expressing that education is at the heart of a community’s success, and this new school will help open the way to countless opportunities for the young people in Lake St. Martin.

The 43,000 square metre school has enough space for 600 students, and includes a library, a room designed specifically for First Nations languages, special educa-tion and resources room, shops room, home economics classroom, science laboratory, full cafeteria, and gym-nasium. There is also an outdoor track, soccer field, baseball diamond, two play structures, and outdoor hockey rink.

“I recall many years ago coming for the grand open-ing of the sod turning and couldn’t even find the site because it was just bush. They really made a community out of nothing, and this is such a pillar of that,” said Jeff Morose, architect of Lake St. Martin School. “It expresses hope for them, and it warms our heart to be part of that. We can’t wait to see them make it on their own again as we go forward.” The community had lost its original lands when the 2011 flood made their homes and community unlivable.

“It’s been seven years since the community was flooded out,” says Charles Cochrane, MFNSS Director of Facilities and Operations. “Over the past few months, people have been starting to move back. I think really that’s the biggest part of this, it is about coming home to where they love, and live, and learn.”

Ronald Francois, principal of the new Lake St. Martin School, echoed the sentiment of a joyous homecoming the school symbolizes: “People are very happy to be back home, and of course of this excellent facility that we have now.”

Lake St. Martin School Grand Opening

MFNSS | LAKE ST. MARTIN

MFNSS | INSTRUCTIONAL SERVICES

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INSTRUCTIONAL SERVICESNora Murdock, PhD | DirectorCree, Fisher River Cree Nation

Colleen West, M.Ed | Assistant DirectorAnishinaabe, Sandy Bay First Nation

MFNSS operates under the umbrella of MFNERC and currently serves more than 1,900 students with 377 school staff. MFNSS has 27 Instructional Services support staff located at the 100-1200 Portage Avenue office in Winnipeg. Instructional Services assists with the direction and coordination of delivery of services for MFNSS schools in partnership with the participat-ing First Nations. Instructional Services works closely with administration, community leadership, facilita-tors, and MFNERC directors. Our staff attend various partnership and school system meetings, school and community events, and other related school activities.

The school system is in its third year of operation and the ongoing development and growth of MFNSS continues. In our first year of operation we collected data in many areas, and we continued in the second year to collect data so that we can compare results. We have completed some analysis of the data results at the time of this report and the results show that there is improvement in many areas, including Literacy and Numeracy. In the Grade 3 Mental Math Strategies there was a 12% increase and for Grade 7 there was a

27% increase compared to 2017-18 results. In Grade 7, number representation increased by 19%. The math result increases were due to ongoing support from MFNSS, increased resources, and the promotion of math as a subject through events such as Mathletics. These results will continue to increase as we provide these supports on an ongoing basis. In the Grade 3 pro-vincial assessments there was a 15% increase in Grade 3 reading comprehension and a 24% increase in reading goals. The aggregate results are showing improvement. We will continue for year three to focus on addressing the gaps to ensure that student academic outcomes continue to improve.

Community and student engagement are priorities for the success of the MFNSS. The school system has supported events that engage students in their own communities’ culture, history, and traditions. These events and celebrations are unique to each commu-nity, increases self-confidence in the students, increases parental involvement within the school, and strengthens students’ First Nations identity.


MFNSS | FIRST NATIONS LANGUAGE & CULTURE

First Nations Language & Culture

First Nations language and culture is the foundation of lifelong learning and all MFNSS programs and ser-vices. The First Nations Language and Culture Program supports the development of language, culture, and

land-based programs and the delivery of training and professional development to school staff. This includes providing teaching strategies to enhance, support, and strengthen First Nations languages and cultures in our schools and communities.

SUCCESSESMFNSS schools hosted community engagement ses-sions, which focused on language planning and parental involvement. The partnering First Nations expressed the urgency for language revitalization and the importance of curriculum development for language programming. Community members identified the next steps for language revitalization to ensure that the language is preserved. These plans included having Elders in the schools on a daily basis, teaching their own commu-nity history, as well as their own language dialects, and reintroducing seasonal celebrations.

Community members and organizations have increased support for language and cultural programming, and the schools have expressed positive outcomes from these partnerships. Powwow dance groups, singing, drum groups, and regalia-making have been established with many of the schools.

MFNSS developed a language and culture survey to measure what First Nations wanted for language and culture programming. The school system recognizes the uniqueness of each of the partnering First Nations and works closely with them to establish relevant pro-gramming. MFNSS staff formulate the objectives and goals from the analyzed data to create the initiatives to

improve the language and culture programming sys-tem-wide. With the data gathered, MFNSS has been implementing strategies, interventions, projects, and events with the schools. These include having struc-tured, planned, and scheduled activities within the school plans; providing child and youth culture camps; inviting Elders to lead workshops focused on tradi-tional teachings; and hosting parental and community engagement workshops.

CHALLENGESSchool administration is supportive in increasing the language and culture programming, but more support is required to assist classroom teachers in using First Nations perspectives into their subject areas.

Staff are working towards establishing languages pro-grams with long-term goals that include developing language instructor training.

Most communities lack space within the schools to run their language and culture programs. MFNSS is working with communities to establish a site to hold traditional activities, community events, and land-based, language, and culture programs.


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Early Learning

The Early Learning Program focuses on working with children in Nursery and Kindergarten (K4 and K5) with languages and cultures as the foundation of life-long learning. Working with school administration and teachers to promote developmentally appropriate pro-gramming will help to ensure that children are prepared

SUCCESSES Program planning and support for full-time Nursery and Kindergarten programs was a priority for the Early Learning Program. In 2018–19, the majority of the schools implemented full-day Kindergarten with a few running full-day Nursery. With the opportunity for schools to access additional funding from Indigenous Services Canada to add or expand K4/K5 programs to full-day, many schools have planned to include full-time Kindergarten and Nursery programs in 2019–20. Schools were provided with support with planning and resource lists for expanding programming in Nursery and Kindergarten.

There were many professional development and training opportunities for Nursery and Kindergarten teachers in 2018–19. A new Nursery curriculum was developed by MFNERC, and training was provided to Nursery and Kindergarten teachers. The MFNSS team will provide support with curriculum planning in these schools.

The annual Early Learning Conference was held in March. All of the MFNSS Nursery and Kindergarten teachers and education assistants were sponsored to attend. This year was a collection year for the Early Development Instrument (EDI). There were training sessions offered for Kindergarten teachers.

The EDI provides data on the readiness of children entering Kindergarten. This data supports early inter-vention programming and transition planning with community partners to ensure successful school entry. There is also a need to provide family literacy training for staff and support for preschool children and their families.

CHALLENGES

Professional development on assessment, reporting, EDI data for school planning, and curriculum for play-based learning environments will be an ongoing focus. The schools will require more support with curricu-lum planning and reporting for K4 and K5. Research on full-day Nursery and Kindergarten programs will be reviewed to provide support in implementing and evaluating full-day programming in Nursery and Kindergarten.

for successful school entry and optimal learning in the early years. One of the primary objectives is to raise awareness about the importance of engaging children through purposeful play-based learning as a means of achieving quality outcomes for early learners.


MFNSS | CURRICULUM, INSTRUCTION & ASSESSMENT

Curriculum, Instruction & Assessment

The Curriculum, Instruction, and Assessment Program provides support in the areas of classroom-based and system-wide student learning assessment, evaluation, and reporting. The program provides professional learning opportunities with a focus on improving stu-dent achievement.

SUCCESSESThe Middle Years Development Instrument (MDI) is designed to assess the social development of Grade 4 and Grade 7 students and was completed in February 2019 with 128 students participating. The online survey uses a strength-based approach to assess five dimensions of child development. It includes social and emotional well-being, health, academic achieve-ment, and overall success throughout the school years and later in life. The MDI results are disseminated to participating Manitoba First Nations schools, and the data is used to guide programming and supports for students’ social and emotional well-being.

GRADE 7 STUDENT ENGAGEMENTThe Grade 7 student engagement data assesses student learning behaviours in five key competencies:

• Demonstrating an interest in his/her learning

• Engaging in self-assessment

• Being aware of learning goals of a unit of study and/or personal learning goals

• Participating in lessons

• Accepting responsibility for assignments

The majority of the students are scoring in the “devel-oping” and “established” level of performance. This

indicates that the students are actively involved and engaged in their learning.

CHALLENGESStaff will continue to work on a strategic plan that will provide direction, outline measurable goals, and help to guide and evaluate progress and changing approaches as MFNSS goes forward.

The Gradual Release Model is being implemented as a framework for all MFNSS schools as a best prac-tice instructional model where teachers strategically transfer the responsibility in the learning process from the teacher to the students. MFNSS continues to shift instructional practices to meet the diverse needs of all students.

Ongoing training and supports are being provided for implementation of the Manitoba Provincial Report Card policies and guidelines. Implementing the new revised ELA curriculum continues, and more teachers will be trained. A review of data results in expanded Literacy and Numeracy areas and helps to guide instructional practices and school planning.


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AssessmentThe Assessment Program provides support to schools in the areas of classroom-based and province-wide stu-dent learning assessment, evaluation, and reporting. There is an emphasis on developing the assessment for learning capacity of teachers in relation to subject learning outcomes, success criteria, and on student engagement as learning strategies, as they are applied to the assessments of key academic competencies and indicators.

SUCCESSESA variety of materials and methodologies were provided to teachers on assessment and evaluation of student performance including modelling and demonstrating key assessment strategies in daily lessons. Assessment is continuous, rather than end-of-unit monitoring.

Teachers constructed a chart on the purpose of assessment; targets and criteria; assessment tools and differentiated instruction tools; types of assessment for, of, and as learning; and information for parents, students, and teachers on reasons why we assess.

Teachers are achieving a better understanding of the importance of assessment. The teachers and adminis-tration are looking forward to an increased sense of a process and time to acquire the skills as more support is provided in this area. The benefits will become more evident when teachers implement classroom-based assessment, and improved practices will be clearly linked to the school work plans.

CHALLENGESSometimes identifying the issue can be a start to addressing the challenge. An example is collecting data through a survey with teachers on classroom-based assessment (formative and summative). Some signif-icant questions were what the best evidence would be to look at and how students are learning.

Several teachers and administrators indicated they needed training in assessment programs and practices. Resources are also needed in key areas/competencies in the curriculum to improve student learning by identi-fying students’ strengths and needs earlier in the school year. This practice of informed teaching will ensure that work plan activities focus on supporting schools and planning the next steps with positive assessment results. As challenging issues are addressed and identified, MFNSS staff will work towards continuous improve-ment to create greater opportunities of learning for First Nations students.


MFNSS | LITERACY

LiteracyThe Literacy Program provides support to schools in the areas of classroom-based instruction, assessment, and implementation of the new ELA curriculum.

SUCCESSESThe school system previously provided a large quan-tity of First Nations-content books to MFNSS schools. Teachers are now reporting an increase in the number of students who are reading the books, enjoying stories they can relate to, and making the connections to text, to self, and to the world.

Teacher training and ongoing support in planning and implementing the new ELA curriculum remains a priority. The program plans to create a three-year English Language Arts, Sustained Deeper Learning Working Group to establish the phasing-in of the new ELA curriculum to MFNSS schools.

CHALLENGESYear-end Fountas and Pinnell data reveals that 70% of all MFNSS students were assessed, which makes it challenging to monitor progress and provide timely support to teachers and students alike. The program will address this by focusing on system-wide professional development and support with administering literacy assessments.

Grade 1 teachers asked for guidance on assessing and programming for students who are unable to read lev-elled text or are reading text below their grade level. The program will provide professional development to Grade 1 teachers on the Observation Survey of Early Literacy Achievement assessment tool and will support teachers to assess and monitor the literacy growth of all Grade 1 students.

Literacy support is provided through job-embedded professional learning. The focus is on creating an awareness of teaching and assessment strategies that are consistent with the provincial curriculum and cul-turally appropriate.


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NumeracyThe Numeracy Program is responsible for provid-ing math curriculum, assessment, and instructional support to all classroom teachers. The program uses First Nations perspectives in planning and supporting the delivery of training and programming to improve quality and standards for First Nations students and classroom teachers.

SUCCESSESThe work of the Numeracy Program with each commu-nity and classroom is unique and is based on their needs and experiences in mathematics. The initial priority is to sit with all classroom teachers to have a meeting to discuss goals, priorities, expectations, challenges, and needs. This allows the numeracy facilitator to build a relationship with the classroom teacher on math educa-tion. MFNSS classroom teachers understand that each student comes to school with diverse learning needs, backgrounds, and experiences, which have a signifi-cant impact on their readiness to learn mathematics. This conversation is guided by the numeracy results submitted the prior year.

Each classroom teacher has been trained on the Numeracy Nets assessment tool for Grades K–8. This tool allows classroom teachers to conduct simple diagnostic questions that give instant feedback on the understanding of critical math concepts. The Numeracy Nets data provides the teacher, principal, and resource teacher with an informed approach to planning. MFNSS schools are beginning to see the power of data-based decision making in mathematics, and what it tells us.

An important goal in mathematics is building a strong number sense from K–8. Children who have well-de-veloped number sense are able to succeed in early math (and beyond), while children who don’t are at much higher risk of falling further behind.

Additional successes included a Math Festival for empowering the mathematics communities at Pinaymootang and Lake St. Martin; the Response to Intervention mathematic process used at Keeseekoowenin; and the Integrated Planning Model spearheaded at Fox Lake and York Factory.

CHALLENGES Work continues to ensure that school administrators understand the value of completing math assessments, completion of the Numeracy Nets, and the importance of mathematics education.

Change takes time, but it is occurring in mathemat-ics education, and the MFNSS classroom teachers understand that mathematics data is a critical part of planning and moving forward in mathematics. The program expects each classroom teacher to complete a course outline for each grade level, a quadrant planning overview, and a math intervention plan for struggling students.


MFNSS | PHYSICAL EDUCATION & HEALTH

Physical Education & HealthThe Physical Education and Health Program provides support to teachers by promoting innovative strategies and creative practices to promote student physical fit-ness and health from a First Nations perspective.

SUCCESSESSergeant Tommy Prince School hosted the 2nd Annual MFNSS Basketball Tournament on March 4 and 5, 2019. The event had 130 participants from eight schools. Pinaymootang School came out on top as champions in an exciting final game against Ginew School.

The 2nd Annual Track & Field Meet was once again hosted by Ginew School on May 30 and 31, 2019. This year’s event saw the participant count (130) double from the previous year. Some of the events in this year’s meet included archery, high jump, javelin, discus, long jump, in addition to the running events such 100/400/800-metre races. The event that had the highest participant count was archery. Some students had never picked up a bow and arrow but were encouraged to try for the first time through the support of their teammates and the volunteers facilitating that event.

Another highlight for students who participated at the sporting events was the opportunity to stay at Roseau River Bible Camp. The students staying at the camp were treated to a fun-filled evening with memories to last a lifetime. Some activities that the students partici-pated in were volleyball, rock climbing wall, tetherball, and the ever-popular game of “man tracker.”

CHALLENGESMany schools still require additional equipment and resources for teaching the Physical Education and Health curriculum. Funding for student activities and tournaments is also a challenge. These activities increase student engagement in school, reduce negative behaviours, and provide students with self-confidence and the opportunity to further develop skills and sportsmanship.

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MFNSS Basketball Tournament

MFNSS held its 2nd Annual MFNSS Basketball Tournament at Sergeant Tommy Prince School in Brokenhead Ojibway Nation on March 4–5, 2019. Teams from Pinaymootang, Miskooseepi, Ginew, Mahpiya Hdega, Fox Lake, George Saunders Memorial, Keeseekoowenin, and Sergeant Tommy Prince Schools came to exercise teamwork, cooperation, and sports-manship in a highly competitive environment. Sheri Hince, Physical Education Teacher at Tommy Prince School, said, “The kids are enjoying themselves. We had 10 schools participate so far, so the numbers are great.”

Mike Thomas, MFNSS Physical Education Facilitator, helps organize the tournaments. “Obviously, I think it’s the best thing ever! What really matters is you talk to the kids and the chaperones. They’ll tell you how much fun they’re having. It’s about making sure the kids are having fun, and it’s working.” Netasiah Bear, a Grade 6 student from Sergeant Tommy Prince School, shared her own experience playing in the tournament: “It’s about teamwork and having fun with others. Who cares if you lose? At least you have fun doing it.”

“This tournament wouldn’t be possible without the Manitoba First Nations School System providing funds for these games,” added Mike. “There’s obviously differ-ent costs involved for these events, like food, trophies, medals, T-shirts, and that’s all funded by MFNSS.” MFNSS is proud to be part of these tournaments because physical activity, games, working together, and health are just some of the benefits our children need more of.


MFNSS | PHYSICAL EDUCATION & HEALTH

MFNSS Annual Softball Tournament

On June 12th, MFNSS facilitated the 2nd Annual MFNSS Softball Tournament. This fun event was hosted by Mahpiya Hdega School (Dakota Plains), at the Rotary Republic of Manitobah Park in Portage la Prairie. Mike Thomas organized the tournament, which was co-hosted by Allan Bird and Dakota Plains Wahpeton Nation. Events like these enable collab-oration between schools while encouraging new friendships and community engagement. With sup-port from MFNSS, schools can attend annual sporting events organized by physical education facilitators who ensure games run professionally, focus on the youth, and are safe for all.

Students received jerseys, and teams received medals for their participation. Six First Nations schools were invited to join the tournament, and students displayed great sportsmanship, athleticism, teamwork, and respectful gameplay. This year, Fisher River defeated Long Plain in a tight game in the finals. MFNSS would like to congratulate all the students who came out to play, and a shout-out to the Fisher River Hawks, cham-pions of this year’s tournament!


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ScienceThe Science Program is responsible for providing sci-ence curriculum, assessment, and instructional support for MFNSS schools. Student learning in science is becoming more experiential and focused on the devel-opment of skills in inquiry and problem solving. The program’s direction in providing supports for science

SUCCESSES The Fun with Science Workshop provided participat-ing teachers with an opportunity to learn how to use common science equipment for a number of different activities. Teachers learned how to properly use triple beam balances, digital scales, thermometers, volume measurements, length-measuring devices for use of proper significant figures, density measurements, and multimeters for voltage. Teachers also got firsthand experience with using circuit kits and other science activity kits, which all teachers were able to bring back to their schools along with the equipment kits.

Science support provided many opportunities for staff and students to have new experiences and learn about science. They were able to develop their learning skills by asking questioning, making predictions, developing a plan, implementing that plan, making observations, collecting relevant information, making measurements, looking for patterns, making conclusions, and commu-nicating this new information.

Throughout the year, staff visited schools to share MFNSS’s new portable planetarium. This gives stu-dents and staff astronomy experiences that is difficult to experience otherwise. Basic motion of the sky is shared and as well as First Nations constellation stories.

Another activity that has been popular is the drone workshop. This is a day where students learn to become drone pilots. They learn basic principles of flight and flight control systems. Another workshop related to flight is model rocketry. This is a part of the flight cluster outcomes. Students build and launch model rockets to learn about flight controls.

Pinaymootang School was one of the participating schools in the CanCode grant, which provided stu-dents with experiences with computer language coding. This workshop provided Grade 5 students with two separate days of learning mBot robot building and programming.

Many MFNSS schools participated in their own school science fairs or came to the Keewatin Regional Fair in Nelson House or the Manitoba First Nations Science Fair in Winnipeg. Engaging and interacting both academically and logically with others are import-ant skills students take away from this experience.

CHALLENGES Many schools still have limited equipment and resources for teaching all science curriculum clusters.

Equipment and resources are needed to help make this higher level of learning and thinking possible. Teacher experiences in use of new equipment and activities has begun. When teachers’ comfort levels in using science equipment grows and thinking shifts towards investiga-tion and skill development in science activities, student learning becomes much richer.

is focused on developing these skills. It’s not just the logistics of meeting time allotments for science, but having this time as quality engagement for learning of science. The change away from lower-level learning of root memorization to a Science Program of higher-level thinking and problem solving is underway.


MFNSS | EDUCATIONAL TECHNOLOGY

Educational TechnologyThe Education Technology Program assists schools in developing strategies for upgrading technology hardware and software consistent with their plan for implementation of the provincial curriculum. The program is also responsible for developing new and innovative strategies for utilizing computer technology with First Nations students in the classroom.

SUCCESSES An Apple Canada Inc. representative identified two exceptional teachers to complete an Apple mentorship. With the facilitator’s support, these teachers will dis-seminate knowledge learned to the rest of the staff in the coming months.

The program created a set of technological SMART goals for each representative to share with staff as a response to the empathy mapping training.

The facilitator created an Educational Technology Professional Learning Community (PLC) where par-ticipants networked and helped each other learn at a greater level.

In partnership with Apple Canada, the program com-pleted an Educational Technology Needs Assessment for the 10 schools.

CHALLENGES Each school is at a very different level in terms of tech-nology; for future meetings, it would be preferred to get lead teachers to attend the working group.

The needs assessment data was not an adequate tool to measure how teachers feel about technology. The results did not align to the conversation. There needs to be more trust built for authentic responses to emerge. Surveys may not be the right way to gather informa-tion—more research on person-centred data collection is needed.


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Education AdministrationThe Education Administration Program provides support to school principals and staff with planning, aligning, and implementing school success frameworks. The program creates conditions for school improve-ment and facilitates staff development sessions and the creation of school-wide education plans. The

SUCCESSESThe MFNSS Education Administration facilitator provides support services for many areas, including school plans that were reviewed and completed for all schools. Practice lockdowns and emergency response plans were produced and completed for MFNSS schools in collaboration with school principals.

School staff were engaged in ongoing efforts to sustain several key school improvement processes. Supporting collaborative culture in schools and focus on stu-dent learning needs formed the basis of Professional Learning Communities (PLC) in MFNSS schools. PLCs and the associated development of the model was a continuing effort throughout the school year. School leaders went through training to develop understanding and proficiency in PLCs and Response to Intervention (RTI). The Education Administration Program supported the continued understanding and implementation of RTI with an emphasis on tier-one student interventions.

MFNSS schools worked on putting together a behaviour matrix as part of the Positive Behaviour Interventions and Support (PBIS) model of prosocial student behaviour. Staff collaborated within their respective school settings to determine common expectations for instructional and non-instructional areas. Draft matrices are completed and ready for final production.

Principals had the opportunity to network, which pro-vided an excellent opportunity to plan, problem solve, and take part in supportive initiatives targeted at the growth of MFNSS.

Education Administration Program provides focused support for the continuing development of Response to Intervention, Professional Learning Communities, and Positive Behaviour Interventions and Support as three key school improvement processes. The program also supports the development and implementation of school safety plans.

Vision and mission statement renewal was a highlight for several of the MFNSS schools. The renewal pro-cess is consistent with the Seven Correlates of Effective Schools model, which focuses on vision and mission development.

CHALLENGESSustaining collaborative cultures within MFNSS schools will continue to be a challenge. The facilitator will continue to provide opportunities for school staff to build on the student support processes (PLCs, RTI, and PBIS). This will be crucial for ensuring conditions are optimal for student growth. Organizing profes-sional development and creative delivery of support will remain a task in need of focused planning. Finally, attention to ensuring schools have achievable goals within their school plans will be a strategy that will yield the desired results for student success.


MFNSS | SCHOOL PERFORMANCE

School Performance Management

School Performance Management involves the develop-ment and implementation of plans, programs, policies, and procedures to ensure that the schools provide a high-quality standard of education. One of the goals of MFNSS is to provide schools with support services to ensure that all planning, programming, policies, and procedures are effectively meeting the needs of stu-dents and school staff, as well as addressing the unique needs of each community. Performance Measurement provides administration with data and information to make decisions to improve school performance. The MFNSS Performance Measurement Framework out-lines how performance data will be collected to support

SUCCESSES The Research and Innovation Project continued this year, focusing on data collection and reporting pro-cesses. The first year of operation focused on baseline data collection including student attendance.

Program planning and support for additional high school and full-time Nursery and Kindergarten pro-grams will be ongoing. Research was completed on high school programming, which will be reviewed to provide support with planning to those communities that wish to offer high school programs.

Planning and support for transition plans for early years, middle years, high school, PHP, adult educa-tion, and post-secondary require attention. There is a need for transition planning at many levels, and such planning involves an inter-agency approach requiring staff to support the development of policies to inform plans based on best practices. Tuition agreements will also be reviewed and revised to include stakeholder input to ensure student needs are being addressed.

ongoing monitoring and evaluation of programming. The performance measures outlined in the Education Governance Agreement (2016) are reported annually and are used to inform program management and decision making at both the school and system levels.

School administration staff are provided with educa-tional support with administrative processes and data collection. The school system believes in data-informed decision making to improve processes, practices, and policies in system schools and to increase student out-comes and success.

CHALLENGESPlanning support in using MDI data in school and com-munity planning is required. MFNSS staff will work with the clinical support services team to ensure that programming and supports that promote the health and well-being of all the children are addressed. There is also a need to engage community organizations and partners in planning to create more opportunities that promote children’s positive development and well-being by building on assets identified in the MDI data.

Data collection and progress monitoring is a vital part of the school improvement planning cycle which is critical for ongoing assessment and evaluation of pro-grams and services.


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Student Support Services The Student Support Services Program is dedicated to working with families, school teams, clinical services, and community agencies to meet the academic, physi-cal, and emotional needs of the students. The program is committed to inclusive and appropriate education for all children. MFNSS recognizes that each child has a unique learning style, and therefore, promotes educa-tional experiences where areas of strength are valued and areas of needs and challenges are developed and accommodated. The program provides professional services that include prevention, intervention, transi-tion, and collaborative planning.

SUCCESSES MFNSS provided training to school teams in Level I Violence Threat Risk Assessment. School teams attended a two-day session focusing on the importance of data collection and recognizing signs and indicators of concerning behaviours. The training will help staff to respond to student behaviours that pose a poten-tial risk to other students, staff, and members of the community. School teams will work together to assess potentially high-risk student behaviour and evaluate the level of threat to others and self. This approach allows for planning for immediate risk-reducing interventions.

A school-based referral process was developed to assist school staff with identifying student-specific needs. Generally, students who have challenges are first iden-tified by the classroom teacher. The classroom teacher works with the parents and the school team to iden-tify different approaches to meet the child’s needs. The school-based referral process ensures that the school team use all school-based interventions prior to a refer-ral for clinical services. All MFNSS schools received support with this process.

Student-specific planning sample binders were created to assist in the training of resource teachers. The pur-pose of student-specific planning is to help students attain the skills and knowledge beyond their current

levels of performance. The process includes the school team that works to identify a student’s unique learn-ing needs and determines, implements, and evaluates appropriate educational interventions. All 10 schools have developed student-specific plans for 401 students out of a possible 421 students.

CHALLENGES When it comes to special education and inclusive prac-tices, there is a common belief that inclusion “can’t work for all kids.” Student Support Services must continue to promote the message that good education means supporting all kids in general education classes and maintaining high expectations, regardless of student’s unique characteristics.


MFNSS | SCHOOL DATA MANAGEMENT

School Data Management The School Data Management Program coordinates the collection, compilation, and analysis of student data, school records, and other data to support effective school programs. The school data management coordi-nator provides support with technical implementation; strategic and administrative assistance for all aspects of

SUCCESSESThe installation of hardware infrastructure within MFNSS schools has been completed. Year two focused on solidified replication and back-up solutions for all applications and application data stored at the school level.

The Apple Mobile Device Management for Apple devices was introduced. Each Apple device is man-aged to:

• Configure settings for Wi-Fi and email on all devices quickly and consistently.

• Automatically collect hardware, software, and security configuration details from Apple devices.

• Centrally deploy apps over the air and reassign licenses as workforce changes.

• Secure sensitive data, enforce passcodes, and remotely lock/wipe devices.

It was essential to implement a process for Apple devices that need regular updates or apps installed that would not take an enormous amount of bandwidth at schools. We’ve completed a solution that consists of deploying a caching server at each school. Instead of making all the Apple devices in the school run out over the Internet to download apps and/or update content from Apple’s servers, the schools host those updates on their caching servers, which makes for faster updates and deploying of requested apps and less external bandwidth usage.

All MFNSS schools have the configured Student Information System (SIS) Maplewood database. We are currently providing ongoing support for the school’s information workers and staff with one-to-one training and Service Desk support via email or phone calls. We continue to evolve by creating a process with practices of schools using the Maplewood application for stu-dent records, attendance, assessments, report cards, and behaviour tracking.

CHALLENGESThe next step is to implement standardized practices from school-to-school with consistent use of infra-structure and applications. Data Management will also provide training for end users on an ongoing basis until they can provide training and support within their respective school.

As Data Management becomes more familiar with current methods of application use for collaborating, collecting, and monitoring, the program will customize practices that fit the needs of the schools. The new Data Warehouse will provide an analytical basis to proceed with a more effective system to manage our data for planning and responding to student needs.

Instructional Services; nominal roll for MFNSS schools; and administration of SchoolConnect and SharePoint products. School Data Management works collabora-tively and cross-departmentally to ensure that MFNSS schools and Instructional Services have the tools to be successful in the vision of MFNSS.


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Private Home Placement The Private Home Placement (PHP) Program devel-ops, manages, and supports policies, procedures, and initiatives relating to high school student enrollment, student retention, and ongoing student support. The PHP Program receives applications from Grade 10–12 students who do not have a high school in their home reserve. Students are registered at the high school of their choice, and suitable home placements are secured for these students. The PHP Program works with school staff, students, parents, and house parents to monitor student progress throughout the year to help the student succeed.

SUCCESSESThis was the first year MFNSS began administering the York Factory First Nation PHP Program. Two staff members were hired, and they are based out of the MFNERC Thompson Office. These staff were hired specifically for the north, to help students transition to their new schools, help support the students, and meet the unique needs of living in the north.

The PHP Orientation Session brought Grade 9 students from two communities to visit high schools within urban spaces. Students and parents from Bloodvein and York Factory received tours of various high schools during the orientation sessions. This helped them in their transition to the city by exploring different edu-cational options and helping them make informed decisions.

The PHP Program held monthly activities to keep the students engaged and to celebrate their successes. Activities students had the opportunity to participate in include: horseback riding, escape rooms, bowling, and Speedworld. This allowed students to build rela-tionships with one another and strengthen their support system—all while having fun! The PHP Program also hosted a Christmas dinner and a year-end picnic for students, house parents, and family members.

MFNSS hosted the first Annual Northern PHP Forum in Thompson and the first Annual Southern PHP

Forum in Winnipeg. The purpose of the forums was to increase parental and community engagement, develop strategies to improve the program to meet the needs of the students, and strengthen the network of support for student success. Students had the opportunity to learn about support programs throughout Thompson and Winnipeg that they can access while being away from their home communities. The forums gave students and parents opportunities to share ideas on how to improve the PHP Program.

CHALLENGESOne of the significant challenges was the dropout rate within the program. A number of factors contribute to this rate, including homesickness, social issues, and exposure to drugs and alcohol. The challenges are not unique, and PHP will continue to find solutions and provide supports for students so that the program can retain students.

Regular communication between students, parents, house parents, and PHP staff is crucial. Many stu-dents are uncomfortable asking for help, so staff are unaware if a student is having difficulty. Students then become discouraged and eventually withdraw from the program.

PRIVATE HOME PLACEMENT

Bloodvein First Nation 26

Brokenhead Ojibway Nation 5

Dakota Plains Wahpeton Nation 2

Keeseekoowenin Ojibway Nation 4

Lake Manitoba First Nation 19

Lake St. Martin First Nation 75

Pinaymootang First Nation 8

York Factory First Nation 29

168#TOTAL STUDENT ENROLLMENT


MFNSS | PRIVATE HOME PLACEMENT

There are key areas that schools need to include in their student retention plans and transition plans with receiving schools. Knowledge in these areas will ensure student needs are being met and that MFNSS is providing the supports they require to stay in school and be successful. Feedback was col-lected from the parents and students from the two PHP forums that were held, which will be used to inform further planning.

PHP Grade 12 Graduates 2019

27 Total Graduates

Num

ber o

f Stu

dent

s

0

3

6

9

12

15

32 2

15

5

Bloodvein Lake Manitoba Pinaymootang

Lake St. Martin York Factory

Num

ber o

f Stu

dent

s

0

3

6

9

12

15

32 2

15

5

Bloodvein Lake Manitoba Pinaymootang

Lake St. Martin York Factory

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27 Total GraduatesOn November 26, 2018 community members from Fox Lake Cree Nation came to Winnipeg to look at artifacts that were given to the Manitoba Museum originating from York Factory First Nation (where the community stems from).

Maureen Matthews, Curator of Cultural Anthropology at the museum, brought community members to an upstairs area that is closed to the general public. The group read over five language resource books the museum developed. Some were on traditional practices of another First Nation, Norway House Cree Nation, and others were traditional stories. Each of these books were done in Ojibwe-Cree for the Island Lakes commu-nities and also in Cree for Norway House Cree Nation. One book includes beautiful photography of an Elder sharing a teaching on making birchbark baskets, with a photo of each step accompanied by English, Cree, and syllabics. In “Wesakechak and the Loons” there are audio files of Jackson Beardy and his son Byron Beardy telling the story with loon calls in the background.

Cindy Spence, Principal of Fox Lake School, men-tioned how there is an abundance of artwork from the Fox Lake territories in the museum and there is none reflected at the school. She plans to change this through a project that will include professional photos of each artifact from the museum displayed as part of a gallery walk for the community school, showing reclamation of culture, history, and knowledge for the youth. “We want some of that art and history to be visible to the young people,” says Spence, “so they can be proud of their past and where they came from, and if they want to, they can carry on those forms of artwork themselves.”

Fox Lake Reunited with Precious Historical Artifacts

MFNSS | FOx LAKE


MFNSS | ONBOARDING

FACILITIES & OPERATIONSCharles Cochrane, B.Ed | DirectorAnishinaabe, Ebb and Flow First Nation

OnboardingCommunity Liaison staff support the ongoing devel-opment of MFNSS in the onboarding process, local governance structures, policy development, and com-munication strategies to engage First Nations. This includes the coordination of presentations to First

SUCCESSESCommunity Liaison officers coordinated several engagement meetings with First Nations this year, and they continue to work on building respectful working relationships with First Nations and their leadership.

Community liaison officers play essential roles in com-munity support and engagement, such as attending partnership meetings with provincial school divisions and assisting in MFNSS school events and gatherings.

CHALLENGESCommunity Liaison staff face challenges with sched-uling engagement meetings with First Nations due to fluctuating schedules of leadership, as well as commu-nity events or crisis in the community.

Further challenges include consistency with the Local Advisory Committee meeting schedules, weather and road conditions to travel to remote communities regu-larly, and limited parental or community involvement with the majority of First Nations community schools.

Nations about the onboarding process at scheduled meetings with leadership, education boards, and staff administration of First Nations schools that have an interest in joining MFNSS.

The Facilities and Operations Department supports the 10 MFNSS schools in Operations and Maintenance, Transportation, Communications, and Onboarding. Also, over the past two years, the Facilities and Operations Department administered a Facility Recapitalization Project strategy that included approx-imately 250 individual project activities for facility repairs. This project’s priorities addressed health and safety issues in MFNSS schools. Since the inception of MFNSS, Facilities and Operations staff have been

implementing and revising policy and procedures under an interim process.

Facilities and Operations continues to support First Nations leadership in realizing school capital projects, such as school expansions or building new schools—for example, the Lake Winnipeg School Bundles Project. MFNSS looks forward to further growth and devel-opment of second level services for each of the First Nations and the new First Nations that will join the school system in the future.

MFNSS | FACILITIES & OPERATIONS

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Operations & MaintenanceOperations and Maintenance supports MFNSS schools by using best practices in health and safety. This includes implementing energy-efficient initiatives and green environmental strategies, as well as ongoing

SUCCESSESCertificate training and support are provided to the schools’ maintenance and operating-systems staff. Regular on-site visits are conducted to initiate requests for repairs on school deficiencies as identified by school administration and the Operations and Maintenance coordinator. The schools are provided with modern tools and equipment to support staff with daily duties within the facility.

Facilities and Operations has the ability to support First Nations leadership in realizing school capital projects such as school expansions and new facilities (e.g., Lake Manitoba Portable Classrooms for High School Students, 2019).

CHALLENGESGradually implementing the use of a work order request form to the school’s maintenance staff, including the procedures and follow-up includes challenges. The work order forms will be required for minor repairs or issues within school facilities to ensure the adequacy of health and safety standards. Communication has improved, and good working relationships are developing.

work with facility contractors and suppliers to support the upkeep of schools and ensure the smooth flow of their daily operations.


MFNSS | TRANSPORTATION

Transportation

The Transportation Program is responsible for pro-viding safe, adequate, and reliable transportation to all MFNSS schools. The Transportation coordinator identifies and resolves any transportation challenges the First Nations schools may face during the school year.

SUCCESSES The Transportation Program provides a variety of spe-cific services to meet the unique needs of each MFNSS community school. The Transportation coordinator evaluates and works with school administration to find a solution for any transportation issues that may arise. The Transportation Program ensures MFNSS bus driv-ers meet all training and testing requirements of both Manitoba Public Insurance and Manitoba Education and Training.

This October, all bus drivers will be invited to complete First Aid and CPR Certificate Training in Winnipeg.

All operating buses in the school bus fleet receive annual routine safety inspections to ensure safety and maintenance. During the 2018–19 school year, Transportation supported schools in the purchase or exchange of buses to meet the weather and road expec-tations in First Nations.

CHALLENGESThe Transportation Program faces challenges with purchasing new buses due to the rapid aging of buses. The program coordinator continues to monitor all repairs and maintenance of the fleet to ensure the most cost-effective solutions and seeks other options of trans-portation requests from schools. The Transportation Program has seen a decrease in certified drivers within the communities, which forces the school system to find alternative sources to meet the transportation require-ments for each community.


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Communications

Communications works towards increasing awareness of MFNSS by creating promotional materials and con-ducting outreach via social media, conferences, special school and community events, and regional and local gatherings. Communications supports onboarding activities by the development of professional outreach materials and promotes MFNSS through adver-tisements, announcements, and stories in various publications.

SUCCESSESInnovative projects included creating a poster series to commemorate National Aboriginal Veterans Day, Aboriginal Justice Awareness Day, and Orange Shirt Day. Staff developed promotional packages for MFNSS regional and local events, including the MFNSS Track & Field Meet, MFNSS Baseball Tournament, and the Gathering of Friends hosted by Ginew School. These events varied in size from 50 to 150 participants, and they have grown each school year.

Communications supports MFNSS schools by devel-oping original promotional material, documenting events, and providing signage for community and school events. The communications officer coordinates with the MFNERC Publishing and Communications Department on the implementation and delivery of internal and external materials such as quarterly printed newsletters.

CHALLENGESCommunications faces the challenge of meeting dead-lines outlined by school administration due to time limitations to meet all requests.


The quality of Internet service for most First Nations is determined by the existing connectivity infrastructure owned by the service provider. The school’s Internet service requirement is determined by a number of factors, such as student population, learning requirements, and a number of machines accessing the Internet to support schools. Most schools, even in the best situation, do not have the quality of service that meets their needs for learning and supporting the associated process-supported learning.

SUMMARY OF INTERNET CONNECTIVITY

Bloodvein First Nation

Miskooseepi School is serviced by a two-way satellite connection. This method of connection limits the connection’s speed and creates a long data path. It allows for the limited viewing of web pages but no interactive content for learning or associated learning tasks, such as inputting data into a student information system.

Keeseekoowenin Ojibway Nation

Keeseekoowenin School’s Internet is provided through a wireless connection, made available through radio connections from tower-to-tower. The bandwidth available through this option is provided by NetSet Communications. MFNSS has completed the installation of a new and improved connectivity. The system utilized the Educational Partnerships Program – Structural Readiness funding in 2018–19.

Pinaymootang First Nation

Pinaymootang School’s Internet service was upgraded to a robust wireless connection. This service is provided through NetSet Communications. Since the service upgrade, no Internet outages have been reported to the MFNSS office.

Fox Lake Cree Nation

Fox Lake School is serviced through a fibre optic connection. The school is serviced by a good Internet connection, which can be upgraded as learning requirements change over time.

Brokenhead Ojibway Nation

Sergeant Tommy Prince School is serviced by a fibre optic connection, which is the best possible solution. The school is serviced by a high-speed connection that can be upgraded when learning demands require it.

Roseau River Anishinabe First Nation

Ginew School’s Internet serviced is delivered through a wireless connection. Ginew School’s service can be upgraded if the school’s requirements change over time.

Lake St. Martin First Nation

Lake St. Martin School has a wired high-speed connection. The bandwidth for the school’s current solution can be upgraded if the school requirements increase need.

MFNSS | SUMMARY OF INTERNET CONNECTIVITY

49www.mfnss.com

Dakota Plains Wahpeton Nation

MFNSS has completed the installation of a new and improved wireless high-speed connection for Mahpiya Hdega School. The system utilized the Educational Partnerships Program – Structural Readiness funding in 2018–19.

Lake Manitoba First Nation

Lake Manitoba School, has had an upgrade of connectivity to high-speed wireless.

York Factory First Nation

George Saunders Memorial School has maintained an existing infrastructure for high-speed connectivity.

SCHOOL CONNECTION TYPE SPEED (DOWNLOAD, UPLOAD)

Fox Lake School Fiber Optic 20Mbs DL, 10Mbs UL

George Saunders Memorial School Wireless Internet 20Mbs DL, 10Mbs UP

Ginew School Wireless Internet 10Mbs DL, 5Mbs UL

Keeseekoowenin School Wireless Internet 50Mbs DL, 50Mbs UL

Lake Manitoba School Wireless Internet 10Mbs DL, 5Mbs UL

Lake St. Martin School (Community Site) Fiber Optic 25Mbs DL, 25Mbs UL

Lake St. Martin School (Wpg Site) Wired High Speed 25Mbs DL, 10Mbs UL

Mahpiya Hdega School Wireless Internet 25Mbs DL, 10Mbs UL

Miskooseepi School 2-Way Satellite x2 5Mbs DL, 2Mbs UL

Pinaymootang School Wireless Internet 50Mbs DL, 50Mbs UL

Sergeant Tommy Prince School Fiber Optic 50Mbs DL, 50Mbs UL

Each school is constantly connected to the MFNERC network. This connection allows the MFNERC IT depart-ment to provide technical support, manage users and devices, as well as monitor Internet traffic for the schools. The Internet connections available for most schools are sufficient based on the number of students and staff. Miskooseepi School requires additional bandwidth in order for all networks and connectivity to run smoothly. Internet services are funded by MFNSS, or Education Partnerships Program – Structural Readiness, as all other federal funding supporting Internet access ceased in July 2017.

A summary of the available Download(DL) and Upload(UL):



SCHOOL STAFF & STUDENTS

MFNSS SCHOOLS OTHER SCHOOLS TOTAL

FIRST NATION Students Teachers Ratio Provincial/Private (No PHP) PHP Students

Bloodvein First Nation 159 10 16:1 27 26 212

Brokenhead Ojibway Nation 110 6 18:1 34 5 149

Dakota Plains Wahpeton Nation 77 4 19:1 17 2 96

Fox Lake Cree Nation 25 4 6:1 15.5 0 40.5

Keeseekoowenin Ojibway Nation 83 5 17:1 25 4 112

Lake Manitoba First Nation 263 14 19:1 5 19 287

Lake St. Martin First Nation 218 10 22:1 23.5 75 316.5

Pinaymootang First Nation 334 16 21:1 9 8 351

Roseau River Anishinabe First Nation 131 8 16:1 75 0 206

York Factory First Nation 103 7 15:1 1 29 133

Total/Average 1,503 84 18:1 232 168 1,903

MFNSS | SCHOOL

www.mfnss.com 51

0

20

40

60

80

100

MFNSS Average Student Attendance 2018-2019N

umbe

r of S

tude

nts

Brokenhead

Bloodvein

Lake Manitoba

Pinaymootang

Roseau River

Lake St. Martin

Keeseekoowenin

Dakota Plains

York Factory

Fox Lake

77% 76%

65%

83% 84%

66%72%

84%

70%78%

0

10

20

30

40

50

60

70

80

Private Home Placement 2018-2019

Num

ber o

f Stu

dent

s

Brokenhead

Bloodvein

Lake Manitoba

Pinaymootang

Lake St. Martin

Keeseekoowenin

Dakota Plains

York Factory

5

2619

84 2

29

75

Note: Roseau River and Fox Lake had no Private Home Placement in 2018-2019.

MFNSS SCHOOL STAFF OVERVIEW


Principal 11

Vice-Principal 4



Support Staff 141

377#TOTAL SCHOOL STAFF


Educators’ Credentials

0-5 yrs 25+ yrs6-10 yrs 11-15 yrs 16-20 yrs 21-25 yrs

Num

ber o

f Edu

cato

rs

0

5

10

15

20

25

30

Educators’ Years of ExperienceEducators’ Years of Experience

MFNSS | SCHOOL

B.Ed & PB

B.Ed

Less than 4 Yrs

Master’s Degree

Directors

15%

3%13%

64%

5%

MFNSS | FINANCE SUMMARY

53www.mfnss.com

FINANCE SUMMARY

1. First Nations Schools

2. Tuition

3. Transportation (All School Types)

4. Student Accommodations/PHP (All School Types)

5. Second Level Services

MFNSS 2018–2019 Revenue Summary

2018-19 Nominal Roll, 2018-19 Manitoba Education Funding of Schools, and 2016-17 Manitoba Education FRAME Budget

6. Other School Services (JP)

SUMMARY % OF TOTAL

ACTUAL 2017-18

% OF TOTAL

ORIGINAL BUDGET

% OF TOTAL

ACTUAL 2018-19

Funded Enrollment1

A. First Nations School 70.7% 1,248.5 78.5% 1,461.5 79.0% 1,503.0

B. Provincial & Private Schools 29.3% 495.5 21.5% 400 21.0% 400

Total 1,744.0 1,861.5 1,903.0

Number of Schools 10.0 10.0 10.0

Operational Budget

1. First Nations School 64.6% 21,424,121 56.4% 23,071,538 62.7% 23,436,807

2. Tuition 14.0% 4,627,660 15.8% 6,470,382 15.4% 5,745,688

3. Transportation (All School Types) 6.6% 2,175,089 5.2% 2,128,720 6.6% 2,451,607

4. Student Accommodation/Private Home Placement (All School Types) 3.6% 1,201,070 0.0% - 0.0% -

5. Second Level Services 11.2% 3,713,419 17.7% 7,248,994 10.9% 4,081,044

6. Other School Services (JP) 0.0% - 4.8% 1,976,190 4.5% 1,688,859

Total Revenue $33,141,358 $40,895,824 $37,404,005

Total Expenses $33,141,358 $38,240,649 $37,404,004

Note: MFNSS has the discretion to allocate and expend the funding based on its own budget and expenditure decisions and Education

Programming priorities taking into consideration recommendations from the First Nations’ Local Advisory Committee.

[1] ISC, Education Information System: Nominal Roll Includes eligible students 22 years and older completing their diploma.

62.7%

15.4%

6.6%

10.9%4.5%


MFNSS | FINANCE SUMMARY

MFNSS 2018 - 19 Expense Summary

SUMMARY % OF TOTAL ACTUAL

1. Salary & Benefits 59% $22,051,409

2. Travel 4% $1,551,779

3. Supplies, Materials and Minor Capital 16% $5,998,885

4. Professional, Technical and Specialized Services 3% $994,176

5. Professional and Staff Development 1% $323,668

6. Student Activities 1% $424,883

7. Local Advisory Committee 0% $19,759

8. Tuition 11% $4,216,884

9. Private Home Placement 4% $1,528,803

10. Governance and Administration 1% $293,759

$37,404,004

1. Salaries & Benefits

2. Travel

3. Supplies, Materials, Minor Capital

4. Professional, Technical and Specialized Services

8. Tuition

9. Private Home Placement

10. Governance and Administration

5. Professional and Staff Development

6. Student Activities

7. Local Advisory Committee59%

11%

4%

16%

1%

4%

3%1%

1%

55www.mfnss.com

100-1200 Portage AvenueWinnipeg, Manitoba R3G 0T5

Phone: (204) 594-6507 | Fax: (204) 775-7457Toll Free: (866) 319- 4857 | Thompson Toll Free: 1-877-506-1568

www.mfnss.com

ANNUAL REPORT 2018-2019 - MFNERC

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