first nations and métis education plan 2012 2015 · pdf file6 first nations and...

Greater Saskatoon Catholic Schools: www.gscs.sk.ca 1

First Nations and Métis Education Plan

2012–2015

2 First Nations and Métis Education Plan

Table of Contents

Introduction ................................................................................................................................... 3

Environmental Scan ...................................................................................................................... 3

Demographic Information

Program Supports

The Desired State .......................................................................................................................... 8

Goals and Strategies ..................................................................................................................... 10

Family and Community Engagement ........................................................................................ 10

Mamawohkamatowin Partnership

First Nations and Métis Community Voice and Participation

Data Infrastructure

Student Wellness ........................................................................................................................... 13

Wahkotowin

Social Paediatrics

Improved Student Learning Outcome ....................................................................................... 15

Attendance

Literacy

Numeracy

Transitions

Financial Plan ................................................................................................................................ 19

SWOT Analysis ............................................................................................................................. 21

Strengths

Weaknesses

Opportunities

Threats

Monitoring and Evaluation ......................................................................................................... 23

Conclusion ..................................................................................................................................... 24


Introduction

Greater Saskatoon Catholic Schools is Saskatchewan's largest Catholic school division. We serve

approximately 15,000 students in six high schools, 37 elementary schools and two associate

schools. As well, we co-manage Humboldt Collegiate Institute with Horizon School Division.

Our schools are located in Saskatoon, Humboldt, Biggar and Viscount. We employ more than

1,900 full- and part-time teaching, service and support staff.

While we enjoy many successes, there are many factors that contribute to lower academic

outcomes for First Nations and Métis students. This is true for First Nations and Métis students

across the country. This Plan looks to disrupt the pattern of lower academic outcomes for First

Nations and Métis students by focussing efforts and resources on doing few things well. In

addition, this Plan uses measurable goals to chart progress and shine a light on effective

practices.

The Greater Saskatoon Catholic Schools’ First Nations and Métis Education Plan promotes

academic engagement and achievement for First Nations and Métis students through family and

community engagement, student wellness and improved student learning outcome. The Plan provides

an overview of the current context of First Nations and Métis Education within the Division. It

then describes the desired state for First Nations and Métis students. An overview of factors

that influence the desired state is provided. The goals and strategies of the Plan are described.

The strengths, weaknesses, opportunities and threats inherent in the Plan are considered. The

Plan concludes with a description of the monitoring and evaluation strategies.

Environmental Scan

The environmental scan provides an overview of demographic descriptors as well as factors

that influence the Greater Saskatoon Catholic Schools First Nations and Métis education

context.

Demographic Information


Following is a sampling of data that begins to provide a demographic description of First

Nations and Métis students within the Division. The intent is that over time, we can routinely

collect descriptive data that will provide evidence of where problem areas exist so that

initiatives are more closely associated with problem areas:

Enrolment

There are currently 2,591 self-declared First Nations or Métis students enrolled, out of a

total of 16,118 students, or 16%.

Attendance

The following table represents the average absences per student for non-Aboriginal and self-

declared First Nations and Métis students at each grade level in November, 2012. The last

column represents the percentage that FNM absences are greater than non-FNM students.

GRADE FNM NON-ABORIGINAL FNM % GREATER

K 2.5 1.5 67%

1 3.2 1.8 78%

2 2.7 1.6 69%

3 2.5 1.5 67%

4 2.7 1.6 69%

5 2.4 1.8 33%

6 2.9 1.7 71%

7 2.8 2.0 40%

8 3.3 1.9 74%

9 2.9 1.4 107%

10 4.9 1.7 188%

11 3.7 1.8 106%

12 4.4 1.7 159%

Mobility


The following table illustrates the mobility rate (admissions and withdrawals) of all students

and self-declared First Nations and Métis students at the elementary and high school levels

between September 10, 2012, and December 11, 2012.

SCHOOL

GROUPING

TOTAL FNM FNM % OF TOTAL

Elementary Schools 9341 1753 19%

High Schools 4589 665 14%

Suspensions

The following table illustrates the number of student suspensions in the months of September,

October, and November, 2012. Total includes both FNM and non-FNM. The last column is the

FNM percentage of the total:

MONTH TOTAL

SUSPENSIONS

FNM FNM % OF TOTAL

September 13 1 8%

October 42 13 31%

November 41 14 34%

Running Records

The following table illustrates the number of non-Aboriginal and self-declared First Nations

and Métis students in June, 2012 with reading levels significantly below expectations:

GRADE TOTAL

SIGNIFICANTLY

BELOW

FNM

SIGNIFICANTLY

BELOW

FNM % of TOTAL

1 180 53 29%

2 159 52 33%

3 140 45 32%

4 173 42 24%


5 245 52 21%

Graduation

The following table illustrates the number of all and FNM students who began grade ten in

2008-2009 and the percentage that graduated anywhere three years after beginning grade ten.

STARTING

GRADE 10 IN

2008-2009

SCHOOL DIVISION THREE YEAR GRADUATION

# % STILL IN SCHOOL

All Students 791 78.1% 20.2%

FNM Students 57 46% 49.2%

Program Supports

The following program supports are school division related programs and resources associated

with First Nations and Métis education:

Programs and Services

Language Programming: Core Cree language classes are offered at St. Mary’s Wellness

and Education Centre and E.D. Feehan Catholic High School. Cree bilingual

programming is offered at St. Frances School from Kindergarten to grade five.

Elders Programming: Elders are on staff at St. Mary’s Wellness and Education Centre,

St. Michael Community School, Bishop Klein Community School and Bishop Murray

High School.

Community Schools Programming: There are seven elementary and two high school

community schools. Each has a Community School Coordinator that coordinates

services to enhance family and community engagement, student wellness and improved

student learning outcomes.

Home-School Liaison Services: There are Home School Liaison Workers serving

approximately twelve schools. Home School Liaison Workers work with families to

enhance student attendance and provide access to family supports.


Oskayak High School: Oskayak High School is an associate school of Greater Saskatoon

Catholic Schools. It offers a full academic program enhanced by First Nations language

and cultural teachings.

Division Supports: The following personnel offer specific First Nations and Métis

education supports to school-communities:

o First Nations and Métis Education Coordinator:

Coordinating the integration of First Nations and Métis content into

curricula.

Coordinating the evaluation and selection of materials.

Coordinating and supporting staff development programs.

Supporting school based staff representatives.

Providing consultative support to classroom teachers.

Coordinating applications to government and non-government agencies

for grants related to First Nations and Métis Education.

Enhancing involvement with First Nations and Métis parents/guardians

and community.

The development and maintenance of core and immersion Cree language

programs.

o First Nations and Métis Education Consultant:

Providing consultative support to classroom teachers.

Provide support for the three primary goals of family and community

engagement, student wellness and improved learning outcomes for First

Nations and Métis students.

Provide support to school learning communities in support of improved

learning outcomes for First Nations and Métis Students.

Contribute to the development of the First Nations and Métis Education

Plan and support Saskatoon Tribal Council schools through the

Mamawohkamatowin partnership.

o Mamawohkamatowin Partnership Facilitator:


Providing leadership for the regular review of the Partnership’s vision,

mission, values and goals and for coordinating strategic planning

activities and reports.

Scheduling regular communications between the partnership group and

leading planning and effective communication.

Liaison between the partnership subgroups and community stakeholders.

Assisting all three groups to develop a program strategy and plan of

action.

o First Nations and Métis Education Program Manager:

Implement the priorities of the provincial representative workforce

initiative.

Readying the workplace through cultural awareness training.

Develop a strategy for inclusion of First Nations and Métis business and

contract procurement.

Build the capacity of First Nations and Métis youth and families to

participate in all aspects of employment through career development and

linkages to the First Nations and Métis labour force.

Communicate all employment opportunities to First Nations and Métis

communities and facilitate access to those jobs in order to build a

workforce representative of the community it serves.

Develop opportunities to enhance student wellness.

o Division First Nations Elder:

Provide prayers for opening and closing events in the schools or

community.

Consultant on matters relevant to First Nations education, spirituality,

health and cultural traditions.

Provide information pertinent to the history, the traditional ways of life

and the contemporary issues of the First Nations people.

Share knowledge on the treaties signed by the Crown and the First

Nations people of Canada.


Assistance with in-services on cultural awareness for both First Nations

and non-First Nations people.

Provide leadership in developing a suitable role for the elders (male and

female).

Provide leadership/consultation in planning school pow-wows.

Provide assistance to individual teachers and schools who wish to

integrate aspects of Aboriginal cultures into their classrooms.

First Nations and Métis Staff

The following table illustrates the percentage of staff in each employee category during the

2011-2012 school year:

Staff Category % Self-Declared First Nations or Métis

Professional 7.51%

Service 5.86%

Support 6.07%

The Desired State

The theme of this plan is the achievement of equity of outcome for First Nations and Métis

students. This orientation is expressed in the following expressions of the desired state:

Literacy and Numeracy: That First Nations and Métis students achieve literacy and

numeracy outcomes on par with their non-Aboriginal counterparts.

Engagement: That First Nations and Métis students experience belonging in the social,

intellectual, institutional, emotional and spiritual dimensions of school.

Graduation Rates: That First Nations and Métis graduation rates are on par with the

graduation rates of non-Aboriginal students.

Transitions: That First Nations and Métis students are aware of post-secondary

education and employment options and have access to opportunities consistent with

their non-Aboriginal peers.

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Goals and Strategies

Achieving the desired state described above will take time, resources and the will to critically examine all aspects of the organization and determine what factors contribute to the success of First Nations and Métis students as well as those factors that inhibit success. By undertaking specific initiatives with measurable outcomes, inhibitors can be reduced and successes can be moved to scale. The goals are organized under the three priority areas of Family and Community Engagement, Student Wellness and Improved Student Learning Outcomes.

Family and Community Engagement: Mamawohkamatowin Partnership

YEAR GOAL

2012 By June, 2013, the Mamawohkamatowin governance committee will enhance community representation, formalize a partnership constitution and strategic direction.

OBJECTIVES MEASURES TARGETS STRATEGIES

A community representative on the Mamawohkamatowin Governance Committee

A completed partnership constitution

A three-year strategic partnership direction

Increased capacity building between the three partners

Increase knowledge sharing from student assessments with mamawohkamatowin governance committee

Increased knowledge sharing of STC schools Continuous Improvement Framework plans

Governance meetings are focused on strategic discussions

Adopt a consent agenda format for meetings so there is more times for strategic discussions

FNMI student data shared bi-annually with all partners to guide discussion and determine areas of action

Use the results to guide strategic discussions

2013 By June, 2014, the Mamawohkamatowin Governance Committee will collaborate with the Board of Education to develop opportunities to enhance First Nations and Métis community representation at all levels of the organization.

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2014 By June, 2014, each school’s Learning Improvement Plan will include a First Nations and Métis Education goal that will align with the

First Nations and Métis Education Plan.

Family and Community Engagement: First Nations and Métis Voice and Participation

YEAR GOAL

2012 By June, 2013, Greater Saskatoon Catholic Schools will develop and implement a First Nations and Métis family literacy engagement strategy.

OBJECTIVE MEASURES TARGETS STRATEGIES

To increase family engagement through using various types of literacies

To demonstrate an attitudinal shift among participating students

Increased FNMI family engagement at targeted schools.

Conduct a pre and post student survey for Aboriginal family literacy initiatives

Host an FNMI Community consultation meeting with parents, students and school community

Develop and implement a plan and process for an annual FNMI community consultation

Develop a process to track FNMI family and community engagement

Hire an Aboriginal (family) literacy teacher to engage families at targeted schools through literacy based initiatives

Family Literacy nights hosted at each targeted school

2013 By June, 2014, Greater Saskatoon Catholic Schools will facilitate four First Nations and Métis family literacy community gatherings.

2014 By June, 2015, Greater Saskatoon Catholic Schools will collaborate with the community-based Aboriginal literacy organizations to host a First Nations and Métis family literacy conference.


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Family and Community Engagement: Data Infrastructure

YEAR GOAL

2012 By June, 2013, Greater Saskatoon Catholic Schools will develop a policy respecting the collection and dissemination of First Nations and Métis student demographic and learning outcomes data.


To draft policy Ability to publicly release FNMI student learning outcomes data

Approved by executive council by May

Research other school division’s policies through a meta-analysis

2013 By June, 2014, Greater Saskatoon Catholic Schools will develop a First Nations and Métis student demographic and learning outcome statistical report.

2014 By June, 2015, Greater Saskatoon Catholic Schools will develop a school-based First Nations and Métis student demographic and learning outcome statistical report.

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Student Wellness: Wâhkohtôwin

YEAR GOAL

2012 By June, 2013, Greater Saskatoon Catholic Schools will collaborate with First Nations Elders and communities to identify the Cree language and heritage learning objectives by grade and gender.


To converge theoretical and epistemological teachings and understandings from Elders and knowledge keepers from within GSCS, CUMFI and STC

Grade 8 student survey results

Inventory of current cultural programming available within the division

A pre-kindergarten to grade 12 cultural curriculum framework and scope and sequence

Supportive partnerships with the Saskatchewan Indian cultural Center and the Saskatoon Tribal Council

Facilitate four elder and youth gatherings

Develop supportive partnerships to ensure accuracy of content and protocols

Utilize elder and youth gatherings to refine the content for inclusion in the curriculum

Develop two writing teams to develop both the overall curriculum framework as well as an early learning component of the curriculum

2013 By June, 2014, Greater Saskatoon Catholic Schools will identify curricular alignment opportunities for the Cree language and heritage learning objectives by grade and subject area.

2014 By June, 2015, Greater Saskatoon Catholic Schools will implement a pre-kindergarten to grade twelve Cree language and heritage curriculum.


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Student Wellness: Social Paediatrics

YEAR GOAL

2012 By June, 2013, all high schools will have a First Nations and Métis student wellness plan and facilitate student wellness assessments for 20% of the grade nine First Nations and Métis students.

By June, 2013, Greater Saskatoon Catholic Schools will develop a social paediatrics program constitution, policy and protocols guide and partnership agreements with all stakeholders.


To develop a student wellness assessment tool that will provide and ascertain student wellness needs and awareness

To work with all partners to create a terms of reference

School-based and health region wellness indicator profiles

School-based wellness service inventory

First Nations and Métis student access rates

Local school and division student wellness support roles defined

School and division First Nations and Métis student wellness plan developed

First Nations and Métis student awareness and participation statistics

Student wellness assessments for 20% of all grade 9 First Nations and Métis students

Reassignment community school coordinator to guide student wellness initiative

Collect and analyze data quarterly

Work with student services teams to build their awareness and develop a plan

In-service youth on issues of wellness and access to services

2013 By June, 2014, Greater Saskatoon Catholic Schools will develop an annual social paediatrics data collection process.

2014 By June, 2015, Greater Saskatoon Catholic Schools will develop an annual social paediatrics goal setting, planning and reporting process.

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Improved Student Learning Outcomes: Attendance

YEAR GOAL

2012 By June, 2013, Greater Saskatoon Catholic Schools will develop a middle years First Nations and Métis student attendance strategy.

By June 2013, Greater Saskatoon Catholic Schools will increase in attendance among grade nine First Nations and Métis students by 10%.


To identify internal and external attendance barriers for middle years FNMI students

To create incentives and imperatives that encourages FNMI students to attend school

Monitor grade 9 FNMI student attendance, report card marks and classes dropped/added

Increased student attendance

Increase FNMI student participation in school extra-curricular activities

Develop a role description for the Aboriginal student liaison worker position that will work with all grade 9 FNMI students at two schools

Maintain student contact records to ensure a plan of action is established for students experiencing challenges

2013 By June, 2014, Greater Saskatoon Catholic Schools will identify internal and external attendance barriers for First Nations and Métis students in grades ten to twelve.

2014 By June, 2015, Greater Saskatoon Catholic Schools will identify internal and external barriers for First Nations and Métis students in pre-

kindergarten to grade five.


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Improved Student Learning Outcomes: Literacy

YEAR YEAR

2012 By June, 2013, Greater Saskatoon Catholic Schools will implement a literacy program designed to increase appreciation of reading among First Nations and Métis students by authoring books that create linkages between lived-experience and themes in literature.


First Nations and Métis students, in the grades 2 and 8 classrooms, at St. Mary and St. Frances Schools will participate in a literacy program designed to increase appreciation of reading by having First Nations and Métis children see themselves and their culture in the stories they read and create.

Implement a Create a Book Program in 2 schools (St. Mary and St. Frances) , 2 classes per school grade 2-8.

Co-creating/Co-teaching unit that connects to students with reading, writing, illustrating themselves in Aboriginal related

Student will be more engaged in reading at school and home.

Students will understand the process of writing and creating literature.

Students will express their voice through a writing piece.

Students will increase 1 grade level (benchmark).

Pre and post survey

Student will be more in touch with current First Nations and Metis content and worldviews.

Literacy interventions, preventative measures be employed, authentic/wholistic assessment strategies begin early learning and completion of high school; teaching strategies be supported through job embedded pd; resources, current and best/promising practices, human resources, multi-sensory strategies, underlying belief in fnm children as children, rather than pre-judgement

The use of technology (digital cameras, GIMP) to engage students

Inquiry based units that are student driven

Topics are related to current First Nations and Metis life, situations, and experiences.

Collaborating with teachers to familiarize and create a relationship based on working with FNMI students and content that connects to curriculum indicators and outcomes

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Improved Student Learning Outcomes: Numeracy

YEAR GOAL

2012 By June, 2013, Greater Saskatoon Catholic Schools will implement Math Coaching and Math Warriors programs

OBJECTIVE MEASURES TARGETS STRATEGIES

Increase math outcomes for student who are participating in the program

Implement an afterschool math program to help students gain confidence and achieve a love of math

Students math mark will increase on progress report

Pre and post surveys

Saskatchewan Common Math Assessment

Numeracy Net Diagnostic Assessment

Attendance, participation and progress report marks with Math Warriors Program

High School classroom math reporting marks

Student’s math outcomes will improve

Students will gain self confidence in math

By June 2013, First Nations and Métis students between grades 2 and 8 at St. Maria Goretti, St. Mary and Bishop Klein schools that have been identified, and will be further assessed, with Numeracy Nets diagnostic assessments and Saskatchewan common math assessments will acquire grade level outcomes in place value, operations and basic skills

By June 2013, First Nations and Métis students between grades 4 and 8 at St. Frances, St. Mary and St. Goretti schools will learn problem solving strategies to increase math competence and confidence. Participating students will increase in ability to complete levelled problems by one grade level

Grade 9 First Nations and Métis students at E.D. Feehan and Bethlehem High Schools who are teacher and self-identified to benefit from a math tutorial program will achieve a passing grade on math classroom unit assessments and final grade

By June 2013, Math Warriors student participants in four schools will increase overall math performance on progress reports

2013 By June, 2014, Greater Saskatoon Catholic Schools will develop linkages among the Math Coaches and Math Warriors programs to ensure specific connections between program content and classroom curricular timelines.

2014 By June, 2014, Greater Saskatoon Catholic Schools will expand the Math Warriors and Math Coaching programs to all First nations and Métis students who fit the criteria.

content.

2013 By June, 2014, Greater Saskatoon Catholic Schools will identify the epistemological and pedagogical considerations for Indigenous literacy learners.

2014 By June, 2015, Greater Saskatoon Catholic Schools will develop a First Nations and Métis component to the Learning Model.


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Improved Student Learning Outcomes: Transitions

YEAR GOAL

2012 By June 2013, all grade 12 First Nations and Métis students will have a career-life transition plan.


To create individualized FNM grade 12 student transition portfolios

Analysis of grade 12 exit survey data

Survey all grade 12 students regarding post school plans

100% of all 1st Nations and Métis students will have a career-life transition plan

A career-life transition plan seminar in each of the high schools

In-service FNMI high school students on topics related to post-secondary education, scholarships and career planning

Reassign a CSC to work as transition worker for grade 12 high school students

Facilitate regular FNMI student school cohort meetings

To connect high school guidance counsellors to STC & GDI employment counsellors.

2013 June, 2014, Greater Saskatoon Catholic Schools will develop transition planning guides for student transitions from home to school, grade eight to grade nine and grade twelve to post-secondary education or the workplace.

2014 By June, 2015, Greater Saskatoon Catholic Schools will revise existing support roles and programming to focus on transitions from home to school, grade eight to grade nine and from grade twelve to the workplace or post-secondary education.


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Financial Plan

The financial plan outlines the Ministry, partnership and school division resources and the

allocation of resources across various categories.

Financial Plan 2012

Category

Ministry (FNME

Achievement Fund) Partnerships GSCS Total

1 Communications

2 Instructional Aids and Supplies $15,495 $30,000 $40,000 $85,495

3 Instructional Salaries and Benefits $260,000

$910,000 $1,170,000

4 Professional Development (Non-salary)

$15,000 $15,000

5 Program Support (Non-teacher) Salaries and Benefits $20,000 $610,000 $1,070,000 $1,700,000

6 Student Related Expenses

7 Travel

Totals $295,495 $640,000 $2,035,000 $2,970,495

Notes on the Ministry section of the Financial Plan:

1. There are no communications costs. We will cover these expenses internally.

2. The instructional aids will be used for the literacy initiatives and math warriors program.

3. These are salaries for four positions (2 x $60,000 and 2 x $70,000). They include; the literacy teacher, two math coaches and teachers for the math warriors program.

4. There are no professional development costs.

5. These are salaries for support staff for the math warriors program.

6. There are no student related expenses.

7. There are no travel costs.

Notes on the GSCS section Financial Plan:

1. There are no communication costs

2. Instructional aides for First Nations and Métis content integration and cultural activities.

3. This includes salaries for the FNM Team (5 x $70,000),) and Cree language teacher’s (8 x $70,000).

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4. This is $8,000 for the FNME Team and $7,000 for the Cree Teachers.

5. This is salaries and benefits for; Community School Coordinators (9 x $50,000), Home/School Liaison Workers (12 x $40,000) and Elders (4 FTE x $35,000).



Notes on Partnerships Section Financial Plan

1. There are no communication costs.

2. This is for a BMI scales, auto refractor and a tymp-OAE screener.

3. There are no instructional salaries.

4. There are no professional development costs.

5. This includes salaries for the following; Paediatrician, Child Psychologist, Clinical Social Worker, Medical Receptionist, Optometrist, Dream Broker and consultative clinical services.




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SWOT Analysis

A cross-sectional group of stakeholders gathered for a half-day in early November, 2012. The

group of about fifty participants included teachers, support staff, Elders, administrators,

community members and representatives of the Mamawohkamatowin partnership. The task

was to receive an overview of the First Nations and Métis Education Plan and provide feedback

on its viability and limitations. Each attribute of the plan was reviewed in detail. Participants

then provided feedback on the strengths, weaknesses, opportunities and threats associated with

the plan. The data was aggregated into themes that ran through the various priority areas.

Strengths

The following attributes of the plan were deemed to be its major strengths:

Accountability: Participants felt that the plan would hold people accountable to actively

participate in dismantling barriers. The data collection and sharing aspects of the plan

were deemed to be particularly useful in promoting accountability.

Identity: The parts of the plan that propose a thorough outcomes approach to teaching

culture were considered hopeful in instilling pride in First Nations and Métis students.

Participants also felt that teachers might gain an appreciation for the heritage of their

students. Community participation was also considered a strength as students and

families would have the support of the broader community in their pursuit to have

schools reflect their languages and heritage.

Outcomes Orientation: Participants appreciated the SMART goal focus and felt that the

plan would achieve outcomes.

Renewal: The plan was seen to be a catalyst for moving beyond typical responses to the

needs of First Nations and Métis students. The plan was seen as an opportunity to let go

of work not focused on specific goals. The focus on doing few things well was

appreciated, as was the focus on students.

Weaknesses

Participants cautioned that the plan had weaknesses that threatened to jeopardize the intended

outcomes:

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Community Factors: Participants felt that the plan ignored family and community

factors and didn’t do enough to alleviate the ill effects of poverty, for example.

Similarly, participants felt that the plan did not do enough to address historical factors

and their contemporary effect, such as residential school experience.

Resources: There was widespread sentiment that the plan did not commit enough

financial and human resources to accomplish the intended goals. Further, participants

felt that the plan did not commit to increasing the proportion of First Nations and Métis

staff within the Division; especially among leadership positions.

Racism: There was widespread sentiment that the plan did not do enough to address

individual and institutional racism.

Perspective: Some participants felt that the focus on Cree language and culture might

appear to be exclusionary to other First Nations languages and cultures and to Métis

people.

Accountability: Participants shared that they did not consider the plan thorough

enough in regards to holding people accountable to participation and outcomes based

on their specific roles. This was especially evident in reference to practices associated

with high schools that some participants felt were limiting for First Nations and Métis

students.

Classroom Focus: Some participants felt that the plan focussed on factors too far from

the classroom and that this would limit the intended outcome of the plan.

Opportunities

The following were deemed to be opportunities that the plan will afford the Division:

Staffing: Participants felt that the plan will require more First Nations and Métis staff

participation and that this might precipitate enhanced FNM hiring within the Division.

Profile: Feedback indicated that the plan could provide an opportunity to enhance the

profile of First Nations and Métis education within the Division and that the Division

might rally around the plan, ensuring that First Nations and Métis education permeate

the Division.

Community Engagement: Participants saw the plan as an opportunity to work with

parents, Elders and other resource people in ensuring that the Division reflects the


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experience of First Nations and Métis students and families. It was viewed as a

relationship and partnership building opportunity that would help to broaden

perspectives and precipitate family and community engagement.

Priorities: The plan was also seen as an opportunity to examine the effectiveness of

current efforts in First Nations and Métis education and provide focus to the work so

that outcomes may be enhanced. The focus on improved student learning outcomes was

also appreciated.

Holistic: Participants felt that the holistic approach encompassing academic engagement

and achievement provided an opportunity for all to see a role in First Nations and Métis

education, rather than just the schools with high concentrations of First Nations and

Métis students.

Threats

The following were considered threats to the plan:

Resources: Participants felt that without an adequately resourced plan that there would

be little possibility of enhanced outcomes. Some also commented that large class sizes

would threaten buy-in to the plan.

Commitment: Participants reported that without an enhanced commitment of Division

leadership that the plan would not come to fruition.

Racism: The threat of racist attitudes impeding progress with the plan was also raised.

Resistance: Participants saw threat in resistance to change and that some people may be

reluctant to doing things differently. Some also commented that if the plan is perceived

as adding to the workload of teachers that resistance might result.

Monitoring and Evaluation

In order to achieve the goals of the plan, it is crucial that the Plan be routinely monitored and

evaluated. This oversight will be accomplished through oversight and action of the following

entities:

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First Nations and Métis Education Unit: The goals of the Plan constitute the bulk of the

First Nations and Métis Education Unit. The goals of the plan will be reviewed by the

FNME team monthly.

Mamawohkamatowin Partnership: The plan will be reviewed at each

mamawohkamatowin working group meeting and bi-annually by the

mamawohkamatowin Governance Committee.

Executive Council: Plan progress will be reviewed by Executive Council bi-annually.

Board of Education: The Board of Education will review plan progress bi-annually.

In addition, a report on the plan will forwarded to all Catholic School Community Councils

annually and posted on the Division website.

Conclusion

Greater Saskatoon Catholic Schools’ inaugural First Nations and Métis Education Plan moves a

variety of complex processes and initiatives associated with First Nations and Métis education

to an outcomes orientation. Year two and three goals continue to build the capacity of Greater

Saskatoon Catholic Schools to work from an evidence base and to pursue measurable goals in

three priority areas. Future manifestations of the Plan will ensure greater Division participation

in the Plan so that engagement, wellness and improved student learning outcome for First

Nations and Métis students becomes a whole-Division response. We are confident that the

goals and strategies of this Plan will begin to turn the tide and contribute to enhanced student

learning outcomes for First Nations and Métis students so that true equity of outcome is

realized and a new narrative emerges -- a narrative characterized by success, opportunity and

realization of potential of all students.

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