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RB Russell Vocational High School Morningstar Program

2015 Researcher: Alan Wiebe

NURTURING CAPACITY

FOUNDING SPONSOR

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Preface

Nurturing Capacity

The K-12 Indspire Institute is focused on dramatically increasing high school completion rates among

Indigenous students by building strong foundations in their K-12 education. Through various programs,

resources and events, the Institute fosters collaboration between educators, communities, and others to

improve educational outcomes for Indigenous students. Indspire conducts research to identify and

document educational best practices from across Canada and shares these successful practices through

the K-12 Indspire Institute. Indspire also champions Indigenous approaches to education, those that

honour Indigenous culture, values, and world views. Through the Nurturing Capacity program, Indspire

supports communities to improve educational outcomes through the documentation and evaluation of

their successful practices. This community-led process is supported by an Indspire-funded scholar, who

works with programs on the ground to provide training on data collection and evaluation methodology.

Acknowledgements

The researcher wishes to thank the principal, vice principal and teaching staff at R.B. Russell Vocational

High School, the Morningstar Skaabes, Conference Circle and Council members for their contributions.

Thanks to all of the students who assisted in the gathering of the data. A special thanks to Kari McCluskey,

my research assistant.

Project Title

Morningstar

Project Holder

R. B. Russell Vocational High School

364 Dufferin Ave, Winnipeg, MB R2W 2Y3

Tel: 204 589-5301 Fax: 204 586-1817

Project Lead

Bev Wahl

Principal, R. B. Russell Vocational High School

Email: [email protected] Tel: 204 589-5301

mailto:[email protected]

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Table of Contents

Preface .......................................................................................................................................................... 2

Acknowledgements ....................................................................................................................................... 2

Project Title ................................................................................................................................................... 2

Project Holder ............................................................................................................................................... 2

Project Lead .................................................................................................................................................. 2

Executive Summary ....................................................................................................................................... 4

Project Context ............................................................................................................................................. 5

Students Served Annually ......................................................................................................................... 5

Community Served: Point Douglas, Winnipeg .......................................................................................... 7

Connecting Indspire Principles and the Morningstar Program ................................................................ 7

History of the Project ................................................................................................................................ 7

Development Focus .................................................................................................................................. 8

Project Model................................................................................................................................................ 9

Logic Model ................................................................................................................................................. 11

Data Collection ............................................................................................................................................ 11

Narrative Evaluation of Project Success ..................................................................................................... 12

Project Outcomes ....................................................................................................................................... 18

Materials Developed ............................................................................................................................... 20

Next Steps ................................................................................................................................................... 20

Appendix 1: Surveys .................................................................................................................................... 22

Appendix 2: Logic Model ............................................................................................................................. 28

Appendix 3: Activities in Year 1................................................................................................................... 29

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Executive Summary

Morningstar is an integrated support system for students of R. B. Russell Vocational High School that

began operating in the school in June 2014. The intention of the program is to provide wraparound

supports to students so that they may achieve success within the education system and in the future.

These supports are provided by numerous partners and assist in areas such as: counselling, housing,

addiction, cultural identity, poverty, and violence. It is understood that students dealing with such

significant issues will struggle to achieve academic goals unless assistance and support are provided. The

vision of Morningstar is, “Empowering students to succeed and graduate with a bright future”. The

mission of Morningstar is, “To be a collaborative network of student support that inspires engagement in

school and successes beyond. Enhanced integration of services will support improved outcomes for

students and their families, build community capacity, and ensure sustainability”.

Morningstar “Skaabes” (Morningstar Support Workers) are the front lines of the initiative, working

together with staff, students, families, and community partners to provide students with supports year

round (not only during the school year). Students who struggle with instability have access to necessary

supports and crisis personnel at all times. There are two levels of support. With the assistance of Guidance

Counsellors and Morningstar Skaabe, all R.B. Russell students have level 1 access to a network of

partnering community-based organizations, government services and community service providers.

Students are welcome to participate in Morningstar activities and to seek short-term services on a drop-

in basis. Level 2 is designed for students who are identified with a high level of need for support from

multiple resources. Students are referred to Level 2 by school guidance counsellors and Morningstar

partners. Referrals are reviewed by the school support team (i.e. four guidance counsellors, resource

teacher, teacher tutor, principal and vice-principal). Appropriate supports and services begin with the

assigning of a Skaabe once the student (and guardian, if applicable) are provided with all necessary

information and an Informed Consent has been signed.

Students and staff alike appreciate Morningstar as it provides a wraparound support system based on

developing and building meaningful relationships with students and their families while focusing on

immediate needs that will assist students and their families in fulfilling their long-term goals. Having some

of these needs met by Morningstar Skaabes releases some of the additional pressures and expectations

placed upon school guidance counsellors, resource staff, and classroom teachers.

Students participating in the program have indicated they have an appreciation of the support services

provided, but also, an increased sense of belonging and self-confidence. An important part of this has

been addressing the students’ concerns about loss of cultural identity. Through Morningstar, students are

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provided with opportunities to learn about and participate in traditional activities such as smudging,

sweats, traditional skirt making, moccasin making, sharing circles, naming ceremonies, and classroom

presentations on topics such as residential schools, truth and reconciliation etc.

This evaluation has found that Morningstar provides an opportunity for students to have their immediate

needs met in a supportive and empowering manner that not only identifies resources available within the

school and community but also teaches students how to navigate social services. This sets the groundwork

for achieving the long-term vision of the program to “Empower students to succeed and graduate with a

bright future.”

Project Context

The following report provides a summative evaluation of Morningstar, an integrated service delivery

initiative supporting improved outcomes for students of R. B. Russell Vocational High School, their

families, and caregivers. Supports are offered through a wraparound approach implemented by

nurturing community partnerships based on student need.

It should be noted that 2014-2015 was the inception year for Morningstar. While several programs have

been initiated and meaningful relationships have been established with partners, students, and families,

traditional data (attendance, graduation rates, etc.) may not reflect the role Morningstar plays in the

school community at this time. With its focus on relationship-building, Morningstar assists in key areas

that are essential to student success. Relationships feed the fundamental need people have to belong

(Brendtro & Larson, 2006). Furthermore, in order to thrive, youth require communities that will nurture

their physical, emotional, intellectual and spiritual needs (Brendtro & Shahbazian, 2004).

This evaluation takes into account the voices of the school staff and administration, Morningstar

Skaabes, the R. B. Russell community, and students who participated in the program. Information has

been collected in the form of surveys, focus groups, interviews and statistical student data.

Students Served Annually

Morningstar received referrals for 29 Morningstar Level 2 students. (100% of these Level 2 students

identify as Indigenous.) Eight of these students withdrew from R. B. Russell for various reasons including

transfer, pregnancy, hospitalization due to severe mental health issues, incarceration, and brain trauma

due to an assault in the community. In addition, Skaabes provided 978 level 1 services throughout the

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year, on average, 86 times per month. The total number of services are quite significant when looking at

a total student population of just over 400 students.

Chart provided courtesy of R.B. Russell

Referrals - Level 2 data represents active monthly cases; there was a total of 29 for the year Ongoing Support - Level 1, Elder services, community sweats, naming ceremony, smudging, skirt making, moccasin making, classroom presentations, Grade 9 Girls Group, Mens Group (2), Red Road to Healing, Christmas break activities, canoe trip, Spring Break and summer activities Community Referrals - advocacy, food bank, restorative justice, clothing, EIA, Elder

2975 73

978

68 39 47 44110

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Types of Services Provided *Note: Total of 3463 students contacts/services

Morningstar Stats for the Year

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Community Served: Point Douglas, Winnipeg

The Point Douglas community of Winnipeg is an area of diverse ethnicity. According to the 2011 Census,

58.8% of the Point Douglas region identified as Aboriginal or claimed Aboriginal ancestry. An additional

26.2% of the community identified as a visible minority with the highest representation being Filipino.

Economic data shows a range of income and employment with the median household income at

$39,614 (almost $20,000 less than the City of Winnipeg).

Connecting Indspire Principles and the Morningstar Program

Indspire’s Guiding Principles 5 and 6 are most closely aligned with the Morningstar Program.

Principle 5: Learning is viewed as lifelong, holistic, and experiential, which is rooted in language and culture, is place-based, spiritually oriented, communal and open to multiple ways of knowing the world. Morningstar provides individualized programming and supports to its participants with the partnership of many community resources and groups. A significant focus is placed upon reconnecting struggling youth with their culture in order to instil a missing sense of identity and belonging. Experiential and holistic learning opportunities are provided by visiting Aboriginal community venues, and participating in cultural teachings and activities including (but not limited to) sharing circles, smudging, and sweats. Principle 6: Programs, schools and systems are responsive to both the aspirations and needs of Indigenous peoples.

Student success is the primary goal of Morningstar. This program recognizes the need for systems

(families, education systems, social services, justice, healthcare, etc.) to work together to provide

meaningful supports allowing the immediate needs, such as safety and housing, of students to be met

and therefore creating an environment where learning can take place. Skaabes work to empower youth

to realize their own potential while providing community connections, such as introduction to post-

secondary programs and institutions, to further develop a support system conducive to the realization

of goals.

History of the Project

During the 2010 – 2011 school year, leaders from Manitoba Family Services and Labour, the Winnipeg

Police Service, and the Winnipeg School Division identified the need to work together to create an

integrated case management model of service delivery for the hard to reach population of the Point

Douglas area. This was seen by the group as a top priority in addressing the community’s needs. This

decision was reached as the result of community forums held with over 1000 Point Douglas residents

and the director of community based organizations.

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A joint government and community table was established in the winter of 2011 to oversee the

revitalization plans. The group responsible for developing the pilot chose R. B. Russell Vocational High

School to be the central location and identified the project’s main objective as: improving accessibility to

and responsiveness of support services for R. B. Russell students and their families. The belief was that

increased access to a wide range of supports would result in positive outcomes for R.B. Russell students,

their families, and the community.

In September 2013, R. B. Russell students participated in group sessions where they were invited to

share their input about supports needed, barriers facing students’ access to resources, and what the

Morningstar space should look like in order to provide a safe and welcoming space for students. As the

school year proceeded, programs were implemented, Skaabes (Morningstar support workers) were

hired (June 2014) and the journey of Morningstar as it has been developed began.

Development Focus

Morningstar offers a two tiered support system for high school students based on student need. All R.B.

Russell students are Level 1 and may access Morningstar Skaabes and activities and/or resources at any

time without referral. These students are considered short-term or drop-in participants and may access

Morningstar for cultural activities or specific assistance (i.e. help filling out forms).

Morningstar Level 2 students are those identified as having a higher level of need which requires a

range of supports from multiple resources. These students experience several barriers to education

including, but not limited to, poverty, family violence, child abuse, neglect, financial instability, loss of

cultural identity, lack of family support, and a lack of appropriate housing. Several Level 2 students

struggle with depression, anxiety, suicidal thoughts, and a lack of self-esteem.

Level 2 students are referred to Morningstar by school guidance counsellors and occasionally by a

Morningstar partner. The program and process are then explained to the student and guardian and an

Informed Consent is obtained. The referral is reviewed by the school Support Team. If approved, a

Skaabe is assigned and services are determined and delivered in collaboration with the Morningstar

Conference Circle. Collaborative planning between Morningstar and its partners is essential to ensure

delivery of interventions in a timely and efficient manner.

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Project Model

Governance of Morningstar has been established and happens on several different levels as follows:

Morningstar Okimakanak (responsible for governance of Morningstar). This group meets twice

per year to review Morningstar activity and provide recommendations regarding governance

and direction. These recommendations are carried forward by the Morningstar Council Chair.

Morningstar Council (responsible for overall direction and management of Morningstar).

Morningstar Council meets every 3 months to review Morningstar activities, appoint

representatives from participating partners and explore strategies and solutions to fill service

gaps. The Chair of the council is Indigenous. The council is comprised of members from*:

o Aboriginal Education Directorate, Manitoba Education and Advanced Learning,

o Superintendent of Inner City Schools, Winnipeg School Division,

o Clinical Support Services, Inner City Area Service Director,

o R. B. Russel School (Principal, Vice-Principal, and Elder), and

o Partner Representatives (Manitoba Family Services, Justice, Health, Housing, and

Education and Advanced Learning; City of Winnipeg; Southern First Nation Network of

Care; Winnipeg Police Service; Mount Carmel Clinic; Addictions Foundation of

Manitoba).

*Additional members are determined by Council based on student needs

Morningstar Conference Circle (assists in planning and coordinating Morningstar supports for

students and families). This group meets every two weeks to further discuss referrals and agree

upon primary services. The Conference Circle is comprised of*:

o R. B. Russell Elder,

o R. B. Russell School Principal and Vice-Principal,

o Morningstar Skaabe,

o R.B. Russell School Guidance Counsellors, as needed, and

o Partner Representatives:

Manitoba Family Services, Justice, Health, Housing, and Education and

Advanced Learning

City of Winnipeg

Southern First Nation Network of Care

Winnipeg Police Service

Mount Carmel Clinic

Addictions Foundation of Manitoba

*Additional members may be added by the Conference Circle based on student

needs

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School Support Team (ensures a student/family-centred practice respecting the voluntary

nature of the program). This team meets weekly to discuss student need and any potential

referrals to the program. Members include*:

o Principal and Vice-Principal,

o Guidance Counsellors,

o Morningstar Skaabe,

o Special Education Resource Teacher,

o Clinical Support Services:

School Psychologist

School Social Worker

o ‘Believe, Dream, Dare’ Tutoring Centre teacher.

*Additional members may be added by the School Support Team based on student needs

Morningstar Partners: Collaborating with partners has been an integral part of Morningstar’s ability

to provide such a wide range of services to students in need. The R. B. Russell School Principal

indicated that the ability of Morningstar Skaabes to provide outreach connections with community

resources has relieved some of the excessive pressure on guidance counsellors and resulted in the

better provision of necessary resources to the students. Morningstar Partners include:

Aboriginal Council of Winnipeg,

Aboriginal Health and Wellness Centre,

Addictions Foundation of Manitoba,

Boys and Girls Club of Winnipeg Inc.,

Canadian Mental Health Association,

Centre for Aboriginal Human Resource Development (CAHRD),

Manitoba Education and Advanced Learning Aboriginal Education Directorate/Manitoba

Education and Advanced Learning Program and Student Services Branch,

Manitoba Children and Youth Opportunities,

Manitoba Family Services,

Winnipeg Regional Health Authority,

Manitoba Housing,

Manitoba Probations,

Mount Carmel Clinic,

North Point Douglas Women’s Centre,

Onashawewin Justice Circle,

Southern First Nations Network of Care,

University of Winnipeg,

Winnipeg Police Service, and

Winnipeg School Division.

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Logic Model

A logic model was developed by Morningstar Council partners. The model provides an overview of

partners, outputs, outcomes and an anticipated timeline. The intent of the model was to achieve indicated

outcomes within the two year pilot with a sustainable plan continuing beyond this time.

At this time, Morningstar appears to be on course with the development of the program, strong

community partnerships, resource delivery, and, most importantly, student participation. It will be

important to look at specific outcomes indicated in the model at the end of year 2, as that data will show

a much more definitive picture of these measures and their sustainability.

(Please see “Logic Model Table” in Appendix 2)

Data Collection

The following evaluation provides a summative report of Morningstar. The goal of a summative evaluation

is to assess student learning at the end of an instructional period by comparing it against a standard or

benchmark.

Morningstar is an integrated service delivery model supporting improved outcomes for students of R. B.

Russell Vocational High School, their families, and caregivers. Supports are offered by embracing a

wraparound approach implemented by nurturing community partnerships based on student need.

It should be noted that 2014-2015 was the first year for Morningstar. While several programs have been

initiated and meaningful relationships have been established with partners, students, and families,

traditional data (attendance, graduation rates, etc.) may not be reflective of the role Morningstar plays in

the school community at this time. In assessing the value of Morningstar consideration should be given to

the importance of relationships in feeding the basic need for people to belong (Brendtro & Larson, 2006).

In order to thrive, youth require communities that will nurture their physical, emotional, intellectual and

spiritual needs (Brendtro & Shahbazian, 2004). This evaluation takes into account the voices of the school

staff and administration, Morningstar Skaabes, the R. B. Russell community, and students who

participated in the program. Information has been collected in the form of surveys, focus groups,

interviews and statistical student data.

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Narrative Evaluation of Project Success

A survey (see Appendix 1) was delivered to Morningstar Council community partners via email.

Unfortunately, despite several attempts, not all partners submitted a response. Those who did respond,

shared their experience as follows:

A Southern First Nations Network of Care representative stated that the strength of Morningstar lies in

the partnerships developed between organizations at the Council table. These relationships have fostered

resource and information sharing fostering appropriate provision of services through the school. This is

further enhanced by the Morningstar Skaabes and their firsthand knowledge of Aboriginal culture. As the

funder of the two Skaabe positions, Southern First Nations Network of Care has played a significant role

in seeing Morningstar to fruition.

A representative of the Aboriginal Education Directorate, Manitoba Education and Advanced Learning

plays an integrated role in its partnership with Morningstar including roles as a collaborator, leader, and

funder. This organization has been integral in developing Morningstar’s Vision, Mission and Promise

statements, referral and consent forms, and framework for the Morningstar Organizational Structure. This

partner was also a Naming Ceremony participant. Manitoba Education and Advanced Learning

Department provided $290,000 in Literacy/Numeracy grants, Community School Program, and mental

health supports. The Directorate sees the collaborating partners as a strength to the students, families

and community. A continued relationship with Morningstar is anticipated as they continue to examine the

ways students need to be supported. The representative suggests reviewing the assessment of needs on

an annual basis.

The Family Services delegate adds that her organization will continue to support Morningstar through

active participation and representation as she too sees the collaborative partnerships as a beneficial asset

to students.

The Mount Carmel Clinic representative says she has watched the program develop into a “well-oiled

machine” and claims they have built a good structure for growth. Mount Carmel provides services within

the school, including a Teen Clinic and a Parent Student Support Program. The representative from Mount

Carmel will continue to sit at the table for Morningstar and would like to “see the program succeed in the

best interest of the students at R. B. Russell”.

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The Pathways to Education representative is enthusiastic about a developing partnership with

Morningstar. She has refrained from offering feedback as it would be premature in their relationship at

this time.

The Principal indicated that most students who attend R.B. Russell Vocational High School have very

complex needs which extend well beyond the scope of education. The commitment of community

partners to pursue a collaborative approach to reducing barriers has significantly contributed to breaking

the cycle that sabotages education. The Morningstar model truly reflects the recommendations that have

come from The Hughes Report (The Inquiry into the Circumstances of the Death of Phoenix Sinclair) and

the findings of the Truth and Reconciliation Commission.

A representative from the Winnipeg Police Service (WPS) stated, “The WPS, including mid and high-level

management, have been involved with Morningstar since inception from a ‘Crime Prevention Through

Social Development Perspective’. This ensured continued support from within the Winnipeg Police

Service, but also developed positive partnerships within and outside of the Morningstar Program itself,

including students and their families, community and service providers/partners i.e. Community-Based

Organizations/Initiatives, Government, Education, Child Welfare, etc. The diverse group of partners

allowed Morningstar to develop processes that engaged students and their families with systems and

supports while also legally and ethically ensuring information sharing occurred amongst systems (and

families). The student and their family led the decision making process. This approach empowers the

student and their family to succeed and helps ensure sustainability.”

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R. B. Russell staff were asked to complete a survey inquiring to their familiarity with Morningstar and the

services it provided, its fit in the R. B. Russell environment, strengths of the initiative and possible areas

of improvement. A copy of the staff survey can be found in Appendix 1. Forty-nine surveys were returned

yielding the following results:

38% of staff were familiar with Morningstar and the supports it is able to offer students.

40% of staff were somewhat familiar with Morningstar but unclear what services could be provided and how students could access resources.

21% of staff indicated they were unfamiliar with Morningstar.

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R. B. Russell Staff Survey

Are you familiar with Morningstar?

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64% of staff felt Morningstar was meeting the diverse needs of R. B. Russell students.

4% of staff felt Morningstar was somewhat meeting the diverse needs of students.

32% of staff were unsure if needs were being met.

Staff indicated several strengths the program brings to the R. B. Russell School community including the

knowledge and commitment of the two Skaabes. It was clear their extensive understanding of, and

connection to, resources, their capacity for relationship building with students, and their approachability

is respected and appreciated among staff and students. The connection the Skaabes maintain with

students over school breaks (Christmas, spring, summer) is another clearly respected asset of the

program.

Other strengths include the advocacy of students, and the inclusion of cultural activities. Several staff

responded that an extremely important element of Morningstar is it is available and facilitated within the

school building.

Constructive feedback was offered by staff. One area of concern shared by several staff was

communication between Morningstar and teachers. Teachers would like to be informed when students

will be missing class due to Morningstar participation. Staff also indicated a need to be updated and/or

alerted to significant life experiences that may impact on academic goals and expectations.

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R. B. Russell Staff Survey

Is Morningstar meeting the diverse needs of R. B. Russell students?

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Overall, there was a consensus of appreciation for Morningstar, its efforts and integrity.

Morningstar Skaabes were also asked to contribute their insight to the program. As the frontline workers,

they offer an important view of the services and their values. One Morningstar Skaabe, feels the work

done with the students is important and must be meaningful to affect change. She feels it is important to

recognize the gifts and resilience of each student and approach them where they are (in terms of social-

emotional well-being) with a holistic and strength-based approach. She claims that Morningstar offers a

place where students feel accepted, understood, respected, and loved. It is a place of safety and

belonging. Conversations and survey reports from students would support this claim. She feels her role as

a Skaabe is to raise consciousness of the students, challenge assumptions, and build on their strengths

while teaching them to advocate for themselves and develop a sense of empowerment. An integral part

of her work has been connecting students with Elders in the community.

The other Morningstar Skaabe concurs and adds that through ongoing support, advocacy, and

encouragement the program has bridged communication gaps in personal relationships, between the

students and the school and between the students and external systems. He feels many students have

taken responsibility for their actions and are willing to be held accountable and that this is restorative to

their family and community. It is his hope that Morningstar not only continue as a permanent service

within R. B. Russell, but also expand to other schools.

R. B Russell administration maintains that working in partnership with others is the most effective way to

meet the needs of students and families and feels that this is the goal achieved by Morningstar as they

continue to work together to build strengths and assist students, and their families, to become successful

students, contributing and independent citizens, and take control of their own futures.

An Elder, Community Worker and Grandmother would like to see Morningstar services extended to feeder

schools as it has entrenched its value within the community. A community Grandmother feels the

availability of positive male and female role models developing relationships may be effective in helping

to keep kids out of the Manitoba Youth Centre.

A mother of a Morningstar student feels her son would have dropped out if not for the program supports.

She feels that her son also benefits from the family support as knowing that mom has— help allows him

to focus more attention on school. Morningstar has helped their family navigate the social services system

while also providing day-to-day supports such as rides to appointments, assistance getting to food banks,

etc.

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R. B. Russell students familiar with Morningstar as both Level 1 and Level 2 participants, were surveyed

for a collective summary of their experience accessing supports through the program and the impact it

made in their school experience and general well-being. Seven Level 1 students participated in a focus

group while eight Level 2 students completed individual surveys during personal interviews with the

evaluator. A copy of the student survey can be found in Appendix 1.

Students accessed a variety of supports through Morningstar, as indicated in the above graph. This

includes advocacy and support addressing concerns, issues, and involvement with social service agencies.

Many sought out assistance with forms and applications, and a significant number participated in

counselling opportunities with the Skaabes.

Opportunities to participate in cultural activities such as smudging and sweats were considered by most

students to be a powerful aspect of the program. Even those who have not yet taken part, indicated they

would like to in the future. Participation in these activities help students to address concerns of cultural

identity loss while creating a place of belonging and trust.

All students’ interviews reported an increased sense of well-being, while 88% of those interviewed

claimed a significant improvement in their self-confidence and sense of belonging. While several students

claimed they would still be enrolled in high school without Morningstar supports, some did indicate that

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Services Accessed by Morningstar Students

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Morningstar was the difference between continuing their education or dropping out. All students

interviewed agreed they would access Morningstar services again.

Project Outcomes

During the developmental phase of Morningstar, several programs were introduced to support students

and families. These include:

Resource Fair - A promotional event provided free of charge where community organizations,

businesses, colleges, and universities were invited to share information with the R. B. Russell

student body.

Men’s Group – A group open to all male students that includes sharing circles, cultural

teachings, emotional management, communication skills, medicine wheel teachings, and roles

in society. Outings for this group included visits to post-secondary institutions and Indigenous

community venues. An additional group was organized for senior level male students in the

Passages Program (a low enrolment program for students diagnosed with FASD)

Red Road to Healing - A ten week program designed to increase knowledge about abuse and

begin the healing process from domestic violence in a culturally relevant way. This program is

facilitated in partnership with Onashowewin and the North Point Douglas Women’s Centre and

empowers women to make healthier choices for themselves and their families.

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Assisted with Ability toComplete Current Grade

Level

Assisted with Ability toGraduate

Would You Still beEnrolled in High Schoolwithout Morningstar

Would You AccessMorningstar Again

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Yes No

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Collaborating with partners has been an integral part of Morningstar’s ability to provide such a wide range

of services to students in need. The Principal indicated that the ability of Morningstar Skaabes to provide

outreach connections with community resources has relieved some of the excessive pressure on guidance

counsellors and resulted in the better provision of services to the students.

In the 2014-2015 school year, the Level 2 students achieved 68 course credits with some students

achieving between 8-10 credits each. This is deemed an appreciated and respectable accomplishment as,

stated previously, Morningstar Level 2 students experience a higher need for integrated services based

on life events. In 2013-2014, prior to Morningstar supports, the same group of students received 46

credits.

Manitoba Education and Advanced Learning Department also supported R.B. Russell students by

providing a teacher and an educational assistant to provide academic tutoring. Year-end data indicates

that 313 credits were completed by students who accessed the tutoring centre.

On-site programs and activities have taken place in both a skill building capacity, such as parenting classes

for both mothers and fathers, and to bridge the gap many students are experiencing due to a lack of

cultural identity.

Students have demonstrated a new or increased commitment to personal health and fitness by

participating in physical activities through memberships at a variety of facilities including the YM/YWCA

and the North Centennial Recreation Centre.

The first significant accomplishment for Morningstar is its realization as a functioning entity at R. B. Russell

School. As indicated previously in the student voice, this has meant the participation and access to several

resources and programs within the school and community.

Strong relationships with the Skaabes have been developed which assists the program in retaining

students who may have been lost otherwise.

Connections with the extended family of students have been developed, extending the network of

support.

Relationships with community-based services have been established to round out services available to

students and their families.

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According to the Vice Principal at RB Russell, Morningstar retained 73% of their Level II students during

the 2014-15 school year. Given that environmental factors for many of these youth may supersede the

perceived need or focus on academics, maintaining school enrolment and contact for these students is

deemed a respectable attainment. Several students who choose to withdraw from R. B. Russell left with

a positive connection to the school and Morningstar, and an intent to return to pursue further education.

Materials Developed

A comprehensive handbook has been developed by Morningstar providing an overview of the program

including history, development, governance, and services. The handbook provides detailed information

about the Level 1 and Level 2 processes and service delivery. It also includes information about the

Morningstar Referral form and an Informed Consent form.

Next Steps

Communication with teachers is critical to Morningstar’s growth. Helping all staff at R. B. Russell to

understand the role of the program may keep the school community both connected and collaborative.

It is necessary that teachers do not feel their time is undermined or less important as a result of students

missing class to meet with Skaabes, receive services, or attend Morningstar programming. Should this be

the case, there may be the possibility of resistance rather than developing a cohesive unit among all staff.

However, if kept “in the know” of student participation and significant events, teachers and staff may be

able to become part of the healing and helping community and adjust their expectations accordingly. This

will be an ongoing educational endeavour for the professionals within the school.

It would be in the best interest of Morningstar to secure long-term funding. A lot of work has gone into

the development of relationships with the students, partners, and the community. All efforts should be

made to continue to maintain and build on this foundation. While the commitment of the Skaabes to their

students is evident, livelihoods must also be considered. At this time, salary funding for the Skaabes may

reach its end at the conclusion of the 2015-16 school year.

Morningstar will also seek funding to expand staffing. As Morningstar has established itself as a valued

support for students and their families, it has become evident that some additional support will be

required.

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The positive relationships established with community partners must continue to be honoured and

nurtured. The shared agendas, information sharing by systems and commitment to working together has

been the critical factor in helping students to overcome systemic barriers. As barriers continue to be

identified new approaches and partnerships will be explored.

Youth representation on the Conference Circle and Council will be explored.

While all partners are extremely encouraged by the development of Morningstar to date, they have also

expressed the need to re-evaluate the program at the end of the 2015-2016 school year as this may better

indicate partner growth and stability as well as continued and sustainable student success as a result of

their access to services and supports.

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Appendix 1: Surveys

a. Student Survey (Developed by Morningstar Skaabe, Derek Stewner; Edited by Alan Wiebe)

RB Russell Vocational High School Morningstar Program Participant Questionnaire

We invite you to take approximately 20-30 minutes to share your personal experience as a participant in

the Morningstar Program; Network of Student Support Services at RB Russell Vocational High School. The

following questions are designed to help better understand how services are delivered to students and

how to improve the program based on your answers and feedback. This questionnaire is voluntary and

completely confidential. Thank you in advance for your input and cooperation!

Section 1: DEMOGRAPHICS

1) What is your current age? _______

2) (D+S) Sex: Male? _____ Female? _____

3) (D+S) Do you gender identify as something other? i.e. GLBTT _______

4) (D+S) Are you a Child in Care with a Child and Family (CFS) Agency? _______

5) Do you identify as an Aboriginal Person? _______ (if yes, which group do you self-identify as?

First Nations _____, Métis _____, Inuit _____, other (please

describe)______________________________________________________.

6) Do you participate in Aboriginal traditional ceremonies, customs, and/ or traditions? (if yes,

please describe) Yes ___ No ___, Explanation: __________________________

______________________________________________________________________

7) (D+S) Are you currently involved with the Criminal Justice System? Yes____ No____

8) How many years have you attended RB Russell High School? __________

Section 2 WELL-BEING

9) What is your current housing arrangement? (Please check most appropriate)

At home with parents ____

Live with extended family ____

Foster Home ____

Group Home ____

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Shelter ____

Hotel Placement ____

Other (please explain) ____

10) Have you used the services of Mount Carmel Clinic here at the school? Yes__ No___

11) Have you used the services of the Addiction Foundation of Manitoba counsellor? Yes__ No___

12) Do you have a regular family doctor you can see if you are feeling ill? Yes___ No___

a) Do you have any health worries? Yes___ No___

b) Would you know where to find help if you did? Yes___ No___

c) When was the last time you saw a doctor? _______

13) Has your involvement in the Morningstar Program improved your sense of well-being (mental,

physical, social, emotional, and spiritual) Please explain__________________

______________________________________________________________________

Section 3 ACCESS/ABILITY TO NAVIGATE SYSTEMS

14) How did you hear about Morningstar? (check all that apply)

School announcement(s) ____

Teacher ____

Guidance Counsellor ____

Morningstar Skaabe ____

Friend ____

Family ____

Facebook ____

Social Worker ____

Other (please explain) ____

15) What do you understand Morningstar to be? ________________________________

____________________________________________________________________

16) (D+S) Which Skaabe were you assigned to? Derek ____ Sherry ____, Not Sure ____

17) (D+S) What level of service do you receive from Morningstar? Please check one:

Level I ___, or Level II ___, Not Sure ____

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18) If you are 18 years of age or older, would you say that the Referral Form and Informed Consent

was explained to you clearly? (check one)

Very Clear ___ Somewhat Clear ___ Not Clear At All ___

19) What services has Morningstar assisted you and/ or your family with? Check all that apply:

Advocacy ____

Housing ____

Mental Health Services ____

CFS ____

Justice/ Probations ____

Addictions ____

Relationship issues ____

Band/ Council Inquiries ____

Filling out forms/ applications, etc. ____

Counselling ____

Elder Services ____

Other (please describe) _____________________________________________

What services or issues was Morningstar unable to help you with?_________________

______________________________________________________________________

20) If needed, would you use Morningstar again to provide assistance Yes___ No___ (if no, please

explain. __________________________________________________________

Section 4 EDUCATION AND SKILL ACQUISITION

21) Do you think you would still be in school without the Morningstar program? Yes___ No___

Maybe___

22) (Office) How would you describe your class attendance in this, or other schools before working

with Morningstar? (Select one )

Excellent ____ Good ____ Average ____ Poor ____ Almost Never _____

23) (Office) How would you describe your class attendance in this school since working with

Morningstar? (Select one)

Increased A Lot ____ Increased A Little ____ Stayed the Same____ Decreased ____

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24) (Office) Please select what grades you averaged before working with Morningstar? (Select one)

Below 25%____26-50 %____51-75% ___76-90% ___Above 90% ___Unsure ____

25) (Office) Have your grades improved since you began working with Morningstar? (Select one

please)

Increased a Lot___Increased a Little____Stayed the Same___Decreased ____Unsure __

26) Did you enjoy attending school before working with Morningstar? (Select one)

Very Much ___ Sometimes ___ Very Little ____ Not at All ____

27) Has your sense of belonging and being part of the RB Russell community of students improved

since working with Morningstar?

Very much ____ Somewhat ____ Neutral ____ Not much ____ Not at All ____

28) Has your level of self-confidence improved since working with Morningstar?

Very much___Somewhat____Neutral____Not much____Not at All___Decreased____

29) Do you think you’ll be able to complete your current grade level since working with

Morningstar? Yes___ No___

30) Are you able to graduate since you’ve been working with Morningstar? Yes ___ No ___

31) In your opinion, do you think the Morningstar Program should remain at RB Russell School?

Yes ___ No___

32) In your opinion, do you think the Morningstar Program should be offered at all schools?

Yes ___ No ___

33) What would you like to see in Morningstar that currently is not offered?

_____________________________________________________________________

34) Please share any other comments, questions, or concerns regarding Morningstar or this

questionnaire?

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________

We appreciate you taking the time to complete this questionnaire, your input is valuable!

Meegwetch

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b) Staff Survey

MORNINGSTAR PROGRAM SURVEY MAY, 2015

The following survey has been designed for the purpose of the evaluation of the Morningstar Program

after its first year at RB Russell. The Indspire agency has contracted me to survey and interview students

in the Morningstar Program and the teaching staff at RB Russell about the perceptions of success of the

program in the lives of the students it serves.

Could you take a few moments to respond to the following questions and return your responses as a reply

to this email?

Thanking you in advance.

Alan C Wiebe - Mentorship and Outreach - Faculty of Education - the University of Winnipeg

1) How familiar are you with the Morningstar Program?

2) How do you see this program fitting into the RB Russell environment?

3) To your knowledge, do you feel that this program is meeting the diverse needs of the students

who are in it? If you do please explain briefly how.

4) Please list the strengths you see with the Morningstar Program.

5) Please list any areas that may need improvement.

6) Any other comments?

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c) Morningstar Council Survey

MORNINGSTAR PROGRAM SURVEY MAY, 2015

To: The Morningstar Council

From: Alan C Wiebe – the University of Winnipeg

I am currently surveying teaching staff at RB Russell and interviewing students that are in the Morningstar

Program, to gather data on the effectiveness of the program in the lives of the students. I would also like

to gather data on the relationship of all the partners with the program and how successful that

relationship is from the standpoint of you, the partners. Could you please fill out this brief survey at your

earliest convenience? This data will be very valuable to the overall evaluation of the program. Thanking

you in advance for your response.

1) Council member name and organization _______________________________________

2) Could you define your relationship with the Morningstar Program?

3) From your perspective what do you see as the strengths of the program? What parts of the

program might need improvement?

4) How do you see the relationship of your organization with the Morningstar Program in the years

to come? Please list any changes you see your organization making that would allow the

program to be more successful in the lives of the students and families within it.

5) Any other comments that you and your organization see as important to the evaluation of the

Morningstar Program after its first year in operation.

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Appendix 2: Logic Model Morningstar Logic Model: An integrated Service Delivery Network that Promotes Improved Outcomes for Students and their Families

INPUTS ACTIVITIES OUTPUTS SHORT-INTERMEDIATE

OUTCOMES

LONG TERM OUTCOME

Human

resources

Financial

resources

Programs

Services

Materials

Equipment

Office Space

Partner representatives

Staff participation in planning, development &

implementation (in kind)

R. B. Russell o Pilot site; office space; guidance counsellors

Southern First Nations Network of Care o 2 yr. funding for Skaabe positions (2) in school o Computers; Phones; Office space

Manitoba Education o Dedicated Program lead (Chairperson) o Writer contracted

Canadian Mental Health Association o Part-time psych nurse

North Point Douglas Women’s Centre o Red Road to Healing program

Winnipeg School Division o 4 school counsellors

Centre for Aboriginal Human Resource Development o Part-time jobs for students

Boys & Girls Club of Winnipeg o Recreation opportunities

Onashowewin Inc. o Full range of programs & services

University of Winnipeg o Tutoring program at school

Addictions Foundation of Manitoba o Potential increase in support to 2 days/wk

Aboriginal Health & Wellness Centre o Fathering program o Health staff

Mount Carmel Clinic o Mothering program o Dedicated family doctor for pilot

Manitoba Housing o To support students & families

Winnipeg Police Service o Dedicated half-time police officer (1)

Start Up:

Identify partners and personnel

Develop committee structure

Coordinate meetings

Plan ceremony

Develop referral process

Develop informed consent process

Develop Program Guidebook (internal)

Skaabes: o Hired o Network with

organizations o Build working

relationships o Orientation to system o Professional development o CFSIS access o Arrange office space

Programming:

Skaabes: o Develop student plans o Advocacy o Cultural activities o System navigation o Assessment o Counselling

Student employment

Recreation activities

Volunteer opportunities

Justice program

Tutoring

Addictions counselling

Fathering program

Mothering program

Red Road to Healing Program

Partners identified

Committee structure developed

Committees established

Terms of reference drafted for committees

Monthly committee meetings

Naming ceremony held

Referral form developed

Policy & procedures developed for referrals

Informed consent form developed

Monthly reports submitted by Skaabes

Quarterly reports submitted by Skaabes

Program Guidebook developed by Writer & partners

# of students in Morningstar Program

# of students who complete fathering program

# of students who complete mothering program

# of students who find employment

# of students who participate in recreation activities

# of students who receive tutoring

# of students who access addictions counselling

# of students who access healing program

Increased:

School attendance

Academic achievement

Graduation rate

Employment

Volunteerism

Ease in transition to adulthood

Access to support services

Responsiveness of support services

Participation in community programs

Health and well-being (mental, physical, social, spiritual)

Decreased:

Alcohol & drug use

CFS involvement

Involvement with criminal justice system

School dropouts

Truancy

Tardiness

Empowering students to succeed and graduate with a bright future (vision)

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Appendix 3: Activities in Year 1

R.B.RUSSELL VOCATIONAL HIGH SCHOOL MORNINGSTAR

YEAR 1 – June, 2014- June, 2015

The following report is a brief summary of the various activities initiated as a result of Morningstar

becoming a reality at R.B. Russell Vocational High School in June 2014. The accompanying charts and

graphs illustrate the variety of services accessed and the number of students seeking support through

Morningstar. In partnership with ‘Indspire’, a comprehensive progress review (evaluation) is currently

being done by Alan Wiebe, University of Winnipeg. This report will be completed in August 2015.

As stated in the Morningstar Handbook, the vision is to empower R.B. Russell students to succeed and

graduate with a bright future. The Morningstar mission is to be a collaborative network of support that

inspires engagement in school and successes beyond. Enhanced integration of services will support

improved outcomes for students and their families, build community capacity and ensure sustainability.

The Seven Sacred teachings will guide and be reflected in everything the Morningstar partners and staff

do.

The fundamental commitments of Morningstar include listening to students with love and respect;

honouring their truth and courage; and providing support with wisdom, honesty and humility. The

commitment extends to working with partners to deliver services and to ensuring that every student has

access to community supports.

In partnership with the Southern First Nations Network of Care (SFNNC), two Morningstar staff were

seconded from the SFNNC to the Winnipeg School Division. They began their journey at RB Russell

Vocational High School on June 2, 2014. The two support workers, called Skaabe, were introduced to the

students at an assembly in June, 2014 and students were presented an overview of the Morningstar role

in the school.

Throughout the summer, the Morningstar Skaabe were involved in various community activities with the

CEDA Pathways to Education, North Point Douglas Women’s Centre, and Onashowewin. Other activities

included accompanying students to court, meetings with lawyers, pow-wows, Sundance and camping with

Southern First Nations Network of Care.

Morningstar staff, along with guidance counsellors, welcomed students back in September 2014 by

distributing timetables and directing students to classrooms. The Skaabe continued to greet students

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upon arrival every morning all year. Students quickly recognized that two additional adults have become

a source of friendship and guidance.

Morningstar provides two levels of support. All R.B. Russell students may participate in activities in which

the Skaabe are involved and may seek assistance from a Skaabe to navigate and access community

resources. This ‘Level 1’ support is short term and/or activity specific. No referral is necessary.

‘Level 2’ is designed for students who are identified with a high level of need for support from multiple resources. Students are referred by one of four Guidance Counsellors who have explained Morningstar to the student and parents and obtained ‘Informed Consent’ to participate. Referrals are presented at weekly Support Team Meetings and recommendations for opening to a Skaabe are forwarded to the Morningstar Conference Circle. Partners on the Conference Circle provide information, support, and suggestions.

Examples of Morningstar activities and contacts:

Red Road to Healing in partnership with North Point Douglas Woman’s Centre and Onashowewin;

Sweats, Feasts, Naming Ceremony and cultural teachings with various Elders;

Student Assemblies, Family BBQ Welcome Back event, school wide outings to The Forks and Birds Hill Park

Drumming, smudging, moccasin making, beading classes, Aboriginal games, and traditional skirt making;

Grade 9 girls club, Men’s group;

Support Team Meetings, Parent Council Meetings, Open House, Aboriginal Education committee, Student Voice, Ongoing communication with staff and collaterals;

Winter & Spring Break Activities such as family movie events and individual outings;

Manito Ahbee Pow-Wow and Aboriginal People’s Choice Music Awards show;

Canoe trip with students;

Stone soup contest;

Keeping The Fires Burning - Kanikanichihk;

Resource and obtain community based services as needed such as Winnipeg Harvest;

Youth Stabilization Unit (YSU);

Youth Addictions Foundation of Manitoba (AFM);

Child & Family Services including court;

Manitoba Youth Centre and related court appearances, Fine Options Program;

Manitoba Adolescent Treatment Centre (MATC);

Building Bridges Conference;

BSSAP Gathering;

Training in Wrap Around, Money Stories with SEED Winnipeg, Butterfly Lodge;

Conference Circle meetings, presentations about Morningstar at various community gatherings;

Assist with job, education, bursary and scholarship applications; and

Toured Red River College, University of Winnipeg’s Inner-City campus and Urban Circle Training Centre with students.

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This has been a very busy year for the Skaabe. They have reflected on the work that has begun and have found the year to be very gratifying. Solid relationships have developed with staff, students, and families and together they will work toward sustainability of the impact on the community. Ekosi

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