Nation Builder Report

2014 - 2015

The Board of Directors is pleased to present the

2014-2015 Nation Builder Report.

The information contained in this report provides data that guides program staff in monitoring student success and developing programming

to best serve students, teachers, and staff in 11 First Nations.

Built on the wisdom of our ancestors, our vision to Honour, Embrace, and Implement Treaty Rights to Education maintains our focus to ensure that all participating schools benefit from rich and meaningful learning programs.

The Board is committed to setting high standards of excellence.

With an eye on future Nation Builders, efforts are made to balance local autonomy with the corporate structure of the T4EA organization.

2014-15 Nation Builder Report

Certificate of Incorporation

2014-15 Nation Builder Report

Audit and Financial Reporting

2014-15 Nation Builder Report

2014-15 Budget Allocation School Success Planning

Performance Measurement

Other

Early Years Initiative

New Paths

Administration

Director of Education Contracts

Student Learning Assessment

Structural Readiness

Summer Student Program

based on $3,916,584.07

Board of Directors

*Board Chair

• Cote First Nation Chief Norman Whitehawk

• Cowessess First Nation Chief Terry Lavallee

• Fishing Lake First Nation Councillor Sheryl Kayseas

• Kahkewistahaw First Nation Councillor Michael Bob

• Kawacatoose First Nation Councillor Delvern Poorman

• Keeseekoose First Nation Chief Lyndon Musqua

• Muskowewkwan First Nation Chief Reginald Bellerose*

• Ocean Man First Nation Chief Connie Big Eagle

• Ochapowace First Nation Councillor Shaya Watson

• Sakimay First Nations Councillor Rachel Sangwais

• White Bear First Nations Chief Brian Standingready

2014-15 Nation Builder Report

EXECUTIVE DIRECTOR

Elders Advisory Council

Board StructureBOARD OF DIRECTORS

2014-15 Nation Builder Report

Program Administration

Finance Human Resources

Governance

Office Administrative

Support

School Success Planning

Curriculum Instruction

Assessment Data Collection

Professional Development

Resources

Cultural Advocacy Community Engagement

Community Literacy Advocacy

Network

Culturally Responsive Instruction

Hummingbird Literacy

Information Communication

Technology

Infrastructure Tech Services

Communications Education

Technology Support

Student Data Reporting System

2012-15 Board Strategic Priorities

2014-15 Nation Builder Report

•As our Treaty and Inherent Rights are the legacy and sinew that holds our work together, it is important that we honour this legacy. We must be effective advocates and organize to maintain our own language, culture and social system.

Advocate for Treaty and

Inherent Rights

•We recognize that improvements are necessary for our children to be prepared and to participate fully in their future. Our efforts are focused on strengthening student success and identifying partners in business and industry for support.

Strengthen Outcomes for

Students

•We recognize that our governance practices must be nimble and effective. Changes in our organization and the participating First Nations calls for changes of governance and how Board members are appointed.

Strengthen Our Governance Framework

Advisory Council

2014-15 Nation Builder Report

• Cote First Nation Alvin Cote

• Cowessess First Nation Marjorie Lavallee

• Fishing Lake First Nation Keisha Desjarlais

• Kahkewistahaw First Nation William Kaysaywaysemat

• Kawacatoose First Nation Vacant

• Keeseekoose First Nation Frank Keshane

• Muskowewkwan First Nation Michelle Hunter

• Ocean Man First Nation Patricia Shepherd

• Ochapowace First Nation Charlotte Bear

• Sakimay First Nations Wanda Sangwais

• White Bear First Nations Phyllis Gibson

Administration

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• Executive Director Lori Whiteman

• Accountant Judy Pinay

• Human Resources/Office Manager Marlene Bartley

• Executive Assistant Veronica Yuzicappi

• Administrative Assistant Marcy Glasser

*Contract for Services

chool uccess Team

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• Curriculum Consultant Cathy Cochrane

• CLAN 2 Facilitator Carol Hotomoni*

• School Success Coordinator Yolande Howrie

• CLAN Facilitator Rhonda Kayseas

• Cultural Advocate Michael Lonechild

• Curriculum Consultant Cheryl Mantei

• School Success Analyst Deni Miclea

• Nation Builder Advocate Ray Petit

• Education Technology Consultant Megaen Reader

• Instructional Capacity Consultant David Riddle

• Student Support Consultant Jolissa Simon

chool uccess Principals

• Chief Gabriel Cote Education Complex Jonas Cote

• Cowessess Community Education Center Carol Delorme

• Fishing Lake First Nation #89 School Peter Pavelich

• Chief Kahkewistahaw Community School Evan Taypotat

• Asiniw-Kisik Education Campus John Walter

• Keeseekoose Chiefs Education Complex Richard Fiddler

• Muskowekwan School Sharon Windigo

• Ocean Man Education Centre Lois Delorme

• Kakisiwew School Freida Sparvier

• Goose Lake School Kendra Taypotat

• White Bear Education Complex Murray Bird

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In the fall, sight word benchmarks were collected on all Grades 1 and 2 students through the BEADS (Beginning Early and Developing Strong) protocol. In the spring, benchmarks were collected on all K-2 students.

This Early Years Literacy Initiative continues to provide a strong foundation for early learners. Overall, the percentage for sight word attainment is measured at over 50%.

S

P

R

I

N

G

F

A

L

L

Average 18/39 Words

Kindergarten

Average 70/131 Words

Grade 1

Average 165/ 225 Words

Grade 2

Average 31/91 Words

Grade 1

Average 115/177 Words

Grade 2

64%

46%

53%

73%

chool uccess K-2 BEADS

100% = Attainment

2014-15 Nation Builder Report

34%

chool uccess Confident Learners Literacy Initiative Confident Learners is a whole-school literacy initiative for First Nations Schools. The program includes five elements:

• “pathway approach” to instruction and assessment that: (a) is based on the science of literacy, (b) enables teachers to monitor children’s progress in acquiring literacy skills from kindergarten to grade 3, (c) is linked explicitly to teaching activities that support First Nations language and culture, and (d) supports efforts to increase children’s language skills in their indigenous language.

• professional development program for teachers aimed at increasing their knowledge of the science of literacy skill development and its application in First Nations settings;

• training program for aides and volunteers supporting children’s literacy development; • family and community literacy program aimed at strengthening families’ contributions

to their children’s skill development; and • training program for mentors supporting successful transitions of First Nations students.

The development of Confident Learners was supported with funding from Aboriginal Affairs and Northern Development Canada (AANDC) from 2013 to 2015. The on-going development is now being supported by The Learning Bar Inc. Thirty-two First Nations schools across Canada are participating in its development, including 34% or eleven schools from Treaty 4. Teachers now have access to an extensive set of over 400 learning activities, which are consistent with First Nations’ approaches to learning and linked directly to the outcomes associated with each step on the pathway to becoming a successful reader.

The schools in Treaty 4 contributed to the development of the teaching activities and participated in the development of the training videos for Confident Learners. These are being used this year as part of the professional development program. Two members of the Treaty 4 staff sit on the Advisory Circle for Confident Learners. In September, 2014, T4EA Executive Director was invited by the Canadian High Commission in Australia to discuss Treaty 4’s success with the EYE and Confident Learners at an Aboriginal Roundtable held in Adelaide, South Australia.

~Dr. Doug Willms President, KSI Research

2014-15 Nation Builder Report

In May, 2015, 109 Grade 1 children were assessed. The average age was 6 years, 11 months. The results shown are based on children who were able and willing to take the test. Interpretation of results: You will notice a difference between numbers of children (N) who completed various tests. If a child could not complete the practice sections included for some tests, the test was discontinued or not administered. This was common in both non-word reading tests (Fluency and Accuracy), as well as ReadingComprehension, and might contribute to variances in results in these areas. Tests were also discontinued if a child exhibited or expressed stress or anxiety during testing.

The test results take into account the children’s ages. A score of 10 indicates that children are performing at the mean for that age. Children scoring 6 or 7 are in the low average range, children scoring 8 to 12 are in the average range, while children scoring 13 or 14 are in the high average range. EA Grade 1 Aggregate scored in the low average range in all areas. In 2015-2016, all Kindergarten to Grade 3 children will be assessed in their coding and language skills so that teachers will have an accurate description of where they are on the literacy pathway.

chool uccess

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0 1 2 3 4 5 6 7 8 9 10 11 12

Word Reading Fluency: words (N=95)

Word Reading Fluency: non (N=49)

Reading Comprehension (N=43)

Word Reading Accuracy: words (N=108)

Word Reading Accuracy: non-words (N=76)

Phonological Awareness (N=108)

Receptive Vocabulary (N=108) T 4 E A

“The promotion of Reading skills at an early age is all of our responsibility. We are parents, grandparents, extended family members and teachers.” (Early Years Success Leader, Lee-Anne Thomson, Asiniw-Kisik Education Centre). This year, through Early Literacy Initiative funding, the Early Years Success Leaders’ team was launched. In the early stages, each teacher led the Confident Learners Initiative in each community. Since then, the team has expanded their work across all of the T4EA Early Literacy Initiatives. Each teacher received training in facilitation, cooperative learning, and student engagement through a course certification specifically designed for the team. They followed up with a trip to Medicine Hat to see demonstrations of best practices in primary classroom settings. In 2015-16 the Early Years Success Leaders will lead the Early Years initiatives in each of their schools.

chool uccess Early Years Success Leaders

The potential power of this team will be making a significant positive change in the

lives of our children, and how we will go about teaching to our children. We are all

learners and leaders. ~ Stephanie Gress, Ocean Man First Nation

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Early

Lea

rner

s

SeptemberMarch

A B C D E F G H I J K L M N O P Q R S T

Learning to Read

K-3 teachers, along with each school’s learning resource teacher, worked together to determine each early learners reading benchmark. An online data management system was introduced to all schools to collect, analyze, and share data on individual and class progress over time. Implementation began mid-year and is at 50%. The chart below illustrates one school’s progress over this year. Independent reading level for Grade 3 students is between N and P.

chool uccess K-3 Reading Benchmarks

2014-15 Nation Builder Report

Average or above Canadian average Below Canadian average

13% increase in literacy

15% increase in numeracy

In spring 2014, T4EA administered the Canadian Achievement Test 4th Edition (CAT4) to assess the literacy and numeracy achievement of Grade 3 early learners. This year, there was a 13% increase in literacy and a 15% increase in numeracy in the Grade 3 2015 CAT4 results. This increase could be attributed to Early Literacy initiatives such as the EYE, BEADS, Instructional Strategies, Confident Learners Initiative, Leveled Literacy, culturally-responsive resources, and professional development. The increase in numeracy could be attributed to enhanced online support through Mathletics™.

chool uccess Grade 3 CAT4 Literacy and Numeracy

2014-15 Nation Builder Report

For the second year, all Grades 3-9 students have been assessed using the CAT4 assessment. The sample has remained stable with some measurement of improvement in literacy and in individual test scores.

chool uccess Grades 3-12 CAT4 Literacy

0 1 2 3 4 5 6 7 8 9 10 11 12

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

National Reading Average

T4EA Reading Average

CAT4 Mean Grade Equivalent

CAT4 confirms that Grade 3 students are approaching or at grade level in literacy by the end of Grade 3.

2014-15 Nation Builder Report

Non-users

Non-users Users

chool uccess Online Numeracy Learning/Intervention

Numeracy Nets is a math intervention resource that is fully implemented in two schools. In these schools, all teachers completed all four units in the K-3 provincial mathematics curriculum. This resource compliments the Math Makes Sense resource and the Mathletics online learning. In these schools there has been marked achievement in numeracy.

K

Grade 1

Grade 2

Grade 3

36%

64%

76%

24%

71%

29%

67%

33%

2014-15 Nation Builder Report

For the second year students in Grades 3-8 have been assessed using the CAT4 numeracy assessment. The sample has remained stable with some measurement of improvement in individual test scores. As a cohort, students remain one-year behind the Canadian average in numeracy.

chool uccess Grades 3-12 CAT4 Numeracy

0 1 2 3 4 5 6 7 8 9 10 11 12

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

National Numeracy Average

T4EA Numeracy Average

Beginning at Grade 3, CAT4 confirms that there continues be over a one-year lag in numeracy.

CAT4 Mean Grade Equivalent

2014-15 Nation Builder Report

Direct Assessment Number Tier 1 Tier 2 Tier 3 Fall 112 55 20 37 Spring 113 67 22 24

Appropriate development Experiencing some difficulty Experiencing significant difficulty

chool uccess EYE Pre-K Direct Assessment

The EYE Direct Assessment (DA) continues to guide teaching practice in the early years. Teachers have used EYE-DA results to design programming to enrich each early learner’s classroom experience to improve readiness for Kindergarten. Students have demonstrated gains in all four domains. Parents/Caregivers have received timely reports to support early learners at home and in the community. Students experiencing significant difficulty in the spring are provided with additional supports as they transition into Kindergarten.

SPRING EYE Direct Assessment

• Awareness of Self and Environment • Cognitive Skills • Language and Communication • Physical Development

2014-15 Nation Builder Report

60%

17%

23%

Teacher Assessment Number Tier 1 Tier 2 Tier 3 Fall 144 68 36 40 Spring 102 50 38 14

Appropriate development Experiencing some difficulty Experiencing significant difficulty

In the fall, the EYE Teaching Assessment (TA) is used to assess the readiness of all Kindergarten children. Results from the TA are classified into three groups based on the child's learning needs - Tier 1, Tier 2 or Tier 3. Children at Tier 1 (appropriate development) do not require post-assessment in the spring. Children with Tier 2 or Tier 3 (experiencing difficulty) are assessed again near the end of the school year, before they enter Grade 1. Thus, you will note a difference in the number of children assessed in the fall compared with the number assessed in the spring.

chool uccess EYE Kindergarten Teacher Assessment

2014-15 Nation Builder Report

49% 37%

14%

SPRING EYE Teacher Assessment

This year, T4EA celebrated the graduation of 47 Kindergarten students. In the fall, 99 Kindergarten students were registered in the T4EA student data system. Enrolment was reviewed at the end of March and revealed a decline with 16 student transfers and 36 students withdrawn. Students commonly transfer from one First Nation to another First Nation school or to a neighbouring provincial school. Another contributing factor may be that parents and caregivers chose to withdraw their child for a variety of reasons. Finally, it may be that a mid-year transfer or enrolment of a student would not be recorded in the T4EA student data system.

chool uccess Kindergarten Graduation

2014-15 Nation Builder Report

chool uccess Hummingbird

The sun shines today and the air is fresh. Mother Nature has prepared a beautiful day for all of us to enjoy. I believe she also wants to remind us of the time we spent together and the things we learned and shared.

~Ken Lonechild, Community Member of White Bear First Nations

Through Hummingbird, teachers, in collaboration with T4EA consultants and Nation Builder Forums with Elders, culturally responsive, cross-curricular lessons were carefully crafted for practical application to land-based learning.

2014-15 Nation Builder Report

White Bear Education Complex book gala held at the Bear Claw Casino.

This is a wonderful version of our history as told by our own grade school children. They have adapted the story from articles, archives, and of course, oral tradition from our Elders. Ocean Man’s story is then made even more meaningful by including the beautiful artwork of the authors themselves. This adaptation will incite the reader in thought and curiosity to delve deeper into our history. I thank everyone involved in this production of Ocean Man’s story. The children, Ocean Man School, the Elders, and Treaty 4 Education Alliance, but most of all I thank those who worked so hard to bring us home.

Pĩnamayayabi Chief Connie Big Eagle, Ocean Man First Nation

chool uccess Hummingbird

0123456789

1011

Who We Are and Where We Come From

2013-14

2014-15

Michael Lonechild Cultural Advocate and Ray Petit Nation Builder Advocate T4EA project leads.

2014-15 Nation Builder Report

T4EA took a first step towards implementing the Kindergarten Hummingbird curriculum with a language and culture project, One Song, One Prayer, One Story. It challenged Kindergarten classes to learn a traditional song, prayer and story in their First Nations’ language. The hope is that it will spark a passion for language at this young, impressionable age that will then spread within the school and community. We visited three communities, created video and audio recordings to be used as resources within each community. A language curriculum and handbook was also given to each Kindergarten and Language teacher to support project implementation. In 2015, the next phase of the project will be to prepare media resources. Supporting Language and Culture through Technology and Traditional Music.

chool uccess Hummingbird

2014-15 Nation Builder Report

Canadian T4EA Social and Emotional Outcomes

41% 32% Engaged –confidence in skills; appropriately challenged.

17% 23% Struggling – lack confidence in skills particularly; Literacy/ Numeracy.

37% 36% Disconnected – confidence in skills; not challenged.

5% 9% Disengaged – lack confidence in skills; do not feel challenged.

chool uccess Grades 4-9 TTFM Student Survey

A Note on Engagement and Confidence… Assessments on First Nations students must always take into consideration the long-standing legacy factors that continue to impact on student learning success. The recent Truth and Reconciliation Committee Report (2015) outlines several important principles to address these impacts: Reconciliation requires constructive action on addressing the ongoing legacies of colonialism that have had destructive impacts on Aboriginal peoples’ education, cultures and languages, health, child welfare, the administration of justice, and economic opportunities and prosperity.

2014-15 Nation Builder Report

Tell Them From Me Survey T4EA Average Canadian Average

Regularly truant 49% 32%

Probability of high school graduation 34% 78%

In 2011-12 there were 232 Grade 10 students from all T4EA high schools registered with the Saskatchewan Ministry of Education. Three years later, a total of 82 students (42 female and 40 male) graduated from a First Nation on-reserve school or from a provincial school.

In 2012, T4EA had 102 Grade 10 students registered in our T4EA student data system. This school year, 66 Grade 12 students were enrolled; a decrease of 35.4% over three years. Of the original 66 students that started grade twelve this fall, 57 remained enrolled until the end of June. A total of 43 students graduated from T4EA schools this year. Of these students, 20 students were enrolled in a T4EA school in 2012, and continued on to complete their Grade 12 requirements in 2015. Nakota Ackachuk (pictured on the right) is one of the 20 who was enrolled in a T4EA school in 2012 and continued on to complete his Grade 12 requirements in 2015.

chool uccess Treaty 4 Nation Builders

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52

78

205

0

50

100

150

200

250

2011/2012 2013/2014 2014/2015

Tell Them From Me Parent/Caregiver Survey

Since 2011, parents and caregivers have been invited to participate in the Tell Them From Me Survey. This survey affords meaningful feedback to the school. Since the first year, parent participation in the survey has increased from 52 respondents in 2011, to over 200 respondents in 2014. One parent commented, “I enjoy the freedom for my kids to learn about Native culture without pressure. I like it when teachers who aren’t FN are interested in learning more about us. Our little school really grew a lot since we’ve been here. I am proud of our community and appreciate the hard work it takes to deliver successful projects and initiatives.”

chool uccess Parent TTFM Survey

2014-15 Nation Builder Report

T4EA continues its partnership with Yorkton Tribal Council Child and Family Service Prevention in supporting parents and caregivers of early learners through the Community Literacy Advocacy Network (CLAN). CLAN was initiated in Cowessess, Fishing Lake and White Bear First Nations, and has expanded to Sakimay and Kahkewistahaw First Nations. Parent/caregiver modules include: Way of Life – traditional beliefs of childrearing before European contact. Disruptions in History –background on disruptions to First Nations such as Indian Act, Residential School System and the 60’s scoop. Re-Connecting – traditional teachings to today’s childrearing. We Create – First Nations traditional beliefs to the western education with the development of parent and caregiver resources.

chool uccess Community Literacy Advocacy Network

Moss bag teachings at Ochapowace First Nation

2014-15 Nation Builder Report

Forums Attendance Communities Topic Fall 15 8 Language, Hummingbird Literacy Project, CLAN Winter 21 9 Hummingbird Literacy Project – Ochapowace First Nation book launch Spring 23 10 Learning the Land – Nature Conservancy Gathering

Three Elders’ Nation Builder Forums were held this year. Elders assisted with the development of the Hummingbird curriculum guide, and attended a gallery opening for the Hummingbird: “Who We Are and Where We Came From” book series. The themes for this year’s forums included: language programming, Learning the Land initiative, and traditional protocols. The work we do with the Elders is essential to our success as an organization. They serve as our teachers and mentors. Their wisdom guides all that we do. Edward Poorman from Kawacatoose First Nation shared, “Without tobacco my words are empty. With tobacco I’m speaking for everybody that came before me.”

chool uccess Nation Builder Forums

2014-15 Nation Builder Report

• ICT Support Technician Tony McNabb

• Network Technician Vern Severight Senior

• Computer Technician Vern Severight Junior

Team

2014-15 Nation Builder Report

The FirstClass™ suite of tools was selected by T4EA in 2009 to provide an optimum platform for communications, networking, and information sharing. Communication and professional organization tools support office, school staff members, and in the coming years, students and families. FirstClass™ offers web-based, secure email, instant messaging, electronic calendar, contacts database, web publishing tool, and document file storage. Users can access FirstClass™ from their computers and all mobile devices – anywhere you can access the internet. T4EA has connected schools to create a professional network where ongoing collaboration, dialogue, and communication can take place. This year, teachers and administrators found the convenience of accessing FirstClass™ from mobile devices and consequently usage has increased by 25% since 2012-13 (see chart below).

Communication

2014-15 Nation Builder Report

39%

56% 62%

2012-13 2013-14 2014-15

Active FC Users

T4EA’s ICT Department follows a carefully considered ICT Strategic Plan, which began implementation in 2012. All schools have a reliable internet access to curriculum content and resources. This framework also opens the door to greater opportunities for innovations in distance learning.

Fibre Optic Internet Upgrade Installation Timeline (10MB)

SaskTel Community Net

AANDC Ministry of Education

(ISSI)

Wireless Access Point Network Muskowekwan Kawacatoose White Bear Cowessess Ochapowace Fishing Lake Ocean Man Cote Keeseekoose Kahkewistahaw Sakimay

Reliable Industry Grade Network Muskowekwan Kawacatoose White Bear Cowessess Ochapowace Fishing Lake Ocean Man Cote Keeseekoose Kahkewistahaw Sakimay

Reliable Industry Grade Server Muskowekwan Kawacatoose White Bear Cowessess Ochapowace Fishing Lake Ocean Man Cote Keeseekoose Kahkewistahaw Sakimay

SaskTel High Speed Fibre Optic Muskowekwan Kawacatoose White Bear Cowessess Ochapowace Fishing Lake Ocean Man Cote Keeseekoose Kahkewistahaw Sakimay

Strategic Plan

2014-15 Nation Builder Report

November

Fishing Lake School Muskowekwan School Cowesses Community Education Center Kakisiwew School Asiniw Kisik Education Campus White Bear Education Complex Chief Gabriel Cote Education Complex Ocean Man

December

Goose Lake School Kahkewistahaw Education Center Keeseekoose Chiefs Education Complex

Treaty 4 Education Alliance Challenges Results

School staff and students could only access the internet from hardwired computer labs or classroom close to a Wi-Fi router.

With a professional grade Access Point Network (APN) students and staff are free to access the internet from anywhere in, and around the school, from any device. This gives schools the freedom to use technology as a daily integrated learning tool.

Previously, schools had Wi-Fi access in certain areas of the school close to a router. If the school employed multiple routers, the staff and students would have to manually sign into each router depending on where they were physically standing in the school.

The installed Access Point Network (APN) enables staff to seamlessly access rich online educational content anywhere in the school under one secured network.

Prior to the installation of the Aerohive™ Access Point Network, ICT techs had to be deployed to the school to troubleshoot issues with stand-alone access points.

The Aerohive™ APN has integrated management tools that permit ICT techs to remotely monitor and troubleshoot issues with the network. This translates to less "down time" for the staff and students when the school is facing internet related issues, and it frees ICT staff to effectively provide help in other areas.

Wireless Connection

Map of Muskowekwan School illustrating 12 wireless access points. (Sample access point circled in black).

2014-15 Nation Builder Report

2011-12

• Cowessess First Nation

2012-13

• Cowessess First Nation • Ochapowace First Nation • White Bear First Nations

2013-14

• Cowessess First Nation • Ochapowace First Nation • White Bear First Nations

2014-15

• Cowessess First Nation • Fishing Lake First Nation • TATC (Muskowekwan and Kawactoose First Nations) • Ochapowace First Nation • White Bear First Nations

In 2011, T4EA signed our first Director of Education Service Agreement with Cowessess First Nation. A principal and teacher cycle of professional development rubric and workbook was developed and introduced to the school. A Director of Education team was established and a classroom observation rubric was introduced. The Director of Education Service Agreements with Cowessess, Ochapowace and White Bear First Nations were renewed for 2013-14. Recently, T4EA signed an agreement with Touchwood Agency Tribal Council (Muskowekwan and Kawacatoose First Nations) and Fishing Lake First Nation.

Director of Education Service Agreements

2014-15 Nation Builder Report

T4EA continues to offer high quality professional development in Instructional Intelligence (using instructional skills, tactics, and strategies effectively) with Dr. Barrie Bennett, a world-renowned expert in this field.

Early Years Success Leaders (catalyst teachers) from T4EA schools have received additional TRIBES training to enhance their implementation of Instructional Intelligence in their own schools, and to model these skills as mentors for others.

Learning modules are currently in development, and will be available online for T4EA Success Leaders (catalyst teachers) to present during TLC’s. By working through the learning modules, and working in supportive peer networks, teachers will gain a better understanding of their own strengths and challenges in planning and delivering effective lessons. The modules are set up to encourage and strengthen collaboration and professional mentorship across the alliance.

Instructional Intelligence

The clear purpose of the Tribes process is to assure the healthy development of every child so that each one has the knowledge, skills and resiliency to be successful

in a rapidly changing world.

~ http://tribes.com/about/

Dr. Barrie Bennett

2014-15 Nation Builder Report

Signing of MOU with Parkland College

Staff professional development in mini-session

School Kick-off mini-sessions

Tyrone Ross, keynote speaker

The Annual General Meeting of the Board of Directors, and the annual School Kick Off was held on August 28, 2014. The day began with a pipe ceremony in T4EA’s newly acquired and painted tipi. We were welcomed and hosted with great honour in the new Ochapowace Communiplex, where T4EA signed a Memorandum of Understanding with Parkland College and heard an inspiring keynote by RezX magazine founder and editor, Christopher Tyrone Ross. School staff rotated through four mini-sessions on confident learners, numeracy, cultural programming, and literacy.

AGM and School Kick Off 2014

2014-15 Nation Builder Report

Confident Learners Numeracy

Cultural Programming Literacy

The T4EA Nation Builder Awards Gala was held on May 7th in Moose Jaw at The Temple Gardens Mineral Spa. Lesra Martin, author of: The Power of a Promise: Life Lessons Encountered on my Journey from Illiteracy to a Lawyer (2009) delivered a powerful keynote address on the important role determination and perseverance play in goal attainment. Duet performers, Jason Chamakese and Robert Gladue entertained gala attendees with beautiful flute and traditional drum songs.

Nation Builder Awards

Wanda Sangwais, Sakimay First Nation, Community Nation Builder Award

Faith Ketchemonia, Keeseekoose First Nation, Grades 8- 12 Senior Nation Builder Award

Aiden Tanner, Cowessess First Nation, Grades 4-7 Junior Nation Builder Award

Teresa Sanderson, Keeseekoose First Nation, Leadership Nation Builder Award

Deshy Taypotat, Kahkewistahaw First Nation, Grades K-3 Junior Nation Builder

Lesra Martin

Jason Chamakese Robert Gladue

2014-15 Nation Builder Report

Dr. Shauneen Pete

Annual Conference

Dr. Lisa Lunney Borden

The T4EA annual conference was held May 7th and May 8th in Moose Jaw at The Temple Gardens Mineral Spa. We were privileged to have Dr. Shauneen Pete, Dr. Lisa Lunney Borden, and Lesra Martin present at the conference. Dr. Pete challenged educators to engage the communities in which they worked. She provided real world examples of how this can be accomplished. She stressed the importance of engaging the whole community in a child’s education. Making math culturally relevant and focusing on First Nations Ways of Knowing was stressed in Dr. Borden’s presentation. She talked about elders’ wisdom and how to effectively incorporate traditional knowledge into mathematics. Finally, Lesra Martin spoke about his personal journey from illiteracy to literacy in becoming a lawyer and a leader within his community. His inspirational story of triumphing over hardships challenged educators to think about how they can make a difference and be the support for the students they are working with. Lesra is well known for his role in freeing wrongfully convicted boxer, Rubin “Hurricane” Carter, a story powerfully captured in the 1999 film ”The Hurricane”.

Role #Attended/#Registered Percentage Teachers 99/110 90% Principals 11/11 100% Education Assistants 42/61 69% Administrative Assistants 2/11 18% Board 6/11 55% Advisory Council 2/11 18%

Lesra Martin

2014-15 Nation Builder Report

From September 15th -21st, the annual Treaty 4 Gathering hosted over 400 dancers and 12 drum groups. T4EA was honoured to have Elders utilize our beautiful tipi for the ceremonial activities for the week. Staff organized and hosted three separate events:

• A learning lodge to explain the historical and cultural significance of the buffalo,

• The Blanket Exercise, an experiential activity that explored the 500-year relationship between Indigenous and non-Indigenous peoples of Canada,

• Geocaching, an activity that had students using GPS to find caches and learn more about the history of the signing of the treaty.

Treaty 4 Days

T4EA tipi

2014-15 Nation Builder Report

Direct Therapy for:

speech and sound production expressive and receptive language development social language fluency literacy development

Invitation Shared Services Initiative

The Invitation Shared Services Initiative, offered through the Saskatchewan Ministry of Education, provided the opportunity for T4EA to offer specialized student supports, including special education advisory and assessment support through a full-time psychometrist and TinyEYE online speech and language therapy services.

Data collected on students who participated in the online speech therapy through TinyEYE Therapy Services, over an eighth month period, demonstrated tremendous promise. At one school, there were 18 students enrolled in the program. An average therapy session was 20 minutes and each child attended an average of 23 sessions with a total of 543 sessions. From the therapy goals that were set with each of the 18 students, 2 of the 18 students were graduates of the TinyEYE program.

2014-15 Nation Builder Report

Community Literacy Fund

T4EA received a grant from the Saskatchewan Ministry of Education for $32,000 to provide Family Literacy Training in Cowessess, Ochapowace, and White Bear First Nations. This proposal was designed to enhance our work with CLAN. The Early Years Direct Evaluation (EYE), administered to four-year-olds in each of the schools, indicated a low percentage of students were at appropriate development in some of the domains, while many were experiencing significant difficulty in other domains. Five training modules were offered in all communities. A total of 18 participants were trained in one or more of the modules listed below:

Introduction to Family Literacy Come Read With Me Rhymes, Songs, and Storytelling Story Sacks Pre-natal Caring Circle

2014-15 Nation Builder Report

T4EA is pleased to partner with the Nature Conservancy of Canada (NCC) to develop an environmental education program designed for all alliance schools and communities. This project was further enhanced by the Grasslands Project through the First Nations University of Canada.

Objectives

Visit and build relationships with each Treaty 4 Education Alliance participating school and offer education outreach, presentations and resources on native prairie and species-at-risk. Expand upon current inclusion of Elders within Treaty 4 Education Alliance communities working on connections to the Grade 7 Science Curriculum. Involve and engage students to become actively involved in conservation efforts, both on and off reserve.

Sprague’s Pipit

Greater Sage

Piping Plover Burrowing Owl

Grades 7 students and teachers, along with Community Elders gathered for a Learning the Land workshop on the Burrowing Owl.

Nature Conservancy of Canada

2014-15 Nation Builder Report

Audit

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report

2014-15 Nation Builder Report