Table of Contents. Acknowledgements 2. Message from the Minister 3. Introduction 6. I. The Provincial Context 7. a) A HISTORICAL IMPERATIVE 7

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3 Table of Contents Acknowledgements 2 Message from the Minister 3 Introduction 6 I. The Provincial Context 7 a) A HISTORICAL IMPERATIVE 7 b) A MORAL IMPERATIVE 7 c) AN ECONOMIC IMPERATIVE 8 d) A DEMOGRAPHIC SHIFT 10 a) FIRST NATIONS AND MÉTIS WAYS OF 11 KNOWING 11 b) INDIGENOUS KNOWLEDGE 12 II. Conceptual Framework 13 III. Policy Framework 15 IV. Strategies for Achieving Framework Goals 17 Goal 1 18 Goal 2 22 Goal 3 24 Goal 4 26 V. Concluding Comments 28 VI. Appendix A 29

4 Acknowledgements The Ministry of Education gratefully acknowledges the efforts of many people and groups that have contributed to this policy framework. This document is the result of the input, insight and commitment of numerous individuals over many years. It builds on the work of the former Aboriginal Education Provincial Advisory Committee (AEPAC) now known as the First Nations and Métis Education Provincial Advisory Committee (FNME-PAC) whose continuing commitment to First Nations and Métis education is a mainstay within the provincial education system. It also includes feedback from educational partners including the League of Educational Administrators, Directors, and Superintendents (LEADS), the Saskatchewan School Boards Association (SSBA); Saskatchewan Teachers Federation (STF); Federation fo Saskatchewan Indian Nations (FSIN); officials from the Métis Nation - Saskatchewan (MNS), representatives from individual school divisions, First Nations and Tribal Councils with partnership agreements, as well as the First Nations and Métis Education Branch. 2

5 Message from the Minister Today s Saskatchewan is vibrant, prosperous and rich with opportunities. Everyone in the province feels the positive momentum for the future. We are working with our stakeholders to sustain long-lasting growth. By proactively dealing with challenges related to these developments, we will ensure that the growth of our province translates into benefits for all Saskatchewan people. This is particularly true for the increasing number of First Nations and Métis youth in the province. The provincial government is committed to strengthening partnerships with First Nations in the spirit of the Treaties. To support this commitment the Ministry of Education will ensure the history and content of the Treaties is mandatory in the province s Kindergarten to Grade 12 curriculum. Academic success and the well-being of all Saskatchewan students are vital to securing the future of our province. We are taking the opportunity to work with First Nations and Métis peoples to reframe education for the 21st century. This is why I am involved in national working groups that are finding creative solutions that close the gap of First Nations and Métis student achievement. Our work together will ensure that First Nations and Métis peoples enjoy full participation in education, the economy, and society as a whole. We need to support all children and youth to achieve their full educational potential. Education opens doors of opportunity and equity for all. Ken Krawetz Deputy Premier Minister of Education 3

6 First Nations and Métis Education is holistic, lifelong, culturally responsive learning that allows students to reflect on their relationships with themselves, one another, and the natural world. First Nations and Métis Education is a commitment to improving achievement for all learners by providing equitable opportunities for all to succeed and contribute to society in a meaningful manner. First Nations and Métis Education comes from the teachings of Elders and traditional knowledge keepers who reveal First Nations and Métis worldviews as valid ways of knowing and understanding the world. First Nations and Métis Education incorporates First Nations and Métis ways of knowing as historical and contemporary cultures that are rooted in First Nations and Métis languages, and require the protection, revitalization and retention of languages in order to flourish and thrive. 4

7 Indian Control of Indian Education The philosophy of Indian control of Indian education has its roots in Saskatchewan. In 1969, the Federation of Saskatchewan Indians undertook a major educational development, the Education Task Force. The Task Force developed a comprehensive report of the state of Indian education in Saskatchewan. The two volume report became the turning point for Indian control of Indian education. In 1972, the National Indian Brotherhood Education Committee developed a statement on Indian control of Indian education. In 1973, the statement was endorsed by the Canadian Government. Among the numerous bands who took control of their schools, the first were Red Earth, Montreal Lake, Sturgeon Lake and James Smith. The Ministry of Education honours the jurisdiction of First Nations peoples over First Nations schools. The Ministry promotes and supports the provincial education system in proactive actions to form strong partnerships with First Nations and Métis authorities for the educational success and well being of all children. Historical and Legal Context The Constitution of Canada recognizes and affirms the existing treaty rights of the First Nations peoples and the Aboriginal rights of Métis people in Canada. First Nations peoples have a unique historical relationship with Canada that is reflected through Treaty Numbers 2, 4, 5, 6, 8 and 10 and are governed by the Indian Act. The province also recognizes the contributions of the Métis people to Saskatchewan and is recognized with through The Métis Act. This First Nations and Métis Education Policy Framework is advanced with full respect of the rights and authorities established through these historical and legal contexts. The Ministry of Education respects the federal government s legal, constitutional and fiscal obligations to First Nations peoples and its primary responsibility for Métis people. This policy framework does not assume or diminish these obligations. As well, the Ministry of Education is committed to providing the appropriate supports and programs that reflect and affirm the unique status of First Nations and Métis peoples. 5

8 Introduction Building Capacity across the Educational System Ethical Space Agreed principles of how groups of people move, or operate within a common space, or in a common situation. Ermine, W.J. (2000). The Ethics of Research Involving Indigenous Peoples. University of Saskatchewan. Unpublished Masters Thesis The First Nations and Métis Education Policy Framework provides direction to guide strategic actions across all levels of the provincial education system. The intention of the Policy is to build capacity and achieve transformational change within the provincial education system through goals, indicators and strategies that will support significant improvement in student achievement for all learners. Since the 1970 s, the province of Saskatchewan has supported learning opportunities that are reflective of, and responsive to, First Nations and Métis peoples. Many significant advances have been made, including culturally affirming curricula and resources, supportive policies, comanaged partnerships, and the development of holistic programs and services. Each of these advances seeks to address systemic barriers and racism that impede the success of First Nations and Métis learners. The Ministry of Education continues to work to develop system capacity so we can better address the educational needs of First Nations and Métis learners to ensure that all learners benefit equitably from the provincial education system. Now is the time to move forward, within an ethical space, and with the common understanding of the urgency that requires our accelerated efforts to create an education system where management is shared by First Nations and Métis peoples; that includes systems of accountability; that provides all learners with knowledge of the unique contributions and worldviews of First Nations and Métis peoples; and offers outcomes that are equitable for all learners. 6

9 I. The Provincial Context Issues and Opportunities Following are a number of unparalleled opportunities and unprecedented issues to consider as we move forward to advance the achievement of all learners. They include: a) A HISTORICAL IMPERATIVE Need to Respect Treaty and Constitutional Obligations The Constitution of Canada recognizes and affirms the existing Treaty rights of First Nations peoples and the Aboriginal rights of Métis peoples in Canada. These rights reflect a responsibility for all levels of government to work in partnership with First Nations and Métis peoples to foster understanding of cultures, languages, and traditions in order to achieve equitable outcomes for First Nations and Métis students. Saskatchewan is situated on the traditional lands and territories of First Nations and Métis peoples. The languages, cultures, traditions, and knowledge of First Nations and Métis peoples are derived from the relationship and connectedness to this land, now known as Saskatchewan. These languages, cultures and traditions must be preserved, sustained, and reflected within the provincial education system. The provincial education system bears a responsibility to reflect and affirm this unique relationship in all aspects of education, so First Nations and Métis students gain a sense of belonging and all Saskatchewan learners gain this understanding. b) A MORAL IMPERATIVE Quality of Life Gaps The majority of First Nations and Métis peoples in Canada do not share the same quality of life as the general population. The situation differs greatly by location, by Aboriginal group, and by gender. In Saskatchewan, only 30% of First Nations and Métis peoples aged years have completed at least high school education. First Nations and Métis students leave school earlier and have lower high school educational attainment than Aboriginal and non-aboriginal students. 7

10 Table 1 Need for Significantly Improved Achievement Outcomes In 2001, 53% of Saskatchewan s First Nations and Métis population over the age of 15 had less than Grade 12 education, compared to 38% of the non-aboriginal population. About 26% of First Nations and Métis had completed post-secondary education, compared to 41% of the non- Aboriginal population. 1 Nonetheless, from 1981 to 2001, the proportion of non-aboriginal people with a university degree grew faster than the same proportion for First Nations and Métis people in Canada. This is important because education is one factor that reduces the employment gap between Aboriginal and non-aboriginal Canadians. 2 c) AN ECONOMIC IMPERATIVE Need for Enhanced Labour Market Attachment for First Nations and Métis Peoples 8 Saskatchewan s aging population is increasing. 3 The young and 1 Statistics Canada. (2001). Census 2 Statistics Canada. (2001). Census 3 Statistics Canada. (2007) The Daily, December 19.

11 growing population of First Nations and Métis learners is potentially Saskatchewan s greatest asset in meeting the challenges of the province s labour market demands. During the 12 months ending in March 2005, the average unemployment rates for First Nations and Métis peoples residing in the west were 2.5 times higher than for non-aboriginal people. 4 Table 2 shows employment rates of non-aboriginal and off-reserve Aboriginal people in western Canada. Table 2 Note: April 2004 to March Source: Statistics Canada, Catalogue no XIE High school completion is a major predictor of future transitions to employment. It is simply not sustainable to have Saskatchewan s largest growing percentage of the population not succeeding in school and continue to be underrepresented in employment. Improving the achievement outcomes for First Nations and Métis peoples, in both secondary and post-secondary, is critical for increasing labour market participation. 4 Statistics Canada. (2005) The Daily, June 13. 9

12 d) A DEMOGRAPHIC SHIFT Population Increase It is expected that by 2016 approximately 45% of the children entering Kindergarten in Saskatchewan will be of First Nations or Métis ancestry. In 2006, 14.9% of the population in Saskatchewan described themselves as First Nations Inuit or Métis. Saskatchewan has the second highest proportion of First Nations and Métis people in the country, surpassed only by Manitoba (15.5 %) and the Territories. In comparison, Ontario has a higher number of First Nations and Métis peoples, but they represent only 2% of its provincial population. 5 First Nations and Métis Population by Age Group The First Nations and Métis population is, on average, ten years younger than the non-aboriginal population in Saskatchewan. In 2006, 27% of all Saskatchewan s children were under 15 years of age. Approximately 35% of First Nations children and youth in Saskatchewan attend First Nations schools, while the remaining First Nations and Métis children and youth attend provincially funded schools Statistics Canada. (2006). Census. 6 Statistics Canada. (2006). Census.

13 Foundational Understandings for First Nations and Métis Education a) FIRST NATIONS AND MÉTIS WAYS OF KNOWING First Nations and Métis peoples have insights into learning that recognize two ways of knowing, acknowledging holistic learning 7 along with Western education concepts of learning. Engaging First Nations and Métis peoples in educational planning and decision making will increase the learner s potential to experience both Indigenous and Western methodologies within the educational setting. The Ministry of Education supports the foundational infusion of First Nations and Métis ways of knowing and mandatory Treaty education at all grade levels and in all curriculum areas (see overview, Appendix A). The belief systems, and worldviews, of First Nations and Métis peoples are based on recognizing and respecting the delicate balance of interdependence within oneself and with all living things in the environment, both tangible and intangible. Within this balance are elements of the physical, emotional, spiritual and mental, as well as teachings that have been passed down through the generations. Coming to know, understand and practice these teachings represents an individual s lifelong learning journey, and sets a goal for a lifelong pursuit to live life in balance. Cultural Competency Cultural competency is based on the premise of respect for individuals and cultural differences; it leads to the implementation of a trust-promoting method of inquiry. (Glista & Petersons) Cultural competency is a process that allows individuals and systems to develop capacity to work more effectively in multicultural situations. Glista, S., & Petersons, M. (2003). Teaching Caregivers to respect age, culture, and diversity. Journal of Interdisciplinary Aging & Long-Term Care. Integrating First Nations and Métis ways of knowing and traditional pedagogy into the Saskatchewan education system benefits both students and teachers by engaging participants in a relational understanding about the similarities and differences between First Nations and Métis and non-aboriginal worldviews. Learners may deepen their understanding that worldviews are integral to the ways all learners experience, engage, participate in, and contribute to society. 7 Weenie, A. Aboriginal pedagogy: The sacred circle concept. As we see Aboriginal pedagogy. Edited by Lenora A. Stiffarm. (Winnipeg: Hignell Printing,1998). Cited in Preston, Jane. Aboriginal Early Learning and Childcare :A Canadian Review (forthcoming), Aboriginal Learning Knowledge Centre of the Canadian Council on Learning. 11

14 b) INDIGENOUS KNOWLEDGE Anti-Racist Education Anti-Racist education equips students, parents, and teachers with the tools needed to address racism and ethnic discrimination, while supporting ways to build a society that includes all people on an equitable footing. Society needs to recognize that what is often thought of as universal is frequently exclusionary to groups in society who are not the majority. Indigenous Knowledge: embodies a web of relationships within a specific ecological context; contains linguistic categories, rules, and relationships unique to each knowledge system; has localized content and meaning; has established customs with respect to acquiring and sharing of knowledge; implies responsibilities for possessing various kinds of knowledge. Indigenous Knowledge systems are adaptable, dynamic systems based on skills, abilities, and problem-solving techniques that change over time depending on environmental conditions. Indigenous communities have their own knowledge holders and workers. Indigenous Knowledge is inherently tied to land, not land in general but to particular landscapes, landforms and, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated Adapted from a paper by Dr. Marie Battiste, Indigenous knowledge: Foundations for First Nations.

15 II. Conceptual Framework The First Nations, Métis and Community Education Branch would like to acknowledge the guidance of Elder Alma Kytwayhat in the development of this conceptual representation of the policy framework. 13

16 White Birch Tree In 1988, the White Birch Tree was adopted as the official tree of Saskatchewan. This hardwood tree is found across the northern threequarters of the province. The White Birch Tree, Betula papyrifera Marsh, is combined with an overlay of the Medicine Wheel as a representation of the conceptual framework for the First Nations and Métis policy framework. This conceptual framework was developed through conversation with Elder Alma Kytwayhat. Land, Languages and Cultures, and Relationships are shown as foundational cultural components through their placement as part of the root system of the tree. The trunk of the tree is used to represent the Provincial Education System. A slice of the trunk has been cut out of the tree to show the rings of the tree which have been used to represent the historical, contemporary and future contributions of First Nations and Métis peoples. The cycle of Life Long Learning is included as a circle around the outside of the Medicine Wheel to show that learning begins at birth and continues into old age. First Nations and Métis Content, Perspectives and Ways of Knowing are displayed as a second circle around the Medicine Wheel to show that they encompass all aspects of the learning program. Children are represented by a circle in the centre of both the tree and the Medicine Wheel as a focus for education. The four goals of the policy framework are placed within the four quadrants of the Medicine Wheel. All Learners Have Knowledge of First Nations and Métis Worldviews is located in the Spiritual quadrant of the Medicine Wheel as the development of this understanding and acceptance of each other starts in an ethical space with each individual s understanding of self. Shared Management and Decision Making is situated in the Mental/Intellectual quadrant of the Medicine Wheel as decision making is a cognitive process that is shared by the people of the community. Data Collection and Reporting is located in the Emotional quadrant of the Medicine Wheel as the relationship aspects that are necessary to actualize this goal generate an emotional connection between people. Equitable Outcomes for First Nations and Métis Learners is situated in the Physical quadrant of the Medicine Wheel as the actualization of this goal will require the exertion of physical energy. 14

17 III. Policy Framework Vision: A provincial education system that foundationally places First Nations and Métis ways of knowing in the learning program to create a culturally responsive education system that benefits all learners. Framework Principles: 1. Because we value First Nations and Métis ways of knowing we are committed to ensuring that curricula and content foundationally reflect First Nations and Métis ways of knowing and accurately depict the contributions of First Nations and Métis peoples. 2. Because we value First Nations and Métis languages and cultures we are committed to supporting programs that integrate the teaching of language and culture. 3. Because we value relationships and authentic engagement we are committed to engaging children, youth, families, and communities in culturally responsive learning programs, and partnerships that lead to shared leadership, shared responsibility, and shared decision-making in the education system. 4. Because we value the environment and the natural world we are committed to ensuring opportunities exist for their inclusion within the learning programs so these values are respected and embraced in daily life. 5. Because we value accountability and the responsible management of public resources we are committed to continuous improvement through alignment of system initiatives, and working collaboratively with First Nations and Métis peoples to strengthen capacity within the provincial and federal education systems. Holistic Learning. At each stage of life, learning should develop the whole human being. In Aboriginal educational tradition, the individual is viewed as a whole person with intellectual, spiritual, emotional and physical dimensions. Each of these aspects must be addressed in the learning process. Holistic education is the term used to describe the kind of education traditionally used by Aboriginal peoples. Such education is organized to develop all aspects of the individual. Aboriginal Education Research Centre: aerc.usask.ca/education/ education.html Our way is a valid way of seeing the world. (Western Canadian Protocol Framework for Aboriginal Language and Culture Programs Kindergarten to Grade 12. June, (WNCP) 6. Because we value Constitutional and Treaty rights we are committed to mandatory Treaty education that honours the historical uniqueness of First Nations rights to education while acknowledging the federal government s legal, constitutional, and fiscal obligations to First Nations and Métis peoples. 15

18 There must be an appreciation in the minds of the general public that Treaties are living, breathing documents that continue to bind us to promises made generations ago. (Government of Saskatchewan, Throne Speech, December 10, Because we value equity, social justice, and diversity we are committed to creating a provincial education system that affirms the identity of First Nations and Métis students and respects and reflects their diverse cultures in teaching and learning practices. Policy Statement: The Ministry of Education commits to work collaboratively with all educational partners to build capacity and achieve transformational change within the provincial education system to create a culturally responsive learning program that benefits all learners. Policy Goals: 1. Equitable outcomes for First Nations and Métis learners. 2. All learners to have knowledge and appreciation of the unique contributions of First Nations and Métis peoples to Saskatchewan. 3. Data collection and reporting on measures outlined in the Ministry s First Nations and Métis Education Policy Framework that demonstrate accountability towards improved educational outcomes. 4. Shared management of the provincial education system by promoting and sustaining partnerships with First Nations and Métis peoples at the provincial and local level. 16

19 IV. Strategies for Achieving Framework Goals The full implementation of this policy requires a shared approach to actualization. When the word we is used within the policy goals, it refers to all educational partners. This section restates the policy framework s four goals in greater detail, providing a description of the goals, as well as indicators that describe the actualization of each goal. Specific strategies are offered as descriptions of actions to be taken by the Ministry, school divisions, and schools and communities to support the actualization of each goal. The strategies should be viewed as an assessment for learning process, as they offer opportunities to engage in a continuous cycle of improvement rather than a summative checklist of actions undertaken. See Appendix A for an example of a continuous improvement planning and report template. The strategies demonstrate a shared responsibility for the achievement and success of all students. 17

20 18 Goal 1 What do we want? Equitable outcomes for First Nations and Métis learners. What will it look like? Improved educational achievement for First Nations and Métis learners with no gap between First Nations and Métis learners and non-aboriginal learners in the areas of literacy and numeracy, retention and graduation rates, and transitions to postsecondary education or employment. Indicators What do we need to do to get there? Collect and report school division data on: the number of professional development opportunities offered to all staff in relation to First Nations and Métis history and ways of knowing, the number and types of First Nations and Métis languages/cultural programs offered, graduation rates for First Nations and Métis students, First Nations and Métis students not re-enrolled in school, the average of teacher assigned marks in specific subject areas for First Nations and Métis students, the percentage of First Nations and Métis students reaching proficient outcomes on the Assessment for Learning Grade 4 Reading Assessment, the percentage of First Nations and Métis students reaching proficient outcomes on the Assessment for Learning Grade 8 Mathematics Assessment, the percentage of First Nations and Métis students achieving standards of excellent and sufficient on the Assessment for Learning Opportunity to Learn Measures in Grade 4 Reading and Grade 8 Math Assessments, the percentage of First Nations and Métis children enrolled in school division operated early learning programs such as Prekindergarten, research conducted by a school divisions with a focus on promising practices for improved outcomes for First Nations and Métis learners.

21 What Strategies can we use? The Ministry of Education School divisions Schools and communities implement the schools and communities strategies outlined in the Ministry of Education s First Nations and Métis Education Policy document implement the Building Communities of Hope (2004) policy to create culturally affirming and holistic learning environments implement and monitor the Ministry of Education s First Nations and Métis Education Policy document implement A Time For Significant Leadership across the school division implement the philosophy and practices outlined in the Building Communities of Hope (2004) policy document to respond to the diverse strengths and needs of students, families and communities develops policy to provide a conceptual framework, goals, indicators, and measures for First Nations and Métis education develops supports for the implementation of First Nations and Métis policy: A Time For Significant Leadership is a comprehensive, flexible and responsive strategy to support the implementation of First Nations and Métis Education Policy seeks direction and promotes the four broad areas of recommendation for teaching and learning developed from the First Nations and Métis Education Provincial Advisory Committee (FNMEPAC) (formally the Aboriginal Education Provincial Advisory Committee (AEPAC)) supports the growth and development of cultural competency through understanding and respect of First Nations and Métis world views through the education sector promote responsive teaching and assessment practices that allow First actions and Métis learners to achieve equitable benefit and outcomes provide professional development to teachers to improve their commitment and capacity to integrate First Nations and Métis ways of knowing foundationally places First Nations and Métis ways of knowing in the learning program, including curriculum and assessment for 19

22 engage First Nations and Métis youth, family, traditional knowledge keepers, and community as appropriate supports for learning develop mutual pride and respect by acknowledging learners experiences, knowledge and worldview employ instructional and assessment methods that are based on First Nations and Métis ways of knowing to enhance the learning of First Nations and Métis learners Use Assessment for Learning (AFL) data to measure improved learner outcomes for First Nations and Métis students increase participation rates of First Nations and Métis learners on large scale assessments 20 learning throughout the learning program select equitable resources in both English and French that promote the understanding of the histories, languages and cultures of First Nations and Métis peoples use teacher year plans to track the level of infusion of First Nations and Métis ways of knowing into curriculum areas Use disaggregated Assessment for Learning (AFL) data for division wide planning and decision making use Assessment for Learning (AFL) data to support school divisions with planning and decision making for First Nations and Métis education track learner outcomes to promote equitable outcomes at school level collect data on student transitions for First Nations and Métis learners in order to improve student retention collect, disaggregate, and report on learners data at the school level use teacher formative assessment to develop responses or supports to track and report on: o o graduation rates of First Nations and Métis learners uses the Student Data System to identify graduation rates and transition rates for First Nations and Métis learners o o transition of First Nations and Métis learners to post-secondary education/ employment o o equitable achievement

23 o o outcomes for First Nations and Métis learners on large scale assessments raise student achievement use assessment practices that are inclusive of First Nations and Métis ways of knowing supports school divisions in offering First Nations or Métis languages/ cultures programs offer languages/cultures programming to promote the retention and revitalization of First Nations and Métis languages affirm languages and cultures by offering language/culture programming at the school level supports specific research for improved outcomes for First Nations and Métis learners in literacy, mathematics, and science and shares promising practices throughout the provincial education system Aboriginal Education Provincial Advisory Committee s five Year Action Plan (September, 2000) and follow-up Priority Report (March, 2005). conduct action based research with a focus on promising practices for improved outcomes for First Nations and Métis learners participate in action based research provides resources and professional development on high quality early learning programming provide professional development to teachers to improve their capacity to integrate First Nations and Métis ways of knowing throughout early learning programs build upon Play and Exploration: Early Learning Program Guide and supplementary documents to create culturally affirming and holistic learning environments 21

24 22 Goal 2 What do we want? All learners have knowledge and appreciation of the unique contributions of First Nations and Métis peoples to Saskatchewan. What will it look like? All learners will have foundational understanding that we are all beneficiaries of Treaty, and of Métis peoples contributions to the development of the Canadian West, including their traditional settlement areas in Saskatchewan. Indicators What do we need to do to get there? Collect and report school division data on: the actualization of First Nations and Métis content, perspectives and ways of knowing in Curriculum, the percentage of students reaching a score of 80% or higher on the Knowledge and Understanding of Treaties assessment, the number of school divisions that have developed anti-racist policies, the number of professional development opportunities offered to teachers that specifically address the actualization of First Nations and Métis content, perspectives and ways of knowing in Curriculum subject areas. What Strategies can we use? The Ministry of Education School divisions Schools and communities collect data on the level of infusion of First Nations and Métis content and perspectives and ways of knowing taught across all subject areas and grades use student report cards to report on the level of infusion of First Nations and Métis ways of knowing within the learning program use teacher year plans to track the level of infusion of First Nations and Métis ways of knowing into curriculum areas provide professional development to teachers to improve their commitment and capacity to integrate First Nations and Métis ways of knowing throughout the learning program foundationally places First Nations and Métis ways of knowing in the learning program ensures that a mechanism is in place so that curricula validate First Nations and Métis ways of knowing as taught by Elders, cultural advisors and knowledge keepers and accurately depicts the contributions of First

25 Nations and Métis peoples supports school divisions with the development of curriculum supports that include First Nations and Métis ways of knowing select equitable resources in both French and English that promote the understanding of the histories, languages and cultures of First Nations and Métis peoples engage First Nations and Métis youth, family, traditional knowledge keepers and community as appropriate supports for learning facilitate the development of and access to practical and accurate instructional and learning resources review and renew resources to ensure they accurately represent First Nations and Métis peoples develops assessment measures that allow for the reporting of students understanding of the history and content of the Treaties in grades 7 builds capacity by supporting resource development to ensure that every learner has the necessary materials and supports required for mandatory Treaty instruction implement mandatory Treaty education for the benefit of all students support the capacity for schools to ensure that every learner has the necessary materials and supports required for mandatory Treaty education ensure all learners have a foundational understanding of the unique Treaty relationship that exists on this land supports school divisions with the development of anti-racist education policies develop school division policy for anti-racist education provide professional development for staff that allows them to deconstruct their beliefs and develop their own knowledge base in anti-racist education supports school divisions with the development of professional development opportunities that specifically address the actualization of First Nations and Métis content, perspectives and ways of knowing in Curriculum subject areas provide professional development opportunities for teachers that support the actualization of First Nations and Métis content, perspectives and ways of knowing in Curriculum subject areas provide professional development opportunities for teachers that support the actualization of First Nations and Métis content, perspectives and ways of knowing in Curriculum subject areas 23

26 24 Goal 3 What do we want? Data collection and reporting on measures outlined in the Ministry s First Nations and Métis Education Policy Framework that demonstrate accountability towards educational outcomes. What will it look like? All provincial school divisions will develop and report on plans that demonstrate accountability and continuous improvement for First Nations and Métis education. Indicators What do we need to do to get there? Collect and report school division data on: First Nations and Métis education plans as a part of each school divisions Continuous Improvement Plan including clearly identified goals and outcomes, First Nations and Métis student self-identification and the disaggregation of student data, representative workforce across the education sector. What Strategies can we use? The Ministry of Education School divisions Schools and communities have First Nations and Métis education plans with clearly identified goals and outcomes linked to division goals develop a learning implementation plan with School Community Councils that contains goals for First Nations and Métis education demonstrate system alignment with Ministerial priorities through human and financial resources committed to implement First Nations and Métis education plans include goals in First Nations and Métis Education within the division s plans for continuous improvement provides Ministerial priorities and invests in human and financial resources to implement First Nations and Métis education plans provides school divisions with clear and specific provincial goals in First Nations and Métis education

27 builds capacity within school divisions by offering support with continuous planning for improvement in First Nations and Métis education through develop and implement division policy for voluntary and confidential First Nations and Métis learner selfidentification develop and implement division policy for ethical gathering, disaggregating, and reporting of data on First Nations and Métis learners participation and achievement ensure school registration forms include the opportunity for First Nations and Métis learners to selfidentify use disaggregated data to inform school improvement plans the o o setting of local goals o o identification of strategies to meet goals o o the collection of data o o monitoring and reporting evaluate hiring practices and policies to develop school division policy to ensure a representative workforce develop, monitor, and report on a representative workforce strategy file an Education Equity Plan with the SK Human Rights Commission prepare the school as a workplace open to the integration of First Nations and Métis peoples by offering appropriate professional development to all staff develops ethical policy for the collection and disaggregation of data for self-identification of First Nations and Métis peoples supports and monitors the representative workforce strategy 25

28 26 Goal 4 What do we want? Shared management of the provincial education system by partnering with First Nations and Métis peoples at the provincial and local level. What will it look like? Partnerships will exist between provincial school divisions and First Nations and/or Métis organizations that create opportunities for shared decision making and high quality supports for all learners. Indicators What do we need to do to get there? Collect and report school division data on: partnerships between First Nations and Métis jurisdictions and provincial school divisions reporting on the: o o number of existing partnerships across the province, o o levels of shared decision making within each partnership, o o number of reciprocal education service agreements, o o level of engagement of First Nations and Métis educators, parents, family and community members the number of School Community Councils that are representative of community demographics, the number of school division boards of trustees that are representative of community and provincial demographics. What Strategies can we use? The Ministry of Education School divisions Schools and communities engage First Nations and Métis educators, parents, family and community as active participants in shared decision making at the school level to improve student outcomes develop and implement a process to create standards of communication between provincial and First Nations schools on shared priorities develop policy that establishes a process to partner with First Nations and Métis organizations create and report on partnership agreements with First Nations and Métis organizations develop partnership goals that are directly tied to division continuous improvement plans develops policy that supports shared decision making facilitates partnerships between school divisions and First Nations and Métis organizations working through the Shared Standards and Capacity building Council and the First Nations and Métis Education Provincial Advisory Committee (FNMEPAC)

29 supports partnership development between school divisions and First Nations and Métis jurisdictions to move beyond tuition agreements to create an environment for shared decision making develop policy on representative School Community Councils ensure School Community Councils are representative structures inclusive of First Nations and Métis peoples create opportunities for staff and community members to learn about the make-up of the demographics of their communities and the province s demographics achieve a representative School Community Council develop policy and legislation on representative school division boards of trustees create representative governance structures that are inclusive of First Nations and Métis peoples encourage First Nations and Métis community members to run for election to the local school board. 27

30 V. Concluding Comments This Policy Framework is intended to guide the provincial education system s strategic direction and future activities in First Nations and Métis education policy development, strategy implementation, and program evaluation. The provincial education system has a major role to play to ensure social harmony and economic viability now and in the future. Not only does its mandate include the learning success of all children and young people, but it also strives to promote understanding and respect among diverse interests and groups and balances the development of the individual with a commitment to the common good. Publicly funded education is foundational in a democratic society. Saskatchewan s education system must continue to represent the people it serves at every level of planning and decision making. With the dramatic shifts in demographics in the province, this means that new and creative structures and processes are needed to ensure that First Nations and Métis peoples are involved and have a voice, but also that their numbers in the leadership of provincial schools reflect their numbers in the population. Through partnerships and shared decision making, the provincial education system has taken some critical first steps. The challenge now is to continue this proactive approach towards a provincial education system that foundationally places First Nations and Métis ways of knowing along with the historical, contemporary, and future contributions of First Nations and Métis peoples, creating a culturally responsive education system that benefits all learners. 28

31 VI. Appendix A Continuous Improvement Planning and Reporting Template Provincial Priority Area: Higher Literacy and Achievement Division Goal: To increase the mathematics achievement of students in Wheatfield School Division. Rationale (make reference to specific indicators): The 2007 Math AFL Summary Report data indicates that while students in Wheatland School Division are typically scoring similar to or meaningfully higher than the provincial average, there are some possible areas of improvement. Specifically, in grade 8 the division scored meaningfully higher than the province in all other performance areas with the exception of Estimation Skills. In grade 5, lower percentages of students achieved at least the standard of adequacy in Estimation Skills as compared to the other performance areas. Opportunity to Learn data also indicates that the percentage of students achieving a sufficient standard on students preparation and commitment to learn and home support for learning are similar to the provincial level while many other OTL results are meaningfully higher than the province. Plan Report Performance Targets Outcomes Summary of Progress Performance Indicators & Baseline Data Objective (each objective should be on a new page) 2009 AFL Targets Gr 5 Gr8 Wheatfield: 66% 63% Province: 52% 58% Local Targets June2008: Gr 5 Gr 6 Gr 7 Gr 8 70% 60% 55% 64% 2007 AFL (% adequate) Gr 5 Gr8 Wheatfield: 63% 60% Province: 52% 58% Local Assessment Data % Gr 5 Gr 6 Gr 7 Gr 8 64% 54% 49% 58% 1. To improve the estimation skills of our grades 5 and 8 students so that the percentage of students achieving an adequate standard increases by 3% by June Both grades would then be meaningfully higher than the province. Plan/Strategies: 1. Curriculum based estimation skills in-service including First Nations and Métis (FNM) ways of knowing as a part of Mathematical education for all middle years teachers and administrators. 2. Develop grade level planning and implementation committees with teachers, FNM representation, and admin to develop common assignments and assessments. 3. Parent information nights coordinated with local SCC to explain the plan, including an opportunity for parents to increase their awareness of FNM ways of knowing as a part of Mathematical education, and to start the development of community/home support capacity building (OTL). 4. School administrators, staffs, and SCC to develop recommendations on how to improve student s preparation and commitment to learn (OTL) that include awareness of mathematical understanding or practice as a product of a particular culture. 5. Teachers to begin estimation skills instruction that includes a FNM ways of knowing by Oct.1 with the first common assessment scheduled for December Schools to submit assessment results by December 9 so data can be analyzed and reported back to the committee by December Report and analysis back to schools by December 22. School teams to discuss committee recommendations to inform school strategies in the LIP. 8. Second round of integrated estimation skills instruction to begin in January with the second common assessment scheduled for March Schools to submit assessment results by March 22 so data can be analyzed and reported back to the committee by March Report and analysis back to schools by April 11. School teams to discuss committee recommendations to inform school plans in the LIP. 11. Process to be repeated as per committee recommendations with final estimation skills assessment to be completed by May

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