1. Manitoba First Nations School System
Presentation developed by: Nora Murdock, Ph.D., Shirley Fontaine, M. Ed., and Sherry Peden, Ph.D. (late)
Presented by:
Colleen West, M. Ed. and Kim O’Laney, M. Ed.

2. CAHRMA Conference Presentation
Abstract
This presentation will provide a brief overview of the Manitoba First Nations School System (MFNSS). The MFNSS took several years to develop as outlined in the 2012 concept paper entitled “A Systematic Approach to First Nations Education.” The goal of the MFNSS is to provide culturally appropriate education that reflects the unique needs of participating First Nations.
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CAHRMA Conference Presentation

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Presentation Outline
Who We Are
Historical Developments
Manitoba First Nations Education Resource Centre Inc. (MFNERC)
Manitoba First Nations School System
Research and Innovation Projects
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CAHRMA Conference Presentation

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Who We Are
Manitoba First Nations (150,000):
Cree (Ininiw) (65,000)
Ojibwe (Anishinaabe) (66,000)
Ojibwe-Cree (Anishininiw) (12,000)
Dakota (5,000)
Dene (2,000)
Ten First Nations are part of the Manitoba First Nations School System (MFNSS).
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CAHRMA Conference Presentation

5. Partnering First Nations
Bloodvein First Nation;
Brokenhead Ojibway Nation;
Dakota Plains Wahpeton First Nation;
Fox Lake Cree Nation;
Keeseekoowenin Ojibway Nation;
Lake Manitoba First Nation;
Lake St. Martin First Nation;
Pinaymootang First Nation;
Roseau River Anishinabe First Nation;
York Factory First Nation.
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CAHRMA Conference Presentation

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MFNSS School Profiles
MFNERC Schools: Student Count: 15,143
MFNSS Schools: Student Count: 1,346
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CAHRMA Conference Presentation

7. Historical Developments
Manitoba First Nations leaders outlined their position on education in Wahbung - Our Tomorrows, 1971:
“We…believe in education as a preparation for total living… as a prime means of improving our economic and social conditions…as a comprehensive program which must be designed to meet the needs of the total community by including offerings to people of all ages”
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CAHRMA Conference Presentation

8. Manitoba First Nations Education Resource Centre Inc. (MFNERC)
In 1998, MFNERC was created by the Assembly of Manitoba Chiefs (AMC). Gathering Strength Funding was used to finance MFNERC, funding was used to provide services to over 50 First Nations schools in Manitoba.
Priorities that were identified by First Nation Education Directors included:
Professional development for administrators, teachers and support staff.
Consultant services, advisors and facilitators for schools, teaching staff and special education.
Curriculum development and research
Technology
Nominal roll and data collection
Provincial curriculum training
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CAHRMA Conference Presentation

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MFNERC Services
To meet education directors priorities, MFNERC developed the service delivery model.
Consultant Services –Facilitators for literacy, numeracy, physical education, science, early childhood, education administration, language, etc.
Special Education: included clinical services and training
First Nation curriculum framework and curriculum development
Land-based education and First Nation language specialists
Data management and technology
Virtual high school called Wapaskwa
Publishing and communications
Professional development and training
Instructional resource centre and library
Research and development
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CAHRMA Conference Presentation

10. MFNSS—A Systematic Approach…
MFNERC Board requested the work on the development of a school system through its Research and Development Unit.
Later, they formed a working group consisting of senior educators from MFNERC, AMC, and former and current education directors who had the extensive experience and knowledge on the evolution of First Nations education in Manitoba.
2012
A Systematic Approach to First Nations Education; Concept Paper was presented and approved by Education Directors, Executive Council of Chiefs and the Chiefs-in- Assembly with a resolution on June 20, 2012:
“To offer enhanced second level services (school division-type services) while continuing to work on developing an enhanced education system(s) for First Nations.. “
(AMC24thAGMResolution#JUN-12.06, Swan Lake First Nation, June 19-21, 2012).
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CAHRMA Conference Presentation

11. MFNSS—Partnership Transition Initiative
In May 2011, Winnipeg Free Press released an article on Roseau River Anishinabe First Nation (RRAFN) Ginew School’s low quality of education.
Chief Terry Nelson threatened closure of school due to the low quality of education stemming from lack of education funding.
Follow-up discussions with AANDC and RRAFN, MFNERC was brought in to look at ways in addressing and resolving the issue, rather than closing the school.
Proposal submission results in approval of RRAFN/MFNERC Partnership Agreement as a 3 year pilot project, known as the Partnership Transition Initiative (PTI).
In 2012, MFNERC agreed to manage and administer the K-8 school’s programming and to pay for provincial tuition for grade 9-12 students.
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CAHRMA Conference Presentation

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From PTI to MFNSS
In late 2013 and early 2014, at the request of First Nations Chiefs and Councils, MFNERC went out to various First Nations to provide an overview of a School Division concept, which was referred to as the Partnership Transition Initiative (PTI).
Over 20 First Nations requested a presentation which resulted in 10 potential partners to start the proposed aggregate.
The concept for the school system was outlined in 2012 Paper — A Systematic Approach to First Nations Education
Education Governance Agreement was signed with Federal Government in December 2016.
Delegation agreements included partnership with ten (10) First Nations.
MFNSS officially started in July 2017
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CAHRMA Conference Presentation

13. MFNSS—First Year of Operation
was the first year of operations for MFNSS.
MFNSS is under the umbrella of the MFNERC.
MFNSS is responsible for education and service delivery for all 10 First Nation schools.
The focus of MFNSS is on quality education, language and culture.
Services include:
Curriculum, Instruction, Assessment
Language and Culture
Early Childhood
Special Education
Data Management
Private Home Placement
Operations & Maintenance
Transportation
Adult Education
Education Administration
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CAHRMA Conference Presentation

14. MFNSS—Strategic Planning
“Quality Education for Our Children”
Mission:
To help First Nations improve education for all learners to achieve: mino-pimatisiwin (Cree/Ojibway/Oji-Cree), honso aynai (Dene), tokatakiya wichoni washte (Dakota)
Vision:
Support First Nations to develop and implement a comprehensive holistic educational system inclusive of First Nations languages, worldview, values, beliefs and traditions with exemplary academic standards, under First Nations jurisdiction.
Purpose:
MFNSS provides a quality, holistic and culturally-relevant education for First Nations students by nurturing each child’s growth and encouraging their development as lifelong learners.
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CAHRMA Conference Presentation

15. MFNSS—Beliefs & Values
We believe in:
A transformative quality education system founded on First Nations languages, histories and cultures to nurture each child’s identity and growth
Recognizing, nurturing and celebrating each child’s unique gifts
Supporting respectful, empathetic and successful learners with critical thinking and effective communication skills
Equitable access to rich learning experiences in a safe, caring and inclusive learning environment
Building on a shared vision of our children, Elders, knowledge keepers, families, communities, leaders and staff
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CAHRMA Conference Presentation

16. MFNSS—Priorities for 2017–2020
We will provide:
A culturally responsive environment
An environment that promotes health, safety, and well-being
An inclusive and respectful learning community that is child- centered, responsive and relevant.
Support for student learning and engagement through improved instruction and assessment practices.
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CAHRMA Conference Presentation

17. Community Based School Planning Process
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18. MFNSS—Data Collection and Reporting
As part of the EGA reporting requirements, the following performance measures are required in the annual report:
Nominal Roll
Maplewood Student Information System
TDI, EDI and MDI, School Readiness, Student Well-Being, and Student Voice.
Provincial Assessments in grades 3, 7, 8, and 12.
Grade 9 Math and ELA credit attainment and reporting marks to student records.
Course completion and tracking grades in Grade 12 Math and ELA
High School Graduation
Provincial Standard Report Card (Grades 1-12)
Classroom based assessments, Fountas and Pinnel, Observation survey, Numeracy Nets,
Surveys include data collection on language and culture, parental engagement, and HR feedback from staff and administration.
Monthly and annual reports
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CAHRMA Conference Presentation

19. MFNSS Measurement Strategy
As part of the Research and Innovation Project, a measurement strategy was developed to assess the system with the first year, , as the baseline.
Collecting input data from MFNSS schools to establish the baseline.
An analysis of baseline data will provide comparisons from the beginning to end of year.
Identify, recommend and apply interventions.
Continue to gather additional data throughout the year.
Conduct year to year analysis.
Adjusting the interventions, programs, processes, policies based on the analysis.
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CAHRMA Conference Presentation

20. Research and Innovation Project
Data was collected on the following:
School Attendance and Achievement – enrollment, student attendance, student achievement in literacy and numeracy, staff attendance, parental engagement, student well-being and staff wellness.
Language and Culture – language and culture programs, curriculum development, elder involvement, language fluency, language P.D. training, language methodology, types of language programs e.g. immersion/bilingual
Programming – inventory of land-based programs and activities, program content, cross-curricular planning, community elder and parent involvement, curriculum development, pilot projects, partnerships, and education technology
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CAHRMA Conference Presentation

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MFNSS—Successes
Support from Federal government
Partnership with First Nations
Dedicated staff
Shared goals - Focus on quality, language and cultural relevancy
Increased funding
Increased teacher salaries to assist recruitment
Safer schools and facilities upgrades
Increased instructional resources
Increased morale for staff and students 
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CAHRMA Conference Presentation

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MFNSS—Benefits
Partnership between First Nations and MFNSS
New funding model
Enhanced quality of education
Increased salaries
Economies of Scale and Bulk Purchasing
Enhanced classroom support materials – textbooks, library books, and technology
Health and Safety – Infrastructure enhancement and repairs
More support services – Operations and Maintenance, Transportation, language, culture, literacy, numeracy, special education, early childhood, training, education administration, etc.
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CAHRMA Conference Presentation

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MFNSS—Challenges
Growing pains
Funding/Addressing Historical Gaps
Socio-Economic circumstances
Infrastructure
School size
Distance between schools
Time Frame
Concern of Loss of Control/Treaty Right to Education
Mandate/ Delegated Authority
Safe Schools/Facilities
Governance — Roles and Responsibilities
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CAHRMA Conference Presentation

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Conclusion
MFNSS is Historic—a First Nations managed school system for First Nations students.
MFNSS respects the Treaty and Inherent Rights to Education. Each First Nation has made the decision to join the MFNSS to better meet their students’ needs.
MFNSS and the First Nations work collaboratively in a meaningful partnership.
MFNSS utilizes a systematic approach and abides by the guiding principles.
MFNSS is an exciting and historic initiative in the development of a system; an opportunity for further success for First Nations students.
It is an opportunity to do it Right—Learn from others, collect data, create systematic change and transform First Nations Education.
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CAHRMA Conference Presentation

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For More Information
Nora Murdock, Ph.D.
mfnerc.com
5/15/2018
CAHRMA Conference Presentation