Margaret Park School, Building Student Success with

Margaret Park School, Building Student Success
with Aboriginal Parents
2015
Lead Researcher: Dr. Laara Fitznor
Assistant Researcher: Ms. Marlene Gallagher
NURTURING CAPACITY
FOUNDING SPONSOR
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Preface
Nurturing Capacity
The K-12 Indspire Institute is focused on dramatically increasing high school completion rates among
Indigenous students by building strong foundations in their K-12 education. Through various programs,
resources and events, the Institute fosters collaboration between educators, communities, and others
to improve educational outcomes for Indigenous students. Indspire conducts research to identify and
document educational best practices from across Canada and shares these successful practices through
the K-12 Indspire Institute. Indspire also champions Indigenous approaches to education, those that
honour Indigenous culture, values, and world views. Through the Nurturing Capacity program, Indspire
supports communities to improve educational outcomes through the documentation and evaluation of
their successful practices. This community-led process is supported by an Indspire-funded Indigenous
scholar, who works with programs on the ground to provide training on data collection and evaluation
methodology.
Acknowledgements
The researcher wishes to thank the support of Indspire for funding this research project. Many thanks go
to the Margaret Park Building Student Success with Aboriginal Parents team for their generosity in
providing the documents, interviews, and conversations needed for mapping and articulating their
program achievements and to understand their future plans for effective strategizing. Thanks for the
research support from the research assistant for the work in developing this report.
Project Title
Margaret Park School, Building Student Success with Aboriginal Parents, (BSSAP)
Project Holder
Seven Oaks School Division
Mr. Brian O’Leary, Superintendent
830 Powers Street, Winnipeg, MB R2V 4E7
Telephone: (204) 586-8061 Fax: (204) 589-2504
Email: [email protected]
Project Lead
Mrs. Cynthia Dutton, Principal; Mr. Ross Meacham, Vice-Principal; Lydia Hedrich, Ethics Coordinator,
Brian O’Leary, Superintendent, Seven Oaks School Division
385 Cork Avenue, Winnipeg, MB R2V 1R6
Telephone: (204) 338-9384 Fax: (204) 334-6876
Email: [email protected]
Website: http://www.7oaks.org/school/margaretpark/
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Executive Summary
The Building Student Success with Aboriginal Parents (BSSAP) project hosted out of Margaret Park
School (K-5) is funded through provincial grants to support a partnership between the school and the
Indigenous parents whose children live in the school’s catchment area in Winnipeg, Manitoba. The
project is led by the school principal who collaborates with her staff, parents, community supporters
and funders to focus on Indigenous pedagogies and perspectives, academic supports, cultural practices,
and community needs and aspirations. They strive to engage the Indigenous students through proactive
and culturally relevant parent participation for a successful education experience. Outcomes of the
project are increased attendance, Indigenous parent participation, ‘giving back’ to the community to
support the increasing literacy and numeracy skills, and active school engagement for successful
transition to middle and high schools.
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Table of Contents
Preface ............................................................................................................................................. 2
Acknowledgements.......................................................................................................................... 2
Project Title ...................................................................................................................................... 2
Project Holder .................................................................................................................................. 2
Project Lead ..................................................................................................................................... 2
Executive Summary.......................................................................................................................... 3
Project Context ................................................................................................................................ 5
Cultural Activities.............................................................................................................................. 6
Relationships, Mentorship and Role Models ..................................................................................... 8
Parental Engagement ....................................................................................................................... 8
Professional Development for Teachers ........................................................................................... 8
Language Groups ............................................................................................................................. 9
History of the Project Initiative ......................................................................................................... 9
Development Focus ........................................................................................................................ 10
Project Model (Seven Oaks School Division) ................................................................................. 10
Logic Model: Narrative Voices Lend Integrity to Logic Model ....................................................... 11
Data Collection: .............................................................................................................................. 12
Evaluation ...................................................................................................................................... 13
Outcomes: Significant Accomplishments and Lessons Learned .................................................... 15
Next Steps ...................................................................................................................................... 16
Appendices..................................................................................................................................... 17
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Project Context
The Building Student Success with Aboriginal Parents (BSSAP) is housed and operated out of Margaret
Park School, located in Winnipeg, Manitoba, within the Seven Oaks East neighbourhood cluster. It is a
school that offers English programs for students in Kindergarten through Grade 5, as well as English
Hebrew Bilingual Program (EHBP) for students in Kindergarten to Grade 5. The EHBP is one of two
Hebrew programs offered in a public school setting in Winnipeg. Therefore, this indicates that it has
already experience with cross-cultural programming; bringing in the initial idea of BSSAP in its first years
was an extension of this idea.
The projected enrolment is 267 students out of which approximately 45 are enrolled in an English
Hebrew Bilingual Program. The school continues to be very diverse ethnically with many Filipino,
Russian, Israeli and Pakistani families settling in the community. Of the remaining students, there
continues to be a strong cultural mix with at least 25% being of Indigenous heritage.
The BSSAP is a partnership between schools and Indigenous families whose children attend Margaret
Park School. “Diversity is honoured within our school community in a variety of ways. Besides the
learning between our two programs, connections are made to many other cultures including our
ongoing celebration of Aboriginal culture. We value the contribution of elders of all backgrounds who
share their time within our school community to support meaningful learning. The goal is to have
families involved in their children's educational experiences. Any family of any background is welcome
to attend our activities!” (Margaret Park, Website).
The BSSAP Initiative at Margaret Park School is in its 11th Year of operation. Margaret Park School,
“BSSAP is a government funded initiative to help schools and families fulfill the following goals:
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Find ways to help Indigenous students have a more positive and productive time in school.
Provide opportunities for parents and other organizations to participate and support Indigenous
students and families.
Support the Indigenous Achievement grant through culturally relevant experiences and
activities.
Continue to support the schools and programs.
According to the Aboriginal Education Directorate (funder), in order to be eligible for funding under the
initiative, engagement strategy proposals from Schools Divisions is needed to address the following
requirements:
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Identify improving academic achievement of Indigenous students as a priority in school and
divisional plans,
Involve Indigenous parents and organizations,
Reflect coherence with the Indigenous Academic Achievement grant, and
Support overall school planning and programming.
School division proposals could include single and multiple school sites or partnerships between
neighbouring school divisions.
Schools have taken the lead in forming and maintaining effective family-school partnerships that
positively influence all students’ learning. The strong relationships have changed the future – not just for
students and their families, but also for schools. These educational partners jointly implement
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approaches to enhance student motivation, engagement with school, academic progress, school
attendance levels, sense of wellbeing, and lower dropout rates. Families and schools are working
together as real partners. The scope of these partnerships is wide and includes support by school
leaders for family involvement in school activities, a strong commitment by all partners to student
learning success, a welcoming school atmosphere and two-way communication. The partnerships that
this fund supports will become models of the way we would like school communities to function.
Building Student Success with Aboriginal Parents (BSSAP) directly supports the education priority in
Manitoba’s Aboriginal Education and Employment Action Plan through Goal 1: “Student Engagement
and High School Completion”.
An online search on BSSAP revealed a minimal amount of information on the
http://www.edu.gov.mb.ca and www.7oaks.org/school/margaretpark/Pages/BSSAP.aspx websites.
Instead, the information available is generalized to all BSSAP Initiatives that receive the funding in
eighteen School Divisions that include four divisional and 38 operational sites. This program has been
offered for over ten years and could help others by sharing best practices and success stories on these
websites.
The projected enrollment is 267 students with approximately 25% (66 students) of Indigenous heritage.
The number of students/families that self-identify has increased over the years, indicating that the
Indigenous families have attained a comfort level at the school. The study results showed that
Indigenous parents emerged as leaders and a great resource to the school in the area of Indigenous
cultural teachings.
Many of the Indigenous cultural aspects have become the norm around the school, and the students
and teachers use the language of ‘the Seven Teachings’ regularly. Through professional development
and Elders teachings, the teachers infuse Indigenous perspectives in all subject areas of the curriculum.
The BSSAP program enables students and parents to take responsibility for their learning and provides
students with a sense of belonging in the school. While families and schools are working together, the
program focuses to enhance Indigenous parent participation with specific focus in the following areas:
Cultural Activities, Relationships and Mentoring, Parental Engagement, and Professional Development
for Teachers (Yearly reports up to 2015, Interview Data). The following activities are often guided by
parents who also chaperone on field trips, participate alongside their children in the cultural activities
and offer assistance where they are able to (an example is the making of traditional dresses – Jingle,
Fancy, and Grass dances and more). In addition, the Elders who are hired by the school for various
activities are usually grandparents who might have two or more grandchildren in the schools. It is
important to highlight this point since there are times that grandparents are involved with raising the
children. This means the BSSAP program includes grandparent where they are needed.
Cultural Activities
Cultural activities and student groups serve to develop a sense of belonging and provide positive role
model programs and mentorship program. Indigenous students (with the guidance of parents) taught
other students the variety of Pow Wow dances (Jingle, Fancy and Grass), while Elders, parents or
community members teach the students the history about each dance and how to make the regalia to
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accompany the specific dance. Some students who attend the Pow Wow club do not dance, however,
their contributions are highly valued as they help the dancers by assisting them in getting dressed or
fixing their hair. For example, one of the students said “I don’t dance, I have some anxiety, but I like
helping. I help braid hair and regalia if they need help to put it on”. In this way we can see that the role
of the helper is culturally important.
The community school garden is utilized as an outdoor classroom for cultural teachings in relation to the
environment and sustainability. The students are also taught about respect, kindness and love by
donating harvested vegetables from the garden to Winnipeg Harvest. Students participate in fundraiser
events for a variety of causes. Humility is discussed around these actions. Parents are always invited to
attend and participate in these activities so that they know what their children are learning.
The students learn about the Seven Teachings (primarily based on Anishinaabe teachings of the
territory) throughout the school year with a monthly focus on a specific teaching. Both parents and
Elders who are available and knowledgeable about these teachings lead and/or participate in the
learning activities. As part of this learning process, the students place a leaf with a written teaching on
the Seven Teachings tree in the gym as they wrap up a specific teaching. The leaves include various
languages such as Cree, Ojibway and other cultural languages represented in the school.
Indigenous perspectives are infused into classroom learning to reinforce accurate Indigenous and
Canadian history for all students and families in the school. Students learn about the treaties - “We Are
All Treaty People”; the Metis culture “Les Voyageurs”-- and participate in a field trip to “Festival du
Voyageur”. Curricular connections are made in science, math, art and language arts. Elders are highly
valued by classroom teachers, since the Elders spend time telling Indigenous stories as they visit the
classrooms.
Sharing circles and storytelling provide space to focus on the Seven Teachings as a guide to treating one
another with respect.
The fiddle program is offered in grades 3-5 and the students participate in divisional events in
partnership with other schools. The school has also developed a partnership with the Frontier School
Division Fiddlers and Skownan School (There has been a successful music and fiddling program within
Frontier School Division that is shared with many other schools and communities). The students in the
fiddle program traveled to the Skownan First Nation School to visit and learn new violin tunes and
techniques, as well as square dancing and jigging. This is one example of an out of town field trip where
parents accompany the school as supporters and chaperones.
Field trips included trips to The Forks where the students participated in cultural activities (outdoors)
such as Snow Sculpting, Tipi Art and Tipi stories by Elders. Other field trips were to the Assiniboine Park
Conservatory, Manitoba Museum, Oak Hammock Marsh, Fort Whyte and the Living Prairie Museum to
engage in storytelling, learn about Winnipeg and indigenous plants.
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Relationships, Mentorship and Role Models
The school collaborates with the CATEP program to have Indigenous student teachers in the classrooms
and have indicated that this practice brings new ideas around the Indigenous cultural teachings as well
as the student teachers being role models.
The presence of Elders continues to make a positive impact on all (Indigenous and non-Indigenous)
students and families in the school. The Elders provide guidance and teachings to support classroom
teachers, as well as the whole school.
A partnership with Way Finders provides positive youth leaders that participate in Indigenous cultural
events in the school. Way Finders is a community based mentorship program that supports leadership
activities.
Grade 5/6 students, are respected as “Elders and leaders” in the school in their role as positive role
models for the younger grades.
Parental Engagement
Developing parental engagement continues to be a priority for the Building Student Success with
Aboriginal Parents (BSSAP) program. Historically, many Indigenous parents have had a negative
experience with schools, due to the residential schools. To ensure Indigenous parents have a positive
experience, Margaret Park School supports project goals and intended plans to engage and support
activities that reflect and celebrate the Indigenous culture. Indigenous parents/families share the
responsibility to engage the students by sharing their gifts/talents in day-to-day activities.
Indigenous parents have a deep desire to see their children succeed and therefore, are supportive of
their children’s present and future educational aspirations through their participation at the school
level. The students/parents continue to increase support through outside school connections and
partnerships.
The school provides opportunities for Indigenous parents to collaborate with classroom teachers to
organize and plan cultural clubs/groups such as designing and making regalia in the pow wow club.
Professional Development for Teachers
Teachers/educators participate in cultural workshops (literature; mathematics; treaty education
workshops; Seven Teachings and sharing circles) detailing curricular connections between all subject
areas and Indigenous perspectives.
Elders provide teachings on cultural practices such as smudging, powwow, beading, Seven Teachings.
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Language Groups
Based on the reports and from discussions with the project team, the student body is made up of 25%
Indigenous students, with the majority being of Anishinaabe (Ojibway, Salteaux) descent. Manitoba’s
language/cultural Indigenous groups are: Anishinaabe, Cree, Dakota, Dene, Inuit, Métis, and Oji-Cree
(Aboriginal People in Manitoba, 2014). Also, many other Indigenous students live in the city (many
generations to recent residents) because their families may have moved for economic, education,
health, security, and social issues (Silver et al, 2002). The Indigenous students’ background information
collected from the staff showed that some students’ families originate from Anishinaabe and/or Cree
communities and whose parents came to study high school and/or post-secondary education, or they
have come for employment reasons and have stayed in Winnipeg. Some students are in-care of Child
and Family Services and may live with foster families, some are transient due to families moving from
one area to another, and others are students whose families have lived in the area for some time.
History of the Project Initiative
In May 2004, Manitoba Education, Citizenship and Youth Minister Peter Bjornson committed $400,000
for three years to selected divisions/schools. Seven Oaks School Division’s Margaret Park School was one
selected to increase the involvement of Indigenous parents in education. The program was officially
launched in September 2004, with the intent that the additional funding would assist schools in
developing partnerships and programs in the community with parental involvement.
Minister Bjornson stated “This funding will help educators reach Aboriginal parents, since parents and
other family members play a major role in helping students complete their high school education. This
initiative will increase the level of involvement of Indigenous parents in the education process and
significantly increase the range of opportunities available to children and youth” (News Release, 2004).
In February 2012, Minister Allan stated “The province has designated $600,0000 of the Aboriginal
Academic Achievement (AAA) fund to the Building Student Success with Aboriginal Parents initiative
which supports 45 projects in 19 school divisions that build partnerships with Aboriginal parents and
communities through programs that promote Aboriginal languages and cultures”, (News Release, 2012).
In 2004, Margaret Park School came onboard to participate in the BSSAP initiative with the goal to
engage parents within the school. This initiative also partners with specific school divisions to host an
annual gathering for all project sites. Each gathering showcases effective practices being implemented
and provides a foundation for ongoing work that focuses on enhancing the school system’s ability to
engage Aboriginal parents in strong partnerships with schools. The gatherings have supported dialogue
between schools and parents focused on communication and joint actions to enhance the educational
success of students” (Manitoba Education and Advanced Learning).
Margaret Park School is supported within the Seven Oaks School Division with the adoption of an
Aboriginal Education Policy (April 22, 2013). The implementation of this policy supports the goals of the
BSSAP program:
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“By incorporating authentic learning of and with Aboriginal peoples we can forge a rich collective
identity that honors Aboriginal peoples and all our relations. This policy serves to guide our division
initiatives that supports and draws from Aboriginal people’s rich culture, history, perspectives and ways
of teaching and learning”.
The BSSAP program is acknowledged as enriching all learners at the school level as well as within the
school division level, as the best practices are shared with other schools. The program serves to engage
the students, parents, staff, community, and partner stakeholders.
Development Focus
Margaret Park School is comprised of Kindergarten to Grade Five students. The BSSAP focuses on the
early to middle years in order to improve academic achievement and increase parental engagement to
support a strong partnership with the school. The school includes all students in any Indigenous-related
activity even though Indigenous students and Indigenous parents are the primary target audience. In
this way each learns about the other and shares positive building/bridging approaches to learning
Indigenous perspectives.
Graph of the Seven Oaks School Division Aboriginal Education Policy that address each of the elements
is noted below. Each of these are outlined in details in their policy (refer to link attached) that supported
the kind of programming that can happen at schools like Margaret Park.
Project Model (Seven Oaks School Division)
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Logic Model: Narrative Voices Lend Integrity to Logic Model
As a researcher who is oriented toward qualitative research and sharing knowledges through human
voices, I share some research findings with some narrative quotes and comments. I contend that these
voices/narratives lend integrity to Indigenous research methods and to the written point form mode of
the Logic Model.
Seventeen individuals were interviewed in group interviews, individual face-to-face interviews, and in
ongoing telephone conversations. This number included eight staff, Vice-Principal and Principal, four
young students, one former student now an adult attending post-secondary education, and two former
Indigenous parents whose children (one foster) attended Margaret Park school and who were involved
in BSSAP supported activities. There was an attempt made to interview an Elder who worked with the
school but due to scheduling issues that did not pan out.
In this section, I select a few quotes that are shared to hear ‘glimpses’ of what the interviews produced.
I selected quotes that seemed pertinent to the main points shared and I selected from each of the
sectors of individuals interviewed: Staff, students, and community members.
“…we have had success the Building Student Success with Indigenous Parents going on the 11th year. We
have partnerships and have built relationships with Skownan School through their fiddle program…our
students go there and their students come to our school [this is a field trip that is between an urban
school and a First Nation school]…students have attended events at the divisional circle garden where
they learn about smudging and so on. We also have Elders…to support us. We have sharing circles,
storytelling, some classes with dream catchers…students have gone to the Forks for storytelling series”
(Staff Leadership).
“I have been involved with the [provincial] Treaty Education Initiative. I have gone for training and
received the Treaty Education kit that has great resources and they teach us how to use these resources”
(Staff).
“The students have learned about the Anishinaabe people and they learned about drums as well as the
Bear song [the Bear song is a popular song that many students learned to sing with a traditional drum]”
(Staff).
“We had the Eagle project and stories of our community that we can use as resources. The Seven
Teachings are on a mural around the tree in the gym, this is a great reminder of all of us so we can live
and follow those teachings” (Staff).
“Sometimes we go to this tree to leave things and smudge” (Student).
“The first big Pow wow, a big bus came and I wasn’t feeling good so I couldn’t dance. We practiced
dancing and do smudging, after we’re done the smudge we take it outside to the tree where we put the
stuff from the smudge under the tree. Then we thank the Creator for the smudge and we go back to have
cookies and juice, then we end it there” (Student).
Upon going to the Forks for the storytelling series, one of the students piped up and exclaimed “Do I
ever have a story about a storyteller. A couple of years ago we went to the Forks and there was this
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storyteller so this Elder told us this story…it scared me so much” [she retold an Anishinaabe Windigo
story that reminded children to be careful] (Student).
“I’ve been at this school since kindergarten. I love everything about it” (Student).
One interview included a former student who is now at a post-secondary program and her foster
mother. They shared the following points: they participated in language classes, lunch and after school
dancing, drumming, pow wow’s, feasts, performing what they learned from the school, sewing their
own traditional outfits with help from parents and staff, lots of storytelling about different Indigenous
organizations, and Indigenous studies class.
The foster parent stated that the school was “always open about incorporating Indigenous and other
folks came to see that…my greatest goal was to see them all graduate [she made this comment in
reference to children she fostered who attended the school]…Cynthia [the principal] was always present
and we always learn some and more at each event…we have to keep that going no matter how old they
[the kids] are” (Foster Parent).
“I bought a house because of the closeness of the school [this parent had heard of the positive
connections to Indigenous programming so she was keen to live near the school so her children could
attend]. In relation to an issue she had to deal with at the school she wrote a letter and she was pleased
with the ongoing conversations to resolve the issue to her satisfaction. She said, “[My son] got solutions,
they were willing to work with me…boys…need to be guided and culturally relevant in our relationship
need male role modeling support…”. It is important to note that this parent brought her traditional
knowledge and practices to the support the school programming through drumming, creative arts, and
traditions (Former Parent).
Data Collection: Data Tracking for Determining Student Success - Beginning Stages
The BSSAP team has learned from the research process that collecting data that tracks student progress
in various ways is an important aspect of the quality control for effective programming. This is
something that they will continue to work on as a go forward strategy. However, Margaret Park School
team realized that various data should be collected to track their progress. Over the past two years
(2013-14, and 2014-15) they conducted a survey about student engagement “Tell Them From Me”. The
following was what the students reported:
•
84% of students report there are safe ways to report bullying at M. Park.
•
84% of students report that there are adults at school that victims can talk with.
•
91% of students report that they feel safe at school.
•
Over 80% of students report being interested and motivated at school.
•
Levels of intellectual engagement (interest/motivation/effort and quality instruction)
reported by students are at or above Canadian norms of 87%. This is true of low, middle and
high socioeconomic groupings.
•
64% of students report advocacy at school as compared to the Canadian norm of 50%.
Aboriginal Identity Declaration was tracked over the past 10 years from 2004 to 2015, where at the
beginning of the project only 9% declared their identity as Indigenous to the current 20% who declared
their identity as Indigenous. There were some who did not self-declare; it is suggested that best guess is
that the rate increases to about 25% that is reflective of the catchment area demographics.
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Margaret Park School was able to track attendance rates for students declaring Aboriginal Identity for
the past four years. The first percentage includes all Aboriginal student attendance when averaged. The
second percentage does not include the two students with the lowest attendance which would have
been between 50-69%. Margaret Park School team credit the hard work of the BSSAP for the
encouraging attendance rate. It is encouraging to see that the rates of lowest attendees of between 5069%, that might be considered as a base-line rate of attendance, and to the upper levels of attendance
as high as 91.5% as listed below. This would show the progression toward better attendance of
Indigenous students whose attendance was tracked due to their engagement in the BSSAP.
•
•
•
•
2011
2012
2013
2014
88.2%
88.9%
89.4%
87.1%
89.4%
91.6%
90.5%
88.5%
Evaluation
In this section, the logic model with headings followed by bullets, demonstrate what the school achieved
during their work in the Building Success with Aboriginal Parents program.
Inputs/Resources Human & Financial
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Provincial Strategy - designated funds from the Indigenous Academic Achievement (AAA)
fund to the Building Student Success with Aboriginal Parents initiative which supports 45
projects in 19 school divisions that build partnerships with Indigenous parents and
communities through programs that promote Indigenous languages and cultures.
All Staff onboard to support where and when appropriate.
Elders, and parent volunteers onboard to support.
Provincial and School Division consultants
Community members and parents
Building Student Success with Aboriginal Parents (BSSAP) committee
Divisional Indigenous Education policy
First Nation schools partnerships
Community Indigenous Teacher Education Program (CATEP)
Planning Alternative Tomorrows with Hope (P.A.T.H) Strategic Planning
An extensive community support network that shares information, program sharing and
presentations etc.
Providing a physical space for housing Indigenous focused arts/crafts and traditional dance
outfits and artifacts
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Activities
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Support the outdoor classroom (bird, butterfly & vegetable garden)
Continue to increase cultural learning through the Seven Teachings tree
Support accurate Canadian history in curriculum
Provide support to increase professional development/mentorship for teachers
Support community engagement activities
Increase participation in cultural events
Increase Indigenous teacher’s in schools through the Canadian Indigenous Teacher
Education Program (CATEP)
Cooperate with other schools to co-lead Indigenous culturally relevant activities (Skownan
First Nation)
Culturally based activities such as sharing circles, storytelling, creating/designing and making
traditional items
Elders and parents come into the school to share their traditions, knowledges, and provide
volunteer assistance
Offering Indigenous Culturally relevant professional development activities
Providing opportunities for Indigenous students to practice cultural expressions when they
wish such as smudging, offering prayers to a Sacred tree that was installed in the school
Providing information to Indigenous parents and finding ways to have them connected to
the school in a strategic manner (phone calls, notes sent home, invitations to events etc.)
Outputs/Performance Indicators
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Curriculum infusing with Indigenous perspectives
Teachers willing to shift their teaching approaches to include Indigenous
content/perspectives
Continual valuing of Indigenous perspectives and bridging Western and Indigenous
perspectives
Increase the Percentage of Indigenous teachers (CATEP)
Extent of professional development/mentorship provided to teachers
Percentage of students participating in cultural events
Indigenous culture/language resources
Students learn from an artist-in-residence
Extent communication to stakeholders
Participation in Way Finders Mentorship program
Students participate in activities that exemplify Indigenous culture
Short Term Outcomes:
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Increase in the number of students who participate in cultural activities (both Indigenous
and non-Indigenous)
Improve quality education and welcoming atmosphere in school
Community involvement in education programs
Elder(s) input
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Increase a sense of pride that students have for their culture
Excellent partner/stakeholder communication
Increase resources to support Indigenous activities
Increase the number of Indigenous parents who attend activities
Promote positive role model relationships with peers, Elders or knowledge keepers
Building trust in the school system
More people learning about Indigenous content/perspectives and needs and aspirations
Improved outreach to organizations and parents that can assist student success
Intermediate Outcomes:
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Competent teachers/educators
Fully engaged communities
Enriched community based curriculum
Increased respect for culture/language in provincial system
Effective cooperation between partners and stakeholders
Increase attendance and academic success
Inclusive use of Indigenous cultural knowledge in activities and classroom
Increase parental involvement
Increase non-Indigenous students valuing of Indigenous students and perspectives
Long Term Outcomes (Impacts):
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Successful Indigenous (First Nation, Metis & Inuit) students
Indigenous infused curriculum
Parents willing to stay involved to support the school’s engagement of Indigenous
programming long after their children moved on
Greater living successfully in two worlds without having to give up Indigenous identity
Outcomes: Significant Accomplishments and Lessons Learned
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Great effort and time has been spent to support and mentor teachers in the system to build
capacity in all subject areas.
Cultural activities are well supported by staff, volunteers, Elders and parents from the school.
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Interactive Tools (videos, links, etc.)
The Eagle Project and Stories of Our Community
http://www.7oaks.org/school/margaretpark/Pages/BSSAP.aspx
Seven Oaks School Division Aboriginal Education Policy:
http://www.7oaks.org/Governanceleadership/boardoftrustees/Policies/Policies%20Section%20I/IDAAD.
pdf
Next Steps
Building Student Success with Aboriginal Parents project demonstrates that there are visions, hopes,
strategies, knowledges, and practices that are culturally relevant when Indigenous students are guided
by the BSSAP project team of teachers, parents, Elders, support staff to work with their children to gain
successful and satisfying educational experiences that inspire successful transitions to middle and high
school. In addition, these practices are done within the context of academic learning activities that are
guided by Indigenous knowledges, perspectives, and practices. These principles work to inspire
confidence in student academic success and pride in Indigenous identities. The school has become a
beacon for the larger educational community who wish to find ways to help their Indigenous students to
succeed.
Some of the next steps planned by school team to support Indigenous programming include:




Supporting cultural competent goals
Continuing to support Indigenous specific professional development
Building capacity through mentoring
Continuing to build success with Indigenous students and parents
In so doing, other schools can learn from the Building Student Success at Margaret Park School for
culturally responsive and successful programming for Indigenous children by guiding parents to engage
in their learning. Added suggestions for the future development of the project are to post their program
information on their own website, and to find a way to track the number of students who use the
program and track their success through increased attendance, increased participation, and increased
movement into higher grades. A post research conversation with the principal indicated that as a school
team, they found the research process helpful to learn what else they could do in their school to
develop different strategies for the education of Indigenous youth and to track their progress, as well as
to show their work on their school website. After the research, they featured their project on the
September Calendar of Events and Programs and they will post their information on their own school
website. The strength of applying a logic model to articulate their specific activities, program strengths,
and future planning helped this school team to value their work and to include further strategies for
their future in highlighting Indigenous engagement and success.
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Appendices
(For Information Only)
The following pages, as addendums to the report, represent the research process that transpired, a
literature review that was conducted to help shape the research focus and to understand the depths of
the themes, issues, and models for sustainability of the programs and aspirations for the future. In
addition, a discussion explains the logic model that guided the research process.
Research Project Information, Consent Information and Forms, Interview Prompts
The following scripted information was shared with each of the individuals who attended our sessions
and/or who were interviewed. We ensured that this background information was well understood
before proceeding toward the interviews. It is interesting to note that this in itself created a bit of a
dialogue about individual rights and responsibilities in the research process for both the researcher and
the participants. In my opinion, this was a good learning process for us.
Research Project Information, Consent information and forms
Indspire: Indigenous Education Canada’s Future – Building Student Success with Indigenous Parents,
Margaret Park School
June, 2015
(Lead Researcher Dr. Laara Fitznor & Research Assistant Marlene Gallagher)
C/O Indspire: Indigenous Education Canada’s Future, 50 Generations Drive, Oshweken,
ON, N0A 1M0 P: 519-445-3003
Project Title: Building Student Success with Indigenous Parents
Project Holder: (Community, School or Institution): Margaret Park School, 7 Oaks School
Division
Address:
385 Cork Ave, Winnipeg, MB R2V 1R6 Telephone: (204) 338-9384
Contacts:
Cynthia Dutton, Principal, Principal, [email protected] Brian O’Leary,
Superintendent, [email protected] Lydia Hedrich,
[email protected]
To All Participants in this Research Journey
C/O Cynthia Dutton, Principal, Margaret Park School
Dear Participant:
Thank you for agreeing to participate in this evaluation research project (either in an individual
or group setting) with Marlene and I as project researchers.
The purpose of the study is to document and evaluate BSSAP Margaret Park for determining its
suitability for Indspire’s Successful Programs award (the documenting of the program’s features,
program goals/objectives/activities, Centre usage and access, participant voices about and/or
experiences in the BSSAP). A logic model that examines outcomes and impacts of BSSAP and the
application of the Indspire’s Indigenous Foundational Principles* (see details on the following
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page) will be used. When we meet, I will explain more about what the research model entails
and how we could best identify the unique, innovative, and defined features of the BSSAP.
WHAT IS INVOLVED?
An initial Letter of Understanding was signed between Indspire (www.indspire.ca) and Brian
O’Leary, Superintendent, Seven Oaks School Division allowing for the following: There are
opportunities for cooperation and collaboration in the promotion of our common goals to work
together to document the impact of BSSAP Margaret Park qualifying existing data to develop the
research project; an Indspire researcher (Dr. Laara Fitznor with Ms. Marlene Gallagher –
Research Assistant) will work with identified individuals from BSSAP Margaret Park – led by
Principal Cynthia Dutton; The BSSAP will allow Indspire access to publicly available data to
document their project details; and that the results of this research will be published on our
respective websites and reports; they may also be released to the public through other mutually
agreed upon communication plans.
o
Depending on the availability of individuals and time, the following will take place:
◦ At a discussion/brainstorming session (already begun with Principal Cynthia Dutton)
individuals who could be interviewed will be identified and names will be provided to
the researcher.
◦ Collection of relevant demographic data and any existing publically accessible data
◦ Observation of BSSAP program and activities
◦ Group Meeting: Ensure that information is shared about the Logic Model that Indspire is
recommending for use in the research process – which points to a process research
information, reading the logic model, preparing their questions for points of clarity, then
meeting with the researcher(s) to discuss the logic model and frame the research
process with this model. In addition, the research team will be informed about
Indspire’s goals and guiding principles. (As time permits) At least between two to four
meetings between Researcher(s) and at least two or more of the BSSAP lasting
approximately 1-2 hours each time for the purpose of site visits, discussions with
relevant staff, community members, family members and children as deemed relevant
to the research. As noted in the previous bullet, the Logic Model and Evaluation
Framework that Indspire has endorsed to assess school projects that support Indigenous
students will be used as a guide for our discussions and brainstorming sessions to collect
the relevant data needed for the evaluation. These sessions will be audiotaped and/or
notes taken to provide a clear record of what transpired in each session. All of the
sessions will be held in a BSSAP Margaret Park staff selected site. All sessions will be
attended by one or two research personnel and as many as the BSSAP Margaret Park
program can enlist – at least a minimum of two individuals.
◦ Meeting Two (If needed and as time permits): Meetings with BSSAP staff to determine
the research procedures and time frames with a commitment to complete data
collection before school is finished in June, 2015 so the writer can complete the
research by July 31, 2015.
◦ Interviews (BSSAP Margaret Park determines individuals to be interviewed) with BSSAP
staff, community, students (former and present) to document their experience and hear
their perceptions of BSSAP Margaret Park model.
◦ Determine the types of collection of various data related to student use of their
services.
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◦
◦
◦
◦
◦
Collection of data that shows the ethnic breakdown and in particular those who
identified as Indigenous/Indigenous and accessed BSSAP Margaret Park supports.
Documentation of specific strategies used for student and community supports.
Collect data that shows increase in attendance due to the use of BSSAP supports.
Document how, if any, the BSSAP reflects the seven foundational guiding principles
Indigenous for educational practice. A consideration in the documentation process is
the ways that ‘Western knowledge and Indigenous knowledge’ might be integrated, and
to articulate what processes are Indigenous reflected.
Document other relevant data that may emerge in this process.
*Indspire’s Foundational Guiding Principles
Indspire has developed foundational guiding principles that should be heeded to adapt to and
define the Indigenous nature of their research projects. The Indspire foundational guiding
principles for Indigenous educational practice are based on opinions from two national
consultations, and reflect the values of the United Nations Declaration on the Rights of
Indigenous Peoples:
Principle 1: Indigenous peoples have the right to retain shared responsibility for the education
and well-being of their children.
Principle 2: As an expression of respect, reciprocity and reconciliation, strengthened partnerships
between Indigenous peoples, governments (federal, provincial and territorial) and public
institutions are the basis of working relationships, implicit in treaties, agreements and other
constructive agreements with Indigenous peoples.
Principle 3: Indigenous Knowledges (ways of being, knowing, valuing and doing), which convey
our responsibilities and relationships to all life is a valued and foundational aspect of the learning
program for all children and youth.
Principle 4: Cultural/language communities have the right to define success for their own wellbeing.
Principle 5: Learning is viewed as lifelong, holistic, and experiential, which is rooted in language
and culture, is place-based, spiritually oriented, communal and open to multiple ways of
knowing the world.
Principle 6: Programs, schools and systems are responsive to both the aspirations and needs of
Indigenous peoples.
Principle 7: Recognizing the legacy of the colonial histories of Indigenous peoples, education is
also a process of decolonization, which seeks to strengthen, enhance & strengthen and embrace
Indigenous Knowledge and experience through various strategies including but not limited to
anti-racist, anti-oppressive pedagogies and Indigenous pedagogies.
Research Ethics Information for Participants
For your information, we are providing important highlights on some of the research ethics
factors that will help us with conducting this research in a careful and respectful manner. In
order to have common knowledge about what researchers are expected to know and to ensure
a respectful research process this information is being shared with you for your learning, and to
provide you with further opportunity to ask questions.
Remuneration: There will be no remuneration for participating in this research.
Page 19 of 34
Verbatim Transcription of Interviews: A few weeks after your session, one of the researchers
will contact you to offer you the opportunity to review your transcript or summary notes from
the session. If you choose to review your transcription, you will be provided with a hard copy of
your comments and asked to review it and add any comments that you would like to make. You
will also have an opportunity to withdraw any comments that you wish not to have included in
the research.
Potential Risks and Benefits:
The direct benefits of participating in this study include:
 The ability to voice any hopes and/or concerns you may have about this study and the
learning that may come from gaining new insights and perspectives;
 The sharing of resources on challenges, solutions and positive outcomes;
 The opportunity to have your voice heard, your opinions valued and respected; and
 For the larger scientific community and the community at large, this research may offer
insights into the types of programming needed to address the needs of Indigenous
students.
The minimal risks of participating in this study may include:
There also may be minimal risks associated with participation as some individuals could
experience psychological risks or social risks related to voicing their opinion in a group setting.
Care will be exercised if there are issues that need follow up. If deemed necessary, individuals
will be provided with names of people who could most appropriately sort through any issues.
Confidentiality: In the research gathering sessions, all the information you provide will be
considered confidential. Prior to starting the session you may be asked to sign a confidentiality
agreement to indicate that you will respect the confidentiality of the interview/discussion. In
written reports of this research and oral presentations, excerpts from the research may be
discussed but no names will be associated with any quotes. This helps us to represent your voice
and opinion without compromising your confidentiality. The audiotapes will only be used for the
purpose of creating written records and will not be associated with your name. These
audiotapes/computer video files will be kept in locked filing cabinets/ secure password
protected computers and will only be viewed by the researchers and research assistants who
have signed confidentiality agreements. Data collected during this study will be kept for five
years and stored in locked filing cabinets. All data will be confidentially shredded or destroyed
after seven years unless phases of the research are still occurring. Only the researchers and
research assistants will have access to the data. All individuals who have access to the data will
sign confidentiality agreements.
Publication: Results of this study may be published in professional journals, presented at
conferences and placed on Indspire’s website. Feedback about this study will be mailed to you if
you choose to provide your address. The results will be available (09/2015).
Consent to Participate and Voluntary Participation: Your signature or non-signature method of
consent in this research indicates that you have understood to your satisfaction the information
regarding participation in the research project and agree to participate as a subject. In no way
does this waive your legal rights nor release the researchers, sponsors, or involved institutions
from their legal and professional responsibilities. Participation in this study is voluntary. You are
free to withdraw from the study at any time, and/or refrain from answering any questions you
prefer to omit, without prejudice or consequence. Your continued participation should be as
Page 20 of 34
informed as your initial consent, so you should feel free to ask for clarification or new
information throughout your participation.
If you have any questions about this study or require further information, please contact the
Principal Investigator, Dr. Laara Fitznor at [email protected] or 204-951-0990. This
project has been reviewed and received ethics clearance through Indspire and the Seven Oaks
School Division. If you have any comments, concerns or any questions at any point during or
after the study and about your rights as a research participant, please contact the Seven Oaks
School Division, Lydia Hedrich [email protected], or Indspire, Terry Ramirez
[email protected] or Angie Krenn by phone (519) 445-1132 or via email: [email protected]
Thank you for your valuable insight in this research.
Page 21 of 34
Research Project Consent Information and Forms
Research Project Title: Indspire – Building Student Success with Indigenous Parents, Margaret
Park.
Principal Investigator and contact information: Dr. Laara Fitznor, [email protected]
and Marlene Gallagher (Assistant Researcher), [email protected]
Research Supervisor (Indspire contact) and contact information: Ms. Terry Ramirez
[email protected] or Angie Krenn [email protected]
This consent information is provided for you as participant in the Building Student Success with
Indigenous Parents research with Indspire. There are two methods of consent available to
participants (Signed and Non-Signed). It is your decision to choose which method you prefer
(exception – Vulnerable populations see comment below). All methods will be explained to you
before you decide. In either case, research information will be left with you both for your and
Indspire’s records. This is only a part of the process of informed consent. Please take the time to
read and review the information with the researcher.
1.
Signed Consent: We will provide you with a consent form that you will sign, a copy of
which will be left with you for your records and reference, is only part of the process of
informed consent. It should give you the basic idea of what the research is about and what your
participation will involve. If you would like more detail about something mentioned here, or
information not included here, you should feel free to ask. I, researcher, will take the time to
read and review this carefully with you and to understand any accompanying information before
we proceed.
Your signature on this form indicates that you have understood to your satisfaction the
information regarding participation in the research project and agree to participate as a subject.
In no way does this waive your legal rights nor release the researchers, sponsors, or involved
institutions from their legal and professional responsibilities. You are free to withdraw from the
study at any time, and/or refrain from answering any questions you prefer to omit, without
prejudice or consequence. Your continued participation should be as informed as your initial
consent, so you should feel free to ask for clarification or new information throughout your
participation.
2.
Non-Signed Consent. We can provide you with an opportunity to participate in the
project without requiring your signature. This type of research consent process is equivalent to a
signed consent form if you prefer to NOT sign a form but you still wish to participate in the
project. Relevant forms of consenting such as oral consent, field notes, return of completed
questionnaires, a verbal agreement, a handshake and/or Indigenous culturally relevant symbolic
sharing such as an offering of tobacco or gifts is considered a valid form of consent. Although
you are not obligated to sign the consent, we will leave you a copy of the research project
information that should give you an idea of what the research is about and what your
participation will involve. In this case, the researcher will write a note in the consent information
that you elected this method. If you would like more detail about something mentioned here, or
information included here, you should feel free to ask. I will take the time to read and review
the information with you and to understand any accompanying information before we proceed.
Research and consent information will be left with you for you and our records that clearly
indicate that you have read and reviewed the information, and prefer the non-signature
Page 22 of 34
method. This form indicates that you have acknowledged that you understood to your
satisfaction the information regarding participation in the research project and agree to
participate as a subject. In no way does this waive your legal rights nor release the researchers,
sponsors, or involved institutions from their legal and professional responsibilities. You are free
to withdraw from the study at any time, and/or refrain from answering any questions you prefer
to omit, without prejudice or consequence. Your continued participation should be as informed
as your initial consent (non-signed method), so you should feel free to ask for clarification or
new information throughout your participation.
Page 23 of 34
Consent Forms – Please select only those that apply to your situation.
INDIVIDUAL CONSENT FORM
Involvement in the Indspire – Indigenous Education Canada’s Future, Nurturing Capacity’s
Documenting Research on the Building Student Success with Indigenous Parents at Margaret
Park School
(Please print)
Individual’s Name and role in the BSSAP: ____________________________________
Personnel____________________________________________________________
Student _____________________________________________________________
Community Member (Parent or Others) ______________________________________
I agree to participate in this study (the documenting of BSSAP features, program
goals/objectives/activities, participant voices about and/or experiences in the BSSAP) as
described in the research information. I have been informed of, and/or read the summary
details of this research project information and consent information and I agree to support the
research by way of my signature.
I have made this decision based on the information provided.
I have had the opportunity to receive any additional details I wanted regarding the
research and understand I may ask questions in the future.
NAME:
________________________________
SIGNATURE: _______________________________
DATE: _______________________________
Please provide your contact information if you would like to be contacted to review
your transcript and/or receive a copy of the research results.
EMAIL ADDRESS: _______________________________________
PHONE NUMBER: _______________________________________
Researcher_______________________________________________
Page 24 of 34
GROUP CONSENT FORM
Involvement in the Indspire – Indigenous Education Canada’s Future, Nurturing Capacity’s
Research on the Building Student Success with Indigenous Parents (BSSAP).
(Please print)
GROUP CONSENT
I agree to participate in this study (the documenting of BSSAP features, program
goals/objectives/activities, participant voices about and/or experiences in the BSSAP) as
described in the research information. I have been informed of, and/or read the summary
details of this research project information and consent information and I agree to support the
research by way of my signature.
I have made this decision based on the aforementioned information.
I have had the opportunity to receive any additional details I wanted regarding the
research and understand I may ask questions in the future.
In addition, I will agree to keep information confidential and I will not share what I
learned inside the group interviews with anyone outside the group. If I am concerned about
sensitive information that may have emerged from the group, I will take my concern to the Lead
Researcher and ask her to deal with it in a manner appropriate to the situation.
I have had the opportunity to receive any additional details I wanted regarding the
research and understand I may ask questions in the future.
NAME:
________________________________
SIGNATURE: ________________________________
DATE: _______________________________
Contact Information
Please provide your contact information if you would like to be contacted to review your
transcript and/or receive a copy of the research results.
EMAIL ADDRESS: _______________________________________
PHONE NUMBER: _______________________________________
Researcher_______________________________________________
Page 25 of 34
PARENT/GUARDIAN CONSENT FORM
Parent/Guardian Consent for Child’s Involvement in the Indspire – Indigenous Education
Canada’s Future, Nurturing Capacity’s Documenting Research on the Building Student Success
with Indigenous Parents (BSSAP)
I, the undersigned, confirm that I am the parent/guardian of (Child’s name) ______________
and I allow my child (Child’s name) ___________________________________________ to be
interviewed for the Indspire: Indigenous Education Canada’s Future’s research on the BSSAP
project. I agree to participate in this study as I understand it is about the documenting of
BSSAP’s unique, innovative, and defined features, program goals/objectives/activities,
participant voices about and/or experiences in the BSSAP and as described in the research
information. I am informed about the following information: I have an opportunity to volunteer
to participate, and I can withdraw my agreement to share my points at any time during and/or
after the study, there is no remuneration (pay) for this participation; and the information
gathered for this research will be made public at Indspire’s website, conferences, and other
opportunities to share the project information, and I will receive a copy of the transcript and/or
summary of the research report.
If I require further information it will be available in the principal’s office for my reading and
viewing. I understand that the researcher is willing to go over the research information and
answer questions that I may have.
Guardian/Parent’s name: _________________________________________________
Contact information: ______________________________________________________
Signature: ______________________________________________________________
Date: __________________________________________________________________
Signed in the City and Province of: _____________________________________________
Researcher_________________________________________
Note: Principal Cynthia Dutton used the background information from this parent/guardian
consent sample and created their own that parents/guardians signed.
(End of Script)
Page 26 of 34
Interview Prompts
Interview prompts for Students
1. When did you first learn about the Centre (BSSAP)?
2. When did you start connecting to the supports of the Centre?
3. What do you know about how the Centre runs?
4. How does BSSAP support students and Indigenous parents?
5. What do you look forward to most about coming to school?
6. Tell me about some of the different activities you were involved in with the Centre?
7. How important is the Centre for you to complete school?
8. If you could have one wish fulfilled for you? For the Centre? For your school? What would it be?
Interview prompts for Staff and Community Contacts
1. Tell me/us about the goals and strengths of the BSSAP?
2. In terms of the goals of the Centre, what has been accomplished?
a. Any challenges?
b. Any unexpected outcomes?
3. How important is the BSSAP to the success of the students and parents who are supported
through BSSAP?
4. You have had an opportunity to review Indspire’s Foundational Guiding Principles for education.
Tell me/us how these apply to the BSSAP activities.
Page 27 of 34
Literature Review
Indigenous issues, poverty, and education: Can programs like BSSAP help?
This literature review is similar in context and scope as the one developed and applied to the
Elmwood High School Student Success Initiative. Since the research is similar on all accounts of
Indigenous schooling issues, needs and aspirations, albeit different grade level, it is included in this
research project. Changes have been made to contextualize the information to the Margaret Park
School’s Building Student Success with Indigenous Parents (BSSAP) in the Seven Oaks School Division of
Winnipeg, Manitoba.
Therefore, this literature review was conducted to show a glimpse of what the issues are for
Indigenous youth living in Manitoba and in particular Winnipeg for the purpose of understanding the
larger context of issues, poverty and education. The BSSAP is located in Winnipeg and in order to
provide some background information on Indigenous people (Manitoba and Winnipeg context) and to
show that perhaps programs like BSSAP are helpful to ameliorate academic lower achievements rate of
Indigenous youth, and engage Indigenous parents in the educational achievement of their children.
Although, this background information is not requested in the Indspire Nurturing Capacity Information
Guide for Researcher, it is useful to understand some of the continuing issues that need attention and
where programs like these might be needed.
In this review, I highlight contextual background information, themes, issues, and
recommendations taken from selected research reports, and literature that addresses Indigenous youth,
poverty challenges and opportunities for changes, and suggestions for relevant education strategies that
can improve high school attainment rates.
The Manitoba Department of Indigenous and Northern Affairs published an online 2014
report called “Indigenous People in Manitoba”. The highlights of this report lay the groundwork of
social factors, educational challenges, health factors, and poverty. The report point to the importance of
high educational attainment to improve quality of life, therefore it is critical that Indigenous youth stay
in school and strive to attain high school certificates. The report (P. 18) stated “Family income levels are
strong and reliable indicators of health and well-being of individuals, families and communities. Income
levels, sources and adequacy determine choices in housing, food, recreation and preventative health
care”. What was of particular relevance for the Nurturing Capacity Project on the evaluative research of
the BSSAP is the announcement that: In February 2012, Minister Allan stated “The province has
designated $600,0000 of the Indigenous Academic Achievement (AAA) fund to the Building Student
Success with Indigenous Parents initiative which supports 45 projects in 19 school divisions that build
partnerships with Indigenous parents and communities through programs that promote Indigenous
languages and cultures, (News Release, 2012). The ongoing funding that BSSAP has been able to secure
is important to the ongoing success of Indigenous students.
Since Indigenous students supported through BSSAP the percentage of the students (25%) who
attend Margaret Park School shows it is important to acknowledge the program does support
Indigenous students. As the Indigenous People in Manitoba (P. 28) report stated:
Extensive research shows that income is a very strong predictor of health and social well-being.
In turn, household and individual income is determined largely by the presence/absence of
employment and the level of education and skills that the individual or members of a household
have acquired. People with little education or few skills typically do not participate in the labour
market. If they do, they are often unemployed or under-employed. As a result, they depend on
transfer payments that are set at levels that meet basic needs. Low incomes [poverty] make it
more difficult to afford appropriate housing, provide enriched learning opportunities for
Page 28 of 34
children in the household and to live a healthy, well-balanced lifestyle. Education and skills
training are critical factors in breaking the cycle of poverty that affects many Indigenous
families.
Understanding the issues is important for implementing culturally appropriate solutions that can
increase success rates of middle years students, as these are important for the next stages for
meaningful high school experiences. It is clear that there is a need for programs like the BSSAP that will
assist in furthering the current “attainment level of Indigenous students from 2006 census [as] it is
reported at 27.5%” (P. 45) to much higher success rates.
In 2004, an environmental scan of the Indigenous community in Winnipeg was conducted by an
Indigenous Task Force of United Way of Winnipeg that produced a report called: Eagle’s Eye View. The
‘scan’ reported on factors that noted a listing of existing resources that serve the Indigenous
community. It also noted that “Winnipeg is home to the largest Urban Indigenous population in Canada.
The Indigenous population includes First Nations, Métis and Inuit people, three separate peoples with
unique heritages, languages, cultural practices and spiritual beliefs” (P. 8). The Eagle’s Eye View report
sought to determine if there could be “value in a community involvement initiative within the
Indigenous community similar to the Journey Forward process that United Way had previously used to
engage all Winnipeggers” (P. 6). The Indigenous Task Force worked from a premise of a “holistic,
comprehensive, and integrated body of knowledge on the urban Indigenous community…[that] could
provide…benefits: to build knowledge, understanding, trust, connections, and relationships within and
between the Indigenous community, United Way and the broader community, and inform and influence
policy in the public, private, and voluntary sectors” (P. 6).
The relevance is bringing this report into the focus of this research is that it demonstrates that
there are efforts made to acknowledge the Indigenous community by highlighting the themes, issues
and facts that the readers could then determine what this information means for their particular
circumstances. For the purposes of this study, if one were to do a brief analysis on the state of
Indigenous affairs and involvement in the city of Winnipeg, one would determine that there are
challenges and achievements. It seems that while there are notable achievements toward cultural,
social, economic and political wellbeing, there are still many challenges that raise the concern of overall
wellbeing related to poverty, lower educational levels, racism, and other factors. It stands to reason that
these factors could influence the success or failure of Indigenous student engagement. For Margaret
Park School, engaging Indigenous parents with the involvement of the education of their children is a
crucial step to influencing the success rate of their children.
Richards (2001) outlined grave points of concern in a report titled ‘Neighbors Matter: Poor
Neighborhoods and Urban Indigenous Policy’ where he notes that past studies on Indigenous peoples
tended to focus heavily on rural and reserve-based issues and that urban settings need attention too. He
notes that Indigenous peoples are becoming more urbanized and that Indigenous peoples “live
disproportionately in the poorest of urban neighborhoods…” and that these areas need strategic
attention to develop positive growth outcomes for Indigenous peoples. One of the recommendations he
made to provincial governments is to create separate school systems for specific focus on Indigenous
student needs. It is debatable as to when and/if this could or might happen and they note that it will
likely be contested by the status quo. One intermediate option, in the researcher’s opinion, is to ensure
strategic programming that can be built into school plans such as the one implemented by Margaret
Park Building Student Success with Indigenous Parents program.
Another angle of how historic issues impact current conditions was presented in a notable study
by Silver, Mallett, Greene and Simard (2002) titled ‘Indigenous Education in Winnipeg Inner City High
Schools. The researchers investigated the “…educational circumstances of Indigenous students…” (P. 4).
They sought to understand the “…current circumstances of Indigenous people in high schools in
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Winnipeg’s inner city—an area with the highest concentration of Indigenous people in any Canadian
city—to determine what problems exist and what changes are warranted” (P. 4). The study highlighted
that many issues exist related to factors such as cultural/class/experiential divides, schools are run
primarily by non-Indigenous people and the curriculum is still predominantly Euro-centric, ‘drop-out’
rates are double the rate of non-Indigenous students, racism with stereotyping and prejudice is far too
common, unwelcoming climate of schools, few Indigenous teachers, with little Indigenous content in the
curriculum, etc.
It is no wonder that Indigenous students [and Indigenous parents] feel so disconnected to
schools. Silver et al reported that Indigenous students’ negative experiences are more present than not
and that Indigenous students “…resist and…reject this form of education” (P. 3). In addition, they
acknowledged how historical issues of residential schools and oppressive government policies played a
role on current social conditions. I would argue this view is supported by Dei’s perspective that scholars
[and teachers] must recognize the social, political, cultural, and personal implications of academic
[school] colonization (Dei, 2002).
In my view, this ‘historic trauma’ impacts the current state of affairs where Indigenous students
feel (for the most part) alienated from a system that is (whether conscious or not) perceived and
experienced as disconnected and oppressive. It is important to note that not all Indigenous students,
nor in the case of Margaret Park school – the Indigenous parents or guardians, may be conscious of the
impacts of the socio-political history on current situations even though they experience a system that is
still practices predominantly Eurocentric norms. Judging from the positive connections to Indigenous
programming as in the case of the Margaret Park School’s Building Student Success with Indigenous
Parents that Indigenous students and parents can experience school in a more engaging and welcoming
manner.
Silver et al indicated that schools must change to address the situation and offered
recommendations that could positively impact Indigenous student engagement in schools. It is likely
then that programs like BSSAP could play a role in addressing the major issues that Indigenous students
encounter to the extent it is possible through their programs to revitalize hope and cultural connections
– and therefore increase educational outcomes of their students. I suggest that the comments by Dei
(2002), who stated that “The cultural revitalization taking place today in many marginalized and
Indigenous communities is an affirmation and a reclaiming of the past (its cultures and traditions) which
has been historically demonized by colonizers…[and] Indigenous knowledges have generally been
excluded from Western academy [schools]” (P. 16). Although Dei’s discussion was related to postsecondary institutions, I would argue that they also relate to schooling programs. Therefore, programs
that strive to legitimate Indigenous student success and that includes valuing the knowledges that
Indigenous students bring to schools is critical to their success and engagement through actions that are
culturally relevant/responsive (Egbo, 2009), procedural, strategic, and might influence incremental
change to the systems while advancing student success. There is a growing support from policy
development, commission recommendations, public and international conventions for educational
institutions to develop culturally relevant and Indigenous focused programming. One of these
documents is from The United Nations Declaration on the Rights of Indigenous Peoples (2008), Article
14 that states the following:
1.
Indigenous peoples have the right to establish and control their
educational systems and institutions providing education in their
own languages, in a manner appropriate to their cultural methods of
teaching and learning.
2.
Indigenous individuals, particularly children, have the right to
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all levels and forms of education of the State without discrimination.
3.
States shall, in conjunction with indigenous peoples, take effective
measures, in order for indigenous individuals, particularly children,
including those living outside their communities, to have
access, when possible, to an education in their own culture and provided
in their own language [and at least within their experiences].
School program developers for at-risk students (such as the case of Elmwood High School
Student Success Initiative) can draw from these documents in drafting out program goals and objectives
to support their efforts in developing innovative, creative, culturally responsive Indigenous education
initiatives to the degree that their institutional climate allows and resources are found. Along with
cultural revitalization, it is important to point out that “schools must help students to deal with
problems such as hunger, addictions, and abuse that are the by-products of past policies, poverty and
isolation” (Anderson, Bell, Raham, Simard, & Ottman; 2004, P. 21) while trying to balance the learning
outcomes and provincial guidelines for student success.
Clearly, there is much to be done to ensure that Indigenous students [and Indigenous parent
engagement] are successful in their provincial learning outcomes but not at the risk of continuing to feel
alienated from themselves, their worldviews, their experiences and their perspectives. Can programs
like BSSAP increase the quality of student experiences (and in the case of Indigenous students
reconnecting and/or valuing the traditional knowledges of their communities) and increase their
learning outcomes? In this research project we looked into documenting the practices, strategies,
program mechanisms through an evaluation research process that provide the opportunities Indigenous
student success, while helping the BSSAP team realize their activities. The results showed that positive
reconnections, reclaiming, revitalizing and honouring Indigenous perspectives through programming can
help.
Literature Review References
Indigenous Task Group (2004). Eagle’s Eye View: An environmental scan of the Indigenous
community in Winnipeg. June, 2004. United Way Winnipeg. www.unitedwaywinnipeg.mb.ca
Anderson, K; Bell, D; Raham, H; Simard, L & Ottman, J. (2004). Sharing Our Success:
Exemplary Practices in Four Indigenous Schools. A paper presented at the ‘American Educational
Research Association’ conference, San Diego.
Dei, G.J.S. (2002). Rethinking the Role of Indigenous Knowledges in the Academy. NALL –
The Research Network for New Approaches to Lifelong Learning. Ontario Institute for Studies in
Education. University of Toronto. NALL Working Paper #58.
Manitoba Government Student Success Project, announced 2010
http://news.gov.mb.ca/news/index.html?item=8782
Nurturing Capacity (2014) Information Guide for Researchers. Indspire: Indigenous education,
Canada’s future. Internal unpublished document.
Manitoba Department of Indigenous and Northern Affairs (2014). Indigenous People in
Manitoba. http://www.gov.mb.ca/ana/pdf/pubs/abpeoplembweb.pdf
Richard, J. (2001). Neighbors Matter: Poor Neighborhoods and Urban Indigenous Policy.
Commentary. C.D. Howe Institute. No.156, November 2001. www.cdhowe.org.
Silver, J; Mallett, K; Greene, J & Simard, F. (2002). Indigenous Education in Winnipeg Inner
City High Schools. Canadian Centre for Policy Alternatives-Manitoba. Winnipeg Inner-City
Research Alliance. December 2002.
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Research Process
In this evaluation research project the aim was to document and evaluate innovative practices
through a co-led process supported by an Indspire-funded Indigenous scholar. The research process
included a model suggested by Indspire that included the following elements: a Logic Model reflecting
Performance Indicators and Measures, and Outcomes, and demonstrating how these pieces connected
to the Indspire’s Indigenous foundational guiding principles.
The following information (Logic Model, Performance Indicators and Measures, and Outcomes,
Evaluation of Success) is taken from the Nurturing Capacity’s information guide for researchers. It is
included in this report with the view that it guided us with clear pathway to doing this evaluation
research project.
Logic Model - Definition
Planning for projects can be done in a group using a logic model, which allows for a process of
brainstorming. A logic model defines the scope and ambition of an initiative or project—its goals and
objectives, activities and measurable indicators of success, and what will be different as a result of the
initiative undertaken.
A logic model:




Provides a forum for everyone’s perspectives and views (whether similar or opposing) to be
identified and considered (In the research process it helps us with getting people to share their
ideas, understandings, information, activities to support the Centre, communication patterns
etc.)
Promotes ownership and encourages “buy-in” from everyone (It was evident from peoples
responses that they felt engaged in supporting the BSSAP
Gives access to a broad range of knowledge, perspectives, and resources from the stakeholders
that bring their own expertise to the planning table
Encourages action on the project results and recommendations
In planning, the Logic Model is filled in using a reverse direction, starting with defining the
ultimate goals, and then continuing backwards by asking the question: “if we want this, then how
can we achieve it…?” for each component. Once developed, the Logic Model can then be used for
evaluating progress on the project. This is done by reading the Model in a forward direction, asking
the question “Did we accomplish…?” for each section. As a research process, the logic model gave us
a guideline for asking questions related to BSSAP. We used the logic model more as a guide for
pragmatic reasons that allowed for more of a free flowing discussion based on general questions to
keep the conversation flowing. After reviewing the transcripts and summary/field notes that was
primarily when the logic model was applied, since we collected so much data to articulate BSSAP
goals, objectives, activities etc. along with Indspire’s Indigenous Foundational guiding principles. This
proved to be a bit of a juggling of models and principles but in the final analysis, the information and
knowledge gained synthesized accordingly.
The researchers (Lead Researcher and Assistant Researcher) worked with the Margaret Park
School Building Student Success with Indigenous Parent’s team to understand the elements of this
process through gathering information, (reports, public documents and interviews) documenting their
work, and evaluating the project success. Inspire supports Indigenous focused research with a view to
assist community, in this case a school, to improve educational outcomes through the documentation
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process. In this section, I outline the research process (activities, people interviewed, and documents
gleaned for information). I attempt to highlight BSSAP research results against the Logic Model and
Indspire’s Indigenous guiding principles. In addition, I include a brief narrative of voices of the staff,
students, community members, etc., that reflect what we learned.
A BSSAP project reference group made up of the school representatives and community and/or
provincial contacts as deemed necessary for the research was composed with the mind (in this case it
was primarily the School Principal Cynthia Dutton, and Vice-Principle Ross Meachum) to look at various
aspects of the research project to identify elements that reflect Indspire’s criteria for reporting and
sharing positive outcomes of the project. With the collaboration of BSSAP staff, the individuals were
identified to meet with the researcher(s) for interviews.
In order to get the research process rolling, Laara Fitznor, Lead Researcher held telephone
conversations and email communications with Brian O’Leary, Lydia Hedrich, Cynthia Dutton, and Ross
Meachum to discuss the project and research process, and to determine who is appropriately suited to
participate in this project. The data collection for this project took place over May and June, 2015.
Interview data collection experiences
Seventeen individuals were interviewed in group interviews, individual face-to-face interviews, and
in ongoing telephone conversations. This number included eight staff, Vice-Principal and Principal, four
young students, one former student now an adult attending post-secondary education, and two former
Indigenous parents whose children (one foster) attended Margaret Park school and who were involved
in BSSAP supported activities. There was an attempt made to interview an Elder who worked with the
school but due to scheduling issues that did not pan out.
A special note about the meeting with the young students is shared here. We met with four
young students who were accompanied by Lisa Johnston (staff) to discuss/interview their participation
in Indigenous specific school activities, field trips and/or classroom learning. The principal left a snack
(strawberries/cookies) that was left from the earlier luncheon group interview/meeting for the students
who happily finished them off.
Cynthia Dutton had secured signed permission/consent forms on our behalf and these were the
students that were recruited. As part of the student’s participation, we offered each student a small gift
in lieu of tobacco ties (We felt due to their young age that it might not be appropriate to pass them
tobacco, especially if this might not be the practice of their parents/guardian). They expressed their
delight in receiving the small gifts (one of the researchers had some gifts she brought back from a Peru
trip that included a miniature llama made from wools, and an ornamental condor reflecting the region).
The lead contact Cynthia Dutton was consulted before providing the gifts due to their being part of a
vulnerable population. Cynthia agreed that this would be okay. When we interviewed Indigenous
students in a group setting, one of the staff members was in present in the room as chaperon/support
and to help keep the students focused. The research project information and consent information was
reviewed with the students in the most appropriate manner possible, giving them time to ask questions
about what we were doing. They were curious asked questions about who we were, even though we
introduced ourselves, they expressed (through their smiles and exclamation of ‘wow’) when they
learned we were Indigenous/Indigenous researchers. We shared the names our cultural/linguistic group
since that was what made sense for them.
Research project information and Consent information became an integral part of the
interviews with the adults, so that everyone was well informed, had opportunities to ask questions and
to decide on their consent method. This took up time in the interviews, particularly the group interview
with the teachers who were in a time limit to get back to their duties. We found that pragmatic
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approaches became critical to encourage the flow of the interview conversation. Also, in order to
honour Indigenous protocols, we put together some tobacco bundles as a gift offering in addition to the
consent information to express our gratitude for their willingness to help us with the data gathering
through their words. Each person who received the tobacco bundles expressed their gratitude for this
practice.
Project information and consent forms were reviewed with the group and tobacco bundles
offered before interview began (Refer to Appendix A for more detailed information on what was
provided to participants – research consent information, consent forms, and interview prompts). The
interviews were treated more as a conversation about what the BSSAP is about, and in some cases we
used interview prompts to get people into conversation. It became apparent that the Indigenous
foundational guiding principles development by Indspire should guide the interviews. Therefore, these
became a critical part of the project information sharing. Depending on the situation (noise level,
privacy setting etc.) either audio-taping or field/summary notes were taken as appropriate.
A Learning Outcome of the Research Project
It was the intention that by examining the BSSAP as an action and/or applied research, we could
help to articulate their innovations to demonstrate outcomes to the wider Indigenous community. It
was our hope that as the process transpired community and individual building capacity will ensue. In
my opinion, I suggest that at the least people learned as we went along; they learned about Indspire
and its overall goals and about the research agenda, they learned about the research consenting
process, they learned about Indigenous research protocols, they learned how to articulate what it is
that they do within the BSSAP with their parents and students, they learned about Indigenous
foundational principles and how their activities reflect or not reflect these principles, and more.
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