Category: What’s New

When Davin Dumas was the Education Director of Fisher River Cree Nation, he engaged the larger community in goal setting and long-term planning for the local schools.

“I felt it was important to bring in the Elders, to bring in the parents, and to make sure a representative of the Chief and Council was there to create the schools’ goals and plans because those decisions directly impact the students, who are the future of the whole community,” Dumas says.

Now, as the Resource Centre’s Director of Languages and Cultures, Dumas recommends member schools make long-term plans to better access the services offered. With a school’s long-term goals and strategy in hand, the leadership and staff of the Resource Centre can better understand what services the First Nation and its students need to meet their education objectives.

“Long-term planning is crucial to properly making the most of slim resources. Picking a destination and a path to walk often cuts down on all the confusion and noise that can be a part of running a school. Proper planning helps First Nations and community leaders create benchmarks and expectations that can then be used to measure progress,” Dumas says.

School plans often touch on desired results in areas like graduation rates, literacy, math skills, cultural competency, fluency in the local traditional language, and inclusive services. However, they can also include things like building new infrastructure, providing access to technology, or adding to the courses and classes offered by the school. Whatever it contains, a school plan allows all stakeholders in a school to have input in setting goals and gain a better understanding of the hopes and dreams of the First Nations students.

Colleen West is the Director of Instructional Services for Manitoba First Nations School System (MFNSS). She says, “MFNSS has a unique history; when the School System was created, the First Nations determined priorities together with the directors, principals, and facilitators. They identified four priorities for MFNSS that they wanted to follow: creating a culturally responsive environment; providing a learning environment that promotes health, safety, and well-being; promoting an inclusive and respectful learning community that is child-centred, responsive, and relevant; and ensuring support for student learning and engagement through improved instruction and assessment practices.”

West says that a lot of work was done with member First Nations schools to obtain benchmarks and set goals for future growth. This planning included a better understanding of each school’s needs, wants, goals, strengths, and weaknesses. Each school’s plan was created based on gathered information and assessments.

“The MFNSS Strategic Plan is based on the four priorities and is reviewed each quarter to look at the goals, the action items, who is responsible for supporting and meeting the goals, and how to align goals with the school plans. The MFNSS Strategic Plan is a living document. The Strategic Plan changes as each goal is met. MFNSS collaborates and consults with the schools to determine if we want to continue on or create new goals.”

West says the First Nations have a lot of autonomy defining their goals and what they wish to achieve for their students.

“We don’t have cookie-cutter school plans. Each school plan is unique to the First Nation. We have the four priorities for MFNSS, along with school and facilitator work plans, all aligning to meet individual school goals. Each First Nation decides how it wants to meet the four priorities. Once we have that school plan, it is up to our facilitators to work with each First Nation to reach its education goals.”

The school plans outline the path everyone needs to walk to help the First Nations schools make actioning their goals and priorities a reality. Without school plans, it becomes hard to be proactive and meet the needs of the students. Every three years, MFNSS assessment reports measure each school’s progress in meeting its targets. These assessment reports are crucial tools to ensure that priorities are met, and student challenges are effectively addressed.

“We collect a lot of information and assessments, everything from students’ math and literacy proficiency to attendance, credit attainment, and graduation. With this information, the schools can look at their data to decide if their students need more help in a particular area. It is data-informed school planning that helps our staff determine what the needs are and what supports should be provided to the schools.”

West says that in all planning, student engagement and success are the bottom line for all schools, and school planning must put the students first. “We have common goals, and they are all about student success. We work for the First Nations and the students. Whatever they need or want from us, we’re there to provide that support.”

History was made at Bloodvein First Nation’s Miskooseepi School when it hosted the first-ever Indigenous-held indoor rock-climbing championship. The event, held on January 25, 2024, promoted physical education and brought together students from four First Nations schools.

At a towering 25 feet, the climbing wall was a source of awe and enthusiasm for the Grade 5 to 8 students. Throughout the event, the gymnasium buzzed with excitement. Elders and community members witnessed students from the four schools cheering for all participants. As the climbers dashed up the complex climbing walls, the audience’s encouragement echoed through the air, providing plenty of motivation and support.

The stunning scenery of Bloodvein First Nation made the perfect backdrop for a fantastic championship that thrilled everyone. For many of the youth taking part, it was their first chance to try rock climbing, making the event an unforgettable experience.

Mike Thomas, one of the event’s main organizers, says the First Nations Indoor Rock-Climbing Championship began due to an unexpected encounter.

“I was delivering gym supplies to the Miskooseepi School when I saw this Grade 4 student effortlessly scaling their climbing wall during a rock-climbing session. I thought, this kind of skill needs to be celebrated, and that’s what made me envision a rock-climbing championship. I was just in the right place and the right time to be inspired by First Nations youth,” Thomas says. “We worked with Wild Loon Adventure Company, experts in this field, and they were crucial for prioritizing the students’ safety, which made this a successful event. I think this inaugural championship is a significant moment for Bloodvein, and the Resource Centre too.”

As one of the Resource Centre’s Physical Education and Health Program facilitators, Thomas is humble

about his role in planning the inter-school rockclimbing championship. “Rock climbing isn’t just a

sport. It’s a journey of self-discovery, where every student competes with themselves, overcoming fears and embracing individual growth. Unlike traditional team sports, it’s not about outdoing others. It’s about conquering personal challenges,” Thomas says.

The rock-climbing championship emphasizes innovative physical education programs that engage First Nations students and encourage a healthy, active lifestyle. It also highlights the Resource Centre’s commitment to providing diverse and enriching experiences for First Nations youth.

The first-ever indoor rock-climbing championship was a big success. After the event, the students felt enthused by what they could achieve by working together and never giving up.

“After the championship, the youth were excited, proud, powerful, and eager for more. Meeting other

kids, cheering for everyone, and embracing the challenge, they left with a sense of accomplishment. This event wasn’t just about competition. It was about building connections, overcoming fears, and inspiring a generation to embrace new and empowering experiences. Next year’s event will be even bigger and better,” Thomas says.