Greater Saskatoon Catholic Schools Indigenous
Education Initiative:
The Development of a Cree Language School and
Curriculum, St. Frances School, Saskatoon, SK
2015
Researcher: Dr. Sean Lessard
NURTURING
CAPACITY
FOUNDING
SPONSOR
Included in this document is an evaluation of St. Frances School located in Saskatoon, Saskatchewan.
Preface
Documenting Best Practices
The Kindergarten to Grade 12 (K-12) Indspire Institute offers online tools and resources designed
to increase high school completion rates among Indigenous youth. In response to this mandate,
Indspire provides access to documented best practices of education programs found across
Canada. Recognizing and honouring the many successful programs that provide educational
support to Indigenous communities and youth is only one part of the solution. Indspire also
recognizes the need to champion Indigenous approaches to education that honour culture,
values and worldviews. By identifying educational programs that are exemplars in Indigenous
educational practices, Indspire’s goal is to document these programs as a way of sharing these
programs as best practices with other communities across Canada.
In documenting best practices, three established researchers with extensive education,
evaluation, and community experience were consulted to recommend a documentation
approach to explicating best practices. Together, these researchers brought experience in
different areas, methods, analysis, and reporting to the research, which proved to be a great
strength.
The researchers participated in a variety of research sessions to explicate a documentation
approach that would represent the educational program in ethical and respectful ways. It was
decided that the documentation process should be restrained to using the voices of its
participants and stakeholders as much as possible. Every attempt was made to approach the
process from an ethical standpoint and to collect data in a variety of ways to help inform the
audience about the various aspects of the program.
It was determined that documenting “best practice” should be conducted using an evaluability
framework. Evaluation methodology is aptly suited for systematically examining program
design, process, and objectives. By borrowing from the evaluability framework, this research
was able to document best practices based on St. Frances’ documentation and consultation with
program participants and stakeholders. The research process utilized informed consent, reiterative consultation, triangulated data collections, and the Ownership, Control, Access, and
Possession (OCAP) principles.
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Acknowledgements
The researchers would like to acknowledge and thank the Greater Saskatoon Catholic Schools',
the educators, and the administrators who created a space to share and help us understand the
good work that is taking place within St. Frances School. The openness in relationship, and
taking the time taken to sit with our team of researchers sharing with us the journey that you
have been on is duly noted and represented throughout this document.
Project Holder:
Greater Saskatoon Catholic Schools
St. Frances School
2141 McPherson Ave
Saskatoon, Saskatchewan, S7J 0S8
Contact Person:
Gordon Martell
Superintendent of Education
Greater Saskatoon Catholic Schools
Tel: 306- 659-7056
Email: [email protected]
Page 3 of 33
Table of Contents
Preface ..................................................................................................................................2
Documenting Best Practices ............................................................................................................ 2
Acknowledgements ......................................................................................................................... 3
Executive Summary................................................................................................................5
Description of the Project Outcomes Achieved .............................................................................. 5
Most Significant Accomplishments ............................................................................................. 6
General Description of Program .............................................................................................8
Context of the Project ..................................................................................................................... 8
Indigenous Language Group ............................................................................................................ 9
Brief History of the Project .............................................................................................................. 9
The Child ...................................................................................................................................... 9
Cree Spirituality, Language, and Identity .................................................................................. 10
Development Focus of this Project ............................................................................................... 10
St. Frances’s Narrative Beginnings... ......................................................................................... 11
Documenting Best Practices with an Evaluability Framework ................................................ 12
Methodology ................................................................................................................................. 12
Program Document Analysis ..................................................................................................... 12
Participants and Procedures ..................................................................................................... 13
Interview Schedule and Final Document Meeting..................................................................... 13
Development of St. Frances’s Bilingual Program ................................................................... 13
Figure 1...................................................................................................................................... 14
Figure 2...................................................................................................................................... 15
St. Frances School Logic Model ............................................................................................. 15
Central Component: Indigenous Student Enrolment & Achievement ....................................... 16
Central Component: Culture and Faith Programming .............................................................. 19
Central Component: Community Outreach, Partnerships and Assets....................................... 21
Central Component: Curriculum Development and Implementation ....................................... 23
Interviews/Narrative Accounts ............................................................................................. 26
Interview with Former Principal, Current Principal, And Program Coordinator ........................... 26
Former Principal V ..................................................................................................................... 26
Current Principal D Comment on Curriculum... ......................................................................... 29
Former Principal V (cont.) ......................................................................................................... 29
Description of the Project Outcomes Achieved ..................................................................... 31
Enrolment ...................................................................................................................................... 31
Parent and Community ................................................................................................................. 31
Academics...................................................................................................................................... 31
Curriculum ..................................................................................................................................... 32
Most Significant Accomplishments ....................................................................................... 32
Next Steps to Be Taken? ....................................................................................................... 33
Page 4 of 33
Executive Summary
St. Frances is a school with a distinct history. This documentation process highlights the shifting
nature of the program – in particular the past five years of programming – and acknowledges
the hard work of strategic partnerships in the vision and implementation strategies enlisted for
a Cree Language Bi-Lingual Program. The following underscores the importance of the language
within both time and place but also the centrality of the child within the process of becoming.
St. Frances School has taken a strategic approach to developing a Cree-based learning model.
Recognizing that there were limited resources to guide the process of developing a Cree
bilingual program that could also support Indigenous ways of knowing, the Greater Saskatoon
Catholic Schools took on the task of developing the St. Frances program from the ground up, as
a grassroots initiative.
By working with community partners and local families, St. Frances was able to establish K to 1
programming that complimented Saskatoon Tribal Council’s education programming and vision.
From this point, incremental steps were taken together to collaboratively combine academic,
culture, and faith teachings within a Cree language program. Fluent Cree-speaking teachers
were recruited and supported with designed professional development processes, resources,
and culturally responsive administrative leadership.
As a result, St. Frances has successfully grown to accommodate over 385 students and offers
Cree language classes up to grade 7 – this is in sharp contrast to previous indicators. Further
results are highlighted by the rapidly increasing number of students and families throughout
Saskatoon who continue to apply to participate in this unique program offering, both within
school boundaries and outside of designated school boundaries.
The need for Cree programming is evident through the increased number of students enrolled;
however, it is noteworthy to highlight the scope of this program is not limited to cultural
programming. Literacy, numeracy, and academic growth in all subjects through evidence-based
measures and targeted instructional practices are also deeply embedded as part of the larger
educative experience for youth attending St. Frances.
Description of the Project Outcomes Achieved
Enrolment
Enrolment projections are anticipated to continue to increase from the 2013-2014 school year
total of 385.

A 95% enrolment rate of First Nations and Métis students from across the City of
Saskatoon.

In September 2011, 134 Cree language students enrolled, compared to September
2013, when 232 Cree language students enrolled.
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Parent and Community
Increased parental participation: over 80% of parents attend assessment conferences.
Increased community engagement with a variety of gatherings and celebrations throughout the
school year.
Academics
Provided provincial curriculum with a focus on literacy and math, as well as opportunities to
learn language and culture using a strategic learning improvement plan that focuses on these
targeted areas:





Improved reading scores for all students as part of a School Learning Improvement Plan.
School Learning Improvement Plan on areas of wellness, faith and social skills.
Focus on literacy in both Cree and English.
Data tracking wall for reading and writing as part of larger school-wide focus on literacy.
Development and assessment of Cree scope and sequence for school designed
curriculum.
Literacy
Targeted approach as part of a School Learning Improvement Plan.
Grade one teachers continue to work on shared and guided reading programs.
Exemplars of data collected as part of school wide literacy process:
7.5% fewer students in the “significantly below grade level” category.
 In November, we had 55% of students almost, at or above grade level.
 In March, we had 62.5% of students almost, at or above grade level.
Numeracy
All students completed a basic skills math assessment in September.
Math coach focused on students in grades 4 through 7. Twenty-six students who
received assessments indicating numeracy competencies 2 grades below their grade
level received support and are now at grade level.
Grade 3 Common Math assessments as part of a larger numeracy initiative.
Curriculum
Cree team has developed a K-grade 5 scope and sequence and assessment tools to assess
student language development.
A Cree Bilingual Approach through student-directed, teacher-directed, experiential, and inquirybased learning.
Most Significant Accomplishments
 Increased attendance.
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









Increased enrolment.
Increased literacy and numeracy supports.
Increased academic outcomes.
Synergy between Westernized academics and Cree ways of knowing, culture and
language. Innovative pedagogy and instructional approaches.
Logistical/practical supports such as transportation from across the City of Saskatoon for
students attending St. Frances.
Increased number of Indigenous teachers.
Strategic focus and development of Cree/Indigenous language courses, pedagogy,
curriculum, and programming.
On-site support from elders, knowledge keepers, and community.
Strategic partnerships with community organizations to sustain future vision and
reimagining of program goals.
Development of a strategic plan leading to a Professional Development School in
Saskatoon. (Innovative National Model)
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General Description of Program
Context of the Project
Statistics Canada has tracked education attainment levels for Aboriginal people, recording a
consistently lower level of education compared to non-Aboriginals (Statistics Canada, 2006).
Nearly 50 percent (49.4%) of the Saskatchewan Aboriginal population aged 15 years and older
has no certificate, diploma or degree. This is significantly higher than the 30.2% of the nonAboriginal Saskatchewan population (Statistics Canada, 2006). This demonstrates that the
education system of mainstream society has produced a gap in achievement levels between
non-Aboriginal peoples and Aboriginal peoples.
The number of Aboriginal people is growing substantially in Saskatchewan and is extrapolated to
represent a Saskatchewan majority in a few decades (Howe, 2006). Saskatoon is Located in
Treaty 6 territory. From time immemorial, First Peoples lived close to the land, and so it shaped
each group’s culture – the collection of beliefs, values, and knowledge they share” (Aboriginal
Peoples, p2). However, even with progressive thinking and community engagement, the social
determinants of health1 in impoverished areas are often difficult to overcome. These
determinants often lead to a variety of risk factors in one’s living conditions that influence the
risk of disease, or vulnerability to a disease. The population at St. Frances is comprised of 95%
First Nation or Métis students.
According to Health Disparity in Saskatoon: Analysis to Intervention, (Saskatoon Health Region,
2008) compared to their highly educated neighbours, Saskatoon residents who did not graduate
from high school are:
30% more likely to think about suicide
55% more likely to have diabetes
61% more likely to have high blood pressure
141% more likely to have heart disease
Compared to children of parents who are highly educated, the Saskatoon children of parents
who did not graduate high school are:
52% more likely to have suicidal thoughts
82% more likely to be smoking
96% more likely to be depressed
97% more likely to have low self-esteem
98% more likely to say they’re in poor health
147% more likely to be using marijuana
While these specific statistics do no rely solely on data gathered from the students at St. Frances
students in this particular school are impacted by a variety of risk factors and health disparities
including low graduation rates. The social determinants, shaped by prevailing political
ideologies, which have shaped a combination of poor public and social policy and unfair
economic policy, have proven difficult to overcome. Given the correlation between graduating
from high school and health determinants, it makes sense that many programs focus on
increasing Indigenous student graduation rates. However, based on statistics from
1
The conditions in which people are born, grow, live, work, and age.
Page 8 of 33
Saskatchewan Education, it seems these programs have historically been unsuccessful, as First
Nation and Métis graduation rates have increased very little over the past 40 years.
The lack of success in programming for Indigenous students, both on- and off-reserve, is a call to
begin to think otherwise about what programming for indigenous students might look like. How
might schools and communities work together to come up with ideas for programming that
have not even been imagined, that do not just simply focus on increased graduation but on
empowerment, voice, and education that goes beyond the school walls. Through our
documentation process of St. Frances, like other schools we have evaluated, we believe this
school provides something different.
Indigenous Language Group
St. Frances is a bilingual school founded upon the nehiyaw (Plains Cree) language and traditions,
and English, which is the primary language in Saskatoon and this particular area.
Brief History of the Project
St. Frances is a school with a distinct history. This documentation process highlights the shifting
nature of the program, in particular the past 5 years of programming, and acknowledges the
hard work of strategic partnerships in the vision and implementation strategies enlisted for a
Cree Language Bi-Lingual Program. The following underscores the importance of the language
within both time and place but also the centrality of the child within the process of becoming.
The following is a brief summary of some of the guiding principles and belief systems that
continue to shape the system process within St. Frances.
The Creator is the ultimate spiritual entity and giver of all life. He created the universe, and all
creation has a spiritual connection.
“We have a beautiful tradition and a holistic view of the universe that
makes us who we are. In our circle, we need the old and the young, the
old to teach and the young to keep the tradition alive. Nothing really
dies out in a circle, things might get old and wear away but they renew
again, generation after generation. That is what the circle is about.”
Elder Dr. Danny Musqua 2
The Child
We believe the child is a gift from our Creator and we are here to support and nurture the child
in discovering his or her own potential.
In the traditional First Nations family structure, babies and children are special because they
guarantee security for the future. The family, including the extended family and community
members, nurture and teach children important values to ensure the child grows up to have a
satisfying childhood and to live a long life. Children are taught that they are special human
beings to help them develop their potential. Children must feel valued and respected in order to
become accomplished, dynamic individuals and contribute towards a meaningful existence.3
2
3
Office of the Treaty Commissioner, (2008) W. Treaty Essential Learnings: we are all treaty people, p.28
Office of the Treaty Commissioner, (2008) W. Treaty Essential Learnings: we are all treaty, p. 41
Page 9 of 33
Cree Spirituality, Language, and Identity
According to First Nations’ traditional knowledge, the “people of Turtle Island” have inhabited
the regions now called Canada for thousands of years. They lived their lives within the means of
the environment, acknowledging its abundance and its worth. They call the land their mother,
or Mother-earth. The Cree word for “land” is okâwîmâwaskiy, comprising okâwîmaw (mother)
and askiy (land, country, earth, or world), and okâwîmâwaskiy provided everything people
needed for their health and well-being, and the people thanked Mother-earth daily through
prayer, rituals, and ceremonies using the language kisêmanitôw (God) gave to them. Their
language, nêhiyawêwin, became known to the newcomers as Cree. Although the language is
seen as a gift to the people from kisêmanitôw, its lexicon comes from okâwîmâwaskiy. Just as
land is sacred in the Cree way of life, so too is the language. These two, the land and language,
work in unison, creating an ever-deepening relation between the speaker and the environment.
Spirituality is inherent in the land and language of the nêhiyawak; nêhiyawêwin is not merely
words, but also represents ancient ways of knowing. Spirituality can be understood as a way of
living: of goodness in doing, feeling, thinking, and communicating. 4 (as per the Greater
Saskatoon Catholic Schools Cree Language Bilingual Program).
Development Focus of this Project
The history of St. Frances School heralds its beginnings over six decades ago in the basement of
St. Joseph School. While a new school building was under construction in 1952 at the corner of
Willow Street and McPherson Avenue, two classes with a total of 74 students were being
taught. Grades 1, 2, and 3 had 44 students and Sister Mary Bertrand was their teacher. Grades
4, 5, and 6 totaled 30 students and Sister Mary Rita was their teacher. On January 5, 1953 the
students and their teachers moved into the new school that was described as a “teacher’s
dream”. The first principal was Bernard Provost. The fall term of 1953 saw further change with
two Ursuline Sisters joining the school. Sister Jerome taught grades 1 and 2; Sister Imelda taught
grades 3, 4, and 5 while Principal Provost taught grades 6, 7, and 8.
On November 13, 1953, Bishop F.J. Klein officially blessed the school at the feast of St. Frances
Cabrini. A kindergarten school program, led by Sister Rita once again, began in St. Joseph’s
School until the new classrooms were ready. St. Frances School has a long history as a
community cornerstone beyond its history as an educational institution. Regular Sunday masses
were celebrated in the school corridor until the completion of the gymnasium-chapel. In 1954,
two new classrooms and a gymnasium-chapel were completed. Bishop F.J. Klein celebrated the
first Mass in the new chapel in December 1954. From 1953-1960 approximately half the staff at
St. Frances School were Sisters. Commencing 1961 the teaching staff were primarily lay
teachers. St. Frances School continued to grow in size and school population. More construction
to add a second storey of classrooms took place in 1960 and 1962. Growth in student population
and school size made St. Frances School the largest elementary school in the Saskatoon Catholic
School Division from 1967 to 1969. The school boasted 17 classrooms: 15 were in the building
and the two were portable classrooms.
There was growth through the 70s and many events throughout the 80s and 90s. In 2006 the
enrolment at St. Frances was only 80 students, this part in connection with an aging
demographic in this historic neighbourhood. The Greater Saskatoon Catholic Schools and the
4
Daniels-Fiss , Belinda , Learning to be a nehiyawin (Cree) through Language, p. Diaspora, Indigenous, and Minority Education, 15595706, Volume 2, Issue 3, 2008, Pages 234
Page 10 of 33
Saskatoon Tribal Council as a key strategic partner had a vision. The initial response as part of
the vision was to increase enrolment. They also needed a space to incorporate this vision as the
building was deteriorating. It was noted that the longevity of the Cree language was at risk. This
was not only an opportunity to think about education specifically, but also an opportunity to
preserve a language. This was the catalyst for the nehiyawak program – a Cree language
bilingual program.
St. Frances’s Narrative Beginnings...
As I travelled again across a bridge that connects a city, I think back in memory to earlier days in
the city of Saskatoon as a student at the local university. I was a student in an education class in
the Indian Teacher Education Program (ITEP). This program and my early beginnings as a
student within it, was on my mind today as I prepared to connect with educators at St. Frances
School. I suppose my memory is triggered by the familiar geography, but also this particular
program that helped ease my transition to a place that I thought was not possible in my
educational journey. I suppose in some ways the reason why I continue to think about these early
memories is because I am preparing for the dialogue that awaits me. I am preparing to listen
closely to the Indigenous educators at St. Frances as they share their experiences of co-creating a
thriving Cree language program. I wonder as I prepare for the initial conversation if we might
find a shared resonance around transition as both Indigenous students and educators. I wonder
about their experiences and the travel within their stories, as they have come from different
communities throughout Saskatchewan, and now find themselves in the midst of an urban
setting. I wonder what sustains them in this place where they are presently teaching.
St. Frances is a school...nestled in a quiet neighbourhood...wartime houses are a significant part
of the constellation of homes within this area in the city. The school...the accompanying
church...the homes surrounding are all dwarfed by the trees that represent growth over time
within this place. It is with this idea around growth and the imagery that is spurred on by a
school in a particular place that I continue to think with the stories that I will be hearing.
St. Frances was in more recent times a school with dwindling numbers...an aging building
representative of a neighbourhood with shifting demographics. In this neighbourhood, quite
simply, the children grew up and moved to other places...yet the parents stayed. In this
neighbourhood there is a resurgence of sorts these days...revitalization...growth...new energy
that is sustaining and filled with possibility. These days at St. Frances and the surrounding area,
the sounds of children on the playground have become more pronounced...the buses have
returned and the good feeling of coming together in a new way is what stays with me in the
present as I reflect on this school story.
An indigenous language program in the midst of a city...uniquely placed at St. Frances...an
unconventional location, to say the least. It is not what I had expected nor what I initially
imagined as a place where Cree language programming might take place. It is within this
neighbourhood and within this school that youth, teachers, and community have come together
to create a space where language, culture, identity and academics are intricately infused and
thriving.
As I walked in the door I was greeted by a principal who during our conversation was often
surrounded by little ones...students earnestly sharing their stories with him. Many indigenous
educators work within this school...language specialists...knowledge keepers, they are forging a
Page 11 of 33
path within the city landscape, travelling far from Woodland Cree places and beyond....
scattered throughout Treaty 6 territory.
These knowledge holders bring the experiences of Cree language...the protocols and the rhythm
of the land is nested deeply within them...and present through their teachings. Their connection
to the places they know are embedded teachings that they carry with them as they shape and
reshape the classrooms spaces where they share...pass on what they have come to know.
The shaping of experiences has the ability to transcend...transform...and make new meaning
within this school place. The language teachers are on the edge of a movement...something
different is taking place here. They are in the borderland places...somewhere in-between the
world they know and the world they are composing in the present alongside youth. These
educational innovators at St. Frances have come together as language specialists and have
learned to sustain one another by walking...sharing...and supporting youth in the teachings that
they have come to know from other places.
Documenting Best Practices with an Evaluability Framework
Methodology
Documenting “best practice” using an evaluability framework is an evidence-based
methodological approach to accurately describe all of a program’s core components, processes
and goals that have a proven ability to achieve an intended effect. The documentation process
used the evaluability assessment methodology to conduct a systematic, objective and effective
assessment of St. Frances. Using an evaluability approach developed by Rutman (1980) lends
itself to evidence-based documentation of the best practices used by this program through four
strategic steps:
1. Collect and assess all the written documentation that describes the program in terms
used by the program administrators.
2. Develop a diagram of the program components and relationships between components
in relation to the processes and goals outlined in a logic model.
3. Interviews with key stakeholders, educators, and healthcare professionals to capture
their experiences of St. Frances and to explore their perceptions and interpretation of
the program diagram and logic model.
4. Validation of the program structure, processes and goals leads to an accurate depiction
and documentation of St. Frances.
Program Document Analysis
An analysis of St. Frances' documents was conducted on several unique program documents
that included school briefing notes and administration documents, planning and funding
applications, brochures, and assorted materials. Each document was parsed for factual
references about the St. Frances structure, service relationships, processes, and goals. The
recent development and growth of this program meant that there was limited material available
Page 12 of 33
for analysis; however, we were able to develop a rudimentary program diagram and logic
model. These documents were used as the central document in the interviews with key
stakeholders (see Figures 1 & 2). Interviews were then used as a subsequent source of
information for confirmation of the program diagram and logic model.
Participants and Procedures
The documentation of best practices with the program diagrams and logic model evaluation was
conducted as an interview with multiple key stakeholders. Participants were asked to meet with
the consultant to complete an interview based on a review of the St. Frances' diagram and logic
model and to explore experiential stories describing the program. All participants were informed
of their rights as participants and volunteered to participate. Following the interviews, a
preliminary final document was created and reviewed by the school district administrators to
discuss and complete the program documentation.
Interview Schedule and Final Document Meeting
The consultation used structured semi-qualitative interviews to elicit information interview
whereby participants (e.g., principals, staff) provided an in-depth accounting of the services,
processes, and goals of the different components of the program. This information was used in
the development of St. Frances' diagrams and logic model. In the second type of interview,
participants were asked to examine the structure, processes, and goals of the St. Frances
program outlined in the logic model. These participants were asked to review for accuracy and
veracity of the report and finalize any remaining inconsistencies that were found. The
information from the interviews was then integrated into a final report, which was sent to St.
Frances and district administrators, as well as Indspire.
Development of St. Frances’s Bilingual Program
St. Frances School has taken a strategic approach to developing a Cree-based learning model.
Recognizing that there were limited resources to guide the process of developing a Cree
bilingual program that could also support Indigenous ways of knowing, the Greater Saskatoon
Catholic Schools took on the task of developing the St. Frances program from the ground up, as
a grassroots initiative. By working with community partners and local families, St. Frances was
able to establish K to 1 programming that complemented Saskatoon Tribal Council’s education
programming and vision. From this point, incremental steps were taken to collaboratively
combine academic, culture, and faith teachings together within a Cree language program. Fluent
Cree-speaking teachers were recruited and supported with designed professional development
processes, resources, and culturally responsive administrative leadership. The result is that St.
Frances has successfully grown to accommodate over 385 students and offers Cree language
classes up to grade 7; this is in sharp contrast to previous indicators. Further results are
highlighted by a rapidly increasing number of students and families throughout Saskatoon who
continue to apply to participate within this unique program offering both within and outside of
designated school boundaries. The need for Cree programming is evident through the increased
number of students enrolled; however, it is noteworthy that the scope of this program is not
limited to cultural programming. Literacy, numeracy, and academic growth in all subjects
through evidence-based measures and targeted instructional practices are also deeply
embedded as part of the larger educative experience for youth attending St. Frances.
Page 13 of 33
Figure 1.
St. Frances: Indigenous Approach to the Development of a Cree-based Learning Model
Page 14 of 33
Figure 2.
St. Frances’ Approach in Developing a Cree-based Learning Model
St. Frances School Logic Model
Successfully developing a bilingual Cree language school is primarily the result of the careful
recruitment of fluent and knowledgeable Cree teachers who committed themselves to building
a responsive and innovative curriculum to meet the needs of students. Inspired by the success
of the Onion Lake Nation Cree Immersion School, St. Frances incrementally established a basic
Cree language program and slowly constructed the complex supports that were needed to meet
the needs of the students, teachers, Greater Saskatoon Catholic Schools, Cree and Indigenous
communities, and the local non-Indigenous community. The logic model that follows represents
a Cree-based learning model approach to education: a process and goal system that has
referenced in program documents and interviews with administrators and teachers who have
participated in its recent development. This evidence-based approach to documenting St.
Frances as an innovative practice has concentrated on explicating key components with
different strategic activities and goals that support academic achievement for Indigenous
students. In this manner, the logic model is an approximation of the current developmental
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practices and not a precise and detailed description of the entirety of the program. The model
was developed as a tool for documenting this program as an innovative practice for a bilingual
Cree language education program for Indigenous students. The model design in both cases is
not meant to represent specifically a top-down or circular process in implementation; it is
merely a representation of the detailed components at play within this school community.
Central Component: Indigenous Student Enrolment & Achievement
Strategies / Major Activities
 Develop strategies to maintain or increase enrolment for each grade and the school
overall.

Establish a Learning Improvement Plan that focuses on individual programming and
monitoring in the areas of literacy, numeracy, wellness, faith and social skills.

Integrate First Nations and Métis content throughout all subject areas, which includes
opportunities to learn the Cree language as part of the education process.

Develop a collaborative student-centred approach to learning in the classroom.

Develop social, extracurricular, and support programming that facilitates student
engagement in learning and participation in the school community.

Integrate technology into the classroom setting and learning process.
Outputs and/or Indicators
 The Learning Improvement Plan was developed using materials from Onion Lake and
the Gift of Language Project from Wapos Bay as guides. The plan includes:
o Tracking attendance of students every morning and afternoon.
o Teaching, monitoring, and assessing the literacy, numeracy, wellness, faith, and
social skills of students.
o Improving reading and math scores for all students.
 Extra support is provided to students below expected literacy levels.
 Extra support with math coaching (i.e., grades 4-6), U of SK math
program (i.e., grades 6), and the Math Warrior/Mathletics program.
o Teaching and assessing reading and writing skills in both Cree and English.
o Providing opportunities for students to learn about First Nations and Métis
culture in classroom curriculum and school activities.
o Teaching and modeling how to live Tipi teachings and Gospel values
o Providing a pre-kindergarten program with educational assistance
o Communicate with student families once per month; attention is made to
provide balanced reports with both positive news and areas that require
growth.
o Parents are engaged to be involved in the school and their children’s learning;
with a 80% attendance rate for parents at student assessment conferences.

Students and staff meet in collaborative communities in both the English and Cree
streams to discuss collaborative approaches to learning, which includes the
Page 16 of 33
implementation of school-wide norms and high teacher expectations.

School staff placed importance on developing trusting relationships with the students.

Offer transportation to the entire student body in order to maintain student access to
education while overcoming common economic barriers (e.g., location of affordable
housing, student family moves, limited access to personal transportation resources,
etc.).

Develop school services and supports to remove barriers, for example, nutrition,
counselling, Elder support, math coaching, literacy intervention, Dream Broker program.

Student engagement is promoted by helping students feel supported and stimulated
through different extracurricular activities:
o Choir
o Drumming, beading, pottery
o Cross-country, volleyball, track, swimming
o Dream Broker program
o Mindfulness training, yoga, and cross-fit training
o Students attend Blades games (hockey), Roughrider game (football)
o Community and family events: whole-school lunches, family literacy nights,
family Advent night, Language Festival, meet the family events (at the class
level).

Technology is a regular component of school learning and activities through digital
media and technology. For example, smart boards in classrooms, music, computer
programming, websites in both languages, digital data, etc.
o Students have created soundtracks of their language to share with families and
add to the Gift of Language section of Wapos Bay.com
Short Term Goal(s)
 Improved literacy and numeracy skills and scores for all students.

Staff work with students to set their expectations for attendance, school norms, and
classroom learning environments.

Engage students in learning about both Cree and English languages.

Introduce students to First Nations and Métis culture, history, and language content.

Monitor students’ engagement and achievement with the intention of providing
additional support to students who demonstrate difficulties with literacy, numeracy,
wellness, faith, and social skills.

Promote and provide social, extracurricular, and support programming to students.

Teachers and staff model the Tipi teachings and Gospel values for students.
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
Parents are encouraged to visit the school and attend school events.
Intermediate Goal(s)
 Increased literacy and numeracy skills by students; fewer students are below expected
learning levels.

Students actively engage in setting the direction of their learning in the classroom in
order to achieve basic numeracy and literacy skills.

Increase students’ ability to learn the provincial curricula and Cree language and
knowledge.

Increased attendance for students in each of their classes.

Decrease in the number of students who engage in disruptive or non-learning
behaviours due to the acceptance of school norms about behaviour.

Increased perception of the classrooms as a safe, trusting, and engaging place for
students to learn.

Increase ability of students to speak, read, and write in both Cree and English.

Increase student understanding of First Nations and Métis culture, history, and
language.

Fewer students underachieving due to early intervention and support with literacy,
numeracy, wellness, faith and social skills.

Students begin to understand and use the Tipi teachings and Gospel values in their own
lives.

Increase parental engagement in school activities and their children’s education.
Ultimate Goal(s)
 Increased enrolment of students for the year and the next year.

Increased demonstration of students’ knowledge of the provincial curricula and Cree
language acquisition benchmarks

Increased number of students who successfully complete and move on to the next
grade.

Increased number of students and families who celebrate and use of the Cree language,
and identify positively with First Nations and Métis culture and history.

Increase student ability to achieve educational and personal skills and goals that
contribute to future successes and a quality life.
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Central Component: Culture and Faith Programming
Strategies / Major Activities
 Approach student learning under the mandate to offer academic, culture, and faith
teachings collaboratively.

Embracing Indigenous ways of knowing and living as part of the school environment,
curriculum, and extracurricular activities.

Establish the school as a place of healing and reconciliation for Indigenous people.

Hire Cree-knowledgeable staff in key positions, including leadership.

Promote and cultivate the Catholic faith and a relationship with the St. Frances Parish.
Outputs and/or Indicators
 Provide school programming that facilitates academic, culture, and faith learning
opportunities for students.

Students are encouraged to develop strong relationships with teachers and staff
through shared experiences in smudging, drumming, and faith practices.

Education and learning about First Nations and Métis culture are promoted as a healing
process that can provide students and their families with strength, resilience, and
comfort.

The school environment is cultivated as a Cree community guided by an Elder and open
to students, their families, and the local community.

An Elder provides teachings:
o Tipi Teachings: Obedience, Respect, Humility, Happiness, Love, Faith, Kinship,
Cleanliness, Thankfulness, Sharing, Strength, Good Child Rearing, Hope,
Ultimate Protection
o nehiyawin Teachings: community collaboration (kinship/clan system), reverence
of children, connection to place, natural law, learning through experience,
curiosity to learn, and values of learning and growing.
o The teachings of St. Frances: Love & Respect, Community, Faith, Hope, Courage,
Reconciliation, Justice, and Service.

Strategically seek out and hire people with knowledge of Cree culture and language to
guide students in cultural ceremonies (i.e., Kokum Jenny), teach students (i.e., teachers),
and provide support and mentorship (i.e., staff).

Cultural ceremonies and activities are held throughout the year in the classrooms and
school (e.g., smudge, sharing circles, drumming, beading, etc.).
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
Students are encouraged to attend and participate in St. Frances Parish. For example,
students share bannock with parishioners, attend mass or liturgy, participate in a
retreat, etc.

Students contribute to learning and preserving the Cree language by contributing to the
Gift of Language and Wapos Bay videos.

St. Frances recognizes and honours the fact that no one can understand and support the
students in a way that is culturally supportive like the Cree teachers.
Short Term Goal(s)
 Expose and encourage students to participate in Cree ceremonies and cultural activities
as an important part of their education and heritage.

Increase student perception of Cree Elder, teachers, and staff as role models, mentors,
and resources for learning about Cree ceremonies, culture, and language.

Introduce students and their families to First Nations and Métis culture, history, and the
Tipi and nehiyawin teachings.

Introduce students and their families to teachings of St. Frances.

Seek out eligible Cree educators/resource people who can play a role in the school as
teachers or staff.

Establish a strong and positive relationship between student community and St. Frances
parishioners.
Intermediate Goal(s)
 Increase students to participation and understanding of Cree ceremonies and cultural
teachings.

Increase student relationships with Cree Elder, teachers, and staff as role models,
mentors, and resources for learning about Cree ceremonies, culture, and language.

Increase students’ and their families’ identification with First Nations and Métis culture,
and use of the Tipi and nehiyawin teachings in their daily lives.

Increase students’ and their families’ use of the teachings of St. Frances.

Increase the number of Cree teachers or staff in the school.

Increase the number of activities between students and St. Frances parishioners.
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Ultimate Goal(s)
 To integrate nehiyawin teachings, origin, history and natural laws into a faith-based
Catholic education program while teaching students enhanced communication skills in
Cree and English.

Increased number of students and families who celebrate and use of the Cree language,
and identify positively with First Nations and Métis culture and history.

Establish St. Frances School as a recognized successful Cree language school.

Develop a common area where students, Elders, staff, and community can meet and
celebrate culture and faith.
Central Component: Community Outreach, Partnerships and Assets
Strategies / Major Activities
 Develop and/or maintain healthy stakeholder relationships with key community
organizations.

Develop and/or maintain school services provided by community partners.

Maintain strong relations with the local community.

Develop and maintain strong relations with the students’ families.
Outputs and/or Indicators
 Sustained outreach with stakeholders and the local community is an important part of
soliciting donations that increase the quality of students’ education (e.g., iPad minis,
Notebooks) and the services that are provided.

Meet regularly with Greater Saskatoon Catholic Schools, the Saskatoon Tribal Council,
and community associations to discuss student issues, stakeholder concerns, and to
strategize about the future direction of the school.

Provide ongoing support to the Saskatoon Tribal Council who offers several programs at
or near the school that directly benefit students and their families.
o Aboriginal Head Start Program
o Daycare
o Kids First Program
o Creative Healing for Urban Members (CHUMs)
o Providers of Aboriginal Life Supports (PALS)

Seek out and cultivate partnerships with professional bodies to provide on-site and offsite services, clinics, and support to students and their families.
o Paediatrics
o Dentist
o Mental Health
o Optometrist
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o
o
o
Dietician
Public Health Nurse
University of Saskatchewan, College of Education

Seek out and cultivate partnerships or funding opportunities with local and provincial
corporate sponsors to provide support or programming to students and their families.
For example:
o Sask Sport’s Dream Broker program supports children’s participation in sports
and culture/recreation events by removing the barriers (e.g., cost,
transportation, food).
o Potash Corp’s Kameskenow Science Program (grades 3-8) helps deliver fun and
engaging math and science activities.

Engage with the community to ensure that community members feel positive toward
the school and welcomed in and at school events. Community members have an open
invitation to attend events with the students (e.g., Blades games, Persephone Theatre).

Engage with students’ families to ensure that parents and siblings feel welcomed at the
school and capable of accessing resources, discussing concerns with teachers or staff,
and being a part of their children’s education process.
Short Term Goal(s)
 Promote the school as an open and inviting organization to community partners,
stakeholders, community, and student families by including these stakeholders in events
throughout the year.

Provide ongoing support to the Saskatoon Tribal Council’s programming at, or near, the
school.

Facilitate education and professional stakeholders’ support toward the school and the
students.

Continue to explore students’ needs in order to strategically partner with organizations
or professional bodies that can assist in meeting these needs.

Engage students and their families in the community derived services and opportunities
to ensure they receive a quality education and contribute to the school as a community.
Intermediate Goal(s)
 Increase the attendance and support of non-student participants in school events and
activities.

When possible, increase the capacity of the Saskatoon Tribal Council’s programming at
or near the school.

Continue to develop a better understanding of student needs and the possible solutions
that will increase the quality of their educational experience at the school.
Page 22 of 33

Increase the number of education and professional stakeholders who provide support
or services, and the number of supports and services that they provide.

Increase the number of student families who are aware of and willing to access school
supports and services.
Ultimate Goal(s)
 Increase the capacity of the school to offer a comprehensive learning experience that
surpasses strictly academic learning, but includes experiential learning through activities
and interactions with the broader Saskatoon community.

To integrate community members and stakeholders into the education programming
offered to students in order to provide them with a holistic learning experience.

Establish student families as a key and central component of students’ learning
experience.

Establish St. Frances as successful, community engaged school.
Central Component: Curriculum Development and Implementation
Strategies / Major Activities
 Continue to build educational capacity by adding subsequent grade levels each year so
that the inaugural Cree-language cohort can persist their educational journey at St.
Frances.

Develop a school-based Cree model of learning that is supported by a comprehensive
Cree-based curriculum for each grade level (i.e., Scope and Sequence).

Develop and sustain a high level of Cree-speaking personnel who are fluent and
knowledgeable about the language and culture.

Develop and maintain professional development activities that promote the Cree model
of learning for teachers and staff.

Provide concrete support and resources for the development of a Cree curriculum.

Establish and support an effective set of learning processes for classrooms and course
syllabi related to the Cree model of learning.
Outputs and/or Indicators
 The educational capacity of the school has been expanded consecutively for six years in
a row with the development and delivery of a Cree-based curriculum for the subsequent
grade level needed by the inaugural Cree-language cohort. Currently Cree-based classes
are offered from kindergarten through to grade 7.
Page 23 of 33

Recognizing that the Greater Saskatoon Catholic Schools have a great deal of resources
for curriculum and instruction, there is no experience or expertise to guide in the
provision of a Cree language program.
o Invested in the development of a Cree-based curriculum and pedagogy by
cautiously using a grassroots approach that supports Cree teachers’ cultural
competencies.
o Chose not to use the Greater Saskatoon Catholic Schools’ language
implementation plan; instead, a bilingual framework that is inclusive of Cree
ways of knowing and being was used.
o Committed financial (i.e., teacher time away from teaching) and human
resources (professional development, networks, support staff) for curriculum
and program development

Facilitated a number of strategies directed at professional development to strengthen
curriculum and pedagogy.
o Offer support and time to teachers and staff for Cree team meetings, sharing
circles, and smudging.
o Each year teachers submit a professional growth plan by September 30th.

Cree teams are the lead in the development of curriculum and pedagogy, with support
provided by the Greater Saskatoon Catholic Schools’ administration and consultants.
o Cree teams are made up primarily of teachers who co-create the language
curriculum, course development, assessment criteria, professional development
activities, and staff supports (e.g., many staff are new to the urban setting, feel
isolated from families back home).
o Developed assessment criteria for the expressive and receptive use of the Cree
language, which is a grade found on student report cards.
 Data tracking focuses on students’ progression with reading and writing,
responsiveness to questions/instructions, self-assessments, and
observations on such elements as facial expressions and body gestures.

Recruitment and hiring of Cree-speaking personnel who are fluent and knowledgeable
about the language and culture is a substantive challenge, often involving new hires to
move from rural communities.
o School offers social support for staff who are adjusting to an urban setting (e.g.,
isolation from family, cost of living, cultural differences).

School support staff provide support to teachers and school programming to ensure
students are learning as best as they can.
o Home and School Liaison
o Program Facilitator
o Community School Coordinator who focuses on wellness, learning and
student/family engagement
o U of SK Science and Math Outreach Worker

A set of best practices that effectively support the Cree model of learning are:
o Maintain a low teacher to student ratio
Page 24 of 33
o
o
o
o
Teach Cree language with a student- and teacher-directed approach that
focuses on experiential and inquiry-based learning. This includes storytelling,
problem solving, talking circles and invited speakers.
Speak Cree up to 60% of the time in the classroom.
Cree language is used to teach Math with cultural examples.
Use Total Physical Response method of teaching.
Short Term Goal(s)
 Ensure support for the newest grade level added to the school with the teachers and
curriculum.

Promote and support teachers and staff participation in Cree team meetings, sharing
circles, and smudging.

Monitor and support Cree team and teacher delivery of curriculum, ensure appropriate
resources and supports are in place.

Teachers need to maintain communication with Cree team in order to be prepared to
request assistance with any issues that arise.

Ensure teachers submit a professional growth plan by September 30th.

Prepare data tracking measures for the school and in the classroom.

Network with new Cree-language hires to ensure that they are fitting in well with their
new school and that they are aware of supports and social networks they can access for
assistance.

Alert teachers to the availability of school support staff.

Remind teachers about classroom best practices for the Cree model of learning.
Intermediate Goal(s)
 Evaluate the progression of teachers and students through each grade level, especially
the newest added grade level, to ensure scope and sequence are being met.

Ensure that Cree team meetings, sharing circles, and smudging are meeting the needs of
teachers and staff.

Assess the use of resources and supports used by teachers to determine current level of
need and where gaps in supports might exist.

Increased capacity by teachers to successfully teach Cree language and course materials
to the students.

Increased use of Cree team to support teachers in the development and delivery of
course curriculum.
Page 25 of 33

Ensure teachers are following their professional growth plan for the year.

Increased the use of targeted interventions with students and teachers based on
tracking data to ensure the best educational outcome for all.

Increased teaching capacity and productivity of new and old Cree-language teachers due
to supports and social networks that are available to assist them.

Increased access of available school support staff by teachers and students.

Increased student academic achievement and wellbeing through the use of best
practices for the Cree model of learning.
Ultimate Goal(s)
 Successful development and implementation of a Cree-based learning model for all
grade levels that is validated by the success of students who were the intended
beneficiaries of this educational process.

Establish a Cree-based model of professional development that can help the school
sustain a high quality educational process for students and staff.

Establish St. Frances as a Professional Development school for teachers from across
Saskatchewan to come and learn about our established pedagogy and curriculum that
supports the Cree language and culture.

Increase the number of students who are highly proficient in the Cree language and
culturally competent about First Nations and Métis customs, traditions, and history.
Interviews/Narrative Accounts
Interview with Former Principal, Current Principal, And Program Coordinator
Former Principal V
In your opinion, what precipitated a shift in programming at St. Frances?
In 2009, I came to the school. It was an English school and a dwindling
population...census told us that it was an aging community. No one wants to close a
school. In 2007, our district leader Gord Martell met with the community association,
tribal council, school board and other key stakeholders. We want to keep this school
going... “What else can we do?” Gord asked at various meetings. He is an outside the
box thinker and at that time he recognized a need to do something innovative with First
Nation youth and students. We had an empty building and the tribal council also needed
space so he met with them. "Why don't we work together and create a school...a Cree
bilingual school," he said.
At this time the Saskatoon Tribal Council (STC) was brought in and was part of St.
Frances, and they started the program with the kindergarten class. We started with 12
students and 3 different teachers before we could find a good start. The next year we
Page 26 of 33
slowly expanded and then there was approximately 24 kids in kindergarten and grade 1.
They also brought in an Elder...Kokum Jenny to help with the program and teachings.
The principal at St. Frances then moved to a different job and I came in 2009 and really
wanted to see what Gord's vision for the school was...so I asked him.
He shared his ideas and visions around community, language and culture and how he
wanted to implement this. He spoke of STC and how they were a partner, and how we
could build a healthy community where language and culture were strong...and at the
same time give the students the tools to be successful academically. He said we could do
both.
I have a passion for working with the community and First Nation students...this was a
passion before I came to this school. We spent the first year working with STC...working
with community and Elders asking them what they want for their students. We asked
them what they thought and what was missing in the Western education system. We
asked them what can we do better. We started to build the program even stronger.
In 2009, we had 80 students when I started...80 student in both the English and the Cree
classes. Some of the families spoke about residential schools and lack of comfort in
schools in general and in particular a Catholic school. We embraced the challenge. We
are not trying to convert...it is a time for healing. We want to create a space where
families felt welcome and a part of the school. We want a lodge feeling...it is the Cree
community’s place...it is evolving...it is not my school...it is the families’ place.
A division Elder helped us think of the tipi teachings and worked with the community to
help us think about what St. Frances was to us. We had a teacher from Sandy Bay,
another teacher from Onion Lake, and an Elder and we just started to share. We all
agreed that we wanted to create a space where language and teachings can be learned.
We feel that this was taken away from families and now it's our responsibility to create a
space to get it back. That is all we did.
We welcomed the youth in to the school and provide opportunities for them to continue
to learn about who they are...drumming...picking sage, ceremony. Many times we did
not have the knowledge so we had to bring people in to help us all understand and
continue to learn...this was helpful as a staff...not knowing.
The next year we had 80 new students so something was working, and every year since
then it is continually increasing. This year we have gone from Kindergarten and through
to grade 7, and this year our English program goes to grade 8, and I think last year there
was only 60 kids in the English program K-8...this year it is 75.
In K-7 there are almost 300 students in the Cree program...there are 3 kindergarten
classes. Every year we are growing...in some places school population is declining for
language programs such as Cree.
Why do you think this is changing at St. Frances? (population, growth etc.)
I think there are many reasons. Trust is one of them: we are trying to help and we are
creating a place where the kids feel good about learning...this helps this. Secondly, we
provide transportation and this is so important in families’ lives as housing is a difficult
Page 27 of 33
barrier and challenge. When things change in their lives families can still move and the
kids can still come to St. Frances...this does not change their schooling for them, which is
very important. A family might have to move 3 to 4 times and with each move the kids
lose out on weeks of education that are important...but at St. Frances they are not losing
out during these transitions...it stays the same for them at a school.
We remove barriers at this school like nutrition...we have a nutrition program and that is
sponsored by business. We want to create supports such as counselling and elder
supports. We also have academic supports such as specific math coaching and learning
literacy intervention. Saskatchewan Sport has a Dream Broker (programming) to help
remove barriers around transportation...funding which helps our students to get access
to extra-curricular sports and art activities. We are engaging in all aspects. The program
has also had funders come our way and help us out: we have received an arts grant for
spoken word as well as a sports grant for cheerleading.
Students tell us they feel supported but wanted more activities...choir, drumming,
beading, special hot lunches, swimming, babysitting, pottery, kids’ kitchen. There are a
wide range of activities for engagement – not just academic, but academics is at the
core.
When we implement culture we don't do it at the cost of academic learning time – we
complement it. We need both types of learning...academic and culture, not just one or
the other in school. We have a high Indigenous population of staff: we have 12 Cree
teachers as well as our EAs...we try to have Cree language speakers so when parents
come in they have educators who understand and support parents. There is no judgment
here, and there is good communication...parents need to feel safe and welcome at a
school, our teachers help with this. We are part of the community...recognizable
community.
What we did is not by accident. One of the challenges is sometimes we have teachers
with a degree and they speak Cree but maybe they don't have a lot of experience in
urban settings, but as time goes on people have come to know that there is a supported
space at our school for language teachers...the applicant pool is starting to grow.
At the beginning many of the teachers that we have had working with us at St. Frances
were very strong on cultural competencies, but not as strong in curriculum and
pedagogy. They did not have the experiences in this way, but they had such strengths in
language and culture. As we have moved on, curriculum and pedagogy has grown
stronger in them and also we have very targeted professional development, which
strengthens the teachers in both ways. Teachers feel supported and we want to nurture
that...they feel supported. At Cree team meetings...sharing circles and smudge is how
they share. They support each other and challenge each other. Our Cree teachers on
their own time also have these meetings and they have so much work here...with the
program. They are working on their language curriculum, professional development,
course development, learning to work in an urban setting away from families back
home...they are teaching a curriculum that has not been written and they are creating it
with minimal support.
Page 28 of 33
Outsiders who do not know the work of the Cree teachers just do not know, and I defend
our teachers...the Cree teachers’ work load is double and triple in addition...they are also
working with youth who have some struggles and need supports. Nobody can love and
support the students like the Cree teachers...they take care of them in a different way.
Have you documented the support provided?
Not really...it is something that we have learned to do as a school to support each other.
The Cree teachers have a bond. The support came from the administrative team and
downtown at first but now it is all about the Cree team...they know how to collaborate
and they have a plan. They support each other. The Cree teachers have built on each
other's successes and it is all over the school now...we practice the language and have
promised to take care of one another and learn together. We have an EA who is from
Nicaragua and she continues to teach herself Cree. She walks around with flashcards on
her lanyard so she can learn the language and the Cree teachers support her. Language
is just not a tool, it is a way of living.
Curriculum
Our students get the provincial curriculum, and when I came in 2009 there was nothing
written down...people were borrowing in the Cree program. The Cree teachers gave up
hours of their own time to develop a scope and sequence starting in Kindergarten and
working their way up....they have learned some components from Onion Lake and we
worked on it until we got to grade 5. We sat down with the district and they had a plan
of implementing language but we know that the model that we implement...the
bilingual framework must also include the Cree ways of being....this is important. We
have asked our teachers that they speak in the classrooms Cree up to 60% of the time.
Teach Math but find ways to use the language and implementing it.
Current Principal D Comment on Curriculum...
We have a new consultant to help us formalize a process and develop a road map for the
year around the Cree curriculum. She is also going to provide supports going forward
around language and giving specific feedback on language. We can both go in and I can
give feedback on instruction but we also need it specific to language process and Cree
language curriculum. I think it will be a very good process. Our new teachers want to
learn and they are eager to learn. There are a lot of new strategies and it is different so
we need to support the teachers in this way. We are hoping to retain our teachers here
and this does remain a challenge to find Indigenous speakers. The costs are high for
housing and childcare.
Former Principal V (cont.)
We have Cree speakers that support each other...we have experienced teachers that
help with the new teachers. We have a reciprocal relationship: we are open as learners
and we are learning so much from our language teachers. We feel strong in instruction,
both D and I as administrators, and we understand curriculum but we do not know the
language or the teachings, so it is amazing to learn from them and they share with us
about their lives.
Page 29 of 33
How do we exist between the English and Cree program is a good question...some would
tell us just to make it a Cree program now but we don't feel that way...we feel we have
so much to offer one another within both programs. We have strength in each area and
our English teachers are learning so much about Indigenous worldview. We don't have
separate assemblies...we are one family here at this school. Our students when they go
out into the world from St. Frances we feel that they will be able to co-exist because they
have learned to work with each other...they are together.
We are outside the core neighbourhood; we have an educational place that is accessible
and central for families. Some of our parents choose to bus kids away from their
community just to come to the program. We want to get rid of barriers; we have access
to programs like health, nutrition, eye doctors. We have many kids that have come from
the reserve to the urban setting for the first time and when they come it is different here
for them...we really work on norms and routines. We practice norm and routines of
going for recess...going for lunch...we try to create a safe space that has routine.
We engage in ceremony at our school we smudge and drum...relationships is the
underpinning of our school. I go to some places it is very Western and professional but
our school the relationship piece is what brings us and holds us together. We worked
long hours in this school because it becomes this way at our school as a staff and people
go those extra miles in this building. It is different here. We collect data academically
through assessment and we have plans in place for reading and math...we continue to
close the gap: we moved 7% up; it is progress for our school and for the students who
are working so hard.
A Professional Development School
Our Cree teachers have developed rubrics and this year on the report card Cree has a
space for expressive and receptive language. We have strong supports from the district
that have helped us with the vision of this school. We recognize the need for this
program...Gord suggested a PD school, a place where teachers from all over
Saskatchewan can come and see how we are thinking about pedagogy and curriculum
but as well language and culture.
It can be a good thing for all parties involved...we will learn also from them, which
strengthens our process and our entire school community. This is some work that we
started on last year and our school will also get a renovation where there will be a
commons area and a place to meet...elders...community. We are hoping we get the
renovation and some area for a playground for the kids. We are way over capacity but
we are hoping...there is a need for this programming.
Relationship with Saskatoon Tribal Council
The STC has taught us so much over the years. I feel like this year we have more of a
formal partnership. We continue to grow our relationship and learn from each other. We
really want to create a PD school and bring some components from different areas. We
are learning and sharing between each other. A professional development school is part
of the larger vision.
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Description of the Project Outcomes Achieved
Enrolment
Enrolment projections are anticipated to continue to increase from the 2013-2014 school year
total of 385.

95% First Nations and Métis student population from across the City of Saskatoon.
Enrolment of Cree Language Students
250
200
Number of Cree
Language Students
150
100
50
0
2011
2013
Parent and Community
Parental participation increased: over 80% of parents attend assessment conferences.
Community engagement with a variety of gatherings and celebrations throughout the school
year is fostering a greater sense of community within the place of school.
The level of parental participation and community engagement is noteworthy as it is an
indicator of successful transition strategies, and creating a culturally and community responsive
space that disrupts a historically colonial relationship with schools and school systems. The
indicator here is that increased parental and community participation in a child's schooling
experience is a protective factor that is not limited to positive academic and social outcomes
over the long term. The philosophy within this school is holistic and revolves around the whole
child; parents and guardians are integral in supporting a positive schooling experience. This
takes on greater meaning when the use of language in an immersion setting is implemented as
the knowledge that is situated in both home and school is relevant and purposeful in
implementation strategies that support language outcomes.
Academics
Provided provincial curriculum with a focus on literacy and math, as well as opportunities to
learn language and culture using a strategic learning improvement plan that focuses on these
targeted areas:

Improved reading scores for all students as part of a School Learning Improvement Plan.
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
School Learning Improvement Plan on areas of wellness, faith and social skills.

Focus on literacy in both Cree and English.

Data tracking wall for reading and writing.

Development and assessment of Cree scope and sequence.
Literacy
Targeted approach as part of a School Learning Improvement Plan.
Grade one teachers continue to work on shared and guided reading programs.
Exemplars of data collected as part of school wide literacy process:
7.5% fewer students in the “significantly below grade level” category.
 In November, we had 55% of students almost, at or above grade level.
 In March, we had 62.5% of students almost, at or above grade level.
Numeracy
All students completed a basic skills math assessment in September.
Math coach focused on students in grades 4-7. 26 students received support of
assessments completed students have grown at least 2 years and are now at grade
level.
Grade 3 Common Math assessment as part of a larger numeracy initiative.
Curriculum
The Cree team developed a K-5 scope and sequence and tools to assess student language
development.
A Cree Bi-lingual Approach through student-directed, teacher-directed, experiential, and
inquiry-based learning.
Most Significant Accomplishments

Increased attendance.

Increased enrolment.

Increased literacy and numeracy supports.

Increased academic outcomes.

Synergy between Westernized academics and Cree ways of knowing, culture and
language. Innovative pedagogy and instructional approaches.

Logistical/practical supports such as transportation from across the City of Saskatoon for
students attending St. Frances.

Increased number of Indigenous teachers.
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
Strategic focus and development of Cree/Indigenous language courses, pedagogy,
curriculum, programming.

On-site support from elders, knowledge keepers and community.

Strategic partnerships with community organizations to sustain future vision and
reimagining of program goals.

Development of a strategic plan leading to a Professional Development School in
Saskatoon. (Innovative National Model)
Next Steps to Be Taken?
St. Frances continues to re-invent and re-imagine the possibilities, within its current trajectory.
Enrolment numbers and attendance, as well as overall academic results, continue to trend
upwards. The Cree Language Bi-Lingual Program is leading the way in the province as an urban
educational site that is uniquely different and that offers high-level programming connected
with Cree language teachings. The school not only is a sustaining place for youth and families,
but also for educators that have come from a wide variety of communities across the province
and have helped to create a highly effective program. St. Frances has a growing Cree Language
teacher population that relies on the supports of an intentional and sustaining professional
development process.
Perhaps it is within this phenomenon that the seeds of a Professional Development School
(Buzza, Kotsopoulos, & Mueller, 2010) have most recently been planted. Professional
Development Schools blur the lines between pre-service and in-service training for teachers. A
PD school also relies on the community as a source of knowledge about effective practices. The
uniqueness of the bilingual program at St. Frances is that Cree language and English literacy
learning complement each other and that all are seen as learners, both students and teachers
alike. Within the Professional Development School model, St. Frances will capitalize on the
strengths of the community and the dedication of the staff to adopt an action research
approach to explore new ways of teaching and learning that honours traditional practices and
contemporary research. This site will become a catalyst for examining pedagogies that support
learning within the context of Indigenous language learning. A Professional Development School
would be the first of its kind in both Saskatchewan and Canada, considering the distinct
knowledge systems and beliefs that comprise Treaty 6 territory. It would make sense that a
school such as St. Frances might be considered a site for another innovative program, further
distinguishing itself as a leader in Indigenous education.
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