First Nation, Métis, and Inuit Services


A framework for addressing and closing the achievement gap for our learners.

Our Challenge

Provincial and Federal governments are calling for actions to improve FNMI educational outcomes. Recommendations by the Truth and Reconciliation Commissioner’s Report calls upon governments to respect the legacy of residential schools, close education and income gaps, provide adequate funding, facilitate Aboriginal control over education and provide instruction in Aboriginal culture and languages. The Memorandum of Understanding for First Nations Education commits the Assembly of Treaty Chiefs in Alberta, the Government of Alberta and the Government of Canada to work together towards strengthening learning and education successes for First Nation learners. Alberta Education has policies, pronouncements and expectations in support of improving FNMI education. The FNMI Achievement Gap in our division remains evident in Provincial Achievement Testing and in other school performance indicators.

Our Mission

  • Attain progressive improvements in Grades 6 and Grade 9 Provincial Achievement Test results.

  • Attain progressive improvements in literacy measures in Grades 1 to 9 inclusive.

  • Monitor identified FNMI high school student performance measures.

  • Monitor identified FNMI related survey measures.

  • Implement other, to be determined, measures.

Our Solution

Significantly raise the current profile of First Nation and Métis education by developing a comprehensive approach and applying research-based strategies.

Allocate an appropriate budget that reflects a heightened focus on the importance of First Nation and Métis student learning.

Our Strategic Framework

Community Engagement

It is critical that FNMI voices are integral to the directions taken by High Prairie School Division. We believe improved relationships and reconciliation will occur and educational successes can flourish.

Culturally Responsive Schooling

Research highlights the positive influence of culture in public education. We will implement strategies for FNMI inclusion that are more embedded and permanent in schools.

FNMI Curriculum Infusion

It is important that ALL students understand FNMI world views and culture. Reference to FNMI perspectives are increasingly incorporated in Alberta Education’s Programs of Studies.

Accountability and Reporting

With a desire for increased accountability and transparency, we are committed to ensuring FNMI funding dollars are spent in purposeful and deliberate ways to support FNMI students. Regular reporting of results will assist our evaluation of progress.

Our Coordinator will:

  • Work closely with jurisdiction leadership, school administration, existing HPSD Career and Wellness Coaches, Education Directors and respective officials from local First Nations and Métis Settlements.

  • Compile relevant data from existing documents and reports.

  • Collect and analyze information specific to measuring FNMI student success rates.

  • Identify supporting strategies and practices currently in place in schools.

Our Success Coaches will:

  • Support engagement of our FNMI community in our schools.

  • Report to the FNMI Coordinator.

  • Work directly in schools with teachers, students and their respective communities.

  • Work in close association with the existing HPSD Career and Wellness Coaches, Education Directors and respective officials from local First Nations and Métis Settlements.

  • Facilitate indigenous cultural awareness.

  • Advocate for ALL students and facilitate completion of academic courses and participation in extra-curricular programs.

  • Liaise with students, parents, and community members in a solution-focused manner.

Through community collaboration we hope to:

  • Guide FNMI education on a governance/advisory model involving First Nations and Métis parents -comprised of representatives from each of the five local First Nations Bands (Driftpile, Kapawe’no, Sawridge, Sucker Creek, Swan River) and the Métis Settlements of East Prairie, Gift Lake, and Peavine.

  • Meet regularly with the HPSD Board Chairperson, the Superintendent of Schools and the Assistant Superintendent overseeing FNMI Education.

  • Elect one or more persons to serve as a Trustee on the High Prairie School Division Board.

  • Be involved in discussions such as tuition agreements, community engagement, funding, transportation, lunch programs, the achievement gap, inclusive education and cultural schooling etc.

There is an urgent need to do more to eliminate education achievement gaps!

In recent years, strategies implemented in support of FNMI learning, have yielded varying levels of success. These strategies have included:

  • Directing of provincial FNMI funds primarily to individual schools in a site-based context.

  • Engaging in qualitative and informal research within our FNMI communities.

  • Providing professional development for administrators and school staff (as requested).

  • Implementing a single culture coach to assist staff in all schools.

  • Conducting narrative inquiries with students, parents, teachers, and administrators regarding current attitudes about FNMI education.

  • Implementing career and wellness coach positions in all schools (with some specific FNMI activities).

In spite of past strategies, results have not risen to where they need to be!

Therefore, High Prairie School Division will enhance supports to include ALL students by providing targeted education for self-identified and federal First Nation and Métis students. It is expected that our Strategic Improvement Plan will address learners’ challenges in our schools and close achievement gaps. More specifically, we anticipate improvements in areas such as achievement and diploma results, transition rates and high school completion rates. These improvements are expected to occur while ensuring our students feel a sense of belonging in a welcoming, caring, respectful and safe learning environment.

First Nation, Métis, and Inuit Services
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