 So our program I guess is chief white cap school and we're a part of Saskatoon public school division In a partnership with white cap Dakota First Nation. It's a K-8 elementary school in Saskatoon public schools Our aim and our goals I guess is within the provincial curriculum of Saskatchewan learning to facilitate all elements of that with a particular focus on Our phoneme outcomes that are in the curriculum being sort of centered around Dakota language culture and The work that's gone into that prior is you know part of the partnership with our school division and and white cap to create this beautiful building to lessons So we're sort of dedicated to that in our our goals around them outcomes with Specifics to the Dakota language and instructions the holistic view is you know just the relationship between White cap Dakota and city of Saskatoon goes back to believe it's 1882 Want to double-check that on our website in our history, but you know John Lake and white cap John Lake moved here And I want to start temperance colony and he looked and seeked for the the local First Nations people and now It's chief white cap. These are people settled down south of that house of Saskatchewan River and They came in met with John Lake and now the city of Saskatoon is born, right? So we wanted to make sure that our roots here rooted as Dakota people were also I guess emphasized and commemorated in the city of Saskatoon So we look to the city of Saskatoon is this our primary market for education for economics for business, you know for partnership So we definitely were 20 minutes south of Saskatoon So we want to make sure that you know our kids had a you know a fighting chance when it comes to learning their language Learning their cultural identity and who they are is Dakota people So we worked with the city of Saskatoon as PSD has to public school division In collaboration and move something forward. You know that that started in 1992 I believe between George Rathwell and Darcy bear chief Darcy bear and Ray Morrison as well So those three gentlemen met and then they this progressed on and eventually we came to this agreement And now we're working together on a program to make sure that Dakota curriculums taught and all these Miss school and I believe it's taught in the other schools as well, right? It could be down I'm not sure that but certainly will be moving forward with okay these resources and the website being what it is right now It's certainly accessible. So more or less. This seems like a pilot project right now So that's what we're doing so therefore incorporating our Dakota cultural identity or language Into the to the Stormbridge school the chief white cap school So a lot of history here and also it's a lot of first two as well as chief white cap schools the first Chief I guess the first school is asked to be named after a chief So there's also reconciliation behind this as well And that's what we talk about between the TRU truth and reconciliation calls to action So we're trying to make sure that we're following that as well I'm making sure that we're we're having reconciliation and we're continuing on to moving moving forward together as partners in this In the city of Saskatoon and with white cap And just from my perspective just To get started Saskatoon public schools is very proud of our relations Ship with white cap Dakota First Nation and like Allen was explaining it goes back 25 years or so one of the things that I see as an aim of the program is To take the the students that are going to school in grades kindergarten to grade four at Charles Redhawk Elementary school in the First Nation and to successfully transition them here to Chief white cap school and then to have those students successfully Take their grades five through eight and then transition into high school in a successful way and then Move forward from there after grade 12 into whatever they want to do with their lives. And so That's really important to Saskatoon public schools. We value our partnership a great deal with white cap the Dakota language and culture piece of the school is unique to Saskatoon public something again We're very proud of and we have some support folks here at the school. So we have In addition to the regular staff We have Nancy link later and most bear who are here that help us with ceremony every morning for the students and families as well they're in classrooms helping to Bring forward the the resources the Dakota resources and teachings and we have Ian worm who's a shared Partnership person that works with Saskatoon public in white cap He's often at white cap chief white cap school here And he's also in the classroom supporting students a white white cap students and families. So Yeah, it's it's a great partnership. We're very proud of it Saskatoon public schools follow provincial curriculum and that's set forth by the Ministry of Education whether students in La Ronde or Estevan. So there's there's learning outcomes within that There's some overarching principles around First Nations in you it made to outcomes in schools that In this particular year, we you know, we focus on reconciliation. We focus on Canada 150. We we talk a little bit about Recognizing diversity in our in our city in our community in our in our province and certainly the the cultural pieces and That respect and learning about treaties they're respected about cultures That's where you'd see lots of tie-ins with this particular resource and the Help that we have at our school for Achieving that outcome within Dakota. So there may be other schools in our division that would would talk about other First Nations perhaps like Cree or other or other You know Cultures within the First Nations outcomes that are there But but ours is sort of I want to say Taylor made a little bit like again We've we've got some things at our access right at the school two elders as Dean mentioned Ian is sort of a transition support worker for our families and for students and and Those outcomes can be achieved. I think through our teaching staff as well But through the support of the First Nation and those partnerships that are there as well. So The curricular outcomes though you could probably refer specifically just to provide that for you through SAS learning and Just look right at that document as well. And you'll see just the listed kind of There and the overarching piece as well Intended to learn right here your culture your identity who you are as Dakota people and and also your language as well So that's something we're gonna be incorporating. There's there hasn't been much language on the forefront But if you walk around the school, it's basically bilingual in Dakota and in English, you know, you see a lot of schools It's it's sometimes it's French and I thought another school in the city of Cree as well Yeah, so you have a very diversified City right now and then there's a lot of reconciliation going on and working with our indigenous peoples as we have one of the second highest Population I believe within the region So the program is meant for everyone to you know learn and learn who the first peoples of Canada All right, so we're trying to educate everybody about who we are and also our own people as well So we're definitely trying to keep that tradition alive. I think I think down and had a good point I still remember this from our school opening Seems like a million years ago, but it was only about five months ago You know, I think We have about 45 kids from white cap that they come out every day and and certainly I hope this is a welcoming inviting place and Dean Spoke about that transition from schools. They were out last year via Charles Redock or John Laker of Univist. I think for some of our students and that learning is tailored for those students But also for the wider audience. There's another 560 or so students that need to know the truth about our reconciliation about treaties about The history of our our province and our region and so that Excites me a little bit. I guess as well to to get the story straight and to make sure that we Deliver that through our curriculum and to have those supports again is huge for for all 608 students I think what we have now so that's a big big important part of it I think I think one of the things again, just A little different angle on things is we want all of our students who attend the school to feel like this is their place And so for the white cap students there, this is a big brand new school And our partners have have put money towards this that they they added to The amount that we could spend on our school and you can see it reflected In the dirt walls dirt being D. I. R. T. T. And you know it explains some of the the history of the region as it relates to the Dakota peoples and You know, I think part of the goal here is to make sure that the white cap students and families that are transitioning here Feel at home and feel like this is their school And so I think you know some of that is reflected in the in the design of the building We also have a culture room, which is unique. There's been Eight p3 schools or four sets of two if you will between the separate system and the public system This is the only one that has a special feature like a culture room And that's where we have our ceremony each morning to smudge and to start the day in a good way We also Are our elders and our support workers work out of the culture room sometimes And it's a space for families that they can come in and have a spot that they feel like They have some some area that's theirs when they come into the school So we have uh, I guess what I would call traditional measures of success in school where we Students get a report card Three times a year. One of the things that we just completed here and haven't got the results Synthesized yet they're put together is our tell them from me survey and We were able to Disaggregate how our students who live Out at white cap are feeling and relationship wise or how that what their perceptions are of the school and how They're enjoying it or not enjoying or what you know what what their perceptions are So we look forward to kind of getting into that a little bit and seeing what we need to know and reflect on that We Early on in the year have had lots of open houses for our parents to come in on february the 15th I believe is our next one out at white cap just just for our community at white cap to Take our staff out there and have a little You know meet and greet and get into small table groups and Sit down with parents and talk about how things are going. We're kind of halfway through our first year right now I think january 29th for the halfway point of school year so as we As we sort of develop those routines and relationships one of the things that we really focused on in our Our school, you know along with all the curriculum comes in every subject Is again this this this piece around cultural language, but also the relationships and In our first year that we've been open to to me Tim that's very important that that students feel welcome here that students feel like this is their school I think dean alluded to that a little bit before so how do we How do we make every student feel respected and honored and and you know part of our team and Sometimes that that involves when kids do things that might not be part of what we're about We have to find a good way to sort of support them and make good decisions and but also celebrate when we're doing things, right? and You know get kids on board with our what we're trying to do here and I think In that respect where we're probably like many schools in our division at start of the year. There's routines developed and Procedures in classrooms that Are set up for kids. We've just reviewed that we just spent a full day here on monday looking at that again To sort of review. How are we doing? What else do we need to do to particularly work with? students from downford to the diversity we have About 45 students from white cap another 30 or so students from other first nations who've declared about 116 students from I want to say 42 or 43 different countries. So it's a very A diverse population for sure and we spent a fair bit of time on trying to Make everybody feel a part of our our crew here and and You know to make students feel like that's my school. That's where I belong. That's where I go every day and I'm proud to be here and I'm Enjoyed my teachers and I feel like I'm learning and like those are those things that we we try to get to So there's some formal things around academics. I guess tim that and I don't mean to I probably said that with a tone of my voice I don't mean that to sound like that's a bad thing. Those are really good things but In our first year, especially I want to make sure that we're getting the relationship piece, right and You know establish students Feeling comfortable feeling like this is a good place to be and they can come every day and And feel like they have an ally or two here at the school on their behalf that does Looking out for them and has their best interests is trying real hard to To get to all those outcomes that they know to get their education so that they can go on Our leadership and white cap we get a lot of parents come up to us So they're concerned about something or else they praise the program, right? So we we we want to hear good things You want to hear good things about the system and you know And what the program that we've established in place and the partnership that we have in place because those are things That have been mandated. You know the ideas come from our leaders, right? So when you bring them we bring them back to our community our community membership and we ask them You know, is this something you want to go forward with and we get to vote and everyone's usually for it, right? We explain the benefits and we explain the negatives as well But definitely the benefits away the negatives and once we hear good feedback and you know, this is our first year Right, so we'll be waiting after this year. I'll do a survey. We'll talk to our people. We'll have community meeting we'll have I guess noting here maybe a barbecue again in the fall for our students welcome back But it's definitely just getting the feedback from the parents and also the youth as well You know, how you guys feel at the school you guys feel comfortable there And then once we know that they're feeling comfortable, then they're in a good environment to start learning You know, they need to be in a good environment when they're learning, you know, whether it's their language Whether it's um different languages French math English Whatever it is, you know, definitely and also making new friends is key as well So we'll be hearing back after the first year, but that's how we're going to measure it You know, we're going to have to come back and talk to the parents and talk to our youth as well We measure success. I guess a lot of times by looking at You know students Reaching the curricular outcomes for the particular grade that they're at And so we want that for all of our students that are attending Saskatoon public schools And we want it for all the students that are here attending chief white cap school And so we want to celebrate all the things that are going great. So for example The school being brand new is in the process of Figuring out what their name and logo will be moving forward and while we haven't made a final decision We we think we're we're pretty close and and the the visual that's come with that is actually You know, the idea came from a whole bunch of different areas But one of the students who's here from white cap had some leadership in that And so those are things that we want to celebrate The students that sometimes needs extra supports All of the students You know, we want to we want to get that right so that we can keep students at grade moving getting their curricular outcomes in place and moving Successfully through the transitions through elementary school We also want like dylan mentioned this but I just want to reinforce it We need to ask our community how we're doing and so one of the strengths of herald and his team here is Harold's a great communicator is the principal And he has been out and talked to the community on a number of occasions while we were preparing to open Chief white cap school and once we're going here You know with the the great things that are happening or some of the concerns that come up We want to keep that line of communication open with the first nation with the community and the parents and the students So we'll be asking those questions and we'll find out where we're doing well and the things that we need to improve on Websites your key probably a key starting point is public It's everything you like kindergarten grade one grade two. That's exactly what these are. So you can print them off and Um, it's obviously transparent. You can just walk in there and print of whatever you want off on there So, you know, and uh, just a little bit of background like, you know, this is our partners from white cap Supporting financially the ability to go through a process to hire two consultants To work with the community the elders the parents the students To create the resources and the lesson plans, which we have by grade here So we we've got a couple examples to grade seven and a grade two binder, but there's one for every grade and You know to create the website and all those kind of things so I mean, uh saskatoon public school Benefits from the fact that this is uh extra work and cost that our partners have put in place So that we can use them to be successful at chief white cap school and also spreading out into other schools with saskatoon public So just a little bit of background on the website before you get on there and have a look at it The other thing tim I guess too is that the other piece of documentation in terms of what's taught at the school That's provincially mandated. So And we can send you the link that sask learning Is the ministry of education, right? So again, whether you go to school and LeRange or Estevan or all parts in between all all schools follow the same curriculum and then within each school Uh, you know teachers have a little bit of leeway on how they get to each of those outcomes So the so the great part that I'll speak for our staff You know at the start of the school year where some are walking in and going Oh, do I have to be fluent in dakota or whatever? And we've had lots of supports these being part of that the website now being up and running The work that the first nation has put into getting kevin tatchin who's a language person from university brand it out here Work with our staff once I think there's a conference coming up here that does May end of may last last week of may is a Dakota language summit. It'll be our first annual So we'll see how that goes. So so that's an opportunity, you know, if we can get two three staff out there to that To sort of bring back some of that knowledge to our staff that's certainly pieces that will contribute to our our specific work around, you know, Dakota language and culture but In terms of documentation like so the website beans giving you some background there, but but the the the scattering curriculum is also Part of what is what we all do at at our our schools You know across the province I think tim just just one thing to add There's a formal document called the alliance agreement that is A legal document that white cap Dakota first nation saskatoon public schools took a couple years to develop You know with with lots of Good input from the federal government The provincial government was certainly aware of what was happening chief and council, of course and saskatoon public school Our board level and so that agreement Is kind of a foundation for our relationship in terms of the education part of doing good things Together and it's up for renewal right now We're in the process of looking at the first four years of it because it's it's going to come due here august 31st 2018 And we're going to look at the great things that have happened as a result of the alliance agreement And again, we're going to look at the things that we can tweak and do better moving forward And so there's an evaluation happening right now, but that's a that's a foundational document to everything that's happening Well, I think indigenous education would be you know, like I said, teaching your values your your language your culture and identity is You know, whether whether you're a kree or soda or jibway mohawk, you know, I think that's just um The term you to be used right you're teaching who you are as an indigenous person And then you're incorporating into you know the schools with Chief white cap school or any other school in the city of saskatoon So this is education is you know coming from your roots of who you are as an indigenous person So I see that you know just keeping keeping an eye on who you are your identity and you know and then learning it right And then also teaching others and about who you are in your history and who you are in this country as well So I think it's important and a lot of the kids don't know, you know The first people people's of this country, you know, they hear a lot of the the derogatory things and you I got I got I've gotten a growing up all my life, right? So nowadays we're we're getting away from that and you know, we're all working hand in hand now and we're Educating each other on who we are and a lot of people are from other countries So we're learning about their their countries as well. So it's good to see everyone's learning each other histories and background Yeah, one thing I did so downs, I think bang on the the piece that I think about as well as is So we got to get the story right and we want to make sure we we do justice to the facts and and I not to oversimplify it but You know, we can learn about an event or something like that but but to to sort of get inside kids hearts a little bit too So changing attitudes changing thinking changing beliefs a little bit Is part of that education as well and and there's a big Again in the SAS learning document, but it's just it's just good thinking is that critical thinking piece like what what do I know? and how now how do I think about Things based on what I've learned What changes do you make what what how do you think differently? What actions do you take that are? are Are more respectful to all cultures and So when I think of indigenous education, I mean, you know down spoke to Culture who you are I would put in there And valuing that as well, you know like for all kids and whether you are indigenous or not like we We all belong here and we all have a voice in the seat at the table That's that's sort of a metaphor, I guess, but I I do think that's part of the The piece that's important to me moving forward to bring some value to that as well We have two of our high schools that are involved with the following their voices work Where there's a cohort of staff, which is growing each year in those two high schools That look at a specific way of engaging our First Nation and Métis students in the classroom and I think some of the lessons that I've learned as I've I've listened to The themes that have come out of that That work in those two high schools is number one. It's all about relationship And and creating that that that positive relationship I think between not only the teacher and the student but also between students And and like Harold said making sure that students see themselves in the school Which they're attending and another big part that I've learned through the following their voices work is Is the ability of using discursive teaching instructional strategies to to bring response and voice From our First Nation and Métis students in the class and I think in a lot of ways it's about sharing that power That the teacher You know sometimes is seen as that person that has all the power And and we're looking to share that power with the students so that they feel like they have ownership And and can bring their experiences to bear in the class in a good way So I know those are high school examples But what I think is happening here at chief white cap school Is that's being built into these classrooms at an earlier stage? And so these teachers are teaching with those kind of themes and ideas Starting before students get to high school And so I see a lot of the following their voices work They might not call it that here at chief white cap, but they're doing it having a voice I'll think back a million years ago, and I often we hear this last time well when I was a kid You know and old guys like me sometimes say To dean's point teacher stood at the front and the teacher was the Purveyor of knowledge I have something I'm going to give it to all you students And I think deans alluded to you know how we Not to share that power but learn from each other and and There's a million learning opportunities in a in a school every day And they don't all just come one way from teacher to student or You know principal to staff There's uh I guess a spirit of A we want to show up and learn from each other and with that Trust relationships have to be in place to make that happen because If I don't feel like I'm part of this place. I'm not going to speak up Share my story or share who I am or so we Kind of want to focus on that first and and that's I think that's True of all of our students not just our indigenous students, but in particular indigenous students who in the past Maybe it felt like they haven't had a voice so that it's it's important to get that part Part right our second precedent here You know with our partnership and with white cap and spsd You know, you know, so the one of the things too is The reason why we did this is to be well one Reason why we did is we wanted to incorporate our language into the schools that you know We are our kids are involved with but another thing too is the funding that our children received Was inadequate receiving close to six to five hundred per student And then now I think we're up worse to ten thousand per student So there's a major gap that we've closed with funding, you know, there's a lot of um a lot of kids There's a lot of dropouts and you know, um, they don't get the same attention or the same I guess quality of education that other kids do in the province So we want to make sure that we diminish that um that education gap And we did that by signing this agreement with spsd, but in that agreement You know, we wanted to make sure that our Dakota values our language identity and culture were still upheld at the highest level So and we're both honoring that right and we're both working together to meet that to meet that So eventually in 10 years, you know, we want to be able to see our kids coming out of there Speaking their language speaking their Dakota tongues and passing it on to our next generations because it's First Nations people A lot of us are losing our languages. You know, there's a I think there's over 300 linguistic languages. Don't quote me on that but Um across across the country and and then first that's First Nations So we don't want to lose our language, right? So that's why we're trying to make sure that we uphold that within the city of Saskatoon and also white cap Dakota So that's what we see ourselves is taking care of our language and making sure that our values and who are Dakota people Are always remembered and valued and passed on to the next generation. Like you said, what is education? It's, you know, passing knowledge on from one to another that knows that knows a little more than the other But they're always learning the students always teaches the teacher as well. We're looking forward 10 years specific to this program we would have A Dakota language teacher full-time or more than one or maybe two depends on how bigger school gets to But that would be sort of front and center of specifically a curriculum kind of objective, I guess Tim The part for me that I think about sort of fast-forwarding is And Dean could probably speak to this more at the division 11 around graduation rates So our our first nation students There is a little bit of a gap and and Alan's talked about, you know, a funding gap is closed I'd like to see that gap in graduation rates like on-time graduation rates close a little bit and I know again High school example, but when students are engaged and want to be there that Is never a bad thing and we're going to see some You know bang bang for our buck there a little bit on that one If kids are here and want to be here and feel good and have that positive relationship trust with their teachers with their Community with their fellow students This is a good place to be like like I want to get up and want to come to school and And do everything I can to Be there and I think I think that's on us a little bit to You know, certainly create it here, but sustain it over time and grow it I Want the story to be that You know for students at wake cap 10 years from now that in grade four They're excited or next year I get to come to chief wake cap or in grade three They're thinking about a couple years down the road or you know, or whenever it starts Because it is a transition and and you know if we can make that as as smooth as possible and as positive as possible for kids and make this a positive place where Yes, we're having a high standard of learning that's going on, but we're going to make sure that we provide you everything you can to Facilitate that you know through positive relationships and supports and community and and parents and Staff working together. I think that's That takes a little bit of time to really solidify and I certainly Hopefully over 10 years for sure we can really grow that So just a couple things from my perspective I Want to start by echoing with down said that I think what we have built here in terms of the partnership and the alliance agreement and chief wake up school and charles red hawk school and working together is unique and and It's in our context here So I don't think necessarily you can just take what we've done and replicate it somewhere else and say it's somebody else's answer And they could take it and run But we're very proud Of what we've built to this point by no means do we feel like we're finished or that we have it all right? And I think that's that's the beauty of any partnership But what I will say is that there's trust in place So that between the two organizations You know when we need to celebrate many of the good things that are happening We're getting we're getting pretty good at that and there there are lots of things to celebrate And when we have some bumps along the way We know we can pick up the phone and have good honest Conversation so that we can figure out a way to work our way over around or through those those barriers that happen For our students and our families So I'd like to start there the other big piece is the truth and reconciliation Commission calls to action and and I see that on display with what we're trying to accomplish here And so over the next 10 years there are many aspects of that document that I think we need to keep an eye on in terms of Both these folks have mentioned indigenous language And culture and so, you know, I think we have to start But but what are we going to do to grow some of those things over the next 10 years so that We can continue to be at the forefront and a leader for our families and students At chief white cap But also, you know in a bigger way with Sassettian public schools Because we have other indigenous languages and communities and interests as well. So It's all it's all part of it And I guess I just closed that little piece by saying the relationship and the reciprocity are two terms which I come back to often in my work because Sometimes I get the question from my colleagues in other school divisions about What white cap to court first nation might be gaining on behalf of this alliance agreement And I listen politely and say, yeah, there are some things that I think is a big school division That we can do to help with the relationship and support students and families However, I don't really think they understand what we as a school division gain from white cap That's a story that often isn't told as much and I'll just give one example We have a learning opportunity out at Charles Redhawk school with a hoop house that's being constructed on land based Education through the lens of growing and so that's a connection that chief and council had and they have brought in The hoop house itself and they're going to be teaching their k-to-4 curriculum According to the province, of course, but through the lens of this growing through the hoop house And it's tremendously exciting to see the students and the staff and the community involved with the potential of What's going to happen out there and as a school division, we're going to learn from that and potentially You know Learn from it replicated in different parts of other schools within our system And that's just one example, but there's reciprocity in this partnership We're learning as much as we're we're giving into the Into the solution here. I think we have the resources We have the we have the people in place. We have the partnership, you know It's a productive positive progressive partnership. I think you know, we have what we need more or less it just Be nice to have more of our elders, you know be involved and to continue to give their guidance and You know their leadership and you know their history on our past as Dakota people and and I think you know just the continuance of spsd's Executive and their staff to make sure that you know, this partnership continues to survive and strive So I think the resources is just basically everybody Continues to be a part of the game and be a part of the team So and I and we feel very positive that that relationship will continue So that's what I see Harold touched on this, but I think I'll just throw it out there To find that Dakota language leader somebody who's going to Come in and help guide and work with Chief and council and the community out at white cow But also us here in Saskatoon public in our school like a chief white cow is going to be a critical position. And so There's a process in place where we're going to be as a partnership looking for that individual But I'm just saying that I think it's going to be really important for our progress forward with the language I would echo sort of what Dean said in terms of a Resource or something moving forward that would be certainly a Key asset as we as we move forward to advance that work It's lots of good things in place already for me sustaining that positive relationship where when we're doing things right We can celebrate it when we get it wrong or need to tweak something that we can we can go pick up the phone and say you know or What do we need to know and For me over the next you know a year or the rest of this year and moving forward however many years I'm here. I just want to make sure we keep you know dipping our toe in the water for our community to say what What's going well? What do we need to do get some ideas and and some feedback and you know, we have a we have a Mandate of a Saskatchewan curriculum But within that lots of flexibility in every school and how teachers and how schools achieve that Dean made reference to you know the lens of a of a hoop house on land development how Something works out there. So can it work here or what what things are unique out here? And we we learn that as we go and we we talk to our partners we We listen to our elders. We we combine that with our people from our side I guess from Saskatoon public and keep that sort of synergy going where you you can come together Often and stay on the same page as long as we as long as we're here. We're going to try and do that I think you're in a good way