 Good evening, so I also want to begin my presentation by recognizing that we're currently on unceded Algonquin territory. That being said, two education systems currently operate in Ontario, the Federally Governed First Nations Reserve System and the Provincial System, which also serves on and off reserve Indigenous students. The recently ratified Anishinaabic Education System will ratify its own education law in 2018, creating a third system. Given the three governance systems, how can good governance education be measured aside from just funding, and why does it matter? Well, first, literature suggests that top-down authoritarian governance styles are less effective than governance approaches that distribute leadership activities and incorporate feedback and input from local schools and communities. Secondly, the communities which an education system serves must view it as both legitimate and appropriate in both a legal and cultural sense. So understanding of legitimacy develops the relational trust for distributed leadership amongst governors, educators, and the communities. I think it's fair to say that generally speaking, this characterizes the relationship between a provincial system and non-Indigenous communities. However, a nation-to-nation approach is specifically required for legitimacy and relational trust in the Indigenous context, such that First Nations can govern themselves or choose to collaborate or partner with other governments. Unfortunately, this is not the current provincial or federal practice, where they attempt to persuade First Nations more often than seeking meaningful collaborative partnerships in education. When legitimacy and relational trust are satisfied, it allows on-the-ground educators all the way up to system governors, in addition to the communities they serve, to take pride in and take ownership of the direction of education development. So education programming can therefore be supported systemically and sustainably at each change of implementation and evaluation. The final criteria for good governance is that programming must be backed by evidence. For example, there is currently no evidence to suggest that the systemic lack of support for Indigenous language and culture and curricula by the federal and provincial systems contributes to Indigenous student achievement. Contrarily, research suggests that bilingual and bicultural students who are not only proud of both traits, but who also learn in a culturally situated context, have higher achievement rates than otherwise. Now, meeting the criteria for good governance is possible, as is shown by the self-governing Mi'kma'a education system. Mi'kma'a education has been governed by Mi'kma'a for 20 years, but they have also partnered with Nova Scotia in certain areas, which is more reflective of a nation to nation relationship. Curricula and governance is culturally appropriate and increasingly includes the Mi'kma'a language. Consequently, the educational outcomes for Mi'kma'a students are amongst the highest for Indigenous students in Canada, and graduation rates have even surpassed those of the Ontario education system, as you can see on the chart there. It didn't probably make too much sense at first, but that is the reason for displaying that. That is why good governance matters, and especially in an Indigenous context. Thank you very much.