Priority 1: Promote Growth and Success for All Students
Goal 2: Success for Every Student
Outcome 3: Self-identified First Nations, Métis and Inuit students are engaged in holistic, lifelong learning that is culturally relevant and fosters success
Alberta Education's Assurance Domain: Student Growth and Achievement
Provincial Outcome: First Nations, Métis and Inuit students in Alberta are successful
Additional Information:
AERR: First Nations, Métis and Inuit Education (see pg. 35-42)
AERR: 2023-24 EIPS PAT and Diploma Results (see pg. 90)
Every year, EIPS works hard to ensure all students achieve academic growth. Overall, the Division is successful in accomplishing this. However, an area of continuous focus is ensuring academic growth for students who self-identify as First Nations, Métis or Inuit. That’s because, until recently, there appeared to be a visible achievement gap among self-identified students. Since 2016, the Division has made a conscious effort to ensure self-identified First Nations, Métis and Inuit students engage in holistic, culturally relevant, lifelong learning that fosters success. Thanks to that work, the gap is lessening annually.
In 2023-24, 1,210 students within EIPS identified as First Nations, Métis or Inuit. That’s down by 72 students from the previous year, but it’s an increase of 374 students from six years ago. It should be noted, too, over the past year, schools were tasked with ensuring students identified as First Nations, Métis or Inuit, were all coded correctly. In so doing, the work revealed there were some inaccurate codes previously entered, which are now corrected. Those corrections likely account for part of the overall drop in numbers seen in 2023-24 from 2022-23.
All in all, in the last four years, the number of self-identified students within EIPS has remained relatively consistent. Given the number is stable year-over-year, EIPS believes the majority of First Nations, Métis or Inuit students have self-identified with the Division. Looking ahead, EIPS expects the number to remain around the 1,200 students mark, which is a significant number of students self-identifying. For the Division, what that indicates is a growing sense of pride among school families in Indigenous culture and heritage—complemented by the Division’s efforts to create conditions for welcoming, caring, respectful and safe learning environments.
For EIPS, this is a huge success, achieved through a multi-pronged approach. That is, using First Nations, Métis and Inuit funding to support school projects and EIPS Central Services initiatives, supporting learning achievement, finding ways to build relationships with the community, capacity-building, and strengthening foundational knowledge about Indigenous cultures and a shared history.
In terms of school projects, every school throughout EIPS organized Indigenous-focused projects. Each project was also guided by one of four criteria:
Each project was also pre-approved and vetted by EIPS’ First Nations, Métis and Inuit Education team—based on the Division-developed Indigenous Education Project Funding Formula. The formula ensures consistency and calculates how to distribute project money to each school. As well, to enhance the project, the Division provided each school with a detailed guide entitled, A Guide to Promising Practices to Support First Nations, Métis and Inuit Funding Allocation. The guide includes all funding criteria and helpful practices to direct work.
These projects, along with the three other criteria, are making an impact. Every year, the Division conducts the EIPS Annual Feedback Survey—administered to families, staff, students and community members—to gauge its progress toward meeting the goals and priorities outlined in its Four-Year Education Plan and stakeholder confidence. The 2023-24 results for Indigenous education efforts are impressive. Overall, 79% of students agree they have an understanding of First Nations, Métis and Inuit culture and history—up by 2% in 2022-23. Also, 94% of respondents are confident EIPS implements strategies to support the achievement and growth of self-identified First Nations, Métis and Inuit students—an increase of 2% from 2022-23. The high confidence confirms the Division’s efforts around Indigenous education are having a positive impact and are sustainable year to year.
The 2023-24 provincial data available from the Alberta Education Assurance (AEA) survey for students within EIPS who self-identify as First Nations, Métis or Inuit include the high school dropout rate, post-secondary transitions, high school completion percentages and provincial examinations. Overall, the results are encouraging, particularly the annual dropout rate for First Nations, Métis or Inuit self-identified students, aged 14-18, which remains low at 2.5%—compared to the provincial average of 5.2%. The dropout rate is also fairly comparable to all other EIPS students, 1.8%—both are good news results.
Also important, the percentage of senior high self-identified Indigenous students who transition to post-secondary, including apprenticeships, within six years of entering Grade 10. It’s down from the year before—falling to 50% from 56% in 2022-23. Conversely, the provincial average for this measure rose to 37% from 36%. Overall, though, 50% for EIPS is an improvement from its three-year average, 47%. So, that, too, is positive. However, it’s lower than EIPS would like and lower than all EIPS students. So, looking ahead, EIPS hopes to improve in this area over the next few years.
In terms of high school completion, the three-year rate for self-identified First Nations, Métis and Inuit students was 70% in 2023-24. The year before, it was 75%. Obviously, the drop is disappointing. It’s also consistent with the drop seen in completion rates of all students within EIPS—likely the result of higher diploma weightings and fewer unallocated credits awarded to Grade 12 students—post-pandemic.
The positive news, though, is that EIPS’ 70% three-year completion rate is significantly higher than the provincial result of 59%. Also, the 2023-24 five-year high school completion rate for self-identified First Nations, Métis and Inuit students was 87%, which is in line with the five-year completion rate for all students, at 92%. Big picture, the Division is seeing the achievement gap narrow in this area. That is something to celebrate.
TABLE 1: EIPS First Nations, Métis and Inuit results—English language arts PATs and diploma examinations
|
Percentage of students who achieved the acceptable standard (A) and the standard of excellence (E) |
2021-22 |
2022-23 |
2023-24 |
||||
|
EIPS |
Alberta |
EIPS |
Alberta |
EIPS |
Alberta |
||
|
PAT: Grade 6 English Language Arts |
A |
92.2 |
76 |
93.3 |
79.8 |
n/a |
n/a |
|
E |
28.6 |
16 |
9.6 |
9.4 |
n/a |
n/a |
|
|
PAT: Grade 9 English Language Arts |
A |
77.8 |
71.9 |
86.8 |
70.8 |
77.8 |
70.3 |
|
E |
11.1 |
5.3 |
4.4 |
6.4 |
6.3 |
6.6 |
|
|
Diploma examinations: English Language Arts 30-1 |
A |
92.6 |
73.5 |
87.8 |
78.3 |
84.2 |
81.7 |
|
E |
7.4 |
4.4 |
7.3 |
6.1 |
10.5 |
6.9 |
|
|
Diploma examinations: English Language Arts30-2 |
A |
81.0 |
82.1 |
82.9 |
86.5 |
93.8 |
86 |
|
E |
9.5 |
9.2 |
4.9 |
9.9 |
16.7 |
10.8 |
|
Turning to the 2023-24 academic results. Self-identified students within EIPS did not complete Provincial Achievement Tests (PAT) in Grade 6 for language arts and literacy and mathematics—given the new elementary curriculum roll-out. For the Grade 9 PATs, self-identified First Nations, Métis and Inuit students attending EIPS outperformed the province in all subjects other than French language arts—at both the acceptable standard and the standard of excellence. The lower result in French language arts is likely because of the small sample size.
In English language arts, Grade 9 self-identified students performed significantly above the province in terms of meeting acceptable standards—that’s despite the decline seen from last year. In total, 61% of EIPS students who self-identify as First Nations, Métis or Inuit reached the acceptable standard, compared to 78% in 2022-23—the provincial average was 49.5%. Looking ahead, EIPS will intentionally engage students in texts that are meaningful to them. Part of that includes providing a lending library full of materials from First Nation, Métis, and Inuit authors to bolster engagement and improve results overall.
Meanwhile, 5% of Grade 9 self-identified students met the standard of excellence—compared to 4.7% provincially. Similarly, in mathematics, 52% of EIPS self-identified students in mathematics reached acceptable standards— compared to 29% across the province. Another 5.4% of EIPS Grade 9 self-identified students achieved the standard of excellence, which is on par with the provincial average. And, in social studies, 8.6% of EIPS students who identify as First Nations, Métis or Inuit achieved the standard of excellence—compared to 6.3% provincially.
Moving to the diploma examination results, EIPS students identifying as First Nations, Métis or Inuit outperformed the province in mathematics and English language arts. In fact, 94% of students achieved the acceptable standard in English Language Arts 30-2, which is almost 8% above the province and 11% higher than the previous year. Percentages for the standard of excellence in both English language arts courses increased, which is significant considering the relatively flat values for Alberta students.
For English Language Arts 30-1, self-identified students outperformed the province in the acceptable standard and standard of excellence—a three-year trend. Students attending EIPS were 2.5% ahead of the province for acceptable standard and 3.6% ahead for the province in standard of excellence. That is partly thanks to recent divisional efforts: to access a more comprehensive selection of literary texts and sources; to represent Indigenous experiences; and to avoid negative cultural stereotypes in the classroom setting and common exams.
Diploma examination results for mathematics, both 30-1 and 30-2, were exceptional. The percentage of self-identified First Nations, Métis or Inuit students who met the acceptable standard in Mathematics 30-1 increased to 77%, which is almost 13% above the provincial average. At the standard of excellence, 27% of self-identified met the measure, which continues to climb year after year, far outpacing Alberta. Similarly, for Mathematics 30-2, 79% of students met the acceptable standard—also up from 70% in 2022-23. However, at the standard of excellence, it declined to 7% from 17% in 2022-23.
TABLE 2: EIPS First Nations, Métis and Inuit results—mathematics PATs and diploma examinations
|
Percentage of students who achieved the acceptable standard (A) and the standard of excellence (E) |
2021-22 |
2022-23 |
2023-24 |
||||
|
EIPS |
Alberta |
EIPS |
Alberta |
EIPS |
Alberta |
||
|
PAT: Grade 6 Mathematics |
A |
81.3 |
51.6 |
76.7 |
55.2 |
n/a |
n/a |
|
E |
18.8 |
4.7 |
19.2 |
7.3 |
n/a |
n/a |
|
|
PAT: Grade 9 Mathematics |
A |
62.3 |
37.8 |
55.9 |
41.5 |
52.2 |
39.0 |
|
E |
10.4 |
5.8 |
5.4 |
5.5 |
9.0 |
6.5 |
|
|
Diploma examinations: Mathematics 30-1 |
A |
71.4 |
50.9 |
72.7 |
60.6 |
77.3 |
64.4 |
|
E |
7.1 |
10.5 |
22.7 |
15.0 |
27.3 |
17.0 |
|
|
Diploma examinations: Mathematics 30-2 |
A |
70.6 |
55.5 |
69.6 |
65.8 |
77.8 |
64.8 |
|
E |
11.8 |
7.3 |
17.4 |
12.1 |
7.4 |
10.1 |
|
In terms of internal achievement screening, throughout 2023-24, EIPS continued using the Star Reading assessment to evaluate student achievement in literacy and the Star Math to assess student achievement in numeracy. Both are assessment tools schools use to gauge student learning and identify any learners requiring intervention support.
Generally, between fall 2022 and fall 2023, the grade equivalence (GE) gains for self-identified First Nations, Métis or Inuit students were positive. The Star Reading results reveal minimal literacy learning gaps between First Nations, Métis and Inuit students and all students in EIPS. Elementary and junior high First Nations, Métis and Inuit students saw similar growth in reading levels as all other students. That, in turn, is an improvement from last year, where EIPS saw a discrepancy in growth compared to the junior high and senior high levels. Results also show continued GE gains. Also positive, self-identified secondary students had a higher GE growth rate than all other students, meaning they showed more growth than other students throughout the year.
Overall, 64% of all self-identified First Nations, Métis and Inuit students showed one year’s growth in reading. That’s the same percentage as the year before and on par with the percentage for all EIPS students demonstrating one year’s growth. So, again, big picture, the results are positive and indicate the Division’s work to address First Nations, Métis and Inuit learner needs is making a difference in reading.
Turning to numeracy, the Division’s Star Math results indicate the percentage of First Nations, Métis and Inuit students demonstrating growth was 58%, which is up by 1% from the year previous, and on par with the Division. Overall, self-identified students are demonstrating growth and at pretty much the same GE as all other students, except in Grade 4 and Grade 10. For these grades, the GE was lower for self-identified students than for all other students by 0.2 and 0.5, respectively.
Similar to literacy, between fall 2022 and fall 2023, the GE gains for self-identified students were positive. Students saw growth between their fall scores in one grade and their fall scores in the subsequent grade. That said, two grade groups, Grade 6 and Grade 8, did start the school year with lower scores than students entering the same grade the year before.
Finally, to support the continued roll-out of the new elementary curriculum, the First Nations, Métis and Inuit Education team was instrumental in ensuring all Division-developed resources, in all subjects, were culturally relevant and included an appropriate, authentic Indigenous voice. The team worked closely with EIPS’ New Curriculum lead teachers in planning lessons, vetting resources and providing constructive feedback. They also worked closely with the Partners for Science project to ensure the kits reflect the new science programs of study— with the same focus on co-creating learning experiences that are authentic, appropriate and relevant. The team also worked to embed Indigenous ways of knowing, learning and being directly into the science lessons—supplemented by purchasing additional resources. The goal: To create science kits for learners, kindergarten to Grade 6, with an authentic Indigenous worldview infused within both lessons and activities.
To create deep understanding and tell powerful truths about First Nations, Métis and Inuit histories, traditions and perspectives requires being in relation with Indigenous communities. As such, EIPS has maintained its relationship with Elder Wilson Bearhead, a member of the Wabamun Lake Indian Band who has served in many key leadership roles, including Chief in his community, Grand Chief of the Confederacy of Treaty 6 First Nation and the Alberta Regional Chief for the Assembly of First Nations. Throughout 2023-24, Elder Wilson offered wisdom and guidance to the EIPS First Nations, Métis and Inuit Education team. He also helped guide the Division through its second annual round dance.
The First Nations, Métis and Inuit Education team also worked to strengthen relationships with other Elders, Knowledge Holders and local Indigenous community members. In so doing, Indigenous Elders and Knowledge Holders were available to support student and staff learn- ing and bring authentic Indigenous knowledge, pedagogies and perspectives into each EIPS school. What's resulted: high-quality learning experiences for Indigenous students and staff, and all students and staff within EIPS.
To further build on being in relation, EIPS continued to host its Indigenous family gatherings. Three gatherings were hosted in 2023-24. Each was facilitated by the EIPS First Nations, Métis and Inuit Education team. The gatherings provided space, supper and cultural activities for participants, such as beading and art. It also gave attendees a chance to connect with other families, build community, share hopes and discuss truth-telling and reconciliation within EIPS. By their very nature, the gatherings also helped inform next steps for the First Nations, Métis and Inuit Education team.
An Indigenous Cultural Camp for lead teachers was also organized in spring 2024—hosted by the Division’s First Nations, Métis and Inuit Education team. All attending lead teachers took part in a series of land-based activities, traditions and teachings—led by community-based Elders and Knowledge Holders. Overall, feedback from the camp was positive, with many excited to share what they learned with students. EIPS hopes to host a similar camp for students in 2024-25.
Community partnerships in 2023-24 included the Rupertsland Institute for Métis Education, which provides academic and cultural supports for Métis students to boost their successful transition from senior high to post-secondary studies. Other community partnerships included Elk Island National Park, Beaver Hills Biosphere and Strathcona Wilderness Centre. All three assisted the Division with providing land-based learning experiences for Indigenous and non-Indigenous students.
Finally, because being in relation to the land also includes the land EIPS resides on, school communities divisionwide added outdoor rock circles to enhance school-based sharing circles. Lesson plans included Indigenous perspectives, knowledge and plant teachings. The Division also installed interactive signage for visitors to learn more about native plants growing in various land-based learning spaces throughout the Division—at six schools and EIPS Central Services. Each sign, shaped in a wood slice, highlights a specific plant species with a QR code for students, staff and community members to learn and hear teachings about—narrated by an Elder in Nakota, Michif, Cree, French and English.
Thanks to these efforts, more students and staff are exploring land-based learning methods, are being in relation, honing knowledge and developing their understanding of First Nations, Métis and Inuit culture and history.
Building BlocksHow EIPS is creating deeper understanding through relationships with Indigenous Peoples To facilitate relationship building with Indigenous Peoples, EIPS has a First Nations, Métis and Inuit Education team, made up of an Advisor and two consultants. Collectively, they work with schools, administration, lead teachers, families and community organizations to support and build relationships between Indigenous and non-Indigenous communities. They’re also tasked with ensuring Knowledge Holders are continually introduced to EIPS and provided opportunities to share culturally appropriate teachings and experiences—for both self-identified First Nations, Métis and Inuit students, and the general school population. Other initiatives included:
|
Train the TrainerIndigenous lead teachers, who are provided instructional time at all EIPS schools, are an extension of the EIPS First Nations, Métis and Inuit Education team. They play an essential role in supporting students, staff, parents and caregivers, and schools. As such, significant effort goes into building lead teacher capacity Throughout 2023-24, EIPS provided First Nations, Métis and Inuit lead teachers with myriad resources, opportunities and supports to enhance their pedagogical practice. A significant number of professional learning sessions were offered—all co-ordinated through the First Nations, Métis and Inuit Education team. The focus: land-based teachings and foundational knowledge, balancing pedagogy with technology and engaging in an Indigenous worldview. Elders and Knowledge Holders were also included in these sessions to further develop teacher capacity. The First Nations, Métis, and Inuit Education team also supported self-identified lead teachers in building capacity by offering leadership opportunities—facilitating the Blanket Exercise and Giant Floor Map activity. Efforts also centred on deepening understanding of the Teaching Quality Standard, Leadership Quality Standard, and curriculum supports for EIPS students and staff to bring Indigenous histories, perspectives and pedagogies into classroom practice. The First Nations, Métis and Inuit Education team also provided resources for schools connected to National Day for Truth and Reconciliation, Project of Heart, Have a Heart Day, Moose Hide Campaign, Bear Witness Day, Métis Week, National Indigenous History Month and National Indigenous Peoples’ Day. New resources were also added to the Division’s lending library—housed at the First Nations, Métis and Inuit Education Centre, which includes hundreds of titles by Indigenous authors and illustrators. Titles were added to the kindergarten to Grade 12 section—both in English and French—and the teacher professional learning collection. The centre also revamped its EduKits—created for pre-kindergarten to Grade 12. The kits contain cross-curricular connections, including physical education, health, music, language arts, science, information and communications technology, arts and mathematics. The EduKits were lent out to schools across EIPS, with a 100% sign-out rate for each kit all year. |
A path to reconciliationDeepening understanding through land-based activitiesStorytelling, music, dance and food all play a role in the Division’s efforts to build knowledge and understanding about Indigenous history, traditions and perspective. In 2023-24, schools throughout the Division found creative ways to embed Indigenous perspectives into the curriculum. Activities included land-based learning projects; traditional oral histories; the Seven Sacred Teachings of love, respect, courage, honesty, wisdom, humility and truth; the Project of Heart; the Blanket Exercise; and hearing stories from intergenerational residential-school survivors. The Division also provided targeted, small-group teachings to students throughout EIPS communities and schools. These included smudging, beading, tufting, medicine walks, language, powwow dancing, drumming, protocol offerings and wahkohtowin—translated to relationality and kinship. Large-group teaching also took place through land acknowledgments and smudging, for both students and staff. Collectively, the Division is starting to see a dialogue develop between Indigenous and non-Indigenous communities, which it hopes will lead to understanding and a shared experience. |
An area of concern for EIPS is the low percentage of self-identified Indigenous senior high students transitioning to post-secondary school, including apprenticeship programs, within six years of entering Grade 10. As such, this is recognized as a growth area for the Division, the First Nations, Métis and Inuit Education team, and senior high Indigenous lead teachers. Work in this area will also involve supports for secondary teachers and lead teachers to improve literacy and numeracy achievement results for self-identified students.
Another growth area is providing ongoing support for teachers to embed First Nations, Métis and Inuit learnings into the curriculum. EIPS First Nations, Métis and Inuit Education team will continue co-planning with school staff and co-teaching with individual teachers. It will also focus on ensuring the new curriculum taught to EIPS students incorporates culturally relevant; authentic; and appropriate resources, content and perspectives. To do that, it will work with the Division’s new elementary curriculum teachers, collaborating with teacher cohorts and participating in lead-teacher modelling initiatives.
The third area for growth is expanding the outdoor learning spaces and deepening student and staff relationships with the land. The First Nations, Métis and Inuit Education team will continue to work closely with schools to develop effective ways to introduce and enhance land-based learning across the Division, woven through curricular learning outcomes. As well, EIPS plans to work with schools to implement promising teaching and learning practices that support numeracy learning outcomes for students who self-identify as First Nations, Métis or Inuit—with particular attention at the secondary level.
Finally, EIPS will also work to build staff capacity around Indigenous perspectives and available opportunities for students. The strategy will include focused professional learning and nurturing the concept of being in relation. The goal is two-fold: for self-identified students to continue to feel supported in their learning, and to continue to build divisionwide knowledge and understanding of First Nations, Métis and Inuit culture and history.
EIPS is committed to effectively, authentically and respectfully supporting teachers and administrators in implementing the Teaching Quality Standard and Leadership Quality Standard competencies related to First Nations, Métis and Inuit education. Strategies for the 2025-26 school year include:
