First Nations and Métis - Saskatchewan Rivers School Division No.119

First Nations
and Métis
Education
June 2010
Saskatchewan Rivers School Division
Excellence for Every Learner

First Nations and Métis Education
June 2010
This report was accepted by the Board of Education on June 7, 2010.
Contact Person
Tom Sutherland
Superintendent of Schools
Saskatchewan Rivers School Division
545 11 th Street East
Prince Albert, Saskatchewan, Canada
S6V 1B1
Telephone: (306) 764-1571
Facsimile: (306) 763-4460
Web Site: www.srsd119.ca/continuousimprovement.html
Cover Photo: Westview Community School Pow Wow Dance Troupe

Table of Contents
Introduction Page 4
1. First Nations and Métis Students: Two Frameworks to Measure Success Page 5
2. Demographics and Social Conditions Page 8
• First Nations and Métis People in Prince Albert Page 8
• First Nations and Métis Students in the School Division Page 9
3. First Nations and Métis Education Plan Page 11
• The Plan Page 11
• The Board of Education Three Year Plan Page 12
• Letter of Intent with the Prince Albert Grand Council Page 12
4. The Education Outcomes of First Nations and Métis Students Page 13
• Graduation Rates Page 13
• Provincial Assessment for Learning Program: Reading Page 15
• An Analysis of the Reading Assessment Results by Ethnicity Page 15
• School Division Common Mathematics Assessment Page 16
• An Analysis of the Math Assessment Results by Ethnicity Page 16
Appendix A
Detailed Assessment Data by Ethnicity Page 18
List of Figures (page number)
Figure 1: Student Data Sets (6)
Figure 2: Student Academic Achievement Framework (6)
Figure 3: Sources and Domains of Knowledge (7)
Figure 4: The Lifelong Learning Journey (7)
Figure 5: First Nations and Métis Students (9)
Figure 6: First Nations and Métis Students by School (10)
Figure 7: Average Graduation Rate by Ethnic Group (13)
Figure 8: The Percentage and Number of First Nations and
Métis Graduates: 1999-2000 to 2008-2009 (14)
Assessment for Learning: Reading (Achievement Scores)
Figure 9: Grade 4, 2007, First Nations Students (18)
Figure 10: Grade 4, 2007, Métis Students (18)
Figure 11: Grade 4, 2007, non-First Nations and Métis
Students (18)
Figure 12: Grade 4, 2009, First Nations Students (19)
Figure 13: Grade 4, 2009, Métis Students (19)
Figure 14: Grade 4, 2009, non-First Nations and Métis
Students (19)
Assessment for Learning: Reading (Performance Outcomes)
Figure 15: Grade 4, 2007, First Nations Students (20)
Figure 16: Grade 4, 2007, Métis Students (20)
Figure 17: Grade 4, 2007, non-First Nations and Métis
Students (20)
Figure 18: Grade 4, 2009, First Nations Students (21)
Figure 19: Grade 4, 2009, Métis Students (21)
Figure 20: Grade 4, 2009, non-First Nations and Métis
Students (21)
Assessment for Learning: Reading (Achievement Scores)
Figure 21: Grade 7, 2007, First Nations Students (22)
Figure 22: Grade 7, 2007, Métis Students (22)
Figure 23: Grade 7, 2007, non-First Nations and Métis
Students (22)
Figure 24: Grade 7, 2009, First Nations Students (23)
Figure 25: Grade 7, 2009, Métis Students (23)
Figure 26: Grade 7, 2009, non-First Nations and Métis
Students (23)
Assessment for Learning: Reading (Performance Outcomes)
Figure 27: Grade 7, 2007, First Nations Students (24)
Figure 28: Grade 7, 2007, Métis Students (24)
Figure 29: Grade 7, 2007, non-First Nations and Métis
Students (24)
Figure 30: Grade 7, 2009, First Nations Students (25)
Figure 31: Grade 7, 2009, Métis Students (25)
Figure 32: Grade 7, 2009, non-First Nations and Métis
Students (25)
Assessment for Learning: Reading (Achievement Scores)
Figure 33: Grade 10, 2007, First Nations Students (26)
Figure 34: Grade 10, 2007, Métis Students (26)
Figure 35: Grade 10, 2007, non-First Nations and Métis
Students (26)
Figure 36: Grade 10, 2007, First Nations Students (27)
Figure 37: Grade 10, 2007, Métis Students (27)
Figure 38: Grade 10, 2007, non-First Nations and Métis
Students (27)
Assessment for Learning: Reading (Performance Outcomes)
Figure 39: Grade 10, 2007, First Nations Students (28)
Figure 40: Grade 10, 2007, Métis Students (28)
Figure 41: Grade 10, 2007, non-First Nations and Métis
Students (28)
Figure 42: Grade 10, 2009, First Nations Students (29)
Figure 43: Grade 10, 2009, Métis Students (29)
Figure 44: Grade 10, 2009, non-First Nations and Métis
Students (29)
Common Mathematics Assessment: Percent of Correct
Answers by Ethnicity
Figure 45: Grade 1 (30)
Figure 46: Grade 2 (30)
Figure 47: Grade 3 (30)
Figure 48: Grade 4 (30)
Figure 49: Grade 5 (31)
Figure 50: Grade 6 (31)
Figure 51: Grade 7 (31)
Figure 52: Grade 8 (31)

Introduction
The Ministry of Education in its document Inspiring Success: Building Toward Student Achievement set
an expectation that each school division will create a First Nations and Métis Education Plan that aligns
with the Continuous improvement Framework. In response to this expectation, the school division’s first
step was to discover the current state of First Nations and Métis education in the school division by
examining a set of disaggregated student assessment data to identify the learning strengths and
challenges of First Nations and Métis students.
This report is the first analysis of the learning outcomes of First Nations and Métis students prepared by
the school division. In subsequent reports, more data will be available and more complex analyses
possible though the use of data warehouse software which will be available in the fall of 2010.
This report contains four sections. The first section examines two frameworks of indicators of the
success of First Nations and Métis students. One framework is the traditional analysis of student
achievement using student assessment data and graduation rates. The second framework suggests a
more holistic approach to measuring the success of First Nations and Métis learners.
The second section describes the demographics and social conditions of First Nations and Métis people
in Prince Albert. This social context outlines the many barriers facing First Nations and Métis children
and youth as they attempt to succeed in the school system. As well, statistics about the number and
location of First Nations and Métis learners in the school division are provided.
The components of the school division’s First Nations and Métis Education Plan and the initial steps
toward this plan’s development are described in the third section. This report, the Board of Education’s
Three Year Plan and the Letter of Intent with the Prince Albert Grand Council are important
contributions to the plan’s development.
Finally, the educational outcomes of First Nations and Métis students are compared to those of non-First
Nations and Métis students using graduation rates and student assessment data. The results of the 2007
and 2009 Reading Assessment for Learning and the 2009 school division Common Mathematics
Assessment are presented with some limited commentary. The Appendix contains many graphs that
illustrate the assessment data in some detail.
The data indicate that graduation rates for First Nations and Métis students are improving. However, the
results of student assessment data are mixed. In subsequent reports a clearer picture will emerge because
more assessment data will be available, these data will span more school years and new data warehouse
software will enable richer data analyses.
Page 4

1
First Nation and Métis Students: Two
Frameworks to Measure Success
The Canadian Council on Learning in their 2009 report The State of Aboriginal Learning in Canada,
advocates a new framework for determining the success of First Nations and Métis learners. It proposes
a Holistic Lifelong Learning Measurement Framework:
“By broadening the conventional scope of inquiry to a more holistic one, this framework
provides a more complete picture of Aboriginal learning. Indeed, a new narrative emerges that
supersedes the all-too familiar and distressing storyline that centers on learning deficits and
academic shortcomings among Aboriginal youth.” p 5
This holistic framework has two components. The first, Sources and Domains of Knowledge, suggests
that First Nations and Métis students need to learn from and about culture, language and tradition.
Further, the model recognizes that “Aboriginal learning is a highly social process that serves to nurture
relationships in the family and throughout the community.” p 5 Finally, the central role that Elders play
in the promotion of lifelong learning is emphasized.
The second component is the Lifelong Learning Journey and it advocates that success should be
measured using indicators such as access to early learning programs, high school completion rates, and
enrolment in post-secondary programs. Additional indicators include informal and experimental
learning opportunities and access to broadband internet services. Informal and experiential learning
“helps foster a desire to learn among Aboriginal youth while helping with the acquisition of new skills.”
p 6 Access to broadband internet services is an important to facilitate lifelong learning opportunities.
The holistic framework provides school divisions with some alternative indicators of student success but
data are not available for many of these new indicators. Holistic indicators can not replace this school
division’s current list of academic achievement indicators but rather will augment them. (Both models
are illustrated in Figures 2, 3 and 4.)
During the 2010-2011 school year, this school division along with the Ministry of Education, and three
other school divisions, Regina Public, Northern Lights and Ile-a-la Crosse, will be working together to
create a holistic assessment tool that supports First Nations and Métis students. More details about this
work will be available early in the fall.
The school division currently has a substantial amount of student assessment data which, as mentioned
in the Introduction, will soon be available for detailed analysis. Figure 1 illustrates the school division’s
student assessment data sets. This Figure, along with the information in the Academic Assessment
Framework. shows that the data are not only annual but span several years. Therefore, a longitudinal
analysis of the progress of individual students, groups of students or the whole student body will be
available. In the future, teacher prepared elementary progress reports (Prekindergarten to Grade 8) and
data from the Early Development Instrument will also be available. (The EDI is an annual
questionnaire measuring Kindergarten children's ‘readiness for school’ across several areas of child
development.)
All these assessment and demographic data can be disaggregated by ethnic group and therefore, a more
and more accurate picture of the success of First Nations and Métis learners will be available.
Page 5

Figure 1
Student Data Sets
Student Data Sets
Assessment for Learning
(Teacher Marked)
Data
Set
Mathematics
(Gr 5, 8 & 11)
• 2006
• 2007
• 2009
Data
Set
Student Enrolment,
Demographics,
Attendance, &
Achievement
Data
Set
2006 to 2009
Various Grades
and Schools
Electronic
Report Card
K to Grade 8
Data
Set
Data
Set
Reading
(Gr 4, 7& 10)
• 2007
• 2009
Data
Set
Writing
(Gr 5, 8 & 11)
• 2008
School Division Common
Mathematics Assessment
Data
Set
• 2006 (Gr 9)
• 2007 (Gr 9)
• 2008 (Gr 7, 8 & 9)
• 2009 (K to Gr 9)
Early Literacy Project
K to Grade 3
Data
Set
2006 to 2009
Various Grades
and Schools
Student
Transportation
Data
Set
Skopus is the product name
of the school division’s
data warehouse software.
Academic Achievement Framework
Student Academic Achievement
The Board of Education has a goal to eliminate the academic gap between First Nations and Métis
students and the general student population. Student academic success is measured though the analysis
of student assessment data from several common provincial and school division assessments.
Figure 2
Domain Indicator School Division Measure
Student Academic Achievement
Developmental Reading
Assessment
Annual student assessment data from Kindergarten to
Grade 8
Reading Early Literacy Screen
Annual student assessment data from Kindergarten to
Grade 3
Assessment for Learning
Student assessment data: Gr 4, 7 and 10 (2007 and
2009)
Student assessment data: Gr 5, 8 and 11 (2008 and
Writing Assessment for Learning
2010)
Higher Levels of
School Division Common Annual student assessment date from Kindergarten to
Literacy and
Math Assessment Grade 9
Achievement Mathematics
Student assessment data: Gr 5, 8 and 11 (2005, 2007
Assessment for Learning
and 2009)
Teaching
Annual survey results for Gr 7 students and Gr 4 and 7
Treaty Education Survey
Treaties
teachers and their administrators.
Continuous Graduation Rates
Number of First Nations and Métis student graduates
Improvement Persistence to Graduate Number of years to complete graduation requirements
Framework Secondary Credits Average marks, course registrations, credits earned
Core Indicators Cohort Group
How students transitioned from one year to the next
Holistic Lifelong Learning Measurement Framework
Sources and Domains of Knowledge
Lifelong learning for Aboriginal people is rooted in relationships with the natural world and the world of
people (i.e., the self, the family, ancestors, clan, community, nation and other nations) and their
Page 6

experiences with languages, spirituality, traditions and ceremonies.
These complex relationships and experiences are represented in all of the Holistic Lifelong Learning
Models as Sources and Domains of Knowledge, though the ways in which they are represented reflect
the unique perspective of First Nations, Inuit and Métis people.
(Source of text and table: Canadian Council on Learning (2009). The State of Aboriginal Learning in Canada: A Holistic
Approach to Measuring Success. Pages 16 and 18)
Figure 3
Domain Indicator Canadian Council on Learning (CCL) Measure School Division Measure
Sources and Domains of Knowledge
Self insufficient data available insufficient data available No data available
Family
Family support Strength of ties with family members No data available
Family involvement Importance of parental engagement in school
World of People
Elders Exposure to Elders Amount of time spent with Elders
Description of Elder
services; Number of Elders;
Number of students served
Community Community support Degree of support from others in the community No data available
Land
Natural history insufficient data available insufficient data available No data available
Traditional skills Use of traditional skills Participation in traditional hunting, fishing or trapping No data available
Land use insufficient data available insufficient data available No data available
Languages,
Traditions and
Cultures
Languages
Traditions and
ceremonies
Culture
Language vitality
Sources of support for children learning their Aboriginal
language
Use of Aboriginal language Degree of Aboriginal language use at home No data available
Participation in cultural
Description of cultural
Participation of children in traditional cultural activies
ceremonies
activies in schools
Cultural vitality
Availabilty of support for children to learn their culture
and history
Description of cultural
activies in schools
Spirituality
Spiritual
development
Practice of spiritual
teachings
How Métis maintain their spiritual well-being
No data available
The Lifelong Learning Journey
Aboriginal people view learning as a lifelong process that begins at birth and progresses through
childhood, youth and adulthood. This process is represented in each of the Holistic Lifelong Learning
Models, and represents the full range of learning opportunities that occur across the life cycle and in a
variety of settings (school, home, community, workplace and the land). (Source of text and table: Canadian
Council on Learning (2009). The State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success. Page
17 and 31)
Figure 4
Domain Indicator Canadian Council on Learning (CCL) Measure School Division Measure
The Lifelong Learning Journey (The categories of Young Adults-19 to 34 and Adults and Elders from the CCL report were not included.)
Participation rates for Kids
Enrolment in ECE
Type of child-care arrangement used
First, school-based day
opportunites
care, Prekindergarten
Infants and Children
(0 -5
Early childhood
education
(ECE)
Early learning
in the home
Early
development
milestones
Availabiltiy of Aborginalspecific
ECE programs
Reading to children
Level of school readiness
Does child-care arrangement promote Aboriginal
values?
Proportion of children who read or were read to daily
Proportion of children who hear stories daily
Proportion of children who are 'not ready' for school
No data available
Description of PreK and K
language program
Description of PreK and K
language program
Early Development
Instrument (data available in
2010-2011)
Youth (6 to 18)
Learning in
school
Learning at
home and in
the community
Dropout rate
Proportion of incomplete high school learning
Graduation rates; credit
attainment; school
attendance and transience
rates
School attendance Degree of absenteeism from school Attendance rates
Participation in clubs or groups
Membership lists
Participation in extracurricular
activities
Participation in sports
Team rosters
Participation in arts or music
Class lists
Community involvement Youth volunteerism rates No data available
Page 7

2
Demographics
and Social Conditions
On September 30, 2009, there were 2672 First Nations and 1270 Métis students registered in schools of
the Saskatchewan Rivers School Division. These students represents 44.2% of the total student
population. Since 85% of the school division’s First Nations students and 71% of Métis students attend
school in the City of Prince Albert, it seems appropriate to review the population profile of Aboriginal 1
people living in Prince Albert.
First Nations and Métis People in Prince Albert: A Summary of 2006
Census Data
Loder, R: 2006 Aboriginal Population Profile for Prince Albert. Statistics Canada (February 2010)
Population
The Aboriginal population living in the census agglomeration of Prince Albert is young and
growing.
In 2006, a total of 141,890 Aboriginal people lived in Saskatchewan, representing 15% of
the provincial population.
In 2006, the census agglomeration of Prince Albert, with 13,570 Aboriginal people, had
the highest concentration of Aboriginal people of any city in Saskatchewan. About one in
three (34%) people in Prince Albert were Aboriginal. By comparison, Saskatoon had the
largest Aboriginal population (21,535) of any city in Saskatchewan, but the Aboriginal
population only represented 9% of that city’s total population.
Between 2001 and 2006, the Aboriginal population in Prince Albert grew by 17%, from
11,640 to 13,570 people. The First Nations population grew by 25%, while the Métis
grew by 12%.
Over half (56%) the Aboriginal population in Prince Albert was under the age of 25,
almost double the proportion of 28% for the non-Aboriginal population.
Education
Aboriginal youth aged 15 to 24 in Prince Albert had lower school attendance rates than their non-
Aboriginal counterparts (51% versus 59%). Aboriginal people also have a greater tendency to
return to school later in life than do non-Aboriginal people.
Aboriginal women in Prince Albert were slightly more likely than Aboriginal men to have
completed postsecondary education. Almost half (47%) of Aboriginal women aged 25 to 64
years had completed postsecondary education, compared to 45% of their male counterparts.
1. Statistics Canada defines Aboriginal persons as those who reported identifying with at least one Aboriginal group, that
is, North American Indian, Métis or Inuit, and/or those who reported being a Treaty Indian or a registered Indian as
defined by the Indian Act of Canada, and/or those who reported they were members of an Indian band or First Nation.
Page 8

Employment
The unemployment rate for the Aboriginal core working age population (aged 25 to 54) in Prince
Albert was higher than that of the non-Aboriginal population (14.3% compared to 5.2%). While
First Nations women were more likely to be unemployed than their male counterparts, the
inverse was true in the Métis and non-Aboriginal populations.
Métis men and women aged 25 to 54 had employment rates (79.8% and 76.8%, respectively) that
most resembled those of their non-Aboriginal counterparts (86.2% and 83.2%, respectively).
In 2000, Aboriginal people working full-time, full-year, earned 86% of what their non-
Aboriginal counterparts were earning. By 2005, this percentage had increased to 87%.
Income
Statistics Canada uses the concept of low-income cut-off (LICO) to indicate an income threshold
below which a family will likely devote a larger share of its income on the necessities of food,
shelter and clothing than the average family. In 2005, in Prince Albert nearly four in 10 (38%)
Aboriginal people were living under the LICO, compared to 12% of non-Aboriginal people. In
addition, almost half (47%) of Aboriginal children in Prince Albert were living under the LICO,
compared to 15% of non-Aboriginal children. These data are based on the before tax LICO.
Transiency
In 2006, four in 10 Aboriginal people in Prince Albert had lived at the same address five years
ago, compared to 65% of the non-Aboriginal population. From 2001 to 2006, almost four in 10
(37%) Aboriginal people had moved at least once within Prince Albert, and the rest (24%) had
moved to Prince Albert from another community.
Living Conditions
In Prince Albert, about one in seven (14%) Aboriginal people lived in homes requiring major
repairs in 2006, compared to 13% in 2001. In comparison, the share of Prince Albert’s non-
Aboriginal population living in dwellings in need of major repairs was 7% in 2006 and 8% in
2001. The share of Aboriginal people living in crowded homes was 11% in 2006 up from 10% in
2001. The comparable rates for the non-Aboriginal population were about 1% in 2006 and in
2001.
First Nations and Métis Students in the School Division
As of September 30, 2009, 3947 students in Prekindergarten to Grade 12 students declared themselves to
be of First Nations, Métis or Inuit ancestry. This number represents 44.2% of the total student
population in the school division. Figure 5 provides more details:
Figure 5
First Nations: 2672 (29.2%)
Métis: 1270 (14.2%)
Inuit: 5 ( 0.1%)
Total 3947 (44.2%)
Figure 6 illustrates the First Nations and Métis student enrolment by school. 81% of First Nations and
Métis students in the school division attend school in Prince Albert and 41% attend one of the school
division’s ten Community Schools.
Page 9

80 (27.9%)
Figure 6
First Nations and Métis Students:
Enrolment by School
(These data reflect
the student
enrolment on
September 30,
2009.)
32
(33.0%)
24 (19.2%)
40 (22.6%)
26
(29.2%)
47 (14.2%)
27 (16.1%)
60 (25.6%)
5 (50.0%)
19 (17.8%)
44 (10.2%)
85 (29.0%)
42
85% of all First Nations students and 71% (42.4%)
of all Métis students attend school in the
City of Prince Albert. Most First Nations students
in the school division do not live on a First
Nation. However, 150 students (6% of First
Nations students in the school division) do travel
to our schools from 9 different First Nations.
34
(39.5%)
129 (65.8%)
69 (18.2%)
337
(89.4%)
310
(80.9%)
110
(56.7%)
149
(68.0%)
111
(50.7%)
142
(76.8%)
170
(48.9%)
194
(80.5%) 246
(75.5%)
59
(25.9%)
149
(48.2%)
1113
(48.7%)
94
(19.1%)
Schools in the
City of Prince Albert
Page 10

3
First Nation and Métis Education Plan
The Plan
The Ministry of Education in its document Inspiring Success: Building Toward Student Achievement set
an expectation that each school division will create a First Nations and Métis Education Plan that aligns
with the Continuous improvement Framework. This plan will includes the following expectations:
• A focus on supports and improved outcomes for First Nations and Métis learners.
• Ensure all learners have knowledge of First Nations and Métis peoples’ histories,
perspectives, worldviews and contributions, including mandatory treaty education,
throughout the learning program.
• Collect data and report on measures outlined in the Ministry’s First Nations and Métis
education policy framework.
• Build partnerships with First Nations and Métis peoples, where applicable, in support of
shared management of the provincial education system.
• Develop resources and establish supports including Elders, cultural advisors and traditional
knowledge keepers, to build capacity throughout the school division to implement First
Nations and Métis education.
In response to this expectation, the school division has developed the following plan of action:
Step 1 Discover the current state of First Nations and Métis education in the school
division. This work will be accomplished by a small team of employees in the
Education Centre. The outcomes of this work will include:
• A set of disaggregated Student Assessment Data identify the learning strengths and
challenges of First Nations and Métis Learners; and,
This Report
• An inventory of programs that currently meet the Ministry’s criteria for a First
Nations and Métis Education Plan.
Step 2 Second an individual and/or establish a Committee from the school division to:
• Review the research on best practices to eliminate the academic gap between First
Nation and Métis students and the general student population.
• Consult with groups and agencies that represent First Nations and Métis children,
youth and their families and discover their vision for First Nations and Métis
education.
• Meet with First Nations and Métis youth who attend schools in the division.
• Meet with groups and agencies who represent First Nations and Métis children, youth
and their parents:
◊ First Nations officials from bands that purchase education services from the
school division;
◊
◊
◊
◊
◊
School Community Councils from schools with a large population of First
Nations and Métis students;
The Prince Albert Métis Women’s Association;
Prince Albert Indian and Métis Friendship Centre; SIAST Woodland Campus
Students’ Association (75% of SIAST students are of First Nations or Métis
ancestry);
Prince Albert Grand Council Urban Services; and,
Prince Albert Kids First.
Page 11

Step 1 of this process will be completed by the end of the 2009-2010 school year. Step 2 will await the
results of the partnership discussions between the school division and the Prince Albert Grand Council
The Board of Education Three Year Plan
The Board of Education has developed a Three Year Plan. Four sections of this plan specifically address
the First Nations and Métis education program:
5.1 Continue to work to enhance relationships with First Nation and Métis communities. There is
a need to open up lines of communications and cooperation on educational issues with the Prince
Albert Grand Council. Partnerships need to be established to expand programs to:
• develop schools that meet the needs of urban First Nation and Métis children and their
families; and,
• develop an outreach program/school that focuses on youth age 10 to 15 years who are
already outside of the school system.
5.2 Strengthen the Board’s relationship with the Prince Albert Grand Council by establishing a
tri-party committee (school division, Ministry, PAGC), whose mandate will be to work together
to improve the academic achievement of First Nation and Métis students.
5.3 Establish a Roundtable on First Nation and Métis Education, for two purposes:
• to recognize the shared responsibility among parents, community, First Nation and
Métis organizations, government, and the school division to ensure the success of
First Nation and Métis learners; and,
• to eliminate the academic gap between First Nation and Métis students and the
general student population.
5.7 Develop a protocol to acquire a school division elder, by utilizing the Prince Albert Grand
Council elder pool.
Letter of Intent with the Prince Albert Grand Council
Both the Prince Albert Grand Council and the Board of Education of the Saskatchewan Rivers School
Division expressed a desire to begin discussions to create a partnership agreement.
On April 28, 2009 representatives from both
organizations along with officials from the Ministry of
Education met to discuss a formal partnership between
the Grand Council and the school division. The Ministry
of Education agreed to fund a facilitator and in the fall of
2009 Rita Bouvier was engaged as the facilitator and led
the process to develop a formal partnership. To date, a
draft Letter of Intent has been prepared and awaits
approval from both parties. A excerpt from the letter’s
introduction is included on this page. To achieve the
purpose of the letter, the parties agree to work address
four areas of common interest:
• Improving Student Outcomes;
• Joint Planning for Staff Development
Opportunities;
• Discussing Issues of Common Interest; and,
• Communication.
Letter of Intent to Work Together to
Improve Educational Outcomes for
Students
We, the undersigned, have agreed to
work together to improve the
educational outcomes for students who
reside in member First Nation
communities of the Prince Albert Grand
Council and in the Saskatchewan Rivers
School Division. In recognition of the
inherent treaty rights of each First
Nation community, this working
relationship is intended solely to
augment the education support services
offered by the Prince Albert Grand
Council and the Saskatchewan Rivers
School Division.
Page 12

4
The Education Outcomes of First Nation
and Métis Students
Graduation Rates
In Saskatchewan, students require 24 secondary credits in Grades 10 to 12 to graduate. Typically, a
student can earn these credits over a three year period but some students will take more than ten years to
complete high school. Therefore, measuring graduation rates after only three years does not provide an
accurate graduation rate. A better measure is Persistence to Complete data provided by the Ministry of
Education. These data show how many years it takes students to graduate after starting Grade 10.
After three years from the start of Grade 10, an average of 69% of students in this school division
graduate. However, when these numbers are disaggregated by ethnicity, 80% of non-First Nations and
Métis students and 37% of First Nations and Métis students graduate after three years. Figure 7
illustrates the average graduation rates by ethnic group from three to ten years following the start of
Grade 10.
100
Average Graduation Rate by Ethnic Group
(The number of years taken to graduate following the start of Grade 10.)
Figure 7
90
80
79.9%
83%
84.1%
84.6%
85%
85.3%
85.7%
86%
Percent
70
60
50
40
69.4%
73.5% 75.1% 76% 76.5% 77% 77.4% 78.2%
59.7%
54.5%
56.3%
50.5%
52.2%
48%
44.1%
30
37.4%
20
All Students
10
Non First Nations and Métis Students
First Nations and Métis Students
0
3 Years 4 Years 5 Years 6 Years 7 Years 8 Years 9 Years 10+ Years
Grade 10 Start Year
Data Source: Persistence to Graduate, Ministry of Education
These data include students who began Grade 10 by registering in at least two credits in the Saskatchewan Rivers School
Division. Data from 1995-1996 to 2006-2007 were used to calculate the averages. Students illustrated in this figure
graduated from a school in Saskatchewan but not necessarily in this school division.
Page 13

Figure 7 illustrates that First Nations and Métis students have a higher persistence rate than other
students. Following three years, an additional 22% of First Nations and Métis students complete high
school. These data speak to the success of high school programs that encourage youth to return to
school many years after the traditional high school completion period of three years.
The Percentage and Number of First Nations and Métis
Graduates in the Saskatchewan Rivers School Division
1999-2000 to 2008-2009
Figure 8
35
Data Source: Student Data System, Minisrty of Education
30
Percentage of Total Graduates
25
20
15
10
5
12%
(62)
13%
(69)
10%
(62)
16%
(87)
13%
(66)
16%
(85)
25% 25%
(134) (139)
27%
(147)
29%
(148)
0
1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009
School Year
Other data point to an increasing number of First Nations and Métis students who are graduating from
high school in this school division. Figure 8 illustrates that over the last ten years, the number of First
Nations and Métis students in graduating classes in this school division has increased by 58%. In the
spring of 2000, 62 First Nations and Métis students graduated from high school. This number
represented 12% of the graduating class. By the spring of 2009, First Nations and Métis students made
up 29% of the graduating class. This number, although encouraging, is still not representative of the
total population of First Nations and Métis students for in 2008-2009 this group represented
approximately 44% of the student population in the school division.
Page 14

The Provincial Assessment for Learning Program (AFL)
Grade 4, 7 and 10 Reading (2007 and 2009)
Introduction to the Reading Assessment for Learning
The Ministry of Education provides province-wide assessments of student learning for reading, writing,
and mathematics. The Assessment for Learning Project gathers data about student proficiency and
opportunity-to-learn in the three subject areas which schools and school divisions can use to improve
student learning. In the spring of 2007 and 2009 students in Grades 4, 7 and 10 participated in the
provincial Reading Assessment. In the pages that follow, the 2007 and 2009 AFL Reading data is
presented by reading strategy. As an introduction to reading strategies, the Ministry of Education
provides the following overview.
Analysis of Reading Comprehension Categorized by Reading Strategy
Although reading is a complex act involving many processes simultaneously, it is possible to
make inferences about some of the reading strategies students had to use as they responded to
each multiple-choice item. The strategy analysis may be useful for discussion about strengths and
needs of students and to guide planning around future strategic reading instruction. It is important
to note that large-scale assessments are limited in assessing all important reading strategies, and
that other forms of assessment and other sources of evidence are required for meaningful
improvement planning and intervention.” (Ministry of Education, 2009)
The 2007 and 2009 Reading Assessment for Learning measured the following reading strategies:
• Using Cueing Systems to construct meaning (pragmatic, textual, syntactic, semantic, and
graphophonic), and other cues and conventions including visual clues;
• Connecting to Prior Knowledge and experiences that relate text to self, text to other texts,
and texts to the world;
• Making Inferences/ Predictions based on textual information;
• Noting Key Ideas and Finding Support;
• Summarizing/ Recalling Information/ Drawing Conclusions (including organizing and
synthesizing the information); and,
• Recognizing (and evaluating) Author's Message and Craft including distinguishing facts
from opinions.
(Ministry of Education, 2009)
An Analysis of the Assessment Results by Ethnicity
The assessment data, including both the achievement scores and performance outcomes, are displayed in
graph form for each grade, year and ethnic group in the Appendix.
For the purpose of comparing student results from 2007 to 2009, the Performance Outcomes using the
standards established by the Ministry will be used. Please see the Data Note below for an explanation of
standards.
Grade 4 (2007 and 2009)
In 2007 an average of 46% of First Nations students achieved at the adequate or proficient standard
across the six reading strategies. 71% of Métis students and 85% of Non-First Nations and Métis
Data Note: Standards were set by a panel of teachers and academics with language arts and reading skill development and teaching
expertise. The panel deliberated over the nature and difficulty of each assessment item, considered the learning environment and assessment
context, and discussed rationale for their judgments. To help interpret how well students did in performance areas, two standards were set:
one for adequate or higher performance, and one for proficient or higher performance. (Ministry of Education)
Page 15

students achieved the adequate or proficient standard. The achievement gap was 39% for First Nations
students and 14% for Métis students. In 2009 the achievement gap closed significantly for First Nations
students as an average of 74% of performed at the adequate or proficient standard which was only 14%
below the performance of Non-First Nations and Métis students.
A Commentary on the Results
Assessment data from the Early Literacy Project indicate that students in Kindergarten to Grade 3 have
made significant gains in reading. Most of the 2009 Grade 4 students have been involved in this project
for over three years. The Early Literacy Project data suggest that there should have been an
improvement in AFL Reading scores in 2009. (The Early Literacy Project is described in the school
division’s 2009-2010 Continuous Improvement Report on page 27.)
Grade 7 (2007 and 2009)
The results of the Grade 7 students are opposite from their Grade 4 counterparts in that students in all
three ethnic groups achieved lower performance results in 2009 than were achieved in 2007. The
following table summarizes these results.
Percent Achieving at Adequate
or Proficient Standard (Average)
First Nations Students 2007 67%
2009 54%
Métis Students 2007 81%
2009 75%
Non-First Nations and Métis Students 2007 89%
2009 83%
In 2009 the achievement gap widened for First Nations students as an average of 54% of performed at
the adequate or proficient standard which was 29% below the performance of Non-First Nations and
Métis students. In 2007 this gap was 22%.
A Commentary on the Results
No definite explanation for these results is evident. Neither the 2007 or the 2009 students were part of
the Early Literacy Project or other significant reading intervention program therefore the results of the
two years should have at least been similar.
In recognition of the success of the Early Literacy Program and as a response to the 2009 AFL Reading
results, the school division has developed the Literacy in Action Project. This reading project is geared
for students in Grades 6, 7 and 8. Teachers focus on building critical literacy skills with students so that
they are able to question, analyze, and critically examine text. Teachers also learn how to differentiate
instruction to meet the variety of student learning needs within the classroom. Teachers receive support
from the Integrated Learning Consultant and the Technology coach.
Grade 10 (2007 and 2009)
The Grade 10 AFL Reading results are similar to those of the Grade 4 students in that students in 2009
performed better than students in 2007. The following table summarizes these results.
Percent Achieving at Adequate
or Proficient Standard (Average)
First Nations Students 2007 66%
2009 73%
Métis Students 2007 78%
2009 86%
Non-First Nations and Métis Students 2007 87%
2009 90%
Page 16

In 2009 the achievement gap closed for First Nations students as an average of 73% of performed at the
adequate or proficient standard which was 17% below the performance of Non-First Nations and Métis
students. In 2007 this gap was 21%.
A Commentary on the Results
The trend illustrated by the high school AFL Reading results is encouraging. However, a more solid
indication of progress awaits additional test results. The AFL Reading Assessment will be written again
by Grade 10 students in 2011.
The School Division Common Mathematics Assessment
Grades 1 to 8 (2009)
The Common Mathematics Assessment was developed by a team of teachers from the school division.
The test is based upon the new Saskatchewan elementary and middle years mathematics curriculum.
For most grades, 2009 was the first year students participated in this assessment and therefore the results
will provide a baseline for future assessments. Assessment data from Grades 1 to 8 are presented in this
report. The Grade 9 mathematics assessment was revamped in 2009 to match the strands of the current
middle years assessment.
An Analysis of the Assessment Results by Ethnicity
The assessment data are displayed in graph form for each grade, year and ethnic group in the Appendix.
For this measure, the data do not differentiate between First Nations and Métis students.
The graphs in the Appendix indicate that the performance of First Nations and Métis students is below
that of non-First Nations and Métis students for every grade. However, except for Grade 1 and Grade 4,
the achievement gap between First Nations and Métis students and non-First Nations and Métis students
is between fourteen and seventeen percent even though the overall achievement scores vary widely
amongst grades. For example the Grade 2 students as a group performed rather well on the mathematics
assessment, whereas the Grade 8 students results showed the students were performing below grade
level. However, the gap between First Nations and Métis students and non-First Nations and Métis
students was similar.
A Commentary on the Results
Since the middle years classes (Grades 6 to 8) show an increasing challenge with Mathematical
concepts, the Ministry of Education and the school division have implemented several programs. The
first is the Mathematics Curriculum Renewal project. A few years ago the Ministry of Education
released a new mathematics curriculum that is based upon the Western and Northern Canadian Protocol
(WNCP) in Mathematics. Teachers are supported in the implementation of this new curriculum by an
Integrated Learning Consultant and Mathematics Coaches. As well, the school division has
implemented the Math Makes Sense and the First Steps in Mathematics resources. Math Makes Sense is
the mathematics resource chosen to support the provincial mathematics curriculum. This resource
includes print material for students and teachers, assessment tools, and e-learning resources. First Steps
in Mathematics is a supplemental resource which includes diagnostic tools for teachers.
It will be interesting to watch these assessment results as the new Mathematics curriculum becomes
more fully implemented across the school division. We note that the school division Common
Mathematics Assessment showed similar results to the provincial Mathematics Assessment for Learning
for Grades 5 and 8.
Page 17

Appendix
Assessment for Learning: Grade 4 Reading (2007 and 2009)
Achievement Scores by Reading Strategy: Analysis by Ethnicity
Data Note: The numbers in each graph indicate the percentage of students at each school division benchmark.
100
90
Figure 9: First Nations Students 2007
80
70
60
72%
62% 63% 64%
60%
50
45%
40
30
20
10
11%
4%
13%
25% 25%
5%
18% 19% 17%
12%
14% 13% 14%
14%
11%
10%
3% 4%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
Figure 10: Métis Students 2007
80
70
60
50
40
30
20
10
43%
28%
19%
10%
49%
24%
14% 13%
34%
23% 23%
20%
41%
8%
29%
22%
36%
38%
13% 13%
40%
31%
15% 14%
0
100
90
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Figure 11: Non-First Nations or Métis Students 2007
80
70
60
56%
50
40
30
20
10
40%
27%
16% 16%
44%
28%
13% 15%
17% 17%
10%
47%
21%
19%
14%
44%
18%
21%
17%
39%
27%
21%
13%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Page 18

School Division Benchmarks Green Zone
Green Zone 80% to 100%
Above Grade Level Expectation
Blue Zone 65% to 79%
At Grade Level Expectation
Yellow Zone 56% to 64%
Slightly Below Grade Level Expectation
100
90
Red Zone 0% to 55%
Below Grade Level Expectation
Figure 12: First Nations Students 2009
80
70
60
50
40
30
20
10
48%
45%
47%
38%
40%
40%
34%
26%
20% 23%
20%
22% 23%
19%
16%
17%
14%
17%
16% 16%
16%
20%
13%
9%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
80
70
Figure 13: Métis Students 2009
64%
74%
60
50
47%
46%
46%
40
35%
36%
30
20
10
17%
10%
26%
11%
6%
19%
22%
19%
25%
26%
16%
12%
7%
11%
10%
9%
7%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
Figure 14: Non-First Nations or Métis Students 2009
80
70
60
50
40
30
20
10
69%
53%
48%
47%
37%
36%
29%
23%
18% 20%
19%
14% 14%
15%
14%
14%
10%
9%
10%
11%
7%
6%
4%
72%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Page 19

Assessment for Learning: Grade 4 Reading (2007 and 2009)
Performance Outcomes by Reading Strategy: Analysis by Ethnicity
Data Note: Standards were set by a panel of teachers and academics with language arts and reading skill development and teaching
expertise. The panel deliberated over the nature and difficulty of each assessment item, considered the learning environment and assessment
context, and discussed rationale for their judgments. To help interpret how well students did in performance areas, two standards were set:
one for adequate or higher performance, and one for proficient or higher performance. (Ministry of Education)
100
90
80
Adequate Standard
Proficient Standard
Figure15: First Nations Students
2007
70
60
50
40
30
20
10
0
23%
17%
38%
17%
26%
26%
28%
24%
23%
12%
19%
21%
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Reading Strategies
100
Adequate Standard
Proficient Standard
Figure 16: Métis Students
2007
90
80
70
60
50
33%
45%
22%
24%
33%
15%
40
30
20
10
38% 34%
57% 51%
31%
45%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Reading Strategies
100
Adequate Standard
Proficient Standard
Figure 17: Non-First Nations or Métis Students
2007
90
80
70
60
28%
37%
17%
22%
41%
13%
50
40
30
20
56%
50%
73%
65%
41%
66%
10
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Reading Strategies
Page 20

Data Note: The numbers in each graph indicate the percentage of students at each standard.
100
90
80
Adequate Standard
Proficient Standard
Figure 18: First Nations Students
2009
70
60
50
40
51%
32%
39%
47%
35%
33%
30
20
10
26%
48%
21%
23%
43%
47%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Reading Strategies
100
Adequate Standard
Proficient Standard
Figure 19: Métis Students
2009
90
80
70
60
40%
25%
37%
37%
26%
16%
50
40
30
20
47%
64%
41%
46%
67%
74%
10
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/
Recalling/ Organizing
Information
Recognizing Author's
Message and Craft
Reading Strategy
100
Adequate Standard
Proficient Standard
Figure 20: Non-First Nations or Métis Students
2009
90
80
70
60
42%
21%
30%
31%
25%
18%
50
40
30
20
48%
69%
51%
53%
69%
72%
10
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Reading Strategy
Page 21

Assessment for Learning: Grade 7 Reading (2007 and 2009)
Achievement Scores by Reading Strategy: Analysis by Ethnicity
Data Note: The numbers in each graph indicate the percentage of students at each school division benchmark.
Figure 21: First Nations Students
2007
100
90
80
70
60
50
52%
49%
58%
61%
48%
40
30
20
10
15%
14%
19%
16%
25%
10%
17%
9%
15%
36%
17%
17%
30%
14%
22%
2%
25%
20%
8%
0
Using Cueing Systems Connecting to Prior Knowledge Making Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and Finding
Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's Message
and Craft
100
Figure 22: Métis Students
2007
90
80
70
60
53%
54%
50
40
30
20
10
22%
11%
26%
40%
11%
10%
26%
42%
17%
18%
24%
21%
10%
15%
39%
18%
33%
10%
35%
17%
35%
14%
0
Using Cueing Systems Connecting to Prior Knowledge Making Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and Finding
Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's Message
and Craft
Figure 23: Non-First Nations or Métis Students 2007
100
90
80
70
60
50
40
51%
52%
35%
38%
57%
42%
40%
30
20
10
16%
15%
18%
4%
9%
23%
18%
21%
14%
12%
17%
28%
17%
13%
21%
13%
26%
0
Using Cueing Systems
Connecting to Prior Knowledge Making Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and Finding
Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's Message
and Craft
Page 22

100
Figure 24: First Nations Students
School Division Benchmarks Green Zone
Green Zone 80% to 100%
Above Grade Level Expectation
Blue Zone 65% to 79%
At Grade Level Expectation
Yellow Zone 56% to 64%
Slightly Below Grade Level Expectation
Red Zone 0% to 55%
Below Grade Level Expectation
2009
90
83%
80
70
72%
66%
60
50
54%
57%
51%
40
30
20
10
0
22%
12%
18% 19%
18%
16%
16%
13% 11%
10%
8%
7%
8%
4%
13%
11%
0%
Using Cueing Systems
Connecting to Prior Knowledge Making Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and Finding
Support
Summarizing/ Recalling/
Organizing Information
9%
Recognizing Author's Message
and Craft
100
Figure 25: Métis Students 2009
90
80
70
68%
60
50
40
30
20
10
28%
14%
21%
38%
40%
20%
10%
30%
53%
21%
14%
13%
15%
13%
5%
36%
24%
21%
20%
48%
14%
10%
28%
0
Using Cueing Systems
Connecting to Prior Knowledge Making Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and Finding
Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's Message
and Craft
Figure 26: Non-First Nations Reading or Métis Strategies Students 2009
100
90
80
70
60
50
48%
46%
50%
40
30
20
10
23%
12%
17%
21%
13%
21%
33%
20%
21%
26%
14%
28%
7%
24%
19%
21%
36%
30%
17%
18%
36%
0
Using Cueing Systems
Connecting to Prior Knowledge Making Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and Finding
Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's Message
and Craft
Page 23

Assessment for Learning: Grade 7 Reading (2007 and 2009)
Performance Outcomes by Reading Strategy: Analysis by Ethnicity
Data Note: Standards were set by a panel of teachers and academics with language arts and reading skill development and teaching
expertise. The panel deliberated over the nature and difficulty of each assessment item, considered the learning environment and assessment
context, and discussed rationale for their judgments. To help interpret how well students did in performance areas, two standards were set:
one for adequate or higher performance, and one for proficient or higher performance. (Ministry of Education)
Percentage of Grade 7 Students Achieving Adequate or Proficient Standards
100
90
80
Adequate Standard
Proficient Standard
Figure 27: First Nations Students
2007
70
60
50
40
30
35%
53%
37%
46%
14%
58%
20
10
33%
31%
25%
30%
25%
16%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
Adequate Standard
Proficient Standard
Reading Strategies
Figure 28: Métis Students
2007
80
70
21%
26%
32%
60
50
33%
18%
58%
40
30
20
10
67%
63%
42%
54%
43%
26%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
80
70
60
Adequate Standard
Proficient Standard
24%
28%
29%
Reading Strategies
36%
Figure 29: Non-First Nations or Métis Students
17%
46%
2007
50
40
30
20
69%
68%
59%
57%
55%
47%
10
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Page 24
Reading Strategies

Data Note: The numbers in each graph indicate the percentage of students at each standard.
100
90
Adequate Standard
Proficient Standard
Figure 30: First Nations Students
2009
80
70
60
50
40
30
20
10
0
26%
34%
34%
8%
33%
16%
41%
7%
35%
31%
36%
20%
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
Adequate Standard
Proficient Standard
Reading Strategies
Figure 31: Métis Students
2009
80
70
60
50
40
25%
30%
52%
54%
47%
34%
30
59%
20
10
30%
26%
17%
40%
38%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Reading Strategies
100
90
Adequate Standard
Proficient Standard
Figure 32: Non-First Nations or Métis Students
2009
80
70
60
50
20%
34%
37%
41%
29%
32%
40
30
20
64%
46%
47%
36%
57%
54%
10
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Reading Strategies
Page 25

Assessment for Learning: Grade 10 Reading (2007 and 2009)
Achievement Scores by Reading Strategy: Analysis by Ethnicity
Data Note: The numbers in each graph indicate the percentage of students at each school division benchmark.
100
90
80
Figure 33: First Nations Students
91%
2007
70
60
50
40
30
20
10
0
51%
21% 21%
15
Using Cueing Systems
32%
23%
42%
12
Connecting to Prior
Knowledge
11%
5%
3
Making
Inferences/Predictions,
Drawing Conclusions
63%
18%
1%3
Noting Key Ideas and
Finding Support
65%
19%
15 15
1%0
Summarizing/ Recalling/
Organizing Information
59%
25% 24%
2
Recognizing Author's
Message and Craft
100
90
Figure 34: Métis Students 2007
80
70
60
53%
50
40
30
20
10
0
36%
26%
15%
12%
Using Cueing Systems
23%
17%
34%
15%
Connecting to Prior
Knowledge
13%
8%
15%
Making
Inferences/Predictions,
Drawing Conclusions
40%
10%
19% 20%
Noting Key Ideas and
Finding Support
37%
9%
17%
26%
Summarizing/ Recalling/
Organizing Information
39%
20%
29%
1%
Recognizing Author's
Message and Craft
100
90
Figure 35: Non-First Nations or Métis Students 2007
80
70
60
50
40
30
20
10
42%
25%
17% 16%
18%
12%
47%
23%
43%
25%
18%
14%
31%
22%
15%
31%
25%
16% 15%
44%
39%
32%
27%
3%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Page 26

100
90
80
Figure 36: First Nations Students
School Division Benchmarks Green Zone
Green Zone 80% to 100%
Above Grade Level Expectation
Blue Zone 65% to 79%
At Grade Level Expectation
Yellow Zone 56% to 64%
Slightly Below Grade Level Expectation
Red Zone 0% to 55%
Below Grade Level Expectation
2009
70
60
53%
57%
50
40
30
20
10
35% 33%
21%
11%
31% 31%
21%
17%
29%
14%
5%
39%
25% 25%
12%
42%
25%
19%
14%
18% 16%
9%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
80
Figure 37: Métis Students 2009
70
60
50
40
30
20
10
38%
34%
18%
10%
22%
17%
12%
49%
41%
25% 24%
10%
18% 20%
16%
46%
14% 15%
46%
25%
27%
24%
15%
34%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
Figure 38: Non-First Nations or Métis Students 2009
90
80
70
60
50
40
30
20
10
12%
9%
32%
47%
59%
16%
13% 12%
32%
29%
19% 21%
54%
19%
15%
11%
43%
38%
10% 10%
36%
22%
20% 22%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Page 27

Assessment for Learning: Grade 10 Reading (2007 and 2009)
Performance Outcomes by Reading Strategy: Analysis by Ethnicity
Data Note: Standards were set by a panel of teachers and academics with language arts and reading skill development and teaching
expertise. The panel deliberated over the nature and difficulty of each assessment item, considered the learning environment and assessment
context, and discussed rationale for their judgments. To help interpret how well students did in performance areas, two standards were set:
one for adequate or higher performance, and one for proficient or higher performance. (Ministry of Education)
100
90
Adequate Standard
Proficient Standard
Figure 39: First Nations Students
2007
80
70
60
50
40
31%
21%
32%
36%
41%
30
20
10
35%
50%
22%
17%
43%
41%
24%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
Adequate Standard
Proficient Standard
Reading Strategies
Figure 40: Métis Students
2007
80
70
25%
26%
28%
26%
60
50
16%
45%
40
30
20
57%
55%
40%
55%
58%
34%
10
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
80
Adequate Standard
Proficient Standard
24%
17%
Reading Strategies
24%
Figure 41: Non-First Nations or Métis Students
17%
2007
70
60
12%
46%
50
40
30
20
67%
71%
57%
69%
75%
42%
10
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Reading Strategies
Page 28

Data Note: The numbers in each graph indicate the percentage of students at each standard.
100
90
80
Adequate Standard
Proficient Standard
Figure 42: First Nations Students
2009
70
60
50
40
42 21
57
39
19
41
30
20
10
0
100
90
35
Using Cueing Systems
Adequate Standard
Proficient Standard
47
Connecting to Prior
Knowledge
19
Making
Inferences/Predictions,
Drawing Conclusions
Percentage of Grade 10 Students Achieving Adequate or Proficient Standards
Reading Strategies
36
Noting Key Ideas and
Finding Support
57
Summarizing/ Recalling/
Organizing Information
25
Recognizing Author's
Message and Craft
Figure 43: Métis Students
2009
80
70
60
50
43%
12%
46%
29%
15%
34%
40
30
20
10
47%
71%
34%
62%
71%
49%
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
100
90
80
70
60
Adequate Standard
Proficient Standard
27%
12%
48%
Reading Strategies
19%
Figure 44: Non-First Nations or Métis Students
10%
32%
2009
50
40
30
20
65%
75%
40%
74%
80%
58%
10
0
Using Cueing Systems
Connecting to Prior
Knowledge
Making
Inferences/Predictions,
Drawing Conclusions
Noting Key Ideas and
Finding Support
Summarizing/ Recalling/
Organizing Information
Recognizing Author's
Message and Craft
Reading Strategies
Page 29

Common Mathematics Assessment: 2008-2009
Percent of Correct Answers: Analysis by Ethnicity
Data Note: 2008-2009 was the first year the Common Mathematics Assessment was administered to students. The numbers in each graph
indicate the percentage of correct answers for each mathematic strand.
Figure 45: Common Mathematics Assessment (2008-2009): Grade 1
First Nations and Métis Students
Non First Nations and Métis Students
Percent of Correct Answers
100
90
80
70
60
50
40
30
20
61%
70%
62%
69%
77%
Percent of Correct Answers
100
90
80
70
60
50
40
30
20
71%
83%
81%
88%
90%
10
10
0
0
Numbers
Patterns and
Relations
Oral Numbers
Oral Patterns
and Relations
Oral Shape and
Space
Numbers
Patterns and
Relations
Oral Numbers
Oral Patterns
and Relations
Oral Shape and
Space
Figure 46: Common Mathematics Assessment (2008-2009): Grade 2
Percent of Correct Answers
100
90
80
70
60
50
40
30
20
63%
First Nations and Métis Students
83%
78%
77%
59%
58%
62%
Percent of Correct Answers
100
90
80
70
60
50
40
30
20
Non First Nations and Métis Students
91% 91%
94%
80%
73% 71%
78%
10
10
0
Numbers
Patterns and
Relations
Shape and
Space
Statistics
and
Probability
Oral
Numbers
Oral Oral Shape
Patterns and and Space
Relations
0
Numbers
Patterns and
Relations
Shape and
Space
Statistics
and
Probability
Oral
Numbers
Oral Oral Shape
Patterns and and Space
Relations
Percent of Correct Answers
100
90
80
70
60
50
40
30
20
10
Figure 47: Common Mathematics Assessment (2008-2009): Grade 3
First Nations and Métis Students
51%
51% 52%
44%
Percent of Correct Answers
100
90
80
70
60
50
40
30
20
10
Non First Nations and Métis Students
67%
64%
57%
74%
0
0
Numbers
Patterns and
Relations
Shape and Space
Statistics and
Probability
Numbers
Patterns and
Relations
Shape and Space
Statistics and
Probability
100
90
Figure 48: Common Mathematics Assessment (2008-2009): Grade 4
First Nations and Métis Students
100
90
Non First Nations and Métis Students
Percent of Correct Answers
80
70
60
50
40
30
20
52%
49%
50%
42%
Percent of Correct Answers
80
70
60
50
40
30
20
70%
67%
69%
67%
10
10
0
0
Numbers
Patterns and
Relations
Shape and Space
Statistics and
Probability
Numbers
Patterns and
Relations
Shape and Space
Statistics and
Probability
Page 30

Percent of Correct Answers
100
90
80
70
60
50
40
30
20
10
Figure 49: Common Mathematics Assessment (2008-2009): Grade 5
First Nations and Métis Students
58% 56%
50%
43%
Percent of Correct Answers
100
90
80
70
60
50
40
30
20
10
Non First Nations and Métis Students
71% 71%
59%
65%
0
0
Numbers
Patterns and
Relations
Shape and Space
Statistics and
Probability
Numbers
Patterns and
Relations
Shape and Space
Statistics and
Probability
100
90
Figure 50: Common Mathematics Assessment (2008-2009): Grade 6
First Nations and Métis Students
100
90
Non First Nations and Métis Students
Percent of Correct Answers
80
70
60
50
40
30
20
42%
40%
39%
35%
Percent of Correct Answers
80
70
60
50
40
30
20
60%
60%
55%
50%
10
10
0
0
Numbers
Patterns and
Relations
Shape and Space
Statistics and
Probability
Numbers
Patterns and
Relations
Shape and Space
Statistics and
Probability
100
90
Figure 51: Common Mathematics Assessment (2008-2009): Grade 7
First Nations and Métis Students
100
90
Non First Nations and Métis Students
Percent of Correct Answers
80
70
60
50
40
30
20
47%
46%
37%
42%
42%
Percent of Correct Answers
80
70
60
50
40
30
20
61%
62%
51%
62%
62%
10
10
0
100
90
Numbers
Patterns and
Relations
Shape and
Space
Statistics and
Probability
No Calculator
0
Numbers
Patterns and
Relations
Shape and
Space
Figure 52: Common Mathematics Assessment (2008-2009): Grade 8
First Nations and Métis Students
100
90
Statistics and
Probability
Non First Nations and Métis Students
No Calculator
Percent of Correct Answers
80
70
60
50
40
30
20
39%
36%
39%
30%
50%
Percent of Correct Answers
80
70
60
50
40
30
20
54 53 55
49
63
10
10
0
0
Numbers
Patterns and
Relations
Shape and
Space
Statistics and
Probability
No Calculator
Numbers
Patterns and
Relations
Shape and
Space
Statistics and
Probability
No Calculator
School Division Benchmarks
Green Zone 80% to 100%
Above Grade Level Expectation
Blue Zone 65% to 79%
At Grade Level Expectation
Yellow Zone 56% to 64%
Slightly Below Grade Level Expectation
Red Zone 0% to 55%
Below Grade Level Expectation
Page 31