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The Royal Conservatory, Learning Through the Arts Youth Empowerment Program in the Wood Buffalo
Region – After-School Program with the Fort McMurray Catholic School District
2015
Researcher: Shauna Bruno, PhD
NURTURING CAPACITY FOUNDING SPONSOR
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Preface
Nurturing Capacity:
The K-12 Indspire Institute is focused on dramatically increasing high school completion rates
among Indigenous students by building strong foundations in their K-12 education. Through
various programs, resources and events, the Institute fosters collaboration between educators,
communities, and others to improve educational outcomes for Indigenous students.
Indspire conducts research to identify and document educational best practices from across
Canada and shares these successful practices through the K-12 Indspire Institute. Indspire also
champions Indigenous approaches to education, those that honour Indigenous culture, values,
and world views.
Abstract
The objective of this research project is to document the successful community based practices
of the Learning Through the Arts After-School Program, particularly the strengths of the
program that identify strong cultural connections that honour local Indigenous knowledge
systems. The After-School Program provides a safe place for youth to congregate, acquire life
skills, and engage in creative, supportive, fun arts-based activities. In the process of collecting
these innovative practices, an Indigenous methodology is considered most appropriate and
enables the formation of relationships among the students, Artist-Educator, Elder, FNMI
Liaisons, and FMCSD staff to facilitate conversations about the After-School Program in their
everyday lives and school environment. The knowledge gained is fulfilled in and through these
relationships. This project highlights and provides clear evidence of successful practices
occurring in the After-School Program.
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Project Holders
Partnership between
Fort McMurray Catholic School District
Address: 9809 Main St. Fort McMurray,
AB T9H 1T7
Telephone: 780-799-5700
Email: [email protected]
Fax: 780-799-5706
Website: www.fmcsd.ab.ca
A
N
D
The Royal Conservatory, Learning Through
the Arts
TELUS Centre for Performance and
Learning
273 Bloor Street West Toronto, ON M5S
IW2
Telephone: 416-408-2824
Toll Free: 1-888-408-LTTA (5882)
Fax: 416.408.3096
Email: [email protected]
Website: www.rcmusic.ca
Contact Persons
Victor Steel, District Programs Coordinator, FMCSD
Email: [email protected]
Telephone: 780-799-0062
Shaun Elder, Executive Director, Learning Through the Arts
Email: [email protected]
Telephone: 416-408-2824 ext. 379
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Table of Contents
Preface ..................................................................................................................................2
Nurturing Capacity: ..................................................................................................................... 2
Abstract .................................................................................................................................2
Project Holders ......................................................................................................................3
Contact Persons .....................................................................................................................3
Executive Summary ................................................................................................................5
Context ..................................................................................................................................6
Indigenous Language Group ........................................................................................................ 8
History of the After-School Program ........................................................................................... 8
Development Focus ............................................................................................................. 10
Methodology ....................................................................................................................... 10
Activities Accomplished ....................................................................................................... 11
Logic Model ......................................................................................................................... 13
Inputs: Resources Human & Financial ....................................................................................... 14
Strategies / Major Activities ...................................................................................................... 14
Outputs and/or Performance Indicators ................................................................................... 14
Short-term Outcomes ................................................................................................................ 15
Intermediate Outcomes ............................................................................................................ 15
Long-term Goals / Impact .......................................................................................................... 15
Documented Program Success .............................................................................................. 15
Measure of Success ................................................................................................................... 15
Stakeholder Interviews and Assessment ............................................................................... 17
Gitz Derange: FNMI Program Coordinator ................................................................................ 17
Issapaakii, Elder-In-Residence ................................................................................................... 18
Shelley MacDonald, LTTA FNMI Program Lead ......................................................................... 18
Victor Steel, District Programs Coordinator .............................................................................. 18
Lessons and Significant Accomplishments ............................................................................. 19
Next Steps ........................................................................................................................... 20
Final Reflection .................................................................................................................... 20
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Executive Summary
Indspire is a national charity that is dedicated to raising funds to promote the delivery of
innovative programs and provide the necessary tools for Indigenous peoples - especially youth -
to achieve their potential. The focus is on supporting, innovating, and fundamentally
transforming Indigenous education. The Indspire Institute is intended to generate insight into
effective, innovative and promising educational practices used in Indigenous communities that
can lead to improved learning outcomes for First Nation, Métis and Inuit students and improved
social, economic and political conditions for their families and communities.
Through the Nurturing Capacity program, an Indigenous regional researcher, well-versed in both
Indigenous and western research methodologies, documented The Royal Conservatory,
Learning Through the Arts Youth Empowerment Program in the Wood Buffalo Region – After-
School Program with the Fort McMurray Catholic School District.
The Fort McMurray Catholic School District (FMCSD) is located in Treaty 8 territory, and serves a
high number of self-identified First Nations, Métis, Inuit (FNMI) students. The Royal
Conservatory of Music, Learning Through the Arts (LTTA) has sustained a six-year presence in
the school district and is an ongoing initiative. The LTTA After- School program is focused on
improving student learning engagement, positive peer relationship, pro-social skills
development, and FNMI cultural relevance. The program is offered after school hours, one day
each week, in two local Catholic high schools. It is coordinated by an FNMI Program Coordinator,
who is also a specially trained Artist-Educator. The After-School Program provides a safe place
for youth to congregate, acquire life skills, and engage in creative, supportive, fun arts-based
activities.
Research confirms that after school hours are known to be a time when unsupervised youth are
frequently lured into anti-social activities and more prone to risk-taking or criminal activities,
any of which can disengage youth from school and lead to poor academic achievement. The
objective of this research project is to document the successful practices of the After-School
Program. In particular, the research highlights how this program was able to foster strong
cultural connections that honour local Indigenous knowledge systems. In the process of
collecting these innovative practices, an Indigenous methodology that encompasses Indigenous
contexts and worldviews is therefore considered most appropriate. An Indigenous methodology
is concerned with relational accountability and enables the formation of relationships among
the Students, FNMI Coordinator, Artist-Educators, Elder, FNMI Liaisons, and FMCSD staff to
facilitate conversations about the After-School Program in their everyday lives and school
environment. The knowledge gained is fulfilled in and through these relationships.
As the partnership between LTTA and FMCSD continues to grow, this will continue to influence
promising practices that can lead to the elimination of the achievement gap between FNMI
students and all other students.
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Project Title: The Royal Conservatory, Learning Through the Arts Youth Empowerment
Program in the Wood Buffalo Region – After-School Program with the Fort McMurray Catholic
School District
Context
The Fort McMurray Catholic School District (FMCSD) is located in Treaty 8 territory, and more
specifically, in the Wood Buffalo Region of Northeastern Alberta. This area is home to primarily
Cree, Dene, and Métis.
The surrounding First Nations are represented by the Athabasca Tribal Council (ATC) First
Nations, a governing body that represents the interests of Athabasca Chipewyan First Nation,
Chipewyan Prairie First Nation, Fort McKay First Nation, Fort McMurray #468 First Nation and
Mikisew Cree First Nations. Over 5,000 Cree and Dene people are represented. Many share
borders with the Métis community.
The FMCSD serves approximately 700 FNMI self-identified students system wide. Out of the 11
Catholic schools there are two Middle/High Schools (Grades 7 – 12) with a high number of FNMI
students. For example, at Father Mercredi High School in Fort McMurray, there are
approximately 300 FNMI students out of a student population of 1000. This is a third of the total
student population at Father Mercredi. There are FNMI high school students that billet with
families in the Fort McMurray area, but the majority of students are either bussed in from their
community or stay with family or relatives in the urban area.
The Royal Conservatory of Music (RCM) LTTA program was first introduced into the Wood
Buffalo Region in 2009 and is an ongoing initiative with the Fort McMurray Catholic School
District. According to the Royal Conservatory, LTTA is considered one of the largest and most
respected education intervention programs in the world. The 2014 – 2015 school year
represents the sixth year in which LTTA has sustained a presence in FMCSD. The program
initiative “is focused on improving student learning engagement, academic achievement, and
pro-social skills development.” The LTTA program is offered predominantly in the classroom
during school hours, but is also offered with a community focus during after school hours in the
After-School Program. The focus of this report is on the After-School Program.
Research confirms that after school hours are known to be a time when unsupervised youth are
frequently lured into anti-social activities and linked to risk-taking and/or criminal activities, any
of which can disengage youth from school and lead to poor academic outcomes. This becomes
more concerning as an increasingly number of parents enter the workforce leaving a high
percentage of youth unsupervised after school. This is particularly true for the Woof Buffalo
Region, where the dominant industry demands employees to engage in shift-based work that
can leave children unattended for long periods of non-school hours. Conversely, participation in
after school activities and increased supervision is often associated with diversion from risky
behaviours or boredom, a focus on productive and creative activity, and an increase in positive
peer relationships and community and school engagement.
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According to Statistics Canada (2012), Aboriginal Peoples Survey, some of the characteristics
associated with high school completion reported: “participating in activities outside of school
hours during their last year in school… Higher percentages of completers reported having many
close friends who valued an education… Completers were also more likely than leavers to report
feeling safe and happy at school, and to have said they received support from school staff…”
This is aligned with the data reported in a three-year research report by LTTA on the YEP1 in the
Wood Buffalo region; community consultations identified many of the major challenges facing
regional youth that put them at risk:
Lack of supervision during out-of-school hours because of long work shifts for
parents/guardians.
Economic disparities.
Lack of opportunity for extra-curricular activities, especially in the arts.
Lack of safe gathering places.
Altercations between groups of youth.
Involvement with drugs and alcohol.
Cultural enclaves.
Based on research, the report also noted additional challenges for FNMI learners: entering
school with under-developed English language skills; contending with external and internalized
racism; encountering teaching styles that were not in line with traditional ways of FNMI
learning; and feelings of displacement when required to move from their homes to attend high
school.
The Summative Research Report also affirmed that as a direct result of the community
consultations, LTTA leaders collaborated with the school districts to develop a list of actions and
objectives that might have a protective impact on the lives of youth in the Wood Buffalo Region.
These included:
1. To provide arts-based school programs that merge the arts with other, non-arts school
subjects in order to promote differentiated learning that meets a wide variety of learner
backgrounds, capacities, and preferences.
2. To promote school and social success of FNMI students through arts-based
programming that suits FNMI learning styles and values, and that engenders cultural
pride and self-worth.
3. Provide arts-based, structured, after-school, weekend, and/or summer activities for
Wood Buffalo youth to encourage positive pro-social interactions among the wider
youth community.
1 Patteson, A. (2014). Revised: Summative Research Report on the Learning Through the Arts Youth Empowerment
Program in Wood Buffalo Region, Alberta 2010 to 2013. Government of Alberta: Learning Through the Arts, The Royal
Conservatory of Music.
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4. Provide programming that crosses cultural and ethnic lines to help diminish the
divisiveness and polarization of cultural groups that eventually results in stereotyping,
bullying, and the formation of cultural enclaves.
5. Make programming easily accessible.
In gathering the data for this report there is clear evidence the After-School Program works
towards these actions and objectives in order to make an impact on the lives of youth in Treaty
8 territory.
The LTTA After-School Program provides a safe place for youth to congregate, acquire life skills,
and engage in creative, supportive, fun arts-based activities. Youth also learn how to express
themselves through artistic media. The program is offered one-day each week in two High
Schools: Holy Trinity and Father Mercredi. In total there are two programs per week. The
program hours are 4 – 5 pm. In total there are two 10 - 12 weekly sessions per academic year –
once in the autumn semester and again in the winter semester.
The program is available to both FNMI and non-FNMI students. An emphasis is placed on
engaging all students in FNMI culture and tradition and creating the space for cultural
understanding and teachings. It is important to note the program is not directed at an identified
targeted group (for example, those considered as high-risk). Instead it opens up the space for all
interested youth. Each session is led with a prayer and/or smudge and teaching. Often the LTTA
Elder-in-Residence will be present to share stories and teachings. Healthy snacks are provided.
The ultimate goal of the program is to increase student attendance and cultural relevance
among the participating youth.
Indigenous Language Group
The Industry in Fort McMurray has attracted many Indigenous people from diverse language
groups. The population is continuing to grow with a larger number of young families. The
majority of Aboriginal students attending FMCSD are of Cree, Dene, and Mechif backgrounds.
The primary language spoken and taught in the School Division is English.
History of the After-School Program
The After-School Program emerged in 2011 -2012 which was Year 2 of LTTA YEP’s presence in
FMCSD. To bring this into context a brief overview of the overall program initiative is needed.
LTTA’s relationship with the district began in 2009. LTTA approached FMCSD to discuss the
possibility of delivering arts-based activities in schools with a connection to the broader
community.
LTTA programming was then piloted in selected district schools as an Alberta Initiative for
School Improvement Project (AISI). Following the pilot, the program initiative expanded under
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the multi-year support of AISI (2009 – 2012), the Government of Alberta’s Justice Safe
Communities Innovation Fund (SCIF) (2010 – 2013) and Suncor Energy Foundation (2009 –
current). The SCIF funding was provided to various organizations and programs as part of the
government’s plan to reduce and prevent crimes in Alberta. The program initiative is currently
sustained through a partnership between FMCSD and the RCM / LTTA, with funding support
from a number of partners.
The need and focus for the YEP in the Wood Buffalo Region was expanded and clearly defined in
the fall of 2010 at a strategic retreat that included stakeholders from Fort McMurray Public and
Catholic School Boards, ATC, LTTA Artist-Educators, LTTA senior personnel, and FNMI youth
from Wood Buffalo Region.2 The purpose “was to conduct a needs assessment [funded by
Suncor Energy Foundation] that would be fundamental to determining the nature of
programming YEP should provide in the Wood Buffalo Region.” This process developed the
insights and community commitment essential to defining the regional YEP program framework,
maintaining the same principles of LTTA while continuing to meet FMCSD objectives.
The 2011 – 2012 academic year marked the second year of the Youth Empowerment
Programming initiative, the third year of the AISI funding, the second year of SCIF funding, and
the fourth year of Suncor Energy Foundation funding. This blended funding base allowed the
program to expand to reach Grades 6 to 9. The project has been successfully evolving not only in
regards to the number of grades reached but also in terms of subject matters covered and
classes reached; the expansion of after school and summer camp programming; the
introduction of an Elder-in-Residence; and also in the positive response from teachers and
students receiving LTTA programming. In 2011 – 2012, YEP was offered in over 40 classrooms
from Grades 6 to 9. The following video was produced that captured the success of 2011 – 2012:
http://fmcschools.ca/learning-through-the-arts
The idea of the After-School Program originated with Shelley MacDonald, LTTA FNMI Program
Lead. Shelley was one of the first LTTA Artist-Educators to enter Fort McMurray and was trained
as an LTTA Mentor-Artist at the Royal Conservatory in Toronto. The idea emerged from Shelley’s
prior work experience in Vancouver. The visioning retreat process in 2010 elevated the voices of
youth and the idea was brought to life by youth from the Wood Buffalo region that attended the
retreat. The youth described what they wanted and this validated that an after-school program
was desired. Additional academic research completed for the SCIF funding application further
validated the need for such a program in the region. The After-School Program was
implemented in 2011 – 2012 and has sustained a presence since ever since.
The After-School Program started in Father Mercredi High School and after participation
numbers steadily grew the program was expanded into Holy Trinity High School. Both sites have
had success in high retention rates averaging 10 – 15 participants per weekly session.
2 Patteson, A. (2014). Revised: Summative Research Report on the Learning Through the Arts Youth Empowerment
Program in Wood Buffalo Region, Alberta 2010 to 2013. Government of Alberta: Learning Through the Arts, The Royal
Conservatory of Music.
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The Elder-in-Residence concept was also identified and implemented that same year under the
leadership of the LTTA FNMI Program Lead. The Elder works alongside LTTA’s Artist-Educators,
Teachers, and FNMI Liaisons, in the classroom. They share stories, cultural traditions and
teachings in Grades 6 to 9. The objective is to take FNMI culture out of the textbook and bring it
to life in the classroom in ways teachers could never do on their own. This practice is part of
embracing and acknowledging the significance of Indigenous pedagogies in the classroom. The
Elder-in-Residence program is also interwoven into the After-School Program, where the Elder
participates at key points throughout the program sessions to share stories, cultural traditions,
teachings. Often times, the Elder will also cook with and for the students, teaching about and
sharing traditional meals.
Development Focus
The intention is for the students to take ownership of the After-School Program, selecting
themes and activities under the guidance and support of a FNMI Program Coordinator and with
involvement from other Artist-Educators and FNMI Liaisons. The program is concentrated on
Grades 6 - 9 but the students from Grades 10 – 11 often return to the program, and can
sometimes take on a mentorship role. The program also aims to provide opportunities for
students to develop into leadership and mentorship roles within the Program.
Methodology
In the process of collecting community-based successful practices it is important that this work
be grounded in a methodology that respects and reflects Indigenous perspectives and practices.
This is foundational to Indigenous education practices established by Indspire. An Indigenous
methodology that encompasses Indigenous contexts and worldviews is therefore considered
most appropriate. An Indigenous methodology is concerned with relational accountability and,
in the case of the LTTA YEP program, enables the formation of relationships among the
students, Artist-Educators, Elder, FNMI Liaisons, and FMCSD staff to facilitate conversations
about the place of the After-School Program in their lives and school environment. The
knowledge gained is fulfilled in and through relationships. This methodological process involved,
but was not limited to:
Visits to two high schools
A visit to the district office, and attendance at an administrative meeting with principals.
Observations, interviews, and informal conversations with various stakeholders at each
program site.
Following protocol with the Elder-in-Residence that involved the giving and receiving of
tobacco and a gift. This also involved gift giving to various stakeholders as a way to
reciprocate their time and knowledge shared.
Data collection:
Several Royal Conservatory of Music LTTA program documents were reviewed and
analyzed and referenced in this report.
Meeting with RCM LTTA senior management.
Review of websites: RCM LTTA and FMCSD.
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Interviews were conducted with the FMCSD superintendent of Schools and District
Programs Coordinator, the LTTA FNMI Program Lead and FNMI Program Coordinator, as
well as LTTA Artists-Educators, FMCSD FNMI Liaisons, teachers, and Elder-in-Residence.
A focus group was conducted with Grade 9 students.
Observations of a residential school presentation made by the Elder-in-Residence to
high school students.
Observations and participation in two After-School Program sessions.
All participants were required to sign an informed consent, which outlined their rights as a
participant and the purpose of the study. Participation was completely voluntary. All interviews
were digitally recorded.
Semi-structured interviews were conducted with various stakeholders to gather information on
the history, purpose, goals, and development of the After-School Program, as well as their levels
of involvement and experiences in the program.
Activities Accomplished
“What happens to a child after school is just as important to what happens to a child
during school.” (Shelley MacDonald, LTTA FNMI Program Lead)
The After-School Program is organized by the FNMI Program Coordinator, who is a trained LTTA
Artist-Educator, and is supported by another Artist-Educator, the Elder-in-Residence, and
occasionally by an FMNI Liaison from the school district. The FNMI Program Coordinator, who
develops, implements and assesses the After-School programming, also delivers programming in
the in-class school portion of the LTTA program.
LTTA “brings specially-trained Artist-Educators into schools to partner with teachers in creating
and delivering lessons that make learning the core curriculum exciting, engaging and relevant to
young learners. 3” The Artist-Educators are skilled musicians, visual artists, dancers, authors, and
dramatic artists who collaborate with teachers on various units and lesson plans through
engagement in arts-based learning. For example, students learn social studies or math through
dance or storytelling.
The After-School Program is offered in two high schools within FMCSD and has been offered in
surrounding communities of Fort Chipewyan and Fort Mackay. At the time of interviewing for
this report, plans were in place to expand the program into one of Fort McMurray’s Public High
Schools. This was highlighted by the lead FNMI Program Coordinator, “Our feedback from
teachers, staff and students [in our current program] got us excited about replicating it yet again
within the public composite high school…”(Gitz Derange, FNMI Coordinator).
There is a focus within the After-School Program on developing creative, pro-social and
leadership skills. The Program also attempts to provide opportunities for students to develop
into leadership and mentorship roles within the program. The intention is for the Students to
3 http://learning.rcmusic.ca/learning-through-arts/class-programs
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take ownership of the After-School Program, selecting relevant themes and activities under the
guidance and support of a Program Coordinator and with involvement from other Artist-
Educators and FNMI Liaisons. The program is concentrated on Grades 6 – 9 but the students
from Grades 10 – 11 often return to the program, and can sometimes take one a mentorship
role.
The LTTA After-School Program provides a safe place for youth to congregate and acquire
positive life skills while learning how to express themselves through artistic media. Youth also
learn and celebrate FNMI cultural traditions and pedagogy, which is foundational in all the
program activities. The key desired outcomes are to increase student’s capacity to: have fun in a
school setting; engage in a healthy social life; and reduce racial barriers, leading to increased
attendance and cultural understanding.
The following components have been identified as important to the success of the LTTA After-
School Program:
Creating a safe and inviting space where youth feel that they can be themselves without
judgment or criticism.
Offering programming with consistency – at the same time and place on a regular basis
(e.g. every week for twelve weeks per semester).
Keeping programming barrier-free (no cost, equal access, judgment free space) so that
any youth who want to participate can participate.
Using trained LTTA Artist-Educators who are skilled at engaging and addressing the
needs of youth, especially those at risk or living in vulnerable situations.
Leading each session with a prayer, smudge or game that engages all participants with
FNMI cultural traditions.
Providing opportunities for students to prepare and share food together, as part of an
important social bonding activity (while also ensuring that they are provided with
healthy snacks).
Ensuring that youth have a voice in shaping programming in a way that gives them a
sense of ownership over the program.
Ensuring all programming has a collaborative or team-based component but that also
invites youth to express their individuality and their strengths.
Structuring arts-based programming to be varied (e.g. divided into themes and units) so
that it remains interesting to youth, but also offers some depth and challenge, while
encouraging sustained involvement and effort over time.
o An example of a program theme would be: “cedar, sweetgrass, sage, and
tobacco, I would present these each month and open up each session with these
items. Each month is dedicated to this. The [purpose is - medicine knows why it is
here; do you know why you are here? Sage knows why it’s here but do you know
why you are here?...” (Gitz Derange, FNMI Program Coordinator)
o Example of projects:
Winter Count Blanket (a story told within the span of a year on the
backside of hide)
Medicine Bags (teachings provided on the significance and sacredness,
where each student had the opportunity to make a bag)
Film exploring relevant themes (various films were created as a group)
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Story-time
We Day (working collectively as a group to attend and explore ways in
giving back to the community)
Additional important components include:
Providing arts programming with contemporary relevance and meaning that can
integrate with technology but that can also easily integrate traditional FNMI teachings
and ways of knowing.
Inviting an Elder at key points in the program to provide stories, lessons and learning,
while also offering youth the opportunity to learn the protocol in welcoming, listening,
learning and respecting an Elder.
Celebrating the results of youths’ creative work through presentations, film screenings,
exhibitions and the like.
Offering opportunities for youth to move into leadership and mentorship roles within
the Program (and being able to identify youth who are ready to take on these roles).
The success of the After-School Program is also a direct result of responding to FNMI Program
Coordinator /Artist-Educators needs through:
Creating a connected community through regular meetings with LTTA staff, Artist-
Educators, Elder-in-Residence, FNMI Liaisons, and Principals.
Generating opportunity for program planning and impact assessment by reflecting on
how the program is meeting its goals and objectives.
Attending to school policy and procedures.
Recruiting and training FNMI Artist-Educators.
Developing leadership skills.
Increase networking opportunities and ongoing professional development.
Logic Model
The logic model presented here is a list of the resources, activities, outputs and outcomes
developed within the partnership between the Fort McMurray Catholic Schools (FMCSD) and
The Royal Conservatory, Learning Through the Arts Youth Empowerment Program (RCM / LTTA
YEP). These elements were identified based on the documents reviewed and stakeholder
interviews held concerning the After-School Program. The logic model is used as a tool in this
study to illustrate the promising practices used within the After-School Program and is not to be
considered an all-encompassing and exhaustive description of the current programming and
delivery of education at FMCSD or by LTTA.
The LTTA YEP aims to empower youth to be successful in school and in society through
engagement in arts-based learning that4:
Fosters enhance school attachment and achievement;
4 Patteson, A. (2014). Revised: Summative Research Report on the Learning Through the Arts Youth Empowerment
Program in Wood Buffalo Region, Alberta 2010 to 2013. Submitted to the Government of Alberta: The Royal
Conservatory.
14
Cultivates self-esteem and positive cultural identity;
Encourages pro-social activity; and
Builds creativity and resilience.
Inputs: Resources Human & Financial
FMCSD Senior Administration (District Program Coordinator)
FNMI Program Coordinator
LTTA Administrative Coordinator & Supervision (Head office staff)
LTTA FNMI Program Lead
Elder-in-Residence
FMCSD FNMI Liaisons
LTTA Artist-Educators
Principals
School space and school resources (materials, IT equipment, healthy snacks,
transportation vouchers)
Relationships / Mentoring / Leadership skills
Program Funding – FMCSD and LTTA with Suncor Energy Foundation
Strategies / Major Activities
At least one lead FNMI Program Coordinator to plan and organize activities as well as
advocate on behalf of students. Provide ongoing support and mentorship to all
students.
Recruit and train students in leadership roles within the group. Develop peer support.
Provide a practical space to gather. Create a safe and inviting conversational space
where youth feel that they can be themselves without judgment or criticism.
Plan consistent, varied, collaborative and challenging program activities that that
include FNMI cultural traditions and practices that facilitate teaching and learning.
Provide the necessary resources such as healthy snacks, materials, and supplies.
Meets with FMCSD & LTTA team to maintain communication and relationship.
Source and sustain funding to keep the program barrier free.
Outputs and/or Performance Indicators
Safe and inviting space for youth.
Constructive and creative activities that serve as positive alternatives to anti-social
possibilities.
The FNMI Program Coordinator to develop a positive relationship with all students and
engages these students in activities that develop their cultural understanding and
leadership skills.
Develop pro-social and life-skills.
Creates the opportunities for students to take ownership of the program and make it
their own.
Collaborate with the Elder-in-Residence and FNMI Liaisons.
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Short-term Outcomes
Teachers and FNMI Liaisons observe improved student attendance in class.
Increased awareness of the After-School Program.
Increased capacity for students to have fun learning and feel valued.
Increased capacity to develop as group leaders.
Enhanced ability for students to trust and share.
Intermediate Outcomes
Increased student retention rates in the After-School Program.
Increased sense of student belonging in middle and high school
Increased exposure to FNMI culture and history in a way that engenders cultural pride,
sense of identity, and self-worth.
Increased presence of Elder and FNMI Liaisons in the After-School Program.
Increased positive peer relationship and influence.
Increased interpersonal skills.
Increased leadership skills, teamwork skills, conflict resolution skills, respect, enhanced
pro-social behaviour, and communication skills.
Increased self-esteem.
Long-term Goals / Impact
Improved student attendance.
Improved student social and leadership skills.
Improved FNMI cultural relevance.
Decrease FNMI student dropout rate.
Improved graduation rates.
Improved pro-social activity and reduction in criminal activity.
Documented Program Success
Measure of Success
“This is usually met when students take from the After-School Program a sense of belonging,
interest in new things, high interest activities, and good stewardships offered to them and
expected of them” (Victor Steel, District Programs Coordinator).
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At the end of the 2012 - 2013 academic year, students were invited to respond to an After-
School Program end-of-year questionnaire.5 The students identified the following benefits of
having participated in the Program:
• More self-confidence.
• Increased knowledge of FNMI cultures.
• Greater ability to pay attention and focus on learning projects.
• Greater capacities/skills to be group leaders.
• Enhanced ability to trust and share.
• More knowledge of how to work well with others.
• Greater ability to express themselves through various art forms (e.g., dance, digital
photography, and acting).
• Increased capacity to have fun.
Additional student comments indicated that the attendees at the After-School Program learned
that everyone has his/her own talents and that the After-School groups did not “judge you for
being yourself.”
The FNMI Program Coordinator stated, “Evaluation of the program is done at the end of the year
with a review sheet…but also taking feedback in from the teachers and other educators” (Gitz
Derange, FNMI Program Coordinator).
In reviewing the LTTA YEP In Class and After-School data, narrative reports from stakeholders
affirm the attendance rate in both programs has increased as a result of interest in the LTTA
program. It is difficult to substantiate this correlation due to limited indicators. In addition, there
are many contributing factors that have led to the high success rate within FMCSD not
addressed in this report.
An important sign of success is the achievement of the outcomes identified in the logic model
and these are highlighted throughout the report. In particular, this Program was able to foster
strong cultural connections that honour local Indigenous knowledge systems, which engendered
cultural pride, sense of identity, and self-worth ultimately increasing self-esteem. Research does
indicate that high quality After-School Programs foster self-esteem, which in turn tends to
increase academic achievement. The Tell Them From Me Survey (2013) reported, “there’s a
direct link between students’ attitudes toward learning and academic success. We know that
engagement and learning go hand-in-hand: engagement leads to learning—and learning leads
to engagement.” 6
5 Patteson, A. (2014). Revised: Summative Research Report on the Learning Through the Arts Youth Empowerment
Program in Wood Buffalo Region, Alberta 2010 to 2013. Submitted to the Government of Alberta: The Royal
Conservatory. 6 https://ideas.education.alberta.ca/media/80327/albertaed_ttfm_web_may08-2013.pdf
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Stakeholder Interviews and Assessment
The researcher participated and conducted After-School Program observations at two FMCSD
high schools. Highlighted below are threads pulled from semi-structured interviews with the
FNMI Program Coordinator, Elder-in-Residence, LTTA FNMI Program Lead, and the FMCSD
District Programs Coordinator. Information collected during these interviews helped describe
the Program and its benefits from the perspectives of these stakeholders.
Gitz Derange: FNMI Program Coordinator
1. What does success in the After School Program look like?
“At Father Mercredi the program is offered on Thursday after school, which is their [the
student’s] Friday. The students could go home to start their weekend but they want to stay… I
heard one student say, ‘my weekend starts here’ and that was really cool to hear”
“We work to create a free environment for them to be who they are.”
“We [students and I] have a mutual respect just being in that space. It forms itself. They
understand that respect… It’s like leading the kids without leading them at times. It’s their own
program. I put myself into the program, but it’s their program. Students suggest what they want
to do in the program... For example, you [referring to researcher] were there when we discussed
attending WE DAY as a way to encourage them to be agents of change. They have to take
ownership of this”
“I have received feedback from teachers and FNMI Liaisons, [and] all identifying a positive
change in [students]… I have also heard from students. They tell me what works for them.”
“Students really want to be part of the After-School Program”
2. What have you found that is effective?
“I like making film with the students. And it’s helping them. They have a different imagination
and believe anything is possible. They can see themselves in film…
just creating those moments…”
“There’s a magic an Elder brings … she cooks and the kids will often cook with her … it’s like
cooking with grandma … and she will tell stories of legends, stories of her life. She has a way
about being with them.”
“ I put our faith and trust in our cultural practices.”
“They are growing as artists, as story-tellers … the art opens up perceptions you might not have
had before about the world. Art can make the impossible possible. We do always come back to
that art aspect.”
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“There’s a sense of belonging. A sense of community.”
Issapaakii, Elder-In-Residence
1. General reflections on the After-School Program
“I enjoy coming in the program… I cook for the kids… I really enjoy that because I know there are
some kids who have parents who are busy working and they’re always home by themselves and
some of them don’t eat. They don’t bring lunch and so when they come to the program they’re
hungry…”
“I smudge with them… I’ll talk with them. I’ll share…”
“I have a beautiful story to tell about one of our girls. When she first started the After- School
Program she would come but she was very shy and quiet. There are always kids that come in and
they can be loud and they are happy. But she was quiet and very shy but she kept coming…
Today, she is one of our leaders and she’s blossomed. She never quit coming and now she’s in
Grade 12 and will be graduating. She is one of our young leaders now in the Program… and to
watch her now - sit there and talk and talk is really beautiful.”
Shelley MacDonald, LTTA FNMI Program Lead
1. Reflecting on Diversity
“The Diversity has rapidly changed in the last seven years. There are a lot of people coming in
from different countries because of the industry and they want to learn more about the culture.”
2. Connections with FNMI Liaisons
“FNMI Liaisons are involved and they know exactly where the LTTA Artists are in the school. The
Liaisons distribute and receive the consent forms to participate in the After- School Program and
if parents need clarification or have any questions they know whom to call. The Liaisons take
care of all the important information and is kept on file.”
3. Connections with School Principals
“Gitz keeps the School Principals informed. He meets with the Principals to let them know what
he is doing because we are using their space. Communication becomes key. We have presented
at Principal meetings…Trustee meetings… it is a district initiative in the Catholic Schools. We are
starting a program at the Public Composite High School in February and this will be their first
time…”
Victor Steel, District Programs Coordinator
1. Program goals and strategies
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“The LTTA After-School Program objectives are tied to student attendance and cultural
relevance. FMCSD’s FNMI attendance rates are very close to our general student population’s
attendance rates (within 2%) and have improved since the inception of the LTTA program among
others.”
“Increased student attendance… is met when students take from the After-School Program a
sense of belonging, interest in new things, high interest activities, and good stewardship offered
to them and expected of them.”
“One major strategy is the preparation and execution of planned sessions for the students each
time they meet. Another important strategy is the recruitment and training of students in
leadership roles with the group and within the school outside of the After- School Program. And
a third essential strategy is to have regular quality FNMI influences in the regular activities of the
After-School Program for both FNMI participants and non-FNMI participants.”
Lessons and Significant Accomplishments
The FNMI Program Coordinator, in collaboration with the LTTA FNMI Program Lead, Elder-in-
Residence, and FNMI Liaisons creatively work to create a safe conversational school space for
youth to gather, learn, share, and have fun. This does not occur without challenges. In the early
stages of the Program, there were challenges with student recruitment; conflicts with other
extracurricular programming in the schools; and sustaining a location within the school. The
Program was moved from various locations within the schools. At the time of this data collection
the Program had sustained a place in the home economics room in both high schools. The room
meets the needs of the program and appears to be the ideal space.
The accomplishments of the After-School Program are well documented throughout the report.
A summary of significant accomplishments of the After-School Program are highlighted below:
Making an important community contribution by channelling the energies of
participating youth into pro-social activities; especially considering that the afterschool
hours are known to be a time when unsupervised youth are frequently lured into anti-
social activities;
An emphasis on building leadership skills and creating mentorship opportunities for
youth;
Self-motivated youth who receive encouragement from parents, teachers, liaisons,
artists, and friends, to participate in programming;
Building relationships with youth and creating trust, which can be challenging. The FNMI
Program Coordinator is First Nations himself and is originally from the Wood Buffalo
Region. He is able to connect with the youth in a relational way that has opened up
space for them to share their personal, cultural, and familial stories.
Generating academic benefits for these youth through an improved sense of school
attachment and, as result, class attendance and participation.
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Next Steps
In reflecting upon the data and shared conversations about this initiative, the following are seen
by the researcher to be ongoing activities of a works-in-progress:
Increase connection and professional development opportunities for FMCSD FNMI
Liaisons, Elder-in-Residence, and Artist-Educators;
Improving engagement between the After-School FNMI Program Coordinator and
Principal;
Developing curriculum and resource materials to increase the After-School FNMI
content and pedagogy; and
Extending the After-School Program to be delivered in other schools districts (e.g.
FMPSD will receive the Program in Winter, 2015).
Final Reflection
As a final reflection, the researcher is thoroughly impressed with The Royal Conservatory,
Learning Through the Arts Youth Empowerment Program and the positive difference it is making
in the lives that form school and community in the Wood Buffalo Region. There is clear evidence
of successful practices occurring in the After-School Program. There are strengths of the
program that identify strong cultural connections that honour local Indigenous knowledge
systems. As the partnership between LTTA and FMCSD continues to grow, this will continue to
influence promising practices that can lead to the elimination of the achievement gap between
First Nations, Métis and Inuit (FNMI) students and all other students.