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L’Nu Sipuk Kina’muokuom A Successful Mi’kmaw School
March 2017
Researcher:
Linda Simon, Simon Management Services
NURTURING CAPACITY FOUNDING SPONSOR
Page 2
Preface
Nurturing Capacity: Building Community Success
Indspire supports communities to improve educational outcomes through the documentation and
evaluation of their innovative practices. This community-led process is supported by an Indspire-funded
Indigenous scholar who works with programs on the ground to provide training on data collection and
evaluation methodology.
For more info, please contact [email protected] | 1.855.463.7747 x 230
Project Abstract
At L’Nu Sipuk Kina’muokuom (LSK) School, learning has become hands-on, both students and teachers
find it to be exciting and challenging. The students, proud of their heritage and culture, are up for this
challenge. Since opening in 2008, LSK School has become very successful academically, and through the
efforts of language and culture teachers, has improved the fluency of Mi’kmaw among the youth
population of the community. This project is focused on identifying and documenting the reasons
behind these successes through the research on effective schools which has highlighted certain
characteristics considered by researchers as compulsory to ensure student academic achievement. A
school is successful and becomes highly effective when each of these elements is present and influences
the other, thus impacting student learning.
Project Holder
Mi’kmaw Kina’matnewey Contact person: Eleanor Bernard
Address: 47 Maillard Street, Membertou, Nova Scotia B1S 2P5
Telephone: 902-567-0336 Fax: 902-567-0337
Email: [email protected] Website: www.kinu.ca
Project Lead
Sarah Doucet, Principal of LSK School
Email: [email protected] Telephone: 902-758-1229
Additional Contact: Velvet Paul, Director of Education
Email: [email protected] Telephone: 902-236-3024
Page 3
Table of Contents
Preface 2
Nurturing Capacity: Building Community Success 2
Project Abstract 2
Project Holder 2
Project Lead 2
Executive Summary 4
Description Of The Program 5
Context 5
Brief History 7
Logic Model And Performance Indicators & Measures 8
Project Model 9
Evaluation 10
1. Effective School Leadership 10
2. Goals 12
3. Processes 14
4. Supports 15
5. Culture 16
6. Assessment Results 19
Outcomes: Most Significant Accomplishments And Lessons Learned 23
Next Steps For The Project 24
Appendix I: Logic Model 25
References 26
Page 4
Executive Summary
Sipekne’katik First Nation is one of thirteen First Nations located in Nova Scotia and is the second largest
Mi’kmaq band. Sipekne’katik in Mi’kmaw means “where the wild potatoes grow.” It is a vibrant,
growing, and close-knit community of 2,603 band members, with 1,326 members residing in the
community and 1,277 members residing outside of the community. Under the umbrella of Mi’kmaw
Kina’matnewey (MK), the Sipekne’katik Education Department provides educational services to the
students of Sipekne’katik First Nation community, and most especially to L’Nu Sipuk Kina’muokuom
(LSK) School.
The L’Nu Sipuk Kina’muokuom School opened in 2008 and, over time, has become a successful school
under the umbrella of the Mi’kmaw Kina’matnewey. In 2015-2016, there were 175 students from the
community attending LSK School, with a staff of twenty-six including the Principal and Vice-Principal.
Learning has become hands-on, both students and teachers find it to be exciting and challenging. The
students, proud of their heritage and culture, are up for this challenge. Since opening in 2008, LSK
School has become very successful academically, and through the efforts of language and culture
teachers, has improved the fluency of Mi’kmaw among the youth population of the community. This
project is focused on identifying and documenting the reasons behind these successes.
Researchers have identified certain characteristics considered as compulsory to ensure student
academic achievement. A school is successful and becomes highly effective when each of these
elements is present and influences the other, thus impacting student learning.
The success of the school was reviewed using research from The Nine Characteristics of High-Performing
Schools: A research-based resource for schools and districts to assist with improving student learning1, as
well as the results of student assessments in relation to other schools under the MK and provincial
assessment results.
LSK School has found ways to successfully retain teachers, make learning fun, and teach the provincial
curriculum using hands-on techniques, and with the addition of Mi’kmaw language and culture. The
school has done this by applying many of the correlates of effective schools which include a clear and
shared focus, high levels of collaboration and communication, community involvement, language and
culture and a safe, orderly and supportive learning environment.
Effective school leadership is a cornerstone for school improvement. According to Shannon & Bylsma
(2007), the implementation of change processes depends on effective instructional and administrative
leadership. Effective leadership fosters “instructional program and school culture conducive to learning
and professional growth” (Idem, p. 43). Leadership responsibilities are distributed among
administrators, pod leaders and teachers.
The school environment builds self-esteem through a high level of expectations and student success,
trust, and a team approach to teaching through professional learning communities. Discipline problems
1 Shannon, G.S. & Bylsma, P. (2007). The Nine Characteristics of High-Performing Schools: A research-based
resource for schools and districts to assist with improving student learning. (2nd Ed.). Olympia, WA: OSPI.
Page 5
are minimal. In addition to improved student success, students enjoy many extra-curricular field trips,
presentations and activities. Comparisons of assessments in reading and mathematics with other
students under MK, and with provincial assessments demonstrate the academic success of LSK students.
Description of the Program
The L’Nu Sipuk Kina’muokuom (LSK) School opened in 2008 and over time has become a successful
school under the umbrella of the Mi’kmaw Kina’matnewey (MK). Learning has become hands-on, both
students and teachers find it exciting and challenging. The students, proud of their heritage and culture,
are up for this challenge.
Context
Sipekne’katik First Nation is one of thirteen First Nations located in Nova Scotia and is the second largest
Mi’kmaq band in Nova Scotia. Sipekne’katik First Nation includes the communities of Indian Brook IR
#14, New Ross, Pennal, Dodd’s Lot, Wallace Hills and Grand Lake. Sipekne’katik in Mi’kmaw means
“where the wild potatoes grow.”
Figure 1: Map of Traditional Mi’kmaw Territory2
2 Retrieved from Sipekne’katik website: http://sipeknekatik.ca/community-profile/
Page 6
Sipekne’katik First Nation is a vibrant, growing, and close-knit community of 2,603 band members, with
1,326 members residing in the community and 1,277 members residing outside of the community3.
Located in Hants County, Nova Scotia near Schubenacadie, the land area of Sipekne’katik First Nation
spans 12.13 sq. km. Sipekne’katik is conveniently located a short distance of 68 km from Kijipuktuk
(Halifax, Nova Scotia) and 28.8 km southwest of Truro, Nova Scotia.
The social and ceremonial lobster fishery is an important part of community culture and social activity.
The Sipekne’katik Multipurpose Centre also serves as a social and cultural hub, bringing together people
for community meetings, events, and social gatherings, and some education programs.
Mi’kmaw Kina’matnewey (MK) is the official name for the Mi’kmaq Regional Management Organization
that was officially created in 1997. The MK facilitates and assists the jurisdiction of education for the
Mi’kmaw Nation communities it serves. The Mi’kmaq Education Act, a self-governing agreement,
recognizes the role of the regional management organization to support local band schools in delivering
language immersion and other culturally rich programs and activities. However, unlike a school board,
Mi’kmaw Kina’matnewey serves rather than directs the activities of its members’ local schools.
Sipekne’katik is a member community of the Mi’kmaw Kina’matnewey.
Under the umbrella of Mi’kmaw Kina’matnewey, the Sipekne’katik Education Department provides
educational services to the students of Sipekne’katik First Nation community. The Director of Education
is responsible for the delivery of programs and activities in accordance with the mission and operational
strategic plan of the Sipekne’katik Band. They oversee the successful outcome of education programs.
The Director of Education ensures that program activities operate within the policies and procedures of
the Sipekne’katik Band and in compliance with all relevant operational guidelines for Mi’kmaw
Kina’matnewey and Indigenous and Northern Development Canada (INAC).
Although the student population is declining, the nominal roll of Sipekne’katik for 2015-2016 is 487
students, of which 175 attend LSK School in the community. The nominal roll and projected enrollment
2010-2021 is provided in Figure 2.
3INAC (2016) Sipekne’katik registered population as of June 2016, viewed at http://fnp-ppn.aandc- aadnc.gc.ca/fnp/Main/Search/FNRegPopulation.aspx?BAND_NUMBER=25&lang=eng, July 2016.
Page 7
Figure 2: Enrollment and Projected Enrollment for Sipekne’katik First Nation 2010-20214
Brief History
The L’Nu Sipuk Kina’muokuom School opened in 2008 and offers pre-school and primary through to
Grade 12 education, specializing in Mi’kmaq studies and Mi’kmaq language courses. All of the 175
students attending LSK School are from the community.
LSK School has a Principal and Vice-Principal, and a staff of twenty-four including thirteen classroom
teachers, an Elementary Mi’kmaw Language Specialist, a Mi’kmaw Studies teacher, a Librarian, a Maths
Mentor, a Levelled Literacy Initiative Specialist, a Guidance Counsellor, two Resource teachers, a
Network Administrator, a Technical Education Teacher, and a High School Maths/Science teacher.
4 MKSIS (2016) courtesy of Dave Peters, Performance Measurement Coordinator, MK, July 2016.
Page 8
The total student population for LSK School for 2015-2016 is 175, the breakdown by grade level is shown
in the following table:
Grade Level Number of Students
K4 21
Primary 17
Grade 1 13
Grade 2 12
Grade 3 17
Grade 4 13
Grade 5 13
Grade 6 14
Grade 7 9
Grade 8 4
Grade 9 12
Grade 10 12
Grade 11 9
Grade 12 9
Total 175
Since its founding in 2008, LSK School has been very successful academically, and through the efforts of
the language and culture teachers, has improved the fluency of Mi’kmaw among the youth population
of the community. This project focused on identifying and documenting the reasons behind these
successes.
Logic Model and Performance Indicators & Measures
Research on effective schools has highlighted certain characteristics as compulsory to ensure student
academic achievement5. The evaluation of the success of LSK School was based on the principle that a
school must allow all students to improve their learning outcomes, a value shared by all staff at LSK.
The framework selected for the evaluation included twelve characteristics (called “correlates” in this
evaluation) of school effectiveness. Among these, three correlates focused on the cultural aspect, a
particular aspect influencing how LSK school objectives are achieved.
These correlates were grouped under five categories to form a framework through which to view school
process, based on how they interact in school effectiveness. The framework ties in with the Logic Model
presented in Appendix I.
5 Shannon, G.S. & Bylsma, P. (2007). The Nine Characteristics of High-Performing Schools: A research-based resource for schools and districts to assist with improving student learning. (2nd Ed.). Olympia, WA: OSPI.
Page 9 of 26
Table: Components of Analysis6
Categories Correlates
Effective School Leadership
1. Effective school leadership
Goals 2. Clear and shared focus 3. High standards and expectations for all students
Processes 4. High levels of family and community involvement 5. High levels of collaboration and communication 6. Coordinated and aligned curriculum and assessment 7. Frequent monitoring of learning and teaching
Supports 8. Focused professional development 9. Safe, orderly and supportive learning environment
Culture 10. Cultural competency and culturally responsive teaching 11. Inclusion of language and culture 12. Promotion of self-identity and self-esteem
Figures representing the results of assessments of LSK students in comparison to other students within
the Mi’kmaw Kina’matnewey, and comparison of provincial assessments are used to quantify students’
successes described in the evaluation (See figures 6-9 in this report).
Project Model
These correlates grouped under the five categories of the framework (as shown in “Component of
Analysis” table above), interact together to create school effectiveness. The Effective School Leadership
category plays a prominent role and encompasses the other four categories. They interrelate to one
another and affect student achievement as shown in the Venn diagram (following page) that has been
adapted from Shannon & Bylsma (2007). A school is successful and becomes highly effective when each
of these elements is present and influences the other, thus positively impacting student learning.
6 Adapted from: Shannon, G.S. & Bylsma, P. (2007). The Nine Characteristics of High-Performing Schools: A research-based resource for schools and districts to assist with improving student learning. (2nd Ed.). Olympia, WA: OSPI.
Page 10 of 26
Adapted from Shannon & Bylsma (2007)
Evaluation
As previously stated, the success of the school was reviewed using research from The Nine
Characteristics of High-Performing Schools: A research-based resource for schools and districts to assist
with improving student learning7, as well as the results of student assessments in relation to other
schools under the MK and provincial assessment results.
1. Effective School Leadership
Effective school leadership is one of the correlates of high performing schools. “Effective instructional
and administrative leadership is required to implement change processes. Effective leaders proactively
seek needed help. They nurture an instructional program and school culture conducive to learning and
professional growth. Effective leaders have different styles and roles – teachers and other staff,
including those in the [education] office, often have a leadership role” (Shannon & Bylsma, 2007, p. 24).
At the administrative level in LSK, the Principal and Vice-Principal act as coach-mentors, inspiring people
to come together as part of everyday school life, while encouraging and supporting professional learning
7 Ibid
School/Community Kina’matnewey
Mi’kmaw
Culture
Goals
LSK Students Supports
Processes
Effective School Leadership
Nova Scotia Education Indian and Northern Affairs Canada
Page 11 of 26
communities. They advocate for effective instruction for all students. This year the focus has been on
the needs of autistic students for a “Snoezelen Room”8.
Leadership is distributed in the school with teachers having a leadership role within their Pods9, and in
other capacities such as extracurricular activities. The Vice-Principal works with the staff Pod-leaders
and meets with them regularly. The Principal in turn holds monthly staff meetings, and sits on the
School Board with the Director of Education and several other program administrators. Both have
developed positive, respectful relationships with staff, parents, and students.
According to Shannon & Bylsma (2007), “effective principals, with good leadership skills, increase the
likelihood that school improvement will occur” (p. 44). In addition, they indicate that “other school
leaders, administrators and education directors should also share leadership roles and responsibilities
essential to improving schools” (Idem).
A student in Textile Technology Class A student who was part of Team Nova
Scotia during the Canada Wide Science Fair
(CWSF) held at UNB
8 Snoezelen or controlled multisensory environment (MSE) is a therapy for autistic people and other developmental disabilities, dementia or brain injury. It consists of placing the person in a soothing and stimulating environment, called the "Snoezelen room". Snoezelen Multi-Sensory Environments are relaxing spaces that help reduce agitation and anxiety, but they can also engage and delight the user, stimulate reactions and encourage communication. For more information, please visit website: http://www.snoezelen.info/ 9 See page 13 of this report for further explanation on Pods and their role at LSK School.
Page 12 of 26
2. Goals
A. Clear and Shared Focus
In a school that has a clear and shared focus, everyone knows where they are going and why. The focus
is on achieving a shared vision, and all those involved understand their role in achieving the vision. The
focus and vision are based on common beliefs and values, and establish a consistent direction for all.
At LSK School everyone understands and contributes to the School Improvement Plan, the goal and
mission of the school are revisited frequently. The focus is always “kids first”. In sitting with teachers in
their pods, it is obvious that all staff members are focused on student learning. Staff expectations are
also frequently monitored with consistent and open dialogue.
B. High Standards and Expectations
A common belief shared by all teachers and staff is that all students can learn and meet high standards.
While recognizing that some students must overcome significant barriers, these obstacles are not seen
as insurmountable. As the Vice-Principal stated, “the higher you aim, the higher they go…”
Teachers use effective strategies to help low-performing students meet high academic standards, and
ensure that students are able to use technological innovations effectively to access information. An
example is the use of the computer game “Minecraft” to teach concepts in Social Studies and in Maths.
The students become “excited” about learning as can be seen in the video of a class in the computer lab
working on an assignment. Minecraft allows students to visit ancient civilizations to create and play out
their own stories, or explore mathematical concepts like perimeter, area, and volume by breaking and
placing Minecraft blocks. As can be seen in the video11 of LSK students, the game encourages
collaboration, problem solving, and leadership skills through creative thinking and innovative design.
Students are encouraged by a system of incentives such as a “Good Standing Trip” to reward attendance
or having an exemption from exams for academic good standing. The annual rates for attendance are
shown in the following graph:
11 Ibid
Page 13 of 26
Figure 3: Attendance 2010-201512
This image shows one of the Grade 9 students
who successfully participated in a maths
challenge on surface area. He is holding the
composite object that his class created out of
cardboard boxes. The total surface area adds up
to 11750.5 cm²
12 MKSIS (2016) courtesy of Dave Peters, MK Performance Measurement Coordinator, and Velvet Paul, Director of
Education at Sipekne’katik.
Page 14 of 26
3. Processes
A. High Levels of Family and Community Involvement
Shannon & Bylsma (2007) define family and community involvement in these words: “There is a sense
that all have a responsibility to educate students, not just teachers and school staff. Families,
businesses, social service agencies, and community services all play a vital role in this effort” (p. 119).
The school has a lot of parent volunteers that help in the cafeteria, with field trips, with extracurricular
activities, etc. Part of the strategic plan is to have a Parent Committee put in place. The school extends
standing invitations out to Elders as well as the Chief and Council to come into the school. The Fire
Department and RCMP are scheduled regularly to come in for sports and activities with the students.
The researcher of this report witnessed the RCMP playing floor hockey against the students during their
visit to the school.
Parents are provided with a monthly newsletter from the school. In addition, they can access plenty of
information, pictures and videos on the school website. The website includes a page for each grade level
teacher to post information about their class. PDF’s of information documents, notices and schedules
are also posted on website.
B. High Levels of Collaboration and Communication
Creating collaborative professional learning communities (PLC) is an approach that principals and school
leaders can use to improve student learning (Shannon & Bylsma, 2007). Staff members are organized
into PLC to help increase student learning across grade levels. The staff is grouped into Pods: K-Grade 3,
Grades 4-6, and Grades 7-12. Specialists such as the Technical Education Teacher are assigned to specific
Pods.
The staff meets together once a month, and the Pods also meet monthly. The Pods serve as professional
learning communities for teachers. Teachers working together to solve problems related to school issues
within their grade levels, to provide consistency in teaching approach, or to share instructional
strategies.
Professional Learning Communities are also encouraged on a larger scale with support from Mi’kmaw
Kina’matnewey. Literacy Specialists meet with teachers from various schools who undertake required
reading, bring in samples of students’ work, and lesson plans, as well as share ideas and instructional
strategies.
C. Coordinated and Aligned Curriculum and Assessment Shannon & Bylsma (2007) define aligned curriculum13 as follows: “The planned and actual curriculum are aligned with the essential academic learning requirements (EALRs). Research-based teaching strategies and materials are used. Staff understand the role of classroom and standardized assessments, what the assessments measure, and how student work is evaluated” (p. 63).
13 Alignment is defined as the match between what is to be learned (the planned curriculum based on learning standards), what is actually taught (instruction), and what and how it is tested (assessment). Deeply aligning the content, context and cognitive demand of the curriculum, instruction and assessment impact student learning” (Idem, p. 63)
Page 15 of 26
The school follows the Nova Scotia provincial curriculum with the addition of Mi’kmaw language and
culture. Students write provincial assessments in reading and mathematics. Staff members work with
literacy and numeracy consultants and specialists to use overall assessment results to plan instructional
strategies.
Instructional staff members have a good understanding of the provincial outcomes in the areas they
teach. Teachers use multiple resources to support classroom learning. There is extensive use of
manipulatives and integrated technology as teachers understand that the students learn better visually
and by “hands-on” experiences.
Students understand that they are attending school to learn. All students are consistently challenged by
a rigorous curriculum, but teachers also work hard to find interesting methods to have students explore
the content, grasp what is being taught to them, and understand what they are tested on.
D. Frequent Monitoring of Learning and Teaching
In order to effectively monitor teaching and learning, attention is paid to both to student learning
results and to the effectiveness of school and classroom procedures. Assessment results should be used
to focus and improve instructional programs. Students receive extra help when they need it. Students
receive regular feedback about what they need to do to improve. In addition, there are high
expectations and accountability for all of the adults who work at the school.
The monitoring of student assessments is made easier through the use of the Mi’kmaw Kina’matnewey
Student Information System (MKSIS) and Literacy and Numeracy Consultants. These two resources assist
teachers in improving their instructional strategies in the classrooms and they use the results to a
certain extent to focus their pedagogy on the needs of their students. There is a need for further in-
service for teachers in this area.
Small class sizes, support programs such as the Levelled Literacy Initiative, and the capability of the
teachers have had a positive effect on the literacy levels as can be seen in the assessment results at the
end of this section.
4. Supports
A. Focused Professional Development
In Shannon & Bylsma (2007), focused professional development means that “a strong emphasis is
placed on training staff in areas of most need. Feedback from learning and teaching focuses extensive
and ongoing professional development. The support is also aligned with the school or community vision
and objectives. A growing consensus, in relation to educational reform, acknowledges that continuous
on-site job-embedded professional development as the best hope for changing instruction to improve
student learning” (p. 96).
The school teaching staff and administration decide together in staff meetings or through Pod meetings
on what is needed for professional development and it is supported by MK. Sometimes, professional
Page 16 of 26
development is accessed through the Professional Learning Communities such as the Pods, and
sometimes, it is accessed online. The Principal focuses her professional development on instructional
leadership as a coach-mentor.
B. Safe, Orderly and Supportive Learning Environment
Shannon & Bylsma (2007) define supportive learning environment as “the school [having] a safe, civil,
healthy and intellectually motivating learning environment. Students feel respected and connected with
the staff and are engaged in learning. Instruction is personalized and small learning environments
increase student contact with teachers” (p. 107).
LSK School has few discipline problems and all the staff have an excellent rapport with the students.
The students enjoy a stimulating and personalized learning environment. Everyone treats each other
with respect and there is a mutual understanding regarding why everyone is at the school.
5. Culture
A. Cultural Competency and Culturally Responsive Teaching
According to the Center for Effective Collaboration and Practice (CECP, 2001), “cultural competence is
the integration and transformation of knowledge about individuals and groups of people into specific
standards, policies, practices and attitudes used in appropriate cultural settings to increase the quality
of services, thereby producing better outcomes” (Shannon & Bylsma, 2007, p. 10).
While there is a rich cultural program in Mi’kmaw language and Mi’kmaw studies, it is not always carried
over to the rest of the classes. The school depicts a cultural worldview and there are cultural
perspectives provided to the students in various subject areas by the Mi’kmaw staff. There is a need for
cultural awareness training for the non-Mi’kmaw teachers, and further knowledge sharing about the
culture and history of Sipekne’katik, the wild potato area of traditional Mi’kmaw territory.
B. Inclusion of Language and Culture
The school does not have a language immersion program but there is a core language program which is
scheduled daily for all the Elementary students. The Elementary Language Teacher has undertaken
many initiatives to promote the use of language throughout the school such as the “Word of the Day”
and having the school day start with an Honor Song and the Mi’kmaw version of the national anthem O’
Canada sung by the various classes over the loudspeaker. The teacher also uses Facebook to provide
videos to the parents of the children singing and speaking Mi’kmaw in their classes.
In class, the teacher is assisted by an Elder who brings language and culture to the students. The class is
very interactive between teacher, Elder and students. The teacher uses Smart Board as well as a picture
wall, drums and cultural objects and symbols to teach and reinforce Mi’kmaw language. The Elder tells
stories about the way of life before, about the traditions of the community, and about residential school
to illustrate vocabulary and assist in building students’ self-identity.
Page 17 of 26
The community’s cultural worldview is integrated into the program of study, and is visually represented
in the school. Teachers are encouraged to integrate aspects of culture and history into every class.
Students in high school follow Mi’kmaw studies, which includes some language classes, and follow an
online Grade 11 Mi’kmaw course provided by MK.
The effect of the language teaching can be seen in the following two figures18 which show that the
number of young speakers has increased since 1999 (Sipekne’katik has been referred to as
Schubenacadie because the communities are side by side).
Figure 4: Percentage Speakers in 1999
18 MKSIS (2016) courtesy of Dave Peters, MK Performance Measurement Coordinator, and Velvet Paul, Director of
Education at Sipekne’katik.
Page 18 of 26
Figure 5: Percentage of Speakers 2013
C. Promotion of Self-Identity and Self-Esteem
LSK School imparts a strong sense of cultural identity to students through cultural programs and
worldview. The students are taught some traditional skills and knowledge with the aspiration to do
more with the elementary students next year. LSK School learning environment builds self-esteem
through a high level of expectation and celebrated student success. Students are excited about learning
and proud of their achievements.
Page 19 of 26
6. Assessment Results
Assessment results are based on percentages of students who reach levels one through four in reading
and mathematics testing. The levels are described in the following table19:
Performance Reading Mathematics
Level 1
(Red)
Students reading grade level text at
Level 1 can find information that is clearly
stated in the text.
Students at Level 1 can generally solve
problems when they are simple and clearly
stated or where the method to solve the
problem is suggested to them.
Level 2
(Yellow)
Students reading grade level text at Level 2 can use information from the text to
form a conclusion.
Students at Level 2 can generally solve
problems similar to problems they have
seen before.
Level 3
(Green)
Students reading grade level text at
Level 3 can understand how different parts
of the text fit together.
Students at Level 3 can generally solve
problems that involve several steps and
may solve problems they have not seen
before.
Level 4
(Dark Green)
Students reading grade level text at
Level 4 can analyze and evaluate
information from the text.
Students at Level 4 can solve new and
complex problems. They can apply number
operations (+, -, x, ÷) with ease
19 Adapted from: MK (2015). Annual Report 2014-2015, page 32
Page 20 of 26
Figure 6 (below) shows the percentage of students who achieve at reading levels one through four. The
graph denotes that in 2015-2016, LSK School had a 69% of students achieving Level 3 reading, compared
to 43% of overall students in MK.
Figure 6: Grade 3 Reading20
20 MKSIS (2016) courtesy of Dave Peters, MK Performance Measurement Coordinator, and Velvet Paul, Director of
Education at Sipekne’katik.
Page 21 of 26
The following three figures provide a comparison of the standardized assessments in Reading and
Mathematics in Grades 3, 4 and 6 showing the levels achieved for LSK School in comparison to all of the
other schools under MK using “scaled scores”23. The colors relate to the reading or maths levels.
Figure 7: Grade 3 Scaled Reading Scores LSK and MK24
23 A scaled score is the result of some transformation applied to the raw score. The purpose of scaled scores is to report scores for all examinees on a consistent scale. This allows for comparison year over year. 24 MKSIS (2016) courtesy of Dave Peters, MK Performance Measurement Coordinator, and Velvet Paul, Director of Education at Sipekne’katik.
Page 22 of 26
Figure 8: Grade 4 Scaled Maths Scores LSK and MK25
Figure 9: Grade 6 Scaled Reading Scores for LSK and MK27
25 Ibid 27 Ibid
Page 23 of 26
The percentage of scores from LSK on Grade 8 Provincial Assessment for Reading per category of text for
years 2013-2014 and 2014-2015.
Figure 10: Percentage of Scores per Category of Text Grade 8 Provincial Reading Assessment28
Outcomes: Most Significant Accomplishments and Lessons Learned
LSK School has found ways to successfully retain teachers, make learning fun, and teach the provincial
curriculum using hands-on techniques, with the addition of Mi’kmaw language and culture. The school
has done this by applying many of the correlates of effective schools which include a clear and shared
focus, high levels of collaboration and communication, community involvement, language and culture
and a safe, orderly and supportive learning environment.
Effective school leadership is a cornerstone for school improvement. According to Shannon & Bylsma
(2007), the implementation of change processes depends on effective instructional and administrative
leadership. An effective leadership fosters “instructional program and school culture conducive to
learning and professional growth” (Idem, p. 43). Leadership responsibilities are distributed among
administrators, pod leaders and teachers.
The LSK School environment builds self-esteem through a high level of expectations and student
success, trust, and a team approach to teaching through professional learning communities. Discipline
28 Ibid
Page 24 of 26
problems are minimal, and in addition to improved student success, students enjoy many extra-
curricular field trips, presentations and activities.
Next Steps for the Project
The next steps for LSK School include:
providing more resources for special education students;
finding ways to give students more cultural teachings and traditional skills;
in-service on effectively using results of assessments to develop classroom instructional
strategies;
continuing to increase Mi’kmaw language fluency; and cultural awareness training for non-Indigenous staff.
Final Report
Appendix I: Logic Model
Planned Work Intended Results
Inputs: Resources Human & Financial
Strategies / Major Activities
Outputs or Performance
Indicators
Short Term Outcomes or
Objectives
Inter-mediate Outcomes or Objectives
Ultimate Goal/
Impact
Director of Education
Board of Education
School Principal
Vice-Principal
Pod-Leaders
Teachers
Specialists
School staff
Parent volunteers
Parents
Education budget
Effective school leadership
Cultural competency and culturally responsive teaching
Promotion of self-identity and self-esteem
Focused professional development
Frequent monitoring of learning and teaching
Communication and collaboration
Community and parental involvement
Clear and shared focus
Inclusion of language and culture
Professional Learning Communities (PLC)
Celebrated achievement
Proficient teachers
Parent volunteers
Distributed leadership
High levels of family and community involvement
High levels of collaboration and communication
Needs-based allocation of resources
Coordinated and aligned curriculum and assessment
High standards and expectations for all students
Safe, orderly and supportive learning environment
Student success
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Final Report
References
DuFour, R. & Mattos, M. (2013). How do principals really improve schools? Educational Leadership, 70(7), 34-40.
INAC (2016) Sipekne’katik registered population as of June 2016, viewed at http://fnp-ppn.aandc-
aadnc.gc.ca/fnp/Main/Search/FNRegPopulation.aspx?BAND_NUMBER=25&lang=eng, July 2016.
MKSIS (2006). Mi’kmaw Kina’matnewey Student Information System. Dave Peters, Performance
Measurement Coordinator, Mi’kmaw Kina’matnewey, Cole Harbour Office, Nova Scotia.
Shannon, G.S. & Bylsma, P. (2007). The Nine Characteristics of High-Performing Schools: A research- based resource for schools and districts to assist with improving student learning. (2nd Ed.). Olympia, WA: OSPI.
Sipekne’katik (2016) website: http://sipeknekatik.ca/community-profile/
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