Vision : Enriching Canada through Indigenous education and by inspiring achievement. Mission :

2. Vision: Enriching Canada through Indigenous education and by inspiring achievement. Mission: In partnership with Indigenous, private and public sector stakeholders, Indspire educates, connects and invests in Indigenous people so they will achieve their highest potential.

3. About Indspire Head office located at Six Nations of the Grand River, Ontario, with offices in Toronto, and in Winnipeg Largest provider of bursaries and scholarships to Indigenous post-secondary students other than the Government of Canada National registered charity led by Indigenous people for Indigenous people Only Indigenous charity that provides programming to First Nation, Inuit and Métis students in Canada Selected by the Financial Post as one of Canada’s Top 25 Charities Worthy of a Donation in 2014 and in 2015 and rated as a Four-Star Charity by Charity Intelligence Canada

4. Indspire Awards • Created in 1993, and celebrating the 24th anniversary in 2017, the Indspire Awards represent the highest honour the Indigenous community bestows upon its own achievers • To date, the Awards have honoured 325 remarkable Indigenous Canadians in 12 categories including a First Nation, Inuit and Métis youth honoured annually • A 90-minute version of the Indspire Awards is produced and broadcast nationally by Global Television and the Aboriginal Peoples Television Network (APTN).

5. Our Programs Indspire’s Programs

6. K-12 Institute: Improving Educational Outcomes The K-12 Institute is a virtual resource centre that connects educators of Indigenous students with programs, information and tools to improve educational outcomes for K-12 student with the goal of dramatically increasing high school completion rates across Canada among Indigenous students. In addition, the Institute provides “on the ground” conferences for Educators and students. Since March 2013, membership in the Institute has grown to more than 5,000 Institute programs: • Soaring: Indigenous Youth Career Conferences • Industry in the Classroom: Indigenous Youth Career Seminars • Nurturing Capacity: Documenting Community Success • Successful Practices: Showcasing Strategies that Work • Realizing Projects: Supporting Community Solutions • Peer Support: Educator Mentorship • Rivers to Success: Mentoring Indigenous Youth • National Gathering for Indigenous Education • Guiding the Journey: Indigenous Educator Awards

7. K-12 Institute : Improving Educational OutcomesPeer Support: Educator Mentorship Goal: To support Educators of Indigenous students to achieve excellence Mentorship and coaching program for educators of Indigenous students to share strategies and successful practices to translate theory into workable strategies Indspire pairs educators from across Canada based on their professional learning goals and provides support online through: • Webinars • Discussion forums • Other professional development tools Impact: • 2016-2017 school, anticipate 275 applications.

8. K-12 Institute : Improving Educational OutcomesNational Gathering for Indigenous Education The only professional development conference in Canada for educators of Indigenous students Attendance has grown from 250 in 2013 to over 600 in 2015 and 800 in 2016 in November in Toronto, with Senator Murray Sinclair as Keynote and Lorne Cardinal as guest speaker) The Gathering features 70 top-notch workshops on Indigenous education and provides educators with a superb opportunity to network with their peers as well as presenting a nationally recognized guest speaker at the luncheon (Authors Joseph Boyden and WabKinew were past presenters)

9. K-12 Institute : Improving Educational OutcomesGuiding the Journey: Indigenous Educator Awards Recognizes and celebrates outstanding educators for achievement and innovation in Indigenous education Award recipients honoured at a ceremony at the National Gathering Indigenous Educator Awards Categories include: Community Service, Culture, Language and Traditions, Innovative Practice, Language, Culture and Traditions, Leadership, Partner in Indigenous Education, Role Model, Indigenous Organization Award The 2016 Guiding the Journey: Indigenous Educator Awards recipients: • Community Service - Ivan Augustine, New Brunswick • Partner in Indigenous Education - Elizabeth Barrett, British Columbia • Innovative Practice - Pauline McKay, Saskatchewan • Culture, Language and Traditions - Thomas Deer, Ontario • Culture, Language and Traditions - Eileen Lucas, Alberta • Leadership - Denise Augustine, British Columbia • Leadership - Lois Philipp, Northwest Territories • Role Model - Wade Houle, Manitoba • Role Model - Kieran McMonagle, Ontario • Indigenous Organization Award - South Slave Divisional Education Council, Northwest Territories

10. K-12 Institute: Improving Educational OutcomesSoaring: Indigenous Youth Career Conferences Conferences provide Indigenous high school students from grades 9-12 with • Valuable resources and information on career opportunities • Career workshops presented by professional business leaders • Tradeshow with exhibitors from private and public sectors, and educational institutions • Information about financial support for post-secondary education Soaring: Indigenous Youth Career Conference Ottawa –March 2017 • 1000 participants, including students, chaperones, exhibitors, and speakers

11. K-12 Institute: Improving Educational Outcomes Rivers to Success: Mentoring Indigenous Youth In the last year Indspire started the process of developing a second stream of Rivers. High School students mentored by ------------- University and College students University and College students mentored by----------- Workforce employees

12. Building Brighter Futures: Bursaries, Scholarships and Awards (2015-2016) Amount Requested and Awarded

13. Building Brighter Futures: Bursaries, Scholarships and Awards(2015-2016) Fields of Study of Financial Award Recipients

14. Building Brighter Futures: Bursaries, Scholarships and Awards(2015-2016) Level of Study of Financial Award Recipients

15. Building Brighter Futures: Bursaries, Scholarships and Awards The Need: The dropout rate among Indigenous peoples aged 20-24 was 22.6%, compared to 8.5% for non-Indigenous people (Labour Force Survey data, 2007-2010) 40% of Indigenous peoples aged 20-24 did not have a high school diploma, compared to 13% of non-Indigenous peoples (Statistics Canada) The non-completion rate is even higher for on-reserve Indigenous people (61% had not completed high school), and for Inuit peoples living in rural or remote communities (68% had not completed high school)   In 2006, 68% of non-Indigenous young adults aged 25 to 34 held a post-secondary credential, compared to only 42% of Indigenous young adults (Canadian Council on Learning, 2009). 23% of the non-Indigenous population had successfully completed a university degree, while only 8% of the Indigenous population reported completing a university education. *Source: National Household Survey

16. Graduation Survey Impact of the student awards: 93% of students surveyed by Indspire graduated from a post-secondary program 82% of graduates surveyed by Indspire are employed 85% of the graduates indicated that their education assisted with their employment 82% of employed graduates report that they are serving Indigenous people in their current role International Recognition for Indspire alumni in 2015; Billy Ray Belcourt has received a Rhodes Scholarship; Belinda Daniels is short-listed for The Varkey Foundation Global Teacher Prize of $1-million (often referred to as the Nobel Prize of teaching)

17. K-12 Indspire InstituteRealizing Projects Example: Peace River Partners: Indspire, Shell, Woodland Cree First Nation, Cadotte Lake School Plan: • Develop school radio station • Conduct security and IT audits, install recommended systems • Develop new policy for band/school • Professional development for teachers/TAs • Music program introduced • Educator training for math supported through out the school year Results: • Teacher retention went from 0% to 89% in two years • Vandalism when down from 6 break ins to 0 in one year • Attendance has increased • Phase two starting this year

18. K-12 Institute : Improving Educational OutcomesSuccessful Practices: Showcasing Strategies that Work Goal: enhance student success Indspire researches and evaluates successful practices based on legislation, policy, initiative, strategy or procedure to provide documented research and shares these proven practices online with Indigenous education stakeholders nationwide Educators can currently go onto the Institute website and access information on successful strategies, classroom models and frameworks to learn about what has worked for others 98 Successful Practices in total to date

19. K-12 Institute : Improving Educational OutcomesSuccessful Practices: Showcasing Strategies that Work Wapaskwa Virtual Collegiate (MFNERC) SCcyber E-Learning Community Online high schools supporting First Nations learners in completing the required courses for High school diploma while remaining in their communities. Outcomes Offer courses that are reflective of Indigenous knowledge and learning Increase credit accumulation

20. K-12 Institute : Improving Educational OutcomesNurturing Capacity: Documenting Community Success Goal: improve educational outcomes Documentation and evaluation of communities’ successful practices Community-led process Supported by Indspire-funded Indigenous scholars, who work with communities on the ground to provide training on data collection and evaluation methodology 29 Nurturing Capacity projects completed to date

21. The Mother Teresa Middle School: Supporting Regina’s Vulnerable Youth This is an Integrated service delivery model. Wrap-around supports offered Grade 6 to Grade 12 provides individualized supports that extend beyond the classroom. Academic achievement: 78% of Grade 8’s scored above average in reading and writing and 88% scored above average in math on the Canadian Achievement Test (CAT 4) Reading Benchmark Data, 80% of the student were reading at grade level 95% attendance rate and 92% retention rate 100% of students transitioned to Grade 10 94% pass rate for students now in high school

22. Severe behavioural incidents resulting in suspensions have decreased by nearly 40% from the 2014-2015 school year to the current school year. 100% of staff interviewed identified the “wrap around” and family based approach as one of the things that makes MTMS so unique, supporting family advocacy.

23. University of Manitoba Verna J. KirknessScience and Engineering Education Program Brings together Indigenous high school students from across the country with scientists and graduate student, indigenous roll models in their research laboratories; Hands on research, live in residence, complete fieldwork, and learn about support systems available on campus Program was started to encourage FNMI students to succeed in high school and continue on to university Program offers scholarship to Indigenous grade 11 students to support a week of hands on education at a Canadian university Outcomes: Most students are finishing high school and continuing on to post secondary education

24. An average of 18 high achieving students have been welcomed into the program each year, but there may now be as many as 41 students attending the program annually.

25. File Hills Qu'Appelle Tribal Council: Physical Activity and Wellness Program (PAW) File Hills Qu’Appelle Tribal Council (FHQTC) is comprised of 11 First Nations in southern Saskatchewan (Treaty 4 territory). Each tribal school and community is supported by a Physical Activity and Wellness Coordinator who runs wellness programming including educational awareness for youth, and community, both in and outside of each community school. While each community has participated in the PAW initiative in different ways, for the purpose of this project, the research team strategically researched the documented practices at Piapot First Nation as well as interviewed Standing Buffalo's Principal

26. Several key objectives (1) The engagement of all children and youth attending school in daily physical exercise, sport, nutrition, and physical movement, (2) The development of broad support from the school and community to encourage the children and youth to embrace wellness, and 3) Collaborate with organizations, agencies, Elders, and other groups who can facilitate access and encourage active involvement of children and youth in physical activities and wellness.

27. Some of the Activities Accomplished: •Increased daily physical activities promoted with goals to actualize in six pilot schools •Policy changes enacted in 2014 that ban junk food such as pop and candy from school stores and lunches •Increased community engagement with parent nights that included activity •Continued charting of progress academically, socially, emotionally, and physically 2016 •Launch of traditional games June 2016 •Increased communication to community members via practices such as PAW report card 2015

28. K-12 Institute : Improving Educational OutcomesNurturing Capacity: Documenting Community Success Some of the results: The PAW program believes fully that increased holistic health will and does lead to better overall academic outcomes. Incorporated a nutrition program that led to system overhauls that have individually and collectively impacted the school and community positively. Increase in partnerships As part of a comprehensive school and community approach to holistic health has achieved increases in both numeracy and literacy outcomes. Has witnessed increases in school engagement, decreases in behavioural incidents and increases in student participation and engagement including attendance.

29. The Everlasting Tree School: A Waldorf Education and Kanyen’kehaRotinonhsonni Culture Based Model of Learning Waldorf curriculum supports the values of love, respect and peace and as these values are also foundational Rotinonhson:ni values, the curriculum enhances the learning experience of students allowing them to not only learn Kanyen’keha, but also live and practice Rotinonhson:ni culture, thus supporting holistic learning Students at the school are flourishing and parents are satisfied with, not only the level of Kanyen`keha language their children are developing but also with: • the environment of the school that fosters good minded thinking, • Haudenosaunee teachings and values, • whole child development and • a supportive integrated learning environment

30. Notable oral speaking proficiency gains were made for 80% of the students in the first year of language instruction. Those students who failed to make proficiency gains remained on level with entrance testing scores.

31. Northern Youth Abroad: Evaluating The Canadian Placement Program - Is a work placement program that seeks to provide northern Inuit youth with work experiences in southern Canada and is currently helping many northern youth build confidence, problem-solve, and become more independent. The vast majority of the NYA youth participants from Nunavut are Inuit and the majority of participants from the N.W.T. are First Nation (mainly Dene) with some being Inuvialuit or Métis. The program is widely received and endorsed by northern youth and their families.

32. There is a high overall student achievement in attaining credits with the program. In 2015, participants earned on average, just over 4 credits for their volunteer placements and the class averages for course work ranged from 67% to 95% with the majority earning above 82%. Since 2007 NYA has awarded between 88% and 95% of the total possible credits available. The average percentage of actual credits attained through the program versus those available each year is 92%. The confidence and adaptability data reflects the following trends: There was an increase from 14% to 27% of students who felt “very strong” that the program helped them deal with new situations. There was a decrease from 50% to 11% in the number of students who felt “very strong” about engaging in risk taking behaviour. All of the participants stated that they planned on attending a post-secondary institution or training program

33. Mi’kmaw Kina’matnewey: Eskasoni Mi’kmaw Immersion School Research summary, students in the Eskasoni Mi’kmaw Immersion School do as well in Reading and Maths as their peers in the regular stream, and this academic success continues after they complete the immersion. • Reading 2015-16 scores are on par with all other MK schools; Immersion 367 and MK schools at 375 • Math 2015-16 scores are on par with all other MK schools; Immersion with 371 and MK 375 Moreover there are other effects in addition to a desire to communicate in the language outside of the school, the language teaches them cultural pride, values, customs, and respect, and it builds towards the future of generations to come.

36. Have a Nurturing Capacity Project we should be telling the world about?Have questions or want to learn more? Please visit: indspire.ca Or contact: Sonia Prevost-Derbecker Vice President of Education sprevostderbecker@indspire.ca p:519-445-3003