ISSI partnerships success was shared with the Sask Rivers board.

Superintendent Jennifer Hingley presented final 2024–2025 reports on ISSI partnerships with Muskoday First Nation, Wahpeton Dakota Nation and Montreal Lake Cree Nation. The reports note student credit attainment results for Muskoday and Wahpeton and increased teacher participation in land-based learning for Montreal Lake.

The Saskatchewan Rivers School Division board received final 2024–2025 reports on its Invitational Shared Services Initiatives (ISSI) partnerships. Superintendent Jennifer Hingley summarized the outcomes for partnerships with Muskoday First Nation, Wahpeton Dakota Nation and Montreal Lake Cree Nation. Director of Education Neil Finch said partnerships with local First Nations are beneficial to the division. The reports highlighted student credit attainment, the role of grad coaches, and growth in land-based learning professional development. What the reports say: - Muskoday First Nation students earned 276 out of 355 possible credits in 2024–2025, and 10 of 16 Grade 12 students graduated that year. - Wahpeton Dakota Nation students collectively earned 105 out of 155 credits in 2024–2025, with seven of 12 Grade 12 students graduating; the report noted a 45.39 per cent absenteeism rate and that students attend four different schools. - Grad coaches are described as supporting both on-reserve and off-reserve students, building trust and motivation and helping keep students focused on credits and graduation; division leadership said coaches have had a positive impact though detailed data was not available at the interview. - The Montreal Lake ISSI emphasized knowledge sharing and land-based learning. The report states 79 SRPSD teachers took part in land-based learning professional development, up from 33 the previous year, and noted that new staff in coach and coordinator roles required time to develop relationships. Summary: The reports portray progress in student credit attainment and in teacher participation in land-based learning while also identifying challenges such as high absenteeism for some student groups and the effects of staffing changes on relationship-building. The division has shared the reports with the Ministry of Education. Undetermined at this time.