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JANUARY 29, 2014 The multiyear efforts of United Chiefs and Council of Mnidoo Mnising tribal councils initiative known as Maamwi Naadamadaa - Lets Work Together is taking another giant step forward in social innovation. In addition to the dozen or so organizational members and other community service agencies who gathered on November 22, 2013 at the Tribal Council office to publicly declare their commitment towards seamless service for a KTEI pilot project, leaders met again on January 27th and 29th 2014 to formalize their intent and instructions for implementation. UCCMM Chiefs formalized through resolution #550, the commitment and affirmation to move forward with operationalization of a culturally based model of service for all UCCCMM member communities and its affiliate organizations and services. This January 29th gathering of UCCMM Chiefs and affiliate organizations in MChigeeng First Nation also saw formalized commitment of organizations through their respective Board Chairpersons signatories - with the additional signing of a declaration of Maamwi Nadadmaadaa Commitment. This declaration states that as a result of moving forward in operationalizing a model, our communities will enjoy benefits that will include increased health, social, economic and educational achievement... with stronger families and a strong sense of Anishinabek identity. We believe that successful implementation of Maamwi Naadamadaa is integral to our ability to uphold our ideals of Anishinabek ethics and practices. While there are already several organizations and service departments who have committed to working together by signing an official Memorandum of Agreement

UCCMM, Affiliates set to roll out new culturally based integrated services
(MOA) on November 22, 2013 for a specific KTEI pilot program, (Anishinabek Identity, Mind and Spirit (A.I.M.S.)), this new Tribal Council resolution more broadly formalizes the direction that organizations and service providers must now take in providing service excellence to the UCCMM communities. The critical next steps of operationalizing and implementation of the created model will now start to unfold, which requires determining how the nuts and bolts of such a model can be created. The operationalization of this model will now be the centre of discussions over the next 12 months of Maamwi Nadamaadaa group meetings - coming up with ways individual organizational processes can be turned into professional collaborativve practices will be this groups next challenge. The January 29th gathering of Chiefs also saw renewed commitment to Anishinabemowin language fluency with the Sheshegwaning and Zhiibaahaasing First Nation communities publicly declaring their commitment and intention to language fluency by the year 2030 which was a previous declaration made by the UCCMM Board of Directors back in 2011 of which MChigeeng First Nation is already a signatory. Stephanie Roy, Executive Director of KTEI agrees with this new direction and social innovation that is starting to happen for Manitoulins First Nations: We know for a fact that many of our youth and adult students have set for themselves great educational and career goals but what often happens is that we, as service providers, are not always aware of, or privy to, other personal challenges that a student may be facing in the pursuit of those educational goals. Unfortunately, we in education often

United Chiefs Councils Mnidoo Mnising

the

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left to right, back row: Peggy Simon, UCCMM Tribal Council; Daughness Migwans, Gwekwaadziwin Project Coordinator; Chief Joe Hare, UCCMM Tribal Chairperson/ Chief of MChigeeng First Nation; Ed Bisson, Labour Market Coordinator; Stephanie Roy, Executive Director of KTEI; Paula Corbiere, UCCMM Justice Program Coordinator; Denise Morrow, Executive Director, Kina Gbezhgomi Child and Family Services; Danny Manitowabi, MChigeeng Heatlh Services; Rodney Nahwegahbow, Chief of Police, UCCM Anishnaabe Police; Loretta Roy, Board Member of Mnaamodzawin Health Services; Josh Eshkawkogan, KTEI Elder in Residence; Delores Nahwegahbow, Off Reserve Board Director, Noojmowin Teg Health Services; Sophie Corbiere, Finance Manager, Ojibwe Cultural Foundation; Pamela Williamson, Executive Director, Noojmowin Teg Health Services; Crystal Sagon, Zhiibaahaasing Health Centre. Left to right, front row: Chief Joe Endanawas, Sheshegwaning First Nation/UCCMM Tribal Council Board Member; Hazel Recollet, Chief Executive Officer, UCCMM Tribal Council; Leona Nahwegahbow, UCCMM Elders Council; Chief Irene Kells, Zhiibaahaasing First Nation/ UCCMM Tribal Council Board Member.

hear about those challenges after the fact, and in many cases, students may choose to leave their educational path for reasons other than academic barriers. Life happens and while we try to help students the best we can, students are often times left to navigate our own bureaucratic systems by themselves when searching for help; and, worst case scenario, a student in crisis may not even choose or have the personal strength to try to navigate the system at all to get help. To date, KTEI is pleased to have the following programs and organizations in the Sudbury Manitoulin area who have

already signed the Agreement. It is formally called Maamwi Nadamadaa: Integrated Service Excellence in Action! which is specific to the A.I.M.S. program: UCCM Anishnaabe Police Kina Gbezhgomi Child and Family Services Ontario March of Dimes MChigeeng First Nation Training Hub MChigeeng First Nation Health

MAAMWI continued on page 3

Inside UCCMM News

UCCM police officers receive Years of Service medals.
SEE PAGE 5

Student Profile Cyndil Corbiere MChigeeng FN, Azhiitaawin

SEE PAGE 7

KTEI Principals/Educators/ Conference Ezhi Maamozaawing.

SEE PAGE 9

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1110 Hwy 551, PO Box 275

UCCMM TRIBAL COUNCIL

MChigeeng, Ontario, P0P 1G0
WHEREAS: A. The United Nations Declaration on the Rights of Indigenous Peoples recognizes the right of First Nations to develop our own education institutions and systems, reflecting our languages, culture and identities, including language immersion initiatives and institutions, and requires state governments to seek free, prior and informed consent of First Nations governments prior to enacting measures which impact our rights. B. First Nation education is a key foundation for strengthening our culture, identity, ensuring the transmission of our languages, and ultimately strengthening our families, our clans, our communities, and our nation. C. First Nations Control of First Nation 2010, which incorporates the original Indian Control of Indian Education 1972 paper, is the official education policy as adopted by the Assembly of First Nations. D. The government of Canada is continuing to pursue the development of a First Nation Education Act, first announced in Budget 2012, without the free, prior and informed consent of First Nations. E. On July 13, 2013, the government of Canada released A Blueprint for Legislation which, among other issues, will perpetuate federal oversight of First Nation Education, including setting mandatory standards, inspecting First Nation schools, and reserving the right to intervene if minimum standards are not met. F. The Blueprint Fails to affirm First Nation control of First Nations education Fails to provide guarantees for First Nation languages, culture, and ways of teaching and learning; Fails to recognize and build on the successes created by First Nations; Fails to address the necessary linkages to early childhood development, adult education, vocational training, e-learning, and post-secondary education and the institutions created by First Nations at all levels of education, including language immersion school; Fails to address historic funding shortfalls and the elimination of the 2% funding cap on annual expenditure increase; Fails to provide capital funding to provide sufficient access to primary, secondary and post-secondary schools; Fails to provide funding guarantees to ensure First Nations schools and systems will be able to address

Tel: (705) 377-5307

Fax : (705) 377-5309

UCCMM Resolution: FN Control of FN Education

the actual costs of providing high quality, culturally and linguistically relevant education similar to principles provided in funding to schools providing services in official languages outside Quebec. G. The inadequate special education funding provided for First Nations leaners perpetuates disadvantage and exclusion, and fails to uphold the Crowns obligation to implement Inherent and Treaty rights and the international recognized human rights of First Nation learners. H. On June 11, 2008, Prime Minister Stephen Harper, on behalf of all Canadians, issued an apology for residential schools and noted that this policy of assimilation was wrong, has caused great harm, and has no place in our country, yet five years later continues to advance an approach to First Nation education which denies the primary importance of First Nations languages and cultures. 2.

3.

4.

Home maintenance schedule: by UCCMM Technical Unit

REGULAR MAINTENANCE IS THE KEY Inspecting your home on a regular basis and following good maintenance practices is the best way to protect your investment in your home. Whether you take care of a few tasks at a time or several all at once, it is important to get into the habit of doing them. Establish a routine for yourself and you will find the work is easy to accomplish and not very time consuming. A regular schedule of seasonal maintenance can put a stop to the most common and costly problems, before they occur. If necessary use a camera to take pictures of anything you might want to share with an expert for advice or to monitor or remind you of a situation later. By following the information noted here, you will learn about protecting your investment and how to help keep your home a safe and healthy place to live. If you do not feel comfortable performing some of the home maintenance tasks listed below, or have the necessary equipment, for example a ladder, you may want to consider hiring a qualified handy person to help you. SEASONAL HOME MAINTENANCE Most home maintenance activities are seasonal. Fall is the time to get your home ready for the coming winter, which can be the most grueling season for your home. During winter months, it is important to follow routine maintenance procedures, by checking your home carefully for any problems arising and taking corrective action as soon as possible. Spring is the time to assess winter damage, start repairs and prepare for warmer months. Over the summer, there are a number of indoor and outdoor maintenance tasks to look after, such as repairing walkways and steps, painting and checking your chimney and roof. While most maintenance is seasonal, there are some things you should do on a frequent basis year round: Make sure air vents indoors and outside (intake, exhaust and forced air) are not blocked by snow or debris. Check and clean range hood filters on a monthly basis. Test the ground fault circuit interrupter(s) monthly by pushing the test button, which should then cause the reset button to pop up. If there are young children in the house, make sure electrical outlets are equipped with safety plugs. Regularly check the house for safety hazards such as a loose handrail, lifting or buckling carpet, etc. Timing of the seasons varies not only from one area of Canada to another, but also from year to year in a given area. For this reason, we have not identified the months for each season.

THEREFORE BE IT RESOLVED THAT THE UNITED CHIEFS AND COUNCILS OF MNIDOO MNISING (UCCMM): 1. Affirm the priority of a language immersion school and demand that it be recognized and funded

5.

equitably similar to programs and institutions for French immersion outside Quebec. Affirm the need for inclusive education and the principle that funding for First Nations learners with special needs should be at a level to cover costs and ensure that First Nations children can continue to reside and attend school in their home communities. affirms that the federal role in First nation education is to recognize the rights of First Nations to fully implement the Inherent and Treaty right to education through provision of predictable, sustainable and needs-based funding, which includes annual escalators which account for the rise in annual education costs, inflation, population increase, geographic considerations and capital needs. UCCMM will continue to actively advance First Nation control of First Nation education, consistent with the implementation of our Inherent and Treaty rights, consistent with First Nation Control of First Nation Education. As recognized and affirmed by the United Nations Declaration of the Rights of Indigenous Peoples, the United Nations Convention of the Rights of the Child, and s.35 of the Constitution Act 1982.

The maintenance schedule presented here, instead, is a general guide for you to follow. The actual timing is left for you to decide, and you may want to further divide the list of items for each season into months. SPRING  After consulting your hot water tank owners manual, carefully test the temperature and pressure relief valve to ensure it is not stuck. (Caution: This test may release hot water that can cause burns.)  Check and clean or replace furnace air filters each month during the heating season. Ventilation system, for example heat recovery ventilator, filters should be checked every two months.  Have fireplace or woodstove and chimney cleaned and serviced as needed. Shut down and clean furnace humidifier, and close the furnace  humidifier damper on units with central air conditioning. Check air conditioning system and have serviced every two or  three years. Clean or replace air conditioning filter (if applicable). Check dehumidifier and clean if necessary. Turn OFF gas furnace and fireplace pilot lights where possible. Have well water tested for quality. It is recommended that you test  for bacteria every six months. Check smoke, carbon monoxide and security alarms and replace  batteries. Clean windows, screens and hardware, and replace storm windows with screens. Check screens first and repair or replace if needed. Open valve to outside hose connection after all danger of frost  has passed. Examine the foundation walls for cracks, leaks or signs of moisture, and repair as required. Repair and paint fences as necessary. Ensure sump pump is operating properly before the spring thaw sets in. Ensure discharge pipe is connected and allows water to drain away from the foundation. Re-level any exterior steps or decks which moved due to frost or settling. Check eavestroughs and downspouts for loose joints and secure attachment to your home, clear any obstructions, and ensure water flows away from your foundation. Clear all drainage ditches and culverts of debris. Undertake spring landscape maintenance and, if necessary, fertilize young trees.

Final A.I.M.S. Program Intake now! Classes Start May 12

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1110 Hwy 551, PO Box 275

MChigeeng, Ontario, P0P 1G0

UCCMM TRIBAL COUNCIL

Tel: (705) 377-5307
are complementary. Information gained at these meetings doesnt stay with the individual representative, each of us has a responsibility to share that information with other children and youth service providers in our communities through whatever channels the community has deemed appropriate. These meetings are open and if you would like more information I would love to hear from you. Since UCCMM leadership is committed to ensuring the voices of all members are heard, we are currently developing a plan to form a team of young leaders to participate on a youth advisory council. Youth have always said if you want to know whats going on or what kind of support we need to help us through our struggles in our livesask us! We recognize that resilience develops out of a combination of

Fax : (705) 377-5309

UCCMM Gwekwaadziwin
GWEKWAADZIWIN CONTINUES TO BE a work in progress. Mental health and addictions services integration can be a complex process. This project is guided by UCCMM Senior Management and the Board of Directors as well as the Maamwi Naadamadaa Executive Team. By now, most community health personnel have been consulted on the services they deliver as well as getting written feedback from the affiliated agencies. This feedback has been compiled into a report and is yet to be presented to the Chiefs and Maamwi Naadamadaa. The ultimate goal of this integration process will be to streamline access to services so that people get the right service when they need it using holistic approaches. Exactly how that looks is yet to be determined but there are some

Centre Ojibwe Cultural Foundation UCCMM Justice Program UCCCMM Gwekwaadziwin Project UCCMM Labour Market Project UCCMM Lands and Resources  Kenjgewin Teg Educational Institute The more recent commitment of declaration on Jan 29th added key health partners

...continued from page 1

MAAMWI Integrated Services Agreement

good ideas percolating. Since Gwekwaadziwin has a strong focus on our youth and young adult populations, and service providers want to give the best support possible, therefore we have partnered with other agencies and formed the Mnidoo Mnising Children and Youth Service Providers Network (CYSPN). This network has multi-sectoral representation from both on and off reserve services. These networking meetings allow workers to collectively address issues, concerns and programming successes in their community or agency. In this way, we share and learn from each other learning together and sharing strengthens professional relationships. Often, there is an increase in awareness of the full spectrum of services that are available within each agency and new partnerships can develop when services

individual, family and environmental factors. This Youth Advisory Council would be ideally positioned to address related issues affecting young people. Several key environmental factors affecting resilience are Inclusion, Social Conditions, Access and Involvement - woven throughout is cultural appropriateness. Resiliency is the ability to Bounce Back and Thrive despite hardships we face leaders do this very well. The encouraging thing is we all have the ability to develop and strengthen our resiliency muscle! So, please keep your eyes and ears open for upcoming opportunities to participate in this initiative. Miigwech! Daughness Migwans, Gwekwaadziwin Coordinator, UCCMM dmigwans@uccm.ca or 705-377-5307

Noojmowin Teg, Mnaamodzawin Health Services, and the MChigeeng Mental Health services team to this growing list of partners committed to broader service integration. With complementry initiatives such as this Maamwi Naadamadaa service integration project, UCCMMs specific health integration services project known as Gwekwaadziwin, and the KTEI A.I.M.S. specific project, it is clear that the

focus and need for integration is foremost. It is important to note that the concept and ideal of integration also recognize and respect individual organizational mandates and priorities that each signatory already has, and is not intended to dramatically change the core or scope of services already provided. It is just about working together to find better ways of providing service. Any organization or service in the Man-

itoulin area not currently part of this initiative is encouraged to learn more about becoming part of this social innovation project, and new organizations and services are welcome to join at any point in time.

AWARENESS
Organizations in the community are aware of others' programs and services but they organize their activities based solely on their own mandate and planning processes. There is the potential for service gaps and/or duplication of services across organizations

COORDINATION
Organizations In the community modify their own service planning to avoid Duplication or to Improve links among organizations, using their knowledge of other services or programs. They maintain a master list of local agencies and refer families to other agencies as necessary.

COLLABORATION
Some, or all, Organizations in the community Jointly plan programs and services and modify their own services as a result of mutual consultations and advice.

INTEGRATION
Organizations In the community operate as a single system, under a single governance and resource umbrella and/or memorandum of understanding that commits all partners to clear processes for declslon-making resource allocation. Common values and philosophies, and common program policies and practices. Children and families experience seamless , timely and effective supports which are monitored and Improved through shared outcomes and continuous quality improvement. Some programs may have been consolidated or re-engineered.

Figure 1: One Typology of Levels of Integration that the Maamwi Naadamadaa group is examining in assessing current performance and desired levels of integration.

ABORIGINAL LANGUAGES DAY - MARCH 31

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UCCMM NEWS

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1110 Hwy 551, PO Box 275

UCCMM TRIBAL COUNCIL

MChigeeng, Ontario, P0P 1G0
Paula Corbiere Interim Justice Manager pcorbiere@uccmm.ca

Tel: (705) 377-5307

Fax : (705) 377-5309

UCCMM JUSTICE PROGRAM

Program
Diversion Program Zoongaabwe-od Eshniig-jik Program (Youth standing strong and tall with both feet rmly planted on the ground) Maamwi Noojmodaa Program (Lets Heal Together) Gladue Caseworker Program

Descriptions
Youth 12-17 years old Adult 18 + UCCMM First Nations on and o-reserve Youth 12-25 years old UCCMM First Nations on and o-reserve Adults 18 + UCCMM First Nations on and o-reserve Youth 12-17 years old Adult 18 + UCCMM First Nations and Wikwemikong, on and o-reserve Youth 12-17 years old UCCMM First Nations and Wikwemikong, on and o-reserve Youth 12-17 years old UCCMM First Nations 3 out of 5 programs in schools (Manitoulin Secondary School, Little Current Public School, Espanola High School) 2 out of 5 programs in the community Eli Fox efox@uccmm.ca

Sta

Karen Corbiere-Genereux kgenereux@uccmm.ca Thomas Francis tfrancis@uccmm.ca Marilyn Debassige mdebassige@uccmm.ca Dianne Debassige didebassige@uccmm.ca Karen Corbiere-Genereux Ray Francis

Aboriginal Re-integration Support Services Program (ARISS) U-Turn Program

If you would like more information about our programs and how you can access them, please give us a call at (705) 377-5307 or email the staff directly. We would be happy to help you or anyone you know who may require our assistance. Miigwech!

Anishinabek Language Declaration

Debenjiged giisaan anishinaaben akiing giibi dgwon gaadeni mnidoo waadiziwin Shkode, nibi, aki, noodin, giibi dgosdoonan wii naagdowendmang maanpii shkagmigaang. Debenjiged gii miinaan gechtwaa wendaagog Anishinaaben waa naagdoonjin ninda niizhwaaswi kino maadwinan Zaagidwin, Debwewin, Mnaadendmowin, Nbwaakaawin, Dbaadendiziwin, Gwekwaadziwin miinwa Aakedhewin Debenjiged kiimiingona dedbinwe wi naagdowendiwin. Ka mnaadendanaa gaabi zhiwebag miinwaa nango megwaa ezhwebag, miinwaa geyaabi waa ni zhiwebag. The United Chiefs & Councils of Mnidoo Mnising assert the right to

United Chiefs and Councils of Mindoo Mnising

ARISS

revitalize, use, develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems and literatures, and to designate and retain their own names for communities, places and persons.

The United Chiefs & Councils of Mnidoo Mnising will take effective measures to ensure that this right is protected, and will ensure that individuals employed in the United Chiefs & Councils of Mnidoo Mnising territory will perform and provide all work and service functions in their ancestral language by the Year 2030. The Anishinabek of the United Chiefs & Councils of Mnidoo Mnising territory will assert the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. In the United Chiefs & Councils of Mnidoo Mnising territory access, when possible, to an education in their own culture and provided in their own language. All individuals, particularly children, have the right to all levels and forms of education without discrimination.
____________________________________________________ CHIEF CRAIG ABOTOSSAWAY AUNDECK OMNI KANING FIRST NATION ____________________________________________________ CHIEF JOE ENDANAWAS SHESHEGWANING FIRST NATION

SINCE GWEKWAADZIWIN HAS A strong focus onThe Aboriginal Re-Integration Support Services (ARISS) Program has had a successful run in its first year as a pilot program and has been given approval for annualized funding by the Ministry of Children and Youth Services (MCYS). It has been demonstrated that youth on probation have significant needs that ought to be taken into account. This requires extra consideration and attention to the ways in which those needs will be met. Youth on probation will have a number of issues to deal with while completing their probationary conditions. Issues such as low self-esteem, anger, and resentments, just to name a few, can get in the way of learning new and improved decision making skills. A great amount of time and encouraging efforts are necessary to make meaningful and lasting changes. The time and effort given is more beneficial for the youth when utilizing a team

approach that addresses the specific needs of the youth. The ARISS Program is designed to create a supportive network of resources for youth as they experience life challenges in the court system. The ultimate goal is to assist youth with any barriers that prevent them from seeing their way out of the limitations of court ordered probation and into a band of community driven programs and services that will offer a young person a second, and sometimes a third chance, at improving their life situation while providing them with a healthy sense of belonging within their community. Training opportunities to become an effective team player in the field are made available to the program worker with the support of MCYS. Should you have any questions about the ARISS Program, please feel free to contact Dianne Debassige, at U.C.C.M.M. head office at 705-377-5307 ext. 219.

____________________________________________________ CHIEF JOE HARE MCHIGEENG FIRST NATION

____________________________________________________ CHIEF FRANKLIN PAIBOMSAI WHITEFISH RIVER FIRST NATION

____________________________________________________ CHIEF ORVILLE AGUONIE SHEGUIANDAH FIRST NATION

____________________________________________________ CHIEF IRENE KELLS ZHIIBAAHAASING FIRST NATION

____________________________________________________ ON BEHALF OF UCCMM ELDERS GORDON WAINDUBENCE

____________________________________________________ DATED AND SIGNED AT WHITEFISH RIVER FIRST NATION

JUNE 26, 2014!

GRADUATION

KTEI

Anishinabemowin Immersion Program - Fall 2014

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#5926 Highway #540, P.O. Box 332

UCCM ANISHNAABE POLICE

MChigeeng First Nation, ON, P0P 1G0 Tel: (705) 377-7135

Fax: (705) 377-5583

SENIOR CONSTABLE RENDELL MCDONALD has retired from his service with UCCM Anishnaabe Police following a 30 year career on the 25th of February 2014. Rendells retirement reception held at the UCCM Police S tation was host to guests from the local First Nations he served, the U CC M M Tribal Council/Justice Department, Ojibway Cultural Foundation, the Manitoulin Crown Attorneys Office, the UCCM Police Commission, Manitoulin OPP, and Mnaamodzawin Health Services. The special event was opened up by Elder Leona Nahwegahbow with a Thanksgiving prayer followed by an honour song by drummers Jim Fox, Eli Fox, Falcon Migwans and UCCM Peacekeeper Victor Pitawanakwat. Elder Leona Nahwegahbow bestowed

UCCM Anishnaabe Police Officer Retires UCCM Police Officers Receive

Rendell McDonald with an eagle feather and the teachings it offered him in his retirement journey. Police Chief Rodney Nahwegahbow and other guests had the opportunity to present their retirement gifts which were graciously received. Rendells wife Linda was given a bouquet of flowers in recognition of her patience and support during his long career. A fine meal was enjoyed by all and a special final message by the OPP Dispatch Centre in North Bay was broadcast; the final shift of UCCM Senior Constable Rendell McDonald, Badge #153, marking him 10-7 (off duty) for his final shift that date. On behalf of the UCCM Anishnaabe Police Commission and the members of our Police Service we wish Rendell the best in his retirement!

Years of Service Medals

From left to right: A/ Sergeant Heather Debassige, 21 years; Sergeant Brad Mack, 21 years; Senior Constable Max Abotossaway, 21 years; Chief of Police Rodney Nahwegahbow, 24 years; Senior Constable Ray Corbiere, 33 years; and Senior Constable Rendell McDonald, 29 years.

THE PEACE KEEPERS UNIT has been very busy over the last couple of months attending training and various functions in our communities. Peace Keepers have attended block training in Sudbury for use of force. This training is required for offender transport and when riding with constables as needed. The Walking the Path program has been completed in schools in Sheshegwaning, MChigeeng,Whitefish River and Aundeck Omni Kaning. One of our Peacekeeper officers was a guest speaker at the Cheryle Partridge class, Indigenous Social Work Program at Laurentian University in Sudbury. Peace Keepers have been busy with winter carnivals in the six communities we service

UCCM Anishnaabe Police Peace Keepers Unit

and participated in the Lakeview School winter carnival, ice fishing at Otter Lake and chaperoning for family day activities. One of our Peace Keepers attended a COYO (Committee of Youth Officers) Conference in Niagara Falls to learn and share about working with youth. Upcoming events will include the DARE program at Shawanosowe School, assisting with spring fasting ceremonies, chaperoning a winter camping with Eli Fox and the Justice Circle Youth Excursion, and bike rodeos in our communities. The officers will be providing presentations on bullying, cyber bullying and drug prevention, as well as attending a seminar on Prescription Drug Drop Off Day.

ON DECEMBER 12, 2013 the UCCM Anishnaabe Police Services Commission recognized six (6) of its members for their exemplary police service. The Police Exemplary Service Medal, created on August 12, 1983, recognizes police officers who have served efficiently and in an exemplary manner - characterized by good conduct in the industry. Recipients must have completed 20 years of full-time service with one or more

recognized Canadian police forces. Consideration is given only to periods of service for which no other national long service, good conduct or efficiency decoration has been awarded. The UCCM Anishnaabe Police Services Commission proudly presented the medals to the officers of which their total years of service amounted to an amazingly 150 years of policing!

KTEI GRADUATION
JUNE 26th!

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374 Highway 551, P.O. Box 328

KENJGEWIN TEG EDUCATIONAL INST.

MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342 Fax: (705) 377-4379

KTEI joins Idle No Mores National Teach-In day focusing on the FNEA
IN RESPONSE TO, AND SUPPORT OF the December 10, 2013 press release issued by the official site of Idle No More (www. idlenomore.ca) called NO TO FIRST NATIONS EDUCATION ACT (FNEA) AND FEDERAL TERMINATION PLAN, KTEI joined the national movement on January 28, 2014. This took the form of a national day of teach-ins which specifically focused on the First Nations Education Act. The FNEA is the latest bill in a suite of legislation amending the Indian Act to be used by the federal bureaucracy to impose greater control and management of First Nations for their assimilation into the mainstream society, as stated in Idle No Mores December 10, 2013 press release. December 10, 2013 marked both International Human Rights Day, and Idle No Mores one-year anniversary of last years national day of action. Since its introduction, hundreds of First Nations protesters have taken to the steps of Canadas Parliament and other towns and cities to say a resounding No to the Conservative governments First Nations Education Act (FNEA) and the federal governments Termination Plan to extinguish First Nations collective rights. December 10, 2013 was chosen by the official organizers of the Idle No More movement to launch IdleNoMore 2.0 a call to the current tens of thousands of supporters of the movement to join in a massive educational undertaking, coast to coast to coast on January 28th. KTEI responded to this challenge by hosting another free and public teach-in event about the First Nation Education Act and more specifically what the implications may be for our area of Mnidoo Mnising. The teach-in event in January represented KTEIs fourth teach-in event hosted so far. Our goal is to offer at least four of these events each year to help bridge any knowledge gaps about First Nation issues for all, said Beverley Roy-Carter, Director of Business and Training. Guest Speakers in January were selected to be of interest to a wide range of audiences - political and educational professional perspectives on the First Nations Education Act were provided. Quinn Meawasige, who is the Anishinabek Nation Youth Representative from Serpent River First Nation, presented and shared a student s perspective on the proposed FNEA; Grand Council Chief of the Anishinabek Nation Patrick Madahbee spoke and answered questions about the legislation from a political perspective; and, Stephanie Roy who is the KTEI Executive Director, shared and provided insight into some scenarios and possibilities regarding how the proposed Act will impact education here on Manitoulin Island. For those who may not be aware of the First Nations Education Act, a short backgrounder on this topic is as follows: the Federal Government of Canada has proposed the FNEA to replace certain sections of the Indian Act as it pertains to education. In December 2012, the Government of Canada announced the start of intensive consultations with First Nations on the development of a draft legislative proposal for First Nations education by completing eight consultation sessions across Canada by May 2013. In July 2013, an annotated outline version of the proposed approach, called Blueprint for Legislation , was released October 23, 2013 called Working Together for First Nation Students: A Proposal for a Bill on First Nations Education. The Blueprint was released as the precursor for the Bill

being passed into law by the Government of Canada in 2014 with the goal of the FNEA being put into effect starting in the fall of 2014. In this FNEA Blueprint, it also clearly states that the Minister will not be responsible for any liability that arises in the on-reserve K-12 education system, but that such liability will be delegated to the authorized authority that the First Nation chooses for their school model under the Act (there are a range of models to choose from). Sections 114 to 122 of the Indian Act would be repealed and replaced with this new Bill. The Government of Canada also heard about the importance of First Nations being able to include the teaching of language and cultures in the curricula and the proposed Bill offers some opportunity to develop and implement language and culture programs to suit the needs of a community. The community education committees will represent one means to express and connect cultural and language issues to community views under the FNEA. For the most part, however, with increased funding, the FNEA will impose standards and regulations for each student/child (6-16 years of age) that is on a First Nation nominal roll, meaning residents on-reserve, in order to achieve greater outcomes and success from Grade 12. Each First Nation with a school controlled by the Chief and FNEA continued on page 10

*
recruitmentofficer@ktei.net
Academic Career Entrance Certificate (FT 1 year) Masters of Social Work (PT 2 years) Anishnabemowin Immersion Certificate (PT 1 year) Personal Support Worker Certificate (FT 1 year) Mental Health & Addictions Diploma (FT 2 years)

Call Today 705-377-4342

*All Programs pending approval and sufficient student enrolment

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UCCMM NEWS

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KENJGEWIN TEG EDUCATIONAL INST.

374 Highway 551, P.O. Box 328 MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342
By Kelly Crawford MCHIGEENG FIRST NATION - Kenjgewin Teg Educational Institute (KTEI) hosted a First Nation Education Act Teach In on January 28, 2014. We have to ask ourselves are our youth really failing the system OR is the system failing our youth? Stephanie Roy, KTEI Executive Director posed the question to approximately 70 participants. The FNEA Teach-In aimed at bringing together the educational, political and youth perspective regarding the First Nation Education Act. Guest speakers included Grand Council Chief Patrick Madahbee, KTEIs Executive Director Stephanie Roy and Anishinabek Nation Youth Rep Quinn Meawasige. How I see myself going into the future is with a moccasin on one foot and a sneaker on the other. I have to find the balance to

Fax: (705) 377-4379

KTEI Teach-In adds youth to political element, discussion

walk this road as an Anishinaabe Nini, said Quinn Meawasige after commenting on the atmosphere at KTEI. If we had thisI would want to go to school every day! All speakers were given 20 minutes to speak to the crowd. This was followed by a speaker panel allowing participants the opportunity to ask questions and make comments. Having gone back to work, I realize how many educated First Nations individuals we have, commented Stanley Peltier, Wikwemikong Unceded Indian Reserve. I think it is about time we put our minds together. Participants at the teach-in left with an understanding of the act and the potential impacts to their respective communities. The thought provoking teach-in awakened the sense of urgency to take notice in many participants. Tinkering with our children. Why would we ever let them do that again? After what they have done to us in the residential schools and the sixties scoop, said Grand Council Patrick Madahbee. If they start messing with our childrenour strongest warriors are going to rise up, our grannies, our mothers, our aunties, the real nurtur-

ers of our children, the real teachers of our children. For more information on the FNEA Teach-In please watch the full video at http://www.youtube.com/watch?v=mdIUGikbu-Q

Student Profile - Cyndil Corbiere MChigeeng First Nation, Azhiitaawin

Cyndil heard about the Azhiitaawin Transitions Program from Kenjgewin Teg Educational Institute (KTEI) Education Counsellor Wayne Trudeau. Trudeau sparked her interest and she began to research the program through the KTEI website and decided to apply. Cyndils experience in the program has been very positive. The thought of her future successes keeps her motivated. Cyndil asserts that she is beginning to realize that she can do more. Her motivation comes from both her grandmother and uncle who are strong supporters of Cyndils successes. The program has been a great fit for her as she obtains university credits while learning life and leadership skills. She appreciates and enjoys the supports from KTEI Elders in Residence and staff. Cyndil has had a long academic journey to make it to where she is today. A KTEI Alumni, Cyndil has graduated from both the Academic & Career Entrance Program (ACE) taken at Kenjgewin Teg Educational Institute in partnership with Cambrian College in 2010/2011 and the Native Early Childhood Education 2 year Diploma program also in partnership with Cambrian College in 2011 2013. Cyndil plans to obtain her degree in both Indigenous studies and Social Work. A graduate of the Native Early Childhood Education Program, she will be leaving the Azhiitaawin (Transitions) Program with a total of 54 credits towards her 90 credit degree. Cyndil enjoys attending Pow Wows, doing beadwork and finds strength in expressing herself as a jingle dress dancer. During her spare time she enjoys spending time with family and friends. After she completes her post-secondary education she plans to return to her home community of MChigeeng to inspire and motivate others. I am proud of who I am and what I have accomplished so far in life. I am very proud of where I have got. I am excited about my plans for the future! To learn more about Cyndils journey in the Azhiitaawin program visit the KTEI YouTube page and watch the Azhiitaawin Transitions video.

Panel at KTEI Teach-In: (left to right): Quinn Meawasige, Anishinabek Nation Youth Representative; Stephanie Roy, KTEI Executive Director; and Grand Council Chief of the Anishinabek Nation Patrick Madahbee.

KTEI Winter Carnival March 20th

SWEAT LODGE
MARCH 20TH
Call KTEI for Info

COMMUNITY

STUDENT

KTEI STAFF

KTEI WII DA NIIZHDANA BIBOONAGAD!

KTEI is turning 20!

Join us for our Anniversary!

Heres Marjorie, always studying hard.

Heres Marjorie, always studying hard.

SAVE THE DATE

THURSDAY MAY 29, 2014
Heres Marjorie, always studying hard. Heres Marjorie, always studying hard.

Student testimonials encouraged. Submit on KTEIs Facebook Page!

WWW.FACEBOOK.COM/KENJGEWINTEGEDUCATION

Heres Marjorie, always studying hard.

Heres Marjorie, always studying hard.

Page 8

UCCMM NEWS

WINTER 2014

374 Highway 551, P.O. Box 328

KENJGEWIN TEG EDUCATIONAL INST.

MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342 Fax: (705) 377-4379

WE ARE EXTREMELY EXCITED to have our very FIRST graduate level program offered by KTEI be with Wilfrid Laurier Universitys Aboriginal Field of Studies Masters of Social Work (MSW) program - a program which is nationally renowned for its cultural inclusiveness and Indigenous pedagogy. I am so excited for this tremendous opportunity!, said Stephanie Roy, KTEI Executive Director. This is a once in a lifetime opportunity to especially support our current social work professionals working for our First Nation communities on Mnidoo Mnising using Indigenous and holistic ways of knowing and learning; and, it definitely aligns with KTEIs beliefs and goals in student learning. This MSW program offers all of what we believe in as an Anishinabek place of learning. Since February 2013, KTEI staff Tricia Beaudin, Adult Education Officer and Beverley Roy, Director of Business and Training, have been meeting with Lauriers Faculty of Social Work to secure this once in a lifetime opportunity on Manitoulin Island. This part-time Master of Social Work program in partnership with Kenjgewin Teg Educational Institute is set to begin in September 2014, and is a program rooted in a holistic Indigenous world view and

KTEI, WLU Form New Partnership To Offer Masters Of Social Work Program Fall 2014
contemporary social work practice. This unique program includes the use of Indigenous Elders, a traditional circle process, and Indigenous ceremonies. The program begins with Cultural Camps, with the goal of fully immersing students in Aboriginal holistic healing practices and is where students begin to engage in Indigenous healing practices and demonstrate a capacity to practice within t h i s worldview a n d epistemology. T h e curriculum, expectations regarding assignments, student development and performance, and activity are exactly the same as the full-time on-campus program. Classes are taught using a combination of Circle processes, dialogue, presentations, video and audio aids, and of course will integrate Mnidoo Mnisings valuable resource knowledge of Anishinabek Elders of this territory. In preparation for the newly secured Fall 2014 start date, a student information session has been scheduled for January 21, 2014 at KTEI. There will be two sessions: one in the afternoon at 1 PM and later in the evening again at 5PM. A recruitment representative from Lauriers MSW Indigenous Field of Study program and two local Islanders and alumni of the MSW program Craig Abotssaway and Dan Garcia will also be on hand to give s t u dents firsthand insight of what the program is like and what to expect for the next two years. (It is worth special note that both Craig and Dan regularly travelled from Manitoulin to the WLU Faculty of Social Work Kitchener, ON campus for their classes on a weekly and monthly basis for two years before such opportunities and new partnerships with KTEI were in place!). Employers who may have several employees interested in the program are

also encouraged to come out as well, to find out more about how the program is intended to balance and deliver a program that supports both working students and their employers. This informal session is a great opportunity for interested students to ask both specific and general questions about the application process and admission requirements. For new graduate students out there who are not familiar with application and admission requirements at this level of study, I strongly encourage you to come out to this session on the 21st because there is certainly much work ahead in terms of getting all the necessary admission paperwork in to the University by April 1 in order to be considered and have your application reviewed, said Tricia Beaudin. As is the case with most graduate level programs, students of this program must seriously take the time now to diligently and eloquently prepare their personal statements, secure their academic references, seek employer support (employed professionals), and many other logistical and academic requirements as part of the admissions process. For more information on the MSW program hosted by KTEI, call Tricia at 705.377.4342.

MY WAY OF LIFE
My way of life as an Anishnawbek, is not evil or bad, it is not witchcraft or satanic, it is merely misunderstood. The Creator God made me an Anishnawbek and with that He gave me the teachings of our people and of our way of life. I learned these teachings from my Elders, who learned them from their Elders, who learned them from their Elders all the way back to the Creation of man. Our teachings are how to be a good person, how to be honest, loving, respectful, wise, brave, truthful and humble. We are the caretakers of Mother Earth, the gift that God created for us to live. We are to use her resources respectfully and take what we need to survive as a human race so that we can continue to care for our mother. We build a lodge which represents our mothers womb, to give honor and praise to the Creator for giving us Mother Earth and for giving us life. We pick our medicines which the Creator provided for our use and gave us the knowledge of how to use them, which again are passed down from generation to generation. We burn our smudge as an offering to the Creator as we say our prayers every morning. Which are carried by the smoke to God. We honor the Eagle feather and the teaching it brings because the Creator carries us on Eagles wings. We wear our moccasins so that we can walk softly on Mother Earth so as not to cause her any pain. We honor our drum because she represents the heartbeat of our Creator which is why she is the center of our council. The circle represents life. We give honor to the four directions because we know the Creator is everywhere and in everything. We fast four times a year to have a closer relationship with God and to ask for guidance or growth. We celebrate at the Pow-Wow to make new friends, get together with family and to give honor to the Creator for all the Blessings He has given us and to give us a chance to give something back to the community and guests. We smoke the Pipe to honor our Creator in prayer and to remind us of the unity and connection we have with the Creator. We are taught our roles at a young age so that we know where we stand in our community. Everything an Anishnawbek does has meaning and purpose, but above all we always keep our creator at the centre of our life. So again, I tell you, our way of life is not wrong, just misunderstood. April McDowell Wiiba Anong Kwe KTEI AIMS (GED Stream) Student

Visit KTEI at WWW.KTEI.NET

WINTER 2014

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KENJGEWIN TEG EDUCATIONAL INST.

374 Highway 551, P.O. Box 328 MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342

Fax: (705) 377-4379

KTEI Principals Educators Conference a success

By Kelly Crawford Nations schools. the students so far this year. Debassige felt SUDBURY Ezhi-Maamosowin (We are Amy Debassige, Kenjgewin Teg Sec- the conference was a great fit for educators, ALL in this Together) and we must Raise ondary School, MChigeeng First Nation, The workshop facilitators did an excellent the Bar to our standards; Close the Gap in was awarded the New Teacher Excellence job and the topics covered were relevant many forms (language and culture, fund- Award, which recognizes a new teacher who and useful for both the classroom and for ing, educational outcomes, parental and demonstrates enthusiasm, commitment informing educators perspectives. community planning) to ensure Student and innovation in teaching while consisTeacher Excellence Awards 3+ years of Success For All. Conference committee tently inspiring students. Being recognized teaching were awarded to: Pamela Solomember and KTEI Director of School Services, Debbie Debassige, got the crowd moving in a synchronized display of their commitment to students during the KTEIs 2014 Principal Educators Conference held on January 30 31, 2014. The Principal Educators conference aims to provide a forum for sharing best practices and student successes in order to improve education outcomes for First Nation students. Kenjgewin Teg Educational Institutes Executive Director, Stephanie Roy, welcomed over 120 participants, We all have a 2014 KTEI Teacher Excellence Award Winners - 3+ years of Service: (left to right): Theresa vested interest and passion to ensure King, Laura Mackenzie Learning Centre/Temagami First Nation; Pamela Solomon, Biidaaban our students are both academically Kinoomaagegamig/Sagamok Anishinawbek; and New Teacher Award winner Amy Debassige, proficient and firmly grounded in Kenjgewin Teg Secondary School/UCCMM Tribal Council; on far right - Stephanie Roy, KTEI our language, culture, and traditions; Executive Director assists in the presentation and recognition of the teacher awards only then can each student truly reach their potential and value as individuals and be successful based on their chosen with the New Teacher Excellence Award mon, Biidaaban Kinomaagegamig, Sagcareer pathways. means a lot to me. More than ever, I feel amok Anishnawbek and Theresa King, This annual conference also recognized motivated and excited to enter the teaching Laura McKenzie Learning Centre, Bear the outstanding achievement in educa- profession. I appreciate the support of my Island Education Authority, Temagami tion delivery that takes place within First colleagues and all that I have learned from First Nation.

The conference brought together educational experts from all over Turtle Island. Each speaker engaged and inspired participants in their own unique way. Guest and keynote speakers included Kahontakwas Diane Longboat and Dr. Martin Brokenleg respectively. A total of 14 workshops were enjoyed by all, some topics included: Indigenous pedagogy, Indigenous identity, creating a bully free classroom, early learning kindergarten immersion, talking circles as spiritual tools, cultural inclusion, language learning and the importance of historical and treaty education. All speakers, presenters and participants actively embraced their role in the future. As noted by Stephanie Roy, KTEI Executive Director, Whatever position individual communities take, it is clear, collectively we all want each and every one of our students who are precious gifts from the Creator to be productive, proud and prosperous citizens of the world. For more information please contact: Kenjgewin Teg Educational Institute, Principal/Educators Conference Coordinators, Box 374, MChigeeng, ON P0P 1G0 or call 705-377-4342 Email - KTEI-Prin-EducatorsConference@ktei.net

Azhiitaawin-Transition Students Hit the Road

By Kelly Crawford NORTH BAY - Kenjgewin Teg Educational Institute Azhiitaawin (Transitions) students meet first Aboriginal president of a Canadian university on November 29, 2013 at Nipissing University. Welcome to Nipissing University. It is a pleasure to meet all of you, opening remarks from visit with Dr. Michael DeGagne, Nipissing University President. Dr. DeGagne welcomed the students into his office to discuss their future plans. When we arrived at Nipissing University I remembered when I was younger I would attend the annual pow-wows at the university/college. I remember telling myself how beautiful the environment and atmosphere was and knowing that this is where I wanted to be when It was my time to attend University. Well a few years later, here I am checking out Nipissings beautiful campus once again. It was an honor to meet with the first Aboriginal president of a Canadian university. Having the opportunity to sit and talk with him opened up more possibilities for my future! Hes a great inspiration and I look forward to seeing more of Nipissing in my future, said Cyndil Corbiere, MChigeeng First Nation. As part of the Transitions program, students visited partner universities; University of Sudbury and Laurentian University. Students participated in a library tour, programs & services tour, Aboriginal Offices

tour, class observation/participation and participated in a meet and greet with both university presidents. This visit was very inspiring. Both universities have a lot to offer. I look forward to taking this all in when making my decision, explained Percy Roy, MChigeeng First Nation. After meeting with University of Sudbury president, President and Vice-Chancellor, Dr. Pierre Zundel, students felt right at home at the University of Sudbury campus. Erica Hare, MChigeeng First Nation also found the trip beneficial, I enjoyed seeing what both schools have to offer. I have many options to think about. The Azhiitaawin (Tran- Azhiitaawin/Transitions Program campus visit at sitions) Program is a com- Nipissing University: (left to right) Percy Roy, KTEI munity-based postsecond- Azhiitaawin Student, President Dr. Michael DeGagne, ary education opportunity Nipissing University, Cyndil Corbiere, KTEI Azhiitaawin offered through Kenjgewin Student, Kelly Crawford, Program Coordinator/ Teg Educational Institute Azhiitaawin Transitions Program; front row seated Erica Hare, KTEI Azhiitaawin Student. (KTEI) in partnership with the University of Sudbury, Nipissing University and Algoma program supports students with essential University. This pre-university transitions skill development learning while earning

24 university credits in a block community-based delivery. In addition to obtaining 24 university credits, students will participate in modules in financial literacy, leadership and life skills. During the program students receive intensive academic and personal support. Students will complete the program with the development of a personal financial plan, video journal and personal academic journey plan. In addition, students participate in the KTEI Passport to Anishinaabe Odziiwin. This self-learning tool creates and promotes an environment that reflects Anishinaabe language, traditions and culture. Currently KTEI is recruiting for this program on a full-time and part-time basis. Students are able to take part-time university studies by registering in one of the courses. This is ideal for someone who requires additional elective university courses for their degree requirements. Up-coming courses include: VISA 1026 Visual Fundamentals Mar.03-Apr. 01, 2014 CESD 1006 Introduction to Community Economic and Social Development - Apr. 02-28, 2014 For more information on the Azhiitaawin (Transitions) Program contact Kelly Crawford, Transitions Coordinator, KellyCrawford@ktei.net

MMAKCOMMITTEE MEETING MARCH 25TH

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UCCMM NEWS

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374 Highway 551, P.O. Box 328

KENJGEWIN TEG EDUCATIONAL INST.

MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342 Fax: (705) 377-4379
She told the crowd of educators that the Ministr y of Education standards have failed First Nations people. Longboat explained that the solution would stem from the creation of First Nations Education Law created by First Nations people. L o n g b o a t Guest Speaker Diane Longboat, Mohawk, Turtle emphasized the Clan, captivates the audience at the 2014 KTEI importance of Principals/Educators Conference. working together to accomplish collective goals. The time for ego is over. Those that are led by ego will not survive. In addition, she focussed on embracing what the Creator had in store for us as a people and encouraged participants to take an active role in the development of their own First Nations Education Law. She noted that the perfect system will occur when the system aligns with the Creators vision. Longboat challenged participants to believe in themselves and their respective communities, What we fail to do is believe in ourselves. For more information please contact: Kenjgewin Teg Educational Institute, Principal/Educators Conference Coordinators, Box 374, MChigeeng, ON P0P 1G0 or call 705-377-4342 Email - KTEI-Prin-EducatorsConference@ktei.net

Longboat Challenges KTEI Conference Participants

By Kelly Crawford SUDBURY - Kenjgewin Teg Educational Institute Guest Speaker motivates educators to be active in developing thier own education laws. When you look forward 100 years from now will you be able to say I did my job? The challenge for us is to be able to say I did my job, explained Diane Longboat, Mohawk, Turtle Clan, Six Nations Grand River Territory. No one First Nation is going to make it on their ownjust like no one family will make it that is the teaching. Longboat addressed participants at the Kenjgewin Teg Educational Institutes Principal Educators Conference with her presentation entitled, Creating a Nation Law in First Nations Education.

First Nation Student Success Program (FNSSP) update

AS THE HIGHWAY 69 STUDENT Success Leader I work with three schools along this corridor: Wasauksing Kinomaugewgamik, Kinomaugewgamik Elementary School in Shawanaga First Nation, and Kikendawt Kinomaadii Gamig in Dokis First Nation. Each school is a joy to work with and has its own combination of strengths and skill sets that make my work diversified and lively. A major focus for the beginning of the year was the administration of the Key Math Assessment. This standardized assessment provides in-depth data for each student that speaks to their strengths and needs in each strand of math. These reports were helpful to teachers to provide ideas for grouping and understanding how teachers can provide focussed support to students who need it. The new Confident Learners initiative has provided all schools with a new research-based toolkit for early screening in four domains of child development: Awareness of Self and Environment; Cognitive Skills; Language and Communication; and, Gross and Fine Motor Skills. Kindergarten teachers are in the midst of utilizing the teacher assessment, the EYE-TA (Early Years Evaluation Teacher Assessment). The EYE-DA (Early Years Evaluation Direct Assessment) was administered by me earlier in the year and results were presented to Kindergarten teachers. At Kikendawt Kinomaadii Gamig I have been providing support to teachers with creative writing and math centres. Using SMART Board lessons that I have created I have modelled some lessons to guide students towards their creative writing. Since the subject of my Masters of Education thesis was Creativity in the classroom I was especially glad to have the opportunity to put my research to use! At Kinomaugewgamik Elementary School I have been working with teachers to analyze their DRA data to determine instructional next steps. I will also be working with teachers to support with EQAO support as well as a math vocabulary wall. This school is also making use of the Intervention Lessons provided with our new Key Math Essential Resources software. The Special Education teacher has noticed these specialized intervention lessons are improving math skills in focussed areas. At Wasauksing Kinomawgewgamik, the

Student Profile - Zane Aguonia, Sheguiandah First Nation, KTSS Student

When Zane, an aspiring and creative mind from Sheguiandah First Nation, first entered the KTEI building he took notice to the welcoming and warm-hearted staff. He says that everyone is so bright and full of sunshine. In the back of his mind he had hoped that the atmosphere was different than that of your typical high school and it was. Seeing all the other people here completing and achieving their goals from either the PSW program, Culinary Management, high school, AIMS or the transitions program, and also seeing the dedication of the staff (because what they do here benefits all of us). Is how Zane describes his best experiences so far at KTEI. In his spare time Zane loves to be with his son and also learns from him. My son is my motivation. What I do now affects the both of us. Eagar to continue on his path, Zane definitely recommends KTEI to others and that: To be the dream, you first got to have an imagination. If you dont have an imagination, the dream was never there.

...continued from page 6 Council will have full responsibility and liability for ensuring a quality education that meets all of the standards and regulations of the First Nation Education Act, including all of the education support services. Certainly, there are many First Nations who agree that standards in education are necessary, but they also want a role in co-creating the standards to reflect what is important for learning for Aboriginal children and for future generations to come. Many First Nation educators and specialists welcome standards too of course, and also want to be a part of charting a new path forward for real success in education-

FNEA focus of KTEI Educational Teach-In IV

largest school that I work with, the full gambit of Key Math testing has been completed and we are now on to analyzing DRA results to determine next steps. I am also working on EQAO preparations with the Grade 3 and Grade 6 teachers. I look forward to my continuous work with

the staff and students in these schools. I wish to express my profound gratitude to staff for opening up to me and allowing me to be a part of their professional development; it has truly been an honour!

al achievement. Unfortunately, many First Nation communities to date feel that they have not been consulted as to the contents of the proposed bill for example, the Government of Canada held a one day meeting in April 2014 for the entire region of Ontario. For many, many years prior, the topic of Frist Nation education has been a priority - and most recently in 2010, the Assembly of First Nations released a report titled First Nation Control of First Nation Education whereby it was recommended that The Government of Canada, in partnership with First Nations, take immediate steps to engage in the development of federal legislation that guarantees high quality,

culturally relevant First Nations education programs and services, and full support for the comprehensive implementation of First Nations control of First Nations education at all levels of learning, including early learning initiatives, elementary and secondary school, adult and post-secondary education, and language nests. Interestingly, these objectives sound very similar, so why is there such great opposition? Information, perspectives and answers to these questions and others about the FNEA, was what the KTEI teach in in January was about. Like all of KTEIs previous teach-in events, the event this past January was free

and open for everyone to attend. First Nation community members, students, youth, elders, administrators, Chief and Council members, teachers, and all education professionals were encouraged to mark this date on their calendars to come out and learn more, and ask questions about existing and recent developments. A special invitation from KTEI especially went out to our Mnidoo Mnising non-First Nation communities of students, youth, elders, administrators, Reeves and Council members, teachers, and all other education professionals to come out and learn more about why First Nations are opposed to this Act.

Visit KTEI on FACEBOOK #KenjgewinTegEducation

WINTER 2014

UCCMM NEWS

Page 11

MNAADMODZAWIN HEALTH SERVICES

48 Hillside Rd., Postal Bag 2002 Little Current, ON P0P 1K0 Tel: (705) 368-2182
NON INSURED HEALTH BENEFITS (NIHB) Appeals EVERYONE HAS THE RIGHT TO APPEAL A DENIED BENFITS!

Fax: (705) 368-2229

When coverage for a benefit through the Non-Insured Health Benefits (NIHB) program has been denied, the client or parent/guardian of the client has the right to appeal the decision. There are three levels of appeal available which only the client or parent/guardian can initiate. In order for a case to be reviewed as an appeal, a letter from the client or parent/guardian, accompanied by supporting information from the provided or prescriber must be submitted to the Non-Insured Health Benefits Program.

The following information is required:

APPEAL-CONFIDENTIAL

A signed and dated letter of appeal from you, the client, including your name, status registration number, date of birth, address and telephone number. You will need to mention the reason why NIHB denied the benefit You need to explain why the initial request was made Include supporting documentation for your request from a licensed health service provider, medical doctor, health worker, etc. Include treatment plan, diagnosis and prognosis and diagnostic test results (if applicable) For appealing dental benefits requests, attach the form which applies to your request: o Standard Dental Claim Form o ACDQ Dental Claim and Treatment Form Computer generated form or NIHB Dent-29 Form (for Dental Benefit only, and provided by your dental provider). Moulds, Radiographs, Panoramic Radiograph etc. Attach the Denial Letter that was sent to you by NIHB (if applicable) Mail to: Non-Insured Health Benefits, First Nations and Inuit Health, Health Canada, 1547 Merivale Road, 3rd Floor, Postal Locator: 6103A, Nepean, Ontario, K1A 0L3 Toll Free: 1-800-640-0642 Dental: 1-888-283-8885

20!
TURNING

KTEI is

SAVE THE
MAY 29TH

DATE

BLOOD DRAWN CLINICS Set up an appointment at your local health centre

Aundeck Omni Kaning Health Centre 2nd Thursday of the month Sheguiandah Health Centre 2nd Wednesday of the month Sheshegwaning Health Centre 3rd Tuesday of the month Whitefish River Health Centre 3rd Wednesday of the month Zhiibaahaasing Health Centre 1st Thursday of the month

KTEI for
705 377.4342
INFO

Call

Ensure to bring your requisition by physician or nurse practitioner

LIVING, LEARNING... INVITING OPPORTUNITIES

B R EN DA WAB EG IJI K

Forty-six-year-old Brenda Wabegijik is a wife, mother of three, and a grandmother. Shes sold Avon, driven school buses, and worked her entire life to provide for her family. Now, she is also an Ontario secondary school graduate. Brenda left school in grade nine due to a lack of interest in her studies at that point in her life. Then, she became a mother and took on the responsibilities of raising her family. She first approached Kenjgewin Teg Educational Institute in 2011 interested in the personal support worker (PSW) program, but at that time was not able to meet the entry requirements. She was then referred to the secondary program in order to enable her to improve her academic skills. Brenda started with the Prior Learning Assessment and Recognition (PLAR) program, enabling her to attain her grade 9 and 10 credits. She then moved on to Mature Prior Learning Assessment and Recognition Program (MPLAR), which, through the development of a personal portfolio highlighting her life accomplishments, granted her an additional 10 senior level secondary school credits. Brenda then successfully completed the literacy component and four additional senior credits and obtained her full Ontario Secondary School Diploma. Brenda started her secondary school journey in September, and by Christmas, realized that the goal she had set to achieve a full diploma was fast becoming a reality. Although she was in-class with students around her own childrens age, she persevered and came to school every day determined to get her assignments done. Throughout the year, it was evident that not only had Brendas academic skills improved, so too had her self-confidence. With encouragement from both her teachers in the secondary program, and her family, Brenda persevered and not only met her goals, but also began to explore post-secondary options, both on and off Manitoulin Island. Brenda Wabegijik is an example of what rewards hard work and determination can bring. Kenjgewin Teg Educational Institute is proud to have had the chance to work with a student as determined and motivated as Brenda. Her accomplishments now stand as testimonial to the fact that it is never too late to go back to school and make dreams a reality!

STUDENT SUCCESS STORY

THEY ALWAYS BELIEVED IN ME. 2011-2012

LIVING, LEARNING... INVITING OPPORTUNITIES

E R I CA SAM P SON

Erica is a competent, intelligent, caring, mother who is capable of doing anything she sets her mind to. She is self-motivated, persistent and confident. She is driven to get things done with a strong healthy pace. Erica has proven that she has the ability to move beyond her fears and find appropriate ways to cope with life situations. She continues to respond to the best of her abilities and maximizes her strategies for success. She does not give into any sense of powerlessness about the success of her future. Erica aspires to become a paramedic and Kenjgewin Teg Educational Institute believes she is capable of realizing this dream. She has been a valuable classmate to her peers as she is quick to offer assistance to those students who need some extra help. She was able to earn eight credits this past year and maintained an average of 77%. Among the challenges she has faced, was finding the motivation to rise early in the morning to catch the bus (one hour bus ride) from Sheshegwaning to MChigeeng and back again at the end of the school day. Erica also had the responsibility of being a single parent to a beautiful one year old Dustin. Parents and friends have provided support to Erica with the care of Dustin throughout the year, enabling her to focus on her studies. Along with the dream of becoming a paramedic, Erica has also expressed an interest in a career in the Canadian Armed Forces. With her skills and determination, Erica would be a perfect candidate for a challenging career in the military serving her family, community and country proud. Although she had some personal challenges along the way this past year, and had to adjust her goals a couple of times, Erica has achieved the goal she set to walk up onto the stage to accept her Ontario Secondary School Diploma in June.

STUDENT SUCCESS STORY

THEY ALWAYS BELIEVED IN ME. 2012-2013