23 Participating First Nations Gathering November 19, 2019 Opening Prayer Elder Julie Ozawagosh Ngo Dwe Waangizid Anishinaabe Chief Dean Roy Ngo Dwe Waangizid Anishinaabe

Debenjiged gii’saan 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. Ngo Dwe Waangizid Anishinaabe

Zaagidwin, Debwewin, Mnaadendmowin, Nbwaakaawin, Dbaadendiziwin, Gwe-kwaadziwin miinwa Aakedhewin

Debenjiged kiimiingona dedbinwe wi naagdowendiwin

Ka mnaadendanaa gaabi zhiwebag miinwaa nango megwaa ezhwebag, miinwa geyaabi waa ni zhiwebag. Welcoming Remarks Catherine Pawis Chairperson, KEB Board of Directors Review and Acceptance of Agenda Catherine Pawis Chairperson, KEB Board of Directors Agenda Items • Board and staff introductions • KEB updates • BREAK • Updates on the implementation of the Agreements • Finance updates • Open floor Q & A • LUNCH • Organizational Review • Education Service Agreements • BREAK • Relationship of the ANEA and the ANGA • Open floor Q & A Board of Directors Introductions Catherine Pawis Chairperson

REC 3 Wasauksing First Nation Evelyn Ball Vice-Chairperson

REC 4 Chippewas of Rama First Nation Dave Shawanda Treasurer

REC 2 Whitefish River First Nation Vicki Ware Secretary

REC 4 Aamjiwnaang First Nation Greer Atkinson

REC 4 Chippewas of Georgina Island First Nation Phyllis Anderson

REC 3 Nipissing First Nation Janice Cada

REC 2 Sheshegwaning First Nation Marianna Couchie

REC 3 Nipissing First Nation Sherry Dayfox

REC 2 Sheshegwaning First Nation Judy Desmoulin

REC 1 Long Lake #58 First Nation Tim Hardy

REC 1 Biinjitiwaabik Zaaging Anishinaabek Lisa Michano-Courchene

REC 1 Biigtigong Nishnaabeg KEB Staff Introductions Marie Chalykoff Aaniish Naa Gegii Coordinator The Aaniish Naa Gegii Coordinator works collaboratively with Participating First Nations and Laurentian University to ensure the effective implementation of the Aboriginal Chidren’s Health and Well- being Measure. In addition to providing coordination services, this position also manages the collection and use of well-being data to inform opportunities for programs and services. Julian Cote Information & Data Management Officer The Information & Data Management Officer is responsible for coordinating and managing information and data within the AES. This position also coordinates the implementation of the Student Information Management System, and the Data & Information Sharing Agreement with the Ontario Ministry of Education. Andrea Crawford A/Director of Education Responsible for day-to-day operations of the AES and works with the Board of Directors to ensure the overall planning and performance of the AES. This position is critical to funding, implementation and reporting initiatives and for maintaining effective liaison with the Anishinabek First Nations and Provincial and Federal Government representatives with respect to education. Communications and Operations Manager The Communications & Operations Manager is responsible for strategic and responsive communications, media relations, and marketing and promotions. The position also oversees technology infrastructure, human resources, operational management, advocacy and policy support, etc. Tammy Desmoulin Niigaan Gdizhaami Fund Coordinator Responsible for managing the administration of the Niigaan Gdizhaami Fund, and working closely with the Participating First Nations, and other eligible applicants of the Fund. This position supports the implementation of the Master Education Agreement and the Multi- Year Action Plan, as well as the strategic plan of the KEB. Makenzie Dokis Community Information Officer This position provides administrative support to the communications department and assists with key research and planning. Cindy Fisher REC Coordinator (REC 1) Responsible to the PFNs that are members of the REC 1. The REC Coordinator works closely with the PFNs to address their regional education priorities and needs, regarding First Nations’ schools and Anishinabek students attending school on-reserve and off-reserve. The REC Coordinators are the liaisons between the RECs and the KEB. Laurianne Iserhoff Finance Officer Responsible for providing financial, administrative and clerical services in order to ensure effective, efficient and accurate financial operations. The Finance Officer complies with the Generally Accepted Accounting Principles and the KEB financial policies and procedures. Sara Jamieson REC Coordinator (REC 4) Responsible to the PFNs that are members of the REC 4. The REC Coordinator works closely with the PFNs to address their regional education priorities and needs, regarding First Nations’ schools and Anishinabek students attending school on-reserve and off-reserve. The REC Coordinators are the liaisons between the RECs and the KEB. Haley Laronde Communications Officer Responsible for supporting communications with the Anishinabek First Nations, Regional Education Councils, Local Education Authorities, education partners, government agencies, boards, provincial and national working groups, political bodies, other education stakeholders, and the media. Tammy Moreau REC Coordinator (REC 2) Responsible to the PFNs that are members of the REC 2. The REC Coordinator works closely with the PFNs to address their regional education priorities and needs, regarding First Nations’ schools and Anishinabek students attending school on-reserve and off-reserve. The REC Coordinators are the liaisons between the RECs and the KEB. Renee Restoule Culture, Programs and Standards Manager Responsible for the strategic management of services and standards applicable to AES schools. the Cultural, Programs & Standards Manager works closely with the Regional Education Councils and the PFNs. This position ensures that programs reflect the priorities and needs of AES schools, the expectations of the PFNs and the standards of the Anishinabek Education System. Claire Scanlan Finance Manager The Finance Manager conducts financial related activities, such as book-keeping, fiscal planning, asset management, payroll management, variance analysis, annual auditing, finance-related training, and human resources functions as they relate to finance. Charles Serre Information Technologist The Information Technologist provides hardware and software maintenance, training and consultation, and recommendations regarding planning and security for technology resources. The Information Technologist ensures efficient access to and implementation of technology services and resources for the

Kinoomaadziwin Education Body. Lisa Wabegijig REC Coordinator (REC 3) Responsible to the PFNs that are members of the REC 3. The REC Coordinator works closely with the PFNs to address their regional education priorities and needs, regarding First Nations’ schools and Anishinabek students attending school on-reserve and off-reserve. The REC Coordinators are the liaisons between the RECs and the KEB. Andrea Wemigwans Executive Administrative Assistant Provides support for the Director of Education and the Board of Directors by conducting executive level administrative responsibilities. This includes clerical support, reception, correspondence, travel management, scheduling, records management and other administrative support. KEB Updates June – December 2019 Recent Events

• Staff and Board Retreat – July 2019 • Nishnawbe Aski Nation visits KEB office – August 2019 • AN Elders and Youth Gathering – July 2019 • Ministry of Education visits KEB office – September 2019 • REC Fall Meetings – October 2019 • Anishinabek Nation Grand Council Assembly – November 2019 • Niigaan Gdizhaami Forum – February 2020 Internal Restructuring

• REC Coordinators • Finance team • MYAP support • Administrative support Board of Directors Changes

• October 10, 2019 – KEB accepts resignation of Elaine Stewart. • October 15, 2019 – REC 1 Chiefs, REC Representatives and Education Directors are notified of the vacancy and the call for a selection vote on November 19, 2019. • October 17, 2019 – Board of Directors appoints Dave Shawana as the new Treasurer for the Executive council. • New KEB Director for Pic Mobert to be elected on November 19, 2019. KEB BOARD OF DIRECTORS – JULY 2019 Strategic Plan Direction #1 - Using our knowledge keepers to support fluency and understanding of Anishinabemowin to revitalize language and culture with learners.

1. Create resources for teachers to use in language and culture curriculum 2. Develop a system that acknowledges and rewards Anishinabemowin learners 3. Develop a strategy to encourage students to prioritize language fluency Strategic Plan

Direction #2 - Supporting learners to recognize and embrace their individual gifts and teach them to use them on their journey through the education system.

1. Foster awareness of traditional Anishinaabe cultural practices among AES students (naming ceremonies, traditional hunting, seasonal ceremonies, fasting, vision quests, etc) 2. Create opportunities to celebrate Anishinaabe identity. 3. Develop curriculum that integrates Anishinaabe culture as foundational knowledge Strategic Plan

Direction #3 - Engaging Elders, knowledge keepers, community and students in creating enhanced curriculum to incorporate history, culture, arts in every subject area and to bridge traditional knowledge with the technological world.

1. Develop an AES technology strategy 2. Support a gathering of Elders and language speakers 3. Create an inventory of existing resources 4. Bring together Parties to strategize on curriculum Strategic Plan

Direction #4 - Establishing the highest education standards for our learners to support local, national and international recognition and respect for the Anishinabek Education System.

1. Develop AES graduation diploma 2. Create a strategy for AES certified language instructors 3. Develop an engagement strategy for the United Nations and other International education organizations Communications

Internal Communications External Communications • Consistent, informative and • Regular on-site community visits positive staff meetings to foster relationship-building • More information-sharing and with Education Directors, REC engagement with REC Representatives and citizens Coordinators • Consistent AES/KEB website • Mutual sharing between Board updates and staff, following Board and • Reliable delivery of KEB staff meetings newsletter Communications

Online Presence Marketing and Promotion • Scheduled social media posts • AES plaques in schools and • Facebook communities • Twitter • Prepare promotional booths • Link AES/KEB website to PFN Anishinabek Nation events websites • • Create KEB portals for the key Develop brochures, information members of the Regional packages, etc. Education Councils KEB Chiefs Committee

Membership Recent Activity REC 1 • Membership confirmed Chief Melvin Hardy • Terms of Reference reviewed REC 2 and amended Chief Dean Roy (Chair) • Committee Meeting held on REC 3 November 13 Chief Barron King • Chairperson confirmed REC 4 • Ongoing communication via Chief Chris Plain email Implementation of the Anishinabek Nation Education Agreement Education Implementation Plan Six-Month Focus June – December 2019 • Education Implementation Plan • Delivery and access to primary, elementary and secondary education • Implementation of a student information system (PowerSchool) - data migration, module implementation, training, transition • Establishment of the Kinoomaadziwin Education Body • Transfer Payments • Relationship between ANEA and ANGA Six-Month Focus January – June 2020 • Education Implementation Plan • Delivery and access to primary, elementary and secondary education • Implementation of a student information system (PowerSchool) – enhanced training, AES standardized reports, advisory committee, support strategy • Establishment of the Kinoomaadziwin Education Body • Transfer payments • Relationship between ANEA and ANGA – ratification of ANGA, transition plan • Additional parties – increased communication, information sessions, strategic plan for ratification, funding Anishinabek Nation Education Agreement Other Activities • Implementation and Operations Committee (IOC) • Meetings held in July, and September at the KEB head office. Discussions centred on: • Post-secondary education funding • Education major capital • Additional parties • Technical working group • ANEA and ANGA harmonization • Education Transformation • Next IOC meeting scheduled for early January 2020 • Year One Implementation Report to be completed in December 2019 Master Education Agreement Multi-Year Action Plan MYAP Overview

• In accordance with Part 10 of the Master Education Agreement, the Multi-Year Action Plan was developed to implement the commitments set out in the Agreement.

• The Multi-Year Action Plan sets out activities for a three-year period identifying key initiatives to support Anishinabek student success and well-being. The first Multi-Year Action Plan includes 17 projects to be implemented by the KEB, participating Anishinabek First Nations and Ontario. Programs – Project 4

• Three Pilot Programs are currently in motion in eleven settings. For the initial three years of the AES, the participation in these pilots was invitational and based on the unique setting, demographic, and/or profile. • The programs align with the MEA and will inform plans to promote programs and initiatives that support student success and well-being, over the next few years. • The community, in partnership with KEB and Ontario staff will conduct an evaluation of each program and then we will ask - Is this a program that could be offered through the KEB system menu to support the PFN’s in addressing student success and well-being? Aaniish Naa Gegii

The Aboriginal Children’s Health and Well-being Measure is a culturally appropriate, and child- friendly tool used to gather data on the status of Indigenous children’s health and well-being. The information gathered from this can be used to inform program and service planning in Indigenous communities to meet children’s health needs. There are currently five sites that will implement the program over 2019-2020 and 2020-2021. A project coordinator, the Regional Education Council Coordinators, and Laurentian University support communities in this work. Mental Health Worker at Mnjikaning Kendaaswin School at Rama First Nation “Learning As We Go” at Long Lake #58

This initiative is about building a successful school model with areas of focus being Literacy, Numeracy, Social Well-Being, and Attendance.

There is currently one site administering this pilot program.

Drumming at Migizi Miigwanan Schools Programs – Project 2

The Niigaan Gdizhaami Fund The objective of the Fund is to support and invest in community and joint projects and initiatives, that are locally-developed and that advance the objectives of the Master Education Agreement. There is an annual call for proposals. The 2019/2020 NG Fund is supporting 23 projects, totalling $716,405.50. Administered by the KEB, these projects advance the objectives of the MEA among the Participating First Nations and School Boards. What initiatives could we offer system-wide in future years? Anishinaabemowin and Culture at Shawanosowe School Numeracy at Shawanosowe School

Provocations Guided Numeracy Hands on Learning Resources to Support Curriculum – From Regions 3 and 4 Programs

Curriculum Resources Cultural Competency Project 14 Project 8 • There are currently many • Enhancing cultural competency in the Anishinabek-developed resources schools where Anishinabek students available. KEB is undertaking a review attend, is a priority. of what materials might be beneficial • A training module is nearing to develop to support curriculum in completion. A plan for site selection the schools where our students and piloting for 2020-2021 is in attend in both systems. This includes development with Regional e-learning resources and the e- Coordinators leading the way. learning teaching capacity in our communities. Committees, Working Groups, Collaborative Teams - Projects 1,5,6,10,16

These are joint tables with membership comprised of KEB and/or community representatives and Ministry of Education staff. Each table has a Terms of Reference and a workplan with deliverables that will support Anishinabek communities as well as the working relationship and understanding between the Participating First Nations and their partner school boards. Joint Master Education Agreement Committee Technical Table Special Education Committee Data, Research and Evaluation Committee Student Transitions Working Group (time limited) Education Services Agreement Working Group (was time limited, now completed) Regional Education Coordinators and Indigenous Education Office Education Officers Team Guidelines and Protocols – Projects 5,6,7,9,15,16

Product Target Date • Education Service Agreements • Revisions - December 2019 • Special Education Guideline • March 2020 • Student Transitions Protocol • March 2020 • Health and Social Services Inventory • February 2020 • Accessing and Sharing Anishinabek First • TBD Nations’ Education Resources • Communications Protocol • April 2018 • Communications Plan • November 2019 Data Sharing and Research – Projects 10,11,13 • Ontario Education Numbers • Data and Information Sharing Agreement • Evaluation framework – MEA, MYAP, DISA • Research Ethics Guideline • Longitudinal Research • Early Development Instrument Financial Updates Education Transformation Funding Enhancements

• New policy framework was recently implemented, that aims to improve the way Indigenous elementary and secondary education is funded in Canada. • An interim funding approach was developed to support Indigenous education in the Ontario region. • Comparable to the provincial funding model • Supports unique circumstances of First Nations • In June 2019, the KEB received notification that AES First Nations would be eligible for enhanced K-12 education funding, based on the interim funding approach. Education Transformation Funding Enhancements K-12 Post-Secondary Student Support Program Supports: Supports: • Kindergarten • Tuition • Language and Culture • Books • High-Cost Special Education • Travel Support • Provincial Student Support • Living Allowances Total = $1,656,051 Total = $1,703,924 Education Transformation Funding Enhancements

• August and September  KEB strikes ad hoc committee to review funding enhancement formulas, and to identify allocation recommendations for the KEB Board of Directors to consider. • November 14  KEB received official confirmation of transfer arrangements for enhanced K-12 and PSE funding. • December 2019  KEB anticipates the receipt of funds from Canada and will prepare enhancement allocation agreements for each PFN. Reporting

Various reports of the Anishinabek Education System include: • Education funding allocation • Enhanced funding monies • Niigaan Gdizhaami Fund • Pilot Initiatives: • Enhanced Graduation Coach Approach • Learning As We Go • Aanish Naa Gegii Reporting Why? PFN Education Funding Reports • Deliverable of the Anishinabek Nation Education Fiscal 1 Transfer Agreement and PFN 2 Allocation Agreements • Supports financial accountability of the 10 Kinoomaadziwin Education Body • Ensures uninterrupted delivery of transfer payments from Canada 10 • Supports the progress and evaluation of the Anishinabek Education System Outstanding Surplus Balanced Deficit Annual Student Count Submissions

What is needed? When is it needed? What is it used for? • Elementary student • November 15, 2019 • Education funding numbers formulas • Secondary student • AES statistics numbers • Development of KEB data • Post-secondary collection student numbers • Delivery of programs and services

Contact Renee Restoule  [email protected] | 705-845-3634

AES Student Count – Google Form Link KEB Board of Directors Honorarium

In June 2019, the Participating First Nations approved a resolution that supports the distribution of an honourarium to KEB Board Directors. While the wording of the resolution is clear, several issues have been identified during the initial implementation of the Board compensation. Additional information is required to guide the KEB staff with the implementation of the honourarium for Board Directors.

Issues for decision: 1. Is the honourarium issued per meeting, or per day? 2. Should Board members be present for a minimum % of each meeting to receive honourarium? 3. Is honourarium to be issued for travel days? Education Service Agreements Anishinabek Nation Law and Provincial Law Anishinabek Education Laws

• The Anishinabek Nations have made decisions and developed laws, policies, and guidelines that describe education for their students. This includes situations when they attend school on-reserve and off-reserve. • Where there is a community school on-reserve, the First Nation may have a policy that states that student funding will be directed to this school. • Where there is no community school, students usually attend a school that is off-reserve in a nearby village, town, or city.

Where a student (living on-reserve) is funded to attend school, is a First Nation community decision. First Nation education law comes before provincial law in this situation. Anishinabek Education Laws – Off-Reserve Schools Where a student lives on-reserve and attends school off-reserve, a business arrangement must be in place.

An Education Service Agreement (ESA) is a business arrangement. This is an agreement made between a First Nation and a school board.

**This is where the legislation created by the Ontario Ministry of Education applies. Ministry of Education’s Reciprocal Education Approach (REA)

Ontario’s Education Act - Sections 185 and 188 have guided the arrangements between school boards and First Nations for many years.

Recent amendments to these sections and to the new regulation that guides the arrangements, are being referred to as the “Reciprocal Education Approach.” REA

Four significant changes:

1. Written Notice 2. Base Fee applies to ESA and RESA scenarios 3. Registration of Eligible Entities 4. Clarification of additional fees that may be charged

**It is recommended that Education Service Agreements between school boards and First Nations are developed and maintained. REA

Generally – • REA does not affect individual First Nation student attendance laws and policies • Changes to the working relationship between many First Nations and school boards will remain positive • Fees are more predictable; additional fees are less arbitrary • Managing the initial administrative burden of Written Notice is best determined by parties (PFNs and school boards) • The amendments are generally positive and advantageous to First Nations Education and Governance Relationship of the ANEA and the ANGA Context • 25 years of development and negotiations for the Anishinabek Nation Governance Agreement (ANGA) and the Anishinabek Nation Fiscal Agreement (ANFA). • Anishinabek Nation Governance Agreement was completed and initialed in summer 2019. • Restoration of Jurisdiction department is in final leg of promotion and community visits. Ratification will occur from February 1-29, 2020. • KEB has been conducting complete reviews of the ANGA, the ANFA, the transition plan, and the communications strategy, in order to identify and prepare for impacts on the Anishinabek Education System. Areas of ANGA that may impact the ANEA

• Definition of citizenship • Repository of laws • Delegation of law-making powers • First Nation fiscal contributions (OSR) • Ratification process • Amendment process for the agreements • Harmonization – duplication of services, functions and processes Areas of ANFA that will impact the ANEFTA

• Authority and responsibility of the federal transfer payment • Reporting and information-sharing • Amalgamation of the fiscal agreements • Reporting First Nation fiscal contributions (OSR) • Moratorium on OSR Communications

• Communication to date has not presented an accurate picture of the effects of governance on education. • 23 PFNs are not included as key audiences in existing communication material developed by the Anishinabek Nation. • KEB is working to develop accurate materials for sharing with the PFNS. • KEB will work closely with ROJ to ensure that communications leading up to the February ratification are more accurate, and representative of AES communities. Next Steps and Options

• Ensure that AES membership understands the impacts of the ANGA and the ANFA on the Anishinabek Education System. • Engage political support through the KEB Board of Directors and the KEB Chiefs Committee. • Continue to work with the Anishinabek Nation to address uncertainties and concerns. • Develop communications for PFN sharing. • Raise concerns and issues with Canada at the Implementation and Operations Committee Miigwech www.aes-keb.com