Annual Report 2019 April 1, 2018 – March 31, 2019 Debwewin

Learning our Truth: Towards our own Reconciliation Mnidoo Anishinabemowin Aadziwin Reflecting and Deciding where Life Journey we want to be in Anishinabek Education Worldview

Eshi Anishinbemowin Kinomaading

Ojibwe Worldview in Education: Language Indigegogy, Teaching and Practice Governance

Gaanjigaasiwad Anishinabe Wiinowa N’Dow Bimaadisijig

Ojibwe Identity Mobilizing Community Anishinabe Holders Mmaadziwin The Good Life Anishinabe Aadziwin Dedbinwe Self This is who we Accreditation are, Land as Anishinabe Teacher Kendaaswin

Ojibwe Knowledge MEMBER NATIONS

Sagamok Anishnawbek Sheguiandah First Nation

P.O. Box 610, Massey, Ontario P0P 1P0 P.O. Box 101, Sheguiandah, Ontario P0P 1W0 Telephone: 705 865-2421 Telephone: 705 368-2781 Fax: 705 865-3307 Fax: 705 368-3697 Contact: Anna Marie Abitong, Education Director Contact: Cynthia Trudeau, Education Counsellor [email protected] [email protected]

Aundeck Omni Kaning M’Chigeeng First Nation First Nation

P.O.Box 21, R.R. #1, Little Current, Ontario P0P 1K0 M’Chigeeng, Ontario P0P 1G0 Telephone: 705 368-2228 Telephone: 705 377-5362 Fax: 705 368-3563 Fax: 705 377-4980 Contact: Carlene Assinewai, Education Counsellor Contact: Sam Manitowabi, Chief Executive Officer [email protected]

Zhiibaahaasing Sheshegwaning First Nation First Nation

General Delivery, Silver Water, Ontario P0P 1Y0 Silver Water, Ontario P0P 1X0 Telephone: 705 283-3963 Telephone: 705 283-3292 Fax: 705 283-3964 Fax: 705 283-3481 Contact: Bill Antoine, Council Representative Contact: Janice Cada, Education Administrator for Education [email protected]

Mamawmatawa Holistic Whitefish River First Nation Education Centre

P.O. Box A 17-A Rainbow Ridge Road, Birch Island, P.O. Box 5000, Calstock, Ontario P0L 1B0 Ontario P0P 1A0 Telephone: 705 463-1199 X 115 Telephone: 705 285-4335 Fax: 705 463-2077 Fax: 705 285-4532 | Toll Free: 800 265-4335 Contact: Ken Neegan, Education Director Contact: Jacinta Shawanda, Representative [email protected]

KENJGEWIN TEG 3 ANNUAL REPORT 2019 NGO DWE WAANGIZID ANISHINAABE

Mii maanda enweyiing This is our language and who we are

Ngo dwe waangizid anishinaabe All tribes in our nation

Debenjiged gii’saan anishinaaben akiing Creator place the Anishinaabe on the earth

Giibi dgwon gaadeni mnidoo waadiziwin Along with the gift of spirituality

Shkode, nibi, aki, noodin, giibi dgosdoonan wii naagdowendmang maanpii Shkagmigaang. Here on mother earth, there were gifts given to the Anishinaabe to look after, fire, water, earth and wind.

Debenjiged gii miinaan gechtwaa wendaagog Anishinaaben waa naagdoonjin ninda niizhwaaswi kino maadwinan The creator also gave the Anishinaabe seven sacred gifts to guide them. They are:

Zaagidwin, Debwewin, Mnaadendmowin, Nbwaakaawin, Dbaadendiziwin, Gwekwaadziwin miinwa Aakedhewin Love, Truth, Respect, Wisdom, Humility, Honesty and Bravery

Debenjiged kiimiingona dedbinwe wi naagdowendiwin. Creator gave us sovereignty to govern ourselves

Kaamnaadendanaa gaabi zhiwebag miinwaa nango megwaa ezhwebag, Miinwaa geyaabi waa ni zhiwebag. We respect and honour the past, present and future.

Created by United Chiefs and Councils of Mnidoo Mnising Elders Council

KENJGEWIN TEG 4 ANNUAL REPORT 2019 TABLE OF CONTENTS

Member Nations 3 1.4 Satisfaction & Continuous Improvement 22

Ngo Dwe Waangizid Anishinaabe 4 1.5 Information Technology: IT Management & IT Systems 23

Table of Contents 5 2.1 Educational Programs & Training 24

Message from the Executive Director 6 Mnidoo Mnising Anishinaabek Kinoomaugegamig (MMAK) 25 Message from the Board Chairperson 7 Kenjgewin Teg Secondary School 26 Our Vision and Mission 8 FNSSP 28 Our Values 8 Mshiigaade Miikan (The Path is Clearing) 31 Why We do It ... 9 Maawndo Kinomaagasiwin 32 What We Do… 9 Community-Based Post-Secondary Education How We Do It… 10 (PSE) and Training 33

1.1 Anishinaabe Aadziwin 11 Kenjgewin Teg Graduates - June 2019 36

Anishinaabe Aadziwin learning opportunities Second Level Services 37 and engagements 12 Anishinabek Skills, Research & Innovation Centre 38 Measuring Anishinaabe Language 14 2.2 Life-Long Open Access Learning 39 1.2 Internal Processes & Systems: Policies & Procedures 16 Best Start Network/Aboriginal Advisory Committee 39 Board Governance 16 The Journey Together: Mnidoo Mnising Sharing and Structural Readiness: Policies 16 Learning Centre for All 40

Education Transformation – New Policy Framework Centre of Excellence for Early Years and Childcare 42 and Impacts 17 Immersion Camp - Language Learning for Staff, Families Finance/Budget 17 and Community 43

Human Resources 18 Daamnidaa Goojiing (Play Outdoors) 43

Legal Name Change 19 One Mind, One People - NEȾOLṈEW̱ 43 Charitable Status 19 Baaga’aadowewag Odaminowag: They are Playing the Creator’s Games! 46 Quarterly Strategic Meetings 19 2.3 21st Century Learner Technology 47 Quarterly Departmental Meetings 19 2.4 Integrated Student Services 48 Annual Employee Orientation 19 Elders in Residence 49 Annual Staff & Board Recognition Awards 19 Financial Statements 50 Baa Maampii Kawaabmina Nwiijkiwenhwag 19 Strategic Plan 2016-2021 52 1.3 Public Awareness, Linkages & Communication 20

KENJGEWIN TEG 5 ANNUAL REPORT 2019 MESSAGE FROM THE EXECUTIVE DIRECTOR

July 25th 2019

Dear Community Stakeholders, Overall, the 2018-19 year provided Kenjgewin Teg the opportunity to Another year has passed by and I am so proud to share the results and offer 10 post-secondary program milestones that we have accomplished in education and training at opportunities: Kenjgewin Teg. 1. Personal Support Worker – Over the last year, our Board of Directors have met seven (7) times to Certificate (Canadore College); discuss the strategic and long-term mandate for Kenjgewin Teg. One of the most notable change undertaken included the official name change of the 2. Early Childhood Education – organization; as we are very fortunate to be guided by Elders who ensure we Anishinabemowin (Year 2 of 2) – offer the best opportunities for our students while staying true to the vision Diploma (Canadore College); and mandate of our place of learning on Mnidoo Mnising. Our organization 3. Construction Estimator – will now officially be known as ‘Kenjgewin Teg.’ As well, we welcomed two Certificate (Canadore College); new Board Members at the governance level: 1) Jacinta Shawanda from Whitefish River First Nation and, 2) Sam Manitowabi from M’Chigeeng First 4. Adult Educator – Certificate Nation. Both Jacinta and Sam bring a wealth of insight and perspectives to (Canadore College); our mandate in community-based education and training. 5. Trades Fundamentals – A change in community-based education has taken form called Education Certificate (Canadore College); Transformation at the federal level for Kindergarten to Grade 12; Kenjgewin Teg will officially see the end of the First Nation Student Support Program 6. Mechanical Techniques – Welder (FNSSP), a program the organization provided oversight for 10 years. Fitter – Certificate (Canadore Although the program end is upon us, it will be great to see many of our College); band operated schools assume the responsibility to continue with these 7. Decolonizing Education – second level services at the local level based on local priorities and local Modules/Certificate (Wilfrid needs. Another area of notable development during the past year included Laurier University); the co-leadership of the Indigenous Centre of Excellence, supported and in partnership with the Ontario Aboriginal Head Start Association, to lead 8. Aboriginal Teacher Education change in Early Learning by working with service providers of First Nations, Program (Year 1) – Bachelor of Metis and Inuit children. A special shout out to our Journey Together team Education (Queen’s University); who delivered Early Learning professional development in the region they did an awesome job conducting outreach and forming great partnerships 9. Indigenous Preparatory within the early learning sector. Studies – Certificate (Canadore College); and, Best of all, we forged ahead with the construction and completion of our new Anishinabek Skills, Innovation and Research Centre (ASIRC). The 10. Business (Year 1 of 2) – Diploma inaugural cohorts within the trades sector were delivered successfully in (Sault College). the new centre during the 2018-19 year with a total of 20 students: Trades Fundamentals and Welder Fitter, both college certificate programs, in partnership with Canadore College.

We will continue to work with our community partners to ensure we are Respectfully, providing training that meets the needs for meaningful employment and labour market projections. A big heartfelt ‘Miigwech’ to our staff and students who work together to ensure prosperity is within reach. I look forward to your ideas, comments and feedback and would love to have a Stephanie Roy, Ph.D. (ABD), OCT coffee with you anytime to discuss our training opportunities. Executive Director

KENJGEWIN TEG 6 ANNUAL REPORT 2019 MESSAGE FROM THE BOARD CHAIRPERSON

July 25th 2019

Dear Communities,

On behalf of the Board of Directors, it gives me great pride to present to you the Kenjgewin Teg 2018-19 annual report; once again evident, the staff and students of Kenjgewin Teg continue to demonstrate respect, dedication, hard work, and most of all, commitment to student success.

As you will read, this annual report is indicative of that commitment to students’ success with the celebration of achievements that took place in June 2019 with 55 graduates; Kenjgewin Teg may have only been one small part of their success, but the students’ successes and pathways continue to be our greatest accomplishments as we move forward through education.

2018-19 was a year of growth and change for Kenjgewin Teg; the organization expanded operations with the construction and completion of the highly anticipated Anishinabek Skills, Innovation and Research Centre (ASIRC), offering even greater opportunities for current and future students in the skilled trades and training sector. In addition to the growth, the organization underwent human resource changes with a few employee reassignments, short- term leaves, and bittersweet farewells. As a board member of many years, I have had the pleasure of witnessing the dedication and teamwork of the staff of Kenjgewin Teg; the staff continue to give 110% as they work together for the betterment of our students and communities.

As we migrate through the realm of Education Transformation across the country, the programs and services of Kenjgewin Teg will change and evolve as needed and as warranted; although transformation and change are often regarded negatively, it is, in fact, transformation and change that continue to push us forward as an organization, as we continually evolve and strive towards our vision of inspiring students.

Congratulations to all the staff and students – YOU make Kenjgewin Teg the “Place of Learning” it exemplifies.

Yours in education,

Anna Marie Abitong, Board Chairperson

KENJGEWIN TEG 7 ANNUAL REPORT 2019 OUR VISION AND MISSION

E-naabiyaang Ndi-naang-zhew-ni-naa - Our Vision - Our Mission Ji-miingidwaa waase’aabawin Mshkowendamook Kenjgewin Teg wii ekinoomaagaazjik wii waambdamwaad miigwe’aad Anishinaabe nibwaakaawin miinwaa ezhi-miingoowewziwad,wiiniminok waabshkiiye- kakendaaswin. shke’ewziwadmaampii akiing. [KENJGEWIN TEG are strongly dedicated to [To give students the ability to see (visualize) give Anishinaabe wisdom and Western society the gift they were given, in order to be able to education.] English version: Kenjgewin Teg is succeed in this World!] English Version: Inspiring dedicated to life-long learning by providing an students to find their gifts to further succeed in Anishinaabewin community based-approach to the world! education, training and business support services and opportunities.

OUR VALUES

1. Commitment 2. Creativity 3. Efficiency 4. Education to student success; in the design and delivery using the best of our ensuring proper support of our programs & resources for the benefit is available to meet needs services; of our membership; of student and staff for educational success;

5. Honour 6. Respect 7. Teamwork of the Anishinaabek by treating each other working together to language, culture, history, equally; and ensure success. and heritage;

KENJGEWIN TEG 8 ANNUAL REPORT 2019 Why We do It ... What We Do… Our Philosophy of Programs and Services to Anishinabek Education Support Lifelong Learning

At Kenjgewin Teg, we believe that learning is a lifelong K-12 Support and Learning Opportunities process. And that defining our educational purpose will play a tremendous role in Bmaadziwin for our students, j Mnidoo Mnising Anishinaabek Kinomaage Gamig community and Nation. This means that we continuously (Ojibwe Immersion – Junior Kindergarten ELK) strive to nurture confident, resilient learners who are j culturally grounded in personal identity and who are First Nation Student Success Program – literacy, active participants engaged in their own learning with numeracy, retention support strategies for eleven/ high aspirations in becoming a good citizen of Mother participating schools Earth … living a good life. j Kenjgewin Teg Secondary School – a private secondary school located on-site at Kenjgewin Teg We believe emotional, spiritual, intellectual, and social learning is critical within the educational and learning j Education and Second-Level Services – services experience for each and every student that comes provided to member First Nation communities through the doors of Kenjgewin Teg; we wholeheartedly to support and enhance quality educational believe that this balanced learning philosophy will programming but due to the economies of scale nurture the “whole person” – and it is what we believe (human or material) are not practically delivered at will ultimately help make our Kenjgewin Teg students an individual community level; examples of second realize their limitless potential! level services are speech and language assessments, therapy, referrals, and screenings; professional We also strongly believe that Anishinaabek cultural network coordination for principals, counsellors; inclusiveness must exist throughout a student’s school administration services (job descriptions, educational experience with us. evaluations, etc.)

At Kenjgewin Teg, learning must occur in an environment Post-Secondary Support and Learning where respect is fostered amongst all within our lifelong Opportunities learning community. It’s our goal to ensure teachers, faculty members and our Traditional Knowledge Holders j Community-based College and University programs are student centered and have only the best interests hosted in partnership with articulation agreements; of our students at heart. The consistent and genuine these are full and part-time programs designed dedication of all members of the Kenjgewin Teg team, to provide students with an opportunity to obtain working together year after year to overcome challenges, critical skills and development for a meaningful and constant use of innovation to make things happen… employment in a career of their choice and we are especially proud to see this all come together on Graduation Day each and every year! j Student Services to support post-secondary learners are designed to meet the needs of a diverse student population which include: counselling and advising, recruitment and retention, admissions, registration, assessment, financial aid, career services, co- curricular activities, and assistance for those students with physical and learning exceptionalities

KENJGEWIN TEG 9 ANNUAL REPORT 2019 Community Education and General Interest Support and Learning Opportunities How We Do It… j Non-credit activities designed to meet the lifelong educational needs and interests of individuals in the Planning and Responding! areas of cultural, social, recreational, and personal The planning process and cycle is an adhered process development (nominal or no fees applied) that Kenjgewin Teg continually reviews, monitors and Organizational Development – Consulting, updates. The Kenjgewin Teg governance process ensures that the Board of Directors monitors the progress, Facilitation & Skills Development results and responds to changes in the external j Non-credit programs and professional consulting environment in which Kenjgewin Teg operates. or facilitation services designed to meet the needs of a First Nation and non-First Nation workforce Kenjgewin Teg’s five-year current priorities and our develop- ment needs of both organizations and organizational values and represents the basis of individuals, in- cluding: customized training, reporting to our member communities in this continuing and profession- al education, annual report: transitioning, and technical assistance j This includes requests for assistance by communities, organizations, and businesses to meet local needs GOAL 1 Quality Assurance

GOAL 2 Anishinaabek Centre of Learning Excellence

KENJGEWIN TEG 10 ANNUAL REPORT 2019 GOAL 1: QUALITY ASSURANCE

Kenjgewin Teg will develop, adopt and implement standards and processes to ensure standards and processes are culturally relevant, sustainable, fair and equitable

1.1 ANISHINAABE AADZIWIN

To create and promote an environment that reflects our language, traditions, and culture in all that we do for staff, students and the communities at large. Anishinaabe Aadziwin events In addition to daily smudging and drumming at Kenjgewin Teg, various in 2018-19 cultural related activities and ceremonies were held during the 2018-19 fiscal year; sixty-one (61) Anishinaabe Aadziwin events were conducted, occurring sporadically and/or on an as-requested basis.

KENJGEWIN TEG 11 ANNUAL REPORT 2019 Anishinaabe Aadziwin learning opportunities 273 2135 and engagements total hours of people This list excludes regularly scheduled Sweats, Anishinaabe participated Pipe Ceremonies and other initiatives conducted Aadziwin by Elders in Residence who also offered an abundance of Anishinaabe Aadziwin.

Quarter 1 (April 1 – June 30, 2018): 102 hours of Anishinaabe Aadziwin • 293 people participated

ACTIVITY DATE Moccasin Making April 4, 2018 Meditation w/ EIR April 11, 2018 Meditation w/ EIR April 12, 2018 Pipe Ceremony w/ EIR April 13, 2018 Teachings for Li’l Sisters Program April 18, 2018 Meditation w/ EIR April 18, 2018 Spiritual Selfcare w/ Traditional Knowledge Holder April 25, 2018 Teachings w/ Traditional Knowledge Holder April 26, 2018 Full Moon Sweat w/ EIR April 30, 2018 PSE Program support w/ EIR May 4, 2018 PSE Program support w/ EIR May 5, 2018 Water Walk (M’Chigeeng) May 8, 2018 Pipe Ceremony w/ EIR May 11, 2018 Spiritual Selfcare w/ Traditional Knowledge Holder May 14, 2018 New Moon Gathering Teaching May 15, 2018 School Visit w/teachings May 17, 2018 Teachings w/EIR May 18, 2018 Language Immersion Week May 22 – 25th, 2018 Full Moon Sweat Teaching w/ EIR May 29, 2018 Wild Leak Harvesting June 1, 2018 Building Fish Smoke Shack June 6, 2018 Building Fish Smoke Shack June 7, 2018 New Moon Gathering June 13, 2018 Creator’s Garden June 15, 2018 Spiritual Selfcare w/ Traditional Knowledge Holder June 15, 2018 Solstice Sweat Teaching w/ EIR June 22, 2018 Full Moon Sweat w/ EIR June 26, 2018

KENJGEWIN TEG 12 ANNUAL REPORT 2019 Quarter 2 (July 1 – September 30, 2018): 21 hours of Anishinaabe Aadziwin • 1544 people participated

ACTIVITY DATE Pipe Ceremony to Honour K. Corbiere July 10, 2018 Cattail Picking (M’Chigeeng) July 11, 2018 Sweet Grass Harvesting w/ EIR (M’Chigeeng) August 3, 2018 New Moon Gathering w/ EIR September 10, 2018 Pipe Ceremony September 17, 2018 Cattail Harvesting & Teaching (M’Chigeeng) September 19, 2018 Fall Harvest (M’Chigeeng) September 20, 2018 Creators Garden September 21, 2018 Salmon Run (Kagawong) September 26, 2018

Quarter 3 (October 1 – December 30, 2018): 37 hours of Anishinaabe Aadziwin • 153 people participated

ACTIVITY DATE Dwaagi Immersion Week October 9-12, 2018 Tahsehwang Wreath Making November 1-2, 2018 Honoring Aboriginal Veterans November 8, 2018 Deer Skinning November 14, 2018 Sweat w/ EIR November 22, 2018 Sweat Lodge Take Down November 23, 2018 Chaga Teaching November 29, 2018 New Moon Teaching December 5, 2018 Creators Garden December 5, 2018 Chaga Teaching (Lakeview School) December 6, 2018 Creators Garden December 6, 2018

Quarter 4 (January 1 – March 31, 2019): 113 hours of Anishinaabe Aadziwin • 145 people participated

ACTIVITY DATE Spiritual Self-Care w/ Traditional Knowledge Holder January 16, 2019 Traditional teachings w/ Traditional Knowledge Holder January 17, 2019 Rabbit Snaring (M’Chigeeng) January 30, 2019 Rabbit Snaring (M’Chigeeng) February 8, 2019 Spiritual Self-Care w/ Traditional Knowledge Holder February 14, 2019 Bear Moon Teachings February 15, 2019 Rabbit Harvesting February 15, 2019 Ice Fishing (M’Chigeeng) February 22, 2019 Jig Board Making & Setting the Net (M’Chigeeng) February 26-28, 2019 Chaga Harvesting March 1, 2019 Rabbit Skinning & Fish Filleting (M’Chigeeng) March 15, 2019 Maple Tree Tapping (M’Chigeeng) March 18, 2019 Sap Collection March 21, 2019 Jig Board Making March 28, 2019

KENJGEWIN TEG 13 ANNUAL REPORT 2019 Dibishgaademgak Anishinaabemowin Measuring Anishinaabe Language

Kenjgewin Teg has been in development of an This assessment tool development consists of Indigenous language assessment through the voices the following areas: of our Indigenous peoples, and support through U.N. Declaration of Rights of Indigenous Peoples - UNDRIP, Construct Development – Identifying and validation of Ontario’s commitment to reconciliation with Indigenous what domains are beneficial for an assessment, Peoples -Truth & Reconciliation Commission - TRC, its relationship to the overall expectations of and United Chiefs and Councils of Mnidoo-Mnising acquiring language. - UCCMM Language Declaration, we are mobilizing Anishinaabemowin. Assessment Design – Measurement appropriation within the construct dimensions created. Critical to the Initially, Kenjgewin Teg created Kantaa-Anishinaabemi assessment development process was the definition of (We will Speak Anishinaabe Language well), language performance tasks, task rating levels, and the definition assessment in 2014 to determine Kenjgewin Teg of domain rating levels. employees’ level of knowledge of Anishinaabemowin. In December 2017, Kenjgewin Teg began a process of Data Gathering – A comprehensive plan for gathering, updating the assessment to align more with Anishinaabe processing, and storing assessment data is in the principles of learning and overall worldview. process of development for the Fall 2019 assessment period. Data gathering options may include the use of The newly developed assessment, known as the optical mark reading (OMR) software and the integration Dibishgaademgak Anishinaabemowin, is expected to of tablet-based data gathering systems. address language learning domains deemed critical for language preservation. Data Analysis – Will be used to answer critical assessment development questions. The data analysis phase will The assessment development process began in 2017 focus on summary information about item performance, with a comprehensive review of current and prior and suitability. Determinations will be made whether assessment initiatives. to maintain, alter, or discard assessment items based on the alignment to the construct knowledge domains. Kenjgewin Teg’s language assessment titled This phase will focus on performance of learners as ‘Dibishgaademgak Anishinaabemowin,’ was created determined by the assessment process. It will be to help place a learner along a defined continuum of important to compare the performance ratings with the learning the Anishinaabe language. This assessment overall qualitative impression of performance of learners uses a rating approach where a master rater assigns provided by the raters. performance rating to the language learners. Reporting - Driven by the results of the data analysis phase, all relevant assessment results and findings will be compiled. Findings will be used to determine the appropriateness of the instrument.

Pilot & Calibration Study – An essential part of the research to help determine an understanding of how the instrument will function when in use. Kenjgewin Teg’s first pilot study was conducted using the pilot version of the instrument in Fall 2018. The pilot study helps Kenjgewin Teg to prepare a more refined assessment by examining the acceptability, interpretability, understandability, feasibility, and usability of the assessment.

Calibration study requires an instrument calibration to determine key analytical characteristics of the instrument. This process provides the range of possible scores (the measurement scale), for the four overall proficiency levels of: Shki-maajitaa (Newly starting),

KENJGEWIN TEG 14 ANNUAL REPORT 2019 Maajiishkaa (In motion), Eshkam gwa nitaa’aangidoon communities as they strive to increase their language (Progressively speaking), and Zhaabiwendaan (Seeing fluency. Furthermore, the development of this Indigenous through) depicted on the learners’ wheel (Figure 1). language assessment is one step to “ensure that individu- als employed in the UCCMM FN territory will perform and Qualitative interviews with the members of the instrument provide all work and service functions in their ancestral development team will determine the score ranges for language by the Year 2030.” Finally, the development of the four overall proficiency levels. The final calibration the Dibishgaademgak Anishinaabemowin is in accordance component will consist of a conversion table that users with First Nations self-determination of the rights of Anishi- can use to convert raw scores into scaled scores. The first naabek of the UCCMM territory “to establish and control calibration study is scheduled for October 2019. their educational systems and institutions providing edu- cation in their own languages, in a manner appropriate to Conclusion their cultural methods of teaching and learning.” In accordance with the Anishinaabek Language Declaration Kenjgewin Teg is pleased to contribute to mobilizing all 2011 (UCCMM), Kenjgewin Teg strongly believes the use efforts in Anishinaabemowin language preservation for of the Dibishgaademgak Anishinaabemowin will support future generations. learners, educators, organizations, administrators, and

References

United Chiefs and Councils of Mnidoo Mnising. (2011). Anishinabek language declaration. Retrieved from Anishinabek Language Declaration website: http://www.uccmm.ca/anishinabek-language-declaration.html.

The Learners Path Circle

Zhaabiwendaan 1 Shki-Maajitaa (Seeing Through) (Newly Starting) 0 12 Eshkam gwa Nitaa’aangidoon Maajiishkaa (Progressively Speaking) 4 (In Motion)

Average Staff Language Assessment Per Year

70%

60%

50%

40%

30%

20% Figure 1. Measurement scale with

10% four proficiency levels defined by three cut-points, 17 Kenjgewin Teg 0% 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 Staff Participants Staff Average 13% 27% 22% 63% 58% 34%

KENJGEWIN TEG 15 ANNUAL REPORT 2019 1.2 INTERNAL PROCESSES & SYSTEMS: POLICIES & PROCEDURES

To enhance and maintain professional and accountable systems and policies that will lead to effective operations and quality programs and services: governance, human resources, community engagement, school services, planning, fiscal management, external relations and IT.

Board Governance Structural Readiness: Policies The Spring Board of Directors planning session was held on May 25-26, 2018. During the 2018-19 fiscal year, Kenjgewin Teg The Annual General Meeting (AGM) was held on participated in several internal discussions in August 28, 2018; the Board of Directors approved the anticipation of solidifying and strengthening our 2017-18 AGM minutes, the audited financial statements organizational system processes. The policies drafted/ for the 2017-18 fiscal year, and accepted the annual amended and/or approved included: report for 2017-18. j Two new sections were drafted and added to the Board of Directors meetings were held on: July 17, Personnel Policy: Personal Emergency Leave August 24, August 28, October 18, November 8-9, 2018 and Domestic or Sexual Abuse Leave of Absence and January 24, and March 5, 2019. (approved by the Board of Directors on July 17, 2018);

Kenjgewin Teg welcomed two new community j Kenjgewin Teg is committed to ensuring that all work representatives to the Board this year: Jacinta performed for or on behalf of the organization, will Shawanda (Whitefish River First Nation) and Sam be done safely, efficiently and legally. The Health Manitowabi (M’Chigeeng First Nation). Grace Fox and Safety Policy was drafted by Northern Safety was also welcomed as the Elder representative on the Solutions and with input by the JHSC at Kenjgewin Kenjgewin Teg Board. Teg (approved by the Board of Directors on August 24, 2018). A Health & Safety training portal is under development and will be ready for deployment in Q1 of 2019-2020.

KENJGEWIN TEG 16 ANNUAL REPORT 2019 Education Transformation – New Policy Framework and Impacts

During the 2018-19 year, Kenjgewin Teg attended As part of the planning and options available to an Interim Funding Approach session, hosted by member First Nation communities, Kenjgewin Teg Indigenous Services Canada (ISC), in November 2018. Board of Directors and Senior Management met with At the session, ISC presented information regarding: representatives from ISC on March 29, 2019 to discuss the co-development process, development of an interim the options and processes involving direct distribution funding approach, adaptations, second level services of second level service funding to the communities. and provincial tuition. Concluding the session, and a During the meeting, the general consensus by First supplemental follow-up meeting, it was confirmed that Nation community representatives was their community a new funding approach (including an interim funding would consider the direct flow of second level service formula) will impact Kenjgewin Teg’s funding; funding funding from ISC. During Q1 of the 2019-20 year, will be impacted for the 2019-2020 fiscal year specifically Kenjgewin Teg will provide community presentations under the program what Indigenous Services Canada is to outline options to First Nations’ Chiefs and Councils, now referring to as Second Level Service (Second Level as well as obtaining community decisions regarding Service funding, as communicated by ISC, includes the second level service funding allocations. Further to that, previous FNSSP and New Paths funding allocations transition plans may/may not need to be co-developed combined and received in the fiscal year 2017-2018). by Kenjgewin Teg with the First Nation communities.

In February 2019, as communicated by ISC, First Nation communities would have the opportunity to receive their individual funding allocations (the FNSSP funding Finance/Budget allocation per community only) direct from ISC and that First Nation communities could provide services After 23 years of proposal-based funding, the 9 directly to their student population beginning in the Indigenous Institutes in Ontario are included in fiscal year 2019-2020. provincial government annual predictable and sustainable funding for post-secondary training.

Kenjgewin Teg Funding 2018-19 Indigenous Community Captial Grants, $500,000.00

NOHFC - Trades, $1,000,000.00 FNSSP, $2,984,279.00

INAC - Trades, $529,999.00

FedNor - Trades, $611,000.00

ISC-FNIYES, $248,001.00 EPP, $213,283.00 INAC-PSPP, $287,850.00 UOI - Youth Life Promotions, $81,730.77 ESDC - Mshiigaade Miikan, Journey Together, $364,650.00 $1,796,656.00 MAESD - SSF, $1,773,151.00

New Paths, $341,000.00

MAESD - Indigenous Languages MAESD - LBS, $117,520.00 Fund, $278,628.00

KENJGEWIN TEG 17 ANNUAL REPORT 2019 Human Resources During the 2018-19 year, human resource planning, recruitment and changes included:

j Ghislain Labelle, Welding Instructor/Technician

j Howie Mende, Pathways Instructor (resigned Feb. 2019)

j Corey McDonald, Special Projects Assistant

j Dalton Newman, Special Projects Assistant

j Jeannie Debassige, Indigenous Resource Support Teacher

j Melanie Francis, Indigenous Early Years Coordinator

j Sophie Pheasant, Indigenous Early Years Instructor

j Nicole Abotossaway, Early Years Team Liaison

j Sarah Hutchinson, Learning Coach

j Mark Gibeault, Dean of Pathways

j Susan Griffin, Learning Coach

j Giselle McGregor, hired through the Indigenous Centre of Excellence as a Community Educator

In addition, a few existing team members had the opportunity to take on additional or new roles within the organization:

j Wayne Trudeau was re-assigned to the position of Anishinaabe Aadziwin Facilitator;

j Christine Sarbu was re-assigned to the position of Admissions Officer;

j Shanna Hare took on the role of Director of PSE and Training in addition to her current role as Senior Administration Officer for a period of one year;

j Brenda Francis took on the role of Acting Executive Director in addition to her role as Director of Operations for a period of six months;

j Stephanie Roy, Executive Director, was approved to take a research leave for a period of six months and had the opportunity to focus on her doctoral studies; and,

j Beverley Roy-Carter, Director of PSE and Training had the opportunity to take a secondment with the Indigenous Institutes Consortium for a period of six months and then focused on her doctoral studies.

Legal Name Change In 2018-19, under advisement of a Traditional Knowledge Holder, Kenjgewin Teg Educational Institute underwent a legal name change; on July 17, 2018 the Board of Directors worked with legal counsel at OKT Law to officially file a name change and the organization will now legally be known as Kenjgewin Teg.

KENJGEWIN TEG 18 ANNUAL REPORT 2019 Charitable Status Annual Staff & Board During the 2018-2019 year, the organization worked with Recognition Awards legal counsel at OKT Law Firm to create an entity and file a charitable status application; Kenjgewin Teg’s charitable The Annual Staff and Board Recognition Awards were status foundation is now known as the Waawaaskonenh held on August 28, 2018 with the following presentations: Foundation. The articles and by-laws have been filed, and the application is estimated to take up to one year j Outstanding Service in Education: Veronica Roy for official filing. j Distinguished Service in Education: Melanie McGregor

j Innovation in Education: Not awarded/nominations Quarterly Strategic not received; j 5 Year Service Award: Amy Debassige, Elaine Meetings Debassige, and William Antoine (Board Member) Kenjgewin Teg staff meet on a quarterly basis to review, j 15 Year Service Award: Shanna Hare discuss, and align with strategic plan objectives and targets set annually. The following meetings took place j 20 Year Service Award: Anna Marie Abitong during the 2018-19 year: April 28, August (coincided with (Board Member) annual staff orientation), December 11, 2018; the March meeting was postponed to Q1 of 2019-20 – April). Baa Maampii Kawaabmina Quarterly Departmental Nwiijkiwenhwag Meetings Kenjgewin Teg had the pleasure of working with a few team members that committed years of service to Kenjgewin Teg Department Managers meet on a students and community; their employment contracts quarterly basis to jointly and collaboratively discuss ended with the organization as of March 31, 2019. pertinent organizational processes and communications, Although Kenjgewin Teg was a small part of their financial updates, and overall organization events/ learning journey, they will continue to share their gifts opportunities. The following meetings took place during with others on their path moving forward: the 2018-19 year: May 16, August 15, November 14, 2018 and January 30, 2019. j Josh Eshkawkogan, Elder-in-Residence

j Roberta Oshkabewisens, Elder-in-Residence Annual Employee j Patrick Kiley, Marketing & Communications Officer j Debbie Debassige, Director of School Services Orientation (extended to June 2019) Annual employee orientation took place on August j Christine Hodgins, Numeracy Resource Teacher Lead 28-30, 2018; items discussed included: overview (extended to June 2019). of strategic plan and annual report, culture-based education, Anishinaabe Aadziwin, Program Updates, and Organization Policies and Procedures.

KENJGEWIN TEG 19 ANNUAL REPORT 2019 1.3 PUBLIC AWARENESS, LINKAGES & COMMUNICATION

To create an annualized organizational work plan for each staff member to ensure FN linkages with schools and communities using multiple mediums for strengthening community linkages in education and training externally.

Every year, Kenjgewin Teg hosts events and activities which complement and raise Kenjgewin Teg’s organizational profile as a community based lifelong place of knowledge; some events are free to the public and others act as key fundraising activities for unfunded student support services. Some of these activities over the past year included:

FALL FAIR j 9th Annual Fall Harvest: The annual event j Post-Secondary Open House was held on September 20, 2018. Over 2400 and Information Session(s): Over students and general public attended, with over information session regarding 40 educational harvesting, arts, recreation and Post-Secondary Education 2400 teaching stations; programs and services took attended place June 23, July 18, July 31, and August 3, 2018 at Kenjgewin j Career Fair: The annual Career Fair was held on Teg and various communities/ October 16, 2018 in partnership with M’Chigeeng organizations; First Nation – there were over 40 businesses/ j Annual recruitment for CAREER FAIR organizations and post-secondary institutions that incorporated the booths/services for Kenjgewin Teg programs and approximately 250 people that attended; services took place during the 250 Spring and Summer (2018) attended for 2018-19 programs. Internal planning meetings happen j In celebrating the Year of Indigenous Languages, prior to focused recruitment Kenjgewin Teg and Lakeview School co-planned strategies and efforts are and hosted the Anishinaabe Booskinaagun implemented – a variety (Language Bowl) on March 26, 2019 in of recruitment efforts are M’Chigeeng First Nation. A total of 72 students ANISHINAABE explored and attempted on represented from Biidaaban Kinoomaagegamik, an annual basis to determine BOOSKINAAGUN Lakeview School, Shawanosowe School, and the most effective medium Bkejwanong Kinomaagewgamig (Walpole of information dissemination 72 Island). Categories included Live Conversation, and outreach (flyer mailout, students Contemporary Media Use and People’s Choice. email communications,

KENJGEWIN TEG 20 ANNUAL REPORT 2019 newspaper advertisements, radio advertisements, the screenings and selections of potential teacher face-to-face networking, community information candidates for the ATEP program applications – sessions, website and social media blasts, billboard screenings, selections and recommendations took advertisements, etc.); place on January 14 & January 21, 2019; j Science Camp Summer 2018: the science camp, j Kenjgewin Teg is an active member of the Indigenous in partnership with University of Ottawa’s Maker Institutes Consortium (IIC) and participates in the Mobile, for 8-11 year-olds took place on August 7-10, IIC Governance Circle meetings, held monthly 2018 at Kenjgewin Teg – 14 participants; throughout the year. Meeting discussions have focused on: provincial funding, interim reporting, j Anishinabek Youth Ambassador (AYA) Summer 2018: professional consultants, data management, the AYA program hosted 24 youth between the ages education transformation as it relates to Indigenous of 16-25 participating in an 8-week leadership and Institutes, quality assurance standards, accreditation skill development program during July 3 – August processes, and federal funding initiatives; 24, 2018 (24 students earned the IDC30 credit, and 14 students earned a co-op credit towards their j Kenjgewin Teg participated in an Indigenous secondary school diplomas); Engagement Strategy session, coordinated and hosted by the Public Health Sudbury and District (PHSD), on j Kenjgewin Teg representatives attend and participate January 15, 2019. The meeting involved review and in the UCCMM Maamwi Naadamadaa Gchi Mino discussions of the following protocols as a guide for Naadmaadwin Teg (GMNT) collaborative network, PHSD employees: Elders and Tobacco Offering, Gift meetings held weekly; Giving Protocol, and Language Transition Protocol; j Kenjgewin Teg representatives attend and participate j Co-Management Education Services Agreement: in the UCCMM Maamwi Naadamadaa collaborative In November 2018, Kenjgeiwn Teg was approached network, meetings held quarterly. Development by member community, M’Chigeeng First Nation of a strategic plan was drafted and developed by to enter into a co-management education services Kenjgewin Teg, in collaboration with the affiliates; agreement. After several meetings to discuss the request, Kenjgewin Teg and M’Chigeeng developed j On behalf of member communities, Kenjgewin Teg and drafted an agreement which was presented to representatives attend and participate in the First the M’Chigeeng Chief and Council, and accepted, on Nation Advisory Committee (FNAC) meetings, held November 27, 2018. The co-management agreement quarterly and coordinated by the Rainbow District will be effective for a period of five years (December School Board (RDSB); 10, 2018 to June 30, 2024), providing an approach j Kenjgewin Teg coordinated and facilitated a to joint leadership, management and supervision discussion meeting for First Nations on March 6, 2019. to all education programs within M’Chigeeng First The meeting provided an opportunity for the First Nation (early learning, elementary school, secondary Nation communities to discuss specific areas of focus education, post-secondary education and adult for negotiation of an Education Service Agreement and community education). In addition, Kenjgewin (ESA) with the Rainbow District School Board; Teg staff member, Michelle Taukei, B. Ed, has been assigned the position of Director of Education during j Kenjgewin Teg continues to coordinate and co-lead the co-management agreement; Kenjgewin Teg will the Aboriginal Teacher Education Program (ATEP) oversee the Interim Transitional Lifelong Learning Program Management Committee (PMC), which Partnership (ITLLP) team – meeting on a monthly met once during the 2018-19 year (March 28, 2019). basis - to provide leadership, support, direction, and As the co-lead, Kenjgewin Teg also participates in guidance to the Director of Education during the agreement timeframe.

KENJGEWIN TEG 21 ANNUAL REPORT 2019 1.4 SATISFACTION & CONTINUOUS IMPROVEMENT

To obtain staff, student and partners feedback using multiple avenues to gauge satisfaction and continuously improve.

In 2018-19, Kenjgewin Teg engaged in various activities supporting this goal: j A Course/Instructor Satisfaction Survey was deployed for 2018-19 Post-Secondary Education students; survey deployment takes place at course end dates. j The annual Student Satisfaction Survey was deployed in March 2019 at program end. j The annual Employee Satisfaction Survey was deployed in Q1 of 2018-19.

KENJGEWIN TEG 22 ANNUAL REPORT 2019 1.5 INFORMATION TECHNOLOGY: IT MANAGEMENT AND IT SYSTEMS

To ensure robust systems are incorporated for current and future needs based on risk management and performance planning, as well as data management systems are implemented, monitored and reviewed regularly.

j Formal migration of “KTEI” and VoIP Telephone System to j Anishinaabe Skills, Innovation, “Kenjgewin Teg Educational replace a soon-to-be- and Research Centre (ASIRC) Institute” to “Kenjgewin Teg” obsolete system; - provided IT Assessment, initiated during 2017-2018 and research, estimates, continued into 2018-2019: j Purchased and installed all recommendations, installation, new cloud-based switches to and training for the following j All email accounts increase reliability, speed, and systems and services: successfully migrated to the troubleshooting. Help Desk @kenjgewinteg.ca domain. manages the LAN and WLAN j Connectivity to Main Building in a much more efficient and (via dedicated fibre); j For security reasons, the reliable manner; SharePoint portal was removed j Local Area Network and from the Public Internet (WAN). j Purchased and installed all Wireless Access; Employees now access the Portal new Uninterruptible Power onsite or remotely via a pre- Supplies (UPS) to replace the j Multifunction Network installed VPN client. obsolete ones; Printers (qty. 2); j Student Services: j Two (2) new Wireless Access j Security Alarm System; Points (WAPs) were purchased j Surveillance System; j Setup, maintain, and and installed to increase support corporate G-Suite Wireless coverage; j Card Access System. for Education account for all organization Google accounts j Acquisition and setup of new j Mnidoo Mnising Sharing and Chromebooks; Network KVM switch (assists & Learning Centre for All Help Desk with direct access (MMSLCA): j Purchased and deployed two to the systems on the IT (2) new mobile lab cart and work bench). j Connectivity to Main corresponding systems; Building (VPN over 2 j Mnidoo Mnising Anishinaabek ADSL connections); j Purchased and deployed Kinoomaugegamig fifteen (15) new student (MMAK) program: j Local Area Network and notebooks for ASIRC; Wireless Access; j Dismantled and relocated the j Purchased and deployed forty MMAK equipment from the j Multifunction Network (40) new student notebooks for Ojibwe Cultural Foundation Printers (qty. 1); the Mshiigaade Miikan program. (OCF) to Lakeview School; j Security Alarm System; j Kenjgewin Teg (organization wide): j Purchased twenty (20) Lenovo Chromebooks which were j Surveillance System. j Purchased, installed, deployed, distributed to MMAK students and trained staff on our new (unmanaged).

KENJGEWIN TEG 23 ANNUAL REPORT 2019 GOAL 2: ANISHINABEK CENTRE OF LEARNING EXCELLENCE

Kenjgewin Teg is a leading Anishinabek Centre of Learning Excellence by providing educational & training opportunities that builds local human resource capital and cultural pride with participating life-long learners, partners and communities.

2.1 EDUCATIONAL PROGRAMS & TRAINING

To provide responsive culture based education and training including transition programs to meet the current and future needs of our communities reaching a total of 100 students per year; achieving an overall target graduation rate of 60% of eligible graduates over 5 years for credentials.

KENJGEWIN TEG 24 ANNUAL REPORT 2019 Mnidoo Mnising Anishinaabek Kinoomaugegamig (MMAK) The MMAK Ojibwe Immersion pilot project completed its final year in June 2018; the research partnership with Queens University, Dr. Morcom was delivered for 4.5 years at the host location of the Ojibwe Cultural Foundation, with the program space transitioning to Lakeview School in February 2018 through to June 2018. Upon transitioning into the 2018-19 academic year at Lakeview School, Mnidoo Mnising Anishinaabek Kinoomauge Gamig (MMAK) became known as the Ngwaaganak Immersion Program, and had 24 students enrolled in the program for the 2018- 19 academic year; Ngwaaganak was supported by two staff members who are language carriers and two community language speakers for 6 hours per week. This Ojibwe immersion school was focused on a culturally based delivery model that incorporated the following principles on a daily basis: integrated learning, experiential learning, community, environmental stewardship and the learning environment as the third teacher and Indigenous Traditions and Practices. Kenjgewin Teg supported the transition of the immersion school during the 2018-19 year through an agreement with M’Chigeeng First Nation and the secondment of one (1) teacher and one (1) education assistant. In addition, through funding secured within the Indigenous Languages Fund, Kenjgewin Teg supported salary dollars for one (1) language apprentice to M’Chigeeng First Nation as part of the immersion strategy and transition plan of the immersion program.

KENJGEWIN TEG 25 ANNUAL REPORT 2019 Kenjgewin Teg Secondary School Up to Kenjgewin Teg Secondary School began the 2018 academic year with 22 students enrolled in the program in September, with up to 30 enrolled during the year. 30 Kenjgewin Teg Secondary School utilized First Nation E-learning Ontario resources to students enrolled access course content with the support of two Pathways Instructors. For the 2018-19 year, the Secondary students shared the “Pathways Learning Space” with Maawndo during the year Kinomaagasiwin, ACE and GED students as part of our new “Pathways Model”; instructors from all pathways programs provided ongoing support to all students.

The majority of our Secondary School Students were also supported by the Mshiigaade Mikan program and were actively engaging in Anishinabe Aadiziwin Learning Opportunities (AOLO). There was a total of 28 credits earned, and 3 OSSD graduates recognized at the June convocation ceremonies. In addition, a revised Co-op program was introduced throughout the academic year, using the new Creating Opportunities Through Co-op DCO30 course.

PATHWAYS SUMMARY OF PROGRAMS PROGRAMS TTL ENROLLMENT WITHDRAWN GRADUATED GRAD RATE PW Academinc & Career Entrance (ACE) 5 2 1 8 PW Apprenticeship & Skills 3 1 1 5 PW Employment 3 2 1 6 PW General Educational Development (GED) 1 2 1 4 PW Independence 3 3 1 7 PW Maawndoo Kinoomaagasiwin 30 6 8 44 PW Mshiigaade - Essential Skills 21 3 1 25 PW Post Secondary 4 4 PW Secondary School Credits 37 6 3 46 PW Transitions 9 2 3 14 Totals 112 31 20 163

KENJGEWIN TEG 26 ANNUAL REPORT 2019 NOTE: Pathways PATHWAYS PROGRAMS - BY FIRST NATION COMMUNITY LIST students can be, FIRST NATION COMMUNITY # OF STUDENTS and are enrolled in multiple programs Anishinaabeg of Naongashiing 1 simultaneously. Atikameksheng Anishnawbek 1 Aundeck Omni Kaning 7 Constance Lake 1 Cote first nation 1 Eagle Lake 1 Garden River 1 Kettle & Stony Point FN 1 Key Reserve 1 M'Chigeeng 40 Niagara Region 1 Nipissing 1 Sagamok Anishnawbek 1 Sheguiandah 7 Sheshegwaning 3 Unidentified 19 Wikwemikong 6 Zhiibaahaasing 3 Total 96

Shki-Nesewin

Also during the 2018-19 Fall semester, Kenjgewin Teg, in partnership with RDSB, co-delivered the Shki-Nesewin program (Interdisciplinary Program – four credit course bundle program focused on land based learning including cultural foundations) and the Outdoor Education program located off-site at Manitoulin Secondary School (MSS); Kenjgewin Teg provided teacher secondment and supported equipment and transportation needs for these unique learning opportunities for participating students.

The Shki-Nesewin program helps students explore concepts around self, community, nation and world around them; combining skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research, students will analyse the connections among diverse subjects and disciplines; develop information literacy skills in analysing, selecting, evaluating, and communicating information; and become aware of a variety of resources and viewpoints on contemporary issues. Students will also examine their own learning styles, relate their inquiries and research to real-life situations, and investigate career opportunities in new disciplines. This course integrates Aboriginal Beliefs, Values, and Aspirations in Contemporary Society (NBV3E), Designing Your Future, Grade 11, Open (GWL3O), Learning Strategies (GLS 40), Healthy Living and Outdoor Activities (PAD 2O).

KENJGEWIN TEG 27 ANNUAL REPORT 2019 FNSSP

Kenjgewin Teg managed the oversite of Indigenous Services Canada’s First Nation Student Success Program (FNSSP) since 2009. In 2017-2018, FNSSP remained with an aggregate of 11 schools up to March 31, 2018. At this time, six (6) schools exited to the Anishinabek Education System or their Independent Education System; the remaining five (5) schools continued with the program components up to 5 March 31, 2019 with a budget of $2.9M. member Priority areas from Kindergarten to Grade 12 were schools determined by each member school. Resource teachers, supported through FNSSP funding, collaborate with school principals and identified staff leads, to support planning and instruction striving to meet students’ needs to improve student outcomes and school success.

Early Learning 601 The 2018-2019 school year encouraged and supported an inquiry-based approach in Full-Day Kindergarten and implemented the Early Years Evaluation. In addition, the Students Confident Learners Literacy Program was implemented for Kindergarten through to Grade 3. To support Full-Day Kindergarten (FDK) two land-based learning professional development (PD) inquiry sessions were held in partnership with Learning for a Sustainable Future and were open to all member and non-member schools to attend. The first session was held August 23, 2018 with 40 participants and the other held November 4 30-December 1, 2019 with 37 participants. elementary schools The above sessions also supported the following: (518 students) j building community and relationships;

j environment as a third teacher;

j use of open-ended materials; 2 j observation and documentation; j understanding pedagogical documentation; secondary schools j language as inquiry; (67 students) j math in an inquiry-based model and

j emergent writing.

The goal of the above PD sessions was to demonstrate ways to shift from traditional models of teaching towards an inquiry approach. Many aspects of this approach have been linked to the aggregate schools Confident Learners program in Full-Day Kindergarten.

KENJGEWIN TEG 28 ANNUAL REPORT 2019 The Early Years Evaluation (EYE) is another form of assessment used by FNSSP elementary schools for Kindergarten students. The EYE is designed to assist teachers in assessing the skills of two complementary components: the EYE- Teacher Assessment (EYE-TA) and the EYE-Direct Assessment (EYE-DA).

EYE-TA assesses five domains: Awareness of Self and Environment, Social Skills and Approaches to Learning, Cognitive Skills, Language and Communication and Physical Development.

KENJGEWIN TEG 29 Confident Learners, a whole-school based literacy Confident Learners is student-centered and teacher- program, built with and for First Nations, continued friendly. The two components, language and code-related to be implemented to varying degrees in our skills, are concise and supported with an online app that elementary schools. can easily track student progress. As supported through FNSSP, on-going program assistance was provided.

Confident Learners Literacy Pathway Sample:

2018 Placements

School Success Planning

As an aggregate of five (5) schools, the principals collaborated regarding to program focus areas, but each school developed their school success plan based on their school and community priorities.

The last FNSSP meeting took place on traditional territory of Temagami First Nation.

KENJGEWIN TEG 30 ANNUAL REPORT 2019 Mshiigaade Miikan (The Path is Clearing)

In early 2016-17, Kenjgewin Teg submitted a proposal to After minor program implementation delays, the Employment and Social Development Canada (ESDC) for Mshiigaade Miikan has become an integral component an innovative project termed, “Mshiigaade Miikan – The of the Kenjgewin Teg “Pathways Model”; the program Path is Clearing.” After an extensive wait, Kenjgewin Teg provides financial supports for students while they received final confirmation of funding approval for the engage in academic learning opportunities as well proposal in the amount of $4,915,188.69 over a three- as the following Anishinaabe Aadiziwin Learning year timeframe (2018-2021). Opportunities (AOLO bundles):

The Mshiigaade Miikan project will enable Kenjgewin j Bundle 1: Abundance through Decolonization Teg, as one of nine community based post-secondary Aboriginal Institutes in Ontario, to experiment and to j Bundle 2: Service & Gratitude be innovative by strengthening local partnerships with j Bundle 3: Art of Personal Wellness and Vibrancy organizations and communities dedicated to personal and community wellness, as an innovative strategy j Bundle 4: Creative Expressions to help increase the employability and labour market readiness for Aboriginal/Anishinabek youth and adult j Bundle 5: Spiritual Connection & Expression members interested in the following key apprenticeship sectors: skilled trades, hospitality and tourism, language j Bundle 6: Academic Readiness (Anishinabemowin) and early childhood education. This culturally based approach, which focuses on With the supported projected funding, the following wellness/cultural interventions, will be key to moving objectives will be targeted: in a new direction in creating new pathways to engagement and employment for a rural Aboriginal j engage a minimum of 270 participants over the adult population; 20 participating students accumulated project term; more than 3000 hours in programming through the seven bundles associated with the Enhanced j recruitment and enrollment of a minimum 170 Employability Stream. It is anticipated these numbers learners for Enhanced Employability stream, will grow significantly throughout the duration of the obtaining a minimum of 750 hours of Anishinaabe project to the end of March 2021. Aadziwin learning opportunities, developed personal learning plans, and continued learning in trades/ apprenticeships, hospitality and tourism and Completed AOLO Bundle Hours for 2018-19: language/teacher education; and, j recruitment and enrollment of a minimum 100 learners/participants for the Exploration and Bundle 1: Participation (Family) stream, obtaining a Abundance minimum of 500 hours of Anishinaabe Aadziwin through learning opportunities. Decolonization Bundle 6: 198 hrs Bundle 2: Academic Service & Readiness, Gratitude 7.5 hrs 303 hrs Academic Free Will Learning 1840 hrs Bundle 5: Bundle 3: Spiritual Art of Personal Connection & Wellness & Expressions Vibrancy 210 hrs Bundle 4: 352 hrs Creative Expressions 350 hrs 31 Maawndo Kinomaagasiwin

2018-2019 was the second year that Kenjgewin Teg has been the local provider for Maawndo Kinomaagasiwin (previously known as Literacy and Basic Skills) Program. The Maawndo Kinomaagasiwin program is open to all Manitoulin Island residents who are at least 19 years old, looking to further develop their skills to achieve their goals towards employment, secondary school, post-secondary studies, apprenticeship, and/or increased independence.

At Kenjgewin Teg, Maawndo Kinomaagasiwin Students are integrated into the Pathways Learning Space and supported directly by a program leader as well as Pathways Instructors. During the 2018-19 year, Maawndo Kinomaagasiwin programming impacted the following participants:

Maawndo Kinomaagasiwin, Learners for 2018-19

Post-Secondary Studies, 0 Employment, 5

Apprenticeship, 2 Secondary Independence, 3 Independence Apprenticeship Employment Post-Secondary Studies

Secondary, 35

KENJGEWIN TEG 32 ANNUAL REPORT 2019 Community-Based Post-Secondary Education (PSE) and Training

Kenjgewin Teg provides direct service through access and delivery of college and university accredited programs/courses for both Indigenous and non-Indigenous students. Kenjgewin Teg delivered ten (10) post-secondary training programs in the 2018-2019 academic year.

Each post-secondary Post-Secondary Education Graduates, June 2019 program’s mode of delivery varies, with use of both full time and blended delivery models to support student Trades Fundamentals, 4 success. Through a variety of unique delivery models Construction Estimator, 9 that blend face to face Welder Fitter, 3 learning, online courses and independent study at Kenjgewin Teg, students are able to balance work, life, Personal Support Worker, 4 and their post-secondary field of study.

Adult Educator, 11 Early Childhood Education - Anishinaabemowin, 5

Students in Transition (continuing program), as of June 2019

Business Diploma, 3

Aboriginal Teacher Education Program, 6

KENJGEWIN TEG 33 ANNUAL REPORT 2019 POST SECONDARY EDUCATION SUMMARY OF PROGRAMS PROGRAMS TTL ENROLLMENT WITHDRAWN GRADUATED GRAD RATE Aboriginal Teacher Education Program 8 2 Active Prgm N/A Adult Educator Certificate Program 16 5 11 69% Anishinaabe Odiziwin 20 0 20 100% Business 11 5 Active Prgm N/A Construction Estimator 27 18 9 33% Decolonizing Education - Module 1 (Intro to Indigenous 5 0 5 100% Perspectives) Decolonizing Education - Module 2 (Policy Land 6 0 6 100% Treaties and Governance) Decolonizing Education - Module 3 (Social 13 0 13 100% Control Policies) Decolonizing Education - Module 4 (Relationality 13 0 13 100% Worldview and the Spirituality of Anishinabemowin) Decolonizing Education - Module 5 (Race Internalized 15 0 15 100% Oppression Power and Privilege: Taking a Critical Gaze) Early Childhood Education - Anishinaabemowin 14 9 5 36% Indigenous Preparatory Studies 12 6 N/A N/A Mechanical Techniques - Welder/Fitter 15 7 3 20% Personal Support Worker 10 6 4 40% Trades Fundamentals 10 2 5 50% Women In Welding 13 3 10 77% Totals 208 63 119 57%

POST SECONDARY EDUCATION - BY FIRST NATION COMMUNITY FIRST NATION COMMUNITY # OF STUDENTS Aundeck Omni Kaning 15 Dokis First Nation 2 George Gordon First Nation 1 M'Chigeeng 33 Mississauga First Nation 1 Nipissing 1 Other FN Community 4 Piapot First Nation 1 Pic Mobert 1 Sagamok Anishnawbek 3 Sheguiandah 2 Sheshegwaning 7 Timiskaming 5 Unidentified 83 Wahnapitae 1 Whitefish River First Nation 15 Wikwemikong 32 Zhiibaahaasing 1 Total 208

KENJGEWIN TEG 34 ANNUAL REPORT 2019 FOR EDUCATORS: ADDITIONAL QUALIFICATIONS (AQ) COURSES - SUMMARY OF PROGRAMS PROGRAMS TTL ENROLLMENT WITHDRAWN GRADUATED GRAD RATE 2018 Summer AQ - Teaching Ojibwe 17 7 10 59% AQ - Teaching Ojibwe (FULL IMMERSION) 9 5 4 44% 2019 Summer AQ - Outdoor Experiential Education 13 1 Active Prgm N/A AQ - Teaching First Nations Metis and Inuit Children 4 1 Active Prgm N/A Totals 43 14 14 54%

ADDITIONAL QUALIFICATIONS COURSES - STUDENTS BY FIRST NATION COMMUNITY FIRST NATION COMMUNITY # OF STUDENTS Atikameksheng Anishnawbek 1 Aundeck Omni Kaning 3 Beausoleil First Nation 1 Garden River 1 Henvey Inlet 1 M'Chigeeng 7 Nipissing First Nation 1 Other FN Community 3 Sagamok Anishnawbek 1 Saugeen First Nation 1 Serpent River 1 Wasauksing 1 Whitefish River First Nation 4 Wikwemikong 6 Unidentified 13 Total 45

KENJGEWIN TEG 35 ANNUAL REPORT 2019 Kenjgewin Teg Graduates - June 2019

Ontario Secondary School Mechanical Techniques: Welder Early Childhood Education - Diploma – Kenjgewin Teg Fitter – Canadore College Anishinaabemowin – Canadore Certificate Program College Diploma Program Drew Burrowes Phil DeBruin James Atkinson Ernestine Debassige Cordell White Kaden Cook Tiffany McGregor Dean Hare Natalie Osawamick-Mishibinijima Jasmine Roy General Education Diploma Adult Educator – Canadore Norma Solomon (GED) – Kenjgewin Teg College Certificate Program Decolonizing Education – Laurier Alisha Butt-LeDain Steven Debassige University Certificate Program Melanie Francis Wanda Kimewon Melanie Francis Construction Estimator – Lanell Mejaki Canadore College Certificate William Moroz Teaching Ojibwe Additional Program Christine Sarbu Qualification (AQ) – Ontario Jacinta Shawanda College of Teachers Shawn Corbiere Gordon Soplet William Cranston Shari Sprack Alexandra Darnay Elijah Manitowabi Madeline Wemigwans Chylene Day William Moroz William Whitehawk Amy Debassige Jacinta Shawanda Nicole Fox Laura Shigwadja Tiffany Gagan Amber Talbot Personal Support Worker – Deidrie Gardner David Wilson Canadore College Certificate Marjolaine Lapointe (non-OCT) Ronald Wouthuis Program Giselle McGregor Lissa McGregor Jason Forrest Falcon McLeod Trades Fundamentals – Canadore Hailey Paibomsai-McGregor Valerie (Hoy) O’Leary College Certificate Program Gabrielle Parent Ninaatig Staats-Pangowish (non- Frances Taylor OCT) Preston Eshkawkogan Nancy Peltier (non-OCT) Tristan McGregor Natalka Pucan Niihge McLeod Terri Roy Graduates with Distinction in Anishinaabe Aadziwin

KENJGEWIN TEG 36 ANNUAL REPORT 2019 Second Level Services

Indirect services that are required to support the day to day operation of an educational program/school:

Second Level Services - Psychological Psychological Assessments - Feedback, 0

Psychological Assessments, 14

Referrals, 15

Second Level Services - Speech & Language S/L Feedback Meetings, 0 S/L Referrals, 0 S/L Screens, 1.5 S/L Progress Reports, S/L Consults, 8 19.5

S/L Assessments, 6

S/L Therapy (hrs), 207

KENJGEWIN TEG 37 ANNUAL REPORT 2019 Anishinabek Skills, Research & Innovation Centre

In 2016, Kenjgewin Teg received approval from the Ministry of Advanced Education and Skills Development (MAESD) through the Strategic Investment Fund for an Anishinabek Skills, Research and Innovation Centre in the amount of $1,770,000.00. With the financial investment from the Federal government, the design, bid and building process was initiated in the Winter of 2017- 18 (January 2018), with an anticipated completion date of August 2018.

A capital management project team was initiated to provide oversight and management during the construction phase of the project; members included: Kenjgewin Teg internal team members, Colliers International (Project Management), Laari Construction (Construction), and 3rd Line Studios (Architects). Team members worked diligently and met regularly (bi-weekly, on-site and via teleconference) to ensure the building process remained on schedule and within budget.

The new 9000 square feet skills, innovation and research facility has capacity to increase training pathways for approximately 75 learners on an annual basis; Kenjgewin Teg will focus on skills upgrading programs, cultural learning supports as well as accredited training with Post-Secondary Education partners in the areas of welding, automotive, plumbing and electrical trades suite of staggered cohort offerings.

With a slight delay in final construction completion (from anticipated completion date of August 2018), partial occupancy allowed the inaugural Trades post-secondary programs (Trades Fundamentals and Welder Fitter) to begin classes in late September 2018.

Minor deficiencies experienced during the building construction phase will be completed during Spring/ Summer of 2019 (asphalt, sod, exterior window cleaning, and final inspections).

KENJGEWIN TEG 38 ANNUAL REPORT 2019 2.2 LIFE-LONG OPEN ACCESS LEARNING

Kenjgewin Teg aims to provide proactive, meaningful or facilitated workshops, seminars, general interest, professional development and employee development sessions determined by need/request/expertise.

At Kenjgewin Teg, we find ourselves growing each year to assist in meeting the learning needs of learners of all ages and stages. Lifelong learners may be students directly enrolled in accredited programs, education professionals seeking support in schools, or employees and management of First Nation/partner organizations.

Provider Networks, the Aboriginal Advisory Committee Best Start Network/ and the Regional French Language Network who have a better understanding of their local families. Their Aboriginal Advisory ability to link information back to the Network to initiate systemic change and allow for the exchange of support Committee and guidance from the Network is an important factor in our journey together.” Through a joint effort with the Best Start Network and Kenjgewin Teg, a partnership was established to The Children’s Report 2018 deliver cultural competency sessions for Sudbury north, This comprehensive report provides community LaCloche and Manitoulin area service providers in Early information on key areas that have a significant impact on Learning Centres. how well our children are developing in areas such as:

2018-2019 quarterly meetings took place, to collaborate j Family Structure with the Manitoulin Sudbury Network for Children and Families, and Manitoulin-Sudbury District Social Services j Child Care Administration Board (MSDSB). The AAC was invited to participate and offer feedback to the development of the j Health / Mental Health 2018 The Children’s Report. This report was created for the Manitoulin-Sudbury Network for Children and Families j Education with the help of the Sault Ste. Marie Innovation Centre’s j Family Support services Acorn Information Solutions. The data in this report was compiled co-authored by Angela Robson, Steve Zuppa j Physical environment and Zoe Alavi with the help of the Manitoulin-Sudbury Network for Children and Families. This report was made possible through the support “Our Network must continue to work towards of the Manitoulin-Sudbury District Social Services maintaining and enhancing our successful relationships Administration Board (MSDSB). with our community partners, while navigating together Continued AAC Meetings will take place to network and focusing on high quality services. It is imperative that improve on collaborations and capacity building for we continue our relationships with our Local Service committee members and partnerships.

KENJGEWIN TEG 39 ANNUAL REPORT 2019 The Journey Together: Mnidoo Mnising Sharing and Learning Centre for All

During the 2017-18 year, Kenjgewin Teg submitted a proposal to the Ministry of Education for a two-year project, titled “The Journey Together”. In 2018-19, Kenjgewin Teg began the implementation of program objectives for the Journey Together: Mnidoo Mnising Sharing and Learning Centre for All (MMSLCA).

Program Objectives: j Increase access to culturally relevant services for non-Indigenous and Indigenous families j Enhance Indigenous content j Foster Indigenous identity j Support non-Indigenous and Indigenous develop capacity

The MMSLCA offers professional development and promotes early learning opportunities for children, families, staff, educators and early years who would like to ensure culturally responsive revitalization, pedagogy and practices.

Programs And Services Delivered On & Off Site

18 EarlyOn Sites across the Manitoulin/Sudbury District Programs/services delivered on site-MMSLCA: Program/services delivered off site: j Quarterly PD sessions j Staff In-service j Early Learning labs j Professional development sessions j Learning Days j Children’s programming j Nookmis Program j EarlyON Family program j Building our Bundle j Community quilt project j Drum/Shaker Workshop j Drumming/Drum teachings j Community Quilt Project

j Paint night

KENJGEWIN TEG 40 ANNUAL REPORT 2019 The Mnidoo Mnising Sharing and Learning Centre (MMSLCA) will provide services at the site as well as outreach across the district area that would serve as a training hub and cultural learning centre for early years programs, family programs, educators and families. The areas are: Manitoulin-Sudbury District Services Board and the Manitoulin-Sudbury Network for Children and Families.

MMSLCA Monthly Learning Labs j Approx. 25 children at each session j 2 hour time slots j 4-6 learning stations set up at each session j Lesson Plans developed for each activity

Sample Learning Lab Day:

TIMEFRAME ACTIVITY FACILITATOR/EDUCATOR Opening Circle (smudge, song, prayer) LVS Staff / MMSLCA Staff 12:00 pm (15 minutes) Around Fire Facilitators to introduce self, learning stations and All staff 12:15 pm (5 minutes) location.

Concurrent stations: children transition between ongoing activities…

#1 Arts/Painting in Anishnaabemowin MMSLCA #2 Cook out (Giigoonh) KT Staff #3 Daamnidaa Goojing KT Staff 12:20 pm #4 Giizhik Niibiishhaaboo Language Instructors #5 Dramatic Play/Arts MMSLCA #6 Physical Activity MMSLCA 12:50pm (20 minutes) BREAK FOR LUNCH Pizza & Fruit Giigoonh 1:10pm (35 minutes) Resume stations Closing Circle All staff 1:45 pm (10 minutes) What did I enjoy most or learn today? 1:55 pm Loading the Bus 2:00 pm Departure

KENJGEWIN TEG 41 ANNUAL REPORT 2019 Centre of Excellence for Early Years and Childcare

The Ministry of Education’s Indigenous Centre of Excellence in Ontario was announced in March 2018; under the Canada-Ontario ELCC agreement, Centres of Excellence for Early Years and Child Care (“Centre of Excellence”) were to be established in 2018-19 to connect practitioners, education institutions, and service providers through innovative networks. This investment recognized the importance that access to quality professional learning and development opportunities have on children and families who access childcare and early years programs.

In late Spring of 2018, notification was received that Kenjgewin Teg was a successful co-lead organization for the new Ontario Indigenous Centre of Excellence – a joint partnership with the Ontario Aboriginal Head Start Association (co-leads); a collaborative and respectful MOU was signed on June 14, 2018 by the co-leads. The Ontario Aboriginal Head Start Association and Kenjgewin Teg, as co-leads, have a mandate to provide professional learning supports across the province through streams in all Ministry regions to support culturally relevant programming and the delivery of high-quality Indigenous child care and early years programs in the broad spectrum of Indigenous communities and organizations on and off-reserve, including First Nations, Metis and Inuit.

At the onset of the partnership, the development of a service plan was created to focus on supporting Indigenous Early Learning with several key target areas with respect to pedagogy, training and capacity development, such as: j Support alignment with Ontario’s provincial policy in How Does Learning Happen (HDLH) and promote cohesion in pedagogical approaches and practices across early years programs, including Full-Day Kindergarten; j Build the pedagogical leadership capacity of program staff working in the early years sector through innovative models and/or strategies that are grounded in current research and result in positive, inclusive and culturally relevant early years experiences for all children and their families; j Create linkages to and/or develop professional learning resources that are responsive to the needs of the sector and accessible online; j Provide professional learning supports across the province through streams in all Ministry regions to support culturally relevant programming and the delivery of high-quality Indigenous childcare and early years programs in the broad spectrum of Indigenous communities and organizations on- and off-reserve, including First Nation, Metis, and Inuit; and, j Consider how Indigenous world view intersects with current research and how that view can begin to create culturally safe spaces within the learning environment.

KENJGEWIN TEG 42 ANNUAL REPORT 2019 Immersion Camp - One Mind, One People - Language Learning for Staff, NEȾOLṈEW̱ Families and Community Kenjgewin Teg participated in best practices as it relates to language revitalization and community During the 2018-19 year, Kenjgewin Teg coordinated and wellness research partnerships; the NEȾOLṈEW̱ hosted two language immersion camps: Spring (May project is a national, six-year SSHRC Partnership 22-25, 2018 – 25 participants) and Fall (October 9-12, grant project, working to understand and enhance 2018 – 40 participants). The four-day immersion camps, Indigenous adults’ contributions to reviving Indigenous held on-site at Kenjgewin Teg, provided immersion languages in Canada. The project is hosted at the style language learning opportunities and activities for University of Victoria and brings together 9 Indigenous staff, families and community; activities are focused communities and organizations from across Canada. on learning Anishinaabemowin through a fun and Each partner will monitor their respective research interactive relaxed setting, providing opportunities for idea that supports adult learners in learning their learners of all stages and levels. heritage language. In 2018-19, Kenjgewin Teg worked towards completing its research plan to ensure it meets NEȾOLṈEW̱ requirements and that it is viable and ethical. During Q1, Kenjgewin Teg representatives attended the NEȾOLṈEW̱ National Meeting held in Daamnidaa Goojiing Lethbridge, Alberta, on June 6, 2018. (Play Outdoors) An initiative led by the Child and Nature Alliance, and in partnership with Kenjgewin Teg, hosted a “Play in Parks” (Daamnidaa Goojiing) summer program within the communities of Mnidoo Mnising; the program aimed to increase free, unstructured, active play opportunities for school-aged children by expanding and enhancing emergent playwork initiatives on Manitoulin Island communities. The program objectives were: j To support children and families to have increased opportunities to engage in “unstructured, free, child- led, outdoor play in underserved communities on Manitoulin Island; j To employ and train youth as youth playworkers to support this kind of play in the communities; j To support resiliency, increase and build positive connections to the land and community, and increase joy and well-being for children and youth; and, j To support community members to reclaim public space, with potential positive outcomes to positive usage of public space and decreased crime and vandalism.

KENJGEWIN TEG 43 ANNUAL REPORT 2019 PROFESSIONAL SKILLS DEVELOPMENT FOR DEVELOPMENT / The following is a summary EDUCATORS PUBLIC ENGAGEMENT of lifelong learning support and learning opportunities at Kenjgewin Teg: 214 2925 PARTICIPANTS PARTICIPANTS

PROFESSIONAL DEVELOPMENT FOR EDUCATORS Date Title # of Participants August 23/18 Early Learning Inquiry PD Session 48 September 6-7/18 Information Technology Session for Educators 14 November 29/18 Climate Change – Learning for a Sustainable Future 12 November 30-Dec1/18 Linking Land Based Learning to Early Learning 45 December 6/18 Quality Leads/Educators PD Session 14 January 19/19 Manitoulin Family Resources 25 January 31/19 Manitoulin Sudbury Network for Children and Families Not available February 1/19 Little Current Early ON Centre & Daycare Not available February 19-21/19 Chapleau Early ON Centre/Chapleau Daycare 24 March 15/19 Little Current Early ON Centre & Mindemoya Early ON Centre 25 March 28/19 One Tot Stop 7 TOTAL 214

GENERAL INTEREST LEARNING / SKILLS DEVELOPMENT / PUBLIC ENGAGEMENT Date Title # of Participants June 5/18 Safe Food Handlers Certification 20 May 30/18 Working at Heights Certification 19 May 31/18 Working at Heights Certification 13 June 2/18 Chainsaw Operator Safety Training 15 April 3, 9/18 Cell Phones for Seniors 5 June 22-23/18 First Aid and CPR Training 6 September 20/18 Fall Harvest ~2400 October 16/18 Career Fair ~250 October 17/18 Learning Lab (LVS) 25 October 23&25/18 Women in Welding 10 November 14/18 Learning Lab (LVS) 25 November 21/18 Safe Food Handlers Certification 8 December 12/18 Learning Lab (LVS) 21 January 9/19 Learning Lab (LVS) 23 January 23-24/19 Mental Health First Aid 10 Have a Heart Day Campaign – Bringing Reconciliation to 25 February 14/19 the Classroom Have a Heart Day Campaign – Bringing Reconciliation to 25 March 6/19 the Classroom March 27/19 Learning Lab – Sugar Bush 25 TOTAL 2925

KENJGEWIN TEG 44 ANNUAL REPORT 2019 ANISHINABEK YOUTH AMBASSADORS (AYA) - SUMMARY PROGRAMS TTL ENROLLMENT WITHDRAWN GRADUATED GRAD RATE 2018 Summer Anishinaabek Youth Ambassador - Regular 32 12 20 63% 2019 Summer Anishinaabek Youth Ambassador - Regular 18 Active Prgm N/A Anishinaabek Youth Ambassador - Trades 11 6 Active Prgm N/A Totals 61 18 20 63%

ANISHINABEK YOUTH AMBASSADORS (AYA) - BY FIRST NATION COMMUNITY First Nation Community Count Aundeck Omni Kaning 18 M'Chigeeng 24 Michipicoten First Nation 2 Mississauga First Nation 1 Other FN Community 2 Sheguiandah 2 Unidentified 3 Walpole Island First Nation 1 Whitefish River First Nation 6 Wikwemikong 8 Total 67

KENJGEWIN TEG 45 ANNUAL REPORT 2019 Baaga’aadowewag Odaminowag: They are Playing the Creator’s Games!

Kenjgewin Teg’s second Winter Indigenous Games Event was held on March 28, 2019 at the Aundeck Omni Kaning Four Directions Complex with over 115 students that participated from both 8 First Nation and provincial schools. The events included: snow snakes, pole push, shinny and snowshoe races in the Winter tournament.

In addition, there were a total of 11 teachers and educators who received certification as Indigenous Games Instructors – continuation of the Indigenous games can continue in their respective community schools. Each participating school received a set of Indigenous Games equipment.

At the request of the Anishinabek Education System (AES), Kenjgewin Teg facilitated the Indigenous Games with youth at the annual AES Education Forum on February 26, 2019 in Toronto.

KENJGEWIN TEG 46 ANNUAL REPORT 2019 2.3 21ST CENTURY LEARNER TECHNOLOGY

To deliver creative and innovative modes of learning responding to the new era of technological learning in the classroom/anywhere model.

Progress and implementation of activities for this goal has been minimal this past 2018-19 year, but with some important steps taken: j For post-secondary students in the 2018-19 academic year, Kenjgewin Teg’s student information system (SMS), Orbund, provided enhanced communication and overall electronic student records management. Customization of the SMS continues to be an issue through/from the vendor, but current system implementation has been maximized to the overall intention; j Instructors in all Kenjgewin Teg programs utilize online resources to deliver up-to-date and relevant learning activities for students, ensuring alignment within the curriculum and/or course expectations and outlines; j During the 2018-19 year, Kenjgewin Teg initiated the use of the Desire 2 Learn (D2L) platform within the Pathways program/ courses. D2L is a global cloud software company and is the developer of the learning management system (LMS) used by schools, higher education, and businesses for online and blended classroom learning; j Kenjgewin Teg’s Post-Secondary Education department maintained a partnership, originally established in 2016-17, with Contact North to utilize integrated technology in the classrooms to assist with student retention and attempts are reducing the transportation barriers for students. Contact North continues to be a valued partner in introducing technology to the post- secondary classroom.

KENJGEWIN TEG 47 ANNUAL REPORT 2019 2.4 INTEGRATED STUDENT SERVICES

To optimize student support services ensuring creativity, responsiveness, empowerment and distinction to ensure positive learner development, wellness and identity learning using a solidified team-based model.

During the 2018-19 academic year, studies and life at school; activities j Individual Program/Classroom the student support team members during the 2018-19 academic year traditional Anishinabek teachings continued to coordinate and included, but not limited to: with Elders-in-Residence provide a four-day weekday and weekend class nutrition program j Student Orientation j Individual Program/Classroom to support students in active and (September 2018) Talking/Sharing circles with engaged learning; continental Elders-in-Residence breakfasts and hot lunches were j Christmas Toy Drive for Students j Student Council & provided daily for students to assist (December 2018) fundraising initiatives with student retention. j Student Backpack Giveaway

(September 2019) j Student Bursaries (more than To support the learners holistically, $10,500 awarded annually) Kenjgewin Teg students receive j Laptop for Students various extra-curricular and/or Program (ongoing) additional activities to support their

Student Support Services, 2018-19 Interventions/ Counselling, 8 Home Visits, 0

Tutoring Services, 0

EIR Referrals, 11

Office Visits, 44

KENJGEWIN TEG 48 ANNUAL REPORT 2019 Elders in Residence Kenjgewin Teg provides support to students in instructors in both academic and in individual personal development with two full time male and female Elders in Residence (EIR). The EIR’s of Kenjgewin Teg are a valuable resource and integral part of student learning, with growth and development celebrated annually at graduation ceremonies.

KENJGEWIN TEG 49 ANNUAL REPORT 2019 FINANCIAL STATEMENTS

KENJGEWIN TEG 50 ANNUAL REPORT 2019 FINANCIAL STATEMENTS

KENJGEWIN TEG 51 ANNUAL REPORT 2019 STRATEGIC PLAN 2016-2021

GOAL 1 GOAL 2 Quality Assurance Anishinabek Centre of

Kenjgewin Teg will develop, adopt and implement stan- Learning Excellence dards and processes to ensure standards and processes are Kenjgewin Teg is a leading Anishinabek Centre of culturally relevant, sustainable, fair and equitable. Learning Excellence by providing educational & training opportunities that builds local human resource capital Performance Measures: and cultural pride with participating life-long learners, partners and communities. j Kenjgewin Teg will be a certified and accredited institute by the year 2021. Performance Measures: j By 2017, the newly formed Human Resources & j Kenjgewin Teg will positively impact: attendance Systems development department will recruit and rates; graduation rates; retention rates, indigenous secure Anishinabek staff and instructors/faculty at a learning; indigenous pedagogy, experiential 50% rate, staff satisfaction and short term contracts learning outcomes and student/ participant feedback verses full-time employee status. in all learning opportunities through a quarterly j Each year, Kenjgewin Teg employees will increase dashboard monitoring procedure. their fluency in the Ojibwe language as demonstrated j Kenjgewin Teg will have quality, core and creative by the AO testing tool developed by Kenjgewin Teg student support services including Anishinabek and regular learning opportunities for the AO passport knowledge keepers that meet the needs of to learning; our learners. j Kenjgewin Teg will build internal staff capacity j Kenjgewin Teg will offer a balance of both self- by providing professional development learning accredited and partnership workshops, seminars, opportunities supporting holistic growth and training and programs that ensures Anishinabek development tracked by an annual growth plan for indigeneity including resources and curricula each staff member. while continuing to offer opportunities for cultural 1.1 Anishinaabe Aadziwin learning in all its programs and services with To create and promote an environment that reflects our response to community and labour market needs language, traditions, and culture in all that we do for staff, adhering to Anishinabek cultural standards (2014). students and the communities at large. 2.1 Educational Programs and Training – Life-Long learning 1.2 Internal Processes and Systems: Policies & Procedures To provide responsive culture-based education and To enhance and maintain professional and accountable training including transition programs to meet the current systems and policies that will lead to effective operations and future needs of our communities reaching a total of and quality programs and services: governance, human 100 students per year in 2016-17; achieving an overall resources, community engagement, school services, target graduation rate of 60% of eligible graduates over 5 planning, financial management, external relations and IT. years for credentials. 1.3 Public Awareness, Linkages and Communications 2.2 Life-Long Open Access Learning To create an annualized organizational work plan for each To provide proactive, meaningful or facilitated workshops, staff member to ensure FN linkages with schools and seminars, general interest, professional development communities using multiple mediums for strengthening and employee development sessions by internal and community linkages in education and training externally. contracted staff determined by need/request/expertise. 1.4 Satisfaction and Continuous Improvement 2.3 21st Century Learning - Learner Technology To obtain staff, student and partners feedback To deliver creative and innovative modes of learning using multiple avenues to gauge satisfaction and responding to the new era of technological learning in the continuously improve. classroom/ anywhere model. 1.5 Information Technology: IT Management 2.4 Integrated Student Services and IT Systems To optimize student support services ensuring creativity, To ensure robust systems are incorporated for current and responsiveness, empowerment and distinction to ensure future needs based on risk management and performance positive learner development, wellness and identity planning, as well as data management systems are learning using a solidified teamer-based model. implemented, monitored and reviewed regularly. www.kenjgewinteg.ca