uccmm winter 2014 web version

8/12/2019 UCCMM Winter 2014 Web Version

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UCCMM, Af liates set to roll out newculturally based integrated services

JANUARY 29, 2014 – Te multiyear efforts

of United Chiefs and Council of MnidooMnising tribal council’s initiative knownas “Maamwi Naadamadaa - Let’s Work

ogether” is taking another giant stepforward in social innovation. In additionto the dozen or so organizational membersand other community service agencies whogathered on November 22, 2013 at the

ribal Council office to publiclydeclare their commitmenttowards seamless servicefor a K EI pilot project,leaders met again on

January 27th and 29th2014 to formalize theirintent and instructionsfor implementation.UCCMM Chiefs for-malized through resolu-tion #550, the commitmentand affirmation to move forward

with operationalization of a culturallybased model of service for all UCCCMMmember communities and its affiliateorganizations and services. hi s Januar y 29th gathering of

UCCMM Chiefs and affiliate organiza-tions in M’Chigeeng First Nation also sawformalized commitment of organizationsthrough their respective Board Chairper-sons signatories - with the additional sign-ing of a declaration of “Maamwi Nadad-maadaa Commitment”. Tis declaration

states that as a result of moving forwardin operationalizing a model, “our commu-nities will enjoy benets that will includeincreased health, social, economic andeducational achievement... with strongerfamilies and a strong sense of Anishinabekidentity. We believe that successful imple-mentation of Maamwi Naadamadaa isintegral to our ability to uphold our idealsof Anishinabek ethics and practices.” While there are already several organi-

zations and service departments who havecommitted to working together by signingan official Memorandum of Agreement

(MOA) on November 22, 2013 for a spe-

cic K EI pilot program, (AnishinabekIdentity, Mind and Spirit (A.I.M.S.)),this new ribal Council resolution morebroadly formalizes the direction that orga-nizations and service providers must nowtake in providing service excellence to theUCCMM communities. Te critical next

steps of operationalizing and imple-mentation of the created model

will now star t to unfo ld, which requires determin-

ing how the “nuts andbolts” of such a modelcan be created. Teoperationalization ofthis model will now bethe centre of discussions

over the next 12 monthsof Maamwi Nadamaadaa

group meetings - comingup with ways individual orga-

nizational processes can be turned intoprofessional collaborativve practices willbe this group’s next challenge. Te January 29th gathering of Chiefs

also saw renewed commitment to Anishi-nabemowin language uency with theSheshegwaning and Zhiibaahaasing FirstNation communities publicly declaringtheir commitment and intention to lan-guage uency by the year 2030 – which

was a previous declaration made by theUCCMM Board of Directors back in2011 of which M’Chigeeng First Nationis already a signatory.

Stephanie Roy, Executive Director ofK EI agrees with this new direction andsocial innovation that is starting to happenfor Manitoulin’s First Nations: “We knowfor a fact that many of our youth and adultstudents have set for themselves great edu-cational and career goals – but what of tenhappens is that we, as service providers,are not always aware of, or privy to, otherpersonal challenges that a student may befacing in the pursuit of those educationalgoals. Unfortunately, we in education often

hear about those challenges after the fact,

and in many cases, students may chooseto leave their educational path for reasonsother than academic barriers. “Life hap-pens” and while we try to help students thebest we can, students are often times leftto navigate our own bureaucratic systemsby themselves when searching for help;and, worst case scenario, a student in cr isismay not even choose or have the personalstrength to try to navigate the system atall to get help”. o date, K EI is p leased to have the

following programs and organizations inthe Sudbury – Manitoulin area who have

already signed the Agreement. It is formal-ly called “Maamwi Nadamadaa: IntegratedService Excellence in Action!” which isspecic to the A.I.M.S. program:• UCCM Anishnaabe Police• Kina Gbezhgomi Child and Family

Services• Ontario March of Dimes• M’Chigeeng First Nation raining

Hub• M’Chigeeng First Nation Health

CouncilsMnidoo MnisingMnidoo MnisingUnited ChiefsCouncilsUnited Chiefs& of&

thethe

of

Winter 2014

MAAMWI continued on page 3

$1.00

Inside UCCMM NewsStudent Prole -Cyndil CorbiereM’Chigeeng FN,

AzhiitaawinSEE PAGE 7

UCCM police officersreceive Years of Service

medals.SEE PAGE 5

KTEI Principals/Educators/Conference “EzhiMaamozaawing”.

SEE PAGE 9

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



UCCMM TRIBAL COUNCIL1110 Hwy 551, PO Box 275 M’Chigeeng, Ontario, P0P 1G0 Tel: (705) 377-5307 Fax : (705) 377-5309

UCCMM NEWS WINTER 2014

Home maintenance schedule: by UCCMM Technical Unit

WHEREAS: A. Te United Nations Declaration on

the Rights of Indigenous Peoplesrecognizes the right of First Nationsto develop our own educationinstitutions and systems, reectingour languages, culture and identities,including language immersioninitiatives and institutions, andrequires state governments to seekfree, prior and informed consent ofFirst Nations governments prior toenacting measures which impactour rights.

B. First Nation education is a keyfoundation for strengthening ourculture, identity, ensuring thetransmission of our languages,and ultimately strengthening our

families, our clans, our communities,and our nation.C. First Nations Control of First

Nation 2010, which incorporatesthe original Indian Control ofIndian Education 1972 paper, is theofficial education policy as adoptedby the Assembly of First Nations.

D. he go vernment of Canadais continuing to pursue thedevelopment of a First NationEducation Act, rst announcedin Budget 2012, without the free,prior and informed consent of FirstNations.

E. On July 13, 2013, the governmentof Canada released “A Blueprintfor Legislation” which, among

other issues, will perpetuate federaloversight of First Nation Education,including setting mandatorystandards, inspecting First Nationschools, and reserving the rightto intervene if “minimumstandards” are not met.

F. Te “Blueprint”• Fails to affirm First Nation

control of First Nationseducation

• Fails to provide guaranteesfor First Nation languages,culture, and ways of teachingand learning;

• Fails to recognize and buildon the successes created by FirstNations;

• Fails to address the necessary

linkages to early childhooddevelopment, adult education, vocational training, e-learning, andpost-secondary education and theinstitutions created by First Nationsat all levels of education, includinglanguage immersion school;

• Fails to address historic fundingshortfalls and the elimination ofthe 2% funding cap on annualexpenditure increase;

• Fails to provide capital funding toprovide sufficient access to primary,secondary and post-secondaryschools;

• Fails to provide funding guaranteesto ensure First Nations schoolsand systems will be able to address

the actual costs of providing highquality, culturally and linguisticallyrelevant education similar toprinciples provided in funding toschools providing services in official

languages outside Quebec.G. Te inadequate specialeducation funding providedfor First Nations leanersperpetuates disadvantageand exclusion, and failsto uphold the Crown’sobligation to implementInherent and reaty rightsand the internationalrecognized human rights of

First Nation learners.H. On June 11, 2008, Prime Minister

Stephen Harper, on behalf of all

Canadians, issued an apology forresidential schools and noted that“this policy of assimilation was

wrong, has caused great harm,and has no place in our country’’,

yet ve years later continues toadvance an approach to FirstNation education which deniesthe primary importance of FirstNations languages and cultures.

THEREFORE BE IT RESOLVED TH AT TH E UN IT ED CH IEF S AND COUN CIL S OF MNI DOO

MNISING (UCCMM):1. Affirm the priority of a language

immersion school and demandthat it be recognized and funded

equitably similar to programs andinstitutions for French immersionoutside Quebec.

2. Affirm the need for inclusiveeducation and the principle thatfunding for First Nations learners

with special needs should be at alevel to cover costs and ensure thatFirst Nations children can continueto reside and attend school in theirhome communities.

3. affirms that the federal role in Firstnation education is to recognizethe rights of First Nations tofully implement the Inherentand reaty right to educationthrough provision of predictable,sustainable and needs-basedfunding, which includes annual

escalators which account for the risein annual education costs, ination,population increase, geographicconsiderations and capital needs.

4. UCCMM will continue to activelyadvance First Nation control ofFirst Nation education, consistent

wi th the implementation ofour Inherent and reaty rights,consistent with First NationControl of First Nation Education. As recognized and affirmed by theUnited Nations Declaration of theRights of Indigenous Peoples, theUnited Nations

5. Convention of the Rights of theChild, and s.35 of the Constitution Act 1982.

UCCMM Resolution: FN Control of FN Education

REGULAR MAINTENANCE IS THE KEYInspecting your home on a regular basis and following good maintenance practices is the best

way to protect your investment in your home. Whether you take care of a few tasks at a timeor several all at once, it is important to get into the habit of doing them. Establish a routinefor yourself and you will nd the work is easy to accomplish and not very time consuming. Aregular schedule of seasonal maintenance can put a stop to the most common — and costly— problems, before they occur. If necessary use a camera to take pictures of anything youmight want to share with an expert for advice or to monitor or remind you of a situation later.

By following the information noted here, you will learn about protecting your investmentand how to help keep your home a safe and healthy place to live.

If you do not feel comfortable performing some of the home maintenance tasks listed below,or have the necessary equipment, for example a ladder, you may want to

consider hiring a qualied handy person to help you.SEASONAL HOME MAINTENANCEMost home maintenance activities are seasonal. Fall is the time to get

your home ready for the coming winter, which can be the most gruelingseason for your home. During winter months, it is important to followroutine maintenance procedures, by checking your home carefully for anyproblems arising and taking corrective action as soon as possible. Springis the time to assess winter damage, start repairs and prepare for warmermonths. Over the summer, there are a number of indoor and outdoormaintenance tasks to look after, such as repairing walkways and steps,painting and checking your chimney and roof.

While most maintenance is seasonal, there are some things you shoulddo on a frequent basis year round:

• Make sure air vents indoors and outside (intake, exhaust and forcedair) are not blocked by snow or debris.

• Check and clean range hood lters on a monthly basis.• est the ground fault circuit interrupter(s) monthly by pushing the test button, which

should then cause the reset button to pop up.• If there are young children in the house, make sure electrical outlets are equipped with

safety plugs.• Regularly check the house for safety hazards such as a loose handrail, lifting or buckling

carpet, etc. iming of the seasons varies not only from one area of Canada to another, but also from

year to year in a given area. For this reason, we have not identied the months for each season.

Te maintenance schedule presented here, instead, is a general guide for you to follow. Teactual timing is left for you to decide, and you may want to further divide the list of items foreach season into months.SPRING

• After consulting your hot water tank owner’s manual, carefully test the temperatureand pressure relief valve to ensure it is not stuck. (Caution: Tis test may release hot water that can cause burns.)

• Check and clean or replace furnace air lters each month during the heating season.Ventilation system, for example heat recovery ventilator, lters should be checkedevery two months.

• Have replace or woodstove and chimney cleaned and serviced as needed.• Shut down and clean furnace humidier, and close the furnace

humidier damper on units with central air conditioning.• Check air conditioning system and have serviced every two orthree years.

• Clean or replace air conditioning lter (if applicable).• Check dehumidier and clean if necessary.• urn OFF gas furnace and replace pilot lights where possible.• Have well water tested for quality. It is recommended that you test

for bacteria every six months.• Check smoke, carbon monoxide and security alarms and replace

batteries.• Clean windows, screens and hardware, and replace storm windows

with screens. Check screens rst and repair or replace if needed.• Open valve to outside hose connection after all danger of frost

has passed.• Examine the foundation walls for cracks, leaks or signs of moisture, and repair as

required. Repair and paint fences as necessary.• Ensure sump pump is operating properly before the spring thaw sets in. Ensure dis-

charge pipe is connected and allows water to drain away from the foundation.• Re-level any exterior steps or decks which moved due to frost or settling.• Check eavestroughs and downspouts for loose joints and secure attachment to your

home, clear any obstructions, and ensure water ows away from your foundation.• Clear all drainage ditches and culverts of debris.• Undertake spring landscape maintenance and, if necessary, fertilize young trees.

FinalA.I.M.S. Program Intake now! ClassesStart May 12




WINTER 2014 UCCMM NEWS

UCCMM GwekwaadziwinGWEKWAADZIWIN CONTINUES TOBE a work in progress. Mental health andaddictions services integration can be a

complex process. Tis project is guided byUCCMM Senior Management and theBoard of Directors as well as the MaamwiNaadamadaa Executive eam. By now,most community health personnel havebeen consulted on the services they deliveras well as getting written feedback fromthe affiliated agencies. Tis feedback hasbeen compiled into a report and is yet tobe presented to the Chiefs and MaamwiNaadamadaa. Te ultimate goal of thisintegration process will be to streamlineaccess to services so that people get theright service when they need it using holis-tic approaches. Exactly how that looks is

yet to be determined but there are some

good ideas percolating.Since Gwekwaadziwin has a strong focus

on our youth and young adult populations,

and service providers want to give thebest support possible, therefore we havepartnered with other agencies and formedthe Mnidoo Mnising Children and YouthService Providers Network (CYSPN). Tisnetwork has multi-sectoral representationfrom both on and off reserve services. Tese networking meetings allow workersto collectively address issues, concerns andprogramming successes in their commu-nity or agency. In this way, we share andlearn from each other – learning togetherand sharing strengthens professional rela-tionships. Often, there is an increase inawareness of the full spectrum of servicesthat are available within each agency andnew partnerships can develop when services

are complementary. Information gainedat these meetings doesn’t stay with theindividual representative, each of us has

a responsibility to share that information with other children and youth service providers in our communities through what-ever channels the community has deemedappropriate. Tese meetings are open andif you would like more information I wouldlove to hear from you.

Since UCCMM leadership is commit-ted to ensuring the voices of all membersare heard, we are currently developing aplan to form a team of young leaders toparticipate on a youth advisory council. Youth have always said if you want to know what’s going on or what kind of support we need to help us through our strugglesin our lives…ask us! We recognize thatresilience develops out of a combination of

individual, family and environmental fac-tors. Tis Youth Advisory Council wouldbe ideally positioned to address related

issues affecting young people. Several keyenvironmental factors affecting resilienceare Inclusion, Social Conditions, Accessand Involvement - woven throughout iscultural appropriateness. Resiliency is theability to Bounce Back and Trive despitehardships we face – leaders do this very well. Te encouraging thing is we all havethe ability to develop and strengthen ourresiliency muscle! So, please keep your eyesand ears open for upcoming opportunitiesto participate in this initiative.

Miigwech!Daughness Migwans, Gwekwaadziwin

Coordinator, [email protected] or 705-377-5307

ABORIGINAL LANGUAGESDAY - MARCH 31

Centre• Ojibwe Cultural Foundation• UCCMM Justice Program• UCCCMM Gwekwaadziwin Project• UCCMM Labour Market Project• UCCMM Lands and Resources• Kenjgewin eg Educational Institute Te more recent commitment of declara-

tion on Jan 29th added key health partners

Noojmowin eg, Mnaamodzawin HealthServices, and the MChigeeng MentalHealth services team to this growing listof partners committed to broader serviceintegration. With complementry initia-tives such as this Maamwi Naadamadaaservice integration project, UCCMM’sspecic health integration services projectknown as Gwekwaadziwin, and the K EI

A.I.M.S. specic project, it is clear that the

focus and need for integration is foremost.It is important to note that the conceptand ideal of integration also recognize andrespect individual organizational mandatesand priorities that each signatory alreadyhas, and is not intended to dramaticallychange the core or scope of services alreadyprovided. It is just about working togetherto nd better ways of providing service.

Any organization or service in the Man-

itoulin area not currently part of this ini-tiative is encouraged to learn more aboutbecoming part of this social innovationproject, and new organizations and ser-

vices are welcome to join at any point intime.

MAAMWI Integrated Services Agreement...continued frompage 1

Organizations in thecommunity areaware of others'programs andservices but theyorganize theiractivities basedsolely on their ownmandate andplanning processes. There is the potentialfor service gapsand/or duplication ofservices acrossorganizations

Organizations In thecommunity modifytheir own serviceplanning to avoidDuplication or toImprove links amongorganizations, usingtheir knowledge ofother services orprograms.

They maintain amaster list of localagencies and referfamilies to otheragencies as necessary.

Some, or all,Organizations in thecommunity Jointlyplan programs andservices and modifytheir own services as aresult of mutualconsultations andadvice.

Organizations In thecommunity operate asa single system , undera single governance andresource umbrellaand/or memorandumof understanding thatcommits all partners toclear processes fordeclslon-makingresource allocation.

Common values andphilosophies, and commonprogram policies andpractices.

Children and familiesexperience seamless, timely and effectivesupports which aremonitored and Improvedthrough shared outcomesand continuous qualityimprovement.

Some programs may havebeen consolidated or

re-engineered.

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



Anishinabemowin Immersion Program - Fall 2014

KTEI GRADUATION

JUNE 26, 2014!



United Chiefs and Councils of Mindoo Mnising

Anishinabek Language DeclarationDebenjiged gii’saan anishinaaben akiing giibi dgwon gaadeni mnidoo waadiziwinShkode, nibi, aki, noodin, giibi dgosdoonan wii naagdowendmang maanpiishkagmigaang.

Debenjiged gii miinaan gechtwaa wendaagog Anishinaaben waa naagdoonjin ninda niizh-waaswi kino maadwinanZaagidwin, Debwewin, Mnaadendmowin, Nbwaakaawin, Dbaadendiziwin,Gwekwaadziwin miinwa AakedhewinDebenjiged kiimiingona dedbinwe wi naagdowendiwin.Ka mnaadendanaa gaabi zhiwebag miinwaa nango megwaa ezhwebag, miinwaa geyaabiwaa ni zhiwebag. The United Chiefs & Councils of Mnidoo Mnising assert the right to

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

persons.

The United Chiefs & Councils of Mnidoo Mnising will take effectivemeasures to ensure that this right is protected, and will ensure thatindividuals employed in the United Chiefs & Councils of Mnidoo Mnisingterritory will perform and provide all work and service functions in theirancestral language by the Year 2030.

The Anishinabek of the United Chiefs & Councils of Mnidoo Mnisingterritory will assert the right to establish and control their educationalsystems and institutions providing education in their own languages, in amanner appropriate to their cultural methods of teaching and learning.

In the United Chiefs & Councils of Mnidoo Mnising territory access, when possible, to an education in their own culture and provided in their ownlanguage. All individuals, particularly children, have the right to all levelsand forms of education without discrimination.

CHIEF CRAI G ABOTOSSAWAYAUNDECK OMNI KANING FIRST NATION

CHIEF JOE HAREM’CHIGEENG FIRST NATION

CHIEF JOE ENDANAWASSHESHEGWANING FIRST NATION

CHIEF FRANKLIN PAIBOMSAIWHITEFISH RIVER FIRST NATION

CHIEF ORVILLE AGUONIESHEGUIANDAH FIRST NATION

ON BEHALF OF UCCMM ELDERSGORDON WAINDUBENCE

CHIEF IRENE KELLSZHIIBAAHAASING FIRST NATION

DATED AND SIGNED ATWHITEFISH RIVER FIRST NATION

____________________________________________________ ________________________________________________ ____

____________________________________________________ ________________________________________________ ____

____________________________________________________ ________________________________________________ ____

____________________________________________________

____________________________________________________

Program Descrip ons Sta ff Diversion Program Youth 12-17 years old

Adult 18 +UCCMM First Na ons on and o ff -reserve

Eli [email protected]

Zoongaabwe-od Eshniig-jik Program(Youth standing strong and tall with both f eet rmly planted on the ground)

Youth 12-25 years oldUCCMM First Na ons on and o ff -reserve

Karen [email protected]

Maamwi Noojmodaa Program(Let’s Heal Together)

Adults 18 +UCCMM First Na ons on and o ff -reserve

Thomas Francist [email protected]

Gladue Caseworker Program Youth 12-17 years oldAdult 18 +UCCMM First Na ons and Wikwemikong,on and o ff -reserve

Marilyn [email protected]

Aboriginal Re-integra on Support Services

Program (ARISS)

Youth 12-17 years old

UCCMM First Na ons and Wikwemikong,on and o ff -reserve

Dianne Debassige

[email protected]

U-Turn Program Youth 12-17 years oldUCCMM First Na ons3 out of 5 programs in schools (ManitoulinSecondary School, Li le Current Public School,Espanola High School)2 out of 5 programs in the community

Karen Corbiere-GenereuxRay Francis

Paula Corbiere – Interim Justice [email protected]

If you would likemore informationabout our programsand how you canaccess them, pleasegive us a call at (705)377-5307 or emailthe staff directly.We would be happyto help you oranyone you knowwho may requireour assistance.Miigwech!

UCCMM JUSTICE PROGRAM

SINCE GWEKWAADZIWIN HASA strong focus onTe AboriginalRe-Integration Support Services(ARISS) Program has had a suc-cessful run in its rst year as apilot program and has been givenapproval for annualized fundingby the Ministry of Children and

Youth Services (MCYS). It hasbeen demonstrated that youth onprobation have signicant needsthat ought to be taken into account.

Tis requires extra considerationand attention to the ways in whichthose needs will be met.

Youth on probation will have anumber of issues to deal with whilecompleting their probationary con-ditions. Issues such as low self-es-teem, anger, and resentments, just

to name a few, can get in the way oflearning new and improved deci-sion making skills. A great amountof time and encouraging effortsare necessary to make meaningfuland lasting changes. Te time andeffort given is more benecial forthe youth when utilizing a team

approach that addresses the specicneeds of the youth.

Te ARISS Program is designedto create a supportive network ofresources for youth as they expe-rience life challenges in the courtsystem. Te ultimate goal is toassist youth with any barriers thatprevent them from seeing their way out of the limitations of courtordered probation and into a bandof community driven programsand services that will offer a youngperson a second, and sometimes athird chance, at improving their lifesituation while providing them witha healthy sense of belonging withintheir community.

raining opportunities to becomean effective team player in the eld

are made available to the program worker with the support of MCYS.Should you have any questions

about the ARISS Program, pleasefeel free to contact Dianne Debas-sige, at U.C.C.M.M. head office at705-377-5307 ext. 219.

ARISS



ON DECEMBER 12, 2013 theUCCM Anishnaabe Police ServicesCommission recognized six (6) ofits members for their exemplarypolice service.

he Police Exemplar y Ser viceMedal, created on August 12, 1983,recognizes police officers who haveserved efficiently and in an exempla-ry manner - characterized by goodconduct in the industry. Recipientsmust have completed 20 years offull-time service with one or more

recognized Canadian police forces.Consideration is given only to peri-ods of service for which no othernational long service, good conductor efficiency decoration has beenawarded. Te UCCM Anishnaabe Police Ser- vices Commission proudly presentedthe medals to the officers of whichtheir total years of service amountedto an amazingly 150 years of polic-ing!

UCCM ANISHNAABE POLICE#5926 Highway #540, P.O. Box 332 M’Chigeeng First Nation, ON, P0P 1G0 Tel: (705) 377-7135 Fax: (705) 377-5583


THE PEACE KEEPERS UNIT has been very busy over the last couple of monthsattending training and various functionsin our communities. Peace Keepers haveattended block training in Sudbury foruse of force. Tis training is required foroffender transport and when riding withconstables as needed.

Te Walking the Path program has beencompleted in schools in Sheshegwaning,M’Chigeeng,Whitesh River and AundeckOmni Kaning.

One of our Peacekeeper officers was aguest speaker at the Cheryle Partridge class,Indigenous Social Work Program at Lau-rentian University in Sudbury.

Peace Keepers have been busy with wintercarnivals in the six communities we service

and participated in the Lakeview School winter carnival, ice shing at Otter Lakeand chaperoning for family day activities.

One of our Peace Keepers attended aCOYO (Committee of Youth Officers)Conference in Niagara Falls to learn andshare about working with youth.

Upcoming events will include theDARE program at ShawanosoweSchool, assisting with spring fasting cer-emonies, chaperoning a winter camping with Eli Fox and the Justice Circle YouthExcursion, and bike rodeo’s in our com-munities. Te officers will be providingpresentations on bullying, cyber bullyingand drug prevention, as well as attendinga seminar on Prescription Drug DropOff Day.

UCCM Anishnaabe PolicePeace Keepers Unit

UCCM Police Of cers Receive Years of Service Medals

UCCM Anishnaabe Police Of cer RetiresSENIOR CONSTABLE RENDELLMCDONALD has retired from his service

with UCCM Anishnaabe Police followinga 30 year career on the 25th of February2014.

Rendell’s retire-ment receptionheld at the UCCMPolice Station

was host to guestsfrom the local FirstNations he served,the UCCMM

ribal Council/Jus-tice Department,Ojibway CulturalFoundation, theManitoulin Crown

Attorney’s Office,the UCCM PoliceCommission, Man-itoulin OPP, andMnaamodzawinHealth Services.

Te special event

was opened up by Elder Leona Nahwegah-bow with a Tanksgiving prayer followedby an honour song by drummers Jim Fox,Eli Fox, Falcon Migwans and UCCMPeacekeeper Victor Pitawanakwat.

Elder Leona Nahwegahbow bestowed

Rendell McDonald with an eagle feath-er and the teachings it offered him in hisretirement journey. Police Chief RodneyNahwegahbow and other guests had theopportunity to present their retirement

gifts which weregraciously received.Rendell’s wifeLinda was given abouquet of owersin recognition ofher patience andsupport during hislong career.

A ne meal wasenjoyed by all anda special nal mes-sage by the OPPDispatch Centrein North Bay wasbroadcast; the nalshift of UCCMSenior ConstableRendell McDonald,Badge #153, mark-

ing him 10-7 (off duty) for his nal shiftthat date.On behalf of the UCCM Anishnaabe

Police Commission and the members ofour Police Service we wish Rendell the bestin his retirement!

KTEIGRADUATION JUNE 26th!

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



IN RESPONSE TO, AND SUPPORT OF the December 10, 2013 press release issuedby the official site of Idle No More (www.idlenomore.ca) called “NO” O FIRSNA IONS EDUCA ION AC (FNEA)

AND FEDERAL ERMINA IONPLAN”, K EI joined the national move-ment on January 28, 2014. Tis took theform of a national day of teach-ins whichspecically focused on the First NationsEducation Act. “Te FNEA is the latestbill in a suite of legislation amendingthe Indian Act to be used by the federalbureaucracy to impose greater control and

management of First Nations for theirassimilation into the mainstream society”,as stated in Idle No More’s December 10,2013 press release.

December 10, 2013 marked both Inter-national Human Rights Day, and Idle NoMore’s one-year anniversary of last year’snational day of action. Since its introduc-tion, hundreds of First Nations protestershave taken to the steps of Canada’s Par-liament and other towns and cities to saya resounding “No” to the Conservativegovernment’s First Nations Education Act(FNEA) and the federal government’s er-mination Plan to extinguish First Nations’collective rights. December 10, 2013 waschosen by the official organizers of the IdleNo More movement to launch IdleNoM-ore 2.0 – a call to the current tens of thou-sands of supporters of the movement to joinin a massive educational undertaking, coastto coast to coast on January 28th.

K EI responded to this challenge byhosting another free and public teach-inevent about the First Nation Education Act– and more specically – what the implica-tions may be for our area of Mnidoo Mnis-ing. “Te teach-in event in January

represented K EI’s fourth teach-in eventhosted so far. Our goal is to offer at leastfour of these events each year to help bridgeany knowledge gaps about First Nationissues for all”, said Beverley Roy-Carter,Director of Business and raining.

Guest Speakers in January were selectedto be of interest to a wide range of audienc-es - political and educational professionalperspectiveson the FirstN a t i o n sE d u c a t i o n Act were pro-

vided. QuinnMeawasige, who is the Anish inabekNation YouthR e p r e s e n -tative fromSerpent RiverFirst Nation,p r e s e n t e dand shareda student’sperspectiveon the pro-posed FNEA;Grand Coun-cil Chief ofthe Anishinabek Nation Patrick Madahbeespoke and answered questions about thelegislation from a political perspective; and,Stephanie Roy who is the K EI ExecutiveDirector, shared and provided insight intosome scenarios and possibilities regardinghow the proposed Act will impact educa-tion here on Manitoulin Island.

For those who may not be aware of theFirst Nations Education Act, a short back-grounder on this topic is as follows: theFederal Government of Canada has pro-posed the FNEA to replace certain sectionsof the Indian Act as it pertains to education.In December 2012, the Government ofCanada announced the start of “intensive”consultations with First Nations on the

developmentof a draftl e g i s l a t i v eproposal forFirst Nations

education bycompletingeight con-sultation ses-sions acrossCanada byMay 2013.In July 2013,an annotat-ed outline

ve rs io n ofthe proposeda p p r o a c h ,called ‘Blue- pr in t f o rLegislation’ ,

was releasedOctober 23, 2013 called ‘Working Togeth-er for First Nation Students: A Proposal

for a Bill on First Nations Education’. Te Blueprint was released as the precursorf o r t h e B i l l

being passed into law by the Governmentof Canada in 2014 with the goal of theFNEA being put into effect starting in thefall of 2014.

In this FNEA Blueprint, it also clear-ly states that the Minister will not beresponsible for any liability that arises inthe on-reserve K-12 education system, butthat such liability will be delegated to theauthorized authority that the First Nationchooses for their school model under the Act (there are a range of models to choosefrom). Sections 114 to 122 of the Indian Act would be repealed and replaced with

this new Bill . Te Government of Canadaalso heard about the importance of FirstNations being able to include the teachingof language and cultures in the curriculaand the proposed Bill offers some oppor-tunity to develop and implement languageand culture programs to suit the needs ofa community. Te community educationcommittees will represent one means toexpress and connect cultural and languageissues to community views under theFNEA.

For the most part, however, with increasedfunding, the FNEA will impose standardsand regulations for each student/child(6-16 years of age) that is on a First Nationnominal roll, meaning residents on-reserve,in order to achieve greater outcomes andsuccess from Grade 12. Each First Nation with a school controlled by the Chief and

KENJGEWIN TEG EDUCATIONAL INST.374 Highway 551, P.O. Box 328 M’Chigeeng, ON, P0P 1G0 Tel: (705) 377-4342 Fax: (705) 377-4379


KTEI joins Idle No More’s National

Teach-In day focusing on the FNEA

[email protected]

Academic Career Entrance Certificate (FT 1 year)

Masters of Social Work (PT 2 years)

Anishnabemowin Immersion Certificate (PT 1 year)

Personal Support Worker Certificate (FT 1 year)

Mental Health & Addictions Diploma (FT 2 years)

Call Toda 705-377-4342

FNEA continued on page 10

*All Programs pending approval and suf cient student enrolment

*



By Kelly CrawfordM’CHIGEENG FIRST NATION - Ken- jgewin eg Educational Institute (K EI)hosted a First Nation Education Act eachIn on January 28, 2014.

“We have to ask ourselves are our youthreally failing the system OR is the systemfailing our youth?” Stephanie Roy, K EIExecutive Director posed the question toapproximately 70 participants.

Te FNEA each-In aimed at bringingtogether the educational, political and youthperspective regarding the First NationEducation Act. Guest speakers includedGrand Council Chief Patrick Madahbee,K EI’s Executive Director Stephanie Royand Anishinabek Nation Youth Rep QuinnMeawasige.

“How I see myself going into the future is with a moccasin on one foot and a sneaker

on the other. I have to nd the balance to

walk this road as an Anishinaabe Nini,” saidQuinn Meawasige after commenting on theatmosphere at K EI. “If we had this…I would want to go to school every day!”

All speakers were given 20 minutes tospeak to the crowd. Tis was followed bya speaker panel allowing participants theopportunity to ask questions and makecomments.

“Having gone back to work, I realize howmany educated First Nations individuals wehave,” commented Stanley Peltier, Wikwe-mikong Unceded Indian Reserve. “I thinkit is about time we put our minds together.”

Participants at the teach-in left with anunderstanding of the act and the potentialimpacts to their respective communities. Te thought provoking teach-in awakenedthe sense of urgency to take notice in manyparticipants.

“ inkering with our children. Why

would we ever let them do that again? After what they have done to us in the residentialschools and the sixties scoop,” said GrandCouncil Patrick Madahbee. “If they startmessing with our children…our strongest warriors are going to rise up, our grannies,our mothers, our aunties, the real nurtur-

ers of our children, the real teachers of ourchildren.”

For more information on the FNEA each-In please watch the full video athttp://www.youtube.com/watch?v=mdI-UGikbu-Q



KTEI STAFF

STUDENTCOMMUNITY

SWEATLODGE MARCH20TH

Call KTEIfor Info

Student Profle - Cyndil CorbiereM’Chigeeng First Nation, Azhiitaawin

Cyndil heard about the Azhiitaawin“Transitions” Program from Kenjgewin Teg Educational Institute (KTEI)Education Counsellor Wayne Trudeau. Trudeau sparked her interest and shebegan to research the program throughthe KTEI website and decided to apply.Cyndil’s experience in the program

has been verypositive. Thethought of herfuture successeskeeps hermotivated. Cyndilasserts that sheis beginning torealize that shecan do more. Hermotivation comesfrom both hergrandmother anduncle who arestrong supportersof Cyndil’ssuccesses. Theprogram has

been a great t for her as she obtainsuniversity credits while learning lifeand leadership skills. She appreciatesand enjoys the supports from KTEIElders in Residence and staff. Cyndilhas had a long academic journey tomake it to where she is today. A KTEIAlumni, Cyndil has graduated fromboth the Academic & Career EntranceProgram (ACE) taken at Kenjgewin TegEducational Institute in partnershipwith Cambrian College in 2010/2011and the Native Early ChildhoodEducation 2 year Diploma program also

in partnership with Cambrian Collegein 2011 – 2013.

Cyndil plans to obtain her degree inboth Indigenous studies and SocialWork. A graduate of the Native EarlyChildhood Education Program, she willbe leaving the Azhiitaawin (Transitions)

Program with atotal of 54 creditstowards her 90credit degree.

Cyndil enjoysattending PowWows, doingbeadwork andnds strength inexpressing herselfas a jingle dressdancer. Duringher spare time sheenjoys spendingtime with familyand friends. Aftershe completes herpost-secondary

education she plans to return to herhome community of M’Chigeeng toinspire and motivate others.

“I am proud of who I am and what Ihave accomplished so far in life. I amvery proud of where I have got. I amexcited about my plans for the future!”

To learn more about Cyndil’s journeyin the Azhiitaawin program visit theKTEI YouTube page and watch theAzhiitaawin “Transitions” video.

KTEI Teach-In adds youth to political element, discussion

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

SAVE THE DATE

THURSDAY MAY 29, 2014

KTEI WII DA NIIZHDANABIBOONAGAD!

Student testimonials encou raged. Su bmit on KTEI’s Facebook Page!

WWW.FACEBOOK.COM/KENJGEWINTEGEDUCATION

KTEIis turning

Here’s Ma rjorie, always stu dyin g ha rd.






20! 20!

Join us for our Anniversa ry!

KTEI Winter Carnival – March 20th





KTEI, WLU Form New Partnership To Offer Masters Of Social Work Program Fall

Visit KTEI at WWW.KTEI.NET

MY WAY OF LIFE

My way of life as an Anishnawbek, is not evil or bad, it is not witchcraftor satanic, it is merely misunderstood.

Te Creator God made me an Anishnawbek and with that He gave me theteachings of our people and of our way of life.

I learned these teachings from my Elders, who learned them from their Elders, who learned them from their Elders all the way back to the Cre-

ation of man.Our teachings are how to be a good person, how to be honest, loving,

respectful, wise, brave, truthful and humble.We are the caretakers of Mother Ear th, the gift that God created for us tolive. We are to use her resources respectfully and take what we need to sur-

vive as a human race so that we can continue to care for our mother.We build a lodge which represents our mother’s womb, to give honor and praise to the Creator for giving us Mother Earth and for giving us life.We pick our medicines which the Creator provided for our use and gaveus the knowledge of how to use them, which again are passed down from

generation to generation.

We burn our smudge as an offering to the Creator as we say our prayersevery morning. Which are carried by the smoke to God.We honor the Eagle feather and the teaching it brings because the Creatorcarries us on Eagle’s wings. We wear our moccasins so that we can walk

softly on Mother Earth so as not to cause her any pain.We honor our drum because she represents the heartbeat of our Creatorwhich is why she is the center of our council. Te circle represents life.We give honor to the four directions because we know the Creator is

everywhere and in everything. We fast four times a year to have a closerrelationship with God and to ask for guidance or growth.

We celebrate at the Pow-Wow to make new fr iends, get together with family and to give honor to the Creator for all the Blessings He has given

us and to give us a chance to give something back to the community and guests.

We smoke the Pipe to honor our Creator in prayer and to remind us of theunity and connection we have with the Creator.

We are taught our roles at a young age so that we know where we stand inour community.

Everything an Anishnawbek does has meaning and purpose, but above allwe always keep our creator at the centre of our life.

So again, I tell you, our way of life is not wrong, just misunderstood.

April McDowell Wiiba Anong Kwe

K EI AIMS (GED Stream) Student

WE ARE EXTREMELY EXCITED to haveour very FIRS graduate level programoffered by K EI be with Wilfrid LaurierUniversity’s Aboriginal Field of StudiesMasters of Social Work (MSW) program- a program which is nationally renownedfor its cultural inclusiveness and Indigenouspedagogy. I am so excited for this tremen-dous opportunity!”, said Stephanie Roy,K EI Executive Director. “Tis is a oncein a lifetime opportunity to especially sup-port our current social work professionals working for our First Nation communitieson Mnidoo Mnising using Indigenous andholistic ways of knowing and learning; and,it denitely aligns with K EI’s beliefs andgoals in student learning. Tis MSW pro-gram offers all of what we believe in as an Anishinabek place of learning”.

Since February 2013, K EI staff ricia

Beaudin, Adult Education Officer and Bev-erley Roy, Director of Business and rain-ing, have been meeting with Laurier’s Fac-ulty of Social Work to secure this once in alifetime opportunity on Manitoulin Island. Tis part-time Master of Social Work pro-gram in partnership with Kenjgewin egEducational Institute is set to begin inSeptember 2014, and is a program rootedin a holistic Indigenous world view and

contemporary social work practice. Tisunique program includes the use of Indig-enous Elders, a traditional circle process,and Indigenous ceremonies. Te programbegins with Cultural Camps, with the goalof fully immersing students in Aboriginalholistic healing practices and is where stu-dents begin to engage in Indigenous heal-ing practices and demonstrate a capacity topractice

wi thint h i s

w o r l -d v i e wa n depiste-mology.

h ecurric-u l u m ,

expectations regarding assignments, stu-dent development and performance, andactivity are exactly the same as the full-timeon-campus program. Classes are taughtusing a combination of Circle processes,dialogue, presentations, video and audioaids, and of course will integrate MnidooMnising’s valuable resource knowledge of Anishinabek Elders of this territory.

In preparation for the newly secured

Fall 2014 start date, a student informationsession has been scheduled for January 21,2014 at K EI. Tere will be two sessions:one in the afternoon at 1 PM and later inthe evening again at 5PM. A recruitmentrepresentative from Laurier’s MSW Indig-enous Field of Study program and two localIslanders and alumni of the MSW programCraig Abotssaway and Dan Garcia will

also beon handto gives t u -d e n t sf i r s t -h a n dinsightof whatthe pro-

gram is

like and what to expect for the next two years. (It is worth special note that bothCraig and Dan regularly travelled fromManitoulin to the WLU – Faculty ofSocial Work Kitchener, ON campus fortheir classes on a weekly and monthly basisfor two years – before such opportunitiesand new partnerships with K EI were inplace!). Employers who may have severalemployees interested in the program are

also encouraged to come out as well, tond out more about how the program isintended to balance and deliver a programthat supports both working students andtheir employers.

Tis informal session is a great oppor-tunity for interested students to ask bothspecic and general questions about theapplication process and admission require-ments. “For new graduate students outthere who are not familiar with applicationand admission requirements at this level ofstudy, I strongly encourage you to come outto this session on the 21st because there iscertainly much work ahead in terms of get-ting all the necessary admission paperworkin to the University by April 1 in order tobe considered and have your applicationreviewed”, said ricia Beaudin. As is thecase with most graduate level programs,

students of this program must seriously takethe time now to diligently and eloquentlyprepare their personal statements, securetheir academic references, seek employ-er support (employed professionals), andmany other logistical and academic require-ments as part of the admissions process.

For more information on the MSWprogram hosted by K EI, call ricia at705.377.4342.




MNAADMODZAWIN HEALTH SERVICES48 Hillside Rd., Postal Bag 2002 Little Current, ON P0P 1K0 Tel: (705) 368-2182 Fax: (705) 368-2229

BLOOD DRAWN CLINICSSet up an appointment at your local health centre

Aundeck OmniKaning Health

Centre

2nd Thursdayof the month

SheguiandahHealth Centre

2nd Wednesdayof the month

SheshegwaningHealth Centre

3rd Tuesdayof the month

Whitefish RiverHealth Centre

3rd Wednesday ofthe month

ZhiibaahaasingHealth Centre

1st Thursdayof the month

Ensure to brin our re uisition b h sician or nurse ractitioner

NON INSURED HEALTH BENEFITS (NIHB)

Appeals

EVERYONE HAS THE RIGHT TO APPEAL A DENIED BENFITS!

When coverage for a benefit through the Non-Insured Health Benefits (NIHB) program has beendenied, the client or parent/guardian of the client has the right to appeal the decision.

There are three levels of appeal available which only the client or parent/guardian can initiate. Inorder for a case to be reviewed as an appeal, a letter from the client or parent/guardian,accompanied by supporting information from the provided or prescriber must be submitted to the

Non-Insured Health Benefits Program.

The following information is required:

• A signed and dated letter of appeal from you, the client, including

your name, status registration number, date of birth, address andtelephone number.• You will need to mention the reason why NIHB denied the benefit• You need to explain why the initial request was made• Include supporting documentation for your request from a licensed

health service provider, medical doctor, health worker, etc.• Include treatment plan, diagnosis and prognosis and diagnostic test

results (if applicable)• For appealing dental benefits requests, attach the form which applies

to your request:o Standard Dental Claim Formo

ACDQ Dental Claim and Treatment FormComputer generated form or NIHB Dent-29 Form (for Dental Benefitonly, and provided by your dental provider). Moulds, Radiographs,Panoramic Radiograph etc.

• Attach the Denial Letter that was sent to you by NIHB (if applicable)

Mail to: Non-Insured Health Benefits, First Nations and Inuit Health,Health Canada, 1547 Merivale Road, 3 rd Floor, Postal Locator: 6103A,Nepean, Ontario, K1A 0L3

Toll Free: 1-800-640-0642 Dental: 1-888-283-8885

“APPEAL-CONFIDENTIAL

KTEI is TURNING

20! SAVE THE

DATEMAY29TH

Call

KTEIfor

INFO705

377.4342



Forty-six-year-old Brenda Wabegijik is a wife, mother of three, and a grandmother.She’s sold Avon, driven school buses, and worked her entire life to provide for herfamily. Now, she is also an Ontario secondary school graduate.

Brenda left school in grade nine due to a lack of interest in her studies at that point inher life. Then, she became a mother and took on the responsibilities of raising her

family. She first approached Kenjgewin Teg Educational Institute in 2011 interestedin the personal support worker (PSW) program, but at that time was not able tomeet the entry requirements. She was then referred to the secondaryprogram in order to enable her to improve her academic skills. Brendastarted with the Prior Learning Assessment and Recognition (PLAR)program, enabling her to attain her grade 9 and 10 credits. She thenmoved on to Mature Prior Learning Assessment and Recognition Program (MPLAR),which, through the development of a personal portfolio highlighting her lifeaccomplishments, granted her an additional 10 senior level secondary schoolcredits. Brenda then successfully completed the literacy component and fouradditional senior credits and obtained her full Ontario SecondarySchool Diploma.

Brenda started her secondary school journey in September, and byChristmas, realized that the goal she had set – to achieve a fulldiploma – was fast becoming a reality. Although she was in-class with students around

her own childrens’ age, she persevered and came to school every day determined to gether assignments done. Throughout the year, it was evident that not only had Brenda’sacademic skills improved, so too had her self-confidence. With encouragement from bothher teachers in the secondary program, and her family, Brenda persevered and not onlymet her goals, but also began to explore post-secondary options, both on and offManitoulin Island.

Brenda Wabegijik is an example of what rewards hard work and determination can bring.Kenjgewin Teg Educational Institute is proud to have had the chance to work with a studentas determined and motivated as Brenda. Her accomplishments now stand as testimonial tothe fact that it is never too late to go back to school and make dreams a reality!

LIVING,

LEARNING...

INVITING

OPPORTUNITIES

STUDENT SUCCESS STORYBREND A WABEGIJ IK

“THEYALWAYS

BELIEVED IN ME.”2011-2012

Erica is a competent, intelligent, caring, mother who is capable of doing anything shesets her mind to. She is self-motivated, persistent and confident. She is driven to getthings done with a strong healthy pace.

Erica has proven that she has the ability to move beyond her fears and findappropriate ways to cope with life situations. She continues to respond to the best ofher abilities and maximizes her strategies for success. She does not give into anysense of powerlessness about the success of her future.

Erica aspires to become a paramedic and Kenjgewin Teg EducationalInstitute believes she is capable of realizing this dream. She has been avaluable classmate to her peers as she is quick to offer assistance tothose students who need some extra help. She was able to earn eightcredits this past year and maintained an average of 77%.

Among the challenges she has faced, was finding the motivation to rise early inthe morning to catch the bus (one hour bus ride) from Sheshegwaning toM’Chigeeng and back again at the end of the school day. Erica also hadthe responsibility of being a single parent to a beautiful one year oldDustin. Parents and friends have provided support to Erica with thecare of Dustin throughout the year, enabling her to focus on herstudies.

Along with the dream of becoming a paramedic, Erica has also expressed an interest in acareer in the Canadian Armed Forces. With her skills and determination, Erica would be aperfect candidate for a challenging career in the military serving her family, communityand country proud.

Although she had some personal challenges along the way this past year, and had toadjust her goals a couple of times, Erica has achieved the goal she set – to walk up ontothe stage to accept her Ontario Secondary School Diploma in June.

LIVING,

LEARNING...

INVITING

OPPORTUNITIES

STUDENT SUCCESS STORYERICA SAMPSON

“THEY

ALWAYS BELIEVED IN ME.”2012-2013

uccmm winter 2014 web version

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