November 18, 2015 Life Long Learning & Systems …education.chiefs-of-ontario.org/upload/documents/resources/other... · Q3 Q4 -2012 TOTAL FOR ... Grade 11 (17-24 Credits) 5 1 2 Grade

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November 18, 2015

Life Long Learning & Systems

Anishinabek Philosophy

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Kenjgewin Teg Educational

Institute Facilitation

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Philosophy CBE & T



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Relationships: People &

Place

Language

Land

Vision, Mission, Values

Vision

• Inspiring students to find their gifts to further succeed in the world.

Mission

• KTEI is dedicated to life-long learning by providing an Anishinaabewin

community based-approach to education, training and business support services and

opportunities.

Values

• Commitment – Kenjgewin Teg Educational Institute will demonstrate commitment to student success;

• Creativity – Kenjgewin Teg Educational Institute will be creative in the design and delivery of our programs and

services;

• Efficiency – Kenjgewin Teg Educational Institute will utilize the best of our resources for the benefit of our

membership;

• Education – Kenjgewin Teg Educational Institute will ensure the proper support is available to meet the needs for

student and staff success;

• Honour – Kenjgewin Teg Educational Institute will honour the Anishinabek language, culture, history, and heritage;

• Respect – Kenjgewin Teg Educational Institute will treat each other equally; and,

• Teamwork – Kenjgewin Teg Educational Institute will work together to ensure success.

Motto

• Living, learning….inviting opportunities. Kenjgewin Teg Educational


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Who we service

8 Member First Nations

• Zhiibaahaasing FN

• Sheshegwaning FN

• M’Chigeeng First Nation

• Aundeck Omni Kaning FN

• Sheguiandah First Nation

• Whitefish River First Nation

• Sagamok Anishnawbek

• Constance Lake First Nation

11 Schools – 800 Students

K-12



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Coordination Of Indiv. Efforts

KTEI

Liaising

Research

Policy Development

Management & Consulting

Adult Educ. Training

Education Services

Resources & Curriculum

• Special Education

Consultancy Services

• KTSS

• Focus on Priorities

• Human Resources

• FN Curriculum

• MMAK

• Incidence Rates

• Building Capacity

• School Police

Protocol ER

Response

• Caring and Safe

Schools Policy

• Special Education

Policy 2011

• First Nation Skills

Development

• General Interest

• Pre-Employment

• Colleges &

Universities

• Planning

• Evaluation

• Program Audit • Prof. Development

• SLS, TPA

• FNSSP

• Counselling

• FN Advocacy –

Orgs.-ESA

• Network Linkages

• First Nations & Educ.

• Government

• Resources

• Capacity

What do we do? www.ktei.net

Support member First Nations operate

an educational system with second

level services not currently available.

Provide the same quality of education

that exist in the large public boards of

education

Support the member First Nations in

their effort of delivering a quality

comprehensive program of

educational services.

Assist in the development of Native

specific education programs.

Promote the professional development

of member of First Nations personnel.

Encourage public education and foster

understanding through cultural

exchange with other groups.

KTEI: Articles of Incorporation, May 27, 1994

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KTEI

SLS

Same as PSB

Support , Develop and

Deliver quality programs and

Education services

PD

Public Education

2.1 Programs and Training

To provide programs and

training to meet the current and

future needs of our communities

reaching 100 students per year

in 2011-12 and 10% thereafter

and a total of 150 Graduates

over 5 years. Kenjgewin Teg Educational


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Education Support Services

•

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PSYCHOLOGICAL

Q1

Q2

Q3

Q4 TOTAL FOR

2011-2012

TOTAL FOR

2012-2013

TOTAL FOR

2013-2014

TOTAL FOR

2014-2015

Psychological Assessment 4 3 11 19 28 29 16 27

Feedback Meetings - - 3 4 28 29 16 7

Referrals 4 - - 18 28 29 16 22

SPEECH AND LANGUAGE

Q1

Q2

Q3

Q4

TOTAL FOR

2011-2012

T TOTAL

FOR 2012-

2013

TOTAL FOR

2013-2014

TOTAL FOR

2014-2015

Speech and Language Assessments 3 3 10 5 33 16 24 21

Speech and Language Therapy (hrs.) 198 86 229 233.5 411 454 817.5 746.5

Speech and Language Consults 8.5 - - 5 18 19 17.75 13.5

Speech and Language Feedback Mtg. (hrs.) - - 7 - 9 97 15 7

Speech and Language Referrals - - - - 1 3 24 0

Speech and Language Screens - 11.5 9 3 1 15 37 23.5

Speech and Language Progress Reports 48 - 23.5 36.5 38 31.5 95 108

EDUCATION SUPPORT SERVICES

2011-12

2012-13

2013-14

2014-15

Administrative Services (job description development) 13 8 4 10

Community Enhancement (skills camp, fall harvest, etc.) - 34 21 23

Information Services (contract sample) 35 14 4 19

Professional Services (site visits, networks, PD) 104 31 9 13

Other (Educational Service Agreements) 42 10 6 8

Anishinaabek Knowledge and

Resource Centre

Anishinabek Knowledge

MMAK

Language Day – Technology Links

Teach Ins with the inclusion of AK

Dr. Edna Manitowabi, Inducted into KTEI I.K. Faculty

Anishinabe Odziiwin implemented (one full year)

Anishinabemowin Language Programs: Children and Adults

Early Learning Immersion – In Development with Canadore

EIRs

Language Teachers/Speakers

Anishinabek Standards February 2015

CHY-FM 88.9 Radio Station – Partners for Anishinaabemowin Langauge

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Secondary School



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PARTICIPATION RATE TOTAL CREDITS TOTAL CREDITS EARNED SUCCESS RATE

ILC

ON

LIN

E-K

iHS

TE

AC

HE

R L

ED

– E

-LE

AR

NIN

G

SU

MM

ER

CO

OP

MS

S-O

UT

DO

OR

ED

UC

.

T

OT

AL

ILC

ON

LIN

E-K

iHS

TE

AC

HE

R L

ED

SU

MM

ER

CO

OP

MS

S-O

UT

DO

OR

ED

UC

.

TO

TA

L

ILC

%

ON

LIN

E-K

iHS

%

TE

AC

HE

R L

ED

%

SU

MM

ER

CO

OP

%

MS

S-O

UT

DO

OR

ED

UC

.

TO

TA

L %

Gr.9 0 3 11 N/A N/A 14 N/A 2 5 N/A N/A 7 N/A

67 45 N/A N/A 50

Gr. 10 2 11 9 N/A N/A 22 0 8 6 N/A N/A 14 0 73 67 N/A N/A 64

Gr. 11 6 5 9 N/A 40 20 4 5 2 N/A 25 11 75 100 22 N/A 63 55

Gr. 12 8 3 7 N/A N/A 18 2 2 5 N/A N/A 9 25 67 71 N/A N/A 50

PLAR N/A 35 N/A N/A N/A 35 N/A 32 N/A N/A N/A 32 N/A 91 N/A N/A N/A 91

MPLAR N/A 20 N/A N/A N/A 20 N/A 9 N/A N/A N/A 9 N/A 45 N/A N/A N/A 45

TOTAL 16 77 36 N/A 40 129 6 58 18 N/A 25 82 38 75 50 N/A 63 64

STUDENT

ACADEMIC APPLIED WORKPLACE SPECIAL

EDUCATION

PLAR

ATTENDANCE FT PT FT PT FT PT

Grade 9 (0 - 8 credits) 1 5 5 2

N/A

Grade 10 (9 – 16 Credits) 2 1 2 3

Grade 11 (17-24 Credits) 5 1 2 Grade 12 (25-30 Credits) 3 7 1 Total 11 8 6 2 8 5

Total FT 17 Total PT 10

Student Support Services

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Counselling Summary

COUNSELLING TYPE 2011-12 2012-13 2013-14 2014-15

Home Visits 40 110 5 35

Office Visits 117 736 808 907

Phone Calls 143 732 125 225

Outreach Withdrawals 28 92 3 2

Professional Development 0 17 16 18

Assessment Testing 0 26 15 19

Total 328 1713 972 1206

GOAL: By June 2015, the number of grade

3 and 6 students achieving level 3 and 4 on

EQAO will increase by 6%



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Actual: Grade 3 Exceeded Reading by

10%, 4% greater than

target goal. 17-27

Exceeded Writing by 11%,

5% greater than target goal.

Exceeded Math by 8%, 2%

greater than target goal.

Actual: Grade 6

Exceeded Reading by

29%, 15% greater than

target goal.21-50

Exceeded Writing by 14%,

8% greater than target goal.

Exceeded Math by 9%, 3%

greater than target goal.



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FNSSP AGGREGATE

GRADUATION RATES

Facts:

RDSB – 2014 Graduation Rates

Four Year Graduation Rate – 60%

Five Year Graduation Rate – 72%

http://news.ontario.ca/edu/en/2015/04/2014-graduation-rates-across-

the-province.html

As of June 2014, total

KTEI-FNSSP secondary

aggregate graduates is

79

Programs (n=95)

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Training – Demographics

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Retention Rates – 84% Avg.



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Strategic Plan

April 1, 2011- March 31, 2016

Graduation Rate

– 68% (57% Avg.)



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Anishinabek Language Declaration – UCCMM 2030

Ngo Dwe Waangizid Anishinaabe

Debenjiged gii’saan anishinaaben akiing giibi dgwon gaadeni mnidoo waadiziwin Shkode, nibi, aki, noodin, giibi dgosdoonan wii naagdowendmang maanpii

shkagmigaang. Debenjiged gii miinaan gechtwaa wendaagog Anishinaaben waa naagdoonjin ninda niizhwaaswi kino maadwinan Zaagidwin, Debwewin, Mnaadendmowin, Nbwaakaawin, Dbaadendiziwin,

Gwekwaadziwin miinwa Aakedhewin Debenjiged kiimiingona dedbinwe wi naagdowendiwin. Ka mnaadendanaa gaabi zhiwebag miinwaa nango megwaa ezhwebag, miinwaa

geyaabi waa ni zhiwebag. 1.0 The UCCMM 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. 2.0 The UCCMM will take effective measures to ensure that this right is protected, and will ensure that individuals employed in the UCCMM FN territory will perform and provide all work and service functions in their ancestral language-Ojibwe by the Year 2030. 3.0 The Anishinabek of the UCCMM territory will assert the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. 4.0 In the UCCMM territory access, when possible, to an education in their own culture and provided in their own language. All individuals, particularly children, have the right to all levels and forms of education without discrimination.



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Employee Name Department

Date

(mm/dd/yyyy)

Bench Mark

Level - Functions

& Conversation

Bench Mark

Level - Accuracy Comments

Supervisor`s

Initial

Ex. Jane Doe Administration 25/02/2013 1 2-3 4 1 2-3 4

Responds to questions using English, unable to

ask questions and can follow simple commands.

Accuaracy is l imited to memorized material. SR

Employee Name Department Respect

Attitude (Wiling to

speak / Takes risks

when speaking

Ojibwe)

Enthusiasm ( Proud of

Ojibwe language and

being Ojibwe) Comments

Supervisor`s

Initial

Ex. Jane Doe Administration 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Interested in learning from internal efforts of

the Ojibwe lang. and Culture SR

Employee Name Department

Anishinaabe

Odziiwin

Passport recv'd

√ (mm/dd/yyyy) Employee Signature

Date Resources

Requested

(mm/dd/yyyy)

Date Resources

Recv'd

(mm/dd/yyyy)

Employee

Initial

Ex. Jane Doe Administration 02/12/2013Jane Doe

02/12/2013 02/25/2013 JD

Employees Lexicons f

or Stu

dents of

Nishnaabem

win

Intro

. Nish

naabemwin

A

Intro

. Nish

naabemwin

B

Inte

r. Nish

naabemwin

A

Inte

r. Nish

naabemwin

B

Kidwenan -

An Ojib

we Lan. B

ook

Student's

Edition - U

nderstandin

g

Anishin

aabemowin

Teacher's Editi

on - Unders

tandin

g

Anishin

aabemowin

Anishnaabem

owin La

ng. Booklet &

CD Nishnaabem

daa Pane - Le

t's Talk

Indian A

lways

Eastern

Ojib

wa-Chip

pewa-O

ttaw

a

Dictionary

A Concise D

ictio

nary of M

inneso

ta

Ojibwe

Talking Gookom

's La

nguage

Can 8Date

Requested (m

m/d

d/yyyy)

Signature

Ex. Jane Doe x x

02/12/2013

Cultural Standards: S, F, PL,



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Skill Area Application/Communication Knowledge/ Communication

Application/ Communication

Application/Communication Thinking/Knowledge/ Communication

Anishinabek

Standard

A. Culturally Grounded B. Knowledge &

Skills as the foundation

to build upon

others

C. Participate in

Cultural

Environ-

ments/

Spaces/

Activities

D. Learning Activities E. Awareness & Appreci-

ation of Relationships:

Spiritual, Natural,

Human interconnect-

edness

To live as

Anishinabek

To actively

participate

as citizens

of the world

To enjoy

a high

standard

s of living

and good

health.

1. R

ole

2. A

ncesto

rs

3. C

om

mu

nity t

rad

itio

ns

4. Local environm

ent

5. Liv

e v

alu

es &

traditio

ns e

very

day

6.

Polit

ical/E

conom

ic S

yste

ms

7. F

oste

rs A

nis

hin

ae

k L

an

gu

ag

e

8. O

the

r

1. O

the

r C

ultu

res

2.

Know

ledge/S

kill

s/W

ays o

f

kn

ow

ing

ow

n tr

ad

itio

ns

3. M

akin

g c

ho

ice

s/im

pa

cts

4. T

echnolo

gy-Q

ualit

y o

f Life

5. O

ther

1. S

uste

na

nce

2.

Contr

ibute

to d

ecis

ion m

akin

g o

f

Com

munity a

nd f

am

ily

3. +

Lifesty

le &

holistic w

ellbein

g

4. O

ther

1. T

raditio

nal cam

p e

nvironm

ent

2. In

tera

ctin

g w

ith

Eld

ers

3. O

ral a

nd

wri

tte

n H

isto

ry o

f com

mu

-

nity

4. S

elf -a

sse

ssm

en

t-str

en

gth

s/n

ee

ds

for

life s

kill

s

5. U

sin

g c

ultu

ral k

now

led

ge

for

every

day p

roble

ms

6. O

ther

1. E

co

log

y

2.

Geogra

phy

3. W

orl

dvie

w

4. C

ultu

ral S

yste

ms

5. V

alu

es/B

elie

fs influ

ence

in

tera

ctio

n

6. K

now

their “P

lace

” in

the

world

7. O

ther

Jan.-Feb

C.A.L.

W.O.K.

P.O.A.L.

Minutes:

Mar-Apr

Class Achievement Level (C.A.L.)

1. Emerging: emerging understanding/be- ginning to recognize

2. Developing: understanding with limited development or partial implementation

3. Accomplished & Proficient: functional and operational

4. Exemplary: fully and fluently engaged

Ways of Knowing

(W.O.K.)

Principles of Anishinabek Learning (P.O.A.L.)

Anishinabe Knowledge IN = Inquiry – Wonder; Engage – Solve Problems

IL = Integrated Learning - Seeing our connection of Science

to Land, Earth, Air and Water

EE =Experiential Education – IN ON FOR Environment –

Creating the environment –

S=Stewardship – Mother Earth Caretakers

IN

IL T E R P E H N

EE

S

Ways of Knowing



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Sources of Indigenous Knowledge – Ways of Knowing:

1. Traditional Knowledge – Generation to Generation – In Tact

2. Empirical Knowledge – Careful observation – Ecosystems

3. Revealed Knowledge – Visions, dreams and Intuitions – Understood to be spiritual in Origin

4. Personalized Knowledge – Rooted in personal Experience and lays no claim to universality

5. Experiential Knowledge – Using all the senses

6. Holistic Knowledge – Using all the senses coupled with openness to spirituality and intuition

• Narrative and Methaphor – Stories as the medium; Recounted with

many repetitions; Records the History of a people; Stories of

personal experience can be reminisces or guided as metaphors of

moral choice and self-examination

Logic Model – MMAK Ojibwe Language

Program

Problem Statement Due to the rapid decline of no new speakers in our territory, there is an

urgency to revitalize the Ojibwe language which requires a three

pronged approach: committed communities & families; servicing all life

development stages and repositioning a new cultural education model.

MMAK is currently being lead by KTEI and is seeking FN partnerships.

Goal

Leverage already existing resources to expand MMAK’s program

lead & engagement and build a diverse base of Ojibwe language

speakers that supports the continuity of Anishinaabek nationhood.

Long-Term Change

The Ojibwe language in the Mnidoo Mnising territory is inter-

generational , growing and thriving amongst the Anishinaabek Nation.

Assumptions &

Rationale

Mnidoo Mnising

has an untapped

market to mobilize

both youth and

Ojibwe Speakers

Participation in

language

initiatives will

continue to grow

There are no

opportunities for

childhood

immersion

learning

experiences in a

formal setting

Manitoulin has the

current human

resources and

capacity to create

L2 speakers

Resources KTEI Anishinaabek

Staff who believe in

Anishinaabek Nation

building

Sufficient $ , time

resources for

education, training &

capacity Building

Time devoted to

ongoing learning,

development and

process improvement

Clear expectations of

required investments

and competencies

Readiness to adopt

and practice

repositioned

Education model

Partners commitment

to Anishinaabek

beliefs/principles/pract

ices

Activities

Complete survey to

determine

community needs &

interest

Obtain leadership

support

Develop &

Implement program

elements to

implement

immersion model for

school aged

children

Secure resources

and vested FN

partnerships to

contribute to

program

development &

repositioning new

education

model/framework

Outputs

-Survey completed in

January 2012; Final

report completed by

Dr. B. Pitawankwat

-Resolution from

UCCMM leadership

received

-MMAK immersion

start date confirmed

for September 2013;

two staff being

recruited for Teacher

and ECE

-Tuition based with

students remaining

on First Nations

Nominal roll or can

be on KTEI’s

nominal roll register;

Obtain and solicit

First Nation

partnerships for

resource sharing

Outcomes –

Phase I - 1-2 years

Strengthened &

increase in

partnerships for

MMAK in

developing and

implementing

language initiatives

Sufficient &

sustainable support,

revenues and

resources to

achieve language

revitalization

programming

An increase in

program enrolment

Increase in

community wide

support and

volunteers continue

to grow

Outcomes –

Phase II – 3-5 years

MMAK is financially

secure, sustainable

with wide spread

community support

Engagement in

MMAK initiatives is

valued by existing

and potential new

families who choose

to participate

The impact of MMAK

is well documented

through accredited

research and will

positively contribute

to increasing

academia in

language learning

and acquisition

Increase in new

conversational

speakers of Ojibwe

DRAFT DRAFT DRAFT DRAFT

Mnidoo Mnising Anishinabek

Kinoomaage Gamig



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• https://vimeo.com/109299179

https://vimeo.com/109299179

Language Acquisition, Academic Achievement,

Self Esteem



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0

1

2

3

4

5

6

7

Function Level

(Beginner 1-4)

Accuracy Level

(Beginner 1-4)

Willingness to speak (1-

6)

Pride (1-6)

2014 First Years

2015 First Years

2015 Second Years

0

1

2

3

Awareness of Self and Environment

Social Skills and Learning

Approaches

Cognitive Skill Language and Communication

Fine Motor Gross Motor

2014 JK

2015 JK

2015 SK

MMAK ELK Immersion



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MIIGWECH

www.ktei.net



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Documents

November 18, 2015 Life Long Learning & Systems …education.chiefs-of-ontario.org/upload/documents/resources/other... · Q3 Q4 -2012 TOTAL FOR ... Grade 11 (17-24 Credits) 5 1 2 Grade