Indigenous Education Advisory Committee

Committee Members: Cortnee Goure, Jann Tooshkenig, Kylie Bressette, Robin Isaac, Neva Isaac-Sands, Leighann Isaac, Cedric Isaac, Sandra Isaac, Vicki Ware, Beverly Bressette, William Tichenoff, Cherish Sands, Barry Milliken, Debbie Milliken, Shelly Duben, Adrianna Grellmore, Bella Round, Jen Morrow, Kelly Tremblay, Mike Giroux, Jamie Soulliere, Kristina Murphy, Kathy Culverhouse, Robert Walicki, Aysha Holland

Regrets: Jann Tooshkenig, Robert Walicki, Kelly Tremblay, Kylie Bressette, Robin Isaac, Vicki Ware, Beverly Bressette, William Tichenoff, Cherish Sands, Adrianna Grellmore, Bella Round

Minutes

1. Opening Prayer & Welcome to the Territory - Deb and Barry Milken
2. Welcome and Introductions - Cortnee Goure
3. Review and Approval of Minutes Dec 13, 2024 - Jen Morrow
   Motion to approve, by Shelley Duben, seconded by Aysha Holland.
   
4. Review of Agenda and Approval - Jen Morrow
   Motion to approve, by Shelley Duben, seconded by Aysha Holland.
   
5. Updates from SCCDSB - Cortnee Goure

   1. SCCDSB 2024-2025 Year in Review - Cortnee reviewed the information from the previous school year, highlighting the successful EQAO results; developing the name of the group (Bimi Akiiwan); as well as pictures of many of the events that took place throughout 2024-2025

   2. SCCDSB 2025 - 2026 Year in Progress - This year began by professional development with the wellbeing team and special education department; there are also photos and information from events that have already taken place to date this school year

   3. Indigenous Education Framework
      Neva shared information about her role at SCCDSB, as the Egnowenmaad, she is serving 2 roles, supporting at elementary and secondary schools; sits with both leadership groups at the secondary schools; she also supports as Social Worker, addressing referrals as needed, including navigation support for families; there are regular community of practice meetings with the team.
      Bimi Akiiwan - Cedric shared how he works with the youth; the name Bimi Akiiwan was developed because of connections to land-based learning, as protectors of the earth; they share different teachings and cultural knowledge to the students; there is also teaching of residential schools; this group keeps the teaching strong and enables Indigenous peoples to stand as one people; passing down Grandfather teachings, music, poetry, stories.
      Board Action Plan Goals - Cortnee shared that one of the goals is Indigenous Language Revitalization, which has not been supported fully at this point; we are going to move forward with hiring a second Egnowenmaad, 2 graduation coaches, as well as the creation of a new role to support language; 5 educational assistants to support youth in partnership with classroom teachers/ student success teachers; the framework has been updated to include these new roles

   4. Review from June 2025 Community Partners' Gathering: Barry Milliken & Cortnee Goure
      Participants were asked to share feedback which helps to inform the Board Action Plan. Feedback shared today included: access to community spaces; ongoing professional learning opportunities for staff; appropriation vs. appreciation; using the language to describe the way of thinking/ First Nations world views are shared as well; the development of a framework supporting students to return to education if they have missed numerous days of school (Indigenous youth framework of learning) e.g. 10 days of ceremony after the loss of a loved one - need to work with schools to support this.
      Everyone is encouraged to follow up with additional ideas by reaching out to Cortnee or add items to the document

   5. EKAN Professional Development Series & Indigenous Influencers Series Cortnee Goure
      50 members of the Wellbeing Team and Special Education participated in EKAN, connecting across communities three times; continue to act in cycles of reflection; some of the feedback received was shared with the group.
      The Indigenous Influencers posters were displayed for everyone to view; there is also a document that was created by OCSTA that is linked here for review. There are 59 posters that showcase heroes and positive stories across multiple disciplines (science, sport, art, medicine, etc.); there are many local influencers in the series as well.
      Mike shared that they post these in their hallways and students regularly interact with them. The booklets include the Catholic Graduate Expectations as well.

   6. Youth Leadership, Pathways and Language:
      

      1. Youth representative: Aysha Holland - attends UCC; connects with Neva and Leighann regularly, as they are very supportive of her and pushes her to do things that she didn’t realize that she could do; they are all helpful in her growth as a student and as an Anishinaabeg woman; a highlight would be going to Western University - this inspired her.
      2. Neva Isaac-Sands: Egnowenmaad, Caring for Others' Wellbeing - the 2 youth groups in elementary, begin with Anishinaabemowin greeting to know their clan and their community; they practice saying their spirit name; the biggest piece is their identity and connecting to their culture; Neva also has auntie time with students at secondary school, bringing culture to the youth; everyday is something new; there will be a second Pow Wow for UCC - the first one had a very positive reception; the youth began to talk about it and are wanting to plan it; some of the youth indicated that they would like their own regalia so that they can dance; today they began making necklaces with bone and beads; the designs on your regalia represent your story, your nation, your spirit name; these young people are showing the Grandfather teachings through their actions; the youth are leading and the team supports them; connection is key; building community is important; seeing much success in the graduates that have gone on before them; see a need to expand auntie time across all schools.
      3. Leighann Isaac: Graduation Coach for Indigenous Youth - helps to guide the youth spiritually (what does their spirit tell them about who they are); gets them to focus on who they are and where they want to go; Indigenous people are very hard on themselves and she sees this in the students; her goal is to break these cycles and focus on their successes and worthiness; lots of encouragement; focus on Grandfather Teachings - love yourself, respect yourself, honour yourself and be humble enough establishes the foundation of self.

   7. Mike Giroux: Indigenous Education at St. Elizabeth
      Mike is entering his second year at St. Elizabeth; he shared some highlights from last year; there are many things to celebrate; the learnings have allowed the students feel seen and safe in the school; they feel a sense of community; Mike hopes to focus on fostering students giving back, he recognizes that the work has to extend beyond the activities and big events; the murals are living parts of the school; this year the school intends to focus on kindness and wellness; food program; land acknowledgement and a continuation of guest speakers, art lessons, lacrosse, monthly assemblies recognizing students that demonstrate/ exemplify the Grandfather teachings.
   8. Kelly Tremblay: Indigenous Education at St. John Fisher
      The youth have helped to decorate the gathering space in the library, the feathers have their names and their clan; another board is focused on language; they continue to add to these displays; the staff also participate in these and interact with the boards; the students are very engaged in activities (e.g. creating shakers, bead weaving, etc.), they encourage one another and it is a very positive experience
6. Updates from Committee Members
   Leighann suggested expressing gratitude after saying the land acknowledgement, thanking the land and the life that it gives us (e.g. the food that it provides); make connections for the students, and how the land connects to them.
   Shelley is currently working on the Education Service Agreement with SCCDSB; learning about the position, the culture; Shelley is bringing her experience in Education as a Superintendent and how that knowledge fits in.
   Kris is part of the Kidwin Zhiingwaak group; grateful that the NBE course was launched and to see the support that is available to the students.
   Aysha shared her own experience of working through anxiety and low self-esteem; Kidwin, as well as the support of Cortnee, Leighann and Neva has enabled her to be confident.
7. Motion to end the meeting: Aysha Holland, seconded by Leighann Isaac