United Chiefs
Councils Mnidoo Mnising
the
&
Spring
2014
$1.00
of
FN Policing – A Peacekeeper perspective
By Rodney Nahwegahbow,
it became known as the UCCM Anishnaabe Peacekeeper Unit. This was in
Chief of Police
UCCM Anishnaabe Police is a response to the increased demands for
progressive First Nation Police Service community services, justice integration
established in 1995, which provides and other community programs. The
policing services to six member First need for inmate escort duties continNations Communities
ues, but the UCCM
of the U.C.C.M.M.
Police pursued the
long term objective of
Tribal Council on
benefits of proactive
Manitoulin Island.
policing. Although
With a total of 18
proactive policing is
sworn officers, 4
not a new concept,
Peacekeepers and
UCCM Police believe
5 civilian staff, the
it comes naturally for
UCCM Anishnaabe
Police delivers a proacmembers of its new
Peacekeeper Unit.
tive and culturally senPeacekeeper, Victor
sitive policing service.
Guided by the
Pitawanakwat, the
UCCM Police Serlongest standing
vice Commission, a Peacekeeper Victor
member of the
governing body which Pitawanakwat
UCCM Anishnaabe
is represented by the
Peacekeeper Unit,
member First Nations,
joined the service in
the UCCM Anishnaabe Police delivers January 2005 under a program initieffective and efficient policing while ated for the Manitoulin Joint Forces
protecting the communities they serve Offender Transport Agreement. That
in a culturally sensitive manner.
partnership is still in place today and
In 2010 UCCM Anishnaabe Police is an agreement between the Manitoreclassified the duties of the UCCM ulin OPP, Wikwemikong Tribal Police
Police Offender Transport Officers and and the UCCM Police Services. The
Inside UCCMM News
EDIBLE WILDS:
“Back to our
Roots”
KTEI
Celebrates
20th!
See Page 5
See Page 6
mandate of the Manitoulin Offend- takes pride in.
er Transport Unit is the safe escort
Peacekeeper Pitawanakwat has
of inmates to and
from District Jail in
Sudbury to court on
Manitoulin Island.
During a recent
visit with Peacekeeper Pitawanakwat he explained his
priorities is being
a grandfather and
spending time with
his grandchildren.
Other passions
include learning traditional ceremonies,
dancing as a traditional dancer and
now to be attending
his third Sun Dance
teaching this summer
in Ottawa. Being a
traditional dancer
has helped Peacekeeper Pitawanak- Peacekeeper Victor Pitawanakwat in his traditional
wat represent the outfit
UCCM Police at the
local pow-wows in a more effective and witnessed firsthand the impacts that
cultural way and that’s something he addictions and violence has on the
FN Policing continued on page 5
The Good Food
Box Program
See Page 10
Page 2
UCCMM NEWS
SPRING 2014
UCCMM TRIBAL COUNCIL
1110 Hwy 551, P.O. Box 275
M’Chigeeng, Ontario, P0P 1G0
Tel: (705) 377-5307
Fax : (705) 377-5309
Mental Health and Addictions Services
Integration Strategy Update
Concerns for people who are
challenged by mental health and
addictions issues and the access they
have to local services are what drive
this project forward. It is not so much
order to fit the system! We are doing
this in a couple of ways…
• Inclusion of youth and young adult
voices (ages 16-24) and Elders
and traditional knowledge keep-
through the implementation of
a “Hub” of Services. The Hub
service providers and resources
will come from UCCMM affiliate services such as:
Youth Service Providers from Mnidoo Mnising and neighbouring communities who participated in training
“Self-Injury Behaviour in Youth – Issues and Strategies” on May 5 and 6th, 2014 in M’Chigeeng. Partners include
Noojmowin Teg Health Centre and Raising the Spirit Mental Wellness Team.
that community members do not know
what services exist, but for reasons that
are all their own, they do not access
them. Sometimes, this can be frustrating for those offering services;
however, it is not about a particular
agency or service provider. What it is
about is creating services that will be
used by those who need them most.
This is a Systems Change approach.
This approach dictates that Systemic
changes (or more simply - the way we
do things) are the focus of change in
order to meet the needs of the people
versus expecting people to change in
ers in the planning and development of programs and services in
an advisory capacity for Maamwi
Naadamadaa. Youth Rep postings
were put out at the beginning of
May 2014 with an application
deadline of May 28/14.
• Planning and delivery of
services from a Culturally
restorative perspective – holistic approaches that encompass
a proactive approach to offering
and providing services to those
who need it most (identified
as acute and/or elevated risk)
√ Education – Kenjgewin Teg
Educational Institute
√ Child and Family Services
– Kina Gbezhgomi Child and
Family Services
√ Health – Noojmowin Teg,
Mnaamodzawin, M’Chigeeng
√ Policing – UCCM Police
Service
√ Justice – UCCM Justice
√ Culture – UCCMM Lands
and Resources, The Elders
Council and The Ojibwe
Cultural Foundation
√ Mnidoo Mnising Employ-
ment and Training
Community and Provider focus
group discussions will be held
over the summer. Please watch
for more information so you can
learn more about this and offer
your input.
• Cross-Sectorial Capacity Building
Initiative – We know that often, by
the time someone is ready to get
help for mental health and addictions issues, they have been suffering for a long time. This is due
in large part to the stigma around
mental health issues. However,
sometimes people have reached
out but they were not helped in
the way they needed. That is why
we have established the Mnidoo
Mnising Child and Youth Services
Providers Network. This network
includes people who work in our
communities in health, recreation,
child and family services, housing, justice and youth services as
administrators, managers, youth
workers, mental health clinicians,
probation officers, case managers,
elders, school counselors, nurses
etc., so that regardless of where
people go for services, they will
be helped and guided to the right
path for the right services.
For more information or to discuss
your ideas, please feel free to give me
a call or send me an email.
Miigwech.
Daughness Migwans, Gwekwaadziwin Project Coordinator
UCCMM Tribal Council Office,
M’Chigeeng, ON
P0P 1G0
PH # 705-377-5307
Email: [email protected]
Check out our website at www.
uccmm.ca
SPRING 2014
UCCMM NEWS
Page 3
UCCMM TRIBAL COUNCIL
1110 Hwy 551, P.O. Box 275
M’Chigeeng, Ontario, P0P 1G0
Tel: (705) 377-5307
Fax : (705) 377-5309
Home maintenance schedule: Heat Recovery (HRV) Maintenance
I’m guessing that “air to air heat
recovery maintenance” may not be on
your to-do list for the season, but it
probably should be.
Your furnace filters need
to be changed or cleaned
every month. You clean
your dryer lint trap regularly,
those dust bunnies in your
refrigerator and freezer coils
need regular control--every
appliance that moves air can
get plugged with dust, lint, animal hair,
and all manner of other airborne goo.
Your HRV, is not an exception to this
rule of appliance maintenance.
HRV Exchanger
Function
Heat Recovery Ventilator (HRV) act
as heat exchangers to pull stale air out of
your home and bring fresh air back into
your home, all while moving the thermal energy from the outgoing air
stream and depositing that energy into
the incoming stream.
The HRV allows us to have fresh air
in our homes economically.
The positive effects of a
working HRV will address
window moisture issues to
vanish, cooking smells lingering in homes for a couple
of hours rather than for
days, and the whole house
will feel more comfortable
and less drafty.
In order for your HRV to run smoothly it will require a little TLC.
Cleaning the Heat
Recovery Ventilator (HRV)
Cleaning our HRV air exchange core
was pretty simple. Following the manual
that came with our unit, but
you can easily
vacuum the inside of the cabinet and
remove the heat exchanger core and air
filters.
The core and air filters are cleaned in a
tub of warm water, and then get a rinse
with fresh water and a few hours in the
sun to dry. The two outside
intake and exhaust vents must also be
cleaned to ensure the units runs in balance.
Reassembling the whole takes less
than a minute.
Important Points to
Remember
Be sure to follow the manufacturer
cleaning instructions for your make and
model.
Some heat exchange cores may not be
approved for water submersion and will
need to be cleaned another way.
HRVs drain lines and desiccant wheel
must be cleaned and be free of debris as
recommended by your specific manufacturer.
College and university programming - our
campus is conveniently located in M’Chigeeng.
We also have a Contact North site – if you don’t
see the program you are looking for.
To Register Contact: [email protected]
Academic Career Entrance Certificate (FT 1 year)*
Personal Support Worker Certificate (FT 1 year)*
Transitions to University 24 credits+ (FT 1 year)*
Anishnaabemowin Immersion Certificate (PT 1 year)*
Mental Health & Addictions Diploma (FT 2 years)*
*Programs pending funding and enrolment
Call Today 705-377-4342
SPRING 2014
UCCMM NEWS
Page 4
UCCM ANISHINAABE POLICE
5926 Highway #540, P.O. Box 332
M’Chigeeng, ON, P0P 1G0
Tel: (705) 377-7135
Fax: (705) 377-5583
New Community Student Constable hired under Wage Subsidy Program
Andrew Debassige, a member
of the M’Chigeeng First Nation was
recently hired as a Community Student Constable. Andrew started his
employment with the UCCM Police
Service on May 12, 2014 through the
Targeted Wage Subsidy Program with
the M’Chigeeng First Nation Local
Delivery Mechanism.
The Targeted Wage Subsidy Program is designed to provide on-the-job
training for members who encounter
employment barriers and to provide
opportunities for these individuals
to enter their preferred labour force. The
M’Chigeng L.D.M.
provides a subsidy to
create employment and
enhance employability
by providing financial
assistance up to 75% of
wage rates, benefits, and/
or training costs.
Andrew’s duties will
include, assisting the Andrew Debassige, UCCM
Anishinaabe Communty
police organization in
Student Constable
successfully meeting
its’ vision of community wellness through
creating partnerships,
linkages. As well as
working closely with
the Peacekeeper Unit,
building relationships
with community partners and building trust
with both offenders and
victims within a cultural context. Lastly, is to
encourage and support
the use of available
UCCM Anishinaabe Police: Operational Updates
service providers and use of cultural
resources to help build healthier and
safer communities for the long term.
Andrew is a recent graduate of the
Police Foundations Program through
Canadore College and also attended
the Canadian Armed Forces – Black
Bear Program. He is looking forward to the experience with UCCM
Anishnaabe Police as this is his desired
career choice. With his energy and
positivity, he will definitely be an asset
to the UCCM Police Service Team!
New Operational Sergeant
al capacities of our police service. He officers, UCCM Police are imple- Receptionist
The UCCM Police is proud to will supervise and coordinate activi- menting a new data entry position.
To allow Robin to move into this
announce a newly appointed Opera- ties of frontline officers and personnel This position will involve transcribing new role, UCCM Police Service has
tional Sergeant. Operational Sergeant engaged in providing services within notes to the Police Records Manage- hired a new Receptionist. Ms. Ann
Brad Mack
the police service.
ment System
Ziegler will
started on
This position will
be starting
(RMS), as well
his new role
also allow Serher ne w
as continuing
on
May
geant Mack to
position
with the completion of Crim1st, 2014.
engage in more
on
June
inal Reference
This will
community
2, 2014.
and Vulnerable
mean that
policing; foster
Ann is a
public and media
Sector ScreenU C C M
very posirelations and
ing Checks.
tive person
Police will
Robin George
to manage and
who comes
now have
investigate public
will move into
highly recthree Sergeants,
complaints.
ommended!
the data entry
She brings a
which will Brad Mack, UCCM
Be sure to stop Robin George, UCCM
position. She Ann Ziegler, UCCM
great deal of
i n c l u d e Anishinaabe Police Service's in and congrat- Anishinaabe Police Service's is very familiar Anishinaabe Police Service's
Operation- new Operational Sergeant.
ulate Sergeant new Systems Coordinator.
with the RMS new Receptionist.
administraal Sergeant,
system and we
tive experiBrad Mack on
Brad Mack, Sergeant Heather Debas- his new position!
are confident she will assist the front- ence. Be sure to welcome her as well.
sige and Sergeant Kelly Endanawas
line officers greatly, while allowing
(frontline supervisors).
them to have more patrolling time in
Systems Coordinator
Sergeant Mack will work to address
Also, in our effort to provide addi- the communities.
improved supervision and operation- tional support to the frontline police
SPRING 2014
UCCMM NEWS
Page 5
UCCM ANISHINAABE POLICE
5926 Highway #540, P.O. Box 332
M’Chigeeng, ON, P0P 1G0
Tel: (705) 377-7135
Fax: (705) 377-5583
FN Policing – A Peacekeeper perspective
...continued from page 1
First Nations people and readily
admitted his desire to help. His career
moved naturally in the direction of
Community Programs and cultural
awareness as a means of reaching the
youth. Since additional Peacekeepers
were hired, Peacekeeper Pitawanakwat
has shared drug awareness education
with other Peacekeepers in programs
such as Walking the Path Program and
Drug and Alcohol Resistance Education Program (D.A.R.E).
When Peacekeeper Pitawanakwat
was asked how he was influenced in a
positive way by the people in conflict
with the law he said, “I’m not one to
OSPCA Training
There has been a growing need for
training under the OSPSA (Ontario
Society for the Prevention of Cruelty
to Animals), with increased calls and
public awareness.
In early May 2014, OSPCA provided training to the frontline police
constables to enhance their training to
help identify animals in distress. Growing needs for this issue have increased
and this important training will assist
officers in utilizing certain statutes as
they pertain to the prevention of cruelty to animals. OSPCA always stresses
education before enforcement.
It was a great opportunity to build a
relationship with the OSPCA.
judge anybody because I didn’t walk
in their shoes. I would rather listen
and it feels good to hear from them
how my listening helped break the
stereo-types often placed on police.”
Peacekeeper Pitawanakwat also feels
there is a need in his role to help guide
the youth through cultural ceremonies such as sweats and other cultural
events. He also expressed his gratitude
for the partnerships and opportunities arranged through the UCCMM
Community Justice Program which
has allowed him to work with youth
who have been in conflict with the law. Special Constable Pitawanakwat
The UCCM Anishnaabe Peacekeep- engaging youth in traditional
er Unit has helped address the lack of filleting of fish.
police and community programming
but the lack of specific funding in the
existing police agreements continues
to place First Nation Police at a disadvantage.
The work for the Peacekeepers has
only begun; the impact of teaching
the youth today is a way of reaching
the future. Although the primary
responsibilities of Offender Transport
continue today, the UCCM Anishnaabe Peacekeeper Unit has dedicated
their efforts to better serve their communities in the new innovative way
that promotes culture, community and
restorative justice.
Anishinabemowin
Immersion
Program
Fall 2014
Operations Sergeant Brad Mack (left), and Chief of Police Rodney
Nahwegahbow (right), thank OSPCA Representative for recent training on
prevention of cruelty to animals.
Page 6
UCCMM NEWS
SPRING 2014
MNAADMODZAWIN HEALTH SERVICES
48 Hillside Rd., Postal Bag 2002
Little Current, ON P0P 1K0
Mnaamodzawin Home Care Program
Boy, it was a long cold
winter, I’m sure that we are
all glad to put behind us. The
seniors are looking forward
to the warm summer months.
Our program has been busy
planning socials for the seniors
for the upcoming months.
Each community will be hosting a social, which provides an
opportunity for the seniors
to socialize and interact with
their neighbouring communities.
We had 2 socials already for this year.
On April 17th, the PSWs put together
a colourful, Hawaiian Social at Aundeck Omni Kaning Elders Centre.
The hall was nicely decorated with
Hawaiian flare: palm trees, torches,
colourful fruits and cocktails filled
the room. Everyone in attendance
(27 in total) was in Hawaiian attire
with leis, straw hats and grass skirts
that swayed to the music. They had so
much fun playing the relay type games.
The first station was a Hawaiian word
search, and the
2 teams that
found the
most words,
got to move
to the next
station, which
was the flip
flop toss (this
game really
brought on
lots of laughter).
After
Tel: (705) 368-2182
Fax: (705) 368-2229
this station was completed, they
moved on to the Hula Hoops (you
cannot have a Hawaiian party without
hula hoops). This was a little tricky
for them, but they did attempt to try
and shake their hips to keep the hula
hoops from falling. The final station
was the scavenger hunt – they really
got into this as they looked like little
kids searching for candy. The seniors
showed great sportsmanship. After
the games they were ready to sit down
and dine, to satisfy their taste buds with
a meal prepared by the PSWs. This
was a wonderful and colourful event
to welcome “spring”.
The second social was hosted by Sheguiandah, on May 13, 2014. It was
an extra special day because we were
“Honouring the Moms” from each
community. Even the weather, a big
downpour of rain, couldn’t keep the
seniors away. We had 32 seniors who
were ready to party and socialize. They
HOME CARE continued on page 7
EDIBLE WILDS: “Back to our Roots”
Edible Spring/Summer Plant: DANDELIONS
The dandelion might be the most plentiful and
easily found edible plant in our area, if you can be
assured that they are free from pesticide. Young
leaves, flowers, and the unopened flower buds of
dandelions are excellent for cooking. Soy sauce
compliments the natural taste of dandelion leaves
quite well. The flower buds and flowers are much
less bitter than the leaves, and are well suited for
stir frying. Roots are best when collected in spring/
autumn, peeled, sliced and cooked in 2 changes of
water with a pinch of baking soda. Roots can be
roasted as a coffee substitute.
The best part of cooking with dandelions is
having a seemingly endless supply in the back yard.
A serving of dandelion greens contains the same amount of calcium as half
a cup of milk. They are also rich in vitamin A, C, E, and B-complex, as well
as iron, calcium and potassium.
Dandelion Fritters Recipe
4 cups of fresh picked (washed) dandelion flowers
2 cups flour
2 eggs
2 cups milk
•Mix the milk, flour and eggs and beat until blended well.
•Warm some olive oil in a skillet on the stove (keep
at medium heat).
•Holding the underneath of the flowers, dip into
the batter until totally covered in the fritter batter
then place into skillet, flower side down. (you can
keep part of the stem on for the kids to enjoy as
a holding stick)
•Once they are brown, flip and brown the other
side. If need be, continue flipping until the batter
coating is light brown.
• Remove from oil and allow excess oil to soak onto a towel or paper
towel.
• Eat plain or drizzle with maple syrup, honey, or even roll them in
icing sugar while they are still warm.
• Be creative – add your favourite spices or herbs to the fritter batter!
SPRING 2014
UCCMM NEWS
Page 7
MNAADMODZAWIN HEALTH SERVICES
48 Hillside Rd., Postal Bag 2002
Little Current, ON P0P 1K0
Tel: (705) 368-2182
Fax: (705) 368-2229
Measles Outbreak now spread to this area: Are You Protected?
Now that the Canada-wide Measles Outbreak has spread very close
to home, it is very important that
everyone ensures that they and their
families are fully vaccinated against
this very contagious and potentially
serious illness.
If you have had Measles disease, or
were born before 1970, (i.e. prior to the
measles vaccine being widely available)
it is presumed that you were exposed
to the measles virus, also known as
‘wild measles’, either from getting ill
yourself with the measles, or having
contact with someone else who had
the measles. Both of these scenarios
would have stimulated your immune
system to develop
antibodies against
the illness, which
should give you
protection if you
were in contact
with the virus
again.
For those born
after 1970, it is
recommended
that you receive 2
‘MMR’ injections
United Chiefs and Councils of Mindoo Mnising
Anishinabek Language Declaration
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.
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 effective
measures to ensure that this right is protected, and will ensure that
individuals employed in the United Chiefs & Councils of Mnidoo Mnising
territory will perform and provide all work and service functions in their
ancestral language by the Year 2030.
The Anishinabek of the United Chiefs & Councils of Mnidoo Mnising
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.
In the United Chiefs & Councils of Mnidoo Mnising 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.
____________________________________________________
CHIEF CRAIG ABOTOSSAWAY
AUNDECK OMNI KANING FIRST NATION
____________________________________________________
CHIEF JOE ENDANAWAS
SHESHEGWANING FIRST NATION
____________________________________________________
CHIEF JOE HARE
M’CHIGEENG FIRST NATION
____________________________________________________
CHIEF FRANKLIN PAIBOMSAI
WHITEFISH RIVER FIRST NATION
____________________________________________________
CHIEF ORVILLE AGUONIE
SHEGUIANDAH FIRST NATION
____________________________________________________
CHIEF IRENE KELLS
ZHIIBAAHAASING FIRST NATION
____________________________________________________
ON BEHALF OF UCCMM ELDERS
GORDON WAINDUBENCE
____________________________________________________
DATED AND SIGNED AT
WHITEFISH RIVER FIRST NATION
(which contain all 3 Measles, Mumps
& Rubella antigens in one small injection). Normal
practice is that the
first MMR not be
given until a baby
is 12 months old,
however if a baby
is believed to have
been exposed to
Measles, or at risk
of being exposed
the shot can be
given as early as
9 months. Prior
to August of
2011, the second MMR was given at
18 months, but since Aug. 2011 it is
now routinely given at 4-6 years. It
is advised strongly that these shots be
given as close to the 4 year birthday as
possible to get these young children
protected as early as possible.
If you are unsure whether or not
you have had your 2 MMR’s, please
contact a Community Health Nurse
at your health centre or other Health
Care Provider, and review your immunization history with them. If your
immunization history is not known,
and you were born after 1970, then it
is advised to begin the MMR series as
soon as possible.
For more information on Measles,
please see Public Health Agency of
Canada website: www.phac-aspc.gc.ca/
im/vpd-mev/measles-rougeole-eng.
php
...continued from page 6
played bingo, however not your usual
style of bingo, this game had a twist
to it, as they used
a deck of cards
to play. Eleanor
Debassige, Diabetes Educator,
was also on hand
to demonstrate
simple ball exercises that were geared
for seniors, such
as: proper sitting
posture, and ankle
and hand exercises. The final
game played was
a “memory game”
which is a good
exercise for the
brain (mental aerobics). The object
of the game is to memorize items that
were put on a tray (we had 21 items)
and write down as many of the items as
possible. This is a great memory exercise that can be played anytime with
your grandchildren. After the games,
everyone was ready for a delicious meal
that was prepared by the PSWs. Once
again, the PSWs did an awesome job
in preparing the meal to satisfy everyone’s appetite.
In the end, the
“Moms” were
presented
with colourful carnations
to take home
with them.
The smiles
on their faces,
was evidence
that this was
another successful social.
Keep an
eye out for
posters of our
upcoming
events! The
next social will
be hosted by Whitefish River on June
17th. Other dates to remember are:
July 17th - the Annual Elders Picnic
at Serpent River, and then on August
20th, we will be celebrating our 5th
Soaring Through the Years Symposium.
Mnaamodzawin Home Care Program
Fall Harvest - Sept. 25, 2014
Page 8
UCCMM NEWS
SPRING 2014
KENJGEWIN TEG EDUC. INST.
374 Highway 551, P.O. Box 328
M’Chigeeng, ON, P0P 1G0
Tel: (705) 377-4342
Fax: (705) 377-4379
KTEI Celebrates 20th!
By Kelly Crawford
They treat everyone involved with kind- taking anishinaabemowin immersion. I stories took place. The KTEI current
Board of Directors includes: ChairperM’Chigeeng First Nation - Ken- ness,” said Kristan Panamick.
am so glad to be here.”
jgewin Teg Educational Institute cele“Before I wasn’t able to live and be
“To the youth, utilize this…use our son Anna-Marie Abitong (Sagamok
brated their 20th anniversary on May who I wanted to be. I found out that education places. I support anything and Anishnawbek), Carlene Assinewai
29, 2014.
life is a beautiful journey,” commented everything you are doing,” said Deputy (Aundek Omni Kaning First Nation),
Bill Antoine (Zhiibaahaasing
“Our vision is to inspire students to find their gifts to sucFirst Nation), Carol Aguonie
ceed in the world. Today we train
(Shequiandah First Nation),
upwards of 150 students a year
Charles Shawanda (Whitefish River First Nation), Ken
whether it is full-time or parttime, post-secondary or trainNeegan (Constance Lake First
ing opportunities,” explained
Nation), Tammy Hardwick
Stephanie Roy, Kenjgewin Teg
(Sheshegwaning First Nation)
Educational Institute Executive
and Charlene Corbiere (M’ChiDirector. “We are dedicated to
geeng First Nation).
life-long learning by providing
Additional 20th anniversary
Anishinaabe community-based
celebration activities included
raising the Anishinabek Nation
approach to education, training
and business support services
flag, creation of KTEI family
and opportunities. Our student
tree, KTEI Tour and a celebrasuccess means not only our
tory round dance. Kenjgewin
communities success, not only
Teg Educational Institute is
Manitoulin Island’s success but
governed by a Board of Directors
our Nation's success. We believe Left to Right: KTEI founding and current board members - Ken Neegan (Constance Lake First consisting of eight First Nation
our children will be continuing Nation), William Antoine (Zhiibaahaasing First Nation), Jean McGregor-Andrews (Whitefish
community representatives in
on and holding the torch to the River First Nation), Don Cada (Sheshegwaning First Nation), Anna Marie Abitong (Sagamok the Manitoulin-North shore
Anishnawbek), Chief Joe Hare (M’Chigeeng First Nation) and Lewis Debassige (M’Chigeeng
area and is centrally located in
realization of nationhood.”
First Nation).
M’Chigeeng First Nation on
Master of Ceremonies, Chris
Manitoulin Island – Mnidoo Mnising.
Grand Chief Glen Hare.
Pheasant, entertained the over 135 par- Sheldon Migwans.
ticipants by facilitating a gathering full
“We are celebrating the 20th anniverIn addition to the recognition of In the Ojibwe language, “Kenjgewin
of laughter and emotion. During the sary of KTEI but the work to establish founding members, acknowledgement Teg” means “a place of knowledge”.
celebration, current and past students this organization started much earlier, of the dedicated current Board of
shared some of their experiences at maybe as early as 1980 or 1970. The first Directors and sharing of student success
KTEI.
band operated school in Ontario was
“I’ve been a successful student for 4 M’Chigeeng, explained one of KTEI
years and for that I would like to say founding members, Lewis Debassige.
Chi-Miigwetch to all the staff and my Debassige shared his contribution to the
mentors along the way!” These were development and nurturing of a system
words from Cyndil Corbiere, who has based on best practices. “We have people
successfully graduated from the high good enough and qualified enough to
school program, Native Early Child- teach our own people our way.”
hood Education program, and the
Debassige was one of seven original
pilot first year University Transitions founders that were recognized. Foundprogram.
ers included: Mr. Herman Green, Mrs.
“I am not even from this community Jean McGregor-Andrews, Mr. Donald
and I felt at home when coming into Cada, Mrs. Carlene Assinewai, Ms.
KTEI. Anytime I have needed to talk Marie Eshkibok, Mr. Lewis Debassige
to anyone, KTEI Elder Josh Eshkawk- and the late Ms. Beatrice George.
ogan was always there for me,” said
“We have to shape our own educaDante Danville, of Sheshegwaning First tion. The kind of education that our
Nation.
young people need,” said Chief Joe MMAK Students listen attentively to the speakers. Front: Brian Bisson &
“I am proud to say I am a student at Hare, M’Chigeeng First Nation. “We Giiwednong Fox Back: Niomi Tomaselli, Sara Marie Wassegijig & Preston
KTEI. To me KTEI stands for kindness. saw young people here today that are Riberdy
Page 9
UCCMM NEWS
SPRING 2014
KENJGEWIN TEG EDUC. INST.
374 Highway 551, P.O. Box 328
M’Chigeeng, ON, P0P 1G0
Tel: (705) 377-4342
Fax: (705) 377-4379
Shkagamikwe G’basen Miginaa Wii Naadmaagaasad
“Mother Earth Needs Our Help!”
By Kelly Crawford
M’Chigeeng First Nation Kenjgewin Teg Educational Institute
hosted an Earth Day Teach-in on April
22, 2014.
“Use teachings every day to protect
resources. We as people have to be
vocal about the importance of water,”
explained Josh Eshkawkogan, KTEI
Elder in Residence.
Shkagamikwe G’basen Miginaa Wii
Naadmaagaasad “Mother Earth Needs
Our Help!” was the focus for the teachin that opened a dialogue on the importance of our relationship with Mother
Earth, myths and truths about fracking,
and our spiritual connection to land.
Guest Speakers included Josh Eshkawkogan (KTEI Elder in Residence),
Gordon Waindubence (KTEI Traditional Knowledge Faculty Member)
Art Jacko (UCCMM Lands and
Resource Manager), Mike Wilton
(President Algonquin Eco Watch
industry on Mother Earth.
“Let’s not frack around with it!
Water is our most precious heritage,”
explained Mike
Wilton, Algonquin
ECO Watch Group.
“The whole island
is potential as far as
fracking is concerned.
Don’t let anyone tell
you that Manitoulin
Island is at no risk
for fracking.” Wilton
explained that fracking damages ground
water, “If we damage
the ground water, we
have nothing.”
Dr. Shirley Cheechoo, Internationally Acclaimed
Lakeview Grade
Filmmaker and Artist, answers questions about her
film, “Pikutiskwaau” (Mother Earth during the Q & A at 8 Teacher Connie
Freeman asked, “Is
KTEI's Spring Teach-In.
there a safe way to
in just over 70 participants to discuss frack?” Wilton responded, “I don’t
the potentially devastating impacts of believe there is. I would have to be
convinced of this …so in a word, no.”
Teach-In participant and Lakeview
student Cassandra Bisson commented, “The whole of Manitoulin Island
is basically frackable.” Bisson feels it is
important for students to learn about
these issues so they can help to make
change. “If we have knowledge we can
share with our parents. If we know a lot
about it we can do something about it.”
Shirley Cheechoo shared a screening
of her film, “Pikutiskwaau” (Mother
Earth) The film inspired and connected with all participants. “I am so
impressed. It is a message that needs
to be heard,” commented Jeannette
Corbiere Lavell.
Cheechoo spoke to the crowd in a
question and answer period leaving a
clear message of the film, “If only we
would love this earth like we love our
mothers… healing would begin.” In
the documentary film “Pikutiskwaau”,
MOTHER ontinued on page 13
By Kelly Crawford
M’Chigeeng First Nation Students from Lakeview School
(M’Chigeeng First Nation), Shawanosowe School (Whitefish River
First Nation), St. Joseph’s Anishnabek
School (Sheshegwaning First Nation)
and Biidaaban Kinoomagegamik (Sagamok Anishnawbek) proudly displayed
over 30 exhibits/ booths at the KTEI
Regional Heritage Fair on May 5, 2014
at Lakeview School in M’Chigeeng
First Nation.
“I dance for my grandparents, my
health and my fitness,” explained Avery
Sutherland, Shawanosowe School,
Whitefish River First Nation. Sutherland along with classmates Ava Owl
and Carter McGregor were winners of
the Founder Award for their project on
traditional dance.
“I am really impressed with the quality of projects and how knowledgeable
the students are,” explained Wayne
Hugli, Ontario Heritage Fair Asso-
ciation Ontario Coordinator. “When to share their knowledge on Maple
they are looking for a topic they often Syrup. “We knew a lot about it. It is in
choose something close to home.” our heritage. I have my own sugar bush
Hugli believes
that connection
to self and topic
is key. “They learn
about themselves.
This is an opportunity to share
their story.”
Connection to
family and community inspire
topics but the
sharing of this
knowledge
empowers the
students to have Ava Owl, Carter McGregor & Avery Sutherland,
a better under- (Shawanosowe School, Whitefish River First Nation) winners of the Founder Award.
standing of self.
Also Winner of
the Founder’s Award, Dallas Corbiere so I could use my knowledge.” Corbiere
and Caleb Blackbird (Lakeview School and Blackbird developed a yakit video
in M’Chigeeng First Nation) decided describing the process of maple syrup
as an addition to their project.
Multicultural History Society Award
winners, Sarah Migwans-Bayer and
Caiylee Ense (Lakeview School,
M’Chigeeng First Nation) focussed
their project on the residential school
system, “It is intergenerational. It is still
affecting us. If we weren’t sent to residential schools we wouldn’t be speaking
English.”
Topics ranged from personal connection to the students connection to
knowledge. Jenna Visitor, Whitefish
River First Nation, focussed her project
on Ancient Egypt. “I decided to choose
Ancient Egypt because I wanted to
learn about hieroglyphics and inventions.”
The following were award recipients…
Best Overall Exhibit – Tara Hoppe,
Lakeview School
Ontario Women’s History Network –
Group), and Shirley Cheechoo (Internationally Acclaimed Filmmaker and
Artist). The free open event brought
KTEI Regional Heritage Fair – Showcasing Student Success!
REGIONAL ontinued on page 13
Page 10
UCCMM NEWS
SPRING 2014
KENJGEWIN TEG EDUC. INST.
374 Highway 551, P.O. Box 328
M’Chigeeng, ON, P0P 1G0
Tel: (705) 377-4342
Fax: (705) 377-4379
KTEI Science Fair 2014 – Students Celebrating Science!
By Evan Farquhar
SAGAMOK – Over 110 students from
Shawanosowe School (Whitefish
River First Nation), St. Joseph’s School
(Sheshegwaning First Nation) and
Biidaaban Kinoomagegamik (Sagamok
Anishnawbek) proudly displayed over
60 exhibits/ booths at the KTEI Science Fair on May 15, 2014 at Biidaaban
School in Sagamok First Nation.
“It was easy to see that students were
excited to share their projects with students, teachers and judges,” explained
numeracy resource teacher Christine
Hodgins. “It was evident that students
were learning from each other and
becoming
more invested
in their own
learning. This
event allowed
students to
research science projects
while inspiring students
to apply their
own creative
twists to really
make
the
projects their
own.
The
Primary Division Science Fair award winner
Ira Paibomsai demonstrating his “Ironman
Ira-Man” pully system with teachers Delma
Toulouse (left), and Beth Linder (right).
students were
very excited to
display their
projects.”
The exhibits
were judged
on the following criteria; initial
visual appeal,
demonstration
of science
knowledge
and skills,
originality
and approach,
explanation of project and effort. The
exhibits covered a wide range of scientific topics such as: the forces of nature,
plants and wildlife, electricity, gravity,
object density, bacteria and states of
matter.
“I felt the Science Fair was a great success” claims Ms. Beth Linder, Special
Education Resource Teacher from Shawanosowe School. “Our students spoke
about all the interesting projects they
were exposed to and the other pleasant
students they met during the day! The
atmosphere was orderly and spacious
SCIENCE ontinued on page 12
Student Profile - Dante Danville, Sheshegwaning FN
A.I.M.S. - GED Student
The Secret To Getting Ahead Is
Getting Started
Hi! My name is Dante, former AIMS Graduate and
soon to be, GED Graduate, as well!
I've always regretted not getting my high school
diploma, but, in order to get a high school
diploma, you must actually attend high school!! It
also involves hard work, perseverance, learning,
studying, and sacrifice. Having a strong support
team is important as well; something that I felt
was missing and ultimately caused me to rebel
against the system.
As the story goes, I lost focus early on; grade
seven to be precise. I had pretty much given
up on learning, and with very little guidance to
help me get back on track, I decided that maybe,
school wasn't for me. Instead, I thought that
going west at the age of sixteen to work on the
oil rigs was a better fit. I'd make lots of money
and I'd be set for life. I wouldn't have to worry
about my education. However, when that didn't
pan out, I found myself going from job to deadend job, all the while feeling I was going down
the wrong path. Something was missing. I was at
"the crossroads." I needed to re-evaluate my life
without an education.
The turning point in my life came about on a day
like any other day. I was dropping a student off at
the O.C.F., which, at the time, was hosting a new
program through KTEI which was dubbed "The
AIMS Program." At the time, I really had no idea
what the program was all about, but with time on
my hands, I felt that I should at least investigate
what was being offered. The moment I walked
through the door I felt a real sense of belonging.
I felt that I had just arrived home. The staff gave
me such a warm welcome! All around me were
the smiling faces of others, like myself, who were
also looking to find their way. At that moment, I
decided that this was the program for me.
I followed through with the AIMS program and
was feeling really good about myself and my
accomplishments. Once the program ended I
jumped into another course. It wasn't really a
fit but I felt I could build up a skill set for future
employment. It wasn't long before I fell into my
old pattern of giving up and making excuses. I
quit that course before I finished it, leaving me at
another crossroads. I said to myself, "Now where
do I go?" Then one day, as I was driving past KTEI
on my bus run to Lakeview School, I noticed a
message board that advertised, "Get Your GED in
6 Weeks!" After dropping off the students, I came
back to look into it further. I came out a registered
GED student!
I have to admit that at first I found the course a
bit overwhelming as it was a short time to cover
so much material. I hadn't touched a workload
like that since 1979 and some of it I hadn't even
seen before! I wanted to quit. It was what I did. It
was what I learned to do early on. I didn't believe
in myself. But, what made all the difference was
that the elders, the staff, and my fellow students
believed in me. They said, "You can do it! Don't
quit!" Thankfully, KTEI is an institution that
wants to see you succeed and the staff will do
everything in their power to make sure you have
all the tools required to help you find success in
whatever field you choose to pursue.
At this point, I am one step away from my goal of
obtaining my GED! What has this journey taught
me that I can share with you? Don’t give up; the
beginning is always the hardest! You have to
focus! If you can conceive in your mind what you
want to achieve, all you have to do is believe in
yourself, and that really is the key to achieving
success. Of course, there is a certain amount of
fear involved. Now, how do we conquer that fear?
Well, I found the answer to that on Facebook. Fear
has two meanings: "Forget Everything And Run!"
or "Face Everything And Rise!"
Now, the choice is really up to you! If ever
there was a time to follow your passion and do
something that matters to you, NOW is certainly
that time! Don’t hesitate…your future awaits!
Good luck in your journey!
Miigwetch!
Dante
Page 11
UCCMM NEWS
SPRING 2014
KENJGEWIN TEG EDUC. INST.
374 Highway 551, P.O. Box 328
M’Chigeeng, ON, P0P 1G0
Tel: (705) 377-4342
Fax: (705) 377-4379
First Nation Student Success Program (FNSSP) update
Combined Classrooms: Research, Realities and Coping Strategies in First Nations Communities
By Jennifer Holub
Split-grades. Multi-grades.
Combined classes. Each of these
terms refer to teaching more than one
consecutive grade in a classroom. For
(most of ) our teachers in First Nations
schools, that is the reality. This past
month, I asked teachers to share their
experiences of combined class teaching
– their successes and non-successes – to
spread awareness of its unique opportunities for students and teachers.
What the Research Says
The Ontario Ministry of Education
[OMoE] acknowledges that research
on the impact of specific strategies
for combined classroom teaching
is limited. “We are far from having
a body of professional data that has
been tested, understood, and implemented widely”, says the OMoE’s
Research Monograph on the subject.
However, the OMoE says that with
effective teaching strategies, students
in combined grade classrooms achieve
comparable academic results as those
in single grade classrooms.
Painting the Picture
Not all multi-grade classes are the
same. Class sizes in our schools range
from 4-31 students. Some classes have
educational assistants, others do not.
Some classes combine two grades while
others combine three or four grades.
All classes have students on Individual
Education Plans (IEPs) (this is also the
case in provincial schools) which could
mean that some students are working
at a different grade level from their
classmates. Terra Shillington, a Grade
1/2 teacher in Wasauksing First Nation
with eight years of experience explains,
“If you have a triple grade, usually the
difference between the highest and
lowest [levels of student abilities] can
be up to six years functioning level.”
These combined factors mean teachers must be creative in their classroom
teaching to reach all students at the
appropriate level of instruction.
Starting the Year
Teachers of combined classes need
a plan. “It is important to have clear
rules and expectations defined early in
the year,” says Shillington. “Students
need to be as independent as possible
in a multi-grade room as there is a lot
going on.” Setting up the classroom
so that materials are easily accessible,
organized, and ready allows for student
independence. Fostering an environment of independence makes a significant difference.
Distilling the Curriculum
It is rare for teachers in general to
make it through the entire curriculum.
“It can often become difficult trying
to ‘cover’ all
the necessary ministry expectations for the
combined
grades,” says
Shillington.
Therefore,
teachers
often need
to find creative solut i on s
to
maximize
the year’s
learning
potential.
Nathan Moore, a Grade 2/3/4 teacher in Dokis First Nation, finds ways
to combine the science curriculum to
allow for whole class learning. Melanie
Blanchard, a Grade JK/SK/1 teacher
in Dokis First Nation, explains: “I try
to find opportunities for whole group
instruction so that I can have all students learning together.” Many teachers report focussing on the “main ideas”
indicated in the curriculum instead of
focussing on covering the sub-strands
for each of the main ideas.
Strategic Grouping
One of the strategies that teachers of
combined classes use is strategic grouping. Teachers use both heterogeneous
(varying levels) and homogeneous
(same level) groupings to maximize
instruction. Leslie Ramsay, a teacher
of eight years, teaches Grades 2/3/4/5
in Shawanaga First Nation. She relies
on strategic grouping so that students
can work independently and help one
another. Ramsay also uses tutoring as
a creative grouping strategy. “I find
that getting the older students to help
the younger students is effective,” says
Ramsey, “It helps the younger students,
but the older students are helped by
having to explain the concept.” Teachers also make use of the learning centre
model to rotate groups of students to
different learning activities. “I find
that centres
have really
helped me,”
says Diana
M a l i g ,
a
Gr ade
JK/SK/1
teacher in
Shawanaga
First Nation.
“I can use
h o m o geneous
grouping to
have students focus
on specific
tasks at their
level.” In order to have effectiveness
with grouping, teachers unanimously agree that knowing the students is
paramount.
The Importance of Assessments
What kind of knowledge do teachers
require in order to effectively manage
the education of their students?
Moore relies on ongoing assessments
throughout the year. He administers
the Developmental Reading Assessment [DRA] at the beginning and end
of the school year, but does additional
DRA assessments if he suspects there
has been growth in the reading abilities of the students. Moore, who has
four students, says “the advantage of a
small classroom is that you can really
see where the students are at academically.” Malig speaks to the importance
of anecdotal assessments for her age
group. “For my students, observational
assessment is key,” Malig says. “Rubrics
just don’t help me.” Teachers must
wade through the deluge of assessment
methods, recording devices, evaluation
tools-- and a plethora of other resources--to find what works best for them
based on the needs of their learners.
Building a Community
All teachers agree about the importance of getting to know the students
in order to build a community of
learners. “I find it helpful to gauge
students’ interest,” says Ramsay, who
finds opportunities for her students
to participate in outdoor activities as a
group. Shillington agrees, “I think it's
very important to get to know your
group before setting in stone teaching
methods and plans.”
Advantageous or Not?
While there are mixed feelings
among teachers about the advantages
and disadvantages of combined classes,
they are a reality in our schools due
to comparatively small enrollment
numbers. Within the nine elementary
schools affiliated with our institute, six
schools are comprised of entirely combined grade classrooms. Said another
way, of 43 classes, 19 contain more
than one grade. Even in single-grade
classes, teachers must differentiate
their instruction due to varying levels
of academic abilities. Almost every
teacher interviewed spoke of their
feelings of doubt with respect to their
approach. “I don’t know if I’m using the
most effective methods,” one teacher
admitted. “I’m just doing what I think
makes the most sense.” Certainly, with
more conclusive research upon which
to draw, teachers of combined classes
will share the benefits of meaningful,
everyday classroom strategies with
even more successful students.
Page 12
UCCMM NEWS
SPRING 2014
KENJGEWIN TEG EDUC. INST.
374 Highway 551, P.O. Box 328
M’Chigeeng, ON, P0P 1G0
Tel: (705) 377-4342
Fax: (705) 377-4379
FNSSP Numeracy Resource Teacher Happenings
By Christine Hodgins
Over the last few months at
Lakeview School and Biidaaban
Kinomaagegamig, teachers have
focused on developing inquiry based
teaching through a variety of strategies – some of which include teacher modeling and co-teaching. This
strategy is at varying degrees at each
school, and in different classrooms.
The response to this strategy has
been received positively by teachers,
as it allows them to take initiatives
towards professional growth and
building capacity. To support teachers
in better understanding the benefits of
co-teaching and collaboration, filming
of co-lessons at Biidaaban School will
take place during the month of May. In
addition, a model classroom has been
established at Lakeview School with
a goal to include teacher moderation
and capacity building sessions within
the filming.
The current emphasis in numeracy
is focused on inquiry based and relevant mathematics instruction that
students find engaging. With the current focus and the use of one or two
rich questions, it allows for independent or collaborative expression and
deeper thinking. Students are being
encouraged to work within groups or
with math buddies to solve challenges, with independent assessment still
taking place. Studies have shown that
students who are engaged in inquiry
learning tend to retain information
through level of engagement and peer
collaboration.
An intervention program has been
implemented at both schools (Lakev-
iew School and Biidaaban Kinomaagegamig) which align with Key Math
3 Assessment; results of the program
have been recorded and tracked to
determine its success. To date, the
results received are positive and show
at-risk students making sufficient gains
in mathematics. These gains have been
measured and tracked through baseline
Key Math assessment.
Recently, at Lakeview School, parents and students participated in a
very successful Primary Math Night.
This event was planned by teachers
and supported by the NRT. During
the evening, parents had the opportunity to participate in centre based and
inquiry learning to better understand
the changing face of mathematics.
The NRT and teachers at Biidaaban
Kinomaagegamig are currently in the
Student Success Leader Promotes Parental Engagement
planning stages for a parent engagement afternoon; this workshop is tentatively scheduled for mid-May.
Teachers, students and the NRT
have been preparing for grade 3 and 6
EQAO Assessments, which are scheduled to take place during May 26 to June
6, 2014 across the province. To prepare
for these provincial assessments, teachers have used EQAO material and
incorporated it into numeracy inquiry
questions and/or assessments. By doing
so, this provides the opportunity for
students to become familiar with the
style of questions early on to support
student success; teachers are supporting students in preparing for the test,
but NOT teaching to the test. Students
feel very comfortable with this style of
question and even evaluate their own
work using EQAO rubrics.
It was with great pride that
Melanie Manitowabi, Student Success Leader with Kenjgewin Teg
Educational Institute’s First Nation
Student Success Program, shared her
enthusiasm of hosting Parent Literacy Engagement sessions in the
communities of Whitefish River and
Sheshegwaning First Nation.
Each session was well attended and
the parents were engaged in centre
style sessions with their children.
These sessions provided parents with
a snapshot of how they could incorporate 15 minutes of literacy activities
at home.
Following recipes and reading aloud
quickly captured the childrens’ atten-
tion and created dialogue between the
parents and children Board games
were also featured and families enjoyed
choosing from a variety of games which
incorporated the use of oral language,
problem solving, word work, and procedural reading, and most importantly
how to have fun! Families also participated in a book swap and art activity
that encouraged children to share their
previously read books and time was
spent discussing how to use technology
to support student learning at home.
To top the evening off, students went
home with book bags, recipes, and
quality time spent with their family.
...continued from page 10
dents were excited to bring these trees
home and to plant them and seemed to
align well with the theme of the day.
The following were award recipients
for best overall science exhibits:
• Grade four Biidaaban students Jacinta Eshkakogan and Cebar Chiblow
for their “Is it true?” exhibit
ipants to 113 from three different First
Nation schools.
Kenjgewin Teg Educational Institute
is governed by a Board of Directors
consisting of eight First Nation community representatives in the Manitoulin-North shore area and is centrally
located in M’Chigeeng First Nation on
Manitoulin Island – Mnidoo Mnising.
In the Ojibwe language, “Kenjgewin Teg”
means “a place of knowledge”.
For more information on the KTEI
Science Fair please contact Evan Farquhar, FNSSP Data Management and
Logistics Coordinator at FNSSPData@
ktei.net
Science Fair 2014 – Students Celebrating Science!
for touring the complex and for asking
exhibitors to explain their projects. I
encouraged my students to branch out,
introduce themselves and ask questions
so they can start thinking about what
they might do next year. I tried to plant
the seed of enthusiasm. It was rewarding to see our students showing their
research and hard work to others with
pride! To top it off, the students were
served hot pizza and drinks for lunch…it
was “two thumbs up” from Shawanosowe
School!”
Each participant received a custom
certificate of participation as well as a
white pine tree seedling from the Manitoulin Stewardship Council. The stu-
Primary Division (Kindergarten to grade three)
• Grade two Shawanosowe student Ira
Paibomsai for his “Ironman Ira-Man”
exhibit
• Grade three Biidaaban students
Ameerah Eshkakogan and Preston
Bennett for their “Balloon Magic”
exhibit
Junior Division (Grade four
to grade six)
• Grade four Shawanosowe students
Ava Owl and Avery Sutherland for
their “Solids into Liquids” exhibit
Int e rm e d i at e
Division
(Grades seven and eight)
• Grade eight Biidaaban student Cecile
Eshkawkogan for her “McDonalds
Cheeseburger” exhibit
•
Grade seven Biidaaban student
Grant Stonefish for his “Cutting
down landslides” exhibit
• Grade seven Biidaaban students
Roman Manitowabi and Jibreel
Boukhobza for their “Sim” exhibit
This is the third year that the FNSSP
program through Kenjgewin Teg Educational Institute has organized the Science
Fair. It has grown in popularity as the
initial years had roughly only 30 partic-
Page 13
UCCMM NEWS
SPRING 2014
KENJGEWIN TEG EDUC. INST.
374 Highway 551, P.O. Box 328
M’Chigeeng, ON, P0P 1G0
Tel: (705) 377-4342
Fax: (705) 377-4379
Pow Wow at Manitoulin Secondary School
KTEI Family Drum, Daanwemaagan Dewegan, were invited to participate at
the Manitoulin Secondary School's Annual pow wow. Pictured above are a
jingle dress dancer and a shawl dancer.
Regional Heritage Fair
...continued from page 9
Julian Trudeau, Biidaaban School
Archives of Ontario Award – Oha
Cada & Niihge McLeod, Lakeview
School
Genealogical Society Award – Trinity
Simon & Josephine Sagon
Multicultural History Society Award –
Caiylee Ense & Sarah Migwans-Bayer,
Lakeview School
Historical Thinking Award – Leanne
McGregor, Shawanosowe School
Library Association Award – Jenna
Visitor, Shawanosowe School
Reading and Remembrance Award –
Nathan Bush & Joel Trudeau, Lakeview School
Historical Society Award – Sterling
McGregor, Shawanosowe School
Founder’s Award – Tori Toulouse, Shawanosowe School
Founder’s Award – Caleb Blackbird &
Dallas Corbiere, Lakeview School
Founder’s Award – Ava Owl, Avery
Sutherland & Carter McGregor, Shawanosowe School
The Heritage Fairs Program is a
multi-media initiative developed to
increase public awareness and interest
in Canadian history. Across the province of Ontario there are 16 fairs taking
place. The KTEI Fair at Lakeview
School in M’Chigeeng First Nation
was the only one on Manitoulin Island.
Coordinated by the First Nation Student Success Program through KTEI,
this Regional Fair provides an opportunity to showcase student success.
Kenjgewin Teg Educational Institute
is governed by a Board of Directors
consisting of eight First Nation community representatives in the Manitoulin-North shore area and is centrally
located in M’Chigeeng First Nation on
Manitoulin Island – Mnidoo Mnising.
In the Ojibwe language, “Kenjgewin
Teg” means “a place of knowledge”.
For more information on the KTEI
Regional Heritage Fair please contact
Evan Farquhar, FNSSP Data Management and Logistics Coordinator at
[email protected]
KTEI 20th Celebration
TOP: KTEI Round Circle and the raising of the Anishinabek Nation flag.
Bottom: Chris Pheasant did a wonderful job as MC for the event.
“Mother Earth Needs Our Help!”
...continued from page 9
Cree Elders share stories from their
ancestors for future generations. The
film teaches us that lessons should all
come under the guidance of Mother
Earth. In the film, Mother Earth is
appreciated for taking care of us. “She
feeds us and gives us medicine. She
warms us, and gives us strength, both
physically and spiritually,” (Pikutiskwaau, Shirley Cheechoo).
“Shirley Cheechoo's presentation was
so awesome! Straight from the heart, I
just loved it!” said Roxanne Corbiere,
M’Chigeeng First Nation.
Kenjgewin Teg Educational Institute
is governed by a Board of Directors
consisting of eight First Nation community representatives in the Manitoulin-North shore area and is centrally
located in M’Chigeeng First Nation on
Manitoulin Island – Mnidoo Mnising.
In the Ojibwe language, “Kenjgewin
Teg” means “a place of knowledge”.
For more information please visit us
at www.ktei.net.
Page 14
UCCMM NEWS
SPRING 2014
NOOJMOWIN TEG HEALTH CENTRE
Hwy 540, 48 Hillside Road,
AOK First Nation, Little Current, Ontario P0P 1K0
Tel: (705) 368-2182
The Good Food Box Program
The Good Food Box program
is organized in communities throughout
Canada, to encourage more consumption
of fresh fruits and vegetables, using collective volume ordering to make it possible
for families to purchase boxes of fresh
produce once per month at especially
affordable prices. The GFB pilot project
locally is an initiative of the Manitoulin Child Poverty Task Force (CPTF),
under the auspices of Noojmowin Teg
Health Centre, together with the 7 First
Nations Health Centres, and other part-
ner groups across Manitoulin. One year
ago in May 2013, the pilot Good Food
Box program began on Manitoulin, with
65 boxes of fresh produce going to homes
across Manitoulin, including in each of
the communities served by Noojmowin
Teg. During the first year, with the help
of the initial Manitoulin GFB Coordinator Brenda Playter, and the larger GFB
program in Sudbury, the ordering and
packing of the produce all happened in
Sudbury, and Manitoulin community volunteers and staff transported the boxes of
fresh fruits and vegetables from Sudbury
to Manitoulin one day per month, delivering to a space here on the Island donated
by the Little Current United Church.
Last month, in April 2014, the Manitoulin Good Food Box program entered a
new phase of its development! We now
are operating directly from Manitoulin,
with new GFB coordinator Margot Bickell, coordinating volunteers and arranging purchasing the produce from Orr’s
ValuMart and GG’s Foodland in Little
Current. In May 115 boxes were packed
and enjoyed by families across the island.
Volunteers will be needed to pack and
distribute the fresh foods, for 1-2 hours
one day per month. We hope to purchase
items from local Manitoulin farmers to
add to the GFB this summer and fall.
Donations of backyard garden produce
will be welcome as well, through a Grow
a Row initiative, coordinated by Wendy
Gauthier. GFB prices are 17$ for a large
box and 8$ for a small box, and can be
ordered through several different com-
GOOD BOX continued on page 15
Peggy Wassegijig
Rose-Marie Dolinar
Charlene Corbiere
Aidan Mitchell
Ahnii! My name is Peggy Wassegijig,
a member of Wikwemikong
Unceded Reserve with roots in
M'Chigeeng where I will reside
with my mother and close to my
nephews and nieces. I am very
excited to be joining the team at
Noojmowin Teg Health Centre
as the new Finance Officer. I
have been away from Manitoulin
Island for a number of years for
employment and education
reasons. My education background
includes a College Diploma in
Business Management (Aboriginal
Organizations) and a Bachelor of
Arts Degree in Native Studies and
Business Administration. For the
past nine years I have been working
as Finance Director for a non-profit
Aboriginal Education Institute in
Thunder Bay. I am looking forward
to embarking on a new journey
and working with the community
members of Manitoulin Island.
Miigwech! Sweat and tears!
Noojmowin Teg Health Centre
was pleased to secure the locum
services of Rose-Marie Dolinar, an
experienced and familiar Nurse
Practitioner, for the months of
April and May. Rose-Marie had
been delivering NP services
to community members at
M’Chigeeng, Wikwemikong and
Sheshegwaning Health Centres.
Rose-Marie was very happy to
be back with Noojmowing Teg; "I
was an NP student and worked
with Noojmowin Teg 14 years
ago. It is great to return and work
with the outstanding community
health centre staff and wonderful
communities.” Rose-Marie lives with
her family in Deep River, Ontario
in the Ottawa valley and was born
and raised in Sudbury. Rose-Marie
enjoys the outdoors and music. "I
would like to thank Noojomwin Teg
and the communities for your warm
welcome which made my stay with
you so enjoyable. Miigwetch!”
Aanii! My name is Charlene Corbiere
and I am excited to begin a new
journey in my life with Noojmowin
Teg as the New Beginnings (FASD)
Program Coordinator. I have always
been involved in the health and
education fields, as the CHR for
my community of M'Chigeeng, as
the Resource Consultant for the
licensed First Nation childcare
centers within UCCMM & Sagamok,
and most recently as the Resource
Teacher at the M'Chigeeng daycare.
I have resided on Manitoulin Island
since I was 5 years of age. I have two
sons, Nchiiwat & Niihge; Alvin (Ted)
Corbiere is my Father and the late
Angie Corbiere was my Mother. I
look forward to working with my
colleagues, providing services to
our Anishinabek population on &
off the First Nations of Manitoulin.
Please be patient as I will be
learning new pathways.
Hi! My name is Aidan Mitchell
and I am completing my 3rd
year placement for social work at
Noojmowin Teg Health Centre. I
grew up on Manitoulin Island, but
have been living in Sudbury for
the past 10 years. I am a Child and
Youth Worker and I am currently
in the process of completing a
Bachelor of Social work and a
B.A in Psychology at Laurentian
University. While at Noojmowin
Teg Health Center, I will be working
closely with Dr. Barbara Erskine and
the Mental Health team to learn
the strategies used at this health
center, utilizing a multi-disciplinary
team and a holistic approach to
health care for Anishinabek and
Aboriginal individuals within the
district of Manitoulin Island. I look
forward to working with the staff at
Noojmowin Teg and the community
members for the next few months.
Page 15
UCCMM NEWS
SPRING 2014
NOOJMOWIN TEG HEALTH CENTRE
Hwy 540, 48 Hillside Road, AOK First Nation, Little Current, Ontario P0P 1K0
The Good Food
Box Program
...continued from page 14
munity organizations. During the pilot
phase, we aren’t yet able to take orders
directly from individuals.
For more information regarding the
Good Food Box pilot program, please
contact coordinator Margot Bickell at
705-859-3120, or dietician Julie Rochefort at Noojmowin Teg 705-368-2919,
or Child Poverty Task Force Coordinator
Heather Thoma at 705-368-0460.
More information is also available on
the Child Poverty Task Force webpage
at www.childpovertytaskforce.com. The
Task Force meets monthly and all are
welcome to come to the meetings and
help out with a variety of projects.
Tel: (705) 368-2182