THE RAVEN PAGC EDUCATION
Issue 2
The Raven
PAGC
Education
Volume 2 Issue 3
May
2014 PAGC Fine Arts-Senator ALLEN BIRD Gym-April
IN THIS ISSUE:
2014 23rd PAGC Fine Arts Festival
By
Shona Stapleton
The Festival was held April 7th to 10th,
2014 at the Senator Allan Bird
Memorial Centre Gymnasium. This
year we had record registration
numbers of well over 1700 students
and chaperones for the week. During
the planning of the festival, the
committee decided that we would use
themes in the group creative dance,
individual creative, and country-dance
categories. We also added themes to
some of the visual arts areas such as
literature. This brought the groups
together and they would have to work
together. We decided that we would
use the 1970’s as a theme. The idea
was that the groups would choose a
song from the 1970’s; they would then
have to research the style of clothes,
hairstyles, makeup and dances that
would have been used in those days.
Overall it turned out very well. The
kids are really looking forward to next
year (or at last the committee is)
because it will be the 80’s.
It was another successful year
the students all had a wonderful time
and their creativity shone through.
What talent we have in our schools –
we are so lucky! We also had a visit
from a special guest, Michael Scott.
He spoke to the middle years and high
school students about his life journey
with addiction and how he has broken
free from it. His presentation is called
“Sober Is Sexy”. It was very moving
and it held the students attention for
just about 2 hours.
The week ended with our teen dance
to let the students wind down after a
long week of competition. It was a
good week. The committee that was in
attendance throughout the week was
wonderful. Thank you to all the
committee members who put in all
those extra hours. Without you this
event would not be possible; and of
course to the students, thank you for
all your preparation and your hard
work throughout the year, and of
course the chaperones and the behind
the scenes volunteers who very rarely
get recognized – you are appreciated!!
2014 Saskatchewan First Nations
Winter Games
The Saskatchewan First Nations Winter games were held
April 20th-25th, 2014
Page#2
First Nations Education
First Nations Control of First Nations Education is a
hot topic at the Federal level
Page #5
THE RAVEN PAGC EDUCATION | Issue 2
Team
Total Points
Agency Chiefs
Tribal Council
300.25
Team Wood Land
237
Saskatoon Tribal
Council
234.50
Meadow Lake
Tribal Council
195.50
Onion Lake Cree
Nation
148.0
Battlefords Agency
Tribal Chiefs
144.25
File Hills
Qu’Appelle Tribal
Council
137.25
Yorkton Tribal
Council
126.50
Touchwood
Agency Tribal
Council
108.25
Prince Albert
Grand Council
106.50
Southeast Treaty 4
Tribal Council
105.75
Battlefords Tribal
Council
81.25
Team Beardy’s &
Okemasis First
Nation
57.00
*All Photos’ courtesy of PA Now -Alex
Soloducha April 25th, 2014
2
2014 Saskatchewan First Nations
Winter Games
By
Sheridan Longjohn/Cheryl Piprell
The 2014 Saskatchewan First Nation Winter games were a huge success.
Students attended the games from all the tribal and grand councils of the
Federation of Saskatchewan Indian Nations. Over 900 athletes attended and
participated in 5 core sports along with one demonstration sport. The games
were held April 20th-25th 2014 with venues in Shellbrooke and Prince Albert. All
the Sports Venues were packed with Fans from across the province. The top
Team and defending Champions Agency Chiefs Tribal Council overwhelming
took first Place again with an astounding 300.25 points. Congratulations to all the
athletes and parents who took part. Also a Big Thank-You to all the Chiefs,
Councilors, coaches, and Sponsors, all of which this would not be possible
without them.
These games are a fantastic opportunity for athletes to interact with each
other. Many friendships are forged in this event-some last a lifetime. The games
are all about the positive things that sports can bring to young persons life, Ekosi
see you at the next games!
THE RAVEN PAGC EDUCATION | Issue 2
3
Chief Leo Omani and Bev Waditika
Wahpeton Dakota First Nation.
Fine Arts Festival
SCHOOL INFORMATION
PAGC Schools:
PAGC has 27 school sites
Student Engagement Programs
by
S.Longjohn
1)
PAGC Fine Arts Festival:
2)
Father Porte Students
FAST FACTS
51%
3)
Of students are female and under 18 in PAGC schools
(PAGC DADAVAN Stat April: 2014)
89%
Was the PAGC Retention Rate for 2012-2013(PAGC
DADAVAN Stat April: 2014).
FOR MORE INFORMATION
Contact :Sheridan Longjohn
PAGC Education
[email protected]
4)
Count ME In: Incentive based
program. Students are eligible to
win prizes based on perfect
attendance from month to
month. (World Education 2008)
The A-Team. This approach
identifies staff as mentors. By
having a mentor the students
learn that someone at school
really does care about them. The
students meet with their mentor
at a weekly meeting over
lunch.(World Education 2008)
PACT(Partnering to assess
and counteract Truancy). This
program sends letters home to
the family regarding the lack of
attendance in school by their
child, Depending on the situation
the letter can consist of concern,
stressing the importance of
education or even identifying the
compulsory school attendance
law and the consequences of
violating it.(World Education
2008)
Check and Connect. “The goal
of the program is to help students
attend school attend school
regularly, participate actively in
school and get a good start on the
path toward graduation” (Lehr,
Sinclair, & Christenson, 2004, p.
284). It It involves monitoring
the students’ achievement,
mentoring, case management and
other supports. The “Check”
component continually assesses
the student on his/her
engagement in learning and the
5)
6)
”Connect component involves
program staff providing
individualized attention to
students, with partnerships with
school personnel, family
members and community service
providers” (U.S. Department of
Education, Institute of Education
Sciences, National Center for
Education Evaluation and
Regional Assistance, What Works
Clearinghouse, 2006, p. 2).
Families and Schools
Together(FAST) This is a two
year school-based program at the
elementary level with identified
at-risk students. Once complete,
the families are followed up with,
on a monthly basis, for the next
two years.( Reimer&Dimock,
2005)
OST. Out of School programs
were”significantly less likely to be
chronically absent…than
comparable peers,” and among
those who were chronically
absent before starting OST, 2/3
improved their attendance rates.
(BERC-2010)
THE RAVEN PAGC EDUCATION | Issue 2
Literacy Consultant
Suzie Carriere
The FNSSP Literacy Consultant works
with all 26 PAGC schools employing
approximately 220 teachers and
approximately 6800 enrolled students to
assist with their Literacy goals and plan,
curriculum and resource needs and plans
Literacy Focus Group Meetings. The
Literacy Consultant also assists with the
coordination the annual Canadian Test of
Basic Skills (CTBS) for Language Arts and
Math, for Grade 3, 6 and 9 for all schools.
Literacy is an ongoing focus in the PAGC
schools and this school year there has been
a lot of activity involving workshops on
English Language Arts curriculum, year
planning, technology in the classroom and
resource based teaching, Formative and
summative
4
gains in literacy and numeracy. more about
becoming agents of change. Overall, we
have seen improvements in assessments
and the CTBS. Many of the PAGC
schools are coordinating their
Literacy/Language Arts resources and
technology to be more cohesive to the
curriculum and best teaching strategies for
our students. As the Literacy Consultant,
these initiatives are continuous with visits
and workshops at all of the PAGC schools
and communities throughout the school
year.
Some of the successes from this past year
include the increased focus on Guided
Reading. The Literacy Consultant will
continue to contact schools for future
workshops with regards to Literacy,
Technology to improve Literacy, Literacy
Coaching, curriculum, Assessment and
year/unit planning for teachers for the
upcoming year.
Teacher Services
“A great teacher is one whose
wisdom brings transformation!
Are you a great teacher?”
Spring is supposed to be here but this last
blast of winter and the melting snow has
Consultants deep in slush. Well, we made
visits to the eastern sector where the road to
Nisto Awasisak School was rough however in
the school; calm rested our weary bones. Red
Earth was a pleasant sight with the new school
beginning to take shape marked by traditional
designs evoking culturally responsive
teaching. In Shoal Lake we celebrate
pedagogical practices that reveal the courage
of all teachers.
Teacher effectiveness is seen across
educational environments. We are enlightened
when we observe fabulous teaching strategies
that infuse First Nations cultural traditions
into practice. Still in other schools we see
education leaders who truly represent bravery
facilitating opportunities where it is not just
about First Nations philosophy but more about
becoming agents of change
Overall, we have seen improvements in the
classroom where teachers reposition
themselves to understand renewed curriculum
and implement programs of study that support
using strategies that support gains in literacy
and numeracy.
In Education,
Mary Sasakamoose, B.ED, M.ED.
Shirley Waskewitch, B.A, B.ED
THE RAVEN PAGC EDUCATION | Issue 2
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Message from the Director
By
Ed Mirasty
“The Sky is Falling”
I cannot think of a more fitting story that
describes the fate of our 1972 NIB’s
policy, “Local Control of Indian
Education,” and is being arbitrarily
replaced with Stephen Harper’s proposed
Bill C-33. The Act has gone through its
second reading in the House of
Commons on Thursday and is set to
become law, Friday, June 20th. The
legislation that is titled, “The First Nations
Control of First Nations Education Act is
been referred to as, “The Minister
outcomes and developing education
organizations will be ignored as this
government takes us back to the Indian
Agents. Yes there is a significant increase in
funding but that is balanced by a huge cut
in funding between now and then. And it
will still leave some first Nations schools
significantly behind their ‘needs-based’
resourcing.

prescribes rather than empowers First
Nations’ schools on their programs,
governance and funding.
History
Today, the federal government wants to
seize control of running our own First
Nations schools again. Their legislation is
nothing more than the Minister of
AANDC controlling everything about First
Nations education.
The minister will theoretically control all
533 schools. AANDC is now considering
the use of third party managers in First
Nations education. All the hard work First
Nations have done on improving
-
-
Political Ramifications/Implications:
Control of First Nations Education
Act.” The proposed piece of legislation
First Nations Control of First Nation
Education is not and never has been a
request for the federal government to
develop our education systems.
Historically, the federal government has
failed First Nations in education since the
early 1960’s. Graduation rates for students
began to increase with the involvement of
First Nations running their schools in the
1970`s. Although constrained in that it
was First Nation administration of
underfunded schools following provincial
curriculum-these schools were still years
ahead of when the federal government ran
the schools. According to federal data the
graduation rate of First Nation students in
underfunded schools in Saskatchewan and
Manitoba is better than the rates in higher
funded provincial schools.
-


Through the development of our
Own Education Acts we are
asserting our indigenous right and
authority over our children’s
education not only for this
generation but for generations to
come. The Education Act has
excluded its promise of placing
the Inherent and Treaty Right to
Education in the delivery of its
first reading, but essentially
removed local school committees
from being established, as there
are now only two options; fall
under a local education authority
or join a Provincial School Board.
The accountability for education
is not reciprocal as the Education
Act emphasizes First Nations, but
absolves the federal government
from any liabilities.
If First Nations are to have a
school system, and not just a
collection of schools, full control
and ownership of schools must
be vested with First Nations and
not in Minister appointed
bureaucracies.
Recommendations:
-
First Nations need to be included
…”in management of human
resources, finances, development
of a cadre of principals,
identification and correction of
underperforming schools and so
on.” This Act erodes any local
input into the hiring, selection
-
and management of its own
administration and governance
structure.
PAGC and its member FN
continue to assert their inherent
and treaty rights regarding local
control of education programs
for youth.
PAGC adamantly reject the April
29th second reading of the First
Nations Control of First Nations
Education Act.
We call on this government to
provide for the PAGC and its
member First Nations to create
and develop its own educational
discourse.
THE RAVEN PAGC EDUCATION | Issue 2
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Around Town
Guided Reading
By
C.Piprell
We have had the opportunity to purchase
the same Guided Reading Program for all
of our schools. The Engage Literacy
Program is proving to be a “teacher
friendly” program and, from what we are
hearing is indeed, helping with the process
of teaching students to read.
The Early Learning Project presentations
on the Engage Program really seemed to
spark an interest and resulted in several
calls asking for in school Work bees and
follow-up in-service. The Work bees are
particularly enjoyable days for us –
especially when we see the finished
product. Also, days like this afford us the
opportunity to work with you and in turn,
get to know you better. There are a lot of
great things happening in our schools.
If you are interested in holding a Work
bee, please feel free to give us a call.
However, at this point we are booking for
June and the fall.
I encourage you to continue with the “take
home” reading program. Reading is a skill
that - just like a sport, needs practice!
This has been a very, very busy year. It has
been a year to visit many schools and
see some fantastic things happening.
Thank you to each one of you for making
me feel, so welcome in your schools!
Cheryl Piprell
Resource Consultant
“Bell’s Point Guided -Reading Room”
THE RAVEN PAGC EDUCATION | Issue 2
NEW PATHS for Education
By, Bob Magee, NEW PATHS Consultant
The role of the New Paths consultant is to
oversee all aspects of the New Paths for
Education program. This entails: proposal
writing, ensuring final reports are
completed by the deadlines, dispersing
funds and collaborating with First Nations
about their projects.
The New Paths for Education program
addresses five key Strategic Priorities:
1.
2.
3.
4.
5.
Eliminating School Violence
Creating More Innovative &
Engaging Schools
Closing the Achievement Gap
Retaining the Language & Culture
Increasing Elder & Parent
Involvement
The New Paths for Education program
provides funding for 16 projects that
provide services to PAGC schools.
Another 24 projects were developed and
completed by individual schools based
upon their needs.
7
/ Physical Activityprovide more for
the children.
3. Training – support
the school staffs.
4. Resources –
purchase fun,
innovative
resources.
5. Traditional Games
& Culture –
provide training in
this critical area &
create Pride within
the First Nations
Culture.
Achievements: Over the last 4 years







New Paths for Education is a very worthy
program that provides communities with
educational workshops, resource people
and equipment for their schools. We hope
and pray that this program will continue to
provide the much needed funds for the
PAGC communities.

Physical Activity for Life Project

Bob Magee – Education Consultant

A. Vision: “ To provide our PAGC
students the support that they
need to develop a positive
lifestyle through fun, fitness and
role modeling, so that our
students create a sense of pride,
within themselves, the
community and their culture.
B. Five key areas of our Action Plan:
1. Communication to
be improved
2. Interschool
Athletics / Extra
curricular Activities





Working with Sports, Culture &
Recreation within the schools.
Set up PAGC School
Championships
Action Schools B.C. workshop in
Aug. 2011
Applied for Health Canada
Grants
Actions Schools B.C. resources –
20 schools
YETE exercise equipment - 15
schools
Aboriginal Games workshop
Feb. 9th / 2012
11 Physical activity workshops
conducted
Resources provided to schools;
Speed stack kit, Physical Activity
kit, Healthy Eating Kit, Moving
to Inclusion kit, Jumbo Stacks,
Coaches Kit, Standing Long
Jump mat, & SPARK curriculum
resources.
James Smith – In Motion finalist
won $5,000.
Wahpeton and PAGC Child Care
Education Centre -Involvement
in Volleyball league.
Black Lake Volleyball trip to
PAGC Senior Volleyball
Championships at James Smith.
Black Lake & Hatchet Lake
involvement at PAGC Indoor
Soccer Championships
Loaner kits to borrow – now
given away to the schools.
Special Education workshop –
Moving to Inclusion kits given to
the schools.





8 networking meetings held with
the Physical Education teachers
to develop and enhance our
Action Plans
PAGC School Athletic Executive
elected.
SPARK workshop held for
Physical Literacy group.
Conducted SPARK workshops in
11 communities.
Recess Guardians workshop to
help schools structure recesses to
help eliminate bullying & violence
within the schools.
Our Future plans:
1.
2.
3.
4.
5.
6.
7.
Workshops provided to
requesting schools.
Provide more resource kits
for the schools.
Motivate schools to be more
physically active.
Improve physical education
instruction
Apply for more grants.
Promote extra-curricular
activities
Encourage school staffs to
be more active.
THE RAVEN PAGC EDUCATION | Issue 2
LSCI-“Life Space Crisis Intervention”
By Tyrone McPherson
LSCI is an advanced, interactive therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic
patterns of self-defeating behaviors. LSCI views problems or stressful incidents as opportunities for learning, growth, insight and change. LSCI
is a non-physical intervention program uses a multi-theoretical approach to behaviour management and problem solving. LSCI provides staff a
roadmap through conflict to desired outcomes using crisis as an opportunity to teach and create positive relationships with youth. This training
helps develop skills with youth who displace anger, have errors in judgment, display limited social skills, justify harmful behaviour, are driven
by impulsivity and guilt, and are vulnerable to peers.
LSCI teaches staff the therapeutic talking strategies they will need to help children during stressful moments, as well as the awareness and skills
to understand and manage their own feelings and counter-aggressive tendencies when intervening with aggressive or out of control behaviors.
LSCI believes that the process of helping others having the ability to listen deeply to the personal stories of children and youth and to
recognize that their message often is not in their words but in their underlying thoughts and feelings. The real strength of the LSCI program is
its emphasis on teaching, and practicing specific interviewing techniques to help staff and students debrief a problem situation or critical event.
LSCI is a nationally recognized, professional training and certification program sponsored by the Life Space Crisis Intervention Institute of
Hagerstown, Maryland. The Prince Albert Grand Council is the only internationally recognized training site in Canada that is certified to
deliver LSCI training.
What are the goals of LSCI?
One of the key elements of LSCI is the development of trust between the staff and the new student. When confronted with a crisis, the adult
must be the mediator between the student in stress, the students behaviour, the reactions of others, and the private world of feelings that the
students are sometimes unable to handle without help, In the LSCI model, children and youth in crisis:





Are valued and treated with respect
Learn to trust caring adults and use them for support in crisis
Become aware if their patterns of self-defeating behaviour
Acquire strength-based social skills
Learn to accept responsibility for inappropriate actions
LSCI provides specific strategies for children and youth who:






Escalate incidents into no-win power struggles
Distort reality
Are self abusive
Engage in destructive peer relationships
Lack social skills
Show little conscience
8
THE RAVEN PAGC EDUCATION | Issue 2
9
Guidance Counselors
Lori Gay-FNSSP Consultant
This year’s theme has been the importance of building relationships. We have examined the importance of building relationships and how we build
relationship with students, staff and community. 2 meetings were held: October 28 and 29, 2013 and March 3 and 4, 2014. A third meeting for elementary
school Guidance Counselors (and Kindergarten teachers) will be held April 30 for direction on the importance of Kindergarten Orientation and the value of
building relationship from the beginning of the student’s school journey.
21 Guidance Counselors attended the October meeting, and 20 attended the March meeting.
Beside the meaningful networking and sharing that occurs at the meetings, some of the topics presented to the group are: 21st Century Safety and Privacy,
Cyber bullying, Safe School Planning, Circle of Courage –overview, Being a Member of a Team – TA Module adaptation (half day workshop), and Turning
Down the Heat: Preventing Conflict and Counter-Aggression in the Classroom, An Alternative to Student Confrontation
and Restraint (1 day workshop).
At each meeting, resources are supplied to assist Guidance Counselors in their important and varied roles. Several books, Relevance magazines, puppets, and
other items have been provided to all that attended.
Watch this short video: http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
For information on the
meetings, please contact
7234 or [email protected]
Guidance Counselors
Lori Gay at 306-953.
“Every child deserves a champion – an adult who will never give up on
them, who understands the power of connection, and insists that they
become the best they can possibly be.” – Rita Pierson
THE RAVEN PAGC EDUCATION | Issue 2
10
Language and Culture
By
Cheryl Herman
Edladoht’é? Tanisi. The Language and Culture department have been extremely busy since the last issue of the Raven. We have been working
with a few First Nations communities in the PAGC area with the beginning stages of curriculum development. This is an exciting venture for
all involved and we hope to continue this work with all the other communities in the coming months.
We recently hosted a SMART Board training workshop for some language and culture instructors. The training was very well received and the
participants left with new knowledge and skills to utilize in their language planning and programs. Thank you to the schools for allowing those
teachers to attend this very worthwhile professional development opportunity.
Some of the consultants have been out visiting schools to review language and culture programming. We have gained valuable insights into the
unique and remarkable ways of our people. These programs definitely exhibit why it is important to maintain/revitalize traditional ways of
knowing.
Lastly, we have a Language and Culture website up and running. The website is filled with information regarding language planning, language
and culture curriculum, teaching strategies, cultural information and a blog. Please visit our website at:
http://aboriginallanguage3.wix.com/pagclanguageculture
Marsi Chogh
Images: Wollaston Lake Culture Camp March 18, 2014
(Language and Culture Happenings-April 2014)
Language Learning Tip: Start with the 100 most common words and then make sentences with them over and over again. Learn just
enough grammar to be able to do this and do it until you feel pretty comfortable with all of them.
THE RAVEN PAGC EDUCATION | Issue 2
Mathletics in PAGC Schools
Lori Gay
Prince Albert Grand Council has purchased a 3-year subscription
to Mathletics for all
students Grades K-12! Some schools have already begun using Mathletics as an additional support to their regular Math
programs. Mathletics is an online math program where a teacher is able to set student courses based on grade, content and
outcomes, assign specific tasks and differentiate instruction as needed for each student. The program also tracks and monitors
individual progress, where teachers can view at a glance the strengths and weaknesses of each student. One PAGC teacher using
Mathletics says:
“With the introduction of Mathletics, it has brought a new life to the students. Students that are not at grade level or students that don’t enjoy Math are
now asking if we can do more Math. One student even asked if we could do Mathletics instead of physical education…Our school is benefitting
immensely from Mathletics.”
Mathletics can be used at school; home or wherever there is an internet connection, 24 hours a day, 7 days a week! Parents are
even able to register to receive progress reports.
A student in Hall Lake works on Mathletics at home.
To get your school connected to Mathletics all that is required is: a list of teachers, grades they teach and their email addresses for
your school. Email the information to [email protected] or [email protected] - Don’t let your students miss out on this fun and
interactive learning tool
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THE RAVEN PAGC EDUCATION | Issue 2
When We Play—We Learn
Shirley Kraus & Rick Closs
Over the past number of years, PAGC Early Learning program has
promoted stimulating and engaging learning environments in
Nursery and Kindergarten. We know that the essential skills for
school success (language and social-emotional development) are
best learned through play in the early years. Effective Pre-K and
Kindergarten programs incorporate a range of enhancements to
take advantage of the developmental stage of young children.
Experts urge teachers, administrators, and parents to resist the
temptation to provide pre-kindergarten and kindergarten programs that are academically
focused rather than intellectually engaging.
The Early Years Study 2 (McCain, Mustard, & Shanker, 2007) highlights the importance of play as follows:
 Expands intelligence;
 Is a testing ground for language, and reasoning connecting to the challenges children face in school such as
literacy, math, and science concepts;
 Stimulates the imagination, encouraging creative problem solving;
 Helps develop confidence, self-esteem, and a positive attitude towards learning;
 Is a significant factor in brain and muscle development.
Seat work, worksheets, and early instruction in reading or other academic subjects are inappropriate for most
kindergarten children. What we need in PAGC early learning classrooms is a planned curriculum anchored by playbased problem solving. So what does a play-based classroom look like and what learning outcomes are achieved? Let’s
review one popular learning centre—the block centre. Look at how much children are learning as they play together
with blocks:
Talking and Thinking
They may learn to:
Connect words to actions as they talk together about what they are doing.
Participate in conversations about what they are doing.
Understand position words as they walk on a path of blocks next to the table.
Understand concepts such as soft, hard, big, small, heavy, light, rough and smooth.
Use their imagination as they tell a story about what they have created.
Make a plan as they decide what to build together.
Complete a task as they make a path of blocks.
Moving and Doing
They may learn to:
Develop awareness of where they are going as they walk on a path of blocks.
Develop balance when moving as they carry blocks across the room.
Use hand and wrist muscles to do delicate tasks as they make a stack of small blocks.
Feelings and learning about self:
They may learn to:
Express their feelings when they discover: “I like to build.”
Feel “I can do it!” as they complete a tower of blocks – or knock a block tower over.
Getting Along with others
They may learn to:
Play with other children
Cooperate with others as one-child hands another block
PAGC Nursery and Kindergarten classrooms, you will see a variety of play-based learning centres that promote oral
language development, fine and gross motor skills, cooperative play, problem-solving, self-regulation and coping skills,
and thinking skills. In addition to block centres, look for these play-based centres in your Nursery and Kindergarten
classrooms: dramatic play, water table, book centre, kitchen centre, art exploration centre, listening centre, math centre,
‘a-b-c’ centre, music centre, science centre.
In
Play works at home too—so get active and creative with your children!
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THE RAVEN PAGC EDUCATION | Issue 2
Team Woodland Sport, Culture& Recreation
The past year was very successful for Team Woodland at the 2014 Summer Games hosted by the
Muskoday First Nation.
Team Woodland placed 5th overall with over 700 points and won the overall title in the sport of
canoeing.
Team Woodland took over 250 athletes in 6 core sports in archery, athletics, golf, soccer, softball and
canoeing.
In 2014 Team Woodland will be preparing for the 2014 Winter Games hosted the Prince Albert Grand Council.
All tryouts will be held in various communities that represent the Team Woodland athletes.
The winter games Team Woodland will be bringing 242 athletes, 30 coaches and 15-20 mission staff.
Go Woodland! 2014 Winter Games
Fenton Favel
Woodland Coordinator
New Cree Superhero to be added to DC’s Justice League United-Equinox
S.Longjohn-WATCH FOR HER IN THE SCHOOLS!
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THE RAVEN PAGC EDUCATION | Issue 2
14
If you would like any stories, news articles, pictures or community events - please contact us
AT THE BELOW NUMBERS!
PAGC Education
PAGC Education
Publisher:
S.Longjohn
Box 2770
3601 5th Ave East
Prince Albert, SK
S6V 7M2
Editor:
Cheryl Piprell
Box 2770
3601 5th Ave East
Prince Albert, SK
S6V 7M2
Phone:
(306) 953-7234
Phone:
(306) 953-7234
Fax:
(306) 922-3135
Fax:
(306) 922-3135
Email:
[email protected]
Email:
[email protected]
We’re on the Web!
See us at:
http://www.pagc.sk.ca
We’re on the Web!
See us at:
http://www.pagc.sk.ca