Uccmm Spring 2014

First Nation Policing A Peacekeeper perspective By Rodney Nahwegahbow, Chief of PoliceUCCM ANISHNAABE POLICE IS A pro-gressive First Nation Police Service established in 1995, which provides policing services to six member First Nations Communi-ties of the U.C.C.M.M. Tribal Council on Manito-ulin Island. With a total of 18 sworn officers, 4 Peace-keepers and 5 civilian staff, the UCCM Anishnaabe Police delivers a proactive and culturally sensitive policing service.

Guided by the UCCM Police Service Commission, a governing body which is represented by the member First Nations, the UCCM A n i s h n a a b e Police delivers effective and efficient policing while protecting the communities they serve in a culturally sensi-tive manner.

I n 2 0 1 0 UCCM Anish-naabe Police reclassified the duties of the UCCM Police Offender Trans-port Officers and it became known as the UCCM A n i s h n a a b e Pe a c e k e e p e r Unit. This was in response to the increased demands for

community services, justice integration and other community programs. The need for inmate escort duties continues, but the

UCCM Police pur-sued the long term objective of benefits of proactive policing. Although proactive policing is not a new concept, UCCM Police believe it comes naturally for members of its new Peacekeeper Unit.

P e a c e k e e p e r , Victor Pitawanak-wat, the longest standing member of the UCCM Anish-naabe Peacekeeper Unit, joined the

service in January 2005 under a program initiated for the Manitoulin Joint Forces Offender Transport Agree-ment. That part-nership is still in place today and is an agreement between the Manitoulin OPP, Wikwemikong Tribal Police and the UCCM Police Services. The mandate of the Manitoulin Offender Trans-port Unit is the safe escort of inmates to and from District Jail in Sudbury to court on Mani-

toulin Island. During a recent visit with Peacekeep-

er Pitawanakwat he explained his prior-ities is being a grandfather and spending time with his grandchildren. Other passions include learning traditional cere-monies, dancing as a traditional dancer and now to be attending his third Sun Dance teaching this summer in Ottawa. Being a tradi-tional dancer has helped Pe a c e k e e p e r Pitawanakwat represent the UCCM Police at the local pow-wows in a more effective and cultural way and thats some-thing he takes pride in.

Peacekeeper Pitawanakwat has witnessed firsthand the impacts that addictions and violence has on the First Nations people and readily admitted his desire to help. His career moved naturally in the direc-tion 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 Peacekeep-ers 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 posi-tive way by the people in conflict with the law he said, Im not one to judge anybody

because I didnt 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.

Pe a c e k e e p e r 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 opportuni-ties arranged through the U C C M M C o m m u n i t y Justice Pro-gram which has allowed him to work with youth who have been in conflict with

the law.The UCCM Anishnaabe Peacekeeper

Unit has helped address the lack of 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.

Councils Mnidoo MnisingMnidoo MnisingUnited ChiefsCouncilsUnited Chiefs& of&

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Spring 2014$1.00

Inside UCCMM NewsKTEI Celebrates

20th!SEE PAGE 6

EDIBLE WILDS: Back to our RootsSEE PAGE 5

The Good Food Box Program

SEE PAGE 10

Peacekeeper Victor Pitawanakwat in his traditional outfit

Special Constable Pitawanakwat engaging youth in traditional filleting of fish.

Peacekeeper Victor Pitawanakwat

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

Page 2 UCCMM NEWS SPRING 2014

Home maintenance schedule: Heat Recover (HRV) Maintenance

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 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 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 keepers 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 Cul-turally 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) through the implementation of a Hub of Services. The Hub service providers and resources will come from UCCMM affiliate services such as: Education Kenjgewin Teg Educational Institute Child and Family Services Kina Gbezhgomi

Child and Family Services Health Noojmowin Teg, Mnaamodzawin, MChigeeng Policing UCCM Police Service Justice UCCM Justice Culture UCCMM Lands and Resources, The Elders Council and The Ojibway Cultural Founda-tion Mnidoo Mnising Employment and TrainingCommunity 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, rec-reation, 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 Coor-

dinator UCCMM Tribal Council Office, MChigeeng, ONP0P 1G0PH # 705-377-5307Email: [email protected] Check out our website at www.uccmm.ca

Mental Health and Addictions Services Integration Strategy Update

IM 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 excep-tion to this rule of appliance maintenance.H R V E X C H A N G E R FUNCTION

Heat Recovery Ventilator (HRV) act as heat exchang-ers 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 allow us to have

fresh air in our homes eco-nomically.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 AND HEAT RECOVERY VENTI-LATOR (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 fil-

ters 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 REMEMBERBe 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 man-ufacturer.

KTEI Annual General Meeting July 30, 2014

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 MChigeeng. Partners include Noojmowin Teg Health Centre and Raising the Spirit Mental Wellness Team.

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

SPRING 2014 UCCMM NEWS Page 3

Visit UCCMM on the web: www.uccmm.ca

Proudly sponsored by UCCMM Ated Progrms nd Servces Mmw Ndmd nd Rsng the Sprt Mentl Wellness Tem

YOUTH WORKERS AND YOUTH SERVICE PROVIDERS

IN HUMAN SERVICES SECTORS ON MNIDOO MNISING AND SURROUNDING TERRITORY

The United Chiefs and Councils of Mnidoo Mnising in partnership with Raising the Spirit Mental Wellness Team and Noojmowin Teg Health

Centre is pleased to present 2 training and capacity building events for Summer 2014!

SERVICE PROVIDER TRAINING TOPICS:

June 24th, 2014 Substance Abuse and Youth Creating opportunities for Change (1 day)

June 25th, 2014 Gender and Sexual Identity in Youth (1 day)

LOCATION: Mnidoo Mnising (Specifics to be determined)

Training materials and luncheon provided.

There is no cost to individual workers/service providers within theappropriate catchment area.

For more information please contact: Daughness Migwans, UCCMM Gwekwaadziwin Project Coordinator at 705-377-5307 or [email protected]

REGISTRATION DEADLINE: June 15, 2014

Seating is limited. Please register as soon as possible.

OSPCA Training

UCCM Anishinaabe Police: Operational Updates

New Community Student Constable hired under Wage Subsidy Program

There has been a growing need for train-ing 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 cer-tain statutes as they pertain to the preven-tion of cruelty to animals. OSPCA always stresses education before enforcement.

It was a great opportunity to build a rela-tionship with the OSPCA.

NEW OPERATIONAL SERGEANTThe UCCM Police is proud to announce

a newly appointed Operational Sergeant. Operational Sergeant Brad Mack started on his new role on May 1st, 2014. This will mean that UCCM Police will now have three Sergeants, which will include Operational Sergeant, Brad Mack, Sergeant

Heather Debassige and Sergeant Kelly Endanawas (frontline supervisors).

Sergeant Mack will work to address improved supervision and operational capacities of our police service. He will supervise and coordinate activities of frontline officers and personnel engaged in providing services within the police service. This position will also allow Sergeant Mack

to engage in more community policing; foster public and media relations and to manage and investigate public complaints.

Be sure to stop in and congratulate Ser-geant Brad Mack on his new position!

SYSTEMS COORDINATORAlso, in our effort to provide addition-

al support to the frontline police officers, UCCM Police are implementing a new data entry position. This position will involve transcribing notes to the Police Records Management System (RMS), as well as continuing with the completion of Criminal Reference and Vulnerable Sector Screening Checks.

Robin George will move into the data entry position. She is very familiar with the RMS system and we are confident she will assist the frontline officers greatly, while allowing them to have more patrolling time in the communities.

RECEPTIONIST

To allow Robin to move into this new role, UCCM Police Service has hired a new Receptionist. Ms. Ann Ziegler will be starting her new position on June 2, 2014. Ann is a very positive person who comes highly recommended! She brings a great deal of administrative experience. Be sure to welcome her as well.

ANDREW DEBASSIGE, A member of the MChigeeng First Nation was recent-ly hired as a Community Student Con-stable. Andrew started his employment with the UCCM Police Service on May 12, 2014 through the Targeted Wage Subsidy Program with the MChigeeng First Nation Local Delivery Mechanism. The Targeted Wage

Subsidy Program is designed to provide on-the-job training for members who encoun-ter employment barriers and to provide opportu-nities for these individ-uals to enter their pre-ferred labour force. The MChigeng 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.

Andrews duties will include, assisting the police organization in successfully meeting its vision of community wellness

through creating partnerships, linkages. As well as working closely with the Peace-keeper 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 service pro-viders and use of cul-tural 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!

Anishinabemowin Immersion Program - Fall 2014

KTEI GRADUATION JUNE 26th!

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


Andrew Debassige, UCCM Anishinaabe Police's newest member: Communty Student Constable

Brad Mack, UCCM Anishinaabe Police Service's new Operational Sergeant.

Robin George, UCCM Anishinaabe Police Service's new Systems Coordinator.

Ann Ziegler, UCCM Anishinaabe Police Service's new Receptionist.

Operations Sergeant Brad Mack (left), and Chief of Police Rodney Nahwegahbow (right), thank OSPCA Representative for recent training on prevention of cruelty to animals.

Mnaamodzawin Home Care Program

Measles Outbreak now spread to this area: Are You Protected?

BOY, IT WAS A LONG cold winter, Im sure that we are all glad to put behind us. The seniors are looking forward to the warm s u m m e r m o n t h s . Our pro-gram has been busy p l a n n i n g 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 neighbour-ing communities.

We had 2 socials already for this year. On April 17th, the PSWs put together a colour-ful, Hawaiian Social at Aundeck Omni Kaning Elders Centre. The hall was nicely decorat-ed with Hawaiian flare: palm trees, torch-es, 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 this station was complet-ed, they moved on to the Hula Hoops (you cannot have a Hawai-ian 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 search-ing for candy. The seniors showed great sportsman-ship. 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 com-munity. Even the weather, a big downpour of rain, couldnt keep the seniors away. We had 32 seniors who were ready to party and socialize. They 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 Educa-tor, 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 exer-

cise 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 pos-sible. This is a great memory exercise that can be played anytime with your grand-children. After the games, everyone was ready for a deli-cious meal that was prepared by the PSWs. Once again, the PSWs did an awesome job in preparing the meal to satisfy everyones appetite. In the end, the Moms were pre-sented with colourful carna-

tions 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 upcom-ing 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.

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 pre-sumed 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 scenari-os 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 recom-

mended that you receive 2 MMR injections (which contain all 3 Mea-sles, 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 MMRs, 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 web-site: www.phac-aspc.gc.ca/im/vpd-mev/measles-rougeole-eng.php

Submitted by Helen RisteenCommunity Health NurseMnaamodzawin Health Services


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

EDIBLE WILDS: Back to our Roots Edible Spring/Summer Plant: DANDELIONSThe 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 flowers2 cups flour2 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!

By Kelly CrawfordMCHIGEENG FIRST NATION - Kenjgewin Teg Educational Institute celebrated their 20th anniversary on May 29, 2014.

Our vision is to inspire students to find their gifts to succeed in the world. Today we train upwards of 150 students a year whether it is full-time or part-time, post-sec-ondary or training opportunities, explained Stephanie Roy, Kenjgewin Teg Educational Institute Executive Director. We are dedicated to life-long learning by providing Anishi-naabe community-based approach to education, training and business support services and opportunities. Our student success means not only our communities success, not only Manitoulin Islands success but our Nations success. We believe our children will be continuing on and holding the torch to the realization of nationhood.

Master of Ceremonies, Chris Pheasant, entertained the over 135 participants by facilitating a gath-ering full of laughter and emotion. During the celebration, current and past students shared some of their experiences at KTEI.

Ive been a successful student for 4 years and for that I would to say Chi-Miigwetch to all the staff and my mentors along the way! These were words from Cyndil Corbiere. who has successfully graduated from the high school program, Native Early Child-hood Education program, and the pilot first

year university Transitions program. I am not even from this community and

I felt as home when coming into KTEI.

Anytime I have needed to talk to anyone, KTEI Elder Josh Eshkawkogan was always there for me, said Dante Danville, of Sheshegwaning First Nation.

I am proud to say I am a student at KTEI. To me KTEI stands for kindness. They treat everyone involved with kindness, said Kristan Panamick.

Before I wasnt able to live and be who I wanted to be. I found out that life is a beauti-

ful journey, commented Sheldon Migwans.We are celebrating the 20th anniversa-

ry of KTEI but the work to establish this

organization started much earlier, maybe as early as 1980 or 1970. The first band oper-ated school in Ontario was MChigeeng, explained one of KTEI founding members, Lewis Debassige. Debassige shared his con-tribution to the development and nurturing of a system based on best practices. We have people good enough and qualified enough to teach our own people our way.

Debassige was one of seven original

founders that were recognized. Founders included: Mr. Herman Green, Mrs. Jean McGregor-Andrews, Mr. Donald Cada,

Mrs. Carlene Assinewai, Ms. Marie Eshkibok, Mr. Lewis Debassige and the late Ms. Beatrice George.

We have to shape our own edu-cation. The kind of education that our young people need, said Chief Joe Hare, MChigeeng First Nation. We saw young people here today that are taking anishinaabemowin immersion. I am so glad to be here.

To the youth, utilize thisuse our education places. I support anything and everything you are doing, said Deputy Grand Chief Glen Hare.

In addition to the recognition of founding members, acknowledge-ment of the dedicated current Board of Directors and sharing of student success stories took place. The KTEI current Board of Directors includes: Chairperson Anna-Ma-rie Abitong (Sagamok Anishnaw-bek), Carlene Assinewai (Aundek Omni Kaning First Nation), Kevin

Mossip (Zhiibaahaasing First Nation), Carol Aguonie (Shequiandah First Nation), Charles Shawanda (Whitefish River First Nation), Ken Neegan (Constance Lake First Nation), Tammy Hardwick (Sheshegwan-ing First Nation) and Charlene Corbiere (MChigeeng First Nation).

Additional 20th anniversary celebration activities included raising the Anishinabek Nation flag, creation of KTEI family tree, KTEI Tour and a celebratory round dance. Kenjgewin Teg Educational Institute is gov-erned by a Board of Directors consisting of eight First Nation community repre-sentatives in the Manitoulin-North shore area and is centrally located in MChigeeng First Nation on Manitoulin Island Mnidoo Mnising. In the Ojibwe language, Kenjge-win Teg means a place of knowledge.

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


KTEI Celebrates 20th!

Left to Right: KTEI founding and current board members - Ken Neegan (Constance Lake First Nation), William Antoine (Zhiibaahaasing First Nation), Jean McGregor-Andrews (Whitefish River First Nation), Don Cada (Sheshegwaning First Nation), Anna Marie Abitong (Sagamok Anishnawbek), Chief Joe Hare (MChigeeng First Nation) and Lewis Debassige (MChigeeng First Nation).

KTEI Round Circle and the raising of the Anishinabek Nation flag.

MMAK Students listen attentively to the speakers. Front: Brian Bisson & Giiwednong Fox Back: Niomi Tomaselli, Sara Marie Wassegijig & Preston Riberdy

Kristan Panamick, KTEI student alumni, addresses the audience, thanking KTEI staff for supporting her.

Chief Joe Hare addresses the crowd.

Chris Pheasant did a wonderful job as MC for the event.

Shkagamikwe Gbasen Miginaa Wii Naadmaagaasad Mother Earth Needs Our Help!

KTEI Regional Heritage Fair Showcasing Student Success!

By Kelly CrawfordMCHIGEENG FIRST NATION - Kenjge-win 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 Resi-dence.

Shkagamikwe Gbasen Miginaa Wii Naadmaagaasad Mother Earth Needs Our Help! was the focus for the teach-in 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 Esh-kawkogan (KTEI Elder in Residence), Gordon Waindubence (KTEI Traditional Knowledge Faculty Member) Art Jacko (UCCMM Lands and Resource Manag-er), Mike Wilton (President Algonquin Eco Watch Group), and Shirley Cheechoo (Internationally Acclaimed Filmmaker and Artist). The free open event brought in just over 70 participants to discuss the poten-tially devastating impacts of industry on Mother Earth.

Lets 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. Dont 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.

Lakeview Grade 8 Teacher Connie Free-man asked, Is there a safe way to frack? Wilton responded, I dont believe there is. I would have to be convinced of this so in a word, no.

Teach-In participant and Lakeview stu-dent Cassandra Bisson commented, The

whole of Manitoulin Island is basical-ly 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 mes-sage that needs to be heard, commented Jeannette Corbiere Lavell.

Cheechoo spoke to the crowd in a ques-tion and answer period leaving a clear mes-sage of the film, If only we would love this earth like we love our mothers healing would begin. In the documentary film Pikutiskwaau, 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, MChi-geeng First Nation.

Kenjgewin Teg Educational Institute is governed by a Board of Directors consisting of eight First Nation community represen-tatives in the Manitoulin-North shore area and is centrally located in MChigeeng First Nation on Manitoulin Island Mnidoo Mnising. In the Ojibwe language, Ken-jgewin Teg means a place of knowledge.

For more information please visit us at www.ktei.net.

By Kelly CrawfordMCHIGEENG FIRST NATION - Students from Lakeview School (MChigeeng First Nation), Shawanosowe School (Whitefish River First Nation), St. Josephs Anishnabek School (Sheshegwan-ing First Nation) and Biidaaban Kinoomagega-mik (Sagamok Anishnaw-bek) proudly displayed over 30 exhibits/ booths at the KTEI Regional Her-itage Fair on May 5, 2014 at Lakeview School in MChigeeng First Nation.I dance for my grandpar-ents, my health and my fitness, explained Avery Sutherland, Shawanosowe School, Whitefish River First Nation. Sutherland along with classmates Ava Owl and Carter McGre-gor were winners of the Founder Award for their project on tradi-tional dance. I am really impressed with the quality of projects and how knowledgeable the stu-dents are, explained Wayne Hugli, Ontario Heritage Fair Association Ontario Coordi-nator. When they are looking for a topic they often choose something close to home. 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 knowl-edge empowers the students to have a better understanding of self. Also Winner of the Founders Award, Dallas Corbiere and Caleb Blackbird

(Lakeview School in MChigeeng First Nation) decided to share their knowledge on Maple Syrup. We knew a lot about it. It is in our heritage. I have my own sugar bush so I could use my knowledge. Cor-

biere and Blackbird developed a yakit video describing the process of maple syrup as an addition to their project. Multicultural History Society Award win-ners, Sarah Migwans-Bayer and Caiylee Ense (Lakeview School, MChigeeng First Nation) focussed their project on the res-idential school system, It is intergenera-tional. It is still affecting us. If we werent sent to residential schools we wouldnt 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 recipientsBest Overall Exhibit Tara Hoppe, Lakev-iew SchoolOntario Womens History Network Julian

Trudeau, Biidaaban SchoolArchives of Ontario Award Oha Cada & Niihge McLeod, Lakeview SchoolGenealogical Society Award Trinity Simon & Josephine SagonMulticultural History Society Award Cai-ylee Ense & Sarah Migwans-Bayer, Lakev-iew SchoolHistorical Thinking Award Leanne McGregor, Shawanosowe SchoolLibrary Association Award Jenna Visitor, Shawanosowe SchoolReading and Remembrance Award Nathan Bush & Joel Trudeau, Lakeview SchoolHistorical Society Award Sterling

McGregor, Shawanosowe SchoolFounders Award Tori Toulouse, Sha-wanosowe SchoolFounders Award Caleb Blackbird & Dallas Corbiere, Lakeview School

Founders Award Ava Owl, Avery Sutherland & Carter McGregor, Sha-wanosowe SchoolThe Heritage Fairs Pro-gram is a multi-media initiative developed to increase public awareness and interest in Canadian history. Across the prov-ince of Ontario there are 16 fairs taking place. The KTEI Fair at Lakeview School in MChigeeng 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 represen-tatives in the Manitoulin-North shore area and is centrally located in MChigeeng First Nation on Manitoulin Island Mnidoo Mnising. In the Ojibwe language, Ken-jgewin 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]



Dr. Shirley Cheechoo, Internationally Acclaimed Filmmaker and Artist, answers questions about her film, Pikutiskwaau (Mother Earth during the Q & A at KTEI's Spring Teach-In.

Ava Owl, Carter McGregor & Avery Sutherland, (Shawanosowe School, Whitefish River First Nation) - winners of the Founder Award.

Multicultural History Society Award winners, - Caiylee Ense & Sarah Migwans-Bayer (Lakeview School, MChigeeng First Nation).

By Evan FarquharSAGAMOK Over 110 students from Sha-wanosowe School (Whitefish River First Nation), St. Josephs School (Sheshegwan-ing First Nation) and Biidaaban Kinoom-agegamik (Sagamok Anishnawbek) proud-ly displayed over 60 exhibits/ booths at the KTEI FNSSP 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 cre-ative twists to really make the projects their own. The students were very excited to display their projects. The exhibits were judged on the follow-

ing criteria; initial visual appeal, demon-stration 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, elec-tricity, gravity, object density, bacteria and states of matter.

I felt the Biidaabiin 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 for touring the complex and for asking exhibitors to explain their projects. I encouraged my students to branch out, introduce them-selves 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 show-ing their research and hard work to others with pride! To top it off, the students were served hot pizza and drinks for lunchit was two thumbs up from Shawanosowe School!

Each participant received a custom cer-tificate of participation as well as a white pine tree seedling from the Manitoulin Stewardship Council. The students 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: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 stu-

dents Ava Owl and Avery Sutherland for their Solids into Liquids exhibit

Grade four Biidaaban students Jacin-ta Eshkakogan and Cebar Chiblow for their Is it true? exhibit

Intermediate Division (Grades seven and eight)

Grade eight Biidaaban student Cecile Eshkawkogan for her McDonalds Cheese-burger 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 exhibitThis is the third year that the FNSSP

program through Kenjgewin Teg Educa-tional Institute has organized the Science Fair. It has grown in popularity as the ini-tial years had roughly only 30 participants to 113 from three different First Nation schools.

Kenjgewin Teg Educational Institute is governed by a Board of Directors con-sisting of eight First Nation community representatives in the Manitoulin-North shore area and is centrally located in MChigeeng First Nation on Manitoulin Island Mnidoo Mnising. In the Ojibwe language, Kenjgewin Teg means a place of knowledge.

For more information on the KTEI Sci-ence Fair please contact Evan Farquhar, FNSSP Data Management and Logistics Coordinator at [email protected]



KTEI FNSSP Science Fair 2014 Students Celebrating Science!

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THE SECRET TO GETTING AHEAD IS GETTING STARTEDHi! 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 dead-end 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 toMyself, "Now where do I go?" Then one day, as I was driving past KTEI on

my bus run to LakeviewSchool, 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? Dont 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! Dont hesitateyour future awaits!Good luck in your journey! Miigwetch! Dante

Primary Division Science Fair award winner Ira Paibomsai demonstrating his Ironman Ira-Man pully system with teachers Delma Toulouse (left), and Beth Linder (right).

3RZ:RZDW0DQLWRXOLQ6HFRQGDU\6FKRROKTEI 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.

By Jennifer Holub SPLIT-GRADES. MULTI-GRADES. Com-bined 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 teach-ing their successes and non-successes to spread awareness of its unique opportuni-ties for students and teachers. WHAT THE RESEARCH SAYS

The Ontario Ministry of Education [OMoE] acknowledges that research on the impact of specific strategies for com-bined classroom teaching is limited. We are far from having a body of professional data that has been tested, understood, and implemented widely, says the OMoEs Research Monograph on the subject. How-ever, 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 com-bine 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 work-ing 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 YEARTeachers 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 envi-ronment of independence makes a signifi-cant difference. DISTILLING THE CURRICULUM

It is rare for teachers in general to make it through the entire curricu-lum. It can often become difficult trying to cover all the necessary min-istry expectations for the combined grades, says Shil-lington. Therefore, teachers often need to find creative solutions to max-imize the years learning potential. Nathan Moore, a Grade 2/3/4 teacher in Dokis First Nation, finds ways to com-bine 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 (vary-

ing levels) and homogeneous (same level) groupings to maximize instruction. Leslie Ramsay, a teacher of eight years, teach-es 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 tutor-ing 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 learn-ing activities. I find that centres have really helped me, says Diana Malig, a Grade JK/SK/1 teacher in Shawa-naga First Nation. I can use homoge-neous grouping to have students focus on specific tasks at their level. In order to have effective-

ness with grouping, teachers unanimously agree that knowing the students is para-mount.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 begin-ning and end of the school year, but does additional DRA assessments if he suspects there has been growth in the reading abil-ities 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 dont 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 CommunityAll 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 disad-vantages of combined classes, they are a reality in our schools due to comparatively small enrollment numbers. Within the nine elementary schools affiliated with our insti-tute, 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 dont know if Im using the most effective methods, one teach-er admitted. Im 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 suc-cessful students.



First Nation Student Success Program (FNSSP) updateCombined Classrooms: Research, Realities and Coping Strategies in First Nations Communities

FNSSP Numeracy Resource Teacher Happenings

Student Success Leader Promotes Parental Engagement

By Christine Hodgins OVER THE LAST FEW months at Lakev-iew School and Biidaaban Kinomaagega-mig, 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 Lakev-iew 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 imple-mented at both schools (Lakeview 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 mea-sured and tracked through baseline Key Math assessment.

Recently, at Lakeview School, parents and students participated in a very suc-cessful Primary Math Night. This event was planned by teachers and supported by the NRT. During the evening, par-ents 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 planning stages for a parent engage-

ment afternoon; this workshop is tentative-ly 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 Institutes 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 ses-sions with their children. These sessions provided parents with a snapshot of how they could incorporate 15 minutes of liter-acy activities at home.

Following recipes and reading aloud quickly captured the childrens attention

and created dialogue between the parents and children Board games were also fea-tured 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.

$LGDQ0LWFKHOOHi! 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.

5RVH0DULH'ROLQDUNoojmowin 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 MChigeeng, 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!

3HJJ\:DVVHJLMLJAhnii! 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!

&KDUOHQH&RUELHUHAanii! 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 and please do make contact with me at 705-368-2182 if you have a question or well wishes.

Noojmowin Teg website redesign coming soon!


NOOJMOWIN TEG HEALTH CENTREHwy 540, 48 Hillside Road, Aundeck Omni Kaning First Nation, Little Current, Ontario P0P 1K0 Tel: (705) 368-2182

The Good Food Box ProgramTHE GOOD FOOD BOX PROGRAM is organized in communities throughout Canada, to encourage more consumption of fresh fruits and vegetables, using collec-tive 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 Man-itoulin Child Poverty Task Force (CPTF), under the auspices of Noojmow-in Teg Health Centre, together with the 7 First Nations Health Centres, and other partner 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, includ-ing 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 pur-

chasing the produce from Orrs ValuMart and GGs 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 Manitou-lin 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 commu-nity organizations. During the pilot phase, we arent 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 Noo-jmowin 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 web-page at www.childpov-

ertytaskforce.com. The Task Force meets monthly and all are welcome to come to the meetings and help out with a variety of projects.

UCCMM NEWS SPRING 2014

NOOJMOWIN TEG HEALTH CENTREHwy 540, 48 Hillside Road, Aundeck Omni Kaning First Nation, Little Current, Ontario P0P 1K0 Tel: (705) 368-2182

Dakota was born on the island and raised in Aundeck Omni Kaning, where he currently resides. He has an older sister and a dog named Malakai. In his spare time Dakota enjoys mountain biking, playing sports, and spending time outdoors with family and friends.

Dakota has a great sense of humor and gets along well with others. Dakota participated in the physical activities portion of the secondary program on a regular basis and has been very helpful around the school. He has lent his talents and has assisted with assembling our barbecue, shelves in the classroom and setting up our College and University information centre.

It is Dakotas goal to graduate this June. Dakota has been working hard since he enrolled at KTEI in October 2013. Dakota is a responsible student with a good work ethic. Of the six credits earned during his year at KTEI, four were earned through KIHS, an internet high school. In these fast-paced, 8-week courses, Dakota demonstrated his ability to manage time effectively by staying on schedule and meeting deadlines. He was often commended for his abilities in written communication and has earned As in all of these courses. Of the 85 students enrolled in Travel & Tourism, a grade 11 geography course, Dakota earned the highest mark.

In addition to completing his course work, Dakota has earned a few certificates in order to enhance his resume so that he can increase his chances of finding summer employment. Dakota has successfully taken advantage of both the Smart Serve course here at KTEI and the Safe Food Handling course offered in his own community.

With his skills and past learning experiences, Dakota has a variety of possible career options to pursue and is ready and excited for life beyond high school. After earning his Ontario Secondary School Diploma, Dakota is considering applying to a pre-trades college certificate program, where he will be introduced to a variety of trades. From there, Dakota will be equipped to decide which trade hes most interested in and then he plans to start his apprenticeship and earn some zhoonyaa! Congratulations Dakota and gchi-miigwech for your effort and hard work!

LIVING,

LEARNING...

INVITING

OPPORTUNITIES

STUDENT SUCCESS STORYDAKOTA BUCKNELL

YOUR ATTITUDE DETERMINES YOUR ALTITUDE.

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

College and university programming - our campus is conveniently located in MChigeeng. We also have a Contact North site if you dont

see the program you are looking for.

Uccmm Spring 2014

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