UCCMM Spring 2014

FN Policing A Peacekeeper perspective
By Rodney Nahwegahbow,
Chief of Police
UCCM ANISHNAABE POLICE IS A
progressive First Nation Police Service
established in 1995, which provides
policing services to six member First
Nations Communities
of the U.C.C.M.M.
Tribal Council on
Manitoulin Island.
With a total of 18
sworn officers, 4
Peacekeepers and
5 civilian staff, the
UCCM Anishnaabe
Police delivers a proac-
tive and culturally sen-
sitive policing service.
Guided by the
UCCM Police Ser-
vice Commission, a
governing body which
is represented by the
member First Nations,
the UCCM Anishnaabe Police delivers
efective and efcient policing while
protecting the communities they serve
in a culturally sensitive manner.
In 2010 UCCM Anishnaabe Police
reclassifed the duties of the UCCM
Police Ofender Transport Ofcers and
it became known as the UCCM Anish-
naabe Peacekeeper Unit. Tis was in
response to the increased demands for
community services, justice integration
and other community programs. Te
need for inmate escort duties contin-
ues, but the UCCM
Police pursued the
long term objective of
benefts of proactive
policing. Although
proactive policing is
not a new concept,
UCCM Police believe
it comes naturally for
members of its new
Peacekeeper Unit.
Peacekeeper, Victor
Pitawanakwat, the
longest standing
member of the
UCCM Anishnaabe
Peacekeeper Unit,
joined the service in
January 2005 under a program initi-
ated for the Manitoulin Joint Forces
Ofender Transport Agreement. Tat
partnership is still in place today and
is an agreement between the Manito-
ulin OPP, Wikwemikong Tribal Police
and the UCCM Police Services. Te
mandate of the Manitoulin Ofend-
er Transport Unit is the safe escort
of inmates to and
from District Jail in
Sudbury to court on
Manitoulin Island.
During a recent
visit with Peace-
keeper Pitawanak-
wat he explained his
priorities is being
a grandfather and
spending time with
his grandchildren.
Other passi ons
include learning tra-
ditional ceremonies,
dancing as a tradi-
tional dancer and
now to be attending
his third Sun Dance
teaching this summer
in Ottawa. Being a
traditional dancer
has helped Peace-
keeper Pitawanak-
wat represent the
UCCM Police at the
local pow-wows in a more efective and
cultural way and thats something he
takes pride in.
Peacekeeper Pitawanakwat has
witnessed frsthand the impacts that
addictions and violence has on the
Councils Mnidoo Mnising Mnidoo Mnising
United Chiefs
Councils
United Chiefs
&
of
&
the the
of
Spring 2014
$1.00
Inside UCCMM News
KTEI
Celebrates
20th!
SEE PAGE 6
EDIBLE WILDS:
Back to our
Roots
SEE PAGE 5
The Good Food
Box Program
SEE PAGE 10
Peacekeeper Victor Pitawanakwat in his traditional
outft
Peacekeeper Victor
Pitawanakwat
FN Policing continued on page 5
UCCMM TRIBAL COUNCIL
1110 Hwy 551, P.O. Box 275 MChigeeng, Ontario, P0P 1G0 Tel: (705) 377-5307 Fax : (705) 377-5309
Page 2 UCCMM NEWS SPRING 2014
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 frus-
trating for those ofering 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.
Tis is a Systems Change approach.
Tis 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 ft the system! We are doing
this in a couple of ways
Inclusion of youth and young adult
voices (ages 16-24) and Elders
and traditional knowledge keep-
ers in the planning and develop-
ment of programs and services in
an advisory capacity for Maamwi
Naadamadaa. Youth Rep postings
were put out at the beginning of
May 2014 with an application
deadline of May 28/14.
Planning and delivery of
services from a Culturally
restorative perspective holis-
tic 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 affili-
ate 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 Ojibwe
Cultural Foundation
Mnidoo Mnising Employ-
ment and Training
Community and Provider focus
group discussions will be held
over the summer. Please watch
for more information so you can
learn more about this and ofer
your input.
Cross-Sectorial Capacity Building
Initiative We know that often, by
the time someone is ready to get
help for mental health and addic-
tions issues, they have been suf-
fering for a long time. Tis 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. Tat is why
we have established the Mnidoo
Mnising Child and Youth Services
Providers Network. Tis network
includes people who work in our
communities in health, recreation,
child and family services, hous-
ing, justice and youth services as
administrators, managers, youth
workers, mental health clinicians,
probation ofcers, 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, Gwekwaadz-
iwin Project Coordinator
UCCMM Tribal Council Ofce,
MChigeeng, ON
P0P 1G0
PH # 705-377-5307
Email: dmigwans@uccmm.ca
Check out our website at www.
uccmm.ca
Mental Health and Addictions Services
Integration Strategy Update
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 COUNCIL
1110 Hwy 551, P.O. Box 275 MChigeeng, Ontario, P0P 1G0 Tel: (705) 377-5307 Fax : (705) 377-5309
SPRING 2014 UCCMM NEWS Page 3
Home maintenance schedule: Heat Recovery (HRV) Maintenance
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 flters need
to be changed or cleaned
every month. You clean
your dryer lint trap regularly,
those dust bunnies in your
refrigerator and freezer coils
need regular control--every
appliance that moves air can
get plugged with dust, lint, animal hair,
and all manner of other airborne goo.
Your HRV, is not an exception to this
rule of appliance maintenance.
HRV EXCHANGER
FUNCTION
Heat Recovery Ventilator (HRV) act
as heat exchangers to pull stale air out of
your home and bring fresh air back into
your home, all while moving the ther-
mal energy from the outgoing air
stream and depositing that energy into
the incoming stream.
Te HRV allows us to have fresh air
in our homes economically.
Te positive efects of a
working HRV will address
window moisture issues to
vanish, cooking smells lin-
gering 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 smooth-
ly it will require a little TLC.
CLEANING THE HEAT
RECOVERY VENTILATOR (HRV)
Cleaning our HRV air exchange core
was pretty simple. Following the manual
that came with our unit, but
you can easily
vacuum the inside of the cabinet and
remove the heat exchanger core and air
flters.
Te core and air flters 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. Te two outside
intake and exhaust vents must also be
cleaned to ensure the units runs in bal-
ance.
Reassembling the whole takes less
than a minute.
IMPORTANT POINTS TO
REMEMBER
Be sure to follow the manufacturer
cleaning instructions for your make and
model.
Some heat exchange cores may not be
approved for water submersion and will
need to be cleaned another way.
HRVs drain lines and desiccant wheel
must be cleaned and be free of debris as
recommended by your specifc manu-
facturer.

To Register Contact: recruitmentofficer@ktei.net
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.
UCCM Anishinaabe Police: Operational Updates
New Community Student Constable hired under Wage Subsidy Program
NEW OPERATIONAL SERGEANT
The UCCM Police is proud to
announce a newly appointed Opera-
tional Sergeant. Operational Sergeant
Brad Mack
started on
his new role
on May
1st, 2014.
This will
mean that
U C C M
Police will
now have
three Ser-
g e a n t s ,
which will
i n c l u d e
Operation-
al Sergeant,
Brad Mack, Sergeant Heather Debas-
sige and Sergeant Kelly Endanawas
(frontline supervisors).
Sergeant Mack will work to address
improved supervision and operation-
al capacities of our police service. He
will supervise and coordinate activi-
ties of frontline ofcers and personnel
engaged in providing services within
the police service.
Tis position will
also allow Ser-
geant Mack to
engage in more
c o m m u n i t y
policing; foster
public and media
relations and
to manage and
investigate public
complaints.
Be sure to stop
in and congrat-
ulate Sergeant
Brad Mack on
his new position!
SYSTEMS COORDINATOR
Also, in our efort to provide addi-
tional support to the frontline police
ofcers, UCCM Police are imple-
menting a new data entry position.
Tis position will involve transcribing
notes to the Police Records Manage-
ment System
(RMS), as well
as continuing
with the com-
pletion of Crim-
inal Reference
and Vulnerable
Sector Screen-
ing Checks.
Robin George
will move into
the data entry
position. She
is very familiar
with the RMS
system and we
are confdent she will assist the front-
line ofcers 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
p o s i t i o n
on June
2, 2014.
Ann is a
very posi-
tive person
who comes
highly rec-
ommended!
She brings a
great deal of
administra-
tive experi-
ence. Be sure to welcome her as well.
ANDREW DEBASSIGE, a member
of the MChigeeng First Nation was
recently hired as a Community Stu-
dent Constable. 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.
Te Targeted Wage Subsidy Pro-
gram is designed to provide on-the-job
training for members who encounter
employment barriers and to provide
opportunities for these individuals
to enter their pre-
ferred labour force. Te
MChigeng L.D.M.
provides a subsidy to
create employment and
enhance employability
by providing fnancial
assistance up to 75% of
wage rates, benefts, and/
or training costs.
Andrews duties will
include, assisting the
police organization in
successfully meeting
its vision of commu-
nity wellness through
creating partnerships,
linkages. As well as
working closely with
the Peacekeeper Unit,
building relationships
with community part-
ners and building trust
with both ofenders and
victims within a cultur-
al context. Lastly, is to
encourage and support
the use of available
service providers and use of cultural
resources to help build healthier and
safer communities for the long term.
Andrew is a recent graduate of the
Police Foundations Program through
Canadore College and also attended
the Canadian Armed Forces Black
Bear Program. He is looking for-
ward to the experience with UCCM
Anishnaabe Police as this is his desired
career choice. With his energy and
positivity, he will defnitely be an asset
to the UCCM Police Service Team!
Andrew Debassige, UCCM
Anishinaabe Communty
Student Constable
Brad Mack, UCCM
Anishinaabe Police Service's
new Operational Sergeant.
Robin George, UCCM
new Systems Coordinator.
Ann Ziegler, UCCM
new Receptionist.
UCCM ANISHINAABE POLICE
5926 Highway #540, P.O. Box 332 MChigeeng, ON, P0P 1G0 Tel: (705) 377-7135 Fax: (705) 377-5583
UCCM ANISHINAABE POLICE
5926 Highway #540, P.O. Box 332 MChigeeng, ON, P0P 1G0 Tel: (705) 377-7135 Fax: (705) 377-5583
OSPCA Training
Tere has been a growing need for
training under the OSPSA (Ontario
Society for the Prevention of Cruelty
to Animals), with increased calls and
public awareness.
In early May 2014, OSPCA pro-
vided training to the frontline police
constables to enhance their training to
help identify animals in distress. Grow-
ing needs for this issue have increased
and this important training will assist
ofcers in utilizing certain statutes as
they pertain to the prevention of cruel-
ty to animals. OSPCA always stresses
education before enforcement.
It was a great opportunity to build a
relationship with the OSPCA.
Operations Sergeant Brad Mack (left), and Chief of Police Rodney
Nahwegahbow (right), thank OSPCA Representative for recent training on
prevention of cruelty to animals.
Anishinabemowin
Immersion
Program
Fall 2014
First Nations people and readily
admitted his desire to help. His career
moved naturally in the direction of
Community Programs and cultural
awareness as a means of reaching the
youth. Since additional Peacekeepers
were hired, Peacekeeper Pitawanakwat
has shared drug awareness education
with other Peacekeepers in programs
such as Walking the Path Program and
Drug and Alcohol Resistance Educa-
tion Program (D.A.R.E).
When Peacekeeper Pitawanakwat
was asked how he was infuenced in a
positive way by the people in confict
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.
Peacekeeper Pitawanakwat also feels
there is a need in his role to help guide
the youth through cultural ceremo-
nies such as sweats and other cultural
events. He also expressed his gratitude
for the partnerships and opportuni-
ties arranged through the UCCMM
Community Justice Program which
has allowed him to work with youth
who have been in confict with the law.
Te UCCM Anishnaabe Peacekeep-
er Unit has helped address the lack of
police and community programming
but the lack of specifc funding in the
existing police agreements continues
to place First Nation Police at a dis-
advantage.
Te 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 Ofender Transport
continue today, the UCCM Anish-
naabe Peacekeeper Unit has dedicated
their eforts to better serve their com-
munities in the new innovative way
that promotes culture, community and
restorative justice.
Special Constable Pitawanakwat
engaging youth in traditional
flleting of fsh.
...continued from page 1
FN Policing A Peacekeeper perspective
MNAADMODZAWIN HEALTH SERVICES
48 Hillside Rd., Postal Bag 2002 Little Current, ON P0P 1K0 Tel: (705) 368-2182 Fax: (705) 368-2229
Mnaamodzawin Home Care Program
BOY, IT WAS A LONG cold
winter, Im sure that we are
all glad to put behind us. Te
seniors are looking forward
to the warm summer months.
Our program has been busy
planning socials for the seniors
for the upcoming months.
Each community will be host-
ing a social, which provides an
opportunity for the seniors
to socialize and interact with
their neighbouring commu-
nities.
We had 2 socials already for this year.
On April 17th, the PSWs put together
a colourful, Hawaiian Social at Aun-
deck Omni Kaning Elders Centre.
Te hall was nicely decorated with
Hawaiian fare: palm trees, torches,
colourful fruits and cocktails flled
the room. Everyone in attendance
(27 in total) was in Hawaiian attire
with leis, straw hats and grass skirts
that swayed to the music. Tey had so
much fun playing the relay type games.
Te frst station was a Hawaiian word
search, and the
2 teams that
f ound the
most words,
got to move
to the next
station, which
was the flip
fop toss (this
game really
brought on
lots of laugh-
ter). After
this station was completed, they
moved on to the Hula Hoops (you
cannot have a Hawaiian party without
hula hoops). Tis was a little tricky
for them, but they did attempt to try
and shake their hips to keep the hula
hoops from falling. Te fnal station
was the scavenger hunt they really
got into this as they looked like little
kids searching for candy. Te seniors
showed great sportsmanship. After
the games they were ready to sit down
and dine, to satisfy their taste buds with
a meal prepared by the PSWs. Tis
was a wonderful and colourful event
to welcome spring.
Te second social was hosted by She-
guiandah, on May 13, 2014. It was
an extra special day because we were
Honouring the Moms from each
community. Even the weather, a big
downpour of rain, couldnt keep the
seniors away. We had 32 seniors who
were ready to party and socialize. Tey
EDIBLE WILDS: Back to our Roots
Edible Spring/Summer Plant: DANDELIONS
Te 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, fowers, and the unopened fower buds of
dandelions are excellent for cooking. Soy sauce
compliments the natural taste of dandelion leaves
quite well. Te fower buds and fowers 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 cofee substitute.
Te 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. Tey 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 fowers
2 cups four
2 eggs
2 cups milk
Mix the milk, four and eggs and beat until blend-
ed well.
Warm some olive oil in a skillet on the stove (keep
at medium heat).
Holding the underneath of the fowers, dip into
the batter until totally covered in the fritter batter
then place into skillet, fower side down. (you can
keep part of the stem on for the kids to enjoy as
a holding stick)
Once they are brown, fip and brown the other
side. If need be, continue fipping 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!
HOME CARE continued on page 7
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, Dia-
betes Educator,
was also on hand
to demonstrate
simple ball exercis-
es that were geared
for seniors, such
as: proper sitting
posture, and ankle
and hand exer-
cises. The final
game played was
a memory game
which is a good
exercise for the
brain (mental aer-
obics). Te object
of the game is to memorize items that
were put on a tray (we had 21 items)
and write down as many of the items as
possible. Tis is a great memory exer-
cise that can be played anytime with
your grandchildren. After the games,
everyone was ready for a delicious meal
that was prepared by the PSWs. Once
again, the PSWs did an awesome job
in preparing the meal to satisfy every-
ones appetite.
In the end, the
Moms were
p r e s e n t e d
with colour-
ful carnations
to take home
with them.
The smiles
on their faces,
was evidence
that this was
another suc-
cessful social.
Keep an
eye out for
posters of our
u p c o mi n g
events! The
next social will
be hosted by Whitefsh 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 Trough the Years Sympo-
sium.
MNAADMODZAWIN HEALTH SERVICES
48 Hillside Rd., Postal Bag 2002 Little Current, ON P0P 1K0 Tel: (705) 368-2182 Fax: (705) 368-2229
Measles Outbreak now spread to this area: Are You Protected?
Now that the Canada-wide Mea-
sles Outbreak has spread very close
to home, it is very important that
everyone ensures that they and their
families are fully vaccinated against
this very contagious and potentially
serious illness.
If you have had Measles disease, or
were born before 1970, (i.e. prior to the
measles vaccine being widely available)
it is presumed that you were exposed
to the measles virus, also known as
wild measles, either from getting ill
yourself with the measles, or having
contact with someone else who had
the measles. Both of these scenarios
would have stimulated your immune
system to develop
antibodies against
the illness, which
should give you
protection if you
were in contact
with the virus
again.
For those born
after 1970, it is
r ec ommended
that you receive 2
MMR injections
(which contain all 3 Measles, Mumps
& Rubella antigens in one small injec-
tion). Normal
practice is that the
frst 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 immu-
nization history with them. If your
immunization history is not known,
and you were born after 1970, then it
is advised to begin the MMR series as
soon as possible.
For more information on Measles,
please see Public Health Agency of
Canada website: www.phac-aspc.gc.ca/
im/vpd-mev/measles-rougeole-eng.
php
Mnaamodzawin Home Care Program
FALL HARVEST - Sept. 25, 2014
United Chiefs and Councils of Mindoo Mnising
Anishinabek Language Declaration
Debenjiged giisaan anishinaaben akiing giibi dgwon gaadeni mnidoo waadiziwin
Shkode, nibi, aki, noodin, giibi dgosdoonan wii naagdowendmang maanpii
shkagmigaang.
Debenjiged gii miinaan gechtwaa wendaagog Anishinaaben waa naagdoonjin ninda niizh-
waaswi kino maadwinan
Zaagidwin, Debwewin, Mnaadendmowin, Nbwaakaawin, Dbaadendiziwin,
Gwekwaadziwin miinwa Aakedhewin
Debenjiged kiimiingona dedbinwe wi naagdowendiwin.
Ka mnaadendanaa gaabi zhiwebag miinwaa nango megwaa ezhwebag, miinwaa geyaabi
waa ni zhiwebag.
The United Chiefs & Councils of Mnidoo Mnising assert the right to
revitalize, use, develop and transmit to future generations their histories,
languages, oral traditions, philosophies, writing systems and literatures,
and to designate and retain their own names for communities, places and
persons.
The United Chiefs & Councils of Mnidoo Mnising will take effective
measures to ensure that this right is protected, and will ensure that
individuals employed in the United Chiefs & Councils of Mnidoo Mnising
territory will perform and provide all work and service functions in their
ancestral language by the Year 2030.
The Anishinabek of the United Chiefs & Councils of Mnidoo Mnising
territory will assert the right to establish and control their educational
systems and institutions providing education in their own languages, in a
manner appropriate to their cultural methods of teaching and learning.
In the United Chiefs & Councils of Mnidoo Mnising territory access, when
possible, to an education in their own culture and provided in their own
language. All individuals, particularly children, have the right to all levels
and forms of education without discrimination.
CHIEF CRAIG ABOTOSSAWAY
AUNDECK OMNI KANING FIRST NATION
CHIEF JOE HARE
MCHIGEENG FIRST NATION
CHIEF JOE ENDANAWAS
SHESHEGWANING FIRST NATION
CHIEF FRANKLIN PAIBOMSAI
WHITEFISH RIVER FIRST NATION
CHIEF ORVILLE AGUONIE
SHEGUIANDAH FIRST NATION
ON BEHALF OF UCCMM ELDERS
GORDON WAINDUBENCE
CHIEF IRENE KELLS
ZHIIBAAHAASING FIRST NATION
DATED AND SIGNED AT
WHITEFISH RIVER FIRST NATION
____________________________________________________ ____________________________________________________
____________________________________________________ ____________________________________________________
____________________________________________________ ____________________________________________________
____________________________________________________
____________________________________________________
KENJGEWIN TEG EDUC. INST.
374 Highway 551, P.O. Box 328 MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342 Fax: (705) 377-4379
By Kelly Crawford
MCHIGEENG FIRST NATION - Ken-
jgewin Teg Educational Institute cele-
brated their 20th anniversary on May
29, 2014.
Our vision is to inspire stu-
dents to fnd their gifts to suc-
ceed in the world. Today we train
upwards of 150 students a year
whether it is full-time or part-
time, post-secondary or train-
ing opportunities, explained
Stephanie Roy, Kenjgewin Teg
Educational Institute Executive
Director. We are dedicated to
life-long learning by providing
Anishinaabe 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 Nation's 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 par-
ticipants by facilitating a gathering 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 like to say
Chi-Miigwetch to all the staf and my
mentors along the way! Tese were
words from Cyndil Corbiere, who has
successfully graduated from the high
school program, Native Early Child-
hood Education program, and the
pilot frst year University Transitions
program.
I am not even from this community
and I felt at home when coming into
KTEI. Anytime I have needed to talk
to anyone, KTEI Elder Josh Eshkawk-
ogan 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.
Tey treat everyone involved with kind-
ness, said Kristan Panamick.
Before I wasnt able to live and be
who I wanted to be. I found out that
life is a beautiful journey, commented
Sheldon Migwans.
We are celebrating the 20th anniver-
sary of KTEI but the work to establish
this organization started much earlier,
maybe as early as 1980 or 1970. Te frst
band operated school in Ontario was
MChigeeng, explained one of KTEI
founding members, Lewis Debassige.
Debassige shared his contribution to the
development and nurturing of a system
based on best practices. We have people
good enough and qualifed enough to
teach our own people our way.
Debassige was one of seven original
founders that were recognized. Found-
ers 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 educa-
tion. Te 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, acknowledgement
of the dedicated current Board of
Directors and sharing of student success
stories took place. Te KTEI current
Board of Directors includes: Chairper-
son Anna-Marie Abitong (Sagamok
Anishnawbek), Carlene Assinewai
(Aundek Omni Kaning First Nation),
Bill Antoine (Zhiibaahaasing
First Nation), Carol Aguonie
(Shequiandah First Nation),
Charles Shawanda (White-
fsh River First Nation), Ken
Neegan (Constance Lake First
Nation), Tammy Hardwick
(Sheshegwaning First Nation)
and Charlene Corbiere (MChi-
geeng First Nation).
Additional 20th anniversary
celebration activities included
raising the Anishinabek Nation
fag, creation of KTEI family
tree, KTEI Tour and a celebra-
tory round dance. Kenjgewin
Teg Educational Institute is
governed by a Board of Directors
consisting of eight First Nation
community representatives in
the Manitoulin-North shore
area and is centrally located in
MChigeeng First Nation on
Manitoulin Island Mnidoo Mnising.
In the Ojibwe language, Kenjgewin
Teg means a place of knowledge.
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 (Whitefsh
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).
MMAK Students listen attentively to the speakers. Front: Brian Bisson &
Giiwednong Fox Back: Niomi Tomaselli, Sara Marie Wassegijig & Preston
Riberdy
Shkagamikwe Gbasen Miginaa Wii Naadmaagaasad
Mother Earth Needs Our Help!
By Kelly Crawford
MCHIGEENG FIRST NATION -
Kenjgewin Teg Educational Institute
hosted an Earth Day Teach-in on April
22, 2014.
Use teachings every day to protect
resources. We as people have to be
vocal about the importance of water,
explained Josh Eshkawkogan, KTEI
Elder in Residence.
Shkagamikwe Gbasen Miginaa Wii
Naadmaagaasad Mother Earth Needs
Our Help! was the focus for the teach-
in that opened a dialogue on the impor-
tance 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 Tradi-
tional Knowledge Faculty Member)
Art Jacko (UCCMM Lands and
Resource Manager), Mike Wilton
(President Algonquin Eco Watch
Group), and Shirley Cheechoo (Inter-
nationally Acclaimed Filmmaker and
Artist). Te free open event brought
in just over 70 participants to discuss
the potentially devastating impacts of
industry on Mother Earth.
Lets not frack around with it!
Water is our most precious heritage,
expl ai ned Mi ke
Wilton, Algonquin
ECO Watch Group.
Te 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 frack-
ing damages ground
water, If we damage
the ground water, we
have nothing.
Lakeview Grade
8 Teacher Connie
Freeman 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
student Cassandra Bisson comment-
ed, Te whole of Manitoulin Island
is basically frackable. Bisson feels it is
important for students to learn about
these issues so they can help to make
change. If we have knowledge we can
share with our parents. If we know a lot
about it we can do something about it.
Shirley Cheechoo shared a screening
of her flm, Pikutiskwaau (Mother
Earth) Te flm inspired and con-
nected with all participants. I am so
impressed. It is a message that needs
to be heard, commented Jeannette
Corbiere Lavell.
Cheechoo spoke to the crowd in a
question and answer period leaving a
clear message of the flm, If only we
would love this earth like we love our
mothers healing would begin. In
the documentary flm Pikutiskwaau,
Dr. Shirley Cheechoo, Internationally Acclaimed
Filmmaker and Artist, answers questions about her
flm, Pikutiskwaau (Mother Earth during the Q & A at
KTEI's Spring Teach-In.
KTEI Regional Heritage Fair Showcasing Student Success!
By Kelly Crawford
MCHIGEENG FIRST NATION -
Students from Lakeview School
(MChigeeng First Nation), Sha-
wanosowe School (Whitefsh River
First Nation), St. Josephs Anishnabek
School (Sheshegwaning First Nation)
and Biidaaban Kinoomagegamik (Sag-
amok Anishnawbek) proudly displayed
over 30 exhibits/ booths at the KTEI
Regional Heritage Fair on May 5, 2014
at Lakeview School in MChigeeng
First Nation.
I dance for my grandparents, my
health and my ftness, explained Avery
Sutherland, Shawanosowe School,
Whitefsh River First Nation. Suther-
land along with classmates Ava Owl
and Carter McGregor were winners of
the Founder Award for their project on
traditional dance.
I am really impressed with the quali-
ty of projects and how knowledgeable
the students are, explained Wayne
Hugli, Ontario Heritage Fair Asso-
ciation Ontario Coordinator. When
they are looking for a topic they often
choose something close to home.
Hugli believes
that connection
to self and topic
is key. Tey learn
about themselves.
Tis is an oppor-
tunity to share
their story.
Connection to
family and com-
munity inspire
topics but the
sharing of this
k n o w l e d g e
empowers the
students to have
a better under-
standing 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. Corbiere
and Blackbird developed a yakit video
describing the process of maple syrup
as an addition to their project.
Multicultural History Society Award
winners, Sarah Migwans-Bayer and
Caiylee Ense (Lakeview School,
MChigeeng First Nation) focussed
their project on the residential school
system, It is intergenerational. It is still
afecting us. If we werent sent to resi-
dential schools we wouldnt be speaking
English.
Topics ranged from personal connec-
tion to the students connection to
knowledge. Jenna Visitor, Whitefsh
River First Nation, focussed her project
on Ancient Egypt. I decided to choose
Ancient Egypt because I wanted to
learn about hieroglyphics and inven-
tions.
Te following were award recipients
Best Overall Exhibit Tara Hoppe,
Lakeview School
Ontario Womens History Network
Ava Owl, Carter McGregor & Avery Sutherland,
(Shawanosowe School, Whitefsh River First Nation) -
winners of the Founder Award.
MOTHER ontinued on page 13
REGIONAL ontinued on page 13
Student Profle - Dante Danville, Sheshegwaning FN
A.I.M.S. - GED Student
THE SECRET TO GETTING AHEAD IS
GETTING STARTED
Hi! My name is Dante, former AIMS Graduate and
soon to be, GED Graduate, as well!
I've always regretted not getting my high school
diploma, but, in order to get a high school
diploma, you must actually attend high school!! It
also involves hard work, perseverance, learning,
studying, and sacrifce. 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 ft. 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 of 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 ofered. The moment I walked
through the door I felt a real sense of belonging.
I felt that I had just arrived home. The staf gave
me such a warm welcome! All around me were
the smiling faces of others, like myself, who were
also looking to fnd 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
ft 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 fnished it, leaving me at
another crossroads. I said to myself, "Now where
do I go?" Then one day, as I was driving past KTEI
on my bus run to Lakeview School, I noticed a
message board that advertised, "Get Your GED in
6 Weeks!" After dropping of the students, I came
back to look into it further. I came out a registered
GED student!
I have to admit that at frst 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 diference was
that the elders, the staf, 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 staf will do
everything in their power to make sure you have
all the tools required to help you fnd success in
whatever feld 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
KTEI Science Fair 2014 Students Celebrating Science!
By Evan Farquhar
SAGAMOK Over 110 students from
Shawanosowe School (Whitefish
River First Nation), St. Josephs School
(Sheshegwaning First Nation) and
Biidaaban Kinoomagegamik (Sagamok
Anishnawbek) proudly displayed over
60 exhibits/ booths at the KTEI Sci-
ence 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 stu-
dents, teachers and judges, explained
numeracy resource teacher Christine
Hodgins. It was evident that students
were learning from each other and
b e c o mi n g
more invested
in their own
learning. Tis
event allowed
students to
research sci-
ence projects
while inspir-
ing students
to apply their
own creative
twists to really
make t he
projects their
own. The
students were
very excited to
display their
projects.
Te exhibits
were judged
on the fol-
lowing cri-
teria; initial
visual appeal,
demonstration
of science
knowl edge
and skills,
or i gi nal i t y
and approach,
explanation of project and efort. Te
exhibits covered a wide range of scien-
tifc topics such as: the forces of nature,
plants and wildlife, electricity, gravity,
object density, bacteria and states of
matter.
I felt the Science Fair was a great suc-
cess claims Ms. Beth Linder, Special
Education Resource Teacher from Sha-
wanosowe School. Our students spoke
about all the interesting projects they
were exposed to and the other pleasant
students they met during the day! Te
atmosphere was orderly and spacious
Primary Division Science Fair award winner
Ira Paibomsai demonstrating his Ironman
Ira-Man pully system with teachers Delma
Toulouse (left), and Beth Linder (right).
SCIENCE ontinued on page 12
By Jennifer Holub
SPLIT-GRADES. MULTI-GRADES.
Combined classes. Each of these
terms refer to teaching more than one
consecutive grade in a classroom. For
(most of ) our teachers in First Nations
schools, that is the reality. Tis past
month, I asked teachers to share their
experiences of combined class teaching
their successes and non-successes to
spread awareness of its unique oppor-
tunities for students and teachers.
WHAT THE RESEARCH SAYS
Te Ontario Ministry of Education
[OMoE] acknowledges that research
on the impact of specifc strategies
for combined classroom teaching
is limited. We are far from having
a body of professional data that has
been tested, understood, and imple-
mented widely, says the OMoEs
Research Monograph on the subject.
However, the OMoE says that with
efective teaching strategies, students
in combined grade classrooms achieve
comparable academic results as those
in single grade classrooms.
PAINTING THE PICTURE
Not all multi-grade classes are the
same. Class sizes in our schools range
from 4-31 students. Some classes have
educational assistants, others do not.
Some classes combine two grades while
others combine three or four grades.
All classes have students on Individual
Education Plans (IEPs) (this is also the
case in provincial schools) which could
mean that some students are working
at a diferent 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
diference between the highest and
lowest [levels of student abilities] can
be up to six years functioning level.
Tese combined factors mean teach-
ers must be creative in their classroom
teaching to reach all students at the
appropriate level of instruction.
STARTING THE YEAR
Teachers of combined classes need
a plan. It is important to have clear
rules and expectations defned 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 environ-
ment of independence makes a signif-
icant diference.
DISTILLING THE CURRICULUM
It is rare for teachers in general to
make it through the entire curriculum.
It can often become difcult trying
to cover all
the neces-
sary minis-
try expecta-
tions for the
c ombi ne d
grades, says
Shillington.
Therefore,
t e a c h e r s
often need
to fnd cre-
ative solu-
t i ons t o
ma x i mi z e
the years
l e a r n i n g
pot ent i al .
Nathan Moore, a Grade 2/3/4 teach-
er in Dokis First Nation, fnds ways
to combine the science curriculum to
allow for whole class learning. Melanie
Blanchard, a Grade JK/SK/1 teacher
in Dokis First Nation, explains: I try
to fnd opportunities for whole group
instruction so that I can have all stu-
dents learning together. Many teach-
ers 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 group-
ing. Teachers use both heterogeneous
(varying levels) and homogeneous
(same level) groupings to maximize
instruction. Leslie Ramsay, a teacher
of eight years, teaches Grades 2/3/4/5
in Shawanaga First Nation. She relies
on strategic grouping so that students
can work independently and help one
another. Ramsay also uses tutoring as
a creative grouping strategy. I fnd
that getting the older students to help
the younger students is efective, says
Ramsey, It helps the younger students,
but the older students are helped by
having to explain the concept. Teach-
ers also make use of the learning centre
model to rotate groups of students to
diferent learning activities. I fnd
that centres
have really
helped me,
says Diana
M a l i g ,
a Grade
J K / S K / 1
teacher in
Shawanaga
First Nation.
I can use
h o m o -
g e n e o u s
grouping to
have stu-
dents focus
on specific
tasks at their
level. In order to have efectiveness
with grouping, teachers unanimous-
ly agree that knowing the students is
paramount.
THE IMPORTANCE OF ASSESS-
MENTS
What kind of knowledge do teachers
require in order to efectively manage
the education of their students?
Moore relies on ongoing assessments
throughout the year. He administers
the Developmental Reading Assess-
ment [DRA] at the beginning and end
of the school year, but does additional
DRA assessments if he suspects there
has been growth in the reading abili-
ties 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 academ-
ically. 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 resourc-
es--to fnd what works best for them
based on the needs of their learners.
BUILDING A COMMUNITY
All teachers agree about the impor-
tance of getting to know the students
in order to build a community of
learners. I fnd it helpful to gauge
students interest, says Ramsay, who
fnds opportunities for her students
to participate in outdoor activities as a
group. Shillington agrees, I think it's
very important to get to know your
group before setting in stone teaching
methods and plans.
ADVANTAGEOUS OR NOT?
While there are mixed feelings
among teachers about the advantages
and disadvantages of combined classes,
they are a reality in our schools due
to comparatively small enrollment
numbers. Within the nine elementary
schools afliated with our institute, six
schools are comprised of entirely com-
bined grade classrooms. Said another
way, of 43 classes, 19 contain more
than one grade. Even in single-grade
classes, teachers must diferentiate
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 efective methods, one teacher
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 benefts of meaningful,
everyday classroom strategies with
even more successful students.
First Nation Student Success Program (FNSSP) update
Combined 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
Lakeview School and Biidaaban
Kinomaagegamig, teachers have
focused on developing inquiry based
teaching through a variety of strate-
gies some of which include teach-
er modeling and co-teaching. Tis
strategy is at varying degrees at each
school, and in diferent 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 benefts of
co-teaching and collaboration, flming
of co-lessons at Biidaaban School will
take place during the month of May. In
addition, a model classroom has been
established at Lakeview School with
a goal to include teacher moderation
and capacity building sessions within
the flming.
Te current emphasis in numeracy
is focused on inquiry based and rel-
evant mathematics instruction that
students fnd engaging. With the cur-
rent focus and the use of one or two
rich questions, it allows for indepen-
dent or collaborative expression and
deeper thinking. Students are being
encouraged to work within groups or
with math buddies to solve challeng-
es, with independent assessment still
taking place. Studies have shown that
students who are engaged in inquiry
learning tend to retain information
through level of engagement and peer
collaboration.
An intervention program has been
implemented at both schools (Lakev-
iew School and Biidaaban Kinomaage-
gamig) 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 sufcient gains
in mathematics. Tese gains have been
measured and tracked through baseline
Key Math assessment.
Recently, at Lakeview School, par-
ents and students participated in a
very successful Primary Math Night.
Tis event was planned by teachers
and supported by the NRT. During
the evening, parents had the opportu-
nity to participate in centre based and
inquiry learning to better understand
the changing face of mathematics.
Te NRT and teachers at Biidaaban
Kinomaagegamig are currently in the
planning stages for a parent engage-
ment afternoon; this workshop is ten-
tatively scheduled for mid-May.
Teachers, students and the NRT
have been preparing for grade 3 and 6
EQAO Assessments, which are sched-
uled to take place during May 26 to June
6, 2014 across the province. To prepare
for these provincial assessments, teach-
ers 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 support-
ing 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 Suc-
cess Leader with Kenjgewin Teg
Educational Institutes First Nation
Student Success Program, shared her
enthusiasm of hosting Parent Lit-
eracy Engagement sessions in the
communities of Whitefsh River and
Sheshegwaning First Nation.
Each session was well attended and
the parents were engaged in centre
style sessions with their children.
Tese sessions provided parents with
a snapshot of how they could incor-
porate 15 minutes of literacy activities
at home.
Following recipes and reading aloud
quickly captured the childrens atten-
tion and created dialogue between the
parents and children Board games
were also featured and families enjoyed
choosing from a variety of games which
incorporated the use of oral language,
problem solving, word work, and pro-
cedural reading, and most importantly
how to have fun! Families also partic-
ipated 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 of, students went
home with book bags, recipes, and
quality time spent with their family.
for touring the complex and for asking
exhibitors to explain their projects. I
encouraged my students to branch out,
introduce themselves and ask questions
so they can start thinking about what
they might do next year. I tried to plant
the seed of enthusiasm. It was reward-
ing to see our students showing their
research and hard work to others with
pride! To top it of, the students were
served hot pizza and drinks for lunchit
was two thumbs up from Shawanosowe
School!
Each participant received a custom
certifcate of participation as well as a
white pine tree seedling from the Man-
itoulin Stewardship Council. Te stu-
dents were excited to bring these trees
home and to plant them and seemed to
align well with the theme of the day.
Te following were award recipients
for best overall science exhibits:
PRIMARY DIVISION (KINDERGAR-
TEN TO GRADE THREE)
Grade two Shawanosowe student Ira
Paibomsai for his Ironman Ira-Man
exhibit
Grade three Biidaaban students
Ameerah Eshkakogan and Preston
Bennett for their Balloon Magic
exhibit
JUNIOR DIVISION (GRADE FOUR
TO GRADE SIX)
Grade four Shawanosowe students
Ava Owl and Avery Sutherland for
their Solids into Liquids exhibit
Grade four Biidaaban students Jacin-
ta Eshkakogan and Cebar Chiblow
for their Is it true? exhibit
I NTERMEDI ATE DI VI SI ON
(GRADES SEVEN AND EIGHT)
Grade eight Biidaaban student Cecile
Eshkawkogan for her McDonalds
Cheeseburger exhibit
Grade seven Biidaaban student
Grant Stonefsh for his Cutting
down landslides exhibit
Grade seven Biidaaban students
Roman Manitowabi and Jibreel
Boukhobza for their Sim exhibit
Tis 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
initial years had roughly only 30 partic-
ipants to 113 from three diferent First
Nation schools.
is governed by a Board of Directors
consisting of eight First Nation com-
munity representatives in the Manito-
ulin-North shore area and is centrally
located in MChigeeng First Nation on
In the Ojibwe language, Kenjgewin Teg
means a place of knowledge.
For more information on the KTEI
Science Fair please contact Evan Far-
quhar, FNSSP Data Management and
Logistics Coordinator at FNSSPData@
ktei.net
Science Fair 2014 Students Celebrating Science!
Cree Elders share stories from their
ancestors for future generations. Te
flm teaches us that lessons should all
come under the guidance of Mother
Earth. In the flm, 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, (Pikutisk-
waau, Shirley Cheechoo).
Shirley Cheechoo's presentation was
so awesome! Straight from the heart, I
just loved it! said Roxanne Corbiere,
MChigeeng First Nation.
For more information please visit us
at www.ktei.net.
Mother Earth Needs Our Help!
Julian Trudeau, Biidaaban School
Archives of Ontario Award Oha
Cada & Niihge McLeod, Lakeview
School
Genealogical Society Award Trinity
Simon & Josephine Sagon
Multicultural History Society Award
Caiylee Ense & Sarah Migwans-Bayer,
Lakeview School
Historical Tinking Award Leanne
McGregor, Shawanosowe School
Library Association Award Jenna
Visitor, Shawanosowe School
Reading and Remembrance Award
Nathan Bush & Joel Trudeau, Lakev-
iew School
Historical Society Award Sterling
McGregor, Shawanosowe School
Founders Award Tori Toulouse, Sha-
wanosowe School
Founders Award Caleb Blackbird &
Dallas Corbiere, Lakeview School
Founders Award Ava Owl, Avery
Sutherland & Carter McGregor, Sha-
wanosowe School
The Heritage Fairs Program 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. Te KTEI Fair at Lakeview
School in MChigeeng First Nation
was the only one on Manitoulin Island.
Coordinated by the First Nation Stu-
dent Success Program through KTEI,
this Regional Fair provides an opportu-
nity to showcase student success.
For more information on the KTEI
Regional Heritage Fair please contact
Evan Farquhar, FNSSP Data Man-
agement and Logistics Coordinator at
FNSSPData@ktei.net
Regional Heritage Fair
Pow Wow at Manitoulin Secondary School
KTEI Family Drum, Daanwemaagan Dewegan, were invited to participate at
the Manitoulin Secondary School's Annual pow wow. Pictured above are a
jingle dress dancer and a shawl dancer.
KTEI 20th Celebration
TOP: KTEI Round Circle and the raising of the Anishinabek Nation fag.
Bottom: Chris Pheasant did a wonderful job as MC for the event.
NOOJMOWIN TEG HEALTH CENTRE
Hwy 540, 48 Hillside Road, AOK First Nation, Little Current, Ontario P0P 1K0 Tel: (705) 368-2182
Aidan Mitchell
Hi! My name is Aidan Mitchell
and I am completing my 3rd
year placement for social work at
Noojmowin Teg Health Centre. I
grew up on Manitoulin Island, but
have been living in Sudbury for
the past 10 years. I am a Child and
Youth Worker and I am currently
in the process of completing a
Bachelor of Social work and a
B.A in Psychology at Laurentian
University. While at Noojmowin
Teg Health Center, I will be working
closely with Dr. Barbara Erskine and
the Mental Health team to learn
the strategies used at this health
center, utilizing a multi-disciplinary
team and a holistic approach to
health care for Anishinabek and
Aboriginal individuals within the
district of Manitoulin Island. I look
forward to working with the staf at
Noojmowin Teg and the community
members for the next few months.
Rose-Marie Dolinar
Noojmowin Teg Health Centre
was pleased to secure the locum
services of Rose-Marie Dolinar, an
experienced and familiar Nurse
Practitioner, for the months of
April and May. Rose-Marie had
been delivering NP services
to community members at
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 staf 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!
Peggy Wassegijig
Ahnii! My name is Peggy Wassegijig,
a member of Wikwemikong
Unceded Reserve with roots in
M'Chigeeng where I will reside
with my mother and close to my
nephews and nieces. I am very
excited to be joining the team at
Noojmowin Teg Health Centre
as the new Finance Ofcer. 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-proft
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!
Charlene Corbiere
Aanii! My name is Charlene Corbiere
and I am excited to begin a new
journey in my life with Noojmowin
Teg as the New Beginnings (FASD)
Program Coordinator. I have always
been involved in the health and
education felds, 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 &
of the First Nations of Manitoulin.
Please be patient as I will be
learning new pathways.
THE 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
afordable prices. Te GFB pilot project
locally is an initiative of the Manitou-
lin Child Poverty Task Force (CPTF),
under the auspices of Noojmowin Teg
Health Centre, together with the 7 First
Nations Health Centres, and other part-
ner groups across Manitoulin. One year
ago in May 2013, the pilot Good Food
Box program began on Manitoulin, with
65 boxes of fresh produce going to homes
across Manitoulin, including in each of
the communities served by Noojmowin
Teg. During the frst year, with the help
of the initial Manitoulin GFB Coordina-
tor Brenda Playter, and the larger GFB
program in Sudbury, the ordering and
packing of the produce all happened in
Sudbury, and Manitoulin community vol-
unteers and staf transported the boxes of
fresh fruits and vegetables from Sudbury
to Manitoulin one day per month, deliver-
ing to a space here on the Island donated
by the Little Current United Church.
Last month, in April 2014, the Manito-
ulin Good Food Box program entered a
new phase of its development! We now
are operating directly from Manitoulin,
with new GFB coordinator Margot Bic-
kell, coordinating volunteers and arrang-
ing purchasing 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 Manitoulin farmers to
add to the GFB this summer and fall.
Donations of backyard garden produce
will be welcome as well, through a Grow
a Row initiative, coordinated by Wendy
Gauthier. GFB prices are 17$ for a large
box and 8$ for a small box, and can be
ordered through several diferent com-
The Good Food Box Program
GOOD BOX continued on page 15
munity 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 Roche-
fort at Noojmowin Teg 705-368-2919,
or Child Poverty Task Force Coordinator
Heather Toma at 705-368-0460.
More information is also available on
the Child Poverty Task Force webpage
at www.childpovertytaskforce.com. Te
Task Force meets monthly and all are
welcome to come to the meetings and
help out with a variety of projects.
NOOJMOWIN TEG HEALTH CENTRE
Hwy 540, 48 Hillside Road, AOK First Nation, Little Current, Ontario P0P 1K0 Tel: (705) 368-2182
The Good Food
Box Program

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