MANITOBA EDUCATION RESOURCE CENTRE VISION MISSION “Support First Nations to develop and implement a comprehensive To help First Nations improve education for all learners to achieve: holistic educational system inclusive of First Nations languages, • mino-pimatisiwin (, Ojibway, Oji-Cree)” world views, values, beliefs and with exemplary academic • honso aynai (Dene)” standards, under First Nations jurisdiction.” • tokadakiya wichoni waste (Dakota)”

www.mfnerc.org Volume 8, Issue 1

Fisher River Cree Nation Para Educator Graduation By June Montour INSIDE THIS ISSUE: n December 12, 2008, eleven Education- Healers in Education...... 2 al Assistants received their Para Educa- Roots of Empathy...... 2 tor certificates at the Fisher River Cree O A Journey from Cultural Nation community hall. The event was attended Awareness...... 3 by MFNERC representatives Gwen Merrick, Di- The Rattle...... 3 rector of Programs, Kathleen McLeod, Adminis- trative Assistant to Gwen, Wayne Mason, Man- ager of the Interdisciplinary Training Initiatives, Derek Courchene, Program Liaison Officer, June Montour, Training Initiatives, Virginia Thomas, Instructor – Training Initiatives, Para-Educator Instructor Ainsley Fontaine, Administrative As- sistant to Wayne and UCN Dean of Education, Al Gardiner. Lorraine Stagg and Crystal Wilson Homework Standards...... 4 received honorable mention for their outstand- A Place That is Special to ing achievement in the Para Educator Program. Me Poem...... 4 The event was attended by family, friends and MFNERC representatives; Fisher River PEP graduates. Scholarship Recipients....6 elders and included a traditional turkey dinner. Message to Education Direc- Andrea M. Mason Emily A. Sinclair Congratulations to the graduates: tors and School Admin ....6 Mary Cecelia McKay Vera Lorraine Stagg Resource Meeting in Georgina C. Cochrane Anthony James Mason Marilyn J. Murdoch Crystal Ann Wilson Dauphin...... 7 Hazel M. Cochrane Desmond Evan Mason Darren Wayne Sinclair Enjoy Your Bannock...... 7 Sagkeeng Surging Fwd.....8 St. Theresa Point First Nation Para Educator Graduation By June Montour ourteen Educational Assistants received Point First Nation gave a beautiful con- their Para Educator certificates on No- gratulatory message to the graduates fol- vember 29, 2008 at St. Theresa Point lowed by a full course catered dinner. F High School. The event was attended by MF- We thank the local resource teacher, Cornelius NERC representatives Gwen Merrick, Director Harper for teaching most of the courses with of Programs, Wayne Mason, Manager of the Phyllis Murray...... 9 some assistance from MFNERC Instructor June Interdisciplinary Training Initiatives, Derek George Merasty...... 9 Montour. A big ‘thank you’ to the IT Specialist Courchene, Program Liaison Officer - Train- Charles Sinclair School.. 10 Dave Thiessen from MFNERC who taught the ing Initiatives, and June Montour, Instruc- Computer Fundamentals course to students. News from SIP...... 10 tor – Training Initiatives. University College Choose Your Leadership of the North, Vice President Konrad Jonasson Congratulations to the following graduates: Values...... 11 was also in attendance for this celebration as Merle Deborah Bone Lorraine Joyce Monias Dauphin Regional on well as MKO representative, Joe Guy Wood. Barry Michael Flett Mary Prisca Monias Assessment...... 11 The Educational Assistants received cer- Beverly Marie Harper Beverly Rhonda Monias MFNERC Traditional tificates of recognition for their success- Lorraine Martha Harper Alice Mary Taylor Names Map...... 12 ful completion of the Para Educator pro- Florence Nina Manoakeesick Francis Taylor Reflection Survey...... 15 Joshua Joseph McDougall Anna Kay Wood gram in front of their whole community. Featured Resources...... 16 Chief David McDougall of St. Theresa Catherine Myriam Mason Kathy Wood

Principals’ Newsletter • February 2009 1 Healers In Education For Life Program (H.E.L.P)

he H.E.L.P. program is being developed ries of roundtable discussions to include their to address the need for more qualified ideas as to what should be included in a school Tschool counselors working in First Nation counselor program for First Nation schools. schools. The program is designed particularly The H.E.L.P. roundtable discussions were held for First Nation community residents who have on February 11 and 12, 2008, March 19 and 20, 2008, November 3 and 4, 2008 and February 5, 2009. Home school coordinators, academic counselors, guidance counselors, a social clini- cian and a school administrator were included to participate in the roundtable discussions.

The next steps will be to continue to develop the program model and framework, examine delivery methods and to negotiate partnerships with an accredited post secondary institution. The first HELP roundtable discussion With perseverance the MFNERC Interdisciplin- a desire to enter into the many facets of school ary Training Initiatives Department intends to counseling. have the program ready by fall 2009. The role of the school counselor is changing If you require more information or have ques- and now includes counseling services for chil- tions, please contact Wayne Mason, Manager dren in all grades. The MFNERC Interdisciplin- of the Interdisciplinary Training Initiatives at ary Training Initiatives department responded 1-204-975-1145 or Fax at 204-942-2490 or to this need by contacting school counselors e-mail him at [email protected]. working in First Nations schools to attend a se- By Wayne Mason

Roots of Empathy Training Session

oots of Empathy instructors from Northern gathered in The RPas on January 12, 2009 to take part in a one day mid year training session.

This training session is an important and compulsory component of the Roots of Empathy instructor certification process.

The day long session provided instructors with the opportunity to share, network, and discuss, Around the Green blanket at successes, challenges and solutions encountered ROE mid year training The in The ROE program delivery. Pas. Kennedy Ross Roots of Empathy baby A family and baby were invited to attend part and Jaime Moore Roots of of the training day. This time provided an op- Empathy instructor Joe A. Ross School Opaskwayak. portunity for instructors to share and focus on ideas for interacting with an older baby around Kennedy Ross Roots of the green blanket. Empathy Baby and Juliana Ross Roots of Empathy There will be 3 mid year training sessions held parent Joe A. Ross School in in the next three months. Opaskwayak.

2 February 2009 • Principals’ Newsletter A Journey from Cultural Awareness to Cultural It is a fact noth- Competency: A Training Kit for Professional ing short of a Development in Aboriginal Education miracle that the

he Manitoba First Nations Education clearer direction to other school staff respon- modern meth- Resource Centre Inc. in partnership sible for planning and implementing strategies ods of instruc- Twith Aboriginal Education Directorate in their schools and classrooms. of Manitoba Education, Citizenship and Youth The number of people per divisional team tion have not is pleased to inform you of, A Journey from will vary depending on the enrolment count. Cultural Awareness to Cultural Competency: Contact Marlene Gallagher for assistance in yet entirely A Training Kit for Professional Development determining the team member numbers. in Aboriginal Education. This training kit will strangled the The training kits will only be distributed at provide strategies for First Nation schools the time of the workshop to those individuals and provincial school divisions to deliver holy curiosity of who have been identified as part of the team local training sessions to school staff in the attending the 4 day training workshop. After planning, design, implementation, and inquiry; for this school staff has been trained, additional copies integration of First Nations and Aboriginal may become available. delicate little peoples’ knowledge, histories, beliefs, world views, practices, and lifestyles. To make arrangements for your school staff to planet, aside participate in the 4 day training workshop or if There will be regional workshops for staff you have any questions, please contact: members from each school to take the training from stimulation, in conjunction with other First Nation schools Marlene Gallagher, Consultant stands mainly and provincial school divisions. They will then Manitoba Education, Citizenship and Youth be able to return to their respective schools Aboriginal Education Directorate in need of free- and provide the training for their school’s staff. 510 Selkirk Avenue We recommend that schools identify staff Winnipeg MB R2W 2M7 dom; without members who are responsible for First Na- Telephone: 204-945-4379 tions Education and Aboriginal Education to Toll-free: 1-800-282-8069, ext. 4379 this it goes to take part in a four (4) consecutive days train [email protected] the trainer workshop. After completing this wrack and ruin workshop, participants will be able to provide By Myra Laramee without fail.

Si-Si-Kwan: The Rattle Traditionally the spring was the official “New - Albert Einstein Year” for First Nations. Si-Si-Kwan (Spring) was the time of reawakening, new birth and growth. The term Si-Si-Kwan refers to the spring break-up. It is a time when the ice on the lakes began their annual melt. The ice thawed from the underside with the water and suns’ rays crystallizing the soft ice. When the wind moved the crystallized ice, the ice crys- tals rub together producing a gentle swishing or rattling sound that is said to be the cue for all living things to revitalize and reawaken and begin a new cycle. The term Si-Si-Kwan, which in Cree refers to the rattle, stems from the word sikwan and reminds us of the sounds of the spring break-up. There is a rattle in the sky. The North Star, Polaris, the end of the handle, Si-Si-Kwan: The Rattle; Artwork by Edwin Bighetty with stars from Cepheus, making up the body of the rattle.

By Wilfred Buck

Principals’ Newsletter • February 2009 3 The same Homework Standards By Elmer Everett people who Homework for students should be used to rein- in each classroom for students for meeting force concepts they are learning in school and to homework expectations and recognize them never did their train them that homework is part of their duty and publicly during monthly student assembles. responsibilities as students. Homework should never homework in frustrate students and they should be able to do it 6. Acknowledge and recognize parents and with very little help or assistance. Giving students guardians for their contribution and support high school are new material they have not yet learned will negatively to the home work program at your school. affect students’ behavior and attitude towards home- still doing that work. Giving grade 4 students 100 problems to do in 7. Identify the days you will be giving stu- math is not reasonable and will evidently turn them dents homework and be consistent. In most to this very day off with homework. Homework should be monitored, cases homework is provided from Monday tracked and rewarded so classroom teachers can to Thursday and weekends are usually left out in the real recognize and reward those students for meeting alone. Your discretion will be needed. this school expectation and also for students to see world. and understand the value placed on homework. Here are some suggested time limits for students to do homework: Here are some important points about homework: - Jules Shear • Kindergarten students 2 - 5 Minutes 1. It is important to establish a clear purpose • Grade 1 5 – 8 Minutes and rationale for giving students homework. • Grade 2 8 – 10 Minutes • Grade 3 10 – 12 Minutes 2. The amount of homework you should give to • Grade 4 12 – 15 Minutes students should be based on the age and • Grade 5 15 – 20 Minutes ability of the student. Do not overload stu- • Grade 6 20 Minutes dents with too much. • Grade 7 20 – 25 Minutes • Grade 8 30 Minutes 3. Provide an example for parents in the work • Grade 9 40 Minutes sheet you are giving students for homework to show how to do the task. These time limits are just recommendations and should not be implemented until they are ratified by 4. Develop a way to communicate clearly to par the teaching staff and School Administration of your ents and guardians about your homework school. Make homework an expectation for students purpose, procedures and policy. and design your homework program to be successful and enjoyable for students. 5. Establish a reward and incentive program

“A PLACE THAT IS SPECIAL TO ME”

As I enter his home, The smell of fresh sweetgrass burning. He asks, Pii-bii-ti-gen, tea na ki-kno-ntwe-min-ikwe? (Come in, would you like to drink some tea?) The air is cool, the light is bright, it is early. Words come slowly, But the words have meaning. The paintings are real, from the heart, With many words but with none. The dreamcatcher, very simple, cherished, We talk the dreams, for me, for family. He is my uncle, An Elder. By Charles Cochrane

4 February 2009 • Principals’ Newsletter You are en- The Manitoba First Nations Education Resource Centre Inc. rolled in a full- is proud to present the 11th Annual time informal school called CONFERENCE LIFE. Each day in this school, you will have May 20-22, 2009 the opportunity Victoria Inn Hotel & Centre Winnipeg, Manitoba to learn Featured Speakers: lessons. You Damian Cooper, “Strategies and Tools to Improve Learning” Mary Gordon, Founder/President Roots of Empathy may like the This year’s conference will focus on strong lessons or think programming which supports good teaching. The conference will highlight them irrelevant current pedagogy and programming that supports student success. and stupid.

Fees: Group Rates Available –Seneca Wolf Clan Teaching Lodge All Days: $300.00/person Student Rate: $115.00/person Single Day: $100.00/person Student Rate: $55.00/person Early Bird Registration : April 3, 2009: Qualify to Win a 32” Plasma TV!

CALL FOR PRESENTERS AND VOLUNTEERS! Maria Ross Awards Banquet Jigging Contest First Night – Youth in the Arts & Entertainment LTF Tradeshow

For further information, please contact Joy Keeper, Conference Planner at 204-940-7036 or email her at [email protected]

Principals’ Newsletter • February 2009 5 MFNERC Scholarship Recipients Dear Education Directors and School Administrators: The MFNERC Scholarship Committee is pleased to announce this year’s recipients of our annual In 2008, all directors were in agreement as to MFNERC Scholarship Award. Brittany Dorion, the importance of trained Speech and Language Feliciti McLean, Chantell Quill and Frances Ross Educational Assistants (SLEA) to complement are well deserving of this award. They are and enhance the SLP service delivery. SLEA(s) role models and future leaders of our com- are needed to carry out the therapy and pro- munities. gramming designed and assigned by the SLP(s). Brittany Dorion is from Opaskwayak Cree The SLP(s) have indicated that service delivery Nation. She graduated from Joe A. Ross is seriously impacted by the lack of such trained School last year and received the Governor individuals in First Nations Schools. The direc- General’s Bronze medal. She is presently tion was given for the Special Education Coordi- enroll at the , taking nator of MFNERC, and the Manager of Training University 1, eventually setting her sights Initiatives to develop and deliver an accredited on achieving a degree in Medicine. certificate program.

Feliciti McLean is from Pinaymootang First An SLEA Program was delivered from January to Nation. Feliciti is currently enrolled April 2008 with excellent success. There is still a at the University of Manitoba, taking need to train more SLEA’s, so we will be offering University 1. She graduated from Pinay- another training program with a tentative start mootang School and was recognized as date of August 24, 2009. a high achiever in High School. She is a very active and involved student. The delivery will be different this time with Chantell Quill is from Sapotaweyak Cree the participants coming to Winnipeg for two Nation. She graduated from Kanikan- weeks and returning to their community to take ichihk. Chantell attends Red River Col- more courses via the internet with a computer lege, taking Business Administration. program called elluminate. They will return in She received a Business Council of October to finish their course work and attend Manitoba Scholarship and has been on a practicum placement in schools in Winnipeg. the Dean’s Honor Roll, receiving a 4.39 There will also be a graduation ceremony at that GPA in Business Administration at Red time. River College. The costs for tuition, books, supplies and Frances Ross is from the transportation to practicum placements will be Cree Nation. Frances graduated from Otter approximately $1,000.00. School in . She received a top Scholar Award for being an Meals and accommodations would be approxi- outstanding role model and also the Gover- mately $2000.00 per trainee. This cost does not nor General’s Award. Frances is enrolled at include travel to Winnipeg and return because University College of the North in Cross the travel costs will vary depending on their Lake, taking General Studies. points of departure. These costs will be the It is the committee’s hope that this responsibility of the participant scholarship helps our recipients obtain their aspirations for a bright future. Participants should have access to a computer They feel as we do that education is a and should have some basic knowledge of com- foundation for obtaining mino-pimatis- puter word processing. iwin. If you have any questions or require further clari- Congratulations from the Scholarship fication regarding any statement above, please Committee. contact Wayne Mason, Manager of Training Initiatives at 1-877-247-7020 MFNERC Office in Pictures from the top down: Fliciti Winnipeg. McLean, Brittany Dorion, Chantell Quill, and Francess Ross.

6 February 2009 • Principals’ Newsletter Enjoy Your Bannock Author Unknown We see an un- group of First Nations men and women, the plate and knives themselves add no quality usual opportu- highly established in their careers, got to the bannock. In most cases it is just more Atogether to visit with a well known elder. expensive and in some cases even camouflages nity...to foster what we eat. Conversation soon turned into complaints about stress in work and life. Offering his What all of you really wanted was bannock, creative and guests bannock, the old man sauntered into the not the plates, but you consciously went for the kitchen and returned with a large fresh best...and then you began eyeing each other’s interdisciplinary piece of bannock and an assortment of plates plates and utensils.” Now consider this: Life and utensils - porcelain, plastic, glass, crystal, is the bannock; the jobs, money and position collaboration some plain looking, some expensive, some in society are the plates. They are just tools to exquisite - telling them to help themselves to hold and contain Life, and the type of plate we and offer ser- the bannock. have does not define, nor change the quality of vices that are Life we live. Sometimes, by concentrating only When all the professionals had a serving of on the plate, we fail to enjoy the bannock we fresh bannock in hand, the elder said: “If you truly student- have.” noticed, all the nice looking plates and utensils were taken up, leaving behind the plain and You bake the bannock, not the plates and centered, that cheap ones. While it is normal for you to want utensils...... Enjoy your bannock!”The happiest only the best for yourselves, that is the source people don’t have the best of everything. They is, well-integrat- of your problems and stress. Be assured that just make the best of everything.” ed, seamless

Resource Meeting in Dauphin By Elmer Everett and responsive Nineteen Resource Teachers gathered at the Friendship Centre in Dauphin, along with Don Scott from INAC. They continued the discussions on Special Education. Richelle Lovegrove was the designated chairperson of to individual the meeting as she prepared the participants for the day’s agenda. She went over old minutes and opened up discussions arriving from the old business. and collective Upcoming Professional Development opportunities for Resource Teachers were shared by Richelle and needs. participants shared P.D. information they received with their colleagues. Presenters were introduced by Richelle as they came up to present and she had the responsibility to be a time keeper to ensure the day’s – Margaret Spear agenda was covered. Don Scott from INAC gave an update of INAC’s focus and direction, issues with the Special Education work plans, a need to develop a clear student resource profile, students receiving direct services, an appeal pro- cess for funding, nominal roll and the data collection. Don Scott stressed to the Resource Teachers that the priority of INAC is to strengthen data collection and that the old way of reporting Special Education to INAC is coming to an end and that it will be replaced with more efficient and easier way of reporting through the nominal roll.

Loretta Sinclair, MFNERC Speech Language Pathologist in Dauphin, did a presentation on Speech and Language services from MFNERC. She shared with them important information about terms used in Speech and Language, the MFNERC Speech and Language services to First Nation Operated Schools, updates of the services provided from the centre, the four regional workshops on Speech and Language, the service request forms and the evaluation forms used to access Speech and Language services. Don Shackle did a quick overview on the Intervention Model of Special Education and particularly the low and high cost funding. He stressed to the Resource Teachers as technicians they need to develop a good profile of needs in the school. He introduced the Proposal Based Programs that can help strengthen the Special Education Plan by developing a student resource profile that will outline the high cost as well as the low cost funding. He also shared the need to establish a good referral process for resource programming, a formal assessment used to assess the student, the identification of the special need of a student and finally the direct and non-direct services he or she will be receiving. The resource teachers’ meeting was very infor- mative, educational as well as very useful. Richelle and Gina did an excellent job facilitating the meeting. You can contact Richelle Lovegrove by phone at 204-622-8850 or by e-mail [email protected] or Gina Schall at 204-328-7951 or e-mail [email protected] if you want more information about the meeting or if you want to request the minutes from the meeting.

Principals’ Newsletter • February 2009 7 A teacher who has mas- By Elmer Everett tered classroom man- Sagkeeng Surging Forward agement skills keeps wo beautiful days were spent in The second day was spent looking at what students constructively developing classroom management I.E.P plans should look like for diverse students plans, writing I.E.P’s and clarifying with special needs. The emphasis was on a engaged and learning T “M” designation with teachers, school team approach to the development of I.E.P.’s from the moment they administrators and Education Director. with the focus on selecting effective strategies enter the room until and scaffolding for the special needs student. The first day was spent looking at and analyzing they leave. They careful- A team approach to I.E.P. development is a researched- based Classroom Management ly plan everything that school strategy to mobilize school staff and information. The staff used this information parents to work together to develop these occurs in the classroom to begin the development of classroom plans and share responsibility for the child. from seating arrange- management plans. These plans are requirements The M designation is a legal term for students ment to instructions of the school organization. The school staff with a severe cognitive impairment. A brief enthusiastically got into groups and got for children who finish presentation and explanation on the terms engaged in meaningful, relevant and important planned activities early. M designation, Adaptation, Accommodation dialogue to begin shaping what classroom and Individual programming was provided. management would look like in the classrooms. The goal of this presentation is to distinguish the difference between the four terms so that teachers become familiar with the terms and where they can be used in school programming.

Each morning the Education Director, Eve Courchene welcomed the school staff and gave acknowledgements and recognitions. She treated her school staff with Tim Horton’s coffee, donuts and a fruit platter each morning. At lunch time delicious and nutritious food was brought in from a local caterer to fuel up for the afternoon. Draws for prizes were made for the school staff at the end of the workshop.

What an exciting group of educators striving to meet the diverse student body needs in their schools. The school staff did a number of group activities throughout the two days to begin a school practice and hopefully become a school to work and do things as a team. The school belief is that involvement of school staff, students and parents in addressing issues, concerns and programming at the school level is better resolved and understood by involving the people that will be impacted. The two days flew by very quickly as school staff had fun working with their colleagues and engaging in healthy and meaningful discussions. The staff appreciated the two days and thoroughly enjoyed the topics that were introduced, the content and the approach used to present the topics. 8 February 2009 • Principals’ Newsletter Phyllis Murray Great works Phyllis Murray, Program Liaison Officer for the MFNERC Interdisciplinary Training Initiatives has gone off to find are performed greener pastures and relocate with her family in southern Manitoba. Phyllis joined the team in August 2007 and was responsible for working with the communities in the north. Previous to that, Phyllis worked as the not by Administrative Assistant/Office Manager for the MFNERC Thompson office. On behalf of the MFNERC staff we wish Phyllis and her family the very best and good fortune. strength, but by perseverance. George Merasty – MFNERC Staff Member George Merasty, B. Comm. (Hons), CA - Samuel Jackson Birth date: May 29, 1969 Birthplace: Meadow Lake, Residence: Winnipeg, Manitoba Family: George is married to Marla Paul-Merasty, 2 handsome boys (Kaeden & Brenden) Language Spoken: English and Cree

As First Nation Chartered Accountant, George Meras- ty worked as the Director of Finance for the Assem- bly of Manitoba Chiefs for 9 years prior to joining the Manitoba First Nation Education Resource Centre in 2007. After he graduated from Commerce at the University of Manitoba, he articled with Deloitte and Touche Chartered Accountants and earned his CA designation in 2000.

Role Model Profile: As Director of Finance, George has controlled millions of dollars for the various organizations and managed several staff. George is passionate about his work, and has a reputation Post Secondary Education: His first year of post sec- for being very cooperative. He is always very well- ondary education was at the . prepared for his work and knows exactly what he He then went to the University of Manitoba where he wants. He is kind, but quietly firm. A very busy man, graduated from the Faculty of Commerce, earning he always takes time for people and for laughter. himself a Bachelor of Commerce – Honors degree in George does not smoke, drink or use recreational 1995. drugs. He lives a clean ethical lifestyle that in turn has earned him the true respect he deserves from People who provided direction: Jim McKay, (Director First Nation people as well as in the business com- of Funding Services for INAC) whom recommended munity in Manitoba and across . He is known the Chartered Accountancy path and great grand- for being a very private person who spends a lot of mother Marie, who showed him that hard work and time with his family. dedication pays off.

Family: George was raised by his great grandmother, Best Quality: His passionate love of teaching and Marie Merasty, who taught him his Cree language as passing on his values to his kids. well as how to hunt and live off the land. Quote: On your path you have designed for your Childhood: As a boy, George grew up on the Flying future, will be many obstacles that may take you Dust First Nation. His family did not have a lot of off course, just remember to always make time to money, so he often picked bottles to finance his refocus and get back on track. You control your deci- candy cravings. George was very competitive and sions, so make wise choices that will move you closer excelled in basket ball, volley ball, hockey and Tae to your overall plan for your life. Kwon Do. His goal: To continue feeling totally happy by be- George attended Carpenter High School and gradu- ing able to live, love and laugh with my family and ated in 1988. friends.

Principals’ Newsletter • February 2009 9 In short, the Charles Sinclair School By Elmer Everett

effect of harles Sinclair School in Fisher River her development and aids teachers in making Cree Nation is working on a School As- informed decisions about appropriate program- assessment for Csessment Project for their school. The ming for their students. assessment project was identified because the learning, as it School Administration wants to see an increase Wanda Dickens and Janet Martell from the in the number of students performing at or above MECY Assessment Branch in Winnipeg shared plays out in the grade levels. Their goal is to develop and imple- what the Province is doing on assessment in ment appropriate and consistent assessment public schools. The Province does have an as- classroom, is practices and policies for Charles Sinclair School. sessment program that focuses on how students that students learn and how teachers teach. Assessment used A planning team from the Charles Sinclair School for learning helps teachers gain knowledge on keep learning and MFNERC has met three times this school year. what their students understand so teachers can better plan goals for the student and provide and remain In our first meeting (October 9, 2008) the plan- feedback to them. Assessment of learning pro- ning committee established the purpose of the vides information to the student, teachers, par- confident assessment project, who the planning team will ents and community about their achievements be, the kind of professional development and ac- at school and supports continued success. that they can tivities the team and school staff will engage in, a clear understanding of the terms and definitions Our third meeting was held in Fisher River Cree continue around assessment, the kind of research that Nation. Davin Dumas, the Principal of Charles they can use to support their work, the stages of Sinclair School shared his proposal on assess- to learn at the student assessment project, and decided to ment. He will be developing a staff survey to begin looking at partnering with other schools serve as a baseline to identify what teachers productive that may be interested in aligning their assess- know about assessment, the value placed on as- ment practices and policies in their schools. sessments, what kind of assessments are used, levels if they how data is collected, what kind of data is col- In our second meeting (November 24, 2008), lected and how is it used to inform classroom keep trying more assessment information was shared with instruction. From there they can begin working the planning group. First by Myra Laramee, Cur- with their teaching staff to come to a common to learn. In riculum Development Writer from the MFNERC understanding of the assessment project. The on her school project she did in Winnipeg one. project is just beginning and a lot of work has other words, Her school project was called CAP (Comprehen- been done already but as the old saying goes, students don’t sive Assessment Program) which was useful in “there is much more work to be done before informing teachers where the child is in his or this project is complete.” give up in News from SIP frustration or Aaniin/Tansi/Edlante! hopelessness. I can’t believe another month has gone by so quickly. On January 13, Derek Bradley, INAC, Susy Komishin, AED, SIP specialists and I participated in a meeting with the Fox School staff to discuss the - Black, P. & Wiliam continuation of the SIP activities at the school level. Thanks to Dinah and Jim Spence for providing us with the opportunity to speak to the school staff regarding future SIP activities. Unfortunately, Dinah Rowe, principal/education director will be leaving Fox Lake School at the end of this month. Dinah, we appreciate all the work and commitment that you have provided to the SIP Project and wish you well in your new endeavors. Please welcome Dave Anderson UCN instructor, and Garry Robson, SIP contractor to your schools as they will be scheduling school staff presentations to talk about teacher mentoring/training and the student pathways component of the SIP Project during the months of January and February, 2009. Kichi miigwech to the Principals and Education Directors who were able to attend our SIP Advisory Committee meeting on January 15th. Gerry Kaplan was able to present the preliminary findings to the group. Your ongoing commitment and hard work is very much appreciated. Violet Okemaw - Project Coordinator

10 February 2009 • Principals’ Newsletter Choose Your Leadership Values Strong, deeply

The following are examples of values. You might use these as the starting point for discussing values within rooted desire your organization: is the starting Ambition, competency, individuality, equality, integrity, service, responsibility, accuracy, respect, dedication, diversity, improvement, enjoyment/fun, point of all loyalty, credibility, honesty, innovativeness, teamwork, excellence, accountability, empowerment, quality, efficiency, dignity, collaboration, stewardship, empathy, accomplishment, achievement. courage, wisdom, independence, security, challenge, influence, learning, compassion, friendliness, discipline/order, generosity, persistency, optimism, dependability, flexibility. - Napoleon Hill As a leader, choose the values and the ethics that are most important to you, the values and ethics you be- lieve in and that define your character. Then live them visibly every day at work. Living your values is one of the most powerful tools available to you to help you lead and influence others. Don’t waste your best opportunity.

Dauphin Regional on Assessment

ina Schall and Richelle Lovegrove fa- he important fact about the Woodcock cilitated a two day training session Johnson III Assessment Tools Handbook Gon the Woodcock Johnson III Assess- Tis training. The company that publishes ment Tool Handbook. In the two days, each this handbook requires school personnel to participant received 10 hours accreditation take extensive training and get certified on towards their Special Education Certificate. the Woodcock Johnson handbook first be-

fore they can release it to your school. Once Nine participants came to the two day train- ing sessions in Dauphin, Manitoba and they got to see what the Woodcock Johnson III As- “When the cook tastes the soup, sessment Handbook is about, the assessment terms and definitions used and strategies for that’s formative; when the guests effective use of the assessment tools. The par- taste the soup, that’s summative.” ticipants got to listen, discuss, and work in pairs through the 22 tests in the handbook. The Woodcock Johnson Assessment Hand- - Stake, R. cited in Earl, L. 2004. book is designed to measure 5 curricular areas Assessment As Learning: in reading, mathematics, written language, Using classroom achievement to Maximize oral language and academic knowledge. A lot Student Learning. Experts in Assessment. of hands-on activities were incorporated into Corwin Press Inc. the training session so that participants could Thousand Oaks, California practice and get familiar with the various tests.

This hands-on experience gave the partici- this license is given to a school they can order pants a good understanding of the process the handbook from the Department of Edu- cation and Training for their use in a school. and procedures for administering tests to stu- dents, scoring the tests, interpreting the scores For more information contact Gina Schall at and identifying the age and grade equivalent 1-204- 480-8914 or Fax 204-480-7625 or e-mail scores. Participants were also provided with her at [email protected] school scenarios where they would have to se- lect an appropriate test for a specific referral. This was an excellent two days and I am sure The participants got into healthy and mean- the participants enjoyed the training. ingful discussions about the kind of tests they By Elmer Everett would use for different situations and referrals.

Principals’ Newsletter • February 2009 11 Manitoba First Nations Education Resource Centre Inc. TRADITIONAL FIRST NATION COMMUNITY NAMES Cree Communities: Traditional Name Interpretation of of First Nation: First Nation Traditional Name:

Bunibonibee (Oxford House) Derived from Pinipawinipi which in Cree means the water falls and dips. There is an area in Oxford Lake which seems to dip or fall. Chemawawin (Easterville) Chemwawin in Cree means fishing with two canoes across from each other pulling a net. Kinosew Sipi () The place where there are lots of fish. Kischewaskahegan (York Landing) Refers to the trading post at . Kische waskagan means the main house in Cree. Nejanilini Lake Kisipakakamak (Brochet) Kisipakakamak in Cree means "the water ends". Kasmere Lake Brochet is located at the North East end of Reindeer Lake. Kisematawa (Shamattawa) Where two rivers meet together. Makaso Sakikan (Fox Lake) Makaso is the Cree word for Fox and Sakikan is the Cree word for lake. It said that there were a lot of foxes in the area. Egenolf Munroe Lake Manto Sakikan (God’s Lake) Manto is the Cree word for God and Sakikan is the Cree word for lake. Lake Seal Manto Sipi (God’s River) "Manto" means God in Cree and "Sipi" means river. Marcel Colomb (Lynn Lake) Named after a community leader. Stony Lake Seal Mathias Colomb (Pukatawagan) Named after the first Chief of the community. Dahlu T’ua Misipawistik (Grand Rapids) "Misi" means big and "Pawistik" means rapids in Cree. Shethanei Lake Lac Brochet Tes-He-Olie Twe Moosocoot (Ilford) Mooso is the Cree word for moose and ocot is Cree for nose. Mosakahiken (Moose Lake) "Mosa" is Cree for Moose and "Sakikan" is lake in Cree. Tadoule Lake Nisichawayasihk (Nelson House) Where the three rivers (Footprint/Rat/Burntwood) meet. Ochekwi Sipi (Fisher River) Named after the animal: Fisher. O-Chi-Chak-Ko-Sipi (Crane River) Ochichak is crane in Cree and Sipi means river. Cochrane Okawamithikani (Granville Lake) Pikeral Narrows. Okaw is the cree word for pickeral. North Knife Lake Opaskwayak (Opaskwayak) Opas-kway-ow in Cree means the place where there is upward growth of trees/vegetation/brush. Kisipakakamak South Seal Chipewyan Lake O-Pipon-Na-Piwin Winter camp along the shores of South Indian Lake. (South Indian Lake) Churchill Big Sand Lake Etawney Lake Pimicikamak (Cross Lake) Where the rivers cross. Sapotaweyak (Pelican Rapids) Sapotawayak means where the water or river runs through. Buckland Lake Tastaskwayak (Split Lake) Where the lake/river splits into two passage ways. Northern Indian Wuskwi Sipihk (Birch River) Wusko is "Birch" in Cree. Lake Solmundsson Lake

Melvin Lake Southern Fidler Indian Lake Lake Marcel Colomb Settee Lake Gauer Lake Barrington Lake Little Churchill O-Pipon-Na-Piwin Nelson Eden Lake Makaso Sakikan Baldock Lake Waskaiowaka Hayes Granville Lake Lake Tastaskwayak Gods Dene Communities: Okawamithikani Assean Lake Russell Traditional Name Interpretation of Suwannee Lake Split Lake Lake Orr Lake of First Nation: First Nation Traditional Name: Kischewaskahegan Loon Lake Kisematawa Dahlu T’ua (Lac Brochet) Jackfish Lake Mathias Colomb Nelson Nisichawayasihk Partridge Moosocoot Tes-He-Olie Twe (Tadoule Lake) Ashes floating on the lake (Tadoule Lake) Nelson also refers to Eastern Dene. Lake Crop Lake Sisipuk Lake Hayes

Silsby Lake Wuskwatim Lake Paint Lake Burntwood Lake Wintering Lake Gods Echoing Utik Lake Guthrie Lake Semmens Red Cross Lake Knee Lake Lake Kississing Stull Sipiwesk Lake Oji-Cree Communities: Lake Setting Lake Bear Lake File Lake Bunibonibee Traditional Name Interpretation of Manto Sipi of First Nation: First Nation Traditional Name: Wekusko Lake Cross Lake Edmund Lake Reed Lake Gods Lake Kistiganwacheeng (Garden Hill) A place for gardening or the hill where the garden is planted. Oxford Lake Misko Namapin Shakikan "Misko" means red in Oji-Cree and Namapin means Sucker (fish) in Cree. Walker Lake Manto Sakikan Kistigan (Red Sucker Lake) Lake Simonhouse Lake Pimicikamak St. Theresa Point Named after missionaries who came to the community. Another Lawford Lake Sharpe (St. Theresa Point) traditional name for the community is Maria Portage. Cormorant Lake Hargrave Lake Beaverhill Lake Kiskitto Lake Wasagamack (Wasagamack) The community is located in a Bay. "Wasahak" is the Cree word for bay. Molson Lake Lake Red Sucker Lake Bolton Lake Talbot Lake Kiskittogisu Lake Kinosew Sipi Misko Namapin Shakikan Begg Lake Opaskwayak Stevenson Lake Kistiganwacheeng Playgreen Lake Moose Wasagamack 10 Lake Ojibway Communities: Mosakahiken Bigstone Lake Gunisao St. Theresa Point Traditional Name Interpretation of Cedar of First Nation: First Nation Traditional Name: Lake Gunisao Lake Animoziibiing (Lake Manitoba) Dog creek Misipawistik Baaskaandibewiziibiing The community along the Brokenhead River. Red Deer Hudwin Lake (Brokenhead) Lake Bashkodebizhiki Neyaashing Is named because the the point at which the (Buffalo Point) community is located resembles a Buffalo Head. Lake Chemawawin Metisiziibiing Winnipegosis Poplar Bawingaaiziibing Sandy Narrows (Pauingassi) Sapotaweyak Ditibineyaziibiing (Rolling River) Rolling River Wrong Lake Gaabiskigamaag (Swan Lake) The lake (Swan Lake) that is curved. 10 Gaawiikwedaawangaag It describes the shoreline as the community that sits (Little Saskatchewan) along Lake St. Martin. Swan Wuskwi Sipihk Gaawiikwedaawangaag Along the sandy shore. Lake Pelican Chitek (Sandy Bay) Lake Lake Memeiziibiing Bawingaaiziibing Gamblers (Gamblers ) Named after a Chief. Iskaawinaaning (Skownan) At the edge of the land before the next place. Waterhen Lake Ka Ka Kwe Ke Je Ong In Ojibway means water that flows back and forth because the flow of the water at Ebb & Flow does 83 Iskaawinaaning Saakajiwaning Mina'igoziibiing (Ebb & Flow) not have an outlet to flow north so the water flows back and forth. Family Lake Kinonjeoshtegon Keeseekoowenin (Keeseekoowenin) Named after a Chief. Gaawiikwedaawangaag Kinonjeoshtegon (Jackhead) The head of a jackfish. 10 Miskoziibing Obashkodaang Mishibowtik Ginoshkodeyaang (Long Plain) Long Plains Lake Saint Martin Sasaginnigak O-Chi-Chak-Ko-Sipi Lake Makadewaagamijiwanoonsing Black River 6 Pinaymootang (Black River) Tootinaowaziibeeng Ochekwi Sipi Memeiziibiing (Berens River) Pigeon River Metisiziibiing (Poplar River) Poplar tree 5 Dauphin Lake Wanipigow Mina'igoziibiing (Pine Creek) Pine Creek Ka Ka Kwe Ke Je Ong Mishibowtik () Referred to as "Firewood rapids" because of Willow Island near this location. 68 Peguis The willow was used to smoke meat. Waywayseecappo83 5 Animoziibiing Dog Makadewaagamijiwanoonsing Miskoziibing (Bloodvein) Misko means red in Ojibway and Ziibing means river. Lake Obashkodaang (Lake St. Martin) High bluff Okwewanishko Ziibiing Roseau River 10 50 Gamblers Keeseekoowenin Sagkeeng (Rouseau River) Ditibineyaziibiing Peguis (Peguis) Named after Chief Peguis. Pinaymootang (Fairford) Refers to the shape of the lake that resembles a bird. Lake 5 16 Manitoba Baaskaandibewiziibiing Saakajiwaning (Dauphin River) Dauphin River Cankaga Otina Sagkeeng (Fort Alexander) Mouth of the river Gaawiikwedaawangaag Red Winnipeg Tootinaowaziibeeng (Valley River) Valley River 1 Wipazoka Wakpa 16 9 Wanipigow (Hollow Water) From a legend meaning hole in the lake. Waywayseecappo Named after Chief Waywayseecappo who signed .

1 Whitemouth Dakota Tipi (Waywayseecappo)

10 Assiniboine Ginoshkodeyaang

83 Souris Dakota Tinta 1 Canupawakpa 34 75 Dakota Communities: Gaabiskigamaag Okwewanishko Ziibiing Traditional Name Interpretation of 3 3 Whitemouth Lake of First Nation: First Nation Traditional Name: 83 Bashkodebizhiki Neyaashing Cankaga Otina (Birdtail Sioux) The people were referred to as the people of the "Log Houses". Canupawakpa (Pipestone) Pipestone River, a pipe was found along the river. Dakota Tinta (Dakota Plains) Tinta means plains in the Dakota language. Dakota Tipi (Dakota Tipi) Home of the Dakotas. This was the first Dakota settlement. Explanatory Note Wipazoka Wakpa (Sioux Valley) Saskatoon River: there are an abundance of Saskatoon bushes along the river. It should be noted that there is no standardized spelling formats for the Cree, Ojibway, Oji-Cree (Island Lake Area), Dakota and Dene languages in English. The spelling of the traditional place names on the map and in the legend has incorporated the Roman Orthography approach in an attempt to duplicate the First Nation verbal pronunciation into an English sounding word. Another point to remember is that there can be additional place names for the First Nation with a different spelling. The traditional place names on this map and its interpretation is a generally accepted name by the community members. In some cases, the Traditional Name is the literal translation for the community. Copyright 2009 © Manitoba First Nations Education Resource Centre Inc.

Traditional First Nation Community Names Map Layout 12 February 2009 • Principals’ Newsletter MFNERC Traditional Names Map God (Ki-chi-

The Research & Development (R & D) unit has completed Manto Sipi (God’s River) ma-ni-to) a “Draft” for the Traditional First Nation Names Map “Manto” means God in Cree and “Sipi” means river. project. In order to finalize the project we are seeking Marcel Colomb didn’t have your assistance to ensure that the information we (Lynn Lake) Named after a community leader. gathered to date reflects the correct interpretation for time to make your First Nation. We would like to finalize the map by Mathias Colomb (Pukatawagan) the end of February 2009. Named after the first Chief of the community. a nobody, only Please review the information identified on the map and Misipawistik (Grand Rapids) a somebody. in the legend and submit your comments to: “Misi” means big and “Pawistik” means rapids in Cree.

Ralph Arthurson, Winnipeg Office Moosocoot (Ilford) I believe that 204-940-7853 Mooso is the Cree word for moose and ocot is Cree for [email protected] nose. each of us Mosakahiken Florence Paynter, Winnipeg Office (Moose Lake) has God-given 204-940-7057 “Mosa” is Cree for Moose and “Sakikan” is lake in [email protected] Cree. talents within Nisichawayasihk (Nelson House) Andy Thomas, Thompson Office Where the three rivers (Footprint/Rat/Burntwood) us waiting to 204-677-0934 meet. [email protected] be brought to Ochekwi Sipi (Fisher River) Legend Named after the animal: Fisher. fruition. O-Chi-Chak-Ko-Sipi The legend is catagorized by Traditional Name of (Crane River) First Nation, then the interpretation of First Nation Ochichak is crane in Cree and Sipi means river. - Mary Kay Ash traditional name. Okawamithikani (Granville Lake) Cree Communities: Pikeral Narrows. Okaw is the cree word for pickeral. Bunibonibee (Oxford House) Opaskwayak (Opaskwayak) Derived from Pinipawinipi which in Cree means the Opas-kway-ow in Cree means the place where there  water falls and dips. There is an area in Oxford Lake is upward growth of trees/vegetation/brush. which seems to dip or fall. O-Pipon-Na-Piwin (South Indian Lake) Chemawawin (Easterville) Winter camp along the shores of South Indian Lake. Chemwawin in Cree means fishing with two canoes Pimicikamak across from each other pulling a net. (Cross Lake) Where the rivers cross. Kinosew Sipi (Norway House) Sapotaweyak The place where there are lots of fish. (Pelican Rapids) Sapotawayak means where the water or river runs Kischewaskahegan (York Landing) through. Refers to the trading post at York Factory. Kische Tastaskwayak waskagan means the main house in Cree. (Split Lake) Where the lake/river splits into two passage ways. Kisipakakamak (Brochet) Wuskwi Sipihk Kisipakakamak in Cree means “the water ends”. (Birch River) Brochet is located at the North East end of Reindeer Wusko is “Birch” in Cree. Lake. Dene Communities: Kisematawa (Shamattawa) Dahlu T’ua (Lac Brochet) Where two rivers meet together. Jackfish Lake

Makaso Sakikan (Fox Lake) Tes-He-Olie Twe (Tadoule Lake) Makaso is the Cree word for Fox and Sakikan is the Ashes floating on the lake (Tadoule Lake). Sayisi Dene Cree word for lake. It said that there were a lot of foxes also refers to Eastern Dene. in the area.

Manto Sakikan (God’s Lake) Manto is the Cree word for God and Sakikan is the Cree word for lake. CONTINUED ON PAGE 14 Principals’ Newsletter • February 2009 13 Oji-Cree Communities: Mina’igoziibiing (Pine Creek) Pine Creek A man should Kistiganwacheeng (Garden Hill) Mishibowtik (Little Grand Rapids) A place for gardening or the hill where the garden is Referred to as “Firewood rapids” because of Willow keep his little planted. Island near this location. The willow was used to smoke brain attic Misko Namapin Shakikan (Red Sucker Lake) meat. “Misko” means red in Oji-Cree and Namapin means Miskoziibing (Bloodvein) Sucker (fish) in Cree. stocked with Misko means red in Ojibway and Ziibing means river. St. Theresa Point (St. Theresa Point) Obashkodaang (Lake St. Martin) High bluff all the furniture Named after missionaries who came to the community. Another traditional name for the community is Maria Okwewanishko Ziibiing (Rouseau River) that he is likely Portage. Roseau River

to use, and the Wasagamack (Wasagamack) Peguis (Peguis) Named after Chief Peguis. The community is located in a Bay. “Wasahak” is the Pinaymootang (Fairford) Cree word for bay. rest he can put Refers to the shape of the lake that resembles a bird. away in the Ojibway Communities: Saakajiwaning (Dauphin River) Dauphin River Animoziibiing (Lake Manitoba) Dog creek Sagkeeng (Fort Alexander) Mouth of the river lumber-room Baaskaandibewiziibiing (Brokenhead) Tootinaowaziibeeng (Valley River) Valley River The community along the Brokenhead River. of his library, Wanipigow (Hollow Water) Bashkodebizhiki Neyaashing (Buffalo Point) From a legend meaning hole in the lake. where he can Is named because the the point at which the community is located resembles a Buffalo Head. Waywayseecappo (Waywayseecappo) Named after Chief Waywayseecappo who signed Treaty. get it if he Bawingaaiziibing (Pauingassi) Sandy Narrows wants it. Ditibineyaziibiing (Rolling River) Rolling River Dakota Communities: Cankaga Otina (Birdtail Sioux) Gaabiskigamaag (Swan Lake) The people were referred to as the people of the “Log - Arthur Conan Doyle The lake (Swan Lake) that is curved. Houses”.

Gaawiikwedaawangaag (Little Saskatchewan) Canupawakpa (Pipestone) It describes the shoreline as the community that sits Pipestone River, a pipe was found along the river. along Lake St. Martin. Dakota Tinta (Dakota Plains) Gaawiikwedaawangaag (Sandy Bay) Tinta means plains in the Dakota language. Along the sandy shore. Dakota Tipi (Dakota Tipi) Gamblers (Gamblers ) Named after a Chief. Home of the Dakotas. This was the first Dakota Iskaawinaaning (Skownan) settlement. At the edge of the land before the next place. Wipazoka Wakpa (Sioux Valley) Ka Ka Kwe Ke Je Ong (Ebb & Flow) Saskatoon River: there are an abundance of Saskatoon In Ojibway means water that flows back and forth bushes along the river. because the flow of the water at Ebb & Flow doesnot have an outlet to flow north so the water flows back and forth. Explanatory Note Keeseekoowenin (Keeseekoowenin) It should be noted that there is no standardized spell- Named after a Chief. ing formats for the Cree, Ojibway, Oji-Cree (Island Lake Area), Dakota and Dene languages in English. The spell- Kinonjeoshtegon (Jackhead) ing of the traditional place names on the map and in the The head of a jackfish. legend has incorporated the Roman Orthography ap- Ginoshkodeyaang (Long Plain) Long Plain proach in an attempt to duplicate the First Nation verbal pronunciation into an English sounding word. Another Makadewaagamijiwanoonsing (Black River) point to remember is that there can be additional place Black River names for the First Nation with a different spelling. The traditional place names on this map and its interpreta- Memeiziibiing (Berens River) Pigeon River tion is a generally accepted name by the community Metisiziibiing (Poplar River) Poplar tree members. In some cases, the Traditional Name is the literal translation for the community. 14 February 2009 • Principals’ Newsletter 7th ANNUAL Looking ahead, I believe that the underlying Science Fair importance & Science Symposium of higher education, of science, of technology, of research and scholarship to our quality of life, to the strength of our economy, to MARCH 11 & 12, 2009 our security Reflection Survey in many In early April of each School Year the following reflec- 5. What school improvement priority tion survey is given to teachers to fill in and hand in for the next school year would you dimensions on or before May 15th. recommend and why? will continue The responses from the surveys will be one of the 6. What activity, program, workshop, new resources for planning for the next school year. information made you excited this year? to be the most It is not necessary to place your name on the survey. 7. Are you receiving adequate support from important administration? Your survey will be checked off on a staff checklist and will be a part of the final checklist of year end What recommendations can you make? message. duties. 8. I live in a school residence - Charles Vest 1. What programs and activities did you yes --- no--- like this year? Why? How do you feel about your living conditions? 2. What areas in the curriculum would you Recommendations: say need improvement?

3. What other information would you 9. Is safety a concern or a priority in your require about the Special Education and school and community? Resource Program in your school? 10. Do you feel that you have adequate re Suggest some strategies: sources in your classroom and within the school and community? 4. How would you rate the school in terms of cleanliness and maintenance? 11. Are you aware of the services, professional Scale 1 – 5 with 5 being very well development and training offered through maintained and clean. MFNERC?

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Head Office MFNERC WINNIPEG Sub-Office MFNERC THOMPSON Sub-Office Swan Lake First Nation 1151 Sherwin Road Lower Level, 79 Selkirk Avenue Unit #7 – 4820 Portage Avenue, Winnipeg, Manitoba Thompson, Manitoba Winnipeg, Manitoba R3H 0V1 R8N 0M7 R3H 1C8 Phone: 1-204-940-7020 Phone: 1-204-677-0930 Phone: 1-204-831-1224 Toll Free: 1-877-247-7020 Toll Free: 1-877-879-0930 Fax: 1-204-831-1301 Fax: 1-204-942-2490 Fax: 1-204-677-0938

16 February 2009 • Principals’ Newsletter