| Schools on the Move |
April 2008 |
"Schools on the Move: Lighthouse Program is one of a number of initiatives supported by the Literacy and Numeracy Secretariat and was launched to celebrate and connect schools that are making a significant and sustained progress in student achievement." LNS The central idea of the program is "schools learning from other schools". In the spring of 2007, F. H. Huffman School was invited to participate. The intention is that schools in the network will connect with other schools, sharing successful practices and continuing the learning journey. The Schools on the Move project represents the good work being done in schools across the province.
At F.H. Huffman School, staff members believe that every teacher is responsible for every child, that literacy and numeracy are fundamental, and that every child can learn when teachers are precise in their teaching. We improve teaching and learning by taking advantage of board initiatives, studying together, and co-teaching.
The use of common terminology and consistent practices across the school make it easier for the team to be responsible for all students and for students to feel comfortable in every classroom. Differentiated instruction is the foundation of teacher endeavours. The gradual release of responsibility scaffolds learning to ensure that every child moves forward. Teachers mobilize people and resources to provide every child with support at their instructional level.
F.H. Huffman School is part of the Rainy River District School Board. Teachers at Huffman appreciate working in a board that provides learning resources and opportunities for all. People have time together to talk in a culture that fosters open discussion. Teachers particularly value moderated marking as an effective professional learning opportunity and are appreciating the opportunity to do more of this.
Moving into the future . . .
- Continue to embrace differentiated instruction by applying assessment data from student work to guide personalized, precision teaching for all students in small developmental groups.
- Strengthen the co-teaching model with the use of daily scheduled time for school-based coaching focused on effective assessment and instruction.
- Sustain our Professional Learning Community. Teachers continue to improve the quality of classroom instruction using an expanded pool of ideas, materials and strategies.
- Collect samples of student work and through moderated marking develop consistent assessment and evaluation practices that align with the curriculum achievement charts.
- Initiate student-led conferencing where students can select and display the work they are most proud of.
| Professional Learning Communities
at Work |
February 2008 |
In his article What Is a Professional Learning Community?", Richard DuFour states, "The idea of improving schools by developing 'professional learning communities' is currently in vogue. People use this term to describe every imaginable combination - a grade level teaching team, a school committee, a high school department, an entire school district . . . and so on. In fact, the term has been used so ubiquitously (extensively) that it is in danger of losing all meaning." DuFour: Educational Leadership, May 2004.
Dufour, goes on to explain that to be a true professional learning community (PLC) the community members must adhere to three "Big Ideas:"
- A PLC ensures that student learning is the focus. (What do we want students to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning?)
- PLC members recognize that they must work together to achieve their collective goal of learning for all students. (Teachers throw off the idea of working in isolation and create a culture of collaboration.)
- PLCs judge their effectiveness on the basis of results for students. (Teachers identify current levels of student achievement, establish goals for improvement and work together to achieve those goals.)
While it is one thing to define a professional learning community on paper it is quite another to develop such a community that meets the criteria mentioned above. Over the course of the last few years such a learning community has developed within the primary division at the Sturgeon Creek School. The work done by teachers, Vicki Ogilvie, MaryAnn Haw, Krista Williams, Sherri Hay and Kim Walter and supported by Laura Mutz the communication assistant and various educational assistants, embraces what it means to be a professional learning community. Their love of students and teaching, devotion to student learning, commitment to helping each other, their dedication and hard work are exemplary. Their efforts have impacted student learning as evidenced at the divisional level by excellent EQAO outcomes and outstanding Reading Recovery results. But the truest measure of their collective work is born out in the lives of individual students who have found success because of their collaborative efforts.
The presentation by this group will focus on how their work together has impacted them professionally, and how it has impacted their students. As they speak you too will be able to get a sense of what it truly means to be a part of a professional learning community.
| Teachers Learning Together Action
Research Initiative |
January 2008 |
Crossroads School has undertaken an action research project in conjunction with ETFO (Elementary Teachers Federation of Ontario and a support team from Lakehead University).
The basis for this project will be to gauge the impact of the strategic use of specific oral language strategies from Grades 1 to 8 on the development of oral language within the student body. Research shows that there is a direct connection between oral language and the development of skills associated with reading and writing. A random sampling of students was selected from the student body to provide the necessary data that will drive instruction. Throughout the remainder of the school year, team members will implement oral language strategies from the resource material. In the late spring, the sample of students will again be assessed for their level of oral language skills improvement. Once the results are collated, a formal and in-depth conclusive summary of the action research project and all aspects involved within it will be completed. It will be presented at a Teachers Learning Together symposium in Toronto in June. Despite the final results, this project is proving to be a very valuable learning experience for the students and all members of our Learning Together Team at Crossroads School.
Submitted by Crossroads Teachers Learning Together Team:
Nancy Mapledoram-Councillor, Brad Gushulak, Luella Kellar, Caren Fagerdahl and
Donna Kowalski
| Friends of the Earth |
December 2007 |
The staff and students of J. W. Walker School have pledged to be "friends of the Earth" through recycling, composting, and taking action against pollution.
School Recycling Makes Sense
For today's young people, recycling is an integral part of everyday life. While many children regularly collect and separate recyclables at home, they may not be aware that many of the paper products that they use every day - books, notebook paper, puzzles, and game boxes -- contain recycled fiber and can be recycled along with the plastic bottles and aluminum cans.
Recyclables have value - Recovered paper accounts
for 37% of the raw material used to make new paper and paperboard products.
Recycling saves landfill space - Today, more paper
is recovered for recycling than is sent to a landfill. Every ton of paper recycled
saves more than 3.3 cubic yards of landfill space.
Recycling gets you thinking - Recycling is a hands-on
tool for teaching students about the papermaking process, the environment, and
personal responsibility. It can also be useful for teaching math and science
skills, and collaborative learning.
Creating and Supporting Our Green Spaces
Over the last three years the students and staff J.W. Walker school have been working towards creating a greener school by educating students and staff in environmentally conscious pursuits as well as providing opportunities for students to become friends of the earth. Through the leadership of Mrs. Angela Petsnick, Grade 2/3 teacher, the school has implemented a composting program and a recycling program.
Mrs. Petsnick began with composting and recycling by placing a compost container in every classroom and blue boxes for plastic and aluminum containers. All material for composting is collected daily and put in the compost bin, to be later used in the school's flower gardens. All plastic bottles and tins cans are put out for pick-up, with the aluminum drink cans being collected, crushed and sold to Greg's Recycling. Robinson's Trucking has placed a 6 yard bin at the school designated for paper products only. All students and staff are encouraged to recycle all paper products which end up in this bin. Through the recycling and composting programs, the school has reduced the amount of waste going into the local landfill site by approximately 25%. Subsequently, we have reduced the size of the school's garbage bin from a 6 yard bin to a 4 yard bin.
As well, the school has planted a main flower garden in front of the school and more flower gardens on the school playground that are maintained by the students in the environmental club. As well, this year the school has started planting trees around the perimeter of the playground.
Taking Action Against Pollution
In addition to having 100 students participate in the annual Earth Day cleanup, the school has also contributed to making the community cleaner by participating in the Great Canadian Shoreline Cleanup. Mrs. Evans/Mrs. Petsnick's Grade 2/3 class and Mrs. Easton's Grade 3 class cleaned a section of the shoreline at Pither's Point. In 2005, this national campaign featured a postcard with a picture of Mrs. Petsnick and some of the participating students.
Mrs. Petsnick has shown tremendous leadership with making J.W. Walker more earth friendly. Under her guidance, all staff and students are more aware of the ways that we can contribute to making our school and students "Friends of the Earth."
| Fort Frances High School Senior
Band |
November 2007 |
The Senior Band at Fort Frances High School is one of the most prestigious and widely recognized extra-curricular organizations in Fort Frances High School. Under the leadership of Mr. John Dutton, this concert band has travelled widely, including many domestic trips and foreign voyages, including England, France, Germany, Greece and an upcoming trip to Italy in 2008.
The students involved in this program have acted as goodwill ambassadors for our school, our community and the entire Rainy River District. Although the "band trips" have become an integral part of Fort Frances High School culture, the enthusiasm shared by band members is not founded on the promise of trips. Students become involved in the band because of their love of music. Whether it is playing daily during class, at the Christmas or spring concerts, graduation, or on the back of a flatbed in the Canada Day parade, the senior band has been a source of recognition and pride for Fort Frances High School for many years.
The Fort Frances High School Senior Band has been the recipient of many awards, notably at the Rainy River Festival for the Performing Arts. Many of the students start in Grade 9 with the Junior Band, perform in the Intermediate Band in Grade 10 and then move to the Senior Band for their senior years of high school. Undoubtedly, the credit for the success of this program must go to band director, John Dutton.
Mr. Dutton has put in countless hours with students, not only during class, but also at lunch hour, evening, and early morning rehearsals. He has traveled with the band and has served as the chief organizer for fund raising efforts. The band trips have provided hundreds of Fort High students with a unique educational experience that combines travel and musical performance. It is not unusual for students to be teary eyed when they perform with the band for the final time. The dedication and boundless energy and enthusiasm that Mr. Dutton has brought to the program for over two decades cannot be adequately described. His legacy will be the thousands of students who have developed a love of music through his work. Many of these students have gone on to have very successful careers after their years at Fort Frances High School.
While this award must be shared with all band members who have come before, we wish to recognize the excellence of the 2007-2008 edition of the Fort Frances High School Senior Band and their director, Fort Frances High School teacher, John Dutton.
| Rainy River Strengthening Families |
October 2007 |
The Strengthening Families for the Future Program is an example of how school and community work together to support the students and their families.
The curriculum intent is to assist families in their efforts to have:
- Enhanced safe and respectful relationships between family members through learning how to spend time together having fun;
- A smoother running household due to improvements in things like family activities and responsibility planning and problem solving skills;
- Help for each family in recognizing the things that can create and remediate the risk of problems associated with family based abuse, violence and addictions;
- The structure of the program as set out by the Centre for Addictions and Mental Health is aimed at getting Ministries, Agencies and any other organizations interested in family preservation and improvement to work together as a coalition in order to address the challenges that have plagued all of our families in Ontario for far too long.
In Rainy River, volunteers, the Rainy River District School Board, the Ontario Early Learning Years Centre, the Canadian Mental Health Association, the Rainy River District Substance Abuse Prevention Program, the Community Living Transitional Services Program, the Northwestern Health Unit, the Rainy River District Dairy Farmers, and Riverside Community Counseling Services all worked together in order to make this program a success. The administrators and leaders in this coalition made this all possible by seeing that this was a new and exciting opportunity to fulfill the mandates they are charged with.
This partnership did make a difference in the lives of the participants. Family relationships were visibly improved. The parents, caretakers, and children were more loving and respectful of one another. Parents and caretakers were applying the skills they learned to have a better functioning household, and some of the children who were struggling with responsibilities like going to school and helping with chores were making changes needed to re-engage and to act responsibly and ultimately, to find academic success as well.
| Project Overseas |
September 2007 |
Teachers helping teachers and teachers improving learning - that is what Project Overseas is all about!
The primary purpose of Project Overseas is to improve the quality of education in developing countries. Professional development is the primary focus, but the goal is improved teaching and learning for students around the world. Working towards quality public 'Education for All' is the driving force behind the project.
Project Overseas is a joint endeavor of the Canadian Teachers' Federation (CTF), participating member organizations of CTF (Elementary Teachers Federation of Ontario), CTF's overseas partner organizations and the Canadian International Development Agency (CIDA).
Dana Kosowick, an ETFO sponsored member from the Rainy River Local and District School Board was one of the 50 Canadian teacher participants this year. Dana was in St. Vincent and the Grenadines from July 9 - 28, 2007 teaching computers to 37 Vincentian teachers. Many of the teacher participants had never used computers before! Her workshops included basics as well as more advanced applications. She was partnered with a local co-tutor who shared in the teaching.
This is the 45th year anniversary of Project Overseas, which is highly praised for providing assistance to teachers in developing nations in Africa, the Caribbean, Asia and the Middle East. Since 1962, 1,882 Canadian teachers have participated in CTF's Project Overseas program, working with close to 100,000 teachers around the world. The ripple effect of their participation has touched over 3 million students!
Project Overseas involves Canadian teachers who volunteer their time and talents to assist in raising the academic and professional qualifications of teachers in developing countries. In St. Vincent and the Grenadines, 135 teachers attended the two week workshops. Topics included: Information Technology, Testing and Evaluation, Science and Special Education and Differentiated Instruction. Workshops in AIDS/HIV, Gender Equity and Workshop Facilitation were also presented. In addition to raising the profile of the teacher organization in the developing country, Canadian teachers learn from their host country colleagues and each other.
Dana was a member of a five person team in St. Vincent and the Grenadines. Her Canadian colleagues were from Toronto, Ottawa, Brampton and Calgary.
Conditions in St. Vincent and the Grenadines are very poor, with limited resources and limited technology. The teaching conditions are unlike ours. While in St. Vincent and the Grenadines, Dana had the opportunity to distribute Canadian children's books that were donated by her ETFO local. She also made a donation to the Boys' Grammar School (Grades 7-11) on behalf of the staff of Robert Moore School. The money will be used in the area of technology.
| Healthy Snack Program |
June 2007 |
Robert Moore School Healthy Snack Program was started by a group of parents/guardians from Robert Moore School Council in December 2005, following the completion of our kitchen through Innovative Project Funds. Linda Wall organized this very worthwhile, community driven initiative, enlisting parents/community members to volunteer their time. Our school honoured the following principles and best practices established for Student Nourishment Programs which include:
- Programs must take a universal approach and serve all children and youth regardless of socioeconomic status.
- Offering children and youth nutritious food is a fundamental component to enhancing healthy development and ability to learn.
- Community groups and local stakeholders must be engaged in the design and implementation of student nourishment programs at the local level.
- Parental involvement and contributions to local programs are key elements of success.
Every morning a parent volunteer, an educational assistant in our school, a teacher volunteer, many volunteer students, and Florence Hill, our canteen organizer, assist in the preparation and delivery of a tray of nutritional snacks to each classroom. The food is available to all children who may not have had breakfast, and supports our belief that a nourishing start to the day, with wholesome food, goes a long way in contributing to healthy children and families, and that there is a direct correlation between nutrition, and the academic achievement of our students.
We have received, and are exceptionally grateful to a number of organizations and individuals who have financially supported this initiative to date: United Native Friendship Centre, Breakfast For Learning, Couchiching First Nations, RMS Builder's Club, Northwestern Health Unit, Student Nourishment Program, Gizhewaadiziwin Health Access Centre, Legion Ladies Auxiliary, Kiwanis Club, Lion's Club, Howard Hampton, Canadian Mental Health Association, Toronto Dominion Bank, Salvation Army and many parents/community members. We are especially appreciative of the employees from the Toronto Dominion Bank and many parent/guardians who volunteer their time on a regular basis.
Jessica Liggins and Carra Onichuk, two intermediate students from Robert Moore School who have taken on leadership roles in this project will present to the board. This program has given many students in our school leadership opportunities, and encouraged the building of positive relationships with students from SK to Grade 8.
| Hatching Program |
May 2007 |
The North Star Hatching Program has been in existence for over thirty years. The program, originally lead and developed by retired teacher Jesse Enge, gave primary children a hands-on experience to learn about the growth and development of chicks and ducklings. Over the years the program has evolved into a celebration of life and learning!
The closure of Hemlock School and the retirement of Mrs. Enge did not see the demise of the program. With the support of our current "Mother Goose" Ange Bradshaw and the staff members of North Star Community, the program continues to be a focus for our spring season.
The current program involves all students, Junior Kindergarten to Grade Six and covers many of the expectations of the literacy, numeracy, visual arts, and science curriculum.
The eggs are set in early May and then everyone anxiously waits for the first sign of life. Students eagerly track the chick and duckling development through candling and mark the "big date" on their calendars. Along the way, students experience the ups and downs of the birthing process. They develop an understanding of the importance of temperature, humidity, and general TLC. The school is a buzz the day we see the signs of hatching and everyone holds their breath that our new charges arrive safely!
The entire hatching process culminates in a community celebration called the "Hatching Party". The event has become a community highlight that brings together students (past, present, and future), parents, grandparents, aunts and uncles and our neighbours. Children proudly display their writing, art work, and a variety of displays. Everyone has a chance to visit our chicks, ducklings, goslings and a variety of other barnyard creatures. A book sale, fun activities and food round out the day's events.
This year's Hatching Party is scheduled for Friday June 8th 12:00 pm. Please come out and join us!
| Breakfast Buddies Program |
April 2007 |
"Breakfast Buddies" is a sponsored program through the United Native Friendship Centre. The breakfast program began in January 2005 at F. H. Huffman School to ensure a balanced nutritional start to the students' day before they begin their focus on literacy and numeracy.
This Recognition of Excellence is awarded to the volunteers who operate the Breakfast Buddies program at F. H. Huffman School. Under the guidance of the Executive Director of the UNFC, Sheila McMahon; Charlene Strain and her volunteers, Peggy Loyie, Melanie McPherson, Albert Calder, Anabelle Jourdain and Debra Ross: plan, prepare and serve breakfast to the students at our school 3 mornings a week (Monday, Tuesday and Thursday).
The resources for the program are garnered through the Urban Aboriginal Homelessness Initiative through Human Resources Development Canada. Other programs offered through this funding are: the emergency rent bank, utility bank, transportation bank, the emergency shelter and food bank. The Breakfast Buddies partnership was formed to provide direct assistance to children from the food bank initiative.
While the support for a breakfast program began at F. H. Huffman School because it met the demographic requirement in the community plan, J. W. Walker School and Robert Moore School also benefit from monetary support from the United Native Friendship Centre. The goal of the UNFC is to provide programming for all students; urban Aboriginal, Aboriginal and non- Aboriginal students.
"It takes a community to raise a child." The staff and families of F. H. Huffman School appreciate the support of our community in supporting our children. The Homelessness Committee, consisting of membership from the Ontario Provincial Police, Rainy River District Social Services Administration Board, Canadian Mental Health, Family & Children's Services, Riverside Health Care, Front Street Manor and community representation, oversees the Breakfast Buddies program demonstrating a diverse interest in ensuring nutrition for healthy development and academic achievement of our students.
The staff and volunteers at the United Native Friendship Centre recognize the importance that balanced nutrition plays in developing literacy and numeracy skills in children. However, beyond nutrition, these volunteers are developing relationships with our students. They have demonstrated that they care about our youth and the future well-being of our community, and that they share in the responsibility to model the caring qualities of respect, relating, empathy, sharing and appreciating.
| Creating a Healthy School Nutrition
Environment |
March 2007 |
"Healthy nutrition helps to support student's learning and enhances their physical, emotional, social and intellectual development. Well nourished students are able to concentrate better, retain and apply information more effectively, and are more likely to demonstrate positive behaviors and relationships with peers."Call to Action: Creating a Healthy School Nutrition Environment, 2004.
With this in mind, the Donald Young Student Nourishment Committee was formed with the goal to have nutritious food available to all students - food that will help promote children's development and support their learning - at an affordable price.
In partnership with Cloverleaf Grocery, Breakfast for Learning, the Township of Emo, many local businesses and individuals, a nutritious hot lunch is offered to students and staff three days a week. The program started in September with lunches offered at a cost of $2.50. As of January 2007 - the cost was reduced to $2.00. Meals are pre-ordered two weeks in advance and there are two meal options - each including a milk. Through Breakfast for Learning and Cloverleaf Grocery -cereal, milk and juice are available to students who come to school without breakfast.
The Nestor Falls School Council has also taken a lead in developing a more nutritious Hot Lunch Program for the students at Nestor Falls. In partnership with the Northwestern Health Unit and local community volunteers, a nutritious lunch is offered on Wednesday each week at a cost of $3.00. Meals are preordered and prepared by volunteers. The emphasis has been on homemade lunches with more whole grains and fruit and veggies.
A Healthy Snack Program through the Northwestern Health Unit with donations from Student Council and local community people also provides fruit, vegetables and whole grains three times a week for the students during their Nutrition break.
These programs are a real benefit to our families, but without community support through volunteers and donations, they would not be able to operate.
As we enhance the physical, emotional, social and emotional development of each child through our programs we support them as they…
"Dream of their possibilities, believe in themselves and achieve."
| Promoting Youth Leadership |
February 2007 |
For the past three years, students in the grade 11 Entrepreneurship class at the Sturgeon Creek Alternative Program (SCAP) have entered the government sponsored Secondary School Business Competition. The fifth annual competition is a government initiative that reaches out to 30,000 students across the province each year. As part of the Ontario government's initiative to promote youth entrepreneurship, 38 Small Business Enterprise Centres in Ontario worked with 178 secondary schools across the province to coordinate the local business plan competitions.
Last spring, Brandon Olsen, a student at SCAP, was the winner of the Northwest Business Plan contest and the $1000 first prize. Winning this competition meant Brandon could go on to represent our region in the provincial competition last fall. Brandon was very successful in this competition as well. Brandon ended up coming first in the Northern Ontario Region and second overall in the province. The reward for this achievement was an additional $2000.
Brandon's proposed Business Venture, "The Crazy Corn Maze," involved operating an activity/entertainment centre and refreshment site that consists of a corn maze, and a canteen, called the "Yellow Fellow", that sells snack items. The proposed "Crazy Corn Maze" would provide the residents and tourists of the Rainy River District with quality entertainment, fun-filled interactive activities and a broad selection of canteen items.
According to Carmela Laffin, of the Northwest Business Centre, "Participating in the Northwest Business Plan Contest is the ultimate business experience for high school students. To further promote entrepreneurship, we feel it is important to create strategic alliances the entrepreneurs of tomorrow - the high school students of today."
It should also be noted, and recognition given as well, to the business teacher at SCAP, Phil Giles. Phil is in his fourth year as a teacher at SCAP, and for the last three years, has entered his business students in this competition. In 2004, 2005, and 2006, SCAP students came first in the competition at the Northwest Regional level. In 2004, SCAP student Heidi Friesen matched Brandon Olsen's achievements by placing second overall in the province. In 2005, SCAP students placed 1st, 2nd, and 3rd in the regional competition.
Congratulations go out to Brandon Olsen, Mr. Phil Giles, and all the students who have achieved this high level of achievement in developing business plans
| Sharing Circle |
January 2007 |
At Crossroads, we recognize that the students often have needs which may not be effectively met in a regular classroom setting. As such, students of the Living and Learning class have individual education plans that are suited to their specific social, emotional and academic needs. We believe that if a student can't "Live," they certainly can't "Learn." We decided that we needed to do something to help the students become personally successful; to achieve not only in school, but in the world beyond our walls. We worked together with the parents of our students and the Education Counselor, the Family Counselor, and the Healing Our Own Program Director from Naicatchewenin First Nation as well as counselors from Anishinabeg Counseling Services to set up a Sharing Circle for our students.
The Circle meets once a week. The morning agenda is established by the students. We never know how long it may take for our students to deal with things that are important to them. We are very flexible with the time frame. We gather as a group, i n a circle formation in the Living and Learning class. Each time we meet, the Sharing Circle is opened by one of the elders. We adhere to traditional circle protocol. The students, as active, driving members of the Sharing Circle, establish and maintain the set of rules, or code of conduct, which everyone follows with regard to behaviour within the Circle. The Sharing Circle is closed with the shaking of hands by each member.
Confidentiality is paramount. The students need to be able to trust not only one another, but all of the adults as well, in order for the benefits of the Sharing Circle to be effective. Students have weekly reflective tasks from which the results are brought to the group for discussion. The students take these assignments seriously as it is part of their job to work hard as individuals within the Circle.
Progress and success of the students is measured individually. Since the inception of the Sharing Circle, there have been social, emotional and academic improvements for the students. The students, parents, community support workers, and school staff take the meetings very seriously. We believe that our students should be looking down the road at a hopeful future. Helping each student become as emotionally and socially healthy as possible is the goal of all the partners in their education. We acknowledge our Sharing Circle may only be the beginning of a long and arduous road for our students. We want them to know that it is a road that they do not have to walk alone. Support can be found on many levels. As long as the students are doing and working their best on any given day, we see that as a success for them. We believe that success does indeed breed success. After all, if you can't live, you can't learn and if you can't learn, your chance at having a successful future is diminished. Even though the commitment to our Sharing Circle may seem demanding, it is a commitment we are determined to honour because each of these students deserves to be a successful, contributing member of society-now and in the future.
Through ongoing partnerships among all members of our school community, we can ensure that the heart and soul of our system and indeed the moral imperative of education, is available to all. The Sharing Circle is one more way that, everyone can ensure that dreaming, believing and achieving is present for all students!
| Connecting to Afghanistan |
December 2006 |
Students at J.W. Walker School recently had the opportunity to participate in a live video conference with Corporal Andrew Macleod. Corporal MacLeod is a member of the Canadian Armed Forces stationed in Afghanistan. The video conference took place on Friday, November 3 at 10:00 am. which was 8:30 pm in Afghanistan. Corporal MacLeod is the nephew of Mary Lynne Bondett, a teacher at J.W. Walker.
Prior to the video conference the students had been talking about Canada's role in Afghanistan, but more importantly, how to support our troops stationed there. Students have sent letters to Andrew to show him support. The video conference, which was 15 minutes per group, allowed the students to ask a variety of questions about Corporal Macleod's life in Afghanistan. The students were very engaged in the discussion, many wearing red shirts and all wearing poppies over their hearts.
The video conference was very meaningful to all participants. What a wonderful opportunity for students to feel connected to their global community! Corporal Macleod sends his best wishes to all his new friends here at J.W. Walker School. He appreciates the support while he is in Afghanistan. Thank you to Mary Lynne Bondett and Jodi Easton for setting up this wonderful learning opportunity and to Computer Services for their support.
The school is currently in contact with the Armed Forces in Ottawa to set up similar video-conferences with personnel stationed around the world.
| Cooking Up Success |
November 2006 |
Northwestern Ontario features many employment opportunities in the hospitality and tourism industry. Staff and students at Fort High are thus excited about developments which may better prepare some of our students to fill those jobs. With the approval of a "Lighthouse" grant from the Ministry of Education, Fort Frances High School has been able to convert a portion of the Family Studies Room to a functioning commercial kitchen, including industry standard stoves, ovens, deep fryers and other kitchen equipment.
Through the efforts of Shannon LaRocque, Student Success Co-ordinator, and Kent Kowalski, Tech. Coordinator and Student Success teacher, who together prepared the grant application, Fort High was able to receive approximately $113, 000 for this project. Construction took place over the summer, and with the co-operation of Ed Kaun and Sons, Russell Foods, Raymond Roy, Lanny Freeman and the Rainy River District School Board Maintenance Department, the classroom was ready to go in mid-September.
This initiative has allowed Fort Frances High School to do a number of things. A new Hospitality and Tourism course (TFH 3W) is being offered in both semesters. This course, which will have food preparation as the major component, is being taught by Student Success teacher Kelly Connor, who has many years of experience in the hospitality industry. The course has been deliberately timetabled into Period One, to allow students in the course to offer a breakfast program to selected students twice a week. In addition, Mr. Connor is launching a program whereby he supervises those students enrolled in the course as they prepare an evening meal for selected residents of Rainycrest, who travel to Fort High and are guests of the program. The students who assist with the evening meal can earn community volunteer hours for their efforts. It is hoped that in the future, student entertainers can be brought in to play piano, guitar, sing etc., activities that will allow these students to also earn community service hours while providing a wonderful link between young and old. Overall, Fort Frances High School is looking forward to this new facility as being a wonderful asset to the future of school and to the Student Success initiative.
| Alternative Learning Centre |
October 2006 |
Nearing completion, the Alternative Learning Centre of Rainy River High School is the result of extensive collaboration between administration, staff and wider communities of Rainy River High School. The purpose of the Alternative Learning Centre is to provide a nerve centre within the school where any and all existing and future alternative educational programs will be located. A learning environment has been created whereby students of various ages, abilities and learning styles will feel comfortable. The Alternative Learning Centre will ensure that students with individual needs will receive individual programming to promote individual success.
Renovations of an existing classroom began in March of 2006. Along with new flooring, ceiling, wiring and lighting configuration, a kitchenette has been constructed. A door has been installed between the existing Guidance Office and the Alternative Learning Centre to promote a more nurturing environment. In addition to new furniture for both students and staff, 6 computers have been purchased for student use. The Alternative Education secretary is located in the Alternative Learning Centre, and with space for two additional staff members, the room will be able to comfortably accommodate up to 15 students at any given time. The primary source of funding for the room was activated through provincial grants connected to the Student Success Initiative.
As mentioned above, the Alternative Learning Centre is the nerve centre of alternative education for Rainy River High School. In order to maximize flexibility of programming, a key objective of the master school timetable was to ensure that the room remains accessible for all periods of the school day. By strategically allocating our staffing complement of guidance, alternative education, special education, student success, and co-op periods, we have ensured that students within the Alternative Learning Centre are properly supervised. While students will work primarily independently, they have access to guided and individual instruction when required.
Types of programs operating out of the Alternative Learning Centre include: guidance - career exploration and university and college application, co-op, alternative education, independent learning courses, enrichment, special education, student success, credit recovery and credit rescue initiatives. The Alternative Learning Centre expands upon existing program opportunities and while being used to prevent students from withdrawing from school, it is also serving as a means of reintegrating students back into the regular day school program. Further, the Alternative Learning Centre has been designed to accommodate additional programs of the future such as e-learning and other forms of distance education.
The Alternative Learning Centre is an exciting part of Rainy River High School, and promotes a student centred professional learning community for the benefit of all within the building.
| Lighthouse Project - Outers Building |
September 2006 |
Atikokan High School received $85,000 from the Lighthouse Program funding to support student success in rural secondary schools. This money, coupled with the $65,000 from local fundraising and the $5,000 from the Board, has allowed us to move forward with the Outers Building Project. This Student Success initiative will expose students to the variety of trades necessary in a construction project of this nature. It is our hope that this project will motivate students to stay in school and pursue careers in the trades.
The Outers building project will be in full swing this semester thanks to the monumental efforts of Jeff Lehman - Construction Technology teacher at Atikokan High School. The site is ready for construction after three weeks of excavation and backfilling that occurred this July. Jeff Lehman worked many hours with the engineers and contractors, well into his summer vacation to ensure that this project was student ready for September 2006.
Students will begin forming and preparing the site for the concrete and constructing prefab walls throughout September and October. Although the building will be prepared for water and sewer, it is unlikely that this building will be enclosed and ready for heat this year. The heating system will be installed as the site is being prepped for concrete (ground source heating).
While the completion of this Student Success project is slated for 2008, without the efforts of Jeff Lehman we would have had to delay the start date.
| "We Can Read" Program |
June 2006 |
We Can Read is the title that Riverview and Mc Crosson-Tovell Schools have given to their literacy initiative this year. The focus was on raising interest and proficiency in reading and specifically to target boys and reading. To this end a number of strategies were pursued.
First we set a combined school's goal of reading 25 000 books / chapters from the beginning of February to the end of June. Each class tracked their progress and the progress was reported at each month end assembly and then on the book-o-meter in each school. While we got off to a shaky start in February and March, reading doubled in April and students didn't look back after that, they blew the top off the book-o-meter by the end of May. As of June 19th the total of books and chapter's read exceeded 30 000. The reward for reaching our goal was a celebration barbeque held on June 21st which was complete with burgers, salads, watermelon and of course ice cream of choice.
In order to raise our boys' level of interest in reading we dedicated our learning resources budget to the purchase of books and magazines that would appeal to boys. Many boys can now be found reading magazines like Dirt Bike Rider, Transworld Snowboarding and Skateboarding and fiction and non-fiction books about everything from animals and sports to natural disasters. Some of the material was read with a buddy on Fridays when students were paired with readers of the same gender.
Staff has also learned a great deal about boys and literacy through their professional learning communities' study of books including Me Read . . . No Way, Creating a Literacy Environment for Boys and Even Hockey Players Read. The knowledge gained from this study and subsequent work with students was then shared with parents at the Family Literacy Celebration as each staff member hosted a literacy display or workshop. One of the highlights of this event was a visit from author Joe McClellan whose dramatic reading of legends enthralled students and parents alike. The day was a model of teamwork and was valued by parents as indicated in their positive survey responses.
Featured at the board meeting will be four students who will read to you excerpts from their favourite books. Our featured readers are Joseph Desbien SK, Lemuel Carradice SK, Kevin Zang Grade 1, and Lewis Linklater grade 7.
| Making It Happen With a Positive
Role Model |
May 2006 |
In the fall of 2005, the Ministry of Education encouraged boards across the province to participate in a Boys Literacy Teacher Inquiry Project based on the Ministry Publication, "Me Read? No Way! The initiative supports student success in Boys Literacy.
This initiative is a joint project through Robert Moore School and Donald Young School. The inquiry for this team of Wilma Esselink and Kerri-Lyn Beckett was based on the following question:
(Is it possible through the use of rich resources, monitored parental involvement and the involvement of male role models to increase boys interests in literacy and raise their level of reading success?)
The inquiry will be developed through 5 phases - over a three year period.
Phase 1- |
Defining the essential question |
2- |
Developing the work place |
3- |
Collecting Data |
4- |
Analyzing Data |
5- |
Reporting findings of the inquiry |
This three year project will be a positive experience for the Rainy River District School Board. The insights gained will enable teachers to better meet the needs of boys in our system as we empower all students to dream of the possibilities, to believe in themselves and to achieve.
| Roots of Empathy |
April 2006 |
This year, our Sturgeon Creek School Grade 3/4 class, under the direction of Andrea Lee, has been involved in the Roots of Empathy Program.
The Roots of Empathy's mission is to build caring, peaceful, and civil societies through the development of empathy in children and adults. The heart of the program is a neighbourhood infant and parent who visit the classroom once a month for the full school year. A certified Instructor works with a specialized curriculum to coach students in observing the baby's development, celebrating milestones, interacting with the baby, and learning about infant needs and temperament. Part of the success of the program is due to its universal nature; all students are positively engaged instead of the targeted approach to bullies alone that is taken by some other programs. Roots of Empathy was created by Mary Gordon in 1996 and became a charitable not-for-profit organization in 2000.
The focus of Roots of Empathy, in the long term, is to build the parenting capacity of the next generation of parents. In the short term, the program focuses on raising levels of empathy, resulting in more respectful and caring relationships and reduced levels of bullying and aggression. The goals of the program are:
- To foster the development of empathy
- To develop emotional literacy- To reduce levels of bullying, aggression and violence, and promote children's pro-social behaviours
- To increase knowledge of human development, learning, and infant safety
- To prepare students for responsible and responsive parenting.
- Increased emotion knowledge
- Increased social understanding
- Increased pro-social behaviours with peers
- Decreased aggression with peers
- Decreased proactive aggression (bullying)
| Empty Bowls Project |
April 2006 |
"By helping others through small daily actions, volunteering and becoming socially active, you can transform your own life, the lives of others and the world around you."
~Mark and Craig Kielburger - Me to We Philosophy of Life
In 1990, a high school art teacher in Michigan helped his students solve a problem. They were searching for a way to raise funds to support a food drive. What developed was a class project to make bowls for a fund raising meal. Guests were served a simple meal of soup and bread in exchange for a donation. They were invited to keep the bowl, keep it empty, as a reminder of local and world hunger.
This project turned into an event, called
Empty Bowls. Variations of this project are now held all over the world to raise
money and hunger awareness. The Empty Bowl project was done at Sturgeon Creek
Alternative to compliment the school's "Me to We" focus. With the help of a local
potter, Marke Henteleff, students created bowls from potter's clay and in the
process learned not only about clay but about hunger. These handcrafted bowls
will be sold, on April 6, with a simple meal of soup and bread to support local
hunger agencies.The Empty Bowl project shows students an innovative way to make a difference in their own community - to dream of the possibilities, to believe in themselves, and to achieve something GREAT!
| Jump Rope and Hoops for Heart |
March 2006 |
For the past three year students at North Star Community School have participated in the Jump Rope for Heart program sponsored by the Heart and Stroke Foundation of Canada. Last year we also added the Hoop for Heart component to the program. This year students raised $3500.00 for Heart and Stroke research.
The program is geared for students in elementary schools. The students are encouraged to get up and get moving. They learn that an active lifestyle is a healthy lifestyle. In addition to a healthy lifestyle, children learn that their fund raising efforts can help the whole community by supporting heart and stroke research. Students are encouraged to collect pledges that not only support research, but also go towards the heart point incentive program. The incentive program provides students with rewards and also provides school points that can be redeemed for sports equipment.
At North Star, under the direction of Mrs. Cathy Burton and Mrs. Karen McAndrew, students met on Tuesdays and Thursdays for the month of February. Primary students met during the nutrition break, assisted by Mrs. Burton and Grade 6 helpers. They skipped their way through a variety of fun and healthy activities. Junior students met after school, assisted by Mrs. McAndrew and high school students Tanner Niskanen and Michael Strom. They bounced their way through a variety of basketball skills and games. In total 75 students participated.
A huge thank you goes to all the students who participated and who in many cases donated money from their piggy banks!
| Lunch with an Author |
January 2006 |
"The limits of your language are the limits of your world." Ludwig Wittgenstein
On May 4, 2005, staff and students from J. W. Walker held Lunch with an Author, an event to promote students' writing accomplishments. For the event, each teacher had their students produce at least one polished copy of a piece of writing. Parents were invited to come and have lunch with their child/children and hear their child/children read their story as well as other pieces of writing they had completed.
In addition to the focus on writing, parents were provided a presentation on anti-bullying and heard the students sing, "Don't Laugh at Me." Each classroom performed for the parents their Festival pieces, and Mr. Cain's class performed the story Thank You, Mr. Falker, a story that spoke of the impact Mr. Falker had on his students and reflected the impact of literacy on a child's life.
Overall, the day was a happy celebration of our emerging authors. A special thank you is extended to the Literacy Committee who planned this event: Donna Kowalchuk, Bill Daley, MaryLynne Bondett, Julie Angus, Joanne Brown, Kathy Smeeth, and Jody Bonner-Vickers.
Learning to read and write doesn't happen magically. Parents and teachers play important roles in developing young readers and writers. Lunch with an Author celebrated the importance of literacy to all and thus expanded each child's world.
| Students Strengthening Students
~ Success! |
December 2005 |
Literacy is the fundamental key to success. F. H. Huffman School is dedicated to providing all students within its circle of influence with the very best, innovative, research based strategies possible to allow them to achieve this essential foundation for all current and future success.
Currently the staff is exploring and piloting strategies that provide equitable learning opportunities for every student including struggling or non-interested boys (Me Read? No Way! Ontario Education Excellence for All). This goal goes beyond the walls of F.H. Huffman School. Our dedication extends to the students of our community. In this particular case, a relationship has been developed with students of Fort Frances High School who have the opportunity to find literacy through the enrolment in the Later Literacy Program.
These older students model enjoyment and effective reading strategies for our younger students. The high school students consolidate their newly acquired learning by teaching the younger students, informally, through their weekly reading sessions. Both sets of students recognize the importance of reading by the time invested into their sharing sessions by their reading buddies. They help each other see a purpose in reading.
Albert Einstein said, "Modelling isn't one way of influencing people. It's the only way."
| Rainy River High School First Responders |
November 2005 |
First Responders is a program developed by the Canadian Red Cross that gives high school students the training and support they need to provide emergency first aid care to injured individuals. From October, 2004 to May, 2005, a dedicated group of students and staff from Rainy River High School was involved in a training program to become members of the school's First Responders Team.
They received more than 80 hours of intensive instruction and practice by Emergency Medical Services personnel from both Rainy River and Fort Frances. This training took place after school, evenings and on weekends. At the conclusion of the training program, students were required to pass both a written and a practical exam.
The program was supervised by John Beaton from Fort Frances, and taught by Cheryl Morrison and Cheryl Kallaste from the Rainy River Emergency Medical Services team.
The school has purchased an emergency trauma kit that is available for emergencies at both Rainy River High School and Riverview School. A schedule is in place that has two First Responders on call each week. Monthly refresher training meetings are scheduled to ensure the team maintains its existing high level of technical proficiency and preparedness.
The Rainy River High School First Responders team consists of: Shauna Lundgren, Kaylie Lundgren, Matt Sawatzky, Tristin Shumaker, Brandon Gough, Hillary Hansen, and Tricia O'Connor. Staff members who are involved in the program are Georgina Jarvis and Chris Dubé.
The First Responders from RRHS provide a valuable service to the staff and students of Rainy River schools, and through their initiative and hard work have mastered skills that will serve them well for a lifetime.
| Fort Frances High School Council |
October 2005 |
At their first meeting of the 2004-05 school year, the Fort Frances High School Council set their goals for the upcoming school year. One of the areas they chose to address was bullying. Ideas were exchanged, and many possibilities were discussed, ranging from purchasing videotapes or CD's to simply holding an assembly. However, during the discussion, a few of the Council members wanted to aim high. They believed they could bring world renowned author and presenter Barbara Coloroso to Fort Frances. A subcommittee was struck consisting of teacher Sherree Denby and parent representative Kathy Cuthbertson, Jean Hebert and Patsy Roy.
The organization involved in such an event was considerable, but they never wavered in their resolve and the results were seen on September 16 and 17, when Barabara Coloroso gave two presentations in Fort Frances. She presented a two hour keynote on Friday evening in the Townshend Theatre which was geared toward parents and students and followed this with an all day workshop for educators and child care workers on Saturday.
While attendance at the Friday event was somewhat disappointing with less than 200 attending, the Saturday workshop was a huge success, with over 150 teachers, educational assistants, representatives from various youth agencies and parents giving up their Saturday to hear this dynamic speaker. Over 100 employees of the Rainy River District School Board took part from both elementary and secondary schools.
Response was extremely positive. Numerous e-mails were received from teachers and Educational Assistants thanking Fort High for this presentation. Words such as "fantastic" and "awesome" were used and the overwhelming sentiment from participants was that they wished more people had seen the presentation.
Ms. Coloroso donated copies of her book "The Bully, the Bullied and the Bystander" for each school in the Board.
This was an event that will have a direct impact on students. It was a positive experience for all involved and would not have taken place without the vision and dedication of the Fort High School Council, who organized the entire event. Our school, our Board and our community were the benefactors of this ambitious undertaking. For this reason, I am pleased to nominate the Fort Frances High School Council for the Rainy River District School Board's Recognition of Excellence.
| Outers 40th Celebration |
August 2005 |
The Outers 40th anniversary celebration which took place in Atikokan was a phenomenal success. The Outers 40th committee began work on this event a year and a half ago with a vision of making the Outers 40th celebration a year long event, culminating with a week-long celebration during the summer. It was our hope to draw as many of the ex- outers from the past 40 years back to Atikokan for this event. The success of this event would not have been possible without the efforts of the 40th committee (Peter Burton, David Kerr, Pat Halwachs, Linda Braun, Dennis Livicker, Nicole Halasz and Darryl Gannon), over one hundred volunteers, and the financial support from the numerous sponsors. Although there was heavy involvement by the staff and students of Atikokan High School, this was a community event and celebration.
The week of activities began Monday, July 11 with the unveiling of the Outers murals mounted on the exterior wall of Hava Java. These murals were a product of months of work by Betty Ann Coulter and her high school art students. The first major gathering of ex-outers occurred Monday evening at the wine and cheese social (over 200 in attendance). Tuesday was highlighted by a reunion paddle in the 22-foot Outer canoes at Quetico Centre (close to 100 participants). Wednesday featured the RCMP Musical Ride held at North Star Community School field (over 2000 in attendance). Friday's main activity was the 40 km Portage-a-thon which began at Quetico North and ended with a downtown celebration. Over 100 ex-outers helped carry this 210 pound canoe the full distance - over $5,000 in pledges were collected. The Outers celebration culminated with a banquet/dance Saturday evening featuring the Outers Video (750 attended the banquet with close to 1000 at the dance). The Outers video was 47 minutes in duration and the production was a co-operative effort between staff and students and professional film maker - Patricia Lampkin. This production spanned two Outers years and took over a year to make.
There were numerous other events during this week that were sponsored by a variety of community organizations. The overwhelming community support for this event is a clear demonstration of how deeply Outers is interwoven in the fabric of the community.
| The Learning Garden |
August 2005 |
Communities in Bloom Chair Helen Crook "planted the seed" for a garden to be created in front of the Education Centre during the Rainy River District School Board meeting in December, 2004. She presented the vision of a garden that would beautify the property and honour past employees. In turn, an Innovative Project proposal was submitted by Robert Moore School and approved.
The Robert Moore School Landscaping Committee, members of the school community, and Helen Crook, representing Communities in Bloom, worked closely with Marie Anderson, who provided her expertise as a horticulturalist, and created the plan, organized the resources and supervised the actual project.
The "Learning Garden" began to take root in May, 2005. Grades 6, 7 and 8 students, the Robert Moore Builders' Club, and staff and members of the community donated many hours of their time landscaping the Education Centre grounds in the development of this commemorative garden. Educational sessions were held between Communities in Bloom volunteers and students from Robert Moore School on planting techniques. Many of the annual plants in the garden were grown from seed by the students and placed in the garden. This very worthwhile project encouraged student participation and promoted community involvement.
| Lion's Quest Program |
June 2005 |
The Lions Quest Program is a K-12 program helping young people develop the resiliency skills to empower young people to remain healthy and become productive citizens in their communities.
In 2003-2004 Crossroads was approached to pilot the professional development of the staff and the program. The implementation of Lions Quest for grades K through 8 began in September, 2004, and continues to the present.
The goals of the program are:
- to engage students, families, the school and community members in creating a respectful learning community of caring relationships, high expectations for positive behaviour and meaningful involvement;
- to provide opportunities for young people to learn the essential skills needed to live healthy and productive lives;
- to promote a safe, healthy approach to life, free from harm of alcohol and other drug use;
- to engage young people in the practise of good citizenship;
- to strengthen young people's commitment to their families, positive peers, school and community.
| Rainy River District Festival
of the Performing Arts |
June 2005 |
Festival began as the Women's Institute Music Festival in 1933. In 1935, it became The Rainy River District Music Festival Association. Now, it is the Rainy River District Festival of the Performing Arts. The 65th Festival took place in April of this year. There were 655 entries divided amongst five Divisions: Piano, Vocal, Drama, Instrumental (including Strings), and Dance. There were 34 sessions spread over 11 days with a Highlights Concert on May 1st.
The purpose of the Rainy River District Festival of the Performing Arts is to promote and encourage participation in, growth in, development of, and appreciation for performing arts.
In its efforts to promote the performing arts in our communities, Festival has been graced with a wonderfully generous partner - The Rainy River District School Board.
The Board has:
- supplied paper for the Syllabus, the Resource Manual for the Drama Division
- programs for each of the five Divisions, and programs for the Highlights Concert
- allowed use of the photocopier in the Education Centre
- provided venues (Sturgeon Creek School, J.W. Walker School, Townshend Theatre)
- offered three awards in the Drama Division
Festival encourages students to develop self-discipline and to strive for excellence. They must:
- work to master a dance routine
- memorize the words of a song
- learn the notes of a piece of music
- speak clearly and with expression
The benefits to participants in Festival are many:
- some will be able to include their awards on their resumes when they apply to colleges or universities
- some will go on to study music or drama at the university level
- some will earn their livings in the performing arts
- all will grow in confidence
- all will have their lives enriched
| Rainy River District Speech Contest |
June 2005 |
The Rainy River District School Board hosted the Annual District Speech Contest on April 27 at Robert Moore School. Eleven students representing both the public and separate schools took part. There were no participants from Atikokan or Rainy River this year. The purpose of this event was to provide an opportunity for area students to represent their individual schools by demonstrating their oral communication skills. This year the grade six students were again invited to participate. A grade six student was the winner of the contest this year. We still have plans to open up the contest to junior students in the future. Students in the grade six, seven and eight classrooms wrote and orally delivered speeches which addressed expectations from the writing and oral expression component of the Ontario Language Curriculum. Writing is one way of expressing thoughts. Oral speaking allows students to creatively express their thinking. The students who spoke on this evening each won the speech contest at their individual schools. The quality of all speeches was exceptional this year!!
All of the students spoke with poise, and delivered well organized, effective speeches. They also responded intelligently and creatively to questions that were posed to them after the speeches. These questions allowed them to expand further on their topic.
Following is a list of the contestants and the titles of their speeches:
| Jennifer Spence J. W. WALKER SCHOOL |
"Physical Activity" |
| Julie Martin J. W. WALKER SCHOOL |
"Sixth Sense" |
| Brett Hands STURGEON CREEK SCHOOL |
"Tango" |
| Tirzah Keffer ROBERT MOORE SCHOOL |
"My Life as a Wood Tick" |
| Simeon Firth STURGEON CREEK ALTERNATIVE SCHOOL |
"Bats" |
| Natalie Sliworsky DONALD YOUNG SCHOOL |
"Aliens" |
| Samantha Mueller ROBERT MOORE SCHOOL |
"Racism" |
| Rebecca Mills CROSSROADS SCHOOL |
"Shopping" |
| Jessica Whalen NESTOR FALLS SCHOOL |
"The NHL Strike" |
| Danielle Gustafson ST. FRANCIS SCHOOL |
"Excuses, excuses, more Excuses" |
| Taylor Latimer ST. FRANCIS SCHOOL |
"The Loch Ness Monster" |
The three judges had a very difficult decision to make and decided on the following winners:
| Third Place | Tirzah Keffer |
| Second Place | Samantha Mueller |
| First Place | Simeon Firth |
All contestants were acknowledged for their ability to inform, persuade, explain, and entertain. They each received a medal and a certificate. The students who achieved first, second and third place each received an individual trophy. The first place winner received a plaque that he will keep in his school for a year. Teachers were recognized for the hard work they demonstrated in preparing the students for the speeches. The evening was indeed a celebration of the talent we have in our area.
| Curriculum and Community Integration |
May 2005 |
Nestor Falls School is the ideal setting for integration - multi- grade classes - JK- 3 and 4 -8 allow for a great deal of cross curricular activity.
This year a community historical site was integrated with Science and Language curriculum expectations and the Learning Through the Arts program to produce two wonderful songs that displayed the talent and commitment to community that exists in the students of Nestor Falls School.
Rodney Brown, a singer -song writer from Thunder Bay, visited the school in January as part of the Learning Through the Arts Program. He worked with the Junior room students to create a song called "Pamela the Polar Bear" . The inspiration for the song developed as the students were studying Polar Bears in Language Arts. The Senior room students who were studying Structural Strength and Stability in Science, wrote a song honoring the Sioux Narrows Bridge - the 70 year old longest wooden span bridge in North America that is currently in the process of being replaced.
CBC Radio interviewed 2 students from each classroom about their song writing experience and played the recording of their songs. The students were so pleased with their song writing abilities and performances they invited the local Reeve - Jerry O'Leary into the school to hear their songs. Now, if you visit the Nestor Falls - Sioux Narrows Township website you will see the Sioux Narrows Bridge song written by the Senior room class posted on the website. This spring, the students are being invited to the construction site to view the new bridge construction.
The Learning Through the Arts program was the driving force behind the creation of these songs. This program allows students to express their creative abilities in ways that they may otherwise not be fortunate enough to experience. The partnerships formed with the community and the Rainy River District School Board has empowered the students to dream of the possibilities, to believe in themselves and to achieve.
| Literacy Night |
April 2005 |
In recognition of the vital importance of teachers and parents working together,
the primary teaching staff of Sturgeon Creek School and Sturgeon Creek Alternative
Program combined their expertise to host a Literacy Night for parents on the
evening of January 6, 2005. Parents and guardians of preschool, home school
and primary aged children were invited to attend. The purpose of the evening
was to provide parents/guardians with strategies and tools to use at home with
children to further support their child's decoding and comprehension skills.
Study after study continues to show that parent involvement in student learning
leads to increased student success. The purpose of our workshop was to reach
out to parents, invite them into the school, and provide them with some simple,
yet effective tools to assist them as they work with the child to increase reading
ability. We recognize that a student's ability to read has a direct impact on
the degree of success they will have in other subject areas. We also recognize
the value of teachers working with parents to ensure success for every student.
The following teachers were involved in planning and presenting at Sturgeon
Creek Literacy Night:
| Vicki Ogilvie | Sturgeon Creek School |
| Mary Ann Haw | Sturgeon Creek School |
| Andrea Lee | Sturgeon Creek School |
| Krista Williams | Sturgeon Creek School |
| Dorothy Quibell | Sturgeon Creek Alternative Program |
| Elisabeth Husser | Sturgeon Creek Alternative Program |
Feedback from the more than 50 adults who attended indicated that the evening was an overwhelming success. Among the many positive comments made on evaluation forms were the following:
- "It was incredibly helpful! Thank you all!"
- "Wow - what a great night. Can we have more please? We want to be involved!"
- "Fabulous evening - not only strategies introduced, but parents left armed with support material - a lot of work - but the payoffs should be worth it."
- "I hadn't expected I would learn as much as I did. I arrived tired from work/travel and left energized! It is very apparent the level of commitment felt by teachers, principal and support staff"
- "I greatly enjoyed it and walked away excited to help my children with reading."
| Peer Helpers |
March 2005 |
This year the students and staff of North Star Community School have been very
fortunate to have a group of eighteen Grade 6 students who have assisted younger
students and classroom teachers throughout the school year. This dedicated group
of students have assisted with lunch supervision in our primary classrooms,
helped distribute pizza and hotdogs, and have assisted with preparations and
assistance at special events. Lunch time assistants help with lunch preparations,
clean-up and getting students dressed. They are an extremely dedicated group
that bring enthusiasm and a great sense of humour to their assigned chores.
They are positive role models for the younger students. Their caring and compassion
are appreciated by all members of our school community!
Grade Six Peer Helpers are:
Jessica Bodnarchuk, Blake Botel, Anthony Caouette, Sarah Carlson, Ashley Cook, Katie Cox, Peter Fairfield Checko, Haylee Foy, Amanda Hall, Caitlyn Kostynuk, Cheyenne Medicine, Kayla Newman, Cyle Peacosh, Cole Sampson, Shannon Strom, Josh Stus, Josh Wiens, and Duncan Wright.
| If You Knew Me |
March 2005 |
In the fall of 2004, Lindsay Kerr witnessed her peers making fun of a girl in
the school "who had nothing". This young lady had family problems and social
difficulities. Lindsay was shocked and upset that her peers, who had many friends
and supportive homes, would do such a thing.
She sought out information through the internet about bullying and ways to prevent it among teens. Lindsay felt that the best way to attack bullying was not through telling teens what they should not do, but to focus on what they could do to support one another. She wanted to build on their compassion. She felt that if teens only got to know one another better, they may seek to assist one another in shutting down bullying, harassment, isolation, and intimidation when they saw it occurring. "If You Knew Me" was the result – a week of activities for grade 3 - 12 students.
| Feb. 21 | -A visual display will be set up at the clinic
and the high school focusing on bullying: signs of bullying, asking for
help, how to help others, and how bullying affects students ability to dream,
believe, and achieve are main components -Outline in the "Atikokan Progress" of week's events |
| Feb. 22 | -A full day workshop for grade 7 - 12 students full of
activities that promote social interaction and trust. Students are grouped
with those they do not normally hang out with. Activities gradually become
more personal as the day progresses. Food, refreshments, and door prizes
will be provided. -Counsellors from the high school, the Atikokan Native Friendship Centre, and Community Counselling are available and act as supervisors throughout. |
| Feb. 23 & 24 | -Lindsay and a peer host an interactive assembly at St.
Patrick’s School and Northstar Community School for grade 3 - 6 students.
They describe and act out different scenarios involving bullying and engage
the students in discussion about what is going on, the roles each character
is taking on, and what they would do differently. They will bring the display
from the high school to the assembly. -Students will be asked to return to their classrooms and write about whatever the assembly made them think of – a personal reaction/ reflection/ story, etc. This will allow all students the opportunity to “speak to the topic”. Five participation prizes per classroom will be awarded to encourage students to be involved. |
| Feb. 25 | -Lindsay will host a full school video assembly at AHS for grade 7 - 12 students. She will prepare a slide show of the student body in the hallways while playing a very upbeat song related to being confident and on top of things. A 30 minute segment of a CBC production on bullying will be shown, immediately followed by the same student body slide show, but this time, to a song where the message is that often the face we show is only a mask and “if you knew me” you’d know that the confidence is not always true. |
The entire project was created, organized, and facilitated by Lindsay Kerr, a grade 11 student. Lindsay's willingness to take on this major project, her strong belief that students need to support one another, and her hard work in ensuring it was accomplished all exemplify the Board's mission statement.
Jody Labossiere and Diana Coutts acted as advisors to Lindsay in the project.
The Rainy River District School Board, The Atikokan Native Friendship Centre, The Atikokan Safe and Healthy Lifestyles Committee, and The Substance Abuse Prevention Committee are all partners in this project. Each has provided funding and faith in Lindsay in this endeavour.
| Mirror Image |
February 2005 |
Fort Frances High School has a long standing tradition of excellence in the performing arts. Dramatic presentations, musicals, concerts and other activities have long been an integral part of learning activities at Fort High and provide an opportunity for students to demonstrate their learning and share their talents with the community at large. Any one of these productions represent countless hours of dedication by students and staff. We are very proud of our arts department and the sustained excellence they have demonstrated in years past and which we know will continue in the future.
"A Mirror Image" is special. This was not just a performance by Fort High students, it was a production of Fort High students. Under the tutelage of director and drama teacher Willa Kunkel, "A Mirror Image" took those students involved beyond simply performing. Students started with nothing but an idea. Over the course of time, they wrote the script, created the characters, designed the scenes, chose and integrated the musical score and were responsible for all aspects of production.
It was an ambitious undertaking. They traditional fall play, which usually takes place in November, did not hit the stage on January 13-15. The results were spectacular. A poignant, often moving depiction of teenage life was created by the cast. "A Mirror Image addresses many issues faced by teens such as dating, parental pressure and the general need to "fit in." The play also addressed more controversial issues such as alcoholism and bulimia.
The play was so well received that extra performances have been requested for senior elementary students and a matinee performance has been set up for students in the high school. An excerpt from a letter submitted to the cast and crew by Cathy Bruyere, a Fort High teacher who is currently on leave, sums up succinctly and eloquently the quality of this production:Congratulations to the cast and crew of "A Mirror Image"."I think that this was probably the best example of student theatrical creativity and capability that I've seen since I've been teaching at Fort High. You planted a great deal of trust in those students, and it certainly allowed them to blossom."
CAST CREW Kayla Brady Bailey Martel Matt Badiuk Chris Cupp Sarah Marusyk Sebastien Gagnon Dayna DeBenedet Heather Newman Amy Saunders Breanne Douglas Whitney O’Donnell Tylor Van Heist Mary Fitzgerald Melissa Scott Giordan Zin Jennifer Geense Nicole Simmons Angela Huntley Danielle Strachan STAFF Darcy Jones Ben Taylor Willa Kunkel Ross Kircher Allison Williams Kim McKinnon Samantha Manty Heather Williams Sherree Denby Paul Elliott Kendall Richardson
Building School Community
January 2005
The members of the J. W. Walker School community: teachers, students, families, and School Council, are honored for their collective efforts in forming a strong school partnership. J. W. Walker School opened this year bringing together distinct communities from Sixth St. School, Alberton Central School, J. W. Walker School and Alexander MacKenzie School. We are proud to honor the efforts and support of all community members with this Recognition of Excellence.
Many individuals and groups have made contributions to the successful transition to the amalgamated school community.
The School Council not only raised enough funds for new playground equipment but also orchestrated its installation with the assistance of parents. They were key in planning the School Opening on September 29th this year and continue to support positive home/school relations through working together to implement a new home/school math program in the Primary grades.
The teachers have supported the variety of changes that are incumbent with moving to a larger school community. They have ensured that previous traditions and cultures from each of the smaller schools have been honored while developing new traditions and an atmosphere of community for our students and families to celebrate: the Terry Fox run, walking to the Cenotaph on Remembrance Day and participating in the service, curling, the DARE program, swimming lessons, Christmas carolling and hosting athletic events. The teachers at J. W. Walker School believe they are responsible for the achievement of all students in our school. This belief is supported through our literacy Learning Teams in each division and through a rotating duty schedule where all teachers and all students can experience and appreciate the diversity of our school and each other.
Families have contributed to our new school community this year through supporting the implementation of the balanced day, extracurricular activities, the anti-bullying curriculum and our hot lunch program. Thank you to all our families for their positive support with their children and their teachers through the transition.
What is most important, is that our students have truly embraced the future of J. W. Walker School. The Intermediate students wrote and performed "New Beginnings" for our opening and continue to embody the words they have written. Our students have shown resiliency as they have assimilated into a larger school community. They feel safe and comfortable with their peers and have built many new friendships.
FOLKLORE - FOLKS for the Love of Reading Everywhere
December 2004
FOLKLORE is a Community Volunteer Reading Program that is designed to support reading development through building the love of reading in primary students.
Dedicated community volunteers support FolkLORE by:
FolkLORE brings the strength of our community into the school to promote excellence in student achievement. It fosters a co-operative, inclusive and welcoming environment. The program allows for exposure to language and literature at a level similar to that of a home environment in that the children are able to receive very individual and personal attention during the reading experience.
- sharing their enthusiasm and joy of learning and literacy
- modelling good reading
- listening to students read
- providing a purpose for students to read
- promoting co-operation among participants
- providing personal encouragement and opportunity to practice newly acquired skills with an attentive audience
- encouraging intergenerational relationships which assist in creating a stronger sense of community within all members
- developing partnerships between school and community
"Numerous studies, such as those done as part of the Reading Recovery approach, have pointed to the effectiveness of one-on-one reading instruction; others have stressed the importance of children having regular oral reading practice to increase fluency...However, while teachers may wish that they could spend more time with individual pupils, the classroom realities are such that the demands of time and other curriculum areas make this difficult to achieve," (Developing Literacy, produced by Dr. Jean Hewitt).
At F. H. Huffman School the belief is that literacy is the key to the future. We, in conjunction with similar minded community volunteer readers are dedicated to providing that key to all students so that they can "dream of the possibilities to believe in themselves and achieve!"
Rainy River High Cenotaph Research Project
November 2004
The combined Grade 12 College and University English classes at Rainy River High School have launched a unique community research assignment. The goal of this project is to conduct primary research on individuals who served and died in the First World War in Europe. Many of these individuals are listed on the town's cenotaph.
Students are assigned the name of a service person. They research the individual using military records from Library and Archives Canada, military history textbooks, archives from the Legion and town library, databases, web sites and personal interviews. Students will write essays that tell the story of one service person's actions during the war and provide personal details about the person's life. The information compiled will be sent to the Canada Remembers Division of Veterans Affairs Canada and the Canadian Virtual War Memorial to become part of a national database. Copies of the essays, and documentation, will be given to the local Legion for their archives. It is the group's intention to eventually create a "Wall of Remembrance" in the school featuring photos of the soldiers as well as other interesting archives.
The project is a joint venture with the Rainy River Legion and the High School. Mr. Joe Kaliska, from the Rainy River Legion, will present how the legion is involved in this project. In addition, students Stacey Olson and Kyle Jewett will share the details of the project and Ms. Laura Armistead will highlight the basics of the project.
Creating Links with Students around the World – Megaconference Jr.
October 2004
As part of Education Week celebrations, Robert Moore School participated in Megaconference Jr., a worldwide video conferencing event. The first Megaconference Jr. was held on Thursday, May 6, 2004 and was organized by a group of volunteer teachers, students, and school technology leaders at Internet2 K-20 to give students in elementary and secondary schools around the world an opportunity to communicate, collaborate and contribute to each other's learning in real time.
Students in Ms. Kosowick's Grade 6 class took part in the conference, viewing presentations by schools from countries such as New Zealand, Spain, Iran, China, Turkey, Costa Rica, the United States, Chile, and Singapore. In promoting the understanding and use of videoconferencing technology, the conference also furthered international cultural awareness. For instance, activities broadcasted during this time period included a presentation on the Maori language from New Zealand and a musical presentation from the Cleveland Institute of Music.
With a brief introduction by the information technology staff of the Rainy River District School Board, students saw first hand how video conferencing works, as they welcomed other countries and posed questions to the presenters. Megaconference Jr. was an exciting event for the students of Ms. Kosowick's class. Not only did they interact with their peers from various countries, they also experienced first hand the opportunities that video conferencing can extend to educational resources around the world.
Summer Institute
September 2004
The Rainy River District School Board held their sixth annual summer institute on August 18th and 19th. Forty-five teachers from the surrounding district attended this year's institute – A Tapestry for Learning – Weaving Literacy with the Arts.
Keynote speaker, Colleen Politano, set the pace for the two days with her dynamic presentation on brain based learning. Teachers left the keynote energized and participated in a number of high quality, active learning literacy workshops for kindergarten, primary, junior and intermediate divisions.
Day Two of the institute focused on the arts with workshops presented by local teachers – Wayne Barron, Willa Kunkel, and Karen Peltimaki.
Thank-you to this year's summer institute committee – Dianne Carlson, Shar Gilbert, Donna Kowalchuk, Penny Newman, Brad Oster, Maureen Ricard, and Walter Rogoza.
Regional Science Fair Winners
June 2004
On Saturday, April 3, the Sunset Country Regional Science Fair was held at the Thomas Aquinas High School in Kenora. Students from public, separate and isolate boards from Northwestern Ontario were present to showcase the best projects from their school science fairs. Winners from Grades four to eight from each of the participating schools in the Rainy River District attended, and many returned with placements in each of the categories being judged. These categories included life science, physical science and technology. In addition to the first, second and third placements in each category in each division, junior, intermediate and senior, there were three top prizes which included trips to the National Science Fair in St. John's, Newfoundland.
Walter Rogoza, Rainy River District School Board Math/Science Coordinator was one of the three supervising judges from the region who had the difficult job of working with the divisional judges to select the best of the best!!! Many of the projects were of superior quality, but only three awards could be bestowed. Through consensus judging, two students from Mr. John Loewen's class at the Sturgeon Creek Alternative School were undefeatable.
The winners of these top prizes were Dan McBride with "Melt - Down", an investigation into more effective roofing materials that prevent snow from sliding down, possibly harming those unaware of the dangers overhead, and Brandon Olson with "What's Brewin' ", a study into making a better cup of coffee while saving money over the long run.
The boys, along with their chaperone, Mr. Don McBride, spent the week of May 17 - 21 in St. John's. At the final ceremony both Dan and Brandon received honourable mention for their effort. Brandon and Dan have been asked to share their projects at the Board meeting. A family member will present Dan's project as he is now joining his class on their Toronto trip.
We applaud these young scientists for their successes, and look forward to hosting the Regional Science Fair in Fort Frances in 2005.
Rainy District Intermediate Speech Contest
June 2004
The Rainy River District School Board hosted the Annual Intermediate District Speech Contest on April 29 at Robert Moore School. Twelve students representing both the public and separate schools took part. There were no participants from Atikokan or Rainy River this year. The purpose of this event was to provide an opportunity for area students to represent their individual schools by demonstrating their oral communication skills. This year the grade six students were again invited to participate. However, no grade six students were in the contest on April 29. We still have plans to open up the contest to junior students in the future. Students in the grade six, seven and eight classrooms wrote and orally delivered speeches which addressed expectations from the writing and oral expression component of the Ontario Language Curriculum. The students who spoke on this evening each won the speech contest at their individual schools.
All of the students spoke with poise, and delivered well organized, effective speeches. They also responded intelligently and creatively to questions that were posed to them after the speeches. These questions allowed them to expand further on their topic. Following is a list of the contestants and the titles of their speeches:
Patrick Bobcznski
ROBERT MOORE SCHOOL"Rock and Roll"
Michael Brady
ST FRANCIS SCHOOL"The Stanley Cup"
Travis Cannon
J. W. WALKER SCHOOL"Sam"
Alicia Desserre
STURGEON CREEK SCHOOL"My Best Friend"
Jace East
ROBERT MOORE SCHOOL"Compulsively Lethargic"
Andrew Friesen
STURGEON CREEK SCHOOL"Summer Vacation 2003"
Matthew Hebert
ST. FRANCIS SCHOOL"Being Nice"
Angelika Kemper
DONALD YOUNG SCHOOL"Being Nice"
Dave Sandoval
ROBERT MOORE SCHOOL"El Salvador"
P. J. Sopotiuck
OUR LADY OF THE WAY SCHOOL"Canadian Infantry" Soldier"
Deanna Saunders
CROSSROADS SCHOOL"Monsters Under Your Bed"
Kim Grant
NESTOR FALLS SCHOOL"Grand Canyon"
The three judges had a very difficult decision to make and decided on the following winners:All contestants were acknowledged for their ability to inform, persuade, explain, and entertain. They each received a medal and a certificate. The students who achieved first, second and third place each received a trophy. The first place winner received a plaque that he will keep in his school for a year. Teachers were recognized for the hard work they demonstrated in preparing the students for the speeches. The evening was indeed a celebration of the talent we have in our area.
- Third Place---------Deanna Saunders and Dave Sandoval
- Second Place------Andrew Friesen
- First Place----------Matthew Hebert
Dave Sandoval will be in attendance at the Board Meeting and he will deliver his speech entitled
"El Salvador".
Donald Young School Community Partnerships
May 2004
"The more the school, the family and the community are joined as partners in the cause of educating young people, the greater each child's chance for success."
~Harry Wong
Strong community involvement enables schools to build success and develop positive community relationships. This was very evident at Donald Young this year as the magical world of Oz was brought to life on February 25th and 26th.
We were very fortunate to have Katherine Williams as the producer/director of this wonderful endeavor. She developed a team of 22 community volunteers, 7 local businesses and 40 students from Grades 1 - 8, who contributed to transporting audiences to the magical world of Oz.
Rehearsals began in January and with the Balanced Day timetable, Katherine and her team were able to rehearse with individual groups twice a day. They developed singing and dramatic abilities, stage presence and a high degree of confidence in each performer, uncovering talent in each child. We watched in awe as the flowers blossomed, the monkey's developed character, the soul of the tin man, scarecrow and lion appeared and Dorothy's character emerged.
A dedicated group of volunteers researched and brought the story to life with the costumes, props and backdrops. The community's dedication to the production contributed greatly to its success.
Our community, parents and school partnered to make the Wizard of Oz a huge success. We value our school community and their continued involvement - especially their ability to dream, believe and achieve with us. Keep your ears open, rumor has it Camelot is coming to Donald Young!
Crossroads School Community Rink Project
May 2004
In the 2000-2001 school year, the need for a community skating rink was identified at a meeting of the Crossroads School Council. Over the course of the next year a rink committee was formed and partnerships were established. The major stakeholders in the project were the Municipality of LaVallee, RRDSB and parents and community members of Crossroads.
Over the course of the next 3 years the committee secured funding from the Heritage Foundation, various fundraising activities and donations of money, time and materials. According to the project co-ordinator, Joe Bodnar, the project has cost approximately $150,000.00.
The project, now nearing completion is composed of an outdoor rink with a concrete base, boards and lights. There is also a cinder block rink shack which will have it's own water source.
The members of the committee are: Joe Bodnar - Project Coordinator, Gary Esselink - Vice Chair, Danette Nixon - Secretary, Kathy Bodnar, Earl Sutherland, Rob Patterson, and Lori Witherspoon.
Rainy River High School
Winter Camping Innovative Project
April 2004
On March 1st to 3rd , 2004, a group of students and staff from Rainy River High School travelled to Camp Moose Lake, near Sprague, Manitoba, for a three day winter camping adventure. The group consisted of 42 grade nine and ten students, five senior students from the school's Leadership and Peer Support class, and six staff members.
Camp Moose Lake is a residential, all-season facility located on Moose Lake. The excursion had been planned and developed as an effective means to help students break down barriers between groups and individuals, to foster team building, and to promote self esteem. The planning was spearheaded by Ms. Laura Armistead, who had taken several student groups to Moose Lake and other camping venues, while teaching in Winnipeg.
The basis for many of the camp activities was the Rainy River District School Board's Anti-Bullying resource package. These activities were combined with a series of indoor and outdoor activities including: cross-country skiing, snowshoeing, ice fishing, sliding, bannock making and storytelling and crafts.
The senior students from the Leadership and Peer Support class developed and ran additional team-building activities. Staff members led anti-bullying activities each evening in the main lodge.
There were a series of highly compelling activities that directly addressed the nature and effects of bullying. Each evening's activity was followed by extended small and large group discussions about what changes we could make when we got back to our school, and concluded with an appreciation circle.
Near the conclusion of the trip, students selected by their peers and staff, were recognized for demonstrating risk-taking and leadership.
Atikokan High School Recognition of the Arts
March 2004
Music Program
Three years ago instrumental music was identified as a major focus in our School Improvement Plan. Many of the school instruments were in such poor condition that new equipment was needed to continue this program. In the past three years over $25,000 has been raised specifically to replace the aging musical instruments.
Miss Cronin and the Senior Band are busy making plans for their upcoming music trip to Toronto. They will perform for the Rainy River District School Board members tonight.
Instrumental music continues to run at Atikokan High School. The success of this program can be attributed to teacher commitment, coupled with multiple fund-raising efforts by students, parents and the school. Elizabeth Cronin and Carol Thompson are recognized for their significant contributions to the enhancement of our music program.
Visual Arts
A visual arts display is also set up for viewing within the Atikokan High School Resource Centre. This is a combination of grade seven - eleven art projects. The grade seven - nine projects were highlighted at our last open house. Grade ten and eleven projects from second semester classes have been added to this display. Ann Braun has selected a number of her student's "autobiography boxes" to add to the visual arts display. It is a common and historical occurrence for students' work to be displayed at the school and in the community. Betty Ann Coulter and Ann Braun have worked hard to keep these traditions alive.
Near the end of the school year a major display is planned at the Pictograph Art Gallery in the Atikokan Mall. This is an annual event that Mrs. Coulter and her art students look forward to in the Spring of each year. In addition to this major exhibition, Mrs. Coulter is planning a field trip to Thunder Bay to view a number of our regional Art Galleries.
Autobiography Box (above)
Robert Moore School Builders Club
