She:kon, I would like to take this time to introduce myself for those who do not know me. I have been an employee with Wahta Mohawks since June of 1990. My role within the organization is to support students at the elementary, secondary and post secondary level. Post secondary applications are available in January of each year. One can access the applications by contacting Carol via email or by calling the office number listed below. I enjoy the opportunity to work with the students of Wahta Mohawks.
I am very excited about the direction the Trillium Lakelands District School Board is going regarding Indigenous Education. Glen Orchard Public School has transformed a classroom to a learning space called “Tsi Iontiatarorokstha”- The Gathering Place. In this learning environment, traditional knowledge is shared with all students. Students of Glen Orchard Public School are becoming ambassadors to Indigenous issues and concerns.
Trillium Lakelands District School Board has adopted a model entitiled ” Feed All Four” which includes the First Nation medicine wheel to their way of educating our students. Educators believe the whole student must be addressed before learning can be achieved. A wholistic approach has been missing in the past; we now recognize all aspects including mental, physical, social/emotional and spiritual.
Here at the education office in Wahta, my levels of support include, but not limited to, activities such as: attending meetings with parents, seeking outside resources to attend meetings for increased advocacy, researching issues, explaining assessment reports, referrals as needed, etc.
If you have any concerns about your childs progress and have exhausted your resources within the school, please call. Although the distance may be too great to travel, I can be reached by telephone or email and can provide supports/suggestions should the need be there.
705-762-2354 Ext. 233
Call for Proposals- Education
The Wahta Mohawks First Nation believes that students have the right to be educated in a safe, positive atmosphere where learning addresses the whole child. The Trillium Lakelands District School Board developed the Feed All Four Model; a model based on Maslow’s Hierarchy of Needs and the First Nations medicine wheel. When we address the body, mind, spirit and emotions it increases a sense of well-being, connectedness, and resilience, and improves student achievement.
Wahta Mohawks is conducting an assessment to determine how well the Wahta students are doing under the Feed All Four Model. Wahta Mohawks is dedicated to address any areas of need and recognize what is working well.
Therefore, Wahta Mohawks invites you to submit proposals to conduct a Needs Assessment of the Wahta Mohawk students, (parental input required), attending schools within the Trillium Lakelands District School Board. The number of students to be interviewed is less than 50.
The Needs Assessment must be completed before March 1, 2018.
The successful applicant will work closely with the Education Services Coordinator to develop the appropriate questions and methods.
Please email proposals before December 8, 2017 to firstname.lastname@example.org
Successful candidates will be notified of acceptance before December 15, 2017.
We encourage you to inform others who may be interested in this opportunity.
Continues each Wednesday after school in the library.
Math Homework Help
Welcome to Homework Help! The Ask A Tutor chat is open for the year: Sun-Thurs 5:30pm-9:30pm ET.
Homework Help is a free online math help resource for students in Grades 7-10. Homework Help provides free, live one-on-one tutoring from Ontario teachers Sunday to Thursday from 5:30pm – 9:30pm ET.
Homework Help is funded by the Ontario government and administered by TVO’s Independent Learning Centre.
For all these great math resources at your fingertips, register above!
www.ldao.ca This website is specific to Learning Disabilities Association of Ontario. What is a learning disability???
LDs which is short for learning disabilities affect one or more of the ways that a person takes in, stores, or uses information. LDs come in many forms and affect people with varying levels of severity. Between 5 and 10 percent of Canadians have LDs.
LDs are a life-long condition they do not go away but can be coped with successfully by using areas of strength to compensate and accommodations such as technology.
A quick example: a student could have an LD that affected her reading-and-understanding. She knows how to read, but the process of decoding the words and sentences takes so much effort that she comprehends little of what she’s read. This student has learned that this is the case, and now records lectures to listen to later, and listens to audio-books on tape and CD. She has compensated by using her strong listening skills.
LDs and their effects are different from person to person, so a person’s pattern of learning abilities need to be understood in order to find good, effective strategies for compensation.
http://www.ontario.ca/education-and-training/student-loans-grants-scholarships-and-bursaries This site give a brief overview of what funding is available to Ontario students