High School | Eshkiniigajig


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Message from the Principal

Mick Staruck, Principal

Every student who walks through our doors can learn.

Every teacher who walks though our doors can learn.

Our vision for each of our students is multi-tiered. The short term and immediate focus is daily learning. We also understand that there is a long term plan, and gradually bring to the forefront the goals our students have for themselves. We can tailor our conversations, motivational techniques and teaching towards helping our students reach these goals (post-secondary, careers, directly to the workforce, etc.) It also helps us understand our students and make our instruction and their learning genuinely relevant in order to truly engage our students in the classroom.

The more I have digested the importance of explicitly teaching growth mindset to our students, the more I believe that it is paramount to nurture in our students. Resiliency will be one of the greatest gifts we can pass on to our students. To teach and model them to critically think and problem solve in the face of varying forms of challenges will keep their innate desire to learn moving forward. To understand that the learning is more essential than the grades is a difficult task. The understanding that true learning is something that is retained and can be applied is not always an easy message to sell. Our ability to instill grit and determination in our students are gifts that will help them in their long term aspirations, regardless of what these are.

What do our students need to learn? Where are our students in their learning? What do our students need to know to be successful? What do I need to do to coach and advise them to improve and reach their potential?   What significant tasks can I construct that can assure me that they have learned what I want them to learn, and that they can apply this new learning in the future?

The learning and teaching cycle needs to remain near the forefront of what occurs in our school. “No surprises” classrooms need to be a given in our school. Students need to be clear about what their learning goal is, and why they need to learn what is being taught. Students need to be clear what it takes to be successful, via success criteria charts, ideally co-constructed with our students. Consistent and timely feedback has to occur to assure that the learning is pushed forward. Authentic, application-based tasks are ideally planned for and implemented in order to assure that that the learning is relevant, and students are given the opportunity to reflect and improve upon their work until it is the piece of work they are truly capable of producing to show the true evidence of their understanding.

I believe that the way we can significantly ensure equity among our students is by ensuring that every student has the opportunity to take part in well-developed assessment. Assessment for learning will occur first, via some form of diagnostic, so instruction can be adjusted based on where the students truly need to start, and differentiated in order to meet the starting line of all students. Assessment as learning will be where a significant portion of our time will be spent (instilling growth mindset first is essential for this to be meaningful, because this is the phase where it is most about the learning and not the grades.) We will endeavour to provide multiple opportunities to take risks in learning, and students will have opportunities to enhance their evidence of learning and show this evidence in the optimal way they are capable of. Assessment of learning is important as well. This is ideally thinking, application and communication heavy, at this stage. Knowledge and understanding will have been embedded along the assessment path. If this recipe of achievement chart goals can be properly weighted, then the assessment will inevitably become more authentic and relevant to our students. We also understand that teaching the skills in the curriculum are just as important, and in some cases more important for the long term, than the actual content itself.

All of the characteristics outlined above are also important for us, as teachers, to engage in. If the adults in the school are communicating with each other well, this will trickle down to the students. If the adults are aligned with each other with what success looks like, this clarity will be passed down to the students. If the adults are having courageous conversations, and pushing themselves to learn more from the pockets of brilliance within the building, and the new effective theories and research in education, then the students will go deeper with their learning as well. If the adults in the building are engaged in meaningful inquiry, more inquiry-based learning will occur with our students. The demeanour and respect the adults show amongst each other, and the extent of the collaboration in learning, will translate on how the students engage with each other and the adults in our school as well.

In conclusion, I believe that if there is learning happening with all individuals in the building, regardless of their age or role, it will inevitably lead to success for our students.

It is an absolute privilege to be the principal of Wikwemikong High School. The maintenance of high expectations of our students and our teachers is expected, and one of my primary roles. I appreciate the history and heritage of the program, and the successes that have poured out of our school. Our motto says, “Embrace life, soar with the Eagles.” I believe this is possible for everyone who walks through our doors.

Yours in Education,

Mick Staruck Principal of Wikwemikong High School

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EMBRACE LIFE FLY WITH EAGLES

MNO-DAAPNAN BMAAZIWIN WIIJI-GZIKEM MGIZWAG

Vision Statement

The Wikwemikong High School staff and students stand together to promote an environment that fosters a balanced educational journey towards future success within and beyond our community.

Mission Statement

  • Work individually and collectively to maximize and maintain a sense of pride and accomplishment in all aspects of our shared school experience.
  • Incorporate the Ojibway language and culturally relevant curriculum in all areas by integrating community resources.
  • Take pride in the academic excellence of our school while fostering positive, well-rounded individuals.
  • Promote a variety of individual and team sports where students demonstrate good sportsmanship, commitment and strive for excellence both within the school and externally.

Downloads

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Download the Student Handbook

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Download the Athletic Policy

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Download the Code of Student Behaviour

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Download the External Behaviour Policy

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Download the In School Behaviour Policy

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Download the Safe Schools Policy

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Download Busing - Student Expectations

Programs

Overview

Innovative and Engaging Programming

We have developed the following credit courses that have proven to be highly engaging for students, connecting them to rich and relevant tasks as they earn credits towards graduation:

Cooperative Education and Work Experience

Students’ education must be appropriate to their strengths, interests, and needs, and must prepare them for the future. To ensure that it does so, school boards must provide cooperative education programs and work experience to help students to acquire knowledge and skills and to apply this learning in practical situations. Such opportunities will help students see the relationship between the curriculum and the world beyond the school. This practical experience will help them decide what they would like to do and will assist them in making successful transitions to post secondary education, apprenticeship programs, or directly to the workplace. In some situations, students in Grades 9 and 10 may benefit from cooperative education and work experience.

Courses of all types and in all disciplines may be offered through the cooperative education mode. Work experience, when offered, is part of a credit course and provides students with a learning opportunity in the workplace for a limited period of time that is, from one to four weeks. Cooperative education programs and work experience will be developed and implemented in accordance with ministry policy.

Planned learning experiences in the community can enhance the school program, familiarize students and teachers with current workplace practices, increase students awareness of career opportunities, provide concrete applications of curriculum, and give students and teachers a better understanding of employers expectations. Such programs complement students academic programs and are valuable for all students, whatever their post secondary destination.

For students who intend to enter the work force directly from school, such programs provide personal contacts with potential employers. For students who intend to enter college or university, the programs provide information that they will find helpful in making educational and career choices. For exceptional students fourteen years of age and older, planned learning experiences in the community need to be considered in the development of the transition plan in the students IEP.

Cooperative education and work experience are available to students in the following forms:

  • school-arranged experiences that are tied to the curriculum, including work experience placements in the community and in-school work simulations
  • cooperative education programs and work experience

Schools may expand these programs in the following ways to provide opportunities for all students:

  • Programs may be developed for students who have previously not been involved in cooperative education.
  • A one- to two-week work experience component may be added in all types of courses.
  • Placements for students may be found in new employment sectors.
  • Schools may develop ways of making use of the resources in the community for educational purposes (e.g., use the Internet to seek information from employers in the community to help them complete their assignments).

All forms of cooperative education and work experience will include the following:

  • pre-placement instruction (e.g., instruction on topics such as interviews, resumes, health and safety in the workplace, and legal and harassment issues)
  • provision of Workplace Safety and Insurance Board coverage a learning plan (including assessment criteria) based on the curriculum expectations of courses in the provincial curriculum policy documents and on the expectations of participating employers
  • assessment of students progress through regular monitoring of their learning in the workplace setting
  • opportunities for students to analyze their out-of-school experiences and to integrate them with their in-school learning evaluation of students learning to determine whether course expectations have been met

School Guidance and Career Education Program

The guidance and career education program is a vital and integral part of the secondary school program. Through the program, students will acquire the knowledge and skills that they need in order to learn effectively, to live and to work cooperatively and productively with a wide range of people, to set and pursue education and career goals, and to carry out their social responsibilities. The program is delivered through various means, including classroom instruction, the teacher adviser program, orientation and exit programs, completion of the annual education plan, career exploration activities, and individual assistance and short-term counselling.

Courses

NAC10 – Grade 9 Native Studies: This course is an exercise in learning about all aspects of coordinating and implementing a Pow Wow in Wikwemikong. The course is taught by Ms. Sandra Peltier. Over the course of the semester, students learn about all aspects of a traditional Pow Wow, and the meanings and teachings behind each. Students are eventually designated more specific roles, and as they develop the agenda and select the community experts in each area (for example, Master of Ceremonies, Arena Director, Head Female Dancer, community Drum Groups) they are taught to go and present tobacco to these participants, to ask them to be a part of the event. The culminating activity is a New Years’ Eve Pow Wow that occurs in our school gym. This community event has grown as residents of Wikwemikong and from many other neighbouring communities come to this event. They event draws in excess of 500 people every year. The students’ responsibility is to job shadow the individuals they have asked to take on various roles. This is a major component of their summative assessment, and Ms. Peltier observes and assesses throughout the evening. The other component to this assessment is a reflection on the entire Pow Wow. These components comprise their final exam. The student engagement and retention in this course has grown exponentially each year we offer it.

GLS10 – General Learning Strategies: All Applied and Workplace pathway students are scheduled for this course in Grade 9, during their first semester. The teachers for this course are Ms. Caroline Black and Ms. Melissa Cooper. The reason is to provide them with the insight, strategies, tools and learning skills to be successful over their high school career, and hopefully beyond. Two primary components of this course are that each student receives extensive instruction on developing Growth Mindset, based on the research of Dr. Carol Dweck. If we can shift our students’ mindset from that of a fixed to a growth mindset at the start of high school, then we feel that this will set a positive and successful tone for them in all of their ensuing courses. We have invested in and have embedded the Brainology program as part of this course, as well as ensuring that all students are registered in the My Blueprint program, which is a program that helps students set direction and goals for their academic future. We are reflecting and will most likely have our Academic students involved in this course as well next year.

Engaging English Courses Grades 9 to 12 Infused with Technology: Students in a number of our English courses across grades and pathways taught by Ms. Julie Balen have been infused with learning various mediums in technology to demonstrate their learning. It is common for blogs, Wiki’s, power points, Prezi’s, embedded audio and video, skyping, etc. to be used for students to learn or demonstrate their learning in these courses. More student interests and learning styles are accommodated through these forms of technology, and students are even more engaged in their learning. Students are able to flatten the walls of their classroom and think, learn, share and collaborate beyond our school, including globally.

ATC20/ATC30 – Grade 10 and 11 Dance: These courses are delivered in conjunction with the Outside Looking In Initiative. You can learn more about the specifics of this evolving collaborative program at www.olishow.com . Our school is now in our fourth year of collaborating with and delivering this program, in collaboration with Ms. Tracee Smith and the Outside Looking In Team. The teacher for this course is Ms. Valerie O’Leary. Students practice relentlessly during school and after school, as they work individually and as a team to perfect the hip hop dance routines that will lead to their culminating summative assessment. As part of the program, a professional dance instructor from Toronto travels to our community every other week, for three days. They continue to build on the routines with the students, and the culminating activity this year is to perform with four other national First Nations schools at the Sony Centre of the Arts in downtown Toronto. The academic and attendance standards are high and rigorous, and monitored on a weekly basis. The end result of maintaining these high standards is that students flourish in all of their classes, and these positive patterns usually extend into the rest of their high school career. Returning students to the program also have the opportunity to take part in the Future Leaders Program of OLI, where they are paired with a professional from Toronto or the surrounding area. Both the dance and Future Leaders components are high school credits towards graduation.

NAC20 – Grade 10 Native Studies: This course has evolved into a more rich and hands-on course that engages students and incorporates traditional activities that give a deeper cultural understanding to our students. The course is taught by Ms. Joyce Pitawanakwat. This year she has added more components to the course. They have had presentations by community parents on trapping, and have spent time on a parents’ trap line. They have collaborated with the Wikwemikong Heritage Organization and will be bringing in a specialist on Water Drum Teachings, culminating in each student actually creating their own Drum. They will also be working with another expert on Wampum Belt teachings, and will also create their own Wampum Belts as part of the course.

TCJ20 – Grade 10 Construction Technology: This course teaches necessary skills, and is both open to those students with a general interest in building, as well as being differentiated for those students who are considering pursuing a career in this area. The course is taught by Mr. Jason Thibault. Students build various projects that are relevant to their home situation, and are able to take these projects home. They also learn the basics in areas such as roofing, drywall, plumbing, electrical, etc.

TXJ20 – Grade 10 Hairstyling and Aesthetics: This course is in its second year at our school. We have implemented this course into our program because of overwhelming student voice that wanted us to offer this course. The teacher of this course is Ms. Valerie O’Leary. Students learn about hairstyling, manicures and many other areas that are necessary to know when running a salon. They will also take a trip to a post-secondary institution to learn about pursuing this career further, if they wish.

BDI3C – Grade 11 Entrepreneurship: This course teaches students to develop their own detailed business plan. The course is taught by Mr. Jason Thibault. Students in this course then register and compete in various Aboriginal Business Competitions. Last year our students some of our students won hundreds and even thousands of dollars, taking high honours at some of these competitions. Mr. Thibault has also taken these students on trips to compete all across Canada, from Winnipeg, to Halifax and even the west coast. During one of the competitions, he networked with Chief Clarence Louis. Chief Louis invited them to spend the day with him in his home community, and personally toured them and explained the numerous economic endeavours he has implemented in his community.

CLU3M – Grade 11 Law: This course teaches our students many different aspects of the Law. The course is taught by Ms. Melissa Cooper. This year there was significant collaboration with a prominent Sudbury, Ontario Judge, Justice Patricia Hennessey. She came in to present and learn with the students throughout the semester, and she involved other younger Law students in the program. She help arrange part of the culminating activity with the students, where they simulated a mock trial, taking on the various roles.

HNC30 – Grade 11 Fashion and Creative Expression: This course teaches the students various aspects of the fashion industry. It is taught by Ms. Valerie O’Leary. Students work on various products throughout the semester, guided by their teacher. For the culminating activity, they run an actual “Red Carpet” fashion show that is open to the community. The students either model their fashion creations themselves on the runway, or find other students to model their designs. The real-life summative project motivates students to remain in the course and produce some amazing work.

IDC30/IDC40/IDC4U – Interdisciplinary Studies (or our Student Council Leadership Course): This course has been developed and designed to cluster the expectations of a variety of courses to meet an objective of running our Student Council through this course. It is taught by Ms. Maureen Peltier. Students meet daily to script out, plan and implement various activities within our school during the school year. They run daily lunch time intramurals, organize events to contribute to the community, and run various themed weeks, such as our recent Anti-Bullying Week. They also collaborate extensively with the community. One annual event they coordinate and run is the “Stuff A Cruiser” event. This is done in conjunction with the Wikwemikong Tribal Police. Just before Christmas, they gather at the local mall, and residents come by to donate gifts and money, and as they receive gifts, they fill the police cruisers. All donations go to the Wikwemikong Family Centre, to help families during Christmas time. Their endeavours have become so significant that they requested a bus to fill this year, because two police cruisers were not enough the year before to hold all of the donations.

IDP30 – Grade 11 Music Business Course: This course teaches all aspects of the music business, from creating music, performing, copyrighting, sound mixing, promoting and organizing events. Students do not have to have a musical background to participate. This course is delivered by Mr. Jason Thibault. It is done in collaboration with Coalition Music, which owns an actual recording studio in Toronto and manages many bands, including Our Lady Peace, Simple Plan, USS, etc. Coalition visits the community approximately four times throughout the year, and works with students on creating their work, and various music business aspects. They also bring actual artists to the community to work with our students, such as Shawn Kelly (former guitarist of Helix and current guitarist for Nelly Furtado) and the up-and-coming band USS. Students travel to Toronto to Coalition Music Recording Studios and actually produce their music in a professional recording studio with high end instruments and recording equipment. Another part of the culminating project is that they organize a local concert, showcasing their own music, and various other musical artists from Manitoulin and beyond.

PAD30 – Grade 11 Outdoor Education: This course has evolved from various outdoor activities to incorporate many additional outdoor traditional activities. Students are outside almost every day. We have had to offer two sections, taught by Mr. Marcel Recollet and Ms. Maureen Peltier, because it is one of the most popular courses in our timetable. Student learn about and engage in various activities, such as snowshoeing, creating snow shelters, ice fishing, canoeing, working in the maple sugar bush, trapping, First Aid, and many, many more activities. This is a very engaging and high student retention course.

TGJ3M/TGJ40 – Grade 11 and 12 Digital Imagery and Photography: This course teaches various aspects of photography and digital imagery. The course is taught by Mr. Peter Baumgarten. Students work with high caliber professional cameras and learn about all aspects of taking, processing and creating products. There is also learning around creating animation. Students go on field trips as well throughout the island to take amazing pictures of the natural geography. Mr. Baumgarten was selected as one of the Olympus’ eleven international photography ambassadors this past year, so the instruction in this course is of the highest caliber.

LNODO – Grade 12 Native Language – Level 4: This course is for students who have become very proficient in Anishiabe language. The course is taught by Ms. Sandra Peltier. Even though students only need one language credit to graduate, the Wikwemikong Board of Education stresses that all students should take at least two credits in Native Language. This course is a third course and it is becoming increasingly popular. Students in this course are working hard on creating their own dictionary, and will prepare to showcase their final product at a community book launch at the end of the semester.

Student Supports

Areas we are continuing to learn and grow in:

We are always trying to continue to improve our proficiency in teaching and our ability to deliver quality education to our students.  The following are some of the areas that we have received rich professional development in, and we continue to do our best to implement to grow our program, for the benefit of our students:

Collaborative Inquiry:  The Wikwemikong Board of Education has embedded an hour per week for teachers to gather in professional learning groups to work on a Collaborative Inquiry.  Our school benefited from extensive professional development from Ms. Jenni Donohoo, an expert in this area.  We are currently running three inquiries in our school.  One is focused on how to strengthen our students’ ability in the area of questioning, particularly teaching students to have rich discussions together, and develop open questions from closed questions.  Another group is working on problem-solving.  Our third Collaborative Inquiry has content-area teachers working together to improve our ability to teach main idea and supporting details, a critical area for students when it comes to the Ontario Secondary School Literacy Test.

The Student Success Block:  We have re-structured our school day to embed 25 minutes a day that is where we do our Response to Intervention.  When students need extra tutoring and support from their teachers, they are scheduled with specific teachers to receive this remediation and help.  All teachers are available to provide this support.  This is especially effective for students at-risk of not receiving their credit.  The supports are put in place when teachers make referrals to our Student Success Teacher.

Student Success Teacher:  We are experimenting with having a teacher assigned to this role for one period a day.  This year it is Ms. Candace Cheechoo.  They collect referrals from teachers and schedule students with teachers for intervention during the Student Success Block.  They also tutor students and provide academic counseling.  If they encounter mental health issues in their interviews, they quickly guide students to Guidance for more appropriate support.

Student Success Team:  This is a team that meets once a week to review student information and try to respond to student needs in a timely way.  It is composed of the principal, Guidance Counselor, Students Success Teacher and at times the Special Education Resource Teacher and the Cooperative Education Teacher.  The planning for the week to assist students usually happens here.  The agenda for the week for the Student Success Teacher usually is derived from this meeting.

Researching Specialist High Skills Majors for September 2015 Implementation:  We will be researching and developing a Specialist High Skills Major cluster for next year.  Our school is rich in the Arts, and it seems the most likely area with which to offer this type of programming.  We look forward to seeing the positive impact of this type of programming on our students.

Cooperative Education:  Our Cooperative Education Program continues to grow.  We have an in-school program that students register for.  Ms. Erika Manitowabi is the teacher of this program.  We also have an Alternative Co-Op Program, where we look for students who are currently not in school and working, and try to engage them in a Co-Op program, with the objective of hopefully re-introducing them to school.

Alternative Education:  This program is for students who have not been successful in the past, and are now a little older.  They continue to be scheduled in senior level classes, but work independently on some of their missed Grade 9 and 10 courses, with tutoring and support, by a teacher, Ms. Holly Hoy.    They have the option of doing these via a paper package, or on-line through E-Learning.  Students also attend these classes when they are part of the Credit Rescue Program, in order to save a credit they fell just short of achieving the previous semester.  This semester is a major reason for the increased overall student retention rates in our school this past semester.

Extracurricular Activities

These courses are coupled with a rigorous and high level teaching of the compulsory courses, to prepare students well for post-secondary studies.  We also include a number of rich extracurricular activities to complement these core credit programs.  The following are some of the extracurricular activities our students also take part in:

School Athletics Program:  Our school Athletics Program is overseen by our Guidance Counselor, Ms. Jillian Peltier.  Many teachers commit to dedicated countless hours after school to coach and travel with the teams.  We have achieved championship banners over the years, as we compete with various smaller schools within a 3 mile radius.  We are the only First Nations high school in this league, and last year we won both the girls and boys volleyball championships.  We have also taken first, second and third place medals at regional wrestling and badminton tournaments.  The following are some of the sports we offer to our students:

  • Volleyball
  • Basketball
  • Archery
  • Badminton
  • Wrestling
  • Lacrosse
  • Tennis
  • Cross Country
  • Track and Field
  • Spartan Cross Country Obstacle Running
  • Floor Hockey

The MacMaster Science Olympics:  We send a team of students every year to participate in the MacMaster Science Olympics.  The teacher who coaches this team is Mr. Chris Mara.  I believe our students may be the only northern high school to compete in this event, as well as possibly being the only First Nations high school to send a team to this event.  Our students usually fare very well and show significant resiliency, as they compete in events against much larger schools and teams.  Last year our students particularly well, and finished second overall in a major event.  They were called up in front of over a thousand students to receive their award.  They also received letters and accolades from the local MP and MPP.

School Drum Group:  When you walk into our school doors, two of the first things you will see are the School Eagle Staff, and the School Drum.  A group of students regularly practice on the School Drum, led by Eagle Staff Carrier Matthew Oshkabewisens.  If you come into our school during lunch hour or the end of the day, you will hear the powerful heartbeat of our school reverberating through the main hallway.  The School Drum Group opens and closes many of the important events and assemblies at our school.

First Robotics Competition:  This is new to our school this year.  It is also coached by Mr. Mara.  Students are in a rigorous competition and have an allotted amount of time to build a robot from the ground up.  The students worked with Mr. Mara over the course of over two months, including almost every weekend, to build and program their creation.  They will be travelling to North Bay to compete at the end of the month.

Student Services & Resources

Wikwemikong High School offers students the opportunity to participate in NSSSA sports competitions against other North Shore schools throughout the school year. Individual and team sports include Golf, Volleyball, Basketball, Badminton, Cross-Country Running, Track and Field, Lacrosse, and Tennis.

In addition to the teacher advisors, high school guidance counsellors are also available to assist students. The counsellors are able to assist a student in making decisions about future educational and career opportunities as well as decisions about her/his personal life. In the course of their duties, counsellors may contact the home and are always available and pleased to be of assistance to parents or guardians.

The needs of our exceptional pupils, as identified by an Identification, Placement and Review Committee (I.P.R.C.), are met through the accommodations in the pupils regular classroom program, individual education plan (I.E.P), Resource intervention, and regular case conferences.

Wikwemikong High School is fortunate to have the services of a registered nurse. The nurse is in the school one day each week. The availability of health services in our school promotes health education and student well being while minimizing disruptions to classes.

We also have a Dietician that meets with students to promote healthy lifestyles on a monthly basis.  There are numerous counseling services that are also accommodated right at our high school.

Students who find that they are experiencing personal or health difficulties are encouraged to visit the nurse. Appointments can be made at the front office.

The Wikwemikong Public Library, situated on the first floor of the high school, is for the use both of the public in general and of the high school students. Its role for the high school is to support the curriculum of the school and to increase the effectiveness of the academic program by providing reference and research materials.

Wikwemikong High School offers students the opportunity to access a fully equipped weight room. After completing an introductory session, students may join a weight-training club and obtain membership to the fitness room.

Tutoring for students is available during our Student Success Block, which occurs Monday, Tuesday, Thursday and Friday.  Students are either scheduled, or if not, can take advantage of receiving tutoring from our teaching staff one-on-one or in small groups.  Most teachers will also make themselves available for tutoring before classes begin in the morning, during lunch or after 3:30 pm.  If students need more additional tutoring and support, they can contact the principal about possibly providing academic support on weekends as well, pending teacher availability.  It is our objective to provide as much tutoring and support for our students as we can possibly offer.

A computer lab is available for student use including printer availability, Internet access, and a wide array of software. Each student is assigned a username and password and is responsible for their computer usage.

Wikwemikong High School also employs a laptop cart and chromebook cart for classroom use.  All classrooms are equipped with a digital projector, and a number of classrooms house SMART Boards.  Classrooms have document cameras.  Each teacher is also equipped with a tablet to document evidence of learning.  We are also rolling out various forms of assistive technology to accommodate the needs of our students.

For Parents - FAQ

All students are expected to value learning, demonstrate self-discipline, show pride and respect for themselves, others, and the school community, strive for perfect attendance, be organized and prepared to learn every day, use class time effectively, recognize the importance of daily reading, complete all assignments on deadline and with their best effort, complete homework and study for tests every day, seek extra help when necessary, participate in school activities, take initiative to always improve.

Download our Helpful Guide

  • Punctuality: Students are not allowed to be late for class.
  • Remaining in class: Students are expected to remain in class for the entire period
  • No Smoking or using tobacco products of any kind on school property
  • Coats/Jackets and Backpacks are to be stored in students lockers.
  • Food/Drink: With the exception of water, food and drink are discouraged in classrooms, labs, or in the gym.
  • MP3s and Personal electronics: These devices are managed by teachers in each classroom.  Students should not be using these devices when the teacher asks the students to put them away.
  • Dress Code: Clothing that is excessively revealing or with inappropriate messages is not acceptable in the school environment.

Call or visit the main office and sign-out your son/daughter. Sign him/her in when you return. Students will be excused from school for Medical/Illnesses, Appointments, Cultural Activities, Athletic Activities, Illnesses or Deaths in the Immediate Family, but the school needs a note from you or an appointment slip to explain the absence. Make sure that your child understands that it is his/her responsibility to make up work/tests required by the teacher, and if you know in advance that your child must be absent, please remind your child to inform the office and his/her teachers. Unexcused absences will result in missed opportunities to complete assignments/tests.

If there is a valid reason for your child being late you must send a note, call the school, or sign him/her in so we can admit your son/daughter to class. If there is not a valid reason (ie. They overslept) they will be admitted to study hall.
Can I call my child at school?

We make every effort not to disturb class time except if it is an emergency. If you need to give your son/daughter a message, relay the message to the receptionist and we will call your son/daughter as soon as classes end. There is a pay phone in the school that students may use outside of class time.

A student who does not meet the expectations in a course (achieves below 50%) must repeat the entire course to earn the credit. If this is a compulsory course, the student will take the course over until he/she achieves the expectations. For example, a student may be taking Geography at the grade 9 level and all his/her other courses might be grade 10 level.  If a student has attended regularly throughout the semester and has attempted the majority of the formative and summative assignments, and still has not passed, they may be eligible for Credit Rescue.

30 credits, 40 hours of Volunteer Work, Successful completions of the Ontario Literacy Test.

Students get school allowance cheques as an incentive if they have exemplary attendance in all of their classes (fewer than 3 absences). Students will get these cheques with report cards if they are eligible. Graduating students can earn $25/month and all other students can earn $15/month. Part-time students are not eligible for this incentive.

Each month teachers nominate students of the month, every year there is an Academic Awards Gala in December, in June there is an Athletics Awards Banquet and at Graduation there are a number of awards presented. Excellence, Hard work, and Perseverance are recognized and rewarded.

Call or visit Wikwemikong High School (859-2870) and speak to a guidance counsellor about your concerns.

Faculty

The staff at Wikwemikong High School are dedicated to providing the best possible skills to serve our students. Our staff come from many different experiences and offer multiple talents to enrich and foster our students’ success.

We are a group of people with a full set of complementary skills.  Our team members operate with a high degree of interdependence as a professional learning community, we share authority and responsibility for self-management and we are accountable for our overall collective performance.   Overall, we enjoy working towards our common goal of student success.

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Tel: 859-2870 Fax: 859-2407

Principal Mark Gibeault ext. 223
Secretary Dorothy Mandamin ext. 224
Data Entry Clerk Patricia Manitowabi ext. 239
Cooperative Education Teacher Erika Manitowabi ext. 235
Guidance Counsellor Jillian Peltier ext. 236
English Julie Balen
Science / Graphic Design and Photography Peter Baumgarten
Science / Mathematics / English Caroline Black
Mathematics / Student Success Teacher Candace Cheechoo
History / Drama / English Jessica Fellin
Alternative Education Chris Pheasant
Science / Mathematics Chris Mara
Art / Dance / Fashion /Hair Styling Valerie O’Leary
Native Language / Native Studies Sandra Peltier
Career Studies/Civics/ Geography/Fitness Marcel Recollet
Business Studies / Construction Technology/ Student Council Jason Thibault
Physical Education Clifton Wassengeso
Special Education Resource Teacher Roselynda Francis
Education Assistant Illa Proulx
Education Assistant Pierre Trudeau
Education Assistant Francis Trudeau
Head of Maintenance Pat Peltier ext. 225
Maintenance Tim Pangowish
Maintenance Peter George
Maintenance Rosemary Wassegijig
Maintenance Robert Trudeau
Maintenance Eleanor Rivers
Nurse’s Office ext. 226
Staff Mail Room ext. 238
Meeting Room ext. 228

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