Every human being has the right to live their dream. To build a future that reflects their passion, love, interests, happiness, and sense of community. Everyone has the right to choose their future. It’s our obligation to help them realize their dreams.
It’s our job to lead them down their path to instill pride and empathy to our future generation.
St. Theresa Point Research Project
STP is an isolated First Nations community with challenges. Many isolated communities have very high drop out rates, for many reasons. Our goal is to significantly improve their literacy skills and in turn improve their ability to complete high school and beyond.
We will be testing 20 middle school kids for dyslexia. 10 kids will be in the control group. 10 kids will be provided an intervention through Skype by KC Dyslexic Learning Centre 3 times per week for the 2018/2019 school year. Grade and age levels will be tested for reading and spelling for all 20 kids at the beginning, middle and end of the school year to determine results.
There are many reasons why individuals are unemployed. We know there are varying levels of reading and writing skills and based on those skills, personal confidence will be affected.
By evaluating individual literacy skill levels, addressing their needs through specifically directed programs, the individual’s abilities can be improved to allow them to pursue a satisfying career.
This can reduce the level of chronic dependence on the Canadian E.I. System by providing participating candidates with the skill set and confidence to acquire fulfilling careers.
This program has the potential to be expanded to our Juvenile Detention System, Adult Incarceration System, and Child and Family Services.
Winnipeg Kids Project
“Every Child” program.
Every child should have access to the tools required to succeed. Our goal is to raise funds to sponsor kids for tutoring twice per week to help them reach the literacy level needed to flourish in school.
Nelson House - "Healthy Body, Healthy Mind" Project
Many northern communities have lost the ability and understanding of how to maintain a healthy lifestyle. Due to their lack of proximity to common quality food products, they have had to make do with what is available and affordable.
The “Healthy Body, Healthy Mind” project reintroduces a healthy lifestyle within their daily education program by developing an education program encompassing the following:
An on-site green house along with curriculum surrounding the healthy vegetables grown in the green house. This curriculum will include how to grow vegetables, operating the greenhouse, health factors related to what is grown in the greenhouse (learning about nutrition) and how to prepare food with the vegetables. We would enlist members of the First Nations community who are licensed dieticians and chefs to assist with the project.
A fitness program – physical fitness training, mentorship and leadership.
Literacy program – to improve reading and spelling.
Manitoba Dyslexia Initiative – Pilot Project
Proposed to specific schools in the Winnipeg school system.
We will evaluate two approaches to address the needs of students with dyslexia and build upon that knowledge in order to assist all students who struggle with reading-spelling.
This proposal supports an inclusive design. It uses evidence-based practice provided by various fields of neuroscience. These fields include such areas as language development, linguistics, learning processes and the scientific study of reading, in which instruction is provided for the benefit of all and for the specific needs of students with dyslexia. We are focused upon sustainable staff capacity building and increased literacy achievement for all students.
Why should you support these Projects?
Economists have estimated that low literacy levels cost the Canadian economy billions of dollars annually (Gulati 2013; Alexander 2012; McCracken and Murray 2010; Sharpe et al. 2009). Those with low literacy skills suffer poorer health (Rootman and Ronson 2005), drives up social assistance costs—(Judith Maxwell and Tetyana Teplova (2007: 37)) .There is a strong correlation between low literacy levels and incarceration —(Office of the Correctional Investigator 2012).
Jim Silver for The Canadian Centre for Policy Alternatives, The Next Steps: Literacy Programming in Manitoba, January 2016. Hale (2004), she reported how the attendees learned that the “local penitentiary predicts with accuracy the number of prison cells to prepare by the number of students in the public schools who are reading below grade level in 2nd grade” (p. 37).