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November 21,1984
Page 5
TA G students progress at own rate Surveyassists in Indian education program
Jerem y disrupted the class.
He never paid attention for ex
tended periods and he just didn’t
seem interested. Along with other
students he was given an achieve
ment test and the results showed
him to excel intellectually. Reg
ular classwork, it turned out,
was too slow for him. He was
ipipatient and wanted to learn
more, faster.
Until M arch 1983, the 509-J
school district could not ac
com odate a student such as the
boy described above. The needs
of low achievers were met by
¡public law but high achievers
were ignored. Parents of these
children insisted they should be
allowed to progress at their own
pace and were responsible for
the inception of the Talented
and Gifted (TAG) program in
this district.
Three to five percent of all
students show exceptional intel
Spilyay Tymoo photo by Shewczyk
lectual ability points out TAG TA G teacher Margee Woods assists student with dictionary work.
instructor Margee Woods. These
children “are thirsty for know
are: rapid answers, they want to Teachers, Woods pointed out,
ledge,” she emphasized.
The program began with a get to the point; they ask ques must be aware that there are
part-time teacher but the demand tions, they like to solve puzzles; some cultural differences be
for more time to spend with they read a lot; sometimes there tween Native American TAG
TAG students throughout the are discipline problems; they students and other TAG stu
district created the necessity for daydream; they stick to a sub dents.
The two half days Woods
full-time instruction. A grant ject longer than normal; they
running through the 1985-86 are impatient; they like to make spends with Warm Springs TAG
school year is currently provid decisions; they have advanced students are spent in activities
comprehension; and, they dis to increase reading, mathemat
ing funds for the program.
ical and problem solving skills.
Students selected for the TAG like drill work.
Research by Woods indicated Libraries are visited to establish
program have been thoroughly
tested with the aid of achieve Native American talented and com fort in using this informa
ment tests and Intelligent Quo gifted children as having some tion resource. Students are read
tient tests as well as locator tests different characteristics: They ing Steinbeck, Frost and Brad
for determining intellectual grade do not like to work as individu bury and interpreting this lit
level. They begin participation als. They are quiet about show erature. They will be writing à
i n , the TAG program in the ing their leadership; Native Amer research paper before the end of
fourth grade. W oods helps in ican children will score low in the school year.
“Parents have shown a real
providing resource materials foi semantic skills but very high in
students showing TAG charac memory and visual skills; these interest,” adds Woods. Students
students desire to excel and they receive encouragement and share
teristics in grades one to three.
Certain characteristics iden are devoted to distant goals and their knowledge with other family
tify TAG children. Among those they are very conscientious. members, ‘ 1
Warm Springs Elementary Gifted and Talent Program students spend two halfdays per week in class
where they participate in activities to enhance their abilities.
MHS annual offers ideas
The Madras Hi-Sage, the high
school annual, is asking that
parents take an active role in
seeing that their youngsters buy
their yearbook. A yearbook is a
record of the school year which
highlights events for students.
Hi-Sage advisor Irene Conroy
says that often students are very
indifferent about ordering a year
book until after the books are
received from the publishers.
Students do n ’t really show an
interest until it is too late.
Yearbooks can be ordered at
this time through the Hi-Sage
staff for $15.
The yearbook is offering the
sale of sponsor lines. Sponsor
lines can be a good way to
praise the accomplishments of a
student. The proceedings will
go*for the development of a bet
ter yearbook. A sponsor line
will cost $10. The deadline to
order a sponsor line will be
December 21.
The first 16 pages of the 1984-
85 yearbook will be in color.
The color pages add to the cost
of publishing but the staff of the
Hi-Sage elected to have the color
pages. Sponsors and sponsor
lines can help to defray the cost.
If you are interested in a
sponsor line or in advertising in
the y ea rb o o k co n tact Irene
C onroy at the high school,
475-7265.
A successful Indian education
program for the 509-J district
schools prom pts a parent, tea
cher, student survey to be dis
tributed for evaluation of the
upcoming year. The results of a
survey involving 120 parents, 85
teachers and 126 students for
use during the 1984-85 school
year follows.
The W arm Springs Elemen
tary counselor is: very helpful-
: 85; somewhat helpful-69; not
veryhelpful-29. Madras Jr. High
counselor is: is very helpful-82;
somewhat helpful-75; not very
helpful-24. Warm Springs Ele
mentary classroom aides are:
very helpful-91; somewhat help-
ful-60; not very helpful-21. Alter
native Education Program tea
cher: very helpful-93; somewhat
helpful-51; not very helpful-28.
Indian students have a spe
cial need to: improve their basic
skills: All Indian students-102;
most Indian students-142; some
Iqdian students-70; few Indian
students-3.
Indian students have a spe
cial need to improve their study
skills; all Indian students-122;
most Indian students-144; some
Indian students-43; few Indian
students-2.
Indian students have a spe
cial need to improve their at
tendance: All Indian students-
[ 112; most Indian students-115;
some Indian students-71; few
Indian students-4.
Indian students have a spe
cial need to learn more about
tribal history and customs; all
Indian students-66; few Indian
students-20.
Indian students have a spe
cial need to learn more about
tribal government and current
events: all Indian students-151;
most Indian students-96; some
Indian students-57; few Indian
students-8.
Indian students have a spe
cial need to learn to become
leaders and problem solvers: all
Indian students-129; most Indian
s.tudents-123; some Indian stu-
dents-54; few Indian students-8.
Indian students have a spe
Also maintaining perfect at
tendance during the first quar
ter are: Martha Littlecrow, Rachel
Macy, Demus Martinez, Joel
Martinez, Craig McIntosh, Jim
my Payne, Willard Poitra, David
Ruiz, Monica Sampson, Tana
Sixkiller, Jonathan Smith, Mau
rice Smith, Marcelene Stacona,
Lori Switzler, Delton Trimble,
Anthony Wells, Raymond Wells,
Josephine Wyman, Pearl Wyman
and Nicole Yaw.
Spilyay Tymoo photo by àhewczyn
M adras Jr. High Title IV counselor Steve Sammler helps students
during evening study time. Study hall is held every Wednesday at
Warm Springs Elementary.
Students make honor roll
Eight Madras High School
Indian students earned grade
points of 3.0 or higher and were
named to the first quarter honor
roll. A 3.0 grade is equal to a B
average with a 4.0 being an A
average. To be eligible for the
honor roll students must aver
age a 3.0 with no grade lower
Parents help in positive image
by Ed (Duso) Roley
While visiting a home in West
Hills, I noticed a good example
of what parents can do to help
build a positive self-image in
their children. Hanging on a
wall were three certificates which
indicate that this families’ child
is an outstanding citizen in his
class at school.
The fact that there are three
of them covering three years,
leaves little doubt about this. It
is a pattern of good responsible
behavior. Cyril sees himself as
som eone who acts like o u t
standing citizens act.
It occurred to me as 1 noticed
Cyril’s award that this didn’t
happen by accident. His parents
are reminding him about one of
his great qualities.
Kids also feel good when they
are complimented! Displaying
awards may appear to be unim
portant, but it pays big divi
tem; some children should be
dealt with in early childhood as
they are in a drug related, alco
hol situation; involving sixth
grade with Jr. High students for
Jr. High preparation; applying
ichool skills to the household
environment.
S tudents a t M adras High
listed: get to know the teachers
better; basketball is important;
skipping school to go hunting;
help with drug problems; build
a high school on the reservation.
Teachers at M adras High
School emphasized the needs
as: improve attitudes towards
education; fund a reading teacher
at the high school; Alternative
education is a place students
can continue to slide and not
really work; Some white stu
dents are more difficult than the
Indian students.
Parents of Alternative Edu
cation students cited needs as
being: list standards and awards
students who achieve those stand
ards. Challenge them to seek
opportunities, don’t make them;
many Indian students seem to
need more basic academic improve
ments and more counseling with
more interest shown not just
pushed through as a formality;
activities to combat and pre
pare them for lesser prejudice.
Students of Alternative Edu
cation saw the program as help
ing them to understand the rea
sons for attending school.
Madras Jr. High parents list
the needs: children need to learn
to read and write, comprehend
and teachers should be more
understanding to students pro
blems and affairs.
Teachers at M adras Jr. High
feel students need: more family
and home security for some;
noted improvement in basic skills
and attitudes notices over the
past years; and great improve
ment over the last five years.
cial need to participate more in
school activities: all Indian stu-
dents-108; m ost Indian stu-
dents-116; some Indian stu-
dents-73: few Indian students-11.
Indian students have a spe
cial need to learn more about
community citizenship: all In
dian students-115; most Indian
students-122; some Indian stu-
dents-65; few Indian students-10.
Indian students have a spe
cial need to learn more about
college and careers: all Indian
31 maintain attendance
Thirty-one Warm Springs stu
dents attending Madras Jr. High
maintained perfect attendance
during the first quarter of the
1984-85 school year. These stu
dents include: Desiree Allen,
Kendrick Arthur, Richard Bris-
bois, Saphronia Coochise, Ryan
Eagleheart, Roberta Heath, Eliza
beth Histake, Rhonda Johnson,
D orothy Kalama, Danni Kat-
chia, and Natalie Kirk.
students-154; most Indian stu-
dents-90; some Indian students-
65; few Indian students-10.
Indian students have a spe
cial need to learn more about
jobs on the reservation: all Indian
students-162; most Indian stu-
dents-90; some Indian students-
43; few Indian students-6.
Indian students have a spe
cial need to learn to deal with
drug and alcohol problems: all
Indian students-166; most Indian
students-73; some Indian stu-
dents-26; few Indian students-6.
Indian students have a spe
cial need to improve self-confi
dence: all Indian students-170;
most Indian students-89; some
Indian students-45; few Indian
students-5.
Indian students have a spe
cial need to get along better
with other students: all Indian
students-140; most Indian stu-
dents-85; some Indian students-
76; few Indian students-15.
Indian students have a spe
cial need to get along better
with teachers: all Indian stu-
dents-121; m ost Indian stu-
dents-78; some Indian students-
82; few Indian students-14.
Indian students have a spe
cial need to get their parents
involved in school: all Indian
students-131; most Indian stu-
dents-100; some Indian stu-
dents-66; few Indian students-14.
Parents listed other special
needs of students in particular
educational careers; At Warm
Springs E lem entary parents
listed: teach them what job they
feel good doing, writing, Indian
dancing, break dancing,, tradi
tional war dance outfits; more
computers for first grade; learn
to take orders as given; interac
tion with Madras students; raise
GPA to pass students equal to
the rest of the state; counselor
work with parents and students
of reservation counseling sys
dends in self-esteem building
terms. Whenever that child looks
at the wall, it reinforces his
worth. We know that.people act
in accordance with the thoughts
they have about themselves. If
he sees himself as responsible,
dependable, punctual, etc., then
th a t’s the way he is. If he sees
himself possessing undesirable
qualities, then th a t’s also the
way he is.
How many adults do you
know who have an award they
received in high school, college,
or elsewhere prominently dis
played? Did you ever wonder
why such awards become so
im portant to people? One rea
son is that they bring back the
good feelings that accompanied
the award when it was given.
A similar response occurs in
children everytime they see the
Spilyay Tymoo photo by Shewczyk
Conference discussion
award. They flash back to the
good feelings which accompan Joey and Dorena Surface discuss their child’s school progress with first grade teacher Russell Keizer
ied the recognition they received. during Parent-Teacher Conference D ay, November 9.
J
than a C in any class. The stu
dents represent the “best in aca
demic achievem ent” for that
grading period according to the
November high school news
letter.
Named to the honor roll were
senior Lyman Jim; juniors Alvis
Smith, Aurel Surface and Danell
T ailfe ath ers; and freshm en
Annette Archer, George Ike,
Jo h n K atch ia and C lin to n
Switzler.
MJH honor roll
Warm Springs students at
Madras Jr. High recognized for
academic achievement during
the first quarter of the 1984-85
school year include seventh grad
ers: Desiree Allen, Raefield Ben
son, Kahseuss Jackson, Rachel
Macy, Jocelyn Moses and Tyrone
Smith.
Eighth grade students achiev
ing a 3.00 to 3.49 grade point
average are: S h auna Craig.
Debra Doney, Richard Hoaglin,
Demus M artinez, M arceline
S taco n a, D enys W hite and
Lalani Wolfe.
Top honor roll students with
a 3.50 to 4.00 grade point aver
age are Tracie Q uam , Lori
Switzler Nicole Yaw. Nicole a-
chieved a straight A grade point
for the term.