I
SpilyayTymoo
Warm Springs, Oregon
April 3, 1992 V,GE 5
Public Safety Branch News....
Personnel receive awards at annual banquet
Madras was the tile of this year's
Jefferson Couniy Law Enforcement
Awards Banquet that was held Friday,
March 13 at the couniy fairgrounds.
Representatives from Jefferson
County, Madras City Police, the FBI,
Oregon State Police and the Warm
Springs Police Department were in
attendance.
Captain Don Courtney, Ll La vena
Thomas and Sergeant Robert
Whittcnburgc represented Chief Jeff
Sanders in His year's presentation of
awards to t'.ie public safety employ
ccj of Warm springs.
Taking the "Fircpcrson of the
Year" award was Marshall Rash of
the Fire and Safety Department The
"EMT of the Year" award was pre
sented to Su.i Macy.
Overall patrol ''Officer of the
Year" was Larry Holliday, who was
selected for his "dedication and
commitment to the profession, leader
in overall cases generated for the
year, accidents investigated and his
commitment to the DARE program,"
says a branch new release.
Officer Alex Smith was recog
nized as "Rookie of the Year" for his
"overall commitment to the com
munity." Smith began with the de
portment in the Tribes' reserve pro
gram and is now a full-time officer.
The "Top Shooter" award was
presented to Rangemaster and Offi
cer Jack McClelland. McClelland had
the highest average score of all offic
ers out of fourquarterly qualification
courses. McClelland also received
an additional award of Valor for his
quick action and training used when
saving a life.
Officers Dixon Polk and Dorian
Soli were also recognized for Valor
for their quick response to a motor
vehicle accident. 1 he vehicle ended
up in the Deschutes and the driver
maintained there was another person
in the vehicle.
Annie Hausingcr, rccordkeeper
for the department, was recognized
for her accuracy and timeliness in the
reporting of over 5,7(X) cases gener
ated during 1991; 2.000 more than
were reported in 1990.
Chief Prosecutor Mark Mathews
recognized Sister Pauline Igoc for
her commitment and working rela
tionship with the Victim'sassistancc
program.
Crystal Winishut received the All
Around award for correctionscom
munications for the year for her dedi
cation and commitment to the public
safety branch. She has "handled many
fatality calls while assigned to dis
patch and has trained many dis
patchers during her four-and-onc-half
years of employment." savs the re-
lease. She is currently working in
corrections until the vacant positions
are filled.
Corrections officer for the year
was Dan llinton, who has used his
expertise in the corrections field while
working with fellow employees. He
was also appointed acting lieutenant
of corrections until the vacancy was
filled.
Ruth Womack was chosen Com
munications Officer of the Year. She
has "handled many fatality calls, in
cluding motor vehicle accidents,
medical emergencies, drownings, and
search and rescue efforts," relates
the release. She also was honored by
the State of Oregon as a Law En-.
forccmcnt Data System representa
tive due to her expertise in the LEDs
computer field.
Dcnisc Lucci received the Valor
award for communications for her
response time on a 911 fatality call.
She was "very assuring and kept the
reporting party on the line" until
emergency medical personnel arrived
at the scene. She is well-skilled and
works well with her fellow employ
ees. The Public Safety Branch lakes
great pride in recognizing those in
dividuals who have gone beyond the
call of duty while tending to their
respective areas of responsibility.
, , ,., i,,ii , .,.. ,, . y-My, ., y y... - , -.,..,, , mmummm w,i, .
! t ,. Him I I -.. '.
i.js: ,i 1 ;
C y
-f.- t , ... j V
fc ,r , ,,
I s'i m Xr n o y
- .,-,,.,, ,r i - Mllll-r -- ;;-., ,ji -"
Mlchaljockson looks on as Cerahlinejim helps with his weaving during an artist In residence presentation March 26.
Ijxal weavers wiled Warm Springs Elementary during the annual event.
Tribal higher education statistics given
Following arc the statistics of Atotalof82studcntsforFaIItcrm
HigherVocational Education stu- of 1991.
dents for the Fall 1991: Out of 82 students 72 arc Higher
Students prepare for carnival
An autographed Trailblazcrs bas
ketball will be raffled at the upcoming
BuffMadras Elementary Carnival set
for April 10 from 6:00 to 9:00 p.m. at
Madras Elementary. Tickets arc cur
rently on sale throughout the commu
nity for that prize.
The carnival has become an annual
event with acti viu'cs ranging from game
booths to a variety or food snacks. It
has been expanded from the gymnasium
to include some classrooms.
According to Madras Elementary
teacher Sharon Martin, the rooms arc
usually crowded as is the hallways
and food areas.
Local businesses donate items for
some of the booths, parents bake cakes
for the cake-walk and some food
booths. Parents also volunteer to op
erate the booths which students deco
rate. Sponsored by the BuffMadras
Elementary Parent Club, the Carni
val raises money which is used to buy
equipment for the schools. Schools
have acquired playground equipment,
microscopes. Video Cassette Re
corders and televisions: Each school
votes on the educational items to be
purchased.
Education students.
Out of 82 students 8 attended a
vocational program.
One student out of 82 registered
for a correspondence course.
40 out of 82 students arc Fresh
man. 14 out of 82 students are
Sophomores. 3 out of 82 students
completed ihcirprocrams (vocational
students). 12 out of 82 arc Juniors. 8
students out of 82 are Seniors.
42 students did not meet tribal
requirements and were placed on
firobation, or was ineligible for tribal
unds. This includes one of many
(low G.P.A., not enough credit hours,
incomplete, classes audited, or did
not turn in grades).
48 studentsattending a community
college, 22 students attended a State
or a University, 5 students attending
an Indian College, and 7 attended a
vocational nrogram.
Children at play are learning to learn
Public Sqfety personnel received various awards at the annual awards banquet March 13. Receiving awards were Ruth
Womack, 5hz Macy, Annette Hauslnger, Oliver Kirk, Lavina Thomas, Dan Hinton, Jack McClelland and Larry
Holliday. Branch general manager Jeff Sanders is in the center.
1992 Wyam Salmon Feast and Powwow set
The 1992 Wyam Salmon Feast &
Powwow is dedicated to the late
Maggie Jim and will be held April
10, 1 1, 12, at Celilo, Oregon.
Scheduled for Friday will be me
morials and rejoining at 10:00 a.m.
and grand entry at 7:00 p.m.
Saturday there will be a flea market
at 9:00 a.m. ($8. per table); bingo at
1 1:00 a.m.; anJ grand entry at 3:00
p.m.
The final day will start with Sun
day services at 9:00 a.m. followed by
a salmon bake at 12 noon, and grand
entry will be at 5:00 p.m.
There are three specials scheduled,
they are: Ladies Traditional Buck
skin, 35 & over, in memory of Maggie
Jim; Mother and Daughter or
Grandmother and Daughter contest,
21 & over, sponsored by Sr. Queen
and Jr. Queen; All Around Men's
Contest, 21 & over, sponsored by
Rosita Wesley and Terry Heemsah.
All specials will be judged every
session.
There will be limitedconcessions.
First three to pay for the entire
weekend at $100.00 per day. Arts
and crafts $35.00 Friday and $50.00
Saturday and Sunday.
No alcohol and drugs will be al
lowed. For more information contact:
Bobby Begay at (503) 298-1559;
Charlotte Heemsah at (509) 848
238 1 ; Gloria Jim at (509) 848- 245 1 ;
or Tina Antone at (509) 773-4020.
Children play. Everybody knows
that! But how many of us know that
play is children's work? Play is what
children do it's their job! It's also
how they learn, and for children five
and under, play is learning. Head Start
teachers help children leam while they
4lay. -
At Head Start this year, teachers arc
learning more about a topic called
"dcvclopmcntallyappropriatcpracticc"
(DAP). This is a long name for an idea
about how teachers can best facilitate
children's learning in a preschool
classroom.
Play is "dcvclopmcnially appropri
ate" for children. It is how they learn
best For example, three year olds like
easier puzzles than four year olds. It is
more appropriate for their develop
mental level for them to like simpler
puzzles. They aren't ready for the harder
ones yet. They have to grow into that.
Four year olds can create more elabo
rate stories to go along with the block
building they are doing than three year
olds. Four year olds know more words,
know more about their world so they
can create more complex stories.
Knowing this makes it easier for
teachers to set up the kinds of learning
environments where children learn
while they play.
So what do teachers have to provide
for children in their classrooms?
Teachers provide thekindsof activities,
materials, food, and schedules that go
with the age of the children they arc
teaching. That is harder to do than it
sounds. Toys and equipment must be
age appropriate what's appropriate
for two year olds isn't appropriate for
four year olds. So, teachers need to
order the right kinds of toys and
cquipmcntfortheagcsofthcirchildrcn.
Teachers must set up their classroom
arrangement so that children can easily
reach materials they want to use.
Teachers act as facilitators, not direc
tors, of children's play. Teachers play
interact, and talk with children; they
get involved with them right down
on the floor and play with them. Chil
dren leam best when they have a rela
tionship with caring adults who allow
them to develop to their fullest poten
tial. There arc six important ideas that
support a "dcvclopmcntally appropri
atc"classroom. First,subjcctsand skills
arc taught throughout the day in all
activities, not just at separate times.
Second, children leam by actively ex
ploring and interacting with pcopleand
materials. Third, the activities avail
able for children to do arc real, con
crete, and relevant. That means that at
Easter time, children will enjoy and
relate more to a real bunny than a
picture of a bunny. Fourth, children arc
given choices; teachers help them learn
now to make choices about activities
and behaviors ihroughout the day . Fifth,
teachers arc alert to children's stress
and frustration and act quickly to re
duce that stress. For example, it a child
has too difficult a toy and becomes
frustrated, a teacher will help her find a
toy that suits her better. Sixth, teachers
support children becoming indepen
dent For example, teachers allow
children toclcan up after themselves so
they learn how to do it by themselves.
We are learning about the benefits
of more dcvclopmcntally appropriate
classrooms for children. Head Start
parents are seeing those benefits during
parent conferences and home visits
when teachers share with them how
their children arc learning and grow
ing. Head Start teachers are learning
more about DAP, too, in order to pro
vide the best kind of learning environ
ment for all children.
For more information on DAP or
Head Start, call (553-3241) or stop by
the Head Start office. Nancy Kirk is
Head Start Director, and Normandie
Phelps is the Education Coordinator.
They will be glad to talk with you.
Task force provides list of recommendations to ensure student success in school
The Indian Education Task Force
recently completed its work with a list
of recommendations aimed at im
proving student learning. Those rec
ommendations ranged from rewards
for attendance to increased parental
involvement in education.
According to former Education
Department manager and Task Force
member Julie Mitchell-Quaid, these
recommendations will help School
District 509-J Board members formu
lategoalsandobjcctivesfortheDistricL "The School Board will take the rec
ommendations undcrconsidcration and
come up with long-range goals."
Mi tchell-Quaidnotes that members
of the Task Force have been working
since November 1989. Members have
not only developed goals, but have also
implemented programs in the school
already. Programs focusing on "in
creasing the holding power of the
schools," says Mitchell-Quaid include
surveys to discover reasons students
don't attend school; ways to increase
attendance; the importance of parent
involvement in school and getting a
student to school; ways student groups
can help improve attendance by in
volving students; peercounseling; and,
parent participation on committees.
The Indian Education Task Force
was formed under the joint direction of
the District superintendent and the
Tribal Manager of Human Services.
Participants were selected and invited
to attend monthly meetings. Task Force
members include: Phil Riley, Irene
Conroy, Liz Cross, Roberta Danzuka,
Helen Elliott, Arlcne Graham, Benson
Heath, Evalon Crowsheart, Dick Junge,
Russell Kaiser, Carol McClelland,
FranceliaMillcr,JulieMitchell,Evaline
Part, Harry Phillips, Stan Pine, Sal
Sahme, Rosalind Sampson, Shirley
Sanders and Dawn Smith.
Tribal Council and the School Board
are currently reviewing the goals and
objectives presented by the TaskForce.
Indian Education Task Force Goals
and Objectives include:
Vision Statement
It is our vision that by the year 2000,
Indian students will possess positive
self-esteem, be responsible and fully
participate and achieve academic and
or skills mastery in culturally diverse
school programs. Families will realize
full partnership in the 509-J School
District including responsibility, con
tribution and participatory decision
making. Goal one: To increase attendance of
native American students
Inform and convince parents of
importance of kindergarten attendance;
that it is a critical need; increase public
relations regarding kindergarten at
tendance; determine why children are
absent; publicize information on cor
relation of kindergarten attendance and
high retention and improve kindergar
ten transition activities from preschool
to kindergarten.
Warm Springs Confederated Tribes
and community is aware of and rec
ognizes the value of attendance and
education and as a result sets higher
standards and moti vales parents to strive
for improvement.
Determine why students drop out or
do not attend; ask students
Recognize power of peer pressure.
Involve students in improving at
tendance; students make contact with
students; maintainoffer positive rein
forcement for attending. , ,
Provide incentive and recognition
for attendance based on what students
value and appreciate.
Goal Two: To increase holding power
of schools in order to achieve 100
percent high school completion
Determine why student drop out or
do not attend; ask students
Recognize power of negative pres
sure from parents
Grant partial credit for work com
pleted. Goal Three: To create a fair and
accurate method of measuring Indian
student academic progress
Define "academic progress" to
parents. Inform parents of standards,
curriculum requirements, instructional
time, etc.
Create options to give more time to
kids,i.e.,more teachers and more spxe
Goal Four: To create and implement
a full-range of student activities to
achieve native American in volvement
and participation in grades K-12
Expand variety of extra-curricular
activities to provide opportunities for
all interests; involve community and
other programs.
Recognize that distance is a barrier
to full participau'on; athletes are at a
disadvantage and their options for
participation are reduced.
Provide low-risk, unconditional
approval, nonthreatcning activities that
promote a sense of belonging and
usefulness.
Involve student sin the Indian
Education Task Force. Students should
represent all types and social groups of
students.
Encourage more student decision
making in Native American Student
Unionandallow them to Irresponsible
for decisions. Allow full-range of so
cial groups and opportunity for input
and participation in NASU activities.
Goal Five: To develop and install
curriculum that is important to native
American students and parents
Student goal setting is complete at
midschool level and is relevant to now
and the future and is consistently sup
ported throughout all levels of educa
tion, i.e. middle school, junior high
school and high school.
Offer curriculum to meet stale
standards while maintaining Indian
student interest in curriculum.
Goal Six: To obtain full participation
of native American parents in school
events, activities and in the support of for parents to discuss their concerns
student academic performance
Increase parent involvement in
schools
Increase home-school contact
with other parents with sim ilar concerns
and experiences; formal, scheduled,
systematic volunteer programs; iden
tity and recruit an organizer ol parents;
identify leaders of informal social
system in community.
Warm Springs ConfcderatedTribcs identify efforts and support goals of
allows and encourages employees re- olncr schoolcommunity programs
lease time forschool sponsored events.
Recruit, develop and retain Indian
Recognize power of peer pressure staff members.
develop a community library; per- increase awareness of Warm
haps a branch of the Jefferson County Springs activities through a newsletter
Library, which would allow easy ac- tostaffandadministrationatallschools
cess to books, materials and informa- andpostinformationonbuUctinboards.
uun.
V
The Indian Education Task Force recently completed recommendations to
the School Board aimed at improving student success.