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.