sponsors - Wenatchee Valley College

Transcription

WASHINGTON STATE
INDIAN EDUCATION
SUMMER TEACHING INSTITUTE
SPONSORS
THE PEOPLE’S STORY
A forum to better understand tribal history,
governance and culture.
July 26, 27 and 28, 2016
Wenatchee Valley College at Omak
WELCOME
Wenatchee Valley College, the Confederated Tribes of the Colville Reservation
and the Omak School District welcome you to the first annual Indian Education
Summer Teaching Institute and to our community.
This institute will give educators and leaders the necessary tools to understand
local tribal governance, history and culture, and to implement Since Time
Immemorial curriculum in the classroom. This is the beginning of a strong
partnership between schools, colleges and universities, local tribes and
communities.
We hope that you find the workshops and cultural presentations scheduled for
this three-day institute engaging and informative.
We would like to thank the Community Foundation of North Central
Humanities Washington, Potlatch Fund, WVC at Omak Foundation, and 12
Tribes Resort Casino for providing funding for this event, and the Indian
Education Summer Teaching Institute Steering Committee for making this
event a reality.
HOSTS
Omak School District
1
2
Washington State Indian Education Summer Teaching Institute
KEYNOTE
CULTURENIGHT
&
DINNER
DinnerOnYourOwn
MOVIENIGHT-BoardingSchools
4:00-6:00pm
6:00-7:45pm
www.wvc.edu/WATribalHistorySTI
Sessions#16,#17,#18
LUNCHBREAK
Sessions#13,#14,#15
TRANSITION-BREAK
TRANSITION-BREAK
Sessions#10,#11,#12
TRANSITION-BREAK
EarlyChildhoodPresentation
(LanguageImmersion)
IndianEducationforALL!
MandySmokerBroaddus
MontanaOSPIIndianEducation
Sessions#7,#8,#9
Sessions#4,#5,#6
IndigenousEducationModels
Lunch
Sessions#1,#2,#3
Wednesday,July27
KEYNOTE
Thursday,July28
CLOSINGCEREMONY
(2:35-3:30)
Sessions#22,#23,#24,#25
PANEL
TransformingOralHistoryand
Knowledgetotext
Sessions#19,#20,#21
WSSDAEvolving
Partnerships&ResourcesforSchool
DistrictandTribalPartnerships
WSSDAPresident/Director
REGISTRATION&CONTINENTALBREAKFAST
Welcome,IntroductionsandOpeningRemarks
WASenatorJohnMcCoy&Michael
Vendiola,-SinceTimeImmemorialTribalSovereigntyCurriculum
WAOSPINativeEducation
KEYNOTE
Tuesday,July26
Wenatchee Valley College Omak - Omak School District – Confederated Tribes of the Colville Reservation
2016 Washington State Indian Education
Summer Teaching Institute Snapshot July 26, 27 & 28, 2016
sqlxʷsmʼaʔmʼáyʼaʔm (Nsəlxcin)
“The Peoples Story” (Translation)
12:30-1:00pm
1:00-2:15pm
2:15-2:35pm
2:35-4:00pm
9:30-9:50am
9:50-11:05am
11:05-11:20am
11:20-12:30pm
7:00-8:00am
8-8:30am
8:30-9:30am
Time
CONFERENCE SCHEDULE
4:00-6:00
6:00-7:45
2:15-2:35
2:35-4:00
11:20-12:30
12:30-1:00
1:00-2:15
9:30-9:50
9:50-11:05
8:40-9:30
8:00-8:40
7:00-8:00
BOARDING SCHOOLS-Follow-up discussion of Intergenerational Historical Trauma
MOVIE NIGHT (Performing Arts Center)
REGISTRATION & BREAKFAST (M.S. Multi-Purpose Room)
Buses pick up at 12 Tribes & Peppertree
WELCOME (Performing Arts Center)
WVC President/Colville Business Council/OSD Superintendent/Colville Tribe Youth Ambassador/DRUM Youth Group
KEYNOTE: History of How and Why We Are Here?
WA SB 5433 2015-16 - WA State Since Time Immemorial-Tribal Sovereignty
Senator John McCoy and Michael Vendiola, Native Education Office Director
TRANSITION-BREAK (BREAKOUT SESSIONS AT WVVO)
Since Time Immemorial (K-5)
Native Boarding School Experience (MS/HS)
Tribal-Based Participatory Learning
Tribal Sovereignty Curriculum
Lessons in the Classroom: My Name is
Knowledge Sharing (Historical and Contemporary)
Dr. Laura Lynn,
Seepeetza
-Tribal Epistemological Stance
OSPI-Office of Native Education
Sally Brownfield, Squaxin Island
N. Lynn Palmanteer-Holder, M.Ed. (ABD),
ROOM: 401
ROOM: 402
WVC at Omak
ROOM 301
LUNCH - INDIGENOUS EDUCATION MODELS PRESENTATION (MS Multi-Purpose Room)
BREAK
School-Wide POLICIES (K-12/HE)
Not Quite There Yet (K-9)
Social Studies
How School Cultures Are Shaped
Imbedding Culture within Classroom Curriculum
Guatemalan Q’eqchi’ Mayan Cultural Sustainability
Rose Spidell, Education Ombuds,
Larry Witt, Teacher
and Quest for Autonomy
WA State Gov. Office of Education Ombuds
Paschal Sherman Indian School
Dr. YIShan Lea, CWU
ROOM: 401
ROOM: 402
ROOM: 301
BREAK
Teaching Methods and Strategies
Native Boarding School Experience (MS/HS)
Science, Technology, Engineering and Math
(STEM)
Nsuxwn’e? In the Spirit of Helping Teachers
Lessons in the Classroom:
Understand Tribal History, Governance, Science
My Name is Seepeetza
Project-Based Learning: Partnering with Tribal
and Culture
Community
Melodi Wynne, Doctoral Student
Ralph Rise, Coulee Dam SD
ROOM: 402
ROOM: 301
University of Hawaii at Manoa
ROOM: 401
DINNER ON YOUR OWN
Summer Teaching Institute – Tuesday, July 26, 2016
Wenatchee Valley College at Omak - Omak School District - Confederated Tribes of the Colville Reservation
CONFERENCE SCHEDULE
3
4
4:30-7:45
2:15-2:35
2:35-4:00
11:20-12:30
12:30-1:00
1:00-2:15
9:30-9:50
9:50-11:05
8:30-9:30
8:00-8:30
7:00-8:00
Buses leave Wenatchee Valley College at Omak (meet at WVCO North Parking Lot) 4:30 p.m.
CULTURE NIGHT & DINNER (PASCHAL SHERMAN INDIAN SCHOOL)
REGISTRATION & BREAKFAST (MS Multi-Purpose Room)
Okanogan School District Superintendent/Colville Business Council/Ms. CCT
KEYNOTE
Indian Education for ALL
Mandy Smoker Broaddus, Office of Indian Education Director
Montana State Office of Public Instruction
TRANSITION-BREAK (BREAKOUT SESSIONS AT WVCO)
Since Time Immemorial (MS/HS)
Decolonizing History (K-12)
Literature MS/HS
Tribal Sovereignty Curriculum
Spokane Tribe/Departments/Wellpinit SD aligns
The Life and Work of Mourning Dove, a.k.a. Christine
Dr. Laura Lynn, OSPI
local history with state standards, decolonizes
Quintasket, Okanogan/Sinixt
Office of Native Education
history lessons, impact on students
First Published Author
ROOM: 401
Wellpinit SD Task Force
Dr. Peter Donahue, WVC at Omak
ROOM: 402
ROOM: 301
LUNCH - Immersion ECE – Elementary: Salish School of Spokane (MS Multi-Purpose Room)
BREAK
Native Education Certificate Program
Policies & Leadership (K-12)
Literature (K-12)
Community-Based Learning and Teaching At All Levels
How to provide teacher and school support for
How to select appropriate NA materials for use in the
the implementation of tribal history lessons: how
classroom
Dr. Dawn Hardison-Stevens, UW
ROOM: 401
to gather information. Role of Tribal Partners.
Wellpinit SD Task Force
ROOM: 301
ROOM: 402
BREAK
Native Teaching and LearningScience, Technology, Engineering and Math
Teaching Methods and Strategies (K-12)
(STEM)
Emphasis on Tribal Partnerships:
Nsuxwn’e? In the Spirit of Helping Teachers-Understand
Project-Based Learning: Partnering with Tribal
STI/Soc. Studies and Citizen Science
Tribal History, Governance, Science and Culture
Dr. Francene Watson, WSU
Community
Ralph Rise, Coulee Dam SD
University of Hawaii at Manoa
and Renee Holt
ROOM: 402
ROOM: 301
ROOM: 401
Summer Teaching Institute – Wednesday, July 27, 2016
Wenachee Valley College at Omak - Omak School District - Confederated Tribes of the Colville Reservation
CONFERENCE SCHEDULE
2:15-2:35
2:35-3:30 PM
12:30-1:00
1:00-2:15
11:20-12:30
9:30-9:50
9:50-11:05
8:30-9:30
8:00-8:30
7:00-8:00
ROOM: 401
Where do we go from here?
Acknowledgements
Youth Drum Group
BREAK
CLOSING CEREMONY (PERFORMING ARTS CENTER)
REGISTRATION & BREAKFAST (MS Multi-Purpose Room)
Pateros School District Superintendent/Colville Business Council/Language Program/WVC Vice President
KEYNOTE
Washington State School Director’s Association-Panel
A Journey in Progress: Evolving Partnerships and Resources for School District and Tribal Partnerships
Jessica Vavrus, WSSDA Governmental Relations Director
Chris Nation, WSSDA President and Marysville School Board Director
Cindy Kelly, WSSDA Board of Directors and Port Angeles School Board Member
TRANSITION-BREAK (BREAKOUT SESSIONS AT WVCO)
School-Wide POLICIES (K-12/HE)
WSSDA-Washington State School Directors
Community-Based Learning and Teaching at All Levels
How School Cultures Are Shaped?
Association
Dr. Dawn Hardison-Stevens, UW
Rose Spidell, OSPI
Leadership and Policy Strategies for Developing Authentic
ROOM: 402
ROOM: 409
School District and Tribal Partnerships (Lessons from
Marysville and Port Angeles School Districts)
Colleen Miller, WSSDA Panel
ROOM: 401
LUNCH-PANEL (MS Multi-Purpose Room): Transforming Oral History and Sacred Knowledge into Text
AUTHORS of the Confederated Tribes of the Colville Reservation-Wendell George, LEAD
BREAK
School-Wide
School-Wide Policies
Native Teaching and LearningWA State Sovereignty Curriculum
How to Access More Training?
A Path to Reduce Inequities in How Can We (Tribes) Help You (K-12 Schools)?
Emphasis on Tribal Partnerships:
Shandy Abrahamson, K-12 Manager
STI/Soc. Studies and Citizen Science
Since Time Immemorial
Program Evaluation through
Dr. Francene Watson, WSU
Michael Vendiola, ONE
Colville Tribe
the Infusion of an Indigenous
(M.S. Multi-Purpose Room)
and Renee Holt
ROOM: 402
Evaluation Framework
ROOM: 409
Dr. Joan LaFrance, Mekinak
Consulting
Summer Teaching Institute – Thursday, July 28, 2016
Wenatchee Valley College at Omak - Omak School District - Confederated Tribes of the Colville Reservation
CONFERENCE SCHEDULE
5
SESSIONS
TUESDAY
9:50 AM
#1
Room 401
Dr. Laura Lynn
Since Time Immemorial Tribal Sovereignty Curriculum
Since Time Immemorial is an online, Web-based curriculum that provides
innovative ways to teach common core in several areas of study. Includes
interactive lessons, resources and strategies to infuse native history, culture
and government into the classroom.
#2
Room 402
Sally Brownfield
Native Boarding School Experience
Looks at the native boarding school experience and effects using My Name is
Seepeetza by Shirley Sterling.
#3
Room 301
N. Lynn Palmanteer-Holder
Tribal-Based Participatory Learning
Provides methods and strategies of access to tribal knowledge keepers.
Develops a tribal-based participatory process to imbedding tribal knowledge
across school curricula.
TUESDAY
1 PM
#4
Room 401
Rose Spidell
How School Cultures are Shaped
Explores how school cultures are shaped; how they are experienced by
students, families, educators and other staff who come into schools with a
diversity of cultural perspectives; and ways to build cultural competency to
support lasting and effective partnerships within school communities.
#5
Room 402
Larry Witt
Not Quite There Yet
Explores how to imbed culture into classroom curriculum.
6
SESSIONS
#6
Room 301
YiShan Lea
Guatemalan Q’eqchi’ Mayan Cultural Sustainability and Quest for Cultural
Autonomy
Explores Q’eqchi’ Mayans’ praxis of cultural sustainability. Praxis, developed
by Paulo Freire, denotes a practice-reflection-theory cycle for transformation
delineated in the Pedagogy of the Oppressed (Freire, 1970).
TUESDAY
2:35 PM
#7
Room 401
Melodi Wynne
This presentation brings together the nsuxw n’e? (understanding from
acquired knowledge, experience and heart and spirit) of a community/cultural
psychologist and an education scholar. We will present our nsuxw n’e? in the
spirit of helping K-12 teachers think through methods and strategies for
engaging curriculum with the goal of increasing student understanding of tribal
history, science, governance and culture.
#8
Room 402
Sally Brownfield
Native Boarding School Experience
Looks at the native boarding school experience and effects using My Name is
Seepeetza by Shirley Sterling.
#9
Room 301
Ralph Rise
STEM Opportunities: From Fish to Rockets
Project-based learning combined with fabrication tools opens up opportunities
for students to conduct research, create models of systems and combine art
with STEM.
7
SESSIONS
WEDNESDAY
9:50 AM
#10
Room 401
Dr. Laura Lynn
Since Time Immemorial Tribal Sovereignty Curriculum
Since Time Immemorial is an online, Web-based curriculum that provides
innovative ways to teach common core in several areas of study. Includes
interactive lessons, resources and strategies to infuse native history, culture
and government into the classroom.
#11
Room 402
Wellpinit School District
Decolonizing History
Demonstrates how to: create a relationship with your local tribe, create a
team to create a tribal history curriculum, align tribal history lessons to state
standards, create teacher support for tribal history lesson implementation.
Walk through a lesson created by the Wellpinit School District team. Learn the
impact on students and how tribal departments play a large role in this process.
Explores decolonization of state history lessons.
#12
Room 301
Dr. Peter Donahue
The Life and Work of Mourning Dove
Focuses on the life and work of Mourning Dove, a.k.a. Christine Quintasket.
Donahue will discuss Mourning Dove’s three published works in the context
of the period that she lived (1888-1936), and he will examine her complex
relationship with her friend and editor Lucullus V. McWhorter, as well as her
time on the Colville tribal council.
WEDNESDAY
1 PM
#13
Room 401
Dr. Dawn Hardison-Stevens
Develop the knowledge to engage native students, families and communities
in instruction to ensure native students thrive and succeed, making school and
future careers relevant to the pressing needs of native communities. Includes
discussion about cultural partnerships that will inspire the community-based
8
SESSIONS
educator. Provides relevant tools to engage colleagues, communities and
students with culturally responsive pedagogies to effectively educate native
students.
#14
Room 402
Policies and Leadership
Learn about teacher and school support for the implementation of tribal
history lessons, where the Wellpinit School District gathers information for
lessons, the impact on students, decolonization of state history lessons and
how tribal departments play a large role in this process.
#15
Room 301
Sally Brownfield
How to Select Appropriate Native American Literature for Use in the
Classroom
A hands-on workshop exploring and analyzing children’s and young adult
literature and school-based text and materials for Native American bias and
accuracy. Learn how to recognize and select appropriate materials for use in
the classroom.
WEDNESDAY
2:30 PM
#16
#Room 401
Dr. Francene Watson and Renée Holt
Native Teaching and Learning-Emphasis on Tribal Partnerships
Provides an overview and reflection of programmatic shifts in pre-service
teacher education (elementary) using place and land-based pedagogical
approaches and indigenous methodologies and teaching frameworks.
#17
Room 402
Ralph Rise
STEM Opportunities: From Fish to Rockets
Project-based learning combined with fabrication tools opens up opportunities
for students to conduct research, create models of systems and combine art
with STEM.
9
SESSIONS
#18
Room 301
Melodi Wynne
This presentation brings together the nsuxw n’e? (understanding from
acquired knowledge, experience and heart and spirit) of a community/cultural
psychologist and an education scholar. We will present our nsuxw n’e? in the
spirit of helping K-12 teachers think through methods and strategies for
engaging curriculum with the goal of increasing student understanding of tribal
history, science, governance and culture.
THURSDAY
9:50 AM
#19
Room 402
Dr. Dawn Hardison-Stevens
Develop the knowledge to engage native students, families and communities
in instruction to ensure native students thrive and succeed, making school and
future careers relevant to the pressing needs of native communities. Includes
discussion about cultural partnerships that will inspire the community-based
educator. Provides relevant tools to engage colleagues, communities and
students with culturally responsive pedagogies to effectively educate native
students.
#20
Room 409
Rose Spidell
How School Cultures are Shaped
Explores how school cultures are shaped; how they are experienced by
students, families, educators and other staff who come into schools with a
diversity of cultural perspectives; and ways to build cultural competency to
support lasting and effective partnerships within school communities.
#21
Room 401
WSSDA Panel: Colleen Miller, Chris Nation, Cindy Kelly, Kyle Kinoshita
Strategies for Developing Authentic Partnerships
The panel will discuss leadership and policy strategies for developing authentic
school district and tribal partnerships. Panelists will share lessons from two
school districts, Marysville and Port Angeles.
10 Washington State Indian Education Summer Teaching Institute
SESSIONS
THURSDAY
1 PM
#22
Room 401
Dr. Joan LaFrance
A Path to Reduce Inequities in Program Evaluation through the Infusion of
an Indigenous Evaluation Framework
Explores the application of the Indigenous Evaluation Framework, a different
approach to program evaluation. Evaluate three case studies for how the
framework can be applied.
#23
Room 402
Shandy Abrahamson
School-Wide Policies
Working cooperatively is the key to success. Participants will discuss “How Can
We (Tribes) Help You (K-12 Schools).”
#24
Room 409
Francene Watson and Renée Holt
Native Teaching and Learning-Emphasis on Tribal Partnerships
Provides an overview and reflection of programmatic shifts in pre-service
teacher education (elementary) using place and land-based pedagogical
approaches and indigenous methodologies and teaching frameworks.
#25
Middle School Multipurpose Room
Micheal Vendiola
Washington State Sovereignty Curriculum
Focus on how to access more training to implement Since Time Immemorial.
Washington State Indian Education Summer Teaching Institute 11
KEYNOTE SPEAKER
Senator John McCoy
Washington State Senator
Former Tulalip Tribal Leader
NCSL Co-Chair
John represents the Everett, Marysville and Tulalip communities and
neighborhoods of Snohomish County. He was elected to the House of
Representatives in 2003 and appointed to the Senate in November 2013,
where he is the ranking Democrat on the Senate Energy, Environment and
Telecommunications Committee. He also serves on the Senate Government
Operations Committee and the Senate Rules Committee.
John is a co-chair of the NCSL Committee on the Environment, and a
member of the NCSL Labor and Economic Development Committee; the
NCSL Communications, Financial Services and Interstate Commerce
Standing Committee; and the NCSL Environmental Management Legislative
Roundtable.
He served in the United States Air Force for 20 years and retired in 1981 with
extensive training in computer operations and programming. He worked as a
computer technician in the White House from 1982 to 1985, then went on to
management in the private sector. He returned to his home state almost two
decades ago to help bring the Tulalip community into the digital world.
John has been instrumental in leading the development of the Quil Ceda
Village Business Park. He became general manager at Quil Ceda in 2000 and
retired from the business park a few years ago.
KEYNOTE SPEAKER
Michael Vendiola, Director
Office of Native Education (ONE)
Office of Superintendent of Public Instruction (OSPI)
Washington State
Michael M. Vendiola is a member of the Swinomish Indian Tribal Community
and has ancestry with the Lummi and Visayan (Filipino) nations. He is the
program manager of the Office of Native Education at the Washington State
Office of Superintendent of Public Instruction (OSPI). Prior to OSPI, he was
the Swinomish Communications director and editor of qyuuqs News for the
Swinomish Indian Tribal Community. Prior to Swinomish, he served 13 years
as the coordinator for the Western Washington University Ethnic Student
Center. His higher education career spans over 17 years in positions at
Whatcom Community College, Skagit Valley College, Northwest Indian College
and Western Washington University. Michael holds a bachelor’s degree in
American cultural studies with a Native American studies emphasis and a
master’s degree in adult education with an instructional technology emphasis.
He is a doctoral student at the University of Washington College of Education’s
Educational Leadership and Policy Studies program. Michael frequently serves
as an emcee at pow wows, community events and conferences, performs at
public poetry readings and comedy venues, presents keynotes and workshops
at various conferences and events, and is a professional working DJ.
KEYNOTE SPEAKER
Mandy Smoker Broaddus
Director-Office of Indian Education
Montana State Office of Public Instruction
Mandy Smoker Broaddus belongs to the Assiniboine and Sioux tribes of the
Fort Peck Reservation in northeastern Montana.
She holds an MFA from the University of Montana in Missoula, where she
was the recipient of the Richard Hugo Fellowship. She is also a graduate of
Pepperdine University, and attended UCLA and the University of Colorado.
Smoker Broaddus works for the Office of Public Instruction as director of
Indian education. She has spent the past seven years overseeing the work of
statewide Indian Education for All Efforts and the Schools of Promise initiative,
which seeks to turn around the state’s lowest performing schools. In 2015,
she was named Indian Educator of Year by the National Indian Education
Association. She was also recently appointed to the National Advisory Council
on Indian Education by President Barack Obama.
She was formerly an administrator in her home community of Frazer, Mont.,
for three years. She has taught courses at Fort Peck Community College and
the University of Montana.
KEYNOTE SPEAKER
Chris Nation, President
Washington State School Directors Association
Board President, Marysville School District
Chris Nation serves on the Marysville School District Board of Directors. Over
the past six years he has served as Marysville’s board president, vice president
and legislative representative. In 2013, he was elected to WSSDA’s leadership
as vice president of the board of directors. He now serves as president and
advocates actively on behalf of over one million students in the Washington
state public school system. Chris also serves as a policy and resolutions
member of the National School Boards Association (NSBA) and as vice chair of
the Pacific region. He strongly believes that all children, no matter what their
background, deserve equity and access to a quality education that embraces an
individual’s culture, history and native language.
In his local school district role, Chris has the honor to provide a voice for the
indigenous people of the Tulalip Tribes and the students he serves. In 2012, he
worked in collaboration with the district superintendent and the Tulalip Board
of Directors to develop a partnership agreement to enable continued open
dialog for decisions affecting tribal students and parents.
KEYNOTE SPEAKER
Cindy Kelly, President
Port Angeles School Board of Directors
WSSDA and National School Board Association
Cindy Kelly is president of the Port Angeles School Board of Directors, where
she has served for 15 years. She has served on the WSSDA Board of Directors
since 2011, representing directors from Neah Bay to Port Orchard. Cindy
was a lead partner with the Tribal Leader Congress on Education in 2012 in
authoring WSSDA’s progress report on House Bill 1495, as well as developing
many of the resource materials available for school board directors to engage
in partnerships with their local tribes. She has worked with tribal leaders across
the state along with her work with the Lower Elwha Klallam tribal community
since 1983. Cindy is a member of the Delaware Nation, Western Washington
Native American Education Consortium, Port Angeles School District, JOM/
Title VII Committee, Port Angeles School District culture committee, National
School Board Association and many other local community groups. Much
of her work and activities focus on advocating for all students, families and
community about the public school system while embedding equity, culture
and access for all students and families.
KEYNOTE SPEAKER
Jessica Vavrus, Director
Governmental Affairs-WSSDA
Jessica has served as WSSDA’s Director of Governmental Relations since
December 2015. Prior to WSSDA, she spent almost 15 years at the Office
of Superintendent of Public Instruction (OSPI), serving most recently as the
assistant superintendent for teaching and learning. At OSPI, she collaborated
with school leaders, statewide education partners and legislators on teaching
and learning implementation and policy issues. She has also worked with
OSPI’s Office of Native Education, the Tribal Leader Congress on Education
and other local tribal representatives on issues related to adoption of state
learning standards and implementation of Senate Bill 5433, which includes
adoption of the Since Time Immemorial curriculum. Authentic collaboration,
communication, coordination and transparency are at the heart of Jessica’s
work and partnerships. She holds a master’s in public administration/education
policy from The Evergreen State College and lives in Olympia with her
husband, Bob, and 13-year-old daughter, Hannah.
MASTER OF CEREMONIES
John Sirois - say’ ay’
Master of Ceremonies
Committee Coordinator, Upper Columbia United Tribes
John is an enrolled member of the Okanagan and Wenatchi Bands of the
Colville Confederated Tribes. He served a majority of his professional career
working within the Colville Tribes’ government in cultural revitalization,
economic development, renewable energy project development, policy
development and governance as former council chairman and council member.
He now serves Upper Columbia United Tribes as the committee coordinator
to facilitate issues through an intertribal committee process to respond to
many fish, wildlife and natural resources issues. Key committees efforts are to
investigate and spearhead the reintroduction of salmon above Chief Joseph
and Grand Coulee dams on the Columbia River and determine climate change
effects to all of the committee’s efforts. John approaches the betterment of our
natural resources and committee work through the lens of cultural teachings
and applied science. He seeks to build a better future for the land’s animals and
all people for generations to come.
PRESENTERS
Laura Lynn, Ph.D.
Lead Trainer-Since Time Immemorial Tribal Sovereignty Curriculum
OSPI Office of Native Education (ONE)
Dr. Laura Lynn is contracted by the OSPI Office of Native Education (ONE)
as the lead trainer to facilitate Since Time Immemorial tribal sovereignty
curriculum trainings throughout Washington state. She has been involved
with the tribal sovereignty curriculum project for several years. Currently, she
is working with ONE to redesign the tribal sovereignty curriculum website.
Laura also serves as the Education and Equity Evaluation consultant with the
Puget Sound Educational Service District (PSESD), a regional education agency
charged to support all districts in King and Pierce counties. Her work with the
PSESD focuses on racial equity initiatives throughout the region. Over the
course of her extensive career in education, Laura has had the opportunity to
serve native and non-native students, families and communities as an artist,
researcher, adjunct university faculty member, teacher, Title VII program
leader, school and district administrator, and as a member of the OSPI team
charged to develop the state’s Arts Assessment system.
Rose Spidell
Education Ombuds
WA State Governor’s Office of Education Ombuds
Rose Spidell is an Education Ombuds with the Washington State Governor’s
Office of the Education Ombuds (OEO). At OEO, Rose provides information
about laws and policies governing our state’s K-12 public schools, works with
families and school districts to resolve disagreements and complaints, and
participates in OEO’s parent education training and trainings for educators.
Rose is an attorney by training who worked for six years in the area of civil
rights, with two years focused exclusively on the rights of public school
students, and particularly Native American students, in Washington state. She
helped revise and develop a series of know-your-rights guides for students and
families, including guides on student discipline, truancy and effective school
board advocacy. Rose is a graduate of Colville High School and earned her
undergraduate degree at Whitman College. After college, she spent two years
teaching English as a Second Language in Japan, where she taught small group
classes for students ranging from preschoolers to adults. She earned her law
degree at New York University School of Law in 2004.
YiShan Lea, Ed.D.
Associate Professor of Bilingual Education/TESL
Department of Language, Literacy and Special Education
Central Washington University
YiShan Lea taught ESL classes and the Chinese language to children and adults.
She is now an associate professor in the Central Washington University
Program of Bilingual Education and TESL. She has contributed articles to
two books and a variety of publications on issues of power and oppression.
Her recent academic endeavors focus on the impacts of globalization on the
indigenous population and cultural sustainability, specifically the Q’eqchi’
Mayas in Alta Verapaz, Guatemala. Address correspondence to: YiShan Lea at
leay@cwu.edu.
Peter Donahue, Ph.D.
Professor-English and Literature
Wenatchee Valley College at Omak
Peter Donahue is the author of the novels Madison House, winner of the
Langum Prize for American Historical Fiction, and Clara and Merritt, as well
as the short story collection, The Cornelius Arms. He is co-editor of the literary
anthologies Reading Seattle and Reading Portland. For the past 12 years,
he has published the Retrospective Review column on vintage Northwest
literature in Columbia: The Magazine of Northwest History, published by the
Washington State Historical Society. His short stories and critical articles
on American literature have appeared in numerous literary and scholarly
periodicals. In 2013, he helped organize the Mourning Dove Symposium
and Celebration in Okanogan and at the Omak Longhouse. He is currently
working on a play about Mourning Dove’s relationship with her friend, mentor
and editor, Lucullus V. McWhorter. Peter is a graduate of the University of
Washington (B.A.-English), Virginia Tech (M.A.-English) and Oklahoma State
University (Ph.D.-English). He teaches English at Wenatchee Valley College
at Omak, where he established the Mourning Dove Writing Award for
outstanding student writers.
Francene Watson, Ph.D.
Assistant Professor
College of Education
Washington State University
Francene Watson is a clinical assistant professor of education at Washington
State University (Pullman campus) with a focus in secondary pre-service
teacher education. Francene also works collaboratively with educators in
the College of Education’s Clearinghouse on Native Teaching & Learning,
furthering initiatives related to the state’s Sovereignty Curriculum (Since Time
Immemorial) and teacher formation. Drawing from experience as a former
high school English and humanities teacher, Francene’s teaching, community
engagement and research are tethered to sustainability and environmental
education from a place-based learning framework. Pre-service and in-service
professional development themes center on the critical need to establish
culturally responsive, socially just and enlivened learning spaces in our
schools. Using participatory and community-based action research models,
project foci connect food, water (namely the Snake and Columbia Rivers) and
community, bringing these intersections into a K-12 curricular platform such as
interdisciplinary, garden-based learning.
Co-Presenter
Renée Holt (Dine, enrolled Nimiipuu with Lenape descent) is a Ph.D. candidate
at Washington State University College of Education, Department of Teaching
and Learning. Her area of research focuses on decolonization using indigenous
methodologies. As an indigenous education advocate, Renée currently serves
on the Equity in Education Coalition Board of Directors and has served as the
secretary for the National Indian Education Association Board of Directors,
the oldest and largest Indian education organization representing American
Indian, Alaska Natives and Native Hawaiian educators and students. Through
the WSU Clearinghouse on Native Teaching & Learning, Renée works in
teacher training for pre-service and in-service teachers in culturally responsive
curriculum within the K-12 Washington state public school system using
the Since Time Immemorial tribal sovereignty curriculum. Renée earned
her bachelor of science in political science/history from Lewis-Clark State
College in Lewiston, Idaho, and her master of art in history with an emphasis in
American Indian Western history from the University of Idaho, Moscow.
Nancy “Lynn” Palmanteer-Holder, Ph.C. (ABD), M.Ed.
Consultant/Adjunct Instructor
Wenatchee Valley College at Omak/University of Washington
For 30+ years, Lynn has held teaching, school counselor and executive
roles within K-12 education, higher education, health and human service
agencies, and she was a former tribal leader. She consults with tribal and state
agencies, business enterprises and nonprofits. Lynn continues to participate
on national, state and regional tribal and community-based participatory
research boards. Lynn a part-time instructor at Wenatchee Valley College at
Omak and University of Washington. In 2010, Lynn earned her candidacy in
philosophy from the University of Washington School of Social Work. In 2000,
Lynn received a National Public Service Award from the U.S. Department
of Commerce for Innovative Community Leadership-Complete Count
Committees and was named 1994 North Central Washington Coach of the
Year. As a doctoral student, she received the following fellowships: Bank of
America Minority Awards, National Institute of Mental Health Prevention
Research and Native American Research Center for Health Scholar. Lynn is
an enrolled member of Eastern Washington’s Wenatchi, Methow, MosesColumbia, Entiat, Chelan, Okanogan and San Poil Tribes, seven of 12 tribes of
the Confederated Tribes of the Colville Reservation. Most importantly, she’s
the first of four generations on her maternal side to not be raised in boarding
schools.
Spokane Tribal Member
University of Hawai‘i at Manoa
Melodi Wynne received a bachelor’s degree from EWU in psychology and
a certificate in alcohol and drug studies, a master’s degree in community
and cultural psychology from the University of Hawai‘i at Manoa, and also a
graduate certificate in conflict resolution. Her studies focused on culture and
identity, social development, indigenous research issues and methodology, and
community empowerment; and in conflict resolution she studied culture and
conflict, and facilitation for community change. Melodi is currently collecting
data for dissertation. Her dissertation research is aimed at creating a
tribal-based definition of intellectual property and recommendations for
protections of tribal cultural resources.
Co-Presenter
Chanel Ford recently completed a master’s degree in education with an
emphasis in adult education at Eastern Washington University (EWU). In
her thesis, titled “Overcoming the achievement gap in Indian education,” she
analyzed data collected through focus groups and interviews with current
native college students to identify barriers and resilience in their college
experience. Chanel also earned a bachelor’s degree from EWU, where she
studied communications-public relations and minored in Indian Studies. She
is the coordinator of the Spokane Tribal Network nonprofit organization,
and also serves on several education, community and tribal committees and
coalitions.
These two scholars have worked together on community, research and
youth projects, and along with others, presented at conferences addressing
indigenous research issues, health and campus-community partnerships.
Chanel and Melodi have also worked together or separately on issues
such as: decolonization, historical trauma, sustainable community
planning, strategic planning, curriculum planning, traditional justice, food
sovereignty and safety, environmental issues, elder issues, community based
participatory research projects, education, pet safety, and health and rescue
on their tribe’s reservation.
Dawn Hardison-Stevens, Ph.D.
(Cree/Ojibwa/Cowlitz/Steilacoom)
Program Manager, Native Education Certificate Program
College of Education
University of Washington
Dr. Dawn Hardison-Stevens is an educator who embodies a passion for
Native Studies developed deeply from her ancestral roots; she received a
Ph.D. from Antioch University in leadership and change for doctoral research
on Indigenous Educational Change. Her work with tribes affirmed the
basis of a belief and dissertation title, Knowing the Indigenous Leadership
Journey: Indigenous People Need the Academic System as Much as the
Academic System Needs Indigenous People. Here she posits that we as
a human people are connected to the ecosystems with a philosophy of
interconnectedness and evidences offered by the Medicine Wheel. In many
indigenous communities, leadership beholds many styles, modeling modes of
life amid Mother Earth. Yet education needs to be bridged in collaborative and
inclusive manners between educators, native peoples, respective communities
and leadership.
Dawn is the program manager for the Native Education Certificate Program at
the University of Washington. The College of Education and UW Professional
and Continuing Education partnership offers a new certificate for educators
designed to cultivate the educator’s ability to create meaningful and effective
relationships with Native American students through the perspective of a
community-based teacher.
Larry Witt, 5th Grade Teacher
Paschal Sherman Indian School
Omak, Wash.
Larry Witt is the fifth grade teacher at Paschal Sherman Indian School in Omak.
He graduated from Providence College in Providence, Rhode Island with a B.A.
in history education, and he attended Eastern Washington University in 197778 to get an M.Ed. in reading.
Larry began his teaching career at Paschal Sherman as the eighth grade
teacher, soccer coach and in several other jobs. He has taught fourth through
ninth grades. He has also been the designated junior high science teacher,
math teacher and vice principal. He has taught several classes for Wenatchee
Valley College at Omak and for the Omak campus of Heritage College.
Over the years, remarkable elders have shared stories, traditions and language
with Larry. He learned traditional food gathering from elders Millie Mcdonald,
Jeanette Timentwa, Ann Mary Sampson, Ed Covington, Alice Irey and Jim
Monaghan. He has shared this knowledge with his students, especially in food
gathering and cooking for the annual Sunflower Festival. William Charley
and Andy Joseph Sr. taught him Salish words and stories that he uses in the
classroom, and Ted Moomaw teaches him the correct Salish words to use in
songs.
Sally Brownfield, M.Ed.
Education Specialist
Squaxin Island Tribe, Executive Services
Sally Brownfield has 35 years of successful leadership and educational
experience in Washington state schools and organizations. She has taught
K-12 through post-secondary in public and tribal schools, community colleges
and universities. She has worked on special projects with the University of
Washington, Washington State University, University of Idaho, PBS and others.
Her work at the Superintendent of Public Instruction Office, Center for the
Improvement of Student Learning provided opportunities to support school
districts in building stronger partnerships with their communities and families.
Sally has written curriculums and publication as well as group publication on
education. She has delivered presentations at state, national and international
conferences and provided professional development to educators. She is an
education specialist with Squaxin Island Tribe and works on specific education
projects as directed by the tribal council. She serves and represents the
Squaxin Island Tribe in an official capacity of various committees and boards.
Joan LaFrance, Ph.D.
Independent Education Evaluator and Consultant
Mekinak Consulting
Dr. Joan LaFrance is an enrolled citizen of the Turtle Mountain Band of
Chippewa, Belcourt, North Dakota. She is owner of Mekinak Consulting,
a management and evaluation service specializing in educational program
evaluation, research and management studies. Mekinak Consulting has a long
history of evaluation of programs in tribal colleges and universities, tribal
and indigenous communities, and for non-profit organizations. With support
from the National Science Foundation (NSF) through a grant to the American
Indian Higher Education Consortium (AIHEC), she conducted research for and
co-authored the book Indigenous Evaluation Framework: Telling Our Story in
Our Place and Time. Currently, she is conducting research on the application
of the Indigenous Evaluation Framework in three tribal college communities.
In addition to her ongoing work in American Indian tribal communities, she
is working on projects in the United States Affiliated Pacific Islands to assess
culturally relevant mathematics curriculum and climate change education
projects. She has taught research and evaluation methods in graduate
programs at a number of universities. She has done municipal budgeting,
program development and management, and curriculum development. Joan
received her doctorate from Harvard University and a master’s in public
administration from the University of Washington.
Ralph Rise
Former Coulee Dam High School Science Teacher
Recently hired-science and technology teacher (grades 5-8)
Ralph is a true scientist. He has been involved with the Imagine Tomorrow
Project through WSU, OSPI and NASA Next Generation Science Standards
and the inclusion of Native Americans knowledge and relationships during
implementation. The objective of the WSU Imagine Tomorrow Project, led by
Ralph, was to increase student motivation and engagement through hands-on
math and science classes, field trips, research projects and summer camps.
Ralph has provided opportunities for Coulee Dam High School students to
experience real-world, project-based learning that includes hands-on learning
that supports their preparation for higher education or critically needed
medical vocational opportunities that exist in our communities. Ralph recently
accepted a new position from Coulee Dam High School to Nespelem Middle
School as the new science and technology teacher for grades 5-8 He is looking
forward to the development of his new position. He has built relationships
with the tribal and hydroelectric science community for local guidance
and partnership. His work has been recognized by OSPI, WSU and other
educational institutions. Ralph earned both bachelor and master’s degrees
from Central Washington University. In Ellensburg, he established the basis for
his professional life, and it is where he met and married Linda.
Colleen Miller, Director
Leadership Development-WSSDA
Colleen has served as WSSDA’s Director of Leadership Development since
November 2013. Her first two years with WSSDA was as a training specialist
and assistant director of leadership development. She began her career serving
public education as an elementary physical education teacher for 18 years
and transitioned to school administration as a building principal and assistant
principal at elementary and middle school levels. During her 20 years with the
Beaverton School District in Oregon, the school district experienced dramatic
demographic changes within its community, and Colleen was a key leader for
equity in her schools and the district. Today, she continues her passionate
commitment to equity in education in her role supporting WSSDA’s Equity and
Access initiative, creating partnerships that provide professional development
at state, regional and local levels. She is committed to creating opportunities
where adults work together with the goal of every child succeeding through
public education. Colleen has a master’s degree in educational leadership from
Lewis and Clark College and post-graduate studies at the University of Oregon.
Wellpinit School District Task Force
Spokane Tribal History & Curriculum Development Team
Polo Hernandez:
Indian Education Demonstration Grant Director
Jennifer LeBret:
Tribal History/Science Curriculum Coordinator
Geri Flett:
Teacher, Curriculum Developer
Laina Phillips:
Teacher, Data Specialist, Curriculum Developer
Marsha Wynecoop: Spokane Tribe Language and Culture Program Manager
Curriculum Developer
Velma Brehm:
Warren Seyler:
Melodi Wynne:
Spokane Tribe Language and Culture Teacher and
Spokane Tribe Department of Natural Resources and
History Curriculum Developer and Decolonization,
Intellectual Property Specialist
Purpose and funding of project:
The team was created by Mr. Polo Hernandez. He is director of the Indian
Education Demonstration Grant for the Wellpinit School District. The team
incorporates the history, cultural aspects and perspectives of the Spokane
Tribe into the state guided curriculum.
Reason it is important to the Wellpinit School District:
The team is creating a history curriculum that will be more engaging,
meaningful and relevant to their students. A large majority of the student
population in the school are tribal members. Students will be able to relate to
these lessons on a deeper level. The school district believes that this history
is important to non-native students as well, educating them about the rich
history of where they live and receive their education. The team will maintain
alignment with common core standards, state standards and grade level
expectation in building the content-based assessment that meets overall goals.
As part of the new curriculum, tribal members and elders will be guests in the
classroom and provide their knowledge of the history subject being presented.
Lessons will be taught by teachers using the basics of project-based learning
techniques, which includes strengthening student inquiry, reflection and
independence. Advanced thinking routines and cooperative learning will also
be encouraged as enrichments to our lessons. An indigenous pedagogy will be
used that has been proven to be effective with American Indian students.
WELCOME SPEAKERS/HOSTS
Dr. Jim Richardson
President, Wenatchee Valley College
Dr. Jim Richardson became president at Wenatchee
Valley College in July 2005. He came to WVC from West
Burlington, Iowa, where he was president of Southeastern Community College (SCC). He brought 28 years of
experience in education to WVC.
At the state level, Jim served as president of the Washington Association of Community and Technical Colleges
(WACTC) Board of Presidents. The board develops policy
recommendations to the State Board for Community and Technical Colleges
(SBCTC) and the college system. At the national level, he is a college readiness
commissioner for the American Association of Community Colleges. The AACC
is the primary advocacy organization for the nation’s community colleges. College readiness commissioners provide advice on college preparedness issues,
proposals and initiatives to the AACC board and staff; encourage collaboration
among community colleges, K-12 districts and other local, state and federal
organizations; and they provide a forum for focused conversation about the
importance of college readiness for all students.
Jim earned his Ph.D. from Capella University in Minneapolis, Minn. He has a
master of arts in speech from the University of Wisconsin and a bachelor of
arts in communications from Winona State University.
Dr. Erik Swanson
Superintendent, Omak School District
Kenneth “Erik” Swanson, Ph.D., came to the Omak School District from Yakima
Public Schools where he was principal of a Title I elementary school, with high
minority and poverty populations. Prior to Yakima, he spent 26 years teaching
and leading schools for the U. S. Department of Defense Education Activity
(DoDEA) in Turkey, Italy, South Korea, Japan, and the territories of Guam and
Puerto Rico. During this same period of time, he held adjunct faculty positions
with the University of Maryland and Grand Canyon University. Before joining
DoDEA, he served the Clark County School District in Las Vegas, Nevada, as
a middle and high school instrumental music educator. He has held multiple
leadership roles with the school systems and in professional organizations supporting public education.
He has been actively involved in multiple cross-cultural exchange programs in
Europe and Asia, working with international corporations including Honda and
Nissan on secondary and postsecondary pre-engineering studies and student
exchanges.
While in Yakima, Erik was active in a variety of civic and cultural organizations,
including local political party organizations, board positions and offices, and
continued active musical performances with the Yakima Valley Community
Band, Yakima Symphony Orchestra, and private professional ensembles.
Dr. Michael Marchand
Chairman, Colville Business Council
Dr. Michael Marchand has served on the Colville
Business Council for 17 years. Michael is experienced
in reservation planning: developing land and resource
codes and management systems, planning and
managing tribal business projects and community
development projects. He graduated with his master’s
in urban and regional planning (MURP) from Eastern
Washington University (EWU) and his bachelor of
arts in economics and urban and regional planning,
also from EWU. He received a Ph.D. in forestry
from the University of Washington under a National Science Foundation
IGERT Fellowship for bioenergy. There, his focus was on the role of energy
in the Northwest Native American culture in traditional tribal societies,
energy potentials of Northwest tribal forests, and development of energy
frameworks for Northwest tribes. Michael has also directed the NW Tribal
Local Technical Assistance Program at EWU as its first director. He has
represented the Colville Tribal Enterprises Corporation Board of Directors. He
has also experience as the economic development co-president and Affiliated
Tribes of the northwest indians (ATNI) economic development chair. He has
one publication, “Tribal Implementation of GIS: A Case Study of Planning
Applications,” in the American Indian Culture and Research Journal.
Larry Allen
Colville Business Council
Chairman, Employment and Education Committee
and Veterans Committee
Larry Allen honorably served the U.S. Army Special
Operations Unit for 25 years and is a combat
veteran. Larry retired as a Command Sergeant
Major, the highest rank an enlisted soldier can
attain. He has experience as a private military
contractor in Africa, Iraq and Afghanistan. Also,
as a senior security liaison officer (GS15), he was
instrumental in Falcon Security being awarded an $11 million security contract
in Mosul, Iraq. He has devoted time to both the Colville Tribe and to CCT
Mountain Top Communications Mountain Top Department as facility manager.
He is now the Colville Business Council Chair for the Employment and
Education Committee and the Veterans Committee. Larry is a representative
from the Inchelium community and is married to Susie Allen.
Kale Nissen
CCT Student Ambassador
Kale Ray Edwin Nissen is the great grandson of G. Lois James, Sheila and
Stretch Cleveland as well as Sharon Nissen. He is the grandson of Scott Conant
and Debra Wagner as well as Casey Nissen and Kathy Best. He is the son of
Crystal Conant and Brian Nissen. Kale is a fourth grader at Salish School of
Spokane where he is an above average reader, attends horse camp and plays
the piano. Kale is a hunting, fishing, drumming, singing, basketball playing Salish
speaker! He is an Honorary Youth Ambassador for the Confederated Tribes of
the Colville Reservation.
CAMPUS MAP
CITY MAP
Bartlett Ave W
Bartlett Ave W
Apple Ave W
N Main St
Ash St N
Ceder St N
Wenatchee
Valley College
at Omak
Apple Ave W
1st Ave W
Omak Ave E
N Main St
Multi-Purpose
Room
Ash St N
Birch St N
Ceder St N
Performing
Arts Center
N Main St
Ash St N
Birch St N
Ceder St N
Central Ave W
1st Ave W
ADVISORY COMMITTEE
Name
Dr. Ryan Christoph
Shandy Abrahamson
Arnie Marchand
Michele Seymour
Livia Millard
Dr. Carli Schiffner
Kay Sibley (Retired)
Wendell George
Traci Tonasket
Evelyn Morgan-Rallios
Tammy James-Pino
David Lindeblad
N. ‘Lynn’
Palmanteer-Holder
Tami Hickle
Brock Belegarde
WVCO STI Advisory Committee
Organization & Email
Omak School District Principal
rchristoph@omaksd.org
Colville Confederated Tribes K-12 Manager
shandy.abrahamson@colvilletribes.com
Tribal Historian, Author & WVCO Foundation
cerastoneus@gmail.com
Colville Tribal Language Teacher
mxwal1985@gmail.com
Wenatchee Valley College Multi-Cultural Advisor
lmillard@wvc.edu
WVC Vice-President of Instruction
cschiffner@wvc.edu
Wenatchee Valley College Omak Foundation
And Retired School Administrator
ksibley@gmail.com
Tribal Historian & Author
Former WVC Trustee
wvegeorge@gmail.com
Okanogan S.D. Indian Education
ttonasket@oksd.wednet.edu
Wenatchee Valley College
erallios@wvc.edu
Colville Tribe Education & Employment Director
tammy.james-pino@colvilletribes.com
WVC History Professor
dlindeblad@wvc.edu
WVCO PT Faculty/STI Event Director
npalmanteer-holder@wvc.edu
PSIS Superintendent
thickle@psischiefs.org
Colville Tribe Curriculum Specialist
Brock.belegarde@colvilletribes.com
Phone
509-826-8228
509-322-3335
509-476-2440
509-322-6190
509-422-7814
509-683-2963
509-826-1371
509-422-3370 #3147
509-422-7806
509-634-2777
509-422-7841
509-322-7718
509-422-7590

sponsors - Wenatchee Valley College

Transcription

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