Special Education Training (education/event)

Special Education Rights

September 11, 2013

1:00 p.m. – 5:00 p.m.

Redwood Coast Regional Center

525 2nd Street, Ste. 300

Eureka, CA 95501

Topics will include:

Parent Rights & Responsibilities, Discipline of Students w/Disabilities, Compliance Complaints/Due Process, Transitional Planning in IEP

Sponsored by:

RedwoodCoast RegionalCenter

Presented by:

Disability RightsCalifornia California Indian LegalServices

Phyllis Preston,CAPAdvocate Delia Parr,DirectingAttorney

To R.S.V.P. contact:

Lynne Page (707) 268-1388 E-mail: lynne.page@disabilityrightsca.org


California’s Protection and Advocacy System

Please Share-Tribal Consultation (education)

On December 2, 2011, President Barack Obama signed Executive Order 13592, which established the White House Initiative on American Indian and Alaska Native Education (Initiative). The President's Initiative committed the Federal Government to working closely with tribal governments to close the achievement gap between Indian students and non-Indian students, decrease the alarmingly high dropout rates of all American Indian and Alaska Native students, and help preserve and revitalize Native languages.

The Secretaries of the U.S. Department of the Interior (DOI) and the U.S. Department of Education (ED) serve as co-chairs of the Initiative. The Departments of the Interior and Education must collaborate with those who know their students and communities the best and will be hosting four Tribal Leader Consultation meetings to consult on the following objectives: (1) the development and content of a Memorandum of Understanding between the Department of the Interior and the Department of Education and (2) the strategic implementation of the Initiative.

U.S. DEPARTMENT OF EDUCATION

Tribal Consultation Session

OFFICE OF ELEMENTARY AND SECONDARY EDUCATION - OFFICE OF INDIAN EDUCATION

August 15, 2013

Venue
Smith River Rancheria
Tolowa Event Center
350 North Indian Road
Smith River, CA 95567
Time: 10:00 am 

These sessions are designed to provide you with an opportunity to voice your thoughts and engage in dialogue with White House Initiative on American Indian and Alaska Native Education leadership as well as senior officials.  Issues will include:

  • The American Indian Vocational Rehabilitation Services (AIVRS) have published a request for information (RFI) for input on a proposed definition of the Department's interpretation of "reservation" that would align it with the Government Accounting Office (GAO) interpretation.
  • Title VII Formula seek grantees through the Electronic Application System for Indian Education (EASIE).  During the 2012-2013 grant cycles, some initial enhancements were made to the program, and additional work is planned for the 2013-2014 grant year.  This will also include a revamp of the ED 506 form for eligibility to be more user friendly; we are asking for recommendation on the draft form of this document.
  • General Updates in Indian Education

Registration and more information, please go towww.edtribalconsultations.org

Tribal Consultation (education)



 

 

U.S. DEPARTMENT OF EDUCATION

 

Tribal Consultation Session

OFFICE OF ELEMENTARY AND SECONDARY EDUCATION - OFFICE OF INDIAN EDUCATION

August 15, 2013

Venue
Smith River Rancheria

Tolowa Event Center

350 North Indian Road

Smith River, CA 95567

Phone: (866) 777-7170

Time: 10:00 am

 

 

These sessions are designed to provide you with an opportunity to voice your thoughts and engage in dialogue with White House Initiative on American Indian and Alaska Native Education leadership as well as senior officials.  Issues will include:

  • The American Indian Vocational Rehabilitation Services (AIVRS) have published a request for information (RFI) for input on a proposed definition of the Department's interpretation of "reservation" that would align it with the Government Accounting Office (GAO) interpretation.
  • Title VII Formula seek grantees through the Electronic Application System for Indian Education (EASIE).  During the 2012-2013 grant cycles, some initial enhancements were made to the program, and additional work is planned for the 2013-2014 grant year.  This will also include a revamp of the ED 506 form for eligibility to be more user friendly; we are asking for recommendation on the draft form of this document.
  • General Updates in Indian Education

Registration and more information, please go towww.edtribalconsultations.org

California Tribal College (education)


California Tribal College Moves From Vision to Reality

January 11, 2012

Youth Advocate Mikela Jones, Pomo from Redwood Valley Rancheria, spoke at a reception in support of the new California tribal college at SNR Denton law firm in San Francisco on December 14. (Photo by Lisa Gale Garrigues)

When youth advocate Mikela Jones, Pomo of Little River Band, earned a bachelor’s degree in philosophy fromCalifornia State University at Sacramentoin 2004, he was the first man from his tribe to obtain a four-year college degree.

“How come I'm the first?” he asked himself.  OtherNative American studentshe talked to were also the first from their tribes to get college degrees.

“It really sends us a message that there needs to be more tribal people getting their college education,” he said, speaking at a fundraising reception at SNR Denton law firm in downtown San Francisco on December 14, 2011. The people listening to him were there because they share the same vision: a tribal college in California that will train future Native leaders of the state.

That vision is about to become a reality.

Since it began to take shape in 2009, the California Tribal College initiative has grown to include the backing of 25 of the 109 federally recognized California tribes, who hope to enroll their first students as early as fall 2012, with most classes starting in 2013.

The college doesn't have a permanent home yet, and its permanent name is yet to be determined.  But it does have momentum.

“We are looking at the Internet, and carrying on a virtual campus and getting things started right away,” said Marshall McKay, tribal chairman of the Yocha Dehe Wintun Nation.


Della Warrior, special projects coordinator of the Yocha Dehe Wintun Nation, spoke at a reception in support of the new California tribal college at SNR Denton law firm in San Francisco on December 14. (Photo by Lisa Gale Garrigues)

Project Coordinator Della Warrior, also of the Yocha Dehe Wintun Nation, and a former president of the Institute of American Indian Arts, said the immediate goal is to find a main campus in California with housing for 150 students. Eventually, the plan will be to have satellite campuses throughout the state.

“The tribes now are beginning to take control of their own institutions. And now it's time for California,” she said.

Tribes who are currently participating in the formation of the college include the Hoopa, the Morongo, the Miwok, Pomo, and others, with a concentration of tribes around the northern California counties of Yolo Lake and Sonoma. But the founding members, who have been working with the American Indian Higher Education Consortium, are eager to collaborate with other California tribes to solidify their advisory and leadership council, and select a board of regents and instructional staff.

Tribal administration andlanguage revitalizationwill be core components of the curriculum, McKay said. “The traditional way of training was through the grandparents. We are lacking that component these days, so now we've got to have another way to train and teach our people the complicated and complex issues that they'll have to be dealing with.”

The college will also eventually offer bachelor’s degrees and advanced degrees in subjects like law, medicine and architecture, Mckay said.

There are currently no accredited tribal colleges in California, despite the fact that the state is home to 450,000 Native American people. Of those, “less than one percent are going to college, and less than half that are graduating,” said Warrior.

The only other Native-run college in California was the intertribal DQ University on the University of California, Davis campus, offered courses for 35 years before it lost its college accreditation in 2005 amidst declining student enrollment and alleged financial mismanagement. Though no longer offering college courses, it does continue to host workshops and pow-wows.

The new college will be geared towards the uniqueness of the California Native experience, said Warrior. Historically, Native people in California hid and tried to become invisible after the ravages of the 1849 Gold Rush. But California not only has the largest number of tribes of any state, it has the largest and most diverse Native population, which includes members of other tribes who moved to California from other parts of the U.S. during the Urban Indian Relocation program of the 1950s.

With 66 California tribes currently involved in gaming, the state has recently become the single largestIndian gamingmarket in the country, bringing in new funds that could help make the tribal college a reality. Warrior said the college would be looking to gaming tribes, foundations, and government grants as well as corporations and individuals to help get the program off the ground.

“We welcome anyone who might want to join us and help us because it's going to take a lot of people to make this happen, and a lot of resources, people and dollars,” she said.


Marshall Mckay, tribal chairman of the Yocha Dehe Wintun Nation, spoke at a reception in support of the new California tribal college at SNR Denton law firm in San Francisco on December 14. (Photo by Lisa Gale Garrigues)

The ultimate goal, said McKay, is a tribally controlled and tribally funded university system that will benefit not only the tribes but all of California.

“If you have educated a group, whatever that group is, it's going to flow out to the community, and it's going to make a difference to the community,” he said. “It's going to make sure that people start to look at Native tribes as leaders again.”

Jones, who now has his master’s in school counseling and works as vice principal of a tribal school, is looking forward to the day when Native students will be receiving degrees from the California tribal college.

“They're not going to be the first ones, they're going to be the third ones, the fourth ones; they're going to be the ones that continue a new cycle for our people.”

To find out more about the California Tribal College initiative, contact Cathy Wright at cwright@yochadehe-nsn.gov.

The Yocha Dehe Wintun Nation supports the establishment of a tribal college in California:


Read more athttp://indiancountrytodaymedianetwork.com/article/california-tribal-college-moves-from-vision-to-reality-71116

Graduation Walk Out (education)

Timeline Photos

GRADUATION ADDRESS LEADS TO WALKOUT AT HIGH SCHOOL
JUNE 6 2013

"she had also been influenced by the Canadian First Nations “Idle No More” movement"

DULUTH, MINNESOTA- A valedictory address delivered by a member of the Red Cliff Band of Lake Superior Chippewa at Sunday’s graduation exercises at Bayfield High School led to a protest walkout by about 15 Native American students Monday.

Victoria Gokee-Rindal, a member of the Class of 2013, departed from the text of her remarks on Sunday, charging that racial insensitivity and disrespect for students who are tribal members are ongoing issues at the school, and part of a larger problem.

“Why is it that Native students of the Bayfield School District are made to feel like they have to check their Indian-ness at the door?” she asked in her address, also asserting that teachers who stood up for Native American students were treated with disrespect for that support.

On Wednesday, Gokee-Rindal said she felt compelled to make the remarks to call attention to what she said was a pervasive issue at the school.

“I felt like I had the opportunity to really address my community and the school, and I wanted to take full advantage of that,” she said.

Gokee-Rindal said she had been encouraged to take the stand by a number of women in the Red Cliff community.

“I was given an eagle feather and tobacco to bring up certain issues at graduation, to get the word out,” she said.

Gokee-Rindal said her main concerns were about “basic human rights.”

She said she had also been influenced by the Canadian First Nations “Idle No More” movement in support of indigenous rights...

CONTINUE READING: http://www.ashlandwi.com/news/article_d3e2f97e-ce69-11e2-8e8e-0019bb2963f4.html

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RELATED NEWS:
Poarch Creek Student Fined for Wearing Eagle Feather at Graduation
http://indiancountrytodaymedianetwork.com/2013/05/31/poarch-creek-student-fined-wearing-eagle-feather-graduation-149646

By: Native Voices United - USA/Canada online radio

 

 

 

High School Phone Number: (530) 493-2697

 

Mike Matheson Superintendant:http://www.sisuhsd.net/misc/cms_contact?d=x&id=1271057783841&return_url=1370732034436

 

The Principal is Angelika Brown: http://www.happycamp-highschool.com/misc/cms_contact?d=x&id=1312697178419&return_url=1370731749848

 

By Trish Glose/KTVL.comHAPPY CAMP, Cal. -- A high school student, getting ready to graduate from Happy Camp High school, wanted to celebrate her heritage by wearing a basket cap with her gown. Her principal told her no.Now, Cheyenne Moore's mother is upset her daughter isn't allowed to wear it. Leslie Moore says her daughter is part Karuk. Along with necklaces and beads, females traditionally wear basket caps.My daughter is very in to her culture and the principal said she was not allowed to because the traditional caps were part of the ceremony, said Moore.Mike Matheson, with the Siskiyou Union High School district says students are only allowed to wear the traditional caps and gowns at all the high schools in the district. He says in Happy Camp, seniors are encouraged to wear traditional beads and necklaces to represent their heritage.Any other head gear other than a traditional cap is not allowed, Matheson said.Moore says her daughter is upset, her culture is very important to her and it's a big part of the community here in Happy Camp and people in the past have worn their caps.She says her daughter wanted to use the traditional cap in the ceremony, too when it was time to move the tassle and when the other students threw the caps into the air. Moore says her daughter plans on wearing the basket cap anyway, even though she was asked not to and said, I'll back her up 100 percent.Matheson says any student wearing anything other than the standard cap and gown will not be allowed to proceed.

Native Student Not Allowed To Graduate (education/news)

High School Phone Number: (530) 493-2697

Mike Matheson Superintendant: http://www.sisuhsd.net/misc/cms_contact?d=x&id=1271057783841&return_url=1370732034436

The Principal is Angelika Brown: http://www.happycamp-highschool.com/misc/cms_contact?d=x&id=1312697178419&return_url=1370731749848



By Trish Glose/KTVL.comHAPPY CAMP, Cal. -- A high school student, getting ready to graduate from Happy Camp High school, wanted to celebrate her heritage by wearing a basket cap with her gown. Her principal told her no.Now, Cheyenne Moore's mother is upset her daughter isn't allowed to wear it. Leslie Moore says her daughter is part Karuk. Along with necklaces and beads, females traditionally wear basket caps.My daughter is very in to her culture and the principal said she was not allowed to because the traditional caps were part of the ceremony, said Moore.Mike Matheson, with the Siskiyou Union High School district says students are only allowed to wear the traditional caps and gowns at all the high schools in the district. He says in Happy Camp, seniors are encouraged to wear traditional beads and necklaces to represent their heritage.Any other head gear other than a traditional cap is not allowed, Matheson said.Moore says her daughter is upset, her culture is very important to her and it's a big part of the community here in Happy Camp and people in the past have worn their caps.She says her daughter wanted to use the traditional cap in the ceremony, too when it was time to move the tassle and when the other students threw the caps into the air. Moore says her daughter plans on wearing the basket cap anyway, even though she was asked not to and said, I'll back her up 100 percent.Matheson says any student wearing anything other than the standard cap and gown will not be allowed to proceed.


Help Fined Poarch Creek Student Get Her Diploma (education/action alert)


Chelsey Ramer
Chelsey Ramer, 17, at Escambia Academy High School's graduation ceremony on May 23 with her eagle feather on her tassel.

Help Fined Poarch Creek Student Get Her Diploma

June 05, 2013

 

When Chelsey Ramer, a graduating senior at Escambia Academy wore an eagle feather during her high school graduation ceremony on May 23, she was denied her transcripts, high school diploma and fined copy,000. The 17-year-old member of the Poarch Band of Creek Indians knew there would be consequences, but what she and her family didn’t expect was the amount of support they would receive.

After the story broke on the Indian Country Today Media Network website, thousands of supporters from all over the country have voiced support for Chelsey. And some have put their money where their mouth is. Dan Morrison, the communications director at First Peoples Worldwide has created an Indiegogo effort he’s called, “Chelsey can't graduate because she is proud to be Native American” to raise the money to pay the fine.

As of June 5, copy77 had been raised toward paying the fine. Any extra money raised over the amount of the fine will go toward helping Chelsey with her education.

Though school officials at Escambia Academy in Atmore, Alabama have refused to say whether Ramer will be made to pay the fine, in a letter to ICTMN June 5, Chelsey’s mother, Debra Ramer has stated the family plans to pay it to ensure there will be no difficulties for Chelsey in further pursuing her educational goals.

“According to Escambia Academy, no decision about the copy,000 fine was made Monday by the Escambia Academy board because the topic of the fine was not up for discussion. With that being said, in order to pursue Chelsey’s educational goals and achieve college freshman status this fall, which is our highest priority at this time, the fine must be paid. That doesn't make it right. That doesn't mean I agree with it. And that doesn't mean that the fight is over,” wrote Debra. (Related story: “Poarch Creek Student Fined for Wearing Eagle Feather at Graduation)

In the e-mail, Debra also said how proud she is of her daughter’s efforts and how much she appreciates the outreach she and her family has received.

“First and foremost, I love and support my daughter more than she will ever know. I am so proud of her and her accomplishments. Graduating high school in today's world is a huge accomplishment in itself. The fact that she has plans to continue her education makes me even more proud. However, I am proudest of her for standing up for things that are important to her, no matter the consequences. I'm ashamed to say it, but Chelsey knows more about our native culture and history than I do. She is very proud of our heritage and I respect that.

Yes, we as a family, discussed the consequences and every scenario imaginable before she made her decision to wear her eagle feather, but that doesn't make the consequences right. That doesn't make it right to deny Chelsey her rights. She has strong beliefs and convictions about many things that effect (sic) her life. From being able to be the only girl to play football on the team with the boys to her heritage and I will always support important issues with her.

I would also like to make crystal clear that the "contract" for the graduation dress code was generated by the Escambia Academy board, not Ms. Warren. No one especially minors, should be made to sign anything under direst (sic). I have nothing but respect for Ms. Warren and sincerely hope that her abrupt resignation had nothing to do with this situation.

The outpouring of support has been tremendous. We can not say thank you enough. It is astounding how one very discreet, yet very poinet (sic) display of pride can grab the attention of so many people. It is our hope that you all are as passionate about many other important issues to not only our community, but our tribe, our state, our country and the world. Please continue with the phone calls, the text messages, the emails and the petitions, on matters that are important to you. It is our hope and ambition that one day every human being in the world will have the oppurtinuty (sic) to discreetly and proudly display symbols of their heritage, spiritual and religious beliefs without consequence, as this countries constitution intended.”

Debra Jackson Ramer

Proud PBCI tribal member

Proud friend to many EA families

Proudest to be mother of Chelsey Ramer


Read more at https://indiancountrytodaymedianetwork.com/2013/06/05/help-fined-poarch-creek-student-get-her-diploma-149737

NCAI Newsletter (education)

Advancing Native Education Legislation in the 113th Congress

 The 113th Congress provides a key opportunity to strengthen Native education through the legislative proposals tribes have been working on for years. In preparation for advocacy on this critical priority, NCAI issued a call for feedback in February 2013 on a draft Indian education bill. Together with the National Indian Education Association, NCAI has revised the proposal to incorporate input received from tribal leaders and Native educators. Please see below for the revised bill and a matrix of the comments received by both NCAI and NIEA.

 ·         Click here for a summary of the revised legislative proposal.

·         Click here to read the full text of the revised legislative proposal.

·         Click here to view a matrix of comments received by NCAI and NIEA.

 Background:  The draft language comes from NCAI's initial proposal for the Native Culture, Language, and Access for Success in Schools (CLASS) Act, which addresses the joint NCAI/NIEA education priorities outlined in NCAI Resolution #ABQ-10-054 and NIEA Resolution 11-002. Although the Native CLASS Act (S. 1262) passed out of the Senate Committee on Indian Affairs in October 2012, it did not clear the entire Congress. The proposed law would address many of the systemic problems in Native education, including strengthening tribal participation in education, supporting the revitalization of Native languages, and encouraging collaboration between tribes, states, and school districts.

Next Steps:  In partnership with NIEA, the Tribal Education Departments National Assembly, and the United South and Eastern Tribes, NCAI is working with Congress to introduce a comprehensive Indian education measure that is similar to the Native CLASS Act. Our organizations will use the revised draft proposal in our advocacy on this issue as we move forward. Please feel free to utilize this information when you advocate to your congressional representatives.

 For more information, please contact Terra Branson, Legislative Associate, at tbranson@ncai.org.

Institute for Teachers of Color (education/event)

Institute for Teachers of Color Committed to Racial Justice 
San José State University; June 19-21, 2013
Applications Due: April 1, 2013

Keynotes Confirmed:
Dr. Tara Yosso, Chicana/o Studies, UCSB
Allyson Tintiangco-Cubales, Asian American Studies and Educational Leadership, SFSU

 

In California, students of color comprise over 70% of the public school population, but teachers of color make up less than 30% of the teaching force. With barriers such as limited resources, testing pressures and culturally-disconnected mandated curriculum, teachers of color with a commitment to racial justice face many challenges in realizing their vision, and can feel isolated in their work.

June 19-21, 2013, San José State University is hosting the third annual Institute for Teachers of Color Committed to Racial Justice, a three-day conference to support the development, success and retention of teachers of color struggling to achieve racial justice in schools. It is intended as a community building, professional development space for teachers of color to explore the racial climate of their schools, receive training to navigate these realities, and strategize how to create racially transformative classrooms and schools. We are also accepting applications from school administrators of color and teacher educators of color who are interested in building alongside teachers. 

The cost for attending the Institute is $150, which includes breakfast, lunch and materials for all three days (a limited number of scholarships are available for those who are not receiving district funding). Applications should be submitted by April 1, 2013 and we will notify applicants by early May. If you are interested in attending this Institute, please complete the application through the following link:

 

www.surveymonkey.com/s/Instituteforteachersofcolor 

We are looking for teachers, school administrators and teacher educators of color who:
• Are committed to racial justice.
• Work at schools serving a significant population of students of color.
• Want to build a like-minded community.
• Have specific needs that can be met by the Institute. 

We are also hoping to achieve racial and gender balance among participants to represent the diversity of teachers, school administrators, and teacher educators of color. Please submit any inquiries to Dr. Rita Kohli at rita.kohli@sjsu.edu.

Program Coordinators: 
Rita Kohli, Department of Elementary Education, San José State University
Marcos Pizarro, Mexican American Studies, San José State University