OIEA 2025 Conference
Cultivating Knowledge for Future Generations

The power of TEK and Language in Research
Presenter(s): Alisa Woodruff- Skokomish Tribe

Brief Description: Traditional Ecological Knowledge (TEK) and Indigenous languages offer unique insights into our environment. When combined with modern research methodologies, we can create an even more powerful comprehensive framework and better understand our world. This presentation will share how these traditional methods were used to support work with endangered species.

Outcomes: Participants will leave this workshop understanding how Traditional Ecological Knowledge (TEK) and Indigenous languages can be integrated with modern scientific methodologies to create more effective conservation frameworks, particularly for endangered species. They will:

• Recognize the unique environmental insights preserved in Indigenous knowledge systems that may be absent from conventional scientific approaches
• Understand practical methods for respectfully incorporating TEK into conservation work
• Learn specific case studies demonstrating successful integration of traditional and modern approaches in endangered species protection
• Gain awareness of how Indigenous languages encode ecological relationships and classification systems valuable to conservation efforts
• Develop skills for building collaborative relationships with Indigenous knowledge keepers and communities
• Appreciate the complementary nature of different knowledge systems rather than viewing them hierarchically
• Identify opportunities to apply these integrated approaches to their own conservation work

This workshop bridges cultural and scientific paradigms, equipping participants with both conceptual understanding and practical tools for more holistic, effective, and culturally responsive conservation practices.

Indigenous Approaches to AI Policy & Implementation in Educational Spaces
Presenter(s): Ronald Johnson (Makah) and Jenny Serpa (Quechua)

Brief Description: This session explores the intersection of Indigenous knowledge systems and artificial intelligence technologies in educational contexts. We will examine institutional AI policies through an Indigenous lens, addressing ethical concerns specific to Indigenous Peoples—including data sovereignty, algorithmic bias, and cultural appropriation within AI systems. The workshop highlights how traditional wisdom can inform ethical AI implementation while challenging colonial patterns in emerging technologies.

Participants will engage with practical examples of AI tools designed for or adapted to educational settings, with special attention to applications that respect and incorporate Indigenous methodologies. Through collaborative discussion, we’ll share successes, challenges, and lessons learned when implementing various AI tools in classrooms.

As teachers, we have a responsibility to model thoughtful technological engagement that maintains Indigenous values within learning environments, digital or otherwise. The presenters will offer specific policy considerations, classroom integration examples, and guidance frameworks that protect Indigenous knowledge while embracing the educational potential of AI technologies. This approach creates a space for developing AI implementation strategies that honor traditional ways of being while preparing students for a technology-influenced future.

Outcomes:

• Evaluate institutional AI policies through an Indigenous ethical framework.
• Experience and analyze practical classroom applications of AI tools in educational contexts.
• Develop balanced strategies for AI implementation that maintain traditional values and academic standards.

Student Success Plans: Scaling Best Practices across Oregon (Part 1)
Presenter(s): Mujidat Saaka, Heidi Lee Harless, Angie Foster-Lawson, Bryce Coefield, Carol Matsuzaki, and Susan Mekarski

Brief Description: There are six student success plans that prioritize the overall outcomes of under served students. This panel discussion highlights the intersectionality of these plans, the partnership with community, the collaboration with Tribes, the implementation supported by advisory groups, and grant funds used to implement the strategies in each plan. Now we’re getting ready to scale best practices across the state of Oregon to ensure every student has every opportunity to succeed.

Outcomes: Each attendee should walk away with an awareness of the six pillars that align all student success plans, how each plan aligns and amplifies key strategies in the American Indian/Alaska Native Student Success Plan, knowledge of organizations currently receiving student success funds, hear the voices of students being served, and an outline of our next steps to scale best practices across the state.

How to Create a Drum Class and other Indigenous Methods for K-12 schools
Presenter(s): Tiffany Stuart (Siletz, Grand Ronde, Wasco, Cherokee), Kent Rilatos (Siletz)

Brief Description: Participants will learn how a K-12 drum class was created at an Oregon charter school. They will also be presented with other Indigenous methods in the school, such as peacemaking, traditional cooking through the Culinary Arts program, and tribal language classes. This interactive workshop will include time to network.

Outcomes:

• Participants will learn about resource ideas for creating a drum class and other Indigenous methods at their school and network with other participants through Indigenous talking circle methods.
• This workshop will unpack the Indigenous frameworks utilized at our Charter school, 2024 dissertation research on peacemaking, Indigenous Culinary Classes, Language and Culture Classes, and Indigenous events. The legacies in our community, our elders, and our knowledge will hold on to our future youth.
• Participants will learn Indigenous methods through storytelling, photographs, and video. Throughout the presentation, discussion questions for small groups will take place.

Resources and strategies to advocate for family/school meetings
Presenter(s): Jen Anderson CNO, Jenny Sanchez CTGR

Brief Description: This session will provide a brief overview of the MTSS support system that most schools use. In addition it will provide strategies to facilitate conversations between families and schools around the implementation of MTSS strategies while considering family culture.

Outcomes:

• Overview of MTSS system
• Basic of the the different tiers of MTSS
• Understanding of where SPED services fit into MTSS
• Ways to incorporate cultural knowledge into Tier 1-3 supports

The 2025-2030 American Indian/Alaska Native Student Success Plan of Oregon
Presenter(s): Renee Roman Nose, Citizen of the Cheyenne and Arapaho Tribes of Oklahoma

Brief Description: The 2025-2030 American Indian/Alaska Native Student Success Plan (AIANSSP) is a guide for ESDs, LEAs, educators, Tribal leaders, ODE departments, interagency partners, and community in support of Native excellence throughout Oregon. This session will share those goals and highlight how the strategies shared in the plan will improve student outcomes.

Outcomes: Attendees will gain a greater understanding of the obstacles faced by AI/AN students and how the Office of Indian Education is actively partnered with Tribes, community organizations, ESDs, LEAs, interagency partners, educators and communities to provide successful strategies leading to improved AI/AN student outcomes. Through promotion of best practices, as identified and elevated by the AI/AN Advisory Committee, the Government-to-Government Education Cluster, as well as internal and external partners, the Office of Indian Education seeks to continue to support AI/AN student success through advocacy, including sharing how best to support students as they seek to navigate to their academic goals. Attendees will be energized and renewed in their understanding and appreciation for their advocacy for  AI/AN students.

Classrooms as Sites of Healing: A Stinta (Love) Informed Practice
Presenter(s): Roshelle Weiser-Nieto, Modoc/Yahooskin Paiute

Brief Description: Participants will: Understand the foundations of Stinta-Informed Practice as a trauma-informed wellness framework; Explore how love and resistance can inform healing in educational spaces; Reflect on their own practice in relation to the five components; Leave with a tool to support healing-centered teaching and set future goals for personal and classroom-based practice.

Outcomes: This session will provide participants with a clear overview of each component, real-world classroom examples, and guided reflections. Participants will engage in interactive activities, including journaling, turn-and-talk, and group discussion, to identify which components they are already strong in and where they may wish to grow. They will leave with a copy of the Stinta-Informed framework as a tool to guide goal setting and healing-centered instructional practice.

The power of TEK and Language in Research
Presenter(s): Alisa Woodruff- Skokomish Tribe

Brief Description: Traditional Ecological Knowledge (TEK) and Indigenous languages offer unique insights into our environment. When combined with modern research methodologies, we can create an even more powerful comprehensive framework and better understand our world. This presentation will share how these traditional methods were used to support work with endangered species.

Outcomes: Participants will leave this workshop understanding how Traditional Ecological Knowledge (TEK) and Indigenous languages can be integrated with modern scientific methodologies to create more effective conservation frameworks, particularly for endangered species. They will:

• Recognize the unique environmental insights preserved in Indigenous knowledge systems that may be absent from conventional scientific approaches
• Understand practical methods for respectfully incorporating TEK into conservation work
• Learn specific case studies demonstrating successful integration of traditional and modern approaches in endangered species protection
• Gain awareness of how Indigenous languages encode ecological relationships and classification systems valuable to conservation efforts
• Develop skills for building collaborative relationships with Indigenous knowledge keepers and communities
• Appreciate the complementary nature of different knowledge systems rather than viewing them hierarchically
• Identify opportunities to apply these integrated approaches to their own conservation work

This workshop bridges cultural and scientific paradigms, equipping participants with both conceptual understanding and practical tools for more holistic, effective, and culturally responsive conservation practices.

Restorative justice/restorative practice strategies for students with trauma
Presenter(s): Jen Anderson CNO, Jenny Sanchez CTGR

Brief Description: During this session participants will explore the basic strategies behind restorative justice/restorative practices. These practices will explore the idea of co-regulation and de-escalation strategies and how they help students develop these skills in order to participate in the RJ/RP process.

Outcomes:

• Basic understanding of RJ/RP- participants will leave with a series of questions and basic procedures for facilitating RJ/RP conversations.
• Co-regulation framework- participants will learn the basic pillars to developing strong relationships in order to support students through escalation by co-regulating.
• De-escalation strategies and the impact of trauma on strategies- participants will explore a variety of de-escalation strategies and gain knowledge on which strategies fit them best and how to adapt those strategies for those who have experienced trauma.

PowWow Yoga
Presenter(s): Acosia Red Elk

Brief Description: Acosia Red Elk is an Enrolled Member of the Umatilla Reservation in Northeastern Oregon. She is a 10x World Champion Jingle Dancer, Indigenous Yoga Teacher and Facilitator. Acosia travels the world sharing cultural knowledge and movement, and is known for her unique style of dance, indigenous approach to yoga, public speaking and storytelling.

Finding the practice of yoga seven years ago has guided Acosia towards her natural role as a wellness leader, shown in her passion for sharing yoga with Native People. She seeks to spread awareness about the healing benefits of movement and the power of thought, and how these tools can be used daily to release toxic stress and reduce historical and bodily trauma held in the body. Acosia is the creator of Powwow Yoga, a movement practice that combines Indigenous Powwow Dancing with yoga, using the 7th Generation Principles to protect and ensure a future of healthy generations.

Outcomes:

“Yaka,Yaka ,Tun Nam Aq’inusha?” Brown Bear Brown Bear What do you see?
Presenter(s): Mildred Quaempts, Shawndine Jones, Aaliyah Dick

Brief Description: “Brown Bear Brown Bear What do you See?” has been translated in the Umatilla language and it is publicly posted on the CTUIR Language Programs YouTube page. This book with the video recording has been an asset to teaching students the basic colors, numbers, and animals. It is part of the Language Program’s Tamalúut Immersion class’s curriculum and was used as a steppingstone in the partnership between the CTUIR Language Program and Pendleton School District’s “Walk to Language” that is headed by Shawndine Jones. “Brown Bear Brown Bear What Do You See?” is consistently used in Pendleton School District Schools Pendleton Early Learning Center and Washington Elementary.

Outcomes: Participants will engage in a full lesson of “Brown Bear, Brown What Do You See?” with classroom activity after the presentation. Participants will also be taught relevant sign language by a CTUIR youth tribal member.

Title VI Indian Education: Strategies for Student Success and Program Impact
Presenter(s): Kendall Rosario

Brief Description: This session embarks on the strategies that the Confederated Tribes of the Umatilla Indian Reservation Title VI Youth Services Program uses to support students within the public school system. Participants will gain insight into culturally responsive approaches to program design and implementation. The session will also dive into collaborative efforts between the tribe, schools, and families.

Outcomes: The CTUIR Youth Services Program is unique in that CTUIR owns the grant funding, hires their own staff, and has established relationships with the public school districts to implement program objectives, whereas many Title VI programs are run by the school districts. Because of this, we have been able to foster culturally-responsive collaboration with the intention of supporting AI/AN student’s academic success and cultural identity. We have been able to teach culture as an elective in the schools, be in the classrooms supporting teachers, take students out on culturally relevant field trips, suggest and encourage culturally-response training for public school staff, and overall, be active participants in our student’s education. The session will inform participants of the process involved in creating these relationships and provide tools that can hopefully inspire and strengthen their own programs to enhance AI/AN student achievement, family engagement, and ensure long-term impact.

Resources and strategies to advocate for family/school meetings
Presenter(s): Jen Anderson CNO, Jenny Sanchez CTGR

Brief Description: This session will provide a brief overview of the MTSS support system that most schools use. In addition it will provide strategies to facilitate conversations between families and schools around the implementation of MTSS strategies while considering family culture.

Outcomes:

• Overview of MTSS system
• Basic of the the different tiers of MTSS
• Understanding of where SPED services fit into MTSS
• Ways to incorporate cultural knowledge into Tier 1-3 supports

Student Success Plans: Scaling Best Practices across Oregon (Part 2)
Presenter(s): Mujidat Saaka, Heidi Lee Harless, Angie Foster-Lawson, Bryce Coefield, Carol Matsuzaki, and Susan Mekarski

Brief Description: There are six student success plans that prioritize the overall outcomes of underserved students. This panel discussion highlights the intersectionality of these plans, the partnership with community, the collaboration with Tribes, the implementation supported by advisory groups, and grant funds used to implement the strategies in each plan. Now we’re getting ready to scale best practices across the state of Oregon to ensure every student has every opportunity to succeed.

Outcomes: Each attendee should walk away with an awareness of the six pillars that align all student success plans, how each plan aligns and amplifies key strategies in the American Indian/Alaska Native Student Success Plan, knowledge of organizations currently receiving student success funds, hear the voices of students being served, and an outline of our next steps to scale best practices across the state.

A Regional Pilot for the Implementation of TH/SH and AI/AN Culturally Responsive Practices
Presenter(s): April Negrette (Te-Moak Tribe of Western Shoshone Indians of Nevada/Northern Paiute), Kieran Connolly

Brief Description: This session will describe how ODE, an ESD, a REN, tribal community members, and SDs came together to launch a regional professional development effort supporting the implementation of TH/SH for educators in the Columbia Gorge region. Hear about best practices, lessons learned and built in sustainability measures to provide continuity of the work.

Outcomes: Attendees should expect to take away a framework/template for how to begin first steps to launch and design a pilot TH/SH PD series in their region, identify regional partners, and gather background data to build out PD to meet local educator and student needs. Regions that are farther along in their implementation efforts will walk away with ideas on how to grow their present efforts and identify additional relevant partners to expand the reach of implementation, potential sustainability options and learn about various different models of PD. Methods for data collection, relationship building, and PD research and design will also be presented.