Salmon Teachings Honor Our Past and Embrace Our Futures
Educating Through Traditional Teachings and Ways of Life

Bringing Indigenous Teachings to Public Elementary Schools
Alexandria Warren-Masters, Confederated Tribes of Grand Ronde (CTGR)

Promoting and supporting inclusion for Indigenous youth by bringing teachings and cultural sharing opportunities to public elementary schools. I partner with our local public school that serve Indigenous children that live on the reservation by creating relationships with staff and children.

Sharing the importance of partnering with local school districts and tribes to bring learning opportunities to all youth to create and support inclusive classrooms.

Redefining Native Education: Culturally Responsive Teaching Practices for Native Youth
Cheyanne Heidt – Confederated Tribes of Grand Ronde (CTGR)

This presentation aims to explore the importance of culturally responsive teaching practices for Native youth, highlighting the significance of acknowledging and nurturing their unique cultural backgrounds in educational settings. It will discuss practical examples and research-backed strategies to help educators create culturally responsive learning environments that promote educational equity and honor Native students’ rich cultural heritage.

After attending this session, educators will have a deeper understanding of the historical and ongoing experiences of Native communities – helping the educators develop strategies that promote inclusivity and enhance student engagement. Equipped with knowledge about culturally responsive teaching practices and strategies, educators will feel more comfortable incorporating indigenous knowledge, language, and traditions into the curriculum, thus fostering a sense of belonging and empowering Native youth to succeed academically, while maintaining their cultural identity.

ITECK, Indigenous Land Stewardship and Youth Engagement at Parrott Creek
Ameyalli Manon-Ferguson (Mazahua, Nahua, Osage) and Autumn Martinez

The Cultural Ecology Program at Parrott Creek is an Indigenous land stewardship project centering Indigenous leadership and values at an 80-acre natural area meant for community and cultural use. By engaging highly traumatized youth, community partners, and Indigenous peoples it offers the opportunity for community healing and education.

Attendees will gain information about a community service program that could engage their students, clients, and families. Additionally, they will learn how to: use trauma-informed youth engagement in outdoor education, engage Indigenous youth in Indigenous science, and implement community care and restorative justice into education programs.

Native Voices: The Enduring Languages of Oregon Tribes
Renee Roman Nose, Cheyenne and Arapaho Tribe of Oklahoma; Valerie Switzler, Warm Springs Wasco

ODE, through the Office of Indian Education has collaborated with the nine federally recognized Tribes to create a compelling video which tells the story of what language means to each of the Tribes. Told through community members perspectives, this film is powerful and meaningful.

Attendees will be informed of best practices utilized by Oregon Tribes to promote and preserve the Indigenous languages of Oregon.

Learning, Unlearning, Relearning: Native Youth Wellness Program’s TH/SH Professional Development Series
Roshelle Weiser-Nieto, Modoc/Yahooskin; Nicole Barney, PhD, Klamath Tribes

We will explore the Native Youth Wellness Program’s TH/SH PD series outcomes, lessons, and future plans. Gain insights into our PD framework, its impact on educators, and access valuable resources. Discover significant findings and practical implications for educators from our journey.

Attendees will learn about the Native Youth Wellness Program’s Tribal History/Shared History (TH/SH) professional development (PD) series. After completing four rounds, we are excited to share the outcomes, lessons learned, and our plans for further developing additional professional development sessions. Participants will gain insights into the PD framework, objectives, and impact on educators, along with useful TH/SH resources. In addition, we’ll outline the significant findings from our series, providing an overview of our journey and the practical implications for educators.

Journey of Transformation Curriculum
Birdie Wermy, (Cheyenne & Arapaho Tribes of Oklahoma) Maya Webber and Stephanie Soliz

The NPAIHB partnered with the University of Washington in 2022 to implement the Journey of Transformation (CJOT) Curriculum with an urban Indian School in Oregon. This pilot project began during January 2023 with Sophomores. We have successfully completed part of the curriculum and will begin working with the second cohort of Sophomores during the Spring Trimester. Educators include Birdie Wermy and Maya Webber from NPAIHB and Stephanie Soliz from UW.

Understanding Special Education Process and Individual Education Plan (IEP)
Clifton Bruno -Wasco, Christine Bruno- Basque Comanche Irish

The journey through the Special Education process is difficult and confusing for parents and professionals. Working knowledge of the reauthorized Individuals with Disabilities Education Act of 2004 (IDEA) is vital to effectively advocate and support students with learning challenges and disabilities.

Information will be presented from a cultural and parent advocate perspective with an understanding of the lifelong impact of K-12 education. The goal is to increase positive educational outcomes for American Indian/Alaskan Native students with IEPs, by empowering parents and community member to be effective advocates. Topics such as, how to prepare for school meetings and what you can do,if you do not agree will be discussed.

Maqlaqs Paddle – Paddle Tribal Waters
Ashia Wilson, Maqlas , Klamath and Modoc

Maqlaqs Paddle Club, with support from Ríos to Rivers, World Class Kayak Academy, and Otter Bar Kayak School, launched a transformative kayak and river advocacy training program for 15 indigenous youth from the Klamath Basin. Paddle Tribal Waters aims to nurture a deep connection to ancestral waters, develop leadership skills, and promote environmental conservation. With support from NRS, we empower the next generation to be stewards of their heritage and advocates for river preservation. Join us in celebrating this inspiring initiative!

The long-term vision of the Paddle Tribal Waters program is to support the youth who participated in the first descent of the Klamath to go on to create tribally led river programs in their communities. Paul and Ashia Wilson from the Klamath Tribes led by example by creating Maqlaqs Paddle in 2018 after their first exchange program with Ríos to Rivers. Maqlaqs Paddle is a kayak club for Klamath Tribes youth based in Southern Oregon.

Educator Roundtable: Collaborative Development of TH/SH Micro PDs
Nicole Barney, Klamath Tribes; Rena Dunbar; Richie Thomas, Roshelle Weiser-Nieto

We are a team of researchers from the University of Oregon focused on developing a Tribal History/Shared History (TH/SH) Micro PD series. We invite educators to our roundtable discussion to explore issues, share firsthand teaching experiences, and gather insights into TH/SH. This session aims to identify barriers and drivers to effective curriculum implementation and guide the development of impactful, relevant micro PD modules through collaborative dialogue. Together, we’ll explore issues, share experiences, and gather insights.

Attendees of this session can expect to gain a comprehensive understanding of the challenges and key factors for successful implementation of the Tribal History/Shared History (TH/SH) curriculum. They will engage in the analysis of real-world data from past TH/SH professional developments to inform the creation of targeted micro PD modules. Participants will delve into the nuances of TH/SH curriculum implementation, share experiences, discuss with peers, and contribute their insights to shape a series of micro PDs tailored to the specific needs of educators and students in the TH/SH context.

Bring UNITY to your Native Youth Groups
LorenAshley Buford, Yamassee of Florida

UNITY is the oldest and largest Native youth network in Country. Learn ways in which your youth can be involved in the National movement to inspire hope through youth leadership development and community service projects. Become a partner with UNITY to receive free training and toolkits for your local youth group.

Learn how to empower your local Youth Group, Native Club or after school program to become part of the movement in fostering servant leadership skills. Participants will learn about the wrap around services and curriculum available to affiliated Youth Council Advisors and training opportunities for their youth. Come share your community knowledge of best practices in engaging native youth in leadership development and community service projects. Learn more about how your students can be involved in the the United National Indian Tribal Youth Inc. UNITY’s mission it to, “foster the spiritual, mental, physical and social development of American Indian and Alaska Native youth, and to help build a strong, unified and self-reliant Native America through involvement of its youth.” In keeping with its mission, UNITY has served the leadership needs of American Indian and Alaska Native youth for 48 years. UNITY is a national organization with over 260 youth councils operating in 36 states. These youth councils represent thousands of Native American youth.

Research Study Findings from Oregon’s Native Voices across Generations: Re-imagining Discipline in a New School Landscape
Renee Roman Nose, Cheyenne and Arapaho Tribes of Oklahoma; Paulina Whitehat, Dine (Navajo), Janne Underriner, Heather McClure

We will share findings from the Native Voices across Generations: Reimagining Discipline in a New School Landscape research project (2022-2024). We investigated impacts of disproportionate discipline for Native students in Oregon K-12 schools. We also present what Native communities envision as essential for Native students to belong and thrive.

Key information we will share with attendees includes: 1) the contributors to and consequences of disproportionate discipline for Native students in Oregon public schools drawn from a) community conversations with Native students, families and Tribal members, and educators and b) analysis of Oregon Department of Education data; 2) implications of community conversation findings for the design of professional development courses for educators; and 3) a brief video focused on Native Oregon students’ experiences of discipline in public schools, in the past, present, and future. Equally important, this study queries what Native students, families and communities envision as essential for healthy schools in which Native students belong and thrive culturally, socially, psychologically, and academically. This project involves the collaboration of the Center for Equity Promotion (CEQP) in the University of Oregon (UO) College of Education, and the UO’s Northwest Indian Language Institute, with support from and in partnership with the Office of Indian Education/Oregon Department of Education (OIE/ODE). OIE asked project investigators to investigate Native students’ school experiences after identifying clear disciplinary disproportionality between Native and White students in Oregon school data.

UnDam the Klamath – History and Future
Konrad Fisher, Director, Water Climate Trust

Un-Dam the Klamath is a social movement to remove dams on the Klamath River, and restore native fish habitats. In this session, learn about the history of Klamath dam, from the 2002 fish killing to present day removal, including what lessons were learned from the UnDam the Klamath campaign. We’ll also discuss the near future: continuing to protect tribal cultures, subsistence fishing and food security through water allocation policies that protect our ecosystem.

Healthy Native Youth: Culturally Relevant Curricula, Tools & Resources for Adolescent Health for American Indian/Alaska Native Youth, Parents and Communities
Michelle Singer (she/her | Navajo)

Healthy Native Youth is a one-stop shop for adults seeking to promote inclusive, holistic health & wellbeing for Native teens, parents and communities. The site provides 19 culturally-relevant curricula, tools, training & ready-to-use resources to plan and to deliver effective, age-appropriate positive youth development adolescent health programming in diverse settings.

Participants will improve their practical knowledge of resources and best practices for planning, implementing and promoting inclusive, holistic health and wellbeing for Native teens and young adults. Participants will learn at least three culturally-relevant, evidence-based sexual health education programs for AI/AN youth and support tools to help plan, implement, and grow an adolescent health program in their communities. Participants will improve their knowledge of sexual orientation and gender identity, specifically as it relates to Native adolescent health, in addition to becoming familiar with positive youth development strategies, Native adolescent health and wellness programs, and peer-to-peer support.

Decolonizing Education in the name of Language Revitalization
Justine Flynn – Confederated Tribes of Grand Ronde

In this session, we will look at ways the Chinuk Wawa Education Program at the Confederated Tribes of Grand Ronde has taken on the task of decolonizing what they know of traditional education to create an environment that supports students in learning Chinuk Wawa as well as fully immersing students in culture and place-based curriculum every day.

In this session, I hope that attendees walk away with ideas on how they can decolonize their own education settings to provide a more culturally immersive and responsive environment for students. For those that wish to start or support the implementation of their own language immersion programs or strengthen what they are already doing, I hope they can learn from our journey and gain knowledge that will help them advocate for the bigger picture and mission that comes with language preservation within an education setting.

Culturally Specific College, Career and Re-engagement Services
Cicilio GoodLance Oglala, Sioux and Auna Castellón

Attendees will explore NAYA Family Center’s culturally specific College and Career services and Educational Re-engagement program, highlighting trauma-informed approaches and wraparound services. The session includes a hands-on activity centering around basic financial skills through real-life scenarios. Attendees may use this activity to further educate youth promoting financial literacy.

In this session, attendees will gain insights into NAYA Family Center’s culturally specific College and Career services and Educational Re-engagement program, including procedures, trauma-informed approaches, and wraparound services. The latter half of the workshop will feature a group activity designed to impart basic financial skills to high school students through real-life role-play scenarios. The purpose of the activity is to expose youth to the concept of budgeting and subject them, in a safe, non-threatening environment, to the risks of poor money management decisions. Attendees will manage a budget, make financial decisions, tally expenses and quality of life, all while gaining insights for improving their financial literacy. The presentation aims to showcase NAYA’s culturally specific trauma-informed educational services, focusing on participant empowerment, safety, choice, trustworthiness, and collaboration. It will also highlight efforts in individualized learning, tutoring support and self-paced learning, enabling participants to take control of their educational journey. Additionally, the spending frenzy activity will demonstrate a practical approach to fostering financial literacy in a fun and engaging manner, encouraging youth to develop skills for money management.

On Track to Health and Science Careers
Alethea Barlowe, Klamath; Will Hess, Klamath; Nor Sampson, Warm Springs; Cesar Tapia-Chavez; Susan Shugerman

We will discuss a brief overview of our science and health careers pathway program focused on students of color including Tribal youth. Our program works to bring health and science professionals to the youth we work with, while providing fun, hands-on learning opportunities to our students 6-12th grade, and continuing support for students through their post-secondary journeys.

Our desired outcome is to give you an understanding of our unique program targeted at increasing the number of diverse health and science professionals. Each of our sites focus on a targeted population while providing a local liaison that grew up in the community, as well as providing culturally relevant practices into our curriculum as much as possible. We work to find professionals who look like our students throughout all of our work. We will give some history of where we started and where we are today. We will share our yearly schedule of activities and hands-on learning approach we provide our students. We would also like to have an open discussion to learn from our valued Tribal educators and collaborate to expand our resources together.