DOCSLIB.ORG

The Native American Community in Multnomah County: an Unsettling Profile

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Native American Community in Multnomah County: an Unsettling Profile The Native American Community in Multnomah County: An Unsettling Profile A partnership between & Dear Reader, We are pleased to present The Native American Community in Multnomah County: An Unsettling Profile – the most widespread study of our local urban Indian community. Three years ago, members of the Coalition of Communities of Color identified a common need to ensure that data adequately captures the lived experiences of communities of color. Data informs decision making but that same data often excludes dimensions of race and is undertaken without involvement of those most affected by the decisions guided by the research. The impact of these practices is that the Native American community, along with other communities of color, is rarely visible at the level of policy. The Coalition of Communities of Color decided to embark on a research project in which data could be used to empower communities and eliminate racial and ethnic disparities. The Coalition of Communities of Color partnered with researchers from Portland State University, as well as local community organizations, to implement a community based participatory research project into the lived realities of communities of color in Multnomah County. This project will produce seven research reports. The first, Communities of Color in Multnomah County: An Unsettling Profile (released in May 2010), covered communities of color in the aggregate. This is the second report, focused on the Native American community, and the first in a series of community-specific reports. Five more reports will follow that profile the Latino, African American, African immigrant and refugee, Asian and Pacific Islander, and Slavic communities. As each report documents the range of racial disparities and inequities that face communities each, accordingly, is subtitled, “An Unsettling Profile.” This report is the result of three years of work of true partnership between the Native American community, the Coalition of Communities of Color and Portland State University. The Portland Indian Leaders’ Roundtable, an alliance of 28 local Native American organizations, tribal organizations and Native focused programs within larger institutions, took a lead role in the implementation of the Native American research. Elders of the community reviewed the work and provided invaluable knowledge and historical context. We recognize that the reader may indeed be unsettled by this work and the depth and breadth of disparities facing the Native American community in Multnomah County. However, we ask that you also see the resiliency and strengths of the community and recognize the opportunity that this report represents for creating a new policy environment that supports the Native American community. We hope that the findings arm the community with accurate data and advocacy methods needed to communicate effectively to change policies, and provide public agencies with the data necessary to reinvent systems in a fair and equitable manner. Our main priority is to advocate for policy decisions that improve outcomes for the Native American community. We hold institutional reform and the formation of a powerful racial equity advocacy coalition as central to improving outcomes. This report builds an important knowledge base from which to advocate and to educate. Educating our community and the community at large about the Native American community is crucial to achieving racial equity. We seek to unite people in collective action for the advancement of racial equity. It is time to act. Sherry Addis Rose High Bear Portland Area Office Supervisor Executive Director Confederated Tribes of Siletz Indians Wisdom of the Elders Terry Cross Nichole Maher Executive Director Co-Chair, Coalition of Communities of Color National Indian Child Welfare Association Executive Director Native American Youth & Family Center Se-ah-dom Edmo Lai-Lani Ovalles Diversity Outreach Coordinator Coordinator Indigenous Ways of Knowing Portland Indian Leaders’ Roundtable Lewis & Clark College Donita Sue Fry Cornel Pewewardy Organizer Associate Professor Portland Youth & Elders Council Indigenous Nations Studies Portland State University Tom Hampson Executive Director Oregon Native American Business and Entrepreneurial Network Table of Contents Executive Summary ....................................................................................................................................... 2 Introducing the Native American Community of Multnomah County ......................................................... 5 Population Counts ....................................................................................................................................... 13 Community-Verified Population Count ...................................................................................................... 17 Population Demographics ........................................................................................................................... 20 Poverty Levels ............................................................................................................................................. 23 Incomes ....................................................................................................................................................... 28 Occupations and Job Prospects .................................................................................................................. 32 Housing, Homelessness and Housing Affordability .................................................................................... 36 Food Security and Other Basic Needs ......................................................................................................... 41 Education – from Preschool through Post-Secondary ................................................................................ 42 Barriers to Physical & Behavioral Health .................................................................................................... 59 Crime & Adult Corrections .......................................................................................................................... 67 Juvenile Justice ............................................................................................................................................ 71 Child Welfare .............................................................................................................................................. 76 Civic Engagement ........................................................................................................................................ 84 Bright Spots ................................................................................................................................................. 88 Comparison with King County ..................................................................................................................... 88 Recent Changes in Disparities ..................................................................................................................... 91 Policy Recommendations ............................................................................................................................ 93 Appendix #1: Multnomah County’s Philosophy and Implementation of Culturally-Specific Services ....... 98 Appendix #2: Language Definitions .......................................................................................................... 100 References ................................................................................................................................................ 105 The Native American Community in Multnomah County Coalition of Communities of Color & Portland State University 1 | Page Executive Summary Today, the Native American community in Multnomah county1 exists as a testament to resilience and resistance. We are a community that has endured much hardship, and we are determined to build a positive future for all our members. We are the 9th largest urban Indian population in the USA. We are home to 28 Native organizations in the Portland area, run by and staffed with Native people, whose combined resources represent over 50 million dollars in revenue that go to local taxes, businesses and services.2 The legacy of pride and resilience has resulted in the development of a powerful core of advocates in the region. This grit and determination has, ultimately, led to the emergence of a robust and vital Native American presence in Multnomah county. We appeal to the broader community to recognize and commit to solutions that are built in partnership with the Native American community, and to enact commitments that recognize that prosperity and well being for all in Multnomah county depends on the prosperity and well being of the Native American community. We continue to recover from the legacy of colonization, and the practices of various governments that have alternated in approaches to public policy. A brief walk through history reveals the substance of our oppression. Genocidal policies existed in numerous ways: bounties were placed on our lives in several eastern US states (early 18th through 19th centuries), and California’s governor advocated our extermination in 1851.3 Our lands were taken through outright breaches of treaty laws, as the US has broken over 500 treaties with our peoples – a number unmatched with any other array of nations.4 Denial of our citizenship occurred until 1924, but many states, Oregon
Load more

Recommended publications
  • Oregon School Activities Association 25200 SW Parkway Avenue, Suite 1 Wilsonville, OR 97070 503.682.6722 Fax: 503.682.0960
    Oregon School Activities Association 25200 SW Parkway Avenue, Suite 1 Wilsonville, OR 97070 503.682.6722 fax: 503.682.0960 www.osaa.org May 10, 2017 TO: Superintendents, Principals and Athletic Directors FROM: Peter Weber, Executive Director SUBJECT: Summary of Executive Board Action at the May 8, 2017, Meeting At the meeting on May 8, 2017, the OSAA Executive Board took the following actions: Approved the minutes of the February 13, 2017, and April 10, 2017, Executive Board meetings. Acknowledged outgoing Executive Board members Andy Gardner, Tony Guevara, Matt Posey and Tony Koontz for their service to the Association. Received an Oregon Athletic Coaches Association (OACA) report from Rob Younger, OACA Executive Director. Received a report on 2016‐17 Fall and Winter State Championship revenue from Peter Weber, Executive Director. Voted to adopt the Association Budget and OSAA Foundation Budget as presented by the Budget Committee. Approved 2017‐18 Mileage Reimbursement Rates for officials/staff ($.50/mile) and meeting attendees ($.39/mile). Appointed Heidi Sipe, Superintendent of the Umatilla School District, as the 3A/2A/1A At‐Large member of the Executive Board for a three‐year term. Appointed Jack Henderson, Superintendent of the Dufur School District, as the temporary 1A Classification member of the Executive Board until the October 16, 2017 Delegate Assembly meeting where an election for this position will occur. Elected Jeff Clark, Principal of Oakland High School, as the Executive Board Vice‐President for the 2017‐18 school year. Approved Independent Status requests from Milo Adventist Academy in Volleyball, Boys Soccer, Boys Basketball and Girls Basketball for the 2017‐18 school year.
    [Show full text]
  • Pm AGENCY Office of Education (DREW), Washington, P
    itOCUITT RESUME 2-45t 95 . - ,RC 010 425 .. UTROR' Niatuw, Duane; Rickman, Uncle TITLE The. History and Culture of the'Indiand of Wilahington State ---A curriculua'GuiAer..Revised 1975. ,INmpUTION Washington Office of the State Superintendent of .' Public Instruction, Olympia.; Washington Univ., v .1 . 'Seattle. Coll. of Edication. , ;pm AGENCY Office of Education (DREW), Washington, p. C. r 08-,DATE . 75' Lima -------,_ 248p.: - BOBS PRICE HF-$0443-7801.414.71 Plus POstage. " -DESCRIPTORS Activities; fAmericarLindians; Audioviival lids; *Bibliographies; Cat:mad-inn-Concept Formation; Conflict; *Cultural Awareness; CuTttialBackground. Cultural Differences; *CurriCulumOuideal-iducat4onal Objectives; *Elementary 'Secondary- Education;. Enrichment; Futures (of Society) * 'History; Instructional Materials: InterdiLiplOau Approach:. / Organizations (Groups); Problems; *Reionice ., Haterfals; Social Change; Students; Teachers IDENTIF*S' *Washington -,,,. 'AB4T4CT - 0 social. Designed to be utilized as a supplementtar,,, studies crr culum (any level) .in-the public schodlgirofAiasking,ton thiscurricula*,- guide on: the histOry 4AWc4tt#4 of . ..- 4t4te. ... NAshington's American Indians includes; ailindez; a 0.14-00-;#04ia . , guide;-a guide to teaching materialetsauath0-2, .., resource ._..., -_,,,......- -, ,study,itself. The content of the course of St04200#441'6 ;:thee .: 11#10 4;eisearlii life of the Indians ofilvall#00,01*4,the::,. NMshington Indians! encounter with non 4andiane;,04-0400,0 ,,, .InAians of Washington. The subject patter iso.0#4110kiii*OePt P ' A4'n'Of'Socialissuesand is developedbysielliWWCO:i01041. '. ,,,f ,4ener4imationS, and values derived from all at 00,:4140(science dirge 04Ines;specific objectives and actAvitieg:4Sik 4414- c -60d. e:)14.1liggraphy/resources section inclu400: 40040, l is: ,; mt. ipii; gases: newspapers and journ4s1 twOotdM, MOta 'Wit organizations and institutions; U.S.
    [Show full text]
  • Numerouspowwowsto Be Held
    - i p pi"p' p,, giw tfW pn pp llp''7Jru"fr'Tii jur ',ir"Dr p pi j 'y y pi y iyiyn pi pi'"1 pi' Spilyay Tymoo Warm Springs, Oregon August 9, 1991 Page 5 Headstart Program registration continues Registration for the Warm In order to schedule an appoint- check in at the Headstart office in Springs Headstart Program is now ment for cither registration or up- the Community Center. Registra- taking place forthe 1991-9- 2 school dating files, please call 553-32- 4 1 or tion will continue through the end year. Eligible participants include of July. all children living on the Warm Springs Reservation who will turn The Is Invited to a three years of age on or before Sep- public tember I, 1991. Those children who were in Retirement Reception either headstart or tribal preschool during the 1990-9- 1 school year; for Darrell Wright need to update your childs current superintendent files. For incoming 3 and 4 year at the Madras School cafeteria olds who were not previously in High one of these programs must have a Friday, August 23 registration packet filled out. If from 2:30 to 5:00 your child has not had a physical p.m. examination, this must also be No done. gifts please Students Increase reading skills In summer program ' This summer. fed- r'-'r'"- u.w Chapter I, a erally funded supplementary educational program, offered a four week reading program for first, second and third stu- Students visit Warm summer hours. is by Johnson grade Springs Elementary library during Library sponsored dents.
    [Show full text]
  • Oversight Hearing Committee on Natural Resources U.S
    INVESTIGATING THE HEALTH AND SAFETY RISKS OF NATIVE CHIL- DREN AT BIE BOARDING SCHOOLS OVERSIGHT HEARING BEFORE THE SUBCOMMITTEE FOR INDIGENOUS PEOPLES OF THE UNITED STATES OF THE COMMITTEE ON NATURAL RESOURCES U.S. HOUSE OF REPRESENTATIVES ONE HUNDRED SIXTEENTH CONGRESS FIRST SESSION Thursday, May 16, 2019 Serial No. 116–17 Printed for the use of the Committee on Natural Resources ( Available via the World Wide Web: http://www.govinfo.gov or Committee address: http://naturalresources.house.gov U.S. GOVERNMENT PUBLISHING OFFICE 36–445 PDF WASHINGTON : 2019 COMMITTEE ON NATURAL RESOURCES RAU´ L M. GRIJALVA, AZ, Chair DEBRA A. HAALAND, NM, Vice Chair GREGORIO KILILI CAMACHO SABLAN, CNMI, Vice Chair, Insular Affairs ROB BISHOP, UT, Ranking Republican Member Grace F. Napolitano, CA Don Young, AK Jim Costa, CA Louie Gohmert, TX Gregorio Kilili Camacho Sablan, CNMI Doug Lamborn, CO Jared Huffman, CA Robert J. Wittman, VA Alan S. Lowenthal, CA Tom McClintock, CA Ruben Gallego, AZ Paul A. Gosar, AZ TJ Cox, CA Paul Cook, CA Joe Neguse, CO Bruce Westerman, AR Mike Levin, CA Garret Graves, LA Debra A. Haaland, NM Jody B. Hice, GA Jefferson Van Drew, NJ Aumua Amata Coleman Radewagen, AS Joe Cunningham, SC Daniel Webster, FL Nydia M. Vela´zquez, NY Liz Cheney, WY Diana DeGette, CO Mike Johnson, LA Wm. Lacy Clay, MO Jenniffer Gonza´lez-Colo´n, PR Debbie Dingell, MI John R. Curtis, UT Anthony G. Brown, MD Kevin Hern, OK A. Donald McEachin, VA Russ Fulcher, ID Darren Soto, FL Ed Case, HI Steven Horsford, NV Michael F. Q. San Nicolas, GU Matt Cartwright, PA Paul Tonko, NY Vacancy David Watkins, Chief of Staff Sarah Lim, Chief Counsel Parish Braden, Republican Staff Director http://naturalresources.house.gov SUBCOMMITTEE FOR INDIGENOUS PEOPLES OF THE UNITED STATES RUBEN GALLEGO, AZ, Chair PAUL COOK, CA, Ranking Republican Member Darren Soto, FL Don Young, AK Michael F.
    [Show full text]
  • National Register of Historic Places Continuation Sheet
    / --" NFS Form 10-900 No. 10024-0018 (Oct. 1990) United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations for individual properties and districts. See instructions in How to Complete the National Register of Historic Places Registration Form (National Register Bulletin 16A). Complete each item by marking "x" in the appropriate box or by entering the information requested. If an item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-900a). Use a typewriter, word processor, or computer, to complete all items. 1. Name of Property historic name Chemawa Indian School Site other names/site number milted States Indian Training and Normal School r Ham'Ron Tnst-ii-ni-p» 2. Location street & number ___ 3700 Chemawa Road ME not for publication city or town ______ Salem /Al vicinity state ____Oregon code COUnty Marion code Q47 zip code97305. 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this IS nomination D request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property H meets D does not meet the National Register criteria.
    [Show full text]
  • Chemawa Indian School Board Meeting January 25, 2019 EXS
    Chemawa Indian School Board Meeting January 25, 2019 Members in Attendance: Guests in Attendance: Staff in Attendance: Jason Younker Amanda Ward Valerie Switzler Ryan Cox Alvena Bush Darren Mackaravatiz Orlinda Wirth Rachenda Reynosa Pamela Johnson Call to Order: The third Chemawa Indian School Board meeting, held in Salem, Oregon, on January 25, 2019. Meeting called to order at 9:17 am by School Board Interim Chairman, Jason Younker. Roll Call: Members present – Jason Younker, Valerie Switzler, Alvena Bush, Orlinda Wirth, Pamela Johnson, Amanda Ward Approval of Agenda: Jason Younker added a new business agenda item – House Bill 2640 Motion: Moved by Orlinda Wirth to approve the agenda, Alvena Bush seconded the motion. Motion carried. Approval of Minutes: November 19, 2018 – Regular Meeting Motion: Moved by Pamela Johnson to approve the November 19, 2018 school board meeting minutes, Orlinda Wirth seconded the motion. Motion carried. EXS: SLT Reports: Academic, Transportation & Recreation – Amanda Ward, Assistant Principal o Academic – Student/Staff mid-year survey, ACT Prep program, Willamette Promise, trimester 1 honor roll, current enrollment numbers, NWEA testing, and finals. o Transportation – Spring Travel, Transportation Successes and Struggles Federal Programs, Student Supports – Ryan Cox, Assistant Principal o Federal Programs – GTC Close Up Washington, D.C. trip, Youth Summit at Cow Creek, Round Dance, Peer Court, Robotics o Special Education – Professional development update, ISEP internal review, staffing. o Title 1
    [Show full text]
  • Parent Student Handbook
    VOLUME 13 2014-2015 CHEMAWA INDIAN SCHOOL Parent Student Handbook 3700 Chemawa Rd Salem, OR 97305 503-399-5721 1- 877 - CHEMAWA 3700 CHEMAWA ROAD NE SALEM, OREGON 97305 Phone 503.399.5721 Fax 503-399-5757 academic * 503-399-5848 residential Table of Contents Introduction .................................................... 3 Harassment Policy ...................................... 25 School Mission Statement ............................. 3 Health Services ........................................... 26 Philosophy, History ........................................ 4 Home Emergencies ..................................... 27 Traditions, Expectations ................................ 5 Homework ................................................... 27 Honor Code Policy ...................................... 27 2014-2015 School Calendar .......................... 6 Honor Roll ................................................... 28 Indian Health Services ................................ 28 Academic Design ........................................... 7 Internet Use ................................................ 29 Academic Probation....................................... 7 Law Enforcement ........................................ 30 Academic Standards...................................... 7 Library ......................................................... 31 Administrative Leave (Student) ...................... 7 Mail ............................................................. 31 Alternative Dispute Resolution (ADR) ............ 7 Make Up Work ...........................................
    [Show full text]
  • Thirty Years Later: the Long-Term Effect of Boarding Schools on Alaska Natives and Their Communities
    THIRTY YEARS LATER: THE LONG-TERM EFFECT OF BOARDING SCHOOLS ON ALASKA NATIVES AND THEIR COMMUNITIES September 2005 Diane Hirshberg Suzanne Sharp Institute of Social and Economic Research University of Alaska Anchorage With assistance from: Alexandra Hill Institute of Social and Economic Research William Mell Paul Ongtooguk College of Education University of Alaska Anchorage The research conducted for this report was supported by a grant from the Ford Foundation. Contact Information: Diane Hirshberg Institute of Social and Economic Research University of Alaska Anchorage 3211 Providence Drive Anchorage, Alaska 99508 907/786-5413 (voice) 907/786-7739 (fax) [email protected] http://iser.uaa.alaska.edu CONTENTS Executive Summary.....................................................................................................................iii Introduction and Background ..................................................................................................... 1 Study Methodology ....................................................................................................................... 4 Findings.......................................................................................................................................... 6 Experiences in Boarding Schools and Homes ............................................................................ 6 Boarding School Assignment: Choice or Mandate?........................................................ 6 The School Experience: An Overall Assessment ...........................................................
    [Show full text]
  • HARD LESSONS in AMERICA Henry Sicade’S History of Puyallup Indian School, 1860 to 1920 Edited and with an Introduction by Cary C
    WashingtonHistory.org HARD LESSONS IN AMERICA Henry Sicade’s History of Puyallup Indian School, 1860 to 1920 Edited and with an Introduction by Cary C. Collins Columbia The Magazine of Northwest History, Winter 2000-01: Vol. 14, No. 4 For 60 years Puyallup Indian School provided the native peoples of Puget Sound, western Washington, and the Pacific Northwest with singular opportunities in education. During that period, American attempts to assimilate the nation's Indian population reached their bare-knuckled zenith. The school thus experienced a shifting identity but an unshakable purpose. Situated on the Puyallup Indian Reservation in Tacoma and operated under the paternal hand of the United States government, the institution opened as a day school in 1860. Subsequent expansions, the first in 1873 and another in 1898, reflected ongoing changes in the school's status to reservation boarding school and then off-reservation boarding school. Through each manifestation, however, the objective remained the same: to saturate Indian children in the culture and ideals of the dominant American society. Puyallup Indian School embodied a six-decade experiment in American policies of forced assimilation. Henry Sicade (1866-1938) knew those policies intimately. A great-nephew of Chief Leschi of the Nisqually tribe and a grandson of Chief Stann of the Puyallup tribe, he enrolled in Puyallup Day School in January 1873, just a month shy of his seventh birthday. He continued as a student for over seven years—until February 1880—before transferring to a new off-reservation boarding school in Forest Grove, Oregon. A year at Forest Grove Indian School (now Chemawa Indian School in Salem) preceded another three at adjacent Pacific University, academic experiences that he later applied to optimal effect.
    [Show full text]
  • Modern Native Americans: a Selective Bibliography. INSTITUTION Minnesota Univ., Minneapolis
    DOCUMENT RESUME ED 054 890 RC 005 561 AUTHOR Harkins, Arthur M., Comp.; And Others TITLE Modern Native Americans: A Selective Bibliography. INSTITUTION Minnesota Univ., Minneapolis. PUB DATE Jul 71 NOTE 131p. EDRS PRICE MF-$0.65 HC-$658 DESCRIPTORS Acculturation; *American Indians; *Bibliographies; Community Development; Cultural Background; *Education; English (Second Language) ;*History; Language; *Mental Health; Organization; Socioeconomic Influences; Students ABSTRACT Contained in this bibliography are approximately 1500 citations of works on Native Americans published between 1927 and 1970. Included are books, journal articles, other articles, and original research. The entries cover a wide range of topicsfor example, English as a second language, community development, history of various tribes, and drinking problems. A related document is ED 051 940. (LS) - ........ et. U S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEENREPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATIONORIG- INATING IT POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDU- CATION POSITION OR POLICY MODERN NATIVE AMERICANS: A SELECTIVE BIBLIOGRAPHY Compiled by: Arthur M. Harkins I. Karon Sherarts Ella Brown Richard G. Wbods Training Center for Community Programs in coordination with Office of Community Programs Center for Urban and RegionalAffairs University of Minnesota Minneapolis, Minnesota 9 July, 1971 1 Modern Native Americans: A SelectiveBibliography is intended to aupple - ment two additional compilationspublished by the Training Centerfor Community Programs, University of Minnesota: Price, John A. U.S. And Canadian Indian Periodicals. Minneapolis: 1971 Training Center for Community Programs,University of Minnesota. Harkins, Arthur M., I. Karon Sherarts, et. al. A Bibliography of Urban Indians in the UnitedStates.
    [Show full text]
  • Cangre£(£F of Tf)E Winittij States Masljington, 20C 20510
    Cangre£(£f of tf)e Winittij States Masljington, 20C 20510 July 18,2019 The Honorable Tara Sweeney Assistant Secretary, Indian Affairs U.S. Department of the Interior Mail Stop 3648 1849 C Street NW Washington D.C. 20240 Dear Assistant Secretary Sweeney, On July 10,2019, we met with Bureau of Indian Education(BIE) Director Tony Dearman. During that meeting, we discussed our continued efforts to address the concerns about abuse, fraud, and mismanagement at Chemawa Indian School in Salem, Oregon. We have sought to make sure that all students receive an academically rigorous and culturally informed education, are safe at school, and have access to health care and mental health care services. Based on our conversations with Director Dearman, we write to request an updated map of the campus and clarification about the jurisdiction of every agency and law enforcement authority responsible for each part of the campus. We have held several meetings at Chemawa Indian School (Chemawa) with Director Dearman, Chemawa administrators, and tribal leaders from the federally recognized tribes in Oregon. The House Committee on Natural Resources held an oversight hearing to investigate the health and safety risks of Native children at BIE boarding schools. In addition, our offices have continued to engage in conversations with stakeholders regarding the future of Chemawa. However, the lack of certain basic information makes it difficult to have a productive conversation about how to address the challenges the school faces. One piece of information that we seek is a current map of the school's areas and boundaries. The 1966 Bureau of Indian Affairs (BIA) map is not accurate.
    [Show full text]
  • Checkmate Newsletter
    Spring 2018 Checkmate Newsletter Chemawa at the State Tournament Students from across the for Success program for two state participated in the years, this is the first year that Chess for Success State Chess any participants qualified for Tournament March 9 and 10 the state tournament. Coach at the Oregon Convention Steve Crane also coaches Center. On Friday, 245 basketball and football. Many students competed in the K-5 of his students play football or and 6-8 team divisions and basketball and chess. on Saturday, 256 students Senior Jayden is from competed in the K-5 and Cibeque, Arizona, and he is a 6-8 individual divisions. basketball player. When asked On Friday and Saturday 26 why he likes chess Jayden said, students competed in the “I can learn skills, statistics, and high school division. strategies. My mind is always This year was particularly running and thinking so [chess] special for the Chess for is a positive thing to think Success program. Not only Left to right: Steve, Kaiden, The King of Chess, and Jayden. about.” Jayden’s mother even have high school clubs been came from Arizona to watch him added, but two students from play in the tournament. a new club at Chemawa Indian School Kaiden is from Salt Lake City, Utah. qualified for and played in the high His favorite piece is the knight because school division. Jayden, a senior, it is useful. He won two games and and Kaiden, a sophomore, came from said that he felt good about his wins Salem to participate in the tournament.
    [Show full text]