ITEPP ADVISORY BOARD MEETING Wednesday, March 10, 1999

Agenda

1. Call to Order 2. Quorum Established 3 . Approval of Minutes 4. Introductions 5. Learning Outcomes & Assessment 6. AIEMinor 7. Student Selection Process 8'. Scholarship Needs 9. 3Oth Anniversary ITEPP 10. Director's Report 11 . Student Services Coordinator's Report 12. Curriculum Resource Center Coordinator's Report 13. Student's Report 14. Other Items/ Announcements 15 . Adjourn INDIAN TEACHER AND EDUCATIONAL PERSONNEL PROGRAM BOARD MEETING March 10, 1999

MEETING WAS CALLED TO ORDER: The meeting was called to order at 5:30p.m. by Laura Lee George.

Board Members Present: Board Members Absent:

Lois Whipple - Community Member Elsie Griffin-Wilder - Community Member Andre Cramblit- Community Member Lisa Padon- Community Member Bernie Whipple- Student Member Colleen Thornton - Student Member Karen Skoglund - Community Member Mary Jane Risling- Community Member Charlene Storr - Community Member William Einman - Student Member David Shaw - Community Member Calvin Hedrick - Student Member Rene McBride - Student Member

Others Present:

Ed Whipple, ITEPP Alumni Laura Lee George, Staff Buffy Mitchell, Staff Christina West, ITEPP Club Chair Phil Zastrow, Staff Lorraine Taggart, Staff

A quorum was established. David Shaw moved to approve the minutes. Karen Skoglund seconded. Motion passed minutes from October 10, 1998 approved.

DIRECTOR'S REPORT:

Learning Outcomes and Assessments: Laura Lee George reported on learning outcomes and assessments. David Shaw asked what the minimum number of units are which are required for a minor. The ITEPP minor courses were discussed.

Student Selection Process: Was moved to bottom of agenda.

Scholarship needs: The number of scholarships given are at an all time low. Native American students at HSU are academically disadvantaged because of time constraints due to their having to work. The American Indian Scholarship Committee has been formed and has verified that students have political status. Previously students did not need to verify their Native American status before receiving the HSU Native American Scholarships. ITEPP has been trying to find more scholarships to meet the students' needs.

Presbyterian Church: Donated $20,000 for scholarships for "American Indians with need in California." lTEPP tied the funding to service learning. There are several students who are going to Pecwan. There has been positive feedback received from the students being in the classroom. Karen Skoglund gave a report on tutor placements. She mentioned that the special attention often results in raising all levels of classroom work. ITEPP students have received special training to work in the classrooms. Lois Whipple asked how did those participating in service learning document their experiences. ITEPP has received letters as feedback. Teacher Diversity Funding: ITEPP has received funding from teacher diversity. A portion of the budget has been used to cover expenses for travel to service learning locations.

Intertribal Higher Education Foundation: This is a chartered corporation of the Karuk, Yurok, and Hoopa tribes. The Foundation met in January and March to promote higher education scholarships for students. A mass mailing was sent to California gaming association members asking for scholarships and travel expenses for Native American HSU students. Redding Rancheria has donated $1000.

National Science Foundation Rural Systemic Initiative: This is an initiative to improve math and science education. It is an initiative for rural schools. Humboldt State University is planning to become the first regional center. Local tribes are excited about the opportunity to be involved. A cohesive plan is being developed to meet the needs of rural schools; particularly where travel is a barrier to education. The various tribes have been contacted regarding their needs to incorporate into the plan.

Gold Rush Booklet: Teacher diversity funding for printing of the Gold Rush booklet has been obtained.

Teacher in Residence: The education department is creating an American Indian teacher in residence.

Outreach to Schools: A number of school districts need help. The past two years ITEPP has done summer institutes at Del Norte. Klamath-Trinity schools want an institute. ITEPP staff will be creating an institute this summer on K-T. Mattole School District has also requested assistance.

CURRICULUM COORD INA TOR'S REPORT:

1 30 h Anniversary: ITEPP will be having its 30th anniversary. Buffy has been planning for this event. There have been a couple ideas suggested. Some events are connected with other activities such as HSU Homecoming or an open house. Bernie Whipple volunteered to help with identifying photos for the event. Perhaps a picture display or a larger activity like a barbecue. A budget needs to be developed. ITEPP will be seeking community support as well as a commitment from others in the CSU system. It was suggested that letters to tribes be written to remind them of tribal members who participated in ITEPP. An ITEPP graduate list serve as well as newsletter was discussed.

ITEPP Gold Rush Booklet will be printed to commemorate the 30th anniversary as well as a revision of Our People Speak.

The board was asked to aid in the preparations for the 30th anniversary.

Big Time Club: There is a proposed new club on campus called the Big Time Club. Its constitution has been drafted and will soon be put to a vote.

Curriculum Purchases: $2000 worth of curriculum was purchased for the Curriculum Resource Center (CRC) with teacher diversity funding.

Community Outreach: The Curriculum Resource Center Coordinator has been doing community outreach. She met with Table Bluff and Elk Valley tribes. The possibility of library partnerships being formed is being explored.

Web Page: The CRC's web page has been completed.

STUDENT SERVICES COORDINATOR'S REPORT:

' ' .• Recruitment: The Coordinator will be going to Pt. Arena High School at the end of the month. ITEPP does not have a budget large enough to travel for recruiting. It was suggested that alumni get packets to do recruiting for ITEPP. Lisa Padon volunteered to distribute packets in Del Norte County.

2 Student Retention/completion Rates: Retention/completion rates of students were discussed. See report in ITEPP Advisory Board meeting packet.

STUDENT REPORT:

Sash Committee: Bernie Whipple gave a report on the sash committee activities. The Native American students will be honoring Native American graduates by making sashes for them to wear when they walk. Materials have been colfected for them and the material is being silk-screened. She asked for donations of materials such as pine nuts, abalone or other shells or any monetary support for the ITEPP graduation ceremony.

Christina West, ITEPP Club Chairperson shared with the Board a list of the events that the ITEPP Club had been involved in during the past year. At a luncheon for clubs on campus it was apparent that ITEPP was one of the most active clubs. The Club also needs donation for a craft booth at the HSU Pow Wow.

SELECTION COMMITTEE PROCESS:

Political Status Definition of Indian for 209: Item #7 on the ITEPP application screening sheet was examined in order to ~lign ITEPP's selection process with Prop. 209. Discussion of the meaning of Rice v. Cayetano, 146 F .. 3d !'075 (9th Circuit I 998) as well as organization under only state recognition followed. A question was brought up about governors granting recognition to "Indian" enterprises for the development of commercial ventures. The need for documentation of the relationship between the state and tribe was considered. It was decided that Mary Jane Risling's input was needed to define clearly ITEPP's admission criteria. The item was to be added to agenda for next meeting.

ADJOURNMENT

3 POLITICAL STATUS DEFINITIONS OF INDIAN

1. Member of a Federally Recognized Tribe 25 CFR Ch. 1 (4/1/97 Edition) Section 83

___BIA Certifications

___Tribal Enrollment Cards or Letters

2. Zarr v. Barlow -- 800 F.2d at 1492 (Based on higher education acts and enrollment off reservation boarding schools)

___Proof of 1/41ndian Blood Certificate from BIA

___Tribal Enrollment Dept. from Tribes

3. American Indian Self Determination and Education Assistance Act

___Grandparents certificate of Indian Blood (Documents with birth Certificates showing connection)

___Descendent in 1st or 2"d degree of a Member of a Federally Recognized Tribe ;·

4. Indian Child Welfare Act (25 U.S.C. 1901)

___"Any person who is a member of any Indian tri be , or who

___is an Alaskan Native and a member of a Regional Corp. as defined in Section 3(g) of the Alaska Native Claims Settlement Act 43 U.S. C. Sec. 1602(g), or for the purpose of implementing 25 U.S.C. Sec. 1917,

___the term shall mean any adopted individual who has reached the age of eighteen and who evidences an intent to or has petitioned the court which entered the final decree of adoption for information on the individual's tribal affiliation and for other information that may be necessary to protect any rights flowing from the individual's tribal relationship."

5. Indian Health Services (U.S.C. 25 Section 1679)

___"Any member of a federally recognized tribe."

___Any descendent of an Indian who was resid ing in CA on June 1, 1852, but only if such descendent-

___is living in CA,

___I s a member of the Indian community served by a local program of Service, and

___is regarded as an Indian by the community in which such descendent lives.

___Any Indian who holds trust interests in public domain, national forest, or Indian reservation allotments in California.

___Any Indian inCA who is listed on the plans for distribution of the assets of CA rancherias and Reservations under the Act of August 18, 1958 (72 Stat. 619), and any descendents of such an Indian.

6. Rice v. Cavetano, 146 F.3d 1075 (9th Circuit 1998).

___A unique/special relationship arising from Indian status is demonstrated One Families' Contribution, Five Generations of Teachers For five generations of one Native Family, ter him in the community ofPecwan,joined with it's been a family affair at the nationally re­ other teachers and Native leaders to start the Pat's daughter, Holly Fredericks, 48, was nowned Indian Teacher and Educational first Indian teacher-training program in the U.S. inspired by family history to go through the Personnel Program (ITEPP) at Humboldt Jack met Emma at the Haskell Indian Boarding ITEPP program and now teaches computer State University. School in Lawrence, Kansas. They married and programming to teachers on the Pima In­ moved to the Southwest. There, Jack became dian Reservation in Salt River, AZ, as well Not only was credentialed teacher Emma a superintendent at reservation schools before as in the gifted students program there. Norton (Cherokee) the first coordinator of returning to his native Humboldt County dur­ Also keeping the family tradition alive, the program, which is celebrating its 30th ing World War II. anniversary, but she has also inspired her Pat's granddaughter Keduescha Lara , 22, descendants to follow in her footsteps. "There weren't any Indian teacher programs works in the Tribal Education department Emma' s daughter Pat Tsewenaldin anywhere then," says Emma's daughter Pat in the Hoopa Valley - and sometimes meets (Cherokee-Hupa), granddaughter Holly Tsewenaldin, 76, who became the oldest with young students at the school named Fredericks, (Cherokee-Hupa-Karuk), and ITEPP student when she entered the program after her late great grandfather Jack. grandson Jack Norton III (Cherokee­ in its second year. "Right away, it became a Keduescha's Sister Kishan, 20, is also in Hupa) have graduated from the program. home base for the Indian kids since there ITEPP and is studying linguistics and edu­ Great granddaughters Keduescha Lara and weren't too many of them they were otherwise cation. Emma's grandson, Jack Norton III, Kishan Lara (Cherokee-Hupa-Karuk­ a little lost on campus." also completed the MBA program through Yurok), are ITEPP students as well. Emma, HSU while keeping the ITEPP connection 92 years old, hopes all of them will join her Despite a growing interest inN ative Ameri­ alive. Jack is currently working for the and the extended ITEPP family at the can studies in the 1970s, knowledgeable teach­ Hoopa Valley Tribe. programs birthday festivities. ers were so rare that Pat actually taught classes in the HSU sociology department while still Pat has fond memories of ITEPP. "The It all began for her in 1969, after Emma's taking teacher-training classes at ITEPP. She feeling of family was the most incredible husband, Jack Norton Sr. (Hupa), a noted continued to teach sporadically at HSU until thing. It was so welcoming, and the bonds educator who later had a school named af- as recently as 1996 and also worked as a school were strong," she recalls. "ITEPP was a psychologist. hub, a home base for us." The Gold Rush as California's Holocaust

For most Californians, the 150th anniver­ Northwest Indigenous Gold Rush History, The taught in order to create a better understand­ sary of the Gold Rush brings to mind vi­ Indian Survivors of California's Holocaust. ing between cultures and pave the way for sions of '49ers panning for prosperity healing in Native communities." He cred­ along mountain streams, but for many of Largely through interviews with seven tribal its ITEPP Director Laura Lee George the indigenous tribes of Northwest Cali­ elders and historians of the Wiyot, Yurok, (Karuk) for conceiving the project. Along fornia, the Gold Rush was a holocaust. Karuk and Wintu peoples, the 21-page vol­ with Axel Lindgren's, the voices heard in ume describes how the pursuit of gold -and "Northwest Indigenous Gold Rush History" "It seemed they had one thing in mind. the settlements that coincided with it-devas­ are those of Wiyot Tribal Chairperson And that was to get into the gold fields. tated the cultures and the environment encoun­ Cheryl Seidner, (Karuk) elders Josephine And they did, and it didn't make any dif­ tered along the way. Student's in HSU's In­ Peters and Charlie Thorn, (Wintu) elder ference. How they got in and what was in dian Teacher and Educational Personnel Jim Bommelyn, (Yurok) elder Evelina the road or anything. They just went rush­ Program (ITEPP) conducted the interviews, Hoffmann, and (Ka ruk) tribal scholar ing right through the whole thing, tore (In­ gathered historical photographs and reviewed Julian Lang. dian) houses down, tore up villages. So research literature and century old news ac­ that's the way it went. " counts to produce the book. "Hey, this Gold Rush business was not all golden," says George. "There was a 94 Those words came from the late Axel According to editor Chag Lowry (Yurok/ percent genocide rate among Native Ameri­ Roderick Lindgren Jr., an elder of the Maidu/Pit River), a 1998 Humboldt State cans in California (from about 1849 to Yurok Tribe. Lindgren, grandson of the graduate in journalisl\1, the book is "a Native 1900). Schools don't discuss the Gold Rush last medicine woman of theYurok Village American response to California' s three-year except in the fourth grade. The Indian voice of Tsurai near Trinidad, California and a ( 1998-2000) celebration of the Gold Rush ses­ was missing. My students felt that the con­ 1944 graduate of HSU, passed away last quicentennial." It offers, he says, "a more bal­ tribution they could make is to at least let spring at the age of 80. In 1998, Kate anced and realistic view of history, including the voice be heard." Handwerker-Droz (Wyandot), a Hum­ accounts of massacres, slavery, and the envi­ boldt State University (HSU) student, in­ ronmental raping of the land." Lowry says that For more information contact Buffy McQuillen, terviewed Lindgren for the new book "this side of history must be exposed and ITEPP Curriculum Resource Center Coordinator at (707)826-5199. Indian Teacher and Educational Personnel Pre

In 1969, Native American leaders in 15 years of its life. Its students came branch for American Indian students. California teamed up with Humboldt State from all over California- and would have The American Indian Education course University professors to embark on what come from out of state were it not for series offers a minor, depth of study, and was then a novel way to cope with the the prohibitive out-of-state tuition costs­ professional growth opportunities for all staggeringly high dropout rate among yet. Besides students from local Tribes students, teachers in the field, and Indian students- by creatin~ the first such as Yurok, Karuk, Wiyot, Porno, community members. The Curriculum teacher-training program in the U.S. for Totowa, Tsnungwe, and Hupa, Tribes Resource Center is the specialized American Indian college students. represented over the years in ITEPP library of books, archives, videos, include. Navajo, Hopi, Tlingit, audiotapes, curricula, and periodicals The team of Native leaders and college Shoshone, Abenaki and other Tribes that ITEPP maintains. The holdings are faculty were guided by the focused on American Indian issues, belief that Indian students education, histories, ethnographies, and would respond better to Native children's literature. The Center is open teachers, and their intent was to to the public as well as to the HSU produce professionals who community. would ultimately go back.. to their reservations a'nd The enrollment limit for ITEPP' s communities as educators. To Student Support Program has relaxed this end, eighteen students were and is only limited at this point by staff selected- seven men and size and space. There have been as eleven women representing the many as 60 students in the Student Hopi, Cherokee, Porno, Support Program in recent years, Mission, Washoe, Pit River, 1st row L-R: Leslie Carpenter Colegrove, Kim although the average is about 35 to 40-­ Hupa and Yurok Tribes- and Colegrove Stephens, Melanie Bryan, Laura Lee George, guided by four full-time staff. ITEPP Top Row: Theresa Cyr, Vicki Defouri, Debra Tsatoke, provided with rigorous, year­ Wendy Brown. staff is made up of Director Laura Lee round training. George, Student Service Coordinator Philip Zastrow (Hupa), Curriculum not traditionally from California. George Resource Center Coordinator Buffy The short-term result? Although they explains that this is "the result of federal McQuillen (NomlakifYokayo), and the were given no assurances when they government relocation programs." started, most of the 18 got jobs. The long­ program secretary Michele Vagle term result? The Indian Teacher and What began as the Indian Teacher (Totowa). To be considered for the Educational Personnel Program Education Project has become over the program, students must complete and 1 (ITEPP) at HSU, celebrating its 30 h course of thirty years the Indian Teacher submit an ITEPP application in a timely birthday with a variety of events this year, and Educational Personnel Program. manner and, upon acceptance to the has become a model for similar Native The focus of the program expanded in program, sign a participation agreement. teacher-training programs throughout the the mid-1980s to embrace educational For those who do enter ITEPP, the U.S., Canada, and Australia. personnel-social workers, administra­ program has chalked up an astonishing tors, guidance counselors and tribal ser­ record of success. More than 90% of "When ITEPP started, the schools in vice professionals- as well as teach­ the students finish the program and tribal locales and elsewhere were ers. graduate, a higher completion rate than perpetuating colonial oppression, most schools and even HSU itself. In ITEPP services have expanded as misconceptions, biases, and racist comparison, the national Indian dropout well. Each of the services and resources curricula" says ITEPP Director Laura Lee rate has been as high as 60% at some of ITEPP have become so prominent in George (Karuk), who is herself a graduate institutions. of the program. "In contrast, ITEPP has their own right that the program now has courses that identify what does and doesn't three distinct strands. These strands are "If we can get them here, we can get work with Indians." the Student Support Program, the them through,"says George. American Indian Education course Although California has the second series, and the Curriculum Resource Among the hundreds who made it highest Indian population after Oklahoma, Center. The Student Support Program through are Andy Andreoli (Hupa), the ITEPP program was restricted to no continues the original highly successful now directing Indian programs for the more than 18 students annual! y for the first support services and academic advising gram Thirty Successful Years

California Department of Education; institutes for teachers throughout Del Norte, Maidu/Pit River), the editor, said the Loren Bommelyn (Tolowa/Karuk) Humboldt, and Mendocino Counties. aim was to create an account for use in author of the Tolowa Dictionary and a Teachers come from as far away as Sac­ classrooms that offered "a more bal­ noted linguist; and original graduate ramento, the Bay Area, and Fort Bragg to anced and realistic view of history ... in Pamela Malloy (Yurok), the first attend the institutes. In the Institutes "we order to create a better understanding ITEPP graduate to be hired as a teacher debunk white-dominated history, concen­ between cultures and pave the way for and who is currently teaching at trate on breaking stereotypes and explain healing in Native communities." Eureka's Cutten Elementary School. just where the real history is buried," This year, as ITEPP celebrates its dia­ Program expectations for the students George explains. . mond anniversary with a thirty-year his­ have always been high. In the early ITEPP has also created a web page to tory of success as a program and a model years, ITEPP students took regular de­ provide information on student retention, for all educators regarding Indian edu­ gree programs during the academic year, the ITEPP Student Support Program, the cation, the program is planning a series credential courses during the summer American Indian Education courses, and of events to highlight its achievements and special cultural classes interspersed the Curriculum Resource Center. The and to reunite alumni. The first event throughout the year. Even on spring ITEPP Curriculum Resource Center web was a book signing for the Northwest break, they were required to make-·field page has curricular lessons and the Stu­ Indigenous Gold Rush History: The In­ trips to reservations, tribal education dent Support Services Program web page dian Survivors of California's Holo­ programs and Bureau of Indian Affairs has links to other Native American web caust. The book signing was attended schools. sites. by many of the student authors and the Nowadays, ITEPP students average an elders interviewed for the publication. A more ambitious example of such de­ 18-unit load per semester and complete bunking is ITEPP's publication of a "re­ ITEPP enters the new millenium the courses required for their majors by sponse" to California's current three-year­ stronger and more productive than ever. HSU, five core American Indian Edu­ long celebration of the Gold Rush. Con­ Its commitment to all American Indian cation courses, one weekly seminar, and ceived by George and executed by the 44 have an option to do fieldwork, and students has raised awareness for issues ITEPP students, Northwest Indigenous community service placements. In ad­ pertaining to Indian education and has Gold Rush History: The Indian Survivors dition, ITEPP students are very busy and changed classroom practices. ITEPP is of California's Holocaust is a collection ready to continue to meet the new chal­ committed to helping in American Indian of personal interviews with local Native community events such as lenges in Indian education. George says the HSU Pow Wow, the that ITEPP has many projects and ideas to further classroom efforts of truly pro­ Annual Elders Dinner, and viding multicultural curriculum and volunteer in community practices. The only barrier is funding. service learning positions. Those wishing to help further ITEPP' s This past year, ITEPP stu­ works may make donations to the ITEPP dents were placed in class­ Trust. rooms in many schools in­ cluding Jack Norton ITEPP School and Trinidad El­ SPIDELL HOUSE 85 ementary School and HUMBOLDT STATE UNIVERSITY agencies such as Two ARCATA, CA 95521 Feathers Indian Child Wel­ PHONE: (707) 826-3672 fare Program. L-R Janine Felix, Linda A111iso Hunt, Jeanette Isaak. WEBSITE: humboldt.edu/-hsuitepp/ Still the only program of Graduation Spring 1987 its kind on the West Coast, in recent years the program has reached elders, archival photos and literature re­ out to local educators. For example, views-all intended to paint an Laura Lee George and the Curriculum unromanticized picture of Native devas­ Resource Center Coordinator, Buffy tation by the gold-crazed 49ers. McQuillen have been doing regular sum­ ITEPP alumnus Chag Lowry (Yurokf mer workshops and three-day training ITEPP Administration and Staff Throughout the Years

DIRECTORS: ', ADMINISTRATIVE CURRICULUM RESOURCE Dr. Robert Braund ASSISTANTS: CENTER COORDINATORS: Wilfred K. Colegrove (Interim) Amos Tripp Zo Devine Andrew L. Andreoli B uffy McQuillen Roxanne Burgess (Interim) STUDENT SUPPORT Howell Orr COORDINATORS: SECRETARIES: Lois 1. Risling Emma Norton Betty Ann McCovey Larry Grospe Roxanne Burgess Lorraine Taggart Laura Lee George Patricia Augustine Michele V agle Connie Ambrose ,. Laura Lee George Philip Zastrow

ITEPP PUBLICATIONS

OUR PEOPLE SPEAK: An anthology GOLD RUSH HISTORY CURRICU- NATIVE AMERICAN CURRICU- of Indian Writing- 1982. A collection of LAR UNITS: LAR LESSONS- 1997. writings by ITEPP students as part of the Two units complementing the Gold Rush Developed during the Native American Redwood Writing Project and in History booklet. Available for free from Curriculum Development Workshop, cooperation with ITEPP. OUT OF PRINT. the ITEPP web site. Part II of the 1996 American Indian Our People Speak is a collection of essays, Education Summer Institute. The poems, and stories. ITEPP students wrote NORTHWEST INDIGENOUS GOLD curricular lessons in this publication about their own culture and people. Many RUSH HISTORY: The Indian Survivors were developed by a diverse group of of the writings are based on conversations of California's Holocaust- 1999. Edited teachers, educators, and students with Tribal elders, family members, and by Chag Lowry and Rebecca Haff. The attending the Native American relatives. Northwest Indigenous Gold Rush History Curriculum Development Workshop. booklet includes seven interviews VOICES THROUGH THE AGES: A conducted by ITEPP students with Tribal Ch'ahl XonteLaw Hit (FROG AND Native American Anthology- 1999. A elders and historians from the Karuk, COYOTE LIVING TOGETHER)- collection of writings by ITEPP students Yurok, Wintu, and Wiyot people of 1997. An illustrated, interactive, audio/ from 1982-1998. Published with the Northern California. Their memories and visual Hupa language CD-ROM. This support of the Humboldt State University stories of the Gold Rush era are recounted interactive Hupa language curriculum is Foundation. Voices Through the Ages is a to describe h,ow this period affected their based on the traditional story of Frog follow up to Our People Speak. The cultures and their peoples. The booklet and Coyote Living Together. Both a anthology includes writings from Our also includes photographs, exerpts from male narrator and a female narrator tell People Speak with additional essays, old books, periodicals, and newspapers on the audio portion of the CD in Hupa with stories, and poetry from students in ITEPP the Northern California Gold Rush period. English subscript. The visual aspect of after 1982. the CD-ROM is designed as a book with the story printed in both Hupa and English. ..,

Director's Report ITEPP Advisory Board Meeting March 10, 1999

1. Inter-Tribal Higher Education Foundation. The Karuk, Yurok, and Hoopa Valley tribal Chairs and Education Directors met in January and will meet again this month. The three Chairs have signed letters to the members of the California Nations Indian Gaming Association on behalf ofiTEPP asking for donations for scholarships and support for ITEPP projects. No responses yet.

2. NSF/RSI: U. C. Berkeley's Statewide MESA Program received a planning grant for systemic change in mathematics, science, and technology instruction for American Indian students in rural schools. Russell Boham and Laura Lee George have been working with them on an implementation grant. Laura Lee will be going to Oakland next week to spend three days of intensive planning for the implementation grant. HSU is targeted to be a regional center and most likely the first of three such centers.

3. PRESBYTERIAN FUNDING: The Presbyterian Church U.S. A. sent $20,000 to ITEPP for "American Indian students in California with need."

4. SERVICE LEARNING: Eighteen ITEPP students are working in schools and helping Indian students. 3 @ Pecwan; 7@ N. Humboldt Indian Education; 4@ ECS Indian Education; 3@ Trinidad; 1@ Cutten; 1@ Arcata Christian School; 1@ Arcata High Wrestling.

5. RURAL EDUCATION: ITEPP, Education Department, Social Work Department, Nursing Department, & PPS Program are planning a structure to coordinate and integrate services to rural schools. Planning and coordinating requirements of students for fieldsite placements and internships as well as supervision. Seeking funding to make it all happen.

6. GOLD RUSH BOOKLET: The Teacher Diversity Grant will be paying for the publication costs of 2000 copies of the student booklet.

7. A I TEACHER IN RESIDENCE: The Education Department is looking for an American Indian teacher to participate in the American Indian teacher in residence program. One-year appointments, HSU backfills teacher's position for a substitute, but the teacher remains on the school districts payroll.

8. OUTREACH TO SCHOOLS: The number of school districts requesting assistance from the ITEPP Director is growing. Del Norte County Schools is planning another summer institute; Trinity County Schools is requesting a summer institute; Mattole School District has asked for assistance; Fortuna High School superintendent has approached ITEPP for assistance; Klamath-Trinity Unified School District is wanting help with cultural sensitivity;

9. ITEPP REQUESTING FACULTY POSITION: The ITEPP Director is volunteering 11 WTU's this semester in addition to administrative duties. The Education Master' s program has an American Indian Education option and the AlE prefix is expected to increase enrollments in ITEPP courses. While increased requests from school districts is an indicator of ITEPP' s success, staff is spread way to thin.