Category Archives: Education

Education

Yurok Language Program launches amazing new project

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Yurok language lessons will soon be more accessible than ever before—the following is a PSA from the Yurok Tribe.

The Administration for Native Americans recently funded the next evolution of the Yurok Language Program’s comprehensive effort to fully restore the everyday use of the Tribe’s first form of communication. Over the next three years, the Program will use the ANA award to make learning the Yurok language more accessible than ever before. The primary goal of the project is to reintegrate the language within households, workplaces and community events. To accomplish this objective, the Program is creating a series of digital platforms containing interactive educational tools, implementing culturally relevant learning exercises and developing a virtual archive featuring a diversity of resources. The Program is also establishing a community-wide team of language liaisons, comprised of tribal staff and local residents, who will help promote and participate in learning opportunities.

“When we designed this project, we focused on how we could best serve the community, while supporting the development of new and existing language speakers. We wanted to ensure that language is spoken in the home, that language is spoken in the workplace, and that we hear and speak the language at our ceremonies and gatherings,” said Yurok Language Program Manager Victoria Carlson. “We also thought about the elders who dedicated their lives and energy into preserving the language.

The Yurok language team feels we are on a path they would want us to pursue.

“The Yurok Language Program has developed an outstanding teacher training program. The language is now taught in head starts and public schools. We have built an amazing foundation to take the next step, which is to move the language out of the classroom and into the community. We want to empower people to use the language in their day-to-day lives,” said Distance Learning Coordinator Brittany Vigil.

“We’re really focusing our efforts on bringing the language back to where it belongs, which is everywhere,” added Yurok Language Cultural Coordinator James Gensaw. “One of the things they did when they tried to exterminate us was remove language from the home. One of the primary goals of this project is bring the use of the language back into the homes of all of our members.”

The Planting Seeds: Reclaiming Yurok Language Domains and Building New Circles project reflects the input of more than 130 Yurok citizens, who provided feedback on the Program’s future goals. The three domains, which include Reintroduction to Ceremony, Yurok Tribal Employees, and Distance Learning and Community Engagement, were each selected for a specific purpose.

“The domains touch on the aspects of our daily lives as Yurok people. We want to normalize the use of the language in everyday situations,” said Distance Learning Coordinator Brittany Vigil, who is leading the development of the digital assets.

The first online platform is a new website, yuroklanguage.com Currently under construction, the site will contain language curricula, digital animations with Yurok songs and much more. The Language Program is also building a series of applications offering on-demand learning materials, including videos and audio recordings of tribal elders telling traditional stories.

“I want people to see the Yurok language every day of their lives. They’re going to see it in their email, or at a community class or on social media. We want to normalize the everyday use of the language,” said Distance Learning Coordinator Vigil.

“Once the distance learning courses, digital platforms and the online archive are in place, they will be available to the community. For as long as there is a Yurok Tribe, all of these learning tools will be organized in one place for future learners,” added Barbara McQuillen, the Yurok Language Collections and Teacher Training Coordinator.

The Program has already organized the first of many immersive activities, including acorn-gathering and eel hook-making events where participants learned terminology related to the activity. Plans are in the works to put on similar events in the near term. The language will also be incorporated into the Tribe’s most high-profile gatherings, such as the Salmon Festival and Spring Flings.

“There are numerous studies that show hands-on learning stimulates language acquisition. Immersion is actually the best way to learn. It triggers a ton of language growth,” said Yurok Language Cultural Coordinator James Gensaw. “The online and in-person language activities cater to every learning style.” There are benefits that go well beyond language acquisition and retention too. For example, second language learners regularly perform better in reading, math and language arts. Indigenous communities who have higher levels of language retention are shown to have lower rates of cigarette smoking, substance abuse, suicide, domestic violence, and diabetes. Native Children who learn their language have higher levels of self-esteem, higher levels of confidence in their own abilities, and decreased levels of anxiety.

“New research indicates that those who learn their native language are less likely to attempt suicide too,” said Language Collections and Teacher Training Coordinator Barbara McQuillen. The Program is currently looking for 15 language liaisons from the tribal government and the community. In addition to supporting the Program, the liaisons will receive assistance with achieving an intermediate-low level of proficiency in speaking the language. The Program encourages all interested community members to sign up to become a liaison. If you’re interested, please email Yurok Language Distance Learning Coordinator Brittany Vigil-Burbank at bvigil@yuroktribe.nsn.us.

The Planting Seeds Project represents a natural progression of the successful Yurok elder-led campaign implemented between the 1950s and early 2000s to preserve the language. At every juncture, the Yurok Language Program team acknowledges their predecessors’ dedication to saving the language. Taking the mantle, the Program has made the language available in the Tribe’s Head Starts in addition to public high schools on the Yurok and Hoopa Reservations and in Del Norte and Humboldt Counties. The language will continue to be offered in these educational institutions for the foreseeable future. During the past five years, the Program has trained a team of talented teacher candidates and continues to develop new instructors. In fact, some the teachers from the initial class are now training new language educators. The Program also provides community language classes. Prior to the pandemic, the courses were taught in-person, but now they are available via Zoom.

“We believe this project is a reflection of what our fluent elder speakers would have wanted us to carry on to ensure the survival of our language. I feel confident our language team will be able to accomplish the goals of this project,” concluded Yurok Language Program Manager Carlson.

Source: (Joana Jansen, Northwest Indian Language Institute, University of Oregon; Lindsay Marean, Owens Valley Career Development Center; and Janne Underriner, Northwest Indian Language Institute, University of Oregon)

To stay informed about learning opportunities, visit the Yurok Language Program’s Facebook page, which can be found here: https://www.facebook.com/yuroktribelanguage

Education, Health

“My Corona Comic Book” – Building a Community Narrative

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We know your news feed is already filled with posts about COVID-19, but this one’s different! We have a project underway, and we think you’ll like it.

Along with providing news and highlighting moments in our community, Redwood Voice has always been about narrative. We want to know your stories, and we want to be able to share them! College of the Redwoods Professor of English Ruth Rhodes reached out to us with a brilliant idea and in our deliberations through a few Zoom meetings (of course), we’ve partnered up to make it a reality: “My Corona Comic Book!”

You can find the children-specific version of this project here, which was designed by Ruth Rhodes. It works especially well as a fun assignment for students in distanced learning programs, or even if you just have a child around with a lot of creative energy they need to let out!

More updates and developments will be coming out between now and the time of submission, June 19th. We have a lot in store, and a lot of excitement. We’re looking forward to not only all of the creative opportunities to come from this project, but also all of your wonderful submissions!

Education

Reflections: My Redwood Voice Internship

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For the past few months, I’ve had the opportunity to work as an intern at Redwood Voice. As my time here comes to a close, I look back on the experience and am filled with gratitude. During my time here, I have learned and grown so much, and I owe that to the opportunities this internship has provided me.

Working at Redwood Voice was more than just a job–it was an education. Before I started, my knowledge of filming and editing was extremely limited. I had never used a DSLR camera before, and my experience with editing software was very limited, so I felt like I had to learn a foreign language. I would frequently come to my boss, Meng Lo, with questions. Meng, being the wise coach that he is, did not answer all my questions. Instead, he pointed me in the right direction so I could get there myself. I studied advice from experts in the craft, and with each project that I worked on, I could practice and apply what I had learned. This process ensured true learning instead of mere memorization.

An emotional Coach Quick receives praise from his friends, family, and coworkers at a recognition assembly held at Smith River School. Photo Credit: Jayden Cornett

The first few videos I made were short, documentary-style videos. One of these was a feature on Ron Quick, who was a finalist in the US Cellular Coach of the Year competition. Another was a video promoting positivity surrounding pit bulls. As I spent time with Coach Quick, local pit bull owners, visiting the great people (and dogs) at the animal shelter, I was so inspired by the passion that these good people have for the important things in their lives. I was honored to be able to present them to the community. These interactions with people were as valuable to me as the skills I learned.

Filming the pit bull video. Photo Credit: Persephone Corvid Rose

I also had the opportunity to be involved in the preparatory stages of a media program that is about to be implemented for youth in Hoopa. I got to observe and participate in discussions and planning sessions in which we tackled real problems and worked together to create solutions. Then, I assisted in curriculum development for this program. I appreciated my involvement in this process so much, because I felt that my perspective and contribution was valued, and because I realized how unique this opportunity was.

Still shot from The Unwashed, Jayden’s final video project on hand washing. Photo Credit: Anna Lor

My final project before the close of this internship was a short video reminding people to watch their hands. This time, I was able to break from the standard documentary format and go with a more creative narrative form. Knowing the value of hands-on work, Meng let me take the reins from the beginning. I created the storyboard, wrote the script, set up lights, acted, directed, edited, and even composed some of the music. Along the way, Meng would take opportunities to advise me and teach me.

I do not take for granted the great experience that I have had here at Redwood Voice. With all the education, skills, and experience I have received, I am walking away a more experienced, prepared, and confident person than I was walking in. Now, I will take all that I have been given at Redwood Voice and use it to do good wherever I may go from here.

[End Scene]

This article was written by Jayden Cornett.

Education, Videos

“Breakfast After the Bell” – Making Sure ALL Students Have Access to Food

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5th grade teacher of Mary Peacock Elementary School Paige Thompson (center) is one of two teachers in the Del Norte County Unified School District taking on the “Breakfast After the Bell” initiative in its pilot phase.

“Breakfast is the most important meal of the day.” Even though there are people who would look at that statement and dispute without hesitation, tearing down breakfast’s ranking on the nutritional hierarchy and claiming any other time of the day is “the most important,” few can argue with the simple truth that it is of great importance nonetheless. Also, it’s breakfast – there shouldn’t really be a debate on breakfast.

More importantly, breakfast is important for children. Going to school every day with progressively developing and impressionable minds while constantly taking in new information can be very demanding, and students – from elementary grades to graduating off to college – need to keep up their energy. It’s one of the things that never change about the school system. The brain is a muscle constantly at work, constantly exposed to new concepts, new ideas, new developments, and in order for it to function properly, it absolutely requires nutrition. Nutrition at the beginning of the day gives students the start they need to endure the rest of the day. But breakfast isn’t just about having it in order to merely function. Any source can give you any number of reasons why breakfast is so important and the additional benefits it grants: increased concentration, reduction of fatigue, amplified awareness of proportion control and nutritional moderation, and a decrease in the risk of illnesses. Skipping breakfast, on the other hand, has demonstrated numerous negative effects, especially against young school children: diminishing mental performance in class, increasing the likelihood of poor food choices throughout the day (which has been shown to extend into long term circumstances), and cuts the body off from attaining important nutrition. Everything points to the importance of students eating breakfast. Unfortunately, despite the attempts of establishment in which many schools serve breakfast to students in the early morning, breakfast accessibility is still an issue across the nation. One in five children live in households facing food insecurity, leaving roughly 13 million children across the country who go to school hungry with little to resolve it. It is a much more widespread issue than most people tend to believe. Lucy Melcher, director of advocacy and government relations for the nonprofit Share Our Strength, running the No Kid Hungry campaign, has said, “There are food insecure and hungry kids in every congressional district and every demographic[.] Food insecurity is a family that has enough money to buy groceries three out of four weeks; it’s a mom skipping dinner; it’s having to choose between buying groceries and paying rent.” There is such an unfortunate discrepancy. As said before, schools do indeed attempt to serve breakfast. But usually, breakfast is served early in the morning before classes. Not only does this create issues for students with transportation issues who do are unable to attend early, but it means that students will have to wake up even earlier than the already dreaded early hours shown to produce negative effects. But across the country, teachers have been taking up a simple but effective movement to combat this problem. Already it has been reaping positive changes, and two teachers have introduced it to the Del Norte County Unified School District.

Students participating in the Breakfast After the Bell program eating breakfast in class. They are provided food and are allowed to save the food for later in the day.
For now, these are known as “pilot” sessions, determining whether the program, known as Breakfast After The Bell, is effective. Breakfast After the Bell is an initiative pushing for a simple method to assist food insecurity issues. Simply, teachers are able to provide breakfast foods in the beginning of class. Some may have their class open a few minutes earlier so that students who arrive early are able to eat, though teachers are often able to simply start class slowly as the students are eating. By giving them the free time to simply eat and socialize, however, they are able to begin the day on a note of low tension and social development. “The idea for piloting Breakfast After the Bell in Del Norte came from a collaborative group of community partners coming together to discuss how we can increase students’ access to food in schools. Breakfast after the Bell is a nationally recognized program that has been shown as one of the most effective ways to boost breakfast participation in schools. With the help and support of Deborah Kravitz, the Nutrition Services Director for Del Norte Unified School District, we were able to pilot the program in two classrooms at Mary Peacock this year,” said Ryan Kober of Building Healthy Communities, who has been a big part of helping Breakfast After The Bell in its piloting stages, and who gave Redwood Voice the opportunity to create a video for it, as seen above. We interviewed Paige Thompson, a 5th grade teacher at Mary Peacock Elementary in charge of one of the two piloting classes testing the Breakfast After The Bell system. First and foremost, the Breakfast After The Bell program easily accomplishes its goal of making sure that every student has food. “I like knowing that my kids ate that day,” said Thompson, which in itself reflects the effectiveness of the program. Being able to provide food and knowing for sure that students are eating helps to eliminate food insecurity during school, and she goes on to explain that of her classroom, only 2 students do not eat every day – one of which is due to medical reasons, the other simply out of preference who will eat some days but not others, but who still has complete access to the food – allowing ease of flexibility for students with different preferences or necessities. However, Thompson goes on to explain that the food itself is far from the only positive effective reaped from this experience. “I was excited about having breakfast in my classroom because it creates a really interesting social dynamic, and it makes my students feel comfortable asking for food later in the day when they’re hungry. It creates a really great sharing environment where, if somebody doesn’t want their orange they know they can offer it to somebody else.” Although, the teacher isn’t the only one to notice the benefits of breakfast in class. We were able to interview a few of the students as well, who each gave very interesting ideas on what they liked about Breakfast After The Bell. Along with students knowing they had access to food if they weren’t able to bring food themselves that day, students enjoyed being able to be in a smaller, quieter place where they were able to talk to their friends. They claimed that it was a better experience than that of the Multi-Purpose Room, which was typically full of students and made for a much noisier environment. The attention of this from students shows that it would be greatly beneficial to overstimulated or overwhelmed students, as well as shy or quieter students who may develop social skills more positively by being around their friends and classmates, rather than a more disorganized room with many sounds and senses firing off, and instead have a more stabilized, calm environment before starting their day.
With Breakfast After The Bell, students have the opportunity to eat and either socialize with friends or relax before the beginning of the school day.

Overall, the Breakfast After The Bell program speaks for itself as to why it’s a nationally recognized program. It exceeds in its goal in making sure every student has access to food, promotes positive social dynamics involving sharing, closer social development, and to some degrees even self-care as students take time to themselves before undergoing school for the day – and all the while, it’s an easy system that all teachers could fluidly work into their schedule, elementary and beyond. Perhaps that is just one of the many reasons this program has already proved to be so successful across the nation. It is taking a simple, small action to step towards a more inclusive space, and in turn grows into something effective and powerful that benefits everyone. It’s a win-win situation that anyone can step up towards. References (2) BetterHealthChannel: Breakfast The Denver Post: More than 13 million kids in this country go to school hungry

Education, LGBTQ, Videos

Transgender Awareness Month: Transcending Ignorance

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Redwood Voice’s Primary November Project, a video documenting the importance of Transgender Awareness Month in our local community of Del Norte.

We have reached the end of November. Families have come together to give thanks and nurture one another. They are unified – they are, quite simply, together.

And as they are together, they reconnect and recollect. They speak of the time that has passed since last seeing one another, they remember what came before this moment of celebration and connection.

There are many people who don’t have that luxury this time of the year. There are many people who must remember a much darker part of their lives – some, the loss of others, while the remaining remember how far they’ve come through adversity and hardship, remembering how hard they had to fight or hide to simply live to see these holidays.

Thanksgiving holds its fair share of connotations – for better, for worse, for all in between. It can be a spectacular time: a genuine, lovely gathering of family and friends. It can be, for perhaps a majority others, a grey time: those detached from their family, or even completely separated; those who spend the holidays alone; those who spend the holidays remembering those they once spent them with, but now live in times long since past. And of course, this isn’t even beginning to delve into the generational traumas of which the “American Thanksgiving” are rooted into and the atrocities that have taken place to build its cruel beginnings.

Regardless of how powerfully it encompasses this month, Thanksgiving is simply a mixed time. In a sense, perhaps the holiday it has evolved into is a time to ignore the traumas of the past – but ignorance does not lead to healing.

Ignoring a wound does not let that wound heal, but instead infect into something far worse. Even in writing this article, staying at a neutral, objective point, the mere act of talking about the negatives of this time of the year will surely outrage others or be deemed “controversial.” But it is simply true. Thanksgiving covers the attempts of many who wish to speak out. The Native American community wants the past to be visible without any strings attached, to spread awareness and knowledge of the wrongdoings of the settlers and the crimes committed against them. There is even a holiday the day after Thanksgiving known as “Native American Day” to amplify this awareness, and the entire month of November holds the monthly observance of “National Native American Month.”

Just as there are widely known observances, there are those buried under or unknown altogether. The one I present today is one that has been utterly erased to a point that few outside of those affected even consider its possibility of existence – an observance that, upon Googling, you won’t even find the name of:

Transgender Awareness Month.

Transgender Awareness Month – a month to memorialize the victims of transphobic violence and raise awareness of discrimination faced by transgender people worldwide.

November is a time when many members of the Transgender Community, as well as allies, reflect on pivotal historical moments that have fundamentally built the movement. But these moments come not from success without labor – they are times in which the community has overcome struggle, times in which we have climbed from the dirt placed on us to keep us down, buried, unseen, only to then blossom forth. One of the most notable instances of these happens to be Rita Hester’s murder on November 20th, 1998, due to her gender identity. This sparked outrage among the trans community, inspiring them to fight harder for a brighter future where we could live in a world that did not want to kill those who wanted to happily live as themselves. That’s why November 20th now marks Transgender Day of Remembrance. It is not a celebration, it is not an event of pride – it is a day marking loss. It is candlelit vigils as we read the names of those we have lost to violence, those we have lost to hatred against people being themselves.

Rita Hester, a transgender African American woman killed for expressing her gender identity on November 20th, 1998. A candlelit vigil was held for her attracting nearly 250 people.

We remember this pain. Many must live with it for the rest of their lives. Many suppress who they are to hide this pain – but ignoring the wound never heals it.

I’m sure many reading this may even be hearing about it for the first time. There are very few resources out there to for Transgender Awareness Month, and the closest our community has come has been the establishment of Transgender Awareness Week. It seems that our mourning and visibility must be cut short.

The purpose of Transgender Awareness Month is to educate those who know not of trans issues, of trans struggles, of where our movement originates – of where our movement is leading us. Its purpose is to step out and speak with those who want to learn, and we are more than willing. We know that there are allies who hope to provide as much assistance as they wish, but oftentimes they simply fall back. This month is here to invigorate them and others, to fight hatred with knowledge, to present who we are, what we’ve been through, and where we’re going now.

In Del Norte County, I cannot possibly overemphasize the importance of this.

I have met with a few fellow trans members of Del Norte to discuss its climate and why it is so absolutely crucial to have these conversations – why we need to be seen, why we need to be heard, why we need to be simply affirmed and understood as living beings. We are your neighbors, your fellow community. We want nothing more than to be accepted as we are, and those kind enough to do so inspire us to only further march with our message.


“Those moments of affirmation from your neighbors and friends here are too rare.”
– Jacob Patterson (she/her), local queer activist. 

“The world is a better, brighter place for you daring to show who you really are.”
– Sam Bradshaw (he/they/she), True North Youth Organizer.

“We exist. We need to be accepted.”
– Wyatt (he/him), Local Youth.

So I present all of this before you – this video, my words, our collective work – on the final day of November, near the month’s end. Why? Because I’m sure this is the first you’re hearing of it. But personally, I don’t believe there should be “designated times” to accept, love, and support others. So take this message as you will. Love your neighbors, learn about them, accept them, even if you don’t fully understand their lifestyles, and if that is the case, ask – talk to them. We are more than willing to explain who we are, more than willing to be seen, because for too long we have been in hiding. Let us all be unified and, quite simply, together.

esent all of this before you – this video, my words, our collective work – on the final day of November, near the month’s end. Why? Because I’m sure this is the first you’re hearing of it. But personally, I don’t believe there should be “designated times” to accept, love, and support others. So take this message as you will. Love your neighbors, learn about them, accept them, even if you don’t fully understand their lifestyles, and if that is the case, ask – talk to them. We are more than willing to explain who we are, more than willing to be seen, because for too long we have been in hiding. Let us all be unified and, quite simply, together.

Let us look forward to a time when the only Remembrance we need is to remember how long ago the trans community was forced to combat violence, and how it has now been reborn into a time of cherishment and acceptance.

Education, Videos

Native American Inclusion in Del Norte County Schools

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We visited elementary and middle school students at the Northern California Indian Development Council’s after-school program to learn how inclusive Del Norte County Schools are for our Native American students as well as how our schools might be hurting them and what they would like to see changed. Students shared stories of personal experiences they have had with classmates and teachers as well as offered solutions to how we can help build a better learning environment.

Education, LGBTQ

Fusion: Need for LGBTQ Inclusive Sex Ed in Del Norte’s Schools

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CRESCENT CITY, CA– Growing up queer in a remote Northern California town of just 7,500 people, I experienced firsthand how a rural school can fail to meet the needs of LGBTQ students. It’s a failure with dire consequences.

I experienced abuse in a relationship for the first time at age 13, in part because I lacked any knowledge of what it means to consent. And without healthy queer relationships to model, I presumed my partner’s manipulations were normal. Suffering abuse, dealing with intolerance in my community and lacking any institutional support to speak of, I developed some unhealthy coping mechanisms: I was self-medicating by age 14, and self-harming at 15. At the time, I hated myself and was feeling ashamed. In an attempt to leave Del Norte, I had my first experience in sex work at 16, with a man three times my age.

Sadly, this ripple effect is not altogether uncommon among LGBTQ youth, especially for those of us living in geographically and culturally isolated areas. When we don’t see ourselves reflected in the world around us, when we are systematically marginalized and when our very identities are painted as deviant, we can become that self-fulfilling prophecy.

California took a positive step toward addressing the problem with the passage of AB 329, otherwise known as the California Healthy Youth Act, late last year. The bill expanded on existing law to ensure that students will receive “comprehensive” sex education, including “affirmative” examples of same-sex relationships and education about gender identity.

But how will it actually play out in the classroom? If taken seriously and applied thoughtfully, the new law could make a huge difference in the lives of queer youth, especially those living in rural communities. So, I went to my local high school, Del Norte High, to ask queer students: What would you like to see covered in your new, “comprehensive” sex-ed classes?

Read the rest of the article here: http://fusion.net/story/284851/queer-lgbtq-sexed-ab329/

To read more about writer, Jacob Patterson and her Rise Up; Be Heard! Fellowship with Fusion, check out our article here: http://www.redwoodvoice.com/local-youth-journalist-selected-for-fusion-fellowship/

Community News, Education, Health, Opinion

True North Seeks End to Racial Profiling with Passing of AB953

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The statewide push for accountability with law enforcement in their relations with communities of color has come to Del Norte County and Tribal Lands. Local organizing network, True North, have been collecting prayer cards signed by citizens urging Governor Brown to pass Assembly Bill 953, the Racial and Identity Profiling Act, a data collecting bill making it mandatory for law enforcement to track and report the race of persons they make contact with.

Redwood Voice reporters followed some of the leaders and organizers of True North as they made their trek through our region on their way to the State Capitol.

Education

True North’s First Parent Engagement Team Meeting

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Parents, school officials, and True North organizers met at the Wild Rivers Community Foundation building on June 23 for their inaugural Parent Engagement Team meeting, after making an agreement during the Action on Education that was held in May. Five parents and four our out of the five selected school representatives attended. The focus of these meetings is to create and propose a strategy to increase communication between families and schools.

Josh Norris, parent of four and True North community organizer, briefly described the event during an interview on June 30. He stated that after they shared their experiences with working parent-school communication, the group identified three major values that they will utilize when crafting an engagement strategy. First is teamwork because, as Norris stated, “it’s not going to work unless we have teachers, administrators, and families working together.” Next is the idea that school should be a community hub. The third value is to create a partnership “between schools, tribes, other community resources and organizations.” The group also came to the decision that they should expand their outreach beyond just parents, and focus on communicating with families.

The rest of the meeting was spent developing a timeline. Their goal is to propose their findings to the school board in November and begin implementation in Spring 2016. Margaret Keating Elementary, Smith River Elementary, and (possibly) Crescent Elk Middle School were selected as pilot candidates for implementation. According to Norris, “the reason we’re looking at those schools is because some of the outlying schools like Margaret Keating are the lowest performing schools. They have the highest amount of need.”

The strategy will encompass all aspects of scholastic life, from advanced policy reform to simple changes like, for example, having a fun picnic with barbecue instead of an average back-to-school night. Parents will be able to sit down with teachers as equals.

Norris stated that this inaugural meeting “was a powerful experience because a lot of these folks, you could tell, have not sat down in a room all together. I think that was pretty groundbreaking. What we discovered, of course, is that we have a lot more in common than we thought.” He said that the event “went the way that it should have been. You have these different interests coming together for the same purpose.”

He finishes by stating, “Del Norte schools are about to turn it around. I think that some things have happened in the recent year that haven’t happened for many years before. I think people are now finally ready. They just need some encouragement from the outside, and that’s where we come in.”

The next Parent Engagement Team meeting will be held on July 14 at 6:00 p.m. Parents and family members are encouraged to contact Josh Norris at (707) 954-7226 about involvement.