Yurok Tribe Hosts District 5 School Board Candidates Meeting

KLAMATH, CA – The Yurok Tribe and Education Department hosted a “Meet the Candidates” night at the Tribal Offices on Monday, October 16th, 2006. Education Department Director, Jim McQuillen moderated the event. Two candidates, Beth Green and Tom Cochran, the appointed incumbent, are vying for the opportunity to represent District 5 on the School Board in the November 7, 2006, election. District 5 is comprised of the areas east of Parkway; Birch Tract, Elk Valley, and southward, including the Klamath area (detailed question and answers follow).

At issue are questions about Klamath students’ reasonable access and opportunities to actively participate in core and enriched scholastic offerings, extra-curricular after-school programs, as well as sports. How to feasibly realize these goals, whether it is realistic to attempt to provide such options in Klamath, and how to fund such possibilities, have led to ongoing community discussions.

Some community members, including certain highly respected Elders, feel that, although transportation concerns are valid, the added scholastic, extra-curricular, and social, benefits available to students who travel to Crescent City outweigh attempting to provide alternative resources in Klamath.

In contrast, some others feel that students’ time spent in transit has a negative impact on students’ quality of life, scholastic achievement, as well as opportunities to create local after-school activities.

The inherent difficulties associated with effectively administering a school site comprised of children ranging in age from 5 years to mid-teen are a substantial consideration.

Adding to the controversy is the US Department of Education finding that the School Board’s decision to close the upper grades at Margaret Keating School (MKS) in Klamath violated federal civil rights laws, which prohibit discrimination based upon race or national origin.

The School Boards’ decision was contrary to Blue Ribbon Panel advisements, and was determined to be discriminatory against the predominantly Native American students at MKS.

The School Board has sited academic reasons such as low test scores and difficulties associated with a single teacher attempting to cover wide ranging subjects in a mixed class of 6th through 8th grade students, in addition to defending their decision as being made for financial concerns.

However, the US Department of Education found that no significant savings were realized as a result of the grade closures. With the School Board and District remaining in violation of federal law, this remains a critical concern in the selection of a representative for District 5.

Standing somewhat apart, is Klamath River Early College of the Redwoods (KRECR), an alternative high school initiated by the Yurok Tribe, in cooperation with the Del Norte County School District, and College of the Redwoods, with funding from the Gates Foundation. KRECR offers classes for 9th through 12th grade students and provides the unparalleled opportunity for students to graduate high school with a college-level Associate of Arts degree.

KRECR has accreditation to instruct children from Kindergarten through 12th grade. However, there have been no public indications as to whether KRECR will consider filling the local education gap for families unwilling to export their 6th through 8th grade students to Crescent City.

Klamath community concerns seem, on first blush, to revolve around education, but on closer examination may determine far broader, long-term, directions for the entire community. The sub-text of issues concerning Klamath is whether it is financially wise to gamble with long-term investments in Klamath, on a bet that Klamath will grow into a sustainable and vibrant community, or whether it is wiser to take the safe bet and concentrate financial resources on the more certain future of Crescent City.

More precisely, in the absence of actual cost-savings in closing upper grades at MKS, are federal and local monies better spent transporting Klamath children to Crescent City so that financial efforts may be concentrated in one place, to grow Crescent City, or should monies be spent to improve and enrich long-term scholastic and extra-curricular opportunities in Klamath.

There is a basic irony in this financial poker game: as federal, state, and local, monies, along with the resources they secure, are increasingly withdrawn from rural communities, and redirected toward more populated areas, the rural communities languish, so that the primary premise of worthlessness becomes the functional reality of a largely uninhabited and unsustainable ghost town.

Rural and isolated, economically challenged, struggling with environmental and cultural catastrophes, often at odds with other local governments, Klamath faces tough decisions about its future and its self-sufficiency, sustainability, and services. These basic community questions may come down to something as seemingly innocuous as whether Klamath children deserve a real investment in their future and their children’s futures.

The questions, somehow, unfortunately, seem to devolve into the “us and them,” Crescent City and Klamath, rather than “united we stand.” Internal considerations about overall long-term directions for Klamath’s future may play the trump card in the District 5 School Board election.

Although Mr. Cochran is quite familiar with district policies and procedures, and the current decision making processes which have led to the present state of affairs, his willingness to materially represent the specific interests and needs of District 5 voters remains unsolidified.

Ms. Green seems somewhat more committed to actively representing the interests and voices of her constituents, has experience researching difficult issues, and may more fully consider the best interests, quality, and equality, of education available to Klamath students.

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Questions and Answers

Jim McQuillen, Yurok Education Department Director, and former Principal of Klamath’s Margaret Keating School, moderated the question and answer format School Board candidates event, October 16, 2006, between Beth Green and incumbent, Tom Cochran. Written questions were taken from the audience, randomly selected, and candidates were provided with one minute to respond to each question.

Each candidate briefly discussed their backgrounds and experiences, with a crowd of about 40 people at the Yurok Tribal Offices.

Beth Green was born in Eureka, and moved to Crescent City in 1956, where she attended Del Norte High School and then College of the Redwoods. She went to work at Pine Grove Elementary School in 1965, transferred to Crescent Elk Middle School in 1966, where she worked for 30 years. She retired several years ago. Ms. Green is of Weyott and Rohnerville Indian heritage.

Tom Cochran moved from the mid-west to Crescent City in 1948 with “the rest of the people,” attended school at Crescent Elk, and Del Norte High School, attended some college, was drafted, returned, found college unaffordable, entered the family business, and maintained a restaurant and bar. Mr. Cochran noted his business background and understanding of financial responsibility, with 19 years experience in running food service for the School District

Candidates were asked what can be done to improve student’s test scores in Del Norte schools, which generally perform below the state average on standardized tests. Ms. Green suggested improving children’s access to, and assistance in, working with research materials and libraries. Mr. Cochran cited the Board’s decision to use standardized reading and math books throughout the district as an improvement.

Responding to whether candidates would try to secure more Native American teachers at Margaret Keating School in Klamath, so that children could better relate to their instructors, Mr. Cochran indicated that there are currently 3 Native American teachers at Margaret Keating School and more are being sought. Ms. Green agreed that more Native American teachers are needed at Margaret Keating, and throughout the district.

Regarding their proposals for retaining Native American students in school, Ms. Green emphasized that providing an enjoyable atmosphere is a crucial factor in stimulating attendance among students. Mr. Cochran remarked that although the district has not always agreed with the Klamath community, more counselors and social workers are being sought for the Klamath school, to talk with students and parents. He noted that a recent issue of Reader’s Digest concluded that sleep deprivation was the number one problem among school children.

Concerning improvements to school food, particularly over and undercooked meals, Mr. Cochran explained that there is no excuse for poorly prepared meals, but that this has been an ongoing issue for at least 3 years. He urged students and staff to inform principals of food quality issues, but noted that it is difficult for him, as a former food service employee, to intervene on food service issues. Ms. Green assured community members that she would make personal visits to local schools to check food quality, and inquire with student and staff about the district’s achievement in providing quality meals. She indicated that she had experienced some less than pleasing meals while working in the district, and observed that meals prepared on-site, in the past, had been of superior quality to prepackaged meals.

Pertaining to their opinions on whether middle and high school students could benefit from programs teaching diversity and acceptance, Ms. Green voiced her support, noting a palpable gap in understanding, tolerance, and even opportunities, for the diversified students within the district. Mr. Cochran cited bi-lingual classes in the Tolowa Indian language as being beneficial, but was unclear on whether the Yurok Indian language is likewise available.

Related to improving classes at Margaret Keating School, so that students would not transfer to Crescent Elk (located in Crescent City), Mr. Cochran indicated that Klamath needs more students, and that class sizes of less than 20 students makes it unfeasible to keep school classes open. Ms. Green assured community members that she would not have voted to close the upper grades at Klamath, and pointed out that in previous years, during minimum days, students from Klamath were retained in the library, rather than being transported home in a timely manner.

The candidates were asked whether they were aware of the length of time Klamath students spent in transit from Klamath to Crescent City and back each day. Ms. Green replied that she was aware of the lengthy transportation concerns, but noted that it was unfeasible to have a separate public high school in Klamath. Mr. Cochran suggested that 1 hour and 10 minutes is the longest he had heard of students traveling, one-way, on the bus, that the bus trip is designed to take 45 minutes, and that there is now an express bus available to return students to Klamath on minimum days.

Concerning why the candidates thought American Indian students have difficulty succeeding in Caucasian-based school environments, Mr. Cochran responded that heritage probably plays a big role. Ms. Green elected not to respond.

As to whether candidates intend to take any action to alleviate the appearance of School Board discrimination toward Klamath students, Ms. Green responded that she was presently unable to answer the question. Mr. Cochran acknowledged that his understanding of the problems confronting Klamath students is incomplete. He pointed out that the School Board “puts money” into the Klamath school, and he did not know how they could be “more fair than that.”

Related to how access to special education programs can be improved for students at Klamath River Early College of the Redwoods, Mr. Cochran reported that money and assistance are available, and interested parties need to contact Superintendent Moorehouse to request services. Ms. Green agreed and indicated that she would like to see students with special education needs receive more assistance from the district.

Responding to a question of what procedures are in place to address truancies from McCarthy school, Ms. Green replied that she could not respond to the question. Mr. Cochran specified that McCarthy is a Court-controlled school, for students who have been in the Court system, and that a social worker is assigned to follow up on truancies and ascertain the validity of excused illnesses.

Candidates were asked what plans they have to curb the high staff turn-over rates at Klamath Schools. Mr. Cochran suggested that hiring more Native American teachers could improve consistency, but cited ongoing problems in locating social workers for MKS. Ms. Green concurred that employing teachers who welcome the opportunity to teach in Klamath is central to solving the problem, and noted that the assignment of teachers, unreceptive to working in Klamath, had led to difficulties in the past.

As to whether the candidates support an “activity bus” for Klamath students attending school in Crescent City, Ms. Green expressed her enthusiasm and support of an activity bus, emphasizing the importance of improving Klamath students’ ability to access and participate in extra-curricular programs. Mr. Cochran agreed that an activity bus is a priority, and acknowledged that there had been problems for Klamath students in attending the college-bound AVID program in the mornings.

Asked whether Johnson O’Malley (JOM) program tutors will be available to help students this year, Mr. Cochran replied that he was unsure, but thought that JOM had been cut out. Ms. Green responded that she was unsure and would have to look into the matter.

When queried how they intend to represent the interests of Klamath students, Ms. Green assured the crowd that she would visit school often and listen to the concerns of students, parents, and educators. Mr. Cochran related that upon being appointed to represent District 5, during training, he was taught that board members, in fact, represent all students in the district, and not merely the interests of students from their own district. He also stated that he visits schools once a month and stays current with teachers and on local concerns.

Pursuant to the candidates support for bringing local education for 6th, 7th, and 8th, grade students back to Klamath, Mr. Cochran informed the crowd that a larger student population is needed in order to return the upper grade classes to Klamath, and reminded the crowd that finances were a foremost consideration. Ms. Green conveyed her emphatic support for returning local educational options to Klamath students, assuring the crowd that she will stand firm in representing the wishes of the Klamath community if elected to the School Board.

Candidates were asked what steps they would take to correct the problem of Klamath community opinions not being properly recorded prior to the closure of the upper grades at MKS. Ms. Green remarked that she intends to actively insure that the views and opinions of Klamath residents are completely and accurately represented and recorded in the future. Mr. Cochran expressed regret for the oversight, but does not intend to revisit the issue, and is not prepared to say that anyone was to blame for failing to record minutes of the meetings in question.

As to whether the candidates support offering Yurok language classes at Del Norte High School, Mr. Cochran responded that the moderator, Mr. McQuillen, is responsible for setting up Yurok language classes at the high school. Ms. Green voiced support for Yurok language classes and said they would be “important,” expressing her own interest in learning Yurok.

Responding to the burning question of what steps might be taken to remedy the finding of the US Education Department that the closure of the upper grades at MKS violated civil rights law, Ms. Green replied that she simply did not know. Mr. Cochran indicated that he also did not know of any available remedies for the School Board and Districts’ violation of law.

Candidates were questioned about their opinions on students in the Yurok Nation reciting the US Pledge of Allegiance. Mr. Cochran stated that the Pledge is mandated by California State law, and noted that it is district policy for all students to recite the Pledge. Ms. Green agreed with Mr. Cochran on the technicalities, but noted that student participation is not mandatory.

In response to inquiries of whether either candidate was aware of any hate crimes involving Klamath students attending Crescent City schools, Ms. Green indicated that she was not personally aware of any hate crime incidents and that if such events had occurred they had not been disclosed to classified staff members during her employment with the district. Mr. Cochran replied that no incidents had come to his attention and that, to his knowledge, no claims or suits had been filed.

Regarding whether the candidates are familiar with Police Chief Plack’s school programs, Mr. Cochran noted that he is aware of programs at Crescent Elk Middle School and Del Norte High School. Ms. Green replied that she appreciated, and noticed that students seemed to feel safer, with an officer on campus.

Candidates were, finally, asked their opinions on vocational training programs for high school students. Ms. Green voiced her approval, recognized the benefits of the carpentry and apprentice programs, acknowledged that not all kids intend to attend college, and emphasized basic living skills as a vital component of school curriculum. Mr. Cochran indicated that the School Board is currently working with Bay Area trade schools to improve students’ exposure to vocational training, including the nursing field.