The Pendleton Early Learning Center (PELC) celebrated 10 years of teaching kindergartners on Thursday, May 8, 2025.
In the 2015-2016 school year, the Pendleton School District embarked upon a new, exciting venture by opening the PELC. The new school, created by totally remodeling the old Hawthorne building, houses all the district’s kindergartners in one building.
Several teachers and staff members who worked at the PELC in the first year were at the school to celebrate the 10th anniversary. A group of them chatted in the school’s library, remembering what it was like to start working in the new building in fall 2015, which also marked the first year of all-day kindergarten at PSD.
They said they had to start from ground zero with every procedure, like where to line up, how to take kids to lunch, all the recess rules, everything. They commented that procedures changed a lot in that first year as they adapted to the space and to having 200 five-year-olds in one school.
“Over the next couple of years, we changed things and found better ways to do things,” said Jan Levy, former Kindergarten Teacher.
Some of the teachers who started at the PELC came from elementary schools that had only one kindergarten teacher, so the new school provided opportunities to collaborate with other kindergarten teachers. “One of the best parts about the PELC is that because it’s an all kindergarten school, you have teachers who all teach the same level and their resources so that you can figure things out much quicker,” said Brian Zimmerman, who started teaching the first year and is still teaching at the PELC.
Mireya Wolf, Paraprofessional, was there for the first year and still works there. She said that in the first year, everyone was nervous but also excited about the beautiful, colorful building. She said she loves coming to work at the PELC every day, and her favorite part is seeing the kids.
Lori Curtis, Lead Secretary, has welcomed students and families to the school for 10 years. She remembers the first year was all about working out the kinks of a new school building, and the decade since then has gone by so fast. Curtis loves the concept of the PELC and said, “It’s amazing having all the kindergartners in one location, and it’s fun having Head Start and IMESD preschool here and getting to know those families before the kids become kindergartners.”
Pendleton School District Superintendent Kevin Headings thanked the visionary administrators who established the PELC, which is considered a unique early learning center on the West Coast. “Until today, I didn’t realize how many staff who started here 10 years ago are still here, and that says something about the PELC, its culture, and what you all have created. The district is very proud of this school. Thank you to the PELC staff for doing what you do for the youngest learners in our district, it’s much appreciated,” Headings said.
PELC teachers and staff who started the first year and are still working there are: Donna Bostwick, Lori Curtis, Rachele Johnson, Shawndine Jones, Madelyn Naughton, Tracey Perkes, Mireya Wolf, Shellie Wyss, and Brian Zimmerman.
PHS Principal Message
/in District Site News, High Schools News /by rthornburg2025 Crystal Apple Award Winners
/in News - District & All Schools /by rthornburgCONGRATULATIONS to the Pendleton School District 2025 Crystal Apple Award Winners!
Nicole Kuza – Lead Secretary at Sunridge Middle School
Jess Cooper – Science Teacher at Pendleton High School
Emma Sims – Paraprofessional at Sunridge Middle School
Carol Aldrich – Title I Teacher at the Pendleton Early Learning Center
Students and Local Arts Center Team Up to Create Books
/in District Site News, Early Learning Center News /by rthornburgKindergartners at the Pendleton Early Learning Center (PELC) recently flexed their artistic skills and had a great time working with staff from the Pendleton Center for the Arts to make their own small books.
The project happened through Roberta Lavadour, Executive Director at Pendleton Center for the Arts. She works with a group called Arts Learning Northwest that supports teaching artists; the organization had some funding available for an in-classroom art activity. Lavadour said that because the arts center loves working with the staff at PELC, it seemed like a perfect partnership.
Lavadour and Kate Brizendine, Coordinator of Education and Outreach at the arts center, spent two days teaching all PELC students how to make their own little book. Lavadour said the simple structures are perfect for highlighting the amazing growth the kids have had this one school year. Once they put together the book structure, students drew pictures and wrote words to make little how-to books. “They were absolutely adorable, and I had one parent tell me a week later that her son was still carrying it with him everywhere,” Lavadour said.
She added that there’s a particular pride in making your own book, and in addition to teaching them the skill, they wanted to provide materials so students could continue to explore handmade books and other art-making activities with their teachers. “Having nice materials to work with really helps engage people of any age in creative expression,” Lavadour said.
Pendleton Center for the Arts donated paint, sticks, liquid watercolors, crayons, cardstock, and a few other items to the school.
PELC Principal Angela Lattin said they appreciate the donation of the art supplies and the ongoing collaboration with the Pendleton Center for the Arts.
FFA Farm Day Video
/in News - District & All Schools /by rthornburgPELC Thanks Wildhorse Foundation & Others for Library Upgrade
/in District Site News, Early Learning Center News /by rthornburgKindergartners at the Pendleton Early Learning Center (PELC) have an upgraded school library with new shelving to display hundreds of new books, thanks to the Wildhorse Foundation and other donors.
On Thursday, May 8, 2025, PELC staff gathered in the library to thank the donors and celebrate the new space. The Wildhorse Foundation grant was for $10,000. Other funding came from Title 1A, a TAPP (Tribal Attendance Promising Practices) Grant, and Title VI.
Angela Lattin, Principal of the PELC, thanked the Wildhorse Foundation. “This grant, braided with the other funding sources, was really game-changing for our school library. If not for the grant, we would have spent the next 10 years working on these projects.”
Ella Meyers, representing the Wildhorse Foundation, said the organization is really honored to be involved in something that directly impacts the youth in Pendleton and especially the connection to tribal culture. “It’s wonderful to be attending this event today, and it’s really lovely to see it turn into reality,” Meyers said.
The funding made these projects possible:
Principal Lattin said the PELC’s library is well utilized by students. After doing some calculations, she said this school year, there were 6,437 student trips to the library and 3,145 opportunities for students to check out books.
Superintendent Video Message – May 2025
/in News - District & All Schools /by rthornburgPELC Celebrates 10-Year Anniversary
/in News - District & All Schools /by rthornburgThe Pendleton Early Learning Center (PELC) celebrated 10 years of teaching kindergartners on Thursday, May 8, 2025.
In the 2015-2016 school year, the Pendleton School District embarked upon a new, exciting venture by opening the PELC. The new school, created by totally remodeling the old Hawthorne building, houses all the district’s kindergartners in one building.
Several teachers and staff members who worked at the PELC in the first year were at the school to celebrate the 10th anniversary. A group of them chatted in the school’s library, remembering what it was like to start working in the new building in fall 2015, which also marked the first year of all-day kindergarten at PSD.
They said they had to start from ground zero with every procedure, like where to line up, how to take kids to lunch, all the recess rules, everything. They commented that procedures changed a lot in that first year as they adapted to the space and to having 200 five-year-olds in one school.
“Over the next couple of years, we changed things and found better ways to do things,” said Jan Levy, former Kindergarten Teacher.
Some of the teachers who started at the PELC came from elementary schools that had only one kindergarten teacher, so the new school provided opportunities to collaborate with other kindergarten teachers. “One of the best parts about the PELC is that because it’s an all kindergarten school, you have teachers who all teach the same level and their resources so that you can figure things out much quicker,” said Brian Zimmerman, who started teaching the first year and is still teaching at the PELC.
Mireya Wolf, Paraprofessional, was there for the first year and still works there. She said that in the first year, everyone was nervous but also excited about the beautiful, colorful building. She said she loves coming to work at the PELC every day, and her favorite part is seeing the kids.
Lori Curtis, Lead Secretary, has welcomed students and families to the school for 10 years. She remembers the first year was all about working out the kinks of a new school building, and the decade since then has gone by so fast. Curtis loves the concept of the PELC and said, “It’s amazing having all the kindergartners in one location, and it’s fun having Head Start and IMESD preschool here and getting to know those families before the kids become kindergartners.”
Pendleton School District Superintendent Kevin Headings thanked the visionary administrators who established the PELC, which is considered a unique early learning center on the West Coast. “Until today, I didn’t realize how many staff who started here 10 years ago are still here, and that says something about the PELC, its culture, and what you all have created. The district is very proud of this school. Thank you to the PELC staff for doing what you do for the youngest learners in our district, it’s much appreciated,” Headings said.
PELC teachers and staff who started the first year and are still working there are: Donna Bostwick, Lori Curtis, Rachele Johnson, Shawndine Jones, Madelyn Naughton, Tracey Perkes, Mireya Wolf, Shellie Wyss, and Brian Zimmerman.
CTUIR Fisheries Program Visits 3rd and 4th Graders at Washington Elementary
/in District Site News, Washington School News /by rthornburgThird and fourth grade students at Washington Elementary School experienced some exciting hands-on learning with a visit from CTUIR Fisheries in mid-April.
Representatives from the Confederated Tribes of the Umatilla Indian Reservation program brought young and adult lamprey and Coho salmon for the students to see and touch. Students learned that lampreys have been living on Earth for 400 million years.
Shaun Montgomery, Assistant Project Manager for Umatilla Hatchery Satellite Facilities, said it’s effective when children learn through interactive experiences. He said 500,000 Coho salmon are released each year through the program. “We want young people to learn about the salmon recovery program the tribes are doing and how important it is to the environment and to the tribe’s first foods,” Montgomery said.
Due to the COVID pandemic, third and fourth graders missed out on the annual field trip to visit the fisheries site. Shawndine Jones, Walk to Language Teacher at Washington, said the school appreciates the staff from the program visiting the school for those students who missed out a few years ago. “Thanks to the CTUIR Fisheries staff, students enjoyed this hands-on experience and learning about the importance of salmon and lamprey,” Jones said.
Washington Elementary thanks these visitors for sharing their time and knowledge:
Aaron Jackson
Kanim Moses-Conner
Jerrid Weaskus
Shaun Montgomery
Sherwood Starts Hot Breakfast in the Cafeteria Again
/in District Site News, Sherwood School News /by rthornburgStudents at Sherwood Heights Elementary recently started eating breakfast in the cafeteria. This may not sound like a big deal, but it’s a welcome change for the school.
At the start of the 2024-25 school year, the school had a program called Breakfast After the Bell, which was mandated due to the high percentage of students eligible for free or reduced-price meals. Due to the school’s large student population, it was impossible to fit all students in the cafeteria in the morning to eat breakfast at the same time. So, the school had to offer cold/to-go style breakfasts that students ate in the classroom. Breakfast was served after the first bell, so students didn’t start eating until 8:00 AM.
The school recently revised the breakfast protocol, serving breakfast earlier, starting at 7:30 AM and having students arrive at staggered times between 7:30 and 8:00. This way, they are able to accommodate all students who want to eat in the cafeteria.
TJ Presley, Sherwood Principal, said the recent change allows the school to provide hot breakfast options to students, and all food is served on a tray and eaten in the cafeteria. Presley said this has helped in other ways around campus, such as less mess in the classroom, less waste of food because students are choosing what they want to eat, less garbage , and less interference with instructional minutes during the school day.
“We are also hopeful that the hot meals will improve our attendance and on-time arrivals for the start of the school day,” Presley said.
If breakfast is the most important meal of the day, Sherwood Spurs are on their way to success!
PSD Works to Strengthen Behavioral Systems of Support for Students
/in News - District & All Schools /by rthornburgRecently, Julie Smith, Director of Special Programs for Pendleton School District, discussed some new strategies the district has used to support students during the 2024-25 school year. Here are highlights from that conversation with Dr. Smith.
How is student support different now?
The COVID pandemic drastically shifted the landscape for communities, families, children, and schools. Five years later, schools are still working to refine systems of support to better meet the new and different needs of our students. Our systems were built around pre-pandemic student needs. Using a data-driven approach, the district looked at the high number of students who needed significant levels of support and realized we needed to develop a more proactive system.
What is the current system used at PSD?
All Pendleton schools utilize Positive Behavioral Intervention and Supports (PBIS) within our Multi-Tiered Systems of Support (MTSS) for students. The MTSS system has three support levels — Tier 1, 2, and 3. Tier 1 is delivered in the classroom to all students. Some students receive additional support through Tier 2. Some students receive high levels of individualized support through Tier 3.
PSD elementary schools have child development specialists and behavior support specialists providing Tier 2 and 3 supports.
District and school leaders identified there was a higher number of students needing Tier 3 support, indicating practices at the lower tiers of support may not be as effective as they could be. The team worked to identify what was working and what needs adapting to strengthen our system.
How is Pendleton School District responding?
In May 2024, I reached out to colleagues at the Oregon Department of Education (ODE) I had worked with on school improvement projects. The ODE partners agreed to support the district as a pilot developing technical assistance tools potentially for other districts asking for support.
Pendleton School District’s K-8 Administrative Team spent a full day training with ODE experts in Behavior Support Systems at the beginning of the 24-25 school year. Building administrators developed action plans to share with their building leadership teams based on this training and an assessment of where they might refine their systems of support. Building leadership teams worked to adjust the PBIS system based on individual building needs.
What are your takeaways from this process?
Building administrators, counselors, teachers, and paraprofessionals are working hard to meet the needs of every student every day. They are working to identify what is working well and what is not working well. We are trying to be proactive while responding to the needs of students who need a high level of support. We want to work in partnership with our families, community partners, and the Oregon Department of Education to make our schools welcoming and inviting for every person who enters our schools.