CONGRATULATIONS 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

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.

Recently, 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.

• Sunridge Middle School (SMS) and Pendleton High School have school counselors.
• Elementary schools and SMS have spaces dedicated for students to take a structured break.
• Kindergarten through eighth grade use a check-in/check-out system as support in Tier 3.
• Additionally, schools provide small group and individual support in Tier 3.

 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.

• ODE partners visited our schools in November 2024 as a follow up. ODE provided us with school-level data to help inform building administrators of how the changes they made are affecting school climate and culture.
• ODE individually followed up with each building administrator to refine action plans set at the beginning of the school year through virtual meetings.
• ODE partners will meet with our administrative team in June to evaluate the impact of the changes and help them set goals and action plans for the 25-26 school year.

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.