Category: Education

Bringing culture to the playground

TELA introduces five new culturally inspired playgrounds

By Kalvin Valdillez, Tulalip News

“To see this all come to life is so beautiful. These are not your typical playgrounds – you can’t find this everywhere. This is related to us and to our kids.” – Taylor Burdett, TELA ECEAP Preschool Manager

The Betty J. Taylor Early Learning Academy (TELA) recently unveiled not one, not two, not three or four, but five new playgrounds at their campus earlier this fall. Featuring state-of-the-art equipment, the new play areas afford their students the opportunity to expand their knowledge of the local animals and aquatic life, as well as the habitats in which they live. 

Furthermore, the playgrounds are accented with Tulalip specific pieces, such as cedar dugout canoes, a life-size replica of the Tulalip longhouse, salmon and orca slides, and a dock that overlooks Tulalip Bay. And there are still a few more installations on the way that will enhance the cultural experience for the kids during outdoor playtime. This includes a smokehouse and a clam pit, where the students can learn how to traditionally prepare the foods of the Tulalip people such as clams, mussels, and smoked salmon. 

“I think it’s really about being able to share with the children who they are and where they come from,” said Sheryl Fryberg, TELA Director. “HeadStart talks about how community is so important in early childhood education because it gives them that sense of self-pride and builds their self-esteem. So, the more they know about their own community, the better they’re going to thrive in k-12 and through their college career and life, knowing this is who I am and this is where I come from.”

The project was over five years in the making, according to TELA Manager, Mekyla Fryberg, who spearheaded the effort. The academy began its initial planning phase prior to the pandemic, and when covid hit, the project was put on the back burner. But Mekyla was determined to see it all the way through, and she was able to secure additional Covid-19 funding to utilize for the playgrounds. She also took on the responsibility of finding a contactor and purchasing the equipment, with a goal to complete the project by the end of September 2024. 

Said Mekyla, “We have installed five new playgrounds – one specifically for birth-to-three, the rest are for ages 2-5. We have our fishermen’s dock playground; our longhouse, which will be surrounded by our smokehouse and our clam pit, where we focus on Indigenous foods with our students; our sea-life playground; and our wilderness preschool play area. And in addition to those areas, we did some renovations and added in play structures into our inner courtyard playground that was already pre-standing.”

After giving an exclusive tour of all five play areas to the syəcəb, Mekyla shared a little bit about the theme of the playgrounds, which revolve around local wildlife. She stated, “We tried to be intentional with the animals that we chose for the playgrounds and capture the classroom names that we have within our facility. We have our sea-life animals and our small land animals on the birth-to-three wing of the building. And our bigger land animals and birds in the preschool wing.”

To get a better understanding of Mekyla’s statement, let’s take a closer look at a few highlights of each playground. At the renovated inner courtyard, children will find a forest-themed playground with birch tree steppingstones and plenty of interactive fun such as a native wildlife soundboard. And sculptures of butterflies, bears, and bluejays can be found high and low throughout this entire play area. 

Next up, there is the fishermen’s dock, which not only features the canoe and the salmon/orca slides, but also a realistic pier play structure. Complete with perched seagulls and observation viewers, the kids can look out at the bay and feel as though they are at the Tulalip Marina. A few more cool pieces at this playground include oyster steppingstones and also hummingbird and eagle spring riders. 

Across the fishermen’s dock is the field where TELA holds its annual clambake ceremony. A permanent spot has been reserved for the clam pit, which sits directly in front of the new longhouse. The longhouse was modeled after Tulalip’s own cedar longhouse and the attention to detail is nothing short of stunning.

“They [contractors] actually went down to our longhouse and were able to replicate the posts,” Mekyla explained. 

Sheryl added, “We are going to develop it so that it looks more like it did when we lived in our longhouses. We want to get like food storage, and baskets, and something that replicates tule mats. I’m just so excited about it because it really gives the kids that feel. When we bring them to our longhouse, even the young kids, they feel when they walk in the door, that it’s different in there.”

Next on the tour is the sea-life playground that is located on the birth-to-three side of the academy. Upon entrance, the kids are greeted with a deep blue playground turf that serves as a replica of the Salish Sea. A whale’s tail appears to be jutting out of the ocean on the far side of the turf. On its opposite side is the head of an orca swimming alongside her calf, giving the illusion that the killer whale’s body is underwater. A few more highlights of the sea-life playground are sealion sculptures, jellyfish slides, and a giant figure of a sea turtle. 

The fifth and final playground can be found on the preschool side and is known as the wilderness playground. All the equipment on this playground is painted brown and green, to provide that outdoorsy vibe for the kids. Sitting on top of the main play structure is an owl looking out from a tree canopy. And below, the kids can reach the slides by climbing cedar logs and three cedarwood cookie steppingstones. In addition to the owl, the wildlife of this play area consists of a howling wolf, two bears, and a mama deer cuddled next to her fawn. 

The wilderness playground also has a few key features that we’d be remiss to mention. For the first time, in all of TELA’s history, the academy has a full-fledged swing set. And directly across the new swing set is perhaps the main attraction of the wilderness playground, a section with imported sand, rocks, and driftwood from the local coastline. TELA brought the beach to the academy! And it’s proving to be a place that many of the students connect with the most. 

“One of our teachers said that this is like the serenity spot for the kids,” shared Sheryl. “They run and play hard everywhere else but when they get here, they just relax. It’s like hitting Mother Earth, right? It brings such joy to my heart because we have provided so many different opportunities for them to be outside. And learning outside is the best thing we can do for our children; to experience the world, so they’re not just stuck in the classroom. They get to learn about their animals and even the sounds of the animals.”

Following the exclusive tour, the three TELA leaders took a moment to share their personal favorite playgrounds with Tulalip News.

“I think the fisherman dock is my favorite,” Mekyla exclaimed. “We have the salmon and killer whale slides. And just being able to scan out on the dock while you’re looking at the bay. I also like to see that it gives some of our teachers the opportunity to engage and learn as well, and so that’s also really rewarding for me.”

Taylor expressed, “I don’t have a favorite place but the little details of everything is my favorite, like the little oyster shells and the little accessories everywhere. From covid, we’ve seen an increase in our developmental delays and our sensory needs of our students. So, we just tried to expand that outside of the classrooms and to give them opportunities on the playground. There’s secured safe sounds, there’s a lot of different noise, auditory, and feely-sensey things for them and that’s so great.”

“The longhouse is my favorite because it gives us the opportunity to show the way we lived originally in our longhouses as well as how we utilize them today,” Sheryl revealed. “And it’s going to be a great place for our teachers and our Lushootseed department to share traditional stories and knowledge with our kids.”

Since its establishment, the early learning academy has continued to find new ways to incorporate the Tulalip culture and their ancestral knowledge into their curriculum. The new playgrounds are an extension of those ideals and values of the academy. And just a few weeks after introducing the play areas to their students, the kids are already in love with the animal sculptures and culturally inspired play structures, and they are having a blast exploring every detail of the new parks.

If you have yet to see the new playgrounds, the fishermen’s dock and longhouse are visible from the academy’s parking lot. Please keep in mind that in order to preserve the pristine look of the new play structures for future generations, the new playgrounds are closed to the public. For additional info, please contact TELA at (360) 716-4250.

In Pursuit of a Ph.D. Tessa Campbell is indigenizing space on the UW campus

By Micheal Rios, Tulalip News

At the cross-section of academia and culturally inclusive education, prevailing winds of change are sweeping though newly constructed learning centers and century’s old college campuses across the nation. Generated by Native American culture bearers focused on increasing representation and breaking down barriers by actively seeking to become mentors, school administrators and college professors. These individuals are powered by a fearless determination seven generations in the making. 

The Tulalip Tribes has produced several of these illustrious education change makers; from Dr. Stephanie Fryberg and Dr. Lena Hammons to Early Learning Academy director Sheryl Fryberg and Quil Ceda Elementary vice principal Chelsea Craig. Soon, Tessa Campbell will join the ranks of those marvelous matriarchs. Proving yet again that educational pursuits, even at the highest of levels, aren’t just realistic dreams, but are attainable goals for our Tulalip people.  

“The main reason I am in the Ph.D. program is because the University of Washington Information School supports Indigenous Knowledge and Indigenous Systems of Knowledge research,” explained Tessa. “There are currently three Native faculty and three Native Ph.D. students.  I am pursuing my doctorate degree so I can eventually teach. I also want to be a role model for not only younger generations but others as well. It is important to see Native people in academia. Having representation of Native faculty and students is so important to see that if other Native people can survive and thrive in these programs then so can they!

“Personally, for me, education has been empowering,” she added. “It hasn’t been an easy journey though. My Ph.D. experience is so drastically different than my undergraduate experience. When I was an undergraduate student 20 years ago, there was a significant lack of Native American representation at the University of Washington. During my undergraduate years, I never saw Native American students, faculty or staff. I even took an American Indian Studies class, and it was taught by a non-Native professor. During those years, I felt unsafe and unsupported, so I remained invisible and silent.”

  The now 47-year-old Tessa is anything but invisible and silent. With an extensive wardrobe of vibrant colors and bold Native designs that is often accessorized with stunning beaded earrings or cedar woven jewelry, she proclaims herself a proud Tulalip and Tlingit culture bearer in any space she occupies. A classroom in UW’s Moore Hall is one such space. That’s where her articulate voice speaks truth to power every Tuesday and Thursday afternoon as she seeks to indigenize education.

Only months away from earning her doctorate degree from the University of Washington, Tessa is working towards completing her Ph.D. program by teaching an exclusive course within UW’s school of Informatics.  INFO 353 Indigenous Ways of Knowing in the Digital World is the course title.

In her pursuit to become Dr. Campbell, Tessa is indigenizing education not only by recruiting and supporting Native American educators but also integrating Native perspectives, histories, and teaching methods into her academic curriculum.

“The curriculum was originally created and developed by Dr. Sandra Littletree (Navajo/Easter Shoshone), which I have kept the foundation but have integrated material about the Tulalip Tribes into,” explained Tessa after allowing SeeYahtSub staff to attend one of her class sessions. “I asked and was granted permission from our Tulalip Board of Directors to teach about Tulalip history and culture this quarter. I believe that all tribes should have control of their knowledge and information and know where it is being disseminated.

“It’s been great having guest speakers from Tulalip, such as Aaron Jones, Ty Juvinel and Dave Sienko, come to UW this quarter and speak to the students,” she continued. “The main takeaways I want students to learn is that all tribes are not a monolith. They are so unique and diverse in their languages, cultures and histories. Since most students in the class have no previous exposure to Native American history, I want them to learn about Treaty Rights and tribal sovereignty.”

That vast majority of her 30 students are international or 1st generation American. Descending from countries like China, Thailand, India, Mexico, Armenia, Indonesia and the Philippines, Tessa’s class is one of the most diverse on the entire Seattle campus. Add-in the meticulously curated course content, various guest speakers, and the unique individual teaching and that’s a formula resulting in cross-cultural learning at its finest. 

UW student Joanna Pena-Rodriguez said she was excited to learn from a fellow Indigenous person, especially one that is an enrolled Tulalip Tribes member. “I want to learn more about how Indigenous people have connections to the land and use storytelling as a way to preserve traditional knowledge for future generations,” shared the UW 4th year whose parents are both from Jalisco, Mexico. “I’m also interested in learning about building community and tying these concepts back into my own Mexican roots and traditions.”

The movement to indigenize education reflects a broader societal shift towards inclusivity and respect for diversity. As more Native Americans enter the field of education, they are redefining what it means to teach and learn in America. This effort not only empowers Native communities but enriches the educational landscape for all, creating opportunities for students to engage with the histories and cultures that shape our world.

All those Native educators working tirelessly to indigenize these historically marginalized spaces are actively dismantling colonial narratives while promoting tribal sovereignty and self-governance. For Tessa, the macro is just as important as the micro.

“Academia and education have been harmful and traumatic spaces for Native people, so creating space for ourselves and sharing our ideas and knowledge with others helps us feel stronger,” concluded Tessa. “These actions help us feel safer, building community, mentoring, uplifting and supporting each other. Any educational pursuit is empowering whether it is a training certificate program, apprenticeship program, associate’s degree, bachelor’s or whatever. We can all integrate these programs and indigenize them and bring that knowledge back to Tulalip to build a stronger and healthier community.”

What a breath of fresh air those prevailing winds of change are.

Lushootseed 101 now in session

By Kalvin Valdillez, Tulalip News

During the lunch hour on September 16, close to a dozen community members gathered at the Lushootseed department library to embark on a language revitalization journey that will take place over the next several months. 

Two large dry erase whiteboards, that would soon be filled with the 40 unique characters that make up the northern Lushootseed alphabet, were set behind the class instructor, Natosha Gobin. And once she had the attention of the classroom, she officially kicked off Lushootseed 101 with a welcome statement and a brief introduction of herself, her lineage, and family, which were all spoken in traditional Lushootseed. 

Switching from her ancestral language to English, Natosha shared, “This was the (Tulalip Elementary) library when I went to school here. I also went to Marysville Middle School, Marysville Junior High School, and Marysville Pilchuck. And through all of those experiences, we didn’t have the opportunities to learn the language, to be able to honor our heritage, practice our cultural ways, and see all the cultural events that we see taking place today. It feels really good for us to be in this moment right now, where we can make sure that those opportunities we didn’t receive when we were younger are there for our kids, grandkids, and the next generations.”

Lushootseed 101, 102, and 103 follows a curriculum that was originally intended to equip potential language warriors with a strong foundation before stepping into a teacher’s assistant position with the Tribe. Natosha explained that the college level courses focus on grammar and sentence formula, and participants will learn phrases, greetings, personal introductions, names of places, and a traditional story. Students who enroll in the class through the Northwest Indian College are able to obtain 5 credits per course upon successful completion.

This year, two NWIC students elected to enroll in Lushootseed 101. Sitting at the front of the classroom, with bright smiles and open notebooks, were Tulalip tribal members, Mahayla and Odessa Flores.

Said Mahayla, “I’m looking forward to learning Lushootseed because I never really got the chance to learn my culture growing up. When I heard that I could learn the language (through NWIC), I thought this is it, I can finally learn more. I immediately took the opportunity. I literally dropped another class so I could take this one because it means a lot to me. For the longest time I didn’t know I had a mother language. When I figured that out, I was like, I need to learn it. And even though I might struggle, I’m committed to learning.”

Some years back, after gaining an interest from the Tulalip community and the Tribe’s employees, the Lushootseed department opened the class to auditors, who are able to participate throughout the course and receive a certificate at the end, in lieu of college credits. 

When asked about her decision to join Lushootseed 101 this fall, class auditor and Tribal member, Joyia Kinlicheeney, said, “It was time. I think learning the language is going to be really cool. I’m intimidated by the sounds and the dialect, but I’m excited to go home and be able to talk to my grandkids, because they already get to learn it at the elementary and TELA. It’s going to be so cool to be able to chat with them.”

Natosha shared that the duty to pass on the language through the courses fell upon numerous language warriors over the years, including Michelle Myles, Becky Posey, Toby Langen, Sarah Miller, and herself. 

After years of teaching Lushootseed at Heritage High and MPHS, this is her second stint as a college course instructor. And  Natosha is implementing a new way of learning by livestreaming each of her lectures on the Tulalip Lushootseed YouTube page. 

“With livestreaming and having the class recorded, we want to make sure we are doing our best to support the needs of our participants,” stated Natosha. “We don’t ever want people to feel like – if one day you had a hard time grasping the content, don’t let that be the day to break you. We will provide any type of support. If you missed a day or two, or if you’re home sick, maybe you want to have it playing in the background so you can hear it, which is better than trying to have someone recap it to you in a couple minutes. And you’ll also have the recorded version as well, if you want to watch it again.”

Throughout the years, the reach of the Lushootseed department has extended not only to the college level, but they are also making a big impact at the Betty J. Taylor Early Learning Academy and in classrooms across the entire Marysville School District. Today, the language is accessible at most grade levels. As the youth continue to build upon that foundation year after year, they can step into the college courses well-prepared and ready to help progress the revitalization movement that much further. 

In regard to how they will be exploring the language throughout the course, Natosha shared with the class, “It’s important to remind ourselves that our language was an oral language. We’re learning through written form, but the way our ancestors held on to our language since time immemorial was through speaking it. And they passed it down through speaking it. So eventually, we’ll get to a point where we’ll need to let go of some of those English influences and make sure that we start producing as close to what our ancestors provided for us. There’s a lot of different sounds than the English language. It makes the English language seem boring because we have sounds where you need to use the back of your throat; some harsh sounds, clicking sounds, we use the term guttural. There’s a lot of unique sounds that are a part of our language and as we build our ability to speak it and hear it, then comes the point where we need to fine tune it.”

Natosha shared how her love for the language developed while volunteering at the annual summer Lushootseed Camp for Tribal youth. After accepting a position with the Lushootseed department 24 years ago, she confidently stated that her love for the language has never wavered over the course of time. 

If you are interested in taking the Lushootseed 101 course, it is not too late. Natosha is inviting you to join the class this year, whether in person or online. The classes are held daily, Monday through Thursday, at 12:00 p.m. – 12:50 p.m. You can just pop in or hop on YouTube, but if you would like to give Natosha a courtesy heads up, you can shoot her an e-mail at NGobin@tulaliptribes-nsn.gov or you can leave a message at her desk phone, 360-716-4499. 

* Following a brief 24-hour editing period, the video recording of the livestream will be posted on the YouTube page.

Greenhouse restoration underway at MPHS

By Wade Sheldon, Tulalip News

The long-abandoned greenhouse at Marysville Pilchuck High School, unused for the past 15 years, is being revitalized for the start of the 2024-25 school year as part of the MPHS Greenhouse Project. It all started when a few teachers, including Biology teacher Kayla Carter and Head of the Science Department Claire Luvera, walked by the neglected lot and thought, “Why is this land just going to waste?” This question inspired Kayla and her colleagues to bring the greenhouse back to life, seeing it as a valuable resource for students and the community.

Kayla and Claire took the issue to the school administration, who approved their plan to clean up the greenhouse. This was no small task, as the greenhouse had been an eyesore on the MP campus for over a decade. Undeterred, they gathered tools, secured funding, and rallied support through community donations. Blackberry bushes had overtaken the buildings, walkways, and even the inside of the greenhouse. The monumental undertaking began at the start of summer, clearing the overgrown foliage, removing debris, digging out walkways, and bringing in an electrician to get the building operational.

Inspired by this potential, Kayla Carter, who was in her first year at Pilchuck, saw an opportunity to transform the space. “From my classroom, I could see this big greenhouse and land,” she said. Motivated by what it could become, Carter started the greenhouse project. “To get it going, we needed a lot of help from the community,” she explained. Initially, it was just her and another teacher working on the project, but the community’s response has been incredibly supportive. According to Carter, they’ve been offered tools, donations of lumber and compost, and a tree company helped trim trees. 

The plan is to form a garden club to maintain everything, and involve students in activities like testing water and soil, and growing different plants in various areas. Carter said, “The garden club will sell flowers and, hopefully, tomato starts for the program,” 

For Carter, this project is about more than just gardening; it’s about bringing kids outside and connecting them with nature. “Some kids these days don’t go outside enough,” she said. She hopes that by having students grow plants they helped start, they will enjoy getting their hands dirty and seeing nature up close. “One of my dreams is to have students eat what they grew,” Carter shared, emphasizing her desire to have the students experience the entire cycle of growing and enjoying their food.

Luvera expressed enthusiasm for the new project and its potential impact on the curriculum. “We will be able to do so many labs and hands-on activities in all our life sciences,” she said. She explained that the decision to start this initiative was made earlier in the year. “Back in April, we looked around and decided to work on this project,” Luvera recalled. Her excitement for the future is apparent, especially regarding increasing student engagement through practical learning. “I am excited to get more hands-on activities for the kids,” she added. Luvera also shared her hope to revive an agriculture program, which would provide even more opportunities for experiential learning.

Eliza Davis, a member of the Marysville School Board, has been actively involved in supporting positive initiatives within the district. “I reached out to different organizations,” she said, explaining her efforts to find support for the greenhouse project. As someone deeply familiar with the challenges and negativity within the district, Davis wanted to focus on something positive happening in the schools.

“While on a tour, the Principal of MP, Peter Apple, told me about some teachers interested in getting this program going again,” Davis explained. Motivated by this opportunity, she connected with a few organizations and the non-profit Best Schools Marysville, which is dedicated to restoring schools in the community. The organization was eager to help and donated money to support the program.

Davis recalls that the program was once award-winning, with students making wreaths for Christmas and growing flowers for Valentine’s Day and Mother’s Day. “There are lots of opportunity for students to learn about business and practical, real-world skills,” she said. She is enthusiastic about seeing passionate young teachers. “It’s nice to see young teachers come in and want to change the culture and rebuild the program,” Davis added, reflecting on the potential for growth in the district.

The greenhouse project will continue throughout the school year, with plans to turn the greenhouse back into a functioning classroom. The district will decide later in the year whether to reopen the class. In the meantime, Carter and her team are hopeful for ongoing community support and involvement. For more information and updates, visit their Facebook page, MPHS greenhouse project.

Backpack giveaway makes triumphant return

By Micheal Rios, Tulalip News

It’s been five long years since the Tribes’ annual back to school bash featured its iconic backpack giveaway. Missing since 2019, the double shoulder strap carry-all bags made a triumphant return on Wednesday, August 21, to the delight of students and parents, alike.

Anticipation was so high that several families lined up in front of the Youth Center doors a good two-and-a-half hours before the giveaway started. Misty Flores wanted to guarantee teenagers Caianne Santee, 17, and Skylar Flores,16, had first choice among the ever popular and extremely limited Skyn Style backpacks that feature stunning Native designs. 

“It was important for us to be first in line so they could get the backpacks they wanted and so that I could get back to work,” said Misty. 

“I’m excited to pick out a really cool backpack for school,” added Caianne. She stated so eloquently, like only a current teenager can, that the importance of having a cool backpack is “to avoid being made fun of for having a weird or lame backpack.”

Skylar and Caianne accomplished their mission by both selecting Skyn Style backpacks. Skylar went with the subtle white and black tribal print design, while Caianne opted for the fearsome Warriors bag that features the portraits of Chief Joseph, Red Cloud, Geronimo, and Sitting Bull. Safe to say there’s nothing weird or lame about that backpack, that’s for sure.

Also, among the first ones in the doors after eagerly standing in line for two plus hours was Valerie Alcombrack and her kiddos. Six-year-old Zaida Castaneda was so full of excitement that she couldn’t help but shout, “A pink one!” when asked what kind of backpack she was hoping for. Minutes later, the soon-to-be 1st grader was radiating pure princess energy as she sported a sparkly pink backpack out of the gymnasium. Her eight-year-old, big brother Kain opted for the base blue, Minecraft themed bag to rock during his upcoming 3rd grade year. 

Hundreds of Tulalip students eagerly picked out a backpack before filling it with classroom supplies, like pens, pencils, spiral notebooks, folders and so much more. The deep-seeded commitment to the educational well-being and academic future of our youth went beyond essential school items. 

In addition to the distribution of backpacks, the event also includes various activities and resources that promote academic and personal development. Educational booths, cultural presentations, and health screenings are often part of the event, providing a holistic approach to preparing students for the upcoming school year. 

There were several resource booths on site with local school district staff, volunteers, and educators intent on boosting the confidence of students and parents as they transitioned into school mode. These resources help to address the broader needs of the youth, ensuring they are not only equipped with school supplies but also with knowledge and support that will help them thrive both in and out of the classroom.

“It’s just good to see all the support the kids have to motivate them in and out of the classroom. They know they have so many who want them to succeed and rally want them to move forward in the best way possible,” described papa bear Cory Pablo as he perused the resource tables with his kindergartener and 1st grader. “My kids have been talking about this backback day for like a week and a half. Now, they can’t wait to finish up in here so we can check out everything that waiting for them outside.”

Oh, the marvels of being back outside. Like a scene out of Willy Wonka, there were free snow cones and popcorn being handed out by Tulalip Bay paramedics, literally a thousand slices of Costco pizza being distributed, and a variety of wildly fun shenanigans for the kids to enjoy. RECKLESS spinning carnival ride? Of course. Rock climbing wall? Sure. American gladiator style jousting? Why not. 

Peak memory making and community building to end the kid’s summer vacation, the return of the backpack distribution is also a reflection of the Tribes’ emphasis on unity and mutual support. The excitement around the event brings together not only the children and their families but also local leaders, educators, and community members to socialize in a whimsical atmosphere.

“We did so much outreach behind the scenes to make this as successful an event as possible,” reflected Jessica Bustad, Executive Director of Education. “This is a prime opportunity to reach our people because there are hundreds, potentially thousands, who walk through our doors today. A big priority for us was recruiting departments and organizations that we know our students and families need access to prior to school beginning so that they can, hopefully, begin building a relationship that they can then carry forward into the new year. 

“As a parent, too, I’m so thankful for all the resources the Tribe makes available to our kids so they are in the best position to succeed,” she added. “Beyond the backpacks and school supplies, we know that as Tulalip families that our students are fully supported with their educational journeys.”

Paddling Forward: Over 100 TELA students take next step in educational journey

By Kalvin Valdillez, Tulalip News

Standing in line amongst their classmates, a cohort of Tulalip’s youngest learners patiently waited for DJ Auntie Monie to call their name. After receiving a cedar paddle necklace, they took a symbolic step into the future as they passed under an archway of cedar branches to the applause of hundreds. At that moment, a flash of each of their personalities shined bright as many students either took the time to strike a pose or hurry out of the limelight. But without fail, you could see their confidence and pride grow as they found their loved ones cheering them on in the crowd. 

Held at the Tulalip Amphitheater on the morning August 16, the Paddling Forward ceremony was the Betty J. Taylor Early Learning Academy’s official return to an in-person celebration. Although the drive-thru style graduation was a hit during the pandemic, the excitement about this year’s event was electric among the families and staff, and especially the graduates who couldn’t wait for the festivities that would follow the ceremony. Altogether, there were over 100 graduates, with nearly 40 students moving up to preschool and about 70 kids transitioning to kindergarten this fall. 

Beautiful regalia was on display as the kiddos rocked cedar caps or wool woven headbands for their big day. These were handmade by their families as a part of the Academy’s family culture nights. Each graduate also received a giftbag with their very own hand drum to take with them on their educational journey. 

TELA excels in both introducing and instilling Tulalip’s culture and traditions to their students at a young age. This ultimately helps establish a foundation where they can continue learning and practicing the lifeways of their people throughout their lifetime. And in turn, pass the teachings on to the next generation. 

TELA Director, Sheryl Fryberg, shared , “We have a new assessment called the LOVIT Way. So, teachers are always paying attention and thinking how they can integrate more culture and language, on a daily basis, into their classrooms, beyond what the Lushootseed teachers bring to us. It’s really enriching all of our children. A few years ago, we brought the Lushootseed teachers to birth-to-three and it’s making a huge impact. Our next step is getting it to the prenatal, because how do we learn English? When we’re in utero. We want them to have that because that’s where our language will live on. And for our culture, we have such great plans for this coming year because we have more people that are going to be working with Lushootseed. They’re called the Rediscovery Program, and it’s amazing that’s happening.”

Once each graduate received their paddle pendants, the students rushed toward the outer edges of the amphitheater where fun awaited them in the form of bouncy houses, a bubble station, and numerous carnival-style games and activities. 

When asked if she could impart one final message to the recent graduates, Sheryl shared, “Reach for the stars and learn to love to learn. That’s the most important thing. I think that when we instill that in our babies, that sense of wonder, that’s where they’ll grow and find that thing that they love to do in their lives.”

Kids, crafts, and culture

By Wade Sheldon, Tulalip News

Tulalip Lushootseed Camp wrapped up its second week of the play “Little Mink and Younger Cousin Tetyika” on Friday, July 19, at the Kenny Moses Building. This marked the end of another successful camp. Each of the two weeks, the camp welcomed 50 kids, providing both a break for the parents and an opportunity for the youth to fully immerse themselves in the culture and language of their ancestors.

Michele Balagot, Lushootseed department manager for over 15 years, was honored for her decades of service in the department at the Lushootseed Camp. Appreciating her contributions, all her former co-workers and employees gifted her a blanket.

The two witnesses, who observe all the work the children have done to put on the play, are also honored. These two are chosen on the day of the play and brought to the front of the audience to get a full view, and then they speak about the work after it is over. One of the witnesses was tribal member Dean Pablo.  

He said, “We want to take the time to honor these kids. There was a time when this language couldn’t be spoken, and now our youngest in the community get to speak it in gatherings, and I think that’s something to be proud of.”

Lushootseed Manager Natosha Gobin added, “Seeing the kids consistently for a week is good. I wish we could keep them for longer. But it seems to be the perfect amount of time for this age group to spend one week with us. They are able to pick up all the teachings, and they have fun doing the crafts. The play will never be perfect, but the kids will always remember it.”

“Camp was fun!” said Eddie, a camp student. “My favorite part was when we got to make the paddles. I made an orange one. I learned that when you bother the whale, he will eat you, and you will learn a lesson.”

Another student, Kamille, enthusiastically confirmed that she had a great time at camp. and particularly enjoyed going to the beach. When asked what she learned during the play, she replied, “I learned to sing songs.”

Wrapping up the 27th annual Lushootseed camp, one thing is sure: the kids will come and learn a bit about their culture, but the memories of being a part of the play and being with friends will last a lifetime.

Traditions alive at language camp

By Wade Sheldon, Tulalip News

The 27th annual Tulalip Lushootseed Day Camp hosted two, five-day sessions from July 8 to July 19. Kids were entrenched in a week-long immersion in the Lushootseed language and traditional teachings, with the first week concluding on Friday, July 12 at the Kenny Moses Building. During camp, the youth rehearse a play based on a traditional Tulalip story. The play is then performed for the community during the closing ceremony on the last day of camp. 

The children are immersed in various activities throughout the week. Each morning began with an opening circle, where they learned what was expected of them throughout the day. They explored woodworking, created stories through beautiful watercolor paintings, and enjoyed games like Lushootseed jeopardy and bingo. Outside, the kids had a blast with activities like a fishing game, whale games, and more. In the traditional teachings workshop, they crafted story poles and charm bracelets. The kids also helped weave a wool skirt and shawl for the giveaway, when these handmade crafts are gifted to audience members.

By the end of the week, the kids were ready to perform play of Little Mink and Younger Cousin, Tetyika, a traditional story told by Tulalip legend Edward Hagan Sam. The late David Spencer Sr. illustrated and translated it for the Language department to use. His artwork was showcased on the front of the shirts the kids wore on the day of the play and on the backdrop scene.

This story is a way back to our old customs, and reinvigorating these historical stories for the youth enriches our heritage. These stories help the youth by letting each person take from the story their own interpretation.

Natosha Gobin, Language Department Manager, said, “We look forward to this the most every year because it is the time when our staff gets to be in the same building doing the same work. Otherwise, we are split up into different schools and different classrooms. It’s nice to be here working with the kids.”

A couple of camp participants shared their favorite part of the Lushootseed camp. Chiefy Williams said, “It was pretty good. I liked doing the play.” Another student who enjoyed the camp, Francis, said, “I liked woodworking; I made some paddles and windchimes. My favorite part was singing about the whale going to the beach.”


At the Lushootseed Day Camp, participants gain valuable skills and develop a strong connection to their cultural heritage, creating lasting memories for all involved. To learn more about the traditional Lushootseed language, we encourage you to visit tulaliplushootseed.com. 

TELA students take part in clambake

By Kalvin Valdillez, Tulalip News

“At Tulalip, our people lived all along the water in the village all around here,” explained Tulalip elder and historian, Ray Fryberg Sr., to a group of future leaders. “Our people gathered clams and cooked them right on the beach, using the fire, water, and the steam and all of these elements to cook the food. And so, we’re going to have this clambake, the way our ancestors used to cook the food a long time ago, when they lived here and traveled in canoes. I know in school you learn about our culture, you hear stories, you hear the language, the words our people spoke and that’s really important. Today, you’re going to enjoy some of the foods that belongs to us from this area.”

On the gorgeous morning of June 21, the young learners of the Betty J. Taylor Early Learning Academy ventured outdoors to a small field overlooking Tulalip Bay to engage in a fun and significant tradition of the Tribe. As the kiddos entered through the gates of the TELA field, they couldn’t help but marvel as steam rose into the air from a cinder block fire pit. Inside of the pit, hundreds of clams cooked slowly to perfection as the aroma of a traditional Tulalip meal filled the air and carried in the breeze throughout the Academy’s campus. 

Said TELA Director, Sheryl Fryberg, “We’re so excited about our third annual clambake. It’s such a blessing to be able to share with our children, our birth to five children, and their families this way, our traditional way of life. This year we actually added salmon and oysters to further their experience with our tribal traditional food. When I was going around and asking the children to come up to the pit, so they can look at the clams, they were really excited. They were all excited to have clams again.”

After the students found a spot to sit in the grassy field and enjoy the sunshine, Ray took the opportunity to share a traditional story about the beaver, a story passed down to him from Raymond ‘ti-at-mus’ Moses. Ray had their full attention throughout the story and had many kids laughing as they learned how the beaver got its flat tail. 

While Ray shared the story, Tulalip culture bearers and brothers, Thomas and Andy Williams, were on cooking duty and tended the clams. Three years ago, when the annual clambake made its original debut at the Academy, Ray passed down the knowledge of how to prepare and execute this traditional method of cooking to Thomas and Andy. Since then, they have put that knowledge to use and have prepared the clams each year since, and plan to continue to do so for the foreseeable future.  

The clambake is a joint project between TELA and the Lushootseed department. Over the years, the two departments have forged a strong relationship. Working together, they have developed and implemented a cultural immersion program that introduces Tulalip’s ancestral language to the Tribe’s membership at a young age, during the critical era of early childhood brain development. Each school day, Lushootseed language warriors visit the Academy’s classrooms to impart traditional words, phrases, songs, and stories to the kids, ensuring that the language revitalization continues to thrive generations from now. In addition to helping organize the event and set up the space for the gathering, the Lushootseed language warriors also harvest essential resources needed for the clambake. 

“It’s a lot of work, a lot of preparation,” shared Thomas. “It can be stressful, but when we get here and we see it all work out, it feels really good. It helps us realize that even though it seems challenging to do this style of clambake, it’s worth it when we see the kids have the experience that they’re having, because none of us experienced anything like this when we were in school. Three years ago, Uncle Ray told us everything we needed – the first thing we have to get is kelp and we have to make sure the tide’s right because it’s got to be low enough to get the kelp. Me and my coworkers from the language department went to Camano Island State Park for the kelp. Then we went to Sultan to get the thimbleberry leaves and skunk cabbage leaves. And obviously, we could get those down here, there’s some by the admin building, but that stuff’s not clean. So, the higher we go up, we alleviate that question of ‘oh is this stuff clean?’. And TELA’s able to order the clams and get the firewood, so that’s basically the essentials for the clambake.”

He continued, “This is important because they get to eat it and enjoy it, and it’s so much fun for them because it’s an outside activity. But they’re actually eating stuff that’s really healthy for them. They’re eating stuff that they’ll be able to harvest themselves one day, and they’ll have that understanding of food sovereignty. This is important to pass on because we didn’t really have this experience as kids, but now that we know, we’re able to fill in that gap. Every generation will fill in that gap. It’s resparking that historical knowledge. This is just one step. We’re preparing clams, but there’s a lot of resources that need to be harvested to do so. When we do the clambake, they also get to learn about kelp, thimbleberry leaves, skunk cabbage leaves. So, we might be just feeding them clams, but they’re learning holistically a bunch of our traditional ways that ties it all together.”

As the clams continued to steam beneath layers of kelp, thimbleberry and skunk cabbage leaves, the kids happily joined together in song and dance alongside their teachers from both the Academy and the language department. When the clams were ready, they were uncovered and scooped out of the pit. Each student received their own tray of clams and oysters, which was also accompanied by frybread and salmon, and it was all smiles as they grubbed down on the shellfish with their peers, teachers, and families. 

“My heart almost exploded with joy and happiness when I watched them eat their clams and salmon,” Sheryl expressed. “It’s a beautiful thing to see them have this experience. I feel blessed that we’re able to partner with the Lushootseed department to do this for the kids. We’re so grateful to all the people who we were able to accomplish this with. We had a lot of families come this year, and that’s what it’s all about – experiencing this with their kids. And it’s also about sharing the traditional songs, the language, and the stories with the children and their families. It’s so beautiful because they’re continuing to grow in their culture and spirituality.”

Graduates radiate achievement on summer solstice

By Micheal Rios, Tulalip News

Every time a Tulalip graduates from a university, community college, or vocational school, they instantly become the living embodiment of what it means to reclaim a narrative. For so long, our people were shut out of academic environments where they could share their truths, where they could proudly embody the vibrant traditions and teachings of their thriving Coast Salish culture. 

Previous generational barriers to equitable education access ultimately helped proliferate the unfortunate, yet still prevailing, narrative that says we can’t succeed within a westernized education system. United States census data supports this misguided narrative by showing that while more than 65% of high school students attend college, only 19% of Native American choose to do so. In an era where education is a critical cornerstone for self-sufficiency and quality of life, only 13% of tribal citizens age 25 and older hold a college degree. 

These statistics and others may attempt to draw a bleak conclusion in regards to our people and education, but the truth is, more than ever before, we are seeing the narrative reclaimed and rewritten by present-day Tulalip scholars. This generation is actively pursuing all levels of college degrees at a historical rate. In doing so, they are intentionally decolonizing educational pathways for their peers, their children, and for future generations who will have shining example after shining example of Tulalips strutting across a graduation stage and proudly receiving their hard-earned Associate’s, Bachelor’s, Master’s, or Doctoral degree. 

This culturally-led reclamation process was on full display during this year’s summer solstice. The astronomical first day of summer coincided with a special banquet that recognized the amazing efforts of fifty-seven Tulalips in their pursuit of higher education.

“You’ve all put in so much hard work and countless hours of studying to earn your degrees. We are so proud of you for choosing to better yourself, your community, and your future through education,” said Chairwoman Teri Gobin during her opening remarks. “As a tribe, we know we need to be better at utilizing your brilliant minds and supporting our college graduates. As we continue to grow our business operations and evolve as a tribal government, we want you to feel welcome to build a career with us.”

It was a powerful moment when the words washed over the graduates as they sat with their support system of family and friends in the Tulalip Resort’s Orca Ballroom. It’s the hope of Tulalip leadership that many of the graduates will consider finding their professional homes within the Tribe’s vast enterprise. 

Several college grads being recognized on this evening had been diligently carving meaningful roles in their traditional homelands for years now. In fact, of the six Master’s degrees and one legendary Doctoral degree celebrated this year, all but one of these inspiring tribal members are well established within the Tulalip Reservation as a professional in their field. Furthermore, all of these collegiate trailblazers are women. Together, they radiated not only all the achievement vibes, but that unique matriarchal energy that comes from a deep and sincere lived desire to better themselves, their families, and their shared tribal community.

Each of the attending Master’s degree wielding matriarchs were willing to share a little insight from their collegiate journeys and heartfelt words of encouragement.

Chelsea Craig *Doctor of Philosophy* –  Quil Ceda Tulalip Elementary assistant principal. 

“My biggest motivation has always to been to honor my great-grandmother Celum Young who was a survivor of the Tulalip Boarding School. I like to think that this achievement brings healing to her spirit because we weren’t supposed to be here today. None of us were supposed to be here in 2024 as full, intact Coast Salish people. They tried to do everything within their means to destroy my great-grandmother’s identity, and her experience is what set the tone for me and my path.

“Looking forward, I hope that I’ve opened pathways for even more Tulalips to strive for a college degree. If I can do it being a full-time educator and a mother of four, then so can so many more of our people. Beyond that, I want our people to know they are capable of great things without having to lose themselves in the process. Each stage of my educational journey I never compromised who I was as a Tulalip. From how I wrote my papers and who I sourced, I was very intentional about quoting our ancestors and wisdom warriors. I hope people furthering their education are conscious about centering their culture always. Take it, claim it, and own it. That’s how we embody our sovereignty.”

Natasha Fryberg *Master of Arts* – Hibulb Cultural Center rediscovery manager 

“I’ve always looked at education as a priority in life. Being a first-generation college graduate in my family is so meaningful to me because it proves to my siblings and children it can be done. Already, two of my sisters are back in school to get their Associates degrees. Being that role model for my family and my community furthers my belief that anything is possible if you manage your time right and prioritize what’s truly important to becoming your best self.”

Summer Hammons *Master of Arts* – Treaty Rights legislative policy analyst

“Ever since I was a little girl, my mom has been my role model to show me what’s possible when you dream big. She’d be working three different jobs and still be taking college classes because she was determined to earn her Ph.D. With each degree she earned, she utilized them towards her positions to better her people. She instilled that value in me to the point that now I play on continuing my education in pursuit of joining my mom as another Dr. Hammons.

“Something I try to remember always is just how much the Tribe invests in all its members who decide to attend college. It’s really expensive and we are so fortunate to be members of a tribe that prioritize education. On the hardest of days, when I’m lacking in motivation, I think of having the support of the Tribe and all those who laid the foundation for us to have this incredible opportunity. That intentionally drives my passion to be successful, and I hope it does for others, too. We each have a Tribe’s worth of support and investment backing us on our educational journeys.”

Josie Marchesi *Master of Clinical Health Services* – Health Clinic physician’s assistant

“I always intended to further my education in service of Tulalip. Growing up in Ellensburg, I was always so far from the community and our culture. But receiving my degree in health services allowed me to seek employment at the Tulalip Health Clinic. I was fortunate to be offered employment there in January of this year. Now, I am home serving the community. There is a lot of mistrust among our people and the health system because of so much bad history, and I want to be part of the solution in building that trust back.”

Lindsey Watkins *Master of Science* – Tulalip Tribes internal marketing manager

“It was always my intention to go back for my Masters degree after getting my Bachelors in 2007, but the timing never seemed right. Next thing I know I had two kids and was working at the casino. At a certain point, I realized if this was something I really wanted then I just needed to do it. So, I did. I’m glad to set that example for kids so that when they are older and if they choose to pursue a college degree, then I can tell them with confidence that they can do it. It’s going to take time, effort and sacrifice of fun things they’d rather be doing, but it’s 100% achievable.”

Brianne “Breezy” Distefano *Master of Arts* – Quil Ceda Tulalip Elementary kindergarten teacher

“I am proof that a high school dropout can become college graduate…a Master’s degree graduate at that. It’s funny looking back because I always knew that I wanted to be a teacher even though my own educational experience was very challenging. Add in being a mother of three and I can sincerely say I never thought this day would actually get here, but now that it has I am so proud of myself for never giving up. My kids have watched me through this whole journey, even coming to class with me at times. They know now what’s possible and that’s something that drives me as the only Tulalip teacher at Quil Ceda Elementary. I want all our kids to dream as big as they can dream.

“For any Tulalip out there, who didn’t get to walk with their classmates at graduation or hasn’t earned their diploma, yet, I want you to know that this moment doesn’t define you. You are all capable to success no matter how you choose to define it. All successes come by way of setting simple goals at first and as you achieve them, you can then begin to set bigger goals. No matter what happens or where life takes you, please remember that you are so capable of greatness.”  

The higher education class of 2024 included seventeen Associate’s degrees, eight Bachelor’s degrees, six Master’s degrees, and one Ph.D. receiving, newly minted doctor. Fifteen vocational diplomas and ten high school diplomas rounded out the 57 Tulalip honorees. 

Tulalip Higher Education staff are eager to help new and returning students find their path to academic success. They can assist with FAFSA applications and finding scholarship opportunities, as well as simply reviewing the Tribe’s current policies regarding paying for college and other educational programs. For those Tulalip citizens feeling empowered to help reclaim our educated Native narrative, don’t hesitate to get in touch with Higher Education at (360) 716-4888 or email highered@tulaliptribes-nsn.gov