Category: Education

Reducing chronic school absences for tribal students

By: Alexis M. DeLaCruz, J.D., Education Attorney, TOCLA

[Note: This general information is not intended to be legal advice, and should not be relied on as legal advice in any particular student situation.] 

“Education prepares Native children not only for active and equal participation in the global market, but also to be positive, involved members of their communities – there is no more vital resource to the continued existence and integrity of tribes than Native children.” 

National Congress of American Indians, statement on the importance of education.

Across the United States, nearly half of American Indian/ Alaska Native students were chronically absent during the 2021-2022 school year. The term “chronically absent” means a student has missed at least 10 percent of scheduled school days (about 18 days a school year) for any reason including excused absences, unauthorized absences, or school discipline. School attendance issues also impact the Tulalip community and other Washington Tribes. For example, in the same 2021-2022 school year, nearly one-quarter of all Washington tribal students had unexcused absences from school. School attendance is a complex and evolving issue. Experts, educators, lawyers, and mental health providers often include truancy, chronic absenteeism, and school refusal (students who might refuse to go to school because of an emotional or physical disability) under the “school attendance” umbrella. Truancy is when a student misses school without a valid excuse. Truant students are at greater risk of becoming involved in the juvenile justice system, commonly called the school-to-prison pipeline. In this article, I will share general information about why school attendance is important for tribal students, the laws that can help support students getting to and staying in school, and offer considerations for how we, as a community, can all work together to understand and address the potential challenges and unique barriers some Tulalip students may face in attending and thriving in school to increase opportunities for tribal student academic progress. 

Why it is important for students to get to school and stay all day

Missing even a day of school can impact a student’s education. When multiple missed days of school add up, it can be very difficult for students to catch up on missed school work. For students with disabilities who may have Section 504 Plans or Individual Education Plans (IEPs) in place to provide them critical special education and other services, missing school can have serious impact on that student’s ability to make academic progress resulting in poorer educational outcomes. But beyond learning their ABCs and 123s, children and youth get so much from daily school attendance like meals, socialization with peers, accessing culturally appropriate curriculum and language, mental health and wellness supports, and access to trusted, caring adults, for example. 

As with any complex school issue, there are many reasons (or barriers) a particular student, family, or community may struggle with getting students to school and staying there. Finding effective solutions and interventions that might support student attendance depends on understanding the underlying causes for students missing school. Some examples of why students might miss school include chronic or acute illness, academic or behavioral struggles, family responsibilities, traumatic experiences, unwelcoming school climate, lack of academic and behavioral support, misunderstanding the impact of school discipline on missing school, housing and food insecurity, or lack of reliable transportation, for example. 

Laws that can support students and families with school attendance 

Tribal, state, and federal laws give students, and their families, many different rights at school. One of those rights is the right to attend school and be provided a basic education. The Tulalip Tribal Code requires all enrolled children ages 6 to 18 to attend school. Washington state law requires children ages 8-18 to attend school. Washington’s truancy law, the Becca Bill, allows for additional student supports at school for those with unexcused absences. The Becca Bill says parents must send their children to school, full-time, every day unless there is a valid reason for the student to miss school. School districts also have responsibilities to students and families when students miss school. The purpose of the law is not to punish students or families for past absences, but to provide a safety net to keep students safe and to prevent them from dropping out of school. 

Under the Becca Bill, schools must notify a student’s parent or guardian after even one unexcused absence so the family knows the student missed school. After 3 unexcused absences the school must schedule a conference with the student and parent to identify potential barriers to attending school and try different strategies to improve attendance. After 5 unexcused absences in the same month, the school may enter into an agreement with the student to improve the student’s attendance, refer the family to a Community Engagement Board (a community support panel) or file a truancy petition in state juvenile court. Finally, after 7 unexcused absences in a month (or 15 total unexcused absences or more in one year), a truancy petition must be filed with the juvenile court. If a student is suspected of having a disability, then the student should be referred to the school’s special education identification process to determine whether the student may have additional learning needs.  If schools do not comply with the Becca Bill, a student or their family can also file a truancy petition against the school to try and get the help the student or family needs to support the student getting to school. 

Federal and state special education and civil rights laws might also protect a student and provide pathways to address a particular student’s attendance needs at school. Under the many laws that protects students and their families, especially laws that require schools to meet with families about attendance, there are many options a student, family, advocate, service provider or school can consider in supporting the individual and unique needs of tribal students the Tulalip community. For example, a school can offer transportation to a family if a student misses the bus and can’t get to school, or the school may give the student an alarm clock if waking up early (and staying awake) is the problem. There are many, many prevention strategies that are already happening in the Tulalip community and within the local school districts that serve our tribal students.  

School connectedness: Supporting tribal students and families 

There are many, many supports and considerations a community can use to support its students and their families in not only getting students to school every day, but helping students feel safe at school so they want to stay there all day. Research tells us that school connectedness is one of the single greatest factors that can increase daily student attendance. School connectedness is the idea that children and youth have the “sense of being cared for, supported and belonging, which is fostered by a caring and supportive educational environment,” according to the Centers for Disease Control. Put simply, it’s the belief that students feel like the adults, and their classmates, care about their learning and them as people. The idea is that when students – of any age, at any school – feel wanted and safe at school, then they may have less disruptive behaviors at school, and can trust the adults, and their peers, to learn in a safe environment. When students feel safe and connected to their school, they have a lower prevalence of engaging in risky behaviors like leaving school or refusing to do school work. 

For tribal students, it is important for schools and other community-based organizations or service providers to understand that tribal communities may have historically negative relationships with the local or state educational system because of the impact of the boarding school era and mistreatment from public school systems. 

In sum, while improving school attendance is a complex, evolving issue in many tribal communities, research shows us that community-focused prevention programs – that involve students, families, schools, care givers, and service providers – can and do result in students going to school, staying in school, and improving their educational outcomes. 

As with any education matter affecting a Tulalip tribal student, or their family, it is best to contact an advocate, attorney, or TOCLA to get more information about your specific situation and to understand the laws that protect tribal children. If you have specific questions about legal rights, please contact TOCLA for more information.

It’s always the right time to learn more about the various laws that protect students and their families and learning about the resources available to address concerns when they may arise. If you aren’t sure where to start or have questions now, we at TOCLA are close by and can help. TOCLA’s Team can help a family make sense of their student’s rights and identify advocacy strategies to address concerns. For more information about students’ school rights or to get help with an individual concern, call TOCLA at 360-716-4512 or send us an email to: TOCLA_Intake@tulaliptribes-nsn.gov.

By Wade Sheldon, Tulalip News 

For many Native students, leaving home to pursue higher education is more than just the next academic step; it is a journey that carries the hopes of family, culture, and community. It means stepping beyond familiar lands and traditions to gain knowledge, skills, and experiences that can one day be brought back to uplift future generations.

Each student who takes that path helps strengthen representation, preserve identity in new spaces, and open doors for those who will follow. That significance is reflected in the achievement of Emmarrie Davis, a Tulalip tribal member who has been accepted to the University of California, Berkeley.

According to the University of California’s official admissions data, Berkeley has an acceptance rate of about 11.4%, making it one of the most selective public universities in the nation. For every 100 students who apply, only around 11 are admitted, highlighting just how competitive the process is. Berkeley is consistently ranked among the top universities in the world, including a global ranking of around No. 17 in the 2026 QS World University Rankings. The university is widely known for its rigorous academics, groundbreaking research, and leadership in fields such as computer science, economics, and the sciences.

Davis said she also received offers of admission from the University of Washington, UC Davis, and Washington State University, but ultimately chose UC Berkeley for its reputation and academic strength. “It’s considered one of the top public universities in the world,” she said. “It’s ranked high for both of the majors I am thinking about going for—psychology or environmental science.”

She credits the Running Start program as a major factor in her academic success. “It gave me a chance to get dual credit for high school and college and graduate with both my diploma and associate degree,” she said. “It also helped boost my confidence by being in a place where people actually wanted to be. I was able to challenge myself, and it gave me a head start with higher-level work.”

Like many students transitioning into college-level coursework, Davis faced challenges along the way. She said adjusting to the quarter system and managing her own schedule took time. “A quarter is only about three months, so I had to learn things much faster,” she said. “I was also bad at scheduling at first and had to learn how to manage my time.”

She also noted that stepping away from a traditional high school environment was not easy. “Even though I was surrounded by people who wanted to be in college, it was hard not being around people my own age,” she said.

As she prepares to graduate, Davis has a clear path, with plans to attend law school and pursue work in civil rights, environmental advocacy, and community service. She is considering a psychology degree, possibly in clinical or forensic psychology, while also exploring her interest in conservation and sustainability. “I ultimately want to go to law school and be involved in civil rights or environmental work, or eventually work for the Tribe,” she said.

Leaving Tulalip for California brings both excitement and uncertainty. “I’m excited to see what life is like at Berkeley,” she said. “I’m curious what people are going to be like down there. I didn’t really like California the first time I went, but I’ve changed a lot since then.” She added, “I’m excited to experience how different everything is, make new friends, and expand my cultural knowledge.”

Her upbringing in Tulalip continues to guide her purpose. “We’ve always been community-based,” she said. “We treat the land how it’s supposed to be treated.” That foundation shapes her long-term goal of returning home. “I want to learn as much as I can and bring that knowledge back to help preserve and strengthen our sovereignty. Whatever our community needs, I want to come back and help.” 

For Davis, being accepted into UC Berkeley also represents personal growth. “It means a lot to me to prove to myself how much I’ve grown,” she said. “There was a time I didn’t think I’d ever have an opportunity like this.” She added that her parents played a major role in her journey.

When Davis received her acceptance, her mother, Erika Moore, said the moment was overwhelming. “I was screaming my head off,” Moore said. “I’m so proud of my daughter. She’s been through so much and overcome so much. It showed me that everything she went through helped her become who she is now. She’s capable of anything; sometimes it’s just about believing that.”

That belief is something Moore said she worked to instill early on. “I’ve always tried to show her that hard work is worth it and to never give up,” she said. “You’re never going to know if you’re good at something unless you try. She continues to surprise me. She’s thoughtful, she pays attention to people, and she carries herself with respect. She’s one of the most caring people I know.”

Moore also acknowledged the role Tulalip programs played in their journey, crediting the community for helping lay the foundation for her daughter’s success. “If it wasn’t for the Village of Hope and the support we’ve had, I don’t know if we would be where we are today.”

As Davis prepares to leave for college, Moore admits the transition will be emotional. “I’m not ready for her to go,” she said. “But I’m excited to see her reach her full potential.”

Davis’s father, Noah Davis, shared that same pride while reflecting on the work it took to reach this moment.

“I am very excited for Emma,” he said. “She has put in the work hours of notes, research, and writing to get here. It means a lot to see that hard work pays off with being admitted to Berkeley. I’m very proud to be her dad.”

While he acknowledged that her leaving brings some uncertainty, he emphasized the family’s support. “It’s scary, to say the least,” he said. “But we will be there for her, however and whenever she needs it. I hope she finds balance in her life and that her work is something she enjoys.”

Both mother and daughter shared a message for Native youth who may be unsure about pursuing higher education.

“You just need one person to remind you that you’re capable,” Moore said. “You have to try and keep trying. Even if you fail, that’s how you learn.”

Davis echoed that message, encouraging students to seek out support systems along the way. She emphasized the importance of finding the Native Liaison on campus and taking advantage of available resources.

“Find your community,” she said. “Those are the people who will support you and remind you that you’re not alone.”

By Micheal Rios, Tulalip News

At Quil Ceda Elementary, the simple idea of sharing coffee and conversation is transforming the way families and educators connect. What began as a strategy to strengthen communication has grown into a meaningful movement centered around building a stronger community.

Designed to create a welcoming, informal space for dialogue, ‘Coffee and Conversations’ events invite parents, guardians, and caregivers into a school setting where their voices are not only heard, but valued. Moving beyond the traditional structure of scheduled conferences or office meetings, these gatherings emphasize relationship-building as the foundation for student success.

“Effective school leadership starts with relationships,” shared Quil Ceda Principal and Tulalip tribal member, Chelsea Craig. “When families feel comfortable walking through the doors, or meeting us in the community, it changes everything about how we work together for our kids.”

Modeled after open office hours, Coffee and Conversations offer flexible meeting opportunities to accommodate the diverse schedules of Quil Ceda families. Sessions are held within the school, utilizing spaces like the library or an open portable space. That intentional shift in environment has proven impactful.

The casual atmosphere allows conversations to flow more naturally, encouraging participants to share ideas, ask questions, and engage in honest dialogue. While staff may offer conversation starters, the heart of each gathering lies in its organic nature. Discussions can range from curriculum and technology use to school safety and cultural inclusion, depending on the interests and needs of attendees.

At Quil Ceda’s most recent Coffee and Conversation session, conversation topics ranged from tutoring opportunities and accessing curriculum via Chromebook to learning how to become an in-class volunteer and how to go about getting more homework for students. You didn’t read that last part wrong. Multiple moms of Quil Ceda students said their students weren’t receiving enough homework, or none at all, and wanted extra work packets to keep their kids in school mode while at home.

“It’s not uncommon for a parent or guardian to ask teachers to provide their student with study packets that they can work on at home,” said Toni Otto, Quil Ceda Family Liaison. “These don’t count towards the student’s grade, but they go a long way to creating a sense of confidence in both the student and their family who want to ensure their student is retaining what they learned in class.”

A key point of emphasis in growth of Coffee and Conversation is ensuring every family, regardless of language, can participate fully. Central to that effort is Marysville School District’s family support program lead, Wendy Messarina, whose presence has become invaluable.

Serving as a bridge between English- and Spanish-speaking families, Wendy provides real-time translation that allows conversations to flow seamlessly. Her work has opened the door for Quil Ceda’s growing Spanish-speaking community to engage in ways that were previously limited.

As a result, more and more Latina moms have been showing up to Coffee and Conversations, eager to take part. They arrive with thoughtful questions and a clear desire to be involved. Through Wendy’s translation and advocacy, these voices are included.

“District-wide, we have 1,220 Spanish-speaking families,” explained Wendy. It’s estimated that nearly one third of Quil Ceda’s student population speak Spanish at home. “I appreciate Principal Chelsea and assistant Principal Corina so much for creating a warm, welcoming school environment for all families. They are truly committed to creating meaningful opportunities for our families to connect and feel supported.”

At its core, Coffee and Conversations reflect a broader philosophy that communication should be a two-way street. This approach aligns with research from the National Association for Family, School, and Community Engagement, which emphasizes that authentic family engagement is essential to building trust and improving student outcomes.

When schools prioritize relationships with families, students benefit academically, socially, and emotionally. Trust then becomes the bridge that connects home and school, creating a unified support system around each child.

“In order for our educational approach to work best, we need the trust of the families,” Principal Chelsea noted following the latest Coffee and Conversations session. “In order to establish that trust, we need gatherings like this where there can be clear, honest dialogue. We want our school to be a place of safety, inclusion, and where thoughts and feelings are genuinely expressed. These sessions are a big part of that.”

By prioritizing accessibility and genuine connection, Quil Ceda Elementary is redefining what family engagement looks like in practice. The initiative recognizes that families are not just interested parties, but essential contributors to the educational journey.

As the program continues to grow, relationships will be built and strengthened as communication becomes more transparent. And most importantly, students will be surrounded by a stronger, more unified network of support.

In the words of Principal Chelsea, “When we turn communication into community, everybody wins.”

By Wade Sheldon, Tulalip News 

On Wednesday, September 10, the TERO Vocational Training Center was busy with students in action, gaining hands-on experience with tools and equipment, including the boom lift and rough-terrain forklift. The center, led by Tulalip tribal instructors Lukas Reyes Sr. and Jared Eastman, is dedicated to giving students the best shot at landing a job and discovering new career paths. Reyes and Eastman focus on instilling practical skills, confidence, and encouragement, preparing students for real-world job sites while they earn certifications along the way.

In the class, students learn a wide range of construction skills, from framing houses and pouring concrete to installing foundations, windows, drywall, siding, and even building stairs. This year, the program expanded to include OSHA 10 certification, first aid, CPR, and AED training, as well as new certificates for operating a boom lift, forklift, and scissor lift. 

“This class gives them the confidence to pick up tools they never thought they would be able to use, and they learn how to use them confidently,” Reyes said.

This year’s program also introduced lessons in solar work, welding, and basic computer skills. Reyes explained that the computer training focuses on practical office tools, such as learning to write and send proper emails, as well as using Microsoft Word. His goal for the students is clear: “I want them all to become successful, to use these tools they learn. I’m giving them a whole toolbox of knowledge. They take it and figure out what they love. That’s pretty much what we do here—giving them a feel of everything, and then they choose which direction they want to go.”

For those wondering who should apply to the TERO class, Reyes said, “If you want to change your life, we’re going to do it for you. We’ll help you. We’ve had a lot of younger students who just graduated high school, which is good because it shows they’re choosing the trades and that they can be successful and make a living.”

This session runs from November 21 to late January, with the next one starting in late January and running until May. While the program officially holds two sessions per year, applications are accepted year-round, and a waiting list is currently in place. Plans are also underway to offer a summer youth class focused on tool safety and small projects, as well as a nighttime class for the community covering basic home repairs, such as drywall and plumbing.

When asked about eligibility, Reyes clarified that Tulalip tribal members have priority, followed by other Native Americans, and then spouses or dependents of tribal members. 

Students themselves speak highly of the program. Tulalip tribal member Alan Luis Bill, 37, shared that it was his first time taking the class. “I had a little construction experience, but it’s nothing compared to what I’ve learned in the class,” he said. He described learning how to frame and deconstruct buildings, then reuse the materials for other projects. “We are learning how to run the rough terrain forklift, boom lift, and scissor lift. It’s a lot of fun learning to operate the machines. I was nervous at first, but all the controls are pretty easy to learn.” 

When asked about his plans, Bill said, “I want to get a forklift job.” He encouraged others considering the course, saying, “You learn a lot here that you can take with you for more than just work—you can learn how to take care of your house as well.”

Malia Carlson, a 21-year-old Tulalip tribal member, was hesitant at first due to a lack of prior qualifications, but decided to try the class. “It’s awesome. I had never used tools before, and now I’ve learned how to use a tape measure and a hammer properly. The hardest tool I’ve learned to use was the miter saw—it was scary at first. I’ve also learned how to use the boom lift and rough terrain forklift. When I get out of this class, I want to try and find a job running a forklift at a warehouse or lumber mill.” 

To anyone thinking about the program, Carlson says, “Just go for it—you won’t regret it.”

The TERO Training Center continues to provide students with essential skills, certifications, and the confidence to pursue careers in the trades, equipping them not just for jobs, but for life. Those interested in applying can do so at tvtc.tulaliptero.com or in person at the TERO Vocational Training Center’s administrative building.