Category: Education

Building bridges with ‘Coffee and Conversations’

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.”

Young minds, big ideas: KidWind Challenge inspires local youth

By Micheal Rios, Tulalip News

Inside the gymnasium at Heritage High School, the steady hum of spinning blades and the excited chatter of young minds at work filled the air on a recent Saturday. Elementary students from across the Marysville School District gathered on the Tulalip Reservation for the Pacific Northwest Regional KidWind Challenge. The event transformed Francy J. Sheldon gymnasium into a hub of creativity and clean energy innovation.

Representing seven local schools, student teams put their engineering skills to the test in a multifaceted competition centered on renewable energy, with a particular focus on wind power. The event marked the district’s sixth year hosting the regional qualifier and its largest turnout yet.

From the moment turbines began turning around 11 a.m.., the energy in the room was undeniable. Carefully crafted blades, made from everything from cardboard to 3D-printed materials, spun inside a 4-foot wind tunnel, itself a student-built creation courtesy of WSU’s Everett-based engineering department. Each design reflected weeks, and in many cases months, of hands-on learning and experimentation.

“My kids saw Conservation Club as a new adventure and learning opportunity,” said Amy Andrews, multi-lingual teacher at Cascade Elementary. “Being a rookie team, and I as their rookie advisor, there was a bit of nervousness but definitely more excitement.

“Early in the school year, we discussed how a lot of electricity comes from hydropower and its impact on the salmon, specifically how it makes it much harder for salmon to reach their spawning areas,” she continued.  “We also discussed how important salmon are to our local ecosystems, especially to our neighboring Native people.”

The KidWind Challenge, part of a national initiative dedicated to advancing clean energy education, aims to spark student interest in STEM fields through real-world applications. By engaging youth in the design and construction of functional wind turbines, the program emphasizes problem-solving, teamwork, and environmental awareness.

“This is learning in action,” said WSU assistant professor and one of the event organizers, Gordon Taub. “Students aren’t just reading about renewable energy, they’re actually building it, testing it, and improving it. That kind of experience sticks with them. Getting them curious and asking ‘Why?’ questions that they can apply via STEM-related exercises is how we develop the next generation of scientists and engineers.”

Throughout the day, teams rotated through a series of events, including turbine testing, an instant challenge, a knowledge bowl, and formal presentations with judges. At their display stations, students confidently explained their engineering process, detailing how they refined blade angles, adjusted materials, and experimented with different designs to maximize energy output.

For many participants, this was their first exposure to engineering principles. Guided by their schools’ Conservation Clubs (after-school programs led by a dedicated group of volunteer educators) students learned foundational concepts like electricity, energy transfer, and generator function. Using the Next Generation Science Standards (NGSS) design process, teams worked collaboratively to build turbines capable of producing measurable power.

“The clubs are completely student-led,” explained a coach. “We provide the background knowledge, but the ideas, the designs, the troubleshooting…that all comes from the kids.”

Among the awe-inspiring KidWind participants was ten-year-old Tulalip tribal member, Priscilla Valelncia. She and her fellow Conservation Club schoolmates chose The Winders as their team name. 

“I enjoy trying new things, so when I first heard about the club I signed up for it,” admitted Priscilla. “We tried are very best at this competition. Creating the wind turbine was a lot of fun. Turns out our solar panels charged at the 2nd fastest rate, which we are proud of.

“It’s cool that this competition is hosted here in Tulalip because I just live right down the road, so it was easy to get here,” she chimed. Small in stature, but large in presence, Priscilla is well aware of her responsibility as a steward of Mother Earth. “Salmon hold a special place in my heart, as do all animals really, and it’s up to us ensure they survive. In order to do this, we must create new forms of energy, like wind and solar, that don’t harm them.” 

The Tulalip-based competition served as the only World KidWind Challenge qualifier in the Pacific Northwest, raising the stakes for participants. Top-performing teams earned the opportunity to represent the region at the World KidWind and Solar Challenge, set to take place in May in Wisconsin.

By introducing young learners to renewable energy at an early age, programs like KidWind not only build technical skills, but also inspire a better understanding of environmental stewardship. Something humanity, the world over, could use more of these days. But don’t take our word for it, instead let 5th grader Allison McCall of Cascade Elementary wax poetically.

“Wind energy is important because we have machines in the waterways polluting the water and dams blocking rivers. Both of these things make it hard for salmon to make it back up the river to lay their eggs and are killing schools of salmon,” declared 10-year-old Allison. “There are 137 species in the Pacific Northwest that rely on the salmon, humans are just one, and so its very important we stop them from dying.”

As the children-created turbines spun down and recognition was handed out later that Saturday afternoon, one thing was certain. With young innovators like Priscilla and Allison at the helm, the future of clean energy is in capable and enthusiastic hands.

Children of the Setting Sun founder visits Tulalip Heritage

By Micheal Rios, Tulalip News

At 71, Lummi Nation elder and longtime storyteller Darrell Hillaire carries a lifetime of wisdom earned through leadership and community work. He served on Lummi’s board of directors for 15 years, including time as Chairman, before opting to turn his vision strictly towards storytelling and empowering the next generation. 

On Tuesday, November 4, he journeyed to Tulalip after accepting the lead speaker role for the most recent Season of Healing event. Nearly ten hours before his evening gig at the Gathering Hall, Darrell made a special guest appearance at Heritage High School’s morning circle.

Inside the high school’s common area, students and staff gathered to hear from the highly respected elder. Darrell’s presence filled the room with calm authority and a storyteller’s warmth as he spoke about identity, healing, and our shared responsibility of carrying the culture forward. 

Through Children of the Setting Sun Productions, the Bellingham-based nonprofit he founded, Darrell has made it his mission to amplify Native voices and platform Coast Salish culture through film, performance, and digital storytelling. His work blends traditional Coast Salish teachings with modern media tools, ensuring that Native stories continue to educate and inspire future generations.

“It strengthens us to know that we carry these gifts passed down from countless generations. Now, it’s our responsibility to use these gifts to better our people,” Darrell told the students. “Children of the Setting Sun creates and shares stories of our people. We feel by sharing these stories that we can fulfill our responsibilities to our ancestors.

“As you learn who you are and where you come from, you begin to understand the power of your story, the power that’s inside you,” he continued. “That’s what we do. We share stories that strengthen, stories that heal.”

For half an hour, Heritage students listened attentively as the Lummi elder spoke from the heart, weaving together personal experience and cultural insight. He emphasized that every young person has the ability and responsibility to shape the future of their people through action, compassion, and connection.

“We are all in this healing journey together. No one is exempt,” he said. “As you grow older and experience more of the world, eventually you will learn that the work you do for your people will be the most rewarding and fulfilling currency you’ll ever earn.”

His words carried the gravity of a lifetime dedicated to service and the generosity of an elder still eager to teach. Darrell encouraged the youth to lead with humility and generosity, to share what they have, and to remember that true strength lies in giving back. “Learn how to share, how to give,” he said. “That’s the foundation of who we are.”

As the guest speaker’s visit concluded, Heritage students reflected on the rarity of hearing from a respected elder who has walked the path of leadership and cultural preservation. Darrell’s message that healing begins with identity and community struck a chord with several students in particular, three underclassmen who were willing to share what the elder’s words meant to them. “The part that spoke to me most was how he took a big risk to quit is day job in order to follow his lifelong dream. And even though it seemed difficult to achieve, he’s received support from other people and organizations who believe in his dream, too,” shared Jael Adame, 15-year-old Heritage sophomore “I’m native to Mexico. Coming to the United States was a big dream for me. Now that I’m here and have the opportunity to get an education, I want to go to Harvard and become an immigration lawyer. That way I can use my education and my own experience to help other families not just in Mexico but other countries, too, who also dream of being in United States.” 

Fellow Heritage sophomore, 16-years-old Iris Nunez shared, “Referencing how important it is to know who you are and where you come from, that was the part I’ll remember most. I’m still learning where exactly I come from. It’s difficult to do that because of the limited knowledge my family knows and the even more limited knowledge that was recorded. But I’m determined to find out as much as I can.”

Clearly, Jael and Iris absorbed their elder’s teachings about identity, giving, and collective healing, not as distant lessons but as living guidance meant for them. Yet, it may be that the youngest in the room, 14-year-old freshman Janessa Sabbas, who came away being the most empowered of them all. 

“My dad teaches me songs and dances because he tells me it’s my responsibility to pass them down to future generations,” explained Janessa. “So when Darrell spoke about keeping our traditions and our ways alive because if we don’t, then they’ll disappear forever. I felt like he was talking to me, like my dad.

“I dream of visiting all my Indigenous homelands and traditional territories when I’m older,” she added. “Darrell empowered me to follow that dream, no matter how hard it may be, because finding that knowledge is key to healing my identity…the identity my ancestors had stripped away generations ago. So, yeah, that’s my dream.”   

And what a bold, beautiful dream it is. 

Under rain and Friday night lights, Hawks honor their seniors

By Micheal Rios, Tulalip News

The rain came down in steady sheets during Tulalip Heritage’s second to last home game of the regular season. Local news outlets reported it was the Pacific Northwest’s wettest day in nearly two years, but that historic downpour didn’t stop the celebration. 

With umbrellas out and hearts full, the Hawks community gathered to honor their senior football players and cheerleaders under the bright lights. Families and friends filled the stands despite the inclement weather.

Proud momma bear Winona Shopbell-Fryberg shared, “It’s senior night for our son, Tokala Black Tomahawk. I can’t believe this is his last year of school and sports. He started playing when he was just 6-years-old. On that first team were two of his fellow Heritage teammates. They even all went to Arizona and won a youth championship together. It’s just been amazing watching them all grow into young men.”

In the home bleachers, parents and guardians, aunties and uncles huddled beneath ponchos and blankets, smiling as their seniors played their butt’s off on the Tulalip Bay gridiron. Laughter echoed between bursts of rain as the smallest fans, younger siblings and baby cousins, waved handmade signs celebrating their heroes.

By the game’s final whistle, the scoreboard didn’t matter nearly as much as the spirit shown that October 24 night. Try as it might, the rain couldn’t wash away the pride of Tulalip Heritage. If anything, it made it shine even brighter.

“To my son, Ryland Dumont, you make us so proud!” exclaimed Melody Dumont. She also serves as Heritage’s lead football trainer. “These last few years have been a blast watching [our boys] showcase leadership and strength on and off the football field.”

After the game, each senior was escorted onto the field by loved ones to be recognized for their dedication and contribution     to Tulalip Heritage’s football program. The sound of cheers mixed with the rhythm of rainfall as names were called from the P.A. system. Each player and cheerleader received flowers and hugs from proud family members and coaches.

“Rain or shine, these boys have shown real grit and grind all season long,” said Heritage head coach Shawn Custis as he coordinated a giant team photo with each senior’s support system at the 50-yard line. “This really is a great group of kids. I’m honored to be their coach.”

With the regular season winding down and playoffs about to start, the Heritage Hawks look forward to getting all their players back on the field. The coaching staff is hopeful, with a fully engaged depth chart, the Hawks can soar into the win column again in 2025.

Ready to learn Lushootseed? There’s an app for that

Screenshot

By Wade Sheldon, Tulalip News 

Learning a new language can often feel daunting. You might find yourself asking, where do I start? How do I stay consistent? The Tulalip Tribes’ Lushootseed Department has looked closely at those very questions and found a way to help. Their solution is something both modern and deeply cultural: a new Tulalip Lushootseed App, created to make learning our traditional language easier, more engaging, and accessible for everyone.

As someone who’s been exploring the app myself, I can say it feels like a bridge between the past and the present, a tool that makes Lushootseed learning not only possible but also enjoyable. The app greets you with clear categories: greetings, family, foods, animals, and weather. Each section includes spoken examples from fluent speakers, making it easy to hear pronunciation and rhythm —often the most complex parts of learning a new language.

The design itself feels welcoming. Real photos of community members and cultural items replace the stock images you might see in a typical language app, grounding each lesson in Tulalip’s own identity. There’s also a section called “Culture Notes,” where short explanations and visuals offer a deeper understanding of the teachings behind certain words. It’s not just about memorizing vocabulary; it’s about learning the meaning and story carried within each word.

One of my favorite parts is how interactive it feels. The app includes quizzes, audio games, and a search bar that lets you look up any word you’ve heard in conversation or at a community event. For example, I was able to find the Lushootseed word for “friend” quickly, listen to how it’s said, and then test myself in one of the mini-games. These small learning moments add up, and the repetition helps the words stick.

What stands out most is the app’s flexibility. You don’t need to set aside a whole class or schedule time with a teacher to learn; you can open it whenever you have a few spare minutes, while you’re drinking your coffee, sitting in the car, or winding down in the evening. Every word you learn, even just one a day, strengthens your connection to Tulalip’s language and heritage.

The Lushootseed Department has long been dedicated to revitalizing dxʷləšucid, the language of this land, through classroom lessons, songs, signage, and storytelling. This app is the next natural step in that journey, a way to reach people of all ages and learning styles, including those who might not have had the chance to take in-person classes.

For anyone who has ever thought, “I’d love to learn Lushootseed, but I don’t know where to start, this app is your invitation. It’s available now for free on both the Apple App Store and Google Play. Once downloaded, it’s as simple as pressing play and repeating after the speaker. Start small, learn a few words, and grow from there.

Language is more than communication; it’s a reflection of who we are as a people. The Lushootseed app ensures that our words, our songs, and our stories can continue to be shared, spoken, and heard, no matter where we are.

Leadership through the eyes of our elders

By Wade Sheldon, Tulalip News 

Between September 8 and 13, students from Heritage High School and Quil Ceda Elementary, along with elders from across the reservation, participated in discussions that uncovered the values, stories, and wisdom that have shaped the Tribe for generations. A new initiative, the Traditional Leadership Project, aims to revive the traditional sense of leadership on the reservation and explore how leadership once functioned in the community.

Dr. Stephanie Fryberg, and beda?chelh Director Shelly Lacy, along with members of Indigenous Collaborations, led the Traditional Leadership Project. Visits to Heritage High School and Quil Ceda Elementary involved asking students questions about leadership, while separate meetings with elders offered a deeper understanding of the community’s history and values.

Indigenous Collaborations is a Native American-owned and woman-owned organization based in Denver, Colorado. They specialize in guiding communities through structured discussions and studies, ensuring that everyone’s voice is heard and assisting participants in addressing complex issues. Their approach emphasizes listening, respect, and a methodology that draws out insights from all generations, allowing communities to translate those insights into meaningful action.

The project’s findings revealed a strong desire for elders and students to be actively involved in the new school campus. By inviting elders to share stories, participate in lunches, or offer guidance, the project seeks to restore respect for elders and reinforce cultural connections. The Traditional Leadership Project is designed to determine which strategies were effective in the past and how those approaches might be adapted for today’s needs.

Participants were also asked about leaders from the past who had inspired them, including names such as Stan Jones Sr., Francis J. Sheldon, and Herman Williams. These leaders were remembered for their ability to listen, provide guidance, and implement strategies that the community respected and followed. Whether offering advice or serving as a steady presence, these past leaders exemplified the qualities needed at the time, and their influence is still felt today.

The sessions spanned several days, starting at Heritage High School, followed by meetings with elders, and concluding at Quil Ceda Elementary with a community meeting on September 12-13. The purpose of the project was to rethink leadership from the perspective of the tribe’s ancestors. By gathering insights from elders about the leaders of their youth, spanning many generations, the project aims to revive traditional practices regarding how leaders behaved, communicated, assessed situations, and motivated young people in the community.

Following a session of the Traditional Leadership Project on September 13, Dr. Fryberg explained the purpose of the gatherings, saying, “The goal was really to take a step back from how we think about leadership and to really rethink leadership through the perspectives of our ancestors. Rather than starting from a Western perspective, we wanted to center the viewpoints of our elders—many of whom have been our leaders in the past—and hear how leaders guided and influenced them.”

Youth engagement played a critical role in the project. Dr. Fryberg highlighted the enthusiasm and curiosity of students: “You could just feel how much our youth want that connection—they want to feel that connection to who they are, to the past, to our ancestors. They want to see what our elders saw and learn from their experiences.”

The information collected is being compiled into a report that will serve as both a resource for understanding leadership and a living document for future reflection. Dr. Fryberg explained, “We hope that parts of this will inform how we think about leadership in the future… It will provide direction, but it will also stand as a living document we can come back to when we need to be reminded of past leadership and how our ancestors carried out their work.” 

Reflecting on the potential for future sessions, she added, “Some of the elders we worked with were saying they hoped this is something we could do every year.” She also acknowledged the need to continue capturing more voices over time: “There are absolutely more voices I would love to hear from, more stories I would like told. I have tremendous respect and admiration for the elders who shared their voices and perspectives with us, and for the youth who engaged so thoughtfully. It was extraordinary to hear these voices come together and talk about leadership, past and present.”

Shelly Lacy also reflected on the project’s significance, highlighting the value of learning from the community about leadership traits and values. “We talked about bringing the community together to hear from them about who were leaders in their lives, and trying to figure out how we could look at building a curriculum around how we train leaders—not just in the Western model but also based on the traditional values that our leaders have.”

Lacy explained that the project’s ultimate goal is to translate the insights into actionable approaches for schools, tribal government, and community programs. “I hope that once we get it all together and continue to work with people, we can agree on these values and how we bring that into school. How could we bring that back to tribal government or back to the village to incorporate these traditional teachings into leadership training?” 

Lacy concluded by expressing gratitude for the elders and youth who contributed their voices and stories. “I want to thank everybody – the elders and the youth who shared their information and their stories with us, because that helps us to continue with the project and make sure that we can continue to grow future leaders,” she said. She added with optimism, “I’m looking forward to it so much. I just think it’ll be good.”

TERO offers tools for success

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.

Gina Bluebird and Chelsea Craig are guiding the next generation of students

By Wade Sheldon; Chelsea Craig photo courtesy of Chelsea Craig.

Tulalip Tribes celebrate a historic moment as two Indigenous women, Gina Bluebird and Dr. Chelsea Craig, step into leadership roles as principals at Heritage High School and Quil Ceda Tulalip Elementary, respectively. Their appointments represent not only personal achievements but a milestone for Indigenous representation and cultural revitalization within local schools.

Gina Bluebird, an Oglala Lakota from Pine Ridge, South Dakota, and the new principal of Heritage High School, shared her journey and vision for leading her school. “For me, being an Indigenous principal isn’t just a title—it’s about bringing our culture, teachings, and values into the day-to-day of education,” she said. “I think about how our students see themselves in school. Representation matters. When they see someone like me leading the school, it tells them, ‘You belong. You’re capable. You can lead too.’”

She credits her family and community for shaping her approach to leadership. “I grew up seeing the strength and resilience of our people. My parents always emphasized the importance of knowledge, respect, and giving back to others. That foundation is what I bring to the school, guiding my interactions with staff, students, and families. I want our students to know they are more than a grade or a test score—they are a story, a legacy, and part of a community that values them.”

Central to her leadership is the integration of Indigenous principles in learning. “At Heritage, we are working to weave our teachings into every aspect of school life, from classroom lessons to extracurricular activities. I focus on cultivating relationships, understanding students’ strengths, and celebrating their culture. Learning isn’t just about academics—it’s about building confidence, character, and a sense of identity.”

Bluebird also emphasizes collaboration and community engagement. “I believe an open-door policy is essential. Students, families, and community members should feel welcome and heard. We work together to ensure our goals align with the values and visions of our people. When the school reflects the community, everyone thrives.”

She hopes her leadership inspires future generations. “I want our students to see themselves as leaders, problem-solvers, and creators of change. If I can step into this role and bring my whole self, my culture, and my teachings into the school, I hope it motivates them to dream bigger and reach further. Leadership is about serving our community and preparing the next generation to take the reins.”

Dr. Chelsea Craig, a Tulalip tribal member and principal of Quil Ceda Tulalip Elementary, also spoke about her journey and philosophy. “I center the teachings of my grandfather, Bernie Kai Kai Gobin. He taught me a valuable lesson about truly being myself in the school setting. He helped guide me while he was on earth, and from heaven, he continues to guide me,” she said. 

For Dr. Craig, serving as an Indigenous principal is profoundly personal and tied to the history of her family. “I feel like it’s a day of reckoning because when you think about how education was brought to our people and the violent, traumatic way through the boarding schools… my grandmother was a survivor, if it weren’t for her survivance, I wouldn’t be here to this day. But I can’t imagine that she would ever, in her wildest dreams, think that I would be the principal of a school in a place that only harmed. For me, I hope this gives inspiration to our young people for the next generation because I’m going to need someone to come and take my place.”

Traditional teachings remain central to her leadership. “My grandfather taught me, we already have a way, and we can already get started. There are also teachings from my grandmother, Dolores Gobin, who worked at the tribe for many years: you must treat every member like a king and queen, and you must love your people. Do it for the love of your people. So, I think about the balance of being a fierce warrior but also loving at the same time.”

She works to bring Indigenous principles into school policies, curriculum, and student engagement. “I think about everything that the air touches as colonized space, so everything needs to be reimagined. I try to center the ways that our people have shown us, which have sustained us since time immemorial, in this space. I filter everything through this lens of a resiliency framework. Even though the medicine wheel isn’t necessarily specific to our people, it’s universal. We need to attend to all aspects of ourselves: spiritual, emotional, physical, and mental. If we don’t, we’re maintaining the same colonized mindset. Interrupting that is an act of healing.”

Dr. Craig sees Indigenous leadership as a beacon for students. “I hoped that when I received my doctorate last year, little kids walking down the hall would say, ‘Hi, Doctor Craig.’ That sets an example. I didn’t even learn how to read until fifth grade. School didn’t come easily for me, but learning from elders, culture, and land helped me keep going. When I was in high school, they told me I didn’t have what it takes to go to college. That drove me not only to attend college but eventually to become a principal. I want to make the path easier for the next generation.”

Blending mainstream education with Indigenous ways presents challenges. “One of the biggest challenges is helping people understand that the systems we’ve had haven’t worked for our people—they’ve left a trail of pain and mistrust. Actively working toward healing is a focus of ours. We consider ourselves relatives because we spend more time together than with our own families. Building trusting relationships with each other and with our kids and families creates community. I hope to run an open-door policy where families can come in and do a walkthrough together, looking at the strengths we see.”

Dr. Craig envisions a learning experience that goes beyond the classroom. “My long-term hope is that kids are happy, feel safe, and can be their authentic selves. Learning should not just happen in classrooms; it should happen on the water, in the mountains, at home, in families, at ceremonies, and on canoe journeys. Schools should teach about sovereignty, treaty rights, and the connection between them. Language should be centered, even though there are limitations. Learning is meaningful when it connects to our people and our culture.”

Dr. Craig sees her role as part of a larger movement. “I operate not from hierarchy but standing hand in hand. There’s no difference between me and our staff. We stand in a circle, protecting our kids. Indigenous leadership is about collective responsibility and support.”

To non-Native educators, she urges: “Treat our students as if they are your own relatives. Treat them with care, respect, and love. Get to know our community, come to our events, and recognize that educators need to do the shifting, not rely on our kids to do it.”

Her hope for the next generation of Tulalip students is simple but powerful: “I hope our next generation is so strong in who they are that the outside world will notice what we’ve done here. Our people will be thriving, and they’ll see the results of intentional, culturally-centered education.”

Jessica Bustad, Executive Director of Education for Tulalip Tribes, said, “We are so excited to congratulate and welcome two strong Indigenous women as principals. This is an important moment in time as we advocate for visibility, cultural revitalization, and decolonization within the public school systems in which our children are learning. When systems shift to Indigenous ways of thinking, knowing, and being, it not only helps Indigenous students, but all students.”

Back 2 School Bash

By Micheal Rios, Tulalip News

For hundreds of Tulalip families, the end of summer is marked not by the cooling of the air or the turning of the leaves, but by one of the community’s most anticipated annual traditions, the Back 2 School Bash.

This year, the Bash was bigger than ever. A total of 1,500 backpacks, each stuffed full of essential school supplies, were purchased and made available to students of all ages. The sheer scale of the giveaway speaks volumes about the Tribe’s commitment to ensuring their young ones are fully prepared for the year ahead.

The excitement was undeniable. Families began arriving and lining up shortly after 9:00 a.m., even though the official distribution wasn’t scheduled to begin until noon. By the time staff and volunteers opened the gates, the line had already stretched far across the Youth Center campus. Kids tugged at their parents’ hands, bouncing with anticipation as they imagined the backpack they would soon call their own.

“Honestly, it’s such a blessing to be a part of a Tribe that hosts an event like this,” said Nina Fryberg. Her and her fam lined up promptly at 9:30 a.m. in order to ensure they got first pickings. Nina enjoyed watching her nieces and nephews roam the Youth Center gymnasium, getting their backpacks and loading up on a bounty of school supplies. “As someone who has twenty-plus nieces and nephews, I know full well the struggle it can be this time of year having to buy back to school clothes and supplies. This event really alleviates a lot of stress for so many families.”

Once inside, students were given the freedom to choose from rows upon rows of colorful backpacks, each packed with grade-appropriate supplies. For many, this choice was the day’s biggest thrill. Watching children carefully consider whether to go with a traditional Jansport bag, a sleek and sporty Fuel one, or the stunning Native designs offered by up Skyn Style showed just how meaningful something so simple can be.

“I think events like this provide so much positivity throughout the community,” shared proud mama bear Krisan Fryberg as she departed the distribution area with her two young daughters. “My girls have been looking forward to this day since the flyer first went out. This really shows how much the Tribe supports education and is willing to assist every family provide necessary school supplies, like a backpack full of goodies, to their school-aged children.”

“I’m excited to start school because my teacher is going to be Miss Breezy. I’m also excited to see my old friends and to make new ones,” beamed soon-to-be Quil Ceda Elementary 3rd grader, Presley. She chose a purple camouflage colorway backpack to fill with must-needed supplies. 

After watching her big sister be interviewed, 4-year-old TELA preschooler Harley was adamant she be interviewed as well. “I picked a pink backpack,” she declared. Why a pink one? “Because pink is my favorite color.” Duh!

While the backpacks remained the highlight, the Bash was just as much about celebration as preparation. Tulalip’s campus transformed into a mini carnival, creating a vibrant festival atmosphere. Youth scaled the towering rock-climbing wall, testing their courage one handhold at a time. Friends faced off in inflatable jousting matches, laughter echoing as they toppled each other over. Rides spun, a petting zoo drew wide-eyed wonder, and everywhere parents and kids snapped photos to capture the joy. 

“I ended up choosing a black backpack because it will match all my outfits,” said 11-year-old Lizee Williams while taking a quick timeout between rides. “We came to get our backpacks for school, but we stayed to go on all the rides.”

“She wants to go on, like, all the rides! I’m just here for the food,” laughed fellow 11-year-old Kyleah Moses. Her impromptu food review was the chips and burger combo was “eh, good I guess”.  Before running off for their next ride, Kyleah added, “What I’m most excited for about the new school year is seeing all my friends.”

For event coordinators, the significance of the Back 2 School Bash runs far deeper than backpacks and carnival rides. The event stands as an expression of traditional values, chief among them caring for our youth, strengthening families, and ensuring the next generation has the tools to succeed.

“It warms my heart to know that over 1,000 students were empowered with the supplies and resources they need to begin the new school year,” emphasized Youth & Family Enrichment lead, Sarah Murphy. “When our children walk into class feeling prepared and supported, it makes a real difference. Every one of our kids needs to know that they’re not alone, that their Tribe is behind them, always.”

That sense of support was evident in every hug, every smile, and every proud parent watching their child sling on a backpack. Grandparents nodded approvingly, reflecting on how far Native communities have come in the fight for educational access. Parents expressed gratitude for the financial relief at a time when back-to-school shopping can easily strain budgets. And the kids? They delighted in the chance to choose, to play, and to feel celebrated.

Among the celebration was proud papa bear Neil Hamilton and his two daughters, 13-year-old Nevaeh and 10-year-old Adriannah. They spent their summer in Tulalip with their dad and are now preparing to head back to Spokane for the school year.

“It’s nice to get them out of the house and spend an afternoon seeing familiar faces and some faces we haven’t seen in far too long,” said Neil. “It’s busier this year than year’s past, that’s for sure, but I am thankful for the opportunity for them to see their friends and family in such a cool setting.”

While wearing her classic cream-color Adidas backpack, Nevaeh shared, “I’m not ready for the summer to end. I am excited to see my friends when school starts up, but I’m definitely not excited for the homework.”

By day’s end, the vast majority of the 1,500 backpacks ordered had found their new owners. Closing the chapter on summer with laughter and community spirit, the Back 2 School Bash opened the door to a 2025-2026 school year filled with hope, opportunity, and, yes, homework.

Paddling to Preschool: TELA students celebrate ‘A Sweet Ending’ and prepare for a new journey

By Kalvin Valdillez, Tulalip News

Inside the Betty J. Taylor Early Learning Academy (TELA) longhouse, the sound of excited young voices and cheerful laughter carried out to a large crowd of about 100 gathered at the small field. 

It was warm and sunny on August 12, and with the temperature reaching nearly 90-degrees, the parents and families of TELA’s latest graduating class were thankful to catch a bit of shade underneath canopies set in front of the longhouse.

This year’s Paddling to Preschool ceremony celebrated about 30 kids who successfully completed the birth-to-three program this summer. And the young learners are already eager to begin the new school year on the ‘big kids’ wing of the academy.

Said TELA Birth to Three Teacher, Samantha Marteney, “I feel very honored today. I’ve been with my kids since they were 5-6 months until they were three years old. It’s been an incredible three years with them. I feel very happy that I got to be a part of their lives and help them grow. I love you guys, and I’ll miss you, but I’m excited for you to be on the big kids side!”

One by one, the students emerged from the longhouse to an uproar of applause as their names were announced by their teachers. Wearing bright smiles, they each received a lei made of candy, which coincided perfectly with the graduation’s theme of ‘A Sweet Ending’ that consisted of gummy bear and lollipop decor. 

With a strong foundation set, the kids are ready to continue their education at the academy, which is deeply rooted in Tulalip culture and the Lushootseed language.

After witnessing his son complete the first phase of his educational journey, Tulalip father, Payton Comenout, proudly exclaimed, “Today was perfect. The teachers are great here and he learned everything I’d expected and hoped for him to learn here. It’s everything you could want, for all our teachings to be bestowed upon him. I’m glad he gets to learn about our culture and our Tribe. And I’m glad he gets to take all those teachings to the other side and continue learning the culture in preschool.”

Since its inception, TELA has made strong efforts in teaching its students about their heritage and traditions. TELA’s cultural immersive curriculum has introduced songs, stories, and the ancestral language of the Tulalip people to the future generations of the Tribe at a very young age. 

Sheryl Fryberg, TELA’s Director, stated, “We just had a curriculum meeting today. We were talking about developing the new curriculum based on the seasons, and we have all of the staff participating in that curriculum so that we can be teaching that this is our way of life, this is who we are. And sharing that with families, it’s just the most beautiful thing. That’s always been my dream – how do we share this with families that haven’t had the opportunity to learn much about their culture and who they are as a people?

“A few years ago, we didn’t have Lushootseed in the birth-to-three wing. We went to a work study program in New Zealand and saw what they were doing in their early learning programs – they started at the early ages. And now, we are already seeing a difference in our kids from starting at birth to three and when they go to preschool.  They have more language than I ever had in my life at birth to three. Besides listening to my grandma, but there’s not any elder speakers anymore so we have to provide that. Otherwise we all lose our language and our culture. We lose who we are. This gives the students the opportunity to learn with their families.”

Over the years, TELA has continued to build upon that cultural component in and out of the classroom. This includes the recent establishment of five new playgrounds on the campus – all with Tulalip specific playground equipment that features canoes, local wildlife, like killer whales, eagles, and bears, as well as the longhouse, which was designed in the likeness of the smokehouse overlooking Tulalip Bay.

 At the beginning of the summer, the students organized their very own Salmon Ceremony and held the gathering in their longhouse. The academy also hosts an annual clambake outside of the longhouse for their students and families at the end of the school year. 

When asked about the importance of holding the moving up ceremony at the new longhouse, Sheryl shared, “The word that comes into my heart is divine. [The longhouse] is a representation of who we are as a people. It almost makes me want to cry, as they’re coming through the longhouse – and they’ve been getting storytelling in there throughout the year and having activities in there – having this culminating event in this place, it just means everything. It gives honor to who we are. I love that. It’s beautiful – our culture and our language are beautiful.”

Following the ceremony, the kids received their very first diplomas as well as personalized gift bags. The little scholars then got the chance to enjoy some sunshine with their friends and families while visiting the photo booth and the cookie and ice cream station. 

Congratulations to all of the birth-to-three graduates at TELA and good luck on your future studies.