Category: Education

Native Students of the Month Announced for March

Ayana Sabbas, 10th grade, Marysville-Pilchuck H.S.

By Micheal Rios, Tulalip News 

“This is one special way that our community has come together, as Marysville School District has partnered with the Tulalip Tribes to announce the Native American students of the month,” explained Deborah Parker, Director of Equity, Diversity and Indian Education, during the regular school board meeting on Monday, March 19.

By creating the Student of the Month Program, MSD Indian Education and the Tulalip Tribes Education Department celebrate individual achievement by sustaining a culture of learning that values academic success and achievement through education. The program is designed so that any Native American student in the Marysville School District, of any age or grade level, can receive the award. However, students who are nominated should prove they value their education by exhibiting academic responsibility. They are also expected to demonstrate excellent behavior in and out of the classroom, which includes being respectful to both teachers and peers.

For their commitment to excellence in the classroom and academic achievement, 10th grader Ayana Sabbas (Nuu-chah-nulth and Shoshone) of Marysville-Pilchuck High School and 4th grader Jacob Skarwecki (Algaaciq from Alaska) of Cascade Elementary were announced as Native American students of the month for March.

Jacob Skarwecki, 4th grade, Cascade Elementary

“Jacob is selected for his enthusiasm, his effort, his integrity, and for being a responsible citizen,” described his Cascade Elementary Principal, Teresa Iyall. “Above all, Jacob shows exemplary behavior, and I am very, very proud that he is our first elementary Native American student of the month. He represents his family, his tribe, Marysville Indian Education, Cascade Elementary, and the Marysville School District in an exemplary manner.”

“Ayana was selected as student of the month for her leadership, being a responsible citizen, and her incredible determination in both her academics and extracurricular activities,” said her MSD Native Liaison, Matt Remle. “She has excelled in her academics, demonstrated by her 3.83 G.P.A. and outstanding attendance. She plays varsity volleyball, participates in MPHS Native Girls Group, and remains active in her culture by being a jingle dress powwow dancer. It’s been an absolute pleasure working with her.”

Going forward, a selection committee will review all student nominations based on their academics and school engagement. Each month two Native students (one boy, one girl) will be recognized as students of the month.

“It feels amazing!” admitted Ayana about receiving student of the month. “It’s so refreshing to get recognized for my achievements in school because I’ve worked so hard to be in this position. My dream is to go to the University of Washington and become a bio-engineer. I really love numbers and want to use that passion to change the world for the better.”

Be Like Billy: Quil Ceda Tulalip Elementary Celebrates Billy Frank Jr.

“I don’t believe in magic. I believe in the sun and the stars, the water, the tides, the floods, the owls, the hawks flying, the river running, the wind talking. They’re measurements. They tell us how healthy things are. How healthy we are. Because we and they are the same. That’s what I believe in.”

– Billy Frank Jr.

 

By Kalvin Valdillez, Tulalip News

Billy Frank Jr. is a hero, especially to Northwest Indigenous tribes. Hailing from Nisqually, Billy learned at a young age that salmon are integral to the Coast Salish traditional way of life. At 14, he was arrested for seine fishing in non-reservation waters of the Nisqually River. Billy knew his arrest was in violation of his treaty rights and that experience marked the beginning of his active advocacy for tribal fishing rights. He understood that the treaties signed by the United States Government and Washington State tribes guaranteed his people the right to fish the same waters his ancestors did since time immemorial.

The state of Washington attempted to deny, restrict and regulate where and how Native Americans were fishing during the sixties and seventies, an era known as the ‘fish wars’. During this time Billy organized ‘fish-ins’ or gatherings where Natives exercised their fishing rights. Natives were arrested and many times beaten during the fish wars. Billy was arrested for civil disobedience on more than fifty occasions.

The arrests led to lawsuits which in turn helped lead to the Boldt Decision, a federal case between the United States and Washington State which reaffirmed the tribes’ right to fish. After the Boldt Decision and up until his passing in 2014, Billy focused on protecting the environment and preserving the salmon habitat for future generations. He received several accolades for his activism for treaty rights as well as his advocacy for environmental protection, including the Presidential Medal of Freedom.

“Did you know that Billy Frank Jr. was arrested more than fifty times for fishing?” asked a Quil Ceda Tulalip Elementary student. “That’s a bad reason to go to jail. It’s really bad.”

Throughout the nation, during the first week of March, students participate in a Dr. Seuss inspired spirit week. The students of QCT, however, participate in a spirit week which honors the northwest Native American hero Billy Frank Jr. by teaching about, and therefore continuing, his legacy.

“Honestly, the inspiration came from my grandpa, who is in heaven. He guided me to this work last year,” says QCT Cultural Specialist and Tulalip tribal member, Chelsea Craig. “When the state acknowledged his birthday (March 9) as Billy Frank Jr. Day, I thought, well if we can study Dr. Seuss for an entire week, then we can certainly celebrate Billy Frank.”

During Billy Frank Jr. Spirit Week, the students had a blast making arts and crafts, learning new songs and participating in themed days all while preparing for a community cultural celebration on Billy Frank Jr. Day. Themes included Salmon Day where students made a collaborative art piece, the length of the school’s entrance to the gym, displaying multi-colored paper cutout salmon swimming upstream; as well as Water is Life Day in which the students were encouraged to wear blue to show support of protecting our waters. The students also celebrated Twin Day and Tell Your Story Day.

QCT begins each day with a morning assembly. During spirit week, students learned about Billy together during the assembly. The students were even treated to the award winning Billy Frank Jr. cartoon, σčəδαδξʷ, which is a fun animation based around his voice from a recorded interview about the lifecycle of salmon.

Throughout the spirit week, Tulalip tribal leaders spoke to the kids about treaty rights, environmental protection and also shared stories of Billy. Guest speakers included Patti Gobin, Deborah Parker, and Inez Bill as well as Glen Gobin and Ray Fryberg.

“Billy said the next big battle is protecting the environment because the salmon need a place to come back to. I’m really happy that the school is sharing the efforts of Billy Frank Jr. and what he stood for because he was a great man and a great example of a true leader for the Indian People,” shared Ray.

On Billy Frank Jr. Day, the morning assembly was extended to two-hours and the students showcased everything they learned about Billy for the community. The students were featured in class presentations as well as a video presentation where the kids emotionally boasted, ‘I am Billy Frank Jr.!’ at the end. The Tulalip community joined QCT in traditional song and dance to conclude the ceremony and QCT’s second annual Billy Frank Jr. Spirit Week.

Lushootseed Family Night

Quality time to empower one another, keeping culture thriving

By Micheal Rios, Tulalip News 

Today, quality family time often takes a back seat to all the other directions that people are pulled, whether it be work, school, manufactured drama, or personal entertainment. One way to bring back that sense of quality time is to start a dedicated family night, which is exactly what Lushootseed Family Night intends to achieve.

In coordination with the Hibulb Rediscovery Program, the Lushootseed Language Department has brought back its Family Night on Tuesdays and Thursdays during the month of March. Meeting from 5:00pm – 7:00pm at the Lushootseed building (the gymnasium of the old Tulalip Elementary), the evenings are a dedicated time for Tulalip families and members of the community to share in keeping a language and culture thriving. Its two-hours of undivided attention given by the Language Warriors to any and all who wish to learn Lushootseed words and phrases, whether it be children, adults, or elders; all are welcome.

The community’s response has been very positive thus far, with near 70 participants joining in on March 8th’s Family Night.

“Any participation in our Family Night is appreciated. When we have a large number of participants, like our second night, we are excited to see so many people who want to be exposed to Lushootseed or want to become Language Warriors and speak with us,” said Natosha Gobin, Lushootseed Teacher and co-coordinator of Family Night. “For those who don’t feel comfortable since they don’t know the language, or think they will have a hard time learning it, these classes are intended to be fun and laid back. Just being exposed to the language being spoken will help in eventually speaking it.”

This particular series of Family Night classes in March are focused on canoe terms in order to prepare families that intend on participating in this year’s Canoe Journey, but the dialogue is not limited to canoes only. Language Warriors are also working to assist participants to learn their own introductions and speeches, while getting accustomed to traditional prayers, stories and songs. The Lushootseed Department aims to support the teachings that are important for canoe journey participants, while passing on lessons that are relevant for daily use.

Each Family Night begins with the sharing of a hot meal, a significant activity shared by any family, while the next generation of Lushootseed speakers read aloud from a collection of traditional stories. Then, children and adults learn together select Lushootseed words and phrases by a variety of activities.

Among those activities is the hearing of traditional songs. Andrew Gobin, of the Tulalip Rediscovery Program and former Lushootseed Teacher, provides his resonant voice and drum in order to pass along the teachings and well-intending meanings with each song.

“Language belongs to all of us. Culture belongs to all of us. Getting involved is the first step,” stated Andrew. “At these language and culture nights, the people come to share with one another. Those that may know more than others are helping those that are just beginning to engage with who they are. It’s always exciting to have people come to gather together and share in what our culture has to offer.

With an increase in technology and a dwindling attention span, family time will still often get set aside because of other demands and duties. Despite busy schedules and long workdays, for families and individuals looking to build strong bonds through culture and create lifelong memories for children, Lushootseed Family Night is a welcome site.

“This language belongs to us all,” explained Natosha. “We pray that when our days come to an end, that we can hear it being used daily in our community by everyone. These are the same prayers of our ancestors. They didn’t want the language to die with them, and we don’t want the language to die with us. We hope that through these Family Nights and the other language learning opportunities that we are working on, we will continue to grow our Language Warriors, empowering speakers to rise up and help keep our language, culture and teachings alive.”

The current Lushootseed Family Night series will continue each Tuesday and Thursday during March, from 5:00pm – 7:00pm. Dinner will be provide and all ages are welcome to attend.

For more information, questions or request contact

Michelle Balagot, Lushootseed Department Manager by phone at 360-716-4495 or email mbalagot@tulaliptribes-nsn.gov

Natosha Gobin, Lushootseed Teacher by phone at 360-716-4499 or email ngobin@tulaliptribes-nsn.gov

Celebrating Clear Sky’s decade of dedication and mentorship to Native Youth

By Micheal Rios, Tulalip News

The stark reality when it comes to Native Americans and the education system isn’t good, in fact it’s pretty poor. The latest stats and trends only demonstrate Native students continue to have difficulty finding success (i.e. graduating high school) in comparison to their peers from different racial backgrounds.

National Congress of American Indians reports that on average, less than 50% of Native students graduate from high school each year in the seven states with the highest percentage of Native students, Washington State is included in that list. Moreover, recent numbers released from local public school districts, such as the Marysville School District and Seattle School District, show their Native student populations only graduating high school at a rate between 43-48%. For reference, the national average for high school student graduation, regardless of race, is 82%, according to recent publications from the National Center for Education Statistics.

Enter Clear Sky, the crown jewel of the Urban Native Education Alliance, a non-profit 501(c)(3), Native-led, grassroots, volunteer-based organization. Clear Sky was founded by urban Native students in Seattle as a youth centered program, serving thousands of Native youth since its inception in 2008.

The marvel of Clear Sky is that since its humble beginning ten years ago, Clear Sky continues to uphold a 100% graduation rate and academic advancement of Native learners who actively participate in its tutoring and mentorship offerings.  Read that again, a 100% high school graduation rate for these Native students.

Sustained success via a decade of dedication and mentorship to Native youth is worth celebrating, so on February 27th a 10-year celebration was held for all Clear Sky has achieved and continues to strive for. The location was none other than Robert Eagle Staff Middle School, Seattle’s newest public school named for a beloved Native American educator of the 1980s and ‘90s.

Clear Sky’s decade of dedication celebration featured a host of influential leaders, educators, activists, and former students who spoke about the immensely positive impact Clear Sky makes in the Native community.

“There are many aspects of our ten years I take pride in, given the unconventional model of being the flagship program of our Native-led, non-profit organization Urban Native Education Alliance,” stated UNEA Chairwoman, Sarah Sense-Wilson (Oglala, Sioux). “Clear Sky has flourished, expanded outreach, and has become part of the fabric of our urban Seattle community. The number of alumni students returning back to volunteer and support Clear Sky is astonishing, and a testament to the impact Clear Sky had on their success. These young adults serve as healthy, positive role models for our youth.

“I’m proud of our ongoing 100% graduation and academic advancement of Clear Sky students throughout the many years of our program. The results are a reflection of our organizations core values and the fostering of leadership through academic achievement, civic service and stewardship.”

Shared values of culture and tradition was on full-display as well, through the sharing of drum circles and song. The UNEA women, led by Roxanne White, brought out the Women’s Warrior Song to honor and remember missing and murdering Indigenous women. The A.I.M. song was performed by a group of proud Lakota men, while Roger Fernandes led the young men of the Clear Sky youth council in a Warrior Song.

“Shout out to Clear Sky and UNEA. Seattle’s Native community has an abundance of incredible leadership making this place one where Native kids can flourish,” remarked Matt Remle, local Lakota activist and Native Liaison for the Marysville School District. “To the volunteers of Clear Sky who have showed up day after day, week after week, and year after year, for the sake of our kids…to the founders, past and present board members, staff, tutors, coaches, mentors, teachers, speakers, student leaders and families, thank you and wow!”

Among the student leaders and athletic coaches is Tulalip tribal member, Cullen Zackuse. Cullen is a Clear Sky Co-Coordinator and Native Warrior Athletics basketball coach. He serves as a youth mentor and provides leadership through positive role modeling. Cullen has strong roots and cultural ties with Tulalip and he brings those cultural/traditional values into every interaction with the urban Native youth.

“I took on a formal role with Clear Sky about six months ago so I could work with the youth after school on Tuesdays, Thursdays and Sunday, but mostly I coach the basketball team for Native Warrior Athletics,” said Cullen of his leadership role within UNEA and Clear Sky. “Working with tribal kids and teaching them the fundamentals of basketball, coaching them at tournaments is making a difference and creates a positive environment for learning.”

Two other notable guests in attendance for the celebration were Seattle Public School Board Member, Scott Pinkham (Nez Perce), and Seattle City Councilmember, Debora Juarez (Blackfeet). They shared in the festivities, spoke on the importance of Clear Sky, and gave special recognition by way of a City of Seattle official Proclamation declaring it “Seattle Clear Sky Day”.

“The content of the Proclamation addresses several decade long issues UNEA and Clear Sky youth have been addressing through Seattle Public Schools public testimony, rallies, community meetings, documentaries, and countless news media interviews and letters, and petitions,” explained UNEA Chairwoman, Sarah Sense-Wilson. “We plan to share the City of Seattle Proclamation with other youth groups and at various venues to illustrate that the City of Seattle supports our initiatives and our vision as a legitimate voice for Indian Education.”

For more information on the Urban Native Education Alliance and Clear Sky, or to contact about mentorship and tutoring opportunities for the youth, please reach out to Sarah Sense-Wilson by phone at (206) 941-0338 or via email markseattle3@aol.com

Lushootseed Family Nights, March 2018

Lushootseed Family Nights are Tuesdays and Thursdays during the month of March.

This 8 class series will focus on canoe terms, dialogue, introductions, speeches and prayers. All ages are welcome, please be sure to RSVP so we can have enough food and materials for all participants.

Family Nights will be held in the Lushootseed Building, located at 7736 36th Ave NW (Old Tulalip Elementary Offices), meeting in the Library.

Marysville School District Statement Regarding Student Marches

In October of 2014, our community experienced first-hand the horror of a senseless school shooting. Unfortunately, we were not the last community to experience such tragedy. In light of the recent events, students across the country, including Marysville, are organizing to express their unique perspectives on this continuing national issue. We, the Marysville School District, support our students in exercising their First Amendment rights, including participation in the student-led marches. Our responsibility as educators is to keep students safe on campus, and to encourage respectful dialog and expression of ideas and beliefs. We stand beside our students in their advocacy and share our sadness for the loss of life in these senseless acts of violence.

Why Study Anthropology?

Submitted by Jeanne Steffener, Higher ED

If you are interested in learning about the when, where, and how of human life, anthropology searches out what it means to be human in terms of culture, biology, history and how all these areas are interrelated. Anthropology strives to understand our humanness through four (4) major sub-disciplines, each focused on a different aspect of what makes us human.

Social or Cultural Anthropology studies human social and cultural behavior.

Linguistics studies human language, its construction and how it is used in societies. There is also interest in the development of languages, how they connect and differ, and processes involved in information dissemination.

Physical or Biological encompasses the study of biological diversity, primate behavior and the evolution of humans over time (paleoanthropology).

Archaeology is the study of our human past through material remains with the aim of reconstructing, ordering and describing the daily life, customs and events of past people.

Through these four areas, anthropologists are tasked with studying people, their cultures around the world and throughout time comparing and contrasting them and trying to answer the question of what does it mean to be human. Through this process is the discovery of how biology and culture intersects in human behavior. As cultures past and present adopt attitudes and behaviors, anthropologists are able to discover what beliefs and values have helped cultures to adapt, survive and reproduce through the generations. Adaptation and survival become key components that will advise our culture what it takes to thrive.

The study of anthropology will defy your assumptions but ultimately prepare you for the diverse world we live in. Through research opportunities in the laboratory and in the field, writing assignments, you will learn technical proficiency and the ability to work in a team setting, gain effective oral and written communication skills, learning analytical reading and critical thinking skills while establishing a deeper understanding of human behavior, biology and the human experience. These skills cultivated and developed while in an anthropology program are widely sought after by a variety of employers. These skills have contributed to solving some of the gravest problems facing society today.

A majority of students who major in anthropology have found career paths after graduation in several occupational areas: health and medicine (doctors, nurses, genetics research, allied health fields, etc.), business, economics and teachings (from pre-school through PhDs. Students with a concentration in social and cultural anthropology matriculate easily into other areas of focus including cross-cultural study of law, politics, economic systems, psychology, and medical systems. By cultivating abilities is useful for anyone whose future job will require them to develop interpersonal skills and work with the public. This applies to just about every college graduate today.

If you have a firm connection to learning about what really makes us human and how that fits into the universe, studying anthropology can be an exciting path to discovering what it is all about. The job possibilities for someone with an anthropology based background are infinite. Please call the Higher ED staff at 360-716-4888 or email us at highered@tulaliptribes-nsn.gov for assistance with this educational path.

C.R.E.A.T.E. Space brings out the smiles while promoting mental health awareness

By Micheal Rios, Tulalip News 

Tulalip Youth Services celebrated “Say Hello Week” with an added focus of taking the stigma out of mental health awareness. The week included a variety of learning activities for the children and teenagers of the community. The biggest event was without a doubt the open house and grand opening of the C.R.E.A.T.E. Space on Friday, February 2.

From 10:00am-6:30pm on that Friday, the 2nd floor of the Youth Center was a destination for celebration and hands-on learning while becoming acquainted with the newly created space designed for inclusion, offering a place for community youth to go when they need to decompress.

C.R.E.A.T.E. Space stands for Calm Room & Expressive Art to Empower. It’s the result of a collaborative effort of the Methamphetamine Suicide Prevention Initiative through Behavioral Health and Youth Services. All community members and youth are invited to visit the space and learn more about its uses and how to remove the stigma and shame surrounding mental health issues.

“With the recent creation of the Tulalip Special Needs Parent Association by several key community members and Youth Services, we wanted to honor the great work that’s going on by making sure that we create activities and places that are wholly inclusive of all youth,” explained Monica Holmes, C.R.E.A.T.E. Space designer and Parapro for the M.S.P.I. Grant. “That meant taking a look at our facilities first and asking the question: Are we accessible in every sense of the word to our youth with special needs be they social, emotional, physical or mental?

“The C.R.E.A.T.E. Space has two major components that were developed to meet those needs. The Calm Room is a sensory inclusive space with various elements that can be utilized to provide a sensory environment which promotes a sense of calm and well-being, while addressing the individual sensory input needs of our youth with sensory overload challenges. We’ve stocked it with items like play dough, Legos, fidgets, soft furnishings, lower lighting, colored mood lighting, essential oil infusers, nature sound machine, yoga mats and resistance bands that can deliver the right amount of sensory input and/or relax the nervous system that is agitated or overloaded by typical lights and sounds of most spaces.

“The Expressive Art studio is the second component to the C.R.E.A.T.E. Space which serves youth in a unique fashion. It doubles as an art studio and gathering spot for teens who want to hang out in a homey, quiet, comfortable location to interact in small groups or one-on-one with a staff member trained to use art and games as a means to express creativity and emotion in a safe space.”

For the grand opening event many Tulalip service departments were invited to setup their own information booths where they could interact with visitors to the Space. Community Health, Smoking Cessation, Problem Gambling, Chemical Dependency, and Behavioral Health were among those who accepted the invite. Partnerships are key in spreading awareness and resources to our community members. With all those services under one roof at the same time, they were able to let people know they have many choices and places to go for help with various addictions or issues. They also helped de-stigmatize the act of reaching out for help.

A variety of free expressive art classes were offered to visitors and attendees of the grand opening event. The one receiving the most youth attention and excitement was the Broken Bowl Project. The bowl represents us as an individual, we are vessels that hold many things. But sometimes we break and need to be put back together. Our brokenness changes us, makes us who we are. And so the painting on the outside of the bowl represents who we are on the outside, and the words on the inside of the bowl express all the hidden components that make us who we are.

“The lesson of the Broken Bowl Project is to embrace the brokenness, to add words and colors and fill the cracks and holes with beautiful reminders and positive messages about the things we have overcome or hope to be someday,” says Monica, who guided over fifteen youth undergoing the project. “But mostly we should be able to stand back and admire this new vessel we have become, not despite but inspite of all we have done, been or had happen to us.”

The C.R.E.A.T.E. Space is a place to decompress and also learn positive coping skills with an adult who has been trained to provide sensory appropriate options during times of high stress and overload. As the mother of four special needs children with sensory processing issues, Parapro Monica Holmes has spent years learning ideas from occupational therapists and creating spaces like this at her own home and in public settings for children.

Hours of C.R.E.A.T.E. Space are Monday – Friday from 3:30p.m. – 6:00p.m. Individual sessions can be made by appointment or small groups wanting a private setting can make a reservation. For more information please contact Monica Holmes at 360-631-3406 or mholmes@tulaliptribe-nsn.gov