Category: Education
Why study geology?
Source: Jeanne Steffener, Tulalip Tribes Higher ED
Geology is the study of Earth…our home. Most people think of it as the study of rocks but it is actually the study of the materials and processes which make earth an amazing dynamic planet capable of supporting life. An important part of geology is the study of how Earth’s materials, structures, processes and organisms inhabiting our planet have changed over time.
Study of the geologic record tells us about the Earth – the evolution of life, its history, the continents and how they evolved, the ocean basins, and our climate. Historical geology teaches us about fossil life and the physical changes to the earth since its beginning. These changes include the movements of the continents; the formation and reconfiguration of ocean basins; growth of mountain ranges; erosion and redistribution of sediments; changes in surface environments and changes in climate over time.
As geologists work to try to understand the history of our planet, it helps them to envision how events and processes of the past might affect the future…our future. The Earth processes geologists study include landslides, earthquakes, floods and volcanic eruptions. These events can be very hazardous to people.
Geologists work at understanding these processes as they strive to avoid building structures where they might be damaged. For instance, if geologists can maps areas that have flooded in the past, they can recognize areas that could potentially flood in the future. These maps could potentially determine where and where not to develop communities as well as determine where flood protection or flood insurance is necessary.
People use earth materials every day. They use oil that is produced by drilling holes into the Earth then extracting it, metals are mined and water is drawn from streams or underground. The process is geologists performing studies that locate materials of the Earth, then they plan how to extract and remove the materials from the rocks. Similar work is done to locate and produce oil, gas, gems, metals and water.
Today we are very concerned about climate change. In helping to minimize the effects of climate change geologists work to learn about past climates on earth and how they have changed across time. Through studying and understanding historical geology we learn what is affecting our current climate change and what the results might be.
Geology can be a very interesting and rewarding career. The minimum required training for Geology is a four-year college degree. Many geologists earn master’s and doctorate degrees. The advanced degrees provide a higher level of training in specialty areas such as paleontology, mineralology, hydrology or volcanology. Advanced degrees often qualify the geologist for supervisory positions, research assignments and teaching positions at the university level.
Employment opportunities are very good for geologists. Geology graduates with a strong academic background and good grades have no trouble finding positions.
If you are considering pursuing a career in a very interesting and exciting field, there are many universities offering courses and programs in geology The job possibilities for someone with additional training and skills are limitless. Please call Higher ED staff at 360-716-4888 or email us at highered@tulaliptribes-nsn.gov to find out more information.
3rd Annual Coastal Christmas Pow Wow, December 17
Snohomish County Camano Association of Realtors© selects Marysville School District Superintendent as Citizen of the Year
Source: Marysville School District
Marysville, WA – Honoring her work in Marysville schools and time spent in the local community, the Snohomish County Camano Association of Realtors© has selected Marysville School District Superintendent, Dr. Becky Berg as their 2016 Citizen of the Year.
Dr. Berg’s nomination comes as a result of her strong advocacy for Marysville students, and her unique ability to see that a child’s success depends on much more than the education provided to them in the classroom. It takes a ‘whole community’ to support the whole child.
More than 1500 members representing companies across Snohomish County and Camano Island dedicate time each year to recognize a non-Relator citizen who works toward the betterment of their local community through public service and private actions.
“Superintendent Berg understands the role local community dynamics and support, family structure, and simple economics play in students’ lives,” said the 2017 President of the Snohomish County Camano Association of Realtors, Natasha Zieroth. “She has made it her goal to help each child by giving them the tools and resources they need to accomplish anything they set their mind to. Dr. Berg also continues to open her door to parents so their voices are heard, and they can work together to build positive change.”
Dr. Berg was honored today at the 2016 Realtor Awards and Installation Luncheon at the Tulalip Resort. Past recipients have included Congresswoman Suzan DelBene, Snohomish County Executive John Lovick, State Representative June Robinson, and Everett City Councilmember and Cocoon House CEO, Cassie Franklin.
Attendance matters
By Ray Houser, Executive Director of Assessment and Student Services Marysville School District
Chronic absenteeism, which is defined as missing at least 18 school days in a year for any reason, excused or unexcused, results in lower academic performance, and is a key predictor that a child will not learn to read on time, and eventually, not graduate from high school.
In the Marysville School District, absenteeism has been a concern. The state average of chronically absent students was 15.8 percent in 2015, compared to the Marysville School District’s 2015 chronic absenteeism rate of 21.8 percent.
The National Assessment for Education Progress (NAEP) developed a state-by-state overview of how students with chronic absences preformed compared to their better attending peers. The results show students who missed three or more days of school in the prior month had lower average scores in reading and math than students with fewer absences. The scores hold true for students from every state regardless of size, region or make up of the student population.
Poor attendance also contributes to the achievement gap when it comes to students struggling with poverty, and students from communities of color. Students eligible for free and reduced meals are 30 percent more likely to miss three or more days of school in fourth grade, and in eighth grade it increases to 40 percent
The NAEP also found that poor attendance in the first month of school might predict chronic absence for an entire year. It also shows that absenteeism in kindergarten can affect whether a child develops the grit and perseverance needed to succeed in school, and shows that absenteeism in preschool and kindergarten can influence whether a child will be held back in third grade. What’s more, research from John Hopkins University also shows that absenteeism in middle and high school can predict dropout rates as early as sixth grade.
In the Marysville School District, improving attendance is an essential strategy for reducing existing achievement gaps, and ensuring all of our students are successful during their K-12 experience, and in the next stage of their life. Thanks in part to House Bill 2449, co-sponsored by our local state legislator, Representative Mike Sells, our schools and District now have a mandate to make a difference.
In addition to providing support and outreach to parents on the importance of attendance, improving notification systems around unexcused absences; and data-informed, early intervention steps to reduce absences, the bill allows school districts to create Community Truancy Boards to help address absentee behavior.
It is a familiar phrase, but it takes a village to raise a child. Our village – Marysville and Tulalip – can help make a difference. As parents and guardians, relatives, community members and friends of youth, we can help our children get to school and be present. We can help students in our community get excited about their school and the opportunities that come from learning, and we can reassure them that their teachers and friends need them.
We can also help combat bullying by teaching our children how important it is to be kind and respectful to everyone, and we can make a point to report hurtful behavior with SafeSchools (www.msd25.org/ReportBullying). And if we are really passionate, we can join the Community Truancy Board by contacting Christy Mertens at Christine_Mertens@msd25.org or 360-965-2025.
Thank you for recognizing this effort and for all your ongoing commitment to our local students. Together, we can make a huge difference in the lives of our kids – and our future.
Tulalip Heritage Day at Quil Ceda Elementary, Nov. 23
Free auto-leak workshops in Snohomish County
Does your car drip? Ever wondered if a ‘spot’ on the ground came from your car? Want to learn how to properly maintain your car? Join the experts for a FREE Auto Leaks workshop – a $125 value. Open to everyone in Puget Sound. At this workshop you’ll:
- Get a free professional car health assessment from a certified automotive instructor.
- Learn how to identify and prevent leaks.
- Receive tips on repairing minor common leaks.
- Learn preventive maintenance.
- Leave class with a FREE Vehicle Maintenance Check Kit and the confidence to talk to your mechanic.
Our final workshop of 2016 is on November 16th from 5:30pm-9:30pm at Marysville Pilchuck High School.
Space is limited! Register now! Go to www.fixcarleaks.org and click on the “workshops” tab.
These free workshops are brought to you by the Department of Ecology, Snohomish County Surface Water Management, and WSU Snohomish County Extension.
“What a time to be alive and in education!”
By Kalvin Valdillez, Tulalip News
Since Time Immemorial (STI) is a curriculum created to educate Washington State elementary through high school students on the history, culture, traditions and sovereignty of the Northwest coastal tribes. The school districts will meet frequently with local tribes so their students can learn first-hand about the resilient people of Native America and the unfortunate journey we have experienced since Christopher Columbus ‘discovered’ the new world.
In the early 2000’s, Tulalip tribal member and Washington State Senator, John McCoy wrote House Bill 1495 that encouraged Washington school districts to teach students about local tribes. Since the bill was passed less than 30% of the school districts participated in teaching the history of neighboring Native communities. In 2014, Senator McCoy presented a new bill, Senate Bill 5433. House Bill 1495 and Senate Bill 5433 were essentially the same, however, the slight alteration of verbiage changed Native American education from being encouraged to a requirement.
During the time period between the two bills, STI was created and made available for the schools that chose to participate. Since then the creators have been able to fine-tune the curriculum by trial and error of participating school districts. The end result is a free, easy accessible curriculum that includes full lesson plans, videos, reading material, and activities that will potentially put an end to stereotypes and misconceptions of Native People that many non-natives possess.
Certified STI instructor, Dr. Laura Lynn, recently spoke to educators, administrators, and parents from the nearby school districts of Edmonds, Mukilteo, Monroe and Arlington at the Hibulb Cultural Center to discuss the background, and to present an in-depth view of the curriculum.
“What a time to be alive and in education!” Dr. Lynn exclaimed. “The intent of this meeting is not to shame but to give a clear understanding of the Native communities. By sharing the curriculum with our students, it is going to help them become informed citizens. As our youth step up into leadership roles they will be deeply connected with the community. As educators we aren’t teaching our students so they can leave, but so they can grow. We need to assist them as they perfect their talents and give them the tools they need to enrich our communities.”
Dr. Lynn expressed that the youth need to understand the true history of local tribes. She explained that America often tries to downplay the tragedies that occurred to Natives and make it feel like it took place a long time ago. When in reality the elders of today’s tribes were taken from their families and placed into boarding schools where they were forced to learn the white culture and lose their traditional cultural teachings.
Before STI, the story of the birth of America often leaves out the fact the U.S. Government stole its land by murdering Native Americans. That is only the beginning of the countless atrocities the government committed against the Indigenous community. Dr. Lynn stated, “We are not fulfilling our duties if we are not being honest about the genocide, the assimilation, and the boarding schools. It is important that you know the history because you can teach a curriculum, but if you don’t understand the spirit and the intent behind it, you will tend to make the same mistakes repeatedly.”
Dr. Lynn quickly went through a lesson plan with the educators titled ‘The 600 Memorial Lesson Plan’ she said, “Since [House Bill 1495] was signed, over 87% of school districts did not participate in teaching the history of Native People. The only native history we have been teaching is in a post 1900 context. Think about it. Close your eyes and envision the image of a Native American tribal member. Because of what is portrayed in our history books, in our minds we are living with a stereotype. The image is usually in a post 1900 context and its usually of a tribal member who is not from this region. The 600 Memorial Lesson Plan addresses the stereotype issue. During this lesson, students will learn about contemporary issues that local tribal communities are facing today. It will give our students a chance to meet with and understand contemporary Native People, giving us a chance to finally dissolve those stereotypes that often lead to racism and barriers.”
The event concluded with a story, exclusively for the educators, by Master Carver/Storyteller Kenny Moses. As more schools are starting to implement the STI curriculum, the hope of a better tomorrow emerges. An opportunity for a future without harmful stereotypes and offensive mascots is presented. Coast Salish tribes will finally get to share our similar yet unique story as Native Peoples.
For more information about STI and for upcoming classes and seminars, visit www.indian-ed.org
Don’t Be A Monster
By Kalvin Valdillez, Tulalip News
During the month of October, school assemblies are held nationwide to talk to America’s youth about bullying, a serious situation that unfortunately is often overlooked. Don’t Be A Monster! is an organization that is informing students, fourth grade and up, that the bullying issue is real. Too often bullying is brushed off like it’s no big deal. In many cases victims are somehow left responsible and sent off with the ‘sticks and stones’ mantra when searching for advice.
Traumatic scars, caused by bullies, were initially emotional cuts that were once quite deep. According to the program’s research, over 90% of kids are bullied in school. Amongst the youth in the state of Washington, suicide is the third leading cause of death. One of the main contributing factors to suicide is harassment from classmates.
The Georgetown Morgue Haunted House in Seattle participates in the program and sends their staff to local schools to help kids identify what bullying is and how to step up when one of their peers is picked on. As a perfect tie-in to Tulalip/Marysville Unity Month, the Georgetown Morgue team paid a visit to the Tulalip Boys & Girls Club on a chilly Friday afternoon.
“You know we have all kinds of monsters and ghouls at the haunted house, but you know those aren’t real. But there are real monsters out there, bullies,” stated Lynette, a Georgetown Morgue staff member, to the group of kids filling the Club gymnasium.
A video presentation about a new student, Frank, who is struggling to fit in was shown to the youth. Frank, based on Doctor Frankenstein’s’ creation, is trying to adjust to his new school, however, because of how he looks he becomes an outcast. The video portrays popular kids using cruel words to hurt Frank’s feelings. At the end of each scene, somebody stands up for Frank and tells the bully to stop. The video displayed different types of bullying such as physical, emotional, and its most recent form, cyber-bullying.
The presentation showed Frank logging into his Facebook account to a plethora of messages. Statements such as ‘nobody likes you,’ ‘go away,’ and the horrific ‘kill yourself’ are comments that are sadly left on kids profiles and comment sections daily.
Lynette attempted to project her voice over the kids who lost interest in the assembly by stating, “I knew somebody like Frank, who went to my high school, that was pretty much like that. He always smelled like urine, his clothes were filthy, his teeth were yellow. He walked the halls alone with his head down and nobody sat with him at lunchtime. Nobody was kind to him. It was terrible, but this type of stuff does happen, and…”
After several attempts to re-engage the youth in the topic at hand, Lynette’s statement would unfortunately remain incomplete because of constant interruptions from the kids. She stated that over half of her presentation was cut short as she gave up the battle for the youth’s attention. She called upon special guest Frank, the character from the video, to make a quick appearance as the kids exited the gym.
Despite the many interruptions, Lynette’s message is one of much importance. Kids and parents need to be aware and heed the signs of bullying to help prevent it.
The following information and more can found at www.stopbullying.gov.
Signs a Child is Being Bullied
- Look for changes in the child. However, be aware that not all children who are bullied exhibit warning signs. Some signs that may point to a bullying problem are:
- Unexplainable injuries
- Lost or destroyed clothing, books, electronics, or jewelry
- Frequent headaches or stomach aches, feeling sick or faking illness
- Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch.
- Difficulty sleeping or frequent nightmares
- Declining grades, loss of interest in schoolwork, or not wanting to go to school
- Sudden loss of friends or avoidance of social situations
- Feelings of helplessness or decreased self esteem
- Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide
If you know someone in serious distress or danger, don’t ignore the problem. Get help right away.
Signs a Child is Bullying Others
- Kids may be bullying others if they:
- Get into physical or verbal fights
- Have friends who bully others
- Are increasingly aggressive
- Get sent to the principal’s office or to detention frequently
- Have unexplained extra money or new belongings
- Blame others for their problems
- Don’t accept responsibility for their actions
- Are competitive and worry about their reputation or popularity
Why don’t kids ask for help?
- Statistics from the 2012 Indicators of School Crime and Safety show that an adult was notified in less than half (40%) of bullying incidents. Kids don’t tell adults for many reasons:
- Bullying can make a child feel helpless. Kids may want to handle it on their own to feel in control again. They may fear being seen as weak or a tattletale.
- Kids may fear backlash from the kid who bullied them.
- Bullying can be a humiliating experience. Kids may not want adults to know what is being said about them, whether true or false. They may also fear that adults will judge them or punish them for being weak.
- Kids who are bullied may already feel socially isolated. They may feel like no one cares or could understand.
- Kids may fear being rejected by their peers. Friends can help protect kids from bullying, and kids can fear losing this support.
Marysville School District works to ensure tribal heritage and culture is visible, shared and preserved
By Dr. Becky Berg, Marysville School District Superintendent
Recently, a conversation was overheard at the Hibulb Cultural Center. A young woman was talking about her tribal history. Her grandmother was a student during the boarding school era and the young woman said that while growing up she rarely learned about her tribal history and culture. She added that her grandmother often hid her cultural affiliation, as well as her ability to speak Lushootseed. In turn, her father never learned the language or embraced his native heritage. This was difficult for the young woman to understand, as at a young age, she chose to dedicate her career to educating herself and her community about her region’s rich cultural history, and her own tribal identity.
As a community, we are lucky to have tribal members and others who have had the strength to stand up and ensure tribal history and culture is recognized, shared and preserved. Our community, our school district, and our local leaders must also take on this charge and do what is necessary for our entire community to understand where we have been, where we are today, and where we are going.
In November of 2014, The Marysville School Board of Directors took the historic action of officially adopting the “Since Time Immemorial” (STI) Tribal Sovereignty Curriculum so that all students learn about the history, culture, government, and experiences of their Native American peers and neighbors. Partners who were instrumental in this effort included Denny Hurtado, former OSPI Office of Indian Education staff member, and State Senator John McCoy.
This curriculum was adopted in advance of Washington State Senate Bill 5433, which passed in 2015 and mandated that Washington’s Tribal history, culture and governance be taught in all Washington schools by 2016-17.
The adoption of the STI curriculum seeks to remedy a grave omission by our educational system. American history begins with the story of indigenous peoples in all parts of the land. Yet for decades our curriculum has made this rich and important heritage and culture virtually invisible. The lack of awareness of the Tribal legacy in our Marysville-Tulalip community is especially glaring given the presence of the Tulalip Tribes within our district boundaries. Teaching the STI curriculum to all students in our schools is a matter of basic justice for all, especially for those who were made to feel ashamed of their identity and culture for far too long.
The “Since Time Immemorial” provides engaging lessons. The lessons are thought provoking and are meant to help students understand multiple perspectives. During the 2015-16 school year, the curriculum was implemented in grades Kindergarten through 5, and this year it has expanded to all secondary schools district-wide.
Every day I feel deeply honored to be a member of this community and to be welcomed by tribal leaders, elders, parents and students. And every day, the Marysville School District will work to ensure our community’s tribal heritage and culture is visible, shared and preserved.
To learn more about the Since Time Immemorial curriculum, please visit www.indian-ed.org.