Education Archives - Page 33 of 77

THE ESEA REAUTHORIZATION AND NATIVE STUDENTS: STRENGTHENING SOVEREIGNTY TO SUPPORT LOCAL SUCCESS

Press Release, National Indian Education Association

WASHINGTON, DC – Following yesterday’s Senate Health, Education, Labor and Pensions (HELP) Committee Hearing on “Fixing No Child Left Behind (NCLB): Testing and Accountability,” National Indian Education Association (NIEA) President Melvin Monette issued the following statement explaining the need for an Elementary and Secondary Education Act (ESEA) reauthorization that upholds the trust responsibility of the United States and fairly provides Native students education services based on principles of accountability, equity, and excellence. President Monette stated:

The ESEA is in pressing need of updating and we commend the Senate HELP Committee under the leadership of Chairman Lamar Alexander (R-TN) for moving forward the reauthorization through recently introduced draft language. However, the current iteration illustrates a need for improvement, so we request that the federal government honor its’ trust responsibility to tribes and Native education by fairly providing comprehensive educational opportunities to Native students within any ESEA reauthorization.

During the State of the Union Address, President Obama rightfully celebrated the nation’s all-time high graduation rates among high school students. Unfortunately, the stressed graduation rates and academic successes are often not representative of many Native communities. NCLB has done little to address the longstanding challenges affecting Native students. Over the past decade, Native students continue to trail their peers in reading and mathematics (grades four and eight). Nationwide, our students face some of the lowest high school graduation rates with even fewer students graduating from college. Native education is in a state of emergency and tribes have long awaited the opportunity to partner with Congress to take bold action that will significantly improve the education systems serving Native communities.

Tribes and Native communities have an enormous stake in their children’s education. While the ESEA reauthorization must provide effective accountability and protect the civil rights of all Americans, the ESEA reauthorization must also be a commitment to the sovereignty of this country’s First Americans. As such, the ESEA draft should be revised to support tribal nations as they develop their ability to deliver education services as well as coordinate with local and state educational agencies. Only by including the following priorities will an ESEA reauthorization ensure effective and efficient use of funds and delivery of resources to Native communities as well as increase Native student achievement.

NIEA calls on the Senate to include the following priorities:

Strengthen Native Participation in Education: Tribes should have the authority to build their capacity to administer education title programs. Native leaders understand their children best and can better address their students’ unique cultural and academic needs.

Encourage Tribal/State Partnerships: While the federal government has a trust responsibility to work with tribes, tribal concerns are often excluded at the state and local level. The ESEA reauthorization should require local and state educational agencies to closely work and meaningfully consult with tribes when developing applications and plans for ESEA title programs.

Preserve and Revitalize Native Languages: The continued existence of Native languages is crucial to protecting and strengthening Native culture and tribal communities as well as increasing the academic achievement of Native students. Any ESEA reauthorization should provide resources for eligible schools to participate in a program to develop and maintain Native language immersion education models.

Increase Access to Native Student Records: Native students often transfer between federal, state, and tribal school districts, which creates information gaps as systems are not required to track and coordinate student data. The ESEA reauthorization should provide the ability for schools and state and local educational agencies to share Native student data with their local tribes. Providing such information will create longitudinal student statistics that will help schools and Native partners alleviate issues that decrease Native student achievement.

NIEA, tribes, and our national and local partners look forward to working with members of Congress to strengthen this initial draft proposal. It is critical the ESEA reauthorization serves Native students and their peers by not only ensuring equity and accountability, but also including tribes within their local education systems. This great country cannot afford to ignore the needs of its most vulnerable students. By reinforcing America’s trust responsibility and strengthening tribal sovereignty throughout the ESEA, Congress will begin to reverse the negative impacts affecting Native communities and ensure local cooperation fosters efficiency and academic excellence for all students.

Your road to success with Sno-Isle Libraries

Submitted by Jeanne Steffener, Tulalip Higher ED

Sno-Isle Libraries is there for you! Whether you’re an entrepreneur just starting out or an experienced business owner/manager, Sno-Isle Libraries has services to help you save time and money. Think of Sno-Isle Libraries as your partner on the road to success

Sno-Isle Libraries serves 687,000 residents through 21 community libraries across Washington’s Snohomish and Island Counties as well as through online library and mobile library services.

Need help figuring out how to get that project done or find the latest industry information? PERSONALIZED SERVICE is available through the Book-a-Librarian service. This amazing asset is like having a personal information search consultant at your service. A FREE 30-60 minute session can be booked to explore any research topic for personal or professional use

Examples of in-depth assistance on business research may include: industry research, demographics, market research and how to write a business plan. Technical coaching is also available through Book-a-Librarian, including topics such as: website creation and spreadsheet basics. You can contact your local to Book-a-Librarian. Start here: www.sno-isle.org/locations.

Enterprising people find tremendous opportunity and cost savings when they take advantage of the equipment and software available at the Sno-Isle Libraries Tech Centers in both Marysville and Lynnwood. The creative and multimedia resources of these centers can be used for individual or group projects. www.sno-isle.org/locations/creative-tech

Sno-Isle Libraries can be your DO-IT YOURSELF OFFICE. There is Wi-Fi available at all Sno-Isle Libraries, including parking lot access at most locations. Additional resources include parking outgoing faxes, scanners, color printers and copiers. Meeting rooms are also available at many Sno-Isle Libraries for FREE use for non-commercial activities. For meeting use guidelines and scheduling contact your local library.

Finally, you can save hundreds of dollars on eRESOURCES (subscription fees for the vital trade and market information) that you need. You can use premium online research services for FREE if you are a Sno-Isle Librariescustomer. Sign-up for a library card and gain access to popular business resources, including:

ABI/INFORM Trade & Industry Journal articles, market reports, and news on every major industry

AtoZdatatabases – Millions of business and residential profiles. Ideal for sales leads, mailing lists and research

Business Source Premier – Search regional, national and international business news – including marketing research and reports, emerging business trends, and detailed company profiles for the world’s 10,000 largest companies from Datamonitor.

Demographics Now…Business & People – U.S. demographic data for gaining consumer and market insight for opening a business, finding an audience for products/services, or analyzing the shifts and needs of a given population. Standard and custom reports for download.

Learning Express Library – interactive practice exams and guides for academic (GED, GED Spanish, ACT, SAT, GRE), U.S. citizenship, civil service, military, and professional licensing and certification tests – plus computer software tutorials (Wordperfect, Microsoft Office, Windows & Mac operating systems).

LegalForms – Customizable online legal documents, including Washington state specific forms.

Legal Information Reference Center – Full-text publications and legal forms to address a range legal issues including business law financial planning, family law, property & real estate and rights & disputes.

Microsoft IT Academy – Training in fundamental technology skills, such as Windows 8, and more. Provides unlimited access for more than 400 courses.

Small Business Reference Center – All areas of starting and operating a business including financing, marketing, taxes, business plans, and more.

No Library card? Register for one at any library or online at www.sno-isle.org/getacard and get instant 24/7 access to most of Sno-Isle Libraries eResources

In February, we are having the Sno-Isle Libraries program Getting Started with Craigslist. February’s offering is Idea Management & Innovation. You can also check out monthly programming information on the Higher ED Webpage, on Tulalip TV and through information mailed to your home. You can call us at 360-716-4888 or email us at highered@tulaliptribes-nsn.gov for additional information.

United Recovery Meeting, Jan 22

A training from leading experts on suicide prevention and reducing secondary trauma due to social media presented by the Tulalip Tribes, Marysville School District and City of Marysville.

January 22, 6-8 p.m., Tulalip Administration Building Room 162, 6406 Marine Drive Tulalip, WA 98271

The Muckleshoot Tribe is spreading traditional food through schools

Shawn Saylor, the kitchen coordinator for the Muckleshoot Indian School, holds a piece of salmon to be served at the school.

By Northwest Indian Fisheries Commission

The Muckleshoot Indian Tribe is making sure traditional foods are part of many of the meals it serves. Six kitchens across the tribe – including in schools and elder facilities – adopted new protocols to encourage the use of traditional foods.

The Muckleshoot Indian School is using the protocols to designate at least one day a week for traditional foods. The introduction of traditional food has been a learning process for both the kitchen staff at the school and the school community, said Shawn Saylor, the school kitchen coordinator.

The Muckleshoot school kitchen began introducing traditional foods soon after the protocols were in place four years ago. But even then, students were still able to choose a cold sandwich if they didn’t like the traditional option.

But after awhile that changed. “We don’t even make the sandwiches available on traditional food day anymore,” Saylor said. “The kids just forgot they didn’t like salmon. We don’t even do things like Sloppy Joe’s anymore because the kids just don’t like them.”

“Parents come in and visit us and they end up saying “I didn’t know they fed you so well here,’” Saylor said.

Each Thursday the kitchen staff prepares a meal following the traditional food protocols. Popular choices include halibut, seafood soup (which includes clams, shrimp, mussels and salmon), fish tacos or salmon. “We end up doing salmon a ton of different ways,” Saylor said. The school buys salmon directly from the tribe’s seafood enterprise.

The kitchen staff have also served elk and venison, even though it drives up the cost of the meals. “We will occasionally have a hunter donate meat to us,” he said.

The protocols also call for eliminating processed foods, trans-fat oils and high fructose corn syrup.

The kitchen staff also regularly meets with students to discuss how to make traditional Thursdays better. “We listen to the students and we like to explain why we do certain things in person,” Saylor said. “It builds trust between us and the kids. We even sometimes get food suggestions from them to try out.”

“The best part of my day is when kids come through the line on traditional food day and say “This is awesome,’” said Saylor.

WSU Brings Classroom to Students With Online Certification in American Indian Studies

wsu-online.blogspot.comWashington State University is now offering an online program in American Indian Studies that leads to certification. — wsu-online.blogspot.com
Washington State University is now offering an online program in American Indian Studies that leads to certification.

Jack McNeel, Indian Country Today

Washington State University is now offering an online program in American Indian Studies that leads to certification. This will provide an opportunity for those living away from campus to expand their education and enhance their opportunities for future employment.

Michael Holloman, Colville/Coeur d’Alene, heads up the American Indian Studies program at WSU. He talked of the advantages in having an online certification program, not only for Native people but also for others who work with reservations and tribes in a variety of ways.

He acknowledges that attrition rates are often high for Native students. “Our familial ties are enormous, sometimes exceeding our own personal interests.” An online program would help alleviate that problem by offering a certificate program for those who choose to remain at home rather than attending a college. The certification program is identical to a minor in American Indian Studies in terms of courses required and class hours.

The requirement for certification is that students take nine hours (three classes) of core courses plus another nine hours of elective work.

Holloman said that in the four years he’s been at WSU he’s only had two people pursue a certificate, “Mainly because people involved in our program are taking it for a minor. Now that we have the certificate online, that’s for non-degree seeking students. Anyone who wants to apply to a global campus is able to apply and take course work.” He also noted that in the two weeks over the holidays he’d received “at least 20 calls from area codes all throughout the west.”

Josiah Pinkham works in the cultural resource program for the Nez Perce Tribe. “I think it will be helpful because we have tribal members here that lack the resources, either time or financial, to go to the WSU campus. It’s definitely a helpful thing.” He added that he is interested himself, even though he has a bachelor’s degree but hopes to one day receive advanced degrees. “I think the online certificate would be a great way to kind of get me back in the groove.”

Pinkham has had overlapping work experiences with Holloman, “and it’s always been positive. He has set up a pretty vast network in the Pacific Northwest and also in Washington, D.C. He’s a well connected man.”

Pinkham also commented on the value for non-Native people taking the class. “One of the things growing clear is a need for people who are educated (about tribal culture) in working with tribes. There is a growing need and people are responding with requests for cultural awareness training.”

Frequently this interaction concerns environmental subjects. Avista Utilitiesis one such company and has interactions with all the Upper Columbia tribes. Toni Pessemier serves as American Indian Relations Advisor for the company and she pointed out values in having some of their employees sign up for an online class. “Having the ability to understand and appreciate and work effectively with individuals or their organizations is important to their jobs and roles at Avista. If they had a certificate or background in American Indian Studies, such as the program at WSU, it really helps create that experience or background they could bring to their job in our company. It helps them to do their job better.”

Holloman pointed out that industry employees can frequently get their course work paid for them by the company. Employees from various companies have expressed to him in the past a wish to have access to such an online course.

He isn’t aware of other schools offering online certification, saying they haven’t found them in their research but acknowledges there might be others.

“The dream is that this is the first step of a larger online degree program. It doesn’t mean we won’t offer the certificate, which we will. Maybe down the road WSU will have an online major in American Indian Studies and will definitely have a larger offering.”

For more information about the American Indian Studies Program at WSU, contact Michael Holloman at 509-335-0449 or michaelholoman@wsu.eduor check out the Global Campus websiteto see all the university’s offerings. The specific American Indian Studies Program page can be found here.

NWIC Poetry students showcase work at Hibulb Cultural Center poetry series

By Brandi N. Montreuil, Tulalip News

NWIC student Ed Hill recites his poetry during the Hibulb Cultural Center's December poetry series. Students penned poems during a NWIC poetry class and recited for the first time to the public for the first time. Photo/ Bob Mitchell — NWIC student Ed Hill recites his poetry during the Hibulb Cultural Center’s December poetry series. Students penned poems during a NWIC poetry class and recited for the first time to the public for the first time.
Photo/ Bob Mitchell

Students in a Northwest Indian College poetry class had a chance to showcase their creative prowess during December’s Hibulb Cultural Center’s poetry series. The class, composed of novice and beginner poets, presented a collection of work created during the course to the public for the first time.

Professor Lynda Jensen, who teaches the class, is an avid writer and poet herself, encouraging students to create poetry with depth and emotional response.

“One of the exercises that we did in class was to make a list of 35 words we like. We would pass the list to someone else, and that person’s job was to turn the list into a poem,” said Jensen. A poem by student Talon Arbuckle using the list of 35 words technique was performed during the event.

“I asked the students to give me a list of 35 words that they associate with themselves, with their personal identity. From these lists, I made a poem for each student. I read these poems to them at the event. That was one of my favorite parts of the evening, extolling and featuring them within poetry,” Jensen.

Students Ed Hill and Crystal Meachem, both newcomers to poetry, found inspiration in the structure of poetry. Hill’s poems focus on his connection to nature, and discovered poetry to be an inviting and inspiring form of communication. Meachem, who did not enjoy poetry at the start of the class, explored different forms of poetry to learn the deeper meanings embedded in style and word choice.

“As an enthusiastic optimist, Crystal enjoys the word search when creating something sublime. She said that when she writes poems, she lets the words flow out. Then she re-reads to see if it is sublime yet. If it isn’t she sits there, frustrated and confused, until she finds the right words to make the poem work perfectly,” said Jensen.

Novice writers Bobbi Jones and Marci Fryberg use poetry regularly as a way of self-expression. Jensen describes Frberg’s use of poetry as, “strong, inviting and eschew the exclusivity that poetry so often inflicts on readers. Her meanings are clear and her metaphors recognizable. A quiet and private person, Bobbi was uncertain about performing her poetry in public. She gave me permission to read two of her poems. After I finished reading her poem “Howling,” an appreciative hush fell over the room. Bobbi writes powerful personal poetry,” explained Jensen.

Other students use poetry as a mean of healing. Student Katie Longstreet used the skills she learned in class to write poetry as a way to process difficult emotions, drawing inspiration from strength and courage. She shared several poems that focus on the isolation individuals who endure trauma experience.

While poetry for many of the students became a way to communicate emotions and thoughts that could not be described otherwise, student Talon Arbuckle found a comedic undertone while developing his poetry.

“Talon discovered his interest in poetry on the first day of class. He shared several poems that he wrote, including one that was a response to an assignment that students write a poem as if they were someone else. Talon decided to write a poem as if he were Mike Tyson. He used only published quotes from Tyson. The poem was powerful and very well received,” said Jensen.

“The evening was full of emotion, support, beauty and laughter. It was the perfect capstone for our course,” Jensen said. “We are grateful to the Hibulb Cultural Center for hosting the event. We plan to create a chapbook with the poems we performed that night. We will make these available to the community when they are complete.”

The Hibulb Cultural Center hosts a monthly poetry series featuring local artists. For more information on the poetry series, please visit the Hibulb’s website at www.hibulbculturalcenter.org.

For more information on Northwest Indian College’s poetry classes, please visit their website at www.nwic.edu.

Brandi N. Montreuil: 360-913-5402; bmontreuil@tulalipnews.com

Too Many Scholarships, Not Enough Native Students Applying

Dr. Dean Chavers, Indian Country Today

In talking to my friend Al Paulson recently, it turned out we have a common problem. We can’t give away scholarships. What a shame.

In the modern age of computers, scholarships are everywhere, it seems. FastWeb, the most popular scholarship site, has over 1.5 million entries in its database. Other websites such as Scholarships.comhave similar numbers. But it’s hard to give them away, let me tell you. I have been doing it for 42 years, and we never have enough applicants.

Al Paulsen who lives in St. Paul, Minnesota founded Marketplace Productions 20 years ago. After he had some success in business, he and other members of the Minnesota American Indian Chamber of Commerce decided to launch an Indian scholarship program. But for almost a decade now, he has had trouble getting Native American studentsto apply for it.

Paulsen has worked with casinos and business development on Indian reservations for over 30 years now. His mother was a LaDuke from White Earth before she married his father Albin Paulsen. So Al is a first cousin of the famous Indian activist Winona LaDuke. He says his mother got hooked on his father because he was a member of a band that played in the local area.

They lived north of White Earth and farmed for a few years, and then moved to the Twin Cities. Albin got a job in the Ford plant and worked there until he retired. Al got a job at Ford after he finished high school, but the hard work convinced him he needed to go to college. He became one of the early White Earth citizens to finish college.

He picked St. Cloud State University(SCSU) because they had a great hockey team and he wanted to play. The Minnesota Chippewa Tribe (MCT) gave him a scholarship; without it, he says, he would not have been able to go to college. “Without that grant,” he told me, “I don’t know if I could have afforded to complete my college degree.” He finished in 1966, and is now in the SCSU Hall of Fame as a hockey player.

He was the first LaDuke to finish college, and Winona was the second. “By the end of my sophomore year,” he said, “I realized that educationwas a great equalizer, so I got serious about college and graduated in four and a half years.” He made the varsity hockey team as a freshman, and is still the only Indian ever to play hockeyfor St. Cloud State.

He paid for his first year himself, from work at Ford and from a rice business he had set up. But the scholarship from MCT paid his tuition for the rest of his college.

Al is also an enthusiastic volunteer, and has been for 20 years. “I am an instructor at Indian schools for Junior Achievement as my way of paying back for what the tribe did for me in paying for my tuition and books and assisting me in getting my college degree,” he told me. “I am also on the Diversity Council for MNSCU, the Minnesota State College and University board, overseeing 42 state colleges and tech colleges in Minnesota.”

“We talk a lot about retention rates and graduation rates, comparing all ethnic minorities with all the others and the caucasian student rates. There is a big difference in rates, with white students and Asian students having the best rates…and us Indians having the lowest rates. From our state, it appears the rates for Indian students are improving.”

The Indian Chamber, which he chaired for awhile, set up a scholarship fund several years ago to give two scholarships of copy,500 each to two students. They wanted to give them to students with business majors, but got so few applicants that they opened it to students with any major. And they still get only a handful of applicants.

I told him about some of my experiences trying to get Indian students to apply for scholarships. I was in Holbrook, Arizona 10 years ago to try to recruit Indian students for our scholarship.

We encourage students to apply not only for ours, but for every scholarship they can find. These days, that is 40 or more. We had a student from Laguna Pueblo four years ago, Isaiah Rodriguez, who found 102 scholarships—which is still our highest total. We have been going since 1986. The national record is still 200, which a black girl from Macon, Georgia accomplished in 1991. Her name is Marianne (Angel) Ragins, and she is now “Miss Scholarship.” She has written three books about how to win scholarships. Our reservation school libraries do not have these books.

As I talked to the students at Holbrook, I told them they should find all the local scholarships as well, such as Lions, Elks, Rotary, Moose, and so on. The counselor at Holbrook High School, Dean McNamee, whose daughter is one of our grads, piped up and said, “Yes, the Elks had four scholarships last year, and no one applied for them.”

That makes me sad. I hate to see any scholarship not be awarded. I know there is a student somewhere, maybe an Indian student, who could use that scholarship.

For four straight years, I visited one high school on the Navajoreservation to recruit students. But one day my assistant asked me why I was going there. “How many applicants have we gotten from there?” she asked.

I had to admit, “None.” She said, “Why are you going there every year?” I haven’t been back. But old hard headed here will probably go back this year. We have to talk to 100 students to get two to apply.

I know the high schools are not preparing Indian students for college. In a research project I did 15 years ago, fewer than 10 percent of Indian students had taken the courses in high school they needed to be ready for college.

Fewer than 10 percent had taken four years of English. Fewer than 10 percent had taken four years of science. Fewer than 10 percent had taken four years of math, including Algebra I, Algebra II, Geometry, and Trigonometry. Fewer than 5 percent had taken Calculus. If they go to college, they are going to have to take remedial classes, which is a real let down to the Indian valedictorian who was the BMOC (Big Man on Campus) in high school. Some of them never get over the humiliation. Is it any wonder that our dropout ratefor Indian college students is over 80 percent?

High school preparation for college is an excellent research project for a graduate student, by the way. I just finished reviewing dozens of articles and books for my next book, and there is very little research on the high school preparation of Indian students for college. The little that is there is surprising, sometimes. For instance, traditionalism has little to do with college success, according to one article. Another article reports that high GPA students drop out about as often as low GPA students, which is frustrating.

In the research I did, the average number of scholarships Indian students applied for was one. That is, most Indian students did not apply for any scholarships; they rely totally on federal financial aid. Then every twentieth student applied for 10 or 20 scholarships, bringing the average up to one.

Granted the scholarship application process is a little difficult. You should know what you are going to major in, and what you are going to do after graduation. But the rewards are huge. I tell students they should win all the scholarships they can, and if they have more than they need for college, they should give their momma money. And I mean it. Few students do that, but they should. And they can start their retirement with it if they want to.

There is a national scholarship group that was formed 15 years ago. It is an association of college and private scholarship people. I went to the first or second meeting, and several people told me they wanted to get applications from Indian students. “We never get an application from an Indian student,” they told me.

God bless Al Paulsen and the other people who are trying to run scholarship programs. Don’t give up, boys and girls. We need to develop all the talent we can in Indian country.

Dr. Dean Chavers is director of Catching the Dream. Founded in 1986, CTD awards scholarships to high potential Indian college students. It also works to improve Indian schools. His next book will be called “The American Indian Dropout.” It will be published in early 2013. He has written books on Indian leaders, racism in Indian country, exemplary Indian schools, and how to write winning proposals in the past 40 years.

Lushootseed 101 offered at Northwest Indian College

Lushootseed 101 offered at Northwest Indian College through Winter, January 7 through March 27.

Classes are Monday-Thursday (with an online lesson on Fridays) at the Tulalip Administration Building Room 263 – 3:30-4:20

This is a great opportunity for anyone working with our youth to become familiar with the language and help expose our youth to the hearing it spoken within the community!

MSD meeting discusses future of MPHS cafeteria

Jim Baker, Marysville School District finance director, hears input on the Marylsville-Pilchuck cafteria during a community meeting held, Monday, Dec. 11, 2014, at Cedarcrest Middle School. (Tulalip News/ Brandi N. Montreuil)

By Brandi N. Montreuil, Tulalip News

MARYSVILLE – “Our community has been shaken, shaken very hard by the events of October 24,” said new Recovery Directory Mary Schoenfeldt for the Marysville School District during a community meeting held on December 11, at Cedarcrest Middle School.

The meeting featured two topic agendas. For the first hour parents learned how to help their children process grief during the holidays. The remainder of the meeting focused on the future of the Marysville-Pilchuck High School cafeteria. Parents were able to voice their opinions during mini breakout sessions on what the school district should do to move forward.

The cafeteria was the location where 15-year-old Tulalip tribal member, Jaylen Fryberg, shot six students, killing five including himself. Since the October 24 incident the cafeteria has remained closed out of respect for students and the victims of the shooting. Now the school district is holding surveys asking the Marysville/Tulalip communities what they would like the future of the cafeteria to entail.

Before the breakout sessions, Schoenfeldt spoke to parents about depression and warning signs to look for in their children as the process of grief continues. “Your children will have a loss of concentration leading to short tempers or quick tempers. Watch for signs of grieving and depression in your children as suicide can become an issue.”

Schoenfeldt explained that students might have a hard time coping with the range of emotions that they are experiencing and may not know how to begin a conversation about how they are feeling. Many parents discussed the apprehension their children feel while at the school and trying to settle back into a routine. One mother expressed that her daughter texts frequently throughout the day as a way to cope and that she does not want to eat lunch at the school.

Marysville School District held a community meeting on Monday, Dec. 11, 2014, at Cedarcrest Middle School to hear community input on MPHS cafeteria future. (Tulalip News/ Brandi N. Montreuil) — Marysville School District held a community meeting on Monday, Dec. 11, 2014, at Cedarcrest Middle School to hear community input on future of MPHS cafeteria. (Tulalip News/ Brandi N. Montreuil)

“Acknowledge that you are also having a hard time coping with your feelings. Acknowledging it with your child helps to make it a topic for discussion. Be available emotionally to your kids to listen to them,” said Schoenfeldt.

Following a brief Q&A with Schoenfeldt, parents were then invited to share their thoughts regarding the status of the cafeteria, which was built in 1970. The school district is seeking state funding to help rebuild the cafeteria.

Students temporarily are eating in the gym. “Right now we are just talking, where do we want the kids to eat? It can’t keep being at the gym forever,” said Dr. Becky Berg, Marysville School District Superintendent.

To decide if the cafeteria should be completely torn down or remodeled, the district had the community participate in a Thoughtexchange survey on the district’s website. “The intent is to get all our voice to the table and also include the students’ voices,” said Berg. The survey, which closed December 12, will be presented to the board.

“The intent of tonight, at this point, is to use these breakout sessions for those who haven’t been online yet and discuss possibilities that we haven’t considered,” said Berg.

Many participants expressed they would like to see the cafeteria radically changed in appearance so it would not be such a visible reminder of the October 24 event. Other suggestions included building in a new location, building in a contingency area or simply tearing it down.

The district is currently reviewing the surveys and waiting for funding approval. Berg remarked that while changes will take some time, it is being fast tracked for the students. “This will not be an overnight process. We are all first timers at this and hopefully last timers at this. Let’s keep talking and supporting each other.”

Brandi N. Montreuil: 360-913-5402; bmontreuil@tulalipnews.com

USDA dumps millions in lunch money on local food

By Nathaneal Johnson, Grist

For the past couple years, kids around the U.S. have been sharing pictures of their gross school lunches on social media. These images are often accompanied by the hashtag #thanksMichelleObama, since the first lady has been trying to make school lunches healthier. The rationale is that these efforts are actually making the lunches yuckier.

The thing is, raise your hand if your public-school lunches were delicious. Didn’t think so. It’s a clever political dodge to focus the dissatisfaction with student lunches on the reformer-in-chief, because disgusting school food has been a dependable reminder that we live in America for as long as most of us can remember.

Sure, there are growing pains that come with the reforms. Schools have already cut budgets to the bone, and now many are having to provide money to the nutrition program. It makes no sense that we have to choose between educating kids and feeding them. Still, students blaming Michelle Obama for bad school lunches is like prisoners blaming a reform-minded warden for putting the guards in a foul mood.

For years, the U.S. has been funding school lunch programs at a level that pretty much only allows for disgustingness. And that hasn’t changed. But the USDA is now parceling out money to help various pilot programs and projects around the country. On Dec. 2, Agriculture Secretary Tom Vilsack went down to Common Market, a sustainable food hub in Philadelphia, to announce a new round of Farm to School grants (details here).

Since 2009, the USDA has provided $160 million for school kitchen equipment, $15 million for making the connections between farm and school, and $5.2 million for training and technical assistance.

Common Market is one of the grant recipients. The money will allow it to do more work with public charter schools. When I asked the co-founder, Haile Johnston, if he thought the money would make student lunches better, he didn’t hesitate. “Without a doubt,” he said.

“When we are able communicate where and how food is grown, students get more interested in it,” he said. “Also, the food we are working with is not processed. It comes from local farms. So it’s fresher, it tastes better, and it has more nutrients.”

Turning to local food can save schools money in the long run. In California’s San Joaquin Valley, Scott Soiseth has managed to make school lunch popular enough that it’s become a money-making operation. It’s important to note that California provides more money for school lunches than many other states, but for most schools in California that doesn’t translate to radically better lunches or profitability. Soiseth is proof that local food can strengthen the bottom line.

If reforms go forward, someday the disgusting school lunch — that constant in American life — might actually vanish. Maybe, just maybe, we could be a little more like the French. If that happens, you can expect the same people protesting school lunches now to begin lamenting the loss of mystery meat, and “hot dish” under the hashtag #FreedomLunches.