On the evening of May 25, twenty-six Indigenous youth, from the Marysville School District (MSD), were celebrated and recognized for their hard work of completing elementary school. Bringing their 5th grade year to a close, the students beamed with pride as their parents and family cheered them on. As their names were announced, the young learners entered the longhouse of the Hibulb Cultural Center one at a time, in alphabetical succession of their last names, before taking a seat together at the head of the room.
“Congratulations to all of our 5th grade students,” expressed Eneille Nelson, Marysville School District’s (MSD) Executive Director of Equity and Family Engagement. “You’ve accomplished a lot in getting through the first phase of your educational journey. You still have a long way to go, but you have started the journey. You’re on a great path, so stick with the path because at the end, the reward is going to be worth it.”
The annual 5th grade honoring was co-coordinated and co-funded by the Tulalip Education Division team and the Positive Youth Development and Leadership Program. The honoring united students from over ten different elementary schools throughout the district. The new middle schoolers formally met the MSD Native liaisons as well as some of their future classmates, and a number of representatives from the Education Division.
“I want to thank you for joining us here today to honor these amazing 5th graders who will be going on to 6th grade,” said Jessica Bustad, Executive Director of Tulalip’s Education Division. “It’s going to be a big journey for you, we’re really excited to be here to support you and honor you. We’ll be here through your education journey and through your future. All these team members, we dedicate our time and lives to serving our youth. You are our future, and we value you.”
Eager to begin a new journey in their educational careers, the kids were all ears as the Native liaisons shared encouraging and motivational words with the students. Faith Valencia of the Tulalip Youth Council was also in attendance, and she invited the soon-to-be middle schoolers out to the Teen Center over the next couple months, where they planned out a fun and eventful summer that the elementary school graduates will be sure to enjoy.
Native Liaison, Matt Remle shared, “I am very honored to be here tonight, honoring these future leaders, future middle schoolers. We wanted to show you all the support systems you’re going to have throughout your time in school, who to look out for in your time of need. Our team, liaisons, advocates, the equity department, we are here to support you in whatever capacity it is that you need.”
Each graduate received a special gift during the ceremony, a beautifully designed dreamcatcher, to commemorate their latest accomplishment. The ceremony ended with a traditional sduhubš song, performed by the MSD faculty, the Tulalip Youth Council, and Tulalip Education Division team members.
5th grade graduate and Tulalip tribal member, Braiden Kane, reflected on the evening’s events. He stated, “Today felt really good. It was a little nerve-racking but I’m looking forward to the future, learning new things and meeting new people. And I’m just happy to be in the 6th grade!”
Following the ceremony, the kids happily posed for photos for their parents along with their fellow graduates. Their shared excitement of entering middle school together was evidenced in their wide smiles in every photo captured during the event.
Along with the dreamcatchers, the youth were sure to leave the Cultural Center with a message from Eneille. She urged the students, “Do not let anyone to tell you what you cannot do or what you cannot accomplish, because you have the ability to be anything you want to be and to go wherever you want to go. Don’t let anyone limit you to anything. If you can dream it, you can do it.”
This past February, sixteen men and women took a chance on themselves and committed to a sixteen-week course at the Tulalip TERO Vocational Training Center (TVTC). Entering the game with little to no experience, those individuals showed up every morning for five days a week to soak up as much knowledge as they could about the booming construction industry. At TVTC, their slogan is ‘Training For A Better Tomorrow’, and that day officially arrived for those sixteen students on the afternoon of May 26.
A transformation took place at the space where the latest round of TVTC students learned numerous skills over the past few months in carpentry, cementing, plumbing, blueprint reading, and also in electrical and mechanical work. Tables were set up at the center of the TVTC building, and as soon as the clock struck 1:00 p.m., families and friends of each of the students began to pour in to show their support to their loved ones on their special day of recognition.
“This is an amazing program,” said Teri Gobin, Tulalip Chairwoman and former TERO Director. “You all have improved your skills in all of the different trades that are offered here to help you. This is a good step. You are making a big difference in your life, your family’s lives, and especially your children’s lives. You are setting the example for the next generation by being somebody they can look up to. I’m so proud that we have so many here today that are graduating.”
TVTC is a construction-focused course, and it’s the first of its kind. To date, TVTC remains the only Native American pre-apprenticeship program in the nation. The course is offered to tribal members enrolled in any of the 574 federally recognized tribes, as well as to their parents, spouses, and children. Throughout the years, TVTC has helped hundreds of Natives find their career path, some from as far away as Alaska and Wyoming. And that’s not to mention the countless homegrown students. Out of the sixteen graduates this quarter, eleven are enrolled Tulalip tribal members.
“We are accredited through LNI. And what that does is it gives our graduates direct entry into an apprenticeship, in whatever union that they choose to go into,” explained Jerad Eastman, TVTC Site Specialist. “So, it checks a box that gives them a step up, compared to anyone coming off the street, into a union. Some of the other things that we do here is we give them OSHA-10 training, we give them First Aid/CPR and AED training, they get certified in boom lift, forklift, scissor lift, and they also get HAZWOPER-40 hours, which is like asbestos abatement and working with hazardous materials. Those are all beneficial for anyone who’s looking to get into the trades.”
As soon as the students complete their 455 hours of coursework, they are introduced to a world full of opportunity with their newly acquired experience. According to the latest report by the U.S. Department of Labor, construction jobs are currently in high demand and are expected to grow exponentially over the next five years by an estimated 700,000 jobs.
Many, if not all, of those available positions pay much more than the state’s minimum wage of $15.74. And a majority of those jobs are entry-level positions, so there is plenty of opportunity for TVTC students to make gains in both hands-on experience and financial health once they’ve completed their required apprenticeship hours.
“The Native way is to take care of your people because that’s what we do, we take care of each other,” said TVTC Family Career Navigator, Lisa Telford. “Construction wages are livable wages that you can support your family on. I’ve always been interested in helping Natives enter the construction industry, mainly because it is such a good wage.”
In addition to helping their graduates get their foot in the door of the construction industry, the TVTC staff actively makes an effort to offer continued support throughout the graduate’s newfound career journey. And due to spending several hundred hours together, each class forms a unique bond with each other and the instructors. Classmates often keep in touch with one another far beyond their TVTC experience, and some even enter the same field together.
The comradery was on full display at this quarter’s graduation ceremony. During the celebration, the students sat together at the back end of the classroom and let out enormous whoops, cheers, and applause each time their classmates received their certificate of completion.
Said Jerad, “One of the things that we always talk about is that when you come to this program, you’re family. You gotta come back, and you gotta talk to future students. And another thing is that we’re always here to help you after this program. We’re always here to provide support, we’re always here to provide insight for them in whatever they need. At the end of the day, in the classes, we say ‘we leave together’, so we make sure no one’s leaving early. We all gotta leave together when everything’s done. We build a lot of groups here and we’re all one big family.”
After parting ways with their previous instructor at the end of the 2022 Fall quarter, Lisa, Jerad and TERO Client Services Coordinator Billy Burchett took on the instructor role for this group of students.
Prior to the start of the quarter, Lisa shared, “Billy, who is a sheet metal worker and was the teacher’s assistant, is now the Client Services Coordinator of this program. And Jerad worked for Quil Ceda Village as a Project Manager, he knows a lot about blueprint reading and construction. We’re all going to do it together. I know about carpentry, Jerad knows about blueprints, Billy knows about math, plumbing, and electrical. We’re going to put it all together to make one exceptional instructor.”
After taking on that challenge, the instructors enjoyed the fruits of their labor on graduation day and shared laughter, hugs, personable daps, and happy tears with their students as they came forward to accept their certificates and gift bags.
“To me, the graduation is not really the finale because no matter what, they belong to the TERO vocational training center,” Lisa expressed. “We’re always going to be supporting you and reaching out to you. We can work as an advocate, act as a liaison, whatever we have to do to make your transition into the construction industry smooth. Throughout the whole program, I have the opportunity to watch them grow and shine. My favorite part is when they realize that they enjoy what they are doing, you can hear their laughter and see the pride on their faces. I enjoy watching them grow into that person.”
The next TVTC course begins this September. Classes are held Monday through Friday from 8 a.m. to 3 p.m., with a few exceptions such as days when the class travels for a job site tour or when participants take part in a hands-on experience known as an ‘apprenticeship for a day’. Please feel free to reach out to Lisa at (360) 716-4760 for additional information and an application.
And hold up! Before you fold your copy of the syəcəb or exit the Tulalip News website, we put together a short Q&A with a select few of this quarter’s TVTC graduates. Check it out below!
Tirja Greenwell, Tulalip Parent
Tulalip News: Can you tell us a little bit about yourself and how you got into the program?
Tirja: Yes, absolutely. I am a tribal parent, the grandmother to my children is Benita Rosen. She knew that I was really interested in working with my hands and building things. She actually turned me onto this program about year and half ago, but that was during COVID. I finally took it this quarter and it’s a super cool program.
Tulalip News: What were some of the skills you picked up through the course and what was your overall experience with TVTC?
Tirja: We had a crap-ton of hands-on experience, which was really cool and a lot of fun. We did personal projects, and I really grew through this program. I think one of the things that was most interesting was learning how to make blueprints.
Tulalip News: Now that you’ve completed the program, what’s next?
Tirja: I actually ended up leaving the program a couple of weeks before completion because I ended up getting a job at a small local plumbing company as a project manager. The program made a huge difference. Walking in there, and just having this this huge bag of knowledge, I was so confident, I was so prepared in that interview. After they hired me, they told me that I was one of the most impressive candidates they’ve ever seen. And I put my hands up to Lisa for that because I feel like she really harped on us to learn our strengths to help us succeed out in the real world.
Jazlyn Gibson, Tulalip tribal member
Tulalip News: Can you share how it feels to complete the TVTC course?
Jazlyn: It was a great accomplishment for myself and my fellow students. We all accomplished getting our diplomas on top of getting our certificates for construction.
Tulalip News: Can you describe your experience with the TERO program?
Jazlyn: It was a very hands-on experience. It was great to be here and to get know everybody. And we were the first to experience the program with three different teachers who weren’t used to being teachers. And also, as students we got to learn from each other because a lot of them had some prior experience. So that definitely helped us grow and do everything we needed to do to get through the program.
Tulalip News: Why do you believe this program is beneficial for tribal members and their families?
Jazlyn: It definitely helps get your foot in the door. You gain the necessary skills and have all these different possibilities that you can pursue so that you can get out there and be successful.
Tulalip News: Now that you completed the course, what do you plan to do next?
Jazlyn: Personally, I am looking to get into a sheet metal position or electrician. This definitely helped me figure out what I wanted to do as a career.
Erik Cruz, Colville Spouse
Tulalip News: You completed the course; how does this accomplishment feel?
Erik: It feels great! I’m not sure what I’m going to do next, but I’m definitely going into the construction field. This has been a really great traditional way to learn about the construction industry. Carpentry is my future.
Tulalip News: As a tribal spouse, why do you believe this program is beneficial to tribal members and their families?
Erik: Honestly, it’s something that people can get into early. And if young people can get into the trades early, they’ll be set for life. If you want to be rich, this is a great way to do so, it’s not the only way but it’s a good way to support yourself and your family.
Tulalip News: Do you have any advice for those interested in starting the course?
Erik: This is a pivotal program and it’s changed many people’s lives for the better. TERO is the GOAT!
Armando Vega, Tulalip tribal member
Tulalip News: What is the biggest thing you are going to take away from this TVTC experience?
Armando: All the experience and tools that I gained here – working with machinery, telehandler, boom lifts, scissor lift. And getting to know what goes together when building a tiny home, from the framing, roofing, flooring, the shingles, learning all of that was pretty cool. And also, taking in all the electrical work. They taught us about Ohm’s Law and how to wire three-way circuits. I was really good at that. They taught us about sheet metal workers and the air systems in buildings, and I was really interested in that. And I built a table here and it made me really like carpentry. It was nice to learn how to nail things with the nail gun and about what goes between wood, and how wood glue sticks good.
Tulalip News: Why do you think this program is beneficial for tribal members, other Natives, and their families?
Armando: It’s really beneficial because you learn new skills and learn more about yourself. It opens up everything – it opens your mind and opens all your options.
Tulalip News: Now that you completed the program, what’s next?
Armando: What’s next for me is going into a union. I got three applications that I’m finishing up. I’m going to apply for carpentry, electrician, and sheet metal worker. So, I’m doing whatever one gets back at me first.
Submitted by Josh Cleveland, Higher Education Specialist
Why GED or HS Diploma?
Increase Your Self-Esteem
Better job opportunities
Chance for college, technical school, or vocational education
What is an HS Diploma?
The HS Diploma is a record attained from going through courses at the high school level with passing grades.
What is a GED?
GED is equivalent to the HS Diploma. Colleges, universities, and technical or vocational schools usually accept GEDs.
Which to choose?
Both GED and HS Diplomas are relatively the same—both open options for employment, or opportunities for college and universities, technical, or vocational education.
Although, some schools or universities prefer HS Diploma over GED. To get over a GED hurdle, a prospective student could take courses to attain an associate degree to transfer into a university that prefers the High School Diploma over the GED.
Requirements:
The GED or HS Diploma courses or programs need some form of accreditation. Higher ED can review these to prove accreditation. Most state, regional, or federal accreditation is acceptable. Accreditation reviews will be on a case-by-case basis.
Additionally, the program must have unofficial transcripts upon graduation to prove courses were taken. We cannot allow places that only give a diploma, as a diploma alone does not prove courses or coursework were gone through and learned.
Please inform Higher ED before enrolling or registering for a program to help ensure the cost is covered. A Higher ED packet, tribal ID, and an invoice (from an accredited program) are general requirements Higher ED needs to cover the program’s costs.
Costs:
The Tulalip Tribes cover the cost of GED or HS Diploma courses for enrolled Tulalip Tribal members.
Locations of courses:
For adults, GED and HS Diploma courses in-person are limited. There are some in-person courses for GED or HS Diploma, but it is subject to what schools are currently offering. Due to limited in-person, hybrid (online and in-person) are usually limited. Although, online courses are more often available for adults and are becoming the standard for many institutions.
For more information about in-person, hybrid, or online GED or HS Diploma courses, feel free to reach out to Higher ED.
GED or HS Diploma for Youth:
Depending on the student’s age, GED or HS Diplomas may have to go through Youth Activities/Education or Higher ED. This will be on a case-by-case basis. Feel free to contact Higher ED or Youth Activities (Phone: 360-716-4909) for Youth.
GED or HS Diploma:
Please refer to Higher ED or Higher ED’s website for references of currently acceptable institutions for GED or HS Diplomas.
A couple of options we currently use, are either Penn Foster (online HS Diploma program), or Everett Community College [EvCC] (for GED or HS Diploma). The GED program through EvCC can either be all online, or we have an in-person session on Tuesdays from 5 PM – 6:30 PM in the C-2 building.
Likewise, institutions not listed may be brought to Higher ED to review accreditation on a case-by-case basis. Link: https://www.tulaliptribes-nsn.gov/Dept/HigherEducation
Questions or Concerns:
For more information, questions, or concerns on formats (online, in-person, or hybrid) of courses, classes, and assistance to help get accredited courses or classes funded, don’t hesitate to contact Higher Education (Higher ED) at highered@tulaliptribes-nsn.gov, or 360-716-4888.
Presented by tech giant Google, a first-of-its-kind robotics camp took place over the weekend of April 1st at the Tulalip Youth Center. Nearly 100 eager youth participated in the free, two-day event that kicked off their Spring Break with a unique hands-on opportunity to dive into the robotics realm.
Designed for all students between 5th – 12th grade, regardless of previous robotics experience, the camp coordinators strived to build bridges of imagination between the Rez-bound Native participants and possible future careers in the computer science and engineering fields. Of course, that was simply a side to the main course of the kids designing and building an actual robot.
“I’m so thrilled to see all these kids show up because it proves to Google just how much our children need this type of STEM engagement,” explained Google test engineer Suzanne DePoe (confederated tribes of Siletz). “Our kids are so bright and aren’t given enough recognition for the knowledge that they have. I tell people all the time that when it comes to our Native American kids all you have to do is capture their imagination. Because once you do, they’ll dazzle you with what they’re capable of creating.
“That’s why it’s so important for us to get our kids outside of their comfort zones,” she added. “Only then can they experience new things, gain new perspectives and see things they’ve never seen before so that they can then dream of bigger and bolder future for both themselves and their Tribes.”
Suzanne is a member of Google’s Aboriginal and Indigenous Network that is dedicated to product inclusion, social responsibility initiatives, and internal efforts related to hiring and retention. She was instrumental in coordinating the robotics camp, along with Tulalip education director Jessica Bustad and youth enrichment supervisor Sarah Murphy.
An opportunity to build robots and use them in a series of driving and programming skills challenges is what motivated the kids to be ready to go by 9:00 am on a Saturday and Sunday. Everything they engaged in was more than simply robotics, it was learning the basic essentials of computer science, which is all about promoting creativity and innovation.
“I was really excited for this robotics camp because I’ve really developed an interest for building stuff, meeting new people, and bonding with others who have common interests,” said 16-year-old youth council member Faith Valencia. “I had never built anything close to this before nor anything remote-controlled, so this was an all-new experience that challenged me in the best kind of way. It was very difficult at first, especially the programming and coding, but with the help of my team we figured it out. Even if not everyone wants to be an engineer or work in computer sciences, being able to work with and troubleshoot new technologies is a basic life skill worth developing.”
Computer science allows students to use their imaginations and develop new ideas and solutions. They can then use this knowledge in the future to one day create their own apps, design websites that build upon their tribal infrastructure, or develop new software programs or functional hardware to take their own business to the next level one day.
Teaching computer science to our already tech-savvy youngsters also helps to promote diversity and inclusivity in the ever-growing technology industry. The tech industry has historically been dominated by white men, but by teaching computer science to a diverse group of students like Tulalip’s youth, tech companies like Google partnering with tribal education departments can help break down barriers to access and opportunity.
Promoting diversity in the computer science fields, which was witnessed at length at the two-day camp that resulted in Tulalip boys and girls lighting up with pure excitement and joy through various stages of robot building, is necessary to ensure future technologies are inclusive and accessible to everyone.
There are still many communities and families who lack access to technology and computer science education. By providing students with the opportunity to learn computer science, sovereign tribal nations can help to level the playing field and provide its people with the tools they need to succeed in the digital age. The importance of this sentiment was expressed by mother Dawn DePoe-Ike who journeyed all the way from Yakama in order for her twin sons, Nolan and Nathan, to participate in the bot building extravaganza.
“It’s important for my sons to be exposed to everything the science technology era has to offer, especially hands-on learning activities, so they can know these things exist as an option for their future,” shared Dawn. She is a teacher at Yakama tribal school and prioritizes her children understanding the larger context of thriving in the modern world.
Dawn continued, “When I look out at this camp and see my two boys along with all the other Native children building, programming, and working together, I can’t help but think of everything our ancestors went through. From surviving the Sand Creek Massacre to surviving the Carlisle Indian Industrial School then the Chemawa Boarding School, plus all the things drugs and alcohol brought, it’s just awe-inspiring to see that our young ones aren’t just surviving, instead they are beginning to thrive.”
On March 21, Heritage High School students were recruited by the Wetland Program to help plant over 100 trees in Quil Ceda Village (QCV) wetlands to sustain the Coho Creek restoration site. The sunny spring day made perfect weather for the students to take on the cool wetlands. With about ten students and some Heritage staff dressed in boots and carrying their shovels, they were well prepared to get the job done.
Kyliah Elliott and Lacinda Moses were just a few of the students in attendance. The girls explained how they were taking this opportunity to observe what an internship would include with the Wetland Program.
“I came today because I like being outside and wanted to be a part of the tree planting because it’s a part of who we are. I want to intern here and maybe learn more. People are ruining the environment every day, and I hope I can make a difference one day to help fix it,” Lacinda said.
Wetland Program Coordinator Allison Warner’s goal is also to attract more tribal members and Native youth towards environmental work and join different areas of the Natural Resources department. In doing so, she has offered up internship positions to several tribal members already interested in the field and continues to involve Native students in events like tree planting.
“I would love to help educate and support more Native biologists. I think the Indigenous perspective has more layers to it than non-Natives’. We [non-Natives] can do our best to educate ourselves on Native culture and way of life. Still, a Native biologist would have their unique perspective and cultural connection to represent Tribal resources better.”
The Tulalip Wetland Program has conducted efforts to rehabilitate the area since 2016. With over 4000 acres of wetlands making up approximately 1/4 of the reservation, understanding wetlands is critical to how Tulalip lives and thrives. Wetland analysis, preservation, and potential development projects play a significant role in determining what wetlands can succeed with some assistance and provide tribal resources like salmon, deer, berries, cedar, etc., and what wetlands are best to develop for future tribal projects and endeavors.
Allison said significant efforts focused around the QVC wetlands have been primarily due to the destruction caused by the US military during World War II. During that time, the US military occupied the land with hiding military equipment and resources. The heavily forested area made for the perfect escape to blend into and hide from any aerial spy surveillance. Along with that, with its quick access to the freeway, the military could quickly import/export and leave at a moment’s notice.
However, because the area is a wetland, the US military needed to make the land more viable for their efforts to start any building or have access to it. One major course of action was making large ditches that forced all the water from the wetland into one central area. Along with depriving that area of its primary resources, many trees, bushes, and other agricultural species were removed, demolished, and consumed to make the land easier to maneuver around on. Even a railroad was created solely to transport military equipment in and out of the area. Today, a piece of that railroad still exists.
Soon after the war was over and the military departed, the Tribe and the State determined how damaged the land was. Along with destroying the land’s natural resources, items like bunkers and equipment were left behind, and chemical spills and chemically-affected septic tanks were brought to attention. At this point, the US Environmental Protection Agency was brought in to survey the land and create a plan to clean up the ground.
Since then, much progress has been made, and the area is no longer considered a danger. Significant steps like tree planting have been implemented to rehabilitate the wetland. Overall, wetlands play a substantial role in how the environmental pyramid thrives.
Allison explained, “With the area’s connection to Coho Creek and Sturgeon Creek, protecting the stream’s water quality and helping the salmon thrive in this area is essential. The area we are planting trees in is the property’s wettest part and is most suitable to feed the stream. As we’ve seen with our efforts, certain species like beaver, deer, and birds have migrated back to the wetland and are helping sustain the wetland.”
Some trees were reintroduced to the wetland, such as Sitka spruce, paper birch, cedar, red osier dogwood, and alder. Other items like pollinating plants, hooker willow, bitter cherry, shrubs, honeysuckle, black twin berry, and wapato are also being planted. All of these are meant to replicate the environment before US military inhabitance.
So how do trees benefit a stream? Allison described trees as the structure that keeps the bank from eroding. They also provide the organic matter that insects eat, which in turn, other species will eat, and so on. Therefore, trees and shrubs act as the foundation of food webs. Additionally, they provide shade to keep the stream and salmon cool. Ultimately, salmon cannot live in water more than 65 degrees Fahrenheit. So if the water were too high or hotter than necessary, it would affect the oxygen levels of the creek, and salmon won’t exist in this area.
Currently, a small run of salmon occupies the stream, but they hope it can become a more stable place for salmon to spawn and thrive. Planting trees is only the beginning. Tending to the area, monitoring the new trees and plants, and ensuring its survival against invasive species is the focus for the next ten years.
If you would like to volunteer your time and efforts to the wetland projects, please get in touch with Allison Warner at awarner@tulaliptribes-nsn.gov.
A few things about Natives will always stay the same throughout time. One of the most important, we love to surround ourselves with our loved ones while we eat, sing, dance, and rejoice in our culture.
On March 9th, the Marysville School District Indian Education department held its annual round dance. Natives of surrounding tribes joined tribal and community members to embrace the lively cultural evening. The festivities began with a shared meal, followed by singing, dancing, communal conversations, and shopping from local Native vendors and artists selling handmade pieces like ribbon skirts, cedar headbands, and jewelry.
In typical round dance style, drummers and singers gathered in the middle of the room while dancers shuffled clockwise in a circle around them. With many tribes represented that night, traditional tribal songs and regalia from throughout Washington were adorned and admired for people to see and hear.
The round dance even had a surprise guest, newly appointed MSD Superintendent Dr. Zachary Robbins. Several people gathered beside him to teach the basic steps and meaning behind the movements. With a smile, Dr. Robbins quickly picked up the moves and danced alongside community members for a few songs.
Other than the many rich cultural elements demonstrated at the event, was pure comradery between the people who attended. MSD Native American Program Coordinator Matt Remle said, “The round dance was a beautiful evening of bringing together our families, youth, elders, community members, and district staff to enjoy and celebrate life. It was good to see the smiling faces, laughter, and sharing in our cultural ways of life.”
Registered Marysville and Tulalip residences should’ve already received their voting ballots concerning the reinstatement of the Marysville School District (MSD) Levy. The levy is not a new tax; it is a reinstatement of a levy that supports student learning, achievement, health and safety, sports, and school activities. Votes must be submitted on or before Election day on February 14th. If the levy does not pass, it will hurt MSD and the Tulalip youth attending.
MSD Executive Director of Finance David Cram said, “This levy is critical to the school district’s operations in support of its students’ learning, physical, and social-emotional health and development. Without this levy…reductions in staff and other programs district-wide will be necessary.” The levy directly affects students from preschool through high school and eliminates resources that Tulalip youth use daily.
If the levy does not pass, what does it directly impact?
Sports like football, basketball, cheerleading, soccer, tennis, swimming, and others risk getting shut down
The Marysville Pilchuck High School pool, which has been open for over 50 years by levy dollars, risks closing its doors
Transportation like school buses and drivers will be cut. Therefore making students wait outside longer to be picked up or required to be driven to school
School nurses and counseling services risk losing their jobs, and students will be left without those resources
Teaching staff will be cut. Therefore class sizes will grow, and students will receive less one-on-one time making it harder to learn
Students will be forced to re-use older technology
Creative outlets and college application resources like clubs and other extra-curricular groups will be eliminated
Early learning for kids ages three to four will be cut. Studies show that students without early learning opportunities are more likely to skip class, be suspended from school, and be less academically prepared when they’re older
Why is the district struggling for funds?
Because the levy failed in 2022, this upcoming levy reinstatement has become more crucial for MSD than ever.
Out of the revenue MSD receives, state revenue makes up 68%, federal 14%, property tax (from levies) 14%, misc. other 3%, and local non-tax 1%.
According to MSD, the state funding they receive only provides 1 out of 7 safety and security staff, 27 out of 54 counselor and emotional support staff, 5 out of 21 social services staff, and 54 out of 69 grounds and maintenance staff.
Because Tulalip tribal youth are a big part of MSD, the district does receive 2.2 million annually from Tulalip tribal government. This funding serves three schools: Quil Ceda Tulalip Elementary, Totem Middle School, and Heritage High School. However, that still only equates to part of the misc. other (3%) of the funding that MSD obtains.
What does the levy cost you?
This is not a new tax. This levy is a proposed reinstatement and is 68 cents less than the expiring EP & O Levy rate. Levies typically run on a 4-year cycle renewed through voter-approved ballot measures. The levy is approximately $1.67 per thousand of an assessed home value and is 68 cents less per thousand than the expiring measure. It saves each household roughly $340 less per year in taxes. For example, if your home is valued at $600,000 (the median home price in Marysville), the estimated levy cost per year is approximately $1,000.
For tribal members, land in trust won’t be affected by the levy tax.
Additionally, senior citizens and disabled persons may qualify for tax exemption. To learn more, people can call the Snohomish County’s Assessors office at 4253883433.
What if there is mistrust with MSD?
As the Executive Director of Tulalip Tribes Education Division, Jessica Bustad, posted on Facebook, “We know that the division between Tulalip and Marysville is real. We know that racism and inequalities are alive. We know that our Native children (and all students of color) deserve better! Our children deserve an education that will build them up and contribute to their quality of life. Our people have suffered at the hands of the ‘education system,’ starting with Boarding Schools. We know, in our hearts, that these systems must be decolonized and dismantled for our children to thrive. However, it takes time to create and build a foundation for our children. Once our Tulalip school is built, the reality is that we will still have to earn the trust of our parents and families…In the meantime, we must support our children in the public school system. Supporting this Levy is supporting OUR children. When a Levy fails, it is not the School Board or Executives that are hurting, it is our students & families, and the teachers who serve them.”
How does this levy directly impact Tulalip youth?
According to MSD Native American Program Coordinator Matthew Remle, there are around 800 Tulalip students within the district. Transportation, Pay to Play, and paraeducators are some of the heavily used resources that Tulalip students and low-income families risk losing.
Why is tribal support so crucial?
As Jessica has already witnessed working with MSD, some of these budgetary cuts have already been made because of the failed levies last year. Class sizes have already started to grow, and middle school sports were cut and merged with the YMCA.
Historically speaking, the Tulalip population has consistently had a low voter turnout. According to a Snohomish County Elections breakdown, the overall turnout for the April 2022 Marysville School District Levies was 27%. Only 12,924 votes were cast out of 47,899 registered voters. And if we look more closely at the Tulalip Reservation population, the turnout was 24% or 1,799 votes cast out of 7363 registered voters.
Looking back at the failed levies from last year, Proposition No.1 lost by 9%, and Proposition No. 2 lost by 5%. Jessica said, “We must do what’s right for our people and students in any election. These decisions are being made without us simply because we’re not voting. Ultimately, its impacts our children and their future.”
How does someone help?
Vote! As Superintendent Dr. Zachary Robbins said, “This is the most critical levy in the city’s, Marysville, and Tulalip community’s history.” Ballots can be turned in until February 14th at 8:00 PM. The closest ballot drop box is located by the Don Hatch Youth Center. If you have not registered to vote, please register online by February 6th at: https://voter.votewa.gov/WhereToVote.aspx?ref=voteusa_en, or in person at 3000 Rockefeller Ave, Admin West Building, Everett, WA 98201, by February 14th.
To gain voter turnout and support for the levy, the Tulalip Education Division is hosting a Valentine’s Day ballot drop party on February 14th at the Greg Williams Court at 5:30 PM. For any additional questions, please reach out to Jessica at jbustad@tulaliptribes-nsn.gov.
By Kalvin Valdillez, photos courtesy of Lisa Telford
With the turn of the year comes a time of reflection and reevaluation. Something about a fresh new calendar inspires many to make changes, set personal goals, and take on new challenges to become the best version of their selves. Now, we all know the old adage, ‘new year, new me.’ And while many overuse the phrase to trick themselves into a healthier lifestyle, the Tulalip TERO Vocational Training Center (TVTC) is providing an opportunity for you to turn that expression into reality by offering their construction pre-apprenticeship course at the top of the first quarter.
“The Native way is to take care of your people because that’s what we do, we take care of each other,” said TVTC Family Career Navigator, Lisa Telford. “Construction wages are livable wages that you can support your family on. I was a carpenter for twenty-three years and I only worked with about three or four Native carpenters, and two of them were my cousins. I’ve always been interested in helping Natives enter the construction industry, mainly because it is such a good wage.”
The TVTC construction course is the first of its kind, and to date, it remains the only Native pre-apprenticeship in the nation. The program is offered to tribal members enrolled in any of the 574 federally recognized tribes, as well as to their parents, spouses, and children. Throughout the years, TVTC has helped hundreds of Natives find their career path, some from as far away as Alaska and Wyoming.
During the sixteen-week course, the students build a strong skillset that can be applied to a variety of well-paying jobs such as carpentry, cementing, and plumbing as well as electrical and mechanical work. Additionally, TVTC participants also earn a number of certifications while attending the hands-on program.
“It is carpentry based, so they’re going to learn a lot about carpentry, but they’re also going to learn that construction is a physically demanding trade and they’re going to learn to meet that challenge,” Lisa explained. “They earn certifications in forklift, boom lift, scissor lift, first-aid, CPR, OSHA-10, 40-hour HAZWOPER class, and hopefully traffic control. They are going to be able to competitively enter a construction apprenticeship because our graduates get direct or preferred entry into the construction industry, and they get extra points for completing a pre-apprenticeship program.
“We are a state-recognized pre-apprenticeship program and we have agreements with carpenters, cement masons, [etc.], and also preferred or direct entry in any trade, and direct entry in a TERO job. If there is a TERO job where they need to hire carpenters, or they’re looking for apprentices, they can call up our graduates. Every time a job posting comes in, I send it out to everybody who completed this program.”
As soon as the students complete their 455 hours of coursework, they are introduced to a world full of never-ending opportunities with their newly gained experience. As evidenced in the latest statistics by the U.S. Department of Labor, construction jobs are currently in high demand and are expected to grow exponentially over the next five years by an estimated 700,000. Equally important to note, all of those available positions pay much more than the state’s minimum wage of $15.74. And mind you, those wages are just entry-level positions, so the opportunity to grow both in experience and financial health is yours to seize.
“It’s good if you have the skills to help your people out,” expressed Lisa “That helps build your confidence and your pride. The more you do it, the more comfortable you feel and then you’ll be ready to step into that construction work zone. A lot of people go to work for housing, the majority of our graduates go to work for the Tribe or the Resort [Tulalip Resort Casino].”
Not only does the TVTC course equip you with the skills and knowledge you need to help get your foot in the door in the construction industry, but TVTC also supports their students far beyond their graduation ceremony.
Lisa shared, “To me, the graduation is not really the finale because no matter what, they belong to the TERO vocational training center. We’re always going to be supporting you and reaching out to you. We can work as an advocate, act as a liaison, whatever we have to do to make your transition into the construction industry smooth. Throughout the whole program, I have the opportunity to watch them grow and shine. My favorite part is when they realize that they enjoy what they are doing, you can hear their laughter and see the pride on their faces. I enjoy watching them grow into that person.”
The upcoming construction course will look a bit different than it has in previous years. Currently, the program is down a key component, but Lisa and the TVTC crew are ready to take the challenge head-on, and with much enthusiasm.
She said, “We lost our instructor, and we are currently looking for a new instructor. Hopefully we’ll find one mid-program so we can mentor them into our dream instructor. Billy [Burchett] a sheet metal worker, and the teacher’s assistant, is now the Client Services Coordinator of this program. And Jerad Eastman worked for Quil Ceda Village as a Project Manager, he knows a lot about blueprint reading and construction. We’re all going to do it together. I know about carpentry, Jerad knows about blueprints, Billy knows about math, plumbing, and electrical. We’re going to put it all together to make one exceptional instructor.”
Lisa also mentioned that she will more than likely have some additional help throughout the course from the likes of TVTC alumni. She shared, “That’s what I enjoy the most is when they come back and talk to the class about their work and what it’s like, because I think it’s important to see someone who looks like them be successful out in the construction workforce.”
The next TVTC course begins on February 13. Classes are held Monday through Friday from 8 a.m. to 3 p.m., with a few exceptions such as days when the class travels for a job site tour or when participants take part in a hands-on experience known as an ‘apprenticeship for a day’. Please feel free to reach out to Lisa at (360) 716-4760 for additional information and an application. Applications are available online, however, the e-mail link is broken. If you do fill out an application online, please download it first and then e-mail it to Lisa. You can also send it to her via fax (360) 716-0144 or in person at the training center.
And since we started with an expression, we’ll end with another for good measure. As the late Kurt Cobain once said, “If opportunity doesn’t knock, build a door”.
In constructing a brand new building as part of a Foster School of Business expansion, the University of Washington sought to honor its commitment to respect the Coast Salish lands upon which the school resides. The planning committee was tasked with seeking art installations reflective of the thriving Native culture found on the reservations of present-day tribes of Western Washington.
The privately funded 85,000-square-foot building is now known as Founders Hall and debuted to much excitement among University staff, students and several guests of honor to kick off the 2022-2023 academic year.
According to Foster Business Magazine, the facility is a model of sustainable construction, collaborative learning and community building. A cathedral of collaboration. An incubator of innovation, an accelerator of ideas, a convergence of team projects, case solutions and business plans. It is a forum, a gathering spot, a hangout. A place to learn, express, engage, brainstorm, formulate, ideate, implement, celebrate. A place to honor the past and create the future.
Quite the description, right? Intentionally built upon bedrock principles of sustainability and collaboration is the key take-away here. Because imbedded within the bedrock of Founders Hall is an unmistakable essence of Tulalip.
Tulalip master carver and contemporary sculptor, James Madison, sitting with tribal youth in Founders Hall.
Dubbed “Life of the Salmon”, Tulalip artist James Madison traces the epic upstream run of sacred king, sockeye, silver, humpy and chum. In the form of polished bronze cases embedded into concrete floor, the fish grow and mature as they swim from the ground floor to the 5th floor Founders Gallery.
Known largely as a master carver who specializes in creating stunning, one-of-a-kind pieces of art from cedar wood, James is far from an amateur when it comes to working with metal. In fact, a large part of his education that earned him a bachelor’s degree in fine arts from UW in 2000 was bronze casting.
“In discussing idea concepts with the planning committee, it was clear they and the Dean wanted to pay respect to the local tribes of this area, and wanted to combine that respect with a core teaching we have to protect the salmon,” explained James. “It only made sense then that creating bronze salmon in the actual concrete of the building would serve as an irremovable reminder that our people are here and we will always be here.
“For me, this kind of work is all about keeping our culture alive,” he added. Commemorating the opening of UW’s latest building and the cultural artwork within, the hundreds of college students in attendance stood respectfully as a group of Tulalip culture bearers offered traditional song. “UW honored not just my art, but our people, our traditions and our protocols by giving us space to share our songs. It meant a lot to hear those drums and those words shared by proud Tulalip youth who aren’t afraid to get up in front of hundreds of strangers and share their culture.”
Younger generations of Native students who visit Seattle’s prestigious UW campus and spot the bronzed salmon may feel a part of their spirit soar and even begin to ponder life as a Husky. Such was the experience shared by 13-year-old Kyla Fryberg after taking part in the opening ceremony.
“I do dream of being a UW student one day,” said the ribbon skirt wearing 8th grader. “When I grow up, I want to be a veterinarian. I know education plays an important role in the veterinary field, and where better to attend college than here, especially knowing it’s important to the school to acknowledge Native Americans. I have people in my family who are fishermen, and I hear them say we are the salmon people. Seeing this salmon art all over the building means we are connected here and maybe gets more people to understand just how important the salmon are to all of us.”
Frank Hodge serves as the Dean of the Foster School of Business and led the building’s opening celebration. He boasted how on a campus with predominantly stone buildings, one of the most impressive facts about Founders Hall is that the shell of the building is entirely mass timber, sourced sustainable from managed forests. Resulting in the greenest building at the UW by achieving a 76% reduction in carbon emissions and using 70% less energy to operate in comparison to facilities of equal size built with conventional methods.
“The purpose of the Foster School is to bring communities together to better humanity through business,” said Dean Hodge. “Founders Hall, with its connections to the Pacific Northwest forest products industry, its Native art, its significantly reduced carbon footprint and its intentional design fostering community and collaboration, is an example of how we are living our purpose as a forward-thinking business school.”
To honor the heritage of the land on which it stands, UW’s Founders Hall is a showcase for original Native artwork representing modern Coast Salish styles. The University commissioned installations by two prominent local Native artists, Tulalip’s own James Madison and Puyallup tribal member Shaun Peterson.
We’ve reached another November. As the temperature drops and the leaves continue to fall, now is the perfect time to grab your favorite hot beverage, whether that’s hot cocoa, peppermint or pumpkin spice lattes, herbal tea, or hot cider, and curl up with a good book.
Now a national celebration, Native American Heritage Month happens to land every November. While most of the country is focused on shopping for the upcoming Christmas season, many are taking the time and space to honor, celebrate, and learn about the true history of the many tribes, bands and families who are Indigenous to North America.
Below, we’ve compiled a book list for you to check out during Native American Heritage month. Although there are numerous Native storytellers who have had their works published over the years, we wanted to highlight a few books that have local ties, as well as a couple authors who are well-known in the community of Native writers. And if you are out and about shopping for the perfect gifts, a few of these recommendations are available through audiobook platforms such as Audible, and often times feature a Native narrator. And while you’re at it, pick up one of these great reads for the reader in your family.
Ceremony by Leslie Marmon Silko
We are starting off with a classic. Ceremony was first published in 1977 and has served as inspiration for Native Novelists ever since. Sherman Alexie stated that Ceremony is the greatest novel in Native American literature, making Leslie Marmon Silko your favorite Native author’s favorite Native author. We also chose this novel because of the main character’s experience in the U.S. military, and as you may know, Tulalip is home to countless proud and brave veterans who also defended this country’s freedom and returned home to the reservation with PTSD.
Set in the Insular world of the Laguna Pablo Reservation but resonating far beyond, Leslie Marmon Silko’s novel tells the story of Tayo, and army veteran of mixed ancestry who returns to the reservation, scarred by his experience as a prisoner of the Japanese. Only by immersing himself in the Indian past and its traditions can he begin to regain the peace that was taken from him. Masterfully written, filled with the somber majesty of Pueblo myth, Ceremony is a work of enduring power.
The Only Good Indians by Stephen Graham Jones
Stephen Graham Jones, a.k.a. the Indigenous Stephen King, has been on the Native writing scene since the early 2000’s. With over 20 books published, he has shared a number of twisted, haunted, and thrilling stories while weaving traditional tales, cultural concepts, Indigenous issues, and reservation life into each chapter. Once you read a Stephen Graham Jones novel, you are automatically going to want to check out his other works. And might we suggest the shapeshifting novel Mongrels, the fancy dance horror fiction Mapping the Interior, or two modern slashers with Native leads The Night of the Mannequins and My Heart is a Chainsaw.
Seamlessly blending classic horror and a dramatic narrative with sharp social commentary, The Only Good Indians follows four American Indian men after a disturbing event from their youth puts them in a desperate struggle for their lives. Tracked by an entity bent on retribution, these childhood friends are helpless as the culture and traditions they left behind catch up to them in a violent, vengeful way.
Native Peoples of the Olympic Peninsula: Who We Are by the Olympic Peninsula Intertribal Cultural Advisory Committee
With a page count of 162, this short read can be enjoyed during a quiet afternoon or over the course of a weekend. However, Native Peoples of the Olympic Peninsula: Who We Are will most likely be found in the hands of college students as this particular book serves as the focus of study for many Intro to Native Studies courses, especially in the Pacific Northwest. Locally, this text is often utilized in classrooms at the University of Washington, Shoreline Community College, Everett Community College, Northwest Indian College, and the Evergreen State College. This read gives insight to the Tribes whose homelands are located on the coastline of the Olympic Peninsula and focuses on their traditions, stories, and way of life. Plus, the book is filled with remarkable illustrations, maps, and photography. (And on page 112, you’ll find a shot of yours truly, as cute as can be at the age of four, before my claim to fame with Tulalip News.)
The Native tribes of Washington State’s Olympic Peninsula share complex histories of trade, religion, warfare, and kinship. Yet few books have depicted the Indigenous People of this region from a Native perspective. Native Peoples of the Olympic Peninsula: Who We Are introduces readers to nine tribes: the Elwha Klallam, Jamestown S’Klallam, Port Gamble S’Klallam, Skokomish, Squaxin Island, Quinault, Hoh, Quileute, and Makah. Written by members of the Olympic Peninsula Intertribal Cultural Advisory Committee, edited by anthropologist Jacilee Wray, and enhanced by photographs and maps, the book is divided into sections focusing on each of the tribes. Each section relates the tribe’s history, its current cultural and political issues, and its tribal heritage programs. Each section also includes information about places to visit and offers suggestions for further reading.
Reclaiming the Reservation: Histories of Indian Sovereignty Suppressed and Renewed by Alexandra Harmon
Reclaiming the Reservation is a deep dive into tribal sovereignty, specifically centered around the Quinault and Suquamish tribes in the 70’s, and their jurisdiction, or lack thereof, over non-Natives on their reservations. The book opens up with Quinault’s decision to bar non-tribal members from their scenic beach in 1969 due to pollution, stolen gill nets, and the defacing of seaside rock formations that are important to the tribe’s heritage. To this day, non-tribal members are still prohibited from stepping foot on the Point Grenville beach that is more commonly known as ‘the Indian beach’, ‘the big beach’, or simply ‘our beach’ by Quinault members. Another large portion of the book focuses on Oliphant v. Suquamish where the Supreme Court ruled that tribal courts have no criminal jurisdiction over non-Indians in 1978. The book was written by Alexandra Harmon, emerita of American Indian Studies at the University of Washington and supported by a grant from the Tulalip Tribes Charitable Fund.
In the 1970’s the Quinault and Suquamish, like dozens of Indigenous nations across the United States, asserted their sovereignty by applying their laws to everyone on their reservation. The Supreme Court’s 1978 decision in Oliphant vs. Suquamish struck a blow to tribal efforts by ruling that non-Indians were not subject to tribal prosecution for criminal offenses. The court cited two centuries of US legal history as justification but relied solely on the interpretations of non-Indians. In Reclaiming the Reservation, Alexandra Harmon delves into Quinault, Suquamish, and pan-tribal histories and activism to illuminate the roots of Indians’ claim of regulatory power. She considers the promises and perils of relying on the US legal system to address colonial dispossession and shows how tribes have sought new ways to assert their sovereignty since 1978.
Where the Salmon Run: The Life and Legacy of Billy Frank Jr. by Trova Heffernan
Billy Frank Jr. Fish Wars. The Boldt Decision. Do we need to say more? This detailed account of the Native activist and Nisqually leader, Billy Frank Jr. is a must-read. The book is filled with quotes, interviews, photos and wisdom from the man who put his life on the line for Native fishing rights. He took part in fish-ins to demonstrate his right to fish in usual and accustomed areas, verbiage that is clearly stated in most Northwest tribal treaties. During these fish-ins people were arrested and beaten, and Billy was at the forefront of this movement that ultimately led to the Boldt decision. And of course, the book brilliantly depicts the leadership Billy displayed during the Fish Wars, as well as for his tribe following the Boldt decision, and for Indian Country as a whole.
Billy Frank Jr. was an early participant in the fight for tribal fishing rights during the 1960s. Roughed up, belittled, and arrested many times at Frank’s Landing on the Nisqually River, he emerged as one of the most influential Northwest Indians in modern history. His efforts helped lead to the U.S. v. Washington in 1974. In which U.S. District Judge George H. Boldt affirmed Northwest tribal fishing rights and allocated half the harvestable catch to the tribe.
Tulalip, From My Heart: An Autobiographical Account of a Reservation Community by Harriette Shelton Dover
No bias here. We honestly think that this is the perfect read for Native American Heritage Month because it is informative about what many tribal nations went through following the signing of their treaties, but from a Tulalip perspective. This story includes a Lushootseed phonological key and introduces the traditional sduhubš language to any reader who picks the book up. Tulalip, From My Heart opens with the signing of the 1855 Treaty of Point Elliott and follows one of the most influential leaders, and the first Tulalip Chairwoman, through her life and trials while growing up Tulalip. For those who recently gained knowledge about forced assimilation, the boarding school era, and the Every Child Matters movement, this book recounts Harriette Shelton Dover’s time spent at the Tulalip Boarding School and covers all the atrocities she and her fellow tribal members experienced in the name of Catholicism. The book also sheds light on the Tulalip way of life and the traditions of her people, while also highlighting the tribe’s growth over the years. Along with the captivating, heartbreaking, and inspiring story, Tulalip, From My Heart includes photos from the Tulalip Boarding School as well as its daily schedule that the kids had to endure, and also photos of tribal members exercising their treaty rights and proudly engaging in cultural activities.
In Tulalip, From My Heart, Dover describes her life on the Tulalip reservation and recounts the myriad problems tribes faced after resettlement. Born in 1904, Dover grew up hearing the elders of her tribe tell of the hardships involved in moving from their villages to the reservation on Tulalip Bay: inadequate supplies of food and water, harsh economic conditions, and religious persecution outlawing potlatch houses and other ceremonial practices. The first Indian woman to serve on the Tulalip Board of Directors, Dover describes her experiences in her own personal, often fierce style, revealing her tribe’s powerful ties and enduring loyalty to land now occupied by others. She died in 1991 at the age of eighty-six.
Thanks for reading our suggestions, and if you do happen to check out any of these great books, please feel free to share your review with us. We hope everyone is having a great and informative Native American Heritage Month!
