Tulalip News

By Kalvin Valdillez, Tulalip News

“At Tulalip, our people lived all along the water in the village all around here,” explained Tulalip elder and historian, Ray Fryberg Sr., to a group of future leaders. “Our people gathered clams and cooked them right on the beach, using the fire, water, and the steam and all of these elements to cook the food. And so, we’re going to have this clambake, the way our ancestors used to cook the food a long time ago, when they lived here and traveled in canoes. I know in school you learn about our culture, you hear stories, you hear the language, the words our people spoke and that’s really important. Today, you’re going to enjoy some of the foods that belongs to us from this area.”

On the gorgeous morning of June 21, the young learners of the Betty J. Taylor Early Learning Academy ventured outdoors to a small field overlooking Tulalip Bay to engage in a fun and significant tradition of the Tribe. As the kiddos entered through the gates of the TELA field, they couldn’t help but marvel as steam rose into the air from a cinder block fire pit. Inside of the pit, hundreds of clams cooked slowly to perfection as the aroma of a traditional Tulalip meal filled the air and carried in the breeze throughout the Academy’s campus. 

Said TELA Director, Sheryl Fryberg, “We’re so excited about our third annual clambake. It’s such a blessing to be able to share with our children, our birth to five children, and their families this way, our traditional way of life. This year we actually added salmon and oysters to further their experience with our tribal traditional food. When I was going around and asking the children to come up to the pit, so they can look at the clams, they were really excited. They were all excited to have clams again.”

After the students found a spot to sit in the grassy field and enjoy the sunshine, Ray took the opportunity to share a traditional story about the beaver, a story passed down to him from Raymond ‘ti-at-mus’ Moses. Ray had their full attention throughout the story and had many kids laughing as they learned how the beaver got its flat tail. 

While Ray shared the story, Tulalip culture bearers and brothers, Thomas and Andy Williams, were on cooking duty and tended the clams. Three years ago, when the annual clambake made its original debut at the Academy, Ray passed down the knowledge of how to prepare and execute this traditional method of cooking to Thomas and Andy. Since then, they have put that knowledge to use and have prepared the clams each year since, and plan to continue to do so for the foreseeable future.  

The clambake is a joint project between TELA and the Lushootseed department. Over the years, the two departments have forged a strong relationship. Working together, they have developed and implemented a cultural immersion program that introduces Tulalip’s ancestral language to the Tribe’s membership at a young age, during the critical era of early childhood brain development. Each school day, Lushootseed language warriors visit the Academy’s classrooms to impart traditional words, phrases, songs, and stories to the kids, ensuring that the language revitalization continues to thrive generations from now. In addition to helping organize the event and set up the space for the gathering, the Lushootseed language warriors also harvest essential resources needed for the clambake. 

“It’s a lot of work, a lot of preparation,” shared Thomas. “It can be stressful, but when we get here and we see it all work out, it feels really good. It helps us realize that even though it seems challenging to do this style of clambake, it’s worth it when we see the kids have the experience that they’re having, because none of us experienced anything like this when we were in school. Three years ago, Uncle Ray told us everything we needed – the first thing we have to get is kelp and we have to make sure the tide’s right because it’s got to be low enough to get the kelp. Me and my coworkers from the language department went to Camano Island State Park for the kelp. Then we went to Sultan to get the thimbleberry leaves and skunk cabbage leaves. And obviously, we could get those down here, there’s some by the admin building, but that stuff’s not clean. So, the higher we go up, we alleviate that question of ‘oh is this stuff clean?’. And TELA’s able to order the clams and get the firewood, so that’s basically the essentials for the clambake.”

He continued, “This is important because they get to eat it and enjoy it, and it’s so much fun for them because it’s an outside activity. But they’re actually eating stuff that’s really healthy for them. They’re eating stuff that they’ll be able to harvest themselves one day, and they’ll have that understanding of food sovereignty. This is important to pass on because we didn’t really have this experience as kids, but now that we know, we’re able to fill in that gap. Every generation will fill in that gap. It’s resparking that historical knowledge. This is just one step. We’re preparing clams, but there’s a lot of resources that need to be harvested to do so. When we do the clambake, they also get to learn about kelp, thimbleberry leaves, skunk cabbage leaves. So, we might be just feeding them clams, but they’re learning holistically a bunch of our traditional ways that ties it all together.”

As the clams continued to steam beneath layers of kelp, thimbleberry and skunk cabbage leaves, the kids happily joined together in song and dance alongside their teachers from both the Academy and the language department. When the clams were ready, they were uncovered and scooped out of the pit. Each student received their own tray of clams and oysters, which was also accompanied by frybread and salmon, and it was all smiles as they grubbed down on the shellfish with their peers, teachers, and families. 

“My heart almost exploded with joy and happiness when I watched them eat their clams and salmon,” Sheryl expressed. “It’s a beautiful thing to see them have this experience. I feel blessed that we’re able to partner with the Lushootseed department to do this for the kids. We’re so grateful to all the people who we were able to accomplish this with. We had a lot of families come this year, and that’s what it’s all about – experiencing this with their kids. And it’s also about sharing the traditional songs, the language, and the stories with the children and their families. It’s so beautiful because they’re continuing to grow in their culture and spirituality.”

By Micheal Rios, Tulalip News

Every time a Tulalip graduates from a university, community college, or vocational school, they instantly become the living embodiment of what it means to reclaim a narrative. For so long, our people were shut out of academic environments where they could share their truths, where they could proudly embody the vibrant traditions and teachings of their thriving Coast Salish culture. 

Previous generational barriers to equitable education access ultimately helped proliferate the unfortunate, yet still prevailing, narrative that says we can’t succeed within a westernized education system. United States census data supports this misguided narrative by showing that while more than 65% of high school students attend college, only 19% of Native American choose to do so. In an era where education is a critical cornerstone for self-sufficiency and quality of life, only 13% of tribal citizens age 25 and older hold a college degree. 

These statistics and others may attempt to draw a bleak conclusion in regards to our people and education, but the truth is, more than ever before, we are seeing the narrative reclaimed and rewritten by present-day Tulalip scholars. This generation is actively pursuing all levels of college degrees at a historical rate. In doing so, they are intentionally decolonizing educational pathways for their peers, their children, and for future generations who will have shining example after shining example of Tulalips strutting across a graduation stage and proudly receiving their hard-earned Associate’s, Bachelor’s, Master’s, or Doctoral degree. 

This culturally-led reclamation process was on full display during this year’s summer solstice. The astronomical first day of summer coincided with a special banquet that recognized the amazing efforts of fifty-seven Tulalips in their pursuit of higher education.

“You’ve all put in so much hard work and countless hours of studying to earn your degrees. We are so proud of you for choosing to better yourself, your community, and your future through education,” said Chairwoman Teri Gobin during her opening remarks. “As a tribe, we know we need to be better at utilizing your brilliant minds and supporting our college graduates. As we continue to grow our business operations and evolve as a tribal government, we want you to feel welcome to build a career with us.”

It was a powerful moment when the words washed over the graduates as they sat with their support system of family and friends in the Tulalip Resort’s Orca Ballroom. It’s the hope of Tulalip leadership that many of the graduates will consider finding their professional homes within the Tribe’s vast enterprise. 

Several college grads being recognized on this evening had been diligently carving meaningful roles in their traditional homelands for years now. In fact, of the six Master’s degrees and one legendary Doctoral degree celebrated this year, all but one of these inspiring tribal members are well established within the Tulalip Reservation as a professional in their field. Furthermore, all of these collegiate trailblazers are women. Together, they radiated not only all the achievement vibes, but that unique matriarchal energy that comes from a deep and sincere lived desire to better themselves, their families, and their shared tribal community.

Each of the attending Master’s degree wielding matriarchs were willing to share a little insight from their collegiate journeys and heartfelt words of encouragement.

Chelsea Craig *Doctor of Philosophy* –  Quil Ceda Tulalip Elementary assistant principal. 

“My biggest motivation has always to been to honor my great-grandmother Celum Young who was a survivor of the Tulalip Boarding School. I like to think that this achievement brings healing to her spirit because we weren’t supposed to be here today. None of us were supposed to be here in 2024 as full, intact Coast Salish people. They tried to do everything within their means to destroy my great-grandmother’s identity, and her experience is what set the tone for me and my path.

“Looking forward, I hope that I’ve opened pathways for even more Tulalips to strive for a college degree. If I can do it being a full-time educator and a mother of four, then so can so many more of our people. Beyond that, I want our people to know they are capable of great things without having to lose themselves in the process. Each stage of my educational journey I never compromised who I was as a Tulalip. From how I wrote my papers and who I sourced, I was very intentional about quoting our ancestors and wisdom warriors. I hope people furthering their education are conscious about centering their culture always. Take it, claim it, and own it. That’s how we embody our sovereignty.”

Natasha Fryberg *Master of Arts* – Hibulb Cultural Center rediscovery manager 

“I’ve always looked at education as a priority in life. Being a first-generation college graduate in my family is so meaningful to me because it proves to my siblings and children it can be done. Already, two of my sisters are back in school to get their Associates degrees. Being that role model for my family and my community furthers my belief that anything is possible if you manage your time right and prioritize what’s truly important to becoming your best self.”

Summer Hammons *Master of Arts* – Treaty Rights legislative policy analyst

“Ever since I was a little girl, my mom has been my role model to show me what’s possible when you dream big. She’d be working three different jobs and still be taking college classes because she was determined to earn her Ph.D. With each degree she earned, she utilized them towards her positions to better her people. She instilled that value in me to the point that now I play on continuing my education in pursuit of joining my mom as another Dr. Hammons.

“Something I try to remember always is just how much the Tribe invests in all its members who decide to attend college. It’s really expensive and we are so fortunate to be members of a tribe that prioritize education. On the hardest of days, when I’m lacking in motivation, I think of having the support of the Tribe and all those who laid the foundation for us to have this incredible opportunity. That intentionally drives my passion to be successful, and I hope it does for others, too. We each have a Tribe’s worth of support and investment backing us on our educational journeys.”

Josie Marchesi *Master of Clinical Health Services* – Health Clinic physician’s assistant

“I always intended to further my education in service of Tulalip. Growing up in Ellensburg, I was always so far from the community and our culture. But receiving my degree in health services allowed me to seek employment at the Tulalip Health Clinic. I was fortunate to be offered employment there in January of this year. Now, I am home serving the community. There is a lot of mistrust among our people and the health system because of so much bad history, and I want to be part of the solution in building that trust back.”

Lindsey Watkins *Master of Science* – Tulalip Tribes internal marketing manager

“It was always my intention to go back for my Masters degree after getting my Bachelors in 2007, but the timing never seemed right. Next thing I know I had two kids and was working at the casino. At a certain point, I realized if this was something I really wanted then I just needed to do it. So, I did. I’m glad to set that example for kids so that when they are older and if they choose to pursue a college degree, then I can tell them with confidence that they can do it. It’s going to take time, effort and sacrifice of fun things they’d rather be doing, but it’s 100% achievable.”

Brianne “Breezy” Distefano *Master of Arts* – Quil Ceda Tulalip Elementary kindergarten teacher

“I am proof that a high school dropout can become college graduate…a Master’s degree graduate at that. It’s funny looking back because I always knew that I wanted to be a teacher even though my own educational experience was very challenging. Add in being a mother of three and I can sincerely say I never thought this day would actually get here, but now that it has I am so proud of myself for never giving up. My kids have watched me through this whole journey, even coming to class with me at times. They know now what’s possible and that’s something that drives me as the only Tulalip teacher at Quil Ceda Elementary. I want all our kids to dream as big as they can dream.

“For any Tulalip out there, who didn’t get to walk with their classmates at graduation or hasn’t earned their diploma, yet, I want you to know that this moment doesn’t define you. You are all capable to success no matter how you choose to define it. All successes come by way of setting simple goals at first and as you achieve them, you can then begin to set bigger goals. No matter what happens or where life takes you, please remember that you are so capable of greatness.”  

The higher education class of 2024 included seventeen Associate’s degrees, eight Bachelor’s degrees, six Master’s degrees, and one Ph.D. receiving, newly minted doctor. Fifteen vocational diplomas and ten high school diplomas rounded out the 57 Tulalip honorees. 

Tulalip Higher Education staff are eager to help new and returning students find their path to academic success. They can assist with FAFSA applications and finding scholarship opportunities, as well as simply reviewing the Tribe’s current policies regarding paying for college and other educational programs. For those Tulalip citizens feeling empowered to help reclaim our educated Native narrative, don’t hesitate to get in touch with Higher Education at (360) 716-4888 or email highered@tulaliptribes-nsn.gov

By Micheal Rios, Tulalip News

On the evening of Tuesday, June 11, the Tulalip Tribes hosted a memorable banquet in the resort’s Orca Ballroom for eighty-two recently graduated high schoolers. The graduates, a combination of Tulalips and other Natives from within Marysville School District, were surrounded by friends and family in the Four-Diamond setting, making for an ideal setting to celebrate their latest rite of passage – reclaiming their educational future.

This latest crop of graduates is part of a generational movement comprised of Native students desiring to reclaim their educational futures by achieving academic success enroute to earning their high school diplomas. Historically, Native communities like Tulalip have faced systemic barriers in education, including underfunded schools, cultural insensitivity, and policies that aimed to assimilate rather than celebrate their heritage. However, through perseverance, community support, and inclusive initiatives, our Tulalip students are increasingly crossing the high school finish line, an accomplishment that can significantly impact the trajectory of their personal and collective futures.

 “I want to start by thanking all of the parents, families, and members of our education team for being here and bringing their good energy into this space so we can uplift our graduates,” said Director of Education, Jessica Bustad. “We are so grateful to have an education division made up of seven different departments full of team members who put their hearts into all the work that they do to support our community’s youth.

“Coming together as a community to honor all our Native graduates is one of the most important things we can do. Our graduates are a true reflection of resilience, dedication, and perseverance. As we are spiritual beings in this human experience, it is important we honor our roots. Our ancestors laid a strong foundation so that we could be here today. We honor them by being proud of where we come from and doing all that we can to reclaim, revitalize, and preserve the way of life our ancestors sacrificed so much for. In being intentional about this work, our people ensure that they always show up as their best selves.”

For many Native students, graduating high school is not just an academic achievement but a reclaiming of their identity and heritage. Education systems have often sought to erase Native cultures, most infamously through boarding schools where Native children were forbidden and often punished from speaking their traditional languages and practicing their traditions. 

Today, Native students and their communities are reversing this trend by integrating cultural education into their learning experiences, such as what’s been achieved within Tulalip’s Early Learning Academy, Quil Ceda Elementary and Heritage High School. Marysville School District has aided the cultural integration movement by offering Tulalip’s ancestral language, Lushootseed, as an elective class taught within certain schools. Schools that offer Native language courses and culturally relevant extracurricular activities help students see their education as an extension of their cultural identity, not a replacement for it.

“We have been dreamt into existence,” explained banquet keynote speaker, Gene Tagaban (Tlingit, Raven Clan). “There was a time they didn’t want us as Native people to even be born, yet here you are. You made it through birth. You made it through elementary. You made it through middle school. You made it though high school, and now you are graduating. That is the power of our ancestors who dreamt and prayed for the resiliency of their future generations, which is you all in this room today. Each and every one of you have been dreamt into existence.”

Community involvement continues to play a crucial role in supporting our high school students as they seek diplomas to broaden their future pathways. Tribal leaders, elders, and parents are increasingly active in school boards and educational planning, ensuring that the curriculum and school policies reflect and respect their cultural values. Mentorship programs that connect students with Native professionals, like what is implemented through Heritage’s ‘big picture learning’, provide local role models to reinforce the idea that academic success and cultural pride can fuse a career ladder’s foundation.

Indian Education Parent Committee scholarship awardee Kamaya Craig embodies that professional and cultural fusion in a way that dismantles the misbegotten narrative that Natives can’t thrive in the academic setting. Her father Dr. Anthony Craig is a professor at the University of Washington and her mother Chelsea Craig is a vice principal at Quil Ceda Elementary. Together, they’ve raised a daughter who graduated high school with an astounding 3.7 GPA, but more than that she intends on following in her parents’ footsteps and decolonizing local education systems from within.

“I plan on furthering my education at Evergreen State College where I will join the Native Pathways program and pursue a degree in education,” shared the inspirational 18-year-old, Kamaya. “I am passionate about creating curriculum where our Tulalip students can learn about our actual Tulalip elders and past ancestors. There is so much wisdom and cultural grounding we can learn from our own people, it just needs to be made accessible to the younger generation. I’d love to be a part of making this happen.”

When asked what she thinks of those who continue to push the narrative our people can’t succeed in the classroom or on the college level, she responded, “It’s imperative that we decolonize these education systems from within. In order to accomplish this, we need our people to get educated. I love learning and want to see our future generations learn all the things so they can find their true passion, whatever it may be.”

The impact of increasing high school graduation rates among Native students extends beyond individual success. Like Kamaya and her fellow young Tulalip matriarch Mariana Richwine, who will be attending Lesley University in Massachusetts in pursuit of a criminal justice degree, educated Natives are more likely to return to their communities and contribute to cultural preservation, economic development and positive health outcomes for their people. They become advocates for their people, using their voices to influence policy and career pathways previously thought unattainable.

To recap, the graduation banquet for the class of 2024 was a celebration of being dreamt into existence by their ancestors, and a recognition of the significant importance high school diplomas have become for our inspiring youth leaders. They aren’t just a piece of paper, they are a symbolic cornerstone for community empowerment and self-determination.