Nov. 4, 2025: Sumner-Bonney Lake School Board Study Session Recording

001tonight. Thanks for joining us. We've got a great presentation tonight. I'll turn it over to Kelly Dent who can introduce our guests and what we're going to hear about. >> Ah, thank you very much. I am super excited tonight to have two special guests with us. Um, first Jason Lafontaine. He's from the Turtle Mountain Chippoa. And um, Jason has been our Native American program director for o I've known Jason for over a decade, >> 19 and a half years. So Jason, we kind of tell the stories about how many different um directors or people like in my position that he's worked with over the years. And he Jason Jason just has been such an awesome support and partner through lots of different things with the district. And Martha here, Martha Sherman, I met Martha when

002I first started teaching, I don't even know way way long ago at Summer High School. And then Martha um your hoopa hoopa valley hoopa valley tribe and Martha um left us and went to Tacoma for a while and met two then went to five then retired and then she has been recruited back and so Martha's just this longstanding legend in the area and you'll see Angelina Nokai's name up there as well and Angelina unfortunately wasn't able to be here tonight. She's with her family. So just wanted to still keep her name up there and acknowledge the hard work that she does in the district as well. So, thank you both for being here. It's it's um it's an honor to have you here and the work that you do with our students. So, um what

003I'd like to do is kick us off with the land acknowledgement. So, I think most people have seen us do this in the district and it's really paying tribute to some customs and practices that tribes have done. And so, it's really about acknowledging the land. And so, one of the things that I've learned and also from Jason is that you shouldn't do the land acknowledgement if it's just empty words. It needs to be something that you really honor and you care about this land that we live on and land that was occupied um where we are by the Palip tribe. So, this is a land acknowledgement that has been adjusted over the years from um people in our district. And so, I'd just like to take a moment and pause and read the land acknowledgement

004and just have you really lean in and listen to the words um as I say them. So we acknowledge that the summer Bonnie Lake School District rests on the traditional lands of the Pulet people who have lived on and cared for this land since time immemorial. The Pialit people are still here today raising families, preserving culture, speaking the Lutzy language, and leading their community with strength and resilience. As a district committed to lifelong learning, we honor the ongoing presence and contributions of the Pialup tribe. This land acknowledgement is not only a recognition of the past and present. It is a call to grow in understanding, to listen deeply to support, and to build relationships rooted in respect, truth, accountability, and belonging for all. And so, one of the things that we talk about too at

005the Palop tribe is they're known as um welcoming people and that they would often do and and ask before they went on other land. And so, again, it's just a symbolism of what this means. So, thank you for um doing that with us. So um tonight is um really starting with our promise and h having this be around our Native American education program. It's just suiting, right? Like how do we know value and support our native students in the district as well as our other students and helping them to learn and understand um everything around um the native community. And I think when you read the land acknowledgement, lots of these words probably like pop up and you can see it reflected in the in the words there. So then didn't want to skip this

006opportunity. November is Native American Heritage Month. And so Jason was actually over at Summer High School today. Sent me an email and he was over there setting up some um >> we set up a display on over by the pack in the cafeteria. There's a big Wallace wall of culture or something culture wall and they told me that the same four photos have been there for like two or three years. So I was like well can we upgrade it? So we uh the students there students and I kind of created a poster and then I have some stuff I'm going to show and share and then they kind of pitch the wall over with a bunch of uh different Native American information for students to see. So >> I think what's really important about this

007is just we don't want our students who have Native heritage to just feel like they're, you know, being seen in the month of November. It's really important that our students are honored for their culture and that those values come out throughout the entire school year. And so that's really like an important thing to think about in the work that they're doing each and every day is making sure that our students do see scene that they are student supported. >> Okay. Sorry. >> So obviously don't we don't find obviously Native American heritage month seems like a good month to to come out and talk with you all to share our program. It's also I'll get um requests from different elementary schools to come out and do uh sometimes classroom but usually it's like whole grade level

008presentations. Um, and then also you'll notice um I gave Kelly a bunch of photos that we've taken over the year or probably the last couple years, but we take them every year of you'll just see all the different students from different >> [clears throat] >> um different uh lessons we're doing or different different schools and you'll see all their faces. They all come from different different tribes and we'll talk a little bit later about how many students we serve. But we I was counting today we have about um 80 different tribes represented from all around the country. You'll see that in a minute. But just enjoy the photos. I think that's was that's my favorite part just seeing the kids making the fry bread with Teresa. That was Bonnie Lake High School last year and

009Teresa came by to grab something towards I think that was like late May and those were of course my students now because I work with the Bonnie Lake High School students now but they were all most of them were all her students in elementary and so she they were all like oh Miss Washington and so we had the opportunity to um kind of reconnect. So, we always do a connection to our district strategic plan, future ready. And so, when Jason and I were talking, it's really hard to pinpoint one goal that they don't touch. And so, it's really all five of our goals. I think about the literacy work that happens with stories. Um, I think about Jason at the high school around graduation, you know, uh, career paths for students or just plans, you

010know, past high school. But the one that really stands out the most is really around goal two. It's around making those connections, having a caring adult that also has that same heritage, being in a place with other students where they can be who they are to learn, to feel valued, just really stands out. And so we wanted to call out goal two specifically um in the strategic plan. So connections to policy, oh my goodness, like there are so many. I think about the work that we've done with Jason go to policy 2020. Jason has sat on adoption committees for US history providing guidance, feedback, etc. I think about the library 2021 and Jason's advice and guidance on purchasing these books for the library. I think about the transitional bilingual program where we need to assess

011students who if if a native language is their first language and graduation requirements. It's like that all of these things impact all of our students. And so there's no shortage of policies and work that um we're not collaborating, questioning um and really thinking about in the work that we do. So before I kick it over to Jason and Martha, um I wanted to call out anou that happened at the Pallet tribe this past well earlier this school year. Um it was a first everou and it is a 10-year. So the 2025 to 2035 that those are real dates. And what happened is the Palip tribe and the districts that we do tribal consultations with got together and Jason was there as a partner in that work as well and just came up with like what

012are some things that we want to do to support our students in a collective fashion not the tribe is doing this the district is doing this but how do we really put our efforts together so I pulled a few things out of theou that I thought might be of interest to the board and the first one is the pallet tribe is really working to revitalize the lashi language and so they're training more adults to lead classes as well as offering the classes to our students. And you may remember in a previous board report, we are we allow our students to earn world language credit for taking the shooty classes um from the tribe. So I think we might be the first district who figured it out how to do it. Um right now we're in

013the process Lori's working with other superintendents on hiring an on-time grad coach to support our native students um in the Piala area. Um again, there's no shortage of curriculum. We um are mandated to teach the John McCoy is it ly lou it's the next >> I'm gonna say it wrong time and moral there's an addition to the front of the sense time and moral curriculum name and so we are just constantly working and supporting because the lessons that OSPI provides are pretty like widespread Washington tribes and so we're trying to make it more personalized to the Palip tribe and we do have some students who belong to Muckleshoot like and just trying to add in those other familiar um you know examples into that curriculum rather than having it be a tribe that's so far

014away. Um a couple other um things you'll see on there is the tribe working with the elective credits for their heritage youth paid internship program. Again a super easy thing for our district once that gets going um we have a way to do it. And then um I think about the last one too around um the tribe really um providing other resources for us that we can share with students on career fairs. What are some other um partnerships are? I know the tribe is going to share more resources with us for students who might need mental health care or you know uh medical resources those types of things is in theou as well. So it's quite lengthy um and we're still working through the pieces. I just I can't sure if you said it, but

015theou is not just the summer school district, but every Pierce County school district that >> Yeah. that resides on the tribal lands. Yeah, it's pretty exciting. So, with that, I'm going to kick it off to Jason so he can kind of share some big Oh, I'll click for you. >> Okay. Um, >> so first off, I'm just gonna go back to >> go back that way. >> So, just again, I just want to introduce myself again. So, Buju addition. My name is Jason Laaf Fontaine. I'm enrolled member of the Turtle Mountain Band of Chipoa, which is a small little tribe in Belgort, North Dakota, which is in North Central North Dakota, about eight miles from the Canadian border. Um, we very well connected with the Canadian side of the border and very lots of French

016people in that area. So, hence my last name is La Fontaine. Um, my father's name is Robert Lontaine. grandparents are Henry Laaf Fontaine and Genevie Blue. Um, and my grandmother Genevie, she just passed away two years ago. She was 102 years old and at the time she was the oldest living tribal member for our tribe at the time. Um, they moved from Belort in 1955 and they moved to Seattle and we've been in Seattle. My family's been there ever since. um on my mom's side or my mom's is Swedish and Italian and so they met in high school and so I grew up in Seattle. I've been to the reservation a few times. I always knew I was native because you know that side of my family but um you know growing up in kind

017of I went to Seattle public schools so there weren't a lot of native there's like five students I can always I can picture them right now you know and so there were five of us and the only people who knew I was native were my best friends because they always see my dad at sporting events but they otherwise I would be white passing and so um you know so I kind of see myself and a lot of our summer students and like you'll see in the photos here um some if you would not think they might be Native American. Um, and so they a lot of our students struggle with that invisibility. And so I think one of the big things that our program does is give them that opportunity to relax and be native

018and learn. Um, and as we'll talk a little bit later, our students come from not even knowing their tribal tribe to students who like might speak and go to powows. And if you went to the culture culture fair last spring, we had two for two students dance. Um, so we have we have the whole spectrum of native knowledge and culture in our in our schools. And so Martha and I and Angelina and Teresa, of course, at the time, we just really revel in giving them that opportunity and see that that them smile on their face when they know, oh, it's Tuesday. Mr. La Fontaine's here. I know he's only here twice a month, but I know it's that Tuesday he's coming. And if I don't make it that day, next time I'm there, like, where

019were you? So, it's always get heartwarming to know that they it's just a few times a month, but it really connects with them. So, um All right. So, first thing we talk about a little bit is just our data. Um so, currently our program has 210 students signed up who have Native American heritage. And I I just word it that way because they they do not have to be enrolled in the tribe to be in the program. Um their parent can be enrolled or their grandparent can be enrolled. and some a few might have a great grandparent and we'll let them take part because we don't want to say no. We just don't count them for funding purposes. So, we have 210 students signed up. 17 have filled out that they are on the form

020it asks what your tribe is and 17 are puallup. Um, and then is that 360 that's total? So there's another 150 students who mark that they have Native American heritage on your alpha list on your district enrollment. And so when we see that we will send out a packet, a letter basically and the form that says, "Oh, we understand you may have some Native heritage if you'd like to take part, you know, please fill us out." We email that, we email it. Sometimes it's just we'll meet them and give it to them. Um, but as you can see, we're about to have 150 that haven't turned it in. So, we don't know if they're neighbor or not because they haven't turned it in. We just kind of keep trying to give it to them without

021being too, you know, too aggressive with them. So, um but as you can see, the data is a little different from your OSPI report card only has uh the district is having 70 native kids and that's because it's not um if there are more than one race, it's not catching them as being native for OSPI. So, um, we find that because when I get the data from, uh, you the ethnicity data from the district, I have like five columns of ethnicities. So, it'll say, you know, white, Hispanic, American Indian, African-American, it might be three of them, it might be two of them. And so, I can see if one of one of them says American Indian, we reach out and try to get them signed up. Um, and so, but of course, that doesn't even

022happen for the OSPI data. So the data is always a little uh you know a little wonky. Um like with graduation graduation numbers are great. We have 100% graduation for our native students. That's because there were three seniors and we all graduated which is awesome but it's not and it also goes with all the other data um testing data. A lot of times um it used to be an asterisk. Now it's like something else like I think it's just an N. It just means you don't have 10 ner kids in a grade level. And if you have 11 or 12, that means each of those students represents like 15% of that whole race for. So, so data is kind of hard to to really point at as a as a at this point. >> Yeah.

023When we do a tribal consultation, um Kathleen will actually run the data individually. She'll pull those 360 students that we believe have native heritage and then she'll run it and we share that data with the tribe, not only the students who are marked as American Indian or Alaskan Native in the system. So we try to look at it in a more transparent way and really looking at our students rather than just like what Jason's saying is pulling out 70 students across the district. So when we do that with the tribe, it's with that that realization that it's not going to match what OSPI says because OSPI is only pulling if you're only, you know, race ethnicity indicator is the American Indian Alaskan Native mark. So >> just just a good representation to show that our

024kids are come from all over. Kind of [clears throat] like me, you know, I was my my family's from North Dakota, but we ended up in Seattle. And so as you can see, we have I think there's I counted that earlier. There's 79 or 78 tribes all listed there. You can kind of glance at those. Um, >> kids like seeing that map, too, because they go, "I'm from here." Here, so I used always get that one in my office. I would actually have it. >> And I sometimes I'll try to ask the students like, "Oh, you're from you're Muscoi Creek from Oklahoma. How did you end up in Sumar or Bonnie Lake?" Like I can tell you my story. My family's from, you know, in the 1950s there was a big government push for relocation

025off the reservation because um you wouldn't have to the government figured out was a way they didn't have to pay for you know schooling and healthcare if they lived in Seattle or Denver or something like that. So I can push I can you know go right back to that and say oh that's how my family ended up in Seattle. And so just I always ask kids, you know, ask some questions before you know maybe your grandparents are getting older. Try to try to find out information about your history before it's it's gone. So um and then I just going to share just a little bit about um some of the services that we provide that are really amazing. Um I always like that my job like on Sunday night I'm like sweet I get to

026go to work Monday morning. You know that's just a great job. I love the fact that we just get a chance to change lives and really affect students. Um we get to build relationships with students. Some districts have different programming um level levels of programming. Our focus is really on uh direct service support and getting to know the students. So I can look at theund or the 210 students and I can tell you oh 150 of them take part. I know I know exactly what this students like. Like when Martha took over Summoner Middle School this year, I'm like, "Oh, this kid's a little, you know, they'll need a little redirecting or this, you know, this kid, right? There's some stuff." And and yeah, and immediately she's like, "Well, yeah." So I we know the

027kids uh we know a lot of their families and I think that's just a good relationship building, person personal connection you want to have. Um the school district I live in, um their district is just different [clears throat] and so my two kids don't get to don't they don't get monthly or weekly visits with their native or coordinator. So I won't say who though, but um no there it's a good program. They're just different. I like to do it the way we do it, right? And I think Martha and five used to do it that way too is you want to get to know our kids because if it's just numbers and I'm sending emails, that's nothing. So um so again, I won't read all of them, but you know, you can kind of see

028the work that we do. We like to increase their knowledge of native culture because a lot of them don't have it. Uh even today I was talking to students and they're like I'm not sure where my tribe is and so I have to go find it for them. Um and again likely our staff me and Martha and Angeline more than likely um are going to be the only native educator that they'll ever see in um just out of percentages. I think there's like one or two% of teachers are Native American. Um, and so I know we do have some maybe we have a nurse here in in the district who's native and um, but it's just seeing us sometimes might be that one native role model. Don't mean too high in my but I try

029to see us as role models and and you know somebody to look up to to say oh there are opportunities out there for us as native people and I can be native. It doesn't matter if my skin is is dark or light or whatever. I can be native um however I want to be. I can learn it. It doesn't um and of course we have family nights and field trips. Great opportunities to get just kind of out of the classroom. We had a great family night last week. We had was our first one here. We had like 50 families there, students and and parents. Uh Martha made her world famous um chili. I think it's called the Nally recipe. >> I think the cornbread >> and the cornbread. Um, and then we also provide just

030a little bit of financial support for a few families who I can't afford the ASB card or soccer and there's like, okay, I paid the 75 bucks and because I get some other little grants here and there and they just are so appreciative of that. So, it's really great to help out. But also too, at that family gathering, I had a student come to me, Mrs. Sherman. Yeah. She remembered me and I remembered her eyes. Okay, tell me your first name. She told me her first name. I last name just like that. you. So she had her kids. >> That was kind of >> Yeah. And uh so >> they do like grand. How dare they? So >> no, I just thought it was kind of cool. I remember I remember eyes and then um

031um I asked her for her first name and then I told her I said, "Your last name." And she said, "Yes." And I went, "Oh god, I still got it." >> First actually and all you'll hear that sometimes people will go off after they leave her. They're just like, "Oh, it's just they'll remember Mr. show off one thing or Miss Sherman, you know, because we're just a unique educator for them. Um, and then some of some of the lessons we do, we do >> I've also read I've also been at POW and stuff. People come to me, Miss Sherman, and I'll turn and I go, okay, uh, Tacoma district. Yes. Okay. Um, but they just said, you know, just because that that connection is with them. Thank you for just checking in on me. That's

032that's just checking in with >> Okay. Uh again, just a couple I know I want to make sure we understand our time here and honoring you guys this time. Uh some of the other activities we like to do. Um sometimes people call them crafts, crafts. I can't say the word crafts. Um and I was talking to an elder at the family night and she came in and worked with Teresa and the students and they wo um like a pine needle basket little and a principal kind of popped in and saw him was like, "Oh, how amazing. Crafts. Yay." And the elder was like, "No, these aren't crafts. These are we're doing mathematics. We are doing uh passing down cultural knowledge. We are community building." She listed like six things and the teach the person was

033like, "Oh, yeah, that too." Right? So, um, so you know, so sometimes it's it looks like a craft and it is kind of a craft. You guys are going to make your own little corn in a minute, but we have a lesson that always goes with the with the with the craft or the the whole >> activity, the cultural activity. See, even so we have a cultural activities that we do. Um and uh >> Yes, sir. >> Okay. >> And then that's for our native students. And then again, some other stuff we do, of course, our field trips. We take our fourth and fifth graders to the Pop Tribe. They have a native teaching day in January that we all put on with the other our colleagues in the other districts. Um and then we

034sometimes we had backpacks donated to us from a parent who job had like 50 of them and so we handed those out. Um, and then at the end of the school year, usually we'll honor our native seniors with blankets and a necklace and a book. And so that's David from a couple years ago. Again, real great. He came in as a senior. He transferred in as a senior. I met him in October, his first year, final year there. And he came every time and we came and his parents came and we honored him and just had a, you know, just a real quick connection with him in just one year. And a lot of kids like Marcus said we'll see from kindergarten on if they're here from kindergarten through 12th grade. You know it's you

035the Teresa for the first eight years and then me for four years after. So we just have that I remember when I was at one of my schools and it was the end of the first year. I'd never seen this middle school and he's like okay goodbye Mr. Love Montain. I'm like it's nice knowing you whatever said and I was like well I'll see you next year at the junior high or we were in university play school. Well I'll see you next year at the junior high. like, oh, they get to keep doing this. And so I saw them for the next, you know, five years. Okay. Um, and then of course, we also, not just for our native students, we also like to support our non-native students and and provide them any opportunity to

036learn about our our native culture as as we can. And so I think that's Victor Falls. I think I go there every year and do a kindergarten assembly. And I think I did a fourth grade assembly last year as well. And those are always fun to do. and I bring different items and I hand drum them and I sing a song and I do some storytelling and so um just an opportunity to for them to to learn as well. [gasps] And then of course we do events for Orange Shirt Day, MMIW, Native American Heritage Month, anything we can do to kind of raise awareness for native uh native culture. >> All right. And the best news for you, it's only cost you guys $10,000. Um, so the grant is funded through the Office of Indian

037Education. Um, and the fund seems safe at the moment, so we're good. Um, it started in the 1970s as a way to kind of support native education for, uh, students on the reservation and and, um, public school students. And so it's basically funded by how many forms we get each year. And we just report that to the feds. And the feds are like, "Okay, here's your money for the year." And then um it's not doesn't always cover or it covers but it doesn't always allow for like uh supplies and family nights. It's just not enough sometimes. So fortunately u where I've been able to get some Boeing STEM grants, some the tribal grants, Pierce County grant every now and then and then um the district has graciously given us 10,000 that helps us um keep

038everything going with field trips and things like that. So thank you for that. Appreciate it. Um all right. And now Martha's going to do your first cultural activity and she's gonna get that ready. I did want to show you um I had these post I had these slides that I made last year because I was talking to my students and I asked them if they could name anybody that was a well-known Native American and nobody could name a Native American except anyone to guess the three names that the the Sumar School District native kids said anyone to guess the three Native Americans that they knew. Pocahontas I and I oh not just under I did this in every district. >> Yeah. >> Pocahontas sack Jia and the Billy guy who caught fish for you. >>

039So I made these um I made these uh powerpoints. I made a PowerPoint slide and I just made this thought of you know code talker. They should probably know about them. And I made some information and then I made a little QR code that has like a video and then I ended up getting these printed and we're going to put them in every high school and middle school and then this is a set that's for the district office. There may not like credit card Navajo I mean these are so they'll last for a couple but the Navajo code talkers uh Red Bone anybody remember Red Bone right even the kids I played the video and they're like I know that song right the come and get your love song fun note my uh somebody a

040family member was the drummer in this band my dad used to tell me that all the time and I didn't believe him and then I found that and then QR code it and it'll play the video I go to like the YouTube And then Maria Paul chief, right? Just the first American prima ballerina and she was from the Oage tribe which then leads to a conversation about the Oage people and if you saw the Killer the Flower Moon movie or the book, you know how what happened with them and the women there because they found oil on the the terrible piece of reservation land. They found oil and so uh they decided, well, if we marry a Oage woman and murder them, I'll be the heir and I get the oil on it. So I

041can't remember how many were. It was called like the reign of terror. I think there like 36 peak women that were killed over a couple years. So um and then Jim Thor on the greatest athletes of the 90s and then Billy Frank Junior course more and then tried to go so not everything's black and white. I my buddy Louis Gong here runs that eighth generation store [clears throat] just painted a pair of bands with his co-ish art one day went to work and somebody was like I want to buy those so he sold them and another said I want a pair so he started an empire off of those shoes and he opened up that eighth generation store and so there's another QR code for a story on him for so I'll encourage I'm going

042to send out an email and encourage teachers to um because this these are just a slideshow I did so I'll send out the slideshow for student teachers and drones. And the last one is oh Billy Mills who he won the 10,000 meter Olympics. Um, and he was like supposed to finish 25th or something and he and if you QR code it, it's the last lap and it's the it's the coolest thing ever because he's he's kind of tied with the other two and then at the last 100 meters he starts to fall behind. So, he's not even on the camera and then the last 50 meters he just hits the acceleration button and he flies past these two guys and it changed his life. Like I tell the kids, if he had finished fifth or

043third or whatever, his life would have just been oh, he was a former Olympian, but he won and he spent the next 50 years, uh, you being a guest speaker. He opened up a a charitable organization and so just, you know, you just never know when that moment's going to come. So, I'm just trying to share that with kids. So, I'm going to give these to Kelly to give to the district to put up on the walls here. And they'll also be at the high schools and middle schools this month. >> So, keep talking. and go ahead and start this human fold in half. Then I just kind of give them a couple twists and kind of bring them up, wrap them around. And these do not have to be instinct. They do not have

044to each match because when you get corn, the colored corn like this, the maze, it doesn't match. So I I know some kids sitting there pick them out and do too much, but I just feel like you have to grab them and just start sticking on there. You put like what 10? >> 15. I think we figured 15 would be good. >> 15 on each one. And then if you're done, you'll just take and [laughter] bring it back together. Are you >> or you want to do that part? >> Oh, sorry. >> I'm sorry. >> I was going off script. >> No, that's I totally went off script. >> So, um so the lesson that we do with this with the students is we're talking about the three sisters, corn, beans, and squash. And so,

045since it's not planting season, this is a great fall um activity. And there's all kinds of different um lessons and articles about it online. Um who are the three sisters? Uh when to plant, what v varieties to plant. Um so I'm just going to read a little bit of this. So for many Native American communities, three seeds, these three seeds, corn, beans, and squash represent the most important crops because they complement each other in the garden as well as nutritionally. Corn provides tall stocks for the beans to climb. Beans provide nitrogen to fertilize the soil while also stabilizing the tall corn during heavy winds. And the large squash leaves shade out the weeds and help retain soil moisture. Um, and the corn provides carbs and the dried beans are rich in protein and have amino

046acids and the squash provide different vitamins and minerals. So, they all kind of work together. Um, so they're known as the three sisters. There's several children's books that have been written that we'll use with the program. Um, and in the spring I purchase seeds from corn, beans, and squash or I purchase corn beans and squash seeds and soil. And then the students will um plant them and take them home. And so again, just another way to kind of kind of learn, teach them something about the um native culture and then what cult what regions do this, which is kind of there's a map that shows you basically everywhere but the northwest. that in the southwest and like uh Minnesota east, they all did the uh the three sisters planting. >> They emerald hills too. So

047Emerald Hills has their kind of community garden area and then they also have the three sisters planted there as well. also as students go through the garden. It's all students are learning about, you know, what the three sisters are, why those three crops are so successful together and um just it's it's for all kids. >> I just like that lesson of like working together like as a community, you know, if we can transfer that to what's it like to be, you know, the one thing we want our native students, a lot of times our students come together for the first time in a year, they're like, I didn't know you're Native American, right? because they don't it's not something they walk around saying I'm native. So they get into group and then they see who

048else is native in the school and it's somebody that they can hopefully become a friend with or connect with. Um and so so that's what we did on our first family gathering. We decided we would do the three sisters and that's why we had chili cornbread and um I I didn't know Jake about pumpkin pie but that was that was a bonus. say about pumpkin pie. It's true. >> And then um >> uh made pumpkins. So how you probably know out in the valley there's there's there was Leslie's farm out here or not but um there's another farm out here anyway. Uh for years our whole family would go out there and work. I would work on the weekends because I was working during the during the week weekdays. But um so there was somebody

049that would clean the pumpkins or they pick them and they bring them then they would clean them. Then then we had first got to draw on them. So we've got pumpkins and uh so we just drew them. We're going to paint it. No, it's not really painted. So first we're going to paint. That's just you know make it easy to clean it. We'll just draw on them. So somebody would draw a picture and then some people would paint in there. So like say I might have the purple. So I get the paint ones with purple on it and then I pass it on their neck paint. And we did that and then um then they would put them on their table were drying and then we would draw over them with a black marker and

050then we would stack them up and send them off ship them off to different stores all over. So they haven't been met in years because that bridge is out of the river off of >> levy river head towards towards the 40 river over there. >> Okay. >> We got to keep going. Keep going as they're reading >> as you're finishing your meetings. >> Okay. >> Keep your busy keep keep you guys out of trouble. Keep your hands active tactile. >> So again, just as we're looking, you know, and you guys have the slides later, but just that impact to our student performance, right? Because as it's great to be able to connect with them, but we want to make sure that it's helping them in their schooling. And so we think it our program really

051helps create like I mentioned earlier creates that sense of belonging and acceptance. Um I used to say they don't have to leave their culture at the door when they walk in. But a lot of people are like oh I can't be native in school because I'll get made fun of or I'll be the you know the only one. And so it's just a chance to connect with who they are and have a sense of belonging and also of course learn about their culture not just historically which that's why I try to do like the Louis Gong poster and and some of them Some of them aren't color colored is a lot of times most school districts in the United States stop at the end of the Indian wars in 1890. Like I think I saw

052a stat a couple years ago said 90% of the school districts in this country stop don't teach anything after 1890. Um, fortunately I think because the SCI curriculum we and we teach past that, but that's 135 years of native history and culture and and the and the really connection with the the treaties may have been there, but they weren't always honored. Now that they're honored, we can see um what's going on in our native communities a lot more. And um this theou with the tribe that's huge. Sure is instead of it we'll try being completely separate the district is now we're working together. Um, so we are able to like show them what's out there right now. Like, oh, if we sometimes we'll talk about what tribes are or what jobs are available if you

053went to try to work for the the al tribe or the muckles, like what tribes or what jobs are there at the casino, right? Working in the restaurant, the hotel, you got to have math. What kind of skills do you have to have to to work in the in the casino? You know, from cooking to math skills to planning, all these things. >> They make part of that, too. But they also they they have a person that comes in and tells you that they'll say a lot of you might want to just go ahead and get that first year two-year degree because um you're competing with now people that are coming in that have already had two years coming the math or anything because because sometimes well can't because I hear kids talking to people

054can't you just get a job at the casino? Well, you just get a job at the casino just because native because anybody can get a job at the casino. But they're also saying that a lot of people walk into an AA already and that >> All right. >> Oh, and then we also again with the high school students, we try to, you know, like what's their beyond what's after high school? What's that going to look like? you know, they want to go in the military, they want to go into the trades, are they looking at four-year, two-year, you know, so kind of look at what what scholarships are out there. Um, that's always a little shocking because just because you're native does not mean you get scholarships. Uh, you have to fit the criteria of

055that particular scholarship. So, we'll look at we'll try to look through some of those. um will go to web a website for like University of Washington, Wazu, and they all have a Native American website for their education programs there so they can see how they can get involved. Uh my son's a senior at Decatur High School, Federal Way. And so he went to a Native summer camp last year or last summer coming into his senior year and he went to a fiveday summer camp there. And now he's excited to go to a wazoo next year. So, um, again, just kind of giving them opportunities. >> All right. >> Right. >> Okay. What's working well again for our students? Again, I think it's our program is great because we're in every school. The only school we're

056not in regularly is to is it Taha? Tahala Heights. >> Tahal. We have I can't see I can't even say it because I'm not We have like one or two students there. And so, I'm trying to get up there. I do a presentation up there, but I um I'm going to try to add at least a monthly visit the for those two students. And there's like maybe nine more students who are native, but they have not signed up for program. So, I'm going to try to meet with them next week or two. And kind of other than that, we in every dis every school um at once or twice a month. Um again, you I think the district's the district has been great in my 19 years here about uh honoring our program and letting

057us connect with students. Um and then at the district level or that's what's working well is the tribal consultation. Kelly and uh several others have been taking part in the consultation with the other districts in the tribe. We meet two or three times a year. Um you you have good curriculum that you're continuing to build on. So again, it's not just about native students, but non-native students understanding that uh native people are still here. I had a student at one of my other districts who told her friend that she's Native American. Um, and the student was like, "What? I thought Native Americans were extinct [snorts] like the dinosaurs." The quote was, "I thought Native Americans were extinct like the dinosaurs." I was like, "Whoa." So, I'm like, "We got a little got some learning to

058do for some of these >> you think that we're extinct." So, um, again, again, our program allows our native staff to connect with students directly, which is a great part. you know, like I said, in my district, unfortunately, my my kids and native kids there, they'll they do a little bit of work, but they just don't have that consistency in some of the schools. So, um, so it's I appreciate the district really being welcoming and letting us. It was really easy when Martha and Angelina started this year when they replaced Teresa. We just went to the school and said, "Here's Martha. Here's the list of students. When can you start?" And, uh, we found dates for everybody. So, that's been really good. Yeah, it was really easy to kind of get in and get the

059taken care of and already started working with kids and staff and >> and I think the question had was given to me is what opportunities are for improvement. Uh so right now that and I've got to work with Anthony on this is just um Bonnie Lake High School is the only school of the 50 that we work in that the only way I am able to get students is by email. So, I have to email them the night before and just say, "Hey, I'm here fifth and sixth period tomorrow. If you can make it, come on. This email is your pass to come and then I give your name to the attendants." And um I think last week I had four students out of 35 show up and so I don't know if they're getting

060I even emailed the parents at the same time just to say, "Could you remind them?" Um and I just am not able to see them all the other schools. we either call them down or the school calls them down for us and we have, you know, 85% 90% um participation. So, Bonnie Lake High, I just my little tough nut to crack at this point. Last year, we got better. This year, it's just kind of has fallen off a little bit. So, we're trying different ways. We're putting up the dates that we're meeting on like flyers and trying to put them around. Um and I think I was talking to Miss Nakarado and we're going to try to maybe call them all down one time and just say, "Are you interested?" and look for the email.

061And so, um, really trying to get build that back up a little higher. Um, and again, always looking to continue to educate non-native students. Uh, I'm sorry, classroom presentations. I always love to go in and do presentations. Uh, I think last year in Peninsula, I did a middle school presentation at a history class, which was great because, you know, elementary, I just do a little almost a show and tell on culture with some pictures and stuff. Um but in a middle school I was able to talk like actual we talk about the boarding school experience and we just got a little heavier on some of the information. Um and again sometimes space at the school can be a little limited but not too often it's been really good. Um and again just always trying to

062get a larger percentage like I think that number was 150 students that might be native that aren't in the program. So, it's always just trying to get the word out to them to say, "Oh, you know, because sometimes people might mark that they have native heritage that's like way way back." And then when I presented with the program, they're like, "Oh, that's a we're not quite that native. We just So, if I know that, then I I can kind of take them off the list." But, um, other than that, you know, we we got a good system of trying to get our the 506 form is the registration form that we have to report to the feds. And so, that's just what we sent home with students. And um just trying to get all the

063as many of those as we can because more of those means I have more money to do more things. So um if if we get about $280 per form. So if you do the math, what's 100 times 280? 28,000. So um that would be a whole new part-time port or add Martha would come out of full retirement for that. >> I know >> Martha, I got 28 more hours. Seven minutes. I only work for three hours. Perfect. Perfect. [clears throat] >> So, um, >> we're never late. >> Then we're down to our last Oh, perfect. Because this is going to Okay, so we have one more cultural activity. Everybody done with their beating, Mr. Gains? >> I'm retired. I only work a couple hours. [laughter] >> That's all right. As I tell the the students,

064it's it's art. There's no right way to do it. Everyone's going to look different. So, the last uh lesson we're going to do is on the medicine wheel. Does everybody know what everybody know what a medicine wheel is? Perfect. Second. So, um a medicine wheel, as you'll see from Kelly's passing around, they come in different not shapes, but different uh different ways of looking, right? This is just an artistic one with some feathers. This has some words on it. This has some other words on it. Um the medicine wheel is really more of just a concept that native people use. Different tribes have different uh kind of ways of being with it. Um different um Okay. >> This is what you guys making. >> This is what you're going to be making. >> Oh. So,

065and the reason Martha's doing it because I tried it last night and >> I sent him some pictures and he decided to have me. >> I was like, "Mine was terrible." Mine was like kindergarten level and and I mean that and I said, >> "So, but so what this is is you guys are kind of going to and so we're going to be doing this with the middle school and high school kids this year. Um, so medicine wheel again has many different meanings to different tribal groups. There's typically four colors, red, white, black, and yellow. And there's usually four Um, >> there's usually four sides to it. I have a quarter for each one. It's obviously a wheel. There's represents the four directions, north, south, east, and west. >> It represents kind of the mental,

066spiritual, physical, and emotional connections of it represents the four life cycles from, you know, birth, youth, adult to being an elder. So, it's really just this all-encompassing concept of of of different ways of being. Um, and so what I said you guys what I gave you guys is two kind of different versions. So, you kind of see how they use it. You know, spring has the four seasons, the four elements of air, fire, water, earth, >> um, all kinds of different things. the four >> eagle or tobacco, sweetg grass, sage and cedar are the four main um >> not crops but uh medicines >> right >> and then the other >> wheel talks about belong the reason I added this one is because it talks about belonging community finding your meaning and and history and

067stories so I mean I know it's a native concept but really we no matter what our culture is. These all can strike accord with with you and and who you are. Um, and I like how this one kind of merges the colors. So, you've got community, but you have elders and family. You've got meaning and purpose, but you have like some kind of spiritual connection to something, a connection to your the land you're from. >> Um, like I'm like, I'm from my tribe's from North Dakota. I've been there three times in my life. Last time I was there, I was was in 1988. And so, um, going back, it's different when you're kind of like a visitor. Like, I I'm more connected to the Northwest culture because I've lived it. >> Um, but I know

068when I go back there, it's like you're on your traditional land, right? And so, the land of your ancestors. Um, so anyway, that's just again, I think a just a cool way of showing what a medicine wheel is, the concept of it, a way to connect. And so when we do it with students, we just give them this lesson. You know there's got a little coloring sheet on the back for the younger kids, but we just do this kind of lesson and discussion and just talking about um and I think I started using this lesson like right after co or during co when we were doing it online and just how do you connect mentally, emotionally, physically and spiritually and what does that look like for you, right? Because it's going to look different for

069everybody. Um, so we talked about also, you know, the the wheel obviously being in balance. >> You know, you want to be on a good having a good life or a good day or a good class period, right? Your wheel is is is rolling perfectly, but then something happens in school, something happens at home where you're you get a little out of balance. Um, for me being a big guy, right, physically, physical, you know, trying to lose a little weight every now and then, if I have a doughnut or a couple slices of pizza, okay, well, I'm a little off balance, but let's get back on it the next day. You just start over, right? So, that's kind of how we talk about it with our students is how do we just get back on

070the good red road, as we call it. How do we get balanced? And a lot of times the medicine wheel concept is used for drug and alcohol uh counseling services for native people. Um they have some native programs for that. And again, if you're a spiritual person or family, you know, and you're able to find ways to practice your your faith or your religion or whatever connects you to a higher being, um that's another thing. And so and again, this is daily, hourly, weekly, monthly, right? We all kind of go through obviously things through life. Sometimes they're short term, sometimes they're long term. Um, and hopefully if kind of using the concept of the medicine wheel will help people get out of some of this stress they're going through. Okay. And so as you guys

071are doing that, I did find this video from a First Nations uh young lady up in Canada who kind of talks about the medicine wheel much more eloquently eloquently than I did. And it's about four or five minutes long. Um so just I'm going to let this person play it. >> Medicine Wheel and why is it so important to the indigenous culture? Watch this video to find out the foundations to the Medicine Wheel traditions. I'm Mallerie Graham from tribal tradeco.com. Be sure to subscribe and hit the bell for more videos every week on the indigenous culture smudging and native teachings. If you're looking for a simple explanation for what the medicine wheel is and why it's so important, then we're here to share the basic teachings to the medicine wheel. Make sure you watch it

072to the end as we have a special bonus for you. Now there are three important points that you need to know about the medicine wheel teachings. The first important point about the medicine wheel is what exactly is the medicine wheel. The medicine wheel is a circular symbol broken into four areas or quadrants. These four areas have four different colors assigned which are most often yellow, red, black and white. It is also very important to note that different nations have different medicine wheel teachings according to their stories, values and beliefs. So there is not only one perfect medicine wheel. The four areas of the medicine wheel have attributes assigned to them. The four directions, the four states of being, the four sacred medicines, the four seasons, the four elements, the four stages of life. Some nations

073use the four colors in different locations on the medicine wheel and use the four areas on the medicine wheel to represent the four colors of people on mother earth. Each of the four directions or areas have teachings and each of the sets of attributes have their own teachings as well which we will get to more in the next two important points about the medicine wheel. The second point for understanding the medicine wheel teachings is why this circle is so important. The circle represents the circle of life, the circle of selfawareness and the circle of knowledge. For the circle of life, indigenous people of North America look to this circle as a reminder that everything flows in a circle. We believe that life continues on and on. Our spirits live forever on earth and then into

074the spirit world. Similar to the circular nature of the sephus and the life cycles. The circle also represents our own awareness of ourselves and our states mental, physical, spiritual and emotional. And in order to be happy, we need all four of those states to be balanced. We can be aware of our own balance and help steer ourselves toward a balanced life, therefore a more happy life. We need to be aware of each set of attributes and what they teach us. For example, in order to exist on Earth, all four elements are needed. And not only are they needed, they also need to be in balance. The circle of knowledge is one of my favorite parts because it represents the social that we each possess to learn about the different attributes and have control over our

075states of being to maintain our happiness. And this circle of knowledge means that we use it as a tool and as a system for passing on knowledge. Have you seen the medicine world before? >> If so, please share with us. Now the third point for understanding the medicine wheel teaches is that aspects of life are interconnected creation on mother earth is connected to life is connected to our life is connected to the ground to the land being which will then affect physical health, emotional health and our mental health as well. tributes of the medicine wheel are connected and we as people are all equal. So nations of the earth are equally connected to the creator. Free medicine% Yeah. >> How's everyone doing on their projects? >> Delightful to watch. [laughter] >> Yeah. still working. I

076got to tell you, like I tried it and I was trying to follow these really terrible directions that they give in the packet. >> And it was like do a little bit of this and put some super and then they give you a super glue with it. >> And of course my fingers were stuck together because I put too much >> and then I gave it to my wife who's a preschool teacher and she did it in about I took 20 minutes to do half of it and looked terrible. She did the whole thing in five minutes. >> Yeah. >> And she did it a little differently. She just wrapped it. She didn't do the inside. She just wrapped it >> on the outside and she went back and forth until she ran out. >>

077Where's fantastic? >> I told her I said such a good fine woman. >> So I I still got to work. So Martha Martha did it today at Sar Middle School. >> And so once I get the hang of it, I will bought >> There's lots of websites that sell native >> cultural activities. So this is called the Crazy Crow Trading Post. They have tons of different things. So you get four of them for $8. So I just count out, you know, when you're in four school district, four school districts. And I'm thinking, I want to do this to every middle schooler. So we just pass orders of this some guy who bought so many this month for the for the corn. That's a great one for middle school and elementary. And >> well, you do

078get faster as you >> Yeah. Right. And that's a great lesson, right? Sometimes, >> so there is a we don't have time for an entire story, but there is a story from the Yakama tribe called um Ish, and it's about a girl they called. >> And Ish meant dumb girl. Yes. >> And so they just kept calling her, oh, you're so Ish. Because she just couldn't do anything right. So she finally got fed up and she ran away from the village. And then she was crying underneath Grandmother Cedar. And Grandmother Cedar woke up >> and said, "Well, I can teach you how to do something." And the grandmother cedar taught her how to weave a cedar basket to hold water. But she messed up the first five, six, seven times when they tested it in

079the water leaking out. And she's like, "I'm never going to be able to do this. I can't do this." >> And she's like, "Well, just try it again." >> So she had to take it apart, do it again, take it apart, do it again. And eventually it held water. put it underneath. >> And then and so again, you know, you always say, "I can't do this until you can do it." >> And then the end of the story after she does a few more things, she goes back to the village and she's showing off her >> weave basket and everybody's like, "That's amazing. Will you teach us how to do that?" >> And instead of saying, "No, you guys are terrible to me." She's like, "Yes, I'll teach you." So she became a master weaver

080for her tribe and her people. Okay, that's fair. >> That was a very short version of that story, but >> but I guess it's a good example for our students is like, >> you know, you might not feel you're doing great at math or your English class or science class. >> Okay, >> but you know, it's just because you need to keep working at it and just like on these projects, >> we're going to keep working at them. >> Thank you for letting me experience this. You didn't get that. >> I can't have those things. I know that is >> I did this last night. >> The table saw. >> Oh, yes. >> I was using my mouth. Sometimes I push it through. I was biting at it. >> Comes out. So I'll go ahead

081and continue as you are um leaving there. So um in summary um we always talk about who benefits from this and so first I just want to call out our native students. I think tonight you've heard lots of different examples around the different connections that Jason Martha um Angelina and then in the past um >> oh my goodness um have made with students and really just um making that connection and honoring their cultural identity. um they have a voice in school, they feel like they're seen and heard and it's it's also developing that cultural heritage that they might not be getting at home. And then Jason pointed out um the presentation that he did at Victor Falls. You could see in the picture and that's another illustration for all students. So it's not just native

082students. It's how are we enriching the history, knowledge, and the perspectives of native people with all of our students. And so, um, Jason and team are always gracious to jump in and we'll do those those types of supports that helps all of our students. And then also with all of our students, it is that sense time in memorial curriculum and other um and other curriculum needs. >> So, for staff, um, you know, it's working with with Jason, with other tribal members on training our staff and teaching our sense and memorial lessons to making sure that we're doing it in the right way and that we're honoring the teachings. um being um being sensitive when there could be bias in a classroom. And so um it's it's really prepping our teachers so that they're equipped to

083have conversations to lead things in the classroom. And then also with a staff when they have students in their classroom who are native, being able to build those relationships with with native families. And then the last one, the district and community. Um, I would say the last three years, the partnership with the tribe and doing tribal consultations, us getting together now is the furthest um that it's ever been. And it's it's tough work and it's good work. And that partnership will just have us just being able to do more and better things for students. And so um again, I think that very last bullet on there with theou, it's that emphasis that it's a shared responsibility for all of our students. It's not just, you know, Jason and Martha and Angelina, you know, they're the

084ones who need to work with our native students to get them across the stage and graduate as all of us own every single student. And so, it feels good to have that partnership. So, we always kind of start with our promise and end. And I think Jason and I kind of when we talked about it, move the equity slide to the end because this work really is around equity. It's making sure that our students who have native heritage that they feel like their culture is being honored, that we're eliminating any disparities that are out there, and that our students are graduating really feeling proud and that they have a future. And so that second picture down, um, you'll see a woman and a man. Um, that is Josh Gatos. He's a social studies teacher at

085Bonnie Lake High School. I had no idea that Josh had native heritage until Patricia Conway. She's a Pup tribe member. She's our educator kind of leader there. And she came in and spent an entire day, went to six different buildings, two high schools, two middle, two elementary, and just saw different um native teachings that were happening in our classrooms through sense time in memorial. And watching Jason and Patricia engage in a conversation. Seeing Patricia kneel down in front of students in the class and talking with them was so was in it was so precious. Um, in one of our elementary classrooms, uh, there was a kindergarten lesson happening and, um, they were showing a video of the PA tribe doing a drumming activity and one of the boys or one of the the men in

086the drumming had on a chief less less shirt. This little boy points up and he goes, "That's my school." And it was just one of those moments where you're like that that young man went away that day feeling seen. He just saw his tribe um, up on the screen. And so it's really um I think about that last thing on there. Equity isn't a goal of ours. It's a promise to our students. And how do we make sure that we're living that um every day? And I'm so grateful for Jason and Martha and Angelina um for you two for being here tonight and then the work that they do because without them um I don't know that we would be able to replicate the same thing without them, their passion, their heart, and being there

087for kids. So, in honor of the school board having us do this tonight, Jason helped pick out a book. Yay. And we purchased this book in honor of the activity that you did for each of our elementary libraries. So, thank you, Jason. This is not the first time Jason has recommended different books for us. So, that'll go in honor of all of you to our libraries. >> And so, with that, um, want to just see is there any questions from the board, um, around what you've seen tonight? Any other questions you might have? I like this was so thorough and you you really gave us a lot of information that I kind of had questions when I first >> looked at the slides, but you answered so much. You really gave us a lot of

088good information. >> Any questions? Anything else? >> Thank you for comments. >> What? >> Oh, thank you for the book. >> Yeah. Yeah. Thank you so much. I mean, I guess the only question I would have and and this is just a little bit. It was new to me. I had not heard of that phrase before, but the um >> the memorandum of understanding I like understand that a understand that a little bit more. Yeah, I don't I didn't haven't heard that. >> Basically contract I right says one side will do this and the other side will do this. >> Okay. Um, our understanding that the tribe is going to try to provide supports for um, specifically for thatou is the tribe is going to try to do these things and the districts all the

089districts of Pierce County will work with them to implement as best they can. And also that's if you notice that was a 10-year and so I think in the summer we met at the at chief leash we had a learning session for a day and we kind of picked just three of them to do at the for the first year or two because it's just so many um and I don't have them off top my head but there was three that they were going to try to focus on um to get started the more >> that's a pretty good start. >> Yeah. Yeah. So we kind of >> and the one time grad specialist is the first one and that's the one that Lory's working with the other superintendent kind of figuring out like what

090does it look like and then the person is hired by the tribe and then we don't know all the logistics yet around how the person will interact with students and that part will come out and as we kind >> I assumption it' be a tribal position and then they would just communicate with the >> I think there's about 12 school districts in Pierce County plus Federal Way because Federal Way is kind of right on the border there and so I think that person would work with the district and us is to see who their seniors are or high school students are and then try to support them. >> Another line of support. >> Thank you. presentation was so thorough that like Erin said as we got closer to the end and I was trying to

091think of any questions or comments you then covered all of them >> and I appreciated the kind of the candidness of what you had on the slide for areas and you know to grow for growth and I appreciated the transparency on that is it's always you don't always want to point out the negative but >> uh just knowing that for us as a board I think is um is very helpful. >> Yeah. And it's not to reflect on any person. I just go just saying it's like >> the more people if there's something we can do to figure out the best way to go forward from >> so this right here um kind of bu the medicine that we're doing here. I also like to watch those especially I question the high school kids. I

092like to talk to them about vision boards [clears throat] when they're when they're doing this. So they could, you know, I a lot of times people call them goals. I don't want to call them goals. I want to call them a vision. I want your vision. See, can you explain them different ways to that vision see that's just me? I um I think at the end >> really blessed when I first started teaching back in 1979 working with >> someone who does similar work to you two Erlang Ba >> and watching the impact yeah run high school and that and then moving over here and Martha and everyone um how important it is to the kids and to the families. Um, I know it's also chasing sometimes because you have to you have to they

093don't come to you like a classroom. You have to find them and and do those things. Um and then on a personal level uh I have a great grand niece grand niece who is uh native part native and uh over in another part of the state and she's gone through some things and the tribe has jumped in so much to help with the family and her specifically that uh uh it's just amazing how how people have wrapped their arms around and helped and to have that resource. So, thank you guys. I I I know specifically of some students who who have finished graduated or moved on to productive activities in their lives afterwards and because of the work they do with with you guys. >> Yeah, as you're talking about graduation, here's here's another one

094too to look forward to. Um, I had a student of mine that was at PLU and she went in to get a grant and she called me crying. I said, "What's the matter?" She says, "Well," she says, "I I feel like I'm not in need anymore." Like, "What do you mean?" Said, "Well, I went in to get a grant." And the lady when I left pretty much said, "Well, you don't look at me and I don't think you need something about getting that grant." >> So, I said, "What? What's his name?" right now for her. [laughter] >> And um I said, you know, I say I I just I had a question about one of my students, former students getting this grant. And I said she really felt like she walked out of here like

095she was no longer a native anymore and that she was discriminating against stuff. And she said, "Oh no, we can never do that." Well, I'm just going to let you know this is what was said and this is how she got. And she goes, "Well," and another thing was, "Well, why didn't what does she do on her reservation?" Well, not all kids are lucky like PES that live right next door on to the reservation. I said, "So, you know," I said, "She doesn't she can't." She said, "She doesn't drive." Um, she might now, I said, "But when she was growing up," I said, "Her her father did pass away when she was a junior in high school." I said, "But still, she shouldn't be discriminating against them because she doesn't live on her reservation and

096neighbor to get this grand." My student called me half an hour later said she got her. >> I know. >> Sorry. Good job. >> And I'm going to her wedding. >> It's exciting. >> She's already She's already graduated. She's a nurse. >> Full circle there. >> She was a nurse. Well, one of the things that I heard that I really love is that you're in the schools and you and that that this program happens in other districts where you're not where where there's not someone there in the school to get to know the students. I love that you're there to get to know them because I think that's really what that connection is really what's going to resonate and stay for long term, right? Like then it's more than just a lesson. It's a life,

097you know, something for life. And I think that's really great. >> You're going to body. >> Never kidding. I remember nobody maybe in the >> Yeah, I think it's And we also, like I said, we mentioned we honor them with the wrap them in a blanket and give them like a necklace and a I pick out this book that has uh 365 different native quotes for, you know, every day of the year. And when they find out they're getting a blanket, they start talking about it their freshman, junior, sophomore year. They're like because I'll see a picture from the guy getting one from the previous year and they're like, "Am I getting one of those?" I'm like, "Well, yeah. When you graduate?" I'm like, "Are you?" >> So, they like to um it's just the

098fact that again, a lot of our students are urban native kids who again, if they're not Puallup, they're not on their reservation a lot. They don't get a lot of those kind of uh ceremonies and events. And so, when they're like, "Oh, I get a blanket like I see other native people get." It's that gets them jazzed up. So, >> so um Jason has these at the Do you do this at the POW or is that just your branch of yours? >> The what? The blankets. >> Yeah. >> Or the sashes. >> The the blankets. >> Uh I do it at Well, we did at the POW Frank. We do it here at the last family night >> or the last day I see him at the high school. >> Okay. So, how many of

099you remember the Easter Seal Seminar? And when I was here and we used to it was at the pal who honor our native grades from some high school and college and different places around. So >> yeah that went on for like 10 years. >> Yeah. >> And then I left when you came back and had one >> I did two two of them but it was ended up being me doing the entire planning. I was like okay there was nobody help. >> Yeah. So he's ba actually of all people he told me you know what I don't have to plan a power because there's other powers I can guide you right they didn't come together I was like mantra mantra >> no power besides >> her twin sons they were >> that makes me feel

100>> yeah she was like it was funny we had to call her grandma from the get >> trying to like yeah >> and don't ever make her >> okay >> oh I used conferences to conference in San Diego >> and she was the one who rented the car. >> Oh yeah. >> So her me and one other person driving all over San Diego with this she probably what 70 at the time and I was like you want me to get it was amazing. >> She was great. >> I just want to like say again just special thank you to Jason and Martha for being here after they worked um all day >> and um and Jason too for his flexibility in the presentation. when Angelina was going to be here, you were going to learn

101about um a tradition of jingle dance. And so you were going to get to get up and experience um a jingle. >> We got >> So then Jason adjusted. >> I'm sorry. She wasn't here, but I'm >> You would You would have been doing a round dance. We would have had a jingle. She was gonna >> come back next year. Yeah, I see. >> I gratitude to Jason for the extra >> no cell phones allowed. >> Good job, Tom. >> Yeah. Well, thank you for having me. It's been a great partnership for 20 years and just enjoy the work. The work is just I mean, it sounds cliche, but it's so rewarding and it's just uh it's always great to share it with uh other people. So, >> learned a lot. a lot and thank

102you for what you do for the kids. >> I know the women out there myself should be coming today and saying something. Well, we should just let us into your classroom. We can Yeah. Great. I love how they're interactive. That's so neat. >> And um tomorrow I should have the Native American Heritage Month resources. There's like a letter that goes with it. I'll send it to Kelly and then she can send it out to principles. You can send it out to teachers, but it's just a just a bunch of resources on American Heritage Month. It's these uh in slide form on Canva. Canva, right? >> And so everybody can get those if they want to share them in their classroom. um just some other stuff that and announce facts that they can use in their

103announcements from so the reason it takes so long I try to do it for elementary middle and high school um kind of separated out for grade level appropriateness and um so that'll be out tomorrow. >> Okay. So I'm invited to come to our next gathering. So I know we're gonna have fried bread. >> Oh wow. >> And fried bread in December. >> It's December. That's good. >> That's always our most popular event. We get when I talk about Bonnie Lake High and maybe sometimes students not coming. Um when I when I put out the email says, "Oh, we're doing fade." It was I think it was December >> and there was like an extra seven or eight kids there that I never seen that I haven't seen since but they came to that one girl

104running start and she came to that and >> so yeah just you know food's always a good thing and and again with that I don't we don't just make fry bread. I do the lesson on the history of fry bread. So they have an understanding that where it comes from and you know it came from a place of um trauma and horror and they turned it into something, you know, that became a staple of um of our culture. So >> well thank you so much for being here and thank you for the time and effort that you put into making sure all our students are seen and capable. Is there any board discussion? Anybody wants to talk about got the state of the district tomorrow morning for those that are going to be able >>

105tomorrow. [laughter] What are we wearing tomorrow? >> It's okay. >> You know, I saw discussion hung up. I wear tonight. [laughter] >> You'll get it right tomorrow. >> All right. And I'll do I know we have this >> I think Lori has or I'm sure has something but we want to um do an exact session term is >> we typically do >> it would be an executive session it would just be like a study session >> yeah study study >> yes we typically do and I think more information will be coming on that but >> yeah always it's always a good opportunity for us talking what we're experiencing during the convention and that sort of thing. >> I just didn't know about anything. >> Yeah, sure. We'll post a notice in form and get lots

106of folks to sign. >> I think they work well with those commands. Is there anything that that we need to be thinking about for with the SNAP SNAP benefits being >> being non-existent for our kids? >> Yes, I would I would imagine there's probably some uh some people in the district that are already on top of that >> as much as as much as you can be given that situation. Um Marley, do you want to chime in? I think just you know the I want to be quick because of the hour but um Superintendent Dent maybe this was something in honor of your birthday today too but but you know if you guys birthday but um you know we love the Eisman family Dr. Donald Eisman and his wife Paula. And Paula Eisman today sent

107uh the Rotary Club a $2,000 check for us to use to help by Wick um clients and other clients um formula because there all the WIC programs are cut off. And right when I was going to email my team that they had that that donation, I opened up a request from a mom in our district who had a premature baby who needed formula at $40 a candy. she can't make it work on the SNAP benefit. That's I mean just when I was opening that up. So um I you know brings tears to my eyes. So So we've gotten the word out, lots of awareness. Um the counselors have worked together, created a flyer, we've blasted it out on district email, our Facebook pages, we're taking requests from families. Uh our food banks are amazing. uh

108Thursday night or afternoon at CFF um we're having Kelly Fremont from Good Roots Northwest come and talk about their food baked program, their food blocker program. So just at every turn right now, we're trying to pump up the volume on the available food resources and our community is basically reaching out to us saying what can do can we do? City of Summer just uh allocated $1,000 for us for the family center to buy emergency groceries for families. uh in that same situation. They walk in, they need food, they need diapers, and then by the next day, they get to a food bank. So, that's kind of and we're all ears for anything else we can be doing, but we're on it. >> I also just want to add that our schools, Ellie, McDaniel, and Steve

109Scholan checks with all of our schools. They're all doing food drives to support our food banks. >> So, remember that. And we're really encouraging families to fill up um the forms for free and reduced lunch. Even families that are on furlow, they've lost their jobs. um fill out the free and reduced lunch form. >> Yes. >> Do keep us posted. The longer this goes, the need will keep compounding. >> You know, I'll be up in front of you in about two weeks. So, absolutely. >> I hope it's over by then. >> The money won't probably be flowing by then. >> Yep. >> I do want to say one more thing before we um so Jason was saying it started in 1978. I am a 976 graduate summer high school. I started as a junior um

110working at daffodil for ESD. >> So dolphins. >> Yeah. I think they're dolphins. So anyway, so I would leave I would walk from the high school over to the to Daffodil and I would tutor Indian kids um over there. I had math and and reading. And then when I came back to work in 2000, no, 1998, I went back and I was tutoring their kids. >> Oh wow. >> Wow. [clears throat] socialing. >> Yeah. Well, I worked for the ESD there and yeah, >> that's great. >> Mar graduated, too. >> 1970. >> Graduated 76. >> 76. >> 36. >> All right. Any other topics? >> Thank you. >> Awesome. Well, thank you everybody for being here tonight, especially a long day. Thank you much. character represents