SUQUAMISH — To some, a conversation over dinner may be simple, but for the North Kitsap School District and the Suquamish and Port Gamble S’Klallam tribal councils, the symbolism of such a discussion is enormous.
On March 15, the Suquamish Tribe welcomed all parties involved in the education of tribal students to Kiana Lodge for the annual meeting between the NKSD and the tribal councils. The purpose of the yearly gathering is to review federal impact aid funds, which are distributed to the district based on the number of students who live on federal land — including tribal reservations.
But this year, in line with the past few years, the conversation went beyond the numbers and into the structure of the district and tribal entities’ collaboration. And, more importantly, how it can be enhanced.
Currently, in accordance with House Bill 1495, tribal committees around Washington state are developing curriculum for what should be taught in public schools about their respective cultures, said Jill Metcalf, education director for the Port Gamble S’Klallam Tribe.
And as that process continues, so do the few Native American culture programs — like elementary level canoe curriculum — in place at NKSD schools.
Even larger than curriculum — both ends of the discussion agreed — it’s a positive atmosphere and encouraging actions in the learning environment that guide students to success.
Metcalf said for tribal students, living on the reservation and then going to school can be like “completely different worlds” in both learning styles and overall environment. Bridging that gap it requires understanding and encouragement between both the school and the student, she said.
“It takes collaboration from all of us to do that,” NKSD assistant director of teaching and learning Dixie Husser. And results from the past few years of NKSD/tribal communication are starting to show up on Native American students’ WASL scores, she said.
“Relationships are built over time. Communication and trust are built over time,” Husser said. “We had been struggling for a while and obviously for everyone, perseverance, tenacity and continuing to focus on student needs has paid off.”
In addition to the cultural elementary curriculum in two schools, there is also strong communication between the tribal education departments and the administration of both North End junior highs. And at the high school level, annual opportunity fairs are helping to let students know what education they’ll need to be successful later in life.
That thought is what those involved in the March 15 meeting pondered. Following the annual business three questions were posed: What makes a Native American student successful? What is needed to make this vision a reality? How can those involved collaboratively achieve that?
“It was gratifying because this year … the S’Klallam rep (Metcalf) said we need to do this again soon, not in year,” Husser said. “That was the key piece.”
A subcommittee has already formed, looking to schedule another meeting between the tribal and district councils. The date and time have yet to be set.
