By Pat Jenkins The Dispatch As the manager of the Native American Education Program for the Eatonville School District, Dorothy Apple oversees its efforts to strengthen the cultural and educational opportunities for students with Native American heritage. From cultural art projects to study groups and career fairs, the federal-funded program helps the students "improve and grow and make better decisions about the things they involve themselves in," said Apple, herself a participant in such a program when she was a high school student. In an effort, as Apple described, "to help our community be aware of it and understand it better," she conducted a question-and-answer session with The Dispatch.
How long has the program existed in the Eatonville district? Apple: The Native American Education Program/Title VII is in its second year in Eatonville. The program has been in existence since 1972. The 1972 Indian Education Act was the landmark legislation establishing a comprehensive approach to meeting the unique needs of American Indian and Alaska Native students.
What are the goals or mission of the program? Apple: The goal is to build relationships with and supports for our Native American/Alaska Native students within the public school system. There has been a lot of research conducted on culturally based education and the success native students have within a system that supports their culture. Many of our native students do not have a cultural connection to their tribe or culture, so this program may be their only link to that. Building a positive self-esteem and self-image within our native students, teaching them the positive side of pride in who they are, guiding them to make good choices for their life and providing them a cultural connection to the native culture through learning of native history, cultural activities and events strengthens their self-image and school connection. It also provides a positive connection to something that helps them improve and grow and make better decisions about the things they involve themselves in. I follow them K-12. The way Title VII was explained to me over 20 years ago is that this is a very small piece of the treaties/trust that was promised to American Indian/Alaska Native tribes to educate our children in exchange for the lands and resources that were signed over.
How many students are served, and at what grade levels? Apple: At this time we have about 38 students whose parents have enrolled them in the program. There are about 25 more students enrolled in the district as Native American/Alaska Native but not yet enrolled in the program, and as I have learned from experience, there will be many who have native heritage and will self-identify. Parents can enroll their native student by completing a 506 form, which is the enrollment form for the program and available through their child's school office, or they can contact me directly (360-879-1200, dorothy_apple@eatonville.wednet.edu). The program serves K-12 students and their families. This is a formula grant, funded on how many students are enrolled in the program. It is an ongoing process for me, as I not only provide the services, but I also write the grant and constantly work at getting the 506 forms filled out. The grant has opened for the 2016-17 school year as of Jan.25. I did a mailing to parents the week we came back from Christmas break, and I am hoping they will complete the forms and mail them back.
In which tribes do Eatonville students have heritage? Apple: Our program is inter-tribal. We serve all American Indian/Alaska Native students and have several tribes represented within our community.
What are some of the activities for cultural living that are unique to this program? Apple: It provides a cultural connection to their native culture. Providing services and information on programs for native students and their families that are unique to them. Referrals to tribal health services and community resources within the native community. Right now in the elementary grades, we are learning about the Coastal Indians, which is a large geographical area covering Alaska, British Columbia, Washington, Oregon and northern California. We are talking about cedar and the major contribution to daily life it was and how it is still used. In the middle school, we are meeting during lunch time every other week and learning to weave doing a project using recycled colored telephone wire and turning it into a basket. At the high school, I am supporting students with native scholarships and educational opportunities unique to native students at colleges, supporting them in their educational goals and occasionally guidance on accessing or connecting to the programs within their own tribes. I am also a good listener.
How many teachers or other staff members are involved in the program? Apple: The program has one employee, me. At this time the program funds me to work one day a week GÇô Tuesdays from 8 to 2 p.m. I am still learning about the Eatonville school community. I have met a few parents who are excited and supportive of having this program for their kids. I have met a few staff here who have been great and helpful. (District) superintendent Krestin Bahr is very supportive of this program and was a major factor in making this program available to our students and their families. The other four days of the week I work in the White River School District as their Native American Education Program manager, where I have served for the last 21-plus years.
The program receives federal funding through an annual grant. How does the district go about qualifying for the grant? Apple: Any school district, public, private or tribal, that has 10 or more Native American/Alaska Native students currently enrolled can apply for the Title VII Indian Education Grant. As I mentioned earlier, I am already working on next year's, 2016-17 grant. The federal register opens the grant application process a year ahead, so while we are implementing the current grant, writing the grant for the following year is happening and has to be completed within their timeline. The grant is done in three parts, and Part 1 is open now. Part 1 is the most important part because it is the funding source part where we have to put in our numbers, how many students are enrolled in our program within a 30 day period. This count will determine our funding for next year and it cannot be increased until the following year's new grant process. It is very important that parents fill out the 506 form(s) for their children and return them to me as soon as possible, because this is our funding source for this program. I have sent home a letter to parents explaining the program along with a 506 form and directions on how to fill it out and a self-addressed, stamped envelope to return it to me. The 506 form in filled out once and is good the students' entire school career in this district. I have also provided my contact information if they have questions filling out the 506 form or need other help. To qualify for the Native American Education Program, the student does not need to be registered with their tribe nor have a certain blood quantum. They can be in the process of registering with their tribe, have a parent or grandparent or great-grandparent who may have been registered. One does need to know the name of the tribe they have heritage in. I can help with addresses for tribes, I have a listing. This is a great program for our students. I participated in this program when I was in high school, and though it has changed through the years, the goal has always remained the same GÇô to support our native children in their educational goals and help them achieve the goal of graduation and make plans for a future, whether it be college, trade school, apprenticeship or employment. I follow the students from kindergarten to graduation. I have attended college graduations, weddings and still hear from students I have worked with in the past. One of my former students will be performing the marriage ceremony for my youngest son and his bride to be this spring. Since I started working in this community, a few have expressed some concern about this program singling out our native youth, exposing them within their community. I know that some of this is a result of the historical trauma that American Indians have experienced, the reservations, boarding schools and the urban removal acts and concern about discrimination that still occurs today. In all my years of work and even being a participant in high school, I have never experienced a child feeling singled out in a negative way. This program and I strive to celebrate and acknowledge our native children and their heritage, help them to feel proud of who they are, that they can succeed and accomplish the dreams they have for their life. Now how can that be a bad thing?
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