Welcome to the Hoquiam School District's Title VI Native Education Program Page!
The Title VI Native Education Program is in place to support students who are American Indian or Alaska Native. In order to qualify for program services your student must be an enrolled member of a federally recognized or state recognized tribe OR have a parent or grandparent that is enrolled. If your child is a member of a terminated tribe or otherwise organized Native group, further documentation is required to determine eligibility. Every child who is interested in participating in the program must have a Title VI 506 Form on file with the district Native Education Liaison whose office is located on the second floor of the library at the high school. The 506 Form can be downloaded from this site, please see PDF file attachment below.
What is Title VI?
This legislation calls for culturally responsive teaching and learning services that supplement and enrich the regular school program. Title VI requires that grantees identify goals or "objectives" for their local project that are (1) based on a needs assessment and (2) developed in an open consultation with parents, teachers, and representatives of Native tribes. Local project objectives could include, for example, increasing American Indian and Alaska Native students' academic achievement, knowledge of cultural identity and awareness, and school attendance.This program provides support in:
- Supplementing existing student support programs and qualifying students for specialized academic services
- Non-academic support to students, staff who support Native students, and families of Native students (e.g.... placement support, transfers, truancy, discipline, accessing behavioral/mental health and chemical dependency support specifically for American Indian/Alaska Native people)
- Post-secondary (college)/career guidance
- Culturally responsive leadership and education development within the current school curriculum
- Coordinating and implementing programs and activities to increase awareness and instill pride in American Indian history, traditions, and culture
Indian Parent Committee
An important component of this program is the Indian Parent Committee or IPC. For Native Education formula grants it is required that the program be developed and approved by a parent committee. This must include parents and family members of eligible Native children enrolled in the district. For more detailed information on the IPC please download the PDF attached below.
For any questions or general concerns about the program please contact the district's Native Education Coordinator Sandy Ruiz via phone at (360) 538-8409 or by email at email@example.com
"What should it matter if one bowl is dark and the other pale, if each is of good design and serves its purpose well?" -Hopi
Group Lessons at HMS
Starting this year I have been given the opportunity to meet with students currently enrolled in the Native Education Program once a week on Thursday mornings during their homeroom period. I will be taking this time to have cultural and interactive lessons with the students, allowing them a chance to get to know me as well as providing some much needed context on the Native perspective and experience, both past and present. Lessons will resume on Oct. 7th after students have returned to school.
2021 Native American College Fair
The 2021 Native American College Fair will provide information regarding colleges, universities, financial aid opportunities, and pre-college programs, as well as videos from current Native college students and professionals, and a panel on food sovereignty & sustainability.
New Library Books!!
I have been working on the project of updating the books for our Native students in each of our school libraries since last year. In collaboration with QIN, the program was able to purchase over one hundred new books, all from the Native perspective and by Native authors. I'm very proud to say these books will be in the libraries this year. I'd like to thank Sarah Livingston of our local Timberland Library branch and Tashia Arnold of QIN, for their help and support in this effort.