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1st Interview- Male Admin
4th grade moved- to White Swan, WA. Lived at the end of freeway on tribal land behind the house. This was a hard transition and not having friends and not knowing the curriculum at school.

Math teacher put him in front of class and he couldn’t do what was being asked for the math problem. Didn’t understand (not at that level). Remembers crying in class. Didn’t feel safe and  was unsettling at this school.

Remembers thinking that money was a concern.

Moved to Yakima for High School. Mom had him start at West Valley for High School. School felt very Cliquish.

In the summer he played sports, but when school started it wasn’t the same. Kids went back to their cliques. He felt isolated and didn’t fit in. This was uncomfortable.

Ate lunch w/diff kids everyday.

Told mom he hated the school.

Offered drugs at back of class. Sat in the back.

Can see how people look for other students to influence.

Kids doing drugs- looking for others.

2nd Interview- White Woman SLP

Didn’t know about Poverty levels. I was a poor kid. But did not know it. Got 2 pairs of shoes and that is just the way that it was.

Elem- there was a mix of students and across the street from elem. there was low income housing.

I remember watching a dad hitting a kid. Told the teacher and we got in trouble for watching.

Parents had to drive kids to school. Lived in the country. No busing for kinder. After kinder there was busing.

Remembers brother was being abused by a teacher in 2nd grade. Mom realized it and felt really bad.

You knew what would happen if you didn’t behave in school. The principals could swat you.

Bus driver- sister got suspended from riding the bus in kinder. Driver picked on her for no reason. This driver targeted kids.

In Jr. High- told that she was stupid. Got a D. 2 teachers were predators. 2 men. “You’re not smart enough to be in this classroom” 7-9th grade. Felt relieved to get out of that room. Counselors-- teachers noticed.

3rd Interview- Mexican Male, Para and Parent of Child in District
At 12 years old dad brought us to the US. Crossed to border. Got caught 2 times. 3rd time were able to pass.

School was hard. Harder than here. Freshman are already looking into career.

No time to do homework. No time to do this. Teachers would hit the kids on the hands for not passing or doing homework with a ruler. The kids chose the branch for the teacher to hit.

Communication was missing with the parents to help the students. They only met to give the grades. Middle of school year or the end. Not a lot of support for the students.

Pay the bills. Dad was the only one working. 10 kids, mom, dad, grandma, grandpa and 2 kids. They all went back to Mexico. The 3 oldest brothers stayed when the rest of the family went to Mexico

4th Interview- Family Support Specialist Hispanic Female
Started working at 8 years old . Was taught that  “When you hear the whistle blowing you run to the bus if you’re under 13 years old and grab the little ones and help them to run to the bus---the bus would take them out for ice cream.” This was done so they wouldn’t get caught working as children on the field.

11year olds-

People in suits would come to the camps and interview the kids. 10 cabins. White man in a suit- asked her if she spoke English. When do you go to school? The man said aren’t you Mexican.

Went to Oregon to work with potatoes.

15 years old helping to support the family and the younger siblings.

18 years old when dad passed away.

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I felt welcome and safe in my community.

We were a farm working/agricultural community and there was value and interest in community.

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It was at the Junior High and High School level that I started to see preference for white kids. (athletes)

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Interview #2 Hispanic community stakeholder

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Interview #2 Hispanic community stakeholder

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Interview #4 Hispanic community stakeholder 

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Interview #4 Hispanic community stakeholder 

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Interview #2 Hispanic community stakeholder

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Interview #2 Hispanic community stakeholder

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Things were a challenge back then, we came to a very different country, with a different society, culturally it was also very different; impacted the food, and especially the language. For me it felt as if I had travel to Mars. I could not communicate with anyone that was not Hispanic, that was very frustrating.

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There was help getting me translators at the school.

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Schools did not reach out to my family except for newsletters.

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For me it was very easy, but for my sister it was hard, so I helped her and I defended because we suffered a lot of harassment and we were victims of many ridicules for that.
Vacations they took us out of school to take us to Mexico.
I felt more closely to people of color, I feel empathy for those who suffered the discrimitation and racism as me.

Mom did what she could, because she knew that education was important and that is why she took us,
Mis padres encouraged us to learn a lot and learn English quickly.
I felt part of the community when I was in high school. I started to get involved in sport and politician topics.
Now  more awareness of what is needed for children in schools.
Hoping that pepope to coming together to improve school systems where we support each other to be a community.
Now are organization working to improve Family Engagement equitable for all.

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were no Latino families and no Spanish was spoken.

We suffered a lot of racism, a lot of discrimination, and we seemed invisible.

My parents did not speak English, my father did not go to school and my mother studied until the fourth year of elementary schoo.

Missdiagnosis they enrolled us in a class / speech therapy.

no resources to support families or students who spoke English and felt invisible, we had to assimilate into the United States system

difficult for my mother to participate in education

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moved with my grandparents to another place where there was school from about 8 - until I finished elementary school. 
working when I was in fourth or fifth grade to buy school supplies. I could work and study until I finished high school.
Here children have transportation, food and all the resources and facilities compared to the ones I never had. I volunteered with my children schools being part of the school community where my son was.

in Yakima I felt more like in my environment,
group of parents
good was intention on the part of the staff, offer support to parents.

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Interview #4 Hispanic community stakeholder

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Interview #4 Hispanic community stakeholder

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Things have not changed very much in the lower valley in the last years. Hispanic students continue experiencing the same challenges, low academic performance and no expectations after graduation (if they graduate)

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Interview #2 - Hispanic Student and Mother (33)

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Interview #2 - Hispanic Student and Mother (33)

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Interview #2 - Hispanic Student and Parent (33)

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Interview #2 - Hispanic Student and Parent (33)

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4th Interview - Hispanic Student and Father (34)

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4th Interview - Hispanic Student and Father (34)

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Going to private school, there was a lot of rich people, a lot of doctors, people in the community that have power and authority but their kids would go there too. You know, and I made friends with them and their parents made friends with my parents but we didn't really feel that they thought less of us or not included us in certain activities that took place …being from a low income that my parents were farmworkers.

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•	No school in my rancheria 
•	Never had representation of my family in school.
•	I never really identified with them because where I was born and grew up there were very few neighbors, it was a very rural area
•	Didn't speak a language other than English.
•	Lack of information and their great ignorance, they did not believe that school was important for survival.
•	Are families who want to participate but do not know how to do it and they are also very intimidated

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Our first struggle was the language. I lacked confidence and I had low grades. College was not in the horizon

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Grew up in a farm working family. Attended Head Start and my parents were involved in the family events. Head Start provided opportunities for my parents to engage in their own on-going education.

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Interview 3: Elem. Teacher Biracial Woman

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Interview 3: Elem. Teacher Biracial Woman

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I knew that my grandparents did the best that they could with what they had. They loved and cared for us like their own.

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I appreciate my family and how much they want me to succeed and have more for myself than what they had.

I have a lot of mentors in my life that are around when I need them. Doing sports and hanging around kids that do good helps me stay out of trouble.

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No negative comments

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Counselor- told her--- you should just quit school and go get your GED. She said “no!" Counselor said, "I’m calling your dad right now." Student answered--- “I’m graduating.” It was important to her to graduate.  She was walking home and crying. Dad went to the school for a meeting. Was honest to dad that she was disrespectful to counselor in her response. Never spoke to her again and graduated from high school. 

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Counselor- told her--- you should just quit school and go get your GED. She said “no!" Counselor said, "I’m calling your dad right now." Student answered--- “I’m graduating.” It was important to her to graduate.  She was walking home and crying. Dad went to the school for a meeting. Was honest to dad that she was disrespectful to counselor in her response. Never spoke to her again and graduated from high school. 

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A 7 year old boy was going across the street with his sister from one field to another field where they  were working. There were two cars racing on the street that day. The sister made it across. The boy died that day. She stated after this tragic incident Child Labor Laws had started to take place.

Drugs, alcohol

Family issues- 12 in the household. Oldest brother- ran away and sister did too. They did finish school.

2 bedroom house with one bedroom.

5 girls slept  in one bedroom and 5 boys slept in the other room.

Dad and mom went to parent/teacher conferences. Don’t remember them going to sport functions. They went to the boys sports, but not the girls.

High School---  teachers were good. Except for 1 (computers- he had his favorites). He treated the jocks/cheerleaders better.

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7th grade teacher Mr.---- wrote a letter to her. This letter inspired her to graduate. J was determined and student that would set a goal and reach it. Gave her very encouraging words.

Principal in HS had empathy for the kids and helped to make it possible for them. He reached out to students to help them graduate.

At Grangier- during Asparagus the nuns would come. They would play games, give little rosaries. Prizes if they remembered scripture.

Mom took the family to church every Sunday when they weren’t working in the fields.

Home visitors came to the camps. Taught mom how to make different food. Taught her parenting skills.

School was great. Had speech therapy from Kinder-5th grade. Loved school. The teachers were wonderful. Taught her how to love to read. 5th grade. Taught the girls how to value themselves and love themselves. She really impacted them. Teachers spoke English which was fine.

Parents- Education was very important to her family. All siblings graduated.

Highlight as a migrant family- the bus would come out to the camps----30-40famiies in a camp. It was a book bus and they could check out the books for a week. J loved this.

Nothing really missing from Elem. School. Principal walked around every day and checked on kids to see how everyone was doing. He always wore a suit. Very professional.

Received a box of commodities- dry milk, cheese, rice, flour, sugar, pasta, peanut butter- the truck drove into the camps and dropped off a box to each family. Mom would make delicious meals with it.

Good community--- HOPS was a good thing. Hops festival,

Hay bales community  farming day. Parade carnival. Make a castle out of hay bales. Gave as a sense of belonging.

Movie nights at the park, dinner in the park.

Plant a seed of community and sense of belonging and safety. Encourage families to join.

3rd-7th grade summer school program was provided and they went on field trips. Cooking, sewing, math, history, reading for kids whose parents worked during the summer. If it wasn’t for school, we would have been messed up.

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3rd interview - Female Caucasian Admin & Parent 

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3rd interview - Female Caucasian Admin & Parent 

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3rd interview - Female Caucasian Admin & Parent

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3rd interview - Female Caucasian Admin & Parent

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Interview #10 White school staff (LGBTQ+ community)

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Interview #10 White school staff (LGBTQ+ community)

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Interview #10 White school staff (LGBTQ+ community)

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Interview #10 White school staff (LGBTQ+ community)

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They would send letters, texts, phone calls and the kids, they started running them on a new platform, Microsoft teams. So communication then was kind of all over the place cuz it wasn't one channel of communicating. So we were lost at first trying to keep up with everything going. Some stuff would show up on Microsoft Teams, some stuff would show up on Class Dojo and sometimes we would get letters in the mail. So it was all very confusing at first but now the school has strictly gone with Class Dojo.

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1st Interview- Native American Male, Admin
Great memories walking 8 blocks to school and back. It was a different time. Lived in

Albuquerque, New Mexico- strong Native influence.

School was important to attend.

Teachers were compassionate and caring. Best experience of schooling was in the early years.

2nd Interview- White Woman SLP
School felt like a welcoming place- teachers- acceptance.

Teachers built relationships with students.

Experience at school- don’t remember thinking someone was a different color. There were some black families. Never in my mind did I think you were a black family. We just were people.

Parents were not involved in PTA. They did what they could. If the school said they needed something, they would do what they could.

Had 6 kids. Get to school, do your job. Held accountable

The secretaries were sweet. Pretended to be sick one time and the secretary winked at mom when she was picked up from school. Mom made her stay in bed for the rest of the day.

3rd Interview- Mexican Male, Para and Parent of Child in District
Did a lot through church. Supported in that environment. Went to fiestas.

Fun in the neighborhood. Play in the streets. Box with each other.

Toppenish community- kids playing after school at the park, riding bikes. Go to friends house- wouldn’t see parents.

Friends would come to house and mom would feed them. Play at the park.

Church on Sunday- Catholic church.

Mom made sure they went to school- it was the priority.

There were school activities for festival days- 4th of July- the day of the flag- parade- dress up as soldier done for the community.

During school- get ready and dressed up. Get there and eat breakfast and lunch. Loved lunch time. Chocolate milk. Time with friends. Ate all his food.

Teachers- all Spanish classes when he first started. That was a good support for him. There were enough students to fill the classroom.

Teachers were good. Some Hispanic teachers and white teachers that spoke Spanish

Played sports- soccer and wrestling. Did what he needed to do to graduate. Knew he wasn’t going to College b/c he didn’t have the papers.

Teachers were good. He was a good student. There were 2 teachers- one was Native American- gave him a job to do gardening after school and he got paid. Another Hispanic teacher was there and he would talk with them whenever kids needed.

Toppenish- church- Friday night youth groups- hang out with friends. Hang out, stay out of trouble.

Sunday- church. Getting together. Dances Food gathering

4th Interview- Family Support Specialist Hispanic Female
Mabton. Farming community that was mostly made up of Caucasion. We were the minority. At 1 years old moved to Mabton- identifies Mexican-American.

Few big families- 7. They all spoke English, but spoke Sp at home with mom.

Were all US citizens.

Influx program for students

Worked all day and then went to school from 4-7pm. Started the program in Mabton and then Grangeview.

Nov. to March- went to school for 5 months.

Western- in Bellingham heard about the students and started to create packets of school work for the students to work on---English, Math. The students worked together on the packets. There was a man that would help them. The credits got sent home to help the students graduate from High School.

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Feels like a community that has very strong white power structure that wants to ignore and devalue anything that is non-white.

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Feels like a community that has very strong white power structure that wants to ignore and devalue anything that is non-white.

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Is there any American Indian historical education in the schools? How does this community reckon with its past?

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Is there any American Indian historical education in the schools? How does this community reckon with its past?

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Families are frustrated and don't always know how to communicate that or who to share their concerns with

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Families are frustrated and don't always know how to communicate that or who to share their concerns with

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Assess whether there has been authentic ways in which families have had the op. to share and educate decision makers

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Assess whether there has been authentic ways in which families have had the op. to share and educate decision makers

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Notice that a sense of belonging/exclusion 

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Notice that a sense of belonging/exclusion 