Hillsboro Native American/Alaska Native parent advisory outlines programs, enrollment challenges and May 3 powwow

The Hillsboro School District’s Native American and Alaska Native Parent Advisory Committee presented district board members with a summary of cultural programming, outreach partnerships and barriers that are limiting student identification and participation.

Committee members described youth programs run over the past year — drum and flute instruction, regalia/ribbon sewing classes, STEM “Makey Makey” sessions, youth movement trips and a community powwow — and said those activities are intended to give Native students a place to learn cultural practices and build identity. The committee said some classes (drumming, beadwork and regalia-making) and school assemblies were held at district high schools with student performances and guest dancers from the community.

Why it matters: Advisory members said culturally specific programming supports student belonging and can link students to larger post‑secondary communities. Staff and parents urged the district to treat the Title VI coordinator work as substantive, noting the current position is a 0.2 FTE and that the workload — outreach, grant writing, school supports and attendance at IEP meetings — exceeds that time.

Key details and outreach - Committee leaders said the advisory currently represents families from roughly 48 tribes and runs events in partnership with Beaverton School District, Forest Grove and Pacific University. Jenny Sanchez was identified as a longtime Title VI coordinator in Beaverton who has supported Hillsboro’s work through cross-district collaboration. - The committee reported a drop on some district reporting forms (they cited one count “down to 113” on a particular form) but also said “over 200” students in the district have tribal identification or tribal community connections; the advisory explained counts can differ because tribal ID documentation is often hard for families to obtain. - The committee highlighted a plan to participate in Pacific University’s powwow on May 3 with a 1 p.m. grand entry to honor graduates, two grand entries and Aztec dancers, plus vendors.

Barriers to enrollment/identification Committee members told the board that obtaining tribal identification can take months or longer and that some families have had names changed through adoptions or boarding‑school histories, complicating verification. Advisory speakers said successful verification often depends on having someone in the district who can do outreach, build trust, and liaise with tribal enrollment offices — a role the committee said should be supported with time and resources.

Partnerships and funding Members described past grant support (regional ESD, Washington County and local private donations) that funded events, STEM classes and a book fair featuring Native authors. They said some funding and ESD support has lapsed and emphasized reliance on community partners and small grants (PLC groups, donations) to provide blankets, graduation gifts and materials.

Board reaction and next steps Board members and administrators thanked the committee and asked how student input is collected; presenters said outreach methods include surveys, monthly meetings and working with school staff (activities directors, grad coaches) but that direct student response has been limited. District staff said the Equity, Access and Advisory (EAE) team provides family outreach liaisons to help with targeted engagement.

The committee asked the district to consider more staffing/time for the Title VI coordinator role and to continue coordination with neighboring districts and ESDs to avoid duplicating services and to expand opportunities for students.

Speakers quoted in this report spoke during the presentation and public response portion of the March work session.