Introduction to YNTS

Yakama Nation Tribal School is a closely knit cultural community whose purpose is to encourage students’ personal growth and to inculcate Yakama cultural values in the lives of our Native students. The organization in this study is a BIE high school which is under the auspices of Yakama Nation. This is an eighth to twelfth grade inclusive, rural community tribal school of approximately 100 students.

Staff members are committed to a student-centered program with close, amicable staff relationships. Staff members provide for academic, social, spiritual, and physical needs of students.


Promoting and preserving the cultural values of its students as a primary aspect of the school mission. Connectedness and community are the themes of this organization. Its key values are exhibited in the lives of the staff and students whether on campus or in the community. Cultural values are the core of this organization.

Yakama culture socializes and reinforces values, such as achievement, tradition, individuality, team work and experience. The mission YNTS is to encourage quality learning experiences which support and encourage Native American cultural values and identity. These are the values which are of highest benefit in living successful, healthful, and satisfying lives in high school, later in institutions of higher learning, and finally in their chosen careers.

Narratives from YNTS staff affirm the family culture of the school with students volunteering to help one another in difficult situations. Stories also display staff confidence in student integrity and selflessness. There is a willingness to spotlight right decisions and mutual helpfulness. Staff communicate firm belief in capabilities of students. Commitment, compassion and genuine interest and support are evident in the staff members’ conscientious efforts on behalf of students.

In the first narrative one student who went to the Long House ceremony, was dancing in his socks. The principal called up culture teacher, to ask if she had some material for moccasins. After the culture teacher measured the material, the student made his own moccasins. Afterwards he was teased about making moccasins for others. The principal said, "This shows what our school community is all about ..helping each other." Afterwards the culture teacher cut ribbons for a ribbon shirt for the student who then proceeded to sew his own ribbon shirt as well. The result was a greater sense of accomplishment and self confidence as well as the personal support and care from school staff for student cultural involvement (Focus group, June 27, 20012).

In the second narrative, a senior student desired to make a wing dress. However, she proposed to sew the dress for another student, not herself. After she completed the wing dress, she gave it to someone else for a ceremonial feast. Months later the staff member saw the young girl wearing the wing dress while she was performing traditional dancing to entertain guests at a leadership academy. This gift will always remind her of the great kindness of the senior student who took time out of her schedule to help another student at the high school (Focus group, June 27, 2012).

A third staff member related that former students volunteered to sew wapes bags for our students' annual root digging field trip. Even though she was currently attending school, she displayed the thoughtfulness of the high school community of which she had been a part. The traditional wapes bags encouraged the students to participate in gathering roots for the traditional Elders’ Feast and to understand the importance of what they were doing for others (Focus group, June 27, 20012).The third staff member also mentioned that a significant part of our high school community are others who come to the school to participate in ceremonies, such as the Yakama Warriors, in our Veterans' Day Observances.

It has been a privilege to work with YNTS staff members. There is a level of trust and honesty in staff relationships that is a rare commodity. Parents and families anticipate a positive, affirming, culturally- based learning experience for their young people. Staff members in the high school have high regard for one another in the context of shared values and student-centered priorities.