A new Native American Education Program was created to provide Native American students and their families with a space where they can feel recognized, supported and connected to their culture. With a focus on cultural enrichment, academic support and community involvement, the program aims to bridge the gap between education and cultural identity.
The program was founded by Laurie Regalado, a member of the Confederated Tribes of Siletz. She has worked in education for many years and recognized the need for cultural representation within school.
“My involvement in the Native American Education Program reflects a deep connection to my heritage as a member of the Confederated Tribe of Siletz,” she said. “My experience in education has underscored the importance of creating spaces where Native American students and their families feel recognized and supported.”
She was inspired to start the program to ensure Native American students could engage with their heritage while receiving the resources they need to thrive academically. It provides students with opportunities to learn from elders, participate in cultural activities and build pride in their identity.

The program currently serves 26 students, with more expected to join in the coming months. It integrates cultural education with academic support, offering Native students the chance to connect with their heritage through activities like beading, crafting traditional items, and making ribbon skirts and shirts. Additionally, Regalado anticipates the program will foster pride in the students’ identity while offering a platform for academic growth. She aims to build lasting connections between the Native American community and the school district, ensuring students receive the support they need.
A positive response from parents, community members and the school district has helped the program grow steadily since its launch in early 2024. According to Regalado, families have been supportive, with many volunteering at cultural events and helping wherever needed. The strong backing from the community and school administration has been crucial in ensuring the success of the program, she said.
A core part of the program is its cultural events, which give students hands-on opportunities to engage with their heritage. At the end of the 2023–2024 school year, the program hosted a cultural night where students and their families made bone pipe necklaces together. As the 2024–2025 school year kicks off, the program hosted its first cultural night of the year, focused on making ribbon skirts and shirts.
Ribbon skirts, worn by Native women and girls, and ribbon shirts, typically worn by men, hold deep cultural significance in Native communities. These garments are often worn during powwows, ceremonies and other cultural events. The process of making these items is an important cultural skill, and is a way to connect with their ancestors and honor their heritage, Regalado said.
A $5,000 grant from Weyerhaeuser was recently awarded to help fund future cultural opportunities for students and their families. Local businesses also contributed to the program, with the Gillott Home Team and D Carmona Construction donating funds to produce shirts for students featuring a logo designed by a Native artist, and parents and community members have helped with the cultural nights and events
Cultural education is deeply personal for many involved in the program, particularly for its founder, who said she didn’t grow up with a strong connection to their heritage but later embraced it through family and tribal involvement.

Regalado’s daughters have all participated in the TYEE program, which provides Native youth with valuable work experience in the community. One of her daughters, Chloe, a sophomore, recently worked at the Siletz Summer Culture Camp for the first time. The camp is an annual event that brings the tribe together to learn traditional skills like making moccasins, crafting drum kits and beading. The camp culminates in a salmon dinner, offering participants a way to celebrate their culture and connect with their community.
There are plans for more cultural activities, including observing Orange Shirt Day at the end of September. The day is dedicated to raising awareness about the impact of residential schools on Indigenous communities and reflects the program’s commitment to fostering greater cultural awareness and reconciliation. The program will continue to focus on integrating cultural activities into the students’ academic lives, ensuring that they have both the resources and the cultural grounding they need to succeed.

Additionally, the program is part of the broader Native American Indian Education Title VI initiative, which is funded under the Indian Education Act. This federal program provides resources for Native American and Alaska Native students, supporting their academic achievement and promoting cultural enrichment. The Title VI program in Oregon is expected to help Native students thrive in public schools while maintaining a connection to their cultural identity.
The involvement of the community in the Native American Education Program is key to its success, Regalado said. Cultural preservation and academic support are enhanced when the community participates in cultural events and educational planning. The program’s leadership emphasizes the importance of collaboration between schools, families and tribes, noting that this collective effort strengthens the cultural and academic success of Native students.
As the program continues to grow, Regalado’s focus remains on empowering Native students and creating a lasting impact on the broader community.
“I’m dedicated to making this program successful because I believe it’s about more than just cultural education – it’s about empowering students and creating a lasting impact on the community,” Regalado said, “Native American students deserve the opportunity to thrive both academically and personally, and through this program, I want to ensure they have the resources and support to do just that. It’s important for me to give and honor our traditions while also fostering a greater sense of cultural awareness and inclusion in the broader school district.”