WHITE HOUSE TASK FORCE ON NEW AMERICANS EDUCATIONAL AND LINGUISTIC INTEGRATION WEBINAR SERIES 1

WHITE HOUSE TASK FORCE ON NEW AMERICANS

EDUCATIONAL AND LINGUISTIC INTEGRATION

WEBINAR SERIES

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The White House Task Force on New Americans

Strengthening Communities by Welcoming All Residents

A Federal Strategic Action Plan on Immigrant & Refugee Integration

Webinar #6 – Investing in Young Leaders Dial In: 1-877-917-1557 https://educate.webex.com/educate/j.php? MTID=md11518b90aa84a05fac30b4c35dd60f8 Audio passcode: 9012789

WEBINAR #6- INVESTING IN YOUNG LEADERS: SUPPORTING UNDOCUMENTED YOUTH

AGENDA Overview of the topic: Investing in Young

Leaders: Supporting Undocumented Youth U.S. Department of Education’s Resource Guide

Overview Including various perspectives and promising

practices from– A Student Perspective– A K-12 Teachers Perspective– A Higher Education Perspective– A Systems Perspective

Questions & Suggestions* Some of the panelists presenting during this webinar are not representatives of the U.S. Department of Education. The contents of their presentations represent their point of view and that of their organization.

Webinar #6 – Investing in Young Leaders Dial In: 1-877-917-1557 https://educate.webex.com/educate/j.php? MTID=md11518b90aa84a05fac30b4c35dd60f8 Audio passcode: 9012789 3

Kimoanh Nguyen-LamProgram Director

Office of English Language Acquisition

U.S. Department of Education

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PANELISTS

Kelly FitzpatrickPolicy Advisor

Office of Planning, Evaluation and Policy Development

U.S. Department of Education

Juliette HerreraTheDream.US ScholarMiami-Dade College


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PANELISTS

Jane SlaterTeacher

Sequoia High School

Nancy JodaitisAB540 Advisor

San Francisco State University

Michael Matsuda Superintendent

Anaheim Union High School District


INVESTING IN YOUNG LEADERS: SUPPORTING UNDOCUMENTED YOUTH

NOVEMBER 19, 2015

“America cannot lead in the 21st century unless we have the best educated, most competitive workforce in the world.”

“But the truth is, an education is about more than getting into a good college. It’s about more than getting a good job when you graduate. It’s about giving each and every one of us the chance to fulfill our promise, and to be the best version of ourselves we can be.”

—President Barack Obama


WHAT WE KNOW & WHERE WE NEED TO GO

All students need and deserve the opportunity to learn and to be successful.

We are facing a seminal moment in public education: for the first time in our nation’s history, America's public schools enroll a majority-minority student body. Our collective future depends on meeting the needs of all students—particularly those historically underserved and most vulnerable—better.

The U.S. Department of Education is working with states, systems, and leaders to raise standards across the Pre-K–12 spectrum; increase access to high-quality preschool; improve teaching; establish strong systems for technology and data; turn around persistently underachieving K-12 schools; and increase college access, affordability, quality, and completion.


FEDERAL PRIORITIES:EDUCATION REFORM EFFORTS IN PRESIDENT OBAMA’S

SECOND TERM

Access | Equity | Quality | OutcomesEarly childhood

Preschool-12 College Career

HHS Partnership

Preschool for All

K12: Implement Reforms1. Career & College Ready

Standards and Assessments

2. Teaching & Leadership3. Tech & Data4. Turnaround

Postsecondary• Access &

Affordability• Quality• Completion

College & CareerReadiness for All

Ladders of Opportunity

Immigration/DREAM Act

School/Community Safety and Climate

Research | Operations | Enforcement


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BY THE NUMBERS

Every year, 80,000 undocumented

youth turn 18 and 65,000 graduate from high

school.Only 5 to 10 percent

of undocumented HS graduates continue

their education and enroll in an institution of higher education, and far fewer successfully graduate

with a degree.

High School Diploma At-tainment

54%

82%

Undoc-umented YouthU.S.-Born Youth


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SUPPORTING THE SUCCESS OF UNDOCUMENTED STUDENTS


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RESOURCE GUIDE: OBJECTIVESTHE ROLE OF THE CARING ADULT

Help youth and families and support principals, teachers, counselors, school social workers, and campus advisors by:

– Providing key information and clarity about DACA

– Highlighting relevant civil rights guidance to follow

– Sharing tips and promising practices for high schools & colleges

– Clarifying non-citizen access to federal financial aid, and cataloging state aid policies and private scholarships

– Sharing existing resources for schools, IHEs, advocates and youth


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RESOURCE GUIDE: CONTENTS

We hope the Resource Guide can enhance State and local efforts to support undocumented students in high school and college. Please use and share it!

For access to the Guide and more resources for immigrant students, go the Department’s website:

http://www2.ed.gov/about/overview/focus/immigration-resources.html





2009 High School Graduation: 17 years old 2012 DACA Announcement :21 years

old

2014 First Day of College: 23 years old

DACAmented 101: My Story•Senior year marred with lack of information from administration which resulted in the subsequent “limbo” years.

• Due to legal status, lacked access to transportation and extra curricular activities.

• Any information they did have pertained to California residents, or Mexican Americans.

•Graduated with a 3.75 GPA & Honor Awards but without in state tuition or an SSN, ultimately slipped through the cracks.

•Feelings of shame, guilt, sadness, depression due to seemingly no ability to go to college.

•Being vigilant on social media ultimately became my best asset, as I was able to find out about real time scholarship opportunities and immigration updates.

College Years: The Dream.US•As a scholar with TheDream.US and an active college student, the dynamic has completely changed in a positive way!

• Aura of hope and positivity when information is more readily available.

• Academic advisor is aware of what DACA is and the nature of the scholarship.

• Online forum where we can connect with fellow scholars and dreamers to share tips, volunteer opportunities, and answer each other’s questions.

• Being connected to other scholars means knowing you’re not alone in the quest for higher education.

• Gaby Pacheco & the rest of TheDream.Us team actively engage with us and let us know about any changes we need to be aware of.

Why is the resource guide so valuable?• Access to information such as the resource guide should be

available at all institutions as it allows allies and students to change the narrative… from helplessness to advocacy!

• Many undocumented students are self motivated and want to go to school, as it’s part of the American Dream! All many of us need is just one doorway to open up!

• The earlier, the better! Students, allies, and family members can begin to prepare ahead of time when provided with information and all of the possible options with regards to obtaining higher education.

• In State Tuition Laws• Grants/Scholarships/Loans• States in surrounding areas that may offer more support.

• Undocumented youth might be scared. Revealing details about one’s legal status might be too uncomfortable for a young adult to do.

• Identify allies within the realm of school educators & administration early on.• Create safe havens for open discussions• This allows both students and families to feel comfortable disclosing information.• Allows parents to become more involved.

Recommendations:As the political climate becomes more polarized and politicians actively express their interest in harsher immigration laws, students might be more scared than ever to admit their status and ask for help.

• Creating safe havens within the school system is critical!

• Having select allies within school system understand the laws of DACA, TPS, migrants students, and any other undocumented youth.

• Having educators change the way they view undocumented students and allow for non traditional students to have help and access as well.

Our parents may only be able to come in for conferences at night or on the weekends and they may not speak English.

Many of us lack transportation options.Many of us work full time to help our households, even in

high school.Many of us want to be a part of local clubs and organizations

(HS and College) but we’re evening students.Ultimately…. Given the adequate resources, we’ll work harder

than any other group to achieve our goals!!!!

Create Open and Welcoming Environments The Sequoia Dream Club

• Started in 2008 with three students Support “pass the basket” fundraising

• Now about 30 students attend weekly meetings• Documented and undocumented mix• Active in school and community• Host big fundraising dinner• Host conference by student for students• Empowered studentsSpoken Word video

https://www.facebook.com/SequoiaHighSchoolDreamClub/videos/856785291055956/?video_source=pages_finch_main_video

Create Open and Welcoming Environments

• Visible support from staff and students• Posters• T-shirts• Attendance at events

Build Staff Capacity and Knowledge about Undocumented Youth

• Secure administrative support• Club members present to staff • Outside agencies present to staff about

immigration law• Invite staff to attend at annual fundraiser• Actively recruit students for Dream Club

through staff network (AVID teachers, Guidance, etc.)

Share Information and Resources with Youth and Families

• Host DACA clinics• Host financial aid night in Spanish for Spanish

speaking families• Target key staff members who serve as resources

to students and educate them on the issues (Ex: Guidance, College Counselor, AVID team etc)

• Naviance scholarship page• Special tab just for scholarships open to

undocumented students• Dream Club Facebook page:Sequoia Dream Club facebook page

https://www.facebook.com/SequoiaHighSchoolDreamClub/



Actively Engage Families and Community Organizations

• E4FC• Immigrant Youth Action Team• Other organizations that work with youth

like• Boys and Girls Club• Upward Bound• Community College Groups

• Invite and encourage documented students and their families to attend events

NANCY JODAITIS

AB 540 & Undocumented Student AdvisorDream Act CoordinatorFinancial Aid Counselor

San Francisco State University

IMPORTANCE OF SUPPORTING UNDOCUMENTED STUDENTS

• Issue Of Social Justice & Educational Equity • Need of Educated, Culturally Competent Workforce• Civil Rights Issue of Our Time• Institutional Policies Determine Access

SUPPORTING UNDOCUMENTED STUDENTS AT SF STATE

• Openly Communicate and Demonstrate Support

• Identify Pathways for Undocumented Students• Support Student Organizing and Leadership• Develop and Share Specialized Knowledge • Seek to Create Safe Spaces on Campus • Identify AB 540 Advisors & Allies

• Don't Wait For Students To Self Identify• Seek Connections With Other Educators • Start Where You Are:

Foundational, Emerging, Comprehensive• Use the Tool Kit From unitedwedream.org• Build Opportunities for Undocumented Students into Institutional Materials, Vocabulary and Practices

RECOMMENDATIONS FOR EDUCATORS

HOW CAN DEPARTMENT OF EDUCATION RESOURCE GUIDE BE HELPFUL?

• Connects You To Leading Research and Best Practices

• Concise Overview of State and Federal Policies • Clear Steps of How To Get Started • Value of Being Able To Reference the Department

Of Education

What are your core beliefs about undocumented students?

Change the culture-staff (admin/certificated/classified), students, parents, community

Create “systemness” around support for marginalized students including Mckinney-Vento homeless, foster youth, Long Term English Learners, Undocumented DACA

Systemness involves connecting the dots between undocumented students/classroom teacher/counselors/school site/parent training/district resources including social workers/community resources including non-profit organizations and churches/mosques/temples.

Changing culture cont’dDestigmatize undocumented Institute mentoring opportunities. At

AUHSD, we have corporate/community mentors as well as peer to peer mentoring at several of our schools. Anaheim HS BROS has mentors at every UC and CSU as well.

Parent Learning Walks-parents invited into classroom to see “4 Cs” in action. Parents see kids doing rigorous projects collaboratively and leave with fewer stereotypes about students

Hire and train for “Growth” mindset

Recruit administrators, counselors and teachers who are advocates for all students, especially those who are marginalized (roses in concrete).

Raise awareness about “school to prison” pipeline and train staff in restorative practices.

Understand who Long Term English Learners are and focus on literacy across curriculum in First, Best, Instructional practices.

Develop relationships with local community colleges and higher ed

Most DACA students likely to attend community colleges

Develop opportunities to obtain college credit. AUHSD has 1 unit counseling 50 matriculation class with Fullerton College where students can learn about support for DACA and AB 540 (California support for undocumented)

Celebrate accomplishments as students find their voice and identity.

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JOIN US FOR THE WEBINAR SERIESEDUCATIONAL AND LINGUISTIC INTEGRATION

Pathways to Postsecondary Education and Career Training Success – December 17th @ 2pm

• Some dates and times may be subject to change• This webinar will be archived at http://

www2.ed.gov/about/offices/list/oela/webinars/new-americans/index.html

http://www2.ed.gov/about/offices/list/oela/webinars/new-americans/index.html

http://www2.ed.gov/about/offices/list/oela/webinars/new-americans/index.html

Questions? Suggestions?

SPECIAL THANKS

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Documents

WHITE HOUSE TASK FORCE ON NEW AMERICANS EDUCATIONAL AND LINGUISTIC INTEGRATION WEBINAR SERIES 1