Hello, on behalf of American Federation of Teachers, I want to welcome you all to tonight's webinar on what every teacher should know about serving immigrant origin students and my name is Dina Donaldson. I am the Community Schools in early childhood education point person for a FT. I also have the pleasure of being your moderator tonight and before we dive into our woman. I wanna take a moment to thank today's virtual conference sponsor. That is the Carnegie Museum of Natural History, Carnegie Museum of Natural History offers educational support through resource materials, virtual and in person and programs, as well as teacher loyalty passes. If you'd like to know more about the Carnegie Museum of Natural History, you can do so by clicking on their logo on the right hand side of your screen. And we truly do appreciate your support. Now I'm going to play a very short video so you know how our webinars work. Stay tuned. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today. And what interests you about this particular topic? In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. Alright, and here is a sample poll. They were mentioning. You have to give up one food for a year. Which is it right? This is not fair looking at this list, but you guys please select an answer on your slide and hit the submit button for us. I don't know. I love this is a hard. This is a hard set of choices here for a whole year. Everybody, just. Couple more seconds here. Make sure everybody can find it and know how to use it. If you have any questions or problems accessing pools, please let us know. Alright, we have over half responding. Let's see what you guys picked and tacos. Alright wow, I don't know. I love some tacos but hey I get it. Those are hard choices. So now it is my pleasure to be able to introduce our wonderful presenter for tonight. Mr Adam Strom, director of the Reimagine in Migration organization. Adam, thanks welcome. Thank you for being here. Thanks so much and thank you all for being here. This. It's already nice to see if a couple familiar names in the chat so I am a. I'm going to introduce you to two reimagining migrations work, but as I do that, one of the things I want to do is start us off really by thinking about immigrant kids the the title of the webinar is really it's my intent to think about like what is it that every educator should know about serving immigrant origin kids, and I think it's it's interesting. So I saw there's a few folks who are yelled teachers, right? So El teachers sometimes. We step back and think beyond language acquisition, but think for a lot of content. Teachers a lot of school faculty there. There is really no professional development on on serving immigrant origin kids so I. I will do my best to introduce that tonight, so I'm hoping you all can see my first slide and just as a background reimagining, migration's mission is to advance the education well being of immigrant origin youth and what we're doing is we're using that as an entry point to think about. How do we decrease bias and hatred against all young people with diverse origins and and then with content, how do we help rising generations develop the understanding and empathy necessary to build and sustain welcoming? In inclusive communities, bottom line is that we believe every child has a right to an inclusive education where all young people, regardless of their migration histories, statuses etc, feel a sense of belonging. Alright, so let me take you into that. How did how did the heck do you do that? So? So the the really four pieces to our work number one is that we believe it's essential that we start to. Raise awareness of some of the issues and I'll do that tonight with some data and some evidence about immigrant origin. Kids lives. Second, is we really want to start. We think about how do we change the education ecosystem so we prioritize immigrant origin kids and I'll give you some numbers later so I won't share that now. Do professional development obviously educate the educators and empower immigrant origin kids so that those are the four pieces of our work. Be in touch. We'd love to be around and get to know you all better. We're actually going to have a summer seminar face to face in Boston, MA, about the same time the Afd actually just a little before the FT is having their their annual conference in Boston. So y'all jump in the chat on this when you think of immigrant origin children and youth who and what comes to mind is like to see what what y'all start to think about in the chat. And if you're watching this live. I mean, if you're watching this later, just think about that for a second in your head. Who and what comes to mind? I don't see an answer. So thanks. And let me let me just tell you that if you do some if you when we at least our read is it talking to people, it seems like three groups come to mind for people a lot, right? There's the stories of refugees, right? Refugee students come to mind. There were. About 46,000 refugees came to the country in 2021. I see people talking about Yale students, Afghan students, so right a lot of those Afghan students were refugee kids. Right and and Corey talked about English learners who make up about 10% of all school age students, and that number is rising, so some people. It's interesting, right? There's a split here. People are thinking about refugees. Or refugees or English learners? Christy, I think that's I love what you just said by cultural. Diverse, right? And Lisa saying from outside of the United States. Diane sitting in mid Western mass are seeing increasing number of kids from Guatemala. It's really true, right? And and. English is often their third language. Not not often the first or second, so some people also end up thinking about unaccompanied minor children like, though that the stories of kids getting separated from families at the border became the story a few years ago. But it's actually interesting if we think about these kids right that really diverse range of kids. They're all all of them are. On their way to different statuses in the United States and a different status will impact the way the kids see themselves. The way that they're perceived by others, and the stresses in their lives, right? So you know, when people with precarious status is right there, unaccompanied minors, they come in there, there, you know, their legal status is unclear. Kids on DACA, right? It's been unclear as their their status has been battled around in the court the last few years. Asylum seekers, right there, their cases. Haven't been completed right to the refugee status. It's not. It's not been accepted yet, right? So it's a very precarious place. And then, of course, people you know who are temporary protection, right? That that stuff can be taken away all of the time. So think about what does it mean to go through world with either yourself or people in your household with these very, very precarious statuses. And you know refugees too, right? There's it's still an uncertain. Amount of money. It's an uncertain place, right? Regardless of whether you're fully documented and well, the second generation has birthright citizenship right there. They are citizens, but it does not mean everybody in their household shares its status, and that starts to influence the stresses of people's lives. And I'm talking about folks who are, you know, who are who who've come. You know, with all kinds of you, know legal means to the United States. It's still a fairly fairly precarious. Time as people are moving towards a green card moving towards citizenship. So I'm just interested from y'all like what percentage of students do you think in the US have an immigrant parent? That's that's our poll. What percentage of students? Do you think? Have an immigrant parent. So jump in and tell me what you think. It could be I would do the jeopardy theme song here. A joke too many people have probably made. Looking at all these different numbers, flashing in the chat. So. Here's where y'all are. Here's where y'all are voting, and I will say that 51.6% of you are dead on. Right? It's yeah, Lisa's point is an interesting one. All of us, except for maybe Native American full, and you know. And people who are who are forced to migrate, right? The difference between folks who've been forced into migration, so I've written immigration, which is, we think of as a voluntary piece. Again, a refugee is in some ways many refugees have been forced or displaced from their homes, but yes, so 51.6% of kids, 51.6% of you are correct that 27%. Of kids in US schools. Having immigrant parents and it's really growing in in a lot of different schools, it's important to note that those kids are. Those kids are highly diverse, but recognize that about 87% of them are recognized as people of color in the way that we think about these identities. In the United States. So really, you know, overlapping identities, right? And as I said, they're they're highly diverse. They're highly diverse in the countries of origin. They're highly diverse, racially, ethnically, in the languages that are spoken at home. I love that somebody pointed out that you know, for a lot of the kids who are coming from Guatemala, right? A lot of the kids are coming from Guatemala. Their first language may not be Spanish, their second language, maybe Spanish or or they may have not learned Spanish and and may need language services in the US to help you know with indigenous. Language is so very, a lot of diversity in the languages spoken at home and then so social economically right there, there's a tremendous diversity in parental education, parental wealth and income in the work that they have and in their religious identities. And so I think it's important not to think that there's a single story of an immigrant child. And why does that matter? Because all of these factors influence kind of the the. The way that people responded to in the world and the privileges that they have to exist through exist through the world right off and in the neighborhoods that folks arrive in. So these highly highly diverse communities. Yet if you think big picture right and do some generalizations here. But what if some of the shared and unique challenges that immigrant origin youth face and have overlapping with their peers with from other marginalized groups so often? Not always, there's a there's. And economic status that's less well off. Often, but not always. There is a parental education and work conditions are tougher, right? Kids, parents may not have had the same amount of education in the work. In the work, conditions may not actually make them available right to to to. So when a school calls, they may not be on the telephone. And then there's this racialization right kids and immigrant kids. As I pointed out, 87% of them are perceived as kids of color, and there's that racialization that is part of the United. The experience in the United States. What's unique. Diane's point is really important and I and I will get to the family separation issue in a second. Actually, it's you know, my colleague is done a tremendous amount of work on family separation issues, and it's often family said, well, I'll get there. I'll hold on. So what's unique to the immigrant Experience language acquisition challenges are different than with their other marginalized peers. The stresses and traumas of acculturation and often generational gaps in acculturation, right? And how much you know you you're perceived as fitting in, right? There's growing xenophobia in the United States and in people seem to seem to act like some of this. Xenophobia is actually a political point of view, and we have to be really clear when xenophobia is xenophobia. And that's not a legitimate political position to not like. You know people because they're from a particular background and we as educators need to respond to that right newcomer status right in the accompanying social and emotional challenges of being that newcomer. I've been a newcomer in a school, but I haven't been an immigrant in my school with all these other issues. And then for some kids, these challenges of undocumented status or the undocumented status of their parents. People talk about this is living in a mixed family home. So. It's a reminder where y'all paying attention. So what percentage of these kids are English English learners? Poll #2. What do you think? In Ding Ding, Ding Ding. Alright, let me go and see what you got. So 20%. 10% you guys are not taking the not taking the edges right? So turns out it's about 10 percent 10% of. Kids in the US schools are recognized as English learners. Now. If you remember before. I said that 27%. Of kids. Or immigrant origin. So who's paying attention to the other 17%? Think about your own school. Who recognized it? That is that these are kids may be going through some of the challenges. The challenges that we just pointed out, right? A lot of you know if your L teachers are often sensitive to these issues, but if you're in mainstream classes, who's paying attention in India, folks who are teaching the social studies guys say history 'cause the math guys. Have they been attuned to this in in their own professional learning? So both data and funding to support immigrant students and schools is targeted for English learners. But I think maybe my biggest take home point tonight is that the children of immigrants are much more than English learners. They're often viewed through it with the deficit bias and counter xenophobia and racism. Right? In in Racialization we need to be paying attention to these kids. So you know we've been having a conversation. I think a really important conversation, a racial reckoning conversation in the United States about our history. But as I said to 8787% of these immigrant kids are people of color. So where are they from? Well, they're from all over the place or from Asia. They're from Latin America. They're from the Caribbean. They're from Africa. Latinx Hispanic folks are about 50% of the immigrant population. 2/3 of them are first or second generation, but there's another third that's been in the country, often for a long time. Asians right now are making about 31% of the immigrant population. The number of newcomer Asians is higher in the country right now than it is of folks from next background and the black immigrant population is growing a lot. I I should say, it's also important to think about the differences in in time that people have been in the country. 80% of Asians are first or second generation. So the black population is about 10% of the immigrant population. It's growing now, actually, about 10% of the black population. RR is immigrant. But you know, about 20% are first or second generation. And thinking about what are, what are the challenges of acculturation look like. So I thought I would get slow this down and think about what you know from a kids perspective, what are they? What are they working on, right? So they're learning the lay of the new land. That means learning the language. That means learning cultural practices, right? And it may be one thing to have a formal language acquisition, and it's another to have an informal language acquisition. You know folks who are El teachers know that kids are often able to speak English much quicker than they are to learn academic English, which my colleague Corolla Suarez. Costco rebound today. It takes about seven years. Those cultural practices and are a big deal. Big difference is my wife's family is from Ecuador. We we talk about just even in the differences in expectations about what time you show up for dinner, right? My family's been told you get to dinner right on time in Ecuador that would have been rude. Though family, there's also differences in acculturation gaps within families, right? So that's by generation by amount, by exposure, how much time you're working in the United States? Are you exposed to people whose first culture first language is from the United States? So it's important to recognize also that while kids are learning language, there's also sometimes all a loss of language, right? I've talked to many immigrant origin kids who really mourn the loss of their first language as they've integrated into the United States. I pointed out the difference between English conversation versus academic language, and, you know, language is an important thing, right? It's essential for continuity in families, right? And it's also. It's often also really affirming one's identity, so while we while we really want young kids to learn English, we need to be. We need to be careful not to discourage them to lose the language of their their heritage. At the same time. There's a lot of attention last couple years around stresses and traumas, especially when we're focusing on the refugee population. It's important to recognize that those stresses and traumas take place at different parts of peoples migration experience. Sometimes it's the reason why people were forced out of their home. Sometimes it's happened during the voyage. And sometimes those stresses and traumas are post migratory. Maybe result of xenophobia may be about experiences as families. You know, one family member has not gone as part of the migration journey. So think about those stresses and traumas that are in kids lives. Right, so those family separations that I think it was Diane mentioned earlier. Sometimes those separations have happened before migration where one parent has decided to stay or two parents have sometimes decided to stay with unaccompanied migrant minors now or more. More frequently, though, it's one parent has decided to stay right, and then there's the voyage. Right, you know. Unfortunately you hear stories of families being forced to separate along the voyage. For I mean I, I'm sure you all have heard stories. And then there's the stories about post migratory. The image here is of a family member very much like in the book Efren divided by Ernesto. A family member who who is Den doesn't have regularized status. Being deported and taken away. So think about what does it mean to be separated from your family as part of the migration experience even before it was policy to separate families a few years ago. Well over 50% of kids are separated from their family at some point during their migration experience. I talked to you about, you know the undocumented and mixed status kits, so think about it this way. There there are about 5.3 million unauthorized kids or living with at least one parent who have an unauthorized status. And again, the vast vast majority of these kids are their citizens, but the other people in their household may not be. And details matter. People who overstay visas are much more the case than people who are going you know, across a border without documentation many have Mexican or Central American or Latin American origins, but not all of them, and so I'd be careful with you. Know your assumptions right. People arrive from all different parts of the globe. Right, so imagine what it's like to live with the constant fear of somebody being. Taken away. Again, that the book effort divided, I cannot speak highly enough. It's a wonderful book you should use in your classes if you have kind of middle school or is a middle school literature. We did a study guide for it. I'm very proud of it. I'm gonna go over this quickly, but if you just think about like what are the, what are the developmental you know? Milestones and kids lives from academic progress and social relationships to learning to participate in society as a as a civic agent. Yes, Efren divided exactly you got it. Christy admit chat and if you search reimagining migration, Efren divided. You'll find this study guide right away. So what you know, those are big milestones right working towards career. Yes, a friend divided is the title so adjust but and so how do you adjust you adjust through your physical well being your psychological well being and you you learn to modulate risk behaviors. But immigrant kids have some other tasks and other milestones that language completion learning competency in the host culture. Learning to maintain the home culture and language. When you maybe acculturating at the same time, forming positive identity, often in the face of xenophobia, developing a sense of belonging. And these dual a pieces of belonging and the the ability, and I think a brilliant thing that immigrant kids do is they're often the bridges of cultures between the. You know the the old World and the New world, right? Or between their families world and the and the other? So I think it's again thinking of an ecological perspective on these kids lives. What are some of the forces that are shaping their lives? You know, from the conversation about politics and immigration that is part of the world that it's a they play. It plays a big factor and how immigrant kids see themselves and they often don't have a chance to speak back to that right. They're just taking in and and if you ask immigrant kids what societies think of them, the answers are often not goodbye colleagues. Corolla and Marcelo Suarez Orozco did a survey, a fill in the blank and they asked immigrant kids. Most Americans think that people from my country are acts, and the numbers were overwhelmingly negative. So as educators, what are we doing to help them create a positive identity? So again, this social. The racialization xenophobia leads to a real sense of social exclusion and in a real question in who's got my back? As educators, I plead with you. Be the one that they know had to has their back right. Human beings need to belong to social groups. This is Maslow. We've all seen Maslow's hierarchy sometime in our lives, right? Self belonging is right there as a real important stage in feeling safe and leading to kind of self actualization. So we need to move from this idea that kids immigrant kids we gotta just teach them language, right? Really important really, really really important. But let's think about the assets that have immigrated. Kids bring with them, right? So again, this is studies done by folks at UCLA and and my colleagues. Again, I keep on mentioning him. Corolla, Marcelo Suarez Orozco. But what they found is that immigrant kids have tremendous optimism entering schools. They they come from families that really speak powerfully about the importance of work. The values of education. And ironically it despite the family separation stories, people immigrant families come from relatively cohesive family so. Even if one parent is not there, you know that that larger family family unit becomes really important. The the other thing that's really important to think about is what are the advantages of bilingualism? We don't talk about this very much, but think about if you're can speak two languages. The role that you play in your family communication. It changes the role you can play in a workplace right? Especially and I I I don't know how many kitchens I've worked in over my life in my life, and the folks who are bilingual or the folks who have tremendous advantages over other workers. And it turns out there's also some social and emotional advantages, because kids learn how to code switch differently. And that means also how to emotionally cult switch and culturally code switch. So they learn how to how what appropriate behavior in different situations and how, when when you one shifts within the language you use and the way you respond to people. So there's some real cognitive flexibility and perspective taking that actually comes with being bilingual, and it's something that we should be celebrating. So we I won't go over this deeply, but it's really important. Interesting to hear what immigrant origin folks think of when when they talk about the values of their home community versus the United States. I'll just do this quickly. They you know, people think that in the United States they believe that the United States independence is valued. Wealth is valued. Freedom is valued. Opportunities valued. Look at what immigrant origin kids say. About their own country of origin. What's valued. Independent maybe, but look at the role of family responsibility. 76% of them site that or the religion and faith and spirituality or helping and serving others didn't appear right and look at when it comes to immigrant kids. 41% of them talk about the importance of being in serving others. How amazing, right? How amazing and looking at. Family respect and responsibility. About 50% of them. So we it's really important to recognize the values that kids bring with them. Schools have a fantastic ability to be a lever of change and really help young people. Acculturate socialize and great asset. Get a sense of belonging and we need to be intentional about it. They're the initial space of contact for newcomers. That's this is where they really learn to interact with kids from the dominant culture, right? It's a real problem when anti immigrant hate is really cascading into schools. I I've shared the numbers on previous webinars that I've done, but about 68% of white majority schools have talked about anti immigrant incidents in their schools. People believe researchers believe the numbers are much much higher. Yet at their best. Schools can help students reach their potential in three different ways, and we need to be intentional about thinking of them that way. Through their educational attainment through developing a sense of social belonging and through their civic participation in helping nurture their civic agency and the new community. So they recognize that they can make a difference in the world is not just happening to them, which can sometimes feel that way for, I think, for a lot of us. So what do we know about schools and immigrant kids? We know that there's some schools are really wonderful places for them. Others are really not. We do know that often immigrant students, especially newcomers or isolated. From their native born peers. We know that educators often don't really understand the immigrant kids. They're often report, really not. Getting them right and they they they may like them. A lot of teachers say I really like those kids, but it turns out they often have rather low expectations. People are making assumptions based on accents, right? Instead of. Instead of actually understanding the kids academic potential, I taught a girl from Brazil who once told me she said in in high school in Brazil. I was reading philosophy here. They're giving me Jack and Jill books. Right, think about how are you going to engage kids because kids are bright, they don't want to be talked down to. They may. Educators have a limited understanding of the social and emotional challenges immigrants are facing. This really troubles me that many educators express a real poor opinion of immigrant parents. You know, often it's so they're not responding. When I call or email, not understanding some of the challenges that that family members are facing. So. I love I love educators. My job is working with educators, but it's not been part of our professional development to work and understand immigrant origin kids. So think about how much professional development you've had. That's really intentionally trying to help you understand immigrant kids lies. Right when if you've been to a PD that helps you recognize that immigrant kids are much more than English learners, when have we been thinking about how kind of a whole child and a social emotional approach might help immigrant kids find their ways in a in a school, right? Or when our educators taught in ways to teach about migration, so we recognize that bridge building that some of you talked about at the very beginning. You know that it's it's a migration is a common story. It's a through line of the story of the United States for sure. Right, so when do we learn about this? When when are we thinking about? How do we create educational settings that reflect cultural experience to help people foster connections across difference and manage difficult conversations about different identities, cultures, and sometimes around the politics of immigration? Good civic education means, not ducking. Sometimes these very hard conversations. So how we how we modeling that? One thing that I find deeply, deeply troubling is it over about five years. Immigrant origin kids actually 54% of them actually go through academic decline, which means it's like the exact opposite. Of what we would want to see. The exact opposite. 54% begin to decline. Only 30, but is it only 38? Excuse me I'm getting my numbers wrong. Only 11% start to approve. And only 24% of these kids are at a real high high performers all across the bat, so something's wrong when kids are disengaging the longer that we've that we've, they've been in the US classrooms. So what's the impact of this educational equity and these numbers are hard to track, but about 60% of English learners don't graduate high school. This impacts health, Wellness, future educational opportunities, employment prospects. So. You know, over your lifetime kids who are pushed out or drop out of school, or 200 more percent more likely to live in poverty. 300% more likely to be unemployed or in $1,000,000 less than their college. Educated peers are more likely to be arrested and have a 10 year shorter life expectancy than those who graduate high school. What's challenging right now is we're we're likely to be taking in more refugee kids and, nationally, what we've learned is that a lot of the older high school, older refugee kids are discouraged. And Neil saying 60% of graduation rate rate is high, it's true, but it's about a 20% differential between those who are. We're not English learners. I'm not blaming the kids by the way. Right, I'm saying that this is a result of educational inequity. So what I would say, you know explaining is that it's more older. Refugees come into schools, they're often discouraged. Actually, from entering school later in their high school career. So that means that they don't actually ever go to go to high schools. There's a really wonderful book called the school I Deserve by Joan Napolitano, where she writes about that experience. I Christy exactly right, but immigrant kids get the support they need and they succeed at higher rates than the rest of the population. Absolutely, absolutely. So that's what I'm. That's what I want to talk about in the last couple of minutes, so I want to just give you kind of five things that I think that you can do. That'll make a real difference. They deserve much more time than I'm going to give in the next few minutes, but at least you can get a hint at it. So one big most important thing you can do is build a trusting relationship with your immigrant kid. Know them as people, people, not just learners, right. Invite them to share their stories. They want to share their stories and especially great when you can have them do it with immigrant kids. Share their stories of migration with newcomers, but do it in an equitable way so these kids are not on display. We've created it. Re imagining a really. A really lovely. Material exercise called moving stories. If you go to our website, you can download moving start the moving story study guide and it's a chance for people to interview each other about their migration stories and what you find is kids start to build common ground around these things. The other thing I think it's important for you to start to think about and kids actually love doing this themselves is to start thinking about how do you map the ecology of their lives. What are the factors that are influencing the world around them? Help kids. Can help yourself start to understand, understand this work so starting to think about how they're how they're, who's in their family, and their neighborhood, what's going on and politically in the world around them. I'm going to skip over this quickly though, just so I don't spend a zillion years on this too. I need to back up. This is my big point tonight. Ensure safety and inclusion. Who are the in and out groups at schools? What are the ways that kids are defining who's we and whose are they? Sometimes it's even within immigrant communities themselves. I used to teach Mexican American kids and the kids from Oaxaca were not as well accepted as a kid from other parts of the country, right, but that that was also different than the way that the kids who were, you know, white presenting responded to other kids. Notice away in this is troubling, but notice away, but that both students and faculty talk about and respond to immigrants and people are perceived as newcomers. A lot of anti immigrant incidents. Are actually sparked intentionally and unintentionally, by the way that educators respond to immigrant kids. So that means you need to intervene. Write the number one you know insult over the last couple of years. Bullying insult according to the Southern Poverty Law Center, is teaching. Learning for justice was build the wall right or speak your own language. So think about how can you intervene when you start to hear that language. 82% of administrators in US schools were talking about just discriminatory remarks about other racial kids. The thing is, the thing I want to point out is that only 36% of white majority schools actually communicated about the need to tolerate or respect immigrant origin kids. Only 36% hear it again, only 36% communicated about the need to tolerate or respect immigrant kids when they talked about issues of race, it's. About 80% of people were communicating about the need to respect people tolerate of different race. This has to change or else our climate is not going to change. Think about surveying students and staff. How much do you know about your students and their sense of belonging? We're we're doing a new study with youth. Truth of really redone at climate survey. So to really capture what immigrant kids are thinking as compared to their peers, we're going to do round two in the fall. Stay in touch with us because we're actually going to make this available for free for about 25 to 35 schools in the fall. The youth truth is truth is amazing in the the report is powerful. But even if you don't use, that will make the questions available on our website, so you can do your own version of it. Make the diversity of your building visible. Think about the ways that your school does or does not embrace and honor the diversity of languages, identities and families in New York school community. Think about what are the rituals and the routines and the rhetoric you use and how much is that. Valuing again the different identities in your school? Where are you displaying messages of inclusion in the hallways and public spaces? The last time I gave a presentation like this, the best, it just made me smile. A teacher the very next day, got her her group of 11 year olds and they all just simply made signs in multiple languages and greeted to everybody at the door with signs in multiple languages at the front of the building was the sweetest pictures to these kids. Think about what that means. When you may be in a climate where you're not sure that you belong. It may feel like a small thing, but I promise you it's a big one. We've created a culturally responsive sponsor of teaching checklist so you can start to think about where do the voices in your own curriculum and think about. How do you respond? How do you embrace the diverse identities in your curriculum? Is it just like a contributions approach and we celebrate a few holidays? Are we recognizing that multicultural content, concepts and themes are really belong in my lessons? Do we actually? Look at. Issues from multiple points of view, representing again these perspectives of different groups around the issues in our curriculum and when do we actually let's students think about important social issues and actually begin to think about ways that they can take action and solve them because? These are all ways of being culturally responsive, but there are ways to do it in a in a way that feels like it's not just a token story, but something that you really embraced that you've again you've your. You've broken down the walls between. The newcomers identities and what we talk about and we teach about in our school. So think about do I recognize my students identities as an asset. That's downloadable for free on our website, and I guess the last thing two two things. It's really important to set high expectations and deepen learning. Opportunities I mentioned the story about the kid from Brazil who was like Oh my God, Jack and Jill Box. She was. She was so frustrated. So think about what are the things that you can do to build long lasting habits of perspective taking. We've identified if you go to Reimaginings website, we've identified five really key dispositions for learning in the world. On the move, we think about those as. Perspective taking skills helping students develop inquiry skills. Helping students develop and recognize inequities in similarities and differences between experiences and then that ability to take action when they've recognized in inequity. Also, I think it's really important to teach about migration and immigration and not just to the immigrant kids actually to everybody. It is the throughline of the history of the United States. Migration is also kind of the at the cutting edge of science, right? For folks who are who are interested in teach about DNA, right? What we're learning through the new studies in DNA is that migration is migration histories are written into our genetics, right? You can follow, you know, ancestry through through people DNA. The story of my family, we, we laugh about we. We always thought about ourselves as Eastern European Jews until we did a test and it turned out that part of our family migrated through the Punjab. Never thought about it as part of our identity, but it's a reminder that the cultural stories we pass on or a few 100 years old, we have much deeper histories that often are much deeper migration stories. So and then again also. That's the deep history. Also, think about how we can find a way to talk about some of these difficult political challenges. Or you know that are civic issues around migration because immigrant kids can be bridge builders between communities. And it's a really powerful role that they can play. So I've said this. They're more than English learners. I talked about the perspectives we we have a framework for teaching about migration through our learning art. You can find it. I'll drop the the link in the chat, which is a series of it's a series of questions that we use to help people develop curriculum to thinking about issues of migration. And here it is in the chat. That everything so I just interested before I go and wrap up really does your school. Teach about the role of migration and social studies class. Do you teach stories of migration and language arts classes? Do you have rituals that honor the diversity of your students, identities and cultures? Just interested? Check all that apply. In the poll. Give you like a minute. We'll go back to the jeopardy theme song. Judy. OK, I lied down to full moon. So it's nice to see that a lot of schools have rituals that honor the diversity of students identities. It's really important, right? It's really, really important, you know, but but look at that. Less than half of you are in schools that teach stories about migration in language arts classes less than half of you thinking about it in the social studies class. I don't know how we teach history. Without teaching stories of migration. Right, we are. We are a world on the move and we have been really forever. The stories of migration are the stories of the great literature of the United States. No, who's ever read the house on Mango Street, right? You know these. These are the books that I think give the United States energy. So think about teaching about migration also in in in ways that language arts teachers do often so very well. Think about how, when you're teaching an older story of migration, right? Think about it. As that should that Linda that was a pull back there I can go. You can go back. But think about it as a window, right? It could be a window into a new world. Right or it could be a mirror? Write a mirror in which students see themselves so you know one of the things I've. I've really enjoyed the last couple of years. I have these wonderful letters that were written by Jewish immigrants at the turn of the 20th century or another set of letters written by Irish immigrants during the famine. I love teaching those stories to newcomers. I love teaching them to newcomers because they see themselves in those stories, so we need to slow down and allow kids to do that right? Or how do we go backwards from the stories of immigrant kids lives today to some of our some of our histories that were, you know, from years and years before my family came to the United States and 1911, right? So how do I recognize my identity in relationship to? There's we should think about how we're building those bridges. One of the great civic stories, the last couple of years is the story of. You know immigrant communities mobilizing maybe maybe one of the most important regardless of your politics. Maybe one of the most important stories of civic activism. The last couple of years is a DACA movement. So how do we teach civics without thinking about the stories and the contributions of immigrant communities first or or second generation? And I guess. The last point I want to make tonight is that we could learn and grow right. Our kids may not be the kids that we had the first couple years when we were teaching. But part of our job as an educator is to serve the students in front of them. Right, so how do we learn with my with our all of our colleagues to support the social and emotional and academic needs of all of our students? You know, I think a lot about this metaphor. My my colleague Corolla Suarez Orozco is a gardener. I am not. She talks a lot about plants and she said, you know plants are going to thrive if somebody is going to water the soil. If there's nutrients in the soil, but they're going to wither. If somebody doesn't take care of it. If there's no nutrients in the soil, educators are the caretakers. So that's my challenge to you is to be a caretaker for immigrant kids. I'm going to stop and talk, and Dean's right. Do you have any questions Jack drop them in the Q&A widget? And kids, I'd love to hear what you're thinking about. So jumping in with a question. Nothing. Well, I hope that's a sign that there's a lot to think about. I appreciate you all so much for spending. So far 50 minutes with me. Thanks so much. Adam, I do want to say like I have a quick one that you may be able to address and that is so much of this seems like things we might need to do in terms of helping our peers and our colleagues to also recognize the importance around this. How we maybe started that conversation like from 1 colleague to another server. Thing I would do, that's a great question. I don't think that's a. It's a really important question, but it's part. It's empowering right? It recognizes that we may know something that other people don't know, so that's a useful thing. But it's hard when I would start to think about. With administrators what are the professional development opportunities that are being created throughout the year and think about how do we find time out time on that calendar? So what are the you know? What are the institutional supports that that we have? How do we talk to district leaders as well? I think that this is something that people would be interested in participating in, but it's not stuff that most people think about. So I am I'm always around. Also the folks that reimagining migration and we have tools that we can give you. So if you know if you're looking for what? What are some topics that we need to be discussing? Water, water. We actually are creating a whole series of 15 minute on demand webinars and that we can you you can use as a professional development. Starter so, but I think it's important to. To talk to administrators first. No, I agree and I appreciate so much. It looks like you might be getting a couple of requests to come out and speak at schools, so just so that you're aware down in the chat. My email is adam@reimaginingmigration.org. I'm gonna do. I'm gonna do that here and some of that we can do in zoom we lot we'd love to. Be professional development on the run this issue. This is our path. This is what our this is. What our passion. Is I love working with kids but y'all are that y'all are had the ones with the authentic relationships we're the outsiders right so? You you are the folks with power and and make it tremendous. You know this, but you make a tremendous difference in these kids lives. Well just want to say thank you so so very much for being here tonight and also want to thank everybody in the audience. You do have any questions that we didn't get to smell. We missed anything. Please feel free to still drop them in the Q&A. We can always pass them along. Oops, looks like we got one last one is like how could you? How could this matter be addressed to administrators? Some of what we were getting at earlier. Yeah, I mean I that's great, great, great great great question right? So I I think one of the things that that there is there is increased attention to school climate issues. And to me, I think one of the most powerful ways to address this is through questions of school climate, right? You know, it's the the the some of the statistics I think are useful that to to suggest with folks that we I am concerned that there are rising number of anti immigrant incidents in X community or as one way or to get at it another is I tried to. I tried to share some academic stuff stories with you. That there is a difference in the. In the graduation rate about a 20% difference in the graduation rate between English learners and and folks who are in kind of in the mainstream classes. So how do we? How do we start to think about that? I'm going to jump into Corey's question, which I just saw. So, so think of it so about the the question of school climate and safety and academic performance. These are things that administrators should be caring about, right? Recognizing that immigrant kids are in all classes, 10% of kids are English learners at 727% of the kids are of immigrant origin, right? So who's? Who's got those other 17% on their on their minds? So Loyola says that she wants to. She said, how do you not put kids on display? I think it's really, really important as we think about integrating immigrant stories into the classroom. I think this is something really important that we start to think about and recognize that that all families have stories of migration and what I mean by that is migration by definition is simply to move. So all families have moved at some point of sometime. It doesn't mean that people are moved by choice. It doesn't mean that everybody you know wanted to go and not everybody crossed the national border. But people have moved the migration story that sometimes I'll model just because it it creates some safety for kids as moving from a house to an apartment. And not knowing where the darn shower was right. So so when do we think about how do we use the? You know the a common element as a way to build bridges. The moving stories routine. As you know, Cory, 'cause you've used it is meant to have kids interview each other and it's a really wonderful way of changing the power dynamic. It's 'cause often it's the immigrant kids who actually know something about their story. And then the folks from the you know, the mainstream school student population, the dominant culture. Often they don't know their stories as much. So, so in some ways they feel foolish, right? And it's it's a chance to say maybe we should learn more about our own stories too, and it actually builds curiosity. One of the best stories I know is of a of a teacher who was working with L kids who are really struggling last year during the pandemic and in Morristown, NJ and at the end of the year she brought her yell kids together with the social studies teacher and when they brought them together they did this. Moving stories exercise together and it was really, really powerful at the end of it. The kids are. Exchanging social media contact information. So download the moving stories guide, but I love that Corey highlighted and saying be careful about that. It's fantastic. I know we've got a few more questions here and I wanna say any questions that don't get answered. We are gonna email out to Adam as well so he'll be able to see them. Maybe follow up too. So you So what do you want me to do? Dana, do you want me to take one? Or no? I think we are, unless you got one you can do real fast. We are right at time so I have one final little housekeeping video great. So let me. You have great questions y'all. I feel terrible that we don't have enough time. Is there a curriculum that history curriculum that you can recommend? I would say that re imagining is trying to do a lot of a lot of this work there's. What come come to the reimagining website? I think what we try to do is be a curator of other peoples great stuff, a lot of share my lessons partners have great material. Take a look at the share my lesson collection on immigration issues but but our site can be helpful because what we are trying to do is curate this stuff. Right now I'm done. You take it away. Thank you so much. We could keep going, I know, but I really appreciate all y'all being here tonight. And Adam, I appreciate you being here tonight. Here is some. Information regarding some upcoming professional development opportunities that we have. Going on and I want to tell you also, don't forget to download your certificates for professional development credits. And here is our video to wrap things up. I hope you have a wonderful evening everyone. Thank you. Hi everyone, Kelly booze rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. Today you can access that PDF certificate using one of the widgets, the one with the checkbox. From here you should be able to open up that PDF certificate and download it. The certificate will be saved to your name for up to a year. Now you are required to have answered at least 2 poll questions and met the criteria for watching the minimum amount of time when you open up that PDF certificate, it will be populated with your name, the date, and the title of the webinar. Second, when we closeout this webinar, you will get access to an evaluation for today's webinar. We really appreciate. 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