bienvenidos, byenvini, wilkommen: welcoming immigrant, refugee, and migrant students experiencing...

Bienvenidos, Byenvini,

Wilkommen:Welcoming Immigrant, Refugee, and Migrant Students Experiencing Homelessness into Our

Schools

Christina Dukes, NCHE, [email protected]

Margaret MacDonnell, BRYCS, [email protected]

Jan Moore, NCHE, [email protected]

Karen Morgan, CCPS, [email protected]

Session Outline

Who are immigrants, refugees, and migrants and what are their life experiences?

How do we know if an immigrant/refugee/migrant student is McKinney-Vento eligible?

How can immigrant/refugee/migrant programs collaborate with homeless education programs to serve eligible children? How has your district collaborated?

Group activity and discussion

Welcoming Immigrant, Refugee, and Migrant Students Experiencing Homelessness into Our Schools Slide 2

Plyler v. Doe: A Reminder When Working with Immigrant, Refugee, and Migrant Students

Undocumented children and youth have the same right to attend public school as U.S. citizens and are covered by the McKinney-Vento Act to the same extent as other children and youth (Plyler v. Doe)


Who are immigrants?

Lots of definitionsUS Dept of Education’s Emergency Immigrant Education

Program definition – “students not born in this country who have been enrolled in US schools for less than three years and who are between the ages of 3 and 19.”

Includes refugees and migrantsWide-ranging ethnic backgroundsKey reason for US population growthUrban vs rural population increasesMixed status families


What are immigrants’ life experiences?

Unique stressorsInitial drop in status and earningsFewer options for housingFamily separationUncertainty and anxiety

Generational culture clashParents vs the American way of life


Immigrants and schools

Most children of immigrants fare as well as or better than their native peers in schoolSubpopulations lag – especially Mexican and Central

AmericansLEP students - fastest growing population in public

schools5% of total school population is LEP; 40% of foreign born are

LEP350 language groups

Parental involvement affected by language/cultural barriersDifficulty learning to navigate educational system


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Refugee Definition

Refugee /Asylee Legal immigrant with special status Refugees have been interviewed/screened overseas by U.S.

Government and granted legal status before coming to the U.S. Fleeing persecution Migration unplanned; often have long, difficult journey, have lost

family members, endured physical/emotional trauma

Others eligible for refugee benefits: Asylees come to the U.S. undocumented or as immigrants and

apply for asylum once here. Once they receive asylum, they are eligible for the same benefits as refugees.

Cuban/Haitian entrants

Trafficking victims

U.S. resettled almost 60,000 refugees in FY08U.S. resettled almost 60,000 refugees in FY08Welcoming Immigrant, Refugee, and Migrant Students Experiencing Homelessness into Our Schools Slide 7

A Refugee is a Person Who:

"owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion, is outside the country of his nationality, and is unable to or, owing to such fear, is unwilling to avail himself of the protection of that country..." (United Nations, the Convention Related to the Status of Refugee, 1951)


Served refugees and immigrants since early 1900s1 of 10 national voluntary agencies that resettle

refugeesResettle ~ 30% of all refugees through a network of

over 100 local Catholic CharitiesServe unaccompanied refugee children (URM

programs)Serve victims of international human traffickingServe undocumented children in federal custody

Provide Technical Assistance on migrating children and families

USCCB Migration & Refugee Services


Our Changing Demographics...

Over 30 million immigrants and refugees live in the US today (highest number in US history).

More than one in four children in the U.S. today are immigrants or children of immigrants (up from 13% in 1990).


Where They Come From

Established CommunitiesSoutheast Asia: Vietnamese, Laotians, Cambodians,

HmongEurope: Former Soviet, Bosnian, AlbanianAfrica: Somali, Ethiopian, SudaneseLatin America: Cuba and Colombia

New Arrivals:Africa: Somali Bantu, Liberians, BurundiAsia: BurmeseEurope: Meskhetian TurksMiddle East: Iraqis


Life Experiences

Experiences Overseas and Upon Arrival

Unaccompanied and “attached” minors – fragile families

Child reunification with parents or other relatives

Lack of formal schooling, interrupted schooling (camp vs. urban setting)

Families arrive “with only the shirts on their backs” and assistance through the resettlement agency

Recent arrivals have lower education, less English/ literacy, agrarian background, few urban work skills, years in refugee camps – so steady employment may be difficult initially


Experiences Overseas and Upon Arrival

May initially live together with other family members

May move several times before they find permanent housing

Some families may become disconnected from resettlement agencies and other social supports

School as bridge promoting cultural integration for the whole family

May be very committed to education, though cultural practices and expectations disguise this


Strengths

“Children of immigrants typically are imbued with a strong sense of family obligation and ethnic pride, and with the importance of education. As a result, the children of immigrants tend to have higher educational aspirations and are less likely than children of U.S.-born families to engage in risky behaviors...”

Shield & Behrman, Future of Children, 2004, p. 6


Cultural Differences in Expectations of Schooling

Education as school vs. education as upbringingTalking with teachers, involvement with schoolRole reversal – “culture broker” roleBehaviors viewed as positive in U.S. may be seen

as negative by other culturesDiscipline


What makes a student a “migrant”?

The child himself/herself or the child’s parent or spouse is a migratory agricultural worker, migratory dairy worker, or migratory fisher

The child has made a move within the last 36 months to seek temporary or seasonal employment in agricultural or fishing work


What makes a student a “migrant”? (cont)

The move in search of employmentwas from one school district to anotherin a state comprised of a single school district, was

from one administrative district to anotherin a school district of more than 15,000 square miles,

was 20 miles or more to a temporary residence to engage in a fishing activity


What is the migrant lifestyle like?

The migrant lifestyle is tentative by nature; it depends on many things that are out of the family’s control

The migrant lifestyle is highly mobile


What is the migrant lifestyle like? (cont)

The majority of migrant families live in povertyIn migrant families, individual needs and desires

often become secondary to the survival of the family

Children may be asked to work to help provide for the family

An excellent resource on the migrant lifestye: The Culture of Migrancy by Bridget McGilvra at www.serve.org/nche/ibt/sc_migrant.php


How does education fit into the migrant lifestyle?

In some of the families’ native countries, education is not mandatory; the U.S. education system may be very different for them

Migrant parents value education as a ticket to their children’s futures

However…


How does education fit into the migrant lifestyle? (cont)

Education can be viewed as a “luxury” and is secondary to survival

Poor nutrition and lack of medical care associated with the migrant lifestyle mean that migrant children often arrive to school too sick or too tired to learn

Migrant parents often have low levels of education and may be intimidated; educators are viewed as “the experts”

View of “my job is to provide; the school’s job is to educate”


Typical Migrancy Streams

Source: www.palmbeachpost.com


Migrant Living Arrangements

Many live in employer-owned migrant campsMany migrant camps avoid being subject to

housing codes and standardsMigrant families are often at the mercy of their

employer in terms of the cost of their housing and other issues, as well

Many migrant living arrangements would be considered substandard

Families that do not live in migrant camps are left to find housing on meager incomes


Migrant Living Arrangements


Migrant Living Arrangements (cont)


Similarities Between Migrant and Homeless Families

What similarities do you see between the migrant lifestyle and the homeless lifestyle?


The McKinney-Vento Definition of Homeless

Children and youth who lack a fixed, regular and adequate nighttime residence are considered homeless. This includes children and youth who are:Living in emergency or transitional housing;

Sharing housing due to loss of housing, economic hardship, or other similar reason;

Living in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate housing;

Awaiting foster care placement;


The McKinney-Vento Definition of Homeless (cont)

Living in cars, parks, public spaces, abandoned buildings, substandard housing, or bus or train stations;

Abandoned in hospitals;Children and youth who have a primary nighttime

residence that is a public or private place not designed for, or ordinarily used as, regular sleeping accommodations; or

Migratory children who qualify as homeless because they are living in the circumstances described above.


Determining Eligibility of Immigrant, Refugee and Migrant Students

Immigrant, refugee, and migrant students are not automatically considered homeless

Immigrant, refugee, and migrant students are considered homeless inasmuch as their living arrangements meet the McKinney-Vento definition of homeless


Determining Eligibility: “The Nature of the Beast”

Determining eligibility is a case-by-case determination made by examining the living arrangement of each individual student

Some instances will be clear-cut; others will require further investigation and then a judgment call

Determinations of eligibility must be made expeditiously so that immediate enrollment and the prompt provision of services can occur.


Is This Student Homeless?

Steps to determining eligibility:Get the facts about the student’s living arrangementDoes the student’s living arrangement fit into one of

the examples of homelessness listed in the law?If not, does the student live in another type of living

arrangement that does not meet the law’s fixed, regular, and adequate standard?

Check out the Determining Eligibility brief handout


Student Rights Under McKinney-Vento

Immediate enrollment, even if lacking paperworkSchool selection: Right to attend the school of origin (if

feasible) or local schoolTransportation to/from school of origin, if requested by

the parent (or, for unaccompanied youth, by liaison)Comparable servicesPublic posting of rightsFree school meals (under the Child Nutrition…Act)Title I, Part A support (under Title I, Part A of NCLB)Special education, where necessary (under IDEA)


Educational Barriers

Deficits in previous educationStress-related emotional problemsPerceived lack of parental support for educationLanguage barriersDifferent culture/ learning stylesLack of parental materials in native languageDiscrimination/rejection due to cultural

misunderstandings

Community Collaboration

Collaborating to Serve Immigrant Students Experiencing Homelessness

Schools must recognize the importance of informal networks in the help-seeking behavior of immigrants and incorporate these into their existing collaboratives

Title III / LEP programsTranslation servicesMedical organizationsFaith-based organizationsNewcomer programsSchool-based community centers


U.S. Refugee Resettlement Program

30-90 days of “core services”- local Voluntary Agencies (e.g. USCCB/Catholic Charities, USCRI, LIRS, World Relief, etc.) Locate and rent safe and sanitary housing, nr transportation,

sufficient space, basic furnishings for all family members Airport reception, initial food, medical screenings School registration for children, immunizations Basic cultural orientation Cash assistance, medical assistance

Cash assistance and housing – 4-8 monthsSocial services (adults) – up to 5 years

Employment ESL


Promising Practices

To learn about the local service system:Contact state refugee coordinator & community

organizations who work with refugeesAttend state/community refugee task force/coalitions,

educate them about McKinney-VentoGet contact information for at least 1 person from each

agency

Work with Resettlement agencies/ECBO’s to:Provide interpretation/translation and cultural consultationsMeet basic needs, provide family supportBring in community leaders to talk to older students about

the importance of education and careersReach out to parents, orient them to schools


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Promising Practices (cont)

Contact BRYCS (www.brycs.org): BRYCS staff can assist with research on

cultures/backgrounds/ promising practicesBRYCS staff can also provide case consultations,

guidance on working with families, and information on other resources for children, such as the Unaccompanied Refugee Minor Program.


Work with schools (e.g. ESL teachers) and community agencies to:Develop refugee community liaisonsEstablish a relationship with families before discussing weighty

academic or behavioral issuesHold meetings and events at varied timesCreate afterschool clubs to bring students of similar ethnicities

together for mutual & positive supportCreate homework clubs, recruit volunteer tutorsProvide school-wide, regular recognition of diversityCreate individualized learning plans WITH studentsMulti-sensory classroom activitiesPeer mentoring (same ethnicity or U.S.-born)

Promising Practices, cont.


Collaboration with Resettlement Agencies and Ethnic Community Based Organizations

(ECBOs)

Resettlement/ECBO or other Immigrant-Serving Organization

Interpretation/ Translation

Cultural Consultations/ Training

Immigration Services

Community RefugeeTask Force

Linking Parents with Schools

Cultural Liaisons/ Community Leaders

Social Services for Basic Needs

Morland/BRYCS (2006)

ESL/Family Literacy

Contact:

[email protected]

1-888-572-6500

www.BRYCS.org

www.BRYCS.orwww.BRYCS.orgg

Collaborating to Serve Migrant Students Experiencing Homelessness

Learn who the Director of your school district’s Migrant Program is and communicate frequently

Get to know the Migrant staff (home-school liaisons, migrant recruiters, etc.)

Attend the monthly Migrant support staff meetings Present information on the Homeless Education

Program to the Migrant staff Be available for questions via phone and e-mailMake home visits with migrant staff, as needed


Collaborating to Serve Migrant Students Experiencing Homelessness (cont)

Be familiar with the data tracking system for both programs

Have MIS develop a program to identify the students who qualify for both programs

Collaborate with Food Services to identify joint students

Attend Migrant Matrix and other information fairs to learn and share

Attend Interagency meetings together Pool resources to serve studentsWelcoming Immigrant, Refugee, and Migrant Students Experiencing Homelessness into Our Schools Slide 48

Collaborating to Serve Migrant Students Experiencing Homelessness (cont)

Additional ideasPresent at Migrant Parent meetings Attend local Hispanic/Latino Coalition meetings Homeless Education program reviews the Migrant

Certificates of Enrollments for possible identification Identify a school based person to work with both

programs


Benefits of Migrant/Homeless Collaboration

Benefits offered to migrant students from the homeless education programImmediate enrollment without documentation

normally required for enrollment Right to stay in school of origin Ability to purchase school uniforms and shoes Direct certification for meals Transportation of Head Start students


Benefits of Migrant/Homeless Collaboration

Benefits offered to homeless students from the migrant education programCoordination of after-school activities and summer

programs to access transportation Ability to transport families for services More staff


Collaboration in Your District

Are there others ways you collaborate to serve homeless immigrant, refugee, and migrant students in your district?


Scenarios


OMAR

1. Does Omar qualify for services under McKinney-Vento? 2. How can you learn more about Omar’s background, culture, and language

in order to make more informed decisions about serving him? 3. Who can help with his family problems? 4. What, if anything, would you do about the guardianship issue? 5. Would you encourage more family involvement in his education? If so, what

strategies would you use?6. What other school or community resources might be helpful to Omar and his

family?

Omar is a 17 year old Somali Bantu refugee who has just arrived in the United States from a refugee camp in Kenya. He is living with his aunt’s family. They do not have legal guardianship and there seems to be family conflict at home - especially pressure to earn money for the family. He appears to have had minimal formal education and speaks little English - yet he is supposed to graduate from high school next year!


LUISA

Luisa and her family were living in a grower-owned trailer in the grower’s migrant labor camp. Production has been low and so Luisa’s parents haven’t been making much money lately. They can no longer pay the rent that the grower is charging, so they’re evicted. They move in with Luisa’s aunt, who lives in a mobile home park by the train tracks a couple of miles down the road.


LUISA (cont)

Is Luisa’s family homeless, according to McKinney-Vento? Why or why not?

If Luisa’s family was never evicted and still lived in the trailer…Would you consider Luisa’s family homeless? Why

or why not?What questions would you ask to determine if the

living arrangement would meet the McKinney-Vento definitionof homeless?


LUISA (cont)

Production picks back up and Luisa’s family and her aunt’s family decide to pool their money to move out of Luisa’s aunt’s mobile home and rent a bigger place close by once Luisa’s aunt’s lease is up. Both families are in agreement with this and think it will be a good long-term arrangement. Are these families homeless? Why or why not?


MAY

1. Does May qualify for services under McKinney-Vento? 2. What issues can you identify that she may need help with and to

which school department or outside agency would you refer her?3. What strengths does she bring to this situation and how can she

be empowered to capitalize on those strengths?4. How would you handle the situation with the family?5. What else would you recommend for May and her family?

May, a 13 year old Hmong refugee, was “adopted” by a large family while in the refugee camp in Thailand. She arrived in the United States just under a year ago, is learning English, and seems very motivated to do well. Recently, she suddenly began to skip school on a regular basis. Her ESL teacher found out she is “couch surfing” at the home of friends due to conflict with her family.


JEAN

Jean, a 16-year-old, comes to your school in March to enroll. He said he left home because he can’t get along with his stepfather and is now staying with his girlfriend’s family. His mom wants him to come home, says he as a perfectly good home to come to and does not want him to enroll in another school. In addition, it is so late in the school year, that he is unlikely to complete the coursework needed to attain full credit for some of his courses.


JEAN (cont)

Is Jean homeless according to McKinney-Vento? Why or why not?

How will you handle Jean’s mom’s objections to enrolling him in a different school?

If Jean drops out, saying that he needs to work to support himself, are there things you can do to encourage him to stay in school? What if he refuses?


bienvenidos, byenvini, wilkommen: welcoming immigrant, refugee, and migrant students experiencing...

Documents

refugee benefits

doe welcoming immigrant

discussion welcoming

us schools

eligible children

public schools

children of immigrants

immigrants life experiences