# data[].attributes.body
1.  Separation from immediate and extended family members, loss of friends, community, etc. can cause extreme distress, regardless of where they have moved from and to.  It is important to establish community, supportive relationships both in the classroom and with school and family.  I like to have each class share stories (get to know each other) using pictures (flags, language, relating to our own personal history and experiences or written expression so that we can see how much we are unified in spite of where we come from and what language we speak, etc.
2.  Low or limited Literacy.  As an English teacher, I want to ensure that students feel comfortable learning English (pronouncing words in class, etc.) while working with ELL teachers, and counselors.  It is also important to extend that literacy assistance to their homes through translators, and directing them to public services that can help them navigate their new environment.  Finally, trying to get to meet the parent(s), families during PTC nights or at school events.
3. Safe Zone - I do not tolerate any type of discrimination, bullying, harassment, fighting in my classroom. I use those occasions when something pops up (either in a text/story or between students) as a teachable moment. I also use positive posters to encourage students to be a friend to one who needs one, etc. Sometimes, I will use Ted Talks or real stories (documentaries) to help the students understand that any form of discrimination is not tolerated in school and shouldn't be anywhere else. We have enough problems as it is.

# data[].attributes.body
I teach SPED in an ICOT classroom. Not all of our ELLs are recent migrants to the US, but all of my students--ELLs or general education--love and appreciate trying new and different foods/candies.
This year, I want to offer more foods or candies that students might not have encountered before, but have historical significance in the United States. One of the great things about the United States are the things that we can gather around commonly, such as candy and food. Think about McDonald's: the menus may be different between different countries, but the Golden Arches are recognizable. So, we try things our ancestors might have eaten, and we talk about it. I think it will help all the students feel like they are fitting in.

# data[].attributes.body
Loss of family, friends, and community: I think my school can implement a buddy system to pair up a newcomer with an experienced multilingual learner. We can also invite parents to school for smaller gatherings, maybe a meal, that aren't as big or intimidating as a PTSA meeting. More like a family dinner type occasion, to get to know each other more than we usually do.
Resettlement stress: I intend to do many more home visits in the next school year, so families have a person to really connect with, the ENL and classroom teacher, hopefully.
Acculturation stress: I'm going to use translanguaging strategies to promote use of the home language as a parallel support for English learners. This will support and help maintain their linguistic repertoire and keep multilingualism in the spotlight as a valuable skill and strength.

# data[].attributes.body
I can do several things: I can make sure I have interesting reading materials for ELLs in my classroom to encourage them to read English more.
I can offer to work 1:1 with students who need help or more time to write for assignments.
I can help ELLs by encouraging them to advocate with other teachers, or being a support by going with them to advocate for themselves.

# data[].attributes.body
As a 12:1:1 ELA teacher at SOTA, I consider the relationship with my students as priority #1 when we first meet (start school).  I ask questions, play games so we can all get to know each other.  I also like to put up basic posts on the wall that say "hello" in student's languages and even language that aren't spoke in our classroom. This way we can all learn something and have some fun with language. The same is true for any ELLs that my be in my class.  The key is to make all students feel welcome, equally recognized, and valued - regardless of their disability or culture, language, etc.  This is the only way a class can move forward and learn together.  We must welcome and accept everyone.  We can use this to our advantage by learning about each other's customary celebratory meals, or favorite fun experiences, etc.  These kind of discussions always invite questions from other students, and bonding, which is essential in order to be able to successfully progress academically, socially and mentally.  I work with our counselors, ELL teachers and School Psychologist to help students who need it.  When a CSE comes up, I work with the translator, the student and the family to ensure that everyone is on-board and involved.  Communication is essential, whatever the language.

# data[].attributes.body
I like the idea of testimonial therapy. Though I don't work with students on a 1:1 basis enough to do this with ESOL students, when I am privileged enough to earn their trust, and they want to share their story with me, I can be a willing and listening ear, and offer them some wise advice my grandfather offered me: "You can learn something from anybody." I encourage students to use what they learned from traumatic events to bolster positive traits and learning, such as: a student spent time in a refugee camp in Germany and Kuwait before she came to the US. I know that those are traumatic events, but I encouraged her to share what school was like in both places, and in her previous home. How was it different in the United States for her? What was the most important thing she learned in Germany? In Kuawait? In her previous country?

# data[].attributes.body
1) For the last parameter listed, I can be a more culturally competent educator by soliciting more student feedback in how they would like to see their cultures and languages represented within our classroom (and maybe even school,) community.  That being said, the legwork of creating a true safe space would need to be done in advance.

2) We can help alleviate a lot of stressors if we make students aware of resources within our school, district, and Rochester community as a whole.  Realistically, I can give students a quick synopsis on some of the community services we have to offer at our school from the first week (pantry, mental health, etc.), or write referrals to school counselors.  When it comes to adding supports for students, some families fear the implications; 'Could the state take my child?'  Having an infographic, or effective marketing tool to explain what added supports within a school setting really look like, to quell potential fears could be one step. Having a list of services within the Rochester community that could help support our families (ie; non-profits, English-classes for adults, etc.) available for families.

3) I can nurture a sense of community in my classroom through restorative practices, a clear understanding of our community of learners, and lessons that facilitate group work.

# data[].attributes.body
Traumatic Migration Journey:
For my students who have faced traumatic migration journey, I could provide a safe place during lunch time for them talk about their experiences, both good and unpleasant.

Low-literacy, limited, or interrupted formal education:
For students who face these deficits, I could adapt assignments, allow for extra time to work on and to complete tasks, and provide supportive guidance and positive comments to reduce negative thinking.

Acculturation Stress:
ELL students who are adjusting to a new culture, language, geopolitical environment can face acculturation stress. I could provide coping strategies like getting regular physical activities, spending time in nature, watching/listening to positive programs on the tv/radio, and listening to music in the target language to build language acquisition.

# data[].attributes.body
1  Traumatic Migration Journeys- I can make sure that students know what to expect in our classroom by having a predictable consistent  routine. If I need to change or mix-up my schedule I will let the students know ahead of time, If I need to be absent I will let let them know.

2. Low Literacy- I will make sure that the student's content teachers understand the extent to which some ELL's are unable to read, especially for the students who speak fluent English. This will prevent them from putting papers in front of students and expecting them to read it out loud in front of the class. Additionally, when I work with these students I will teach them specific reading skills that they need.

3. Separation or Loss- I will work on strengthen relationships with those students by making a point to check in with them everyday maybe even for 2 minuets. I will also call the families regularly to check in, let them know what is happening at school, and also hopefully find out what is happening at home and if there is any kind of support they might need.

# data[].attributes.body
Stressors that immigrants experience as they navigate b/w their old and new cultures and homes struggle not only with language barriers. "New" people from "wherever" are typically met with looks or comments about their clothes, their accents, their food and whatever else (mostly everything) is different from themselves. This process of acculturation is coupled with the stress of moving, which can really impact the daily lives of those who have to go through it. One generally isn't aware of just how difficult it is to leave their old homes, friends, familiar places, etc., and so will make fun of "new" people. It's their defense mechanism because they're really just not worldly or open-minded enough to know that there is life outside of their own domes (or domains). Often new students can be misunderstood. Others will assume and judge who or what they think a new person is, when really, their point of view is so limited that what they think they "know" about you is twisted and as far from the truth as ever. "New" people can often feel like they have to protect themselves. This can propagate into poor self-image, depression and inability to function at school. This is why again, it is so important to involve the family with school events (bring on the translators - bless their souls), communicate with both students and their families about attendance, academic challenges and helping them with resources, housing, job assistance, etc. Our ancestors all went through similar trials and tribulations and we owe to those who come here today, to help them navigate their "new town," USA.

# data[].attributes.body
3.Resettlement Stress/ When I complete my assessments, I make sure that I inquire about how the students are doing at home. I specifically ask about the family dynamics and assess what their immediate needs are. I also do my best to connect with parents to make sure they are able to express what their needs are from their viewpoint.
4. Language and cultural differences/ I always take extra time to make sure that students feel comfortable. This allows them to express how they feel. Then they can be open and honest during initial interactions when they come into one of the facilities that I work at. I also make sure that the families are updated on what is going on with their child. This helps create a relationship with the students and their families.
6. Discrimination and race/ I am aware
of the discrimination that often is displayed just because the students are in the facilities that I work in. I advocate for the students right to obtain their education. Once this precedence is set there usually is minimal issues with the students getting academic and emotional support while they are in one of the facilities.

# data[].attributes.body
Separation from family - I'm on Edison's homeroom committee and we are hoping to establish a mentor like connection between all students and staff thru homeroom this upcoming school year.

Discrimination - I plan on having my students to share out their favorite foods and I will encourage them to try new foods they heard from their classmates.

Resettlement stress - I will be more intentional in sharing and bringing awareness to the resources Edison provides like the food pantry, clothing closet, personal hygiene closet, tutoring services etc.

# data[].attributes.body
I think as a way to celebrate differences and promote social justice I could start small. This summer I keep hearing students say "It's because he's Cuban." or "She doesn't know nothing because she doesn't speak English." They say it's just joking, but to me it sounds like they are using it in a derogatory way. I think if we have honest conversations about the differences and strengths students have it will lead to more acceptance and respect. I want all students to be proud of their differences and their peers to encourage that.

I also think I could help the school celebrate different cultures more than just African American and Hispanic heritage month. We have students from Asia and Africa that aren't recognized like the other groups, but my school says they are all equal.

# data[].attributes.body
I plan to continue to establish my routines at the beginning of the year so that the students can have some sense of consistency.  Many people feel more comfortable if they know what is expected of them and what needs to be done ahead of time.  By establishing routines, my students should feel more comfortable even if they do not understand the language.  For discrimination, I plan on trying to get as many students as I can from all different cultures and backgrounds to participate in Hispanic Heritage Month presentations and not just the Spanish speaking students.  All students can and should participate.  I plan on continuing to be there for my students to discuss any issues they may have transitioning into their new lives in a new country. We have open and honest conversations about all issues in my classroom and often compare what is happening in the U.S. to what may be happening in their countries. I think this makes my students comfortable with sharing in my classroom.

# data[].attributes.body
Separation - Many of our students feel separated from their families, communities, support systems, some for a very long time. I can make them feel more comfortable by asking them questions about their culture, ethnicity, religion and by doing it in front of a small, safe group of students and staff. I can ask the student to share stories or give "lessons" on their customs. I will encourage other students to engage and ask questions themselves so that the differences start to blend in together and not recognizing what the "normal" is now.
Resettlement Stress - I can work more closely with the families, sharing resources that can support them. Doing home visits goes a long way sometimes. It makes parents know that you do care about their child and it can build trust when they can meet you face to face and see you are not just a voice. Being more present for parents will ease the anxiety and stress they already have from being in a foreign country with possible limited language.
Low Literacy - using all measures of support for ELL students. Providing extra tutoring, support in the classrooms, connecting them with other ELL. Also, connecting parents with literacy supports if they so choose. I once went on an attendance blitz and the parent of one of the students asked us to help them get into GED. You cant assume parents want your assistance but if you put it out there that you are there to support the family as a whole as much as you can, parents will share and ask for help. We have to be cognizant of different cultures and ethnicities when doing home visits or offering help.

# data[].attributes.body
I'm not an ESOL teacher. I'm a SPED teacher. This past year, I worked in ICOT classrooms (I am HS, so multiple classrooms). I do work with ESOL students, and try to maintain contact with their ESOL teachers, to make sure that we are working together for similar goals.
My experiences are limited, but I do my best to offer students a safe place to share and ask questions, and many ESOL students do come to ask questions.
Being a social studies SPED teacher helps, because when I ask questions, I tell the students I am always interested in learning about new cultures, because I am a social studies teacher. This is a great way to break the ice. I am a news junkie as well, so I will sometimes even broach the subject of news from where they came from, which, hopefully, helps them to talk when they are ready. Sometimes, I think students think we won't care about what happened so far away from the US. By showing an interest, I hope to allow them an outlet to speak and share.

# data[].attributes.body
Many of our students are from other countries. Many have in one way or another experienced trauma and have left everything they knew to come to the US. One way I feel I can help them feel safe and valued is by listening to them and build relationships which will help them navigate their new lives. I will use my school's resources to help them and/or there families. We have several agencies which are based at my high school to help them. I want to make a positive change in their lives.

# data[].attributes.body
Due to being at the hospital the suggestions for promoting resilience are a bit trickier.
Separation: In the past, I encountered a student that was dealing with depression due to separation from friends and family in his home country.  He spoke very little English.  I do not think a community was created at his home school to welcome him. My hope is that a mentor can be provided for him in the future and that his family is offered support too.  Having community members of the same ethnicity as a part of the school community is also very important to help a student feel welcomed.

Resettlement Stress: Becoming more aware of the services available to assist immigrants and involving other stakeholders to assist.

Language/Cultural Difference: I will create a classroom library that offers literature in a variety of languages and shares stories of different cultures/ethnicities.

# data[].attributes.body
Due to the nature of the Youth and Justice Program, there is auxiliary staff who is responsible for intake and welcoming procedures.  However, in my classroom I will make an effort to listen and to learn valued cultural practices from my ELL students, and tie them into my lessons, whenever possible.

# data[].attributes.body
One thing I can do is make it easier for ELL's to join clubs. I can work with other staff, to make sure that the flyers on the wall are in all the Language spoken at our school (there are only 2 other than English). I can also make sure that the students who struggle with reading anything can understand the flyers by making sure there are more pictures to go with the words. Being part of a club can make a student feel more welcomed.

# data[].attributes.body
As a social worker, I can honestly say that I already make sure that the students who come to the facilities that I work at feel comfortable working with me. I do this by engaging with them on a personal level. I am able to establish relationships and build rapport because my concentration is on social emotional learning. This allows the connection to happen and once it does the students typically open up pretty fast. I am able to identify what needs are present and I work closely with the teachers and relay any and all information that is pertinent to their academic progress.

# data[].attributes.body
1) Resettlement Stress: I can research the students background more to understand where they come from. I can have conversations with the students and continue to check in on them, as well as having the support from ENL teachers help to make sure the student is adjusting to the new environment. We have interrupters at my school who can help translate to families the events that go on at East to help them feel more a part of the community.

2) Discriminations: I (as well as the school) set a language of welcome to new students and families. There is a culture create in the school and classroom where everyone, no matter where they are from has a voice and  opinion matters.  I think it is up to the teacher to create that culture for the students and remind students of what is an and is not tolerated.

3) Low interrupted formal education: I can take time to find out more about the learning level of the students and check their schedules to see if they have a support period where they can get extra help in a subject or skill they struggle with. There is space in our schedules where there is always more than one teacher to get extra help from, so I can also have students get help from other teachers, which will help broaden the people they can connect with to get help at school. can also reach out to the ENL teacher for extra resources that the students can practice.

# data[].attributes.body
Moving b/w homes, financial issues during moving, temporary separation of families while in the moving process, finding a new home/job and going from having to not having any community/friends/family support, knowing where and how to get resources and get around are extreme disruptions to families, children (students) even if they move from one state to another. Kids can make fun of accents, clothing, family dynamics, and a million other things that can really hurt someone who has just moved. Now put this in perspective of someone moving from another country from a different culture and native tongue with limited to no English language, it puts this difficulty to a whole new level of stress. (Not to lessen the stress of moving.) Students and families can feel paralyzed, afraid and helpless, and make a regularly outgoing student become completely introverted. Language and culture barriers can stop communication and put up "walls" between young students who do not understand other cultures. This can negatively impact a student's academic progress, sense of well-being and mental health. This is why it is so important to have support at school for ELLs. They may have little to no support at home, depending on their situation. Gen Ed teachers must work with ELL teachers to recognize that new student, note their demeanor, attendance and communication with families, so they don't end up not coming to school and can feel welcome, which opens the doors for success.

# data[].attributes.body
I will set aside time for relationship housekeeping... In the HS students skip sometimes b/c they are having an issue with someone in the class (teachers included). I plan on setting aside the last 5 minutes of class (say on Tue. & Thurs. each week) for students to group up and talk thru their issues with each other and teachers if need be. If no issues are present, we can all bond over non-subject related things.

# data[].attributes.body
Hello, I will take the time to put signs up in my classroom in different languages. I want my students to feel welcomed and important. I teach Global I in HS. I'm always putting maps up and now I will put "Tacks" where my students are from. This is a great teachable moment for my students. I will have open discussions

# data[].attributes.body
I would imagine any migration journey is going to incorporate trauma even if not in the traditional sense. For this, consistency, routines that are predictable yet flexible when needed will be more present starting on day one- that students have a hand in creating.
I will work on going beyond well know cultural holidays/traditions/activities to share with others and try to teach beyond what is know mainstream.

# data[].attributes.body
One specific change I can make to better welcome my students is to have more materials in Spanish within my classroom, and to practice immersing myself.  Also, I do not know if I will be working within a bilingual context forever, so how does this translate to working in a more traditional ENL role? I will have to be more cognizant of ensuring all student cultures and languages are equally represented.

# data[].attributes.body
When students first arrive in our program, I go and say hello and have a very short conversation about school. Some of the students that enter our program are scared and confused, very anxious or suicidal. Some come in defeated and discouraged. Starting in September, I really would like to take more time to sit with new students, really go over not only what they should expect but also what they are feeling, who they are, what they would like to share. I dont always call the parents right away, for a variety of reasons, but when I do and tell the student I have talked to their parent, they tend to feel better. They also feel better when I tell them I have talked to their home school counselor or teacher. Students cant always use the phone right away so sharing that I touched base with someone they are close with, gives them comfort. I also plan on doing regular check-ins with new students and families. Parents also feel better when they know their child is ok and still attending school.

# data[].attributes.body
One new thing that I look forward to doing this year that will hopefully make my students feel welcomed is that I will have a map of the world up in one section of my room. The students will have the opportunity to place their names and a pin in the country they are from so that we can visually see where in the world they come from. My school is very diverse and since I am the language teacher, I take advantage of using some time to discuss my students cultures and their personal stories. The map will allow us a visual to see how far some of our students have traveled and will also help students see that others have come from far as well.

# data[].attributes.body
I'm going to gently 'push' my administrators to get some multilingual welcoming signage for the entrance to our school. It would be so easy to make some slides for the giant TV they have just inside the front door.

# data[].attributes.body
Each time we receive a new student at the hospital we have them complete a "Who I Am" form. We have an elementary and MS/HS version of this, but they are both only in English. For this upcoming school year, I'd like to add the questions in other languages (Spanish/Arabic/Mandarin, etc) to help students whose first language is not English feel more welcome.

# data[].attributes.body
Something that I want to try this year that I have never tried before is having all students create a collage of themselves on poster paper. Getting pictures from the internet, home, magazines, etc. Then doing a gallery walk for all the students to see. I would like to keep them up on the wall for the whole year. I would also like to ask the students what flags represent them and just have those up as well.

# data[].attributes.body
One thing I can make in my role as a ENL teacher is encourage multicultural signage be put in the school, like a welcome banner with all the languages and a system for all staff who are working with parents to identify what language they need a translator for.

Also, I could encourage more ENL parents to feel welcomed at school events by having interpreters there, and asking the people coordinating the events if they planned for interpreters to be there.

# data[].attributes.attachment_link.readable_text
Greet readers in 25 world languages to illustrate that the library is truly a place for everyone.

Represented languages: Amharic, Arabic, Bosnian/Croation/Serbian, Chinese, English, Farsi, French, German, Greek, Hebrew, Hmong, Italian, Japanese, Khmer, Korean, Lao, Norwegian, Oromo, Polish, Portuguese, Russian, Somali, Spanish, Swedish, Vietnamese

This banner is suitable for indoor/outdoor use.
8 mil vinyl with grommets
One-sided design

# data[].attributes.attachment_link.description
Greet readers in 25 world languages to illustrate that the library is truly a place for everyone.Represented languages: Amharic, Arabic, Bosnian/Croation/Serbian, Chinese, English, Farsi, French, German, Greek, Hebrew, Hmong, Italian, Japanese, Khmer, Korean, Lao, Norwegian, Oromo, Polish, Portuguese, Russian, Somali, Spanish, Swedish, VietnameseThis banner is suitable for

# data[].attributes.body
A change I can make is to learn to say "hello" in all of the students' L1. I also like the idea of writing "hello" in L1 on the name tags that I display on the classroom door.

# data[].attributes.body
For my students who are low-literacy: I will use my ESOL time to work specifically on increasing students' literacy in English.
For discrimination: I will work this school year with other staff to plan a Hispanic Heritage month celebration, something our students in our new bilingual program have requested.
For traumatic migration journeys: I will set up a predictable classroom routine.

# data[].attributes.body
At the beginning of the school year, I want to include a lesson or two in my ESOL stand alone class for students to learn about the clubs and extracurriculars my school offers. I am also thinking that I might create a dedicated section/bulletin board for this in my room so students can ask about those opportunities and get information from me about it, since I'm a safe space for them to do that without English level deterring them.

# data[].attributes.body
I like the idea of students making a collage or mural to help them tell their personal stories. The therapeutic storytelling ceremony for high school or adult students might be good, but for younger students who still may need to communicate difficult memories, starting with a visual that they create themselves is a helpful way to initiate the conversation about how it was to transition to this country.
I also have used the dialogue journal idea, which the students seem to like because it's private (if they want it to be) and it provides a safe space to tell their truths.

# data[].attributes.body
I've had students with many examples of resettlement stress. When a child's only school experience was in a refugee camp, there can be many problems in an American school setting. I've had a student not want to sit on a chair, because in his life, chairs are only for elders. Some students come in not knowing how to hold or use a pencil/crayon. I had one little boy who sat under the table for the first few months of school, both in class and in the pull-out session. I think we don't really have any strategies in place in our school other than the skills of the ENL and other teachers. Also, I had a few students who spoke about witnessing horrific violence to members of their families, before they left their home country. No counseling was given, until they could express themselves in English, which I think was a real shame, and not necessarily a problem of the school. The refugee resettlement organizations are finished with the families after only 6 months, which is contributing to problems that spill over into school.

# data[].attributes.body
In my school, 12th grade students need to include a personal narrative in their portfolio. The narrative needs to be about something that made them who they are today. It could be about a time period, a person or an event. Depending on what they decide to write about, I would like to incorporate the recommendations in the Picture Books and Other Literature and Migration Narratives to help them write their personal narratives. I love the idea of using age appropriate picture books to start off with because it lowers the demand at the beginning of a big assignment. Also, allowing the beginner ELLs to create their own picture books to begin with and then add words would be a good strategy to plan their writing.

# data[].attributes.body
I can see the importance of building community in school because that fosters relationships and once those strong relationships are established, that's when the student appears. I love to have group sessions so I think that the morning meetings resonate with me, I will however incorporate the I can, and I have starter points for the students.  I also like the activity that asks the students to write letters to themselves. I believe that these activities would fit in perfectly with the work that I do.

# data[].attributes.body
I plan on using "My Food Identity, Culture, and Heritage" with my 10th - 12th graders. I will dedicate one week per student to share a favorite food item on Tuesday (reminder on Monday) and hopefully give a recommendation to where we can find it locally. I will invite the other classmates to see if they can try that food (if they haven't before) by Monday of the next week and we can share out our experiences. I personally am a food junkie and love to try new foods; so I would definitely seek out a restaurant to try whichever foods they share.

# data[].attributes.body
One resource I would use is the Dialogue Journal. The students would be able to write freely without worrying about spelling or neatness, or a grade. I like that they can have a space to talk to me, ask questions, let me know what they did over the weekend. I also like how I could see how well they write and get to know them better.
This activity allows me to build the relationships with my students since I can praise the content and ask questions without killing the vibe by having to grade the journal. And also get to know them much better.
I could let older students use a Google Doc and younger students could use paper with spaces for illustrations.

# data[].attributes.body
I can see myself implementing dialogue journals in the classroom, because it avails students an opportunity to share what they would like with me, in a more discrete setting than a peace circle. This activity integrates SEL with increasing ELP in reading and writing. I would make this a regular activity, that we would do multiple times a week. Arts-integrated lessons are engaging and something I am partial to, so I would definitely like Photo or Video "Voices" (p. 67) activity as a way to help them increase ELP and as another opportunity for SEL-embedded learning.

# data[].attributes.body
There were two activities that I think I would use or implement in my teaching if high school math class.
1) Morning (Beginning of class) meetings, I like this because I think it will give space to hear everyone's voice and thoughts depending on the questions asked and how open they are. If done everyday, it will become a part of the classroom culture to hear and be heard, allowing the ELLs to feel like their voice matters in the class.
2) Creating a Collage, I think that this is a great thing to do since it can involve all levels of language development. I love how it allows the student to express themselves through pictures or words, and can be hang up on the walls all year. Students tend to randomly look at the walls for something to read, so having these up will allow the whole to get to know each other without even speaking. Even f not done in the beginning of the year, it can be done on a half day or something.

# data[].attributes.body
The isolation stress was in a middle school setting, I had a student who would pull away from all of the kids, eat alone, and not even speak, he also had many, many absences, and the other students, even ones from his home country would not want to associate with him. Our school had meetings I think weekly to discuss any student who has any kind of issue so I referred this student. Unfortunately, he was not prioritized, since there was a ton of horrible things happening at the school. We did connect him to one buddy student and that was helpful for the classes that they had together. He needed and the school needed more counselors and therapist.

The Acculturation Stress I notice happens when students want to be good, but accidently do sexist things, not thinking it is inappropriate, like cat calling. Usually the teachers try to explain how we treat each other in a respectful way.

I'm not sure if I have seen any Resettlement Stress. I hope I would of recognized it

# data[].attributes.body
I really like the suggestions provided for the Think-Wait-Respond Strategy. I work with students that are hospitalized and their mental well being takes precedence over school. This strategy is one that can help them to decompress and work through their feelings in both academic and non-academic settings. Often times we ask and/or tell the students to take a break if they need to. I like that this strategy gives the students something specfic to accomplish before returning from the break.

# data[].attributes.body
Complex or chronic trauma is unparalleled in all of our sites in the Youth and Justice Program, regardless of legal or socio-economic status. My goal as a teacher is to create an environment of trust and rapport while I distract my students with educational activities in order for them to be successful.
Our program is privileged to have competent and knowledgeable school counselors and social workers who are ready to assist our students when they are overwhelmed or off balanced.

# data[].attributes.body
Chapter 3 provides many strategies for our classrooms. I would incorporate Testimomial Therapy in my classroom. I believe that all students/teachers - indigenous, documented, and undocumented- have a story to share, and can learn from each other's experiences and perspectives. I would set aside time in my lesson or during lunch for students to voluntarily participate in Testimonial Therapy.

# data[].attributes.body
I currently work in the Monroe County Jail and the Monroe County Children's Detention Center.  I am aware of the multifaced layers of stress that stems for trauma that many ELL students have encountered. To name of few that I have seen would consist of community violence, and or exposure to it from living in impoverished neighborhoods. Many students also show signs of poverty as well.  I also see students who have difficulties fitting in school, lack of transportation and community supports.
I personally don't think that the 2 institutions that I go into is equipped to give the students resources that they need. Unfortunately, many of the students come back and forth to the detention center. I do have the opportunity to provide counseling to some of the students but sometimes due to the lack of community resources and breakdown of communication many of them are released and they end up falling victim to some of the same issues that plagued them before.

# data[].attributes.body
I like all of them but I would use Testimonial Therapy. I am a big believer in sharing your story to help others. When you are that age, you tend to fell alone and isolated and if you are an immigrant, it must feel even worse. Students sharing their experiences may not have the same story but they might have the same feelings and that's what helps make students realize they are not alone, maybe leading them to open up and share. I also would like to do this with all of the students, letting other students hear an ELL student's story or journey so that they can understand them  better and get an idea what it is like outside of their neighborhood or world. And again, maybe the story isn't the same but they may have the same feelings of isolation, fear, trauma, etc.
I also like the Translanguaing. Letting students write and express themselves privately is always therapeutic and being able to declare who they are when they are ready.

# data[].attributes.body
This past school year one of my HS male students from Somalia who I taught 7th period came each day (except the 1st and last day) of Ramadan and went to the library instead of the lunch room while fasting - an accommodation, but I feel maybe something more can be done.

My school does a decent job in celebrating culture during Hispanic history month and Black history month, but I would hope that can be expanded to include all nationalities represented at Edison throughout the whole school year.

# data[].attributes.body
Unfortunately, I have witnessed Resettlement Stress, Acculturation Stress, and Isolation Stress.  A lot of my students face resettlement stressors like loss of community support (six months after arrival for people that utilize refugee resettlement programs,) lack of access to resources, and barriers to employment like lack of transportation, which lead to financial stressors.  Our school has a lot of resources available, like a pantry, some clothing is available, mental health professionals, and our community liaison is fully bilingual, so she can communicate with families and get them in touch with resources, and I am impressed by the resources, but unfortunately, they are never enough.  I am a middle school teacher, so my students may have a more intense desire to fit in than other age groups, so that exacerbates Acculturation Stress.  Working in a bilingual school with many bilingual coworkers helps alleviate the stress of language brokering for some of my students.  The vast majority of my students are from Puerto Rico, and that alleviates some of the Acculturation Stress affiliated with shared culture and language.   Students told a newcomer from Costa Rica that he 'had an accent,' and he had a great response, and said 'I think you have the accent'.  He seemed 'fine' and classmates loved learning about Costa Rica, but nobody wants to feel othered.  Students that do not speak Spanish at my school sometimes think that their bilingual counterparts are speaking ill of them in Spanish, and assume the worst when they overhear them in the halls, at McDonald's, etc. and that leads to conflict.  At Monroe, our counselors created a focus group that is set on uniting bilingual and monolingual students, and they are able to focus on what they have in common, not what makes them different.  Our bilingual model at Monroe helps provide a safe space that shields my students from some Isolation Stress.  What happens in their neighborhood, though?  How does the community treat them?  How would they be treated if they went to a neighborhood where they are the ethnic minority?  We need an infinite amount of money (to fund any and all resources) and empathy.  I think we can promote the latter through SEL initiatives with ... greater funding.

# data[].attributes.body
I work in the Youth and Justice program as a school counselor and students in our program are either hospitalized or incarcerated. We have had many ELL students, some new to the country, others first generation but all of them have carried themselves the same. They tend to be quieter, leery and distrustful or wanting to belong and act out in negative behaviors. They are often looked at by staff, as most adult Americans will do, as ignorant because they have an accent so they are treated as being low academically when that couldn't be farther from the truth. Or teachers do not want to put in the work of connecting with the student and the student can feel that, they know what's going on and all that does is create a cycle of negative interactions and assumptions on both ends. The distrust continues.
Because of that, they are not getting the level of work that they should.
Some of the parents speak very little English so we have a hard time communicating with them about post-release plans and the student will go home and not have the resources or follow up with supports. Our program is housed in other facilities, not RCSD buildings, and they provide very little , to nothing, in regards to accommodations to ELL students and parents. We had an ELL student last year that spoke very little english. We did not have an ELL teacher at the time and our Spanish teacher was off for the summer so I had to use Google translate to communicate with him. We do have spanish materials but no other language.

# data[].attributes.body
Chapter 3 has lots of great suggestions for building resilience in our ELL students. The "I have I am and I can model" offers us a way to build language skills and support the socio-emotional needs of our students at the same time. Some of the strategies I already use like translanguaging. I like the "testimonial therapy" idea as a way for teens to share their immigrant experience stories.

# data[].attributes.body
There were many different strategies mentioned in Chapter 3 that I already use in my classroom that help tremendously with any type of student. The biggest takeaway from Ch. 3 and when thinking of the dynamic of my classroom and what has been working is the whole idea of creating an environment where everyone feels comfortable to be who they are. My classroom is a little chaotic with the decorations, but everyone and everything is accepted and represented. I try to model my behavior and attitude of one of acceptance to everyone's differences, I ask my students many, many questions to get to know them and allow them to ask me any questions as well. I model, openness and honesty with them and hopefully try to show them that they can be themselves and be comfortable in my presence and in my classroom. Building this community and this type of relationship with my students has really helped with dealing with their social/emotional needs which in turn help them become more successful academically and just in life in general.

# data[].attributes.body
Throughout the years of teaching, I have seen students be affected by these stresses in different ways, depending on how or why they ended up here. With the students who were forced to relocate, I noticed that it takes them awhile to open up to either an adult or other students. There are students who don't mind people knowing (especially if they have others who came with them) and others are standoffish. These are also factors that I notice with isolation stress. When a student who comes alone from another country and doesn't English that well, that are very quiet and will sit by themselves even when offered to sit with others. I have notice that it takes students with this stress to open up more or even feel confident to be active in the classroom.
Factors that I have seen students with acculturation stress have been them feeling like they have to take on the "parent" role especially if they have to translate from teacher to parent. These students also question the school environment more, for example asking why did a student curse, or why are they not working. They are trying to adjust to so many things, trying to fit into a world that is different from their home.
There is a time allotted in our schedule at my school where 10-15 students are assigned to two adults in the building and we meet every day in the morning. During this time students are able to build small relationships with other students and find a trusting adult (s). There are also many ENL teachers to help support students, that follow them from class to class, giving them someone to communicate with at all times.

# data[].attributes.body
I have observed all three types of stress in my students over the years, but Acculturation Stress seems to be the most prominent. I have observed students struggle with their culture & values (dress, language, foods, gender, etc) with their families and peers due to wanting to fit in.  Students have also been embarrassed and/or hesitant when they are required to translate information for their parent/guardian, which can also be difficult if their vocabulary/reading skills is limited in their first language too.

I like the idea of having a support room where the students can take a break and listen to music, work on a puzzle, etc. to help with stress.  I believe RCSD is aware of how trauma affects all of our students, but has not necessarily addressed how it can be different for immigrant & refugee children.

# data[].attributes.body
I do a circle on Mondays to give students the opportunity to share things about their weekends, which often leads to how they felt about their weekend. As discussed in chapter 3, I Like the idea of doing a check in every morning using a variety of scaffolds that encourage all students to participate.
I also enjoy making connections via books with my students. I have found that students make many connections during read a louds which leads to deep discussions and connections amongst classmates.

# data[].attributes.body
I'm a Special Education teacher/Global teacher and in the beginning of the year we will study the continents.  In teaching this unit in the beginning of the year, I'm believe I'm giving students a voice. One of the activities for showing resilience is having each one present their- Culture, Food Identity and Heritage project. My students are very proud and enjoy teaching other about their countries. I feel it shows their resilience. We discuss their families journey to the United States. I will put up their projects in my classroom and keep them up all year long.
Also, I like the "I am, I Can and I Have" model for learning. I will be using this model this year for teaching in my classroom.

# data[].attributes.body
I see many different types of stressors in my students.  These just add on to the difficulties that they are already encountering  not fully understanding the language.  The biggest stressor I see on a daily basis is financially based. I teach at the high school level and often times have student whom have to work in order to help their parents put food on the table for their younger siblings. The responsibilities that are put on the older students often times prevents them from meeting their own basic needs for survival such as being able to eat, sleep or go to school like someone their age should be doing. I also often have students whom need to stay home to watch their siblings, or go on appointments with their family members to try to help out with the very little English that they may know. This causes much emotional stress on the students because they do not want to miss school and let their teachers down, but they also need to help their families. It is very difficult to even think about the situations some of our students find themselves in.

# data[].attributes.body
As teachers of ELLs I think it is important that we look for signs of stress among our students and that we consider the trauma behind the stress. In the past school year, I had the opportunity to work with several undocumented students who came during the last semester. The part in the chapter about "Isolation Stress" stood out to me as I thought about what their families were going through. I could sense that the students and their families felt lonely adapting to life without the strong social support network they had had in their home countries. Also, I observed other students harassing them, for example telling them to go back to their home country or that they belonged in jail. The chapter mentions the importance of creating a "welcoming, non-threatening" school environment where they can feel safe. I believe we can do a better job with this in RCSD and we need to in order for our ELL students, and all students, to be successful.

# data[].attributes.body
I see a variety of trauma stressors in my students. The financial stress is evident but not the biggest one I see with my younger students. My younger students struggle with with consistency. Nearly all of my students are in fight, flight, or freeze response modes at various times throughout the year. They worry about siblings and parents. They have separation anxieties that present through a variety of behaviors. My school has a combination of programs, including social workers and both group meetings and individual to support students. We also have a lot of parent contact and communication to help with this.

# data[].attributes.body
The biggest stress would be the Acculturation stress caused by some of their peers not liking when they speak their L1 and making derogatory comments about  them. This causes conflicts and created a divide between the ELLs and monolingual students. It tends to make the bilingual students stick together and not feel comfortable if they are in a class by themselves. Also, some teachers talk down to them by saying "I only want you to speak English in my classroom, you need to learn English" which sends a message that their teacher does not value their language. It also wastes an opportunity for assessment, because their teacher doesn't want to use peer talking in their L1 as a tool to assess what they understand about the lesson.

Also, I have noticed resettlement stress, in that a lot of the students do not have primary doctors and dentists, and don't know how to navigate the system of finding them, so they don't get regular check-ups and are reactive to problems that may have been caught by a primary or dentist before needing to go to the ED. Also, some of my students have said their parents cannot find work because they don't speak English.

# data[].attributes.headline
I have several students who have experienced trauma in my classroom. As I have gained there trust, I have learned about each of their struggles which mostly has to do with housing, watching younger brother/sisters (staying home to take care of them) and having their parents find jobs that pay well. After hearing their trauma, I can fully understand why going to school is not a top priority. I try to all the resources available to me to improve my students lives. 

# data[].attributes.subject
I have several students who have experienced trauma in my classroom. As I have gained there trust, I have learned about each of their struggles which mostly has to do with housing, watching younger brother/sisters (staying home to take care of them) and having their parents find jobs that pay well. After hearing their trauma, I can fully understand why going to school is not a top priority. I try to all the resources available to me to improve my students lives. 

# data[].attributes.body
Joann DiNitto

# data[].attributes.body
(p. 76) I've used the text "Emmanuel's Dream" in my ENL class with Entering and Emerging ELLS, and students wrote about  what resources Emmanuel had to draw upon, and how they helped him be strong (resilient) and achieve his goals.
I think what I would change and focus on more in the future is relating this back to students' lives and what resources THEY have that they can draw on.

# data[].attributes.attachment_link.title
BEWL_Supporting the Journey of English Learners after Trauma

# data[].attributes.attachment_link.description
BEWL_Supporting the Journey of English Learners after Trauma July 18 and July 25, 4-7pm 6 hours

# data[].attributes.headline
Impact of Trauma on Academic Performance

# data[].attributes.subject
Impact of Trauma on Academic Performance

# data[].attributes.attachment_link.title
The Impact of Trauma on Learning Part 1: Academic Performance

# data[].attributes.body
I see a lot of financial stress with my students at Wilson - I have students who are extremely aware of their family's struggles to make ends meet, and they are struggling academically to balance school load with working after school/at night to help support their families. I also have students who told me they are considering dropping out so they can work more. It's hard to focus on academics and school when there is an immediate need in resettling to pay for rent and food on the table.

# data[].attributes.headline
Chapter 1: The Trauma of English Learners

# data[].attributes.subject
Chapter 1: The Trauma of English Learners

# data[].attributes.headline
Chapter 2: Trauma Sensitive Schools & Classrooms

# data[].attributes.subject
Chapter 2: Trauma Sensitive Schools & Classrooms

# data[].attributes.attachment_link.title
The Impact of Trauma on Learning Part 2: Classroom Behavior

# data[].attributes.attachment_link.title
The Impact of Trauma on Learning Part 3: Relationships

# data[].attributes.headline
Chapter 3: Strategies & Activities for Resilience 

# data[].attributes.subject
Chapter 3: Strategies & Activities for Resilience 

# data[].attributes.headline
Understanding Trauma: Learning Brain vs Survival Brain

# data[].attributes.subject
Understanding Trauma: Learning Brain vs Survival Brain

# data[].attributes.attachment_link.title
Understanding Trauma: Learning Brain vs Survival Brain

# data[].attributes.headline
5 Core Ideas: Helping Traumatized Children Learn

# data[].attributes.subject
5 Core Ideas: Helping Traumatized Children Learn

# data[].attributes.attachment_link.title
5 Core Ideas of Helping Traumatized Children Learn