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Team wanted something more tangible in terms of information have been discussing, in particular resources available to undocumented folx/folx with tenuous legal status who want to go on to higher ed in Long Island (i.e. resources specific to Long Island), drivers license, other resources.
Spoke with Cynthia about how to go about doing this. Plan to go back to school to get more clarification around CUNY-IIE role in this, SLT role, how to disseminate info beyond SLT.

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Thorn: It feels like we are being underutilized to push conversations toward criticality. There seems to be a certain comfort within the environment and shifting toward more critical moves is slow to come. 

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Thorn: It feels like we are being underutilized to push conversations toward criticality. There seems to be a certain comfort within the environment and shifting toward more critical moves is slow to come. 

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Rose: We have a good relationship. We were able to support them in thinking through ideas (ie. technology, language, partnering w students). We were able to establish some participatory and student centered approaches.

Bud: Looking forward to seeing how the parent-focused group works out and how the video project comes together.

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Administrator named that they recognized they were a quieter group but they were really appreciative and gave a lot of positive feedback of the impact of the work.

The work with CUNY-IIE is spreading conversations throughout the school, outside of the CUNY-IIE team.

Gliset gave a presentation of US DOE data for immigrant origin students in special education. This helped the school think about including status in the conversation about the ability and looking at their own numbers.

The current project is working on facilitating a tour of the school for new students.

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Pitched that she was interested in working at a school that was implementing decolonial education. She facilitated a PD that was very generative. The staff were very receptive, identifying ways that they were doing.

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Understanding the concept of D75. How do we support a school that goes across 5 sites? (virtual has helped manage this -- in person would be really challenging!)

Had a private meeting with the admin to clear up the questions about how this works and this thorn is now budding!

The axis of immigration/disability is not commonly talked about. There's a lot of questions about this and a need for resources. But this is a bud because what can be created in a D75 (moderate to severe disability) can later  influence what we do at other schools (because of this attention to a very marginalized group of students.

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They are engaged and they are planning to do more decolonial curricular work. Ex: Planning a BLM curriculum.

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Tammy and Cecilia are excited because they can go into work with the teachers today, and people outside of the SLT.

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It has been difficult for them to meet with the school, with cancelations and other challenges. "Bits and Starts"

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There are people who resist and are not engaged. Some people challenged the notion of decoloniality. However, the majority of faculty are on board.

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In the beginning it was so hard to have the SLT acknowledge that there are non-Lantinx immigrants. The team is starting to get access to the data to better understand who the students are. Currently, reshaping the intake process. The shift happened after Orubba and Bridgit began to share scenarios/hypotheticals that helped the team make the connections re how not knowing may limit opportunities down the line.

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Bud- An emerging curiosity and thinking around the conflation of ELL and Immigrant students. When we look at who is in the school we begin to see there are other immigrant students in the school even if they are not large.

Thorn- The constraint of time and the changes that are happening in the school. As of Tuesday, they will go back in person so the schedules are shifting and time is becoming a challenge in terms of what is meaningful and the span of time.

Roses- We did have a professional learning, with teachers that work with all students but don’t have training and it was really successful. The team was energized around helping the teachers helping the stories of the students. Ideas come up like working with alumni to share their stories and to better define success and experience. The team have gone to CUNY-IIE workshops that helped build a good foundation as well.

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Being patient and understanding schools where they are. They are also doing interesting work at the school.

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Maite and her partner have been able to meet with their team every two weeks comprised of teachers and parents. They are having very important conversations together.

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Lack of support from admin. Pretty much been holding meetings in secret. They want to hold PDs in school but tension of asking whether they want to explicitly connect to CUNY-IIE. Unsupportive admin who claim to want to do admin but don't actually.

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SLT. Very aligned in terms of principles, on board with guiding principles (not contentious). SLT meetings have served as place for support and connections between themselves. People who have wanted to engage in these conversations and be in critical engagement, have awareness of politics of schools, and want to do the work (against the institution since the context is not very supportive)

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Committed group of educators in SLT but challenge has been getting people they think should be attending to this on board. A lot of the work they do is racialized as immigrant work (ENL, foreign language teachers) so teachers seen as "you take care of that, you deal with those students." Struggle in being able to support them, helping them feel supported. They have asked: could you as CUNY-IIE, the "authority," speak to the admin, make the case for what's needed.

How to intervene when committed educators are also part of some of systemic issues related to grounding principles (antiBlackness, Indigeneity),  white woman taking up space in meetings. Thinking about prompts to make space for people who haven't been as vocal to speak more (ex: someone bringing up words with roots that are Indigenous, not from Spanish language but that convo was shut down).

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Working toward building critical relationships and holding critical conversations. Building ally/accomplice document, categorizing the people (educators/admin/etc.) into their positions. Based on Freeport/LI, hard to categorize people and say who is an ally/accomplice. Navigating how to put this together while trying not to make them defensive.

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Because of the history of social justice orientation and activity in this school, it's challenging to think about what else we can do with CUNY-IIE sometimes.

Thinking about this school in comparison to other schools who get paid to do this work. There's an incredible level of engagement -- and it is spreading -- and that is really positive but we're also thinking about the amount of work the school is taking on, which is a lot!

Working through the recognition of indigenous students within the Latinx identity, which is the most prominent. There's a resistance to creating resources / spaces specifically for Indigenous Mexican students at the risk of "separating the Latinxs"

Class -- there was talk of an event about immigrant parents coming in to talk about their careers in their home countries. It's positive that there is a clear idea that the Latinx parent community has a lot of knowledge, but also: what identities are being represented and left out of this?

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CUNY-IIE has felt low priority, because there are so many challenges in the community and a perceived disconnect with the work of CUNY-IEE.

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Time and they wanted us to do the work...that's not sustainable. They don't have common meeting times, or opportunities to collaborate with one another. They felt singled out originally, but they're now excited and invested.

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Admissions seems to be a problem

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A lot of engagement at the very early but "energetic" meetings!

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Supporting committed educators in SLT. Attending meetings even when don't have a ton of time.

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They have begun to unpack issues of gentrification of the dual language programs and related concerns. Now they would like to bring the principal into those conversations.
Other buds/thorns are setting a broader vision for the school, addressing the other student populations.

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Thinking about collaborating across Westbury/Freeport in terms of resources for Long Island schools