What I've learned in my advocacy work for ELLs
Lori shares some lessons learned from her advocacy work and talks about the difference between a teacher's "in-school" and "out-of-school" voice.
What if the Gingerbread Man's mother gets arrested?
Lori shares the story of a child who expressed fear about a parent being arrested during a conversation about the Gingerbread Man.
Who are my allies?
Lori offers examples of allies who can work with teachers interested in advocating for their students even if their school or district doesn't have many opportunities to do so.
Why extra-curriculars matter for immigrant students
Lori talks about the importance of extra-curricular activities for immigrant students.
Why not all changes in behavior require a special education referral
Lori explains why a change in a child's life may lead to new behaviors and cautions against rushing to refer a child to special education when such a change occurs.
Why schools should never ask about immigration status
Lori provides an overview of why schools should not ask families or students about immigration status.
Younger children's concerns and questions about immigration
Lori shares some of the concerns that young children may have about related to immigration.
Learn how one school harnessed the powers of push-in instruction and PLCs to transform their literacy instruction for all students, including ELLs.
Community organizations can play a critical role in providing information and support to immigrant families. This may include addressing families' basic needs, as well as legal advice and updates.