Recommendations
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We want to ensure students and families are able to move on from the trauma they endured back in their home country from the violence and instability, their agonizing journey, and the worries and stress they have now that they are here. Putting in place our recommendations below that be one step towards alleviating some of the mental health issues within students and families.
On top of these programs listed below, it is important to note there is only one mental health specialist at Carl E. Vonne Elementary School. Though we focused on this elementary school, we learned the high schools have even less resources from one of our families. A therapist is essential in this migrant crisis as the only way these families are going to be able to move on from the extreme trauma is through professional help. Coordinating with outside therapists is necessary to ensure all migrants are working on their mental health and getting better so they can live worry-free here.
It is also vital that these resources are allocated to everyone, not just the students while they are in school. Ensuring that all families, regardless of location, has access to a therapist or mental health specialist at all times can greatly increase the living conditions and make sure all migrants are receiving the help they need. There are numerous free therapy websites, such as BetterHelp.com, as well as sites that can direct you to free or low-cost therapists within Illinois, such as OpenCounseling.com
Our research highlighted the importance of English Learners being in classrooms with other English Learners. In our interview, one of the mothers described her child's experience switching from a math class where English was the dominant fluent language to a classroom where her child could be surrounded with other English learners. The switch was very positive for her child and our recommendation is to create a system that places migrant students in classrooms wit other English Learners at a similar proficiency level.
To address this and maximize student learning, we have created a three-step approach:
Comprehensive English Proficiency Assessment
Objective: The objective of this step is to implement a comprehensive English proficiency assessment that goes beyond traditional language tests. The assessment would encompass various aspects of language acquisition, including communication skills, comprehension, and academic language abilities.
Implementation Details: To do this, CPS should collaborate with language experts and educators to develop or adopt an assessment tool that accurately reflects the nuanced language abilities of English Learners primarily from Spanish-speaking backgrounds.
Centralized Database
Objective: The goal here is to establish a centralized database that compiles detailed profiles of EL students, providing a comprehensive overview of their language proficiency and academic strengths.
Implementation Details: CPS would create a user-friendly database that would be accessible to relevant school staff, including teachers, counselors, and administrators. The database would hold accurate and regularly updated information, utilizing input from teachers, language specialists, and other professionals involved in student assessments.
Cohort-Based Classroom Placement
Objective: In the final step, the goal is to implement a cohort-based classroom placement system that groups English Learners with similar proficiency levels. This approach would promote a supportive learning environment and help facilitate shared language development among peers.
Implementation Details: Develop clear criteria for categorizing students into proficiency levels, considering the results of the comprehensive English proficiency assessment. Establish protocols for forming and maintaining cohorts, ensuring that students progress through language development milestones together. Regularly assess and adjust cohort placements based on students' evolving language abilities.
As described in our research findings, being a member of a sports team, practicing music, and participating in other extracurricular activities are tremendously positive for child development as they give students confidence, community, and a sense of purpose. Our interviewee cited sports programs as something that their kids had asked about and were excited for.
To successfully implement sports, clubs, and activities, we suggest that Chicago Public Schools lean on outside organizations and nonprofits to outsource after school activities for children. Internally, CPS should allocate its resources on its teachers, so we feel that outsourcing is the most efficient way to provide after school activities in a way that is adaptable to each school's needs.
As described in our research findings, being a member of a sports team, practicing music, and participating in other extracurricular activities are tremendously positive for child development as they give students confidence, community, and a sense of purpose. Our interviewee cited sports programs as something that their kids had asked about and were excited for.
To successfully implement sports, clubs, and activities, we suggest that Chicago Public Schools lean on outside organizations and nonprofits to outsource after school activities for children. Internally, CPS should allocate its resources on its teachers, so we feel that outsourcing is the most efficient way to provide after school activities in a way that is adaptable to each school's needs.
Facebook Groups such as Refugee Community Connection (RCC) and Chi Welcome serve to coordinate donations and recruit local volunteers to help support migrants in need. An independent spin-off of RCC, Chi Welcome is primarily focused on "supporting new arrivals in temporary housing" while RCC's emphasis is settling families into permanent housing. Chi Welcome's website includes donation drop-off sites, a shelter location map, and other resources.
With winter approaching, migrant families need winter coats & blankets, reliable food & water, and housing & accommodation more than ever. While these Facebook Groups have proved to be critical for the success of these migrant communities, a stronger, more concerted effort is needed. Schools and communities across the city have taken the initiative to support migrant refugee families. However, there remains a lack of recruitment of volunteer tutors and support from university students and faculty from across the greater Chicago area.
We recommend CPS further establishes this connection by creating an online volunteer portal for virtual and in-person advising/tutoring for not only migrant students but adults who need help building a safe and stable life for their families. Chicago is home to amazing universities such as Northwestern University, the University of Chicago, the Illinois Institute of Technology, Loyola University Chicago, Illinois University-Chicago, and many more. These universities are full of talented, bright students and professors capable of helping tutor and advise students and families in this time of need. While this does not need to be reserved for higher education volunteers, a targeted program could prove to be beneficial on multiple accounts including strong networks and connections, expertise in various fields, and plentiful resources. Additionally, it could serve to establish a bond between Chicago schools that would benefit the community.
By building this portal, individual schools across CPS will be able to assemble after-school virtual and in-person tutoring for their students and even families. Schools will publish volunteer requests for various educational and professional programs, and volunteers can sign up to advise them and serve as a helping hand. Because many of the students and families may not speak English, language specifications should be outlined clearly before volunteering and translators should be considered. Volunteers will need to demonstrate some level of Spanish or other language proficiency before meeting with a non-English speaker without a translator.
The goal is to provide migrants with someone to talk to.
Whether it's Algebra homework, finding a stable job, or struggles with mental health, migrant families need a higher level of support than they are currently receiving. When it feels like there's nowhere to go, we all just want, and in many cases, need someone who can listen and try to help. College-age students are not only capable of helping with any K-12 schooling, but they can serve as research assistants for a family trying to find work and housing in Chicago.
For those interested in volunteering to support new arrivals, fill out the Chi Welcome Volunteer Interest Form.