Presentation on theme: "Settlement Workers in Schools"— Presentation transcript:
1Settlement Workers in Schools English Language Learner Welcome CentreSystemic Solutions for Refugee Settlement in Schools and CommunityPresenter: Meredith VermaMajor Contributors: Dr. Tara Holt, Dr. Pius Ryan, Caroline Lai
2Surrey Schools: Our families OutlineSurrey Schools: Our familiesUniversal Design: a policy organizing lensSettlement Workers in Schools (SWIS)(Information, Orientation and Case Management)Vision: what drives the passion?Program: Bridge and Bridge 2 SuccessFindings: Preliminary researchResources and findings
3A Snapshot of Surrey’s Families Our families arrive from many different countries speaking a variety of language and dialects. The chart below signifies the country of origin which is the most prevalent in the District. However, the list of countries is as varied as the languages below.Provide context about the stats and community – 3 slides
4ISS Government Assisted Refugee Percentages Top Three Communities
5Languages – Demographics are Changing Top 10 Primary Languages of our SWIS ClientsSchool YearSchool Year1Punjabi (26.1%)Mandarin (20.1%)2Vietnamese (19.0%)Punjabi (16.0%)3Tagalog (7.4%)Vietnamese (8.9%)4Mandarin (6.9%)Korean (8.1%)5Spanish (6.3%)Tagalog (7.8%)6Farsi (5.4%)Urdu (4.2%)7Arabic (4.7%)Arabic (4.2%)8Karen (4.1%)Karen (4.2%)9Somali (3.3%)Somali (4.1%)10Korean (3.2%)Spanish (3.5%)
6ELL Welcome Centre At the Welcome Centre: Since the fall of 2007, our SWIS have worked with over 33,000 individuals. 6,850 are existing caseloads, and of those, 3,250 are new this school year.Out of the 30,000 individuals, the top three immigration categories are:Skilled Workers (10,400 – 66%)Family Class (5,390 – 19%)Refugees, including GARS, Non-GARs & refugee claimants (3,330 – 13.6%)
7Universal Design Model Strands of ServiceUNIVERSAL• All students and families have access to support• Supports are unique and accessibleTARGETED• Specific support for family needs• Specific support for studentsINTENSIVE• Individualized support for complex needs
8A vision: “Why it’s Unique” An overview of program development Viewing the whole family through this lens.That the needs of the family are personal and unique.This continuum guides us to implement the best strategies for support.All programs and support are responses based on need.
9Indicators and research on Refugee Integration (J. Hyndman, 2011) Economic IndicatorsSocial/CommunityOfficial LanguagesLegal/CitizenshipEducationHealthHousingAge/Gender/Diversity
10Research: Thesis: “Taxonomy to Integration” Pre-settlement is the stage for those families whose basic needs calls into question the readiness of settlement upon landing in an urban communityA beginning point of the settlement process where refugees arrive under-equipped to engage in settling in their new communityIntegrationAutonomySettlement ProgramSettlement ReadyPre-settlementMajor barriers such as health, education, dental and basic knowledge of urban living which impacts this processReference: Holt, Tara, Ph. D. Candidate (2013)
11* Students from Refugee Backgrounds BC Ministry of Education (2009) Understanding context in a school settingImmigrants: Most oftenRefugees: Most oftenPersonal business settledUninterrupted educationTime to prepareOften absent of loss and traumaReturn home a personal choiceFamilies often intactArrangements for basicsPersonal business not settledEducation interrupted/postponedLittle or no time to prepareLoss or traumaReturn home not an optionFamilies often separatedBasics urgently needed* Students from Refugee Backgrounds BC Ministry of Education (2009)
12Increased Services and Supports in Response to Growth Large group of Karen /Iraqi families arrived on massNo systemic approach to reception, orientation, or needs evaluationNo pro-active training or awareness building for schoolsLimited coordination across support organizationsA requirement to have in school support to address a myriad of family needsThe understanding that settled families promotes settled studentsProvide the need for wrap around support and centralized services and case management through schools supports
13The Vision of “Welcome” The Vision of a “Welcome Centre” – a hub where holistic needs assessment and support could be provided for families and students new to Surrey, BC.Filling a genuine need for settlement support, access to services, cultural adjustment support, and educational information and programming became the focus lens in developing the “Welcome Centre”.SWIS are active case managers, providing wrap-around support depending on client needs.
14ELL (English Language Learner) Welcome Centre The ELL Welcome Centre opened its doors in March 2008 and has quickly become a lighthouse of support for ELL students new to the district, their families and our school personnel.Over the last year we have supported over 11,000 students and families with school registration, settlement supports and connecting to the community.ASSESSMENTS
15ELL Welcome Centre At the Welcome Centre: Upon arrival, our students and families are greeted by our Settlement Workers (SWIS) and/or Multicultural Workers (MCW).While the family is completing a needs assessment with a SWIS…Provide information on the two different roles – show slides
16ELL Welcome Centre Language Assessment … the student is completing his/her assessment with our Assessment Teacher, sometimes in the student’s first language, which is essential for the school’s ELL Department to deliver educational programming.A more consistent and holistic assessment of student needs provides for lead time to prepare for incoming students and to coordinate school-specific support in an effective and timely manner.
17Settlement Workers in Schools The Settlement Workers in School Program is an essential service in the community and in schools. To date the SWIS have supported over 30,000 parents and students. The Settlement Workers role is to provide accurate, quality, timely support for our new families settling in Surrey. The SWIS provide information and orientation to their new school and community by facilitating informative workshops and sessions. Some of which include:cultural connections and understandingparenting and family relationshipseducational systemimmigrations and legal understandingemployment and housingyouth leadership/mentoringdriving and transportationSince 2008, the SWIS and MCW’s have provided nearly 4000 workshops at the Welcome Centre, in schools and in the community.
18Multicultural Workers Multicultural Workers’ (MCW) are an essential service in schools. They support the cross-cultural understanding of all immigrant students and assist families with registration and information about the school system. To date, the Multicultural Workers have provided a myriad of services and support in the schools such as:Provide one on one/group cultural supportDesign and deliver workshops with SWISProvide a safe and supportive space for students experiencing cultural adjustment issuesAttend meetings to support parents and students and build capacityConnect students’ to appropriate cultural activities in schoolAct as a school liaison to outside resources for students
19ELL Welcome Centre – Community Connections Current ProgramsAdult Education English FoundationsCity ToursCommunity Connect 11Community Connect through ReadingMy Circle – LeadershipMY Circle – Peer SupportDental Health EducationBridge ProgramBridge 2 SuccessProvide the importance of supporting families, not just programs for students. These are the systems we are putting in place to support our families and children/ Talk about the integration and acculturation process and how people settle at different times based on a myriad of factors.
20Intensive Program Support: Bridge Program Universal School-wideInstructional SupportTargetedInstructionalSupportIntensive Support: Bridge ProgramCulturally Sensitive CurriculumSocial and Emotional SupportVocational SupportStudent SupportFamily SupportBuilding Collaborative Relationships
21The Bridge ProgramThe Welcome Centre Bridge Program is a unique program beyond regular support/educational programs currently available at Surrey School District.The program is an intensive 6 to 8 week program which:increases settlement support for at- risk/vulnerable immigrant youth.increases school and community connectedness.eases the students’ transition into the workplace, back into the school system, or to other options.So how do we do this?imparts skills and knowledge to the students and empower them to overcome obstaclesaddresses learning and school adjustment issues related to their immigration experience and cultural adjustment process.
22The Bridge 2 Success Program What it is: The “Bridge 2 Success” program was developed and implemented by the English Language Learner Welcome Centre, Adult Education and Surrey College.Goals: The purpose of developing the “Bridge 2 Success” program was out of a distinct need to support the “at-risk” learners in the district who are coming into Canada at 17 to 19 years of age. This is a collaborative district support to guide these students who are ‘at-risk’ and in need of wrap-around support.Strategic Partnerships: The Welcome Centre, Adult Education and Surrey College to provide adult graduation credits combined with settlement support at the Welcome Centre.MondayTuesdayWednesdayThursdayFridayLiteracyFoundationsEnglishMathLunchWork Experience 12APlanning 12(Business)WorkExperience 12ACounselling and Career Exploration
23The Bridge 2 Success Program Future research and evaluation Average Assessment Scores in Reading, Writing, MathSo how do we do this?
24Research and Practice On Immigrant/Refugee Students… Acculturative stress impacts learning and adjustment.Features of A.S.: anxiety, stress, isolation, poor performance in school, health problems, confusion and family stress.Integrated support is necessary for whole family adjustment.Social and emotional counselling and therapeutic support increases a sense of well-being and belonging.Empowering parent and student provides an opportunity for open communication and reduces anxiety about school.Students require an adjustment period to settle.Differentiated learning and support can be adjusted based on level of need.NASP 2010 “Immigrant Families: Strategies for Support”
25BC Ministry Of Education: ESL Recommendations In addition to ESL support, these students may require specialized counselling and/or literacy training in their home language(s) to support their academic achievement in English.Teachers who believe a student is experiencing significant adjustment difficulties beyond those associated with the preceding stages of adjustment …may indicate a need for special educational or other forms of intervention as provided for in school, district, or provincial policy.
26Future Considerations Housing:Balance of Social Housing needed across SurreyThe lack of understanding of tenant rights and how to go about renting a home.Transportation:Many immigrants cannot afford transportation fares and thus miss out on many opportunities related to employment, education, social and extra-curricular activities.English Language Development:Most Permanent Resident clients have to learn English and upgrade their skills in order to find decent employment based on their training and previous work experiences.There is a lack of English language support and extra-curricular activities, for our clients.Parent concerns that their high school aged children are not able to graduate in the allotted time and that many high schools will not register students that are turning 18 or older.
27Future Considerations Employment:Many immigrant parents work multiple jobs, in order to pay their bills and in the process their children become neglected.Clients holding temporary work permits have difficulties staying in the same job. They require assistance in finding new employment, changing their work permit, and understanding their rights as an employee in B.C.Credential evaluation and recognition and the confusion around upgrading skills.Cultural Awareness/Sensitivity:Cultural awareness training is needed at all levels of social services – people in face a lack of awareness by community members.Hiring the diversity representing different populations and settlement patterns (e.g. Somalia).Not only has the issue come up that there are a lack of culturally sensitive mental health services for families available, when and if these services are available, the wait lists are extremely long.
28Future Considerations Health/Mental Health Care:At-risk immigrant youth are not being appropriately linked to youth/family counselling and information about safe schools.The need for dental health education and the connection to affordable community resources and/or dentists.Legal Aid:There are very limited legal aid resources, available within our community, for our clients.Service Transitions:Many families, who have been receiving assistance from SWIS, and now their youngest child is graduating, are no longer eligible for SWIS services.
29Useful Websites for Working with Refugees BC - Working with refugee studentsNewcomer Children Information ExchangeAlberta - Teaching RefugeesOntario - ELL - with Limited Prior SchoolingRefugee Children with Low Literacy Skills or Interrupted Education