Student diversity

Amid anti-refugee political rhetoric, Nashville schools welcome displaced students

PHOTO: Grace Tatter
Students at Nashville's Tusculum Elementary School prepare for a classroom Thanksgiving feast as part of a 2015 lesson on religious freedom. Many of Tusculum's students are immigrants and refugees from around the world.

Wearing a colorful Native American headdress made of construction paper, Aziz joins his classmates in a Thanksgiving lesson about pilgrims who fled England in search of freedom. It’s a story that resonates with the fourth-grader at Tusculum Elementary School, which has a sizeable and growing refugee population.

Originally from Afghanistan, Aziz tells teacher Devon Garrett that he also left his home — because of “mean people” with machine guns.

Such harrowing stories are among the real-world lessons in Metropolitan Nashville Public Schools, which continues to serve a diverse and growing refugee population amid a recent wave of anti-refugee sentiment in America. Some students are from Syria, and school officials say they’re more committed than ever to serving their share of the hundreds of thousands of people being displaced by war in Syria.

“Whether they’re a refugee, immigrant or native-born, when they’re in our school system, then we must give them the best education possible,” said Kevin Stacy, director of English language learner programs for the Nashville district. “They deserve the quality of an equal education.”

Nashville’s refugee population has been growing since the 1990s when Kurdish refugees began settling in the city during the first Gulf war. Since then, a steady stream of school-age refugees have arrived in Nashville. Garrett has a new student in her class almost every week from countries including Syria, Iraq, Myanmar, Bhutan and Somalia.

The district serves 830 refugee students, or about 1 percent of its 86,000 students.

To meet both personal and academic needs, the school system partners with churches and nonprofit organizations to create a web of support for refugee students and their families. Together, they provide clothes, food and legal services.

Most of the district’s refugee students attend schools in the south Nashville community of Tusculum, where Jeger Ali, who is fluent in Kurdish and Arabic, works for the school district as a family engagement specialist.

“Imagine not knowing the language, not knowing anyone,” said Ali, himself a former refugee. “When (families) see someone who speaks the language, maybe from the community, it’s helpful.”

Ali moved to Nashville seven years ago from Iraq, where he was a translator for the U.S. military. He came to Nashville to be near family who moved as Kurdish refugees during the 1990s. His parents still live in Iraq and are seeking refugee status to join him in the United States.

Because of his background and linguistic skills, Ali understands the challenges of refugee families and is an invaluable resource for newly arrived parents who have lots of questions about schools. The very idea of a family engagement specialist is strange to refugees from many other nations, where parents aren’t as involved in a child’s schooling.

Tusculum principal Alison McMahon says newly arrived parents meeting with her often nod in agreement with the plans she details for their child. “That’s not always good because parents know their kids better than anyone,” she said.

In addition to providing family engagement specialists who advocate for refugee students, the district offers adult English classes and a parent ambassador program that pairs parents with bilingual parent mentors.

At Tusculum, school leaders are especially in tune with the needs of the school’s refugee families. During Thanksgiving week, the students toted home bags of rice and beans nearly as big as they were. At the district level, legal services are provided for parents who need help navigating leases and avoiding scams.

“We understand that families aren’t going to do well if they’re worried about something,” said Kevin Stacy, director of English learner services.

For Stacy and Ali, the job is not only to educate refugees but to educate educators too.

“We help educate the district on what does it mean to learn a language and be a refugee at the same time? What is it like to come from a war-torn area?” Stacy said.

Many teachers choose Tusculum to work with students from other cultures. Nearly all of Kim Fuller’s first- and second-grade students have siblings across the hall in Garrett’s class.

Previously, she taught at Kirkpatrick Elementary, a majority black school, and loved it. “I thought I would be there forever,” she said. But when more English language learners were introduced to Kirkpatrick through a rezoning, she fell in love with the challenge, earned her EL certification, and ended up at Tusculum.

With Nashville’s growing refugee and immigrant population, the district needs more educators like Fuller and Garrett and more translators like Ali.

“These kids are sweet as pie, but this is maybe my most difficult class because they don’t understand,” said Tusculum computer teacher Clinton Johnson. He is not EL-certified but, on the Tuesday before Thanksgiving, he was in constant motion helping Garrett’s students with a typing program. Kids kept getting stuck at the same place — when the instructions told them to type an “F,” instead of clicking on it.

Map
A hallway map shows where Tusculum refugee students came from before moving to Nashville.

Overall, Johnson and other teachers at Tusculum consider the students a source of vibrancy, despite the challenges. It’s not just the new arrivals who get an education on American culture; their Nashville-born peers get to learn about other cultures too.

The diversity is a source of pride at Tusculum. One hallway bulletin board displays a map showing where all of the school’s refugee students came from, with pictures of their smiling faces. Native-born students enjoy helping their new neighbors and like to learn words in different languages. And political tensions around refugees haven’t thus far impacted students, according to educators, who say that bullying doesn’t stray from elementary school norms.

The goal is for students like Aziz eventually to be in mainstream classes — a satisfying transition that Ali understands from personal experience. His cousins were students like those in Garrett’s class when they arrived in Nashville more than 20 years ago, fresh out of refugee camps in Turkey.

“And now, they are doctors and registered nurses and policemen and teachers,” he said. “They’re part of the community.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.