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- Good morning NCNAA Globetrotters!

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- Let's say it one more time!

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Good morning, NCNAA Globetrotters!

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Wow, thank you, what a
pleasant greeting this morning.

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Also, I wanna say good morning

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to our world champion teachers!

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Good morning, world champion teachers!

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- [Students] Good morning,
world champion teachers!

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- Raise your hand if you know why

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we don't have school tomorrow.

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Who can tell me why we
don't have school tomorrow?

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A.B.!

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It's a holiday, it's called Good Friday.

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And Good Friday is a
Christian holiday, OK?

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So remember, we have
different religions here,

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but we celebrate all of them, OK?

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- Our student body is 100% immigrant

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and/or refugee students.

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They come from all over the world.

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- We have found children
who need dental work.

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We have found people who need counseling.

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We have found people
who really are hungry.

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- Most of these kids are
coming out of refugee camps,

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they're traumatized, they are
learning a brand new language,

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they're learning a new culture.

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- Vision first.

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I pledge allegiance to the flag

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of the United States of America.

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[uplifting piano music]

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I know that the journey
here was difficult,

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so when they come here I
want them to feel welcome.

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I want them to feel the
potential that they have

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to make a better life for themselves.

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[uplifting orchestral music]

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- 100% of our students are
newcomers to the United States.

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At this point, we have about 56

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different languages represented.

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- We really spend a lot of time

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getting to know them personally,
hearing their stories

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and learning about their
educational background.

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We are doing some pretty
good testing to find out

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where their proficiency levels
are and what their needs are.

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And we are receiving them with open arms,

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and we're helping them to heal.

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Stella, what are you writing?

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OK, so let's see if we can
find one that starts with 'M'?

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- M?

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- OK, so look around, do
you see a word with 'm'?

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That's right, so this is Morocco.

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And you can look on the posters here, too.

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So this is a poster, and
here are country names also.

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Do you see these?

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- Yeah.

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- OK, there's one.

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- I give up alot of lunch time

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to spend one-on-one time with kids.

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"Miss Ritchie, I need
a little extra help."

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"Can you show me this? I
didn't quite understand it."

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"Will you listen to me read this to you?"

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"Will you correct my pronunciation?"

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We're going to class six, guys, class six.

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- They're not camera shy, are they?

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No, my sons.

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I had school, I-- my sons are grown.

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I may have a coat for you at home.

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OK.

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I didn't really know that I
would get a chance to work

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with people from all over the
world right here in St. Louis.

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And so it opened my eyes to diversity

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and the beauty of all people.

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It's been so rewarding for me to work

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with this particular group of students.

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It's not a job, it's my calling.

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It's my purpose.

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It's not a job.

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[barge horn blaring]

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- My highest English One
students, I challenge them

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to do this writing project,
and we start with writing

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their own story, because it's
familiar and it's something

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that they can easily
recall and write about.

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It's just hard to write a paragraph

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about something that's
just out of context.

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"My dad was a professional
soccer goalie and a taxi driver.

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"My mom was a homemaker, and
my uncle's family was nearby."

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"Two adjectives to
describe my entire family

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"are big and loud."

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"One day a decision was
to leave my country.

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"I was living in Syria.

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"My dad told me, and he said
we have to leave the country.

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"The decision was made
because there was war,

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"fighting in my city.

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"It was not safe to live there.

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"We rode bus, car, and
we walked for some hours.

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"We went to Iraq.

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"I remember all my bad days.

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"Then we brought only our
clothes and some special things

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"like a phone and watches.

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"I left behind my school, my
relatives, and my memories."

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[machine guns firing]

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- For refugees, we refer to
them as "reluctant immigrants,"

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because they haven't chosen
to come to the United States,

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they didn't choose to leave their homes.

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They had to leave.

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It was either remain and be
persecuted or possibly die,

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or escape, which was many times
done under the dead of night

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and with only the clothes on their backs.

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These are people who were forgotten.

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Some of them had been
what we call "warehoused."

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For them, it's a wonderful thing

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to be able to come over
here and get a chance,

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have a chance to start over again.

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- Some of our students have reported--

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the young boys have been boy soldiers,

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and a lot of them were
very traumatized by it.

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It's almost like their
childhood was taken.

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When you see them interact
with other kids their age,

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you see that there's
a very big difference.

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Once they've been a man in their country,

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it's hard to go back to
being a 10-year-old boy.

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- I had one student, I was saying, y'know,

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"You need to go to class,
get to class on time,"

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and he was kind of
refusing to do something.

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And he didn't speak good English,

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but he said something about "machete."

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"Even if you get a machete,
I'm not going to do that."

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And so I said, "What?"

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And so I just kind of
talked to him and said,

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"What's a machete?"

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I said, "I would never do that.

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"I care about you, there
are no machetes here."

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And he just totally turned around

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and did exactly what I asked him.

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[muffled voice over intercom]

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- Or you can plus or minus?

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- [Students] Plus.

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- Plus, what is the next thing?

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[downbeat instrumental music]

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- As more and more refugees
trying to leave the Middle East

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for Europe, their plight
has caught the attention

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of many here in St. Louis.

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- On Sunday, organizers
held a rally and march

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in the Delmar Loop to push the idea

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of bringing Syrian refugees
right here to St. Louis.

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News 4's Courtney Bryant
was at that rally.

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- [Crowd] Bring them here!

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Bring them here!

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Bring them here!

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Bring them here!

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Bring them here!

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[children shouting]

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[muffled chatter]

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- It's a place where you
can catch your breath.

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It's a place where there
is a sense of refuge,

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where it is safe, where you feel validated

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and culturally equal.

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- Nahed Chapman felt that there
was a need to immerse them

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in English and try to
bridge that gap more quickly

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than when they go to a regular school

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and they're just in a pullout program

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for, you know-- you get pulled
out for 45 minutes a day

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as opposed to being surrounded
with certified ESL teachers

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that are able to help them
access the curriculum.

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- And you're going to have
to describe your drug.

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How it's used, the slang
names, what it looks like.

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Does that mean your
spelling has to be perfect?

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- Yes.
- No.

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- Yes.

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- It doesn't have to be perfect.

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As long as I can read it and
it's not hard or impossible,

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I'll give you your five.

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Moving down.

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- What these kids needed to be successful

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was not to be thrown out into the masses,

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but to first have a soft place to land.

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[children shouting]

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- What makes someone wise?

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Because they have wisdom.

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What is wisdom?

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- [Student] What's wisdom mean?

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- It's finished, [speaks
foreign language].

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Did you learn something today?

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- [Students] Yes.

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- Did you become wiser?

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- [Students] Yeah.

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- Yes, we do every day, right?

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As we get older, as we
grow up, we get wiser,

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we get more experience,
we get more knowledge.

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We have good judgment, or
we learn to make decisions.

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[children shouting and chatting]

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- So I asked the students, well,

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would they like to make
this school more like home?

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And they told me they wanted a garden.

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Gardening is a great, therapeutic
way to relieve stress.

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A lot of our students suffer from traumas

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and just being able to put
their hands in the soil

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and to dig and connect with
nature is an awesome way

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to take their minds off of things

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that may be going on with them.

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- We offer a variety of food
for the students to consume,

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but we have beans and rice every day

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because that's an international food.

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And some students will
just get beans and rice,

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salad and fruit.

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Some don't eat any meat.

[00:13:34.09]
This group is the world champion cooks.

[00:13:37.09]
And they provide a
wonderful, nutritious meal

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as you can see the fresh produce.

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They're hand cutting it,
it's not coming out of a bag.

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- I love this school.

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[laughing]

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I love my people.

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- For the most part, our
kids like coming to school,

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even if it's just, it's something to do.

[00:14:10.00]
They don't have any
recreational or fun time.

[00:14:12.09]
Their friends are here.

[00:14:14.01]
They get to eat here.

[00:14:15.03]
They have fun here, they
have teachers that care.

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They're safe.

[00:14:22.01]
- And have you gotten
any mail about your I-94

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and when-- I mean your green card,

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and when you'll be
receiving your green card?

[00:14:31.04]
And when you met with Sajada last time,

[00:14:33.06]
did she talk with you at
all about your green card?

[00:14:40.06]
- Well, since Harun is an
adult and he's unaccompanied,

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he often needs assistance
with figuring out

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how to be in the adult
world in the United States.

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He last year was homeless,
and so he started using

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our address as his permanent address.

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And so he gets a lot
of his documents here,

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so he and I go over them
together and figure out

[00:15:01.03]
kind of what next steps he needs to take.

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- And then Harun is just
an extraordinary young man,

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so a lot of people in
this school are working

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to help him be successful.

[00:15:34.09]
- Thank you.

[00:15:36.08]
[upbeat dance music]

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- [Reporter] As supporters
waited in line to hear

[00:17:38.05]
Donald Trump speak
tonight in South Carolina,

[00:17:41.02]
word started to spread
about his latest idea--

[00:17:44.02]
banning all Muslims from entering the U.S.

[00:17:46.05]
- He's not saying
screening, he's just saying

[00:17:48.05]
no Muslims should be allowed
to enter the country right now.

[00:17:51.05]
Do you agree?

[00:17:52.05]
Yes or no, it's that simple.

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- Yes.

[00:17:58.09]
- First thing I do is
I turn on the lights,

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because this overhead
light can be pretty harsh,

[00:18:03.08]
and especially with kids
who have experienced trauma,

[00:18:07.00]
things like that.

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And then I've got my noise machine

[00:18:09.02]
that I always turn on to cancel out stuff.

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And then turn off the harsh lights,

[00:18:13.04]
and then we have a little bit
more of a zen environment.

[00:18:15.09]
This ball is really good,
especially for my kiddos

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that check out or maybe
aren't necessarily grounded.

[00:18:21.02]
And I'll usually try
to catch them off guard

[00:18:23.04]
and toss it at them, to
kind of bring them back

[00:18:25.09]
into the present moment to catch it.

[00:18:27.09]
I'll meet with a child,
build that relationship,

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and then from there I sort of
determine where they're at.

[00:18:32.04]
Good.

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We use two different
types of interventions.

[00:18:34.08]
We use somatic-based interventions,

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like movement-based things.

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You see all these crazy balls around here.

[00:18:40.01]
Different activities to
help their bodies process

[00:18:42.08]
what's happened through movement.

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We'll use TheraTappers,
these guys are really good.

[00:18:47.04]
And that's going to be
sort of that integral piece

[00:18:49.00]
for doing EMDR, when we're
reprocessing a traumatic memory.

[00:18:53.02]
I want them to be able
to make a lot of choices

[00:18:56.01]
and have that sense of control
over their environment.

[00:18:59.03]
So when they're in here, they
get to make all the choices.

[00:19:01.07]
I will never make them do something

[00:19:03.06]
they're not comfortable with.

[00:19:06.08]
Just bearing witness to
what they've experienced,

[00:19:09.06]
it makes you understand your privilege

[00:19:11.05]
that you have every day.

[00:19:14.08]
To be able to hear these stories,

[00:19:16.06]
and to be able to be with these families

[00:19:18.03]
and get to know these families

[00:19:19.06]
is for me such an honor.

[00:19:25.01]
- I think a lot of these kids,

[00:19:26.06]
they will get lost in the cracks.

[00:19:29.02]
We've seen it with our
refugees in the past

[00:19:32.05]
before we had this program.

[00:19:34.05]
A large percentage of them would drop out.

[00:19:37.04]
A large percentage of them

[00:19:39.05]
had a lot of discipline
problems at school.

[00:19:42.02]
And when you don't
understand the language,

[00:19:43.08]
when you don't understand the content,

[00:19:46.02]
when you don't know how
to be in a formal school,

[00:19:49.03]
that creates the potential for
a lot of discipline issues.

[00:19:53.08]
So we had kids not only
drop out but get expelled,

[00:19:56.05]
be suspended, just because
they had not had teachers

[00:20:02.01]
and a place to get them acclimated
to being in school here.

[00:20:08.04]
- They're coming from a place

[00:20:09.06]
where they were in refugee
camps and they have to fight

[00:20:13.08]
to get their food, they have
to be first to get their food.

[00:20:16.03]
So that manifests itself in the lunchroom,

[00:20:19.02]
because they wanna be first in line.

[00:20:21.04]
That manifests itself at the bus,

[00:20:23.04]
because they have to be first on the bus.

[00:20:25.07]
That mentality, "I have to be first,

[00:20:27.02]
"because that's how I was safe."

[00:20:29.06]
And it's a daily struggle,
because these kids,

[00:20:31.07]
they have to feel that safety.

[00:20:33.03]
And until that happens,
it's hard to do much more.

[00:20:37.09]
- When they're coming in,

[00:20:38.08]
there are so many different
factors to consider.

[00:20:40.08]
Every target behavior is different.

[00:20:42.07]
Triggers.

[00:20:43.06]
It could be the sound of the alarms,

[00:20:45.07]
which might remind them
of a catastrophic event

[00:20:48.09]
in their country.

[00:20:50.07]
One child in particular
that I was talking about

[00:20:53.01]
that was having extreme behavior issues,

[00:20:55.02]
he came in and very, very quiet.

[00:20:58.02]
Very, very quiet.

[00:20:59.01]
- This is also the same
kid who exposed himself

[00:21:01.03]
to his class for a semester.

[00:21:03.07]
- Yes, that's what he was--

[00:21:04.08]
that was another behavior he
was doing at the beginning.

[00:21:07.02]
And he's still doing that?

[00:21:08.03]
- He did that at the
beginning of the year.

[00:21:09.06]
- Oh.

[00:21:10.06]
- But I also feel like he's
acting up just to the point

[00:21:14.05]
where, like, he knows he's
not going to get put out.

[00:21:16.08]
- Mm-hmm, because he knows
this is a newcomer school

[00:21:18.06]
and our tolerance is bigger.

[00:21:21.00]
- So I'm wondering if he's
going to figure that out

[00:21:22.03]
when he goes to--

[00:21:23.02]
- He's gonna test the
waters just a little,

[00:21:24.08]
but not to get suspended or kicked out.

[00:21:29.04]
- Gentlemen, gentlemen.

[00:21:32.07]
- In English?

[00:21:33.07]
- We're all sitting here together

[00:21:35.03]
- Yeah.
- at the same table.

[00:21:36.07]
- Yeah.

[00:21:39.02]
- Language?

[00:21:40.01]
- Somali.
- Somali.

[00:21:41.05]
Language?

[00:21:42.03]
- Spanish.
- Spanish.

[00:21:43.09]
You guys, three of you
are speaking Somali.

[00:21:46.06]
You're speaking Spanish.

[00:21:48.06]
- Yup.
- Mm-hmm.

[00:21:49.04]
- Why can't we be inclusive?

[00:21:51.04]
What language do we speak
where everyone will understand?

[00:21:54.06]
- [Students] English.

[00:21:55.09]
- English.

[00:21:57.02]
The thing is getting
the different cultures

[00:21:59.02]
to have a unified base.

[00:22:03.06]
And sometimes they do
come with already, um,

[00:22:08.01]
isms that they learned
in their own countries

[00:22:10.09]
against people that don't look like them.

[00:22:13.09]
I just want you guys to
practice more of your English--

[00:22:16.04]
even socially, when you're
just talking with each other--

[00:22:19.01]
and feel comfortable to
sit together at lunch

[00:22:22.01]
and not all Somali at one table,

[00:22:24.07]
and all Spanish.

[00:22:26.08]
- If we communicate-- I know
you have lunch detention.

[00:22:29.05]
[laughing]

[00:22:31.06]
- You're all good students, OK?

[00:22:32.09]
Let's get to class.

[00:22:33.07]
Where you going, where you going?

[00:22:34.07]
So I can walk you.

[00:22:37.05]
What about you?

[00:22:41.00]
- I was walking down the hall

[00:22:42.02]
and a teacher pulled me
to the side to tell me

[00:22:44.04]
that I needed to speak to Harun
along with another student.

[00:22:47.04]
I guess they had an outburst in class,

[00:22:48.09]
which is really unusual for Harun.

[00:22:51.02]
He's one of our model students, actually,

[00:22:53.01]
so that never happens.

[00:22:54.09]
I don't know what he said or did,

[00:22:56.02]
but another young lady thought
he was talking about her,

[00:22:59.01]
and so she turned around
and whacked him with a book.

[00:23:02.04]
And so I guess he turned
around and swatted her,

[00:23:04.02]
and so the teacher's like,

[00:23:05.02]
"Oh no, you guys have
to get out the class."

[00:23:07.02]
So once they came in here
and talked to me about it,

[00:23:09.02]
it was just a misunderstanding.

[00:23:10.03]
They were all just excited,

[00:23:11.05]
but she thought Harun
said something about her.

[00:23:13.05]
And so I would've been surprised

[00:23:15.02]
if he really did something to upset her.

[00:23:17.07]
So it's great that it
turned out the way it did.

[00:23:20.09]
Lots of girls have a crush on Harun.

[00:23:23.01]
He's a great guy.

[00:23:28.00]
[gentle piano music]

[00:23:33.01]
- We intentionally moved
into the city of St. Louis

[00:23:35.09]
to live where the fatherless live.

[00:23:38.02]
It's more than 90?rican-American,

[00:23:41.07]
and the other 10% are refugees,

[00:23:43.07]
and I ended up moving into the community

[00:23:45.03]
where my students live.

[00:23:47.02]
- That's what kind of entered us in

[00:23:49.01]
without us fully knowing what
the neighborhood was like,

[00:23:51.01]
other than there was lots of
crime and lots of gunfire.

[00:23:53.02]
- We heard a statistic when
we first moved down here

[00:23:55.01]
that close to 90% of the
kids in this neighborhood

[00:23:58.08]
barely know their fathers.

[00:24:00.02]
They're not in a relationship with them,

[00:24:01.06]
and if they do know them

[00:24:02.07]
it's "I know who he is but he's
just not a part of my life."

[00:24:06.04]
- They use the word in
our neighborhood, "stay,"

[00:24:08.00]
because they're constantly moving.

[00:24:10.01]
I lived in Bridgewater.

[00:24:11.07]
I grew up-- y'know, I've never
even used the word "stay"

[00:24:14.02]
in terms of where I was.

[00:24:15.05]
I mean I "stay" at a hotel,

[00:24:17.03]
but I never "stay" in a home.

[00:24:19.02]
- They stay on this street,

[00:24:20.04]
or they stay in this part of town.

[00:24:23.00]
And it lends itself to think,

[00:24:25.01]
"Well I can move at any
moment, I might need to."

[00:24:27.08]
- Right.

[00:24:29.00]
- Who's buried over here?

[00:24:31.03]
- Finley.

[00:24:32.03]
- Finley our dog, yeah.

[00:24:34.03]
- He died from crossing the road.

[00:24:37.06]
- So this is an old
Catholic church, St. Rose.

[00:24:40.01]
This one and a couple other
churches in the neighborhood

[00:24:42.01]
were Catholic until the '60s,

[00:24:43.06]
and then when a lot of
people left the area--

[00:24:45.07]
parishioners or congregants went down

[00:24:47.04]
and they didn't have a lot of money,

[00:24:48.04]
so they started selling off buildings.

[00:24:49.09]
- So directly behind us
is a home that at one time

[00:24:52.06]
was for people who were
working in this church,

[00:24:55.08]
and now it's our
understanding that it's a home

[00:24:58.03]
for women that are in drug recovery.

[00:25:00.03]
[dog barking]

[00:25:01.06]
This home is about six blocks
from a pretty major street

[00:25:05.05]
in St. Louis, and this
street has a reputation

[00:25:09.03]
of being a divide in our
city between the wealthy

[00:25:12.09]
and the not so wealthy.

[00:25:15.00]
It's called the Delmar Divide.

[00:25:16.08]
We're on the north side of that.

[00:25:18.06]
The average income the last time I checked

[00:25:20.04]
in this neighborhood is
about $22,000 a year.

[00:25:23.04]
A third of the properties in
this part of town are vacant.

[00:25:31.00]
- I was born in Greenwood, Mississippi,

[00:25:33.08]
to an unwed 17-year-old mom

[00:25:37.07]
who lived in a family that
already had 10 children.

[00:25:41.07]
And then my mom asked my
biological mom, she said,

[00:25:45.04]
"Virgie, let me take the baby home

[00:25:47.03]
"and keep her for the summer."

[00:25:48.09]
And she said, "OK," so
then I never came home.

[00:25:53.09]
I grew up St. Louis public schools,

[00:25:56.01]
all-black elementary school, K through 8,

[00:25:58.06]
all-black high school, I
was in a black neighborhood.

[00:26:02.04]
The neighborhood was so clean,
we used to play in the alley.

[00:26:05.05]
The alleys were just that
clean because people cared

[00:26:08.04]
and those values were taught, y'know,

[00:26:10.02]
"Pick up your paper, don't
walk all over the grass."

[00:26:15.00]
This is Farragut Elementary School.

[00:26:16.07]
This was my very first school.

[00:26:19.00]
I could name every
elementary teacher I had.

[00:26:22.07]
That's how impactful they were on my life.

[00:26:26.07]
I can start with kindergarten
and name every teacher I had.

[00:26:29.08]
I don't think you wanna hear all that,

[00:26:31.04]
but I can do it [laughs].

[00:26:35.01]
- [News Anchor] This is
the future of public school

[00:26:37.00]
in the Sadr Fasor neighborhood.

[00:26:39.04]
1,400 students are packed
into these classrooms.

[00:27:22.01]
[melancholy piano music]

[00:29:21.05]
- If your soil is welcoming,
the seeds will come

[00:29:24.00]
and they will flourish.

[00:29:25.04]
We have gone from being the 10th largest

[00:29:27.04]
major metropolitan area in the country,

[00:29:29.02]
and now we are at 20th.

[00:29:30.05]
The city of St. Louis at the
core had gone from 850,000

[00:29:35.05]
right after World War II,
and now it's at 316,000.

[00:29:39.08]
There was research done
in 2012 by a professor

[00:29:42.08]
at St. Louis University,
and it showed that we have

[00:29:45.02]
less than 5% foreign-born people.

[00:29:48.01]
And as part of that study,

[00:29:49.04]
it showed that we were missing
economic and cultural growth.

[00:29:53.02]
Whether they are coming to
our universities academically

[00:29:55.04]
or if they're coming as refugees,

[00:29:56.09]
they are part of the
rejuvenation of our city.

[00:29:59.08]
- One of the challenges
that we have right now

[00:30:01.05]
is that the economy in St. Louis

[00:30:03.03]
is actually starting to pick up.

[00:30:04.07]
We moved into the recession
slower than other areas

[00:30:08.08]
of the country did, but
it has taken us longer

[00:30:11.05]
to come out of it.

[00:30:12.09]
So my employment department,
for instance, is telling me

[00:30:15.09]
that they have more people
calling and looking for people

[00:30:19.08]
to fill jobs than we
necessarily have available.

[00:30:25.02]
- We need people,

[00:30:26.02]
and we wanna be really a
growing dynamic region.

[00:30:30.08]
The biggest question
that we get is, y'know,

[00:30:33.02]
"Are they taking our jobs?"

[00:30:35.01]
People sometimes think that
refugees are uneducated

[00:30:38.02]
and they're needy, and what we explain

[00:30:40.09]
is that foreign-born
people are entrepreneurs.

[00:30:44.01]
They start high-tech businesses,

[00:30:45.08]
they start neighborhood businesses.

[00:30:47.05]
For example, one of our
entrepreneurs came from Malaysia.

[00:30:50.04]
He started a chain of yogurt
stores, hires 44 people.

[00:30:54.03]
People say, "Well, can't
you put one of them

[00:30:55.08]
in my neighborhood?"

[00:30:56.07]
And so all of a sudden people
see what's in it for them.

[00:30:58.08]
It's not just helping
him, but he's helping us.

[00:31:02.06]
Refugees come with legal ability to work

[00:31:05.02]
right from the start, and
because they need to start

[00:31:07.04]
paying back their
airfare for their family,

[00:31:09.04]
they need to start
earning money right away.

[00:31:12.00]
The services that our
country provides to them

[00:31:15.00]
are over in four months.

[00:31:16.09]
And then they need to pay for their rent,

[00:31:18.05]
they need to pay for all
their own family expenses.

[00:31:20.03]
And they often have $1,000
per person airfare to repay.

[00:31:24.08]
Many of the refugee families

[00:31:26.01]
now have six to eight family members,

[00:31:28.02]
so they immediately start
working one, two or three jobs.

[00:31:31.04]
- All cities all over America

[00:31:33.00]
have been boosting their minimum wage,

[00:31:35.01]
but it's going in the opposite
direction in St. Louis.

[00:31:38.00]
- [Reporter] Next month,
the minimum wage will return

[00:31:40.03]
to $7.70 an hour.

[00:31:42.02]
"Ten bucks an hour was
a mistake," he says.

[00:31:45.00]
"Despite what you hear
from liberals," he added,

[00:31:47.05]
"it will take money out
of people's pockets."

[00:31:50.00]
- Harun is leaving on his bike for work.

[00:31:55.01]
Bye Harun, what time do
you have to be at work?

[00:31:59.01]
OK, be careful.

[00:32:01.03]
See you tomorrow, OK?

[00:32:45.08]
[bell rings]

[00:32:50.02]
- So I wanted to talk about Dieumerci,

[00:32:52.04]
just because there are some
concerns about his grades.

[00:32:55.06]
And if you look at his
first quarter report card,

[00:32:58.02]
he was failing Health

[00:33:02.00]
and then he was also failing Algebra.

[00:33:05.01]
Double-dose.

[00:33:06.04]
And then he had a D in Physics.

[00:33:08.07]
- He's a very good student
in that he wants to be there.

[00:33:12.01]
He is there every day.

[00:33:18.05]
- He's working really long
hours, so frequently he's there

[00:33:22.03]
but he's half asleep while he's there.

[00:33:32.08]
- Now, is he doing significantly
worse than the other kids

[00:33:37.03]
in your class, like do you
see a big difference with him?

[00:33:39.02]
- No, no, not because of that.

[00:33:41.02]
He had interrupted
learning in his country.

[00:33:43.07]
Concepts he understands,
but the word problems

[00:33:47.08]
related to that is hard for him.

[00:33:50.05]
Give the force diagram, can I get that?

[00:33:53.02]
What are the forces acting here?

[00:33:55.06]
- It would be nice if we knew
at this stage of the game

[00:33:58.03]
what school he would be going to

[00:34:00.00]
and what the environment
would be like over there.

[00:34:03.00]
Because there's such a
difference between the schools

[00:34:05.09]
in our district, and the amount of help

[00:34:07.08]
that those kids can receive
in their content classes.

[00:34:11.05]
You just don't know, which
is also an unfortunate thing

[00:34:15.01]
because the kids who
are struggling the most

[00:34:18.04]
are gonna end up at the
school with the least amount

[00:34:21.03]
of support.
- Right.

[00:34:23.02]
- So here's the name of what
we're reading, it's big.

[00:34:26.04]
And many times it's in a different color.

[00:34:28.06]
Our title is "Smart Rocks."

[00:34:31.05]
Let's review these four
yellow words first.

[00:34:33.09]
These are vocabulary
words that we have learned

[00:34:36.03]
and they're inside our reading,
so let's review these words.

[00:34:38.08]
What is this?

[00:34:40.09]
- [Teacher] Learn.

[00:34:41.08]
- [Students] Learn.

[00:34:42.06]
- [Teacher] Learn, OK, and this one is?

[00:34:43.04]
- [Students] Rocks.

[00:34:44.03]
- [Teacher] Rocks.

[00:34:45.03]
- [All] Scientists.

[00:34:48.01]
- [Teacher] And study.

[00:34:50.05]
- I have students who
have never been to school

[00:34:51.09]
in their entire life.

[00:34:53.03]
Students who started
school at some point--

[00:34:56.02]
either in a traditional
school in their home country

[00:34:58.07]
or maybe even a refugee camp--

[00:35:00.04]
and for whatever reason,
that education had to stop.

[00:35:03.06]
And my job is to
differentiate my instruction

[00:35:08.02]
to meet their needs wherever they are.

[00:35:11.00]
- OK everyone, let's do this together.

[00:35:12.04]
A mountain of layers.

[00:35:14.01]
- [Students] A mountain of layers.

[00:35:15.07]
- OK, Forah, a mountain of layers.

[00:35:17.06]
- A mountain of layers.

[00:35:19.00]
- OK, great.

[00:35:19.09]
OK, so that's the title,

[00:35:20.07]
"A mountain of layers," it
is the name of this page.

[00:35:22.09]
It's the name of the
text that we're reading.

[00:35:25.05]
OK, so let's go back and
let's listen to this text,

[00:35:30.04]
and I'm gonna click right here.

[00:35:32.04]
And what I want you to do is I
want you to look at your book

[00:35:34.06]
and read as you're listening.

[00:35:36.06]
- [Book Narrator] Smart rocks.

[00:35:38.03]
What can we learn from rocks?

[00:35:40.06]
Rocks tell us about the past.

[00:35:42.07]
Geologists are scientists who study rocks.

[00:35:45.07]
- Nice tracking.

[00:35:48.07]
- I am the Teacher's Assistant
for high school math.

[00:35:51.02]
I work with them, help them emotionally

[00:35:53.09]
more than their academics

[00:35:56.01]
because they come in
through wars and stuff,

[00:35:59.05]
and they're also suffering here alot.

[00:36:19.09]
- She was very shy, she doesn't
like to express her ideas

[00:36:23.04]
or say her answers.

[00:36:25.01]
And actually I asked
her, "In your country,

[00:36:28.05]
"did the teacher expect
you to raise your hand?"

[00:36:32.07]
She said, "No, They call
on us and that's it."

[00:36:36.01]
"We don't raise our hands."

[00:36:37.05]
But now she's started
participating in classes

[00:36:40.04]
and raising her hands and
say whatever she likes.

[00:36:48.06]
- That's so good.

[00:36:50.07]
I'm happy to hear that.

[00:36:52.01]
[laughing]

[00:36:53.00]
Yeah.

[00:36:54.05]
- Those are wonderful, now make your...

[00:36:56.04]
- Oh but me, please!

[00:37:00.00]
- Make sure, though.

[00:37:01.00]
What I like about Jolie's

[00:37:03.04]
is that Jolie's lines are very light,

[00:37:05.05]
so they're going to be
easy to erase later.

[00:37:09.01]
Ansir, you're making your
lines a little bit dark.

[00:37:12.00]
They're gonna be more difficult to erase.

[00:37:14.03]
- Oh, oh, oh, OK.

[00:37:28.09]
[students chatting]

[00:37:36.06]
- This is a transition program,

[00:37:38.00]
so students only stay here two years.

[00:37:40.06]
They can leave earlier than
that if they acquire English

[00:37:44.04]
and they can move on and be successful

[00:37:47.04]
in one of the other schools
and in another ESL program.

[00:37:51.05]
- Do the best you can now,

[00:37:53.00]
because the fewer mistakes
the easier, right?

[00:37:56.02]
Moving on.

[00:37:57.01]
When we make presentations, we
talk about the 'rule of six.'

[00:38:00.04]
No more than six bullet points on a slide.

[00:38:05.05]
- Alaya was recommended to transition,

[00:38:08.00]
and Miss Carter told her
about that in the cafeteria.

[00:38:11.09]
And she just called me and
she said she was having

[00:38:14.01]
a very extreme reaction and was not--

[00:38:16.07]
- She doesn't wanna leave.

[00:38:17.05]
- She doesn't wanna leave.
- Yeah.

[00:38:18.06]
- Looking at Alaya socially,
she had a hard time

[00:38:21.03]
in the beginning.

[00:38:22.05]
She's now got a leadership role,

[00:38:23.08]
she's one of the ambassadors,
and she's beginning to shine.

[00:38:27.03]
I think that moving her out at this point

[00:38:30.05]
might be a mistake, that
we need to give her time

[00:38:32.08]
for more confidence so
that when she does move

[00:38:34.09]
into the next school, she
hits the ground running.

[00:38:37.01]
- And that's kind of what
Danielle had said, too.

[00:38:40.04]
That she feels like Alaya
has sort of come into her own

[00:38:44.02]
in the last year over here

[00:38:45.09]
and is really developing socially,

[00:38:49.06]
and to try to transition her
now might not be a good--

[00:38:54.05]
a good thing.

[00:39:15.04]
- We had local contractors
donate the soccer field.

[00:39:20.06]
What was just simply a
request to resurface--

[00:39:24.06]
so that we won't have all
these potholes in the ground

[00:39:27.02]
and kids can play safely--

[00:39:29.00]
became a huge project.

[00:39:31.01]
And Peter Tao was the lead,

[00:39:33.03]
and we ended up with a
beautiful soccer field.

[00:39:36.04]
- Donnie Harris said one of the kids said,

[00:39:38.05]
"How did you afford to do this?"

[00:39:40.08]
And then Ms. Harris
actually said to the child,

[00:39:43.05]
"This was actually all free,

[00:39:45.03]
it's donated to us by the community."

[00:39:48.02]
And I think that was a
real neat moment to learn

[00:39:50.06]
that even this child realized
coming to this new place,

[00:39:55.00]
there was someone looking after them.

[00:39:57.01]
There was someone trying to help.

[00:39:59.06]
Maybe something was
instilled in that child

[00:40:02.02]
to remember that someone helped them,

[00:40:04.02]
that maybe one day they
might help someone else.

[00:40:11.03]
- It's great to see you!

[00:40:13.00]
Are you guys ready?

[00:40:14.03]
[applause]

[00:40:15.09]
My name's Heather Huewe,
and a few weeks ago,

[00:40:19.01]
I was running through
Forest Park and heard on NPR

[00:40:22.07]
about the initial ban on refugees.

[00:40:25.06]
And of all the things that I was hearing,

[00:40:29.04]
this one really broke my heart.

[00:40:33.04]
And so I had to do something,
and I wanna thank you

[00:40:36.04]
for showing my children
and the kids I taught

[00:40:39.05]
and most importantly the new Americans

[00:40:42.03]
that we can have a lot
of power through kindness

[00:40:45.04]
and personal connection.

[00:40:46.07]
[megaphone blaring]

[00:40:47.05]
[crowd cheering]

[00:40:50.04]
I've run a lot of races before,

[00:40:53.01]
and we were hoping for 250--

[00:40:56.02]
we thought that would be dreamy.

[00:40:57.09]
And we ended up with
630 registered runners.

[00:41:02.07]
- The International Institute as you know

[00:41:04.09]
has been providing adjustment services

[00:41:07.01]
to immigrants and refugees
for almost 100 years.

[00:41:10.08]
Recently, it's been harder
than it's been in the past.

[00:41:14.00]
And I think if all of us
continue to reaffirm the value

[00:41:17.06]
of immigrants and immigration,
then we can turn this cycle

[00:41:20.09]
back to the world in which we want to live

[00:41:23.08]
and we want our children to
grow up and live as well.

[00:41:29.06]
- [Anna] What I worry about
is the short-sightedness.

[00:41:32.09]
The strategy of,

[00:41:33.09]
"Let's just toss out the
immigrants," basically.

[00:41:39.03]
- And this is the protection of the nation

[00:41:43.08]
from foreign terrorist entry
into the United States.

[00:41:48.04]
We all know what that means.

[00:41:49.08]
[crowd applauding]

[00:41:51.00]
- But when President Trump
made the announcement

[00:41:53.03]
that he was cutting the
overall admissions numbers

[00:41:56.03]
from 110,000 to 50,000
refugees for the year,

[00:42:00.02]
25,000 refugees had already been admitted

[00:42:03.02]
in the first fiscal quarter.

[00:42:05.09]
So this created a dramatic challenge

[00:42:09.02]
for refugee resettling
agencies that were geared up

[00:42:13.07]
for a larger population,
staffed for a larger population.

[00:42:17.05]
And the program just went like this.

[00:42:20.08]
In our case, for instance,
we had to lay off 10 staff,

[00:42:23.06]
and these are all people
who are really dedicated

[00:42:26.01]
to refugee resettlement.

[00:42:28.08]
- We worked really hard
to try to show them

[00:42:31.05]
that you are welcome
here, that we love you.

[00:42:34.00]
But it's hard.

[00:42:35.00]
They're hearing that from
us, but they're getting

[00:42:37.02]
all sorts of different
messages from outside.

[00:42:41.02]
- Many of the students
are from the countries

[00:42:43.04]
that the President has banned,
or at least tried to ban.

[00:42:46.06]
So this has caused quite a bit of tension.

[00:42:49.04]
Our students are new to this country,

[00:42:51.05]
and they're coming into a
climate that's unpopular.

[00:42:54.01]
I can only imagine how
difficult it can be for them.

[00:42:58.03]
- There's been a lot of
fear in the community.

[00:43:00.01]
So we brought on an
immigration lawyer to come in

[00:43:02.04]
and educate the students about
what that means for them,

[00:43:05.03]
because a lot of them
are bringing so much fear

[00:43:07.05]
into the school.

[00:43:40.05]
- I believe that sometimes
God's preparing you

[00:43:42.05]
for something you don't even know.

[00:43:43.06]
You just doing this and the next step, OK,

[00:43:45.07]
and the next step.

[00:43:47.01]
You don't really know the whole plan.

[00:43:50.00]
When I was a little girl,
one of the mothers told me

[00:43:53.03]
"Donnie, you're gonna be a missionary."

[00:43:55.09]
And I said, "Hmm. Uh-uh,"

[00:43:58.03]
'cause in my mind that
was like Mother Theresa,

[00:44:00.05]
and I'm getting married
and I'm having children.

[00:44:02.08]
And so years later when I began to work

[00:44:05.06]
with a diverse group of students

[00:44:07.09]
from all over the world,
international students,

[00:44:10.03]
and that same mother who I
shared this story with, she says,

[00:44:13.04]
"See there? I told you you were gonna--"

[00:44:15.03]
I'm gonna cry.

[00:44:16.05]
She said, "See there, I told you

[00:44:17.09]
"you were gonna be a missionary."

[00:44:19.08]
And I didn't make the
connection until then,

[00:44:21.09]
because it's not about
trying to convert students

[00:44:25.03]
who have their own faith.

[00:44:27.00]
It's just about showing love.

[00:44:32.00]
So this is our place of worship.

[00:44:34.01]
In the beginning, it
was a Jewish synagogue

[00:44:36.05]
as you can see evidenced

[00:44:38.03]
by our beautiful stained glass windows.

[00:44:41.01]
Our church, Pleasant
Green, which moved from--

[00:44:44.02]
I always forget the street, honey.

[00:44:46.00]
- Elliot and Cole.

[00:44:46.08]
- Elliot and Cole, it
moved from Elliot and Cole

[00:44:50.00]
to this location, April 1945.

[00:44:54.07]
African-Americans didn't live
over in this neighborhood.

[00:44:58.06]
- We moved here, which was
like crossing a barrier.

[00:45:02.09]
But at that time, African-Americans
somewhat segregated

[00:45:07.07]
to east of Grand.

[00:45:09.07]
And we moved here, which
crossed Grand, in '45,

[00:45:13.00]
So our church was basically
always like a forerunner.

[00:45:16.06]
- It was a historical
event, integration in 1945.

[00:45:22.01]
Before King, before civil
rights was really implemented,

[00:45:26.08]
we were already here.

[00:45:28.04]
We had already integrated
this neighborhood

[00:45:30.09]
because of our church.

[00:45:33.07]
- My husband and I really feel strongly

[00:45:35.04]
that a healthy community is
looking out for one another.

[00:45:38.00]
We really believe that every
community has the resources

[00:45:41.01]
that it needs within it
to take care of itself.

[00:45:44.02]
We have resources to share,

[00:45:45.08]
and maybe it's not necessarily monetarily

[00:45:48.06]
but we have an education
that we can share.

[00:45:51.00]
We have life experience that we can share.

[00:45:53.07]
We have children who speak the language

[00:45:56.04]
that our children in this
community are missing.

[00:45:58.05]
And so the relationship part
of it is really big to us.

[00:46:02.08]
So the first visit is always,

[00:46:04.08]
"Hello," I'm a little nervous.

[00:46:06.02]
"Nice to see you," a hug.

[00:46:08.06]
Warm, but not deep.

[00:46:10.02]
But what I found is
this continual visiting,

[00:46:13.00]
this continual presence,
this continual commitment

[00:46:15.09]
of faithfulness to them,

[00:46:17.03]
that's when these families will open up

[00:46:19.00]
and you'll really start to
hear what they really need.

[00:46:23.05]
[greetings in Arabic dialect]

[00:46:31.03]
- Hello, nice to see you.

[00:46:32.08]
Good morning, thank you.

[00:46:35.04]
This is for you.

[00:46:36.09]
- Thank you.
- Thank you.

[00:46:39.05]
[conversing in Arabic dialect]

[00:46:47.07]
- Mohammed is with an 'M.'

[00:46:50.01]
- That's--

[00:46:51.00]
- Huh?

[00:46:52.02]
OK, that's right.

[00:46:53.06]
And 'Mom?' Mom starts with 'M.'

[00:47:17.04]
- What was life like there?

[00:47:18.09]
What kind of work did
the family involved in?

[00:47:22.01]
Oh, oh I'm so sorry.

[00:47:25.09]
[crying softly]

[00:47:29.04]
[conversing in Arabic dialect]

[00:47:58.01]
[muffled explosions]

[00:48:35.03]
- Loss of family, loss of
country, loss of language,

[00:48:37.06]
loss of control.

[00:48:38.09]
Just lots of different layers of loss.

[00:48:41.03]
They just have experienced some trauma

[00:48:43.02]
that back at home, their family
is just still processing.

[00:49:10.07]
- We have to remember
it's tough to be poor.

[00:49:12.07]
That refugees are a
microcosm of a larger issue

[00:49:16.00]
of poverty in this country,

[00:49:17.07]
and large families and the
lack of reasonable housing,

[00:49:21.09]
safe affordable housing.

[00:49:23.08]
Our refugees perceive
of their neighborhoods

[00:49:27.02]
as being really unsafe

[00:49:28.04]
because they can hear the
shots in the distance,

[00:49:30.05]
because there have been
some issues of muggings.

[00:49:34.01]
- So if you're living in a
neighborhood that's crime-ridden

[00:49:36.08]
and you don't have locks on your doors

[00:49:38.00]
and there's rats and mice,

[00:49:39.03]
and your parents can't find a job

[00:49:40.07]
and there's tons of stress,

[00:49:42.03]
you can't get at those past traumas

[00:49:44.04]
because things just aren't
safe enough right now.

[00:50:50.00]
- This particular family,

[00:50:51.06]
they were living in the
neighborhood apartments

[00:50:53.08]
that many of our children live in.

[00:50:57.00]
They were in conflict with the neighbors.

[00:50:59.07]
Y'know, I guess you
just don't think of them

[00:51:01.03]
being in conflict with one another.

[00:51:03.02]
Whatever unreconciled issues
they had in their homeland

[00:51:06.02]
are now the same issues
that they have here.

[00:51:08.05]
So when you have a Sunni
family and a Shia family

[00:51:10.07]
living side by side with
each other, there's tension.

[00:51:16.00]
- For some students, success
is going from getting

[00:51:19.05]
in four fights during the week
to maybe one fight a week.

[00:51:23.02]
A recent friend of mine,
he was to the point

[00:51:26.04]
where he wasn't sleeping at night.

[00:51:28.07]
He felt so unsafe in his house

[00:51:30.04]
that, like, he couldn't use
the restroom by himself.

[00:51:32.08]
He had to have one of
his parents come with him

[00:51:34.08]
because being alone, even
that was scary for him.

[00:51:38.06]
Do you wanna check in like normal?

[00:51:40.00]
Are you OK to talk a little bit?

[00:51:41.04]
Here.

[00:51:43.01]
So how ya doing today?

[00:51:44.05]
- Good.
- Good?

[00:51:45.04]
So some of the main events
that we were working with

[00:51:46.06]
was a bomb falling on their home.

[00:51:50.06]
Best friend's family being murdered.

[00:51:53.05]
Does your red bubble still on really well?

[00:51:55.07]
It's nice and strong?

[00:51:57.07]
So you're protected through the day,

[00:51:59.03]
even if people are
bullying you or being mean

[00:52:01.03]
or saying mean things?

[00:52:03.03]
Are those words just gonna bounce off?

[00:52:04.07]
Can you play me a good,
happy song of how you feel?

[00:52:10.03]
Are you gonna get shy on me now?

[00:52:12.00]
[rhythmic drumming]

[00:52:15.07]
Or if you were feeling mad,
let's play an angry song.

[00:52:18.04]
[stacatto drumming]

[00:52:20.01]
Can I hear a mad song?

[00:52:21.07]
All right, let's go.

[00:52:22.08]
[rapid drumming]

[00:52:26.03]
[laughing]

[00:52:27.02]
You're too happy today to even
play a mad song, aren't you?

[00:52:30.06]
It was really incredible,
in about three months

[00:52:33.05]
his parents were reporting
he's sleeping fine,

[00:52:35.08]
he's completely independent
in the household.

[00:52:38.06]
Like, he's doing great.

[00:52:40.00]
And then we did assessment in here,

[00:52:41.06]
and the same, just clinically.

[00:52:43.03]
He went from scores being through
the roof, indicating PTSD,

[00:52:47.02]
to just good.

[00:52:50.01]
[children shouting and yelling]

[00:53:00.04]
♪ I said something wrong ♪

[00:53:04.02]
♪ now I long for yesterday ♪

[00:53:08.07]
- So this is if he says, like,

[00:53:11.06]
♪ I am not half the man I used to be ♪

[00:53:15.07]
But music is not like,

[00:53:17.04]
♪ blah, blah blah, blah ♪

[00:53:18.04]
♪ blah, blah blah, blah, blah ♪

[00:53:20.05]
It's smooth, right? Like,

[00:53:22.06]
♪ I'm not half the man I used to be ♪

[00:53:25.08]
So we have to say like this.

[00:53:28.09]
- I'm, I'm.

[00:53:30.05]
♪ I said something wrong ♪

[00:53:34.04]
♪ now I long for yesterday ♪

[00:53:38.07]
- Now I long for yesterday.

[00:53:41.01]
- L-O-N-G.

[00:53:42.01]
- L-O-N-G, yeah.

[00:53:43.03]
- It's an "I wish."

[00:53:44.05]
- I wish, yeah.

[00:53:45.07]
To long...

[00:53:48.09]
...means to wish, yeah?

[00:53:53.03]
Wish very deeply.

[00:53:55.07]
And also you can have
a feeling of longing.

[00:54:00.07]
I believe.
- I believe.

[00:54:02.04]
- "I believe in
yesterday," so kind of like

[00:54:06.06]
maybe even though he's really sad,

[00:54:08.08]
maybe he still holds hope.

[00:54:12.03]
- He knows what he did wrong now.

[00:54:29.03]
- He didn't think he was
gonna lose her, right.

[00:54:31.04]
And he was, like, playing around.

[00:54:33.07]
And my husband says that
Paul McCartney was sleeping

[00:54:38.07]
and in his sleep, he heard the song

[00:54:41.08]
♪ Ham and eggs, do do do do do do ♪

[00:54:46.00]
And he woke up, and he said,

[00:54:48.05]
♪ Ham and eggs, do do do ♪

[00:54:50.09]
But then he said,

[00:54:51.07]
"No, we can't make a
song about ham and eggs."

[00:54:54.00]
You know, ham and eggs?

[00:54:55.06]
- [Students] Yeah, ham and eggs.

[00:54:56.04]
- Yeah, so then he made
"Yesterday," you guys.

[00:54:59.03]
So that was much more famous
than ham and eggs, yeah.

[00:55:02.03]
♪ All my troubles seem so far away ♪

[00:55:07.01]
♪ Now it looks as though they're... ♪

[00:55:09.05]
- And all the girls, like, scream, like,

[00:55:11.07]
"Ahhhh! We love you, Paul McCartney!"

[00:55:14.07]
He was so famous.

[00:55:16.07]
♪ Suddenly, I'm not half
the man I used to be ♪

[00:55:36.07]
- For my ESL class, we read
the book "Frankenstein,"

[00:55:39.01]
and for their final exam I
had them rewrite the story.

[00:55:43.01]
The bare bones of the Frankenstein story

[00:55:44.08]
is that the doctor creates the monster,

[00:55:47.02]
the monster comes to life,

[00:55:49.00]
and the doctor is terrified
of him and takes off.

[00:55:51.09]
So this monster is fending for himself,

[00:55:54.06]
and at various points in
the story there are places

[00:55:57.08]
where somebody could've been kind to him,

[00:56:00.04]
could've shown love, could've taught him,

[00:56:02.04]
could've taken time
for him, cared for him,

[00:56:04.09]
and the story would be very different.

[00:56:22.05]
- So their assignment was,
make the story different.

[00:56:26.00]
Well, a universal theme
through their remade stories

[00:56:29.06]
were that, A, people helped the monster.

[00:56:31.09]
Somewhere along the line
one of those characters,

[00:56:34.04]
instead of running away,
stayed and helped him.

[00:56:36.08]
And B, the monster went on to help people.

[00:56:39.05]
The monster becomes a hero
in one of the stories,

[00:56:42.04]
pulling a girl out of a lake.

[00:56:44.00]
Another one, the monster's
just helping people

[00:56:46.06]
who are different throughout the story.

[00:56:49.03]
I mean, all of this comes through.

[00:56:53.02]
- Because he's doing a
lot of this on his own,

[00:56:56.03]
we've been a lot of support for him

[00:56:58.06]
in figuring out next steps.

[00:57:01.00]
If he were here with his
family, he would have

[00:57:04.00]
his parents' support
or something like that.

[00:57:06.00]
But because he's figuring this out

[00:57:07.05]
kind of as an unaccompanied
young man himself now,

[00:57:12.04]
it's been a harder struggle
and he's needed more support

[00:57:15.04]
from the staff here.

[00:57:25.05]
- According to all of
Harun's official documents,

[00:57:28.05]
he is 21, so this will be
his last year in school.

[00:57:33.03]
We have about seven weeks
of school left, which is why

[00:57:36.04]
he's taking the virtual
classes and attending school,

[00:57:39.07]
because he's trying to get enough credits

[00:57:41.02]
to actually graduate.

[00:57:43.03]
Now we know he's actually not 21.

[00:57:45.08]
And a lot of times when
these kids enter the country

[00:57:48.04]
their documents are falsified,

[00:57:50.07]
because they want these
kids to be able to work.

[00:57:53.06]
So he's actually only about 18 or 19,

[00:57:56.02]
but because we can only go
by the official documentation

[00:57:59.07]
he's going to be timed
out of school, basically,

[00:58:03.04]
at the end of this semester.

[00:58:05.03]
- Whatever their I-94 says,
whether it's right or wrong,

[00:58:08.06]
they get a chance to leave, they take it.

[00:58:10.04]
They don't say, "Wait a minute,
you got my birthday wrong.

[00:58:13.02]
"You need to fix it."

[00:58:15.03]
- A good chunk of these kids
all have birthdays January 1,

[00:58:19.06]
which means we don't know
when their actual birthday is

[00:58:23.00]
and it's just an estimate.

[00:58:26.01]
[students chatting]

[00:58:29.06]
- If a parent says,

[00:58:30.06]
"It's wrong and I want
them in this grade,"

[00:58:33.05]
then we can do something,
but I think parents don't--

[00:58:37.00]
I think they're fearful that,

[00:58:38.05]
"My papers say that, I can't
afford to go against it anyway.

[00:58:42.00]
I don't know-- I don't know that process.

[00:58:43.03]
I don't know if they send
you back, but it's something

[00:58:45.04]
with that paperwork that we have to honor.

[00:58:47.09]
That's why I'm saying it's
not just about academics.

[00:58:51.01]
It's about the whole child.

[00:58:56.04]
- Quoting this missive from no less

[00:58:58.00]
than the Department of Education,

[00:58:59.05]
"All children in the
United States are entitled

[00:59:01.09]
"to equal access to a public elementary

[00:59:04.02]
"and secondary education,

[00:59:05.05]
"regardless of their or their
parents' actual or perceived

[00:59:09.07]
"national origin, citizenship,
or immigration status."

[00:59:15.00]
- Many times, people do ask,

[00:59:17.04]
"Why are they spending
money on those children?

[00:59:21.04]
"Why are they using all those
resources on those children?

[00:59:24.04]
"They're not even American.

[00:59:26.02]
"They don't speak English.

[00:59:27.07]
"What about American
children who need funding?

[00:59:30.05]
"What about American children
who need more services?"

[00:59:34.01]
- The real costs are going
to be incurred here, Neil,

[00:59:37.01]
by the children.

[00:59:38.07]
Whatever happened to everybody on the Left

[00:59:41.08]
always talking about the children?

[00:59:44.00]
They don't seem very
concerned about the children

[00:59:46.05]
that are in our schools now.

[00:59:48.05]
- My response is, all children

[00:59:54.04]
should have equal access to education.

[00:59:58.07]
Equal is a funny word [laughs].

[01:00:01.03]
Equity in education-- it's implied,

[01:00:04.05]
but it's really not even
totally a constitutional right.

[01:00:08.05]
Some people think you're
pulling their money

[01:00:10.02]
away from American children,
where the funding is different.

[01:00:13.09]
If we work together to push everybody

[01:00:16.03]
instead of deciding who's
fit and who's not fit,

[01:00:19.01]
we'd be a better world.

[01:00:22.05]
Hi.

[01:00:24.01]
- Good, good to see you!

[01:00:26.08]
- We gotta talk.

[01:00:29.00]
- My goodness, it's so good to see you.

[01:00:33.01]
- So who lives here now?

[01:00:35.02]
Who's all in your family in this house?

[01:00:45.00]
- So what is your plan for school?

[01:00:47.04]
Because you didn't tell us anything,

[01:00:48.03]
we just knew that we didn't
see you for a long time.

[01:00:55.04]
- Oh, I'm sorry to hear that.

[01:00:56.09]
- He died?

[01:00:57.09]
- Mm-hmm, he died.

[01:00:58.08]
- So is that when you
stopped coming to school?

[01:01:13.02]
- I'm going to start looking.

[01:01:15.00]
We need to find out if we
can get you a better job

[01:01:18.09]
where you can come back to school.

[01:01:20.04]
- Yeah, we can go inside.

[01:01:40.05]
- Your rent, for upstairs and downstairs?

[01:01:42.00]
- Yeah, uh-huh.

[01:02:09.01]
- Well, you have to talk
to us and let us know

[01:02:10.06]
because you shouldn't have
been out of school this long.

[01:02:12.06]
- Why didn't you come and talk to us

[01:02:13.09]
before you just dropped out?

[01:02:16.00]
Can I ask you that?

[01:02:43.09]
- I'm glad it wasn't
because you didn't think

[01:02:45.06]
you could come to me.

[01:02:46.04]
You just felt like you
didn't have the opportunity

[01:02:49.01]
to actually physically get
back to school to tell us

[01:02:51.08]
because everything kind of happened.

[01:02:53.06]
And each day, you had to stay
here with the younger children

[01:02:59.02]
so that your mom could go to work.

[01:03:01.04]
- So before you get a new job,

[01:03:03.05]
will you be able to return to school,

[01:03:04.07]
and maybe we can work something
out with the teachers?

[01:03:07.03]
- Yes.

[01:03:08.02]
- Because we need you to be in school.

[01:03:09.05]
- Mm-hmm.

[01:03:13.02]
- OK.

[01:03:14.05]
Remember our true mission and vision--

[01:03:19.00]
even though sometimes it
seems like we're being forced,

[01:03:21.03]
I feel like we were
sometimes forced in this box

[01:03:24.03]
but this is not the box we're in.

[01:03:26.04]
Hooking them on education.

[01:03:27.07]
Hooking them on learning.

[01:03:29.00]
Helping them to acclimate.

[01:03:30.05]
Helping them to navigate and be safe

[01:03:32.06]
when they're even not with us,

[01:03:34.05]
when they're at home,

[01:03:36.00]
when they're in their neighborhoods.

[01:03:38.03]
When we think about where
we were with Ms. Chapman

[01:03:40.05]
who was exceptional, awesome,

[01:03:41.08]
I just think-- I just
wanna give her a hand-clap.

[01:03:43.05]
[all applauding]

[01:03:45.06]
I had a dream about her
within the last month

[01:03:47.07]
and I just believe she
was saying, "Go, girl!"

[01:03:50.00]
or, "I'm happy," I don't know.

[01:03:51.05]
But she was in my dream, I
can't even remember exactly,

[01:03:54.09]
but it was a good dream.

[01:03:56.09]
- I had a dream about
Mrs. Chapman one night.

[01:03:59.08]
She was a presence, and
I think that part of it

[01:04:04.01]
might have had to do with
the changes in the way

[01:04:07.08]
that things are happening in the country

[01:04:11.05]
and how upset she was.

[01:04:14.02]
But I do remember coming off of it with,

[01:04:16.09]
she's watching, and she
wants us to get this done.

[01:04:21.01]
- After her passing, she
came again in my dream.

[01:04:24.03]
So then I thought, like, this
is my purpose of my life.

[01:04:29.01]
Help these children.

[01:04:30.02]
Maybe that is what she
chose me at that time.

[01:04:34.05]
- I do believe that we are a team here.

[01:04:38.03]
Just like your family,
we have some issues.

[01:04:40.06]
It's not perfect.

[01:04:41.08]
But in general, I have
world champion teachers.

[01:04:44.08]
I'm gonna keep saying that.

[01:04:46.02]
We try to support each
other and help each other.

[01:04:49.03]
Of course, I've been with
the district 34 years.

[01:04:52.04]
You know when it's time.

[01:04:53.06]
And I really-- I'mma tell
you, I prayed about it,

[01:04:54.09]
but I'm like "Oh, what is it?"

[01:04:56.09]
You know, "What's next,
what do you want me to do?

[01:05:00.05]
"What's your plan for me, God?"

[01:05:02.08]
That's how I talk, you all.

[01:05:04.00]
Write me up, put it, I don't care.

[01:05:06.04]
"What's your plan for me, God?"

[01:05:08.03]
I think it's time, OK?

[01:05:10.08]
So I did not apply.

[01:05:12.03]
I will not be your principal
interim or whatever,

[01:05:15.02]
your leader, your
educational leader next year.

[01:05:17.07]
There's another path
for me, and I'm excited.

[01:05:20.03]
Don't worry, it's already
confirmed, I already got it.

[01:05:23.09]
I've been really thinking about retiring.

[01:05:26.04]
I think the first semester
was so overwhelming,

[01:05:30.00]
and my husband, my
children became concerned.

[01:05:33.02]
I ended up in physical
therapy for a minute.

[01:05:36.01]
A lot of changes happened, and...

[01:05:40.02]
...I considered-- I took those changes as

[01:05:45.01]
being confirmation that it's
kind of time to move on.

[01:05:50.02]
- One thing I learned from Ms. Harris

[01:05:52.03]
is that she stands for her ideas.

[01:05:55.06]
And I learned to stand for
my ideas no matter what.

[01:06:01.01]
- Donnie's decision to retire is, I think,

[01:06:03.04]
a healthy one for Donnie.

[01:06:05.08]
She's had a long career in
St. Louis public schools.

[01:06:08.07]
But we're really feeling a loss.

[01:06:11.04]
We're gonna have a hole at
our school with her away.

[01:06:15.02]
- I have some things up my sleeve

[01:06:16.09]
to involve some of our kids

[01:06:18.09]
in the program that I'll
be the director of, so.

[01:06:22.00]
- I'm sorry.

[01:06:23.03]
- It's OK.

[01:06:24.09]
Can I just hug you right now?

[01:06:26.02]
- Yes.
- I just wanna, can I just--?

[01:06:28.04]
Don't cry, Kelly.

[01:06:30.05]
I'll be right here, I promise.

[01:06:32.03]
- I can't believe you're leaving.

[01:06:34.00]
- [sighing] It probably
seem so soon for you

[01:06:36.01]
because it's been this one year.

[01:06:38.03]
But that one year was enough

[01:06:40.04]
to make things-- just to make
miracles happen here, so.

[01:06:45.03]
I'm so thankful you came.

[01:06:48.02]
[children chatting]

[01:06:52.02]
- So this is a complete record
of your academic history

[01:06:54.08]
since you've been in high school.

[01:06:56.01]
It starts with the very first year

[01:06:57.05]
that you started high
school, and it goes in order.

[01:06:59.06]
So in the first column,
you'll see semester one.

[01:07:01.08]
That has all your grades on it.

[01:07:04.02]
The transition school,
so students are only here

[01:07:06.03]
for up to 2 years or 24 months.

[01:07:08.03]
Right now, students are timing
out because they've been here

[01:07:10.02]
for almost two years.

[01:07:11.09]
Well, most of them are timing out.

[01:07:13.01]
Some of them are teacher-recommended.

[01:07:15.03]
They may have come from places

[01:07:16.04]
where they had a formal education,

[01:07:18.01]
they may have done well,

[01:07:19.04]
so they're testing out of our school.

[01:07:21.04]
For some of the schools,
especially for high school,

[01:07:23.06]
they have to apply to get into the school,

[01:07:26.02]
and they don't know if
they were accepted or not.

[01:07:28.03]
So tomorrow they're gonna find out,

[01:07:29.07]
which is why I'm making these

[01:07:31.00]
because they'll have to pick
their names, and voilà--

[01:07:33.07]
see which school they're going to.

[01:07:34.08]
So it's gonna be pretty exciting for them.

[01:07:37.04]
You wanna stay here?

[01:07:39.09]
OK.

[01:07:42.04]
- You ready to go?

[01:07:43.05]
OK.

[01:07:47.07]
- You will be ready by
the end of the year.

[01:07:49.04]
You'll be ready.

[01:07:50.05]
The students at the other school,

[01:07:52.04]
they will help you learn English.

[01:08:03.09]
- I'm American, and you understand me.

[01:08:08.00]
[laughing]

[01:08:14.07]
- But if you can tell me
that I'm using simple words,

[01:08:17.02]
I think you understand a lot
more than you think you do.

[01:08:20.00]
[laughing]

[01:08:33.02]
- We know how smart our students are.

[01:08:34.06]
We just have to tap into
their previous knowledge.

[01:08:36.09]
We know what they've gone through.

[01:08:38.00]
We know their backgrounds.

[01:08:38.09]
We see them struggle when they're here.

[01:08:40.08]
Yet they go to the other
schools, and they just take off.

[01:08:44.02]
I don't even know how
to describe how I feel

[01:08:45.07]
when I see them and they come back here

[01:08:47.05]
and they're just doing so well.

[01:08:49.00]
And when I pull up a report card and I see

[01:08:50.05]
that they got all A's and
they're in regular classes,

[01:08:52.09]
or if I have to write
a recommendation letter

[01:08:54.09]
for college or a scholarship,
it's a great feeling.

[01:09:31.09]
- So we're gonna go ahead and get started.

[01:09:33.07]
I think you guys all know
why you're here, right?

[01:09:35.03]
- [Students] No.

[01:09:37.00]
- So, you guys are here

[01:09:38.01]
because you are our transition students.

[01:09:40.04]
So give yourselves a hand.

[01:09:41.04]
[all applauding]

[01:09:45.03]
So I know that this is bittersweet,

[01:09:47.01]
you guys never wanna leave

[01:09:48.05]
and we don't ever want you to leave.

[01:09:49.09]
But with that being said, now
I am going to let you guys

[01:09:53.01]
figure out which school
you've been accepted to.

[01:09:55.09]
Are you guys ready?

[01:09:57.00]
- [Students] Yes.

[01:09:57.09]
- OK, so I will call your name,

[01:10:00.00]
and I want you to grab your
name on the back table.

[01:10:02.07]
And when you open it up,
it will show which school

[01:10:04.05]
you've been accepted to, so.

[01:10:06.07]
- [Student] Oh my god!

[01:10:08.00]
[laughing]

[01:10:09.07]
- Alright, Eugene.

[01:10:11.09]
[students wooping]

[01:10:24.07]
- One week!

[01:10:25.05]
- Let's have Alla and Alaya go together.

[01:10:28.00]
- [Student] Ooh!

[01:10:29.09]
[light applauding]

[01:10:46.05]
- A lot of our students don't wanna leave

[01:10:47.08]
even when their time is up.

[01:10:49.03]
This is kind of like
a safety net for them.

[01:10:51.04]
And it's not the same way

[01:10:52.04]
once they go into the other schools.

[01:10:53.08]
They'll be in mainstream
American high schools.

[01:10:55.08]
[applauding]

[01:10:57.04]
- We're still around.
- It's up to you

[01:10:58.03]
and what you think is
going to be good for you.

[01:11:01.08]
Because if we look at your grades

[01:11:03.05]
and we look at your
English, you are ready.

[01:11:06.02]
You are ready to go, OK?

[01:11:09.00]
So it's up to you
- But we don't want you--

[01:11:10.01]
- and your heart if you're ready.

[01:11:13.05]
- We don't want you to have high anxiety

[01:11:15.02]
or be afraid and shut down
and not be able to learn.

[01:11:28.05]
- But remember, you're only recommended,

[01:11:30.02]
you don't have to leave.
- Yes.

[01:11:31.00]
- You can stay for another semester

[01:11:32.03]
if you think you need that semester.

[01:11:33.07]
So we're not pushing you
out, but I wanted you to know

[01:11:35.08]
that your teachers are
really proud of how well

[01:11:37.08]
you've been doing, and
you were recommended

[01:11:39.06]
because you're one of our
top-performing students.

[01:11:41.09]
- Right.

[01:11:42.07]
- If you wanna talk to your
parents this weekend about it,

[01:11:45.04]
and then let us know on Monday?

[01:11:48.04]
But it's going to be up
to you and your family.

[01:11:52.03]
[students chatting]

[01:12:00.08]
- Good morning, NCNAA Globetrotters!

[01:12:08.09]
- This is the last day, I need
you to say it even louder!

[01:12:12.07]
Let's break the walls down!

[01:12:14.08]
Good morning!

[01:12:19.06]
- You did it!

[01:12:21.07]
You did it!

[01:12:23.08]
Somebody said, "Miss Harris,
it's your birthday, isn't it?"

[01:12:28.09]
- [Students] No!

[01:12:31.00]
- No, listen, listen.

[01:12:33.08]
I am retiring.

[01:12:36.01]
So I will not be your
principal next year, OK?

[01:12:43.02]
But I'll be working somewhere else,

[01:12:46.04]
and you will always be in my heart.

[01:12:50.00]
Mazar, come help me this morning.

[01:12:54.07]
Let's stand.

[01:13:06.08]
[crowd chatting]

[01:13:14.00]
- Alright, high school
transition students, this is it.

[01:13:17.04]
This is your last day as a newcomer

[01:13:20.01]
with Nahed Chapman New American Academy.

[01:13:22.05]
We love you guys, we're proud of you.

[01:13:24.08]
We will miss you.

[01:13:44.02]
- I did my student teaching
in a very affluent district,

[01:13:48.00]
and I felt like these kids
were going to be successful

[01:13:51.02]
whether or not I was there.

[01:13:52.04]
I felt like I had more to give.

[01:14:02.02]
[clapping]

[01:14:05.00]
- Knowing that when the
students that I work with

[01:14:06.09]
come in this space and
they feel safe here,

[01:14:09.08]
for me that's the success.

[01:14:17.01]
[speaking In Arabic dialect]

[01:14:34.00]
- I wanna say I'm very proud of all of you

[01:14:35.07]
for having the courage
to study another language

[01:14:39.03]
at the age that you are.

[01:14:41.04]
This is not an easy thing
to do, as you've learned.

[01:14:57.02]
[all applauding]

[01:15:15.02]
- I know that he feels such
a strong responsibility

[01:15:18.04]
towards his family and taking
care of his family financially

[01:15:21.09]
that I think even if he really,
really wanted to be here,

[01:15:24.08]
those feelings of responsibility

[01:15:29.02]
are just-- they're too strong.

[01:15:36.07]
- The school's really big,
and then the schedule--

[01:15:40.02]
waking up early, like five
o'clock in the morning.

[01:15:44.07]
- Well I don't really know

[01:15:45.05]
if I can prepare you for that part.

[01:15:47.00]
[laughing]

[01:16:21.05]
- Hello, welcome.

[01:16:23.09]
[uplifting instrumental music]

[01:16:41.02]
- It has been a joy, it has
been a life lived [laughs].

[01:16:45.04]
It was part of my life lived,

[01:16:46.09]
and it was a beautiful one here.

[01:16:48.09]
I'm just thankful that
I got this opportunity,

[01:16:51.04]
because I don't...

[01:16:56.00]
I don't know [laughs].

[01:16:59.00]
I don't think I would've
ever been able to travel

[01:17:00.08]
to all these countries in my lifetime.

[01:17:03.04]
But I was able to hopefully impact them,

[01:17:08.05]
and they impacted me.

[01:17:11.05]
♪ Amazing grace ♪

[01:17:18.01]
♪ How sweet the sound ♪

[01:17:24.07]
♪ That saved a wretch like me ♪

[01:17:35.02]
♪ I once was lost ♪

[01:17:41.02]
♪ But now I'm found ♪

[01:17:47.08]
♪ Was blind ♪

[01:17:51.02]
♪ But now I see ♪

[01:17:59.01]
- Wonderful, wonderful.

[01:18:00.00]
[clapping]

[01:18:01.00]
[laughing]

[01:18:01.08]
- That's what I do, sing in a choir.

[01:18:03.04]
[laughing]

[01:18:08.06]
[gentle piano music]

[01:19:24.05]
[uplifting piano music]

[01:19:27.05]