Overview

2. Overview • Guidance on Non-Local Law Enforcement, Including ICE Actions • School Climate & Culture Training Resources • Questions & Answers

3. Questions & Answers • Please use the form next to the video presentation in your web browser to submit a question. • We may not be able to answer all questions today. • We will continue to provide updated guidance and clarification via Principal’s Weekly. • You may begin submitting questions at any point during the presentation.

4. Guidance for Principals on Non-Local Law Enforcement Actions at NYC DOE Schools, Including Immigration Enforcement Actions Maite Junco, Senior Advisor for External Affairs, Language Access, Marketing and Digital Media

5. On 3/21 we released the updated guidance on the general procedures to follow if non-local law enforcement officers, including officers from the Federal Bureau of Investigation (“FBI”) or Immigration and Customs Enforcement (“ICE”) (collectively, “non-local law enforcement officers”), request access to NYC DOE school facilities, students, or student records.  • This guidance does not apply to actions by the New York City Police Department (“NYPD”), whose actions in schools are governed by other documents and policies.  • If a non-local law enforcement officer seeks access to your school, you must contact your Senior Field Counsel (“SFC”) for further instructions. • DOE does not consent to non-local law enforcement accessing school facilities in any circumstances, and principals and other school personnel may not give consent.

6. General Process if a Non-Local Law Enforcement Officer, Including an ICE Officer, Comes to Your School for Any Reason • Meet the officer at the school safety agent desk. • At the school safety agent desk, request the name and badge/ID number of the officer, phone number of the officer’s supervisor, purpose of the visit, and reason(s) why the officer is visiting your school during school hours. • Obtain any documentation from the officer (e.g., subpoena; search warrant; arrest warrant). • Advise the officer that prior to responding to his/her request, you must notify and obtain guidance from counsel. • Advise the officer that he/she must wait outside the school building while you obtain guidance from counsel. 

7. Notify your SFC, and provide your SFC with the details and documentation obtained from the officer.  Do not take action until you obtain instructions from the SFC. • Contact the parent after consulting with your SFC. • Notify the NYPD precinct or School Safety Division, as appropriate. • If a non-local law enforcement officer fails to comply with instructions, do not physically attempt to interfere with any enforcement action. In these situations, obtain as much information as possible from the officer and notify the SFC and NYPD precinct/School Safety Division.

8. NYC DOE School Climate & Culture Office of Safety and Youth Development Chief Executive Officer Lois Herrera

9. NYC DOE School Climate & Culture - Overview • Setting the Stage: NYS Dignity for All Students Act ( DASA) • Setting the Stage: Respect For All • Promoting Respect-Discussion Topics for Staff • Activities with Students, Grades K-5 • Activities with Students, Grades 6-12 • Facilitating Healthy Discussions- Do’s and Don’ts • Related NYC DOE Chancellor’s Regulations • Reporting Procedures • Appendix • Resources • Contacts for Support

10. Introduction • The New York City Department of Education promotes respect for diversity and inclusivity in order to ensure that every NYC school provides a learning environment where all children feel safe, valued and acknowledged. • To help facilitate discussions with your staff and students, a PowerPoint deck and extensive list of resources is posted at: http://intranet.nycboe.net/Communications/citywide/ • Discussions about current events should be sensitive to student needs, communities and backgrounds. Discriminatory statements and actions must not be tolerated.

11. Setting the Stage: NYS and NYC Policy • New York State’s Dignity for All Students Act (DASA): • Seeks to provide the State’s students with a safe and supportive environment free from discrimination, intimidation, taunting, harassment, and bullying on school property, a school bus and/or at a school function. • New York City’s Respect for All (RFA): • A concerted citywide effort to promote respect for diversity and combat harassment, discrimination and bullying. This initiative provides professional development for K-12 school staff, as well as direct services to students. The goal of this work is to ensure that every NYC school provides a learning environment where all children can learn and thrive in a supportive learning environment.

12. Promoting Respect-Discussion Topics for Staff • Share a time in your life when you felt like the “odd” person, when you felt like you didn’t fit in. What was happening and how did you feel? And what did you need to feel like you belonged? • What are some of the ways you could offer support to a student (or a colleague) being impacted by current events? What would be the benefits of doing so? • What  prevents some people from taking a stand against biased behavior?And what can we do to empower staff and students to do so? • What systems or structures do we have in place or need to have to facilitate this process? • What can we do to make a more supportive environment for our students and colleagues? • Discuss the advantages of educating on the spot vs. educating later, privately and when to do so.

13. Activities with Students Grades K-5 • Have students describe themselves ( physical characteristics or groups they belong to, e.g. family size, grade level, etc.) or create self-portraits (or cultural flags) and discuss what are some similarities and what are some differences. • Discuss with students the difference between facts and opinions. Explore and reflect on their own and their classmates’ opinions about current topics; students can write persuasive essays to provide justification for their opinions. • Define with students discrimination and have them reflect on situations in which they have experienced unfairness and discrimination or aspects of discrimination they see in the news. Discuss ways that discrimination hurts society as a whole. • Have students draw or write about ways to stand up to prejudice and the impact of doing so.

14. Activities with Students Grades 6-12 • Have students create a culture tree, a symbolic representation of who they are ( their beliefs, religion, gender, etc.) and discuss similarities and differences. • Ask and discuss with students if there are instances when a discussion on culture or cultural heritage might be difficult for a person? • Ask and discuss with students why is it important for people to have the opportunity to define their own cultural identity as opposed to allowing themselves to be labeled by others as belonging to one group or another? • Ask and discuss with students what have been the benefits to the country of having many different groups come to the United States? And what have been the challenges of so many different groups coming to the U.S.? • Ask and discuss with students, what does it mean to be an American? • Ask and discuss with students, whose responsibility is it regarding the treatment of people from different cultures or backgrounds in the U.S.? • Ask and discuss with students if the U.S. is currently acting positively and/or negatively toward its diverse communities? And how can we better accommodate our diverse communities?

15. Facilitating Healthy Discussions- Do’s and Don'ts • What do I say to students? • Give your students a safe space to voice their fears and concerns. This may occur during: • Conversations around a text or article, • Writing prompts, • Artwork, • Journaling • Informally during recess or lunch. • Students of all ages need to know they have an advocate and an ally. • It’s important not to allow false information to be repeated or myths to be perpetuated about marginalized groups1, as this can cause more anxiety and tension. • What additional steps can I take on my own or with colleagues? • Schedule time to lead a discussion with your school staff. • Encourage everyone in the school community to be aware of bullying, harassment and bias in any form. • Message that everyone can be an ally and an upstander. This ensures that students are in a safe place while they are at school. 1Chancellor’s Regulation A-832- Protected categories on account of actual or perceived race, color, creed, ethnicity, national origin, citizenship/immigration status, religion, gender, gender identity, gender expression, sexual orientation, disability or weight.

16. Reporting Procedures • Any staff member who witnesses an employee discriminate or harass a student on the basis of the student’s actual or perceived race, color, creed, ethnicity, national origin, citizenship/immigration status, religion, gender, gender identity, gender expression, sexual orientation, disability, or weight or who has knowledge or information or receives notice that a student may have been the victim of such behavior by a staff member is required to orally report the alleged incident to the principal/designee within one school day and complete and file a written A-830 complaint report with the principal/designee no later than two days after making the oral report .

17. Related NYC DOE Chancellor’s Regulations • NYC DOE Chancellor’s Regulations - Students and Staff • Chancellor’s Regulation A-420 defines and prohibits the use of corporal punishment against students and sets forth the procedures for reporting and investigating allegations of corporal punishment. • Chancellor’s Regulation A-421 defines and prohibits the verbal abuse of students by DOE staff members and sets forth the reporting and investigative requirements for allegations of verbal abuse of students. • Chancellor’s Regulation A-830 prohibits NYC DOE staff members from discriminating against or creating a hostile school environment for a student by conduct and/or verbal or written acts on school property, or at a school function, and sets forth the procedures for reporting and filing complaints. It is also a violation of this policy for any DOE employee to engage in the behavior noted above off school property when such behavior creates or would foreseeably create a risk of disruption within the school environment.

18. Related NYC DOE Chancellor’s Regulations • NYC DOE Chancellor’s Regulations- Students to Students • Chancellor’s Regulation A-832 outlines conduct and communication that constitutes student-to-student discrimination, harassment, intimidation and/or bullying, and describes the procedure for reporting, investigating, and resolving complaints of discrimination, harassment, intimidation, and/or bullying. • Chancellor’s Regulation A-831 outlines conduct and communication that constitutes student-to-student sexual harassment, and describes the procedure for reporting, investigating, and resolving complaints of peer sexual harassment.

19. Resources • Facing History and Ourselves - Fostering Civil Discourse: A Guide for Classroom Conversations • University of Michigan: Center for Research on Learning and Teaching - Guidelines for Discussing Difficult or Controversial Topics • University of Michigan: Center for Research on Learning and Teaching - Handling Controversial Topics in Discussion • University of Michigan: Center for Research on Learning and Teaching - Guidelines for Discussing Incidents of Hate, Bias, and Discrimination • National Education Association - Ensuring Safe, Welcoming, and Bias-free Schools • Anti-Defamation League - Can We Talk? Tips for Respectful Conversations in Schools, Workplaces and Communities

20. Resources • NYC Department of Education – Implementing Respect for All Guide • Teaching Tolerance – a project of the Southern Poverty Law Center • Teaching Tolerance – This link includes publications and webinars titled “Responding to Hate and Bias at School,” “Speak Up at School,” and “Let’s Talk: Discussing Race, Racism, and Other Difficult Topics With Students” • Think, Care, Act - Building a Welcoming Community Of Upstanders: Mix-It-Up Day as Social Experiment Promoting Identity, Diversity, Justice, & Action • Anti-Defamation League – Current Events Classroom lesson plans • Anti-Defamation League – Empowering Young People in the Aftermath of Hate • Anti-Defamation League – When Do Teachers Stay Neutral?

21. Contacts for Support (Diversity & Inclusion Policy) • Executive Director for the Office of Counseling Support Programs, Jaye Murray JMurray7@schools.nyc.gov • Senior Director of School Culture and Climate, Kenyatte Reid KReid3@schools.nyc.gov • Gender Equity Coordinator, Shannon Kimberly KShannon@schools.nyc.gov • LGBTQ Community Liaison, Jared Fox JFox16@schools.nyc.gov • Director of Youth Support Services, Jolan Nagi Jnagi@schools.nyc.gov

22. Questions & Answers • Please use the form next to the video presentation in your web browser to submit a question. • We may not be able to answer all questions today. • We will continue to provide updated guidance and clarification via Principal’s Weekly.