February 18, 2025 • 20 mins
SAUSD is actively ensuring that every student and family, regardless of immigration status, feels safe and empowered through the implementation of its Immigration Support Plan. This episode highlights the district's commitment to creating a welcoming environment, legal supports, mental health resources, and active engagement with families to navigate the complexities of immigration.
• Overview of SAUSD's Immigration Support Plan
• Importance of the board resolution for community safety
• Legal frameworks ensuring students' rights
• Training staff for immigration-related inquiries
• Engaging families and providing resource access
• Navigating educational systems for undocumented students
• Mental health supports available for students and families
• Daily support strategies for creating safe spaces
• Established communication protocols with immigration authorities
• Next steps for the district's support initiatives
Educators and families can get involved by attending workshops and spreading awareness of resources available.
Visit us at our Buzzsprout site for more ways to listen, links to our social media sites and any referenced materials, and complete transcripts of our full-length episodes: https://bit.ly/SAUSDAmplifyingLeadership
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Bianca Barquin (00:07):
Greetings Amplifiers and welcome to
another episode of SAUSD'sAmplifying Leadership.
I'm your host, bianca Barquin,and today we're bringing you an
important conversation about howSAUSD is ensuring that every
student and family, regardlessof immigration status, feels
safe, supported and empowered inour district.
(00:28):
If you missed our recent boardmeeting, this episode will
provide an in-depth look atSAUSD's Immigration Support Plan
, a comprehensive initiativedesigned to protect, inform and
uplift our students and families.
To help us unpack the details,I'm joined by two leaders who
have been instrumental in thiswork Michele DeJournett, our
(00:51):
Executive Director of SupportServices, and Lisa Solomon, our
Director of Family and CommunityEngagement.
Welcome to the podcast, Micheleand Lisa.
Michele DeJournett (01:02):
Thank you, Bianca.
We're excited to be here andshare this important information
.
Lisa Solomon (01:07):
Thank you, Bianca.
We're super excited.
Bianca Barquin (01:09):
Okay, I want to jump right in, Michele.
I want to start with thefoundation of this plan.
SAUSD recently reaffirmed itsvalues through a board
resolution declaring ourdistrict a welcoming space for
all students.
Can you share why thisresolution was important and how
it connects to the immigrationsupport plan?
Michele DeJournett (01:32):
Absolutely.
The resolution underscores ourdistrict's unwavering commitment
to provide a safe and inclusivelearning environment for all
students, and that's regardlessof their immigration status.
It builds on existing legalprotections, such as Plyler v
(01:54):
Doe, which guarantees everychild the right to a public
education, and California'sAssembly Bill 699, which
strengthens protections forimmigrant students.
This resolution reaffirms thatSAUSD schools are safe havens
and that we will continue totake proactive steps to support
our families.
Bianca Barquin (02:11):
Thank you so much, Michele.
It's so important that wereally have everything that we
do grounded in a strong legalframework.
Now I'm going to switch to Lisa.
Lisa, from a family andcommunity engagement perspective
, what does this commitment meanfor our families?
Lisa Solomon (02:29):
For many of our families, the uncertainty around
immigration policies hascreated some anxiety and fear.
We want to make sure that allof our children and families
know that children are safe atschool and that there's
resources that are available tohelp them navigate these
difficult challenges.
The resolution not only affirmsour commitment to our students,
(02:51):
but also to our families.
It ensures that families havethat critical access to support
resources, workshops, includinglegal workshops, mental health
services and clear communicationto all the families so they
know what their rights are.
Bianca Barquin (03:08):
Thank you so much, so important for us to
have this information and thisinformation readily available to
our families.
Michele, I want to go back toyou for just a second.
I know you talked to us aboutAssembly Bill 699 and Plyler v
Doe, and this is a legalframework that is beyond just
(03:30):
SAUSD right?
Can you tell us some of theboard policies, administrative
regulations or anything we haveinternally that aligns with this
legal framework?
Michele DeJournett (03:44):
We have a few documents that are grounded
in legal framework.
So, beginning with our board'sresolution adopted on December
17th 2024, there, in thelanguage, we can see the board's
commitment to protecting all ofour students and families,
regardless of immigration status.
(04:04):
Internally, though, we alsohave our annual Notifications of
Parent-Pupil Rights andResponsibilities Handbook.
There it requires us, by EdCode, to notify our parents and
guardians of their rights, andthat includes our
non-discrimination statement.
And what this provides anopportunity to our families as a
(04:27):
reminder is that all of ourstudents have a right to a free
public education, regardless ofimmigration status.
In that same document, weactually have an attachment it
is a copy of the Know yourEducational Rights.
Within that publication ithighlights to our families again
that students have a right to afree public education, but it
(04:51):
also says, specifically withinCalifornia, that our students,
regardless of their immigrationstatus, regardless of their
status of their parents orguardians, again, they have a
right to free public education.
For our cabinet, we can see thiscommitment even in our
administrative regulation,specifically 5145.13.
(05:15):
And within this document itopens up with a statement that
the cabinet is committed to thesuccess of all students and
believes that every school siteshould be a safe and welcoming
place for all students and theirfamilies, irrespective of their
citizenship or immigrationstatus.
And this is grounded in thatlegal framework from the
(05:37):
California Assembly, bill 699.
And within that assembly bill,our attorney general published
model policies.
So our admin regulation isgrounded through that guidance
from our attorney general.
As we even explore further intothat document, our
administrative regulationspecifically highlights federal
(05:58):
privacy laws, otherwise known asFERPA.
And there is where we can seethat we have established a
standard across the districtthat all schools are to act in
such a manner of protectingstudent information.
So it is our commitment fromour cabinet, from our board, and
communicating to our familiesthat we are here to protect and
(06:21):
support them.
Bianca Barquin (06:23):
Wow, thank you for sharing and giving such a
detailed answer.
I think this is super helpfulfor anybody listening to really
understand that what we aredoing is thoughtful and it's
actually grounded in something.
So now that we understand thewhy, let's dive into the details
.
Our plan is structured aroundfour key components to ensure
(06:45):
that students and families feelsupported.
So, Michele, let's start withthe first area: training and
preparedness.
Why was this an essential partof the plan and what steps has
the district taken to ensurethat staff are fully equipped?
Michele DeJournett (07:02):
Well, we knew from the start that, in
order to truly protect andsupport our students and
families, our school staffneeded clear, consistent and
practical guidance.
Administrators and front officepersonnel are often the first
point of contact, so we'vedeveloped specialized training
to ensure they understand how torespond appropriately to any
(07:26):
immigration-related inquiries.
But we're also engaging legalexperts to lead workshops, as
Lisa had shared previously, andthose workshops are on federal
and state laws, as well asdistrict policies.
In addition, we've implementedscenario-based drills so that
(07:47):
staff can practice real-lifesituations and respond with
confidence.
Bianca Barquin (07:53):
So, to sum it up , what are some of the key
takeaways from these trainings?
What do we really want everystaff member to know?
Michele DeJournett (08:03):
I think the most important takeaway is that
all our staff members shouldfollow our established protocols
.
Any inquiry from immigrationofficials must be referred
directly to the superintendent'soffice.
No staff member should engagewith officials or provide
information without legalguidance.
We also emphasize that ourschools are safe spaces and we
(08:28):
must ensure that students andfamilies feel welcome and
protected at all times.
Bianca Barquin (08:35):
Awesome.
So the first step, if any typeof immigration official were to
come to any single school site,is for them to immediately
contact the superintendent'soffice, who is consulting with
our legal team, to figure outwhat our next steps are.
I think that's really importantinformation for our families to
(08:57):
know.
So my next question is for Lisa.
Lisa, engaging families andensuring that they have the
right resources is a huge infact, I think it's the largest
part of this plan.
What efforts are being made toinform and support our community
?
Lisa Solomon (09:13):
Family engagement is critical, especially when it
comes to the fears and anxietiesthat are being brought up
during this time.
Many families don't know theirrights or what resources are
available to them, so we'remaking sure that they have
access to information that theyneed in a way that's clear and
accessible.
We've been hosting Know yourRights workshops in multiple
languages, distributingmaterials that will connect them
(09:36):
with community resources aswell as inform them of what
their rights are.
We're working closely withlegal organizations like Justice
Fund, CHIRLA, Orange CountyRapid Response Network and Legal
Aid to connect our familieswith the legal assistance and
advocacy that they need.
Bianca Barquin (09:53):
Incredible, super helpful and great
resources.
But beyond legal resources, howare we helping families
navigate school systems?
Lisa Solomon (10:04):
Well, we know that many undocumented students and
their families worry about thefuture, worry about higher
education, attending college andwork.
That's why we're ensuring thatthey receive accurate
information about financial aid,Dream Act, college applications
and other post-secondaryopportunities.
We have counselors that arehelping and guiding our families
(10:25):
through those processes.
We also are helping families tocreate emergency plans so
they're prepared to know whatsteps to take if they ever face
a crisis related to immigrationstatus.
We've also been offering mentalhealth supports through our
district for our students andwe've made connections with
community partners that offerfree mental health therapy to
(10:47):
families and family members.
Bianca Barquin (10:49):
Beautiful, so let's continue with that theme.
Immigration-related stress canbe overwhelming, especially for
students.
What mental health supports hasSAUSD put in place to help
students and families navigatethese challenges?
I know you talked a little bitabout it, but let's expand on
that one.
Lisa Solomon (11:08):
We recognize that students and families are
carrying a lot of emotionalweight and this stress can
impact their academicperformance and overall
well-being.
That's why mental health andwellness is a core pillar of our
support plan.
We're providing increasedaccess to school-based
counseling services, increasedaccess to district mental health
services, we've established acrisis response team and we're
(11:32):
offering resilience-buildingactivities to help students and
families develop copingstrategies.
We have also connected withcommunity partners that offer
free therapy to families andresidents of Santa Ana.
We are also offering resourcesto families so they know how to
talk about their fears andconcerns with their children.
Bianca Barquin (11:51):
So, continuing with the same theme, lisa, what
are some of the specific waysthat SAUSD is ensuring that
students feel supported on aday-to-day basis?
Lisa Solomon (12:02):
We are working with our school counselors and
our mental health support teamto make sure that students know
they have a safe place to talkabout their concerns.
We're also providingprofessional development for
staff so they can recognize thesigns of stress and trauma and
how to respond appropriately.
We are also making sure ourstaff is sensitive to the needs
(12:22):
of our students families and toother staff members, is
sensitive to the needs of ourstudents families and to other
staff members.
Additionally, we're promotingsupport groups amongst peers
where students can connect withothers facing similar challenges
in a supportive, confidentialsetting.
This has truly been a teameffort where various departments
from across the district havebeen working together, including
support services, family andcommunity engagement, teaching
(12:45):
and learning, communications,and really it's been a community
effort because we've alsobrought in many community
partners.
Bianca Barquin (12:52):
Thank you, Lisa, for that.
Now I want to move into thenext area of our plan, Michele.
Communication is key in momentsof uncertainty.
Families and staff need to knowexactly what to do if an
immigration-related situationarises.
Can you walk us through SAUSD'scommunication protocol?
(13:13):
I know we talked about itbefore, but a little bit more in
detail here.
Michele DeJournett (13:18):
Absolutely.
We have a strict protocol inplace to ensure that any
inquiries from immigrationofficials are handled
appropriately.
The most important thing staffneed to remember is that all
such inquiries must be referreddirectly to the superintendent's
office.
Our legal counsel will thenreview the situation and they
(13:41):
will communicate that back tothe school and provide clear
guidance.
Bianca Barquin (13:45):
That makes me wonder about something, Michele.
How are we ensuring that thisinformation is widely understood
and followed across thedistrict as a whole?
Michele DeJournett (13:56):
What we are doing is we are reinforcing this
message through district-widecommunications.
So there is ongoing trainingsessions and direct outreach to
staff.
Our goal is to make sure thatevery school site follows the
same process, so it eliminatesconfusion.
Additionally, we are committedto keeping our community
(14:18):
informed with regular updatesabout any policy changes that
might impact our students andfamilies.
Bianca Barquin (14:26):
This one is for you, Lisa.
If a family has concerns orneeds support, how can they
reach out?
Lisa Solomon (14:34):
We encourage all of our families to connect with
their school site administrators, counselors or their family and
community engagement liaison attheir school.
They can also reach out to thefamily and community engagement
team at the district.
We have dedicated FACE staff ateach school site, ready to
provide guidance and connectfamilies to the much-needed
resources.
We want every family to knowthat they are never alone in the
(14:56):
process.
They have us with them and theyalso have the community with
them.
Bianca Barquin (15:01):
Perfect.
So it's clear that this plan isabout more than just policies.
It's about people.
It's about safety and ensuringthat every student and family in
SAUSD feels protected andsupported.
Thank you, Michele and Lisa,for sharing these critical
details about the plan.
I know this is a strong stepforward, but there's still a lot
(15:23):
of work to be done.
Lisa, what are the next stepsfor SAUSD in implementing and
expanding this support?
Lisa Solomon (15:31):
In the months ahead, we'll be scaling up our
training efforts, deepening ourpartnerships with community
organizations and ensuring thatevery school site has access to
updated resources.
We are also working on refiningour rapid response network to
ensure that families can accesshelp quickly in the time of
crisis.
Some of these training effortsare starting as soon as next
(15:53):
week, where we'll be offeringKnow your Rights workshops for
our families in collaborationwith the Justice Fund, and where
we'll be informing our familiesof what our immigration support
plan is here in Santa AnaUnified School District.
Bianca Barquin (16:08):
Awesome.
How can families, educators andcommunity members get involved
to help make this plan trulysuccessful?
Lisa Solomon (16:16):
Well, we are encouraging our families and our
community to spread the word,to attend our workshops, reach
out for support when they needit and stay informed about their
rights.
We also want our families toshare information that they
learn with other families.
Educators can help by fosteringsafe spaces in their classrooms
and ensuring that our studentsfeel supported and that we're
(16:37):
sensitive to students' needsduring these times.
Lastly, our community memberscan amplify these efforts by
spreading awareness andadvocating for policies that
protect our students andfamilies.
Our community partners havebeen a tremendous support,
providing resources and support,and we want to continue those
partnerships.
Bianca Barquin (16:57):
Anything else that either one of you can think
of that's super important forour listeners to know about our
immigration support plan?
Michele DeJournett (17:07):
Bianca, I just want to make sure that we
emphasize the fact that our planis a reflection of united
efforts amongst all departmentswithin our district and with,
like Lisa had mentioned,community partners.
I know Lisa mentioned a coupleof our departments, but it's
truly a united effort and Idon't want any of our
(17:29):
departments to feel that theyhave been left out or that the
community does not realize howmuch we have come together to
integrate and again just want toemphasize that it's been
unified efforts.
We come together to provideinformation, to provide
resources, to provide supports,but we also do this and ensure
(17:50):
that we are legally compliant aswell.
Lisa Solomon (17:54):
I think, for me, Bianca, I want to remind all of
our families, students and ourcommunity that it's very
important that everybody knowstheir rights.
I also want to make sure thatfamilies have family emergency
preparedness plans developed and, lastly, I think I want all of
our families to know that we'rehere to support them.
We have resources, we havemental health supports, we have
(18:17):
legal supports, so we want tomake sure that they know that
they can turn to us throughoutany uncertain situations.
Bianca Barquin (18:25):
Thank you both for this important information.
I think that our listenersdefinitely need to know.
As we close today's episode, Iwant to introduce a segment
we're calling Voices of Strength.
This is where we reflect on thepower of collective action and
resilience of our students,families and educators, who are
(18:45):
making an impact every day.
In SAUSD, we know that standingup for our students means more
than just words.
It means action.
It means the administrators whotake the time to reassure
families that their children aresafe at school.
It means the teachers whocreate welcoming, inclusive
classrooms where every studentfeels valued.
(19:05):
It means the support staff whoprovide a listening ear and
mental health support forstudents navigating uncertainty.
It means the front office staffwho are often the first point
of contact for families and playa critical role in making them
feel welcome.
It means our security teams whoensure our campuses remain safe
(19:26):
and supportive spaces.
It means our classified staff,our custodians, food service
workers, bus drivers who buildrelationships with students and
remind them every day that theybelong.
And it means our communitypartners who step up to provide
legal guidance and advocacy forfamilies in need.
Each of these efforts, big andsmall, contributes to the fabric
(19:47):
of support that keeps ourdistrict strong.
To our listeners, you are partof this movement.
Whether you're a studentfinding your voice, a parent
advocating for your child or aneducator creating a space where
every student belongs, your roleis essential.
Change happens when we show up,when we stay informed and when
(20:07):
we support one another.
Michele and Lisa, thank you forsharing your expertise and for
all your leadership in drivingthis important work forward.
Lisa Solomon (20:17):
Thank you, Bianca, for hosting us today.
Michele DeJournett (20:19):
Yes, thank you, Bianca.
Bianca Barquin (20:20):
And to all of our Amplifiers out there thank
you for being part of thisconversation.
Let's continue to listen, learnand lead with courage.
Until next time, stay informed,stay engaged and keep
amplifying the voices thatmatter.
Greetings Amplifiers and welcome to
another episode of SAUSD'sAmplifying Leadership.
I'm your host, bianca Barquin,and today we're bringing you an
important conversation about howSAUSD is ensuring that every
student and family, regardlessof immigration status, feels
safe, supported and empowered inour district.
(00:28):
If you missed our recent boardmeeting, this episode will
provide an in-depth look atSAUSD's Immigration Support Plan
, a comprehensive initiativedesigned to protect, inform and
uplift our students and families.
To help us unpack the details,I'm joined by two leaders who
have been instrumental in thiswork Michele DeJournett, our
(00:51):
Executive Director of SupportServices, and Lisa Solomon, our
Director of Family and CommunityEngagement.
Welcome to the podcast, Micheleand Lisa.
Michele DeJournett (01:02):
Thank you, Bianca.
We're excited to be here andshare this important information
.
Lisa Solomon (01:07):
Thank you, Bianca.
We're super excited.
Bianca Barquin (01:09):
Okay, I want to jump right in, Michele.
I want to start with thefoundation of this plan.
SAUSD recently reaffirmed itsvalues through a board
resolution declaring ourdistrict a welcoming space for
all students.
Can you share why thisresolution was important and how
it connects to the immigrationsupport plan?
Michele DeJournett (01:32):
Absolutely.
The resolution underscores ourdistrict's unwavering commitment
to provide a safe and inclusivelearning environment for all
students, and that's regardlessof their immigration status.
It builds on existing legalprotections, such as Plyler v
(01:54):
Doe, which guarantees everychild the right to a public
education, and California'sAssembly Bill 699, which
strengthens protections forimmigrant students.
This resolution reaffirms thatSAUSD schools are safe havens
and that we will continue totake proactive steps to support
our families.
Bianca Barquin (02:11):
Thank you so much, Michele.
It's so important that wereally have everything that we
do grounded in a strong legalframework.
Now I'm going to switch to Lisa.
Lisa, from a family andcommunity engagement perspective
, what does this commitment meanfor our families?
Lisa Solomon (02:29):
For many of our families, the uncertainty around
immigration policies hascreated some anxiety and fear.
We want to make sure that allof our children and families
know that children are safe atschool and that there's
resources that are available tohelp them navigate these
difficult challenges.
The resolution not only affirmsour commitment to our students,
(02:51):
but also to our families.
It ensures that families havethat critical access to support
resources, workshops, includinglegal workshops, mental health
services and clear communicationto all the families so they
know what their rights are.
Bianca Barquin (03:08):
Thank you so much, so important for us to
have this information and thisinformation readily available to
our families.
Michele, I want to go back toyou for just a second.
I know you talked to us aboutAssembly Bill 699 and Plyler v
Doe, and this is a legalframework that is beyond just
(03:30):
SAUSD right?
Can you tell us some of theboard policies, administrative
regulations or anything we haveinternally that aligns with this
legal framework?
Michele DeJournett (03:44):
We have a few documents that are grounded
in legal framework.
So, beginning with our board'sresolution adopted on December
17th 2024, there, in thelanguage, we can see the board's
commitment to protecting all ofour students and families,
regardless of immigration status.
(04:04):
Internally, though, we alsohave our annual Notifications of
Parent-Pupil Rights andResponsibilities Handbook.
There it requires us, by EdCode, to notify our parents and
guardians of their rights, andthat includes our
non-discrimination statement.
And what this provides anopportunity to our families as a
(04:27):
reminder is that all of ourstudents have a right to a free
public education, regardless ofimmigration status.
In that same document, weactually have an attachment it
is a copy of the Know yourEducational Rights.
Within that publication ithighlights to our families again
that students have a right to afree public education, but it
(04:51):
also says, specifically withinCalifornia, that our students,
regardless of their immigrationstatus, regardless of their
status of their parents orguardians, again, they have a
right to free public education.
For our cabinet, we can see thiscommitment even in our
administrative regulation,specifically 5145.13.
(05:15):
And within this document itopens up with a statement that
the cabinet is committed to thesuccess of all students and
believes that every school siteshould be a safe and welcoming
place for all students and theirfamilies, irrespective of their
citizenship or immigrationstatus.
And this is grounded in thatlegal framework from the
(05:37):
California Assembly, bill 699.
And within that assembly bill,our attorney general published
model policies.
So our admin regulation isgrounded through that guidance
from our attorney general.
As we even explore further intothat document, our
administrative regulationspecifically highlights federal
(05:58):
privacy laws, otherwise known asFERPA.
And there is where we can seethat we have established a
standard across the districtthat all schools are to act in
such a manner of protectingstudent information.
So it is our commitment fromour cabinet, from our board, and
communicating to our familiesthat we are here to protect and
(06:21):
support them.
Bianca Barquin (06:23):
Wow, thank you for sharing and giving such a
detailed answer.
I think this is super helpfulfor anybody listening to really
understand that what we aredoing is thoughtful and it's
actually grounded in something.
So now that we understand thewhy, let's dive into the details
.
Our plan is structured aroundfour key components to ensure
(06:45):
that students and families feelsupported.
So, Michele, let's start withthe first area: training and
preparedness.
Why was this an essential partof the plan and what steps has
the district taken to ensurethat staff are fully equipped?
Michele DeJournett (07:02):
Well, we knew from the start that, in
order to truly protect andsupport our students and
families, our school staffneeded clear, consistent and
practical guidance.
Administrators and front officepersonnel are often the first
point of contact, so we'vedeveloped specialized training
to ensure they understand how torespond appropriately to any
(07:26):
immigration-related inquiries.
But we're also engaging legalexperts to lead workshops, as
Lisa had shared previously, andthose workshops are on federal
and state laws, as well asdistrict policies.
In addition, we've implementedscenario-based drills so that
(07:47):
staff can practice real-lifesituations and respond with
confidence.
Bianca Barquin (07:53):
So, to sum it up , what are some of the key
takeaways from these trainings?
What do we really want everystaff member to know?
Michele DeJournett (08:03):
I think the most important takeaway is that
all our staff members shouldfollow our established protocols
.
Any inquiry from immigrationofficials must be referred
directly to the superintendent'soffice.
No staff member should engagewith officials or provide
information without legalguidance.
We also emphasize that ourschools are safe spaces and we
(08:28):
must ensure that students andfamilies feel welcome and
protected at all times.
Bianca Barquin (08:35):
Awesome.
So the first step, if any typeof immigration official were to
come to any single school site,is for them to immediately
contact the superintendent'soffice, who is consulting with
our legal team, to figure outwhat our next steps are.
I think that's really importantinformation for our families to
(08:57):
know.
So my next question is for Lisa.
Lisa, engaging families andensuring that they have the
right resources is a huge infact, I think it's the largest
part of this plan.
What efforts are being made toinform and support our community
?
Lisa Solomon (09:13):
Family engagement is critical, especially when it
comes to the fears and anxietiesthat are being brought up
during this time.
Many families don't know theirrights or what resources are
available to them, so we'remaking sure that they have
access to information that theyneed in a way that's clear and
accessible.
We've been hosting Know yourRights workshops in multiple
languages, distributingmaterials that will connect them
(09:36):
with community resources aswell as inform them of what
their rights are.
We're working closely withlegal organizations like Justice
Fund, CHIRLA, Orange CountyRapid Response Network and Legal
Aid to connect our familieswith the legal assistance and
advocacy that they need.
Bianca Barquin (09:53):
Incredible, super helpful and great
resources.
But beyond legal resources, howare we helping families
navigate school systems?
Lisa Solomon (10:04):
Well, we know that many undocumented students and
their families worry about thefuture, worry about higher
education, attending college andwork.
That's why we're ensuring thatthey receive accurate
information about financial aid,Dream Act, college applications
and other post-secondaryopportunities.
We have counselors that arehelping and guiding our families
(10:25):
through those processes.
We also are helping families tocreate emergency plans so
they're prepared to know whatsteps to take if they ever face
a crisis related to immigrationstatus.
We've also been offering mentalhealth supports through our
district for our students andwe've made connections with
community partners that offerfree mental health therapy to
(10:47):
families and family members.
Bianca Barquin (10:49):
Beautiful, so let's continue with that theme.
Immigration-related stress canbe overwhelming, especially for
students.
What mental health supports hasSAUSD put in place to help
students and families navigatethese challenges?
I know you talked a little bitabout it, but let's expand on
that one.
Lisa Solomon (11:08):
We recognize that students and families are
carrying a lot of emotionalweight and this stress can
impact their academicperformance and overall
well-being.
That's why mental health andwellness is a core pillar of our
support plan.
We're providing increasedaccess to school-based
counseling services, increasedaccess to district mental health
services, we've established acrisis response team and we're
(11:32):
offering resilience-buildingactivities to help students and
families develop copingstrategies.
We have also connected withcommunity partners that offer
free therapy to families andresidents of Santa Ana.
We are also offering resourcesto families so they know how to
talk about their fears andconcerns with their children.
Bianca Barquin (11:51):
So, continuing with the same theme, lisa, what
are some of the specific waysthat SAUSD is ensuring that
students feel supported on aday-to-day basis?
Lisa Solomon (12:02):
We are working with our school counselors and
our mental health support teamto make sure that students know
they have a safe place to talkabout their concerns.
We're also providingprofessional development for
staff so they can recognize thesigns of stress and trauma and
how to respond appropriately.
We are also making sure ourstaff is sensitive to the needs
(12:22):
of our students families and toother staff members, is
sensitive to the needs of ourstudents families and to other
staff members.
Additionally, we're promotingsupport groups amongst peers
where students can connect withothers facing similar challenges
in a supportive, confidentialsetting.
This has truly been a teameffort where various departments
from across the district havebeen working together, including
support services, family andcommunity engagement, teaching
(12:45):
and learning, communications,and really it's been a community
effort because we've alsobrought in many community
partners.
Bianca Barquin (12:52):
Thank you, Lisa, for that.
Now I want to move into thenext area of our plan, Michele.
Communication is key in momentsof uncertainty.
Families and staff need to knowexactly what to do if an
immigration-related situationarises.
Can you walk us through SAUSD'scommunication protocol?
(13:13):
I know we talked about itbefore, but a little bit more in
detail here.
Michele DeJournett (13:18):
Absolutely.
We have a strict protocol inplace to ensure that any
inquiries from immigrationofficials are handled
appropriately.
The most important thing staffneed to remember is that all
such inquiries must be referreddirectly to the superintendent's
office.
Our legal counsel will thenreview the situation and they
(13:41):
will communicate that back tothe school and provide clear
guidance.
Bianca Barquin (13:45):
That makes me wonder about something, Michele.
How are we ensuring that thisinformation is widely understood
and followed across thedistrict as a whole?
Michele DeJournett (13:56):
What we are doing is we are reinforcing this
message through district-widecommunications.
So there is ongoing trainingsessions and direct outreach to
staff.
Our goal is to make sure thatevery school site follows the
same process, so it eliminatesconfusion.
Additionally, we are committedto keeping our community
(14:18):
informed with regular updatesabout any policy changes that
might impact our students andfamilies.
Bianca Barquin (14:26):
This one is for you, Lisa.
If a family has concerns orneeds support, how can they
reach out?
Lisa Solomon (14:34):
We encourage all of our families to connect with
their school site administrators, counselors or their family and
community engagement liaison attheir school.
They can also reach out to thefamily and community engagement
team at the district.
We have dedicated FACE staff ateach school site, ready to
provide guidance and connectfamilies to the much-needed
resources.
We want every family to knowthat they are never alone in the
(14:56):
process.
They have us with them and theyalso have the community with
them.
Bianca Barquin (15:01):
Perfect.
So it's clear that this plan isabout more than just policies.
It's about people.
It's about safety and ensuringthat every student and family in
SAUSD feels protected andsupported.
Thank you, Michele and Lisa,for sharing these critical
details about the plan.
I know this is a strong stepforward, but there's still a lot
(15:23):
of work to be done.
Lisa, what are the next stepsfor SAUSD in implementing and
expanding this support?
Lisa Solomon (15:31):
In the months ahead, we'll be scaling up our
training efforts, deepening ourpartnerships with community
organizations and ensuring thatevery school site has access to
updated resources.
We are also working on refiningour rapid response network to
ensure that families can accesshelp quickly in the time of
crisis.
Some of these training effortsare starting as soon as next
(15:53):
week, where we'll be offeringKnow your Rights workshops for
our families in collaborationwith the Justice Fund, and where
we'll be informing our familiesof what our immigration support
plan is here in Santa AnaUnified School District.
Bianca Barquin (16:08):
Awesome.
How can families, educators andcommunity members get involved
to help make this plan trulysuccessful?
Lisa Solomon (16:16):
Well, we are encouraging our families and our
community to spread the word,to attend our workshops, reach
out for support when they needit and stay informed about their
rights.
We also want our families toshare information that they
learn with other families.
Educators can help by fosteringsafe spaces in their classrooms
and ensuring that our studentsfeel supported and that we're
(16:37):
sensitive to students' needsduring these times.
Lastly, our community memberscan amplify these efforts by
spreading awareness andadvocating for policies that
protect our students andfamilies.
Our community partners havebeen a tremendous support,
providing resources and support,and we want to continue those
partnerships.
Bianca Barquin (16:57):
Anything else that either one of you can think
of that's super important forour listeners to know about our
immigration support plan?
Michele DeJournett (17:07):
Bianca, I just want to make sure that we
emphasize the fact that our planis a reflection of united
efforts amongst all departmentswithin our district and with,
like Lisa had mentioned,community partners.
I know Lisa mentioned a coupleof our departments, but it's
truly a united effort and Idon't want any of our
(17:29):
departments to feel that theyhave been left out or that the
community does not realize howmuch we have come together to
integrate and again just want toemphasize that it's been
unified efforts.
We come together to provideinformation, to provide
resources, to provide supports,but we also do this and ensure
(17:50):
that we are legally compliant aswell.
Lisa Solomon (17:54):
I think, for me, Bianca, I want to remind all of
our families, students and ourcommunity that it's very
important that everybody knowstheir rights.
I also want to make sure thatfamilies have family emergency
preparedness plans developed and, lastly, I think I want all of
our families to know that we'rehere to support them.
We have resources, we havemental health supports, we have
(18:17):
legal supports, so we want tomake sure that they know that
they can turn to us throughoutany uncertain situations.
Bianca Barquin (18:25):
Thank you both for this important information.
I think that our listenersdefinitely need to know.
As we close today's episode, Iwant to introduce a segment
we're calling Voices of Strength.
This is where we reflect on thepower of collective action and
resilience of our students,families and educators, who are
(18:45):
making an impact every day.
In SAUSD, we know that standingup for our students means more
than just words.
It means action.
It means the administrators whotake the time to reassure
families that their children aresafe at school.
It means the teachers whocreate welcoming, inclusive
classrooms where every studentfeels valued.
(19:05):
It means the support staff whoprovide a listening ear and
mental health support forstudents navigating uncertainty.
It means the front office staffwho are often the first point
of contact for families and playa critical role in making them
feel welcome.
It means our security teams whoensure our campuses remain safe
(19:26):
and supportive spaces.
It means our classified staff,our custodians, food service
workers, bus drivers who buildrelationships with students and
remind them every day that theybelong.
And it means our communitypartners who step up to provide
legal guidance and advocacy forfamilies in need.
Each of these efforts, big andsmall, contributes to the fabric
(19:47):
of support that keeps ourdistrict strong.
To our listeners, you are partof this movement.
Whether you're a studentfinding your voice, a parent
advocating for your child or aneducator creating a space where
every student belongs, your roleis essential.
Change happens when we show up,when we stay informed and when
(20:07):
we support one another.
Michele and Lisa, thank you forsharing your expertise and for
all your leadership in drivingthis important work forward.
Lisa Solomon (20:17):
Thank you, Bianca, for hosting us today.
Michele DeJournett (20:19):
Yes, thank you, Bianca.
Bianca Barquin (20:20):
And to all of our Amplifiers out there thank
you for being part of thisconversation.
Let's continue to listen, learnand lead with courage.
Until next time, stay informed,stay engaged and keep
amplifying the voices thatmatter.
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