What Learning Loss? How One Elementary School Increased Literacy Achievement from 68% to 92%

This week’s evidence is a timely reality for far too many. What should schools do if ICE agents arrive at the door?  This thoughtful New York Times offers examples of how several school districts are developing protocols for this eventuality. 

First, schools need positive outreach to encourage parents to send their children to school every day. They are safe in school and have to make up for an enormous learning loss suffered by many immigrant children. 

Second, building leaders must have a clear protocol, including asking ICE agents to remain outside the building and immediately call district lawyers to inspect the ICE paperwork that the agents are using to demand entry.

Third, teachers should have procedures to provide for the emotional safety of students who fear ICE and worry about being separated from their parents. This might include emergency housing and food assistance in case parents are departed, leaving school-age children without parental care.  

Here is the complete article: https://www.nytimes.com/2025/01/07/us/immigration-deportations-ice-schools.html

Related Posts

  • Beyond Structure: How Leadership Shapes Effective PLCs

    “The principal is the key to developing a professional learning community.” — Richard DuFour Across schools and districts, collaborative learning teams (CLTs) have become a common structure for improving instruction. Time is scheduled, agendas are posted, and shared folders are created—meaning that, on paper, the system is in place. And yet, in many cases, classroom practice remains largely unchanged.

    Read More

  • When AI Feels More Welcoming Than School: “Listen more. Judge less.”

    May 20, 2026
    Contributing Authors: Ann Perez and Dru Tomlin

    Read More

  • Building Up, Not Building Out: Embedding SEL Into the Work of PLCs

    It is common to hear, “We have been doing PLCs for years.” Sometimes that statement is followed by frustration: “Despite our efforts, we aren’t seeing improvements,” or a realization that scores remain unchanged. In other schools, PLCs are described as “well-oiled machines.” The meetings happen, the protocols are followed, and the process is in place.

    Read More